School One Trimester 3 2012-2013

A Period D Period Advanced Algebra (Pam) American Literature

Beginning Algebra Biology

Biology Music 2

Calculus and Advanced Calculus Pre-Calculus

History of England Resource

Spanish 3 Spanish 1

Time Capsule Spanish 2

Writing Workshop Western Civ.

You Tube

B Period E Period

Advanced Drawing American Affairs Ceramics History v. Hollywood

Chemistry Fibers

Consumer Math Jewelry

Current Affairs Photo 3

Geometry Physics

Improv Spanish 4/5

Steal This Class Theater

Utopia and Dystopia

Foundations of English

C Period F Period Advanced Algebra (Steve) Brit. Lit.

Designing Am. Discovering Computers

Examining Beliefs Plays and Film

Feature Film Psychology

Inter. Algebra Resource

Making Your Mark Spanish 1

Postwar Europe Topics In Literature

Resource

Science Foundations

What’s Your Story?

Phys. Ed. And Health Lawn Games Hot Topics In Teen Health

Softball Tennis

Walking Hula Hoop Yoga

ENGLISH

BRITISH LITERATURE VI: “The Horror, The Horror”

Cary Honig

We have just spent two trimesters watching the Victorians trying to hold their world together by repressing

everything in the face of mounting industrialism, materialism, urbanization and doubt that there is a religious

(or any) meaning to life. At the turn of the last century, it all came apart, and the new, shattered world view

that emerged is called Modernism. This sense of the inadequacy of previous explanations and modes of

expression is reflected in the reconfigured bodies of Picasso’s paintings, in the atonal music of Stravinsky

and in the two revolutions Russia cooked up in 1917 as much as in James Joyce’s chapter of prose composed

entirely of newspaper headlines in Ulysses. With Joyce, the Modernists looked in the mirror and could

barely recognize “the shattered visage of gibbosity” that stared back. We will begin our assessment of this

viewpoint by reading perhaps the greatest of all Modernist works (despite its having been written 300 years

early), Shakespeare’s King Lear, while reading Joseph Conrad’s Heart of Darkness, a tale of colonialism,

racism and Modernist despair. The class will then focus on close readings of Joyce’s Dubliners, a brilliant

collection of short stories that tell the story of Ireland, and more generally western civilization, around 1904.

We will read Modernist poetry by Yeats, Hardy, the war poets, Stevie Smith and even T.S. Eliot (although he

was born in St. Louis, much to his chagrin) and search for connections between the literature and social,

intellectual and artistic trends of this period. Be prepared to write regular essays that are intellectually

challenging and full of evidence and to take notes in class. Every student will teach at least one poem and

one soliloquy to the class. Punctuality of students and assignments and willingness to voice opinions and

ask questions will be vital to learning and earning credit. See me evaluation week to get a head start on the

reading. As Lear says, “Nothing will come of nothing.” (English or History elective credit)

AFRICAN-AMERICAN LITERATURE: Race and Cinema

Michael Fox

This yearlong course introduces the student to the African-American tradition in American literature. This

trimester will focus on representations of black culture on the silver screen. Students will learn to analyze

visual language and write about film as literature. We will begin with the controversy surrounding D.W.

Griffith’s Birth of a Nation and the rebuttal to this film, John Noble’s Birth of a Race. Then we will watch

Douglas Sirk’s melodrama Imitation of Life, a film that deals the suffering and perseverance of a strong

mother whose daughter rejects her black heritage. From there we enter the turbulent decade of the 1960s

where we will sample some B-movies known as “blaxploitation” films. As we explore the ‘60s, we will also

read The Autobiography of Malcolm X and watch Spike Lee’s film of X’s life. We will end the trimester

with more contemporary works like John Singleton’s Boys in the Hood and Spike Lee’s Do the Right Thing.

This course will involve a lot of reading, critical viewing, and writing, so be prepared if you enroll. To earn

credit, students will need to demonstrate thorough reading through discussions, quizzes, reading logs and in-

class writings. Students will need to complete satisfactory essays and revisions.

UTOPIA AND DYSTOPIA: Contemporary Works

Michael Fox

What would the perfect society look like? How would people live, work and play? How would goods and

services be distributed? How would they use technology? What role would nature play? Is perfection really

possible or even desirable? In this course we will examine literature that asks these questions. In the third

trimester we will read more contemporary works, including some from feminist perspectives including

Margaret Atwood’s The Handmaid’s Tale and Octavia Butler’s The Parable of the Sower. We will end the

trimester on the cheerful subject of post-apocalyptic literature, including Cormac McCarthy’s The Road and

selections from Max Brooks’s chronicle of the zombie apocalypse, World War Z. To earn credit, students

will need to demonstrate thorough reading through discussions, quizzes, reading logs and in-class writings.

Students will need to complete satisfactory essays and revisions. There will be a short answer and essay

exam at the end of each trimester.

EXAMINING BELIEF III: The Search For The Historical Jesus

Cary Honig

This yearlong course will utilize writings and methodologies from the fields of anthropology, psychology,

history, art, literature, theology and comparative religion to explore various ideas about religious experience.

Students will be introduced to the basic stories, characters and themes of western religion that are crucial to

understanding western history, literature and art. This trimester will be devoted to applying historical

analysis, particularly redaction criticism, to the New Testament and related texts in a search for a consistent

vision of the historical Jesus, his context and how Christianity evolved. We will focus on comparing the four

canonical gospels with some from the same period that didn’t make the cut and with more controversial

evidence like the Pseudo-Clementine texts and historians’ reconstructions of the hypothetical sayings source

Q. We will also look at the tensions in the beginning of Christianity embodied in Paul’s Ephesians and the

Epistle of James (which at least represents the competing viewpoint of Jesus’s brother James and thus might

go back to Jesus). Each student will write a research paper applying what we have learned to a major figure

or concept of his/her choice in the growth of Christianity. Knowledge of the gospels is crucial to

understanding western literature, ethics and art as well in religion, so you don’t have to be religious to

benefit. There will be step-by-step instruction about note cards, parenthetical notes and bibliographies.

