Moses Brown Upper School Course of Study 2015-16
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Transcript of Moses Brown Upper School Course of Study 2015-16
Moses Brown School INTRODUCTION Course of Study
1
Table of Contents
Page
Introduction 1
Arts 8
English 18
Humanities 25
Mathematics 34
Science 38
World Language 44
Moses Brown School INTRODUCTION Course of Study
2
Introduction
In planning a course of study, students should consult with their advisors, speak with current
teachers for placement recommendations, review the course of study guide for updated
requirements, and complete a four-year academic planning guide. Rising seniors should also
consult with their college counselor. In general, each course of study should
meet all graduation requirements;
create a well-rounded, balanced experience;
match strengths with appropriate challenges, and develop less confident areas; and
provide opportunities and enthusiasm for growth, exploration, and risk taking.
Yearly course selections should be made with a four-year program of courses in mind.
Graduation Requirements:
To receive a Moses Brown diploma, a student must complete these requirements:
1. Earn a minimum of 34 credits.
2. Satisfy these departmental requirements:
ARTS…………………………………2 Credits
(Visual, Drama, Music)
ENGLISH…………………………….8 Credits
HUMANITIES…………………….....6 Credits
(5 credits from Topics in World History, Modern World History &
U.S. History and 1 Credit from Religion Studies)
MATHEMATICS…………………….6 Credits
(must include Algebra 1, Geometry, Algebra 2)
SCIENCE…………………………….4 Credits
(laboratory science)
WORLD LANGUAGES……………..6 Credits
(sequential in one language)
3. Meet the school’s co-curricular requirements.
4. Complete these additional academic requirements:
Freshman Studies
Service Learning
Senior Project
Credits:
Yearlong courses earn 2 credits and semester courses earn 1 credit. Only coursework completed in
the Upper School counts toward graduation credit; no credit is given for work done during eighth
grade or at a summer school. Students normally enroll in 5 or more semester or yearlong courses in
Moses Brown School INTRODUCTION Course of Study
3
addition to any technology, or visual or performing arts classes. Exemptions require support of the
student’s College Counselors and approval of the Academic Meeting.
Co-curriculum Requirements
The Co-curricular Program helps foster connections among students beyond the classroom and
creates a sense of community between students and faculty. At the same time, the Co-Curricular
Program strives to recognize students’ passions and the diversity of talent each student brings to
Moses Brown; the program recognizes that the educational experience at MB includes more than
our academic offerings. Similarly, the Co-Curricular Program aims to cultivate leaders, develop
lifelong passions, build resiliency, and strengthen collaborative spirit, all leading to a stronger
and more cohesive school community. See the Co-curricular Planning sheet for all requirements.
Service Learning
Service is an essential component of a Moses Brown education. MB students are expected to
perform at least 40 hours of service learning during their time in the Upper School. This
service, coordinated by the Director of Service Learning, must be completed by January of the
senior year. A service project must include the following in order to be eligible for graduation
credit:
occur off campus
be sponsored by a recognized nonprofit agency
be a single project for the full 40-hour time requirement
be completed after the student’s freshmen year
Freshmen Studies
Freshmen Studies is a program designed to expose first year Moses Brown students to a wide
variety of topics to help them better acclimate to the campus community. Every ninth grader
takes Freshmen Studies. Topics include Friends Education, Service Learning, Health Education,
Leadership, Stress Management, and Naviance training. Each year new topics are integrated into
the curriculum.
Senior Projects
The Senior Project Program gives twelfth graders the chance to create an experience away from the
classroom setting with a focus on independent inquiry and personal growth. Whether the focus is
on sampling a potential career, finding an opportunity to participate in an extended community
service project, or exploring a personal interest, seniors challenge themselves through this process.
Seniors are required to share their studies and experiences with the school community at an
exhibition in early June.
Moses Brown School INTRODUCTION Course of Study
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Transcripts
All requests for student records and/or official transcripts should be emailed to. The following
information is required in order to begin processing
a request for an official transcript: student name while at Moses Brown (i.e. maiden name),
graduation year, grade and year of withdrawal/transfer from Moses Brown, and address of where to
mail official transcript. Please allow 7-10 business days for completion of your request. An email
confirmation will be sent. The school does not fax official transcripts, and any documents handed
directly to students or parents are marked “unofficial” unless in a sealed envelope. A current
student’s unofficial transcript can be accessed through MyMB, under the Performance link.
Study Abroad/Off‐Campus Study
The number of spaces reserved for off-campus study is limited; students should register their
interest with the Head of the Upper School. Preference is given to juniors and seniors. For a
semester off campus, students must meet all graduation requirements and complete major
department expectations (E-Search, I-Search, Humanities research paper). Grades earned during
off-campus study will not appear on the Moses Brown transcripts or contribute to the MB GPA.
Moses Brown School INTRODUCTION Course of Study
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Course Registration Guidelines
Registration for Courses: Registration should be completed with the intent of taking all
courses selected. All elective selections must list two alternates. All course offerings and
registrations are subject to change depending on availability, section size, facilities, and
staffing.
Registration for Electives: Students registering for departmental electives should note:
first preference is given to seniors; juniors may enroll in departmental electives if space is
available; and the lowest priority is given to students registering for a second departmental
offering.
Adding, Dropping, and Changing Courses: All adds, drops, and changes must be made
through the Registrar. Students may make course changes during the drop/add period at the
beginning of each semester. It is the student’s responsibility to be aware of the final date for
course changes, typically one week after the start of classes. Courses dropped after the
drop/add period appear on the student’s official transcript as withdrawn.
Course change forms are obtained from the Registrar and/or Scheduler and require the
approval of the advisor, teacher, and parent(s). Seniors making a course change must also
consult their college counselor. Course or section changes may be granted for a variety of
compelling reasons. Teacher preference is not a valid reason for a course or section
change.
Waivers: A student who seeks a waiver of a graduation requirement should submit a
written petition to the Academic Meeting. Until the student and parents receive official
written notice from Moses Brown approving the waiver, the student will remain enrolled in
the course that satisfies the requirement.
Substitutions: In exceptional circumstances, a course may be substituted for one of the
requirements upon recommendation by the appropriate department chairperson.
New students: Students entering Moses Brown in the tenth, eleventh, or twelfth grade will
have their graduation requirements established at the discretion of the Registrar. They will
meet all requirements (or the equivalent) of our four year program.
Summer school: Summer school courses may not be used to satisfy a graduation
requirement. The grade of the course taken will not be incorporated into the Moses Brown
Grade Point Average. Students may request that a summer school record be attached to the
Moses Brown transcript for the purposes of college applications.
Generally, students will be required to make up a failed course in a pre-approved summer
school or repeat the course the following year at MB.
Moses Brown School INTRODUCTION Course of Study
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Grading System
Grades: Moses Brown School does not rank students or have an honor roll system. Grades are
issued as letters: A (superior) through E (failure) in the Upper School. There are plus and minus
grades for each category except E.
Attendance: The Dean of Students and/or the Upper School Head, in consultation with a
student’s advisor and teacher(s), will contact families with significant concerns about
attendance, credit, and graduation. In each case, we endeavor to balance individual issues
(health, family situation, etc.) with academic expectations. A 90% attendance rate for excused
and unexcused absences will act as the primary guideline; normally, students who miss 20% or
more of classes will not receive credit.
Senior Attendance: Seniors who miss approximately 15% or more of classes during second
semester will be required to take the final exam in the class in which total excused and/or
unexcused attendance is in question. With regard to college visits, please take advantage of
special opportunities for seniors identified in College Counseling communications.
Grade Reports: The school year is divided into two semesters; students receive letter grades
four times a year with narrative comments written for yearlong and semester courses for each
mid-semester report. (Teachers may submit a comment at the end of a semester to note an
inadequate effort, an unsatisfactory grade, or a positive change in performance.) Advisors and
parents access grades and comments through MyMB.
The mid-semester grades and comments are intended to serve as indicators of a student's
progress; they are not recorded on student transcripts. Semester and year-end grades are entered
on a student's transcript.
Academic Warning: Students who are not meeting the academic and attendance expectations
of the school will be reviewed by the faculty and may be placed on Academic Review or
Warning.
Semester Exams: Cumulative exams are given twice a year at the end of each semester
(January and June) in most academic disciplines. These two-hour exams account for 20-25% of
the semester grade.
Transcripts & GPA: The Grade Point Average (GPA) is cumulative, unweighted, and
represents the average of semester grades in all courses. Transcripts show semester grades for
semester courses, semester and final grades for yearlong courses. The GPA is automatically
calculated and recorded on transcripts.
Senior Grades: Seniors must pass all second semester courses in order to graduate from Moses
Brown School.
Moses Brown School INTRODUCTION Course of Study
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Incompletes: When a student's work is incomplete at the end of a term, the teacher may assign
a failing grade at that time or grant the student an extension of up to ten academic class days.
An extension is normally granted only when a severe medical or family issue exists. In any
event, the school will not grant credit for a course unless all major assignments have been
completed.
Pass/Fail: Students have an option of taking a course for credit on a pass/fail basis if it is not a
requirement for graduation. This option exists to encourage students to explore academic areas
that might not fall within their strength or stretches their programs. Students must request this
option through the Registrar. Final approval rests with the department head and the Head of the
Upper School.
Independent Study: This opportunity allows a student to pursue an interest that goes beyond
the curriculum offered in the Course of Study. The independent study must be the student’s
sixth course and taken pass/fail; an independent study does not receive graduation course
credit. To apply for an independent study, the student must find both a faculty and department
sponsor and write up a description of the academic study. The proposal must be approved by
the Academic Meeting.
Moses Brown School INTRODUCTION Course of Study
8
INFORMATION FOR FIRST-YEAR STUDENTS
The transition to the Upper School at Moses Brown presents many challenges for first-year
students. For many, the expectations of our rigorous college preparatory program are intense, and
the work becomes much more analytical. It is important, therefore, for first-year students to
recognize faculty expectations, establish healthy and productive study habits, manage time
successfully, and make responsible choices that will contribute to a productive, enjoyable
experience. Here are a few helpful hints:
Get to know your advisor, the Dean of Students, the Class Dean, the Registrar, and the Head of
Upper School as soon as possible. These adults will prove to be helpful advocates.
Seek out your teachers for extra assistance and, if needed, establish a regular meeting time.
Getting extra assistance is not a sign of ignorance but, rather, signals to the teacher your earnest
desire to learn. Visit the Learning Center after school.
Ask questions in class. If you don't know or understand something or if you need help finding a
solution to a problem, ask your advisor or a teacher. Only by asking can you discern answers to
suit your individual needs.
Homework and daily preparation for classes are the keys to success in the Upper School.
Preparing for class means following up on materials covered in class, reviewing class notes,
outlining and taking notes on reading, and mapping out strategies for longer term assignments.
Do not let work pile up. If you find yourself falling behind, seek out your teacher or advisor
right away to develop a strategy for correcting the problem. You do not have to feel
overwhelmed.
Take time to review the many academic, extracurricular and co-curricular offerings in the Upper
School, and take advantage of at least one activity.
It is important early in the year to establish good habits and time management skills, so allow
some time to relax, but make sure to use time during the day effectively by studying, seeing
teachers for extra help, or completing homework.
