2026-27 US Curriculum Guide

RYE COUNTRY DAY SCHOOL

UPPER SCHOOL CURRICULUM GUIDE

PROGRAM OF STUDY 2026 - 27

PROGRAM OF STUDY

The Rye Country Day School Upper School Curriculum Guide contains a complete description of the academic program of the Upper School, Grades 9-12. In order to provide parents/guardians and students with guidelines for selecting courses at each grade level, we have included the School’s requirements and suggested programs for each year of study. Advanced Placement, Independent Study/Guided Study, and the Pass/Fail option are explained here, as well.

Students should read the Curriculum Guide and discuss their interests/options with their parents/guardians and then seek the guidance of their advisor. Enrollment in certain courses must be approved by the relevant department. The Middle School administration will make recommendations for students entering Grade 9 from the RCDS Middle School. For students joining the Upper School from another school, we utilize placement assessments to support course selection where needed/appropriate. Initial program approval is granted by the advisor. Final approval is issued by the appropriate Grade-Level Dean and Principal.

GRADUATION REQUIREMENTS

For graduation, a minimum of 20 units is required. For promotion to the next grade, a minimum of 4 academic courses must be passed. A senior must complete a minimum of 4 full credits during the senior year in order to receive a diploma and must be enrolled in at least four classes during each semester of the senior year. Credit is granted at the completion of the course. A minimum of 5 academic courses a year is expected. Any student choosing to take more than five homeworkbearing courses needs to carefully consider this decision, and parental approval is required on all course selections. The typical program of study is 5 to 6 units per year in Grades 9-12. Successful completion of all requirements is necessary for graduation.

SUBJECT AREA & MINIMUM REQUIREMENTS

• Computer Science: 1/2 unit

• English: 4 units

• Foreign Language: Must complete Level 3 of French, Spanish, Chinese, or Latin

• Health: 1/4 unit Grade 10

• History & Social Science: Class of 2027: 3 units (World History; U.S. History; 1 other History & Social Science unit). Class of 2028 and beyond: 4 units (World History; U.S. History; 2 other History & Social Science units)

• Life Skills: Grade 9

• Mathematics: Must complete Algebra 1, Geometry, and Algebra II/Trig

• Physical Education: 4 years, must pass each trimester unless granted an exemption (althoughrequired,P.E.isnotacredit-bearingcourse)

• Science: 3 units, with a minimum of 1 physical science and 1 life science

• Visual & Performing Arts: Classes of 2026-2028: 1.5 units in at least 2 of the arts departments (Visual Arts, Music, Drama and Dance, or Yearbook) OR earn 2 units in one of those departments to be completed over the four years. Class of 2029 and beyond: 2 units

CROSS-LISTED COURSES: Students enrolled in cross-listed courses choose one department in which they will earn credit for the course. Depending on the course, the student may need to declare at the start of the course because the work required is different according to which credit the student wishes to earn; when this is not the case, the student can claim the credit anytime before the start of the twelfth-grade year.

SUMMER SESSION: No credit towards graduation is given for summer work except in making up a failed course, nor is the “F” removed from the transcript. One exception to this rule are that a student may attend the RCDS summer school to fulfill the Health requirement. Students seeking changes in their course placement as a result of summer work need to obtain permission from the appropriate Department Chair in advance of enrolling in summer work. The Mathematics Department has a specific course bypass/level-change policy that involves submitting a request by April 15 and gaining approval before completing summer work (see the Mathematics Department section).

ACADEMIC EVALUATION

GRADING SCALE: At all marking periods, letter grades are issued. (Numerical grades may be used for tests and papers.)

A+ = 100-97 (98) B = 86-83 (85) C- = 72-70 (71) F = Below 60

A = 96-93 (95) B- = 82-80 (81) D+ = 69-67 (68)

A- = 92-90 (91) C+ = 79-77 (78) D = 66-63 (65)

B+ = 89-87 (88) C = 76-73 (75) D- = 62-60 (61)

ACADEMIC CREDIT: Statistically, the median grade for academic courses is B+/A-. A grade below C- indicates that the student is having difficulty with the material. An F indicates that a student has not met the minimum standard for a particular course and will receive no credit.

WRITTEN COMMENTS: In addition to the letter grades, written comments are made available on a scheduled basis throughout the year. Teacher-Initiated Interim reports may be written whenever a teacher is concerned about an individual student’s performance on a given assignment, test, or over a short period of time.

ACADEMIC DISTINCTION: After careful discussion and evaluation, Rye Country Day School has decided not to have an honor roll, a dean’s list, or academic societies. We do not encourage students to compete against each other for grades. Rather, they are encouraged to work up to their potential and to improve and to achieve their personal best. Consequently, we do not rank our students.

ACADEMIC RESEARCH: Research skills and the formal research paper are essential elements in the college preparatory curriculum. Collegebound students need to know how to express personal opinions cogently in both writing and speaking. They should be able to find, summarize, synthesize, and acknowledge information available to them from a variety of sources. In each of the four grades in the Upper School, students will gain some practice with research. They should have experience with different kinds of research strategies, and they should be aware that research findings may be presented in different ways—the traditional paper, the oral report, multimedia presentations, portfolios, and so on.

PASS/FAIL OPTION FOR JUNIORS & SENIORS: The Pass/Fail option is only available to juniors and seniors. A junior or senior may choose a Pass/Fail grading option if all of the criteria listed below are met:

1. The course in question is not an AP or Honors level course.

2. The course is not part of the Upper School required curriculum.

3. The course is the only Pass/Fail course a student is taking at the time.

4. The student is taking at least 5 courses.

Students taking a Pass/Fail course will receive regular grades on the tests, papers, and quizzes of their Pass/Fail course, but the grade recorded on quarter and semester grade reports will be limited to a P or an F. A student may not reverse their decision to take a course Pass/Fail after the published deadline has passed.

Students seeking an exception to the above criteria must place their request (either in writing or through their advisor) before the Academic Affairs Committee. The Academic Affairs Committee, excluding its student representatives, will vote based on whether the change in grading option makes a positive impact on the student’s program. In order for a student to receive approval for a Pass/Fail option from the committee, the student’s request must receive support from more than fifty percent of those committee members.

CHANGES TO ACADEMIC PROGRAM

ADDING COURSES: Approximately 2 cycles after the beginning of a semester-length course is the deadline for adding such a course. Approximately 4 cycles after the beginning of a year-long course is the deadline for adding such a course. Students should discuss the addition with their advisor, the Grade-Level Dean, or the Principal. Exceptions to this policy require the approval of the Department Chair, the Grade Level Dean, and the Principal.

DROPPING COURSES: Approximately 4 weeks after the beginning of a semester-length course is the deadline for dropping such a course. Approximately 7 weeks after the beginning of a year-long course is the deadline for dropping such a course. A course dropped after the applicable deadlines will result in a “Withdrew/Fail” or “Withdrew/Pass” on the student’s transcript. Students should discuss the drop with their advisor, the Grade-Level Dean, or the Principal.

CHANGING COURSE LEVEL: A student may change level at any point before the first quarter grades are published, and the grade of the first course is simply dropped. If a student changes levels any time after the first quarter, the student needs to take the major assessments that the student has missed from the start of the second quarter to the point of entering the new class. Students may not change levels after December 1. In individual cases, policy may be appealed directly to the Principal and the Grade-Level Dean.

DROPPING/CHANGING COURSES & ACADEMIC DISHONESTY

CONSEQUENCES: If a student receives a zero on a particular assignment due to an academic integrity violation, the student cannot avoid the implications of that violation by dropping the course or changing course levels. If the student decides to drop the course, the course will be noted as a “Withdrew/Fail,” irrespective of the timing of the drop. If the student decides to change course levels, the student must still complete each required make-up assignment and the zero will be applied to the appropriate assignment—at the discretion of the teacher, Dean, Dean of Students, and/or Principal—the new course.

HONORS & ADVANCED PLACEMENT

Each department evaluates individuals who request honors or advanced placement. The criteria for such placements are written in the departmental sections of this guide. Note: It may be important for any student requiring regular assistance (once or more per week) from a tutor to maintain a minimum grade to reconsider the appropriateness of the honors or advanced placement level placement. For the very able student, the opportunity to gain college credit and/or placement for work done in the secondary school exists in English; Chinese, French, Latin, and Spanish; Calculus and Statistics; United States Government, Economics, United States and Modern European History, and Psychology; Biology, Environmental Science, Chemistry, and Physics; History of Art, Photography, and Studio Art; Music Theory; and Computer Science. Advanced Placement (AP) courses are designed for students who have demonstrated a high level of ability in, and enthusiasm for, a given subject. Such courses make college level texts, pedagogies, and ideas available to high school students who have shown that they can handle them. These courses often require students to spend an hour or more on homework each night, take an active part in class discussions, and occasionally take over responsibility for teaching a class. Successful completion of the course and exam may lead to the granting of college credit by institutions where RCDS AP graduates matriculate, or placement into sophomore level courses in freshman year of college, or both.

Students enrolled in AP classes are not required to take the AP examination in the class. If they wish to take the AP examination, students must take responsibility for signing up for the AP examination. If a student is NOT enrolled in an AP class and still wishes to take the AP exam, the student needs to communicate their intent to their current teacher, the Department Chair, and the AP Coordinator. The AP Coordinator will share, well in advance, deadlines with the student body with regards to this process. RCDS AP exams are only administered to currently enrolled RCDS Upper School students (Grades 9-12). Non-Upper School RCDS students are not permitted to take AP exams at RCDS unless they are enrolled in the appropriate AP course at RCDS.

HOMEWORK GUIDELINES

Students should anticipate 30-45 minutes of homework per course, per night for class preparation. Assessment preparation (studying for tests and quizzes, writing papers and lab reports, etc.) does not fall under these guidelines. Honors and Advanced Placement courses may have more homework each night (See “Honors and Advanced Placement section above).

SPECIAL OPPORTUNITIES

INDEPENDENT STUDY: An Independent Study is a student-defined and student-directed course of study to be undertaken with the willing and able supervision of a member of the RCDS Faculty, who is qualified in the relevant area of investigation. Any junior or senior in good academic standing may submit a proposal to the Independent/ Guided Study Committee via the application designed by that committee, which is meant to help students define their goals, course of study, and expectations for their projects. Each semester, the Chair of the Independent/Guided Study Committee will communicate due dates for applications to students via RCDS email.

ONLINE & COLLEGE COURSES: Students are certainly welcome to take courses online and at local colleges, but in no case can such a course appear on a student transcript as if it were an RCDS offering. Students may submit transcripts from colleges and online programs as part of applications for study beyond RCDS. Those needing assistance should consult the College Counseling Office.

THE SENIOR TERM: The Senior Term program provides an opportunity for seniors to pursue a self-directed independent project, an internship, or community service work as a culmination of their experience at RCDS. Senior term should challenge students in ways above and beyond their classes and allow them to pursue an area of dedicated individual interest in greater depth over the final weeks of the academic year. By taking a lead role in planning and implementing work of their own design, students create a meaningful learning experience that allows them to apply the skills and interests they have cultivated throughout their career at RCDS. Senior Term invites students to engage in an authentic exploration of relevant real-world issues and personal development.

SENIOR PROJECTS: Students are offered the chance to apply to complete an individual project. These projects can either be academic or personal in nature. Students apply for a senior project in their second semester, and the review process for these projects is stringent. Students not completing a senior project have the option of either engaging in an internship or a community service experience off campus during senior term. Students will work with the Grade 12 Deans to set up their internship or community service program.

CLASSICS

The study of Classics—Latin and Greek language, literature, culture, and history—remains one of the strongest foundations of a truly liberal education and helps students keep alive a vital link with major sources of contemporary American culture. The broad objective is to develop understanding of the cultural heritage of Greece and Rome and its influence on our modern world; the discipline of translation of Latin and Greek texts has the added benefit of developing precision in both thought and expression. Through their study of Latin and Greek, students learn a tremendous amount about English grammar, which helps strengthen their written and oral expression in English. Classics students also gain a great advantage in the expansion of their English vocabulary, since over 60% of English is derived from Latin and/or Greek; furthermore, Latin and Greek are the primary sources of the Romance languages, so Classics students have a strong foundation for possible future study of modern languages.

Instruction in Latin at RCDS includes not only grammar and vocabulary but also readings in Latin that provide opportunities for in-depth study of Roman and Greek history, society, culture, religion, and mythology. Over the course of their program of Latin study at RCDS, students read texts written by the Roman authors Cicero, Caesar, Vergil, Catullus, Horace, Ovid, Augustus and others, along with relevant historical analysis and literary criticism. Upon completion of Latin 3 or Honors Latin 3, students continue their study of Latin and the ancient Roman world through literature-based courses, such as AP Latin and the post-AP Honors Latin 5, and through Classics Civilizations courses, such as Latin 4 / 5: The Roman Republic and The Roman Empire. Ancient Greek instruction focuses on Attic (Athenian) grammar and vocabulary, leading in the upper levels to the study of the prose of Lysias, Plato, and Herodotus, and the poetry of Homer.

POLICIES

Course Selection Guidelines

All students wishing to take Latin or Greek are encouraged to discuss program options with a member of the Classics Department.

There are no pre-requisites for Latin 1. Latin 2 and 3 require successful completion of the previous sequential course or, for students new to RCDS, a placement test. Latin 4 and 5 (The Roman Republic and The Roman Empire) require successful completion of Latin 3 or Honors Latin 3.

Entry into any Honors Latin course or AP Latin requires a conversation with the student’s current Latin teacher, who will determine whether further discussion regarding placement is necessary.

Students wishing to take Honors Intensive Latin will need approval from both the current language teacher and the Department Chair. Please keep in mind that students taking Honors Intensive language courses are expected to continue concurrently in the sequence of their first foreign language, at least through level 4.

Ancient Greek (open to students in Grades 10, 11, and 12) requires approval from the Department Chair. Ancient Greek is offered as an elective and does not fulfill the Upper School language requirement.

AP Homework Guidelines

AP Latin: On average, students should expect to spend approximately 30-35 minutes preparing the Latin assigned for each class (an average assignment is approximately 25-30 lines long). At the beginning of the year and when the author focus shifts, more time may be required as students get used to the expectations, pace of the course, and a new author; both the amount and type of daily work assigned, however, remains consistent over the course of the school year.

Departmental Policies for Entry into Honors/AP Courses

• For entry from Latin 1 or 8th Grade Latin into Honors Latin 2, a student must have:

1. Recommendation from the current teacher.

2. Year-end grade of A- or better in a regular course, or yearend grade of E in eighth grade.

3. B+ or better on the US Exam or E on the 8th grade Latin exam.

4. Placement test given at the discretion of the Department Chair.

• For entry from regular Latin 3 into AP Latin, a student must have:

1. Recommendation from the current teacher.

2. Year-end grade of A or better in regular Latin 3.

3. B+ or better on the Latin 3 US exam.

4. Placement test given at the discretion of the Department Chair.

• For maintenance of placement in an Honors or AP course during the school year, the policy is as follows:

1. If an Honors or AP student receives a grade below B- at either the first quarter or the first semester, the student’s situation will be reviewed by the teacher of the course in consultation with the Department Chair to determine the appropriateness of course placement.

2. If a student requires regular assistance from a tutor (once or more per week) to maintain the minimum grade in an Honors or AP course, the Department will counsel the student to move to the regular section.

