T he curriculum of the Birch Wathen Lenox Upper School is designed to produce positive learning outcomes in the follow- ing areas: knowledge and understanding; critical thinking and investigation; creativity and appreciation of aesthetics; personal and social growth; and development of values. One way of viewing the Upper School curriculum is to see it as three Curriculum Guidelines interrelated parts: an academic curriculum; a co-curriculum; and an extended curriculum. To meet the goals of the academic curriculum the following minimum graduation requirements have been established: English 4 years as well as required Grammar/ Composition and Critical Writing History 3 years including the study of World History (2 year sequence) and American History Mathematics 3 years at high school level including 2 years of Algebra and 1 year of Geometry Science 3 years of Laboratory Sciences: Conceptual Physics, Chemistry, and Biology Languages 3 years of one language through level III Fine Arts 2 years Art ninth and tenth grades, which includes Sculpture, Three- Dimensional Design, and Studio Art X; Art History is required for all ninth graders Physical Education 4 years including Health Education in the ninth grade Elective Credits Additional courses from academic and non-academic disciplines are to equal a minimum of 5 courses each semester each year. Six courses are strongly recommended. Community Service Thirty hours of community service are required during ninth and tenth grade. These may be done at BWL. Thirty hours of community service are required during eleventh and twelfth grade. These must be done in the larger community. 1 The normal program for students in grades nine through twelve is six courses per year, plus Physical Education, and certain extra required courses that meet once or twice per week, such as Grammar and Composition, Art History, Health, Critical Writing, and Freshman Seminar. A program of fewer than six courses or more than seven courses may be taken only with the approval of the Upper School Head. Each student is guided through the course selection process by an advisor. At the end of each year, the student's school transcript is reviewed in order to be certain that requirements are being fulfilled and appropriate electives taken. Special Programs T he extended curriculum at the Birch Wathen Lenox Upper School is focused on having our students interact with the community. The extended curriculum contributes to the per- sonal and social growth of our students and increases their awareness of the larger community through their involvement in a guided program of community service. Included in this aspect of the curriculum are: 1. Community Service Requirements (Required) The Birch Wathen Lenox In-School Community Service program is designed to provide hands-on work experience for students while promoting interaction among students and faculty in the Upper and Lower Schools. Students learn valuable skills in their community service placements while tutoring children in the lower grades, assist- ing in the science lab, or cataloging resources in the library. Each stu- dent contributes 30 hours of volunteer work in ninth and tenth grades through an In-School Community Service placement of his/her choice. Students in these grades may choose to fulfill this part of the community service requirement by working with an outside volunteer agency. Students in eleventh and twelfth grades must serve the community for 30 hours by working with an agency outside of the Birch Wathen Lenox Upper School. Students may also work with the Middle and Lower School communities with the approval of the appropriate Divi- sion Director. 2. Senior Project This is a career or community service oriented internship program for qualified seniors during the last month of their senior year. Participa- tion in a senior project is considered to be a privilege. Seniors must apply, meet the criteria set by the project committee, and achieve appropriate grades through the third quarter of their senior year. Once the senior is admitted to the Senior Project Internship, achiev- 2 ing a passing grade on the project becomes a graduation requirement. 3. Advanced Standing at Marymount* Seniors who meet the admissions requirements of Marymount Man- hattan College may choose to take a course in the Advanced Standing Program. This enables a student to earn college credit while still in high school. A reduced fee is charged for this program at Marymount; schedule accommodations at Birch Wathen Lenox are made by the Director of the Upper School. *It should be noted that students may not take courses for Advanced Standing to replace required courses offered at the Birch Wathen Lenox School. 4. Library Upper School students are encouraged to utilize the resources pro- vided by the BWL Library. The library collection, consisting of print and electronic materials, is designed to meet the curricular needs of students and to promote lifelong interest in reading. Sources required for research assignments in all subject areas are placed on reserve for student use. The librarian is available to assist in locating and using library materials. 5. Electives Typically, several electives are offered each semester within the various disciplines. They may be drawn from the electives that appear below within each department, or they may be new electives that will be similar in approach to those shown below. For particular requirements, such as access being limited to seniors, see the individual department listings. English IX: Foundations of Literature 5 periods (Required, Grade 9) In the first year of English in the Upper School, students read a range of literary classics including The Odyssey, English Medea, A Midsummer Night’s Dream, and Mansfield Park as well as some poetry. Students will sharpen their analytical skills through discussion and written assignments. Freshmen Seminar Fall, 2 periods (Required, Grade 9) Freshmen Seminar serves to smooth the signifi- cant transition its students make from Middle to Upper School. The class begins with an overview of BWL fundamentals: required and elective classes, school clubs, how transcripts work, and how and when to schedule teacher conferences. It then reinforces key skills Chair: Curtis March needed for successs with the increasing demands of high school work: note-taking, preparing for quizzes and tests, time-management, orga- nization of class materials, group presentations, and research. Finally, 3 the class orients students to the facilities in the building that can assist them with their scholarly pursuits: students visit the library and com- puter labs, and they learn of the Peer Education program and the guidance counselor. Grammar and Composition Spring, 2 periods (Required, Grade 9) The goal of this class is to have students view their work with criticism and care. Study begins with a careful review of punctuation, and builds toward sentence structure, variety, expansion of description, and other elements of style. Students also review, then expand upon their notions of thesis sentences, topic sentences, intro- ductions, and conclusions. Emphasis is placed upon brainstorming, researching, and other organizational stages of pre-writing that lead to more informed drafts. Attention is also given toward the proofreading and revision of these drafts. The class provides a practical forum to stretch and strengthen language skills, particularly as it works in tan- dem with the content of students’ concurrent English and history classes. English X: World Literature Full year, 5 periods In nine months, this class touches upon the literary contributions of five continents and covers the four major genres. Through classroom discussions, debates, a healthy amount of writing assignments and grammar as needed, the course intends to shape articulate English stu- dents, ready for the upper levels of high school. Texts include: Things Fall Apart, Othello, Night, Siddhartha, The Devil and Miss Prym, The Awaking, Master Harold and the Boys, The Namesake, The Everyday Writer, and others. English XI: American Literature 4 periods (Required, Grade 11) This course will examine the development of the American