UPPER SCHOOL

Curriculum Guide
2013-2014

Westtown School Contact Information

For prospective families: Admissions Office [email protected] Phone 610-399-7900 Fax 610-399-7909 For returning families: Upper School Office Phone 610-399-7700 Fax 610-399-7799

Director of Studies Karen Gallagher [email protected] Director of College Counseling Susan K. Tree [email protected] Registrars Office [email protected]

Graduation Requirements:
Westtowns graduation requirements are purposefully flexible so that a student may concentrate in areas of passionate interest, as in the case of students who take five science classes during their four years in Upper School. In fact, most Westtown students will take at least three to four years of classes in each core academic area. The chart below outlines the requirements for graduation.

Recommended
English History Language Math Science Arts Health/Religion Service Athletics Community Life
Boarding at Westtown School

Minimum Requirement
4 credits 2 credits 2 credits (through level 2) 3 credits 2 credits 1 credit 2 credits 40 hours

4 credits 3 or 4 credits including US History (at least 1 credit in grades 11 or 12) 4 or 5 credits in one language or 2 yrs + 2 yrs + 2 yrs in 2 languages (through 11th grade at least) 4 or 5 credits (through 12th grade) 3 credits 1.5 credits 2 credits (including Health, Bible, World Religions, Senior Religion Elective)

4 years Every Term 2 years in residence 11th and 12th grades

4 years Every Term 11th and 12th grade

Westtown School Upper School Curriculum Guide 2013-2014 Table of Contents

Upper School Academic Offerings
Overview Frequently Asked Questions Curriculum at a Glance Course Offerings by Department English History Math Science World and Classical Languages Religion Studio Art Performing Arts Interdisciplinary Studies Page 2 Page 3 Page 4 Page 5 Page 5 Page 10 Page 14 Page 17 Page 20 Page 25 Page 28 Page 30 Page 33 Page 34 Page 34 Page 35 Page 36 Page 36 Page 37 Page 37 Page 37 Page 38 Page 38 Page 40

Health & Life Skills, Athletics & College Counseling Seminars

Overview College Counseling

Distinguishing Programs
Global Connections International Student Program Leadership and Experiemental Learning Service Learning

Academic Resources: Learning Resource Center Standardized Testing Activities and Clubs

Westtown School Upper School Curriculum Guide 2013-2014

Westtown empowers students by helping them develop keen minds, intelligent hearts and the conscience to act. Informed by the Quaker ethos of respect, Westtown classes emphasize skills graduates will need in todays world: analysis, collaboration, communication, information literacy and a global perspective. A Westtown education is values-based, one that purposefully prepares young people to live in a diverse world community. In classrooms and dormitories, students are challenged to articulate how they will make an impact on the world around them. They see first-hand what roles creativity and active problem-solving can play in making difficult concepts come to life in a classroom as they discover new ways to think, write, and explore ideas. Our Upper School curriculum challenges students to discover their intellectual strengths. The core curriculum in ninth and tenth grades is built on yearlong courses in every subject so that students develop a strong foundation. Eleventh and twelfth grade students pursue a variety of courses in areas of their individual strengths, choosing from elective options rich in opportunities for leadership in designing research projects, written and oral expression, and applied laboratory experiences.

What will you find in our academic program?

Courses which encourage you to stretch yourself
Youll think critically and create new ways to approach challenging ideas and problems Youll engage in debates on critical world issues in history classes Youll create an action plan to address an issue of social justice in religion classes Youll develop the tools to analyze data in economics classes that help draw a connection between measurable results and sustainability Youll master clear and compelling writing skills in a program that values communication and analytical skills as an essential tool for success Seminar-style classes that require the most of you; every voice brings an important perspective Advanced offerings for in-depth study of subjects that appeal to you Opportunities to design independent research and projects in a subject you choose

Challenging courses and high expectations in every area of study

Diploma requirements which offer both the flexibility to highlight areas of strength and a solid foundation
You can tailor a curriculum to develop your passions and your talents If you like STEAM subjects (Science, Technology, Engineering, Arts, and Math), you should know that Westtown students go on to major in these STEAM disciplines at twice the national average Dialogue, debate, persuasion, discovery - these are at the heart of the dynamic classroom at Westtown Group projects and presentations put student inquiry at the center International exchange groups and service learning projects unique to Westtown challenge you to make a commitment to make a difference in the world Required boarding in grades 11 and 12 brings students from across the world and the United States together under one roof. Deep friendships develop as you have fun together, try out new activities, or create a classroom presentation as a team

A classroom approach which reinforces connections, collaboration and social responsibility

First-hand experience in building community

Building a Program to Highlight your Strengths and Passions

Every department offers courses that challenge intellectual inquisitiveness, critical thinking, creative problem-solving, cultural awareness, moral sensitivity and personal integrity all hallmarks of our program. In addition to the core courses, each department offers opportunities for advanced study so that students can pursue their intellectual passion with enhanced rigor and depth. Students can develop a program of study that includes two science courses in the 11th or 12th grade years, two math courses, two history courses, two languages, and so on. The list below highlights some of the options students have chosen to pursue.

Interested in Science, Technology, Engineering, Arts, and Math (STEAM)?

Build a program that includes Calculus 1, Calculus 2, Linear Algebra, Computer Science Design and Engineering, Digital Media taught in our new state of the art Digital Media Center Physics 2, Robotics and Science Independent Research Seminar

Interested in International Relations, Cross-cultural Communication, Peace Studies, Social Justice?

Build a program that includes language immersion in Spanish and Mandarin every year Create a plan for Middle East peace in Hiroshima to 9/11 Design a film project for Religion and Social Change highlighting urban blight and proposing solutions Add to the mix a strong foundation in World Religions, Economics, and Leadership Seminar Invent a business plan in Business and Ethics Build a program that includes hands-on field research in Research Ecology and Environmental Science Contribute to long-term data collection on the 600-acre campus, analyzing environmental change over time; compare historical data in the Archives showing species diversity from 100 years ago Analyze the limits of the earths resources in Microeconomics Add Religion and Social Change: Liberation, Human and Environmental Justice Build a program that includes Writing Seminar and Topics in Literature in addition to the dynamic core English requirements Become a student blogger, for regular publication on Westtowns website, or for a Senior Project while you are teaching in Ghana or completing a service project in Nepal Edit the Brown and White, the online student newspaper Develop compelling arguments in Model UN, a letter to the editor, or a proposal to the faculty for a change in policy on campus Create a collected portfolio of writings that present a strong and unique voice as developed over your four-year program of writing-intensive projects in English, history, religion, Spanish Perform a song youve composed or a poem youve written in Community Sharing Develop a portfolio, showcase your work in a Gallery exhibit, perform in District or Regional Music Festivals Play the lead in three seasons of stage productions Direct the Faculty Play Design print or web materials for publication for a Public Service Announcement Write a script or compose and perform a piece of music in Arts Independent Project Organize a Poetry reading, or an Acting Class Festival

Interested in Ecology and Sustainability?

Interested in Writing, Literature and Communication?

Interested in the Art, Music Theater?

Advanced Courses and Independent Research and Project Seminar

After extensive research involving colleges and peer schools, Westtown decided to stop using the AP designation. We determined that in a few subjects (math, physics, chemistry), the AP curriculum is still good preparation for college study; in other areas it is limited and doesnt allow time for problem-based learning that is at the heart of 21st Century learning. Every department offers advanced courses that provide students the ability to reach greater depth of study. New this year is an Independent Research and Project Seminar, which allows students to design a an advanced research experience or project under the supervision of the Director of Teaching and Learning and a mentor who specializes in the field of exploration. Whether the interest is in science, math, writing, languages, or the arts, students can apply for an advanced project to replace one of their core courses for advanced credit. (See complete course description on p.33)

Upper School Curriculum at a Glance 2013-2014

English

History

World & Classical Languages

9th Grade
Outsider in Literature

10th Grade
American Literature

11th Grade

12th Grade

English Language for Speakers of Other Languages:

Contemporary World Lit. (S1) Writing with Power (S1) English Electives (S2) English Electives (S2) Writing Seminar (Adv) Writing Seminar (Adv) English Independent Research (Adv) English Language and Composition1, English Language and Composition 2, English Literature and Language Seminar (Adv) Macroeconomics (S2) Modern Indian History (S2) Europe Since 1950 (Adv) (S2) World History (1800-Pres) (S2)

Peace & Justice (Adv) Peace & Justice American Cultures

Microeconomics (S1) Chinese History (S1) Current Affairs (Adv) (S1) World History (1300-1800) (S1) History Independent Research (Adv) (S1) Offered in 2014-15: The Holocaust & Genocide (Adv), Ancient World History, Latin American History Latin 1, 2, 3, 4 (Adv), 5 (Adv) Mandarin 1, 2, 3, 4 (Adv), 5 (Adv) Language Independent Research (Adv) Calculus 1(Adv) Precalculus Precalculus Functions Calculus 2 (Adv) Calculus 1 (Adv) Calculus 1 Probability & Statistics

US History (Adv) US History US History Int'l

From Hiroshima to 9/11(Adv) From Hiroshima to 9/11

French 1, 2, 3, 4 (Adv), 5 (Adv) , 6 (Adv) German 5 (Adv) , 6 (Adv) Spanish 1, 1 & 2 Accel., 2, 3, 4 (Adv), 5 (Adv), 6 (Adv) Geometry (Adv) Geometry Geometry Essentials Algebra 2 & Trig (Adv) Algebra 2 (Adv) Algebra 2 Algebra 2 Essentials

Math

Science

Algebra 1

Linear Algebra Computer Sci (Adv) Math Independent Research (Adv)

Physics 1 (Adv) Physics 1

Health, Religion, Service and College Counseling

Biology 2 (Adv) Biology 2: Anatomy (S1) Chemistry 2 (Adv) Biology 2: Forensics (S2) Physics 2 (Adv) Environmental Science Research Ecology (Adv) Science Independent Research (Adv) (S1) Students may request department permission to take a level 2 Advanced Science in the same year as Biology 1 (Adv) Sophomore Seminar Bible: Message & Meaning Junior Seminar World Religions Senior Seminar Religion & Social Change: Nonviolence & Justice (Adv) (S1) Religion & Social Change: Liberation & Environ. Justice (Adv) (S2) Business & Society (Adv) (S) The Contemplative Experience (S) Liberation Theology (S) Religion Independent Project (Adv) (S1)

Chemistry 1 (Adv) Chemistry 1 Design & Engineering (S2)

Biology I (Adv) Biology I

Freshman Seminar Health

Service: 40 Hours of Community Service Theater Acting 1, 2 Outsider in Theater Literature & Performance Gender in Theater Literature & Performance Theater Design Directing Arts Independent Project (Adv) (S1)

Fine Arts & Performing Arts

Art Music Foundations of 2-D Art (S1) Choral Arts 1,2 Foundations of 3-D Art (S2) Choral Arts 3 (Adv), 4 (Adv) Drawing &, Printmaking 1,2,3 (Adv) (S2) Symphonic Band 1,2,3,4 Drawing &Painting, 1,2,3 (Adv) (S1) Jazz Ensemble 1,2,3,4 Photography 1, 2, 3 (Adv) String Orchestra 1,2,3,4 Digital Media 1,2 Music Theory & History 1,2 Craft of ArtPaper and Bookmaking 1,2 Applied Music 1, 2, 3 (Adv), 4 (Adv) Craft of ArtStencils 1,2 Arts Independent Project (Adv) (S1) Clay 1, 2, 3 (Adv) 3D Art--Sculpture 2, 3(Adv) (S2) Woodworking 1, 2 Arts Independent Project (Adv) (S1) Students may request to blend 2 courses to replace 1 full-credit course in their program. Three Seasons of Physical Education required for all students (grades 9 12) 9th and 10th Grade - 3 Seasons required: 2 competitive sports seasons and 1 additional season 11th and 12th Grade - 3 Seasons required: 1 competitive sport season and 2 additional seasons

Arts

Physical Education

Course Offerings by Department

ENGLISH
Students are required to complete four credits of English. The English Department believes that the study of literature and composition fosters empathy. The core courses challenge students to develop their own thoughts and beliefs, to become aware of the perspectives of others, and to extend their awareness to broader social issues. Through a rigorous reading and writing curriculum, students become strong critical thinkers and persuasive communicators.

A student who attends Westtown for four years will complete the following essential experiences:
9th grade debate project, introduces elements of formal debate-development of argument, research and oral presentation Exposure to variety of genres: drama, poetry, fiction, nonfiction, mythology, non-fiction, film, multi-media as essential texts for understanding and analysis Writing curriculum that encourages students to develop a strong writing voice Writing skills that provide the core of communication and analysis, in English classes and in all other subjects students study Encouragement to submit work outside the classroom to authentic audiences: letters to the editor, essay/fiction contests, opinion pieces, newspaper articles, poetry/fiction readings Students give and receive critical feedback on classmates writing, learning how to deliver constructive criticism and how to use feedback effectively in developing a strong product A speaking and listening curriculum that uses seminar-style classes to encourage engagement and active participation 11th and 12th grade classes require students to lead classes, facilitate discussion, and make formal presentations 12th grade Extended Literary Analysis paper8-10 page analysis of a major work of literature that includes research of literary critical perspectives 12th grade Portfolio Projecteach student gathers a selection of original writing from his/her 4-year program to demonstrate variety and strength of writing skills across the curriculum

Courses offered:
The Outsider in Literature (English 9) American Literature (English 10) Contemporary World Literature (English 11) Writing with Purpose & Power (English 12) Writing Seminar (Advanced) Topics in English Literature 1 (Advanced) Topics in English Literature 2 (Advanced)

(11th and 12th grade students are required to take one elective in the second semester of 11th and 12th grade to complete their English requirement.)