Moses Brown School ARTS Course of Study
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1
PERFORMING ARTS: DRAMA 2
3
The drama program aims to provide a variety of opportunities for students to build performance 4
and writing skills in theater and film. Drama is an expressive art that requires careful analysis and 5
observation of the self - alone and in relation to others. To study drama is to study what it means 6
to be human in a universal way and what it means to be us as individuals in a very specific way. 7
We incorporate a variety of schools of dramatic thought but are strongly influenced by naturalistic 8
theatre training of 20th
Century American practitioners. During our variety of projects and 9
processes, we build a strong sense of community, support and teamwork. 10
11
12
Fall Semester Electives Spring Semester Electives 13
14
Playwriting Acting and Directing 15
16
17
18
19
FALL SEMESTER ELECTIVES (1 credit) 20
21
22
PLAYWRITING (open to 11th
& 12th
graders) 23
24
This class will study the craft of playwriting by creating monologues, scenes and one-act plays. As 25
students write their own plays, they will study the work of leading playwrights being produced in 26
the American Theater as a means to understand current trends and styles of contemporary dramatic 27
artists. Members of this class will also read each other’s plays, offer feedback and help with the 28
development of all dramatic pieces throughout the semester. Students will share their final one-act 29
plays in a showcase at the end of the semester. This course may be taken for either Arts or 30
English credit. 31
32
33
SPRING SEMESTER ELECTIVES (1 credit) 34
35
ACTING AND DIRECTING 36
37
The purpose of this course is to build skills as an actor and a director. Students will study 38
naturalistic acting techniques as developed by American theater practitioners over the last 150 39
years. The community of actors in the class will build a strong, collaborative team and create a 40
safe space through drama games and theater exercises. Students will use improvisational acting to 41
create character and define all elements of creating a scene. All members will be responsible for 42
acting and directing specific scenes, which have been made legendary by world-class theater artists 43
over the past century and a half. This course is designed for students who are comfortable speaking 44
and performing as well as for the shy student interested in improving confidence and 45
communication skills. 46
47
Moses Brown School ARTS Course of Study
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48
PERFORMING ARTS: MUSIC 49
50
The Upper School music program offers a variety of courses and performing ensembles that cater 51
to non-musicians, the beginning musician, and the more advanced student of music. The program 52
emphasizes the practical/performance aspect of music and at the same time provides for academic 53
development within the subject. 54
55
Yearlong Courses Fall Semester Elective Spring Semester Elective 56
Wind Ensemble Music & Computers Introduction to Guitar 57
String Orchestra String Orchestra with String Orchestra with 58
Chorus Chamber Music Chamber Music 59
The Pianist as Accompanist 60
61
62
YEARLONG COURSES (2 credits) 63
64
WIND ENSEMBLE 65
66
This ensemble is open to brass, woodwind, and percussion players. Repertoire will consist of 67
current, contemporary concert band music that will include themes and traditional compositions 68
from American composers, as well as transcribed classics. The Wind Ensemble will give several 69
performances, both on and off campus, including Open House, a winter and spring concert, 70
special assemblies, and a festival competition or adjudication. An audition is not required; 71
however, a student must have reasonable instrumental skills. 72
73
74
STRING ORCHESTRA 75
76
The String Orchestra is offered to any orchestral string instrumentalist. An audition is not 77
required. Repertoire consists of literature written and arranged for 5-part string orchestra. The 78
orchestra will give several performances, both on and off campus, including Open House, a 79
winter and a spring concert, and special assemblies. In addition, class time will be spent 80
improving sight-reading skills, intonation, blending and ensemble playing. At various times 81
throughout the orchestra may be broken up into smaller groups to explore chamber music 82
literature. Students not enrolled in String Orchestra with Chamber Music will have one class a 83
rotation dedicated to practicing their ensemble music, either individually or by section. 84
85
CHORUS 86
87
Chorus is open to any student who expresses an interest in singing. An audition is not required, 88
but blind auditions will take place at the beginning of the year for voice placement. Repertoire 89
will consist of classical, sacred, secular, world music and jazz. In addition, class time will be 90
spent concentrating on music theory, vocal and sight reading skills. The chorus will give several 91
performances, both on and off campus, including Open Houses, winter and spring concerts, 92
special assemblies, and occasional festival competitions or adjudications. 93
94
Moses Brown School ARTS Course of Study
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THE PIANIST AS ACCOMPANIST 95
96
This class will be scheduled concurrently with the Chorus and will provide training and practical 97
experience in piano accompaniment. Accompanists from the class will work as rehearsal and 98
performance pianists for the Chorus throughout the year. There may also be opportunities to 99
work with instrumental soloists and small ensembles. Enrollment will be by permission of the 100
Choral Director based on previous playing experience and ability. 101
102
103
104
SELECT ENSEMBLES – NO ACADEMIC CREDIT 105
106
JAZZ ENSEMBLE 107
108
This ensemble is open to those students who play saxophone, trumpet, trombone, piano, guitar, 109
bass or drums. Placement is by audition or by invitation of the Director. Repertoire will consist 110
of big band, jazz, jazz rock, rock, blues, and funk. The Jazz Ensemble will give several 111
performances, both on and off campus, including Open House, winter and spring concerts, 112
special assemblies, MB Rocks (a fund raising concert), and a festival adjudication. There are 113
two jazz ensembles; one meets Monday and Thursday, and the other meets Tuesday and Friday 114
both at 7:15 – 8:00am. (Participants may receive one term of co-curricular credit.) 115
116
PERCUSSION ENSEMBLE 117
118
This ensemble is offered to any student who can read rhythms and is interested in exploring the 119
world of percussion. Repertoire includes standard percussion ensemble literature, world music, 120
and improvisational exploration. The Percussion Ensemble will give several performances 121
throughout the year, which may be on or off campus, including special assemblies and a winter 122
and spring concert. In addition, class time will be spent improving sight-reading skills, blending, 123
and ensemble playing. It meets on Friday mornings, 7:15 – 8:00am. (Participants may receive 124
one term of co-curricular credit.) 125
126
127
FALL SEMESTER ELECTIVES (1 credit) 128
129
130
MUSIC AND COMPUTERS 131
132
This course combines the teaching of musical concepts, basic music theory and compositional 133
technique in an electronic setting. The course introduces music composition through a self-paced, 134
hands-on experience using various computer software. Students will have the opportunity to create 135
several original pieces and arrange existing music for various ensembles. No musical experience is 136
necessary. 137
138
139
140
141
Moses Brown School ARTS Course of Study
12
STRING ORCHESTRA WITH CHAMBER MUSIC 142
143
This course is for students who are enrolled in String Orchestra. Students who opt to participate in 144
chamber music should sign up for “String Orchestra with Chamber Music”. They will participate in the 145
regular string orchestra class and in addition they will be assigned to a chamber ensemble. One day out of 146
the class rotation chamber ensembles will rehearse their chamber music with a coach. Chamber groups 147
will be expected to rehearse together outside of class, without a coach, once a rotation as well. Musicians 148
must practice their chamber music and come to their coaching session with their music fully prepared. 149
Students will present their work at a semester end concert, as well as perform off campus in service 150
related venues (nursing homes, senior centers, public schools). 151
152
153
154
SPRING SEMESTER ELECTIVES (1 credit) 155
156
INTRODUCTION TO GUITAR 157
158
This is an introductory course designed for beginning students with little or no prior guitar skills. 159
The course will contain an overview of note and rhythm reading, single note melodies, 160
strumming, basic chord construction, 12 bar blues, and reading tablature. Guitars will be 161
provided but students are encouraged to bring their own if they choose. 162
163 164
STRING ORCHESTRA WITH CHAMBER MUSIC 165
(see above) 166
167
Moses Brown School ARTS Course of Study
13
VISUAL ARTS 168
169
Artistic expression can take many forms, and the Visual Arts faculty offer classes in a variety of 170
media, from foundation level to more advanced courses. Students are encouraged to build 171
technical skills and creative awareness, as well as to develop a vocabulary to discuss and critique 172
work. Students engage in semester-long coursework that broadens creative thinking while 173
recognizing different learning styles. Process-oriented instruction, evaluation through 174
participation, critique, and exhibition are all part of the learning environment. 175
176
Fall Semester Classes Spring Semester Classes 177
178
Drawing / Painting Studio* Drawing / Painting Studio* 179
Adv. Studio/Portfolio Preparation Drawing / Printmaking* 180
Studio Art* Studio Art* 181
Textile Arts and Construction* Introduction to B & W Photography* 182
Introduction to B&W Photography* Introduction to Ceramics 183
The Digital Image* Tinker Maker 184
Introduction to Ceramics Foundations of Hand Building* 185
Foundations of Hand Building* Foundations of Wheel Throwing* 186
Foundations of Wheel Throwing* 187
188
*These courses are taught from beginner level through intermediate and advanced within each 189
semester offering. See course listing details below. 190
191
192
FALL SEMESTER ELECTIVES (1 credit) 193
194
DRAWING / PAINTING STUDIO 195
196
Using the elements of art and principles of design as a foundation, this course explores drawing 197
and painting techniques. Students are also exposed to and encouraged to reflect upon various 198
contemporary and historical styles. Original artwork will be created in a variety of media such as 199
pencil, charcoal, pastels, ink, watercolor, and acrylic paint. 200
201
DRAWING / PAINTING STUDIO II 202
203
This course, offered sequentially, builds upon skills previously acquired in Drawing/Painting I 204
and offers students an opportunity to continue in-depth study through new sets of projects and 205
media. Prerequisite: Drawing/Painting I 206
207
ADVANCED DRAWING / PAINTING STUDIO 208
209
This course builds upon skills previously learned in Drawing/Painting I, II and offers students an 210
opportunity to continue in-depth study through a more individualized program. 211
Prerequisite: Drawing/Painting I, II 212
213
Moses Brown School ARTS Course of Study
14
ADVANCED STUDIO / PORTFOLIO PREPARATION 214
215
This course is designed for the serious senior art student looking to produce a strong body of 216
work. Self-motivation, dedication, and a willingness to challenge existing skills are among the 217
course expectations. Instruction will include organization and assessment of work in order to 218
build and refine a cohesive portfolio. 219
Prerequisite: Senior level, previous visual arts course work, and permission of instructor 220
221
STUDIO ART 222
223
This course enables students to explore the fundamentals of art and design through both two- 224
dimensional and three-dimensional formats. Students use a broad array of materials such as 225
paint, charcoal, wood, and wire through different techniques that include drawing, painting, 226
printmaking, sculpture and design. Contemporary and historical traditions and styles are 227
introduced as students develop and evaluate their own visual ideas.STUDIO ART II 228
229
Building on skills developed in Studio Art, students work to create a cohesive body of work that 230
explores a self-selected area of study. Development of thematic ideas, in-depth exploration of a 231
specific technique, documentary story-telling, and research into past and contemporary artists 232
will be encouraged. Prerequisite: Studio Art or permission of instructor 233
234
TEXTILE ARTS AND CONSTRUCTION 235
236
In this course students will explore how two-dimensional forms can be transformed into three- 237
dimensional structures. Students will learn basic pattern making methods, traditional clothing 238
design and construction techniques and apply them to create garments and sculptural forms. 239
Students will use a variety of materials in constructions, including, but not limited to, fabrics, 240
recycled materials, household products, and natural materials. 241
242
TEXTILES II 243
244
This course builds upon skills and concepts covered in Textile Arts and Construction. Students 245
are encouraged to develop an in-depth course of study focusing on particular techniques and 246
concepts. Introduction to more complex construction technques, experimentation, and inquiry 247
are components of this course. Prerequisite: Textile Arts and Construction 248
249
INTRODUCTION TO B&W PHOTOGRAPHY 250
251
This introductory course will help students gain a working knowledge of their cameras while 252
exploring black and white photographic technique including film developing, printing, and 253
mounting. Composition, the Zone System, and presentation will be stressed through group and 254
individual critiques. (A 35mm manual camera is required.) 255
256
257
258
259
Moses Brown School ARTS Course of Study
15
B&W PHOTOGRAPHY II 260
261
Building on skills developed in Introduction to B&W Photography, students work to develop a 262
cohesive body of work that explores a self-selected area of study. Development of thematic 263
ideas, documentary storytelling, and research into past and contemporary photographic artists 264
will be encouraged through individual weekly critiques. (A 35mm manual camera is required.) 265
Prerequisite: Intro to B&W Photography 266
267
THE DIGITAL IMAGE 268
269
This course guides students in creating original photographic compositions. Using current media 270
programs such as Adobe Photoshop, students move through each stage of image creation from 271
original conception, exploring different methods of capture, to producing the final print. Students 272
will combine working with text, images, and technological media to explore such topics as 273
family, community, social commentary, and the human condition. 274
275
276
DIGITAL IMAGE II 277
278
This course builds upon skills and concepts covered in The Digital Image. Students are 279
encouraged to develop an in-depth course of study focusing on particular techniques and 280
