Upper School Course Descriptions
The following expandable links provide course descriptions for all academic and arts courses offered in the Upper School during the 2010-11 school year. For more information on the four-year sequence of Upper School courses or graduation requirements, please refer to the links at the left.
English 9
The Upper School English curriculum is committed to engaging students in all aspects of literacy while addressing each student's complex range of skills. This endeavor originates in the 9th grade year where students read great works of literature that explore essential questions and foster a student's ability to adopt a variety of perspectives and world views, with a primary goal of enhancing self-awareness. Students are introduced to a panorama of literature, media and reference materials. These materials assist in promoting increased comprehension, appreciation, interpretation and evaluation of literature. The curriculum seeks to expose students to a broad range of literary forms, periods, genres, authors and styles. To that end, many of the works parallel studies within the 20th Century World History curriculum. In addition, students work to consistently develop expository, persuasive and research writing skills, whereby a focus on the fundamentals of the organization of ideas into concise, logical and effective paragraphs, essays and thesis statements are implemented. Students generate written arguments with supporting evidence and consistently are encouraged to draft, revise, edit and proofread their work. Students demonstrate their understanding of course material through discussion, homework, quizzes, tests, papers and creative projects that are inclusive of all forms of media. (year-long, 1 credit)
The Upper School English curriculum is committed to engaging students in all aspects of literacy while addressing each student's complex range of skills. This endeavor originates in the 9th grade year where students read great works of literature that explore essential questions and foster a student's ability to adopt a variety of perspectives and world views, with a primary goal of enhancing self-awareness. Students are introduced to a panorama of literature, media and reference materials. These materials assist in promoting increased comprehension, appreciation, interpretation and evaluation of literature. The curriculum seeks to expose students to a broad range of literary forms, periods, genres, authors and styles. To that end, many of the works parallel studies within the 20th Century World History curriculum. In addition, students work to consistently develop expository, persuasive and research writing skills, whereby a focus on the fundamentals of the organization of ideas into concise, logical and effective paragraphs, essays and thesis statements are implemented. Students generate written arguments with supporting evidence and consistently are encouraged to draft, revise, edit and proofread their work. Students demonstrate their understanding of course material through discussion, homework, quizzes, tests, papers and creative projects that are inclusive of all forms of media. (year-long, 1 credit)
Foundations of High School Math
The Foundations in Mathematics curriculum is designed to support students' understanding and use of number as it relates to their lives, while supporting individual students' continued development in computational fluency. Topics studied include money, time, measurement, reading graphs and charts, estimation and rounding, basic fractions, decimals and percents, geometry, equivalency, and mental math. A project-based learning approach emphasizes the connection between numbers and objects, and then between those numbered objects and the students' lives. When relevant, the math curriculum may mirror and support content being taught in other curricular areas. For instance, charts, graphs, and maps may be drawn from social studies class, while work in the course around measurements may support and reinforce measurements being studied in Active Physics. Over the course of the year, students will also work at their own pace to review and further develop their understanding of place value and strengthen their computation skills. (year-long, 1 credit)
Pre-Algebra Concepts
The course begins with a review and exploration of number sense. Students learn exponents, place value to the billions place, comparing and ordering numbers, estimation, factors, multiples, divisibility rules, prime numbers, factorization, and prime factorization. Students utilize these skills in the next unit, which is a study of equivalency - fractions, decimals, percents, ratio, and probability. Students also learn to perform the different orders of operation using both fractions and decimals and then explore a key to algebraic thinking - equivalency. Students learn to convert fractions to decimals, percents and ratios and utilize these skills in problem-solving applications. Students will also study basic geometry and measurement and finish the year with lessons on positive and negative integers, variables, like terms, and combining like terms. The students participate in lessons with whole group discussions, small group work, and independent work. Assessments include tests, quizzes, and projects as well as the nightly homework assignments. Students learn to utilize notes taken in class as well as lessons geared towards using the textbook as a resource. (year-long, 1 credit)
Pre-Algebra
