US Course Catalog Interactive Spreads

UPPER
SCHOOL
COURSE
CATALOG
2016-2017

Educating the mind without educating
the heart is no education at all.
—Aristotle

TABLE OF
CONTENTS
Art��3
English��7
History Social Sciences��11
Interdisciplinary��17
Language��23
Mathematics��31
Performing Arts��37
Science��43
SEED College Counseling��49
STEAM��53
Athletics��57
Index��60

3
ART
GRADUATION
REQUIREMENTS
1/2 CREDIT
(By the end of 9th Grade)
T
he art program promotes visual awareness and imaginative
expression in non-verbal media. Students are exposed to both
traditional and contemporary techniques and concepts from both
Western and non-Western sources. Drawing is emphasized as both a
“thinking” tool and as a means of developing sophisticated observational
skills. The critically important elements and principles of art are integrated
throughout all the courses. These courses cover, but are not limited to,
painting, drawing, printmaking, sculpture, photography, ceramics, digital art,
video, and graphic design. Art is a required foundational course in 9th grade
and may be elected as a full credit course in 10th, 11th, and 12th grades.
Photograph by Harrison Rusk ’16

ART
4
Art Foundations
Grade 9 | Minor | Required
This course introduces the essential elements and
principles of art and design. Art Foundations is
required for all ninth grade students. Students
explore the fundamental visual elements of line,
form, space, color, and pattern through two-
dimensional projects such as drawing, printmak-
ing, painting, and digital design. Students also
complete an extended sculpture project carved in
soapstone. Often the subject matter is taken from
direct observation, but students are also exposed
to more abstract and/or expressive-based proj-
ects. They take art three periods per rotation for
the entire year.
Studio Art I
Grades 10, 11 12 | Major
Studio Art I provides a strong foundation in the
visual arts. The course covers drawing, graphic
design, digital art, painting, and printmaking. It
emphasizes skill development but also furthers
the student’s conceptual understanding and strat-
egies of visual communication. Students develop
their skills in observation, composition, tonality,
perspective, expression, and color. Through regu-
lar group critiques, the students develop their
powers of observing, analyzing, and articulating
the relevant issues in their work and in the work
of others. Weekly homework is assigned. Stu-
dents will take a midyear exam.
Studio Art I Honors
Grades 10, 11 12 | Major | Honors
This course is similar to but more challenging
than Art I Standard; thus, more time is required
on the projects. Occasionally, the honors stu-
dent is asked to produce more pieces than in the
regular Studio Art I course. As well, the grading
standards are more rigorous. Weekly homework
assignments are given along with class work. Stu-
dents take a midyear and a final exam.
REQUIREMENTS: Students must have an A-
average or higher by the end of the year in ninth
grade Art Foundations.
Studio Art II
Grades 11 12 | Major
This course offers students an opportunity to
explore and develop specific interests. During the
first semester students study drawing in depth
and cover contour line, gesture, tonality, render-
ing, chiaroscuro, and color. During much of the
second semester the focus is on the students’
individual interests. Students select a medium
to explore for the remainder of the year, which
may include painting, drawing, sculpture, pottery,
printmaking, photography, graphic design, illus-
tration, or digital art. Students are given specific
assignments in each area of study. The course
emphasizes independent thinking and creative
problem solving. Homework is assigned weekly,
and frequent critiques occur throughout the year.
Students take a midyear and a final exam.
REQUIREMENTS: Successful completion of
Studio Art I.
Studio Art II Honors
Grades 11 12 | Major | Honors
This level is designed for the committed and
dedicated student. This course is similar to, but
more challenging than the Studio Art II Standard
course. Students are expected to commit to their
projects by working both in and out of the class-
room. Students are expected to produce more
work, and the grading standards are more rigor-
ous. REQUIREMENTS: Successful completion of
Studio Art I with a B+ average or higher.
Studio Art III Honors
Grade 12 | Major | Honors
This course prepares students for college level
studio art. In addition to the first semester of
drawing and design, it offers a full semester of
exploration in a specific area of interest. Students
can explore painting, sculpture, pottery, print-
making, drawing, and illustration. Students are
given specific assignments for each area of study.
The course emphasizes independent thinking,
creative problem solving and risk taking. Weekly
homework assignments are given along with the
class work. In addition, there is a midyear and a
final exam. This course varies from Drawing AP
only in that it does not require the student to
take the AP Exam. REQUIREMENTS: Successful
completion of Studio Art I and II.

ART
5
Studio Art III Drawing AP
This is a college level course and prepares stu-
dents for the AP Drawing Portfolio. It varies from
Studio Art III Honors in that it requires exploration
in the student’s concentration for much of the
year and a dedicated commitment to art, both in
and out of the classroom, in order to produce the
24 pieces required for the AP portfolio.
REQUIREMENTS: Students must have the ap-
proval of the Art Department before entering
this course and are required to complete the AP
portfolio.
Digital Photography and Design
Grade 12 | Major | Elective
The first half of the year focuses on photography
and emphasizes both the technical and aesthetic
aspects of the medium. Students take pictures
primarily with a digital SLR camera but will have
the opportunity to work with traditional film and
darkroom photography. Students are expected to
take most of their photographs outside of class
and can expect weekly or biweekly assignments.
The second half of the year is dedicated to digital
art and design and takes place in the Mac lab.
Students develop computer skills and conceptual
strategies for sophisticated artistic projects using
Photoshop and Illustrator. Although students will
not be given regular homework assignments, they
are expected to acquire materials (usually pho-
tos) outside of class for use in their projects. Each
semester will conclude with a focused, culminat-
ing project. No art experience is required to take
this course.
Digital Photography and Design:
2-D Design AP
Grade 12 | Major | Elective | Honors
This course prepares students for the AP 2-D
design portfolio. They will use these prints and
designs for their portfolio. In addition, the course
requires a full semester of exploration in a spe-
cific area of interest and a dedicated commit-
ment to art, both in and out of the classroom, in
order to produce the 24 works required for the
AP portfolio. REQUIREMENTS: Students must
have the approval of the Art department and are
required to complete the AP portfolio.
Art Narrative (New Course)
Grades 10, 11, 12 | Major Elective |
Honors or Standard | ID
This course will explore the intersections of
storytelling and visual art throughout history and
contemporary culture. Much of this course will be
project-based; the students will engage in hands-
on, creative activities directed toward building
narrative works. The course will cover the fun-
damentals of narrative forms and techniques.
Students will be introduced to the foundations of
visual art design, both with traditional and digi-
tal media. The course will explore a broad range
of visual/narrative media such as comics, graphic
novels, storyboards, illuminated manuscripts, and
music videos.
MINOR COURSES
3-D Sculpture
Grades 10, 11 12 | Minor | Elective
This minor course provides an opportunity to
explore and develop interests in 3-D artwork.
Although this is a project-based and materials-
driven course, it will begin with a focus on the
fundamentals of 3-D design. Students will work
in a variety of media including but not limited to
wire, paper, clay, and plaster. Subtractive, addi-
tive, and assemblage-driven techniques will be
explored.
Video Production
Grades 10, 11 12 | Minor | Elective
This minor course is designed to introduce the
fundamentals of video production. The class
takes place in the Chris Wagner Art Center
Mac lab. Although a minor, the course syllabus
is rigorous, as it requires competency in basic
video editing, lighting, operating a professional
camera, and recording audio. The culmination
of the course is the production of a music video
that is conceived and realized by the students
themselves. This course may be taken for multiple
years, with advanced techniques introduced as
warranted by the student’s progress. The primary
software utilized is Final Cut Pro X.

7
ENGLISH
T
he English department believes that we learn about others and
ourselves through language and literature. At every level, students
read works ranging from the classics to contemporary works
and representing diverse voices both local and global. As students move
through grades 9 to 12, they learn to communicate effectively through the
development of their listening, speaking, and writing skills. Critical thinking
and understanding are encouraged and enhanced by engaging students
in the study of increasingly complex and sophisticated works, and by
having them write and respond to these in a variety of forms. Technology
in the classroom facilitates immediate connection to sources and resources
outside the classroom, enriching our study of texts and contributing to the
interdisciplinary approach we take to understanding literature in context.
GRADUATION
REQUIREMENTS
4 CREDITS