identity from the Puritan era to the present. We will ask three central questions: What is the American Dream as opposed to the reality? What does it mean to be an insider/outsider? How do we relate to the land? Authors include Albee, Dickinson, Emerson, Faulkner, Fitzgerald, Frost, Hawthorne, Hemingway, Miller, Morrison, Poe, and Wright, many of whose themes coincide with the students’ American History class. Critical Writing Fall, 2 periods (Required, Grade 11) This fall semester course meets twice weekly and focuses on advanced strategies for writing more clearly, easily, and per- suasively. A major component of the course prepares students for the writing required of them to apply to colleges and then to write effec- tively in their humanities courses at a collegiate level. This includes work on the SAT writing section and the college admissions essay. In 4 addition, Critical Writing acts as a supplement to their American Liter- ature course; students “workshop” drafts and revise essays from their major English course, and then perform further research and sec- ondary source work so that their own analytical writing incorporates the scholarship or other esteemed writers and texts. At the least, our goal will be to raise students’ ability to articulate what they want to say in a written form, a skill always in demand but seldom exhibited in any line of work or study. Electives are one-semester courses. Different electives are offered each year and students will be informed of specific elective offerings during registration period. AP English Full year, 1 period (Non-credit) This class meets once weekly with those senior Honors English students who have been nominated by the Department to take the demanding AP English Literature and Composition exam. Class time is given to discussion of test strategies, be it answering multiple-choice questions, deciphering complex poems and passages, or organizing essays from abstract questions to precise responses. Short essay assignments and supplemental reading of Romantic poets and Victorian literature famil- iarize students with literary influences that reach beyond the Depart- ment’s standard curriculum. Honors Shakespeare 4 periods (Fall Semester, Elective) With its unique focus on the works of Shake- speare, this class intends to spend its semester unpacking the many rich threads that compose his major works. This will be accomplished through daily discussions, reflective essays, occasional quizzes, and vis- iting scholars. Students are also encouraged to memorize and deliver monologues, use literary criticism, and openly debate interpretations of continually evolving works that include: The Merchant of Venice, Macbeth, Hamlet, The Winter’s Tale, and King Lear. Creative Writing 4 periods (Elective, Juniors and Seniors) This course will be devoted to the study and writing of the short story and poetry. Key elements in the story such as character, incident, conflict, and suspense will be explored. Poems will be read and analyzed for meter, imagery, and figurative language as well as meaning. Students will write both short stories and poetry and their work will be discussed and commented on in a work- shop format. 5 Contemporary Poetry 4 periods (Elective, Juniors and Seniors) When the poet William Stafford was asked when he started writing poetry, he responded, “How old were you when you stopped?” The poetry students’ first challenge this semester is to tap into that childlike source of wonder and beauty and discovery that poetry has always preserved in every culture. There are three interrelated aspects of that endeavor. The first is and in-depth and rigorous exploration of the foundational premises of reading and writing about poetry analytically, including an understanding of the techniques and terminology that have sustained its study for at least 2,500 years. Secondly, in order to discuss, explore, analyze, and indeed experience poetry, there is no better way than to try one’s hand at writ- ing it. Students will learn about and experiment with a variety of poetic forms in their own creative work. The third aspect is to read many contemporarily poets and to situate their work in the historial context of the cultural trends and literary influences shaping the poetry being written today. Taken together, students will have gained a large survey of the contemporary scene in poetry. Journalism 4 periods (Elective, Juniors and Seniors) In this course, students will gain the immediate satisfaction of seeing their words in print. Writing in a range of journalistic styles including news, sports, features, reviews, and editorials, students will be exposed to the importance and flexibil- ity of language. Upon revision and layout, many class articles will be published in the school newspaper, The Clarion. Darwin and the Evolution of the Novel (Honors optional) 4 periods (Elective, Juniors and Seniors) A significant majority of Americans still do not believe in evolution, but the entire framework of modern biology and medicine depends upon the fundamental premise and ramifications of Darwin’s evolutionary theory. With the political reemergence of Cre- ationism, it is an opportune time to take a fresh look at what inspires so much furor and interest. For the generation of writers coming of age after Darwin, nothing could be more momentous; it seemed that the very foundations of culture were coming undone. This course of study will explore some of the great literary works most imaginatively respon- sive to Darwin’s impact upon our ways of thinking. We will begin by reading excerpts of Darwin’s own writing and other contemporary accounts of evolutionary theory. The literature to follow will include such classics as Henrik Ibsen’s The Wild Duck, Thomas Hardy’s Return of the Native, Joseph Conrad’s Heart of Darkness and other stories, Franz Kafka’s and D.H. Lawrence’s bestial short works, and some of Virginia 6 Woolf’s short fiction. Students should expect to read these works closely and actively, as seminar-style discussions and their own written assign- ments will be generated from our texts. Modern American Drama Spring, 4 periods This course explores currents of 20 century American Drama that th flow from different concepts of identity. Plays are taught in the order of their stagings and are accompanied by concurrent remarks on the- ater history. As the works are meant to be played, students should also look forward to learning the variety of analytical approaches that come with understanding characters multi-dimensionally. A steady medley of quizzes, essays (both short and long) and presentations will ensure that students have ample practice for their growing repertoires. Visits from local actors and to local theater will help. Texts include: Long Day’s Journey into Night, A Raisin in the Sun, A Streetcar Named Desire, Glengarry Glen Ross, Golden Child, and others. Modernism (Honors) Spring, 4 periods (Elective, Juniors and Seniors) The first half of the twentieth century contains upheaval and catastrophe on an unprecedented scale. For many writers spanning this timeframe, conventional stories and poems were no longer adequate representations of the new and sometimes terrible realities of their world. They began to experiment with radi- cally new forms of expression, as did a wide range of artists, architects, and musicians; their work is referred to collectively as Modernism. The art critic Peter Schjeldahl recently described the “modernist adventure” as a bet on the adequacy of sheer form, in the right hands, to compensate for the lost faith in established orders of civilization.” Ezra Pound’s now-classic imperative to originality – “Make it new!” – conveys the urgency of the Modernist project. Behind it is a new found dilemma regarding how to represent a fragmented world, and perhaps, in so doing, a way to reassemble it. Their creations are your inquiries this semester, which will include great literature from this era but also art (two visits to MoMA are required), music, dance, photog- raphy, architecture, and other forms aesthetic expression. Honors English Students may choose to do Honors work in any elective that is not formally designated as an Honors course. Honors credit will require a formal proposal submitted by the student outlining a specific project of significant proportions relating to and in addition to the course. This must then meet with the approval of the course instructor and the Department Chair. Honors work will prepare students for the Advanced Placement examinations. 