Electives offered in Spring 2013:

The Big Fix: A Hollywood History of Heterosexuality Banned in Boston: An Examination of Banned Books Literature from The Simpsons Poetic Voices: Influential Poets, American and British Science FictionFrom Utopia to Dystopia: Huxley, LeGuin, and Vinge Schooled in Diversity Action Research: Cyber Generation 21st Century Journalism: Print, Broadcast, and Internet News Media

ENGLISH

Course Descriptions:
1 credit grade 9 The Outsider in Literature introduces students to skills essential for the study of literature and the development of sound expository writing. Using texts from Greek tragedy through contemporary novels, the course explores the relationship between the individual and the community. Students sharpen their critical thinking skills by discussing and writing about novels, short stories, poetry, plays, and other media. While special attention is given to developing strong expository writing skills, students also respond to literature in creative ways: writing notebooks, memoirs, journals, small group presentations and short story composition. Ninth grade students also learn the skills of formal debate, presenting a series of debates on Antigone to the community. This course also includes regular skill development in grammar/mechanics, vocabulary, and note-taking. 1 credit grade 10 In conjunction with U.S. History, American Literature fosters continued growth for students as readers, writers, speakers and thinkers. Writing exercises of various lengths deepen the development of selfexpression and the understanding of the composition process. Students refine their facility with the language through a study of vocabulary, grammar, and usage, together with practical applications of editing skills. In addition, they work at developing increased complexity of literary analysis, the capacity to specify and generalize, and the power to participate actively in examining literature in class discussion and in their writing. Teachers regularly use outside sources such as film versions of the literature, posters from the National Endowment for the Humanities Picturing America collection, and visits to local theater. credit grade 11 Contemporary World Literature offers readings and films from diverse perspectives outside the American worldview. Each storys protagonist negotiates an identity in a changing culture. What are their reference points for past, present, future? for authority? for legacy? for community? for faith? Who are they and where do they belong? Discussions and writing build students understanding, empathy and sense of global community and responsibility. Intensive writing instruction focuses on close literary analysis, rhetorical models, and the composition of the short essay. Building from seminar-style discussions, each student learns to generate and shape a thesis and develop an argument using supporting evidence from the text. Creating outlines, writing multiple drafts, and working with peer and teacher feedback, students learn the importance of process as well as product. Presentation skills are also emphasized as is vocabulary study. credit grade 12 Writing with Purpose and Power develops from structure to independence. Seniors immerse themselves in writing throughout the first quarter, developing and honing advanced writing skills that will sustain them as they prepare for rigorous writing in every subject they study in the future. Early in the year, students receive intensive training and practice in forming and supporting thesis statements which focus the abstract significance of concrete propositions. They study model essays from classic writers like Jonathan Swift to contemporary writers like Michael Pollan, Annie Dillard and Maxine Hong Kinsgton. A review of common grammatical errors undergirds this work on the structure of an essay. By the end of the first quarter, students will have completed a collection of essays. By second quarter students learn to feel comfortable with more open-ended assignments that require them to set individual challenges and take greater responsibility for their own education, an essential bridge to the self-reliance they will need in college. In the second quarter, students turn to one of Shakespeares tragedies to sharpen their critical and analytical skills. They continue to work on their writing as they study the play. Work culminates in a 7-10 page essay on Shakespeares play, incorporating the opinions of critics as well as students own. credit grades 11-12 This advanced seminar for students in eleventh and twelfth grade provides an additional critical reading opportunity for students who have demonstrated excellent performance and motivation in their core English classes to explore literature in further depth at a rigorous pace. The seminar format allows students to engage in close reading and analysis of classic and contemporary texts, while at the same time developing the skills of active leadership in a classroom setting as students share responsibility for steering class discussion. Students may elect to take this class twice, as the selections vary in alternating cycles. This course prepares students who have performed well to take the AP exam in English Literature. Consultation with the instructor is suggested. Given the reading load and intensity of this seminar, an 90% average in the previous years English work for 10th grade, an 85% average for 11th and 12th grades or departmental permission.

211 The Outsider In Literature (English 9)

221 American Literature (English 10)

231 Contemporary World Literature (English 11) (Semester 1)

241 Writing with Purpose and Power (English 12) (Semester 1)

282 Topics in English Literature (Advanced) (Semester 2)

ENGLISH
credit grades 11-12 Writing Seminar (Advanced), a writers workshop for talented and creative writers, offers feedback, practice and many kinds of writing and reading, including personal narratives, fiction and poetry. Students write extensively in writing journals, study craft using models of masters of the short story and poetry, and practice the skills of powerful writing: use of detail, shape of story, point of view, dialogue, plot, characterization, alliteration, consonance, assonance, rhythm, rhyme, etc. This advanced course is open to juniors and seniors with strong performance in English who enjoy writing and want experience and feedback on diverse kinds of writing. Writers do gain inspiration and much enjoyment from hearing others work and sharing feedback and encouragement in this seminar course. Given the writing load and intensity of this seminar, an 85% average in the previous years English work or departmental permission is a prerequisite for Writing Seminar.

281 Writing Seminar (Advanced)

Spring Term 2013 : 11th and 12th grade English Electives

All 11th and 12th grade students complete the second semester of English in an elective English course. The courses listed below represent the 2012-2013 sample of English electives. New elective courses will be announced at the beginning of 2013-14. 9th and 10th grade students with a passion for literature may request department permission to add an elective to their program in the spring semester if they have earned a grade of 90.

290 21st Century Journalism: Print, Broadcast, and Internet News Media credit
This course helps students develop proficiency in the writing of news stories for daily or weekly newspapers. Instruction and practice will focus on basic news reporting techniques, the mechanics of copy editing, headline writing, layout, photo editing, and an introduction to sports, news, and feature writing. Discussing news values, discerning newsworthiness, and the preparation of copy in accordance with professional standards will be stressed. In addition, students will explore a general historical survey of the American Press from Colonial times to the present. The continuing struggle for press freedom and its effect on shaping public opinion will be emphasized. This class will also analyze the new mass media environments created by the emergence of Internet news publications. credit Good science fiction authors use their genre to free their characters and societies from material reality as a means to explore questions of human nature, religion, and government. The reading will focus on worlds gone wrong. In addition to various short stories, students will read the work of three significant science fiction writers: Aldous Huxley (Brave New World), Ursula Le Guin (The Dispossessed), and Vernor Vinge (Rainbows End). Students will also choose an author or a selection of books to read on their own and present to the class through the term.

290 Science FictionFrom Utopia to Dystopia

290 Literature from The Simpsons credit In this course, we will examine several works of literature that have been parodied on The Simpsons television series. Texts will include It Had to Be Murder by Cornell Woolrich, Lord of the Flies by William Golding, and A Streetcar Named Desire by Tennessee Williams. In addition, we will watch and discuss the classic movies based on these works, looking especially at the individual styles of the directors who produced them: Alfred Hitchcock (Rear Window); Peter Brook (The Lord of the Flies); and Elia Kazan (A Streetcar Named Desire). During the class, students will write six two-page papersone on each of the primary texts and one on each of the movie adaptations. Students will have a choice for their final paper. They may, for example, examine literary and/or movie references in at least one other Simpsons episode. Some potential topics include Poe, The Bible; The Odyssey; Hamlet; and Tall Tales. 290 Banned in Boston: An Examination of Banned Books
credit This course will examine the concept of censorship and will include readings from books that have been banned, discussions about book banning, and considerations of if or when censorship may be necessary. Reading units will include class discussions of the controversial elements in each book, and an examination of the positive and negative aspects of the texts. There will be a variety of writing assignments, including the following: a statement on censorship for a lower school library; a news report on a school-board meeting at which the issue of censorship was discussed; a short paper examining the concept of obscenity; and a longer examination of a specific work of literature.

ENGLISH and ENGLISH (ESOL)

credit Poetry is an imaginative description of human experience that uses meaning, sound, and rhythmic language to evoke an emotional response. It is the oldest of literary forms, but one that continues to be a vital form of expression, as seen in the proliferation today of spoken word, which combines poetry with performance, and in the popularity of rap which relies as much on the music of language as on its meaning. This course looks at English-language poetry from the 17th to the late 20th century, emphasizing poets who most contributed to poetrys development as an art form. As we sample the works of a wide range of poets, both British and American, we will learn how to read poetry, how to describe it, how to write it, and, most importantly, how to love it.

290 Poetic Voices: Influential Poets, American and British

290 Schooled in Diversity Action Research: Cyber Generation

credit How has the cyber world shaped a generation? We will survey and interview alumni/ae from classes 2008 to 2012 and current students to see the effects of accelerating immersion in cyber social relations, games and identities. Well read research by Schooled in Diversity students as well as from Terkels Alone Together and Ghonims Revolution 2.0. Well view The Social Network and discuss Facebooks access, audience, marketing and options, all formative in formatting the cyber generation. Students will interview and survey peers and alumni, write results, reflect in writing on their own experience, analyze issues in peers writing, discuss themes and trends in the data, draw conclusions as a class, and present findings to a Westtown audience. Each students final projecta report with recommendationswill include a presentation with a cyber component.

credit In Beginners (2010), a young man learns what broke his 1950s happy family: his fathers denied gay sexuality and his mothers denied Jewish identity. Oliver and his father then seek and find love as beginners in the unfixed gender world of the new millennium. What happened to the script for social norms of gender and sexuality in these 50 years? Well read and discuss The Big Fix, while viewing films illustrating the norms in each decade, from Rebel without a Cause (1955) to Fight Club (1999) to Alice in Wonderland (2010). Final projects will interpret norms in a contemporary film. Using The Celluloid Closet as a model, students will create their own short video presentations about their chosen film.

290 The Big Fix: A Hollywood History of Heterosexuality

ENGLISH LANGUAGE COURSES FOR INTERNATIONAL STUDENTS

Westtown School benefits tremendously from its international students, who bring many different languages, viewpoints and world-wide backgrounds to the community. We are committed to supporting these students in the systematic, ongoing development of their English language skills as they work to acquire confidence, proficiency and sophistication of expression. All international students at Westtown take our core English courses (The Outsider in Literature, American Literature, etc.). Based on a variety of in-house and external measures, some international students are also placed into an additional course with a specific focus on English language and composition. The intermediate and advanced-level courses offered non-native speakers of English have the following outcomes as their goals: to support students with high intermediate or advanced proficiency in English so that they become comfortably bilingual in all skills before graduating from Westtown to provide a rich immersion in the reading of English, the skill our international students identify as being the most difficult of the four basic language skills (speaking, listening, writing and reading) to provide ample opportunities for the development of oral skills, with a deliberate focus on active smalland large-group discussions and presentations

Course Descriptions:
English Language and Composition for International Students 1
1 credit grades 9, 10, 11 This intermediate-level course is designed to develop fluency, accuracy and increased sophistication in all English language skills. Students are required to read independently and extensively and write regularly in individual reading journals as they develop English vocabulary, reading speed, comprehension, and writing fluency. Students also participate in literature circles - small, student-led discussion groups requiring each students written and oral participation. This course replaces a foreign language course in the students curriculum. Students enrolled in this course also take The Outsider in Literature.

ENGLISH (ESOL)
1 credit grades 10, 11, 12 This advanced-level course continues the development of fluency, accuracy, and increased sophistication in all English language skills. Short stories, lectures, essays, poetry and interviews from classroom texts are often linked with on-line sources (National Public Radio, TED talks, etc.) as students hone their listening skills while focusing on discussion-rich content. Students also regularly read newspaper articles of their choice and write responses in a current events journal as part of an ongoing focus on academic reading and writing. This course usually replaces a religion, language or history course in the students curriculum. Students in this course also take The Outsider in Literature or American Literature.

English Language and Composition for International Students 2

English Literature and Language Seminar for International Students (Advanced) credit This course supports students whose first language is not English as they work to master English in order to prepare for fluency in university-level courses. The focus is on reading, writing, listening, and speaking so that students build confidence in their ability to use context to understand vocabulary and nuance. The texts include essays and short stories as well as a graphic novel and a play.

HISTORY

HISTORY
Students are required to complete two credits in History, including U.S. History. Most students complete at least three history courses before graduation. The History Department exposes students to both western and nonwestern historical traditions while grounding them in the history of the United States. Courses embody the values and mission of Westtown School by fostering in students a deepening sense of civic understanding, involvement and activism. The history curriculum includes the following core experiences: Simulations and debates in which students articulate a critical stance on an issue of civic importance Reading, research and writing-intensive courses that emphasize careful analysis of primary and secondary texts, with emphasis on the historical essay 9th or 10th grade: Peace and Justice Social Action Project blends research and action through the projects advocacy component 10th grade US History primary document research in the Esther Duke Archives introduces students to essential research and analytical skills 11th and 12th grade year-long courses require a thesis-driven research paper 11th and 12th grade fall semester courses require a research paper 11th and 12th grade spring semester courses require a research project and presentation

Courses offered:
Courses offered every year:
(Please note: Courses taught in Semester 1 are designated S1; courses taught in Semester 2 are designated S2) Peace and Justice Peace and Justice (Advanced) American Cultures U.S. History Microeconomics S1 Hiroshima to 9/11 Hiroshima to 9/11 (Advanced) U.S. History for International Students U.S. History (Advanced) Macroeconomics S2 Modern World History -19th and 20th Centuries S2 Modern Indian History S2 Europe Since 1950 (Advanced) S2 Ancient World History (before 500CE)

Additional Semester courses for 2013-14

Modern World History1300-1500 S 1 Chinese History S1 Issues in Current Affairs (Advanced) S1

Courses Offered in 2014-15:

Latin American History Holocaust and Genocide (Advanced)

Course Descriptions:
1 credit grades 9-11 This course is designed to familiarize students who are non-native speakers of English with a number of the major factors contributing to the uniqueness of American culture. In addition, cultural exchange of ideas is encouraged, as students explore and affirm global diversity. 1 credit grades 9-10 This course examines methods of social change used by people and organizations to counter intolerance and injustice. Students study the Civil Rights Movement in depth as an example of non-violent social change. In the spring term the emphasis shifts to global issues with a focus on environmental justice and sustainability. During the year students develop a project that engages them in creating meaningful change (at the local, state, national or international level) on a topic they choose. Current events, films, primary and secondary sources all provide material for the course. Classroom activities include role playing, simulations, case studies, debates and small group work as well as whole group discussion. Field trips and guest speakers provide inspiration from leaders in the world of civic engagement. Emphasis is also placed on the development of effective study skills: library research, note-taking, outlining, and essay writing. This course culminates with students sharing their projects with the community in a Social Action Symposium.

301 American Cultures

312 Peace and Justice

10

HISTORY
313 Peace and Justice (Advanced) 1 credit grades 9-10

Peace and Justice (Advanced) students will be in classes with the core Peace and Justice classes; however, they will be expected to read additional works on topics related to material being covered in class. They will participate in an on-line discussion group with other advanced students and meet in seminar meetings several times per quarter. In addition advanced students will be expected to produce work demonstrating greater breadth of reading and depth of analysis. They will work collaboratively with other advanced students on their Social Action Projects. Students must maintain a 90 or higher average on each terms grade in regular course work. Successful completion of these additional elements will earn an Advanced designation on the transcript. Prerequisite: a grade of 90 or equivalent in 8th grade history or social studies course. 1 credit grades 10-12 This course is a survey of United States History, beginning with the colonial period and moving forward chronologically to the present day. Study skills fundamental to history are emphasized, in addition to mastery of the content of the course. Written work, tests, quizzes, and class presentations are all a part of course requirements. Teachers use a variety of teaching methods in the classroom with an emphasis on the discussion of issues and events in U.S. History. U.S. History is a graduation requirement. 1 credit grades 10-12 This course presents a basic survey of United States history for international students who have not studied US history prior to their high school years. One of the highlights is a primary document experience focused on Westtowns extensive archives. Emphasis in the course is on reading, analytical writing, and speaking. Debates on historical topics are frequent. Students are encouraged to examine U.S. history in comparison with their own countries experiences. This course fulfills the U.S. History graduation requirement. 1 credit grades 10-12 This course is an intensive, accelerated survey of United States History from the colonial era to the present. Summer reading, independent projects, debates, and research distinguish this course. This course fulfills the U. S. History graduation requirement. Prerequisite: 90 average in Peace and Justice and departmental approval. This course prepares a student for the SAT subject test in U.S. History. 1 credit grades 11-12 (Offered in 2014-15) This year-long course introduces students to the intriguing and diverse social, historical and cultural worlds of Latin America. Although the course proceeds chronologically, case studies from different countries illustrate important trends and events that have shaped (and continue to shape) Latin America. We begin by examining different theories about the peopling of the Americas and then shift to the encounter between European and indigenous cultures. Special emphasis is placed on the development of race and racism during the colonial era. The second half of the year is devoted to the twentieth century. We use conflict as a lens to examine the evolving relationship of the United States to Latin America by studying the Cuban Revolution, the Dirty War in Argentina, and the civil wars of Central America. 1 credit grades 11-12 (Offered in 2014-15) Ancient World History is a full-year course which studies the civilizations of the ancient world and world history through the medieval era. During the first term, the course studies in depth the earliest human societies in Asia, the Middle East, Africa and the Americas. Comparisons are drawn among these societies as issues of human divergence and convergence are explored. In the winter and spring terms , this course explores the ancient civilizations of the Axial Age including China from the late Zhou through the Han Dynasty, India through to the Mauryan and Gupta Dynasties, Ancient Greece and Rome as well as the Mayans and Mochica of the Andes. In addition to examining the social, religious, political and cultural dynamics of each time period, students explore a topic of personal interest within the context of the formal research project. 1 credit grades 11-12 (Offered in 2014-15) This seminar involves a comprehensive, full-year exploration of the Holocaust and genocide from multiple perspectives. Study of these events places significant demands upon students, challenging them to develop and draw upon knowledge in economics, history, philosophy, politics, psychology, sociology, and theology, covering centuries of history drawn from a dozen nations. Stories of hope, resistance, and rescue are presented along with policies and practices used to destroy targeted groups. The experiences and roles of perpetrators, victims, and bystanders are considered. Course content also includes other twentieth-century case studies of genocide. The final term is focused on how societies rebuild after experiencing genocide. Most especially this focus is on the nature and uses of truth and reconciliation commissions and the constitution of the Republic of South Africa. The course is reading- and writing-intensive and includes a research paper. Prerequisite: 90 average in previous history course work and departmental approval.