8
ENGLISH
HONORS ENGLISH
Honors English is offered in grades 9 – 12. The
honors program calls for significant independent
work and sophisticated reading and writing skills,
whereas the non-honors program offers a more
teacher-directed and supportive approach to
reading and writing skills. Though many of the
texts are the same in both levels, the honors level
curriculum includes additional readings in a chal-
lenging program intended for students who are
ready to take responsibility for a significant night-
ly reading load and deal with abstract concepts
in both written assignments and class discussion.
Entry into the honors program depends foremost
on teachers’ recommendations; teachers take
into consideration grade averages, strong student
interest and motivation, and departmental ap-
proval.
English 9
Grade 9 | Major | Standard Honors
The freshman curriculum includes foundational
and modern literature, such as The Oedipus Cycle
and Lord of the Flies. Students write creative and
analytical papers, such as their own original fic-
tion and an analytical paper on a theme or topic
in a Shakespeare play. They study traditional po-
etic forms like the sonnet, as well as contempo-
rary poetry, and they write exegeses of individual
poems and compose their own poems modeling
traditional forms. Vocabulary work includes dra-
ma and poetry devices, as well as words derived
from the texts. Grammar work focuses on ele-
ments students need to master for their writing.
English 10
The sophomore curriculum continues the study
of foundational and modern literary works from
other parts of the world, such as India and Africa.
The honors curriculum includes works such as
The God of Small Things and Heart of Darkness,
and students at the standard level read works
such as Kafka’s The Metamorphosis and The
Strange Case of Dr. Jekyl and Hyde. All students
read one Shakespeare tragedy such as Othello
or Macbeth. Students write two major analyti-
cal papers and learn and practice writing various
forms of the essay in an extensive unit. Addi-
tionally, students study a range of poetry, short
stories, and plays, such as Master Harold and the
Boys. Vocabulary and grammar lessons continue
in order to improve reading, writing, and speaking
skills.
English 11
The eleventh grade curriculum is a non-chrono-
logical survey of American literature, which ex-
plores what it means to be an American through
themes such as American Dreams and Night-
mares and the American Rebel Hero. Students
consider social, political, economic, and cultural
influences on both classic and contemporary au-
thors such as Hawthorne, Faulkner, Morrison, Tho-
reau, Emerson, Poe, Gilman, Whitman, Dickinson,
Ginsberg, and O’Brien, among others. Students
write two major analytical papers as well as short
personal essays, passage analyses, poetry exege-
ses, and timed in-class essays.
American Studies Honors
Grade 11 | Major | Standard Honors | ID
(Two-credit course meets both junior English
and United States History requirements)
What is an American? Students in this interdis-
ciplinary course consider this question from a
variety of perspectives and through a range of
materials: novels, autobiographies, essays, poems,
photographs, films, music, architecture, paintings,
and current events. The problems and possibili-
ties of American identity, complicated and en-
riched by the challenges of diversity and dissent,
drive this seminar-style course. Being American is
affected by class, race, ethnicity, gender, religion,
and region, categories that themselves change in
meaning over time. We consider how Americans
have imagined a national landscape, a national
narrative, and a national culture, and to what
ends, as well as what myths shape our own vi-
sions of Americanness. American Studies is open
to Juniors only. This course meets twelve periods
per seven-day rotation. The coursework reflects
the fact that American Studies is the equiva-
lent of two courses on a student’s schedule.
REQUIREMENTS: Students who apply for this
course may be required to submit an essay.

9
ENGLISH
ENGLISH 12:
SENIOR SEMINARS
Seniors enroll in one seminar per semester. The
following is a sampling of the courses being
offered in 2016-2017. A full array of semester
electives along with honors designations will
be shared with rising seniors during the course
selection process.
Archetypes in Literature Film:
Monsters, Superheroes Fairy Tales
Grade 12 | Major | Elective |
Honors | ID
In literature and in film, Cinderella, Prince Charm-
ing, Superman, and Frankenstein are characters
of universal appeal. How do these characters and
other monsters, fairy tale villains and heroines,
and super heroes reflect the values of society?
How have their stories changed over time? In this
course, we will consider the roles these arche-
typal characters play in our understanding of
ourselves and our worlds. We will pair films and
works of literature to explore these questions.
Works may include excerpts from Joseph Camp-
bell’s The Hero with a Thousand Faces, Shelley’s
Frankenstein, Grimm’s Fairy Tales, The Matrix, The
Dark Knight, and The Godfather.
Being Human (New Course)
Since Adam and Eve ate from the fruit of the tree
of the knowledge of good and evil, man has been
burdened with choice and its consequence. In
stories passed down through the ages, free will
has been both a blessing and a curse. Authors
exercise choice creating characters that are typi-
cally caught in a conflict between two critical
choices. In this course, we will study significant
works of literature and ask the controlling ques-
tion, “Why?” In addition to engaging in close
reading of the texts, we will look at the conditions
that generated the works: the time, place, cultur-
al, philosophical, religious or scientific beliefs that
influenced the creative process and choices of
the author. Works may include Styron’s Sophie’s
Choice, Shakespeare’s Hamlet, Shaffer’s Equus,
and Euripedes’ Medea.
Storytelling: Truth Fiction
How do we make sense of the world? We tell sto-
ries. Writers invite readers to inhabit the worlds
of experience they create by representing the
truth or, at least, a credible reality. In this course,
we will read a variety of fiction and nonfiction,
examining the meaning of truth. In fiction, how do
writers create believable characters and stories?
Can nonfiction writers be objective about them-
selves and their subjects, and should they be?
What is the role of the reader in making meaning
of a narrative? In a workshop setting, students
will receive feedback on their own fiction and
nonfiction pieces modeled on works culled from a
variety of authors both contemporary and classic.
The Fantastic
Grade 12 | Major | Elective | ID
In art and literature, The Fantastic explores the
grotesque, the bizarre, the imaginary. As our
understanding of what is real shifts over time
so does our perception of The Fantastic. What
cultural, religious, and social pressures create
an atmosphere for artists and writers to give
shape to things that might, or might not, exist?
This course will examine the literary and artistic
attempts to express the phenomena that escape
rational explanation. We will explore paintings,
novels, and films including Bosch’s The Garden of
Earthly Delights, Kafka’s The Metamorphosis, and
Miyazaki’s Spirited Away.
The Here and Now
Modern life is incredibly complex. Ideas fly at us,
through us, and by us all the time as a result of
both globalization and technological changes
that have fundamentally altered the way we inter-
act with our world and each other. In this course,
we will examine the way contemporary writers
with a variety of perspectives make sense of 21st
century life: international conflicts, 9/11, racial and
gender politics, and social media. Works may in-
clude Foer’s Extremely Loud and Incredibly Close;
Mardel’s Station Eleven, and Asante’s Buck.

11
HISTORY
SOCIAL SCIENCES
GRADUATION
REQUIREMENTS
2 CREDITS
One credit must be U.S. History or
American Studies.
It is recommended that students
take 3 credits.
(The history sequence begins
with Worlds in Collision. A
typical sequence would follow
with Modern European History,
United States History, and then an
elective.)
T
he Shipley Upper School History and Social Sciences Department
teaches the skills and fosters the confidence to think, write, and talk
about history, in and after college. We guide students towards a
thorough and nuanced comprehension of past events, their causes, and their
contexts. We challenge students to embrace the depth and complexity of
historical study and encourage appreciation for the diversity of the human
experience. We teach students to be capable and creative researchers, and
encourage them to use the past to illuminate the present.

HISTORY SOCIAL SCIENCES
12
History 9: Worlds in Collision
Grade 9 | Major
This course examines the complex and confron-
tational encounters between the “Old World” and
Africa, and the “New World” of the Americas. The
course investigates the dynamics of power and
resistance surrounding issues of religion, govern-
ment, gender, community, and identity, making
connections to current realities. The goal of the
course is to provide a global perspective through
debates, projects, research papers, and student
presentations. Emphasis is placed on founda-
tional skills such as geographical literacy, critical
reading, expository writing, and analysis of prima-
ry-source documents and artifacts. Students will
learn to identify and draw connections between
the past and the world in which they live.
History 9 Honors:
Worlds in Collision
This challenging, fast-paced ninth grade course
is designed for students who are ready to take
responsibility for a significant nightly reading
load; to work independently; to deal with ab-
stract concepts in written assignments and class
discussions; and to apply strong writing skills to
frequent and challenging written assignments.
The course content parallels the curriculum of
the standard Worlds in Collision course, but with
greater depth and sustained analysis.
REQUIREMENTS: Teacher recommendation and
a grade of A- or above in the eighth grade history
course.
Modern European History
This course examines the development of politi-
cal ideas, national identities, economic structures,
cultural innovations, and social hierarchies in
Europe from the Enlightenment to the present.
In the first semester, students will consider the
causes and consequences of the French Revolu-
tion, the social, political, and economic signifi-
cance of the industrial revolution, and the flower-
ing of nationalism and imperialism in the latter
19th century. In the second semester, students will
consider the causes, scope, and aftermath of the
World Wars, race and citizenship in the context of
the decolonization, and the evolution of the EU.
Assessments will include essays, projects, pre-
sentations, debates and simulations, and a formal
research paper.
Modern European History Honors
This interdisciplinary history course concentrates
on Europe from the late Middle Ages and the Re-
naissance to the present, set in a global context.
While this history is often perceived through a
Western perspective, we will challenge that con-
vention in our study of the Bloodlands, the vast
belt of contested territory between Germany and
Russia, and in our examination of Judeo-Christian
and Muslim encounters in south-central Europe.
This course covers intellectual, political, cultural,
diplomatic, and military history. Coursework
emphasizes the use of primary-source documents
and includes the writing of two research papers.
United States History
Grade 11 | Major | Required
This course provides an overview of American
history from the earliest British settlements to the
present. It includes a variety of interdisciplinary
components to provide a dynamic view of the
subject. Themes include constitutional, diplo-
matic, and economic development; the contours
of citizenship; the tensions between local and
national authority; and relationships between
past and current events. Students work with pri-
mary and secondary sources—individually and in
groups—to identify and analyze connections and
contradictions. Case studies challenge students
to place themselves in the shoes of historical ac-
tors and to practice gathering evidence, making
informed decisions, and defending their choices.
A formal term paper advances students’ ability to
ask historical questions and conduct research.