Students will be expected to use the periodicals they can access through the school’s subscriptions to JSTOR

and The Reader’s Guide in doing their research. There will be regular reading assignments on which

students will have to take notes for homework. Regular attendance, timely completion of work, careful note-

taking and willingness to complete work outside of school will be vital to earn credit and to enter the

Kingdom of Heaven. It is essential that everyone taking this class be prepared to both respect and

question all religious viewpoints. (English or History elective credit)

CONTEMPORARY PLAYS AND FILMS

Kate Ambrosini

Art serves as a mirror to society, and theater offers the least forgiving reflection. In this course, we will read

and analyze a large selection of contemporary plays and musicals that investigate the current climate of our

world. We will explore texts written by diverse authors, so as to learn multiple insights of the human

condition through theater. Scripts under consideration are Wit by Margret Edison, Amadeus by Peter Shaffer,

Top Dog/Under Dog by Susan Lori-Parks and West Side Story by Stephen Sondheim. For each script,

students will write a response essay, and there will be a mid-term and final paper. The culmination of the

course will be a staged reading of a play for the School One audience!

WRITING WORKSHOP

Michael Fox

This course is designed to help you find your voice as a writer. Unlike most classes you will ever take, this

one allows you to write about topics of your choice and for an audience other than a teacher. You will learn

to compose articles, arguments, essays, reviews, stories and poems that are worth reading. Throughout the

trimester, you will work on developing a portfolio of publishable writing. By reading and analyzing model

articles by professional writers, you will learn techniques to make your writing more lively and interesting.

Your favorite original writings will be included in a magazine produced by the class at the end of each

trimester. Since the class is imagined as a collaborative workshop, you will need to work as a team coming

up with ideas for stories and articles. You will also edit and comment constructively on one another’s work.

Students who feel uncomfortable sharing work will be accommodated in the class, so don’t be afraid to take

the class if you truly want to work on your writing. To earn credit, students will need to participate actively

in class discussions and workshops, complete analysis sheets of model articles and compose at least five

original pieces for their portfolios.

TOPICS IN LITERATURE: Coming of Age

Michael Fox

In this yearlong course, we will explore various topics that have inspired writers of fiction, non-fiction and

poetry. This trimester we will read stories that deal with the difficult and beautiful transition one makes from

childhood to adulthood. We will sample various short stories and poems on the topic before reading Sherman

Alexie’s comic tales of Indian reservation life in The Lone Ranger and Tonto Fistfight in Heaven. We will

end the year reading J.D Salinger’s classic novel of teenage angst, The Catcher in the Rye. To earn credit in

the course, students need to complete all reading comprehension and analysis sheets, pass vocabulary and

reading quizzes, participate in discussion, and complete all essays with revi

CURRENT AFFAIRS

Nina Arnold

What actions will take place in response to the Sandy Hook Elementary School shooting? Should women in

the U.S. military serve as ground combat troops? Is the New York City ban on soda discriminatory? You

have a unique opportunity to learn about the latest controversies and issues in the news through online

articles, video clips, excerpts from books, and documentaries. This is a great chance for those of you

concerned about the essay, business letter, reading, spelling, dictionary, U.S. history and punctuation

sections of the competency exam. Students will work on improving reading comprehension, expanding their

vocabulary and refining the writing process. We will also practice grammar through School One’s weekly

grammar sheets. Careful, consistent work and excellent attendance will lead to progress in English skills.

This class is by invitation only.

FUNDAMENTALS OF ENGLISH

Joanna Miller

This class provides English instruction to students who are not native speakers of English. It is suggested

that students who take this class take it in addition to one other English class each trimester to maximize their

growth in English skills. Careful, consistent work and excellent attendance will lead to progress in English

skills. This class is by invitation only.

The following two classes are available for U.S. history credit. Students should take U.S. history by their

junior years at the latest and earlier if possible. It is best to take these sequences in chronological order.

HISTORY

The following two classes are available for U.S. history credit. Students should take U.S. history by their

junior years at the latest. It is best to take these sequences in chronological order.

AMERICAN AFFAIRS III: The Twentieth Century

David Higgins

Students taking this class will become active historians. A historian is not a memorizer of irrelevant facts but

a researcher, questioner, debater and analyst. In this class students will research crucial turning points in

American history using both firsthand accounts by people who were there and later analyses by historians

who studied them. After reading about these events, we will write and debate about them, always

considering the forum - executive, legislative or judicial - that made these decisions. A constant focus will be

on understanding how our government makes decisions. This trimester will cover the twentieth century. We

will focus on three major topics: capitalism vs. socialism (including Marx, Robber Barons, labor unions,

Progressives and the Great Depression), isolationism vs. interventionism in foreign policy (including the

two world wars and the Cold War), and protest (including the Civil Rights Movement, the women's

movement and the anti-war movement). It is a great class for those of you concerned the U.S. History

section of the competency exam. Students will read many first person accounts of events as well as

substantial portions from Howard Zinn's book and competing histories of this period. We will watch

excerpts from the video series The Century and Eyes On The Prize (about the Civil Rights Movement).

Careful work and good attendance will lead to credit. Punctuality of students and assignments are vital. In

addition to an essay, there will be three quizzes that can get you excused from the final exam.

DESIGNING AMERICA III: THE 20TH

CENTURY

Erin Victoria Egan

As we continue this yearlong US History course, we will focus on the 20th

Century. We will look at the

major events that have shaped the past century. We will begin by taking a hard look at the continuing

industrial revolution in America. After the Civil War, industrialization in the United States touched all facets

of American life. We will see how immigration and the development of the urban landscape shifted focus

away from the farm. We will also look at how this shift influences the rise of political and labor movements.

Other topics for examination this trimester will include the Progressive Era, the Depression, two World

Wars, the Civil Rights Movement and the Cold War. With luck and diligence, we will look at the US

involvement in Vietnam. Emphasis will be placed on examining the struggle of the individual coping with

the rapid political, economic and cultural changes of the 20th

Century. We will watch excerpts from The

Century, The American Experience and The Cold War. In order to earn credit for this course, students should

be prepared to complete reading and writing assignments, participate in class discussions and debates and

complete the mid-term and final exams.