320 U.S. History

321 U.S. History for International Students

322 U.S. History (Advanced)

332 Latin American History

334 Ancient World History

340 The Holocaust and Genocide (Advanced)

11

HISTORY
1 credit grades 11-12 This course examines the global policies, people, and events that have shaped international relations from the use of the first nuclear weapons to the causes of 9/11 and the resulting global War on Terror. During the first term, the course focuses on the developing bi-polar world as the defining force in world political relations from the end of World War II to the collapse of the Soviet Union. During the second term, the course focuses on the Middle East as a center of conflict and instability that affects international relations on the world stage. We examine the roots of the Palestinian-Israeli conflict, the establishment of the state of Israel, control of resources in the Middle East/North Africa, the impact of 9/11 on world international relations, relations with Iran, the Arab Awakening, and other current developments. In addition to studying the nature of terrorism in a global context, the class also focuses on the political and economic ascendency of countries such as China and India, and growing impact of globalization. Current events are an important component of our work throughout the course. 1 credit grades 11-12 This course examines the global policies, people, and events that have shaped international relations from the use of the first nuclear weapons to the causes of 9/11 and the resulting global War on Terror. During the first term, the course focuses on the developing bi-polar world as the defining force in world political relations from the end of World War II to the collapse of the Soviet Union. During the second term, the course focuses on the Middle East as a center of conflict and instability that affects international relations on the world stage. We examine the roots of the Palestinian-Israeli conflict, the establishment of the state of Israel, control of resources in the Middle East/North Africa, the impact of 9/11 on world international relations, relations with Iran, the Arab Awakening, and other current developments. In addition to studying the nature of terrorism in a global context, the class also focuses on the political and economic ascendency of countries such as China and India, and growing impact of globalization. Current events are an important component of our work throughout the course. The pace of the advanced section is accelerated and students are expected to balance ongoing and long-term assignments simultaneously. Writing assignments include book reviews, current events analyses, all major history essay forms, a major research paper, and a culminating retrospective project. Prerequisite: 90 average in previous history course work and departmental approval.

341 From Hiroshima to 9/11 History

342 From Hiroshima to 911 (Advanced)

352 Chinese History Semester 1

credit grades 11-12 This class examines the history of China from the beginning of civilization to the present. The approach is that of a survey with attention given to the geographical, political, religious, artistic and economic histories of China. Throughout the semester regular attention to current events will help develop students awareness of Eastern Asia and the issues and challenges facing China as an emerging world power. credit grades 11-12 This semester-long elective examines the history of India from the 1857 Indian Rebellion through to the present. The class will have two broad units: the history of the Indian independence movement and India since independence. Throughout the semester regular attention to current events will help develop students awareness of the worlds largest democracy and the issues and challenges facing India as an emerging world power. This seminar type class will include regular discussions, debates, and discussion forum participation.

353 Modern Indian History Semester 2

354 Modern World History: 13001800 Semester 1

credit grades 11-12 Modern World History in the fall semester covers human history from approximately 1300 CE through to the late 18th century. It attempts to take a truly global approach to human history. Broad themes are explored, including the interactions of humans with their environment, the role of disease, the role of religion in conserving culture and propelling change, and the impact of technology. Special attention is given to issues of class division, power distribution, economic activity, gender differentiation, and identity formation. Most importantly the course strives to de-center the Western European model of history embodied in terms such as the rise of the West. Discussion and public speaking skills will be stressed.

355 Modern World History: 19th and 20th Centuries Semester 2

credit grades 11-12 Modern World History in the spring semester picks up the story of human history from the late 18th century and carries it forward to the present. It attempts to take a truly global approach to human history. Broad themes are explored, including the interactions of humans with their environment, the role of disease, the role of religion in conserving culture and propelling change, and the impact of technology. Special attention is given to issues of class division, power distribution, economic activity, gender differentiation, and identity formation. Most importantly the course strives to de-center the Western European model of history embodied in terms such as the rise of the West. Discussion and public speaking skills will be stressed.

12

HISTORY
credit grades 11-12 Economics is the study of how a society organizes itself to use limited resources to produce and share the goods needed to live healthy and fulfilling lives. The fall semester course is an introduction to Microeconomics, or the study of the decisions made by individuals or companies. Grounded in the schools mission with special attention to issues of stewardship and sustainability, Westtowns Economics courses also investigate the nontraditional discipline of Ecological Economics, which probes the limits of the Earths resources and calls into question the basic assumption of the feasibility of ongoing growth in consumption. Prerequisite: Two credits in History, including U. S. History. credit grades 11-12 Economics is the study of how a society organizes itself to use limited resources to produce and share the goods needed to live healthy and fulfilling lives. The spring semester course is an introduction to Macroeconomics, the study of the dynamics of entire markets. Grounded in the schools mission with special attention to issues of stewardship and sustainability, Westtowns Economics courses also investigate the nontraditional discipline of Ecological Economics, which probes the limits of the Earths resources and calls into question the basic assumption of the feasibility of ongoing growth in consumption. Prerequisite: Two credits in History, including U. S. History credit grades 10-12 Students will use primary and secondary resources to research major domestic and international current events. Students will research prior events that shape the coverage, and cause and effect dynamics of topics currently being covered. Students will use sources from a variety of nations, and news media sources to prepare presentations for classmates and the school community. Instructional time will be given to public speaking skills. Students will use a portfolio to track at least one major news item across each quarter and assess shifting coverage in major media outlets. The public speaking skills developed in this course are very useful for participation in Model UN. Prerequisite: 90 average in previous history course work and departmental approval. credit grades 11-12 This course will examine the formation and role of the European Union. The origins of the EU lie with the European Coal and Steel Community and the European Economic Community formed in 1951 and 1958 respectively. We will look at the growth of the EEC into the EU, and the role of the Maastricht Treaty in 1993, and the 2009 Treaty of Lisbon in further shaping and defining EU relationships. We will also look closely at events since the fall of the Berlin Wall and at the genocide in the former Yugoslavia. Prerequisite: 90 average in previous history course work and departmental approval.

356 Microeconomics Semester 1

357 Macroeconomics Semester 2

350 Issues in Current Affairs (Advanced) Semester 1

351 Europe Since 1950 (Advanced) Semester 2

13

MATH

MATH
Students must complete three credits of math in grades 9 through 12. Most students take four or five credits of math; a significant number of students reach Calculus or a higher level of math.

Department Philosophy
Westtowns Math Department exposes students to a rigorous, theoretical development of math systems both algebraic and geometric. Technology is utilized (in the form of calculators, programming languages, and applications software), depending on student needs and teacher interest, while still maintaining a rigorous grounding in writing clear, analytical mathematics.

Students will experience the following essential core experiences in the math curriculum
Flexibility in the curriculum: exceptional rigor and challenge for the most advanced math students as well as essentials classes for those who thrive with a slower pace Graphing calculator and proficiency with Excel integrated as an educational tool In-depth exploratory projects that apply math to every-day problems

Courses offered:
Algebra 1 Geometry Essentials Geometry Geometry (Advanced) Algebra 2 Essentials Algebra 2 Algebra 2 (Advanced) Algebra 2 & Trigonometry (Advanced) Functions Through Applications Math Independent Research (Advanced): explore Multi-variable Calculus, Differential Equations, Number Theory, or beyond Precalculus Calculus 1 Calculus 1 (Advanced) Calculus 2 (Advanced) Computer Science (Advanced) Linear Algebra (Advanced) Probability and Statistics

Sample Math Sequences:

Students usually take a math course EVERY year.
The chart below reflects some of the possible paths through the variety of math choices. Please note: We review the curriculum plan annually to ensure the pace and challenge are well-suited for the student. Superior achievement qualifies a student for advanced courses on a yearly basis with department permission.

9th grade
Algebra 2 &Trig (Adv) (Geometry in 8th grade or Geometry in summer) Algebra 2 (Adv) or Algebra 2 Geometry (Adv) Geometry (Adv) or Geometry Algebra 1 Algebra 1 Algebra 1

10th grade
Calculus 1 (Adv)

11th grade
Calculus 2 (Adv)

12th grade
Linear Algebra or Computer Science (Adv) Calculus 2 (Adv) Calculus 2 (Adv) Calculus 1 (Adv) or Calculus 1 Calculus 1 (Adv) Precalculus or Functions Functions

Precalculus Algebra 2 & Trig (Adv) Algebra 2 (Adv) or Algebra 2 Geometry (Adv) & Algebra 2 (Adv) Geometry (Adv) or Geometry Geometry Essentials

Calculus 1 (Adv) Calculus 1 (Adv) Precalculus or Functions Precalculus or Functions Algebra 2 (Adv) or Algebra 2 Algebra 2 Essentials

**Students who wish to take a math course for credit in the summer to accelerate must receive permission from the Department Chair before taking the course and must complete a Westtown assessment test in August to confirm placement.

14

MATH

Course Descriptions:
1 credit grade 9 or 10 This course provides the fundamentals in algebraic skills. Students study the simplifying of algebraic expressions, equation solving, and using these skills to solve a range of applications. Functional notation and graphing are emphasized. The course ends with an introduction to solving general quadratic equations. Successful completion prepares students to take Geometry Essentials, Geometry or Advanced Geometry. Prerequisite: Placement test 1 credit grades 9-11 This course covers the same material as Geometry with less emphasis on writing proofs. This course is designed for students who need more support in math. Successful completion of this course prepares students to take Algebra 2 or Algebra 2 Essentials. Prerequisite: Algebra 1 or Algebra 1 (Advanced)

512 Algebra 1

521 Geometry Essentials

522 Geometry

1 credit grades 9- 11 This course covers plane geometry and includes the study of congruency, similarity, ratio and proportion, area, the geometry of the circle, and right triangle trigonometry. Equal time is devoted to writing proofs and the use of computational aspects of basic results. Successful completion of this course prepares students to take Algebra 2, Algebra 2 (Advanced) or Algebra 2 & Trigonometry (Advanced). Prerequisite: Algebra 1 or Algebra 1 (Advanced) 1 credit grades 9- 11 This is an accelerated Geometry course for the exceptionally strong math student who needs the challenge of a fast-paced course in order to thrive in the classroom. This course covers the same topics as the regular Geometry course but in much greater depth and at a faster pace. Some Algebra 2 topics will be examined. Successful completion of this course prepares students to take Algebra 2, Algebra 2 (Advanced), or Algebra 2 & Trigonometry (Advanced). Prerequisite: Superior achievement in Algebra I (90 or better) or Algebra I (Advanced) (80 or better) and department permission

523 Geometry (Advanced)

531 Algebra 2 Essentials

1 credit grade 11 - 12 The curriculum of this course covers the fundamentals of Algebra 2 but with less rigor. This course lays the groundwork for future high school math study. The emphasis is on the manipulation of polynomial, logarithmic, exponential, rational and radical expressions, and solving equations and inequalities involving these expressions. Subsequent math courses could include Probability and Statistics or Functions through Applications. Prerequisite: Geometry or Geometry Essentials 1 credit grades 9 - 12 Algebra 2 completes the study of grammar of the language of mathematics. Using a functional approach, this course lays the groundwork for all future high school math study. The emphasis is on the manipulation of polynomial, logarithmic, exponential, rational and radical expressions, solving equations and inequalities involving these expressions. Anticipating a graphical emphasis of subsequent math courses, students are introduced to the graphs of associated functions. Next year math courses could include Probability and Statistics, Functions with Applications, or Precalculus. Prerequisite: Geometry Essentials, Geometry or Geometry (Advanced)

532 Algebra 2

533 Algebra 2 & Trigonometry (Advanced)

1 credit grades 9 - 12 Algebra 2 and Trigonometry (Advanced) is an accelerated course for the exceptionally strong math student who needs the challenge of a fast-paced course in order to thrive in the classroom. The course covers the same topics as the regular Algebra 2 and Precalculus. Successful completion of this course prepares students to take Calculus 1. Prerequisite: Superior achievement in Geometry (95 or better AND instructor recommendation) or Geometry (Advanced) (90 or better AND instructor recommendation) 1 credit grades 9 - 12 Algebra 2 (Advanced) uses the same textbook as Algebra 2 but moves faster and covers material in greater depth. Using a functional approach, this course lays the groundwork for all future high school math study. The emphasis is on the manipulation of polynomial, logarithmic, exponential, rational, and radical expressions, solving equations and inequalities involving these expressions. Anticipating a graphical emphasis of subsequent math courses, students are introduced to the graphs of associated functions. Successful completion of Algebra 2 (Advanced) prepares students to take Precalculus. Prerequisite: Geometry (90 or better) or Geometry (Advanced) and teacher recommendation.

534 Algebra 2 (Advanced)

15

MATH
541 Functions Through Applications
1 credit grades 11-12 This course will study the functions normally covered in a Precalculus course through their applications to the physical sciences, economics, and business phenomena. Unlike Precalculus, where these topics are developed from a rigorous theoretical foundation, students will encounter trigonometric, logarithmic, exponential, polynomial and rational functions as they emerge from application problems. The course will emphasize graphs, problem solving skills, and mathematical modeling using appropriate software. Students will also learn to communicate their solutions through writing and presentations. Prerequisite: Algebra II Essentials or Algebra II 1 credit grades 9 - 12 Seeking to prepare students for calculus, the course studies functions of a real variable: domain, range, graphing, and problem solving of trigonometric, logarithmic, exponential, polynomial, and rational functions. The concept of a limit is introduced for sequences, and then for more general functions. Continuity and the derivative of polynomial functions are rigorously developed. Prerequisites: A grade of 90 or higher in Algebra 2, a grade of 85 or higher in Algebra 2 & Trigonometry (Advanced) and department permission This course prepares students who have performed well to take the SAT subject test in Math Level II. Consultation with the instructor is suggested.