7 History IX: World I 5 periods (Required, Grade 9) World History is part of a two-year sequence, with History the ninth grade covering material from early man up to England's Glorious Revolution. The course will cover both Eastern and Western civilizations and cultures, and will emphasize comparative political, economic, social, and intellectual developments and interactions. History X: World II 5 periods (Required, Grade 10) This course is a continuation of the ninth grade program. Major topics to be treated in depth will include the Indus- trial Revolution, Nazism, and Communism, World Wars I and II, and the evolving relationships between Europe, Asia, and Africa. Chair: Dr. Lee Jones History XI: American 5 periods (Required, Grade 11) This course is designed to introduce students to the major events, topics, themes, and people of American history. It is organized chronologically, moving from the Age of Exploration to the upheavals of the 1960s. Within this framework, emphasis is placed on developing an interdisciplinary understanding of each period. Besides political history, the course stresses economic development and culture and the relationships among them. History XI: Honors American/AP American 5-6 periods (Grade 11) This course is an in-depth survey of American history that combines a study of political, economic, intellectual, and social his- tory with training in the techniques of historical analysis. A textbook will supply a basic framework, but most of the reading will be drawn from primary sources and the work of historians. The aim of this course is to broaden the students’ understanding of the nature of his- tory, with particular attention to those groups whose lives and con- cerns are often omitted from traditional history courses. Discussion is an essential element of the course, and students will be expected to deliver seminar reports in addition to weekly essays; writing assign- ments will develop the student’s ability to select evidence, to analyze sources, and to organize ideas. Students who successfully complete additional requirements will be prepared to take the Advanced Place- ment examination in American History. This course, and AP Ameri- can History, require intensive writing and enrollment is by permission only. 8 Electives are one-semester courses. Different electives are offered each year and students will be informed of specific elective offerings during registration period. Constitutional Law: An Introduction to the Bill of Rights Fall, 2 periods (Elective, Juniors and Seniors) This course will provide an introduction to the meaning of and legal precedents interpreting the U.S. Bill of Rights, which are the first ten amendments to the United States Con- stitution. The focus will be the key decisions of the U.S. Supreme Court respecting the following Amendments: First (freedom of speech, press, religion and assembly); Second (right to bear arms); Fourth (no unreasonable searches or seizures); Fifth (protection against double jeopardy, compelled self-incrimination and deprivation of life, liberty or property without due process); Sixth (right to a speedy trial before an impartial jury, to be represented by an attorney and to cross-examine witnesses); and Eighth (no cruel or unusual punishments or excessive bail). The course will also include a review of the basis of the right of judicial review – a court’s right to review and find unconstitutional the laws and actions of the federal and state governments. Model United Nations 2 periods (Elective, Juniors and Seniors) As a class we will intensively research the nation we represent, studying not only its history but also its economy, its ethnic and social make-up, military concerns, and global role. We will contact the country’s embassy as well as make use of a variety of research tools. Each student will sit on a committee such as Disarma- ment, Human Rights, etc.; the writing of a position paper for each delegate's committee is the central piece of work for the class. Learn- ing and replicating the procedures and the dynamics of the United Nations demands a good deal of effort. This course will meet twice a week, and it requires a considerable amount of reading and research outside of class. It does not replace any other curricular requirements. History and Film 4 periods (Elective, Juniors and Seniors) This course will focus on various events, periods and people in history and will analyze how both historians and filmmakers treat their subjects. Such films, for example, as Glory, Birth of a Nation, Sands of Iwo Jima, Patton, Hester Street, Dr. Strangelove, and Nixon, will be viewed after in-depth study units on the periods covered in these films. The course will require research and critical work. 9 Identity and Society 1 period (Elective, Sophomores, Juniors and Seniors) This non-credit course will provide a comfortable, supportive forum for the discussion of contro- versial topics, particularly providing a have for the free expression of ideas leading to increased knowledge, understanding, tolerance and acceptance. We will explore multiculturalism and identity, examining both the emergence of and dynamic patterns of interaction between cultural groups as well as how a person self-identifies or is identified by others. The most obvious groups are racial and/or ethnic groups, but difference can be examined in regards to religion, socioeconomic class, age, regional variation, gender, physical appearance and ability, and sexual preference. The aim of the class is to encourage students to think in more informed ways about all kinds of difference, to become more sophisticated in examining the way race and culture are used as terms in every day speech, to gain insight into their own attitudes and to develop greater awareness of and curiosity about multiculturalism. Environmental Politics and Policy 4 periods This course is an introduction to the study of environmental change, its causes and consequences in America and world history. Focusing on the past one hundred years, we will seek to understand how demo- graphic, technological, and economic developments have led to dra- matic alterations of our natural environment. In the process, we will review scientific explanations of some recent environmental phenom- ena, such as ozone depletion, climate change, and ocean acidification. We will study the politics of the environment – the competition among actors – and the making of environmental policy – the official articula- tion of goals, often backed by financial commitments and legislative or executive acts. We will analyze what factors hinder or promote effec- tive environmental policy in the U.S. and globally. Middle East History 4 periods (Senior Elective) Through lectures, documentaries and films, web- based research that students present in a seminar setting, power point presentations of Islamic art, and a museum visit, this spring semester course examines the history and art of the Arab peoples across the massive geographical area that stretched from North Africa to the South Asian subcontinent. Students listen to examples of Jewish music of Al-Andalus, the Ottoman Empire, and consider trance dance music in its relationship to Sufi ecstatic dance. Lecture-based topics include the development of Islam; differences between early tribal and urban society, especially in relation to women; expansion of the Ottoman Empire, and European countries’ responses to that; the rise of the 10 House of Sa’ud and Wahhabism; reformist thinkers within Islam and the rise of Arab nationalism; the emergence of the new independent state of Turkey, and British control of Egypt. Japanese History/Culture 4 periods (Senior elective) This class meets four times a week. While history will remain the baseline the class will include consideration of art, litera- ture and landscape to gain an understanding of past and