As a result of review concerning either of the situations above, the student either may not be allowed to continue in the Honors/AP course or may be allowed to continue on a probationary basis.

• For maintenance from an Honors or AP course into another Honors or AP course, a student must have:

1. Recommendation of the current teacher

2. Minimum year grade of B-, with B- or better on exam

• Honors Intensive Latin: This course offers an opportunity to study Latin to students already taking another foreign language. For entry into this course, a student must have:

1. Permission of the Department Chair.

2. Recommendation from the current language teacher.

3. Year-end grade of A- or better in the student’s current foreign language course.

4. Students with grades below B- at the first quarter or first semester, and/or those whose work is chronically late or otherwise incomplete, may be required to move to Latin 1, after review of the student’s performance by the teacher in consultation with the Department Chair.

5. Upon completion of Honors Intensive Latin, placement into Honors Latin 3 is not automatic. It requires the recommendation of the teacher and a grade of B+ or better in the course, and a B or better on the exam.

CURRICULAR SEQUENCE

Grade 9

Latin 1

Latin 1

Honors Latin 2

Latin 2

Grade 10

Latin 2

Honors Latin 2

Honors Latin 3

Latin 3

H. Int. Latin

H. Int. Latin

Grade 11

Latin 3

Honors Latin 3

AP Latin

Latin 4: Roman Republic or Roman Empire

Honors Latin 3

Latin 3

Grade 12

Latin 4: Roman Republic or Roman Empire

AP Latin

Honors Latin 5

Latin 5: Roman Republic or Roman Empire

AP Latin

Latin 4: Roman Republic or Roman Empire

(Ancient Greek is open to students in Grades 10, 11, and 12. It is absent from this chart because it does not fulfill the RCDS language requirement.)

COURSES

LATIN 1

The two primary aims of the Elementary Latin course are for students to develop complete mastery of fundamental grammatical forms and a high degree of facility in reading Latin. Through discussion, consistent reinforcement, and application, students thoroughly learn grammatical principles, morphology (word-endings), and vocabulary necessary to read Latin passages about Roman life, culture, and history. By studying Latin vocabulary and by engaging daily with a language that requires great attention to details of all kinds, students learn a great deal about English words derived from Latin and undoubtedly strengthen their ability to write grammatically sound English. (1 unit; Grades 9, 10, 11, 12)

Latin 2

Because Latin is an intensely cumulative discipline, this course offers consistent practice and reinforcement of concepts previously studied. Throughout the year, students continue to acquire new grammatical forms and vocabulary, as well as to practice and review those from Latin 1. Students develop and refine their translation skills, and by year’s end are successfully reading passages of connected prose adapted from various Roman authors, such as Cicero and Caesar, with increased facility and speed. Throughout the course, students study topics of Roman and Greek culture and history relevant to the Latin readings. (1unit;Grades9,10,11,12)

HONORS LATIN 2

This course moves more quickly and covers more material than Latin 2. By year’s end, students have learned almost all of Latin grammar and have begun to focus on reading unadapted passages of connected prose by a variety of Roman authors, such as Eutropius, Cicero, Caesar, and Livy. Through their readings of these texts, students learn about the history, culture, and politics of the Roman Republic. In Honors Latin 2, there is increasing emphasis on identification and proper translation of increasingly complex grammatical concepts. Students requiring regular assistance (once or more per week) from a tutor to maintain the minimum grade will be counseled to move to Latin 2. (1unit;Grades9,10,11,12)

HONORS INTENSIVE LATIN

A general note about the Intensive Language Program: The Honors Intensive language program at RCDS is designed for students who wish to pursue the

study of two foreign languages simultaneously. The Upper School offers Honors Intensive language courses in French, Latin, and Spanish. Students must have shown superior achievement in the study of one foreign language before picking up an Intensive language course. The stated aim of all Intensive language courses offered at RCDS is to cover two years of material in one year and therefore to prepare students for the third-year level. It is the expectation of both the Classics Department and the Modern Languages Department that students taking an Honors Intensive language course will continue the study of those two languages simultaneously for the entire tenure of their stay at RCDS. Students - and advisors and families of students - who wish to begin an Honors Intensive language class should be aware that adding a second language through this program is, in almost every case, a multi-year commitment and thus will have a significant impact on a student’s course selection and academic program as a whole.

This course is designed for the student who, having demonstrated mastery of the grammatical principles of one foreign language, has an interest in acquiring Latin at an accelerated pace (i.e., covering Latin 1 and 2 in one year). Grammatical forms and constructions are introduced in quick succession, with an emphasis on ever-increasing fluency and speed of reading. By the end of the course, students are able to read slightly adapted passages of Latin prose from authors like Caesar, Cicero, and Pliny. Students are expected to continue the sequence in their first foreign language concurrently with Honor Intensive Latin, at least through the fourth year. It is assumed that students in Honors Intensive Latin will demonstrate self-motivation and the ability to work independently; thus, students requiring regular assistance (once or more per week) from a tutor to maintain the minimum grade will be counseled to move to Latin 1. (1unit;Grades9-12,bypermission.Prerequisite:superior achievementinSpanish,French,orChinese.)

LATIN 3

This course completes the acquisition of the remaining grammar skills not covered in Latin 2 and begins the reading of unadapted passages of Latin authors, both prose and poetry. The beginning of the course is focused on the review of the grammar concepts learned in Latin 2 combined with reading passages about Greek and Latin mythology. Students continue to acquire new grammatical forms and vocabulary in order to develop and refine their translation skills. When grammar instruction is complete in the second semester, students shift their focus to connected Latin prose, with readings from Eutropius, Cicero, and Caesar. (1unit;Grades10,11,12)

HONORS LATIN 3

This course moves more quickly and covers more material than Latin 3. Students read more extensively from a variety of Roman authors in both prose and poetry, developing facility with advanced grammar and syntax while engaging in literary analysis through class discussions and comprehension exercises. When grammar instruction is complete, students turn their focus to various Roman authors, reading unadapted selections from Caesar, Cicero, and Vergil. This course prepares students for AP Latin. Students requiring regular assistance (once or more per week) from a tutor to maintain the minimum grade will be counseled to move to Latin 3. (1unit; Grades10,11,12,bypermission)

AP LATIN

AP Latin is designed for students who have successfully completed Honors Latin 3. Students read extensively from the various texts required by the College Board AP syllabus (Pliny, Seneca, Vergil) and also from texts of the teacher’s choice. Students learn to read Latin prose and poetry with an eye toward precise and literal translation, historical context, and literary analysis. Students write essays (in English), in which they develop clear arguments that demonstrate

comprehension and sophisticated literary analysis of the Latin text, always using the Latin itself for textual support, and participate in literature-based projects. Analytical themes that run throughout the entire course include Roman daily life, political strife, war and imperialism, comparative studies of religion and custom, and rhetorical strategy. Students taking the AP Latin course will be prepared to take the AP Latin exam in May. Students requiring regular assistance (once or more per week) from a tutor to maintain the minimum grade will be counseled to move to Latin 4. (1unit;Grades11,12,bypermission)

LATIN 4/5: THE ROMAN REPUBLIC

In this year-long course, cross-listed in the Classics and History & Social Science Departments, students will examine thoroughly the origins, political systems, expansion, conquests, socioeconomic patterns, and culture of the Roman Republic, a topic that has tremendous relevance for students of classics, history, and anyone who wants better to understand the origins of our own political system. Students will practice and improve their critical thinking skills by learning how to assess varying perspectives, analyze political, cultural, and economic development over time, think carefully about how we know what we know about this time period, and explore the diversity of Rome while also investigating the ways in which the Romans welcomed and “othered” certain groups of people. The first semester will trace the origins, development, and eventual disintegration of the Roman Republic, from the expulsion of the Roman Kings in 501 BCE up to the death of Augustus in 14 CE. In the second semester, the course becomes a student-directed, research-based course, with students engaging in autonomous exploration of a topic of particular and individual interest, thereby developing and honing essential skills in research, analytical reading and writing, communication, and creativity. While much of the syllabus will be consistent for all students, those taking the course for Classics credit will read primary sources in Latin, while those taking the course for History credit will read additional sources in English. (1 unit - either Classics or History & Social Science; Grades 11 and 12; Prerequisites - if taking for Classics credit, completion of Latin 3 or Honors Latin 3; for History & Social Science credit, department approval required; To be offered in alternating years with The Roman Republic/Latin 4/5: The Roman Republic)

LATIN 4 /5: THE ROMAN EMPIRE

The focus of this year-long course, cross-listed in the Classics and History & Social Science Departments, is the Roman Empire, a topic that has tremendous relevance for students of history and students of classics, as well as for anyone who wants better to understand the origins of our own political system and how those political systems change over time. Students will grapple with questions of authority, power, and censorship, and make inquiries into the nature of autocracy and what it means for existing political systems and individual participants in government. Beginning with the collapse of the Roman Republic and the rise of Octavian, the course will offer a deep dive into the establishment, maintenance, and final fall of the Roman Empire through an investigation of its beginnings in civil war, the changes undergone by Republican political systems, the expansion of Roman territory through conquest, important socioeconomic patterns, and culture of all types, including religion, art, architecture, and Roman daily life. Through this thorough examination, students will enhance their critical thinking skills and their

ability to assess varying perspectives, analyze political, cultural, and economic development over time, think carefully about how we know what we know about the Romans, and explore the diversity of the Empire while also examining how the Romans welcomed some and “othered” other groups. Through autonomous exploration of a topic of particular and individual interest, students will develop essential skills in research, analytical reading and writing, communication, and creativity. While much of the syllabus will be consistent for all students, those taking the course for Classics credit will read primary sources in Latin, while those taking the course for History credit will read additional sources in English. (1 unit - either Classics or History & Social Science; Grades 11 and 12; Prerequisites - if taking for Classics credit, completion of Latin 3 or Honors Latin 3; for History & Social Science credit, department approval required; To be offered in alternating years with The Roman Republic/ Latin 4/5: The Roman Republic)

HONORS LATIN 5

For students who have successfully completed AP Latin, this Latin literature course offers an opportunity to delve more deeply into poetry and prose. In this advanced seminar course, students read a significant amount of diverse Latin prose and poetry: equal emphasis is placed on improving both speed and accuracy of translations and on developing the ability to contextualize this literature within the broader narrative of Roman history. The syllabus for this course is centered on the literature of the tumultuous and intellectually rich period encompassing the end of the Roman Republic and Augustus’ long reign, and students grapple with the upheaval brought about by the transition from Republic to Empire. The choice of individual authors and texts is partly student-driven, and may include readings from, among others, Vergil, Horace, Ovid, Augustus, and Livy. Along with consistent textual and literary analysis, throughout the year, students complete various independent inquiries. (1unit;Grades11,12,bypermission)

ADVANCED TOPICS IN LATIN LANGUAGE AND LITERATURE

This course is designed for students who have successfully completed Honors Latin 5 and who wish to continue their study of Classics at RCDS. Primarily consisting of in-depth readings of various Roman authors and texts chosen by students in consultation with the teacher, this course includes elements of Latin prose composition, exploration of classical scholarship, and historical and cultural contextualization of Latin literature. Past topics of student exploration include Roman oratory, Roman literacy, the intersections between politics and art, and Greek influences on Roman culture and literature. The final month of the course will be devoted to individual capstone projects. (1unit;Grade12,bypermission)

ANCIENT GREEK

The Ancient Greek program at RCDS introduces students to Attic (Athenian) Greek. Greek 1 focuses on the acquisition of a non-Roman alphabet, the system of accentuation, grammar, and vocabulary, and reading and writing passages of Attic Greek. In Greek 2 and 3, students read the poetry of Homer and the prose of Lysias and Plato, while continuing their acquisition of additional vocabulary and increasingly advanced grammar. Approximately once a cycle, upper-level Greek students teach the Greek 1 course. Please see the Department Chair and Mr. Murray for more details. (Grades 10,11,12; Note: This course may not be taken to fulfill the language requirement.)

COMPUTER SCIENCE

The world continues to be more and more reliant on computers and computing innovations to function. Our daily reliance on our smartphones and the Internet are just two small examples. Fields as disparate as biology, fashion, agriculture, and finance are impacted daily by computer innovations, and to function in this cyber-connected economy, students must be literate in the field of computer science.

The Computer Science Department offers courses in both computer programming as well as design and engineering. Our programming courses teach students how to code and how computers work. They also discuss how computing innovations can impact our society, economy and culture. The design and engineering courses teach students about the ways in which design and technology intersect, and offer hands-on applications so that students might learn about the many applications of computing in the physical world.

All students are required to pass one half unit course in Computer Science before graduation. Courses are designed for a range of experience levels, from no prior experience to advanced study. We encourage students to consult the Computer Science department to choose the course that best fits their goals and experience level.

POLICIES

Course Selection Guidelines

The Computer Science course offerings are all electives. Most students will begin with Foundations of Computing, CS Exploration & Creative Computing, Object-Oriented Design & Programming. If a student has previous experience in programming, or has taken other computer science or programming courses, the student should explore the curricular sequence for computer science and see the Department Chair to discuss placement options.

Computer Schience Course Bypass Policy

Computer science knowledge and skills develop progressively, and many courses in the Upper School sequence rely on shared foundations (e.g., programming syntax, debugging practices, computational thinking, and problem-solving strategies). Computer Science courses at RCDS are designed to span an academic semester or year so that students can develop these skills through sustained practice, feedback, and collaboration with peers.

Because most Computer Science courses are electives (and because many offerings are designed to be accessible to students with no prior experience), the Computer Science Department does not generally consider it appropriate for students to bypass courses that serve as prerequisites for more advanced coursework. Students with prior experience are encouraged to review the department’s curricular sequence and meet with the Department Chair to determine the most appropriate placement.

Placement and Acceleration

In rare cases, a student may demonstrate preparation that is substantially beyond the level of an introductory or prerequisite course and may request placement into a more advanced course without taking the listed prerequisite at RCDS. Such placement decisions:

• Require approval of the Computer Science Department (coordinated through the Department Chair).

• Are made on a case-by-case basis and are based on demonstrated mastery, not simply prior exposure.

• May include a placement review such as a student interview, portfolio review, diagnostic task, or department-designed skills assessment focused on programming fundamentals and problem-solving.

Limits on Bypassing

To protect student success and ensure appropriate readiness for advanced work:

• Students may not bypass directly into the most advanced courses (e.g., Advanced Topics 1: Data Structures & Algorithms or Advanced Topics 2: Coding for a Cause) without clear evidence of mastery of the prerequisite skills and course outcomes.

• Students may not bypass courses when doing so would skip foundational programming competencies essential to success in subsequent courses (including, but not limited to: control structures, methods, arrays, object-oriented design, debugging proficiency, and code organization).

• When bypass is approved, the Department may require the student to complete bridging work prior to or during the course to address specific gaps.

Additional Notes

• Because Computer Science offerings include multiple entry points and pathways, “bypass” most commonly takes the form of appropriate placement rather than skipping a required sequence.

• Students seeking accelerated placement should begin the process during course selection season whenever possible so that scheduling and readiness can be addressed responsibly.