Students may elect to take this class for Honors credit. Honors candidates will complete specialized exams

and must earn a minimum of 85, do additional readings of a more historiographic nature and research and

present an oral report on a relevant topic of their choosing. If you are interested, sign up for Designing

America Honors when enrolling. You cannot switch into it after the first week of the trimester. Earning

honors will improve your evaluations and transcript as well as your knowledge of U.S. history.

ELECTIVE HISTORY CREDIT

BRITISH LITERATURE VI: “The Horror, The Horror”

Cary Honig

See English section for complete description. Fewer essays are required for students taking this class for

history credit.

AMERICAN LITERATURE

Michael Fox

See English section for complete description.

EXAMINING BELIEF III: The Search For The Historical Jesus

Cary Honig

For a full description, please see the English section.

HISTORY VS. HOLLYWOOD

Erin Victoria Egan

Borrowing an interesting premise from the History Channel, this course will continue to examine the way

history is recorded, discussed and commented upon in various Hollywood films. This course continues this

trimester with a look at films that explore the idea of the American culture and identity. We will look at how

we define American culture, how we define ourselves and how films reflect our differing definition of

American culture. Films chosen demonstrate examples of these topics and will give the class the opportunity

to analyze and discuss the films for content and factual information. We will also look for examples of how

the time in which the film was made influenced the depiction of historic events and the reasons these choices

were made by producers and directors. Films being considered for this trimester include Ragtime, Singing in

the Rain, The Best Years of Our Lives and Godfather. We will also look at the new inventions of television

and advertising and their influence on the shaping of American society.

I must now strongly warn you about the nature of this course. As course requirements for credit, each

student will be expected to maintain a notebook, be prepared to do background reading and research,

be actively involved in all discussions and complete written assignments, which will include a final

research paper and presentation to the class. This class is for students who have already completed

US History and/or other upper level history courses. This course is about being actively engaged in

the pursuit of historical truth and accuracy through research and the analysis of a variety of primary

and secondary resources.

POSTWAR EUROPE: Postwar European Cinema

Kaz Wierzbicki

The course’s objectives are to discuss the major events of European history between 1945 and 1968 and to

present the main trends of European cinematography at this time (British New Wave, Italian Neo-realism,

Poland’s Film School, Soviet New Wave). We will concentrate on topics including the political division and

reconstruction of Europe after World War II, social and economic problems of the West, the emergence of

the Communist dictatorships in Eastern Europe, the events of 1956 (liberalization in the Soviet Union,

Poland’s peaceful revolution, the Hungarian uprising), the end of the French colonial empire (Vietnam,

Algeria) from1954-1962, General DeGaulle and the 5th Republic, the creation of the welfare state in

Scandinavia, divided Germany and the 1968 revolution of the youth. Among the films we will view will be

Bicycles Thieves (Italy, 1948), Ashes and Diamonds (Poland, 1958), The Forty-First (USSR, 1956), The

Loneliness of the Long Distance Runner (UK, 1962), Loves of a Blond (Czechoslovakia, 1965) and The

Battle of Algiers (Italy/Algeria, 1966).

THE HISTORY OF ENGLAND: All For Empire

Erin Victoria Egan

The third trimester of this yearlong course continues with the Hanoverians. Britain in the 18th

Century

begins to build an empire around the globe. This trimester will continue to focus on the development of

Parliament as it deals with international affairs and the problems of running an empire that spans the globe.

We will look at the Victorian Era and its influence on British identity and middle class life. In the 20th

Century, we will discuss Britain’s role in the two World Wars and its postwar emergence during the Cold

War. We will also try to figure out how and why England and its history still fascinates people all around

the world. In order to earn credit for this course, students should be prepared to complete reading and

writing assignments, participate in class discussions and continue to embrace, love and listen with rapt

attention to the wisdom of David.

STEAL THIS CLASS II: Protest, Radicalism and Social Change in the Seventies

Phil Goldman

The Sixties were a decade of unrest, dissent and uproar; they brought about a tremendous amount of social

upheaval, which continued into the Seventies. Lessons learned, both nonviolent and radical, from the Civil

Rights movement and the anti-Vietnam War movement influenced and inspired a great many more causes:

Women's Liberation, Gay Rights, Native American Rights, Latino Rights, the Ecology movement and more.

These were battles fought inside and outside the system with varying degrees of success: battles that

continue to this day and affect how we live now.

In “Steal This Class II,” we will study the historical contexts of these movements, their strategies and tactics,

their successes and failures. From the Stonewall Riot to the Occupation of Alcatraz, from the Grape Boycott

to “You've Come a Long Way, Baby,” we're going to see how it changed politics, gender roles, civil liberties

and America's self-image and mythology. We're going to see what difference it makes to your life. Be ready

to discuss. Be ready to argue.

To earn credit for this course, students must maintain a notebook, complete reading and written assignments,

prepare oral presentations and, especially, participate in class discussions.

Please note: Although this is the second half of a two-trimester course, it is not necessary to have taken

“Steal This Class I” in order to take this class. However, those currently in the class will have first

preference.

RENAISSANCE, REFORMATION AND REVOLUTION

Erin Victoria Egan

In the third course of the Western Civilization series, we will continue to explore the development of modern

Europe. We will continue with the Renaissance, when the ancient world is rediscovered and helps to

generate not only great movements in art but also the exploration of the world and the final stages in the

development of Modern Europe. We will see how the Roman Catholic Church loses its influence in the lives

of ordinary people and nations. Finally, we will look at how the expression and demand for individual

rights, spurred on by the rediscovery of the ideal of man in art and religion and the changing nature of

politics, affects modern governments and the development of the “new world.” Participation is a key element

in the quest for credit. Excellent attendance, notebook maintenance and the timely completion of reading

and written assignments will also be required for credit in this course.

SPANISH

Why do I need to learn Spanish? This is the question of most students when they find themselves with the

opportunity or the obligation to take a Spanish class. Why don’t Hispanics learn English? Why did they

come to live in this country if they resist getting used to the American way of life? Those Hispanic people...!

For most Americans, Hispanics are strangers who bring spicy food and colorful costumes to their “already

defined” American culture, girls with shapely bodies and “macho” workers who like to listen to loud dance

music and smile at women.