present cul- tural attitudes and affinities. Films, museum visits and web-based work will support this endeavor. Civilization Honors Full year, 4 periods y (Elective, Juniors and Seniors) Civilization focuses on a country or die nar region from many different perspectives: historical, political, geo- graphical, the arts, folklore, religion, etc. Past years have been devoted Stu scipli to the Caribbean, South Africa, China and India. For the year 2010- s 2011, we will be concentrating on Russia. This vast region has been i home to many peoples, has seen the rise of the imperialist Tsars, their erd downfall in 1917 during the Russian Revolution, the establishment of the Soviet Union, and its disintegration. Russia is in the news on a Int daily basis, as are the states the became independent during the last ten years. Russian literature and films are as vast and complex as the coun- try. The music, dance, art and food are exciting, and we will partake of them all. Chair: Frank Carnabuci, Headmaster Cultural Anthropology: Conflict and Conformity 4 periods (Elective, Juniors and Seniors) During this one-semester course, stu- dents will be introduced to the vocabulary and core concepts of cul- tural anthropology. We will study the economic, religious, and kinship systems that form a wide variety of cultures and societies. Using case studies from Africa, the Americas, Asia, Europe, and Melanesia, stu- dents will explore indigenous peoples’ relationship to their lands and its resources, the effects of migration, tourism, and globalization on local populations – especially as they relate to women and children – and the issue of human rights. Particular attention will be paid to diversity in America. Ethnographic films will be shown. There will be extensive and challenging readings and numerous writing assignments, including a web-based research paper examining a current cultural conflict. 11 Algebra I 5 periods (Required) This course is designed to secure the basic skills of algebra. Math Topics include: evaluation of expressions and formulas, properties of numbers, solving linear and quadratic equations, real numbers, factor- ing, inequalities, relations and functions, graphing, radicals and poly- nomials, and problem solving. Students also apply algebraic concepts to geometry, statistics, and probability where appropriate. The TI-83 graphing calculator is used not only as an aid in calculation but also to help teach functions and graphing. (Students who have taken Algebra I in eighth grade will take Algebra II in ninth grade.) Chair: Algebra II 5 periods Andrea Huguenin (Required) Algebra II is an intensive course where practice in the funda- mentals of algebra is continued and extended to include introductions to the more advanced concepts. Topics covered include: linear and higher degree equations in one, two and three variables, inequalities, the quadratic formula, functions, conic sections and complex numbers. A wide range of word problems help students integrate the basic ideas of algebra into their everyday lives as well as other school subjects. The TI-83 graphing calculator is used extensively, not only as an aid in cal- culating, but also to teach concepts about functions and their graphs. Geometry 5 periods (Required, Grade 10) This course is a study of Euclidean geometry in the plane with some work in three dimensions. Emphasis is given to the logic of geometry and to developing an appreciation of deductive reasoning. Topics covered include parallel lines, congruent triangles, quadrilaterals, similar triangles, the Pythagorean Theorem, circles, and area. Emphasis is also given to problems that apply geometric concepts to real-life situations in areas such as sports, space, biology, health, architecture, geography, history, art, and literature. The Foundations of Mathematics 4 periods (Elective for Juniors, Fall Semester) This course is intended for students who wish to gain perspective on their work in traditional math courses by studying mathematics as an emergent topic in human history, and a fundamental part of our understanding of the world. We will explore the development of mathematics through the centuries and across cul- tural boundaries, and discuss its practical origins, its applications, and its relationship to the sciences and other fields of learning. Students are expected to engage in mathematical work and problem solving, but also to complete reading and written assignments about mathematics. Enrollment in this course is by permission only. 12 Precalculus 5 periods (Elective, Juniors and Seniors) This course begins with both a review and an extension of advanced algebraic concepts. The two major top- ics emphasized are exponential and logarithmic functions and rational functions with asymptotes. The second semester consists of a thor- ough study of trigonometric functions, graphs, identities, and equa- tions. The course concludes with an intensive unit on conics. The TI-83 calculator is incorporated into the curriculum and is used daily during class. The course is demanding, and equally stresses applica- tions and skills together with the capacity to develop clear mathemati- cal thinking. Introduction to Calculus 5 periods (Elective, Seniors) This course is offered to students who wish to have a basic introduction to the elements of calculus. It begins with a review and extension of the advanced precalculus concepts necessary for cal- culus. The class will cover as many topics of calculus as time permits. These topics include limits, rules of differentiation, and integration, as well as practical applications. The TI-83 graphing calculator is used extensively throughout the course. Calculus AP 6 periods (Elective, Seniors) This course will cover the syllabus for the Advanced Placement Calculus AP Examination. Topics covered include limits, rules of differentiation, practical applications of differentiation, Rolles’ Theorem, Mean Value theorem, extrema, methods of integration, and practical applications of integration. The TI-83 graphing calculator is used extensively throughout the course. Finite Mathematics 4 periods (Elective, Juniors and Seniors) This course is a combination of two courses formerly taught at BWL; Finite Mathematics and Probability and Statistics. During the first half of the year, students learn about probability and statistics and their real world applications. Focus is on learning basic definitions, formulas, and distributions of statistics as well as applying that knowledge to different types of experiments and projects. The second semester exposes students to practical mathematics focusing on applications to business. Topics included are free market economics, balance sheets, income statements, and investments in stocks and bonds. The class participates in the annual stock market game. 13 Science IX: Conceptual Physics 5 periods (Required, Grade 9) This is a full year lab-based course that will focus Science on the Laws and Principles connected to the concepts of matter, force, and energy. A strong emphasis will be placed on developing an under- standing of the physics associated with our daily lives. Set within this context, this course will explore traditional topics such as mechanics, light, sound, and electricity. We will also extend our inquiry into advances being made in the most current lines of research and will probe even further into what scientists believe lies in our future. Science X: Chemistry 6 periods Chair: (Required, Grade 10) This full-year survey course is designed to meet a Ben DiNardo variety of student needs. It offers the student sufficient elementary the- ory and descriptive material for a complete and thorough program. It prepares the student for future science courses both at the high school level and at the college level. The lab work stresses understanding of chemical concepts, basic lab techniques, and the development of scientific accuracy. Material covered includes stoichiometry, electronic structure, gas laws, chemical bonding, organic chemistry, kinetics, equilibrium and acid-base theory, redox reactions, and nuclear chemistry. Science XI: Biology 6 periods (Required, Grade 11) This is an introductory course that covers the