The pre-algebra curriculum teaches complex basic skills and algebraic reasoning along with problem-solving and conceptual understanding. After a review of equivalency and number sense, the students participate in a year-long course of study which includes units on variables, expressions, positive and negative integers, solving one step and two-step equations, linear equations, measurement and area, triangles and angles, and polynomials. In addition to the introduction of new concepts, the students develop confidence in their ability to use variables throughout the different orders of operation. Students participate in lessons with whole group discussions, small group work, and independent work. Assessments include tests, quizzes, and projects as well as the nightly homework assignments. Students learn to utilize notes taken in class as well as lessons geared towards using the textbook as a resource. (year-long, 1 credit)
Introduction to Algebra I
The introduction to algebra curriculum reviews key aspects of pre-algebra, such as variables and two-step equations and it expands upon previously learned skills. Students learn the fundamentals of polynomials and learn to manipulate them using the basic orders of operation. Students then learn to factor polynomials and solve equations using these factoring skills. Students apply this knowledge to inequalities and move towards solving two-variable equations using substation and elimination. Students explore geometry through the Pythagorean Theorem and graph both linear equations and inequalities. Students also explore the concept of slope and participate in units on circles and radicals. Students participate in lessons with whole group discussions, small group work, and independent work. Assessments include tests, quizzes, and projects as well as the nightly homework assignments. Students learn to utilize notes taken in class as well as lessons geared towards using the textbook as a resource. (year-long, 1 credit)
Algebra I
Students begin the year in Algebra I by becoming more proficient in the abstract use of symbols to represent unknown quantities and explore solving two-step equations and inequalities. The students then study a unit on polynomials, which includes polynomials and the orders of operation, factoring polynomials, and solving and graphing quadratic equations. Algebra I students will develop confidence in using function and function notation. They will also participate in a unit on radicals and simplifying radicals using the four basic orders of operation. This unit will form a bridge to the further exploration of the Pythagorean Theorem, triangles, polygons, and circles. Students finish the year with an exploration of systems of equations and will learn to solve them both algebraically and graphically. Students participate in lessons with whole group discussions, small group work, and independent work. Assessments include tests, quizzes, and projects as well as the nightly homework assignments. Students learn to utilize notes taken in class as well as lessons geared towards using the textbook as a resource. (year-long, 1 credit)
The Foundations in Mathematics curriculum is designed to support students' understanding and use of number as it relates to their lives, while supporting individual students' continued development in computational fluency. Topics studied include money, time, measurement, reading graphs and charts, estimation and rounding, basic fractions, decimals and percents, geometry, equivalency, and mental math. A project-based learning approach emphasizes the connection between numbers and objects, and then between those numbered objects and the students' lives. When relevant, the math curriculum may mirror and support content being taught in other curricular areas. For instance, charts, graphs, and maps may be drawn from social studies class, while work in the course around measurements may support and reinforce measurements being studied in Active Physics. Over the course of the year, students will also work at their own pace to review and further develop their understanding of place value and strengthen their computation skills. (year-long, 1 credit)
Pre-Algebra Concepts
The course begins with a review and exploration of number sense. Students learn exponents, place value to the billions place, comparing and ordering numbers, estimation, factors, multiples, divisibility rules, prime numbers, factorization, and prime factorization. Students utilize these skills in the next unit, which is a study of equivalency - fractions, decimals, percents, ratio, and probability. Students also learn to perform the different orders of operation using both fractions and decimals and then explore a key to algebraic thinking - equivalency. Students learn to convert fractions to decimals, percents and ratios and utilize these skills in problem-solving applications. Students will also study basic geometry and measurement and finish the year with lessons on positive and negative integers, variables, like terms, and combining like terms. The students participate in lessons with whole group discussions, small group work, and independent work. Assessments include tests, quizzes, and projects as well as the nightly homework assignments. Students learn to utilize notes taken in class as well as lessons geared towards using the textbook as a resource. (year-long, 1 credit)
Pre-Algebra