Let me tell you …

According to the US Census Bureau, the estimated Hispanic population of the United States as of July 1st,

2003 is of 39.9 million. This makes people of Hispanic origin the nation’s largest race or ethnic minority.

Hispanics constitute 13.7 percent of the nation’s total population. This estimate does not include the 3.9

million residents of Puerto Rico, who, of course, speak Spanish. According to the same Census, the projected

Hispanic population of the United States as of July 1, 2050 is 102.6 million. Hispanics will constitute 24

percent of the nation’s total population on that date. This means that when you start your professional life, if

you do not know some Spanish, you might be in trouble.

Now…

What is the Spanish language? Do you have any idea of the socio-linguistic relations that come together in

the Spanish language? Did you know that the words “astra” in Latin, “estrella” in Spanish and “star” in

English, even when they mean the same thing, can each convey a different feeling? Would you like to know

the relationship of the Spanish language with your own language? Would you like to try to be in the shoes of

someone who is learning a different language? Would you like to know the language of Cervantes? Are you

sure?

We are going to work and work seriously, seriamente. To learn a language requires a method, and we are

going to be very strict with ours. Through our process of language study, we are going to get to know some

of the most important artists, writers, musicians, politicians and philosophers of Hispanic culture. We are

going to learn about real life in the Hispanic countries. We are going to talk, listen, write, read and try to put

ourselves closer to the Hispanic way of living and thinking.

All you need to bring is yourself: your openness and your willingness to learn. You don’t need to bring your

fear of making mistakes. All of us make mistakes when we are learning, and the more we err, the more we

learn. We are all going to be travelers in the adventure of a new language…Bienvenido!

Important Note: Please do not sign up for Spanish if you are not willing to do your homework

carefully and on time on a consistent basis. You cannot earn credit in Spanish or learn Spanish without

doing this, and as it is not required to graduate, you should only take it if you are willing to make this

commitment. While many colleges require you to take foreign language, a grade of no credit in Spanish will

not help you get into these colleges.

ESPAÑOL 1

Corine Best

This course is a continuation of the second trimester of Spanish I. During this trimester we will learn

through the following activities: talking about locations in your community, discussing leisure activities and

talking about where you go and with whom. We will learn how to ask questions and understand cultural

perspectives about leisure activities. The grammatical components will include the verb ir and its

conjugation. Various applications will be discussed, and exercises will be included. In our second unit we

will learn through the following activities: talking about activities outside school, accepting, extending and

declining an invitation and telling when an event happens. Students will be able to write a descriptive

paragraph about their favorite leisure activity. Students will refine and strengthen communicative skills

through active class participation and oral presentations. Readings and video-based activities will also be

incorporated throughout the course to improve the four language skills: reading, writing, speaking, and

comprehension as well as to introduce the student to the cultural aspects of the Hispanic world. You are

expected to participate in class and come prepared to class. Making an effort will not only improve your

grade but also make the class more fun. Attendance is crucial since a great portion of the language exposure

will occur during class. An ongoing pattern of tardiness or leaving early will affect your credit. In order to

ensure that students keep up with the material, minipruebas (quizzes) will be given after each grammatical

concept studied. The importance of doing your homework cannot be overlooked, as it is ongoing preparation

for your exams. Some test items will be modeled after homework and classroom activities.

ESPAÑOL 2

Siobhan Cute

This is course a continuation of second trimester of Spanish II. During this trimester we will continue to

expand our knowledge of the grammatical aspects of the Spanish language. We will continue to reinforce the

use of Indirect and Direct object in Spanish. We will also learn how to describe future events. Students will

learn both regular and irregular verbs in this tense. We will make predictions about the future. Students will

be able to write a descriptive paragraph about their ideal life in the future. Students will also learn the

conditional tense and its use in Spanish. Various applications will be discussed, and exercises will be

included. Students will also learn how to order at a restaurant. Students will have the opportunity to create a

sketch in which they will be required to recreate a Spanish restaurant. Readings and video-based activities

will also be incorporated throughout the course to improve the four language skills: reading, writing,

speaking, and comprehension as well as to introduce the student to the cultural aspects of the Hispanic world.

You are expected to participate in class and come prepared to class. Making an effort will not only improve

your grade but also make the class more fun. Attendance is crucial since a great portion of the language

exposure will occur during class. An ongoing pattern of tardiness or leaving early will also affect your credit.

In order to ensure that students keep up with the material, minipruebas (quizzes) will be given after each

grammatical concept studied. The importance of doing your homework cannot be overlooked, as it is

ongoing preparation for your exams. Some test items will be modeled after homework and classroom

activities.

ESPAÑOL 3

Siobhan Cute

This course is a continuation of the second trimester of Spanish III. During this trimester we will continue to

expand our knowledge of the grammatical aspects of the Spanish language. We will review some of the

concepts previously studied such as future tense and its irregular forms. We will also review the conditional

tense and its irregular forms. We will be introduced to a new conjugation: The Present Perfect Tense.

Various applications will be discussed, and exercises will be included. Students will also continue learning

about pre-hispanic cultures. Students will refine and strengthen communicative skills through active class

participation and oral presentations. Readings and video-based activities will also be incorporated

throughout the course to improve the four language skills - reading, writing, speaking, and comprehension as

well as to introduce the student to the cultural aspects of the Hispanic world. You are expected to participate

in class and come prepared to class. Making an effort will not only improve your grade but also make the

class more fun. Attendance is crucial since a great portion of the language exposure will occur during class.

An ongoing pattern of tardiness or leaving early will also affect your credit. In order to ensure that students

keep up with the material, minipruebas (quizzes) will be given after each grammatical concept studied. The

importance of doing your homework cannot be overlooked, as it is ongoing preparation for your exams.

Some test items will be modeled after homework and classroom activities.

ESPAÑOL 4/5

Siobhan Cute

This course is designed for students with a strong knowledge of the Spanish language. This class is

conducted entirely in Spanish and students are expected to communicate only in the target language. We will

continue to expand our knowledge of the grammatical aspects of this language. Students will continue to

improve their writing skills. They will be exposed to varied reading material ranging from Spanish literature

and current events in the Spanish world. We will pay close attention to the study of the Aztecs and Incas.