basic principles of biological science. Biology is presented both histori- cally and conceptually, wherever possible relating the material to every- day life. In the laboratory, students have the opportunity to gain expe- rience in scientific methods and to observe biological processes in action. The basic goal is to give students a broad exposure to biological concepts. In specific cases where students are interested in taking the SAT II Biology exam, they should make their interest known to the instructor early in the year so additional instruction can be provided. Electives are one-semester courses, unless otherwise indicated. Different elec- tives are offered each year and students will be informed of specific elective offerings during registration period. The Foundations of Science 4 periods (Elective, Juniors, Spring Semester) This course will explore the histori- cal development and philosophical foundations of the sciences, with the purpose of giving students a broader perspective of the goals, advantages, and limits of the scientific worldview. With readings from modern scientists like Stephen Jay Gould and Carl Sagan, and philoso- phers like Plato and Francis Bacon, we will explore the origins of the 14 scientific method, the tension between different schools of thought within the philosophy of science, and the implications of modern sci- entific and technological advances for classical philosophical questions. We will also discuss the relationship between science and other fields of study, including religion, literature, and art. The Foundations of Mathematics course is a prerequisite for this course. Integrated Earth Systems 5 periods (Elective, Juniors and Seniors) This course utilizes engineering concepts to analyze global issues related to energy, ecology and the environ- ment. A systems approach involving input, output relationships, dynamic feedback, stability concepts and graphical models will be pre- sented as the tools utilized to gain a better understanding of these complex, interdependent issues. Assessment of student performance in this course will be based on research papers, lab reports, summaries of assigned readings from scientific journals and tests. Global Issues that will be confronted: 1. Development and use of alternative energy sources 2. Depletion of fossil fuels 3. Air Quality 4. Water Quality 5. Land Use Management and Agricultural Productivity 6. Global Warming 7. Noise-Environment System 8. Efficiency of mass transportation systems Physics II Pre-calculus strongly recommended. 6 periods (Elective, Juniors and Seniors) An introductory, full-year survey course designed to present the basic principles of physics and how they relate to everyday experiences. The course involves conceptual understand- ing, problem-solving techniques, and, where possible, the application of physics to other disciplines as well. Audio-visual aids are used when appropriate, and a laboratory component is incorporated to give stu- dents concrete experience with the concepts studied. Areas to be cov- ered include such topics as mechanics, thermodynamics, sound and light, electricity, magnetism, relativity, atomic structure, and nuclear physics. Enrollment in this course is by permission only. Human Anatomy and Physiology 5 periods (Elective, Juniors and Seniors) This full year science course will enable students to learn about the structure and function of the various human organ systems. A primary focus throughout the course will be understanding the concept of homeostasis, or how the human body is 15 able to maintain a state of healthy balance despite external changes. This will be a lab-based course and there will be a number of lab activ- ities designed to enable students to understand the inner workings of their own physiological mechanisms. Enrollment by permission only. Meteorology 5 periods (Elective, Juniors and Seniors) This full-year course aims to establish the fundamentals of meteorology with an emphasis on the basic physics that governs the behavior of the atmosphere. The class will cover his- tory of catastrophic weather events, role of the sun, cause of winds, storms and fronts, cloud dynamics, thunderstorms and tornadoes, hurricanes, and weather prediction. We are fortunate to have a weather station on the roof of BWL which records real-time data on a lab com- puter. This is a key component in understanding applications of the principles to which the students are introduced throughout the course. Enrollment in this course is by permission only. Astronomy 5 periods (Elective, Juniors and Seniors) This full-year survey course is designed to introduce the students to the fundamental principles of the study of the heavens. The course will look at an array of topics from prehistoric star gazing to modern ground and space based studies of the sky. Although basic characteristics of our solar system are always covered, the course is tailored each year to the interests of the students and advances based on continuing research in this field. Assessment is partially based on tradi- tional methods such as homework, quizzes, and tests, but there are also more student driven assignments such as summaries of Astronomical articles in the news and group projects and presentations. The students also benefit from a visit to the Rose Center at the American Museum of Natural History. Enrollment in this course is by permission only. Biology AP 7 periods (Elective, Seniors) This is a college-level full-year biology course. The content of this course closely follows the syllabus outline of the CEEB Advanced Placement Course Description, and each student has the option to take the Advanced Placement exam. Through this course students receive an in-depth understanding of biological processes and principles. Students will be introduced to such things as biostatistical tools used in research, appropriate computer applications, gel elec- trophoresis, and other advanced laboratory techniques. Students will also be made aware of the controversial aspects of modern biology and of the professional opportunities available to them. Enrollment in this course is by permission only. Prerequisite Chemistry and Biology I. 16 French I 5 periods Covering basic structure and vocabulary, this course provides a strong foundation in speaking, listening, and comprehension for beginning Languages French students. Elementary grammatical and idiomatic structures are introduced, as well as appropriate reading material. Students learn to Bonjour! communicate about a variety of topics, and engage in conversations to develop their self-expression. Students also gain an understanding of the Francophone culture. ¡Hola! iwa konnich French II 5 periods This course enables students to develop their confidence and ability to use French in a broader range of situations by building upon vocabu- Chair: lary and grammar learned in French I. Short stories, newspaper arti- Sylvie Kunstenaar cles, various media and cultural lessons broaden their knowledge and understanding of the French culture and serve as a basis for discussions and writing assignments. French III 5 periods This course continues to feature a review of basic and intermediate gram- mar concepts in order to create a strong foundation for more abstract and advanced elements of the language. Students further develop their vocab- ulary and acquire an ever-expanding communicative ability, as well as an increasingly detailed understanding of the Francophone culture. Discus- sions are conducted in French, and students are expected to ask ques- tions, respond, and discuss in basic French. In addition to written and oral assessments, students are evaluated through personal compositions, reading comprehension assignments, and individual projects. French IV 5 periods Intensive study of grammar continues in this course, as students strengthen their language skills by reading short stories, newspaper arti- cles, and poetry. The class is conducted primarily in French to develop fluency. All aspects of language study (reading, writing, speaking, and listening) are addressed. The course includes conversation and discus- sion, composition, and reading of literary and non-literary texts such