CURRICULAR SEQUENCE

One-Semester Courses with NO Prerequisites

Foundations of Computing

Computational Biology

Year-Long Courses with NO Prerequisites

CS Exploration & Creative Computing ObjectOriented Design & Programming

COURSES

Full-Year Courses

One-Semester Courses with Prerequisites

Web Applications Development

Advanced Computational Biology

Game Development

CS EXPLORATION & CREATIVE COMPUTING

Year-Long Courses with Prerequisites

Advanced Topics 1: Data Structures and Algorithms

Advanced Topics 2: Coding for a Cause

A year-long introductory course that explores computer science through creativity, design, and real-world context. Students learn foundational programming concepts—including variables, conditionals, loops, events,

and algorithms—while exploring how computation is used for creative expression, physical interaction, data storytelling, and social impact. Through hands-on projects involving interactive media, games, physical computing, and data visualization, students also examine topics such as the Internet, cybersecurity, ethics, and artificial intelligence. Emphasis is placed on the design process, creative problem-solving, collaboration, and reflection on the societal implications of computing. This course covers approximately 85–90% of the AP Computer Science Principles curriculum. (1 unit; Grades 9, 10, 11, 12; no prerequisites)

OBJECT-ORIENTED DESIGN & PROGRAMMING

This year-long introductory course emphasizes the design and implementation of structured, scalable software systems. Students learn foundational programming concepts—including variables, conditionals, loops, methods, and arrays—while progressively developing an objectoriented approach to problem solving. Using Java in both visual and text-based programming environments, students explore classes, objects, encapsulation, inheritance, polymorphism, and abstraction. The course advances into topics such as recursion, searching and sorting algorithms, and file-based input and output as students design, implement, and refine larger software applications. Emphasis is placed on program design, modularity, code organization, and maintainability as students develop larger, real-world applications. This course covers approximately 85–90% of the AP Computer Science A curriculum. (1unit;Grades9,10,11,12;noprerequisites)

ADVANCED TOPICS IN COMP. SCI.: DATA STRUCTURES & ALGORITHMS

Designed to follow Object-Oriented Design & Programming for those highly motivated and engaged computer science students, this course will explore both the practical and the theoretical pieces of computer science. On the practical side, students in this course will write programs that implement more advanced data structures such as stacks, lists, queues, and trees. On the theoretical side, students will begin to explore the theory of computation, which at its core, answers the question of what can be efficiently automated using an algorithm. Students will learn how to build efficient and elegant algorithms and how to more effectively analyze their algorithms in terms of run time and computational complexity. The course will feature a variety of problem sets designed to explore this diverse science and projects designed to apply the concepts to real-world problems. (1unit;Grades10,11,12; prerequisite:Object-OrientedDesign&Programming,GameDevelopment, WebApplicationsDevelopment,ordepartmentalapproval)

ADVANCED TOPICS

IN COMPUTER SCIENCE 2: CODING FOR A CAUSE

In this course, students will use a variety of tools to design and implement applications that students believe will have a positive impact on their community. Based loosely on the work done by the non-profit Random Hacks of Kindness, this course serves a dual purpose: to teach students the development cycle of applications, as well as to partner with community organizations. Students will research user needs and design and develop their application to serve those needs. Students will be exposed to realworld projects with organizations that partner with Rye Country Day School, and their work will have a positive impact on others. (1 unit; Grades 11, 12; prerequisite or concurrent with Advanced Topics in Computer Science 1: Data Structures and Algorithms, or permission of the department)

One-Semester Electives

FOUNDATIONS OF COMPUTING

This semester-long course introduces students to the core concepts and practices of computer programming and computational problem-solving. Using Java in Processing, students learn foundational programming

constructs such as variables, conditionals, loops, functions, and oneand two-dimensional arrays. Emphasis is placed on algorithmic thinking, debugging strategies, and translating ideas into clear, logical code through interactive and visual applications. No prior programming experience is required. (1/2unit,fallorspring;Grades9,10,11,12;noprerequisites)

COMPUTATIONAL BIOLOGY

Have you ever wondered how biologists were able to sequence the human genome, create accurate models of the brain, or model biological systems? Would you love to better understand how biologists use big data and programming to solve human problems? Then, this introductory computer science course is for you! Students will be taught the power of pairing computational thinking with answering biological questions. Students will learn to use bioinformatic databases and the programming language Python to implement algorithms for solving simple biological problems. For example, students will use programming and bioinformatic databases to analyze and compare segments of DNA and biodiversity at Rye Nature Center. (1/2 unit; Grades 9, 10, 11, 12; no prerequisites)

WEB APPLICATIONS DEVELOPMENT

A Full Stack Engineer is someone that is an expert in both front-end and back-end development. This course aims to introduce students to technologies and methodologies to design, implement, test, and maintain modern websites and web applications. Current technological trends focus on creating visually appealing, functional, and entertaining applications and websites on the Internet. As our world grows more connected through the Internet, it becomes vital for students interested in technology fields to understand and be proficient in using web technologies. We will explore various techniques of web design and development and discuss the ethics surrounding computers in the modern world and our citizenship in this digital age. (1/2 unit, spring; Grades 9, 10, 11, 12; prerequisite: Foundations of Computing, CS Exploration & Creative Computing, Object-Oriented Design & Programming, Computational Biology, or permission of the department)

ADVANCED COMPUTATIONAL BIOLOGY

This course is for students interested in asking and exploring biological questions using computational thinking and computer programming. Students will use the programming language Python to implement, test, and debug algorithms for solving simple problems. For example, students will use programming to analyze and compare DNA sequences from different species and discover genome variability. Students will be able to conduct an individual computational biology research project during the semester. This course will provide appropriate challenges for experienced programmers. (1/2unit;Grades 10,11,12,prerequisite:ComputationalBiologyordepartmentalapproval)

GAME DEVELOPMENT

Successful games require synthesizing robust programming techniques, meaningful and exciting content, and thoughtful organization. This course will teach students the game development process while deepening their interest in coding. They will also learn game theory, game psychology, and the constructs of nodes and trees, as well as explore the physics of gaming with concepts such as speed, position, and collision. Unplugged and Digital Citizenship lessons focus on applications, ethical behavior, and STEM careers in the gaming industry. At the end of this course, students will understand many aspects of gaming and the effects of design on user experience. (1/2 unit; Grades 10, 11, 12; prerequisite: Foundations of Computing, CS Exploration & Creative Computing, Object-Oriented Design & Programming, Computational Biology, or departmental approval)

DRAMA & DANCE

The Drama & Dance Department offers a variety of courses in acting, dance, costume design, play production, and public speaking. Students also have the opportunity to work on independent study projects in areas of specialized focus. The Department encourages specialized work and helps students develop projects that will most appropriately advance their abilities and interests.

POLICIES

Course Selection Guidelines

All Drama & Dance classes are considered electives and are eligible to receive arts credit towards graduation.

The following electives have no prerequisite:

• Foundational Theater Technique

• Foundational Dance Technique

• Creative Practices in Dance

• Public Speaking

The following courses require departmental approval:

• Acting Styles and Scene Study

• Theater of the World

• Practicum/Capstone: Play Production

• Production and Design

• Progressive Dance Technique

• Cedar Street Dance Company

CURRICULAR SEQUENCE

The core experience classes offer groundwork for future study in either the Drama and/or Dance program. For students who are particularly interested in musical theater, many take Drama/Dance along with a Choir class.

This curriculum is carefully designed to establish common vocabulary, instill the department’s core values, encourage students to become aware of and overcome personal obstacles, and explore students’ untapped potential. The core experience classes include:

• Foundational Theater Technique

• Foundational Dance Technique

• Public Speaking

Upon completion of a core experience course, students can shape the content and trajectory of their course of study in Drama and/ or Dance. Students are able to construct a sequence of experiential coursework that satisfies their individual interests and passions. The student assumes responsibility for crafting a program of study to develop, advocate for, and achieve artistic goals under the guidance of committed faculty mentors. These classes include:

Performance Strand

• Acting Styles and Scene Study

• Theater of the World

• Practicum/Capstone: Play Production

Production and Design Strand

• Production and Design

• Practicum/Capstone: Play Production Dance Strand

• Creative Practices in Dance

• Practicum/Capstone: Advanced Choreography

• Cedar Street Dance Company

COURSES

Year-Long Courses

PRACTICUM/CAPSTONE PLAY PRODUCTION

This course is open to students in Grades 11-12 who have demonstrated proficiency in theatrical collaboration and leadership.. Students learn how to function as an in-house theatre company responsible for selecting, reviewing, staging, marketing, directing, and performing a series of on-campus (and potentially off-campus) pieces that intersect with the New York Thespian’s Festival and the English-Speaking Union’s Shakespeare Competition. The year culminates in students directing their own one act performances in a festival that welcomes participation from those outside the class to act, write, or provide technical support. Students taking this course will emerge as leaders who are able to mentor and guide younger students in their last two years at RCDS and leave a mark of their legacy at the school. (1unit;Grades11-12; prerequisiteFoundationalTheaterTechnique,TheateroftheWorldand/or ActingStylesandSceneStudy)

PRACTICUM/CAPSTONE: ADVANCED CHOREOGRAPHY

The Advanced Choreographic Practicum/Capstone course is tailored to advanced dancers who demonstrate proficiency in both technical and compositional skills. This year-long course entails choreographing two pieces - one group and one solo - for performance in the Winter Choreography Showcase and the Spring Dance Performance. Throughout the course, students undergo a structured compositional process, read and reflect on materials pertaining to choreography and verbal reflections on the creative journey. (1Unit;Grades11-12,FoundationalDanceTechniqueand/orCreative PracticesinDanceorinstructorapprovalrequired)

One-Semester Electives

FOUNDATIONAL DANCE TECHNIQUE

Foundational Dance Technique is a course crafted for beginning and intermediate dance students interested in exploring the fundamentals of movement techniques like ballet, modern, and contemporary dance. The emphasis of the course lies in nurturing body-mind awareness concerning foundational technique, movement phrasing, memorization, and performance. Students’ advancement throughout the course is evaluated for continuing into Progressive Dance Technique.(½unit,Grades9-12)

PROGRESSIVE DANCE TECHNIQUE

Progressive Dance Technique is a course crafted for beginning and intermediate dance students interested in exploring the fundamentals of movement techniques like ballet, modern, and contemporary dance. The emphasis of the course lies in nurturing body-mind awareness concerning foundational technique, movement phrasing, memorization, and performance. (½ unit, pre-requisite Foundational Dance Technique, Grades 9-12)

CREATIVE PRACTICES IN DANCE

Creative Practices in Dance welcomes dance students seeking to enhance their creative movement technique and delve into the topics of dance history and composition. Through choreographic projects, dance history, and cultural dance research, reading “The Creative Habit” by Twyla Tharp, and engaging in written and verbal reflections of the creative journey, students have the opportunity to merge dance history and the creative process to build their choreographic skill set. (½unit;Grades9-12)

PUBLIC SPEAKING

Public Speaking is an introduction to speech communication with an emphasis on the practical skill of public speaking. Throughout the semester, students not only learn about civility and ethical speech composition and delivery, but they also examine the many different ways in which we as individuals are public and speak in the 21st century. In addition, students partake in various physical and vocal exercises that lessen speaker anxiety, foster body confidence, and hone mental readiness and cognizance. The combined practices provide students with opportunities to develop their own voice, challenge their perspective, and amplify that which represents them. (½ unit;Grades9-12)

FOUNDATIONAL THEATER TECHNIQUE

Foundation Theatre Technique is open to students in Grades 9-12. The course introduces students to basic techniques of acting through physical theater practices (pantomime, mask work, comedia dell’Arte) improvisation games, an introduction to Kristin Linkater’s voice and text work, eventually concluding with action-objective work for monologues and scenes. Through these activities, students hone their public speaking skills, participate in cooperative learning, and build confidence in both their vocal and physical expression. The course also contains an introductory technical theater unit, where students will learn from working scenic and lighting designers. This class is a prerequisite course for students to explore more specific areas of theater study at an advanced level through other department course offerings. (½unit;Grades9-12)

ACTING STYLES AND SCENE STUDY

Acting Styles and Scene Study is offered to students in Grades 9-12 who wish to develop their acting skills through a deeper dive into different styles of acting that span Stanislavski System and its disparate branches (Adler, Method), Meisner technique, Farce, David Mamet’s Practical Aesthetics, and Classical Acting for Shakespeare. Students will also deepen their understanding of physical acting by engaging with Viewpoints, Laban, Suzuki, and Grotowski. In addition, students will also have the opportunity to briefly explore play analysis and acting for the camera. (½unit;Grades9-12; prerequisiteFoundationalTheaterTechniques)

THEATER OF THE WORLD

Theater of the World is open to students in grades 10-12 who exhibit a passion for historical contexts of performance and deepening their response to theater as a social response and community creator in use all over the world. Students will learn about ancient Greek, Indian, Chinese, Roman, Medieval, African, and Latin American Indigenous theatrical styles and traditions. Students will develop an understanding of how history affected theater styles in the 18th, 19th, 20th, and 21st centuries, culminating in an understanding of play analysis and technology in theatrical performance today. Students who take this course will briefly explore directing, theatre business, producing, and management. Through this study, students examine across time and space the role art plays in society and the way society shapes and influences the direction of art. (½ unit; Grades 10-12; prerequisite Foundational Theater Techniques)

PRODUCTION AND DESIGN

Production and Design is open to students in Grades 9-12 who wish to explore theatre from the viewpoint of a director and theatrical designer. Students will examine the impact staging, costuming, and the technical aspects of theatre play in engaging audiences and supporting the development of a story. Through mock production team meetings, students will form an in-house theatre company responsible for producing a proposal that supports the intended impact and vision of a playwright. Ultimately, students will develop process portfolios and set models to craft their own vision for the stage. (½unit;Grades10,11,12;prerequisitePublicSpeaking,IntrotoTheatre,or instructorapproval)

THE CEDAR STREET DANCE COMPANY

Cedar Street is an audition-based student dance company composed of the most serious and dedicated dancers at Rye Country Day School. The company performs a variety of repertoire and values technique, passion, hard work, expression, and creativity. Members serve as ambassadors of the RCDS dance program and work together to enhance the community through dance and performance. Cedar Street works to bring attention to the artistry and athleticism of dance. Cedar Street meets twice a week, for two hours, and is divided into three seasons corresponding with the sports seasons (although not required, it is encouraged that company members commit to all three seasons). Dancers perform in a variety of capacities such as special programs, community meetings, events, fairs, and concerts. Formal performances include:

• Fall - The Winter Choreography Showcase

• Spring - The Spring Dance Performance

The Cedar Street Dance company is viewed in line with athletic teams and fulfills the P.E. credit. Auditions for new members will be held at the onset of each season. Returning members do not need to audition again.

ENGLISH

The study of English at RCDS is the study of the art and power of storytelling. Students explore how literature shapes imagination, comments on culture and society, and illuminates the complexities of human experience. They engage a wide range of voices, genres, and literary movements, from ancient drama to contemporary global fiction, learning to situate texts within historical and cultural contexts while attending closely to craft, structure, and style. At every level, the program emphasizes close reading, analytical writing, seminar discussion, and creative expression. Students are expected to craft analytical essays; to experiment with various modes of writing and expression; to read challenging works of literature; and to come to class prepared to contribute to discussion every day. English 9 and English 10 establish a foundation in literary analysis, rhetoric, research, and academic writing. Building on that foundation, students move into Honors Seminars that demand greater independence, sustained inquiry, deeper critical literary analysis, and more sophisticated research. The English program seeks not only to develop perceptive readers and fluent writers, but also to cultivate thoughtful cultural critics and empathetic citizens who can interpret complexity, engage difference with nuance, and understand the enduring power of storytelling.