542 Precalculus

545 Probability and Statistics

1 credit grades 11 - 12 This course uses real-world data to develop an understanding of data summary, probability distributions, sampling, regression and correlation, and hypothesis testing. Experimentation, simulation, and theoretical approaches to the concepts will be utilized. Using this foundation, students design a study and interpret the data using appropriate tools. The TI-83 calculator and the statistical package Minitab are used. Prerequisites: Algebra 2 or Functions and department permission 1 credit grades 10 - 12 This course reviews the concept of a limit and then provides a full development of both differential and integral calculus. The material is both a base for more advanced mathematics and a tool for solving application problems in a wide array of disciplines. Prerequisites: Precalculus (80 or better) and teacher recommendation 1 credit grades 10 - 12 This course reviews the concept of a limit and then provides a full development of both differential and integral calculus. The material is both a base for more advanced mathematics and a tool in a wide array of disciplines. Students who successfully complete the course can take the AB level Advanced Placement exam. Prerequisites: Precalculus (85 or higher) or Advanced Algebra 2 & Trigonometry (80 or higher) and recommendation of instructor This course prepares students who have performed well to take the AP exam in Calculus AB. 1 credit grades 11 or 12 As a continuation of Calculus I, this course develops fully the following topics: techniques of integration, infinite series, calculation of functions in parametric and polar form. The course ends with an introduction to matrix algebra. Students are expected to share in the presentation of the material. Additional topics are included based on the special interests of students and instructor. Prerequisites: Calculus I with a final grade of 80 or higher and department permission This course prepares students who have performed well to take the AP exam in Calculus BC. 1 credit grade 12 This is a course in which students meet regularly to discuss solutions to assigned problems and explore basic research questions. Starting with vector spaces and linear transformations, fundamental results in linear algebra are developed and applied to our study of difference equations, Markov chains, linear differential equations, and least-squares problems. Prerequisites: Calculus 2 with an 80 or higher and department permission

550 Calculus 1

551 Calculus 1 (Advanced)

561 Calculus 2 (Advanced)

562 Linear Algebra (Advanced)

555 Computer Science (Advanced)

1 credit grades 11- 12 This advanced level course provides an introduction to computer programming and is designed for students with little or no previous programming experience. Fundamental concepts of object-oriented programming are taught using the Java language. Topics discussed include simple data types and structures, program control structures, class and object design considerations, encapsulation, search and sort algorithms, inheritance, and polymorphism. Students learn the importance of, and regularly practice, correct Java programming syntax and style by working on many small-scale programming projects and labs that allow them to solve problems, design simple algorithms, code, test, and debug their programs. Prerequisites: A final grade of 80 or higher in Precalculus, 85 or higher in Functions, and department permission This course prepares students who have performed well to take the AP exam in Computer Science AB and/or Computer Science A. Consultation with the instructor is suggested.

16

SCIENCE

SCIENCE
Students must take at least two of the following lab sciences: Physics, Chemistry, Biology. Most students will complete all three of these foundation sciences, with a significant number of students completing at least one advanced level seminar in their junior or senior year.

Department Philosophy
The Science Department encourage students to question, explore their surroundings, seek answers, and look at the world from different perspectives. Humans profoundly impact the world today, and a deeper understanding of this impact is essential to responsible stewardship.

Students will have the following core experiences in their study of science:
A sequence of courses which builds from the most basic physical force to complex life processes, starting with Physics first, through Chemistry as a foundation for understanding of molecular biology Scientific approach in every course informing students about social and global concerns Labs which use the schools diverse campus ecosystems to explore topics and provide examples Advanced courses in contemporary science

Courses offered:
Physics 1 Physics 1(Advanced) Chemistry 1 Chemistry 1 (Advanced) Biology 1 Biology 1 (Advanced) Environmental Science Design and Engineering (Semester 2) Biology 2 (Advanced): Evolutionary History of Life on Earth Chemistry 2 (Advanced): General Chemistry Physics 2 (Advanced) Research Ecology (Advanced) Biology 2: Human Anatomy and Physiology (Semester 1) Biology 2: Forensics (Semester 2) Science Independent Research (Advanced) (Semester 1)

Sample Science Sequences: Students complete at least Physics, Chemistry, Biology.

The chart below reflects some of the possible paths through the variety of science choices. Please note: We review the curriculum plan annually to ensure the pace and challenge are well-suited for the student. Superior achievement qualifies a student for advanced courses on a yearly basis with department permission.

9th grade
Physics 1 (Adv) or Physics 1

10th grade
Chemistry 1 (Adv) or Chemistry 1

11th grade
Biology 1 (Adv) & Chemistry 2 (Adv) or Physics 2 (Adv) (w/ dept. permission) Biology 1 (Adv) or Biology 1 & Environmental Science (w/ dept. permission) Biology 1 (Adv) or Biology 1

12th grade
Physics 2 (Adv) Biology 2 (Adv) Research Ecology (Adv) Biology 2 (Adv) Chemistry 2 (Adv) Physics 2 (Adv) Research Ecology (Adv) Biology 2 or Research Ecology (Adv) or Environmental Science Or level 2 advanced options Biology 1 (Adv) or Biology 1

Physics 1 (Adv) or Physics 1

Chemistry 1 (Adv) or Chemistry 1

Physics 1 (Adv) or Physics 1

(Chemistry in summer)

Physics 1 (Adv) or Physics 1

Chemistry 1 (Adv) or Chemistry 1

**Students who wish to take a science course for credit in the summer to accelerate must receive permission from the Department Chair before taking the course. If they hope to accelerate to a level 2 science, they must complete a Westtown assessment test in August to confirm placement.

17

SCIENCE

Course descriptions:
1 credit grades 9-11 Physics 1 introduces students to active lab experiences as the foundation for the study of science. All students are required to study Physics before other sciences in order to establish a conceptual understanding of the nature of matter and energy. Students learn to apply the mathematical tools that scientists use in the laboratory including equations, graphical analysis, and computers. The course is very hands-on and laboratory centered, using modern computer sensors and specialized graphing software to aid in accurate data collection. The technology applied on a regular basis affords students the time to focus on a more sophisticated level of analysis. Topics include an overview of the scientific method, the metric system, laws of motion in one and two dimensions, rotational motion, waves, forces, gravity, energy, work and electricity. A TI 83 or TI 83+ calculator is required. Co-requisite: Algebra 1 1 credit grades 9-11 This advanced course offers a foundation for future work in the sciences. Topics covered include the study of motion in one and two dimensions, forces, momentum, energy, gravitation, rotational motion, waves, sound, and light. Inquiry-based hands-on labs will be used throughout the course to explore these topics. Physics 1 Advanced is available to those students who are accelerated in their mathematical training, as the course makes extensive use of algebra to model physical systems and introduces trigonometry for two-dimensional analyses. Upon completion of this course, students may prepare for the SAT Subject Test in Physics with additional independent work, or opt to take Physics 2 in their junior year. The TI83 or TI 83+ is required for this course. Co-requisite: Geometry (Advanced) or higher

612 Physics 1

613 Physics 1 (Advanced)

631 Chemistry 1

1 credit grades 10-12 This is a comprehensive course that emphasizes concepts and quantitative problem solving. Laboratory work is an integral part of the course familiarizing students with chemical laboratory equipment, procedures and reagents. The lab work also gives students extensive hands-on experience with chemical reactions and develops strong analytical skills. Topics include nomenclature, chemical reactions, stoichiometry, atomic theory, periodic trends, bonding, gas laws, phase changes, thermodynamics, solution chemistry, reaction kinetics, chemical equilibrium, acid/base chemistry, and electrochemistry. Students should have a solid background in algebra. Prerequisite: Physics 1 1 credit grades 10-12 This is a comprehensive first-year course in general and inorganic chemistry plus some exposure to nuclear chemistry and organic chemistry. This course moves at a faster pace than regular Chemistry. The course uses a college-level textbook and has a greater emphasis on analytic problem-solving and interpretation of laboratory data. Students are exposed to more abstract thinking in terms of model building and applications of mathematics. Prerequisite: Physics 1 with grade of 88 and department approval Teachers assist students who have performed well in Chemistry 1 (Advanced) to prepare for the SAT subject test in Chemistry. Independent work will be required outside of coursework. Consultation with the instructor is essential. 1 credit grades 11-12 This course emphasizes the basic three tenets of modern biology: the cell as the basic unit of life, DNA as the molecule that controls cell function as well as heredity, and evolution as the driving force of life on earth. Students complete lab work that complements and underlines the concepts learned in class. Using microscopes the students explore cells of all types. They also use techniques of modern biology such as electrophoresis to study DNA. Beyond the classroom lab, students utilize the Westtown campus as a rich resource to observe plant life and principles of ecology. Prerequisites: Physics 1 & Chemistry 1 1 credit grades 11-12 This course covers the same material as Biology 1 in greater depth and at a faster pace. It is a reading- and writing-intensive course in which students are asked to read from several types of scientific periodicals. Using these resources the students complete independent research projects, such as an annotated bibliography, which allows them practice in writing succinct and clear abstracts. Students in this class also do more advanced lab work, especially in molecular biology. During the spring term they also complete an independent lab-based research project. Prerequisite: Physics 1, Chemistry 1, and departmental approval 1 credit grade 12 This course looks at how life as we see it today came to be. It focuses upon the theory of evolution as a central theme in biology. The course begins with an exploration of geologic time, plate tectonics and the shapes of continents and explores the development of Darwins hypothesis of evolution by means of natural selection. This course investigates the evolution of a number of systemsfrom the cellular level to invertebrate animals and vertebrate animals including the evolution of humans. Current issues in evolution are woven through the year, including the impact of the recent discoveries in genetics and the human genome project. The laboratory component includes comparative studies of living and preserved organisms, making extensive use of the campus as a resource as well as using the extensive Westtown fossil collection. Prerequisites: Physics 1, Chemistry 1, Biology 1

632 Chemistry 1 (Advanced)

640 Biology 1

641 Biology 1 (Advanced)

651 Biology 2 (Advanced): Evolutionary History of Life on Earth

18

SCIENCE
1 credit grades 11-12 This advanced course introduces students to the fundamental aspects of inorganic chemistry, including reaction stoichiometry, chemical bonding, modern atomic theory, the chemistry of gases, liquids, and solids, chemical equilibria, acid-base chemistry, thermodynamics, reaction kinetics, electrochemistry, and introductory organic chemistry. The class also includes more advanced topics in bonding, coordination chemistry, and analytical chemistry. Students participate in weekly labs. Prerequisites: Physics 1, Chemistry 1, Biology 1 (Can be take concurrently with Biology 1 with department permission) This course prepares students who have performed well to take the AP exam in Chemistry. Consultation with the instructor is recommended. 1 credit grades 11-12 Physics 2 is a second-year calculus-based physics course intended to explore in-depth physical principles and their relationships to practical applications. The topics build on those presented in Physics 1 (Advanced) and include electricity, magnetism, quantum theory, nuclear physics, and relativity. Investigations of topics will be through a college-level textbook, inquiry-based hands-on labs, computer simulations, and supplementary readings. Completion of Physics 2 fully prepares students for the SAT Subject Test in Physics as well as the AP Physics B and C (Electricity & Magnetism) exams. Topics may include research of historical, ethical and philosophical issues in physics today. Co-requisite: Calculus 1 or higher. Prerequisite: Physics 1, Chemistry 1, Biology 1 (may be taken concurrently with department permission) 1 credit grades 11-12 This advanced science course introduces students to basic principles of ecology and field data collection, while honing sharp observation skills. The course uses the diverse habitats of Westtowns campus, focusing on topics that can be studied in the field. Topics include forest dynamics, soil and water ecology, and agricultural ecology, as well as other issues which arise in the field. A portion of the class is dedicated to spatial analysis and mapping. Students learn to observe and read the landscape, putting together individual pieces and relationships into large scale patterns. Students should be interested in studying ecology and working in the field. Prerequisites: Physics 1, Chemistry 1, Biology 1 (Can be taken concurrently with Biology 1 with department permission) credit grades 10, 11, 12 Design and Engineering is a semester course using the structure of a collaborative team to design and build solutions to authentic challenges. Possible projects might include development of aquaculture fish farm, development of technology to assist those with disabilities or the development of a functioning replica of the Mars Rover. Project-based inquiry will be the principle means of delivering and mastering content. Admittance to the course will be in consultation with the department and the instructor.

652 Chemistry 2 (Advanced): General Chemistry

653 Physics 2 (Advanced)

654 Research Ecology (Advanced)

655 Design and Engineering

660 Biology 2: Human Anatomy and Physiology (Semester 1)

credit grade 12 Beginning with an overview of the hierarchy of organization within the human body and anatomical terms, this course will examine in depth the structure and function of selected human systems. Particular attention will be paid to how systems maintain homeostasis and how this balance can be upset by disease. Laboratory exercises will provide insight into the workings of each system. Prerequisite: Physics 1, Chemistry 1, Biology 1 credit grade 12 Forensics explores how physics, chemistry and biology work together to investigate events in the past. Laboratory exploration of topics such as hair and fiber analysis, paper and ink analysis, DNA analysis and blood evidence is extensive. The final examination consists of demonstrating practical application of skills learned to the solution of a crime. 1 credit grades 11-12 During the first half of the year this course examines the biology and chemistry of aquatic and terrestrial environments, weather and climate, introductory earth science and geology. The second half of the year focuses on issues of pollution, energy, climate change, and sustainability. Students will use their understanding of the natural landscape to analyze and interpret the science behind the most prominent environmental issues. Lab work will supplement the class room experience. Prerequisite: Physics 1 and Chemistry 1. May be taken in the same year as Biology 1 with department permission.

661 Biology 2: Forensics (Semester 2)

670 Environmental Science

19

WORLD AND CLASSICAL LANGUAGES

WORLD and CLASSICAL LANGUAGES

Students are required to take at least two consecutive years of a single foreign language; we recommend that they take at least three years of a foreign language. While 70 is a passing grade to receive credit, students with a grade below 80 are expected to complete work over the summer to remediate their skills in order to achieve the expected proficiency to proceed onto the next level of study.

Department Philosophy:
The World and Classical Languages Department aims to prepare the Westtown students for a world in which people of diverse linguistic and cultural backgrounds collaborate together in the workplace of the future. Immersion in additional languages and working toward fluency are essential tools for a global world.