as current periodicals. The study of relevant cultural topics continues. French V: Theatre Full year, 5 periods (Elective) This course will be a year long study of a classical or contem- porary French play, which will provide students with an overview of the cultural, social, political and literary history of France as related to the specific work. Through readings of the play and supplementary materials, students will expand their vocabulary and perfect their 17 grammar. Emphasis will be placed on developing oral fluency through rehearsals and discussions focusing on pronunciation and rhythmic delivery of lines. The course will culminate in a public performance. (Availability based on enrollment.) French V: Conversation & Composition Full year, 4 periods, Intended to improve an active command of French through an explo- ration of social, political and literary issues, this course will emphasis the development of writing and speaking skills. Students will discuss magazine and newspaper articles, essays, short stories, films and read- ing passages. Frequent compositions of varying lengths will include creative writing, journal entries and essays. Classroom emphasis will be placed on speaking skills and vocabulary building. Advanced Placement French Language 5 periods (Elective) Designed to meet the requirements of the Advanced Place- ment examination in French language, this course is open to qualified students who have completed French IV. Students work intensely to strengthen their skills in all aspects of the language: aural/oral skills, reading comprehension, grammar, and composition. Students will be given assignments over the summer, and they will take several practice AP exams throughout the year. This advanced study of French deepens the students’ understanding of the structure and semantics of French through their own writing, speaking, discussion, and analysis of advanced literary and journalistic texts. Students in this course are expected to take the Advanced Placement examination administered at the end of the year. Spanish I 5 periods This course presents students with thematically integrated vocabulary, grammar, and culture leading to communication on a wide variety of topics. Students develop the ability to understand, write, and speak Span- ish. In partner and group activities, they engage in conversations to pro- vide and obtain information, express feelings and emotions, and commu- nicate opinions. Students gain an understanding of Latin American and Spanish cultures through making comparisons with their own cultures. Spanish II 5 periods This course enables students to develop their confidence and ability to use Spanish in a broader range of situations. They become more profi- cient communicators by building upon vocabulary and structures learned in Spanish I. Varied activities and special projects encourage oral and written expression. Students continue gaining an appreciation 18 of Spanish and Latin American cultures through more advanced read- ings and research. Spanish III 5 periods This course develops the ability to communicate at a more advanced level of Spanish. Students expand their vocabulary base, grammar skills, and knowledge of Spanish and Latin American cultures by reading, writing, and discussing. Spanish IV 5 periods The class is conducted primarily in Spanish to foster fluency. Students make presentations based upon their research, hone their composition skills, and analyze literary texts. An emphasis is placed on idiomatic phrases, as well as cultural and semantic differences across Spanish- speaking countries. Spanish V: Theatre 5 periods This course will be a year long study of a classical or contemporary Spanish play, which will provide students with an overview of the cul- tural, social, political and literary history of Spain as related to the spe- cific work. Through readings of the play and supplementary materials, students will expand their vocabulary and perfect their grammar. Emphasis will be placed on developing oral fluency through rehearsals and discussions focusing on pronunciation and rhythmic delivery of lines. The course will culminate in a public performance. (Availability based on enrollment.) Spanish V: Advanced Conversation Full year, 5 periods This is an advanced conversation course whose subject for discussion is Spanish culture. A wide range of cultural, political and current social topics will be discussed. Students use newspapers, films, magazines, the Internet and other “authentic” materials to engage in informed dis- cussion, and produce skits, oral presentations, video and audiotapes, and power point presentations. The study of grammar will focus on particular difficulties, such as the distinction between por and para, ser and estar, and the preterite and imperfect tenses to advance the stu- dents’ oral and writing proficiency. Students will write compositions relating to topics of discussion. Advanced Placement Spanish Language 5 periods AP Spanish Language is intended for students who wish to develop proficiency and integrate their language skills, using authentic materi- als and sources. Students who enroll should have a basic knowledge of 19 the language and cultures of Spanish-speaking peoples and should have attained a reasonable proficiency in using the language. The AP Lan- guage course will help prepare students to demonstrate their level of Spanish communicative proficiency. The course is meant to be comparable to third year (fifth or sixth semester) college or university courses that focuses on speaking and writing in the target language at an advanced level. Japanese – I 3-4 periods (Elective) This course introduces the Japanese counting vocabulary. Students learn how to read a calendar, tell time, and express age. Stu- dents become familiar with basic Japanese sentence structure. The ele- ments of the phonetic alphabet of Hiragana and, subsequently, Katakana, are introduced. Japanese – II 3-4 periods (Elective) This course continues to build on the skills acquired in Level I. By learning such verbs as to go, to come, and to return, students develop their ability to compose more informative sentences and to communicate about a wider range of topics. As they improve their knowledge of the layered use of Hiragana and Katakana, students become more proficient at writing and reading Japanese. Japanese III 3-4 periods This course presents vocabulary to express ownership, preferences and suggestions while also building upon the skills acquired in Japanese II. The use and formation of adjectives and the Kanji writing system are introduced. Japanese IV 3-4 periods (Elective) This course reinforces and builds upon the vocabulary and structures acquired in Japanese III. Students are better able to talk about their daily lives in simple conversation. They develop their abil- ity to write words in Kanji, using the appropriate strokes and shapes. Students will be able to write letters and give a speech in Japanese by the completion of the course. *Advanced classes meet five periods per week. 20 Art IX: Sculpture and Three-Dimensional Design 1 double period (Required, Grade 9) This course will focus on three-dimensional pro- Art jects using wood, plaster, and clay. Students will learn to use drawing as a plan for their pieces. Museum visits will be incorporated into the course. It will meet one double period per week for the entire school year. Studio Art X 2 double periods (Required, Grade 10) All students take a full year of Studio Art that includes introductory drawing and collage, painting and composition. Perspective drawing and printmaking are also included. Chair: Maryann Gelula Studio Art XI 2 double periods (Elective, Juniors ) Studio Art XI stresses continued exploration of media and development of skills. The various drawing media are used realistically and abstractly. The second semester focuses exclusively on oil and acrylic painting techniques. All students complete a final paint- ing project. A private sketchbook journal is kept. Prerequisite: Depart- mental approval required. Art: Advanced Ceramics/Sculpture 2 double periods (Elective, Juniors and Seniors) Advanced Ceramics concentrates on wheelwork and hand building