POLICIES

Course Selection Guidelines

Honors English 10: American Identity placement is based on:

1. Recommendation of English 9 teacher

2. Year-end grade of B+ or higher in English 9

3. Written statement of interest, if requested

4. Approval of the department

Students currently enrolled in English 9 who hope to enroll in Honors English 10: American Identity should have a conversation with their current teacher about their commitment to the expectations of an advanced course and should demonstrate performance reflective of B+ level competency (as evidenced by first semester, projected third quarter, and exam grades). The English Department will meet to discuss the candidacy of all students seeking admission to Honors English 10: American Identity. In making placement decisions, the department will consider all criteria in determining readiness for advanced study. If approved for Honors English 10: American Identity, students will receive an email advising them to confirm the appropriate placement. Final placements will be reviewed again in June before schedules are made permanent for the following year. During the course of the year, a student’s standing in an Honors section may be subject to review if performance is consistently below the B- mark.

Requests To Enroll In Two Honors Seminars In One Semester: Junior and Senior students are expected to enroll in one Honors Seminar per semester. In rare cases, a student may request permission to take a second Honors Seminar within the same semester.

Enrollment Process:

• A student seeking to enroll in a second Honors Seminar in one semester must submit a written request to the English Department

Chair explaining their academic reasoning and motivation.

• Requests will be reviewed only after all students have been placed in their first Honors Seminar, as the department’s priority is equitable placement in initial seminar assignments.

• Once initial placements are finalized, the English Department Chair may provide the student with a list of Honors Seminar sections that have available space and that align with the student’s schedule.

Clarifications:

• Not all requests can be accommodated due to seminar capacity limits and the department’s commitment to placing students in their first seminar whenever possible.

• Students must be enrolled in an English course every semester. Taking two Honors Seminars in one semester may not be used to replace English enrollment in a future semester.

• All requests will also be considered in consultation with the student’s advisor, Dean, and college counselor to ensure that the overall academic load is appropriate and sustainable for the student.

CURRICULAR SEQUENCE

Grade 9 Grade 10 Grade 11 Grade 12

English 9 Honors Honors Seminars Seminars

English 9 Honors English 10: Honors Honors American Seminars Seminars Identity English 10: American Identity

HONORS ENGLISH SEMINARS

The English Department offers a year-long and several semester-long Honors English Seminars during junior and senior year.

• Classes include a mix of eleventh- and twelfth-grade students, allowing students the opportunity to interact with and learn from a greater diversity of peers.

• While the focus of each class is different, the English Department Chair coordinates with teachers of Honors English Seminars to standardize the workload across classes.

• None of the seminars are AP-branded, and in both skills and ideas they push beyond the current scope of the AP curriculum.

• The Honors Seminars allow all students to access classes that are advanced, compared to typical high school English curricula.

COURSES

Year-Long Courses

ENGLISH 9

Readings in English 9 provide an introduction to literature, including poetry, drama, the novel, and the short story, with many of the texts addressing the tension between individual and community. Core texts include works such as Sophocles’ Antigone, Adichie’s Purple Hibiscus, Shakespeare’s Macbeth, and Yang’s American Born Chinese. The writing program in English 9 is designed to improve all basic writing skills, with special attention given to the formation of thesis statements, the organization of ideas and paragraphs, and the clarity of sentences. Students also submit creative pieces of writing and collaborate on various projects with their classmates. (1unit;Grade9;required)

ENGLISH 10: AMERICAN IDENTITY IN LITERATURE AND HONORS AMERICAN IDENTITY IN LITERATURE

In this required course, students use literature as a lens to examine the formation of American identity in its many dimensions. Over the course of the year, students engage with literature that examines racial, gender, and socioeconomic identity at points in American history, from colonization to present day. The curriculum—including The Crucible, The Line Becomes a River, contemporary Native American poetry, A Raisin in the Sun, Interpreter of Maladies, and Everything I Never Told You—invites students to examine how political, economic, and cultural systems shape individuals’ sense of identity. The course emphasizes close reading, nuanced literary analysis, and the development of clear, well-supported arguments. Students write in a variety of modes: literary critical essays, research essays, personal narratives, poems, and podcasts. The course also fosters engagement with contemporary issues, civil dialogue, self-reflection, and interdisciplinary connections, especially to History. Students develop as analytical thinkers and cultural critics who are deeply invested in the world around them. The Honors sections of this course require additional readings and have more demanding writing and speaking requirements. (1unit;Grade10;required)

HONORS ENGLISH SEMINAR:

EXTENDED INQUIRY

Honors English Seminar: Extended Inquiry is a yearlong seminar that allows students to pursue sustained, in-depth study of a single literary focus. Over the course of the year, students engage in extended reading, research, and iterative writing, culminating in a substantial original project and public presentation. Designed for students eager to commit to long-form inquiry, the course emphasizes independence, revision, and the creation of meaningful scholarly or creative work. Each year features a distinct theme; this year’s topic is Labyrinths in Literature & Architecture. Admission to Honors Seminar: Extended Inquiry requires a statement of interest, a writing sample, and approval of the department. (1unit,Grades11,12)

LABYRINTHS IN LITERATURE & ARCHITECTURE

What does it take to make a world real, and how do you navigate that space? What is the relationship between space and self? This course will focus on intersections of architecture, narration, creation, and deception. We will investigate literature from across the world, looking at structures both physical and mental. “What matters is that both the dwelling and the dweller be monstrous,” writes Jorge Luis Borges; taking this as our motto, we will explore texts by Borges, Italo Calvino, Susanna Clarke, Luigi Serafini, and others, alongside films such as Guillermo del Toro’s El laberinto del fauno, and Christopher Nolan’s Inception. We will study architectural history to establish a common vocabulary for discussing constructed worlds, and use interactive fiction games to learn systems thinking, metacognition, and how text works as an interface. This year-long seminar is designed to promote interdisciplinary engagement with students’ individual areas of interest. All readings will be in English; students with relevant language proficiency may choose to read texts in their original languages. Admission to Honors Seminar: Extended Inquiry requires a statement of interest, a writing sample, and approval of the department.

Honors English Seminars (One-Semester) (½Unit,Grades11,12)

These advanced, semester-long courses invite students to engage deeply with focused literary topics, themes, or movements. Through close reading, seminar discussion, and varied writing assignments—including a research paper in the fall semester—students develop analytical and creative skills while exploring a range of perspectives across multiple seminars. Honors English Seminars emphasize depth of inquiry, intellectual curiosity, and the study of literature as a dynamic and evolving field.

AMERICAN RHETORIC (FALL)

In this semester-long course, students will be introduced to the study and the practice of rhetoric. Students will engage in the art of persuasive writing and will practice building arguments and analyzing the arguments of others. Students will study how speakers and writers persuade an audience to adopt their point of view. They will also explore and analyze rhetorical structure and style with the goal of developing their own writing style and voice. Students will read and analyze the works and rhetorical styles of such contemporary and historical thinkers and writers as Dr. Martin Luther King, Jr., John F. Kennedy, Jr., Jhumpa Lahiri, Anna Quindlen, David Brooks, Elizabeth Cady Stanton, Toni Morrison, and others included in the course’s text, The Norton Reader. Current articles and opinion pieces will be used as supplementary texts, as well.

AMERICAN SHORT FICTION (SPRING)

In this study of the American short story, we will take seriously the power of brevity, the way a single moment, a single voice, or a single unsettling image can reveal an entire world. The short story is not a “practice form” for the novel; it is its own disciplined, deliberate genre, one that demands precision from both writer and reader. Together, we will slow down, read closely, and learn to notice how structure, silence, symbolism, and point of view do the heavy lifting in a compressed space. As we move from the late 19th century to the modern era, we will consider how historical context, cultural shifts, and literary movements shape the stories we read and how these writers, in turn, reshape the American canon. Students will engage with works by James Baldwin, Gabriel García Márquez, John Updike, Shirley Jackson, Kate Chopin, Ernest Hemingway, and Zora Neale Hurston, examining how questions of identity, power, gender, race and belonging animate their work. Through thoughtful discussion and sustained analytical writing, students will strengthen interpretive skills and develop the confidence to grapple with complexity, because in this course, every word matters.

THE ANTI-HERO IN LITERATURE & MEDIA (SPRING)

This course is an introduction to the anti-hero, exploring this figure from ancient Greek tragedy to the present day across literature, graphic novels, and cinema. Students will study the array of forms the anti-hero can take and consider why this figure retains such a powerful place in our culture and its artistic productions. The curriculum will allow students to practice the comparative analysis of literary archetypes and the development of arguments across diverse media forms, with possible texts including Euripides’ Medea, Oyinkan Braithwaite’s MySister, The Serial Killer, and Frank Miller’s TheDarkKnightReturns.

ART AND ARTISTS IN LITERATURE (FALL)

In this semester-long course, our muse will be literary artists and artworks, and we will ask ourselves: why do writers draw inspiration from paintings, drawings, sculptures, photographs, and more? We will consider what writers convey about their own aesthetic visions when they channel other forms of creative expression or feature protagonists who are visual artists. We will also engage in experiential learning to try out some of the unconventional artistic techniques portrayed in the fiction we read, reflecting on how and why these fictional visual artists use particular approaches, and what these literary authors aim to express about the power of art through their depiction of these experimental artistic methods. Possible readings may include works by Celeste Ng, Tayari Jones, and Anita Desai. As our culminating project, you will create an original visual interpretation of one of the texts we read and share it with the class during our own “gallery opening.” You do not need to be an artist to enjoy this class: you just need to be willing to look at the world with creativity and curiosity.

BLACK MAGIC: MAGIC REALISM IN AFRICAN AMERICAN LITERATURE (FALL)

In Black Magic: Magical Realism in African American Literature, the “magic” is never decorative, it is deliberate. It is how Black writers recover what history tried to erase, how they make the invisible visible, and how they challenge us to reconsider what we call truth. This semester-long seminar examines the ways magical realism becomes a vehicle for surfacing untold histories and unsettling dominant historical narratives. Through a novel by Toni Morrison, short stories by Randall Kenan, and drama by August Wilson, students will explore how folklore, memory, haunting, and the supernatural function not as escape, but as societal critique.As we move through questions of race, class, and power, we will also interrogate the construction of gendered space, the generational toll of injustice, and the fragile boundary between the real and the imagined. Students will engage in thoughtful discussion, sustained close reading, and purposeful research, strengthening their analytical writing while developing the intellectual confidence to wrestle with complex texts. In this course, the magical is not fantasy, it is a lens, a method, and a reclamation.

BRITISH CLASSICS (SPRING)

The 19th Century is often considered the golden age of British literature. In one sense this was a time of great wealth when Britain was an unparalleled global superpower. Yet, it was also a time of great social and political change. Writers of the period sought to illuminate the questions surrounding these changes, such as: How does the simple, individual love story fit into the powerful and complex political story of the British Empire? Do older institutions like the aristocracy matter any more? How has money and ambition changed the way people interact with each other? Examining works like Charlotte Brontë’s Jane Eyre, Joseph Conrad’s The Heart of Darkness, and Oscar Wilde’s The Importance of Being Earnest, this course will investigate the changing place of the individual in British society.

COMPLICATING THE SOUTHERN MYTH (FALL)

The American South has long been imagined as a mythic landscape— steeped in nostalgia and romanticized visions of the “Old South.” These myths have often upheld systems of oppression and shaped a cultural narrative that continues to influence popular culture and politics. Southern writers have both perpetuated and challenged these stories, revealing the region as complex, contested, and continually evolving. In Complicating the Southern Myth, students examine how literature from and about the South has constructed, reinforced, and dismantled the narratives that define Southern identity. Moving from the antebellum era through Reconstruction, Jim Crow, the Civil Rights Movement, and into the contemporary moment, the course explores how race, gender, class, and power operate within Southern cultural memory. Students engage a range of genres—autobiography, fiction, drama, poetry, and literary criticism—while situating texts within their historical contexts. Canonical writers such as Frederick Douglass, Mark Twain, William Faulkner, Zora Neale Hurston, and Tennessee Williams are studied alongside contemporary voices including Jesmyn Ward, Natasha Trethewey, Jericho Brown, and Percival Everett. Through analytical writing, research-based argument, and a culminating creative project, students develop a nuanced understanding of how storytelling shapes regional identity and national memory.

CREATIVE WRITING (SPRING)

This semester-long course will introduce students to the literary conventions of fiction and poetry, exploring the elements that set the genres apart, the ones they share, and the relationship between reading and writing. The learning objectives of this course are for students to situate their writing in a contemporary literary context, hone their artistic vision, craft significant revisions, and be able to respond to the work of their peers constructively.

Texts will be taken from the two genres and used as models for students’ creative writing. Discussions, essays, and creative work will focus on a range of literary traditions, and the course will promote student voice and offer opportunities for robust creative expression. Students will be required to complete three essays over the course of the semester. Each essay will also be accompanied by a student-generated creative response. Students will also complete a multi-genre creative portfolio. (1/2unit)

ENVIRONMENTAL LITERATURE (FALL)

Who is most hurt by environmental degradation and abuse and who benefits? In this course we’ll examine what contemporary world literature has to say about environmental racism, ecofeminism, and toxic colonialism. We will be attentive to such issues as the social construction of nature, globalization, and urban ecological issues. We will ask: What is the role of art in the struggle for social change? Our study will focus on the intersection of environmental issues and various systems of social injustice, especially racism, sexism, and economic inequity. Materials for this course—novels, poems, stories, films, documentaries, art— come from diverse racial and national locations, including South Africa, multicultural U.S., India, China, Iraq, and Guatemala.

GHOSTS & MEMORY IN ASIAN AMERICAN LITERATURE (SPRING)

What does it mean to be haunted—by memory, history, or family—and how do these hauntings shape who we are? When is remembering an ethical obligation, and when does it become a burden? This course explores the spectral and the uncanny in Asian and Asian American literature, examining how writers use ghosts and other traces of the past to develop themes of intergenerational memory, cultural inheritance, and trauma. We will examine how narratives use silence and absence to create meaning, and how disrupting linear narrative time can serve as a way to counter the archive of history. Possible texts include Human Acts by Han Kang and A TalefortheTimeBeing by Ruth Ozeki, alongside graphic novels like The MagicFish by Trung Le Nguyen and Displacement by Kiku Hughes. Together, we will consider how literary hauntings provide a lens for understanding transformation in Asian American and diasporic experiences.

INDIAN LITERATURE (SPRING)

Salman Rushdie famously coined the term “chutnification”—the process of becoming a chutney or a mashup—to describe living in Bombay/Mumbai, a city where 22 million people from all across India and the world live today. In this course we will study literature, art, and film from the bustling metropolis and ask how the city has become the epicenter and testing ground for an Indian commitment to secularism, socialism, and a pluralistic society. Home to Bollywood cinema, a powerful far-right political class, and the extremes of income inequality, we will ask what special “mixture” of culture, blood, money, and language it takes to become a “Bombayite” or a “Mumbaikar.” Material may include work by Salman Rushdie, Arun Kolatkar, Jeet Thayil, Anita Desai, Bollywood cinema, Mira Nair, M.F. Husain, Cyrus Mistry, Nissim Ezekiel, Dom Moraes, Naresh Fernandes, and Katherine Boo.