Students who complete four years of language study will have gained:
Insight into, and appreciation for, a culture and way of thinking different from the students own An ability to communicate by reading, hearing and speaking at least one additional language The opportunity to join long-standing exchanges in Spain, France and Martinique, gaining first-hand immersion experience and close connections with host families Daily experience in immersion language immersion in the classroom, providing a high level of proficiency in communicating in spontaneously in the spoken languages

Courses Descriptions: FRENCH

1 credit grades 9-12 This introductory French course emphasizes equally the four basic language skillsspeaking, reading, writing, and listening. In particular, students develop correct French pronunciation and intonation patterns, differentiating sounds, spelling correctly with accent marks, and beginning the process of building individual fluency in basic everyday situations. Special emphasis is also placed on learning fundamental elements of French cultures and what it means to be the foremost champion of the ideals of the French Revolution and a member of the European Union. Finally, throughout the year, students explore not only the great ethnic and cultural diversity in present day France and its overseas departments, but also in the many French-speaking countries around the world. 1 credit grades 9-12 French 2 is conducted in an immersion environment. Students in the second year of French are asked to begin using the language in a variety of situations. The class anchors on the practice of both verbal communication and nonverbal skills to enhance communication and understanding. This class puts the students in authentic situations and requires them to interact interpersonally with others both in the classroom and outside with native French speakers. Each day, students are asked to use the language, for a purpose, to use it in context, and to use it to interact with others. At the end of French 2, a student should be well prepared for the more advanced conversations that will occur in French 3. 1 credit grades 9-12 This course begins with a careful review of the vocabulary and grammar covered in French 2. We then proceed to build our passive and active vocabulary banks covering everyday situations while we complete our study of all basic grammatical forms. Special emphasis is placed on comprehending this more advanced material in numerous listening comprehension and reading exercises and then in using it in original conversation and writing. In addition, we review a summary of the high points of French history from the Roman Empire to the present day, as well as units emphasizing the history, culture, and uniqueness of francophone areas in the Caribbean and Africa. 1 credit grades 10-12 This more advanced course requires the development of basic language skills to a distinctly higher level. Our advanced grammar text, which is written entirely in French, is very challenging as is our conversation and vocabulary development text which requires detailed written and verbal descriptions of pictures depicting scenes from everyday life. In addition, reading selections (poetry, short stories, biographical sketches, and articles) are much more complex than in French 3. In the first term, for example, we study the text and DVD of an interview of a French Jew deported to Auschwitz during the German occupation followed by an in-depth study of the short novel, Le Petit Prince. Then, in a special effort to understand the point of view of francophone speakers of color around the world, we begin a study of francophone writings and cinema outside of France with the film, Rue Cases-Ngres, by Euzhan Palcy of Martinique. By the end of the year, students are expected to be able to write well-developed original paragraphs and give fluent verbal rsums on covered topics. This course prepares students who have performed well to take the SAT subject test in French Language or French with Listening (November only). Consultation with the instructor is suggested.

411 French 1

412 French 2

413 French 3

414 French 4 (Advanced)

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WORLD AND CLASSICAL LANGUAGES

415 French Seminar 5 & 6 (Advanced)
1 credit grades 11-12 Requires a high level of fluency in all four basic language skills: speaking, reading, writing, and listening comprehension. These skills are developed through the study and discussion of selected articles, essays, poetry, film scenarios, plays, short stories, and filmsnot only from France but also from francophone Africa and the West Indies. In addition, students are required to familiarize themselves with numerous francophone websites in order to obtain information for organizing and presenting personal portfoliosone for each term and each treating a different area of the francophone world. In this endeavor they are given a great deal of latitude to create original waysverbal, written, and pictorialof not only describing their discoveries but also their personal reactions to them. Finally, our special objective of the year as a class will be to understand why francophone peoples of color in former European coloniesespecially in Haiti, the Congo, and Algeria revolted against European colonialism, and how the residues of this legacy continue to influence their thinking and behavior in the contemporary world. This course prepares students who have performed well to take the SAT subject test in French Language or French with Listening (November only) and/or the AP exam in French Language and Composition. Consultation with the instructor is suggested.

GERMAN
435 German Seminar 5 & 6 (Advanced)
1 credit grades 10-12 All students who have completed four years of high school German or the equivalent are eligible for the German Advanced Seminar, a year-long course designed to celebrate the German language as well as continue the development of all four language skills: speaking, reading, writing, and listening. Class discussions and writing will be based upon a variety of resources, ranging from the novel Im Land der Schokolade und Bananen (Gndisch) and the classic play Der Besuch der Alten Dame (Drrenmatt) to full-length feature films (Bella Martha, Nirgendwo in Afrika, Jenseits der Stille), online resources, and popular German music. Students will also have the opportunity to pursue independent reading and internet-based research on topics of their own choosing. Students who do well in this course should feel confident taking the SAT subject test in German Language (June only) or German with Listening (November only). After consultation with the instructor, some students may wish to take the AP exam in German Language and Composition.

MANDARIN CHINESE
481 Mandarin Chinese 1
1 credit grades 9-12 This introductory course is designed for students who have little or no prior exposure to Chinese. The main objective of the course is to help students build understanding of Chinese language and culture with themes and subjects that relevant to their daily lives focusing on interpersonal, interpretational and presentation skills. The pedagogical instruction employs a spiral-up, step-by-step approach that reinforces oral communication and a solid foundation of character recognition and writing. By the end of this year, the students will be able to participate in a simple conversation on very familiar topics using memorized words and phrases, and respond to simple questions. The students will be able to recognize 200 characters and reproduce approximately 100 characters. 1 credit grades 9-12 A continuation of Mandarin Chinese 1, the objective of the course is to help students build a solid foundation of the four language basic skillslistening, speaking, reading, and writing in an interactive and communicative learning environment. By the end of this year, the students should be able to participate in a conversation asking and responding to questions about biographical information, likes and dislikes, needs; share simple descriptions; recombine words and phrases into new sentences. The students will be able to recognize and reproduce approximately 200-350 characters, read simple stories and write short notes. 1 credit grades 10-12 The objective of Mandarin Chinese 3 is to continue building a solid foundation of the four basic skillslistening, speaking, reading, and writing. By the end of this course, the students should be able to ask and answer questions in order to carry on a conversation about daily activities, friends and family, preferences; and to express ones thoughts on familiar topics. The students will be able to recognize and reproduce approximately 350-500 characters; and read short stories and write short essays. In order to develop students listening and speaking ability, short Chinese movies or television shows or video clips will be integrated into the course curriculum. 1 credit grades 10-12 This is an intermediate-advanced language class presuming fluency in speaking and listening that focuses on reading and writing abilities. It aims at laying a solid foundation in language form and accuracy for students. By the end of this course, the students will be able to initiate and maintain an extended with ease and confidence about work, school, recreation, personal interests and areas of competence, and discuss events that happened or will happen. By the end of the year, students are expected to have mastered the 500-650 most commonly used characters and to have the ability to read basic Chinese texts and write 1-2 pages essays. Students will be encouraged to practice oral communication with each other every day.

482 Mandarin Chinese 2

483 Mandarin Chinese 3

484 Mandarin 4 (Advanced)

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WORLD AND CLASSICAL LANGUAGES

485 Mandarin 5 (Advanced)
1 credit grades 11-12 This course is designed for students with advanced level training but who need some further refinements on pronunciation, grammar, and vocabulary usage. This course also stresses oral discussion, and accuracy of language performance. By the end of the course, the students are able to sustain a conversation on a wide variety of topics, asking and responding to a variety of questions, making recommendations, describe in detail and narrate in all major time frames, and handle a complication or unexpected event. By the end of the year, students are expected to have mastered the 650-800 most commonly-used characters and to have the ability to express themselves coherently in a series of sentences. Writing and oral presentations in Chinese are required in classroom. In addition, Mandarin 5 class will provide a broader perspective on Chinese culture, more up-to-date language components, such as authentic linguistic materials and new illustrations are introduced with a view towards reflecting cultural life in the dynamic and rapidly changing contemporary China.

SPANISH
1 credit grades 9-12 Spanish 1 is a course that allows students with little to no previous Spanish language experience to develop the knowledge and skills necessary to communicate effectively in everyday situations and authentic contexts. Developing proficiency in Spanish allows students to gain access to and develop a greater respect for Spanish-speaking cultures. The course focuses on developing the four language skills: speaking, listening, reading, and writing. Grammar structures and vocabulary are studied in the context of communication activities. The course aims to develop intercultural awareness through the study of diverse practices, perspectives, and contributions of Spanish-speaking cultures and communities while also building linguistic proficiency. Instruction is conducted in the target language and students interact exclusively in Spanish after the first eight weeks of the course. 1 credit grades 9-12 After an initial assessment period in Spanish 1, a group of exceptionally-motivated and strong language learning students are selected to participate in Spanish 1&2, an accelerated, a fast-paced class. All instruction and classroom participation in this course is conducted entirely in Spanish. The overall goal is to guide and prepare motivated students to use the Spanish language naturally and effectively. The course provides a maximum level of exposure to the target language and emphasizes oral proficiency. Strong overall performance qualifies students to enter Spanish 3 the following academic year. 1 credit grades 9-12 In this course students will continue to develop their speaking, listening, reading and writing skills. The course emphasizes oral proficiency in the target language. Its goal is to prepare students to handle successfully a variety of uncomplicated, basic, and communication in social situations. Strong overall performance qualifies students to enter Spanish 3 the following academic year. 1 credit grades 10-12 In this course students will continue to develop their speaking, listening, reading, and writing skills. The course emphasizes oral proficiency in the target language. Its goal is to prepare students to handle successfully basic communication in social situations. Students will work toward successfully initiating, sustaining and closing general conversations with a number of strategies appropriate to a range of circumstances and topics. Strong overall performance qualifies students to enter Spanish 4 the following academic year. 1 credit grades 10-12 Spanish 4 is designed to move students into the realm of literary and cultural studies. The focus of the course is tri-fold. First, students are introduced to narrative in Spanish by way of the reading, analysis, and discussion of short stories. Second, the course offers students an opportunity for cultural exploration by way of adopting a Spanish-speaking country and keeping up-to-date with current affairs by reading articles from authentic on-line newspapers from each country and presenting bi-weekly oral reports based on those articles. Third, students have the opportunity to review grammar and polish critical and analytical writing skills by way of producing essays and compositions directly related to current affairs or literary topics discussed in class. Feature films such as Cobardes and El Norte are used as the source of class discussions and writing exercises as we discuss global issues such as bullying and immigration. The films also provide opportunities to examine cultural values and stereotypes. During the final quarter of the year, students are expected to produce a formal research paper and presentation based on a topic related to the country selected by each student at the beginning of the year. This course prepares students to take the SAT II Subject Test: Spanish with Exam with Listening in November.

450 Spanish 1

451 Spanish 1 & 2 (Accelerated)

452 Spanish 2

453 Spanish 3

454 Spanish 4 (Advanced)

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WORLD AND CLASSICAL LANGUAGES

1 credit grade 12 Spanish 5/6 is a year-long course taught in a seminar format. It is open to students who have completed the first four years of Westtown Schools Spanish curriculum or who request entry by way of placement testing. The course is meant for students with intermediate and advanced proficiency in the language. Its spiraling curriculum is designed to offer a different focus from year to year allowing for students to acquire the highest level of mastery in the target language. Spanish 5 offers a review of grammatical concepts through the study of literature and film. Students are introduced to literary analysis and attend a play which corresponds to one of the works read in class. Spanish 6 gives students an introduction to Latino Studies and allows them to use their Spanish for community service. The course is designed to enhance speaking, writing fluency and accuracy, listening comprehension, and reading experience. Special emphasis is placed on the continuation of the development of critical reading and thinking skills. Through the reading of literary pieces, viewing of feature-length films, study of popular music, and community service among the local Latino communities students develop increased understanding of the Spanish speaking cultures.

455 Spanish Seminar 5 & 6 (Advanced)

LATIN
As a classical language, the study of Latin must be considered somewhat separately from the study of modern languages. Although there is similar attention given to learning grammar, vocabulary, history, and culture, there are notable differences. Since classical Latin is no longer a spoken language, less emphasis is put on mastery of conversational skills and accent. Although Latin is employed in oral exercises, most of the class is conducted in English. Students study relevant etymological and syntactical connections between Latin and English in an effort not only to increase proficiency in Latin, but also in English. The study of Latin culminates with a students ability to translate the original works of Latin authors and to analyze them in the appropriate contexts of history, literature, and philosophy.

471 Latin 1

1 credit grades 9-11 This course aims to give the student the broadest understanding of the ancient Roman world. Primarily, we will study the Latin language and many of its intricacies. A more complete understanding of English grammar will facilitate our transition to Latins unique structure. Students will simultaneously study the more intriguing aspects of ancient life and the impact it has in our own culture. Topics of interest include literature, history, religion & mythology, philosophy, art, and archaeology.

472 Latin 2

1 credit grades 9-12 Latin 2 marks a transition from studying grammar and syntax to reading original, unadapted Latin texts. Students will be introduced to more complex structures of Latin syntax, they will increase their vocabulary and strive towards greater fluency in translations. The primary text through the first two trimesters will continue to be Latin for the New Millennium. As students become comfortable reading more intricate Latin, they will abandon their textbooks and begin reading Julius Caesars Commentarii de Bello Gallico, a first-hand account of Caesars campaigns through Gaul and Briton written by the general himself. Students will quickly discover that reading original Latin can be quite unlike reading sentences from a textbook. It requires a comprehensive understanding of the language, rather than a topical one. It is more challenging, but also far more rewarding. As students traverse the text, they will study Roman history and culture in greater detail, especially as it pertains to the life and times of Julius Caesar. 1 credit grades 10-12 For third year Latin students this course marks a transition in the study of the Latin language. Many of the major grammatical and syntactical topics have now been covered, and they can begin to explore the language on their own terms. Their focus will now shift from learning through a textbook to the realm of Roman literature in its original form and a close examination of the history and culture surrounding such works. The works that we will focus upon in class are two of the most articulately crafted, intriguing, and beautiful in all of antiquity. The first semester will be spent reading Cicero and Sallusts accounts of the Catilinarian Conspiracy. During the second semester we will read selections from Ovids Metamorphoses. This is a poetic work chronicling many of the most famous stories of Greco-Roman mythology. Legends of passionate love, terrible anger, and unspeakable sorrow are brought together by the common theme of transformation. Here we will read the stories of Daphne, Narcissus, Niobe, and other gods and heroes of ancient myth. This curriculum alternates annually with the Latin 4 curriculum below. This course will next be taught in the 2014-15 school year.

473 Latin 3

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WORLD AND CLASSICAL LANGUAGES

1 credit grades 10-12 Since Homer first sang of the wrath of Achilles, poetry has been an enduring phenomenon inspiring the foundations of western culture. There is no greater medium for expressing the power of a single word, the profundity of a thought, or the magnificence of a legend. Throughout the ages poetry has been inextricably linked with love, faith, delight, sorrow, and, most notably for ancient authors, politics. This course will focus on reading Vergils most celebrated work, the Aeneid. The Aeneid is an epic work in the style of the Greek poet, Homer. Its beauty and precision are matched only by its awesome power as a political instrument. Other historians, poets, and writers, both ancient and modern, will give us a more complete picture of this era of transformation and its lasting impact on the world. This curriculum alternates annually with the Latin 3 curriculum above. This course will next be taught in the 2013-2014 school year. 1 credit grades 10-12 The great works of classical literature stand on their own, but much of their significance can only be fully appreciated when understood within the greater realm of works spanning over many centuries. The intent of this course is to introduce advanced Latin students to a broad range of authors and genres that comprise various periods of Latin literature. Identifying the interrelations and tracking the evolving spirit of Romanitas among these diverse authors and works will lead to greater appreciation for the scope and significance of classical literature. Works read in this class are largely determined by students particular interests and experience, though emphasis is also put upon expansion of repertoire. The class itself runs as a seminar with heavy emphasis upon translation, analysis, and scholarship. Works we have read in the past include those of Catullus, Horace, Vergil, Lucretius, Pliny, Cicero, and Livy. We have also included authors from Late Antiquity (e.g., St. Augustine, Jerome, etc.) as well as the Middle Ages.