techniques. There is emphasis on fin- ishes, lustres, underglazes, china paints, and more traditional glazing. During the second semester, each student will complete an individual project. Prerequisite: Departmental approval required. Studio Art XII 2 double periods (Elective, Juniors and Seniors) This course continues the activities and emphasis of Studio Art XI and offers specific preparation of a college entrance portfolio. There is a focus on painting with the completion of a Senior project by each student. Finding one’s own personal state- ment is the goal of this advanced studio course. Prerequisite: Studio Art XI; Departmental approval required. Photography I 2 double periods (Elective, Juniors and Seniors) This year-long course is structured around the students learning both technical and aesthetic skills. Cam- era assignments are given and darkroom techniques are taught. During the second semester, the students are encouraged to choose a theme or 21 style of photography to explore more fully. The culmination of the class is the making of a book to display the student’s best work. Prereq- uisite: Departmental approval required. Photography II 2 double periods (Elective, Seniors) This year-long course focuses on the development of a personal style. Slide lectures and discussions revolve around analyz- ing work by master photographers and the students’ own work. The final project involves the making of 11” x 14” enlargements and a hand-made portfolio in which to present their work. Prerequisite: Departmental approval required. Art History 1 period (Required) This one-semester ninth-grade survey course combines slide lectures, discussions, assigned readings and museum and gallery visits. The course encourages students to develop an appreciation of various art forms, to place art in an historical context, and to become knowl- edgeable about different theories of aesthetics. Introduction to Computer Science I 2 periods Computer (Fall Semester, Elective, Juniors and Seniors) This course is an introduc- Science tion to programming. Students will be working in two visual program- ming environments: Scratch and Alice. They will be learning about the programming lifecycle and fundamental elements of programming such as variables, iteration, decision making, boolean logic, algorithms and will also be introduced to objet oriented programming. The appli- cations used in this course are open source. Students will be required to download, install and explore these applications outside of normal class periods. This course meets for two periods, a classroom period and a computer lab period. Director of Technology: Introduction to Computer Science 2 2 periods Richard Pan (Spring Semester, Elective, Juniors and Seniors) This course continues where introduction to Computer Science 1 ends. Students will be refining the skills learned in Computer Science 1 but in a much more abstract programming environment using Python. Students will become familiar with the Unix command line environment in order to complete their projects. We will explore topics such as Binary repre- sentations, Searching and Sorting and continue to refine the skills need to build algorithms. If time allows we will explore other topics such as networking, robotics, user interface design or we will select a computer related topic that the class finds interesting. Computer Sci- 22 ence 1 is not a strict prerequire but it is highly suggested that students take Intro to CS1. This class meets for two periods, a classroom period and a computer label period. Web I – Introduction to Web Development 2 periods (Elective, Juniors and Seniors) This class will explore the basic concepts and procedures behind web development and design. Using a combi- nation of Google Sites, Text Wrangler, Hyper Text Markup Language and Cascading Style Sheets students will learn basic development pro- cedures and terms. Regular development assignments will accompany in-class lectures, “worksheets” and homework assignments. The first semester will familiarize students with web development ter- minology, concepts and procedures. Second semester will build upon the previous semester’s skill set and comfort level. Web II – Introduction to Flash 2 periods The Flash class will be broken into two separate components: anima- tion and game design. The first semester will focus on the design aspect of the Flash software, focusing on graphic design and anima- tion. Students will learn how to draw and explore animation concepts and procedure. The second semester will explore the development aspects of the Flash software. Students will learn basic ActionScript concepts and proce- dures to enhance their designs with interactivity. The semester will culminate in a group, game development project. Prerequisite: Web I Acting I 2 periods This class will concentrate on the basics of acting and character devel- Music & opment, with students working on the physical embodiment of a char- acter, gestures and voice. Each student will work individually on Performing monologues as well as participate in two-person scenes. Grading will Arts be based on preparedness for class and a final performance in front of a small audience. The Acting elective will meet two periods per week for one semester, and be awarded 1 credit. Students may take a second semester, called Acting II, during which he/she will tackle more difficult material, specifically acting Shakespeare other verse material. The course is open to all students. Chair: Andrea Roberts 23 Chorus Full year, 1 period (Elective) Open to all students in Grades VIII-XII. The Upper School chorus performs twice a year and is taught by Michael Roberts. Vocal Ensemble Full year, 1 period (Elective) This performance-oriented full-year class is open to a select group of Middle and Upper School students. Taught by Andrea Roberts, this ensemble performs three times a year. Students select their own music and sing in two and three part harmony. Instrumental Ensemble Full year, 1 period (Elective) This ensemble studies violin, viola, and cello. Like Vocal Ensemble, this full-year class is open to a select group of Middle and Upper School students and is geared toward performance. Music Workshop (Pop Co-op) Full year, 1 period (Elective) Music Workshop is a combination class, workshop, and per- formance ensemble concentrating on instrumental and vocal interpre- tation of rock, pop, and jazz music. Theatrical Productions There are two opportunities for students who are interested in theatre arts. In the Fall, a dramatic production is performed for which stu- dents audition in September. In early winter, students audition again for the combined Middle/Upper School musical. Both productions need both technical and stage crews and students who are not in the plays and musicals are encouraged to volunteer for these positions. Casting for the fall play is based on talent, but everyone is welcomed into the musical, even if it is only as members of the chorus. Music: History Full year, 1 period (Elective) This course covers the basics of musicology in the Western Tradition. The year focuses on European and American music history. Emphasis is placed on relating the changes in music style to larger social, political and cultural movements and events. Music Theory Full year, 1 period (Elective) This course covers the rudiments of music, including rhythm, intervals, chord theory and harmonic relationships. Melodic and rhythmic dictation and reading are stressed, as is the basics of 24 musical form. This course alternates each year with Music History. Peer Leadership Full year, 1 period Topics to be covered in this course, open to students by invitation Other only, include listening skills, assertiveness training, anger management, and introductory counseling skills, among others. Students will Electives demonstrate mastery of these subjects through discussion, role-plays, assemblies, and other activities. Yearbook Full year, 1 period This not-for-credit course will offer students a range of skills in the 2 publishing field that has as its primary objective the completion of the 2010-2011 Yearbook, Passages Vol. 19. Students will acquire journalis- tic experience in writing and editing, as well as practical real world experience in meeting deadlines and attending to business matters. The class is organized in three sections: 1) The planning of our yearbook’s theme and design, as well as the teaching and learning of yearbook fundamentals (desktop publish- ing programs, design, photography, copywriting and business man- agement). 