concepts exploring their interests in greater depth. 281
Prerequisite: The Digital Image or permission of instructor 282
283
INTRODUCTION TO CERAMICS 284
285
This class is for the beginning clay student. It will investigate both hand building and wheel 286
throwing. A taste of pinch, coil, slab, solid built, and the rudiments of throwing on the wheel will 287
all be explored. 288
289
FOUNDATIONS OF HAND BUILDING 290
291
This introductory class is for the student who would like to explore the hand building process in 292
clay. The four pillars of hand building will serve as a springboard for investigation. These 293
include pinch, coil, slab and solid building. Function, form, and sculpture will be explored. We 294
will take the opportunity to look at ceramic artists who specifically hand build either functional 295
or sculptural forms. 296
297
HAND BUILDING II 298
299
This class is for the student who would like to further examine hand building techniques. Here an 300
exploration of one or two hand building methods can be focused on. The sky is the limit (and as 301
long as it fits into the kiln)! Prerequisite: Foundations of Hand Building or Intro to Ceramics 302
303
304
305
306
Moses Brown School ARTS Course of Study
16
FOUNDATIONS OF WHEEL THROWING 307
308
This class is an introductory exploration of throwing on the wheel. Both functional and 309
sculptural ideas will be investigated. Students will learn the process of wedging and centering the 310
clay as well as raising the walls. Function and form will be addressed as we inquire into what 311
makes mugs, bowls, and vases usable items of the everyday household. What is the fine line 312
between sculpture and a functional form? What makes a functional piece pleasing to the eye? 313
Historical and cultural perspectives of the wheel will be brought to light throughout the course. 314
Who made the first wheel? Why do the Japanese throw off center? Limit 14 Students. 315
Prerequisite: Introduction to Ceramics or Foundations of Hand Building 316
317
WHEEL THROWING II, ADVANCED 318
319
This class is for the student who would like to explore the wheel further, either sculpturally or 320
functionally as well as learning how to raise the walls to “new heights and forms.” This may 321
include creating pitchers, teapots, vase forms or place sets. The possibility of incorporating hand 322
built elements with wheel work may be explored. We will cover the historical and cultural 323
perspectives that sent clay into the modern age of art, no longer to be thought of as simply craft. 324
Limit 14 Students. Prerequisite: Foundations of Wheel Throwing 325
326
327
328
SPRING SEMESTER COURSES (1 credit) 329
330
DRAWING/PAINTING STUDIO I, II, ADVANCED 331
332
Same descriptions as fall semester 333
334
DRAWING / PRINTMAKING 335
336
In this process-oriented course students develop a personal style as they explore a variety of 337
different printmaking techniques, such as intaglio / dry point, etching, relief / woodcut, linoleum, 338
polycarbonate plate, monotype, pronto plate and silkscreen. Students are exposed to and 339
encouraged to reflect upon various contemporary and historical styles as they create their 340
designs. Drawing is an integral part of the creation of original artwork. 341
342
DRAWING / PRINTMAKING II 343
344
This course builds upon skills and concepts covered in Drawing / Printmaking. Students are 345
encouraged to develop an in-depth course of study focusing on particular techniques and 346
concepts. Introduction to fabric silkscreen printing, experimentation and inquiry are components 347
of this course. Prerequisite: Drawing / Printmaking 348
349
350
351
352
353
Moses Brown School ARTS Course of Study
17
TINKER MAKER 354
355
Tinkering typically blends the high and low-tech tools of science along with a strong aesthetic 356
and artistic dimension supporting self-expression. This course will focus on tinkering activities 357
involving Arduinos, puppetry, creating gadgets, electricity, magnetism, wearable technology, 358
force and motion, as well as repurposing toys and other materials. If you want to take things 359
apart, explore tools and materials, build wondrous, wild art that’s part science and part 360
technology then this is the class for you. No Prerequisites. 361
362
STUDIO ART I, II 363
364
Same descriptions as fall semester 365
366
INTRODUCTION TO B&W PHOTOGRAPHY I, II 367
368
Same descriptions as fall semester 369
370
371
INTRODUCTION TO CERAMICS 372
373
Same description as fall semester 374
375
FOUNDATIONS OF HAND BUILDING, II, ADVANCED 376
377
Same descriptions as fall semester 378
379
FOUNDATIONS OF WHEEL THROWING, II, ADVANCED 380
381
Same descriptions as fall semester 382
383
384
Moses Brown School ENGLISH Course of Study
18
ENGLISH
The English curriculum develops and enhances the skills of close reading, thoughtful
writing, and respectful speaking and listening. Students practice their critical thinking skills in
seminar-like classes, which encourage them to interact in collaboration with their teachers and
each other. Harkness discussions (text-based, student driven dialogues) occur regularly in all
classes and require participation by all. Over the course of four years, students encounter a wide
range of increasingly challenging literature which, combined with their personal experiences,
provide a rich mine of shared experience – the subject matter for the extensive writing they do in
each of the rhetorical modes. In a multi-layered process, beginning in the ninth grade with
complex thesis construction and culminating with the research and organization associated with
the
I-Search in the eleventh grade, students develop independence of judgment, mastery in the art of
persuasion, and familiarity with effective research techniques.
Moses Brown requires students to take four years of English. In the first three years,
students enroll in the yearlong course appropriate to their grade level. In the senior year, students
may choose among various semester electives or apply for admission to the yearlong Advanced
Placement course. With guidance from their teachers, students
may elect to take the AP exam in either Language and Composition or Literature and
Composition in May of either their junior or senior year—or both.
Yearlong Courses
English 1, 2, 3
AP English
Fall Senior Electives Spring Senior Electives
Expository Writing Fiction into Film
Shakespeare Reading & Writing Poetry
Literature of War Literature of the Mind
Literature of Power & Protest The Art of Social Change
Playwriting Philosophy
Civilizing America: Literature & Civilizing America: Literature of
Legality of Race Gender & Sexuality
Moses Brown School ENGLISH Course of Study
19
YEARLONG COURSES (2 credits)
ENGLISH 1
This full-year course is required of all ninth graders and seeks to create a shared literary and
rhetorical experience aimed at establishing a foundation of critical thinking, reading and writing.
Students write in a variety of modes with an eye to developing an analytical voice. As they
continue to build linguistic awareness and thematic focus, they encounter a wide range of genres
in world literature, including Macbeth, Sophocles’ Antigone, and various collections of poems,
personal essays and short stories. In the spring, ninth and twelfth graders traditionally collaborate
on an exercise connected to the performance and school visitation of a poet of national
distinction.
ENGLISH 2
This full-year course is required of all tenth graders. Students concentrate on various modes of
composition with emphasis on critical analysis and writing in response to setting or place. Works
to be studied include a Shakespearean comedy, Mark Twain’s Adventures of Huckleberry Finn, a
contemporary novel of place, essays related to appreciation of place, and the department’s
collections of short stories and poems. The Enviro-Search Paper, central to the course, explores a
location of significance to each student and introduces students to writing as a way to appreciate
place. Throughout the process of writing this paper, students learn research and interviewing
techniques, the structure of the research paper, and the use of secondary sources in their writing.
ENGLISH 3
This full-year course is required of all eleventh graders. American writers provide the primary
focus for an examination of the American experience. Attention is given to the cultural and
historical contexts of the works studied, which might include Toni Morrison’s Song of Solomon,
Nathaniel Hawthorne’s The Scarlet Letter, F. Scott Fitzgerald’s The Great Gatsby, Walt
Whitman’s Leaves of Grass and Emily Dickinson’s poetry. Students focus primarily on writing
critical papers, which emphasize original, literary analysis. The I-Search Paper, central to the
course, explores some aspect of each student’s personal interests and focuses on interviewing
techniques, the conventions and structure of the research paper, and the use of secondary
sources. With encouragement from their teachers juniors may elect to take an Advanced
Placement examination in May, usually the Language and Composition exam. Some test
familiarization sessions are required.
Moses Brown School ENGLISH Course of Study
20
ADVANCED PLACEMENT ENGLISH
For seniors who have demonstrated a committed and earnest approach to the study of English,
this full-year course involves frequent writing exercises and intensive reading in poetry, fiction,
drama, and non-fiction prose. Works might include Homer’s The Odyssey, Sophocles’ Oedipus
Cycle, Dante’s Inferno, Milton’s Paradise Lost, Shakespeare’s Hamlet, Morrison’s Beloved,
Woolf’s To the Lighthouse, Ellison’s Invisible Man, and McCarthy’s The Road. AP candidates
must exhibit both a high level of interest in reading and writing about challenging literature and a
willingness to engage actively in frequent discussions. AP students must be motivated to do
consistent, honors level work. All students enrolled must take the AP Literature & Composition
exam in May, 2016.
While the English Department considers all students who express a desire to take AP English,
the strongest candidates will have attained grades of B+ or higher in both English 2 and English
3, as well as the final approval, by consensus, of the English Department. Students admitted to
AP English are required to read one extra book over the summer
ENGLISH 4: SENIOR ELECTIVES (1 credit)
Senior electives in the twelfth grade continue to emphasize the reading and writing skills taught
in English 1, 2 and 3. Frequent writing assignments make up a major portion of every elective.
Seniors must take a fall and spring elective unless enrolled in AP English, and may elect to take
the Advanced Placement exam in either Language and Composition or Literature and
Composition, for which some test familiarization sessions are required. For seniors with a special
interest in English, taking a second elective in either semester is possible if space is available.
Juniors may take a second English course as an elective, also on a space available basis and with
permission of the Academic Dean or Registrar.
ENGLISH 4: FALL SEMESTER ELECTIVES (1 credit)
EXPOSITORY WRITING
This course will take an intensive approach to the writing process. Students will write frequent
short essays as they learn various composition strategies and aspects of style. Students will
generate personal essays, descriptive pieces, editorials, and a final analytical essay, in addition to
more frequent journal reflections on the texts. Students will also read essays by such writers as
Virginia Woolf, George Orwell, E. B. White, James Baldwin, Joan Didion, Alice Walker,
Edward Hoagland, Richard Rodriguez, Maxine Hong Kingston, as well as selections from
contemporary periodicals. They will examine and apply to their own work what published
writers have to say about the art of the essay.
Moses Brown School ENGLISH Course of Study
21
SHAKESPEARE
According to scholar Harold Bloom, Shakespeare's plays are our "secular Scripture, or more
simply the fixed center of the Western canon"; Hamlet, for example, "is the [second] most cited
figure in Western consciousness." But what is it that makes the Bard of Avon so timeless, so
universally acclaimed and applicable, reflecting his time but still speaking to our own? How did
he compose such vital characters with such diverse voices, from beggars to kings? How did his
theatrical innovations revolutionize the nature of playwriting and stage performance? Addressing
these questions, we will engage Shakespeare’s plays as theatrical texts through traditional
analysis as well as performance, exploring their remarkable depth of meaning as well as how
they work onstage. We will study Shakespeare’s sonnets and two or more of his plays
(possibilities include Othello, The Taming of the Shrew, King Lear, and Henry IV, Part I),
approaching them as actors, designers, directors, and members of an audience, investigating how
the playwright "hold[s], as 'twere, the mirror up to nature."
LITERATURE OF WAR
This course will explore the ways war has been captured in American poetry and prose and
expressed to a public who lacks the experience of combat. It traces the differing perspectives
from nationalistic pride and heroism through the disappointment and devastation that war
creates. Possible texts include poetry and short stories representing conflicts throughout history
and longer works like Julie Otsuka’s When the Emperor Was Divine, Tim O’Brien’s The Things
They Carried, Ishmael Beah’s A Long Way Gone, and Kevin Powers’ The Yellow Birds. We will
also invite war veterans to speak to the class about their experiences related to the texts we read.
In December 2015 students in the class will have the opportunity to travel on a TRIP to
Washington, DC to tour Memorial Parks dedicated to fallen soldiers of our country’s wars.
LITERATURE OF POWER AND PROTEST
The first aim of this course is to explore how Suzanne Collins’ The Hunger Games and
Shakespeare’s 1 Henry IV question the role of the individual in society and one’s moral
responsibility to one’s self and one’s communities. Students will explore the power
of sacrifice and the forces (both known and subconscious) that shape our identities within
different contexts. Themes covered will include dystopia, reality media, rebellion, government
control, and justice. The course’s second aim is to study the texts which inspired these works and
literary criticism of each, close reading primary and secondary sources through the lenses of
feminism, genre studies, Marxism, historicism, and psychoanalysis.
Moses Brown School ENGLISH Course of Study
22
PLAYWRITING (open to 11th
& 12th
graders)
This class will study the craft of playwriting by creating monologues, scenes and one-act plays. As
students write their own plays, they will study the work of leading playwrights being produced in
the American Theater as a means to understand current trends and styles of contemporary dramatic
artists. Members of this class will also read each other’s plays, offer feedback and help with the
development of all dramatic pieces throughout the semester. Students will share their final one-act
plays in a showcase at the end of the semester. This course may be taken for either Arts or
English credit.