LATINE LITERATURE: MOVEMENT, TRADITION, AND FORM (FALL)

This semester-long course will survey contemporary Latine literature, focusing on the connections between contemporary works and their influences. In this seminar, students will engage with the inventive and lifesustaining traditions that Latine writers honor and revise to respond to an ever-evolving world. Discussions and essays will focus on a wide range of traditions, from the tradition of lectores (readers who were paid to recite stories to factory workers) to classical poetic forms and global mythologies. The seminar will also respond to various diasporas, celebrating the myriad experiences of Latine people in the United States. In response to the class reading, students will hone their analytical writing and research skills.

MODERN BRITISH LITERATURE (FALL)

This course introduces students to the politics of minority British cultural production. In the afterlife of the British empire, Black, Asian, and Minority Ethnic writers have dismantled and reinvented what it means to be “British.” The course traces some of the major fault lines of the racial and national politics from the 1950s, when mass migrations from the Caribbean and South Asia brought “cheap labor” to England, to the current moment of Brexit and renewed xenophobia. Authors and texts may include Hanif Kureishi, Sam Selvon, John Akomfrah, Meera Sayal, Kazuo Ishiguro, Bend it Like Beckham, Anita and Me, My Beautiful Launderette, and The Stuart Hall Project.

MYSTERY AND MEANING (FALL)

What makes a mystery story? In this course, we’ll study and write about the nature of narratives. We will look at the way stories hold together, the desire and fear that drive their characters, and the secrets those characters tell—or try to keep hidden. Taking the classic mystery story as a starting point, we will also study Gothic and horror tales, psychological thrillers, neo-noir stories, and postmodern mystery parodies. Potential authors include Arthur Conan Doyle, Agatha Christie, Edgar Allan Poe, Shirley Jackson, and Raymond Chandler. Particular focus will be given to studying narrative structure and organization, as well as the methods that authors use to build suspense or add ambiguity.

NEW YORK, NEW YORK: THE MYTH & REALITY OF NEW YORK IN LITERATURE (SPRING)

New York City has been called “The Big Apple,” “The City That Never Sleeps,” “Gotham,” and even “The Center of the Universe.” But how true is Frank Sinatra’s claim that “If you can make it there, you can make it anywhere”? In this course, students will explore both the myth and the reality of New York across time, examining how writers have imagined, challenged, and redefined “The City.” We will read novels by luminaries such as F. Scott Fitzgerald and Toni Morrison, alongside poetry and prose drawn from major literary movements rooted in New York, including Modernism, the Harlem Renaissance, the Beat Generation, the New York School of Poetry, the Black Arts Movement, and the Nuyorican movement. Throughout the course, we will ask: How does New York operate in literature—not merely as setting, but as symbol, metaphor, or even protagonist? In what ways does the city’s literature illuminate or complicate the myth of the American Dream? How have writers used New York to interrogate identity, ambition, migration, inequality, reinvention, and belonging? Why has this particular city generated so many influential literary and artistic movements across time? Through close reading, analytical writing, seminar discussion, and creative work, students will sharpen their interpretive skills while exploring how literature captures both the promise and the pressures of city life. They will also craft a personal narrative that captures their own version of New York.

A TOUCH OF MADNESS (FALL)

This course will explore how writers portray madness in literature as both a personal journey and a powerful response to society. Through close reading and discussion, students will examine how language, form, and narrative voice shape representations of instability and obsession. By reading works by authors such as Mary Shelley, Tennessee Williams, Sylvia Plath, Emily Dickinson, Franz Kafka, Charlotte Perkins Gilman, Ocean Vuong, and Edgar Allan Poe, students will investigate how these portrayals reveal the consequences of social expectations, alienation, and confinement. Students will be encouraged to question who is labeled “mad,” who does the labeling, and why. We will also consider how madness is often blurred with creative brilliance, challenging traditional definitions of sanity and genius. Perhaps madness is not something distant or monstrous, but rather a lens for better understanding society—as well as ourselves.

TRUE VOICES: READING AND WRITING MEMOIR (SPRING)

In this semester-long course, students will study and practice the craft of memoir writing. The course will be both a study of literature and a writing workshop. As students read in a variety of genres—including books, essays, and poetry—they will explore the techniques writers use to discover and reveal their identities through storytelling. Course texts may include The Glass Castle by Jeannette Walls, When Breath Becomes Air by Paul Kalanithi, and essays and poems by David Sedaris, Brian Arundel, Michele Leavitt, Sarah Kay, Rudy Francisco, and Phil Kaye. Students will be encouraged to take creative risks as they write extensively, experimenting with voice, tone, meaning, and structure. They will also enhance their literary skills by developing their writing fluency and practicing how to give, receive, and implement constructive writing feedback.

YOU ARE WHAT YOU EAT: FOOD, CULTURE, AND IDENTITY (SPRING)

Imagine your favorite meal: a perfectly seared and deliciously greasy cheeseburger. A savory, aromatic serving of lamb biryani. An oven-fired, gooey slice of cheese pizza. A carefully composed salad striking the ideal balance of acidity, saltiness, and sweetness. A zesty, herbaceous taco. What you love to eat says a lot about who you are, and because food can tell us so much about a person, writers have long drawn on culinary inspirations to spice up their work. Starting with Marcel Proust’s transcendent madeleine cookie that unearths a forgotten memory through taste alone, this semesterlong course will examine the thematic, social, cultural, and historical meanings writers inscribe through representations of food in literature. The course is organized by genre, including creative non-fiction personal essays about food memories, a food-themed novel, food reviews, and a film unit focused on the theme of one great meal.

WHO WROTE SHAKESPEARE’S PLAYS? A STUDY OF ELIZABETHAN LITERATURE (FALL)

For centuries, the question of authorship has persisted: could some other, shadowy figure be the true author responsible for the works of “William Shakespeare”? Students in this seminar will work to shed light on this debate, uncovering reasons for the controversy, tracing the historical and literary questions inherent in the texts themselves, and learning more about the realities of the historical period. We will engage in extensive reading, writing, and discussion, interrogating primary source materials, contemporary work from the Elizabethan period, and examining the works and arguments surrounding the major candidates often suggested as the “true” author, including Francis Bacon, Christopher Marlowe, Emilia Bassano, Edward De Vere, and, of course, the man from Stratford himself. Texts will likely include Shakespeare’s Hamlet, excerpts from Henry VI, Richard II, Richard III, Marlowe’s Edward II, as well as multiple poems, excerpts, and primary sources.

20TH-CENTURY WOMEN’S LITERATURE (FALL)

In this semester-long course, students will study major women writers of the 20th century. Through close textual readings of poetry, short stories, and novels, students will examine how women during this time period boldly and imaginatively expressed their voices and ideas, often despite social expectations and daunting obstacles. Course texts may include The Bean Trees by Barbara Kingsolver, Sula by Toni Morrison, and short stories and poems by Maya Angelou, Edna St. Vincent Millay, Sylvia Plath, Audre Lorde, Marie Howe, Sharon Olds, Flannery O’Connor, Sandra Cisneros, Virginia Woolf, and Jhumpa Lahiri. Literary analysis will be a major writing focus in the course; in addition, students will have opportunities to express their own voices and creativity, using our mentor texts as inspiration. (1/2unit)

HISTORY & SOCIAL SCIENCE

The purpose of the study of history and the social sciences is to help individuals understand themselves and their relationship to history and culture through the study of the human experience. The History & Social Science Department (formerly Humanities Department) curriculum provides opportunities for a student to investigate many areas of this experience: intellectual, aesthetic, religious, philosophical, political, economic, social, and psychological.

History courses introduce students to the techniques of investigation through the study of both primary and secondary sources. The emphasis in all courses is on developing students’ ability to express themselves clearly and logically, both verbally and in writing. We use art, literature, and music to enrich student understanding.

Students in the RCDS Class of 2027 are required to pass three years of History & Social Science Department courses to graduate. Starting with the RCDS Class of 2028, students will be required to pass four years of History & Social Science courses to graduate. The successful completion of two, year-long courses taught in the History & Social Science Department—World History and United States History—is required for graduation. In addition, the Department offers electives in various areas. Qualified students may also enroll in Advanced Placement courses in American and European history, psychology, and/or art history.

Students interested in contemporary domestic and international issues have become active in related extracurricular activities often supported by the Department. Thus, the History & Social Science curriculum offers students many opportunities to explore their world both past and present.

POLICIES

Course Selection Guidelines

All students are encouraged to discuss course options in the History & Social Science Department with a member of the History & Social Science faculty. The History & Social Science Department offers courses on two levels of rigor: AP/AP-equivalent and college-preparatory level. All students in Grade 9 take World History (all college-preparatory level); students in Grade 10 may take AP US History or US History, and students in Grades 11 and 12 have several options—both year-long and semester courses are available.

AP Courses Include (all are year-long):

• AP Art History

• AP European History

• AP Psychology

• AP United States History

AP-Equivalent Courses Include (one semester, unless otherwise indicated):

• Introduction to Philosophy (year-long)

• American Civics & Contemporary Politics

• China & India After World War II

• Civil Rights and Black History in the 20th Century

• Historical Research

• History of American Immigration Policy and Trends

• Macroeconomic Policy: Efficiency, Equity, and the Global Economy

• Microeconomic Decision-Making: Rational Choice or Behavioral Bias?

• New York Through Art and Architecture

• Oceans in World History

• Politics & Culture I (1914-1945)

• Politics & Culture II (1945-present)

• Big History (year-long; cross-listed with Science)

• The Roman Empire (year-long; cross listed with Classics)

College-Preparatory Level Courses Include (one semester for Grades 11 and 12 unless otherwise indicated):

• World History (year-long; required in Grade 9)

• United States History (year-long; required in Grade 10 (starting with the Class of 2028) and Grade 12 for those members of the Class of 2027 who have yet to complete this requirement)

• AI in Business and Global Challenges

• Cooperation and Conflict in the 20th and 21st Centuries

• Environmental Economics and Policy

• Global Issues, Local Action I

• Global Issues, Local Action II

• Leadership in Action: Lessons from History and Practice

• World Religions

Tentative schedule for semester offerings in 2026-2027 (subject to change)

Fall Semester

• American Civics & Contemporary Politics

• Environmental Economics and Policy

• Global Issues, Local Action I

• History of American Immigration Policy and Trends

• Historical Research

• Leadership in Action: Lessons from History and Practice

• Macroeconomic Policy: Efficiency, Equity, and the Global Economy

• New York Through Art and Architecture

• Politics & Culture I (1914-1945)

Spring Semester

• AI in Business and Global Challenges

• China & India After World War II

• Civil Rights and Black History in the 20th Century

• Cooperation and Conflict in the 20th and 21st Centuries

• Global Issues, Local Action II

• Microeconomic Decision-Making: Rational Choice or Behavioral Bias?

• New York Through Art and Architecture

• Oceans in World History

• Politics & Culture II (1945-present)

• World Religions

AP HOMEWORK GUIDELINES

• AP United States History: Students report spending an average of about 45 minutes a night (or roughly 15-20 pages of secondary and primary sources). In addition, essays are routinely assigned, and these take a variable amount of time.

• AP European History: There will be, on average, 30-45 minutes of reading (text, primary and secondary sources) each night. In addition, essays are routinely assigned, and these take a variable amount of time.

• AP Psychology: There will be, on average, 30-45 minutes of reading each night.

• AP Art History: There will be, on average, 45 minutes of reading and/or viewing each night. In addition, essays and smaller writing assignments are routinely assigned and these take a variable amount of time.

DEPARTMENTAL

Students who want to have the option to take AP courses in the History & Social Science Department must follow the application procedures announced each spring. Students are welcome to speak to the instructor before applying. The admissions requirements for the different AP History & Social Science courses are below. Please note that students may be removed from an AP course if their work in it falls consistently below the B- level. For AP History & Social Science courses, the Department Chair may require the student to take a course entrance examination in some cases.

If the student is applying for AP U.S. History:

1. The student’s current History & Social Science teacher should support the student’s candidacy.

2. The student must earn an A- or higher in World History (yearend grade) (for the Class of 2027: A- or higher in World History I: Foundations).

If the student is applying for AP European History or AP Psychology:

1. The student’s current and previous History & Social Science teachers should support the student’s candidacy.

2. The student should have earned an A- or higher grade in US History or a B+ or higher grade in AP US History (year-end grade).

If the student is applying for AP Art History:

1. The student’s current and previous History & Social Science teachers should support the student’s candidacy.

2. The student should have earned a B or higher grade in AP US History or a B+ or higher grade in US History.

If the student is applying for AP-equivalent courses in the History & Social Science Department:

1. The student’s current and previous History & Social Science teachers should support the student’s candidacy.

2. The student should have earned a B or higher grade in AP US History or a B+ or higher grade in US History.

CURRICULAR SEQUENCE

For students in the Class of 2027: Within their three required years of History & Social Science (formerly Humanities), students must pass two History & Social Science Department courses to graduate: World History I: Foundations, taken in 9th grade; and U.S. History or AP United States History, normally taken in 11th grade but occasionally in 12th grade. Most 10th graders take World History II: The 20th Century and Beyond. World History II: The 20th Century and Beyond taken in the 10th grade is strongly encouraged by the department. Many juniors and seniors enroll in AP and non-AP electives in areas such as European, United States, non-Western, and Art history; and social sciences such as Economics, Government, and Psychology. In the chart below, with regard to World History I: Foundations, World History II: The 20th Century and Beyond, and US History, a large majority of students follow the path listed first, with each subsequent path less common than the one above it. For students in the Classes of 2028 and beyond: Students are required to take four years of History & Social Science (formerly Humanities), including World History in 9th grade and U.S. History or AP United States History, which has been offered in 10th grade starting with the Class of 2028. Currently, many juniors and seniors enroll in AP and non-AP electives in areas such as European, United States, non-Western, and Art history; and social sciences such as Economics, Government, and

Psychology. The History & Social Sciences Department plans to add additional electives for 11th and 12th graders over the next few years.