13
United States History Honors
Grade 11 | Major | Required | Honors
This challenging, fast-paced course is for stu-
dents who are ready to take responsibility for a
significant nightly reading load; to work indepen-
dently; to deal with abstract concepts in written
assignments and class discussions; and to build
on strong writing skills in frequent and challeng-
ing written assignments. The course content
parallels the curriculum of the Standard United
States History Course, but with greater depth and
analysis. REQUIREMENTS: Evaluation of prior
history grades, a writing sample, and department
recommendation.
American Studies
Grade 11 | Major | Honors Standard | ID
(Two-credit course meets both junior English
and United States History requirements)
the fact that American Studies is the equiva-
lent of two courses on a student’s schedule.
REQUIREMENTS: Students who apply for this
course may be required to submit an essay.
ELECTIVE MAJORS FOR
JUNIORS AND SENIORS
Cultural Anthropology
Grades 11 12 | Major | Elective |
Honors Standard | ID
What is Culture? How do we view, talk about,
analyze, and respect it? How do we as academ-
ics, and more importantly, as people move away
from “othering” and learn to accept other cul-
tures as valid while still maintaining our own
views and opinions? This college style seminar
class will begin with an overview of the field of
Cultural Anthropology, focusing on the different
cultural anthropological theories and examine
the intersections of culture, economics, geogra-
phy, demographics, political science, biology, and
gender studies found in the discipline. Each of
these topics will be explored through a series of
focused case studies. For example, we will delve
into an exploration of food culture and the story
it tells about a culture’s environment, demo-
graphics, and history. As part of this study and
other case studies, we will examine both art and
artifacts in terms of identifying significant cultural
references. The course will be centered largely
on readings and class discussion with the use of
various supplemental films, short papers, stu-
dent driven projects, tests, and an independent
research paper to end the year.
Latin American Studies
(New Course)
This course will offer an interdisciplinary intro-
duction to Latin America, examining topics from
independence to the present. It will draw on
scholarly research, literature, and film to examine
the ways in which geography and location have
influenced distinct identities, cultures, and eco-
nomic and political institutions in Latin America.
Students will examine ethnic, racial, and regional
identities and the role they play in the develop-
ment of social, political, and economic institu-
tions. Assessments will include research papers,
debates and discussions, and independent and
collaborative projects.

14
Macroeconomics: Policies
and Perspectives
Students explore the structure and workings
of the American economy in this fast-paced,
discussion-oriented course covering traditional
macroeconomic theory and enriched by hands-on
experience with businesses and non-profits. What
roles should the government and free market
have in the economy? Is growth good? How will
the economy of the future differ from today for
America and other countries? Students inves-
tigate these questions as well as the economic
footprint of the major wars, Great Depression,
Great Recession, and recent international devel-
opments using current events and case studies.
Assessments include presentations, debates,
business plan competition, stock market simula-
tions, papers, and tests.
Modern Middle East Honors
Grades 11 12 | Major | Elective | Honors
This course examines the explosive history of the
modern Middle East in order to develop an under-
standing of central political, spiritual, and eco-
nomic issues, as well as an awareness of all points
of view. Essential topics include the creation of
the State of Israel, the geostrategic realities of
oil, women’s rights, the Iranian Revolution, Islamic
fundamentalism, and global terrorism. Special
emphasis will be placed on current events as
they unfold using international news sources,
field trips, and guest speakers. Assessments will
include research papers, student presentations,
projects, and debates.
Philosophy Honors
Grades 11 12 | Major | Elective | Honors
Philosophy offers a chronological exploration of
world thought on the human condition. This stu-
dent-centered course expects full participation in
reading, exposition, and discussion from the class
with the teacher serving only as the moderator.
Each marking period the student will select a phi-
losopher to research. The research is conducted
during a supervised session in the library and as-
sisted by the librarians. The students’ findings are
delivered in a lecture to peers and in a conclusive
final paper. Philosophy offers the self-motivated
student the time to examine a personal outlook
on life and college preparatory opportunity to
work with a mature independence.

15
The Mythology of the American
West (New Course)
Grades 11 12 | Major | Elective
This semester elective course will examine the
American west through its characterization by
frontier mythology, vast distances, marked aridity
and unique political and economic conditions. We
will consider the American west in history—the
people and events that made it, the processes of
settlement and industrialization, and the envi-
ronmental consequences. We will also study the
American west as an idea, including the complex
mythology, art, and literature that have devel-
oped alongside its history. REQUIREMENTS:
This course is linked to the second semester
course The Rise and Mythology of America in the
Postwar Era: American Cultural History 1945-1975.
Students must take both courses.
The Rise Mythology of America in
the Postwar Era: American Cultural
History 1945-1975 (New Course)
Grades 11 12 | Major | Elective
This elective course will examine the rise of the
United States as a global superpower and a cul-
tural leader in the 25 years following the Second
World War. Students will have the opportunity to
explore the mythology of the Fifties as a period
of stability and consensus, the Sixties as a period
of polarization, and the Seventies as a low point
in the American experience. We will examine
the people and events that made these three
decades formative in the American cultural and
political history. The course will examine move-
ment and demographic shifts west and south,
the rise of the Baby Boomers, conformity and
rebellion, suburbanization and consumerism, civil
rights and anti-war movement. We will examine
the music, literature, film, and art of the era. Stu-
dents produce and present short papers, as well
as major research projects during the course of
the year. REQUIREMENTS: Student must take
The Mythology of the American West in the first
semester. These courses are linked.
Race and Ethnicity in America
America has long been described as a “melting
pot” because of its ethnic, religious, and racial
diversity. This diversity has frequently been cel-
ebrated as America’s greatest trait. This course
aims to explore race, ethnicity, and the American
experience through literature, film, primary sourc-
es, photographs, art, and music. To guide our
exploration, we will ask four essential questions:
What does it mean to be an American? How
does one’s ethnicity or racial background alter
that definition? How did ethnicity and race play
a role in shaping our country and our identities?
And how does this history impact our American
experience today? Course materials will include
works by Junot Diaz, Amy Tan, and Malcolm X,
the film The Godfather, the painting The Last Mo-
ments of John Brown, photography by Gordon
Parks, and many others. Additionally, the students
will explore their own ethnic backgrounds. This
course can be taken for either standard or honors
credit. To earn honors credit, students will have to
complete supplemental assignments throughout
the year and an honors capstone project.

17
GRADUATION
REQUIREMENTS
1 CREDIT
Must be a major course
in grades 10, 11, or 12.
All Interdisciplinary courses (with
the exception of some English
Electives, Statistics, Engineering,
and Environmental Science
Bioethics) have a designation of
Honors Standard.
INTER-
DISCIPLINARY
A
t Shipley we are acutely aware that we are preparing our students
for a world that is constantly changing. Establishing a core
foundation in each discipline is essential, but it is also incumbent
upon us to teach across disciplines in a single interdisciplinary course. These
courses combine the intellectual approaches that various disciplines offer,
teaching students to synthesize concepts from disparate sources and realms
and to think in a holistic, integrated way about the world around them. This
type of work encourages high level observation, critical thinking, and self-
evaluation to prepare students for the increasingly interdisciplinary nature of
collegiate work—and the world beyond. All students are required to take at
least one interdisciplinary offering.

INTERDISCIPLINARY
18
The Culture of Madness
Grades 11 12 | Elective | Major |
How is madness defined through the ages? Can
its label be and has it been used for the promo-
tion or demonization of individuals? Does the
definition change based on the gender, political
circumstance, or the culture of individuals such as
Lady Gaga or Joseph Stalin? This course explores
the complexity of the label “madness” as it has
evolved across time and culture, from the ancient
world through the Renaissance, to our current
understanding and treatment of it. Students will
investigate these questions through novels, films,
music, and short stories.
Gender Studies
Grades 11 12 | Elective | Major |
In this course, we will explore gender identity
from (pre) birth to death, tracing the construction
of gender across cultures. We examine rites and
rituals—biological, religious and political—associ-
ated with gender expectations that affect identity
and sexual orientation. A key component of the
course is a visual analysis of how the media and
marketing specifically define and capitalize on
ideas of masculinity and femininity. We explore
the intersection of biology, politics, economics
and the media through the lens of gender, and we
seek to understand how gender shapes us as a
society and as individuals.
MAJOR COURSES IN OTHER
DEPARTMENTS THAT MEET
THE ID REQUIREMENT
American Studies
Grade 11 | Major | Honors Standard | ID
the fact that American Studies is the equivalent
of two courses on a student’s schedule.
Archetypes in Literature Film:
Monsters, Superheroes, and Fairy
Tales
Grade 12 | Major | Elective |
Honors | ID
In literature and in film, Cinderella, Prince Charm-
ing, Superman, and Frankenstein are characters
of universal appeal. How do these characters and
other monsters, fairy tale villains and heroines,
and super heroes reflect the values of society?
How have their stories changed over time? In this
course, we will consider the roles these arche-
typal characters play in our understanding of
ourselves and our worlds. We will pair films and
works of literature to explore these questions.
Works may include excerpts from Joseph Camp-
bell’s The Hero with a Thousand Faces, Shelley’s
Frankenstein, Grimm’s Fairy Tales, The Matrix, The
Dark Knight, and The Godfather.