474 Latin 4 (Advanced)

475 Latin Seminar 5 & 6 (Advanced)

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RELIGION

RELIGION
Students are required to take 1.5 credits of Religion in grades 10-12. Consistent with Westtowns emphasis on justice, all courses provide a perspective that includes a diversity of views of people and communities. The Religion Department develops practical knowledge and spiritual depth through exposure to religions of the world. We do this by exploring primary-source texts and by direct experience with followers of religious traditions. Reading sacred texts invariably fosters critical examination of ourselves and contemporary culture. This can build bridges of understanding in a world in which religious differences so often lead to violence.

Students will have the following core experiences in the religion department:
Field trips to a local mosque, Hindu temple, Buddhist sangha Experience in the practice of reflection and mindfulness as an essential skill Teachers who regularly emphasize the art of respectful listening, allowing students to learn various ways to interpret religious literature and experience Course assignments that often permit a variety of responses: academic research, field studies, drama, multi-media, film and music Examination of the role of religion in current events

Required Courses:
The Bible: Message and Meaning World Religions One Religion Elective (regular or advanced) (10th or 11th grade) (11th or 12th grade) (11th or 12th grade)

Elective Offerings:
Contemplative Experience Liberation Theology Business and Society (Advanced) Science and Religion Religion & Social Change: Nonviolence and Justice (Advanced) (Semester 1) Religion & Social Change: Liberation, Human and Environmental Justice (Advanced) (Semester 2)

Course Descriptions:
701 The Bible: Message and Meaning credit grades 10-11
Students read selections from the Bible, the Hebrew Scriptures and the Christian New Testament, to understand its unique interpretation of history and human nature, its perception of the relationship between God and human beings and its insights into contemporary life. The course asks essential questions: What does the Bible tell us about us, about history, faith, and religious practice? The course also examines the way the Bible continues to impact human history and contemplative experience. credit grades 11-12 World Religions explores the dominant religions of Asia and the Middle East Hinduism, Buddhism, and Islam. These traditions not only shape modern societies in powerful ways, but also offer unique and often instructive correctives to Western attitudes. The traditions are studied through literature, film, field trips, and guest lecturers. Our primary learning tool is the seminar discussion, augmented with group projects and individual research. Prerequisite: The Bible: Message and Meaning. 10th graders who wish to take World Religions in the second semester of their sophomore year can do so only with the approval of the Department Chair in consultation with the students classroom teacher.

702 World Religions

703 Liberation Theology

credit

grades 11-12

Gandhi, Martin Luther King, Malcolm X, Dorothy Day, Oscar Romero and many more could be called Liberation Theologians. Liberation Theology examines religion as a vehicle and means of social and political liberation. It recognizes and explores the intimate connection between religion, politics, and the pursuit of justice in the modern world. The course calls the student to self-examination and awareness of key social and ethical issues such as first-world privilege and class distinction, gender inequality, and racial divide. Liberation Theology is theology for the oppressed, the persecuted and the discriminated including Bob Marley, Jurassic 5, Kid Cudi, Anti-Flag, Rage Against the Machine, and many more. Prerequisite: The Bible: Message and Meaning and World Religions. Students taking World Religions may obtain departmental permission to take this course simultaneously.

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RELIGION
credit grades 11-12 This course delves into the inward journey, exploring the mystical, personal, and experiential dimension of religion and spirituality. We trace this thread as it runs through historical figures and movements within a variety of religious traditions. Exploration of transcendent, unifying, and even unutterable religious experiences are considered. The course examines movements from the East (Zen, Taoism, Hinduism), from the West (Gnostic Christianity, Khabalah, Sufism), and from indigenous cultures (Native American, Aboriginal). The schools weekly practice of Quaker un-programmed worship will provide another window into contemplative activity. An emphasis on personal experience is highlighted through guest lecturers, field trips to local retreat and monastic centers, and student exploration of specific contemplative practices. Prerequisite: The Bible: Message and Meaning and World Religions. Students taking World Religions may obtain departmental permission to take this course simultaneously. credit grade 11-12 (Offered in 2014-15) Right or wrong, religion has historically provided the answers to the big questions of existence, but in the past few hundred years, science has provided a story of its ownhow humans came to be, how the earth is organized, how the cosmos developed, and the principles that shape life. Those discoveries have not only rocked the foundations of religious communities, but also have challenged common sensethe elasticity of time, a universe with no edge, things being in two places at once, undetectable matter, etc. What is the story the universe is telling? Does it hold answers for us as humanity makes its way into a precarious future? Does it provide wisdom? And how does the story of the universe compare with ancient religious stories? We tackle these questions using several contemporary texts written for the non-scientist, and also through Daniel Quinns novel Ishmael as it explores the worldview of life in an industrial society. Prerequisite: The Bible: Message and Meaning and World Religions. Students taking World Religions may obtain departmental permission to take this course simultaneously.

704 The Contemplative Experience

705 Science and Religion

707 Religion and Social Change (Advanced) RSC: Non-violence, Justice, and Social Change Semester 1

credit

grade 11-12

This course examines the history and key voices of non-violence and the search for justice in modern history. The course explores the inward transformation and discernment that often prompts these movements of direct action, and how religion can be a tool to transform human domination of people and ecosystems. The course begins with Leo Tolstoy, his religious philosophy and his position on war, patriotism, and peace. From Tolstoy, we examine the work of his friend and correspondent, Mohandas Gandhi and his non-violent movement of Satyagraha, its triumph over the British and ultimate failure in post-Raj India. We study the teachings of the Dalai Lama in regard to Tibet and China as we examine non-violent (and violent) clashes there. The course then moves to Desmond Tutu and an examination of Apartheid in South Africa before transitioning to the Holy Land and asking what of non-violence in Israel and Palestine? Lastly, we examine justice and nonviolence in the Americas and the key figures involved such as Dorothy Day, Leonardo Boff, and the role religion played in non-violent movements in the American (Latin and North) context. Prerequisite: The Bible: Message and Meaning and World Religions. Students taking World Religions may obtain departmental permission to take this course simultaneously. Students may enter advanced courses after earning a minimum of an 85% average for the course in World Religions OR with departmental approval.

708 Religion and Social Change (Advanced) credit RSC: Liberation, Human and Environmental Justice Semester 2

grades 11-12

This course will examine how religion has inspired movements for radical social, political, economic, and ecological change throughout history. The course explores the inward transformation and discernment that often prompts these movements of direct action, and how religion can be a tool to transform human domination of people and ecosystems. In considering human oppression, we examine the specific historical context, leaders, and attitudes which gave rise to theologies of liberation, including Latin American, African-American, Asian, womens and GLBT (Gay, Lesbian, Bi-sexual, and Transgender) movements. In view of the intimate relationship between oppression of peoples and the assault on nature, we also consider religious attitudes toward the environment and discuss movements and theological views aimed at restoring natural balance. Prerequisite: The Bible: Message and Meaning and World Religions. Students taking World Religions may obtain departmental permission to take this course simultaneously. Students may enter advanced courses after earning a minimum of an 85% average for the course in World Religions OR with departmental approval.

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RELIGION
credit grades 11-12 In 2006, the Nobel Peace Prize was awarded to Muhammad Yunus and Grameen Bankan unusual recognition of the deep humanitarian opportunities that exist within the business community. Building on this intention, Business & Society is an applied religion course about the immense power of the business community. The dual objectives of the course are for students to understand how business works, and to be inspired by the potential for business to be a significant force for good. Students explore a variety of sectors of the economy, from green building and impact investing to sustainable agriculture and consumer products. The course combines field trips, guest lectures, group projects, current and classic spiritual and business readings, and extensive journaling to engage students with the creative tension and opportunity of applying ethical norms in the real-world context of the marketplace. Students work together on a number of small group projects, highlighted by a capstone experience developing a viable business plan that addresses a significant social or environmental issue. Prerequisite: The Bible: Message and Meaning and World Religions. Students taking World Religions may obtain departmental permission to take this course simultaneously. Students may enter advanced courses after earning a minimum of an 85% average for the course in World Religions OR with departmental approval.

710 Business and Society (Advanced)

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ARTS: STUDIO ART

ARTS
Students are required to complete one full credit in the arts.

STUDIO ART Department Philosophy

Aligned with Westtowns commitment to a strong educational program challenging students to pursue their potential and prepare them for a lifetime of learning, the arts complement academics through studio-based, experiential inquiry. By investigating visual language, students are asked to play with ideas, concepts and process. A range of solutions is expected, reflecting the range of experience, creativity and perspective among students. Faculty respect and respond to the needs and voice of individual students. In teaching to the craft within art, students are guided to understand the integrity of different media. By developing a healthy respect for the limits and potential of various media, students come to realize that limitless possibilities for expression exist within finite parameters.

Distinguishing Features:
Open access to studio space Variety and depth of offerings, including fine art, digital, and craft components A range of specialized facilities: printmaking studio, multipurpose instructional space, photo lab/darkroom, dedicated fine arts, digital media lab, clay studio and woodshop Close proximity to art museums and galleries in Philadelphia, New York, Baltimore and Washington, DC; visits to these complement classroom instruction Experienced faculty who are all working artists themselves Visiting artists periodically supplement the curriculum through classroom visits and gallery talks Support in developing and photographing student portfolios Westtown graduates are admitted to and attend Rhode Island School of Design, Maryland Institute College of Art, California Institute of the Arts, Savannah College of Art and Design, Cooper Union, School of the Art Institute of Chicago, Carnegie Mellon University and San Francisco Art Institute

Courses offered:
Foundations of Studio Art 2-D The Craft of Art 1, 2 Digital Media Drawing/Painting 1, 2, 3, 4 Woodworking 1, 2 Foundations of Studio Art 3-D/Sculpture 2, 3 Clay 1, 2, 3 Photography 1, 2, 3 Drawing/Printmaking 1, 2, 3, 4

Course Descriptions:
credit grades 9-12 This course provides an atmosphere both formal and experimental, designed for students seeking an introduction to Fine Art Drawing and Painting. Students will be given an opportunity to explore materials, techniques, and principles that are central to two dimensional art forms. Naturalistic drawing, explorations of perspective and classical forms will be highlighted throughout the term. Black and white media as well as color will be used with emphasis on visual organization, interpretation, expression and observation. Materials range from 6B pencils to acrylic paint on canvas. Students will also be encouraged to experiment with mixed media using subject matter both realistic and abstract. credit grades 9-12 This introductory design course allows students to experiment with the basic concepts of three dimensional art: gravity, space, time, movement, form vs function, and light. An understanding and appreciation for the visual and physical properties of a medium is developed by creating experimental structures. Problems are assigned which further explore the two basic methods of construction: additive and subtractive. All methods of gluing, joining, and assembling will be introduced. Modeling, carving and casting will also be explored. credit grades 9-12 This course is designed to educate students in the art of combining digital media and fine art materials in producing mixed media works. Students will incorporate digital and traditional components into their finished work by using techniques in image transfer, photomontage, collage and cyanotype. Using the scanner, digital editing, archival printing and hands on manipulation students will produce works on metal, wood and fine artist papers. This course provides an opportunity for experimentation and selfexpression by allowing students the opportunity to explore a variety of surfaces, media and technologies.

840 Foundations of Studio Art 2-D Semester 1

841 Foundations of Studio Art 3-D Sculpture 2, 3 Semester 2

862 Digital Arts

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ARTS: STUDIO ART

852-853 Craft of Art: Paper Pulp and Book Structures 1,2 Semester 1 credit grades 9-12

This semester-length course focuses on two areas. The first part of the semester is focused on the many ways that different pulps can be used to create sheets, images and relief sculpture. Students will work with cotton, abaca, blue jean and abaca/flax, pulps to create sheets to be used in later work, cast into molds, collage, stain, layer and emboss, including work with pigmented pulp. The second half of the semester is focused on book structures, asking the questionWhat is a Book?Art Object, Journal (visual or written), keeper of a story, or sculpture. credit grades 9-12 A stencil is considered that which blocks color from binding to a surface, whether the surface is paper, cloth or wood. This semester-length course explores the many ways that stencils are made and used in the creation of imagery. While the focus of the course will be on batik (wax resist) and screen-printing, other forms of stencil design will be explored. credit grades 10-12 In this course students will work with various media and approaches to drawing and painting. Drawing is seen both as a foundation for work in painting and as a medium in itself. Working with oil paint, students will investigate the fundamental aspects of paintcolor, paint manipulation and awareness of the many different ways that artists over the years have approached working with the medium. As with the Drawing and Printmaking course, second, third and fourth year students will be challenged to work with increasing depth, complexity, and independence. credit grades 10-12 For purposes of this course, Printmaking is defined as the transfer of an image from one surface to another. This broad definition allows for the exploration of different techniques in non-traditional ways. Drawing is used to explore subject matter and composition before engaging in the print process. First year students will be introduced to the fundamental printmaking mediums of monotype, etching and screen-printing. In each subsequent year, new techniques will be introduced, such as collograph, and various aquatint techniques. Advanced students will work in a more self-directed manner, choosing techniques appropriate to their imagery. For advanced students, consideration should be given to variations in printing as well as combining techniques. Drawing/ Painting and Drawing/Printmaking are recommended for students in grades 10 through 12. 9th grade students with a strong interest, background and commitment to visual arts can request permission to enroll from the department chair. credit grades 10-12 Photography 1 introduces students to the fundamentals of the photographic process. Students learn and apply techniques for exposing, developing and printing a visual image through the use of black and white photography. Emphasis is also placed on composition and what constitutes a good photographic image. Students are expected to supply their own 35mm camera with manual controls. credit grades 9-12 This course explores the techniques of working with clay on the potters wheel as well as the techniques of hand building. The student is introduced to the contemporary and historical traditions of clay work both as a functional and sculptural form of expression. An emphasis is placed on creating a vocabulary of technical skills, understanding of the physical nature of the materials and firing processes and developing an ability to discuss visual forms.

850-851 Craft of Art: Work with Stencils 1,2 (offered in 2014-2015)

858-860 Drawing and Painting 1,2,3 (Advanced) Semester 1

854-856 Drawing and Printmaking 1,2,3, (Advanced) Semester 2

864-866 Photography 1,2,3

873-875 Clay 1,2,3

870-872 Woodworking 1,2,3

credit grades 10-12 Woodworking is an art course introducing the nature and properties of wood, joinery and wood finishing. First-year students design, draw, and build various projects, including bookshelves, jewelry boxes and end tables. They use both hand tools and power tools in fashioning traditional joints, including hand-cut dovetails and mortise-and-tenon joints. Second-year students compose and complete more sophisticated independent projectsdressers, dining room tables, chairs and chests. Traditional cabinet making principles are emphasized throughout both courses. Field trips to local cabinetmakers support this goal. Students may take Woodworking 2 with permission of instructor after successfully completing Woodworking 1.