CIVILIZING AMERICA: LITERATURE AND LEGALITY OF RACE
Through a multi-media examination, this course will consider the literature of race in twentieth
century America through the lens of United States Supreme Court decisions. Ultimately, we
must examine whether legal decisions can change the perspective and philosophies of the nation
or if the legal domain is one of sheer mechanics. Is it possible that art identifies immorality years
before we, as a government, are willing to mandate behavior as illegal? Is art compelled to
examine what the law cannot resolve – the prejudices, the pain and the probability of a peaceful
society? For instance, Loving vs. Virginia invalidated laws prohibiting interracial marriages in
1967; in the same year, Guess Who’s Coming to Dinner explored America’s difficulty in
accepting that mandate. Through reading, art and video, we will assess which has had more
impact on our lives – literature or the law – or whether they work in tandem to move society
forward.
ENGLISH 4: SPRING SEMESTER ELECTIVES (1 credit)
FICTION INTO FILM
In an age of mass consumption, literary works are eagerly transformed into feasts for the eyes
and, sometimes, the intellect as well. But what makes a successful adaptation? We will look at
the tools of writing - narrative voice, structure, setting, and vocabulary - juxtaposed with
cinematic approaches to those same stories. Film, in a sense, has many authors: screenwriters,
directors and actors bring the work to life and all are responsible for the achievement or failure
of the adaptation. Students will have the opportunity to examine both viewpoints and analyze
what determines success. Works may include The Virgin Suicides, Million Dollar Baby, No
Country for Old Men, and Slumdog Millionaire.
Moses Brown School ENGLISH Course of Study
23
READING AND WRITING POETRY
This course will expose students to a wide range of poets, styles, and sensibilities in a workshop
format, which will involve frequent writing both of and about poetry. Each student will compile
a collection of original, thematically focused work and participate in the creation of a class
anthology. The primary text will likely be Strand and Boland’s The Making of a Poem. Other
texts may include poetry by Sharon Olds, Billy Collins, Naomi Shihab Nye, Lucille Clifton,
Coleman Barks, and other prominent poets who have read at Moses Brown. Students will be
encouraged to attend two or three poetry readings during the semester.
LITERATURE OF THE MIND: PERCEPTION VERSUS REALITY
This course uses fiction to discuss the way the human brain can be challenged and altered based
on perceptions of reality. It uses literature in which memory and mystery play a large role in how
reality is created and embraced. Possible texts include SJ Watson’s Before I Go to Sleep, Liane
Moriarty’s What Alice Forgot, Michael Levigne’s Not Me, Kazuo Ishiguro’s Never Let Me Go,
Mark Haddon’s The Curious Incident of the Dog in the Nighttime, and short stories by Julio
Cortàzar, Luisa Valenzuela, Shirley Jackson, John Cheever, Haruki Murakami, Jorge Luis
Borges, and Fyodor Dostoevsky.
THE ART OF SOCIAL CHANGE (open to 12th graders)
This twentieth century U.S. History course examines the relationship between movements for
social change, mass culture, and the performing arts. We will explore the lives of individual
artists and the work they produced to grapple with questions such as: How have activist-artists
expressed their views through plays, film, song, television, or spoken word? How do artists
influence social movements as well as how we understand and remember them? What is the
power and shortcomings of creative work as vehicles for learning about U.S. history? The goal
of this course is to deepen students understanding of the social movements to which they were
introduced in U.S. History. This course will focus on analytical writing and discussion; students
will complete a major project that will ask them to produce and/or perform their own creative
work as a means to explore a particular social, economic, or political problem in U.S. society
today. This course may be taken for either Humanities or English credit. (This course does
not qualify for English credit by the NCAA and cannot be used for NCAA initial eligibility
certification for Division 1 or Division 2 colleges.).
Moses Brown School ENGLISH Course of Study
24
PHILOSOPHY (open to 11th
& 12th
graders)
In ancient Greek, philosophia means “the love of wisdom.” Doing philosophy means
scrutinizing beliefs about the world to understand if they are logical and to explore what these
beliefs tell us about our common humanity. We will examine the roots of Eastern and Western
philosophy by reading primary texts from a number of influential philosophers. We will start our
work by investigating the value of philosophical inquiry and the importance of logical
reasoning. From there, we will spend time with the ancestors of Western philosophy: Socrates,
Plato, and Aristotle. We will then investigate the rich philosophical tradition inspired by the
ancient Indian text, the Bhagavad Gita. An examination of early Buddhist scriptures and of the
philosophy of Confucius will follow, allowing us to compare the development of philosophical
traditions around the world. Throughout our engagement with these texts, we will identify how
ancient philosophers defined the ideal person and what they believed was the most important
quest(ion) in human existence. These texts will further allow us to delve into the philosophical
fields of ethics, epistemology, and metaphysics, and to investigate the intersection of philosophy
with other academic disciplines such as theology, science, and anthropology. This course may
be taken for either Humanities or English credit.
CIVILIZING AMERICA: LITERATURE OF GENDER & SEXUALITY
This multi-media course will consider the artistic representation of gender and sexuality through
the lens of critical United States Supreme Court decisions. Ultimately, we must examine whether
legal decisions change the perspective and philosophies of the nation or if the legal domain is
one of sheer mechanics. For instance, Christopher Isherwood wrote A Single Man in 1964,
chronicling the limitations and loneliness of being gay in America, though twenty years later, in
1986 Bowers v. Hardwick upheld restrictions on physical relations between couples of the same
sex. Shockingly, it was not until 2003, that the Court finally outlawed such restrictions. Today, in
2015, we are still anticipating a ruling concerning gay marriage, fifty years after Isherwood’s
novel. Similarly, Dorothea Lange published her images of migrant mothers in the 1930’s but it
was not until 1971 that Phillips vs, Martin Marietta mandated that companies cannot refuse to
hire women because they have pre-school aged children if the same is not held true for men.
Ultimately, through reading, art and video, we will assess which has had more impact on our
lives – literature or the law – or whether they work in tandem to move society forward.
Moses Brown School HUMANITIES Course of Study
25
HUMANITIES: HISTORY & SOCIAL SCIENCES
These course offerings are designed to provide students with an understanding of history
and its legacy for current national and world affairs. In ninth grade, students begin their inquiry
with an exploration of world civilizations. In tenth grade, students continue with an examination
of twentieth century global conflicts and struggles for human rights, followed by a study of
United States history during their junior year. Beyond those requirements, students are
encouraged to pursue advanced study through electives. All courses help students further
develop the skills of critical reading, historical thinking, thoughtful discussion, and effective
writing.
Yearlong Required Courses Semester Required Course Why Europe? Modern World History
US History (College Prep, Honors)
Yearlong Elective Course
AP Comparative Government and Politics
Fall Semester Electives Spring Semester Electives
Art History The Art of Social Change
Human Geography Modern to Contemporary Art History
Civics in Action
YEARLONG REQUIRED COURSES (2 credits)
WHY EUROPE? The Story of Europe’s Rise to Power --Required for 9th
graders
This course spans from the 14th century to the end of World War I and the signing of the Treaty
of Versailles in 1919. These centuries were marked by a significant increase in global activity
that connected peoples across continents as never before. This time period also resulted in the
rise of European dominance around the world, which marked the dawn of modern society.
While Europe's ascent created the mold of how to become an industrialized, militarized and
imperialist power, some historians argue that there was nothing inevitable or predestined about
Europe's global power. Students will explore how and why Europe emerged as the leading
economic, political and military power by the dawn of the 20th century. In addition, students
will examine the consequences of Europe's rise to dominance for the peoples of the Americas,
Africa, Asia and Europe. A variety of original documents supplement the texts and aid students
in developing the essential skills of careful reading, analytical thinking, research, and writing.
Moses Brown School HUMANITIES Course of Study
26
UNITED STATES HISTORY – Required for 11th
graders
Students will examine the conflicts, events, and persons important to the expansion of
democracy in the United States. Assignments include debates, seminar discussions, essays,
research, creative projects, and document-based questions. We will utilize a variety of primary
sources to help students engage the diverse experiences of people past and present. In addition
to further developing the skills of analytical writing and critical thinking, students will become
more adept at demonstrating the significance of an event by showing how it is connected to
enduring issues, contextualizing primary sources and making inferences from them, and
identifying patterns of continuity and change. Prerequisite: Modern World History
UNITED STATES HISTORY HONORS
We invite students who want an additional challenge in U.S. history to earn the distinction of
Honors. Throughout the year, students will engage in a long-term project that extends and
enhances the required coursework in U.S. History. As a result, students will gain a more in-
depth understanding of critical issues and cultivate their independent thinking and research skills.
Prerequisite: Modern World History
SEMESTER REQUIRED COURSES (1 credit)
MODERN WORLD HISTORY – Required for 10th
graders (offered both semesters)
This semester-long course will explore the major issues and turning points of world history by
examining events from the end of WWI through the Cold War era to the present. By reading a
variety of primary and secondary sources, students will examine historical concepts and events
of the 20th century including world war, holocaust and genocide, nationalism, fascism,
communism, human rights, and movements of independence. An emphasis will be placed on
enhancing students’ analytical skills and understanding of world history through discussion,
debate, research, and writing. Prerequisite: Why Europe?
Moses Brown School HUMANITIES Course of Study
27
YEARLONG ELECTIVE COURSE (2 credits)
AP COMPARATIVE GOVERNMENT AND POLITICS (open to 12th
graders)
This course is about political change – its causes and consequences – in six countries: Great
Britain, Russia, China, Iran, Mexico, and Nigeria. Major themes of the course include
globalization and democratization. This course combines history, current events, and political
science. Students will understand the underlying social, economic, and political issues that are
behind the news stories we see from around the world. While our own country is not a focus of
this course, by the end of our time together, students will be better equipped to understand and
evaluate the issues facing the U.S. Lastly, the course will prepare students for the advanced
placement exam in May. Taking this exam is a requirement for all students enrolled in the
course. Our coursework will be consistent with an introductory college course. Prerequisite:
permission of the department chair
FALL SEMESTER ELECTIVES (1 credit)
ART HISTORY (open to 11th
& 12th
graders)
This course will consider world history through a visual lens. Students will explore art and
architecture to understand the political and social climate of a given time period and to become
familiar with themes represented in art, including, power, gender, and race. Through our
investigation of art from ancient to contemporary times, students will develop a vocabulary to
talk about art, as well as sharpen their analytical writing skills. The goal of this course is for
students to emerge from the class with an appreciation of art and an ease and fluency in
discussing visual culture and its history. Students will be asked to do an assignment at the RISD
Museum and attend a field trip to Boston. Prerequisite: none
CIVICS IN ACTION: Empowering Students to Shape Public Policy (open to 12th
graders)
Civic engagement is at the heart of our mission at Moses Brown as we seek to prepare students
to be active citizens in the world into which they graduate. In the Humanities in particular, we
educate our students about the history of the United States and the expansion of democracy—
which is still taking place today. Created using the tenets of Project Based Learning, this course
provides students with the opportunity to work in teams to identify, research and draft public
policy initiatives for a local, state or national need or issue. This course also utilizes the flipped
classroom model, which exposes students to various types of educational technology and gives
them an online learning experience similar to those that they will encounter in college. Plans are
also underway for students in this course to attend the Friends Committee on National
Legislation Fall Lobby Weekend in Washington D.C. Students would travel to Washington D.C.
to participate in the Lobby Weekend, which culminates with meetings with members of the
Rhode Island Congressional Delegation.
Moses Brown School HUMANITIES Course of Study
28
HUMAN GEOGRAPHY (open to 10th
, 11th
& 12th
graders)
We will use spatial concepts and analysis to examine society, past and present. These concepts
include place, scale, region, and spatial variation. You will learn about the theories, methods,
and tools geographers use, including what is revealed and what is hidden in maps. Key topics
may include: population and migration, culture, agricultural production and rural land use,
industrialization and economic development, and cities and urban land use. This course will
introduce students to geography as a means to better understand a changing world and its
consequences. Prerequisite: none
SPRING SEMESTER ELECTIVE (1 credit)
THE ART OF SOCIAL CHANGE (open to12th
graders)
This twentieth century U.S. History course examines the relationship between movements for
social change, mass culture, and the performing arts. We will explore the lives of individual
artists and the work they produced to grapple with questions such as: How have activist-artists
expressed their views through plays, film, song, television, or spoken word? How do artists
influence social movements as well as how we understand and remember them? What is the
power and shortcomings of creative work as vehicles for learning about U.S. history? The goal
of this course is to deepen students understanding of the social movements to which they were
introduced in U.S. History. This course will focus on analytical writing and discussion; students
will complete a major project that will ask them to produce and/or perform their own creative
work as a means to explore a particular social, economic, or political problem in U.S. society
today. This course may be taken for either Humanities or English credit. (This course does
not qualify for English credit by the NCAA and cannot be used for NCAA initial eligibility
certification for Division 1 or Division 2 colleges.).