INTERDISCIPLINARY
19
Cultural Anthropology
(New Course)
What is Culture? How do we view, talk about,
analyze, and respect it? How do we as academ-
ics, and more importantly, as people move away
from “othering” and learn to accept other cul-
tures as valid while still maintaining our own
views and opinions? This college style seminar
class will begin with an overview of the field of
Cultural Anthropology, focusing on the different
cultural anthropological theories and examine
the intersections of culture, economics, geogra-
phy, demographics, political science, biology, and
gender studies found in the discipline. Each of
these topics will be explored through a series of
focused case studies. For example, we will delve
into an exploration of food culture and the story
it tells about a culture’s environment, demo-
graphics, and history. As part of this study and
other case studies, we will examine both art and
artifacts in terms of identifying significant cultural
references. The course will be centered largely
on readings and class discussion with the use of
various supplemental films, short papers, stu-
dent driven projects, tests, and an independent
research paper to end the year.
Engineering:
Principles and Practice
Honors | ID
Just as Science has many fields, so, too, does
Engineering. After briefly exploring various fields
of engineering, students will more generally ex-
plore skill sets required of successful engineers.
This course will include exposure to the discipline
and a significant project-based component. The
engineering process of designing and redesigning
to fulfill a societal need will be studied through
case studies in the student’s area of interest.
Students will write a request for proposals and
also respond to classmates’ proposals. As a team
of engineers, the class will choose a project to
implement. Through building and rebuilding pro-
totypes for the project, students will have hands-
on experience with the engineering process. The
project work will culminate with a presentation
for funding. Students are required to work collab-
oratively and to think critically as they respond to
paper projects and implement a physical project.
REQUIREMENTS: Two years of science, comple-
tion of Algebra II, and completion of Digital or
Design Fabrication.
Environmental Science Bioethics
GRADES 11 12 | Major | Elective | ID
The goal of the Environmental Science course is
to provide students with the scientific principles
and concepts required to understand the inter-
relationships of the natural world, to identify and
analyze environmental problems both natural
and human-made, to evaluate the relative risks
associated with these problems, and to examine
alternative solutions for resolving and/or prevent-
ing them. It will be a lecture-based class, with
discussion and activities both in and out of the
classroom. (FALL SEMESTER)
Bioethics will introduce students to possible ethi-
cal choices they will face in their lives, stimulate a
better understanding of scientific advances and
methods, and contribute to lifelong interest in
biomedical science and being thoughtful mem-
bers of society. The class will improve analytical
and reasoning skills, and open discussions on
some thought-provoking topics. The class focus is
on understanding and appreciating relevant bio-
logical facts as they confront the principles and
practice of ethical decision-making at the level of
the individual, the community, and the nation. The
topics will ultimately be chosen by the class, but
could potentially cover: quality of life, autonomy,
decision-making, personhood, and modification.
(SPRING SEMESTER)

INTERDISCIPLINARY
20
Latin American Studies
(New Course)
This course will offer an interdisciplinary intro-
duction to Latin America, examining topics from
independence to the present. It will draw on
scholarly research, literature, and film to examine
the ways in which geography and location have
influenced distinct identities, cultures, and eco-
nomic and political institutions in Latin America.
Students will examine ethnic, racial, and regional
identities and the role they play in the develop-
ment of social, political, and economic institu-
tions. Assessments will include research papers,
debates and discussions, and independent and
collaborative projects.
Macroeconomics: Policies
and Perspectives
Students explore the structure and workings
of the American economy in this fast-paced,
discussion-oriented course covering traditional
macroeconomic theory and enriched by hands-on
experience with businesses and non-profits. What
roles should the government and free market
have in the economy? Is growth good? How will
the economy of the future differ from today for
America and other countries? Students inves-
tigate these questions as well as the economic
footprint of the major wars, Great Depression,
Great Recession, and recent international devel-
opments using current events and case studies.
Assessments include presentations, debates,
business plan competition, stock market simula-
tions, papers, and tests.
Race and Ethnicity in America
America has long been described as a “melting
pot” because of its ethnic, religious, and racial
diversity. This diversity has frequently been cel-
ebrated as America’s greatest trait. This course
aims to explore race, ethnicity, and the American
experience through literature, film, primary sourc-
es, photographs, art, and music. To guide our
exploration, we will ask four essential questions:
What does it mean to be an American? How
does one’s ethnicity or racial background alter
that definition? How did ethnicity and race play
a role in shaping our country and our identities?
And how does this history impact our American
experience today? Course materials will include
works by Junot Diaz, Amy Tan, and Malcolm X,
the film The Godfather, the painting The Last Mo-
ments of John Brown, photography by Gordon
Parks, and many others. Additionally, the students
will explore their own ethnic backgrounds. This
course can be taken for either standard or honors
credit. To earn honors credit, students will have to
complete supplemental assignments throughout
the year and an honors capstone project.
Statistics
Grade 12 | Major | Standard | ID
Statistics is the study of collecting data, analyz-
ing data, probability and distribution of data, and
making inferences about data. These branches of
statistics will be covered thematically through in-
terdisciplinary lenses including sports and games
of chance, medicine, and social justice. Empha-
sis is placed on conceptual understanding and
interpretation of results. The graphing calculator
and computer software will be utilized exten-
sively throughout the course to provide students
with a graphical and numerical interpretation of
the statistical concepts. Requirements: Success-
ful completion of Algebra II A, Algebra II B, or
Functions and Trigonometry and departmental
approval.
The Fantastic
Grade 12 | Major | Elective | ID
In art and literature, The Fantastic explores the
grotesque, the bizarre, the imaginary. As our
understanding of what is real shifts over time
so does our perception of The Fantastic. What
cultural, religious, and social pressures create
an atmosphere for artists and writers to give
shape to things that might, or might not, exist?
This course will examine the literary and artistic
attempts to express the phenomena that escape
rational explanation. We will explore paintings,
novels, and films including Bosch’s The Garden of
Earthly Delights, Kafka’s The Metamorphosis, and
Miyazaki’s Spirited Away.

INTERDISCIPLINARY
21
MINOR COURSES
Action Research
Grades 10-12 | Elective | Minor | ID
Students will join an established research group
and conduct action research on an issue of their
choice relating to their experience at Shipley.
Action research is similar to academic research
in that both gather information about a topic,
but action research does so with the purpose of
changing things for the better. Students in this
course will identify an issue that affects Shipley
students, gather information about this issue from
primary sources (students at Shipley), analyze
their data, and present their findings to a round-
table forum at the University of Pennsylvania, our
partner in this work. This minor course is specifi-
cally geared toward students who are interested
in community change and social science research
methods.
Journalism and Publications
Grades 10-12 | Elective | Minor | ID
In this course, students learn fundamentals of
journalism including topics in ethics, research,
privacy, confidentiality, and responsible writing
practices. Students will learn newspaper termi-
nology and editing skills, analyze various online
and print publications, practice photojournalism,
and design their own publication using InDe-
sign. Students will also write copy for the school
newspaper, The Beacon. Related movies will be
an integral part of the course. The course meets
three times over a seven-day rotation.

23
GRADUATION
REQUIREMENTS
3 CREDITS
Must be three consecutive
credits in one language.
LANGUAGE
T
he Shipley Language Program prepares students for the challenges
of the 21st century. The Latin and Modern Language Programs
provide a deeply rooted linguistic foundation, enriching students in
myriad areas of their academic life, and offering an opportunity for students
to become more informed citizens of the world. Being rooted in the classics
and fluent in a modern language build confidence and encourage the ability
to participate and better understand the challenges present in an ever-
changing world.

LANGUAGE
24
LATIN
The Latin program is designed to provide
students with the basic tools required to
read classical texts in their original form.
The approach is traditional, rigorous, and
yet supportive of a broad range of linguistic
abilities. Students are given a solid ground-
ing in the basic forms and grammar in the
belief that there is no better way to engen-
der confidence in translating. In the more
advanced classes, students are encouraged
to apply their skills so as to be able to inter-
pret texts for themselves, i.e., to think criti-
cally. There are five levels of Latin offered in
the Upper School. Latin II and III are offered
at both regular and honors levels; Latin IV
and V carry the honors designation.
Latin II
Grade 9 | Major
The basic forms and grammar are completed via
Latin for the New Millennium. Emphasis contin-
ues to be on mastery of the inflected endings, as
well as the development of a scientific approach
to translation. REQUIREMENTS: Completion of
either Latin I or 8th Grade Latin. Incoming stu-
dents with no previous Latin instruction will be
considered.
Latin II Honors
Wheelock’s Latin, a text designed to consolidate
all basic grammar and forms, is used during the
first semester to prepare the students to read the
“The Helvetian Campaign” in Caesar’s Gallic Wars,
Book I. The second semester is taken up with
the study of the finer points of grammar using
the Caesar text as a vehicle. REQUIREMENTS:
Successful completion of Latin I and department
approval.
Latin III
Grade 10 | Major
After an intensive review of all basic forms and
grammar, this course focuses on the prose of
Julius Caesar. “The Helvetian Campaign” in Book
I of The Gallic Wars is read closely in order to de-
velop confidence and fluidity in translation. This
entails a careful grammatical analysis of all basic
constructions, as well as the development of a
step-by-step method for translation.
Latin III Honors
Mastery of Ciceronian prose style is the primary
goal of this course. An oration and a philosophi-
cal treatise by Cicero will be read, followed by an
introduction to the poetry of Vergil. Students in
this accelerated sequence will have satisfied their
language requirement upon completion of this
course. REQUIREMENTS: Successful completion
of Latin II Honors or Latin III Standard.
Latin IV and V Honors
Our most advanced section of Latin, open to both
juniors and seniors who have completed Latin III
Honors, alternates yearly between two courses of
study. One is an immersion in Vergil’s magnificent
epic, The Aeneid. Selections drawn from Books I,
II, IV, and VI of this epic are read, as well as books
1 - 6 in translation. We cover meter (dactylic hex-
ameter), rhetorical figures and literary devices,
epic form, and historical and political overtones
to the work as a whole. The other year-long
course focuses on the Lyric Poetry of the Repub-
lican and Augustan Ages. A selection of three of
the most famous poets of this genre, Catullus,
Horace, and Ovid, is read. Topics covered are lyric
meters, Hellenistic influences, poetic genre, and
the birth of personal poetry. REQUIREMENTS:
Successful completion of Latin III Honors.