Vocabulary enhancement will be an important component of this trimester. Students will refine and

strengthen communicative skills through active class participation and oral presentations. Readings and

video-based activities will also be incorporated throughout the course to improve the four language skills -

reading, writing, speaking, and comprehension as well as to introduce the student to the cultural aspects of

the Hispanic world. You are expected to participate in class and come prepared to class. Making an effort

will not only improve your grade but also make the class more fun. Attendance is crucial since a great

portion of the language exposure will occur during class. An ongoing pattern of tardiness or leaving early

will also affect your credit. In order to ensure that students keep up with the material, minipruebas (quizzes)

will be given after each grammatical concept studied. The importance of doing your homework cannot be

overlooked, as it is ongoing preparation for your exams. Some test items will be modeled after homework

and classroom activities.

OTHER LANGUAGES

While it is not possible for School One to offer other languages during school, School One students may take

other languages for credit outside of school. We always have some students taking other languages, but it’s

rare that there are more than two taking any one other language at a time. The class/tutor must be

appropriately qualified, willing to write a School One evaluation and approved beforehand by the Assistant

Head. Outside classes or tutoring for language credit require at least twenty-five hours of meeting time with

additional homework per trimester. Please contact the Assistant Head with any questions about this

beforehand.

MATH/SCIENCE

CALCULUS

Stephen J. Martin

In the fall, the general rules of differentiation were derived. In the winter, the chain rule was used to

calculate derivatives of composite functions.

In the spring, implicit differentiation will be used in dealing with relations. Using the chain rule and

implicit differentiation, the relationship between rates of change of related functions will be found.

Applications of differentiation will be explored: logarithmic differentiation, derivatives of inverse

functions, L’Hopital’s rule, differentials and derivatives of parametric functions.

Indefinite integration will be introduced and used to derive functions from derivatives, using initial

conditions. Definite integration will be introduced and used to calculate areas, volumes and various

sums.

Credit will be earned through the satisfactory completion of in-class and homework assignments, quizzes

and examinations, as well as good attendance. Students must own a graphing calculator.

PRECALCULUS

Stephen J. Martin

This upper level math course is offered to students who have successfully completed the standard math

sequence, including Advanced Algebra. In the fall, trigonometry was studied. In the winter, factoring of

algebraic expressions was performed, and inequalities were solved.

In the spring, exponents will be reviewed and natural logarithms will be applied to exponential equations.

Radian measure will be introduced and general trigonometry will be studied. Functions and relations

will be defined, and the concepts of domain and range will be introduced. These concepts will be applied

to linear, quadratic, polynomial, rational and trigonometric functions. Analytic geometry will be studied:

curves in the Cartesian plane, both functions and relations, will be investigated. Polar coordinates will be

introduced, and their relationship to rectangular coordinates will be studied. Trigonometry and vectors

will be applied to objects in 3-dimensional space.

Credit will be earned through the satisfactory completion of in-class and homework assignments, quizzes

and examinations, as well as good attendance. Students must own a graphing calculator.

ADVANCED ALGEBRA

Stephen J. Martin, Pam Stokinger

We have conquered our fear and loathing of word problems. Equations and graphs have been

deciphered. Factoring has been explored, and inequalities have been solved. We now boldly proceed

into the last uncharted regions of algebra.

This trimester, exponents and their rules will be reviewed. Logarithms will be studied, and they will be

used in problems involving exponential growth and decay. Trigonometric functions will be studied and

applied. The concepts and terminology of functions will be introduced, and linear and non-linear

functions will be modeled. Conic sections will be graphed from equations.

Credit will be earned by satisfactory completion of in-class and homework assignments, quizzes and

examinations, as well as good attendance.

Prerequisite: Students should have successfully completed the fall and winter trimesters of Advanced

Algebra or have consent of department chair. Students must own a scientific calculator.

INTERMEDIATE ALGEBRA: Polynomials

Pam Stokinger

We will use the slope-intercept form of a line to graph linear equations. We will solve linear equations by

using graphs. We will discuss functions and relations. We will evaluate functions and graph functions

and write linear equations in slope-intercept form. We will write an equation of a line from a graph. We

will write linear equations in slope-intercept form given a slope and a point and then progress to writing

linear equations in slope-intercept form given two points. We will solve linear systems by graphing and

by substitution. We will then apply the linear combination method to solve a system of equations. We

will study the multiplication and division properties of exponents and will look at zero exponents and

negative exponents. We will review radicals and their properties. We will solve quadratic equations by

solving square roots. We will add, subtract and multiply polynomials. We will solve polynomials in

factored form, and we will factor polynomials.

Credit will be earned by satisfactory completion of in-class and homework assignments, quizzes and

tests, as well as good attendance.

GEOMETRY

Pam Stokinger

Students will investigate perpendiculars and bisectors and then use properties of perpendicular bisectors.

We will look at bisectors of a triangle. The students will use medians of a triangle. They will find and use

the centroid of a triangle. We will then look at the altitudes of a triangle and draw altitudes and

orthocenters. We will use midsegments of a triangle and apply the Midsegment Theorem. We will look at

inequalities in one triangle and compare the measurements and relationships between the longest and

shortest sides of a triangle and the positions of the angles. We will investigate polygons and their

properties. We will be able to identify concave and convex shapes, and we will look at the properties of

parallelograms. We will study the relationships of similar right triangles. We will look at the Pythagorean

Theorem and apply it to word problems. We will explore prisms, pyramids, cones, cylinders and spheres.

We will then look at surface area and volume of prisms, pyramids, cones cylinders and spheres.

Assessment will be based on timely completion of homework, frequent short quizzes, participation in

class and attendance. All areas will be considered when assigning credit. Students should remain in

Geometry for the full year.

Credit will be earned by satisfactory completion of assignments, quizzes and exams, as well as good

attendance.

Prerequisites: Students should have successfully completed the fall trimester of Intermediate Algebra or

have consent of department chair.