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ARTS: PERFORMING ARTS: DRAMA

PERFORMING ARTS Department Philosophy

The Performing Arts Department recognizes that the arts are an integral component of all cultures. Faculty strives to support access for all students to a diverse experience in the performing arts that includes history and theory, as well as technical and performance contexts. A thorough and systematic program will help students develop the tools for self -expression. Goals of the Performing Arts Department include fostering in students a lifetime appreciation of the performing arts while at the same time providing foundational skills for students who wish to pursue the performing arts in college.

Distinguishing Features:
Core faculty who are themselves professional musicians, actors and dancers Adjunct faculty drawn from West Chester and Temple Universities and elsewhere Frequent and varied performance opportunities, both on and off campus, including regional competitions Facilities that include a 560-seat fully-equipped theater/performing space along with rehearsal and practice rooms Westtowns Shoemaker Events Series which engages world-class performers whose visits to campus include student interaction Master classes with a variety of visiting artists

Courses offered:
Acting 1, 2 The Outsider in Theater & Performance Gender Roles in Theater & Performance Theater Design Directing Choral Arts 1,2 Choral Arts 3,4 Symphonic Band 1,2,3,4 String Orchestra 1,2,3,4 Jazz Ensemble 1,2,3,4 Music History and Theory 1,2 Applied Music 1, 2 Applied Music 3 (Adv), 4 (Adv)

Course Descriptions: DRAMA

credit grades 10-12 In this course, students explore dramatic works from the Greeks to the present day. This exploration takes the form of diving into the historical context behind each period studied, reading several plays, discussing them, and preparing scene presentations from the varied works we read. Students hone their critical reading and thinking skills as well as their performance skills in a safe and supportive environment. Discussion of one anothers scene presentations also helps develops students abilities to critique each others work in a constructive manner. credit grades 10-12 In this course, students explore dramatic works from the Greeks to the present day. This exploration takes the form of diving into the historical context behind each period studied, reading several plays throughout this span of time, discussing them, and preparing scene presentations from the varied works we read. Students hone their critical reading and thinking skills as well as their performance skills in a safe and supportive environment. Discussion of one anothers scene presentations also helps develops students abilities to critique each others work in a constructive manner. 1 credit grades 10-12 Directing is a hands-on workshop course. Each week students are assigned an exercise that helps them explore a specific directing topic such as focus, blocking, levels, pacing and text analysis. Students must write and direct their own brief scripts that help to solve the problem presented to them by each weeks exercise. Students in this course not only learn how to direct a scene they also learn about their leadership style, how to develop and articulate their creative vision, how to problem solve in real time, and how to be not only an effective team leader, but also an effective team member. For the final project students will select a ten minute play and direct it as part of a play festival open to the community. Prerequisite: A theater course or permission of instructor

828 The Outsider in Theater Literature and Performance

829 Gender Roles in Theater Literature and Performance

830 Directing

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PERFORMING ARTS: DRAMA and PERFORMING ARTS: MUSIC

credit grades 9-10 Acting 1 focuses on activating students minds and bodies through improvisational games and character studies in the form of dramatic monologues and two and three-character scenes. Students spend the first term forming an ensemble of actors who trust one another, performing in front of and with one another, and providing constructive and supportive feedback for one another. They complete exercises based on trust, focus, embodying objects and animals other than themselves, and creating characters through bodily and vocal transformation. The second and third terms focus on scene and monologue study, during which students tackle material from a variety of backgrounds. Each student performs a Shakespearean sonnet, a monologue of their choosing and two scenes from contemporary plays. One of the core elements of this class is improvement through mature and well-thought-out peer critique. credit grades 10-12 Students taking Acting 2 have the chance to further hone their acting technique through character-related improvisation and an advanced-level of dramatic scene study. After learning to build characters through improvisation, students work on scenes from contemporary American naturalistic plays and from various Shakespeare plays. Contemporary play texts used include works from an assortment of authors, including Arthur Miller, David Lindsey-Abaire, Christopher Durang, John Patrick Shanley, Lynn Nottage, and many more. During the final month of the semester, students prepare a dramatic work for public presentation during a weekend or weekday evening. This course is open to 10-12th graders who have taken Acting 1, have participated in a Westtown Upper School theater production, or have obtained permission from the instructor. credit grades 9-12 The Theater Design course teaches students the fundamentals of scenic design, including sets, lighting, and sound. Students learn to analyze a script for information essential to producing a working set and light plan, use basic techniques of scale drawing and lighting plots to implement their ideas, and bring their ideas to fruition on such projects as student directed plays.

825 Acting 1

826 Acting 2

827 Theater Design

MUSIC
1 credit grades 9-12 Students who want to study music more intensively may combine two music courses as one of their five fullcredit courses. With the approval of the faculty of the Music Department and the Director of Studies, a student must meet the following criteria: enroll in two half-credit music courses (independent music lessons for credit are possible); dedicate significant time to the practice of their craft as a musician as a core part of their curriculum.

Music as a full-credit core course

Course Descriptions
credit grades 9-12 Students enrolled in Symphonic Band learn to perform literature in a variety of styles and time periods. Through the repertoire instrumentalists develop their musical and technical proficiency on their instrument as well as learn how to be an effective and contributing member of the ensemble. Symphonic Band performances include regular scheduled concerts as well as additional off-campus concerts in the spring. At the beginning of the school year auditions are held for placement, not for acceptance into the ensemble. Prerequisite: At least three years of previous lesson or ensemble experience on a woodwind, brass, or percussion instrument or permission from the instructor. credit grades 10-12 Instrumental jazz students learn to play in a variety of historical and current jazz styles, as well as develop instrument-specific techniques that will enhance their musical and technical proficiency. Students also have learning experiences in the art of improvising, a core element of the jazz idiom. Jazz ensemble performances include regularly scheduled concerts as well as a number of special events on and off campus. Prerequisite: One year of Upper School large ensemble experience for wind and brass players. Interested guitar, piano, bass, or drum students need to obtain permission from the instructor. Auditions are required.

800-803 Symphonic Band 1, 2, 3, 4

804-807 Jazz Ensemble 1, 2, 3, 4

809-813 String Orchestra 1, 2, 3, 4

credit grades 9-12 Students enrolled in String Orchestra learn to perform literature in a variety of styles and time periods. Through the repertoire instrumentalists develop their musical and technical proficiency on their instrument as well as learn how to be an effective and contributing member of the ensemble. String Orchestra performances include regular scheduled concerts as well as additional off-campus concerts in the spring. At the beginning of the school year auditions are held for placement, not for acceptance into the ensemble. Prerequisite: At least three years of previous experience on a string instrument or permission from the instructor.

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PERFORMING ARTS: MUSIC

814-815 Choral Arts 1, 2,
credit grades 9-12 Choral Arts 1 and 2 is a mixed vocal ensemble open to all. Prior vocal and musical training is not required. Repertoire includes choral literature in various periods, cultures, styles and languages. Through the repertoire students develop their musical and technical proficiency as singers as well as how to be an effective and contributing member of the ensemble. This course also includes training in sight singing and theory. The ensemble performs several times a year for the school community as well as the greater community. credit grades 1-12 Choral Arts 3 and 4 is for students who have previous choral experience in Upper School and who pass a successful audition. A wide variety of challenging music is studied with an emphasis on a cappella music. Through the repertoire students develop their musical and technical proficiency as singers as well as how to be an effective and contributing member of the ensemble. In addition to performing on and off campus, students are coached on District Choral audition music and are encouraged to audition for this select performing group. This class performs several times through the year, including off-campus concerts and activities. Auditions are required. credit grades 9-12 This course is a must for any student interested in music. It examines European and American music with a comprehensive perspective that includes both theoretical and historical foundations. Western musics development will be traced from Ancient Greece up through contemporary trends through the lives of prominent and experimental composers as well as period art, architecture and philosophy. Theoretical aspects of music that will be examined include notation, melodic and harmonic structures as well as overall music form. No previous musical experience is necessary for this course. Prerequisite: none credit grades 10-12 This level is tailored for students who have a background in music and who elect for greater depth and analysis of music history and theory. Course material from Music History and Theory I will be augmented to allow students to interact with the major works studied through multiple levels of theoretical analysis. Compositional and ear training exercises will also be included that correspond to each of the historical time periods studied. Previous experience in reading music is essential for this course level. Prerequisite: Permission from the Instructor

816-817 Choral Arts 3, 4

818 Music History and Theory 1

819 Music History and Theory 2

820-824 Applied Music Overview

Westtown School keeps a roster of professional music instructors to teach on campus students during daytime or evening study halls. The teachers come from a wide variety of musical backgrounds, but have many common traits. All of the teachers have college music degrees, many with Masters and Doctorates in music. All of the teachers have extensive experience, many with 25 or more years teaching music. All of the teachers have extensive experience performing; from simple concert work to solos with some of the greatest symphony orchestras in the world. These Westtown teachers cover many styles of music, including; classical, jazz, rock, folk, musical theater, bluegrass, country and world music. At present, our private music instructors teach voice (singing), piano, guitar, violin, viola, cello, bass (acoustic and electric), trumpet, trombone, baritone horn, tuba, clarinet, flute, saxophone, recorder, percussion and drum set. In addition, students are welcome to study with local offcampus instructors and have their lessons count toward Westtown Art credit. credit grades 9-12 Applied Music 1 and Applied Music 2 are the first and second year of weekly private lessons in Upper School with an approved music faculty member. Applied Music includes half-hour or one-hour weekly lessons (30/year). Requires a fee paid to the private teacher. credit grades 11-12 Applied Music 3 (Advanced) and Applied Music 4 (Advanced) are the third and fourth year of weekly private lessons with an approved music faculty member. Advanced Applied Music 3 includes a half-hour or one-hour weekly lessons (30/year). Requires a fee paid to the private teacher. Prerequisites: Applied Music 1 and Applied Music 2, or their equivalents

820-822 Applied Music 1 or Applied Music 2

822-823 Applied Music 3 (Adv) or Applied Music 4 (Adv)

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INTERDISCIPLINARY STUDIES

INTERDISCIPLINARY STUDIES
Students may select from several interdisciplinary fields of study to explore topics that complement their program, offering opportunities for individual project design and first-hand experience in carrying out an extended, applied research or creative project. credit grades 10,11,12 Students may design an Independent Research Project in a field of study that represents a strength or creative passion for them. 299 English Independent Research (Adv) 399 History Independent Research (Adv) 499 Language Independent Research (Adv) 599 Math Independent Research (Adv) 699 Science Independent Research (Adv) 799 Religion Independent Research (Adv) 899 Arts Independent Project (Adv) This course is designed to provide motivated students space in their course of study to pursue an independent research topic, to focus on an extended creative interest, or otherwise follow a passion within their Westtown academic program. Examples of possible ideas include: preparing for competition in the Google Science Fair, composing a concerto, developing a wetland reclamation project, producing a documentary on a topic, writing a series of short stories for submission in a student competition or publication in a journal, researching a topic you found compelling in another class and want to explore in further depth. Independent work is the heart of this course. Students will identify a mentor in their field of study as a primary resource and guide. For instance, if you are composing a concerto you need a musician as a mentor. If you are exploring a question in engineering, you need an engineer as a mentor. Students will meet individually with the Director of Teaching and Learning as well as work closely with Westtowns librarians throughout all phases of their work. Students will keep a weekly blog for the entire Westtown community and to comment on each others blogs. In addition, each student must identify a public forum for their final product.

Independent Research and Project Seminar (Adv) Semester 1

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HEALTH & LIFE SKILLS

HEALTH & LIFE SKILLS, ATHLETICS & COLLEGE COUNSELING SEMINARS

Ninth grade students must take Health and Life Skills. In addition, every student must take a grade level seminar each year. All students participate in the Athletic Program as a core requirement, building strong bodies and strong team-building skills.

Department Philosophy:
The Health and Life Skills Department strives to teach students what is meant by wellness and how to maintain a healthy lifestyle. The curriculum helps students develop fundamental life skills to help them sustain and enjoy their lifes journey. The Health and Life Skills teachers are not reluctant to speak with students honestly and sincerely about their physical, emotional, and spiritual beings. Health classes are factual as well as philosophical and help students think about themselves in different ways and in different contexts. Students are encouraged to stretch outside their own ways of thinking and feeling. All Health courses offer flexible and varied activities to accommodate diverse learning styles.

Distinguishing Features:
Four seminars, two tailored to the developmental needs of freshmen and sophomores, one for juniors as they begin the college process and one suited to the maturity of seniors as they prepare to move on to the independence of college life Class discussions conducted to honor differing points of view, and topics explored within the context of family philosophy, culture, and spiritual beliefs Skill development and support for practicing healthy behaviors In the Senior Seminar, instruction in decision-making and a variety of practical life-skills

Courses required:
Health & Life Skills, Freshman Seminar and three athletic seasons (at least two competitive sports teams) 10th grade Sophomore Seminar and three athletics seasons (at least two competitive sports teams) 11th grade Junior Seminar and three athletic seasons (at least one competitive sports team) 12th grade Senior Seminar and three athletic seasons (at least one competitive sports team) 9th grade

Course Descriptions:
credit grade 9 This course is designed to challenge students to take direct responsibility for their own health through discussion, group activities and projects. The curriculum includes study in the areas of nutrition, mental health, drugs, sexuality and life skills issues such as self-esteem, decision making, communication and stress management. Students recognize existing knowledge pertaining to health; they experience development of positive self-concept and gain skill in making personal decisions.

950 Health and Life Skills

951 Freshman Seminar

grade 9

Freshman Seminar meets weekly during the year, introducing students to study skills, technology, and a foundation in habits of mind that serve as the foundation for learning in a Quaker school. Members of the library staff, technology support team, Learning Resources Center, and spiritual life committee collaborate in teaching this course.

952 Sophomore Seminar

grade 10

Sophomore Seminar meets weekly to continue to support students in the development of health and life skills that are essential to establishing self-confidence and healthy relationships. A focus on mindfulness, spiritual reflection and conflict resolution will continue to provide students with practices that will sustain them. In addition, this class will continue to provide additional exploration technology tools that support the classroom.

953 Junior Seminar

grade 11

Meeting weekly during the junior year, this course continues working with health topics as students develop increasing independence as members of the residential community. The winter semester begins the college guidance process in this course. Junior Seminar provides a small-group, guided process of self-assessment, organization, and research skill development. Students complete a personality inventory and a draft of the Common Application. This course complements individual meetings between juniors and the college counselors. An interviewing workshop is led by a visiting college admission professional.