2) The production and application of all these learned skills, from the planning and designing of every page to the distribution and col- lection of all assignments. The yearbook staff will learn the fine art of coordinating and delegating responsibilities, which requires working as a cohesive whole towards a common endeavor. 3) The assembling, editing, and revising of the yearbook as it nears completion. Community Service Full year, 1 period This not-for-credit course offers students an opportunity to both fol- low their own service and share it with others and initiate and sustain ongoing projects both within and outside the BWL community. While any student can join the after-school Community Service Club, this class is designed for students who have an interest in the organization of the community service projects in which our students, as a group, participate. 25 The College Counseling Team is comprised of the Director of College College Counseling, the Upper School Head and the Headmaster of Counseling the school. This team is committed to helping the students of Birch Wathen Lenox find appropriate college and university matches. While many of our graduates attend the most selective colleges in the coun- try, we believe it is much more important that they find schools that "fit" them, schools where they are most likely to meet their full poten- tial academically and personally. Through an individualized, support- ive process, students are guided toward potential matches, taught how to differentiate colleges and universities, and encouraged to fully research each of their prospects. The support and guidance of the Col- lege Counselor continues through the application stage and beyond, to Director when students make their final decisions. College Counseling: While the College Counselor provides information and guidance dur- Brad Battaglia ing several meetings in students' freshman and sophomore years, the College Counseling process begins in earnest in the Junior year. Stu- Co Director: dents take the PSAT in October of that year and receive their results Curtis March during a one-on-one meeting with the College Counselor. During that Director, meeting, the student's transcript performance to date is also discussed. Upper School Junior Seminar begins in the second semester. In this once-weekly class, students are introduced to tools and strategies to use during their college searches. As well, topics such as interviews, college visits, and the essay are covered in depth. At our Junior College Night in early spring, students and parents are invited to hear from two Directors of Admissions, listen to their advice regarding college admissions, and ask questions of them. Then, at the Manhattan College Fair, where Birch Wathen Lenox along with ten other Manhattan private schools host representatives from over one hundred and thirty colleges and univer- sities, students can ask questions and request information from schools which interest them. During the spring of their Junior year, students meet individually with the College Counselor, who provides college and university suggestions based on input from the student as well as the student's academic record and standardized testing. By the start of their Senior year, stu- dents are encouraged to have preliminarily narrowed their lists to approximately twelve to fifteen schools. Students meet with the College Counselor in early fall, first one-on-one and then along with their par- ents, to further refine their lists. During the months of September, October and November, representatives from over fifty colleges and universities visit Birch Wathen Lenox to meet with interested students, providing valuable opportunities for students to learn about their insti- tutions, and at our Senior College Night, Seniors and their parents review the application process, along with in-house procedures. Students are free to meet with the College Counselor as often as they wish during the college process. 26 Physical Education Physical Education, as outlined by the New York State Department of Education, is one of the six ‘core’ requirements for graduation. The Physical Physical Education Department takes this responsibility seriously and strives to help each student successfully complete varied Physical Edu- Education cation activities. Our philosophy is one of allowing students to partici- pate actively in class and on teams, so as to fully recognize their poten- tial both as students and as athletes. All students are encouraged to reach their highest levels of achievement. The development of basic fitness concepts for both immediate needs and the future demands encountered throughout life are emphasized. Students participate in a variety of activities that will help to satisfy their need for leisure-time activities with a life-long enjoyment and Chair: appreciation of the value of physical activities. Todd DiVittorio Students are given the opportunity to practice and learn a variety of fundamental motor skills through individual and group activities such as: fitness and conditioning, badminton, cricket, basketball, touch football, softball, volleyball, soccer, and team handball. Students in ninth through twelfth grades who are on varsity teams are exempted from Physical Education during their sport season to enable them to study during the school day. Health Students in the ninth grade must complete a course in Health Educa- tion required by the State of New York. The health class is a forum for the discussion of extremely relevant information. It provides students with an opportunity to identify their own attitudes and beliefs con- cerning critical health issues, as well as an opportunity to listen to the beliefs and attitudes of others. Outdoor Education In October of each year, students in the ninth grade participate in an overnight class trip that have academic components as well as a bond- ing effect on the class. The ninth grade visits the Frost Valley YMCA Environmental Center for three days. Extensive work is done in high-ropes courses, confi- dence building, and group challenges. The twelfth grade participates in a three-day program run by the New York City Outward Bound. This trip occurs in the Spring and is intended to ease the transition from High School to College and acts as a closure activity for the high school experience. These experiences are part of the unique opportunities that Birch Wathen Lenox affords its students and advisors to build class spirit throughout the Upper 27 School years. Co- Curriculum W ith regard to the Co-curriculum, the following sports and activities are offered in the Birch Wathen Lenox Upper School. Students are encouraged to suggest new activities where appropriate and where a sizable group is interested. A meeting time is provided in the school schedule for most non-ath- letic activities. Interscholastic Teams Fall Varsity Soccer Girls’ Varsity Volleyball Girls’ Junior Varsity Volleyball Girls’ Cross Country Boys’ Cross Country Winter Boys’ Junior Varsity Basketball Varsity Swim Team, Co-ed Boys’ Ice Hockey Team Boys’ Varsity Basketball Girls’ Varsity Basketball Spring Girls’ Varsity Tennis Boys’ Varsity Tennis Girls’ Track and Field Boys’ Track and Field Varsity Golf Team Boys’ Varsity Baseball Girls’ Varsity Softball Badminton Club, Co-ed BWL Student Activities Yearbook Community Service Club Literary Magazine Film Club Drama Club Spanish Club (2 productions – Fall/Spring) Debate Club Student Council Investment Club Prom Committee Math Club Gay/Straight Alliance Anti-Substance Abuse Club U.T.O.P.I.A. C.A.F.E. Girls’ Badminton Club Newspaper Model UN Students with special interests and Senior Calendar demonstrated commitment may Poetry Magazine form additional clubs by speaking 28 with the Head of the Upper School.
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