BEGINNING ALGEBRA: Polynomials

Christina McKenrick

By the end of this trimester, students earning credit will be able to use exponents and radicals with

perfect squares in simple equations, understand the terminology of monomials, be able to add, subtract,

multiply and divide monomials and use scientific notation to simplify large numbers. Students will work

in math notebooks, which can be used to find relevant examples for tests.

We will continue to review basic math such as working with fractions, percents, integers and decimals

without the use of a calculator. Students are encouraged to increase their proficiency as measured by

timed tests.

Course credit will be awarded for satisfactory completion of in-class and homework assignments,

attendance and proficiency on the topics covered indicated by quizzes and exams. Students should bring

a scientific calculator to each and every class and become familiar with how their own calculator works.

Students are expected to support a safe, fun and respectful learning environment for everyone.

CONSUMER MATHEMATICS

Mike Audette

This class is designed to meet the needs of students working on the math skills used in our everyday lives

such as nutrition, budgeting, home improvement, banking, investing and paying taxes. The class is open to

seniors who need help with the Math Competency Exam or who require another trimester of math to

graduate. If you are not a senior, you may ask permission to join the class. Priority will be given to seniors

and to younger students with a good chance of passing the Comp. this year.

Together, we will formulate a strategy for you to prepare well for the tenth and final taking. Each student

will have an online math class through ALEKS, and will be expected to move through the chosen curriculum

and pass periodic online quizzes.

Earning credit requires a minimum of 75% attendance, completion of homework including meeting the

individual expectations set for the ALEKS program and absolutely no whining!

PHYSICS

Stephen J. Martin

Physics helps us to understand all the phenomena we encounter, whether on earth or in space. As we

boldly move forward in our exploration of the universe, we draw inspiration from the legacy of Newton,

Faraday, Henry, Heisenberg and Einstein. In the fall and winter trimesters, we studied mechanics, both

statics and dynamics.

In the spring trimester, the angular motion of rigid bodies will be investigated using the concepts of

angular velocity, angular acceleration, torque and angular momentum. Motion in continuous media, such

as water waves and sound waves, will be studied.

Light will be investigated: geometrical optics will be studied and applied to systems involving lenses and

mirrors. The fundamentals of electricity and magnetism will be explored, and there will be applications

to DC and AC circuits. Quantum physics will be investigated: atoms and molecules will be explained.

There will be brief surveys of nuclear physics and particle physics.

This course has a laboratory component. In the energy experiment, kinetic and potential energies will be

calculated. In the geometrical optics experiment, real images will be formed by converging lenses:

object and image distances will be measured. In electromagnetism, DC circuits will be studied: voltages

and currents will be measured. Lab reports will adhere to standards of clarity, accuracy and precision.

Credit is earned through the satisfactory completion of assignments, lab reports, quizzes and

examinations, as well as good attendance. Students must own a scientific calculator.

CHEMISTRY

Naseem Ahmed

Understanding chemistry underpins our comprehension of all the other sciences. All of the matter in and

around our world can be detected (under a strong enough microscope) as electron clouds around a dense

cluster of protons and neutrons. Chemists are also trying to produce new elements and compounds. How

will these new discoveries benefit mankind and the natural environment? Chemistry has a wealth of

applications, including fabrics and sports equipment, cleaning products, biotechnology, health sciences,

pharmacology, food science and nanotechnology. Chemistry is all around you!

This trimester we will be focusing on chemical reactions (balancing chemical equations, understanding

the factors that increase or decrease chemical reactions), acids and bases, acidic, basic and neutral salts,

buffers, organic compounds including hydrocarbons, the classification of organic compounds by

functional groups and polymers. Organic compounds include those found in our foods and in our DNA.

If time allows, topics in pharmacology will be covered, including drug classification, new drug synthesis,

how drugs work and some interesting applications.

All students will utilize their knowledge of chemistry to choose a chemistry-related research project and

submit a proposal including materials needed. This proposal will be due within the first two weeks of the

trimester, and students are encouraged to begin thinking about it over vacation. The final paper will

include experimental design, interpretation of results, discussions and future goals. Final and

intermediate due dates will be set to ensure students plan this long-term project carefully. Credit will also

be based on attendance, classroom participation, quizzes, homework assignments and exam results. As in

previous trimesters, students are highly encouraged to seek extra help on Tuesdays when I can stay

through lunch time.

BIOLOGY C: Ecology

Laurie Spry

The word ‘ecology’ is based on the Greek word oikos, meaning ‘house.’ Oikos is also the root of the

word ‘economy,’ so ecologists view the living world as a household with an economy in which each

organism plays a role. This trimester, students will be introduced to foundational concepts including

energy flow through communities, biogeochemical cycles, population dynamics including carrying

capacity and the structure of communities.

Students will visit Austin Farm to record plant numbers and species inside and outside of the deer

exclosure, which is an ongoing ecology project. In the lab we will be using new probeware to investigate

changes in carbon dioxide and oxygen levels as a result of plant germination. We will be setting up

‘biospheres’ and using the probeware to monitor changes. Posting observations on a wiki will allow

groups in the two classes to communicate with each other and share ideas and results.

Students should be prepared for active participation in classes. This includes bringing all notes and

handouts to every class, doing homework on time and being ready and willing to participate orally in

small group and whole class discussion.

Students who have not taken Ecology before are welcome to join us. If you have a year of Biology but it

did not include Ecology, this could be the science class for you!

INTRODUCTION TO PSYCHOLOGY

Siobhan Ritchie Cute

“Love and work are the cornerstones of our humanness.”

Sigmund Freud

What makes us human? What defines healthy...stable...normal? Why do we do what we do? For more

than 100 years, psychologists have been attempting answers to these questions through controlled

experiments and analysis of data. Since the beginning of time, however, we humans have been

attempting the same through basic observation and thought. Why did he do that? Why didn’t she do

that? Why do I feel this way? How can I change? The answers are elusive. Experts even disagree about

how to approach answering the questions.

In this introductory course, we will examine the foundations of the very broad and diverse discipline of

psychology. We will examine the groundwork for a field devoted to the study of the mind laid by

philosophers and biologists. Students will gain familiarity with important pioneers in the field, including

Freud, Skinner, Piaget and others. We will determine the relevance that their works have today. We will

talk about the role psychology plays in our everyday lives.