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HEALTH & LIFE SKILLS

954 Senior Seminar grade 12

This year-long interdisciplinary course meets weekly. The first half of the year supports the college application process: organization, writing application essays, obtaining recommendations, completing forms, communicating with college admission professionals, and applying for merit scholarships and financial aid. In the second half of the year, the focus changes to issues facing the seniors as they plan their transition to college: social and community responsibility, personal health and wellness, independent living, and stress management. credit grade 12 By the senior year, students are ready to apply their ideas outside the classroom in a working world setting. Senior Projects give students a chance to design an independent experience away from the familiar classroom setting, with the focus on independent inquiry and personal growth. Students design a two- to four-week project which takes them outside the campus for service work, cultural immersion, research educational experience, or an internship.

980 Senior Projects

COLLEGE COUNSELING Program Overview and Goals

A successful Westtown career is defined by the confidence and preparedness a student enjoys as he or she moves on to the next level of education and the sense of fit with the choice of college. Westtown students gain admission to outstanding colleges and universities ranging from the nations most selective colleges to public universities to professional programs in the fine and performing arts. The college counseling staff recognizes each student as an individual and works with the student and his/her family to identify a range of options and facilitate the application process. Through individual counseling and group classes, juniors and seniors develop a variety of the options available that will best fit their interests and strengths. Beginning in mid-January, each junior participates in a weekly Junior Seminar which applies their research skills to the college search. Students complete a draft of the Common Application, prepare for campus visits and practice interviews in a workshop setting, and get a jump start on their college essays. In the first half of the senior year, Senior Seminar supports the process of completing applications, polishing essays, and seeking teacher recommendations. Individual meetings between the college counselor and student help shape the students list at each stage of the process. Parents are encouraged to be involved from the start and communicate openly with the college counselors. While well-supported every step of the way, students are given increasing responsibility for this process over the course of the junior and senior years. Our goal is not only for every senior to have a number of wonderful offers of admission from which to choose, but also for the student to feel ownership of the process and responsible for his or her success.

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DISTINGUISHING PROGRAMS

DISTINGUISHING PROGRAMS
Westtown students live and learn alongside students from around the world because our residential program typically enrolls students from 17 countries in North and South America, Asia, Africa, Europe and Australia. No other school in the region offers this kind of diversity. In addition to the dynamic global community that is our student body, we also offer a number of innovative programs that are unique to Westtown and reinforce the global competencies we expect of all our graduates. Students lead activities in both classroom and community life, design projects that put their beliefs and understanding of the world into action, and collaborate with others. The selection of programs below demonstrates some of the opportunities available in our program.

GLOBAL CONNECTIONS: LIVING AND LEARNING IN A CONNECTED WORLD

International Experiences and Senior Project Faculty-led Trips
COSTA RICA: Monteverde Friends School, Monteverde, Costa RicaWesttown students in the 10th grade and Monteverde Friends School students in grade 10 or 11 may choose to participate in a reciprocal exchange for a minimum of one school term, or a full semester. Each exchange student is hosted by the exchange partners family and attends classes for the full term or semester. Half of the school day program in Costa Rica is taught in Spanish, so preference is given to Spanish language students. Students earn credits toward graduation in a reciprocal credit arrangement with the hosting institution. FRANCE: Ecole Notre Dames des Missions/Saint Pierre, Charenton-Le-Pont, FranceSince 1993 Westtown has maintained very successful two-way exchange programs with schools in the suburbs of Paris, France. Each trip lasts from 14 to 21 days focusing on four elements: living with host families; attending courses with student hosts in a French high school; participating in a cultural excursion program in the local area; and keeping a daily journal. Westtown students stay at the homes of their student host in France. The groups from France similarly immerse themselves in their American homestay, staying with Westtown host families during the first week, and then in our dormitories the second. GHANA: Heritage Academy, Accra, GhanaIn 2004, Westtown faculty member and Ghanaian citizen, Kwesi Koomson, founded Heritage Academy, a first class boarding school for children in Ghana. Since its founding, Heritage Academy has hosted seniors for a three-week senior project at the end of the winter term, giving students an opportunity to teach and work in partnership with local residents in supporting volunteer work that the school requests ISRAEL/PALESTINE: Jerusalem, Israel and Ramallah, West BankSince 1990, Westtown has hosted full-year exchange students from Friends School, Ramallah. In 2009, Westtown began offering seniors the opportunity to travel to Israel and Palestine for a Senior Project, to immerse themselves in the home of three of the worlds major religions. In addition, students are hosted by Friends School, Ramallah, forging deep personal connections with residents of both Israel and Palestine. MARTINIQUE: Lycee de Bellevue, Fort de France, MartiniqueSince 1993 Westtown has maintained very successful two-way exchange programs with schools in Martinique (French Caribbean). Each trip lasts from 14 to 21 days focusing on four elements: living with host families; attending courses with student hosts in a French-speaking high school; participating in a cultural excursion program in the local area; and keeping a daily journal. Westtown hosts students from Martinique in local homes and in the dormitory. MEXICO: Las Canadas, Huatusco, MexicoSince 2004, Westtowns Quaker Leadership Program has offered a summer work-camp at Las Canadas focusing on cloud-forest conservation, sustainable development, and cultural immersion. Up to twelve students will have the opportunity to work in an eco-village setting. Through small-group projects, ecological restoration work, meetings with local experts, and interactive and social and economic justice work hand in hand. (Late June-July, open to 11th or 12th grade students) SPAIN: Aula Escola Europa, BarcelonaWesttown students have the opportunity to explore the vast cultural resources of Barcelona while also pursuing individual interests in a school setting in the early spring. This exchange features a three-week reciprocal exchange with the students from Barcelona living on dorm here at Westtown following our immersion in Spain . (Open to 11th & 12th grade students of high academic and community standing) WASHINGTON, DCStudents live in William Penn House in Washington DC and participate in individually designed service opportunities in the nations capitol. Projects have included work with hunger-initiatives, children, community recreation centers, and the homeless. Faculty guide the student volunteers in their selection of community resources.

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DISTINGUISHING PROGRAMS

INTERNATIONAL STUDENT PROGRAM Distinguishing Features:

Diverse countries of origin with limited numbers of students from any one language group An International Student Coordinator and an active and vibrant International Student Organization which sponsors activities like international dinners and special events Biweekly meetings with all international students to discuss a wide range of issues coordinated by the International Student Coordinator with the support of invited guests with expertise in various areas of school life A host family program in which international students are matched with local families

LEADERSHIP & EXPERIENTIAL LEARNING:

LEADERSHIP SEMINAR: This two-trimester offering is for students in elected and appointed leadership positions including the Student Body Presidents, Work Program Heads, Chief Prefects, Prefects, Proctors and Class Officers. In regular meetings, Leadership Seminar helps Westtown student leaders to actively consider what it means to lead at Westtown and in the rest of society, affords them the opportunity to develop and hone effective leadership skills and creates a forum in which they may process the challenges of leadership in a mixed-age group of their peers. QUAKER LEADERSHIP PROGRAM: The Quaker Leadership Program seeks to deepen students spiritual lives, develop friendships and teach effective Quaker leadership skills. Seminars teach students how to clerk a business meeting, how to provide effective vocal ministry, and how to lead social justice activities topics such as fair trade practices. This program has developed a strong sense of community and identity to our Quaker students, and in enhanced the leadership skills of all students who attend. In the summer, the Quaker Leadership Program leads a number of community service programs open to all students. ORGANIC MINI-FARM: Students participate in planting and harvesting vegetables from our oncampus organic mini-farm, helping to provide fresh food for our community in the fall and spring terms. Class gardening projects and harvest celebrations bring the community together in a common goal. ROBOTICS: The Westtown Robotics team is part of FIRST, For Inspiration and Recognition of Science & Technology, an organization which creates a dynamic link between science and technology. The Westtown team, number 1391, is one of hundreds of teams across the United States. FIRST is spreading to foreign countries as well. The Westtown Robotics team has been presenting real world applications of science and technology. Students on this team are enthusiastic about robotics and solving problems together creatively. With the help of mentors, personal dedication and generous donations of time and money, the team produces a robot and enters competitions each year. Being a part of the Robotics team does not bind a student to one field of work but allows for interdisciplinary cooperation and the development of writing and art in publications as well as practicing leadership and sticking to deadlines. WORK PROGRAM: Work Program reaffirms the value of service to others and the dignity of all work. All Upper School students complete a variety of work experiences, including janitorial and kitchen jobs. Every senior leads a work crew for at least one work cycle, gaining valuable experience in leadership and management of a team working toward a common goal. By taking part in the daily working life of the community, students learn to respect what it means to be part of a community and understand the impact their behavior has on others in the community.

SERVICE LEARNING
Service learning integrates community service work with academic learning, both inside and outside the classroom. Students engage in community service in a variety of ways: in afternoon and weekend programs, in individual classes and entire school service days. Through these frequent opportunities, students gain a real understanding of the connection between service and all other aspects of learning and living. Service Graduation Requirement: In order to fulfill its mission, Westtown is committed to making service an integral part of a Westtown education. In order to graduate, students are required to participate in an intensive service activity for a minimum of 40 hours. Students may choose from one of the following options to fulfill their requirement: Participation in one term of the Service Network Co-Curricular Westtown sponsored service project during summer vacation or Senior Projects An independently-designed project of 40 hours during the school year or during a vacation

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ACADEMIC RESOURCES and STANDARDIZED TESTING

ACADEMIC RESOURCES Learning Resource Center

The Learning Resource Center is open to all students in the Upper School, assisting students in achieving academic success. It provides an ideal group study location during free periods daily as well as during evening study hall hours. The Math Department offers math lab help in the Learning Resource Center, staffed by Math teachers as well as a peer tutoring program. English, History, Language, Religion and Science teachers staff study halls in the Learning Resource Center as well, offering another opportunity for students to seek feedback and guidance from classroom teachers. Step-Up Class: this class is designed to address the specific behaviors experienced by high school students with organizational challenges. This class addresses prioritizing of assignments and daily activities, strategies to address procrastination, time-management skills and study skills. (There is a fee for this program.) In addition, the Learning Resource Center coordinates support for students in establishing effective study strategies on a drop-in basis. The Learning Resource Center Director also works closely with the schools Educational Psychologist and the College Counseling Office to counsel families about appropriate documentation for students with learning style differences and others who may qualify for accommodations in the classroom or testing. The school follows the guidelines established by the College Board for Students with Disabilities.

STANDARDIZED TESTING 9th grade & 10th grades: CWRA, ERB Testing, PSSS
CWRACollege Work and Readiness AssessmentAll 9th grade students take the College Work and Readiness Assessment in the fall term. This computer-based test establishes a benchmark assessment of students performance in a problem-based series of tasks. Students will work with factual reports, narrative accounts, expert testimony, and statistical evidence as they respond to questions about a real world problem to solve. Students will take this test again in the spring term of 12th grade. ERB TestingAll 9th and 10th graders take ERB tests in the fall term. This testing serves two functions. It gives the school a first complete sample of results on a standardized testing administration for the current grade, allowing us to look at each students strengths and areas for attention or remediation. It also gives students an opportunity to sit for a multiple-standardized testan experience that is new to some students joining the Upper School. PSSSAll 10th graders sit for the PSSS (a practice PSAT) in the winter. This provides a testing experience prior to formal College Board tests such as the PSAT, SAT, and Subject Tests in a familiar school setting. This testing also provides helpful feedback on a students answers, highlighting areas for future attention or review. This is an invaluable tool in helping students identify areas they can work on with their teachers or through outside test preparation programs.

11th grade year: PSAT, SAT and ACT

All 11th grade students take the PSAT in October. Juniors are advised by the College Counseling office to take the SAT twice, once early and once late (December or January and May or June) and the ACT (in April). Many juniors will take at least two Subject Tests in June. 12th grade year: take at least one additional SAT and/or ACT test depending on their college list. Subject Tests may also be taken in October, November, and December. CWRA12th grade students take the CWRA in the spring term to measure the progress they have made in analyzing data and reports from multiple sources in a real-world, problem-based setting. This assessment matches well the strength of analytical thinking and use of data that colleges and future work environments will depend on.

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STANDARDIZED TESTING

9th through 12th grades: SAT Subject Tests

Based on their individual strengths, courses and performance, students may choose to take the following Subject Tests as part of their testing profile for college applications. Teachers will guide students in how to complete individual preparation for these tests. Students may select the Subject Test at various times during the year depending on the course in which they are enrolled. Course Spanish 4 (Adv) or 5 (Adv) Spanish 4 (Adv) or 5 (Adv) French 4 (Adv) or 5 (Adv) German 4 (Adv) or 5 (Adv) German 4 (Adv) or 5 (Adv) Chinese 4 (Adv) or 5 (Adv) US History (Adv) Geometry & Algebra 2 Functions Precalculus Physics 1 (Advanced) Chemistry 1 (Advanced) Contemporary World Literature (Eng 11) SAT Subject Test Spanish Language Spanish Language with Listening (November only) French Language with Listening (November only) German Language (June only) German Language with Listening (November only) Chinese Language with Listening (November only) US History Math Level 1 Math Level 1 or 2 Math Level 2 Physics Chemistry Literature

AP Examinations
Westtown courses offer students a rigorous and rich curriculum including advanced coursework that often stretches them in areas not covered in depth by the AP curriculum and that emphasizes the kinds of critical thinking valued in college seminars and laboratories. Westtown students may, however, choose to sit for the AP exam in a variety of subject areas based on the work they have completed that is both in-class and supplementary to the curriculum. The following chart indicates where students have opted to take the AP exam after additional individual preparation: Course Contemporary World Lit (Eng 11) Writing with Purpose and Power (Eng 12) Contemporary World Lit (Eng 11) Advanced Topics in Literature 1, 2(Advanced) US History (Advanced), US History Spanish 5 (Advanced) or 6 (Advanced) French 5 (Advanced) or 6 (Advanced) German 5 (Advanced) or 6 (Advanced) Chinese 4 (Advanced) or 5 (Advanced) Calculus 1 (Advanced) Calculus 2 (Advanced) Computer Science (Advanced) Physics 2 (Advanced) Chemistry 2 (Advanced) AP Exam English Language and Composition English Language and Composition English Literature English Literature US History Spanish Language French Language German Language Chinese Language and Culture Calculus AB Calculus BC Computer Science A Physics B, C Chemistry

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ACTIVITIES AND CLUBS

ACTIVITIES AND CLUBS

A/V Club A Cappella Club Admissions Ambassadors Amicus (yearbook) Astronomy Brown & White (newspaper) Business Club N.E.R.D.S Chinese Club Drama Club Earth Service Epiphanies (literary magazine) Elements of Hip-Hop Equestrian Club Fashion Club Friends Beyond Borders Focus Bible Study German Club Gift of Sports Habitat for Humanity Hip Hop Club International Students Organization (ISO) Japanese Club Knitting Club Latino Leadership Forum Model United Nations (Model UN) Music Ensemble of Westtown Philanthropy Club Photography Club Quaker Leadership Program (QLP) Rainbow Alliance Robotics Club Rock Club Ski Club Sexual Health Awareness Educators (S.H.A.E.) Spoken Word Club Sports Club Student Council Student Union for Multicultural Awareness & Action Ultimate Frisbee Club Westtown Outing Club

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For additional information: Visit our website at www.westtown.edu Contact the Admissions Office (prospective families) 610-399-7900 Contact the Upper School Office (currently enrolled Upper School families) 610-399-7700