MODERN TO CONTEMPORARY ART HISTORY (open to 12th
graders)
This late 19th
, 20th
and 21st century art history course will explore artists’ responses to historic
events from the invention of the camera to present day local artwork. Students will explore art,
architecture, photography and film through the works of Impressionist artists such as Mary
Cassatt, Chinese activist Ai Wei Wei and female artists such as Georgia O’Keefe, Frida Kahlo
and Dorothea Lange. Students will have the opportunity to explore local artists outside of the
classroom and take a closer look at the art and architecture around Providence. Students will
develop a greater appreciation of the role of artist and their work and a deeper understanding of
formal art analysis. Prerequisite: none
Moses Brown School HUMANITIES Course of Study
29
HUMANITIES: RELIGION AND HUMAN VALUES
The Religion and Human Values curriculum reflects the school's Quaker heritage. The faculty
seeks to raise issues of spiritual, ethical, and philosophical significance in accord with the
mission of the school without imposing moralistic or dogmatic solutions. Consistent with this
central purpose is the following set of goals:
· To enable students to examine their deepest values and beliefs
· To enhance students’ critical ability in moral and religious thinking
· To alert students to current social concerns and ethical issues
· To validate each student’s search for the spiritual dimension of life
· To help promote a school-wide sense of community responsive to the school’s Quaker
heritage
Religious Studies is the semester-long required course that introduces sophomores to the academic study of
religion. Each year, we offer a variety of electives for students in 11th
and 12th
grades (with an
option for sophomores with permission of the instructor).
Semester Required Course
Religious Studies
Fall Semester Electives Spring Semester Electives Global Medical Ethics Contemporary Problems in Ethics
Jerusalem, Nazareth, and Mecca: Philosophy
Sacred Sites and Sacred Texts
REQUIRED SEMESTER COURSE (1 credit)
RELIGIOUS STUDIES (offered both semesters)
We begin by defining key terms such as religion, spirituality, symbol, myth, and ritual, and by
examining how religion plays a role in current events. After this introductory unit, we dive
deeply into Islam and Buddhism, studying the history, sacred texts, and practices of each
tradition. We pay particular attention to exploring the plurality of traditions within each religion
and learning from scholars as well as practitioners about the lived experience of these
religions. A culminating research project allows students to closely examine a religious tradition
of their choosing while also exploring a topic of interest such as: environmental justice in the
Pentecostal Church, the testimony of Equality as it is practiced in Quakerism, the role of women
in the Catholic Church, or the practice of meditation in Zen Buddhism. As a result of this
course, students will develop an appreciation for the religions of the world, and will use research,
critical thinking, and problem solving to explore dilemmas presented by religion’s relationship
with society.
Moses Brown School HUMANITIES Course of Study
30
FALL SEMESTER ELECTIVES (1 credit)
GLOBAL MEDICAL ETHICS (open to 11th
& 12th
graders, 10th
graders with permission of
the instructor)
Modern science and technology have brought with them a whole new set of ethical dilemmas
that impact us all. For example, last year a young woman had an aneurysm and was pronounced
brain dead, she was also 14 weeks pregnant. Should she be taken off a ventilator? Who should
make this decision - the hospital, her husband, her parents? This course will use case studies
like this one to develop students’ critical and analytical thinking skills, so they too can
understand and discuss these dilemmas and offer their own opinions. Cases we will examine
will include drug enhancement, organ transplantations, vaccine policies and distributions, end of
life decision-making as well as others. An integral part of this course will be learning from
community members - doctors, nurses, chaplains, social workers, and psychiatrists - who share
with us about their experience with medical ethics, and present dilemmas they have
encountered. Students will have a chance to shape their learning through independent reading
selections, and a final research project.
JERUSALEM, NAZARETH, and MECCA: SACRED SITES and SACRED TEXTS (open
to 11th
& 12th
graders, 10th
graders with permission of the instructor) In this class, we will use the imagined (textual) and real (architectural) spaces of Jerusalem,
Nazareth, and Mecca to dive deeply into the beliefs and rituals of Judaism, Christianity, and
Islam. We will read from the Hebrew Scriptures, the Christian Scriptures, and the Qur’an to get
a sense of the basic mythology of the three faiths and to understand how the geography of the
Middle East plays a role in the development of the religious traditions. We will study how the
cities are used as places of pilgrimage and for other ritual practices central to each faith
tradition. Studying the architecture of the cities will also allow us to consider how humans
define and construct sacred spaces. Finally, by placing the traditions and histories of each faith
within the geography of the Middle East, we will be able to investigate not only the roots of
religious conflict, but also how peacemakers use religious texts and sacred spaces to find points
of contact between the three faith traditions.
Moses Brown School HUMANITIES Course of Study
31
SPRING SEMESTER ELECTIVES (1 credit)
CONTEMPORARY PROBLEMS IN ETHICS (open to 10th
, 11th
& 12th
graders)
Ethics is a branch of philosophy that raises questions about how we should live. In this class, we
will explore the major branches of ethical thought, spanning from the ancient Greek philosopher
Aristotle to the father of modern philosophy Immanuel Kant to modern day ethicists like Michael
Sandel and Martha Nussbaum. We will consider the following questions:
Are there universal moral laws, or does morality depend on culturally specific times and
places?
What role does the state have in regulating moral decisions?
What virtues should we develop in modern society?
How can we apply the ethical theories of philosophers in our daily lives?
We will work to understand the theoretical foundations of ethics so that we can tackle modern
day ethical dilemmas and questions, such as assisted suicide, the free market economy,
affirmative action, war, the stem cell debates, and animal rights, among others.
PHILOSOPHY (open to 11th
& 12th
graders)
In ancient Greek, philosophia means “the love of wisdom.” Doing philosophy means
scrutinizing beliefs about the world to understand if they are logical and to explore what these
beliefs tell us about our common humanity. We will examine the roots of Eastern and Western
philosophy by reading primary texts from a number of influential philosophers. We will start our
work by investigating the value of philosophical inquiry and the importance of logical
reasoning. From there, we will spend time with the ancestors of Western philosophy: Socrates,
Plato, and Aristotle. We will then investigate the rich philosophical tradition inspired by the
ancient Indian text, the Bhagavad Gita. An examination of early Buddhist scriptures and of the
philosophy of Confucius will follow, allowing us to compare the development of philosophical
traditions around the world. Throughout our engagement with these texts, we will identify how
ancient philosophers defined the ideal person and what they believed was the most important
quest(ion) in human existence. These texts will further allow us to delve into the philosophical
fields of ethics, epistemology, and metaphysics, and to investigate the intersection of philosophy
with other academic disciplines such as theology, science, and anthropology. This course may
be taken for either Humanities or English credit.
Moses Brown School HUMANITIES Course of Study
32
HUMANITIES: PEER LEADERSHIP
FALL SEMESTER ELECTIVE (1 credit - open to 12th
graders)
PEER LEADERSHIP: Bridging Theory & Practice
The transition to high school is a formative time in students’ lives. As the oldest members of the
student body, seniors can play a significant role in welcoming ninth graders to the upper school
and imparting the philosophy and culture of the Moses Brown community. But how does one
become an effective leader? What are the qualities of a good leader? What types of actions do
good leaders take? Students of this course will discuss these essential questions and work to hone
the following skills: active listening, asking open-ended questions, including all members of a
group, giving clear directions, and fostering discussions. Additionally, students will examine
leadership theories and case studies of effective leaders. Working in pairs, Peer Leaders will
practice the activities that they will present to the ninth graders, which will center on topics such
as MB school culture, diversity, time management, and decision-making. After leading an
activity with their freshmen class, Peer Leaders will reflect on their practice as a group and
develop skills for improving as leaders. Through their work with ninth graders, Peer Leaders will
model the qualities expected of all Moses Brown students: respect, integrity, tolerance and
kindness. Ultimately, Peer Leaders will serve as positive role models in the school whose work
with freshmen will aid in fostering a cohesive, tolerant, and collaborative student body.
Moses Brown School HUMANITIES Course of Study
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HUMANITIES: PSYCHOLOGY
FALL SEMESTER ELECTIVE (1 credit - open to 11th
& 12th
graders; priority given to
seniors)
THEORIES OF PERSONALITY
This course explores research methods in Psychology and specific examples of studies conducted
on obedience and conformity. It presents different theories of personality and behavior,
including psychoanalytic, social learning, humanistic, and social-cognitive perspectives.
Assessment and therapy associated with each one are also discussed. Students will also study the
brain and nervous system in order to understand the connection between biology and
behavior. Students may enroll in either or both Theories of Personality and Topics in
Psychology.
SPRING SEMESTER ELECTIVE (1 credit - open to 11th
& 12th
graders; priority given to
seniors)
TOPICS IN PSYCHOLOGY
Students will explore theories of cognitive, psychosocial and moral development and theories of
emotion. Additional topics may include sensation and perception, psychological disorders,
intelligence, motivation and work, and memory. Students will study famous experiments
conducted in Psychology and their implications. Student may enroll in either or both Theories of
Personality and Topics in Psychology.
Moses Brown School MATHEMATICS Course of Study
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MATHEMATICS
The mathematics program is designed to fulfill these goals:
To develop in students an appreciation for the essential character of mathematics as an
intellectual discipline
To foster development of logical reasoning skills, both inductive and deductive, and the
ability to use these skills in general problem solving tasks beyond the mathematics
classroom.
To give students a mathematical foundation that is sufficient for all levels of further study
To help students master technical skills that will be needed in their future studies
After Algebra 1, Moses Brown offers three levels of full year courses. The only exception to this
is AP Statistics. All students are placed in a level based on the recommendation of his/her current
math teacher.
All upper school math courses, except Geometry (all levels), Algebra I and some electives,
require a TI-83 or TI-84 series graphing calculator. Moses Brown does not provide
calculators to students.
Yearlong Courses (2 credits) Fall Semester Electives (1 credit)
Algebra 1 Statistics and Data Analysis
Geometry (Regular, Accelerated, Honors) Macroeconomics
Algebra 2 (Regular, Accelerated, Honors)
Precalculus (Regular, Accelerated, Honors) Spring Semester Electives (1 credit)
Calculus (Regular, *AB, *BC) Discrete Mathematics
*AP Statistics Microeconomics
Utilizing Math and Humanities to Understand
Contemporary Global Issues
* Calculus AB, Calculus BC, and AP Statistics are Advanced Placement courses. Students placed
in those courses are required to take the appropriate AP exam in May.
YEARLONG COURSES (2 credits)
ALGEBRA 1
This first year course reviews number systems and covers fundamental operations, including
fractions, exponents, square roots, functions, solving linear and quadratic equations,
polynomials, factoring, graphing, and general problem solving skills. Students are placed in
Algebra 1 based on grades and teacher recommendations.
Moses Brown School MATHEMATICS Course of Study
35
GEOMETRY
This course studies traditional Euclidean geometry in two and three dimensions with emphasis
on the concept of the formal proof. Topics include lines and planes, congruency, polygons,
similarity, Pythagorean relationships, circles, triangle trigonometry, area, and volume.
Levels: Regular, Accelerated, Honors
Prerequisite: Algebra 1 and department permission
ALGEBRA 2
This course is a continuation of first year Algebra and emphasizes skill development and critical
thinking. Topics include factoring and operations with rational, irrational and polynomial
expressions, graphing of relations and various functions, solutions of linear and quadratic
equations, inequalities and systems, rational and real exponents, logarithms, and an introduction
to triangle trigonometry. The honors course will include an introduction to circle trigonometry
and conics. A TI-83 or TI-84 graphing calculator is required for this course.