Sequence for students in the Class of 2027:

Grade 9 Grade 10 Grade 11 Grade 12

World History I: World History II: US History AP Electives Foundations The 20th Century and Beyond

Electives Electives Electives

World History I: US

Foundations

World History I: World History II: Electives (rare)

Foundations

Sequence for students in the Class of 2028 and beyond:

Grade 9 Grade 10 Grade 11

COURSES

WORLD HISTORY

This year-long course surveys World History from early civilizations to the modern world. The development and interactions of political, economic, social, cultural, and religious traditions is examined. Skill development centers on reading, writing, and note-taking, as well as techniques useful in research and test preparation. Students write essays and paragraph responses throughout the year that require critical analysis of primary and secondary sources. Through individual and group projects, students develop skills of historical analysis, organization of information, and effective communication of ideas. (1unit;Grade9;required)

U.S. HISTORY

This year-long course surveys United States history from before the colonial period to the present. It focuses on those issues and themes that have emerged to shape American culture, politics, and policies, both foreign and domestic. The course hones student skills in critical analysis through exercises that require locating, evaluating, and integrating various kinds of historical data in debates, presentations, writing assignments, and other assessments. (1unit;Grade10andGrade12forthosemembersoftheClassof 2027whohaveyettocompletethisrequirement;thisorAPversionrequired)

AP U.S. HISTORY

This year-long, college-level course in American history traces the development of American culture from the initial interactions of peoples of African, European, and Native American descent up through the modern era. Readings from primary and secondary sources, as well as class discussions, offer students the opportunity to probe deeply into the values

of American society as they have evolved over the course of time and to consider the complexity of our society—in particular those aspects that have served to promote a sense of national identity and those features that have caused profound disagreement over what “American” really represents. Frequent essay assignments encourage students to clarify and define their thoughts in an ordered, well-defended fashion. (1 unit; Grade 10 and Grade 12 for those members of the Class of 2027 who have yet to complete this requirement; this or regular version of US History required; departmentapprovalrequired)

AP ART HISTORY

This year-long course explores the development and history of the visual arts (e.g., painting, sculpture, and architecture) in major world cultures from prehistoric times to the present day, with particular attention to historical, political, and social contexts. Artistic traditions examined include: African, Asian, European, Indigenous American, and Pacific/Oceanic. Skills emphasized include visual and contextual analysis along with the ability to accurately express that analysis. (1unit;Grades11,12;Interestedstudentsshouldcontact Mr.Flynnforentrancerequirements;departmentapprovalrequired)

AP EUROPEAN HISTORY

Students in this year-long course concentrate on developing a sense of history by pursuing a careful program of study of the history of modern Europe from the Renaissance to the present. Political, economic, social, cultural, and intellectual trends are all examined. Topics include the Reformation and Wars of Religion, the French Revolution and the Age of Napoleon, the cultural and social changes during the last half of the 19th century, the wars of the first half of the twentieth century, and the emergence of Modern Europe. Extensive reading is done in primary and secondary materials. A part of class time is used to discuss the issues brought up in the readings. (1unit;Grades11,12;departmentapprovalrequired)

AP PSYCHOLOGY

This year-long course introduces students to the systematic and scientific study of human behavior and mental processes. The curriculum allows students to explore key psychological concepts, theories, and research findings across a range of topics, including biological bases of behavior, sensation and perception, cognition, personality, clinical psychology, and social psychology. Emphasizing critical thinking and analytical skills, the course covers a vast range of content and challenges students to apply psychological principles to real-world situations and evaluate research methods and ethical considerations. The course seeks to prepare all students to take the AP Psychology exam. (1unit;Grades11,12;departmentapprovalrequired)

AI IN BUSINESS AND GLOBAL CHALLENGES

This course provides a broad introduction to artificial intelligence (AI) and its growing influence on business and society. While designed for students with an interest in business, technology, and global issues, this course does not require a technical background. Students will explore how AI is transforming fields such as real estate, fashion, and finance, examining both its benefits and challenges. Through case studies and discussions, they will analyze real-world applications of AI, from automating business operations to enhancing decisionmaking and customer experiences. In addition to understanding AI’s impact on industries, students will also consider its ethical and societal implications, including issues related to equity, regulation, and responsible AI use. The course culminates in hands-on projects where students apply AI concepts to tackle global challenges, fostering problem-solving skills, critical thinking, and collaboration. This course

and the STEAM Department’s Innovation and Entrepreneurship course complement one another. (½ unit; one semester; Grades 11 and 12)

AMERICAN CIVICS & CONTEMPORARY POLITICS

This semester-long course will offer a close analysis of the structure and function of the American federal government, with a particular emphasis on current events, civic participation, and media literacy. The course will include a unit on comparative politics, allowing students to learn other systems of government around the world and where they align with/differ from the U.S. (½ unit; Grades 11, 12; department approval required)

BIG HISTORY

This college-level elective is designed for students with a keen interest in exploring the interconnectedness of our universe, planet, life, and human society. Big History provides an interdisciplinary framework that synthesizes knowledge from diverse fields — natural, physical, and social science and history — to address profound questions about our existence. Using the concept of complexity thresholds, students will trace the origins and development of the universe, life, and human societies from the Big Bang to the present and beyond. Students will engage in a variety of inquiry-based activities to foster critical thinking, including data analysis, laboratory work, evidence-based reconstruction, research projects, and analytical writing, always asking what do we know and how do we know it? Student understanding will be assessed via scientific and social scientific writing (e.g., technical lab report, evidence-based argumentation), quizzes, and the iterative creation of models of complexity thresholds. Additionally, a year-long research project will focus on tracing the progression of an object or idea from its cosmic origins to the present. Students will gain an appreciation of the complexity and interconnectedness of all things as well as an informed perspective on the future of humanity within the larger context of the cosmos. (1 unit - either History & Social Science or Science; Grades 11, 12; department approval required)

CHINA & INDIA SINCE WORLD WAR II

The rise of India and China from World War II to today has represented one of the most dramatic shifts in the modern global order. The course aims to analyze the varying political and economic tracks these two nations undertook over the past 80 years or so, and where they find themselves in the current geopolitical environment. Course materials will include primary documents, academic journals, and contemporary analyses, and assignments will include written reflections, presentations, and opportunities for more in-depth research. (½ unit; Grades 11, 12; department approval required)

CIVIL RIGHTS AND BLACK HISTORY IN THE 20th CENTURY

This course will walk with students through the history of the American Civil Rights Movement from the Reconstruction era to the early 2000s. It focuses especially on the American South, where much of the movement’s organizing, leadership, and ideas took shape. Throughout the semester, students will study the social, political, cultural, and economic conditions that shaped the movement. The course highlights key individuals and organizations, the strategies they used to create change, and the relationship between local efforts and national movements. At the end of the semester students will be tasked with completing a cumulative, critical thinking research project. The goals of this assignment will be to demonstrate an in-depth understanding of the history of the Civil Rights Movement. (½ unit; Grades 11 and 12; department approval required)

COOPERATION AND CONFLICT IN THE 20th and 21st CENTURIES

This course examines global conflicts that affected all of humanity in the 20th and 21st centuries and how conflict led to alliances, connections, and cooperation. The course takes a global perspective on World War I, World War II, the Cold War, and conflict and cooperation in the 21st century. Themes of the course include the relationship between conflict and technology, the challenges of regional and global cooperation, the growth of an interconnected global economy, and the ripple effect of conflict in one region on the rest of the world. (½ unit; Grades 11, 12)

ENVIRONMENTAL ECONOMICS AND POLICY

This course introduces students to the concepts of economics and challenges them to use frameworks of economic thinking to consider issues related to the environment and climate change. Students will encounter principles of microeconomics and macroeconomics and pay particular attention to cost-benefit analysis, externalities, regulation, and international trade/globalization. Over the course of the semester, students will complete an analysis of a specific public policy related to the environment or climate change. (½ unit; Grades 11, 12)

GLOBAL ISSUES, LOCAL ACTION I & GLOBAL ISSUES, LOCAL ACTION II

In these semester-long courses, students will investigate current events and issues of global significance and apply this knowledge toward creating positive social change in our local community. The United Nations Sustainable Development Goals will serve as our broad-reaching and optimistic design framework. Students will practice techniques for understanding alternative viewpoints and develop competencies to build critical thinking and empathy. These skills and competencies will be applied to a series of topics including free and fair elections and border and migration issues. Students will learn how to better engage with difference and how to listen carefully for understanding, and they will then be expected to design and facilitate classroom dialogues and to demonstrate their ability to incorporate different perspectives into their work. Students will be encouraged to reflect on their learning and will be empowered to take action both around campus and in the local community. (1/2 unit, Grades 11, 12) The issues covered in Global Issues I will differ from Global Issues II. The course can be taken in either order.

HISTORICAL RESEARCH

This semester-long course offers students an opportunity to pursue original research, whether through archives, databases, non-textual artifacts, oral history, or some other combination of methods and sources. Students in this homework bearing course will have regular assignments each night involving their research topic. Class time is used for discussions about the readings from the primary course text, as well as research updates from each student based on their work outside of class. By the end of this course, students will be able to evaluate a range of primary and secondary sources, and will have the ability to create a research question and develop a thesis statement culminating in a formal 12 page research paper and presentation. This course is ideal for students with exceptional time management skills and a desire to learn more about writing an analytical research paper. (½unit;Grades11,12;departmentapprovalrequired)

HISTORY OF AMERICAN IMMIGRATION POLICY AND TRENDS

Immigration and immigration policy feel more important today than ever before. However, the debates surrounding government policy and social attitudes are not new. Since the origin of our country, debates about immigration have repeatedly focused on the same major issues and have often been just as intense as they are today. These discussions usually

involve questions about fairness in the economy, national identity, and who has power in society.This course examines these immigration debates, how they connect to real data about migration, and the policies that come from them. It looks at immigration from different perspectives, including how immigrants and their families find work, how borders are built and enforced, how refugees are treated differently from immigrants, and how migration can connect communities, economies, and political systems. (½ unit;Grades11and12;departmentapprovalrequired)

INTRODUCTION TO PHILOSOPHY

This course seeks to inspire students to question and debate what they think they know about our world. This one-year elective explores the historical foundations of philosophical thought and examines the ideas presented by philosophers from different regions of the world. This course primarily encompasses the branch of philosophy known as epistemology, the study of knowledge, which studies how we “know” our so-called reality within various disciplines. Topics and debates in the class will include questioning the way we know the world—using reasoning, emotions, or senses. It also includes the areas in which we question knowledge, such as in history, ethics, science, and the arts. Each class session is primarily discussion-based and founded on a rich variety of readings. Assessments will involve a combination of tests, presentations, and essays. This course will help you to build an open mind, and requires a willingness to speak both freely and frequently in class. (1 unit; Grades 11, 12; department approval required)

LEADERSHIP IN ACTION: LESSONS FROM HISTORY AND PRACTICE

This is a discussion-based elective designed for 11th and 12th-grade students who want to explore the principles of effective leadership and apply them in their daily lives. Through historical case studies, readings of various genres, self-assessments, and a core text on leadership, students will examine various leadership styles while identifying their own strengths and areas for growth as a leader. They will analyze the traits, decisions, and challenges of influential leaders across different fields. As a culminating project, students will design and lead a lesson for their peers. Each student will lead their peers in both the development and implementation of their project’s plan. By the end of the course, students will have gained a deeper understanding of leadership in history and within themselves while engaging in real-world leadership experiences. The ultimate goal of the class is to help students build confidence to take on leadership roles and develop the skills to inspire and lead within our community and beyond. (1/2 unit; Grades 11, 12)

MACROECONOMIC POLICY: EFFICIENCY, EQUITY & THE GLOBAL ECONOMY

This college-level elective is designed for students with a strong interest in understanding macroeconomic theory and its application to realworld issues. The course examines how policymakers make decisions for national and international economies, analyzing the impacts of those decisions through the lenses of efficiency and equity. Students will learn how to measure and interpret the health of the macroeconomy using key indicators such as GDP, unemployment, and inflation, and will explore how fiscal and monetary policy tools are used to pursue various macroeconomic goals. The course also delves into global trade dynamics, international development, and the economic forces behind income inequality and wealth distribution. Through the analysis of current events, case studies, and regular use of theoretical models and graphing, students will build the data gathering and analytical skills needed to make sense of today’s complex economic landscape. (½unit;Grades11and12;department approvalrequired)

MICROECONOMIC DECISION-MAKING: RATIONAL CHOICE OR BEHAVIORAL BIAS?

This college-level elective is designed for students interested in understanding how people and businesses make decisions. The course begins by exploring the fundamentals of microeconomic theory, including how individuals and companies use limited resources, respond to incentives, and interact in markets. Students will frequently engage with economic models and graphing to illustrate real-world phenomena and deepen their understanding of market behavior. Building on these foundations, students will explore concepts of behavioral economics, learning how human thinking, habits, and biases can influence choices in ways that traditional economic models do not always predict. Through applied analysis, discussion of current events, and hands-on activities, students will develop the tools to understand and evaluate how human behavior shapes markets, business decisions, and public policy. (½ unit; Grades11and12;departmentapprovalrequired)

NEW YORK THROUGH ART AND ARCHITECTURE

This course explores the history of New York State from its Indigenous roots to the present through the lens of the visual arts and architecture. As a microcosm of the American experience, New York reveals the nation’s political, economic, and cultural transformations while celebrating its diversity. Students will examine how artists, architects, and communities have shaped and reflected the evolving identity of both the state and the nation. (½ unit; Grades 11 and 12; departmentapprovalrequired)

OCEANS IN WORLD HISTORY

Often, we look at maps and define regions by land mass, but in doing so, we often deceive ourselves. Over the course of world history, seas, oceans, and other waterways have often connected regions that might, at first glance, seem to be distant from one another. This course examines those connections. We start with growth of trade and spread of knowledge on the Ancient Mediterranean, then shift to cultural and religious connections facilitated by the Indian Ocean, before looking at the role that the Atlantic Ocean played in the development of the concept of race and the sparks that lit political revolutions. The course finishes up by exploring the Pacific Ocean as a spark for technological innovation, and then finally the emergence of the Arctic Ocean as a newer global connection during the Cold War and in the 21st century as climate change opens up new pathways. (½ unit; Grades 11 and 12; departmentapprovalrequired)

POLITICS & CULTURE I (1914- 1945)

This course explores the political and cultural forces that led to the rise of authoritarianism and totalitarian regimes in the early 20th century. Through the study of fascism, communism, and military dictatorships, students will explore how leaders like Mussolini, Stalin, and Hitler consolidated power and controlled society. Through political analysis and cultural artifacts— including art, literature, and music—students will examine how these systems shaped and were shaped by society. From Nazi propaganda and Soviet Socialist Realism to Picasso’s Guernica and Orwell’s dystopian fiction, we will analyze how culture served both as a tool of oppression and as a means of defiance. By the end of the semester, students will understand how authoritarianism rises, sustains itself, and is ultimately challenged. The course will encourage critical thinking about the relationship between power and cultural expression in shaping modern history. (½unit;Grades11and12; departmentapprovalrequired)

POLITICS & CULTURE II (1945- Present)

This course explores the postwar struggle between authoritarianism and democracy during the Cold War and beyond. It will build on the first semester course, but can be taken on its own. Students will examine the ways totalitarian regimes maintained control through propaganda, censorship, and repression, as well as the cultural and political resistance movements that challenged them. Topics include the Soviet Union’s grip on Eastern Europe, uprisings like the Prague Spring, the fall of military dictatorships, and the eventual collapse of the Cold War order. Through the works of Camus, Solzhenitsyn, and 20th-century protest art and music, students will analyze how culture became a battleground for ideological conflict. The course concludes by examining modern authoritarian trends, digital propaganda, and ongoing struggles for democracy in the 21st century. (½ unit; Grades 11 and12;departmentapprovalrequired)