LANGUAGE
25
MODERN LANGUAGES
The modern language department believes
that the acquisition of another language
prepares our students to function more
effectively as citizens in an ever-changing
world. The cultivation and pursuit of a
greater appreciation for cultures different
from the students’ own are central to the
language program. The department em-
phasizes oral communication proficiency in
order to help students prepare for real-life
communication with native speakers.
The courses are taught in the target lan-
guage with 100% immersion as the goal for
instruction. Modern language courses incor-
porate a rich variety of authentic language
resources in a multitude of forms. Our pro-
gram offers travel immersion opportunities
in France, Latin America, Spain, and China
for students to expand upon their language
skills and gain stronger global competence.
French I
Grade 9 | Major
(Offered only if there is sufficient demand.)
This course introduces the student to the study of
French language. Within a short time, the stu-
dent can ask and answer basic questions as well
as read and write short sentences. Active oral
participation accompanies written exercises that
serve to reinforce new vocabulary and grammati-
cal structures. Students develop cultural aware-
ness of the French-speaking world through a vari-
ety of topics. Students craft and present creative
projects and original dialogues in order to deepen
language skills and cultural understanding.
French II
Grades 9 10 | Major
This course strengthens the acquisition and
refinement of speaking, writing, reading, and lis-
tening skills in French. Students begin to appreci-
ate the language as a vehicle for communication,
while the emphasis is on grammatical structures,
an in-depth study of verb forms, and new vocab-
ulary based on contemporary cultural and situ-
ational themes. Various activities contribute to a
greater cultural awareness in the French-speaking
world.
French II Honors
Students develop similar language skills as in
French II, as well as acquiring a more comprehen-
sive and deeper understanding of the language.
Students expand their working vocabulary base
towards greater proficiency in listening, speak-
ing, and writing. Further grammar study serves
to build and expand oral and written expression.
The class continues to explore a variety of topics
of the French-speaking world. Students craft and
present creative language-based projects and
original dialogues in order to deepen language
skills and cultural understanding.
French III
Students continue to build on their language
skills studied in French II, but the emphasis on
advanced grammar and communicative skills are
further strengthened. Students speak the lan-
guage more gracefully, expanding communicative
skills through broader vocabulary, complex gram-
mar structures, and interactive approaches such
as conversations and role-playing. Students at
this level read a variety of Francophone literature
and view several well-regarded French films such
as Le Petit Nicolas and La Gloire de Mon Père.

LANGUAGE
26
French III Honors
This course continues to develop and hone all
the language skills students began to acquire at
earlier levels of study, in a systematic and thor-
ough way. Most of the essential French grammar
points are completed in this course. Students also
do extensive work on expanding their vocabulary.
Students read a variety of Francophone litera-
ture and view several well-regarded French films,
such as Louis Malle’s masterpiece Au Revoir, les
Enfants. Throughout the year, students complete
individual projects in art and music.
French IV and V
These courses are offered as a two-year se-
quence. Emphasis is placed on discussion, using
readings taken from current magazines, newspa-
pers, short stories, and a multicultural text. This
course is also supplemented with the viewing
of films such as La Vie en Rose or Rue Cases-
Nègres. Speaking and writing skills are strength-
ened through an in-depth review of grammar and
vocabulary in context. All students in level IV/V
classes complete a final project in lieu of an exam
on topics ranging from French fashion to the his-
tory of French soccer.
French IV and V Honors
These discussion-based courses are a two-year
sequence that prepares students for advanced
study at the university level. Students explore
Francophone identity in a range of literary genres
from France, Canada, African countries, and the
Caribbean, reading poetry, short stories, complete
plays, and novels. The class engages in discussion
about post-colonialism, literacy, immigration, and
gender identity in films from France, Morocco,
Senegal and Belgium. Students present regularly
on current events of the French-speaking world,
analyzing and reacting to news clips and journal
articles. Each course culminates in a 40-minute
presentation on a chosen topic.
Mandarin I
Grade 9 | Major
(Offered only if there is sufficient demand.)
The first year’s course is an introduction for
students who have little or no previous exposure
to Mandarin Chinese. The course is designed to
help students utilize the Pinyin phonetic system,
learn the principle of characters, and master basic
language structures. Students will not only obtain
a solid foundation of the primary language skills
but also embrace the richness of Chinese culture
through integrated activities. Students’ cultural
awareness and multicultural understanding are
fostered by learning about the diversity of cui-
sines, cultural events, and customs.
Mandarin II Honors
This course continues to strengthen the acquisi-
tion and refinement of language skills presented
in Level I: speaking, writing, reading, and listen-
ing. The emphasis is on grammatical structures,
an in-depth study of sentence structure, and new
vocabulary based on contemporary cultural and
situational themes. Class time is spent on oral ac-
tivities with homework assignments designed to
reinforce new material. Students learn vocabulary
and expressions that allow for simple interactions
with the target culture. Contextualized activi-
ties contribute to greater cultural awareness and
become an integral part of the course, including
an exploration of how young people in Chinese-
speaking communities spend their free time.
Mandarin III Honors
Building skills developed in Mandarin II, the
emphasis of sentence compositions and com-
municative skills are further strengthened. The
application of language skills to authentic com-
municative scenarios is one of the main focus
areas. Students learn skills necessary to commu-
nicate with individuals from the target culture in
real-life situations. Students speak the language
more gracefully, expanding communicative skills
through broader vocabulary, complex grammar
structures, and interactive approaches. Students
also learn to appreciate primary literary works.

LANGUAGE
27
Mandarin IV and V Honors
quence. In levels IV/V, students enter into ad-
vanced level training, refining pronunciation,
grammar, and vocabulary usage. Language is
enhanced through learning about topics such
as transportation and travel, the Internet and
technology, dating and marriage, Chinese ideol-
ogy, education, and Chinese holidays and tradi-
tions. Students are exposed to Chinese language,
culture, and traditions through authentic texts. By
the end of the two-year sequence, students are
expected to have mastered the 500-800 most
commonly used characters, express themselves
accurately, and solve a variety of problems in
real-life situations. At the end of the year, stu-
dents research, analyze, and propose a solution
to a contemporary issue in China today.
Spanish I
Grade 9 | Major
The first-year course introduces the student to
the Spanish language. Within a short time, the
student can ask and answer basic questions as
well as read short texts based on the lesson ma-
terial. Active oral participation and writing in the
language is emphasized from the very beginning
to help students improve their communication
skills in Spanish. Cultural awareness is fostered
by introducing the student to a variety of topics
dealing with life customs and geography of the
Spanish-speaking world.
Spanish II
Grades 9 10 | Major
This course continues to strengthen the acquisi-
tion and refinement of language skills presented
in Level I: speaking, writing, reading, and listen-
ing. The emphasis is on grammatical structures,
an in-depth study of sentence structure, and new
vocabulary based on contemporary cultural and
situational themes. Class time is spent on oral
activities with homework assignments designed
to reinforce new material. Students learn vocabu-
lary and expressions that allow for basic interac-
tion with the target culture. Cultural awareness
is integrated into the lessons, which allows for a
greater understanding of the Spanish-speaking
world. Students are exposed to a variety of au-
thentic materials to improve their language skills
and cultural understanding.
Spanish II Honors
Grade 9 10 | Major | Honors
Students develop similar language skills as in
Spanish II and acquire a more comprehensive and
deeper understanding of the language. Students
expand their working vocabulary base towards
greater proficiency in listening, speaking, read-
ing and writing. Further grammar study serves to
build and expand oral and written expression. The
class continues to explore a variety of topics of
the Spanish-speaking world. Students craft and
present creative language-based projects, origi-
nal dialogues and skits in order to deepen lan-
guage skills and cultural understanding. Students
learn beginning composition writing as well as a
simple introduction to Hispanic literature. They
receive constant feedback on their progress so
that they can continue to improve their linguistic
skills.
Spanish III
skills studied in Spanish II, but the emphasis on
communicative skills and more advanced gram-
matical structures are further strengthened. The
application of language skills to authentic com-
municative scenarios is one of the main focus
areas. Students learn skills necessary to commu-
nicate with individuals from the target culture in
real-life situations. Students speak the language
more gracefully, expanding communicative skills
through broader vocabulary, complex grammar
structures, and interactive approaches. Students
play a role in their learning through alternative
assessments such as projects, presentations, and
dialogues.

LANGUAGE
28
Spanish III Honors
Grades 10 11 | Major| Honors
skills studied in Spanish II Honors through ad-
vanced grammar study, vocabulary expansion,
and improved pronunciation. The course explores
a variety of cultural, social, and political issues in
Latin America and Spain through diverse read-
ings. Literary selections may include: poems,
short stories, non-fiction stories, and news ar-
ticles. Class discussions and a variety of commu-
nicative activities bolster and enrich the students’
grasp of both written and spoken Spanish.
Spanish IV and V
quence. In levels IV/V, students enter into ad-
vanced level training, refining pronunciation,
grammar and vocabulary usage. Language is
enhanced through learning about topics such
as Spanish-speaking populations in the United
States, Mexico City, natural resources, and the in-
fluence of media. Students are exposed to Span-
ish language, Hispanic cultures and traditions
through authentic texts and resources. By the
end of the two-year sequence, students are able
to express themselves with greater accuracy and
solve a variety of problems in real-life situations.
At the end of each unit, students research, lead
their learning, and produce work such as newspa-
pers, public service announcements, and interac-
tive communication with their peers focused on
relevant topics in the target cultures. (This course
will be offered as two separate courses if enroll-
ment allows.)
Spanish IV and V Honors
Grade 11 12 | Major | Honors
quence. At the end of level V, students are able
to communicate at higher proficiency levels and
are able to use register and text type with more
accuracy. Students explore the history, politics,
culture, and literature of both Latin America and
Spain. Everyday debates and class discussions on
a variety of topics range from personal experi-
ences to current events and trends. The study of
literature includes the analysis and discussion of
relevant literary texts that are currently studied at
the university level. Further refinement of gram-
mar and vocabulary and greater emphasis on
pronunciation are common practice. Students can
effectively communicate with non-native speak-
ers and native speakers who are unaccustomed
to speaking with foreigners. The course culmi-
nates with a presentation and lesson on a chosen
topic. Students in this course are responsible
for creating, editing, and producing La Fogata,
the Shipley Spanish-language newspaper. (This
course will be offered as two separate courses if
enrollment allows.)
FULL IMMERSION
Modern language courses are taught
in the target language with 100% im-
mersion as the goal for instruction. The
department emphasizes oral communi-
cation proficiency that helps students
prepare for real life communication with
native speakers.