The pre-algebra curriculum teaches complex basic skills and algebraic reasoning along with problem-solving and conceptual understanding. After a review of equivalency and number sense, the students participate in a year-long course of study which includes units on variables, expressions, positive and negative integers, solving one step and two-step equations, linear equations, measurement and area, triangles and angles, and polynomials. In addition to the introduction of new concepts, the students develop confidence in their ability to use variables throughout the different orders of operation. Students participate in lessons with whole group discussions, small group work, and independent work. Assessments include tests, quizzes, and projects as well as the nightly homework assignments. Students learn to utilize notes taken in class as well as lessons geared towards using the textbook as a resource. (year-long, 1 credit)
Introduction to Algebra I
The introduction to algebra curriculum reviews key aspects of pre-algebra, such as variables and two-step equations and it expands upon previously learned skills. Students learn the fundamentals of polynomials and learn to manipulate them using the basic orders of operation. Students then learn to factor polynomials and solve equations using these factoring skills. Students apply this knowledge to inequalities and move towards solving two-variable equations using substation and elimination. Students explore geometry through the Pythagorean Theorem and graph both linear equations and inequalities. Students also explore the concept of slope and participate in units on circles and radicals. Students participate in lessons with whole group discussions, small group work, and independent work. Assessments include tests, quizzes, and projects as well as the nightly homework assignments. Students learn to utilize notes taken in class as well as lessons geared towards using the textbook as a resource. (year-long, 1 credit)
Algebra I
Students begin the year in Algebra I by becoming more proficient in the abstract use of symbols to represent unknown quantities and explore solving two-step equations and inequalities. The students then study a unit on polynomials, which includes polynomials and the orders of operation, factoring polynomials, and solving and graphing quadratic equations. Algebra I students will develop confidence in using function and function notation. They will also participate in a unit on radicals and simplifying radicals using the four basic orders of operation. This unit will form a bridge to the further exploration of the Pythagorean Theorem, triangles, polygons, and circles. Students finish the year with an exploration of systems of equations and will learn to solve them both algebraically and graphically. Students participate in lessons with whole group discussions, small group work, and independent work. Assessments include tests, quizzes, and projects as well as the nightly homework assignments. Students learn to utilize notes taken in class as well as lessons geared towards using the textbook as a resource. (year-long, 1 credit)
Active Physics
Active Physics is an activity-based course for ninth graders that uses a thematic approach to learn about real-world applications of physics. Each unit of study is introduced through an exciting challenge. In order to complete each challenge, students engage in a series of activities designed to foster understanding and skills. Group work is emphasized, as is the application of physical science concepts. Mathematical formulas are introduced and explained as needed, and only after sufficient contextual background has been developed. Because understanding the concepts of physics is fundamental to studying all the sciences, this course prepares students for later study in chemistry, biology and a more mathematical approach to physics, as well as developing their understanding of everyday life. (year-long, 1 credit)
Active Physics is an activity-based course for ninth graders that uses a thematic approach to learn about real-world applications of physics. Each unit of study is introduced through an exciting challenge. In order to complete each challenge, students engage in a series of activities designed to foster understanding and skills. Group work is emphasized, as is the application of physical science concepts. Mathematical formulas are introduced and explained as needed, and only after sufficient contextual background has been developed. Because understanding the concepts of physics is fundamental to studying all the sciences, this course prepares students for later study in chemistry, biology and a more mathematical approach to physics, as well as developing their understanding of everyday life. (year-long, 1 credit)
American Sign Language I
American Sign Language I offers an introduction to the use of ASL as a second language. The school is offering ASL in conjunction with its partnership with the program for Teaching American Sign Language as a Foreign Language at Teachers College of Columbia University. The course is the first in a series that is based on the curriculum developed for hearing students who wish to learn ASL. Students will learn to communicate via ASL in addition to studying unique and important aspects of the deaf community and culture in America. No prior knowledge of ASL is required. (year-long, 1 credit, graded or non-graded)
Spanish I
This basic course provides an exposure to the sounds of Spanish its correct pronunciation, the acquisition of the fundamental grammatical concepts and the usage of idiomatic expressions. Oral, reading and writing skills are developed through the creation of dialogues, short compositions, multimedia presentations and other projects. The study of various Hispanic and Latino cultures in the United States and abroad is also a focal point of this class. No prior knowledge or study of Spanish is required. (year-long, 1 credit, graded or non-graded)