Students will earn credit by completing reading assignments outside of class, participating in discussions

and demonstrating knowledge and commitment through quizzes and project work.

In the final trimester of this introductory course, students will continue to familiarize themselves with

important figures in the field of psychology. Students will also bring their focus to the current state of the

mental health field. We will learn about common mental disorders and the variety of methods of

treatment for them. We will observe and discuss how our world is affected by both trivializing and

sensationalizing mental illness.

SCIENCE FOUNDATIONS: WHAT ARE THE 'ALTERNATIVES'?

Laurie Spry

Forensics is over, and it’s time to refresh your memory about matter and energy. We’ll begin with a

review of the fundamental parts of the atom and how to read the Periodic Table on the wall. Learning

about electrons leads naturally to the next unit, which is an exploration of electricity. How is it made?

Lab work includes building simple circuits, electromagnets and paper clip motors.

The second half of the trimester will be devoted to the swirling debate about alternatives to using fossil

fuels. With a good grounding in how power is generated, students will be able to better weigh the issues

for themselves. Current magazine articles, videos, interviews and websites will inform your opinions and

help you produce a final project.

As in trimesters I and II, lab notebooks kept up to date, success on open note quizzes, good cooperative

lab work and steady attendance will earn you a ‘pass.’ Students must attend a minimum of 75% of class

days and must be prepared to make up missed labs at the teacher’s discretion.

VISUAL ARTS

ADVANCED DRAWING: Printmaking

Monica Shinn

Providence is a city known around the world for the excellence of its printmakers. In this class you will

apply your drawing and painting skills to the study of printmaking. We will visit two printmakers in their

studios and have a guest printmaker in class. You will study the history of printmaking and printmakers

while completing for your final exam: a limited edition of prints in three of the following techniques:

Lithograph, Screen Printing, Glass printing, Intaglio Printing and Relief printing, including Woodcut,

Linocut, Monotype and Stencil.

CERAMICS

Patti Barnatt

This is a hands-on studio class; you will get your hands dirty. Students will create functional and non-

functional work using the ancient hand-building techniques of pinching, coiling and slab building. Various

surface treatments will be explored; work will be glazed and kiln fired. Emphasis will be placed on

developing craftsmanship and creativity. There will also be opportunity to learn to use the potter’s wheel.

FEATURE FILM

Nick Mazonowicz

In this course, we will create a full-on film using the same techniques as Hollywood does. We will be

storyboarding, scripting, acting, shooting, and editing the film as a group (students must be willing to act)

and have a movie premiere for the school at the end of the year.

FIBERS

Patti Barnatt

This is a hands-on studio class to introduce students to the basics of machine and hand sewing as well as

knitting and crochet. We will learn techniques through the making of various projects, such as tote bags,

pillows, plush toys and clothing. Students will always be encouraged to develop individualized projects. In

knitting and crochet, students will learn basic stitches and proceed to individualized projects as skill levels

increase.

JEWELRY 3

Patrick McMillan

This class is an introductory course in various techniques of jewelry and metalwork. Student will practice

designing and building metalwork utilizing many traditional methods. Third trimester students will need

to submit a proposal to participate in this class. The proposal needs to include a general description of

their jewelry project, goals for the trimester and a schedule of completion dates and milestones. The

preliminary draft is due on the first day of class.

MAKE YOUR MARK

Lisa Arnold

Mark making is the foundation of both painting and drawing!

Artists will discover, find and expand their own unique set of mark making. We will explore the versatility

of various mediums as well as the use of other types of art supplies as we go on our own journey with

individual projects. The creative processes of painting and drawing lead students to use their imagination

and to also strengthen their own unique artistic process. Students will play with their own artistic processes

and concepts and pursue their own artistic adventure.

These investigative experiments promote self-confidence in intuitive choices, adventure in artistic direction

and the development and layering of creative processes because there is no “right” or “wrong” in art.

PROFESSIONAL PHOTOGRAPHY III

Melissa St. Laurent

Prerequisite: 2 trimesters of photography experience or equivalent

This is a demanding class in which students will solidify and further their prior knowledge of photography

by utilizing different types of photographic processes, investigating photographers and discovering their own

vision. This advanced level darkroom photography class maintains a balance between guided assignments

and independent lab work used to build a portfolio of work. To earn credit for this course, you will need to

complete all of the guided assignments, create a portfolio of photographs, create leave behind business cards

and create a PPT of your work complete with artist statement.

TIME CAPSULE – THE (scrap) BOOK

Melissa St. Laurent

Archive, document, express and create your artistic persona in this course by creating a personal scrapbook

of photographic, visual, collage and written work. With use of many different media, we will be

scrapbooking our feelings, memories and experiences. The end result will be a personal autobiographical

tactile book that will serve as a time capsule of who you were in high school. The darkroom will be open,

and the smell of paint will be in the air with the pencils moving. Each project will be original and will

encourage you to express creatively your individuality and solidify it into the book’s pages. To earn credit

for this course, you will need to complete all of the creative prompts and complete your book.

YOU TUBE

Nick Mazonowicz

This course will concentrate not only on keeping up to date with current events through YouTube, but there

will also be an introduction to the rules and regulations of the site as well as how to safely post and edit clips

on YouTube. Ideally, this will also allow students to start to create a film database for themselves and their

future YouTube use.

PERFORMING ARTS

IMPROV

Casey Seymour Kim

Do you love watching Whose Line Is It Anyway and wish you could jump up there and play, but the idea of

Improvisation scares you to death? Don’t worry about being funny, brilliant or particularly engaging. This

course focuses on learning the basics of successful improvisation: teamwork, listening, offers and

acceptance. Beginning with exercises, the class will then move on to tackle the theatre sports and games like

those seen on television. The overall goal will be to explore the role improvisation plays in creating

characters and scenes. Improv is a collaborative art, so we’ll be doing a lot of work together. Mutual support

and respect will pave the way for a lot of fun!

While there won’t necessarily be a great deal of work to be done outside of class, students will be expected

to participate actively in class and to attend one show performed by a local improv troupe.

THEATER AND DRAMA, Part 3

Casey Seymour Kim

This class continues looking at different elements of Theater: playwriting, acting, directing and design.