LANGUAGE
29
INTERNATIONAL
TRAVEL
OPPORTUNITIES
VILLEFRANCHE EXCHANGE
Now in its 27th year, the Villefranche ex-
change program links Shipley students
with French students, who host and visit
each other during spring break in alter-
nating years. In 2016-2017, Shipley stu-
dents will visit Villefranche.
LATIN AMERICA SPAIN
Spanish students have the opportunity
to travel to a Spanish-speaking country
for two weeks in the summer to take
language classes and live with a local
family.
CHINA
Students travel to China to experience
a mix of ancient and modern Chinese
cultures and their rich histories. Students
participate in a wide range of cultural
activities to further their understanding
and language abilities.

MATHEMATICS
GRADUATION
REQUIREMENTS
3 CREDITS
take 4 credits.
T
he Shipley Mathematics department aims to help students develop
as flexible and tenacious problem solvers who think critically and
communicate effectively about mathematical concepts. Through
the use of analytical, graphical, and numerical techniques, students explore
patterns, make conjectures, and justify their reasoning verbally and in writing.
Teachers seek to support student development by appropriately challenging
all learners, with an emphasis on conceptual understanding, computational
skills, and the integration of appropriate technology. Our ultimate goal is to
help students become active and independent learners, confident in their
ability to solve problems and to think mathematically.

MATHEMATICS
32
COURSE LEVELS
Several levels of mathematics are offered to
meet varying student abilities.
Honors level mathematics courses offer the
most challenging treatment of the mate-
rial, moving at a quick pace and covering
concepts in rigorous detail. Honors level
mathematics courses are intended for stu-
dents who can work independently, have a
high level of academic maturity, and bring a
strong sense of purpose to the classroom.
Level A and other regular level mathemat-
ics courses move at a moderate pace and
strive to develop strong analytical skills as
well as proficiency in problem solving.
Level B mathematics courses move at a
more deliberate pace and focus on devel-
oping basic mathematical skills and a con-
ceptual understanding of the material.
Students new to Shipley are required to
take a mathematics placement test to help
determine the most suitable course place-
ment.
SUMMER STUDY
Students who wish to accelerate their
progression in mathematics by pursuing
summer study must obtain approval from
the Mathematics Department and the Aca-
demic Dean well in advance of the summer.
Algebra I
Grade 9 | Major
This course begins with a review of fundamental
arithmetic and algebraic concepts and tech-
niques. Students solve linear, fractional, and qua-
dratic equations and inequalities and work with
systems of equations. Functions are introduced,
and the algebraic and graphical behavior of linear
and quadratic functions is studied extensively.
Development of the ability to read, analyze, and
solve problems is stressed, and computational
skills are reviewed and practiced. Students are
introduced to the graphing calculator as a way to
provide a visual and numerical interpretation of
the algebraic concepts. Algebra I is designed to
prepare students for Geometry.
Geometry A and Geometry B
Grades 9 10 | Major
The study of geometry teaches students to inves-
tigate mathematical patterns, make reasonable
conjectures, and prove these conjectures using
an axiomatic system. This course covers topics in
plane Euclidean geometry, along with basic ideas
of coordinate geometry. The course stresses both
inductive and deductive logic, with proofs provid-
ing a formal grounding in logical reasoning. Ex-
plorations with straightedge and compass, patty
paper, and the computer application GeoGebra
serve to stimulate the student’s investigative spir-
it. Algebra concepts are reinforced throughout
the year, as they relate to the geometric topics.
Geometry A is designed to prepare students for
Algebra II A, and Geometry B (a course specifi-
cally for students in Grade 10) is designed to pre-
pare students for Algebra II B. REQUIREMENTS:
Successful completion of Algebra I.
Geometry Honors
This course covers topics in plane Euclidean
geometry, along with basic ideas of coordinate
geometry. The course stresses both inductive and
deductive logic, with proofs providing a formal
grounding in logical reasoning. Explorations with
straightedge and compass, patty paper, and the
computer application GeoGebra serve to stimu-
late the student’s investigative spirit. Algebraic
concepts are reinforced throughout the year, as
they relate to the geometric topics. In the hon-
ors section, students are expected to solve more
challenging problems and to construct more
difficult proofs than they would in the standard
sections. A strong work ethic and eagerness to
delve beyond the course material is essential.
Topics in non-Euclidean geometry may also be
covered. Geometry Honors is designed to prepare
students for Algebra II Honors.
Algebra I and department approval.

MATHEMATICS
33
Algebra II A and Algebra II B
This course reviews and extends topics studied in
Algebra I. Topics covered include linear, rational,
and polynomial functions, radicals and exponents,
complex numbers, exponential and logarithmic
functions, systems of equations, matrices, and the
analytical geometry of conic sections. The graph-
ing calculator is utilized throughout the course to
provide students with a graphical and numerical
interpretation of the algebraic concepts. Algebra
II A is designed to prepare students for Precal-
culus, and Algebra II B (a course specifically for
students in Grade 11) is designed to prepare stu-
dents for Statistics. REQUIREMENTS: Success-
ful completion of Geometry.
Algebra II Honors
This course starts with an in depth and compre-
hensive coverage of trigonometric functions and
identities. Linear, rational, and polynomial func-
tions, radicals and exponents, complex num-
bers, exponential and logarithmic functions, and
systems of equations, sequences and series, and
matrices are covered. The graphing calculator
is utilized throughout the course. Students are
expected to solve challenging problems and to
work at a high level of abstraction. A strong work
ethic and eagerness to delve beyond the course
material is essential. Algebra II Honors is de-
signed to prepare students for Precalculus Hon-
ors. REQUIREMENTS: Successful completion of
Geometry Honors and departmental approval.
Functions and Trigonometry
Grade 11 | Major
This course serves as a bridge between Algebra II
and further studies in mathematics, including Pre-
calculus. The course is designed to reinforce con-
cepts from algebra, including functional analysis,
in addition to introducing topics in trigonometry.
Extensions into other branches of mathematics,
such as probability and statistics, curve fitting,
and sequences and series may also be covered.
This course is intended to reinforce algebraic
skills, while also using the graphing calculator to
reinforce and extend these skills. This course is
designed to prepare students for Precalculus or
Statistics. REQUIREMENTS: Successful comple-
tion of Algebra II A and departmental approval.
Precalculus
The central theme of this course is functions as
models of change. The course provides in-depth
coverage of linear, exponential, logarithmic,
trigonometric, polynomial and rational functions.
The graphing calculator is utilized throughout
the course to provide students with a graphi-
cal and numerical interpretation of the algebraic
concepts. Strong algebraic skills are essential for
success in this course. The goal of the course is
to develop an analytical, graphical, and numeri-
cal sense of how functions behave. Precalculus
is designed to prepare students for Calculus AB
Honors, Statistics, or Statistics Honors.
Algebra II A and departmental approval.
Precalculus Honors
Precalculus Honors provides an in-depth study of
functions, including linear, polynomial, rational,
exponential, and trigonometric. Regression analy-
sis, probability, vectors, parametric equations,
and polar equations are also covered. The course
moves at a rapid pace and covers content both
rigorously and in-depth. A strong work ethic and
eagerness to delve beyond the course material
is essential. The goal of the course is to develop
an analytical, graphical, and numerical sense of
how functions behave. The graphing calcula-
tor is utilized extensively throughout the course
to provide students with a visual and numerical
interpretation of the algebraic concepts. Precal-
culus Honors is designed to prepare students for
Calculus AB Honors, Calculus BC Honors, and/or
Statistics Honors. REQUIREMENTS: Successful
completion of Algebra II Honors and departmen-
tal approval.

MATHEMATICS
34
Calculus AB Honors
Calculus is the study of rates of change and
accumulation. This course covers the standard
sequence of differential and integral calculus of
functions of a single variable. The focus is on
developing a deep conceptual understanding of
the practical meaning of calculus, as well as being
able to communicate mathematical ideas as ex-
pressed numerically, algebraically, and geometri-
cally. The concepts of limits, derivatives, integrals,
and applications are developed in a unifying way
in order for calculus to be seen as a cohesive
whole. The graphing calculator is used extensively
to investigate and dynamically view mathematical
topics in calculus. REQUIREMENTS: Successful
completion of Precalculus or Precalculus Honors
and departmental approval.
Calculus BC Honors
Calculus is the study of rates of change and accu-
mulation. This course covers a full year of college-
level calculus of functions of a single variable.
As such, the course moves at a rapid pace and
covers content both rigorously and in-depth. A
strong work ethic and eagerness to delve beyond
the course material is essential. The focus is on
developing a deep conceptual understanding,
strengthening analytical skills, and being able to
communicate mathematical ideas as expressed
numerically, algebraically, and geometrically. The
concepts of limits, derivatives, integrals, series
approximation, and applications are developed
in a unifying way in order for calculus to be seen
as a cohesive whole. The calculus of polar and
parametric equations is covered. The graphing
calculator is used extensively to investigate and
dynamically view mathematical topics in calculus.
REQUIREMENTS: Successful completion of Pre-
calculus Honors and departmental approval.
Multivariable Calculus Honors
This hybrid course extends the concepts of
calculus to functions of two and three variables.
The course emphasizes a multi-representational
approach to calculus with concepts, results, and
problems being expressed geometrically, numeri-
cally, and analytically. The topics for this course
include functions of several variables, vector
functions, partial derivatives, multiple integrals,
vector fields, and space fields. The course content
is delivered primarily through online videos and
reading of the text, and class time is utilized to
discuss problems and assess student understand-
ing. The nature of this course requires students to
be highly motivated, organized, and independent.
REQUIREMENTS: Successful completion of Cal-
culus BC Honors and departmental approval.
Statistics
Grade 12 | Major | ID
Statistics is the study of collecting data, analyz-
ing data, probability and distribution of data, and
making inferences about data. These branches of
statistics will be covered thematically through in-
terdisciplinary lenses including sports and games
of chance, medicine, and social justice. Emphasis
is placed on conceptual understanding and inter-
pretation of results. The graphing calculator and
computer software will be utilized extensively
throughout the course to provide students with
a graphical and numerical interpretation of the
statistical concepts. REQUIREMENTS: Success-
ful completion of Algebra II A, Algebra II B, or
Functions and Trigonometry and departmental
approval.
Statistics Honors
Statistics Honors acquaints students with the
major concepts and tools for collecting, analyz-
ing, and drawing conclusions from data. Students
will work frequently on projects involving the
gathering and analysis of real world data. Ideas
and computations presented in this course have
immediate links with actual events. The topics
for Statistics are divided into four major themes:
exploratory analysis, planning a study, probability,
and statistical inference. The graphing calcula-
tor and computer software are utilized exten-
sively throughout the course. REQUIREMENTS:
Successful completion of Precalculus Honors or
Precalculus and departmental approval.