American Sign Language I offers an introduction to the use of ASL as a second language. The school is offering ASL in conjunction with its partnership with the program for Teaching American Sign Language as a Foreign Language at Teachers College of Columbia University. The course is the first in a series that is based on the curriculum developed for hearing students who wish to learn ASL. Students will learn to communicate via ASL in addition to studying unique and important aspects of the deaf community and culture in America. No prior knowledge of ASL is required. (year-long, 1 credit, graded or non-graded)
Spanish I
This basic course provides an exposure to the sounds of Spanish its correct pronunciation, the acquisition of the fundamental grammatical concepts and the usage of idiomatic expressions. Oral, reading and writing skills are developed through the creation of dialogues, short compositions, multimedia presentations and other projects. The study of various Hispanic and Latino cultures in the United States and abroad is also a focal point of this class. No prior knowledge or study of Spanish is required. (year-long, 1 credit, graded or non-graded)
20th Century World History
The Upper School social studies curriculum begins with a yearlong study of 20th Century World History in the ninth grade. The course follows a thematic semi-chronological approach to examining seminal events, societal trends, and movements across the globe. Some themes include migration, conflicting political ideologies, the world at war, globalization, and the impact of technological development, the development of multinational organizations, and it will include foci on significant figures in world history. The course seeks to make history relevant to students as citizens of a global society. To that end, current events will be a frequent feature, as will a focus on geography, which places events and concepts into physical context. Students will be asked and supported to access a wide array of primary and secondary sources in the forms of texts, films, music, art and other media. The use of document based questions (DBQs) and other strategies will be used to help students engage fully with the material. Students will demonstrate knowledge and understanding through papers, projects, presentations and other forums. The course will also provide a foundation for the ninth grade trip to Italy, Austria and Germany in the spring. (year-long, 1 credit)
The Upper School social studies curriculum begins with a yearlong study of 20th Century World History in the ninth grade. The course follows a thematic semi-chronological approach to examining seminal events, societal trends, and movements across the globe. Some themes include migration, conflicting political ideologies, the world at war, globalization, and the impact of technological development, the development of multinational organizations, and it will include foci on significant figures in world history. The course seeks to make history relevant to students as citizens of a global society. To that end, current events will be a frequent feature, as will a focus on geography, which places events and concepts into physical context. Students will be asked and supported to access a wide array of primary and secondary sources in the forms of texts, films, music, art and other media. The use of document based questions (DBQs) and other strategies will be used to help students engage fully with the material. Students will demonstrate knowledge and understanding through papers, projects, presentations and other forums. The course will also provide a foundation for the ninth grade trip to Italy, Austria and Germany in the spring. (year-long, 1 credit)
Ceramics
This course introduces students to the basic ceramic skills with emphasis on students developing their ability to express themselves in clay. Students learn the hand building methods of pinch pot, slab construction, coil construction and modeling. Students create projects based on the individual techniques and create pieces that combine various methods. Assignments range from utilitarian objects such as vases and bowls, to more expressive sculptures like shoes and abstract sculptures. Students also learn a wide range of glazing techniques. Students are exposed to the history of ceramics and learn about trends in contemporary ceramics. At the end of each project, the class will participate in critiques, evaluating the aesthetic and functional qualities of each object created. (1 trimester, 1/3 credit)
Foundation Drawing and Painting
Drawing and Painting students are introduced to techniques that create a strong foundation that allows them to explore and express their artistic voice in a sophisticated manner. Traditional media and subject manner such as pastels and still lifes are taught alongside contemporary assignments that utilize digital media. There is a strong art history component, which also helps students discover their unique processes as artists. The course utilizes the wealth of resources in NYC, including museums, galleries and artist studios. Students develop a level of visual literacy that helps expand their artistic expression. Connections are made to many aspects of the Upper School curriculum, including Field Studies. Students also learn how to analyze their own work and that of their peers through structured critiques. Students also maintain a sketchbook throughout the course, which aids in charting the development of their artistic voice. (1 trimester, 1/3 credit)
Instrumental Music