Levels: Regular, Accelerated, Honors
Prerequisite: Algebra 1, Geometry, and department permission
PRECALCULUS (open to 11th
and 12th
graders only)
This course is an in-depth survey of the fundamental mathematical functions used to model real
phenomena, including polynomial, rational, exponential and trigonometric functions and their
applications. It will also include an introduction to probability and statistics. The course is
designed to enhance inferential thinking skills. Teachers of this course encourage creativity and
risk-taking in solving complex problems.
Students enrolling in Precalculus Honors can expect little to no review of linear and quadratic
functions, a faster pace that covers more material such as polar coordinates, math on the complex
plane, sequences and series, and the derivative, as well as a more in-depth treatment of all
function types. A TI-83 or TI-84 graphing calculator is required for this course.
Levels: Regular, Accelerated, Honors
Prerequisite: Algebra 2 and department permission
CALCULUS
The main topics covered in this course include limits, derivatives, and integrals. Students learn to
compute derivatives of a variety of functions, and apply them to solve problems, including those
involving optimization and motion. Students also learn methods of computing integrals as well
as their applications. Regular Calculus begins with further development of selected Precalculus
topics. A TI-83 or TI-84 graphing calculator is required for this course.
Levels: Regular, AP Calculus AB, AP Calculus BC
Prerequisite: Precalculus Accelerated or Precalculus Honors, and department permission
Moses Brown School MATHEMATICS Course of Study
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AP STATISTICS
This course follows the curriculum for the Advanced Placement exam given in May. It is
generally equivalent to a half year of college statistics. Major topics include exploratory data
analysis, experimental design, probability, and statistical inference. Technology used includes
TI-84 calculators and Minitab computer software. All students enrolled must take the AP exam.
This a required course for sophomores who have completed Geometry and Algebra 2 Honors by
the end of their freshman year. A TI-83 or TI-84 graphing calculator is required for this course.
Prerequisite: Precalculus Accelerated, Precalculus Honors, or Algebra 2 Honors and department
permission
FALL SEMESTER ELECTIVES (1 credit)
STATISTICS AND DATA ANALYSIS
This introductory statistics course provides a conceptual overview of research study design,
descriptive and inferential statistics. Students will conduct their own studies and apply the
methods learned in class to analyze their data and make conclusions about their research
question. Analyses will be done via calculator (TI-83/84 graphing calculator) and computer
(Minitab statistical software). By the end of the course, students will [1] be educated and critical
consumers of statistical information. For example, what does it mean when a study is published
stating that vitamins don’t prevent chronic health problems? Is this study to be taken at face
value (i.e. should we all stop taking vitamins?) or is there bias in their design or
lurking/confounding variables that could be driving the finding? Could the reverse actually be
true?, [2] be able to create and interpret graphs and summary statistics appropriate to qualitative
and quantitative data, and [3] have the tools necessary to form an interesting research question,
design a study to answer that question, collect and analyze study data to answer that question.
Prerequisite: Algebra II or Precalculus and department permission. (This course is not intended
for students who are taking another year-long mathematics course.)
MACROECONOMICS (open to 11th & 12th graders only)
Using a college level text, the course focuses on national economic issues such as growth,
unemployment and inflation. Students will study topics such as gross domestic product, the cost
of living, investment and the financial system, the monetary system including the Federal
Reserve, aggregate demand and aggregate supply and various macroeconomic schools of
thought. Macroeconomics asks questions such as, “If the interest rate goes up, how is national
saving affected?”
Prerequisite: Algebra 2
Moses Brown School MATHEMATICS Course of Study
37
SPRING SEMESTER ELECTIVES (1 credit)
DISCRETE MATH
This course may be taken in conjunction with or independently from Statistics and Data
Analysis. This course looks at mathematical structures and computations that are discrete or
finite (countable sets) rather than continuous functions. Topics include simple and more
complicated probability calculations; special probability models for binary data; social decision
making through election theory and fair division; matrix applications with Markov chains and
population growth models; graph theory with traveling salesman or shortest route algorithms;
and counting techniques of permutations and combinations with an introduction to game
theory. Students will address real-world issues of efficiency route planning for snowplow trucks
and telecommunications circuits, the level of security of passwords, and the process for selecting
the next host city for the Olympics.
Prerequisite: Algebra 2 or Precalculus and department permission
MICROECONOMICS (open to 11th & 12th graders only)
Using a college level text, students will study the economic principles that apply to small groups
such as households and firms. Students are introduced to topics such as scarcity, efficiency,
supply and demand, and production possibility frontiers. Students will then investigate more
advanced topics such as elasticity, the cost of production, earnings and discrimination, and
consumer choice. Microeconomics asks questions such as, “Why do consumers buy both
insurance and lottery tickets?”
Prerequisite: Algebra 2
UTILIZING MATHEMATICS AND THE HUMANITIES TO UNDERSTAND
CONTEMPORARY GLOBAL ISSUES (open to 11th & 12th graders only)
This co-taught, interdisciplinary course combines Mathematics and Humanities as it aims to help
students develop their global awareness through mathematical modeling. The course will begin
by exploring the foundations of both global studies and mathematical modeling. Throughout the
semester, students will investigate current global issues in historical, political, cultural, and
societal contexts. For each issue studied, students will use statistics and mathematical models
they develop to deeper understand the issues and recognize new perspectives. Students will then
use what they have learned to develop a plan of action for some of the global issues studied.
Potential units of study will include population, spread of disease, and availability of resources.
Due to the nature of this course, units of study will also reflect events/issues of global
significance that arise during the semester.
Co-requisite: Precalculus Accelerated or higher
Moses Brown School SCIENCE Course of Study
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SCIENCE
The Science Department strives to nurture a spirit of inquiry as we guide students in the
study of the natural and physical sciences. Engaging in field and laboratory work and studying
scientific literature enriches their study of the natural world. We explore the history of science
and consider the implications of science in modern life. Students develop their analytical
thinking skills as they learn to apply the scientific method.
Students typically enroll in Biology in 9th
grade and Chemistry in 10th
grade and Physics
in 11th
grade (see below for levels). In cases where students may not feel confident about their
level of mathematics preparation, Chemistry or Physics may be deferred for a year. Science
electives and AP classes are available to 12th
graders who would like the opportunity to continue
their studies in science. These courses are also available to 11th
grade students who have
satisfied the necessary prerequisites and are recommended by the science department faculty.
Electives may be open to grades beyond 11th
and 12th
grade; please see course descriptions for
details.
Year Introductory Courses Year Electives
Integrated Biology AP Biology
Biology AP Chemistry
Honors Biology AP Environmental Science
Integrated Chemistry AP Physics
Chemistry
Honors Chemistry
Physics
Honors Physics
Fall Semester Electives Spring Semester Electives Astronomy Computer Programming in Python
Genetics Human Anatomy and Physiology
Local Ecology Introduction to Robotics
Engineering Design Global Ecology
Computer Programming w/Arduino Marine Biology
Meteorology
FULL YEAR INTRODUCTORY COURSES (2 credits)
INTEGRATED BIOLOGY (open to 9th
graders) Study in this course begins to show students the connection between chemistry and biology. The
year starts with an introduction to science followed by the properties of matter and atomic
theory. This background then leads to the study of the chemical origin of life, and the anatomy
and physiology of the working cell. The year ends with a study of the diversity of living
organisms. There is a strong laboratory component that exposes students to a wide range of
techniques. Study skills related to science will be stressed. Placement is by recommendation
only.
Moses Brown School SCIENCE Course of Study
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BIOLOGY (open to 9th
and 10th
graders) The general biology course covers a broad range of biological topics. Darwin’s Theory of
Evolution is the foundation of the course and the tie that binds topics in biochemistry, cellular
biology, molecular biology, genetics, anatomy and physiology, biodiversity, and ecology. In
addition to these concepts, there is a strong study skills component as it applies to the study of
science. Both semesters end with a non-cumulative semester exam. Learning to take notes, use
the textbook effectively, and write scientifically are stressed.
HONORS BIOLOGY (open to 9
th and 10
th graders)
The honors biology course is designed for students with a strong background in laboratory-based
science and an interest in the natural world. Topics covered are similar to general biology
(biochemistry, cellular biology, molecular biology, genetics, anatomy and physiology,
biodiversity, and ecology), but are introduced in greater depth and with more analytical detail.
Along with a strong background in science, students should have good reading, analytical, and
mathematical skills. Both semesters end with a cumulative semester exam. Placement in this
class is dependent upon recommendations from middle school science teachers in consult with
the Freshman Class Dean.
INTEGRATED CHEMISTRY (open to 10th
graders)
This course is designed to follow Integrated Biology, and continues to make connections
between chemistry and biology. The topics of study will include genetics, the periodic table,
chemical reactions, and energy as it relates to cellular respiration and photosynthesis. The year
ends with evolution, ecology, and the study of acids and bases. Laboratory work and study skills
are an integral part of the curriculum. Prerequisite: Integrated Biology or permission of
department chair.
CHEMISTRY (open to 10th
, 11
th and 12
th graders)
This year-long course is an introduction to the science of chemistry. Inorganic and physical
chemistry topics are the primary focus of the course. Examples include acid and base chemistry,
chemical nomenclature, stoichiometry, solutions and states of matter. Organic, nuclear and
environmental chemistry is covered on a smaller scale. A significant portion of time is spent in
the lab where students learn how to problem solve, draw conclusions from experimental data
and, apply principles learned in class and in their reading. The use of computers and probe-ware
is an integral part of the lab curriculum. Prerequisite: Biology or permission of department
chair, Algebra 1
Moses Brown School SCIENCE Course of Study
40
HONORS CHEMISTRY (open to 10th
, 11th
and 12th
graders) This year-long course, for students with a strong background and interest in science and
mathematics, covers a syllabus similar to Chemistry, but in greater depth and more mathematical
detail. Additional topics such as electrochemistry, organic chemistry, nuclear chemistry, and
mathematical treatments of equilibrium and acid-base chemistry are covered. This course
involves a significant amount of laboratory work. Students are expected to collect, analyze, and
interpret scientific data and use their mathematical skills to understand the underlying chemical
principles. Prerequisite: Biology and/or department chair permission. Co-requisite: Algebra II.
PHYSICS (open to 11th
and 12th
graders) This is year-long course designed to help students develop an understanding of how physical
laws and concepts apply to everyday phenomena, and acquire the skills needed to analyze and
solve basic problems. This course covers motion, energy, momentum, electricity, and
magnetism. Other topics, such as waves, sound, light, optics, thermodynamics, and nuclear
physics, will be covered if time permits. The material is presented through lectures, discussions,
activities, and laboratory work. Excel software is used to process and analyze data. Co-
requisite: Algebra II.
HONORS PHYSICS (open to 11th
and 12th
graders) This year-long course is an algebra- and trigonometry-based general physics course. The first
semester emphasizes the study of linear and circular motion and develops concepts of force,
energy, and momentum. Much of the second semester is devoted to the study of electricity and
magnetism, including both electric circuits and electromagnetic fields. Other topics covered vary
at the instructor's discretion and may include solid and fluid mechanics, thermodynamics, wave
motion, optics, and introductions to relativity, quantum theory, and nuclear physics. Students
also learn skills for analysis and presentation of quantitative laboratory data. An explicit aim of
this course is to help students develop problem-solving skills that require sophisticated algebraic
reasoning and manipulation of equations with several variables simultaneously. Co-requisite:
Honors Pre-calculus or recommendation from math department chair.
Moses Brown School SCIENCE Course of Study
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FULL YEAR ELECTIVES (2 credits)
AP BIOLOGY (open to 11th
and 12th
graders) This advanced-level biology course investigates the ways chemical and physical laws govern the
form and function of living things. The first semester includes exploration of cellular and
molecular biology, reproduction, the nature of DNA, molecular synthesis, gene theory, and
inheritance. Gel electrophoresis, photosynthesis, modern genetics, and enzyme studies are just a
few of the many laboratory investigations undertaken. In the second semester, the emphasis
shifts to organismal biology, evolutionary theory, population biology, and ecology. Laboratory
work complements all the major topics investigated throughout the year. This course prepares
students for the Advanced Placement Exam in Biology. All students enrolled must take the AP
exam. Prerequisites: Biology and Chemistry and permission of department chair are required;
Prerequisite or Co-requisite: Physics
AP CHEMISTRY (open to 11th
and 12th
graders) This second-year course provides an in-depth study of the topics covered in college general
chemistry: elements, compounds, and chemical reactions; properties of gases, liquids, solids, and
solutions; chemical equilibrium (including acid-base chemistry); thermodynamics;
electrochemistry and oxidation/reduction reactions; chemical kinetics; and an introduction to
modern theories of atomic and molecular structure. In this course, students are taught the
foundations of chemistry from a mathematical framework, including the important relationships
between kinetics, thermodynamics, and equilibrium. This course prepares students for the
Advanced Placement Exam in Chemistry. All students enrolled must take the AP exam.