MATHEMATICS
35
NEED HELP?
There are many options for obtaining help with mathematics.
The Math Center is staffed several periods during the day and
drop-by questions are welcome. All mathematics courses have
resource-rich web pages that may contain class notes, links
to lesson videos, and extra practice problems. There is also a
peer-tutoring program for students who might desire help on a
more regular basis.
TECHNOLOGY INTEGRATION
The math classroom is a place for technology—from low-tech
paper folding to high-tech dynamic software programs, the
Mathematics Department encourages exploration through the
use of technology. The graphing calculator is an integral part
of visualizing mathematics, and it is used extensively through-
out the curriculum. Laptops are used in a multitude of ways:
as classroom response systems, to sort and analyze data, to
construct geometric sketches, and to graph three-dimensional
surfaces. Mathematically sound justifications require paper and
pencil, but playful, creative, and thought-provoking mathemati-
cal investigations are enhanced through the use of technology.

37
PERFORMING
ARTS
GRADUATION
REQUIREMENTS
1/2 CREDIT
(by the end of Grade 10)
T
he Performing Arts Department at Shipley encompasses all aspects
of Theater and Music study. From the staged plays and musicals to
the lively performances of the orchestra, excellence is held out to
students as a goal, and then the process of reaching that excellence is taught.
One of the strengths of Shipley’s Performing Arts program lies in the notion
that anyone can perform. Each year students take a risk, commit themselves
to disciplined study, and enjoy the fun and camaraderie that results from
working towards a shared vision. Students in the Upper School must meet
their Performing Arts requirement before the end of their sophomore year.
Full and active participation and successful completion of a production or
course are required in order to meet this requirement.

PERFORMING ARTS
38
MUSIC
Instrumental and vocal ensembles, music
courses, and private lessons at Shipley
all share the same goal: to provide each
student an opportunity to come into the
program wherever they are, and grow from
there as musicians.
Faculty members are all active performers
in their fields, but prefer to focus on the
process that leads to good performance.
Personal discipline through practice and
an understanding of the building blocks of
music are stressed, but there are also nu-
merous opportunities for talented students
to go further. Music coursework is graded
with a letter grade according to course-
specific rubrics as outlined in the syllabus.
Music courses and ensembles may satisfy
the Performing Arts Requirement in the fol-
lowing ways:
• Two years in an ensemble
• One year of a Studio Music course
Studio Music I
Minor | Elective | Meets Requirement
This course is an introduction to the basic skills of
musicianship, and will help students understand
music they encounter on a daily basis. Students
will learn to read music, understand rhythm and
harmony, and compose basic pieces. They will
train their ears to recognize musical patterns and
building blocks, as well as study the great master-
works of the Western classical tradition. Exposure
to global music is also part of this course. This
course is for students who have no experience in
music, as well as those who have studied music
before.
Studio Music II
Advanced training in harmony, rhythm, orchestra-
tion, and counterpoint are covered in this course.
Students also learn about modern techniques and
work with digital tools to study composing and
recording. REQUIREMENTS: Successful comple-
tion of Studio Music I, or a passing grade on an
assessment demonstrating the requisite skills.
MUSIC ENSEMBLES
Glee Club
Grades 9-12 | Minor | Elective
Open to anyone, without audition, the Glee Club
enables students to find their singing voice and
sing with others in a communal effort. Students
sing a wide variety of repertoire, from popular
music to classical. Each singer will develop vocal
technique and musical skills that will allow him or
her to become a more confident singer. The Glee
Club performs at assemblies and at two major
concerts per year. The ensemble has weekly
rehearsals. Regular attendance, punctuality, and
active participation are expectations.
Handbell Ensemble
Grades 9-12 | Minor | Elective|
Audition Required
The Handbell Ensemble is open to students by
audition. Students will play advanced repertoire
consisting of arrangements and transcriptions as
well as original compositions. Students who want
to refine their handbell technique and sharpen
their ensemble skills will find this a challenging
and rewarding experience. The ensemble has
weekly rehearsals. Regular attendance, punctual-
ity, and active participation are expectations.

PERFORMING ARTS
39
Jazz Band
Grades 9-12 | Minor | Elective | Audition
Required
The Jazz Band is open by audition to students
who play wind or brass instruments, guitar, bass,
drums, and piano. Students in this ensemble learn
jazz techniques, improvisation, musicianship, and
ensemble skills. The repertoire is challenging and
diverse, and performance opportunities include
assemblies, admissions events, outside events,
and two major concerts per year. An Honors
combo selected from the larger group gives op-
portunities for solo and small group work. Private
lessons are strongly encouraged. The ensemble
has weekly rehearsals, including some morning
rehearsals. Regular attendance, punctuality, and
active participation are expectations.
Shipley Singers
Grades 9-12 | Minor | Elective |
Audition Required
Shipley Singers is open by audition to all students
and is the premier vocal ensemble of the School.
The group performs regularly at assemblies,
Admissions events, and outside events, as well
as two major concerts per year. The repertoire is
challenging, engaging, and diverse. Students will
learn exciting arrangements of popular music,
cutting edge a cappella songs, and classical mas-
terworks. Shipley Singers are expected to form
the core of the Glee Club, and attend its rehears-
als. The ensemble has weekly rehearsals, includ-
ing some morning rehearsals. Private lessons are
strongly encouraged. Regular attendance, punc-
tuality, and active participation are expectations.
Orchestra
Grades 9-12 | Minor | Elective|
Audition Required
The Shipley School Orchestra is open to string,
woodwind, brass, and percussion students by
audition. This course provides an opportunity for
students to rehearse, refine, and perform chal-
lenging music with their classmates in a group
setting. The repertoire is challenging and diverse.
Performance opportunities include assemblies,
Admissions events, outside events, and two major
concerts per year. Students also form small cham-
ber groups for a more interactive learning experi-
ence. Private lessons are strongly encouraged.
The ensemble has weekly rehearsals, including
some morning rehearsals. Regular attendance,
punctuality, and active participation are expecta-
tions.
Private Lesson Program
Private music lessons are available by arrange-
ment with our adjunct faculty of professional in-
strumental/voice teachers. Students who partici-
pate in the ensembles are strongly encouraged to
sign up for lessons. Lessons are usually scheduled
during study halls or after school, and students
may sign up for these lessons once the school
year has begun.

PERFORMING ARTS
40
THEATER
The grounding principle of the Upper
School Performing Arts program is to en-
courage all students, regardless of back-
ground or experience, to try their hand at
theater. The department mounts three ma-
jor productions each year. Theater course-
work is graded with a letter grade accord-
ing to course-specific rubrics as outlined in
the syllabus. There are also opportunities
for students who are interested in the back-
stage workings of a show to participate and
learn about lighting, sound, set design and
construction, and managing a show from
backstage.
Theater courses and productions may sat-
isfy the Performing Arts Requirement in the
following ways:
• Participation in two main stage
productions
• One year of a Studio Theater course
• One year of Public Speaking and
Debate
Studio Theater I, II and III
This minor course is open to anyone in grades 9
– 12 and meets twice per rotation. Beyond sched-
uled class time, students devote additional time
to their projects, especially in Studio Theater II
and III. In Studio Theater I, students concentrate
on diction, voice control, movement, demeanor,
and acting fundamentals. Poems, one-act plays,
and excerpts provide the texts. During production
weeks for main stage shows, students in Stu-
dio Theater I begin apprentice work in costume
construction and technical theater. In the spring,
these students present short theater pieces to
demonstrate their skills. Studio Theater II and III
builds upon these skills with more detailed acting
instruction.
Public Speaking and Debate
Truly refined public speaking is an art that re-
quires sustained attention and coaching. This
minor course will allow students to get one-on-
one coaching as they construct speeches for a
variety of contexts and occasions. This course will
allow students to present in a variety of forums,
including assemblies and other audiences. Build-
ing upon the skills learned in public speaking,
students will go on to study debate, a truly chal-
lenging but also rewarding form of competition.
Indeed, some of our nation’s foremost leaders in
all fields have been former high school debaters
and forensics participants. This course prepares
students to become better at argument construc-
tion, advocacy, counter-argument, cross-exam-
ination, and rebuttal, as well as an emphasis on
critical thinking and extemporaneous speaking.
The course meets twice a rotation and is open to
all students.
Theater – Film I
Grades 10 – 12 | Minor | Elective
An overview of American classical film presented
in historical sequence from the silent era to the
1950s. The course offers the student the opportu-
nity to discover actors, directors, and films from
the first half of the past century from a literary,
dramatic, and artistic perspective. Since class
time is insufficient for full-length screenings, stu-
dents will be assigned films to watch on their own
for discussion in class.
Theater – Film II
Grades 11 – 12 | Minor | Elective
This elective minor continues the first year in
greater depth with a concentration on lesser
known works of significant but often overlooked
artistic merit.