We’ll look at the fundamentals: acting exercises, improvisation, monologue work, script analysis and scene

study. No acting experience is necessary, but you will be asked to try new things!

After some initial work on the basics, this class will be tailored towards the interests and abilities of the

students involved. Students will be expected to participate in all exercises and classroom discussions.

Students will also be expected to work with others to create a presentation—collaborating in order to

take advantage of each person’s strengths.

MUSIC TWO

Lon Plynton

You know how to play; now it is time to jam! We will turn the class into a band rehearsal as we learn to play

together while exploring a wide range of musical styles. You can bring in your own composition or your

favorite song and perform it with the group. This will provide an opportunity for students to explore musical

concepts through ensemble involvement and creating a group performance. There will be an emphasis on

music performance this trimester. You must get instructor approval before enrolling in this course and be

willing to bring your instrument to class.

“WHAT’S YOUR STORY?”

Phil Goldman

Through our personal stories, we learn about each other and ourselves. Our stories are our own adventures

and myths; how we act in them reveals character and the patterns of behavior. When we tell and write these

stories, we can see how they have changed us and our perceptions of life.

This course is based on the show Live Bait: True Stories from Real People, in which anyone can get up on

stage and tell his/her true, personal stories. First we will find the stories we want to tell with LifeGraphs and

memoir prompts. Then we’ll refine and develop them by free-writing, playing performance games, getting

feedback from classmates and, of course, telling them. Not only will you get a chance to talk about yourself

in class uninterrupted (naturally, there will be time limits), but you will learn how to shape and how to tell an

effective, entertaining story.

To earn credit for this course, you will be expected to complete three stories, both spoken and written. At the

end of the trimester, there will be a showcase in which you'll perform one of your stories for family, friends

and classmates.

Listen: when was the last time you got credit for talking about yourself?

HEALTH AND PHYSICAL EDUCATION

HOT TOPICS IN TEEN HEALTH

Gianna Boulet

This will be a fun discussion based health class focused on the topics you want to discuss. We will use

various media sources as jumping off points for discussion and to keep things interesting.

LAWN GAMES

Michael Fox, Laurie Spry

Join Michael and Laurie for an assortment of intensely competitive lawn sports. Do you have what it takes to

out-roll your buddies in a game of bocce? Do you have the poise to go for that narrow croquet wicket

shimmering in the distant grass, even as the sweat from the noon sun blinds you? Steady your trembling hand

as you toss a beanbag at the small hole in baghole board. Keep your eye on the shuttlecock as you train your

awkward swat into a smooth badminton stroke. School One only graduates well-rounded lawn athletes, so if

you sign up for this class, make sure you are ready to try every sport. Bring appropriate attire, good

sportsmanship and a willingness to play.

SOFTBALL

Ariana Spaziano, Cary Honig

Whether you think you can out-slug A-Rod or you just prefer a sport that involves a lot of standing around

and chatting interspersed with some sitting around and chatting, this could be your favorite class. League

One is looking for untalented to all-star players who want to turn two, go the other way or just toss it around

the horn. You must not only attend (and wear appropriate clothes and shoes and hopefully bring a mitt) but

play regularly in order to earn credit and avoid being traded to the Mets for a player to be named later. Until

the ground is ready for softball, you will be expected to play football or soccer instead. Say hey! We will

walk to the J.C.C. to play (hopefully in fewer than fifteen minutes).

TENNIS, ANYONE?

Steva Martinalova

Not only will this class feature some fine matches, but you will be treated to detailed physics insights into the

merits of topspin and its relationship to gravity. Steve will teach you how to deploy Heisenberg’s

Uncertainty Principle in keeping your opponent off balance, and if you follow Der Martin’s every word, you

should be able to ensure that your opponent remains in love throughout the match.

WALKING

Robbin Bibbs, Pam Stokinger

Please join us on Friday afternoons for a simple class in the fine art of walking. Students should be prepared

with appropriate footwear, warm or cool clothing and a wonderful attitude. We will be walking rain or shine,

warm or cold days and bad days or good days. This is a simple way to earn credit in gym because all that is

required of you is to show up and participate in a simple hour and half walk. How hard can that be?

HULA HOOP YOGA

Siobhan Cute

A little bit of stretching, a little bit of dance, a little bit of balance: just wear your comfy pants. Students are

asked to join in kindly, by that I mean participate. When it looks as if our energies might begin to dissipate,

we’ll go outside and hula hoop! A simple scoop: no sleeping in gym. Leave your pillows home in bed.

Being active is important, just like doing homework and eating whole wheat bread.

COMMITTEES FOR TRIMESTER TWO

Admissions/Art Show Julia

College Planning (Juniors Only This Trimester) Cary

Diversidad Robbin

Essential Erin

Gardening Laurie

Math Comp. Help Steve

Providence Project Gianna, Siobhan

Walking/Outdoor Clean-up Pam

Writing Center Michael

Yearbook/Art Show Mel (by invitation only)

If students are new, they are automatically in Essential for first trimester. There’s no

need to put down any choices. Some students have to continue with this committee, and their

advisors will inform them.

Admissions/Art Show works in both areas, so students shouldn’t sign up if they are only

interested in Admissions and aren’t willing to work on setting up the art show.

College Planning is only open to juniors second and third trimesters. It is especially

designed for students who aren’t clear about their options and who aren’t going to get much

help after school or at home. All students (and parents) are welcome to get college help from

Cary and advisors more individually during lunch and after school.

Math Comp. Help is limited to students who have the final offering in April.

Providence Project is open only to students who are already involved in organizing it and

thus know what it is. Committee members will be involved in organizing after school

activities in which other students will be invited to participate.

Yearbook/Art Show is limited to highly skilled students invited by Mel. Students shouldn’t

sign up if they are only interested in Yearbook and aren’t willing to work on setting up the art

show.

Everyone not in the Essential Committee must have three numbered choices in the 1-3 under

Committee Choices at the bottom of the Friday area of the schedule. If there’s only one

choice, you’re the first to be removed if the committee has too many students.

Students with questions about any committee should check with the teacher running it before

putting it on his/her list of committee choices.