Instrumental Music is a performance based class in which students strengthen their skills as players and/or vocalists in a small ensemble. The course focuses primarily on modern music, such as jazz and rock, though styles vary according to student and teacher interest, as well as the particular instrumental make-up of any given ensemble. The class focuses on skill development, collaboration, improvisation and performance. The ability to play an instrument is not required, but is helpful. Specific instruments vary, with guitar, percussion, voice and keyboard as usual components of the ensemble. (1 trimester, 1/3 credit, may be taken more than once)
Introduction to Drama I
The primary function of this course is to introduce the beginning drama student to the world of theater and to gain an appreciation of the art of Theatre. Students explore four major units of theatre: history, acting, play analysis and play reading. Students will gain a better understanding of the world of theatre and its importance in shaping the different cultures around the world. The class requires outside reading and technical work. This is a foundation course for those who wish to pursue a career or for those who hope to gain self-awareness and confidence. (1 trimester, 1/3 credit)
Introduction to Drama II
The primary function of this course is to introduce the beginning drama student to the practical art of theatre. Students are introduced to the understanding and practice of the art of improvisation and the discovery of instinctive skills and self. In addition, students learn the techniques of improvisation and work intensively on its three basic elements: environment, characterization, and the development of a scene. Students learn both long and short forms. Furthermore, students gain an understanding of the basic skills of acting. Introduction to Drama I is not a prerequisite to taking this course. (1 trimester, 1/3 credit)
This course introduces students to the basic ceramic skills with emphasis on students developing their ability to express themselves in clay. Students learn the hand building methods of pinch pot, slab construction, coil construction and modeling. Students create projects based on the individual techniques and create pieces that combine various methods. Assignments range from utilitarian objects such as vases and bowls, to more expressive sculptures like shoes and abstract sculptures. Students also learn a wide range of glazing techniques. Students are exposed to the history of ceramics and learn about trends in contemporary ceramics. At the end of each project, the class will participate in critiques, evaluating the aesthetic and functional qualities of each object created. (1 trimester, 1/3 credit)
Foundation Drawing and Painting
Drawing and Painting students are introduced to techniques that create a strong foundation that allows them to explore and express their artistic voice in a sophisticated manner. Traditional media and subject manner such as pastels and still lifes are taught alongside contemporary assignments that utilize digital media. There is a strong art history component, which also helps students discover their unique processes as artists. The course utilizes the wealth of resources in NYC, including museums, galleries and artist studios. Students develop a level of visual literacy that helps expand their artistic expression. Connections are made to many aspects of the Upper School curriculum, including Field Studies. Students also learn how to analyze their own work and that of their peers through structured critiques. Students also maintain a sketchbook throughout the course, which aids in charting the development of their artistic voice. (1 trimester, 1/3 credit)
Instrumental Music
Instrumental Music is a performance based class in which students strengthen their skills as players and/or vocalists in a small ensemble. The course focuses primarily on modern music, such as jazz and rock, though styles vary according to student and teacher interest, as well as the particular instrumental make-up of any given ensemble. The class focuses on skill development, collaboration, improvisation and performance. The ability to play an instrument is not required, but is helpful. Specific instruments vary, with guitar, percussion, voice and keyboard as usual components of the ensemble. (1 trimester, 1/3 credit, may be taken more than once)
Introduction to Drama I
The primary function of this course is to introduce the beginning drama student to the world of theater and to gain an appreciation of the art of Theatre. Students explore four major units of theatre: history, acting, play analysis and play reading. Students will gain a better understanding of the world of theatre and its importance in shaping the different cultures around the world. The class requires outside reading and technical work. This is a foundation course for those who wish to pursue a career or for those who hope to gain self-awareness and confidence. (1 trimester, 1/3 credit)
Introduction to Drama II
The primary function of this course is to introduce the beginning drama student to the practical art of theatre. Students are introduced to the understanding and practice of the art of improvisation and the discovery of instinctive skills and self. In addition, students learn the techniques of improvisation and work intensively on its three basic elements: environment, characterization, and the development of a scene. Students learn both long and short forms. Furthermore, students gain an understanding of the basic skills of acting. Introduction to Drama I is not a prerequisite to taking this course. (1 trimester, 1/3 credit)