Prerequisites: Chemistry and Physics and permission of the department chair are required.
Prerequisite or Co-requisite: Physics.
AP ENVIRONMENTAL SCIENCE (open to 11th
and 12th
graders) This course provides students with the scientific principles, concepts, and methodologies
required to understand the interrelationships of the natural world. Topics include land use,
biodiversity, ecosystem management, agriculture, energy resources, pollution, and climate
change. Students will identify and analyze environmental problems both natural and human-
made to evaluate the relative risks associated with these problems. Ethics and economics will be
considered while seeking solutions for resolving and/or preventing these problems. This course
prepares students for the Advanced Placement Exam in Environmental Science. All students
enrolled must take the AP exam. Prerequisites: Biology and Chemistry and permission of
department chair are required; Prerequisite or Co-requisite: Physics
Moses Brown School SCIENCE Course of Study
42
AP PHYSICS (open to 12th
graders) The Advanced Placement Physics C course provides one year of college physics at the level
normally required of students who are majoring in science or engineering. This is a calculus-
based course. The year is divided into two parts: mechanics and electricity/magnetism. Strong
emphasis is placed on solving a variety of challenging problems, many which require calculus.
This course prepares students for the Physics C Advanced Placement Exams. All students
enrolled must take the AP exams. Prerequisite: Physics, Co-requisite: Calculus. Permission of
department chair is required.
FALL SEMESTER ELECTIVES (1 credit)
ASTRONOMY (open to 11th
and 12th
graders) This one-semester elective explores the history of our understanding of the cosmos and the
evidence that leads to that understanding. Specific topics include the apparent changes in the
night sky, including explanations; the properties of the Moon, the Sun and the other planets in
the solar system; the properties, life cycles, and distribution of stars in our galaxy (the Milky
Way); other galaxies and their distribution in space; Big Bang cosmology and the past, present,
and future of the universe. Prerequisite: Chemistry; Physics is helpful, but is not required.
GENETICS (open to 11th
and 12th
graders) To understand the physical nature of DNA and its importance in inheritance as well as learn to
approach genetic issues in society with a critical mind and educated perspective. Topics of this
course include meiosis and mitosis, protein synthesis, Mendelian and non-Mendelian inheritance
patterns, mutation and repair, gene regulation, and cancer. The laboratory portion of the class
will be very independent and will encourage students to analyze data gained from experiments of
their own design. The final project will consist of a formal lab write up and a defense of key
results. Prerequisite: Biology and Chemistry
LOCAL ECOLOGY (open to 11th
and 12th
graders) This course will focus on the ecology and environmental issues facing R.I. Students will delve
into what it means to be sustainable, learn about Rhode Island’s natural history and think about
how the state can be better off in the future. Topics include: energy, agriculture, eating local,
composting and recycling. Prerequisites: Biology and Chemistry.
Moses Brown School SCIENCE Course of Study
43
ENGINEERING DESIGN (open to 10th, 11th, and 12th graders)
This semester course focuses on essential math and science concepts in the information age and
teaches students how engineers create and design new technologies. Exploring various
technology systems and manufacturing processes students learn how engineers and technicians
use math, science and technology within an engineering problem solving process to design and
create beneficial solutions to a variety of real-world applications. The course is designed to help
students understand the real-world relevance of engineering. (This course does not qualify for
science credit by the NCAA and cannot be used for NCAA initial eligibility certification for
Division 1 or Division 2 colleges.).
COMPUTER PROGRAMMING WITH THE ARDUINOTM
(open to all grade levels) This semester course introduces students to the principles of digital design, Boolean algebra,
programming, and electronic circuitry through hands-on experimentation with the Arduino™, an
open-source electronics prototyping platform. The Arduino™ board promotes physical
computing – commands and syntax that light and color LEDS, activate sensors, and control
motors. Students will learn the Arduino™ programming language, which is based on the C/C+
language; student code will enable the Arduino microcontroller to interact with the real world.
No previous programming experience necessary. (This course does not qualify for science credit
by the NCAA and cannot be used for NCAA initial eligibility certification for Division 1 or
Division 2 colleges.).
SPRING SEMESTER ELECTIVES (1 credit)
COMPUTER PROGRAMMING IN PYTHON (open to all grade levels)
This semester elective introduces the basic concepts of computer programming, the Python
language, and various techniques of computational problem solving. Programming structures
introduced include variables and expressions, procedures and functions, conditions and
recursion, and string vectors. Students will learn through hands-on experience by writing
programs to solve specific challenges. No previous programming experience necessary. (This
course does not qualify for science credit by the NCAA and cannot be used for NCAA initial
eligibility certification for Division 1 or Division 2 colleges.).
GLOBAL ECOLOGY (open to 11
th and 12
th graders)
In order to understand Environmental issues, it is imperative that one knows the ecology of the
planet. This course focuses on the ecology of the planet: the anatomy of soil, abiotic cycles,
population dynamics, biomes and succession. This information is then used to tie global issues
together. Students are asked to present what they have learned for each unit and the exam.
Prerequisite: Biology and Chemistry
Moses Brown School SCIENCE Course of Study
44
METEOROLOGY (open to 11th
and 12th
graders) In this laboratory course we discuss the causes and effects of various phenomena observed in the
Earth’s atmosphere. We start by studying the composition of our atmosphere and the variables
that describe it, such as temperature, pressure, and water vapor. After understanding the basic
principles that govern the atmosphere we examine events that occur within it, including
hurricanes, tornadoes, nor’easters, monsoons, and El Nino. Prerequisites: Chemistry; Physics is
helpful, but not required.
HUMAN ANATOMY and PHYSIOLOGY (open to 11th
and 12th
graders) This course examines the structure and function of the human body. We study the complexity of
interactions among major organ systems in order to gain a complete understanding of human
physiological systems. We will also investigate basic pharmacology affecting each of the organ
systems. Systems of study include the musculoskeletal, cardiovascular, respiratory, nervous,
endocrine, reproductive, excretory, and gastrointestinal. Laboratory investigations, including
exercise physiology experiments and extensive dissections of the fetal pig and cow heart
comprise a significant part of the course. Interested students should possess good laboratory
techniques, strong reading skills and an interest in and enthusiasm for biology. Prerequisites:
Biology and Chemistry.
MARINE BIOLOGY (open to 11th
and 12th
graders) This course examines the relationships and interactions between marine organisms and their
environment. We first learn about the physical characteristics of the oceans and then conduct a
detailed survey of the specific organisms (from sponges to whales) of the New England rocky
shore. We also study the organisms and ecology of intertidal, coral reefs, salt marshes/estuaries,
deep sea and hydrothermal vent communities. There will be opportunities for field trips to
locations such as salt marshes, rocky coast tidal pools, and the New England Aquarium. Hands-
on labs (such as dissection) supplement our study of marine plants, invertebrates, fish, and
marine mammals. Interested students should possess good laboratory techniques, strong reading
skills, and an interest in and enthusiasm for biology. Prerequisites: Biology and Chemistry
INTRODUCTION TO ROBOTICS (open to 10th, 11th, and 12th graders)
In this course, students will be introduced to the basics of the Mindstorms NXT robot and learn
the fundamentals of computer programming using both Scratch 2.0 and the NXT-G
programming environments. Students will build a robot, study its characteristics, and program it
to navigate in various environments and perform a variety of missions. This course is project-
based, collaborative, and is designed for students from a wide range of backgrounds. Field trips
and guest presentations will help provide context for understanding the possible applications of
robotics. No prerequisite required. (This course does not qualify for science credit by the NCAA
and cannot be used for NCAA initial eligibility certification for Division 1 or Division 2
colleges.).
Moses Brown School WORLD LANGUAGE Course of Study
45
WORLD LANGUAGES
The World Language Department offers full programs in French, Mandarin Chinese,
Spanish, Italian, and Latin. The primary goal of language study is to prepare each student to
communicate and to comprehend cultural differences more effectively in today's complex and
inter-connected world. Modern language instruction puts equal stress on the language itself and on
reading, history, and national culture. Classical language study includes the structure of Latin as
well as readings in a variety of literary selections.
The honors program is offered for both French (starting in the 3rd
level) and Spanish
(starting in the 2nd
level). This program is a rigorous course of study in advanced grammar and
written and oral expression designed for those students who want to study the language intensively
and have the recommendation of their current language teacher. Students in these classes are
expected to take the national language exams in the second semester.
Yearlong Courses (2 credits)
French 1, 2, 3, 3H, 4, 4H, 5, AP
Italian 1, 2, 3, 4, AP
Latin 1, 2, 3, 4, AP, Advanced Topics in Latin
Mandarin Chinese 1, 2, 3, 4
Spanish 1, 2, 2H, 3, 3H, 4, 4H, 5, AP, Spanish for Heritage Speakers
CLASSICAL LANGUAGES
LATIN
LATIN 1
Fundamental grammar, syntax, and vocabulary are the foundation for this course, which also
includes elementary readings and composition, etymology of English words, and an introduction
to ancient Roman civilization.
LATIN 2
This course covers grammar, advanced translation (Caesar and The Millionaire's Dinner Party),
mythology, etymology of English words, and aspects of Roman civilization. Prerequisites: one
year of Upper School Latin or two years of Latin at the Middle School level. Placement will be
at the discretion of the department chair, including a possible placement examination.
LATIN 3
This course has students study selected readings in Latin literature, including prose (Cicero),
poetry (Ovid), and comedy (Plautus). The time period ranges from early Rome through the
Middle Ages. Prerequisite: Latin 2
Moses Brown School WORLD LANGUAGE Course of Study
46
LATIN 4
Students will read selections from Vergil’s Aeneid as well as from Caesar’s Gallic Wars.
Prerequisites: Latin 3 and the permission of the department
AP LATIN
This course follows the College Board syllabus for the Advanced Placement course with
selections from both Vergil’s Aeneid as well as from Caesar’s Gallic Wars. All students enrolled
must take the AP exam. Prerequisites: Latin 3 and the permission of the department
ADVANCED TOPICS IN LATIN
This course has students study the poets Catullus and Horace as well as other authors that the
class chooses. The texts will be read as literature, social commentary, and entertainment.
Prerequisites: Latin 3 and the permission of the department
MODERN LANGUAGES
FRENCH
FRENCH 1
This course introduces students to the four language skills: reading, writing, listening, and
speaking in French. This course covers elementary grammar with an emphasis on vocabulary and
pronunciation. Students are exposed to a range of themes and an overview of French culture,
history, and geography. A particular emphasis on oral drills will emphasize the verbal aspect of
the French language. This course uses a multimedia approach to learning. Prerequisite:
Placement is at the discretion of the department.
FRENCH 2
This course is a continuation of French 1 and reinforces grammatical structures and vocabulary
from the beginning level. Intermediate grammar and speaking skills are introduced with various
themes that emphasize the study of Francophone culture and history. Students further their
listening, speaking, writing, and reading skills with an emphasis on oral and written work. The
Honors level works at a quicker pace and takes on more advanced readings. Prerequisite: For
French 2: French 1. For French 2H: Placement is at the discretion of the department chair,
including a possible placement examination.
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FRENCH 3 or FRENCH 3 HONORS
In this course, students solidify previously learned grammatical concepts and increasing
vocabulary while continuing to develop reading, writing, speaking, and listening skills. Students
are encouraged to use their language skills more actively and at a more sophisticated level. In
addition to these skills, students will also familiarize themselves with the geography of the
Francophone world, including the provinces, territories and capitals within these countries. The
Honors level involves more advanced readings and more frequent writing assignments.
Prerequisite: For French 3: French 2. For French 3H: Placement is at the discretion of the
department chair, including a possible placement examination.