THE ROMAN EMPIRE/LATIN 4/5: THE ROMAN EMPIRE

The Roman Empire is a topic that has tremendous relevance for students of history and students of classics, as well as for anyone who wants better to understand the origins of our own political system and how those political systems change over time. Students will grapple with questions of authority, power, and censorship, and make inquiries into the nature of autocracy and what it means for existing political systems and individual participants in government. Beginning with the collapse of the Roman Republic and the rise of Octavian, the course will offer a deep dive into the establishment, maintenance, and final fall of the Roman Empire through an investigation of its beginnings in civil war, the changes undergone by Republican political systems, the expansion of Roman territory through conquest, important socioeconomic patterns, and culture of all types, including religion, art, architecture, and Roman daily life. Through this thorough examination, students will enhance their critical thinking skills and their ability to assess varying perspectives, analyze political, cultural, and economic development over time, think carefully about how we know what we know about the Romans, and explore the diversity of the Empire while also examining how the Romans welcomed some and “othered” other groups. Through autonomous exploration of a topic of particular and individual interest, students will develop essential skills in research, analytical reading and writing, communication, and creativity. (1unit-eitherHistory&Social Science or Classics; Grades 11 and 12; Prerequisites - if taking for Classics credit, completion of Latin 3 or Honors Latin 3; for History & Social Science credit, department approval required; To be offered in alternating years with TheRomanRepublic/Latin4/5:TheRomanRepublic)

WORLD RELIGIONS

This course provides students with an introduction to the major religious traditions that have shaped human civilization. Students will explore the beliefs, practices, sacred texts, and cultural impact of various faiths while developing skills in comparative analysis, critical thinking, and respectful dialogue. The course emphasizes understanding religions from both insider and scholarly perspectives. (½ unit; Grades 11 and 12)

Anticipated courses to be offered by the History & Social Science Department in 2027-2028:

BREAKTHROUGHS: INVENTION ACROSS CULTURES

This course examines moments of innovation and invention across the globe and at different points in history. Through a series of case studies, students will analyze factors that facilitate innovation and the effects that new technologies have upon cultures, economies, and political structures. Throughout the semester, students will engage in a

research project that includes work in the Makerspace. (½ unit; Grades 11, 12; offering planned for 2027-28)

ENVIRONMENTAL HISTORY THROUGH TRANSFORMATIVE EVENTS

This course examines transformative events when humans have shaped the environment around them, and in turn, the environment has shaped humanity. Through a series of case studies including the Columbian Exchange, the Industrial Revolution, the Dust Bowl, and the Green Revolution, students will consider how the environment has shaped (and been shaped by) economics, culture, politics, and technological innovation. Students will complete a local environmental history project as part of the course. (½ unit; Grades 11, 12; offering planned for 2027-28)

INTRODUCTION TO PSYCHOLOGY

This year-long course explores the scientific study of human behavior and mental processes. Students will examine influential theories and research that have shaped our understanding of topics such as sensation and perception, development, learning, memory, thinking and language, and social interactions. The course also introduces students to major psychological disorders, their multiple causes, and various approaches to treatment. Through engaging discussions, hands-on activities, and class projects, students will have the opportunity to explore topics of personal interest, apply psychological concepts to real-world situations, and develop critical thinking skills that enhance their understanding of themselves and others. (1 unit; Grades 11, 12)

THE ROMAN REPUBLIC/LATIN 4: THE ROMAN REPUBLIC

In this year-long course, cross-listed in the Humanities and the Classics Departments, students will examine thoroughly the origins, political systems, expansion, conquests, socioeconomic patterns, and culture of the Roman Republic, a topic that has tremendous relevance for students of history, classics, and anyone who wants better to understand the origins of our own political system. Students will practice and improve their critical thinking skills by learning how to assess varying perspectives, analyze political, cultural, and economic development over time, think carefully about how we know what we know about this time period, and explore the diversity of Rome while also investigating the ways in which the Romans welcomed and “othered” certain groups of people. While much of the syllabus will be consistent for all students, those taking the course for Classics credit will read primary sources in Latin, while those taking the course for Humanities credit will read additional sources in English. The first semester will trace the origins, development, and eventual disintegration of the Roman Republic, from the expulsion of the Roman Kings in 501 BCE up to the death of Augustus in 14 CE. In the second semester, the course becomes a student-directed, researchbased course, with students engaging in autonomous exploration of a topic of particular and individual interest, thereby developing and honing essential skills in research, analytical reading and writing, communication, and creativity. (1 unit - either History & Social Science or Classics; Grades 11, 12; Prerequisites - if taking for Classics credit, completion of Latin 3 or Honors Latin 3; for History & Social Science credit, department approval required) To be offered in alternating years with The Roman Empire/Latin 4/5: The Roman Empire; next offering planned for 2027-28.

MATHEMATICS

The mathematics curriculum is characterized by depth, breadth, and flexibility. These qualities enable students to pursue the study of mathematics as far as they are able while also enjoying the process.

Algebra 1, Geometry, and Algebra 2 & Trigonometry are required of all students. These courses encourage students to be creative, precise, and rigorous when dealing with abstract concepts. For students who have acquired the necessary concepts and skills, various elective courses are offered. Most students follow the traditional analysis sequence through Precalculus and Calculus.

CURRICULAR SEQUENCE

Grade 9

Grade 10

Grade 11

Grade 12

Algebra 1 Geometry Algebra 2/Trig Statistics

Precalculus

Algebra 1 Advanced Advanced Advanced Geometry Algebra 2/Trig Precalculus

Algebra 1 Advanced Advanced AB Calculus Geometry Precalculus

Advanced AP Statistics Algebra 2/Trig

Geometry Algebra 2/Trig Precalculus* Calculus

Advanced Advanced Algebra Advanced AP Calculus AB Geometry 2/Trig Precalculus

AP Statistics

Honors Honors Honors AP Calculus BC** Geometry Algebra 2/Trig Precalculus

AP Calculus AB

Advanced Algebra Advanced 2/Trig Precalculus AP Statistics AP Statistics

Honors Honors AP Calculus BC** Multivariable Algebra 2/Trig Precalculus Calculus AP Statistics

Linear Algebra

AP Statistics

* Precalculus does not lead students to AB Calculus in the following year, but it may lead students to regular Calculus, with departmental approval.

** Students may enter BC Calculus from Honors Precalculus with departmental approval.

• AP Statistics is another advanced offering, to be taken upon completion of Advanced Alg 2/Trig, with department approval.

• Students taking AP Calculus AB or BC may concurrently take Linear Algebra in Grade 12.

• AP Statistics is offered for juniors and seniors only, Statistics and Linear Algebra are only offered for seniors.

•

POLICIES

Course Selection Guidelines

Students selecting the appropriate math course for next year should consult the handbook for the prerequisites and MUST obtain the signature for approval from their current math teacher. Students wishing to take two (2) or more math classes in one year MUST obtain a signature from the Department Chair.

AP Homework Guidelines

• AP Calculus AB: Students should expect to spend about 45 minutes of focused time on daily homework preparation.

• BC Calculus: Homework (non-graded) 45 minutes of focused time (+/- 15 minutes) each night.

• AP Stats: 30-45 minutes of focused homework time 5 days per cycle, excluding assessment prep or projects.

Departmental Policies Regarding Entry Into Honors/AP Courses

A graphing calculator (a Texas Instruments TI-84 Plus or TI-83 Plus) is required in the second semester of the Geometry course and the subsequent courses to enhance the study of the algebraic, geometric, and numeric representations of problems.

• Admissions into an Honors Math class is dependent upon all three of the following:

1. Recommendation from the teacher of the previous course

2. Year-end grade of A+ from an Advanced section;

3. Year-end grade of B from an Honors Geometry section;

4. Year-end grade of B+ from an Honors Algebra 2 & Trigonometry section;

5. An equivalent year-end grade from the Middle School

6. Signature of the department chair, who may require a placement test

• For entry to AP Calculus AB courses, a student must have

1. Recommendation of the current Advanced Precalculus teacher and the math department

2. Minimum grade of 85 on the March exam in Advanced Precalculus

3. Minimum average of 85 for the second semester in Advanced Precalculus

• A student in Honors Precalculus needs a B or better to continue into AP Calculus BC

• Any accelerated student in Honors Precalculus needs an A- or better to continue directly to AP Calculus BC

• For entry to AP Statistics, a student must have

1. Approval of the math department

2. Minimum year grade of:

B in Advanced Precalculus or A in Advanced Algebra 2 & Trigonometry; B- in Honors Precalculus or Honors Algebra 2 & Trigonometry; A- in Precalculus

• For entry into Linear Algebra, a student must have

1. Approval of the math department

2. Concurrent enrollment in AP Calculus AB or BC or completion of AP Calculus AB or BC

3. Minimum year grade of A- in Advanced Precalculus

• For entry into Multivariable Calculus, a student must have:

1. Approval of the math department

2. Completion of AP Calculus BC or an equivalent college-level course

• A student who takes Advanced Algebra 2 & Trigonometry in the 11th grade and who wishes to take non-AP Calculus in the senior year may do so if the student meets the following criteria:

1. Minimum grade of B in Advanced Algebra 2 & Trigonometry

2. Prior approval as obtained in a meeting with the math department chair

3. Completion of a pre-approved summer precalculus course

• Entrance into 9th grade Geometry from the Middle School requires a minimum year grade equivalent to C+

For maintenance of placement in an honors or AP course during the school year, the policy is as follows: If any honors or AP student receives a grade below B- at the end of the first quarter or first semester, the course teacher, in consultation with the Department Chair, will review the placement. The decision to transfer a student from an AP or honors course will be made jointly by the Principal, the Department Chair, the section teacher, the advisor, and the student.

Mathematics Course Bypass Police

Mathematics skills build sequentially upon each other, and the mathematics courses offered at RCDS are designed to span an academic year so that students can fully develop those skills alongside their peers. The Mathematics Department does not consider it appropriate for students to bypass any of the courses in the Upper School sequence; however, qualified students who wish to accelerate may take our Geometry and Algebra 2 courses concurrently. This acceleration requires the approval of the Department.

There are rare times when a student is prepared and chooses to focus intensively on a course and is able to develop the skills covered in a math course over a condensed period of time in order to bypass a year-long mathematics course in RCDS’s sequence. Bypassing a course in RCDS’s mathematics sequence can only be done with the approval of the Department, and courses can only be bypassed at the Honors level. Students may not bypass any course beyond Algebra 2/Trigonometry.

Students wishing to be considered for a possible move ahead must complete, by April 15th, a request form (available from the Mathematics Department) that includes the proposed summer course work/tutoring plans. The form will be reviewed by the Department, and a decision to approve or not will be shared by May 15. Requests after April 15 will not be considered.

If the student’s request is approved, the student is responsible for completing the summer work by mid-August. The student will then be required to take a placement test at RCDS on the testing date assigned for the week of August 15th. The student must pass the appropriate

placement test with a grade of 90% or better in order to bypass the course and demonstrate preparedness to enter the successive honors level math course. Placement tests will not be given prior to the midAugust date, and students may only take the placement test once.

If the student does not pass the placement test at the Honors level, then the student will continue to be enrolled in the course that the student was assigned during course selection.

COURSES

ALGEBRA

1

This course includes the following topics: properties of real numbers and their applications, linear equations and inequalities in one and two variables, exponents, radicals, factoring, rational expressions, solving quadratic equations including the quadratic formula, and graphing in the coordinate plane. Emphasis is placed on developing strong skills and independent thinking. (1unit;Grades9,10;prerequisite:simplification,evaluation,solving and graphing linear equations and inequalities in one variable, factoring a commonmonomial,andverbalapplications)

GEOMETRY

This course studies the properties of plane figures including parallel and perpendicular lines, congruent and similar triangles, polygons, circles, right triangle trigonometry, areas, and volumes, as well as introductions to solid and coordinate geometry. This course provides a thorough study of the topics in geometry that will be necessary for the successful study of Advanced Algebra 2/Trigonometry and future courses, as well as the SAT and ACT exams. The emphasis is to apply geometric postulates and theorems to the numerical solution of problems. Students will also learn to develop proofs by working with modified proofs. The Geometer’s Sketchpad software is used throughout the course as a discovery tool and supports the material covered. The course will stress the importance of developing strong algebraic skills. (1unit;Grades9,10)

ADVANCED GEOMETRY

This course studies the properties of plane figures including parallel and perpendicular lines, congruent and similar triangles, polygons, circles, right triangle trigonometry, areas, and volumes, as well as introductions to solid and coordinate geometry. Throughout the course, the student’s ability to develop and present formal proofs is systematically strengthened and expanded through the use of deductive reasoning. The Geometer’s Sketchpad software is used throughout the course as a discovery tool and supports the material covered. A review of Algebra 1 is included using equations based on geometric theorems. (1unit;Grades9,10;department approvalrequired)

HONORS GEOMETRY

This course presents a more sophisticated and in-depth study of plane geometry. Additional topics include locus and geometric inequalities. Emphasis is placed on original proofs (direct and indirect), abstract reasoning, and synthesis. (1unit;Grades9,10;departmentapprovalrequired)

ALGEBRA 2 AND TRIGONOMETRY

This course includes a study of linear, quadratic, and polynomial functions, systems of equations in two and three variables, inequalities, complex numbers, variation, conic sections, exponential and logarithmic functions, and trigonometric functions, including applications. (1unit;Grades10,11)

ADVANCED ALGEBRA 2 AND TRIGONOMETRY

This course includes a study of linear, quadratic, and polynomial functions, systems of equations in two and three variables, inequalities, complex numbers, variation, conic sections, exponential and logarithmic functions, and trigonometric functions. The focus is on the representation of problems algebraically, numerically, and graphically. Applications include an introduction to data analysis, regression and modelling. (1unit;Grades10,11; departmentapprovalrequired)

HONORS ALGEBRA 2 AND TRIGONOMETRY

This course consists of a thorough and fast-paced study of algebra and an extensive study of trigonometry. Its emphasis is on the structure of mathematical systems and their underlying concepts. The focus is on the representation of problems algebraically and graphically. Applications include an introduction to data analysis. Strong algebraic skills are presumed. (1unit;Grades10,11;departmentapprovalrequired)

PRECALCULUS

The central theme of this course is functions as models of change. Functions can be grouped into families (linear, exponential, power, and periodic, polynomial, and rational) and used as models for real-world behavior. Providing numerical and graphical approaches, in addition to the algebraic, gives students several ways of mastering the material. This is a Precalculus course at a less rigorous level and does not constitute preparation for Advanced Placement Calculus or Advanced Placement Statistics. (1unit; Grades11,12;departmentapprovalrequired)

ADVANCED PRECALCULUS

This course extends the content of algebra through advanced-level consideration of various functions and develops skill in mathematical analysis. Polynomial, rational, exponential, logarithmic, and circular functions are considered along with the study of analytic geometry, polar coordinates, and sequences and series. This course is specifically designed as a preparation for AB Calculus and is a prerequisite for AB Calculus. (1unit; Grades11,12;departmentapprovalrequired)

HONORS PRECALCULUS

This course is a highly theoretical, rigorous, and integrated approach to the study of the algebraic and transcendental functions. The functions studied include the polynomial, rational, linear and quadratic, trigonometric and inverse trigonometric, logarithmic and exponential, and sequence functions. The course is specifically designed as a preparation for BC Calculus; therefore, the concepts and notation needed in BC Calculus are developed and stressed throughout the year. The course demands independence, creativity, and highly developed algebra skills. (1unit;Grades10,11; departmentapprovalrequired)

STATISTICS

This course is an introduction to the fundamental concepts of statistics involved in collecting, displaying, summarizing, and drawing inferences from data. Topics include exploratory data analysis, design of surveys and experiments, sampling distributions, estimation, and significance testing. Students frequently work on projects involving the hands-on gathering and analysis of data that are applicable to their daily lives and real-world events. In the spring, students apply what they have learned in the course by designing, conducting, and analyzing their own studies. Calculators and computers are used to assist in understanding the major concepts of the course. Open only to seniors. (1unit;Grade12)

AP STATISTICS

Today’s society places increasing importance on data analysis using computers, calculators, graphs and charts in many areas, ranging from the sciences to business. This is a mathematics course with an interdisciplinary approach. The course is divided into four major themes: exploratory analysis, planning considerations, probability, and statistical inference. Students, individually or in small groups, plan and perform data collection and analyses with opportunities to share questions and conclusions. Projects that include writing a statistical report encourage interdisciplinary connections and real-world applications. The graphing calculator and computer software will facilitate the production of graphs and statistical computations. This course will prepare students for the Advanced Placement Statistics examination. (1unit;Grades11,12;departmentapprovalrequired; studentsinGrade11mustconcurrentlytakePrecalculus.)