PERFORMING ARTS
41
ANNUAL THEATER
PRODUCTIONS
FALL PLAYS
The fall season hosts a dramatic
production that usually involves a
series of one-act plays or scenes that
offer the greatest number of roles to
accommodate all students who wish
to participate.
WINTER MUSICAL
In the winter season, the department
stages a musical drawn from a variety
of styles. Although the leading parts
are selected by competitive audition,
there are usually chorus parts or
backstage roles for all who are
interested.
SPRING SHAKESPEARE
The year closes with a work from
Shakespeare or some other classical
production.

43
SCIENCE
T
he goal of the Upper School science curriculum is to develop
deeper student knowledge of the major scientific disciplines and
an appreciation for their interactions with each other. Core courses,
listed first in this document, will introduce students to the three major areas
of science – physics, chemistry, and biology – as well as fulfill graduation
requirements. Elective courses lead students to a deeper understanding in a
single area of science or develop connections between the major disciplines.
Students should complete their graduation requirements before enrolling in
elective science courses.
GRADUATION
REQUIREMENTS
2 CREDITS
One life science,
one physical science.
take 3 credits.

SCIENCE
44
Introductory Physics
GRADE 9 | Major
Introductory Physics is a core ninth grade course
designed to introduce students to physical con-
cepts through lab activities, discussion, problem
solving and demonstration. Simple algebra, ap-
propriate for ninth grade students, will be used
to develop a fuller understanding of the material.
Topics will include energy, sound, light, electricity,
magnetism, and motion. Cause and effect will be
a central theme and use of the scientific method
will further reinforce these core topics. Regular
lab reports will be required and daily homework
will serve to practice study skills.
Introductory Physics Honors
GRADE 9 | Major | Honors
Introduction to Physics Honors is a core ninth
grade course that addresses optics in the first
semester, and electricity and magnetism in the
second semester. Pace and depth of study dif-
ferentiate this course from Introductory Physics.
Students will read and discuss the text analyti-
cally, as well as use strong algebra skills and lab
investigations to connect themes in each topic.
REQUIREMENTS: Students must hold an A- in
science, have successfully completed Algebra I,
and have the recommendation of their science
and math teachers.
Chemistry I
GRADES 10-12 | Major
The first semester of this core course is dedicated
to the language of chemistry as it describes mat-
ter, elements, atomic structure, and the periodic
table. The second semester focuses on the fur-
ther development of those topics through chemi-
cal bonding and molecular interactions, mole
relationships, and chemical reactions. This course
emphasizes a conceptual understanding and
includes some basic mathematical applications.
Students will participate in cooperative learning,
group discussions, and many laboratory activities
in order to investigate the field of chemistry.
Chemistry I Honors
GRADES 10-12 | Major | Honors
This core course emphasizes qualitative compre-
hension, but the honors level also has an added
rigorous mathematical approach. Students learn
to speak and write about chemistry on a sophis-
ticated level. Bolstered by 21st century skills,
students explore topics with lab investigations,
data analysis, and interactive discussions. Topics
include matter, measurement, atomic structure,
radioactivity, the periodic table, chemical bonding
and intermolecular attractions, the mole, stoichi-
ometry, solutions, oxidation-reduction, pH, gases,
and thermochemistry. REQUIREMENTS: A solid
background in math and the recommendation of
the Science Department.
Biology
GRADES 10-12 | Major
Biology is a core course that does not rely on a
detailed knowledge of chemistry, but still covers
a broad range of biological topics including: the
cell, cellular processes, genetics and biotechnol-
ogy, organisms and the ecosystems in which they
exist. The focus is in the adaptations that are
made both at the molecular and ecological levels
in terms of structure and function. This course
develops scientific understanding through hands-
on activities, projects, and labs. A major goal of
the course is to develop the skill of thinking and
communicating scientifically. REQUIREMENTS:
A previous course in chemistry is recommended.
Biology Honors
GRADES 10-12 | Major | Honors
Biology Honors is a course that uses a college
level textbook, test format, and lab activities. This
course covers a broad range of topics including:
chemical compounds found in life, the cell and
cellular processes, genetics and biotechnology,
and organisms as a whole. The focus is on under-
standing the parts independently, as well as their
function as a cohesive whole. Students will per-
form laboratory work with quantitative analysis.
The curriculum encourages critical thinking and
requires students to grasp important biological
ideas. REQUIREMENTS: Successful completion
of Chemistry I Honors and the recommendation
of the Science department. An entrance exam
may be given in lieu of the Chemistry I Honors
requirement.

SCIENCE
45
Physics I Honors
GRADES 11 12 | Major | Honors
Physics Honors is a core course open to students
in grades 11 and 12. It is a fast-paced course that
uses mathematics, including algebra and trigo-
nometry, to study classical and modern physics.
The course emphasizes analytical thinking in
solving problems taken from the physical world.
This is reinforced with experiments in the labora-
tory and mathematical analysis of data from the
experiments. The course treats mechanics, wave
motion, sound, light, electricity, and magnetism.
Physics Honors is intended for the student with
an interest in science or the student seeking ad-
ditional challenge. REQUIREMENTS: Successful
completion of Algebra II and Trigonometry, and
the recommendation of the Science Department.
ELECTIVE MAJORS FOR
JUNIORS AND SENIORS
Astronomy
GRADES 11 12 | Major | Elective
Astronomy is an elective one-year course that will
give the student a broad overview of the universe
to include its evolution and the stars and planets
of which it is composed. The course will empha-
size the observational techniques that provide
the basic data from which the characteristics of
the universe are inferred. The historical perspec-
tive will also be covered to illustrate how our view
of the universe has changed over the centuries
with the introduction of new technologies and
the new information that those technologies
provide. The course meets five periods per week.
While there is no weekly laboratory, there will be
four observation sessions held at Shipley in the
evening. A major paper is prepared in the spring
term in lieu of a final examination. The course is
limited to sixteen juniors and seniors. REQUIRE-
MENTS: Two years of science and completion of
Algebra II.
Chemistry II Honors
GRADES 11 12 | Major | Elective | Honors
Chemistry II Honors is a second year elective
course that provides a more in-depth coverage of
the core concepts introduced in Chemistry I Hon-
ors. Students will conduct more math-intensive
analysis of experimental data, and will experience
a typical college-level general chemistry curricu-
lum. Students considering this course must have
a strong background in mathematics. REQUIRE-
MENTS: Strong performances in both Algebra II
and Chemistry I and the recommendation of the
Science Department.

SCIENCE
46
Comparative Anatomy
Neuroscience Honors
The Comparative Anatomy component of this
course will be unified around the ideas of form,
function, and evolution. We will explore the evolu-
tionary history of selected organ systems of ver-
tebrates. As we examine each organ system, we
will draw upon information from the anatomy of
living species, the steps during the development
of organ systems, and the fossil record. There are
still unsettled and unresolved issues, and so there
will be room for controversies and individual
opinions. (FALL SEMESTER)
The Comparative Neuroscience component of
the course begins with an in-depth look at the
human nervous system. Students will study brain
anatomy, learn how nervous system cells transmit
information, and learn about the role of chemicals
in the nervous system. This foundation of knowl-
edge will enable students to further study the
relationship between nervous system anatomy,
cognition, and behavior in a variety of animal
models. (SPRING SEMESTER)
Molecular Biology or a strong performance in
Ecological Biology.
Environmental Science Bioethics
GRADES 11 12 | Major | Elective | ID
The goal of the Environmental Science course is
to provide students with the scientific principles
and concepts required to understand the inter-
relationships of the natural world, to identify and
analyze environmental problems both natural
and human-made, to evaluate the relative risks
associated with these problems, and to examine
alternative solutions for resolving and/or prevent-
ing them. It will be a lecture-based class, with
discussion and activities both in and out of the
classroom. (FALL SEMESTER)
Bioethics will introduce students to possible ethi-
cal choices they will face in their lives, stimulate a
better understanding of scientific advances and
methods, and contribute to lifelong interest in
biomedical science and being thoughtful mem-
bers of society. The class will improve analytical
and reasoning skills, and open discussions on
some thought-provoking topics. The class focus is
on understanding and appreciating relevant bio-
logical facts as they confront the principles and
practice of ethical decision-making at the level of
the individual, the community, and the nation. The
topics will ultimately be chosen by the class, but
could potentially cover: quality of life, autonomy,
decision-making, personhood, and modification.
(SPRING SEMESTER)
Physics II Honors:
Newtonian Mechanics
Newtonian Mechanics Honors is an intensive,
college-level, Calculus-based, yearlong elective.
It centers on mechanics—kinematics, dynam-
ics, energy, momentum, and gravitation—from
a classical perspective. The course emphasizes
the solution to challenging problems in both
inertial and rotational reference frames. In ad-
dition to mechanics, several other topics will be
introduced, including waves, fluids, relativity,
and modern physics. Class material is reinforced
with experiments and analysis of experimental
data. The course is intended as a second year
physics course. REQUIREMENTS: Concurrent
enrollment in Calculus. Students for whom this is
a first-year physics course must have the per-
mission of the instructor and expect to perform
some preparatory work during the preceding
summer as determined by the instructor.

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