FRENCH 4 or FRENCH HONORS
This upper-level course includes an accelerated review of basic grammar with continued
emphasis on greater proficiency in the four language skills. Students focus on advanced
grammatical structures, syntax, lexicon, and idiomatic expression. The French 4 Honors course is
framed by a historical overview of France and the readings and projects reflect that bias. The
Honors level works more in-depth and at a quicker pace. Prerequisite: For French 4: French 3.
For French 4H: Placement is at the discretion of the department chair, including a possible
placement examination.
FRENCH 5
This upper-level course includes a consolidation of basic grammar with continued emphasis on
greater proficiency in the four language skills. Students focus on idiomatic expression. This
course includes a unit on French gastronomy and a unit on France during the Occupation.
Prerequisite: French 4 or equivalent.
AP FRENCH LANGUAGE
This course prepares the student for the College Board AP French Language exam and focuses
on the four target-language skills at an advanced level. It is organized around an in-depth look at
the Francophone world and the readings reflect this bias. Authentic materials are used
extensively in this course, including French newspapers and news programs as well as podcasts
and other on-line sources. Prerequisite: A grade of B or better in French 4 Honors and the final
approval of the department. All enrolled students take the AP exam.
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ITALIAN
ITALIAN 1
This course introduces students to the development of four skills: reading, writing, listening, and
speaking in Italian. This course covers elementary grammar with an emphasis on vocabulary
and pronunciation. Students will be exposed to a range of themes and introduced to Italian
culture and geography. This course uses a multimedia approach to help students develop an
interactive learning style. Prerequisite: Placement will be at the discretion of the department.
ITALIAN 2
This course is a continuation of Italian 1 and will review grammar structures and vocabulary
learned in the beginning level. Intermediate grammar and conversation are introduced with
various themes that emphasize the study of Italian culture and history. Students further their
listening, speaking, writing, and reading skills with emphasis on oral and written work.
Prerequisite: Italian 1
ITALIAN 3
In this course students concentrate on solidifying previously learned grammar concepts and
increasing vocabulary while continuing to develop reading, writing, speaking, and listening
skills. It includes a systematic review of Italian grammar and the development of conversational
skills (comprehension and speaking), as well as reading literary and cultural materials and
writing compositions. Students are encouraged to use their language skills more actively and at a
more sophisticated level. Prerequisite: Italian 2
ITALIAN 4
This upper level course includes an accelerated review of basic grammar with continued
emphasis on greater proficiency in speaking and listening skills. Students focus on advanced
grammatical structures, syntax, and idiomatic expressions, and engage in readings, conversation,
and composition writing primarily in the target language. For cultural enrichment, the students
discuss current events and aspects of culture, such as Italian music and art. The second semester
of the course centers around a specific historical or cultural topic (for example, Fascist Italy,
Italian cinema, or Italy in the 1960s), which the students research and present to the class, as well
as participate in class discussions. Prerequisite: Italian 3
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AP ITALIAN
This course prepares the student for the College Board AP Italian Language and Culture exam
and focuses on the four target-language skills at an advanced level. Students who enroll in this
course should already have a solid understanding of grammar and considerable competence in
listening, reading, speaking and writing in Italian. In AP Italian, students review and refine those
skills while learning more vocabulary so as to communicate in Italian with greater depth and
fluency. Students are expected to demonstrate an understanding of Italian culture, make
connections among interdisciplinary topics, and make comparisons between English and the
target language. An emphasis is placed on using the target language in real-life settings. The
teacher and students use Italian exclusively in the classroom, and authentic materials are used
extensively, including Italian newspapers and news programs, as well as podcasts and other on-
line sources. Prerequisite: A grade of A or better in Italian 3 or 4 and the final approval of the
department. All enrolled students are required to take the AP exam.
MANDARIN CHINESE
MANDARIN CHINESE 1
This course is a basic introduction to modern standard Chinese (Mandarin). Students will be
exposed to the fundamental building blocks of Chinese that are necessary for future linguistic
development, including lessons on pronunciation and tones, pinyin (the official phonetic
transcription system for Mandarin), and the structural components of simplified Chinese
characters. The first-level class will focus on vocabulary and sentence structures that are useful
for personal introductions and conversations about families, friends, and hobbies. The course is
centered on successful communication, and classroom activities are designed to engage students
in active listening and speaking. At the same time, Chinese characters are introduced
methodically and at a reasonable pace, so as to foster students’ interest in the development of
important reading and writing skills. Through various forms of media and interactive classroom
presentations, special attention is also paid to an awareness of Chinese culture, customs, and
history.
MANDARIN CHINESE 2
This course builds upon the progress that students have made in Chinese I. The Level 2 class
continues forward with a communication-centric approach, encouraging students to take an
active role in developing their listening and speaking skills. Students are exposed to additional
vocabulary and more advanced grammar structures, learning to converse about topics including
school life, shopping, transportation, travel, and weather, among other things. Chinese characters
are introduced at a slightly faster pace, and there is a continued focus on the structural
components of written characters that will help students to assimilate new vocabulary more
quickly in future stages of learning. By the end of the course, students should be able to read and
understand simple passages of writing in Chinese. Language study will continue to be enriched
with Chinese history and culture through various multimedia sources. Prerequisite: Mandarin
Chinese 1
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MANDARIN CHINESE 3
This course continues the communication-based approach to learning Mandarin developed in
Levels 1 and 2. Topics covered in Level 3 include eating out, asking for directions, seeing a
doctor, and socializing at parties, among other things. Grammar will gradually get more
complicated and non-intuitive for an English speaker, and students will have to employ their
analytical and other intellectual skills in order to fully master new structures and expressions.
Longer, more complex Chinese passages will be part of classroom reading and new characters
will be introduced at a quicker pace. Students will be expected to hold longer conversations with
the instructor and their classmates, and they will be required to recognize and reproduce in
writing a growing body of vocabulary and expressions. Further understanding of Chinese history
and culture will be achieved through means similar to those used in Levels 1 and 2.
Prerequisite: Mandarin Chinese 2
MANDARIN CHINESE 4
This course builds on Levels 1 through 3 and is designed for students who wish to take their
study of Mandarin Chinese to the next level. A stricter focus is placed on communicating
exclusively in the Chinese language during class, and students will continue to develop their
skills in listening, speaking, reading, and writing. Characters and expressions are introduced at a
more rapid pace, approaching the style of college-level instruction. Students will continue
working with the Integrated Chinese textbook, but there will be an increased focus on learning
from select authentic language materials such as chapter books, newspaper articles, poems,
songs, clips from television series, and movies. Prerequisite: Mandarin Chinese 3
SPANISH
SPANISH 1
This course provides an introduction to the Spanish language through the skills of speaking,
listening, reading, and writing. Students are taught basic vocabulary, idiomatic expressions, and an
essential foundation of grammar structures. Additionally, students learn about the contemporary
Spanish speaking world and its culture.
Prerequisite: Placement will be at the discretion of the department.
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SPANISH 2 or SPANISH 2 HONORS
This course builds on the elements learned in Spanish 1, developing the student's ability to discuss
present, past and future events with emphasis on vocabulary development through written and oral
communication. Classes will integrate conversation, listening, reading and writing. Students will
be presented with real-life scenarios throughout the year and culture will be integrated in the
classroom for full immersion. The honors level will work at a quicker pace and have more
advanced readings and writing. Prerequisites: One year of Upper School Spanish or a minimum of
two years at the Middle School level along with the recommendation of the department.
SPANISH 3
In this level, topics from Spanish 2 are reinforced and a broad range of new grammar topics are
explored including commands, the perfect tenses, an introduction to the subjunctive mood, and
more. Students gain new perspectives on the Spanish language through films, music, and
literature. Projects include the creation of a student newspaper, movie-making based on various
film genres, cooking, and a variety of oral presentations. Prerequisite: Spanish 2
SPANISH 3 HONORS
Students in this course strengthen their speaking skills and cultural understanding through reading
and discussion of Spanish and Latin American short stories, historical selections and feature films.
Grammar and vocabulary study is intensive. Students are expected to write more detailed and
accurate essays and to present their ideas regularly in class. There will be different projects related
to the content we are studying throughout the year. Prerequisites: Spanish 2 Honors and
recommendation of the department.
SPANISH 4
This upper level course leads the student to greater proficiency in listening and speaking skills
and includes reinforcement (1st semester) and expansion (2
nd semester) of grammar, vocabulary,
and idioms. Students work, analyze, and interpret different kind of authentic texts and media
including short movies, adapted newspaper articles, and literary texts (short stories and literary
extracts). Students will strengthen their oral and written skills by completing various individual
and group projects and by creating different multimedia products (short movies, fliers,
presentations, written essays, and more). Prerequisite: Spanish 3
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SPANISH 4 HONORS
This challenging upper level course prepares students for the AP Spanish Language program (see
below). Emphasis is placed on mastery of grammar and vocabulary at an advanced level. Students
will be asked to do extensive reading, writing, and speaking. In the first semester, each student
will present and teach a cultural topic from the Spanish-speaking world for an entire class. The
second semester includes the study of the history of Spain, including an in-depth focus on the
Spanish Civil War. Students will explore the context for that tumultuous conflict by reading
Federico García Lorca’s “La Casa de Bernarda Alba.” Prerequisites: Spanish 3 Honors and
recommendation of the department.
SPANISH FOR HERITAGE SPEAKERS I
This course is specially designed for heritage speakers of Spanish: learners who have had
considerable exposure to Spanish in non-formal, non-academic settings (households, trips, living
abroad, etc.). Through this course, students will acquire a deeper knowledge of their heritage
language and how it functions, helping them take pride in their unique language skills and
cultural roots. As traditional heritage speakers’ oral skills are stronger than that of non-heritage
Spanish students, most of the course will focus on developing writing and reading skills while
strengthening their grammar foundation so that they may become truly bilingual. This course is
organized around a range of contemporary and relevant topics, as well as some aspects of
Spanish and Latin American history. We follow a hands-on approach and students will
complete different projects, integrating new technologies to produce short movies, multimedia
presentations, and websites. * Please note: this course will be followed by Spanish for Heritage
Speakers II in the 2016 – 17 academic year, after which students can take either Spanish 5 or AP
Spanish Language.
SPANISH 5
Fall Semester: Global Issues in the Spanish-Speaking World. This course uses a range of
documentary films to shed light on some of the most complex issues facing Latin America:
immigration, poverty, the destruction of the environment, child labor, chemical substance
addition and the drug trade, war, and terrorism. Students complete detailed study guides, write
weekly journals, present creative projects and are expected to speak each day extensively in
Spanish.
Spring Semester: Suspense and Surrealism in Spanish Cinema. This semester explores the
surrealist artistic movement and its representation in a range of Spanish films. The theme of
“awakening” is central in the movies we will watch: characters that begin by living inside a
reality that later turns out to be based on false assumptions, false pretenses, self-delusions, lies or
manipulations. Awakenings can be either joyful or tragic and are pivotal for character growth.
The final project is the creation of short films written, produced, and performed by members of
the class. Prerequisite: Spanish 4
* Please note: students who enroll in AP Spanish Language can take either semester of Spanish 5
as an additional elective course.
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AP SPANISH LANGUAGE
This course focuses on speaking and writing in the target language at an advanced level.
Although this course is designed to prepare the student for the College Board AP Spanish
Language exam, it does so with the overarching objective of making the student a better
communicator in the Spanish language, as well as more culturally conscious. It is organized
around a range of contemporary and relevant topics, as well as some aspects of Spanish and
Latin American history. Throughout the year advanced grammatical concepts are reviewed
while simultaneously building vocabulary. We also work on specific speaking, writing, reading,
and listening skills necessary to achieve an advanced level of proficiency in Spanish.
Prerequisites: A grade of B or better in Spanish 4 Honors and the final approval of the department.
All students enrolled in must take the AP exam.
AP SPANISH LITERATURE
The AP Spanish Literature course, comparable to a third-year college course, introduces students
to notable works from Hispanic literature across the centuries. It is based on a required reading
list of contemporary and classic authors. Students will learn about the historical contexts of the
works as well as about literary movements, genres, geographic areas, and population groups
within the Spanish-speaking world. The objective of the course is to help you interpret and
analyze literature in Spanish. Besides reading, students will hear brief lectures, watch relevant
films, and participate in daily oral discussions. Prerequisites: A grade of B or better in Spanish 4
Honors and the final approval of the department. All students enrolled in this course must take the
AP Literature exam. (not offered during the 2015-16 academic year)