CALCULUS

This is a study of elementary calculus without the pressure of adhering to the Advanced Placement Calculus curriculum. The course focuses on working with functions represented in a variety of ways: graphical, numerical, analytical, or verbal. Topics include analysis of graphs, limits, the concept and applications of the derivative, the Fundamental Theorem, and interpretations and applications of integrals. (1unit;Grades11,12; departmentapprovalrequired)

AP CALCULUS AB

This is an Advanced Placement course in preparation for the AP Calculus AB examination. The course focuses on working with functions represented in a variety of ways: graphical, numerical, analytical, or verbal. Topics include analysis of graphs, limits, the concept and applications of the derivative, the Fundamental Theorem, and interpretations and applications of integrals. (1 unit;Grades11,12;departmentapprovalrequired)

AP CALCULUS BC

This is an Advanced Placement course in preparation for the AP Calculus BC examination. In addition to those listed under AP Calculus AB, the following topics are covered: numerical and graphical solutions of differential equations; parametric, polar and vector functions; improper integrals; polynomial approximations; and series. (1unit;Grades11,12;department approvalrequired)

LINEAR ALGEBRA

Linear Algebra is a rigorous study of vectors, matrices, and linear systems in two and three dimensions from both a practical and an abstract point of view. Topics include Gauss-Jordan elimination, determinants, Euclidean, general and complex vector spaces, eigenvalues, eigenvectors and QR decomposition. Open only to seniors. (1unit;Grade12;departmentapprovalrequired)

MULTIVARIABLE CALCULUS

Multivariable Calculus involves the calculus of functions of more than one variable: vector algebra and vector calculus; lines and hyperplanes in n-dimensional space; partial derivatives and optimization; multiple integrals, and coordinate transformations; line and surface integrals; Green’s Theorem, Stokes’ Theorem, and Gauss’ Divergence Theorem. This course lays the groundwork for a variety of applications in physics, engineering, probability, and statistics, which will be included as time and scheduling permit. (1unit; Grade12;departmentapprovalrequired)

MODERN LANGUAGES

Fluency in a foreign language is an inestimable asset in the interconnected environment of the 21st century, providing not only a means of communication but also perspective and insight into another culture, both present and past. The Modern Languages Department is committed to providing a curriculum that develops the skills for comprehension and meaningful communication in French, Mandarin Chinese, and Spanish. At all levels, teachers seek to instill enthusiasm and to inspire learners to advance their ability to communicate effectively in the target language. Because we live in a global community, we can benefit from immense opportunities if we know a second or third language. The ultimate goal of the department is to provide students with increasing proficiency in the language and an understanding of other cultures, both of which are necessary for intercultural understanding, dialogue, and relationships.

In French, Mandarin Chinese, and Spanish, five-year sequences begin with an introduction to basic grammar combined with an immediate and almost exclusive use of the language. From the first day, students are immersed in the language studied. This approach fosters instinctive and uninhibited responses and involves students in a unique intellectual process. Mastery of basic grammar, development of writing skills and confident self-expression in the target language are accomplished in part by frequent class participation and written exercises.As students advance, they may pursue Advanced Placement courses or other advanced seminar offerings designed to deepen linguistic proficiency and cultural analysis.

POLICIES

Course Selection Guidelines

• Honors Intensive French or Spanish requires approval from both the current language teacher and the approval of the Department Chair. A year-end grade of A- or better in the student’s first foreign language is also required. Students are expected to continue the sequence in their first foreign language concurrently with their Intensive course, at least through level 4.

• All other Honors and AP courses in French, Mandarin Chinese, and Spanish require approval from the current language teacher.

• No approval is required for regular courses.

AP Homework Guidelines

• AP French Language and Culture: Students typically spend 20-45 minutes on homework between class meetings.

• AP Chinese Language and Culture: Students typically spend 45 minutes on homework between class meetings., but there is a range from 30 minutes to one hour.

• AP Spanish Language and Culture: Students typically spend 20-45 minutes on homework between class meetings.

• Honors Spanish Literature and Language (AP Language and Culture): Students typically spend 30-45 minutes on homework between class meetings..

• AP Spanish Literature & Culture: Students typically spend 45 minutes on homework between class meetings.

Departmental Policies Regarding Entry Into Honors and AP Courses

Entry into Honors Intensive French or Spanish Students enrolling in an Honors Intensive course are expected to continue the sequence in their first world language concurrently, at least through Level 4.

• For entry into this course, a student must have:

1. Department permission.

2. Recommendation from the current language teacher.

3. Year-end grade of A in the student’s first foreign language.

Entry into Honors Level 2 courses

• For entry into an Honors French or Spanish level 2 course, a student must have:

1. Department permission.

2. Recommendation from the current teacher.

3. Students moving from the regular track to the honors track may be required to sit for a placement exam.

4. In addition to the regularly assigned summer reading, students moving from the regular track to the honors track will be required to complete supplemental work that will prepare them for the honors track.

Entry into Honors Level 3 courses

• For entry into an Honors French or Spanish level 3 course, a student must have:

1. Department permission.

2. Recommendation from the current teacher.

3. Students moving from the regular track to the honors track may be required to sit for a placement exam.

4. In addition to the regularly assigned summer reading, students moving from the regular track to the honors track will be required to complete supplemental work that will prepare them for the honors track.

Entry into Honors Level 4 courses

Success in the early levels emphasizes the development of foundational language skills—reading, writing, listening, and speaking in the target language. Level 3 is a transitional year preparing students for the increased analytical rigor of Level 4. Students entering Honors or Advanced Placement sequences will need to demonstrate, in addition to a strong grammar background, the ability to approach literature with solid analytical skills. Concurrent enrollment in an Honors English Seminar course may serve as one indication of readiness. , and the recommendation of an English teacher and/or a writing sample in the target language may be sought in determining placement.

• For entry into Honors French or Spanish level 4, a student must have:

1. Department permission.

2. Recommendation from the current teacher.

3. Students moving from the regular track to the honors track may be required to sit for a placement exam.

4. In addition to the regularly assigned summer reading, students moving from the regular track to the honors track will be required to complete supplemental work that will prepare them for the honors track.

• For entry into Honors Spanish Literature and Language (AP Spanish Language and Culture), a student must have:

1. Department permission.

2. Recommendation from the current teacher.

Entry into Advanced Placement Language and Culture courses in French, Chinese, and Spanish:

• For entry into Advanced Placement courses, a student must have:

1. Department permission.

2. Recommendation from the current teacher.

3. Students moving from the regular track to the honors track may be required to sit for a placement exam.

4. In addition to the regularly assigned summer reading, students moving from the regular track to the honors track will be required to complete supplemental work that will prepare them for the honors track.

5. Students may be required to submit a writing sample in French, Chinese or Spanish and/or the recommendation of their current English teacher.

Departmental policies regarding entry into the Advanced Placement Spanish Literature and Culture course:

• For entry into Advanced Placement courses, a student must have:

1. Department permission.

2. Recommendation from the current teacher.

3. Year-end grade of B or better from Honors Spanish Literature and Language (AP Spanish Language and Culture)

4. Students may be required to submit a writing sample in Spanish and/or the recommendation of their current English teacher.

For maintenance of placement in an Honors Level course during the school year, the policy is:

1. If an Honors Level student receives a grade below B in either the first quarter or the first semester, the student’s situation will be reviewed by the teacher of the course in consultation with the Department Chair to determine the appropriateness of course placement.

2. Movement in or out of Honors Level may occur during the school year.

CURRICULAR SEQUENCE

Grade 9

Level 1 Level 2 Level 3

SPANISH: Environmental Issues in the Spanish Speaking World FRENCH: Comics and Cinema: Exploring 7th and 9th Art Forms in the French

Chinese 4 Level 2 Level 3 Level4/5 Levels 4/5 (offered in 2027-28)

SPANISH: SPANISH: Environmental Identity, Culture Issues in the and Language in Spanish Speaking Spanish Speaking World World

FRENCH: Comics FRENCH: Modern and Cinema: Media and Culture Exploring 7th and in the 9th Art Forms in Francophone French World

Chinese 4

Chinese 5

Honors courses in all three languages are as follows. Chinese offers an honors class level 3, 4 and at the AP level.

Grade 9 Grade 10 Grade 11

Grade 12

Honors 2 French/ Honors 3 French/ Honors 4 French/ AP Spanish; Spanish Spanish Language Honors Intensive Earned Honors Earned Honors & Culture in French/ Chinese 3 Chinese 4 French/ Spanish Spanish/ Chinese Honors Intensive Honors 3 French/ Honors 4 French/ French/ Spanish; Spanish; Spanish French 3; Honors Spanish 3 Spanish Literature & Language (AP Spanish Language & Culture) Earned Honors Chinese 4

An additional honors course is offered in Spanish only, and the level 4 (shown here in Grade 11) decision is key. In this scenario, students take two AP Spanish courses and two AP exams over two years.

Honors 2 Spanish Honors 3 Spanish Honors Spanish AP Spanish Literature & Literature & Language (AP Culture

Spanish Language & Culture)

A Note on Guided Study: Certain languages may be offered on a guided study basis, depending on faculty availability and expertise.. A language taken as a guided study does not fulfill the language requirement. With permission of the grade dean and the Department Chair, 10th, 11th and 12th graders may pursue a guided study in language.

COURSES

French Courses

HONORS INTENSIVE FRENCH

This course is designed for the student who, having demonstrated mastery of the grammatical principles of one foreign language, has an interest in acquiring French at an accelerated pace (i.e., covering French 1 and 2 in one year). Upon satisfactory completion of Honors Intensive French (A- or above) and the instructor’s recommendation, students may qualify for a level 3 French course. Students with a grade of B or below at the end of the year should consult their instructor as to appropriate placement and may continue in a level 2 course. Students are expected to continue the sequence in their first foreign language concurrently with Honors Intensive French, at least through level 4. (1 unit; Grades 9 -12; prerequisite: superior achievement in Spanish, Mandarin Chinese, or Latin; permission of the Department Chair required)

A further note about the Intensive Language Program: The Honors Intensive language program at RCDS is designed for students who wish to pursue the study of two foreign languages simultaneously. Honors Intensive language courses are available in French, Latin, and Spanish. These courses have as their stated goal to cover two years of material in one year and to prepare students for the third-year level. It is the expectation of both the Classics Department and the Modern Languages Department that students taking an Honors Intensive language course will continue the study of those two languages simultaneously for the entire tenure of their stay at RCDS. Students –and advisors and families of students – who wish to pick up a second language through the Honors Intensive program should be aware that adding a second language through the Honors Intensive program is, in almost every case, a multi-year commitment and thus will have a significant impact on a student’s course selection and academic program as a whole.

FRENCH 1

This course is designed for students with little or no experience in the language. Through sustained use of French in the classroom, students develop foundational skills in listening, reading, speaking, and writing. Students use French actively. Students acquire basic vocabulary and a solid command of grammar including personal pronouns, and verb tenses (présent, passé récent, passé composé, and futur proche). “Students learn high-frequency verb expressions (faire, avoir, and être), descriptive language, professions and nationalities, enabling them to communicate about themselves, their families and friends, their feelings, preferences, and everyday activities.” Introduction to the wide diversity of Francophone cultures is also an integral part of the course. Students are further exposed

to written expression through reading their first full-length text in French: L’étédetouslesdangers (1unit;Grades9-12)

FRENCH 2

This course continues to use an oral/aural as well as written approach to French grammar, vocabulary, and civilization. Students review thoroughly and develop their understanding of grammatical structures and vocabulary presented in Level 1. Grammatical topics include a thorough review of the passé composé and the introduction of the imperfect tense as well as multiple object pronouns. Students continue to build vocabulary more verbs expressions (faire, avoir and être) to help express everyday activities and states of being. Students will read and discuss topics related to daily life and culture in France and other French speaking countries. Students are further exposed to written expression through reading their first full-length texts in French: ArsèneLupin:gentlemancambrioleurand an abridged version of Le PetitPrince.(1unit;Grades9-12;prerequisite:French1)

HONORS FRENCH 2

This course introduces more advanced grammar topics and explores them in depth. Using various sources including francophone websites, students become proficient in the use of many linguistic forms and idiomatic expressions. Students will discuss topics related to daily life and culture in France and other French-speaking countries. Students develop writing skills through compositions, projects, and performance-based activities , and full class discussions. Students read Michel Ocelot’s Kirikou in the first semester while exploring Francophonie in African countries, and Antoine de Saint Exupery’s Petit Prince in the second semester. Full length films presented this year include, Kirikou, and Demain tout commence (1unit;Grades9-12; prerequisite: superior achievement in French 1; permission of the Department requiredandpossibleplacementtest)

FRENCH 3

Students at level 3 achieve an intermediate level of proficiency in the four language skills: listening, reading, writing, and speaking. Grammar and vocabulary studied during the first two levels are reinforced and expanded, and new material introduced at this level includes the use of passé composé and imperfect, the subjunctive mode and its uses, uses of the conditional mode, and sequence of tenses. Throughout the year students view and comment orally and in writing on a variety of media. Three texts and a variety of audio-visual materials selected for this course present a diverse image of the Francophone world and also serve to expand vocabulary, to develop reading skills, and to foster facility in both spoken and written expression. (1unit;Grades10,11,12;prerequisite:French2)

HONORS FRENCH 3

This course offers an advanced and rigorous approach to grammar, culture, conversation, and writing. Throughout the year, students engage with readings on topics of current interest as well as selected literacy works. The first semester focuses on themes of relationships, urban living, work and society, while offering a deep exploration of the French West Indies (les Antilles) through short stories, projects, and performance-based activities. The second semester explores themes of identity, history, and technology. Court métrages (short films) introduce students to contemporary issues and are used in a variety of ways to strengthen interpersonal, interpretive, and presentational skills. Full length films studied this year include “l’Arnacoeur”, “Samba”, et “Au revoir les enfants”. (1unit;Grades10,11,12;prerequisite: Honors French 2 or superior achievement in French 2 or Honors Intensive French;permissionoftheDepartmentrequiredandpossibleplacementtest)

MODERN MEDIA AND CULTURE IN THE FRANCOPHONE WORLD

(Offeredin2027-28)

In this year-long course, students are exposed to the Francophone world through a diverse array of media. Students will examine current events and cultural topics through the press, television broadcasts, contemporary music and art forms. They will exposed to articles and newscasts on contemporary issues, and will develop their interpretative, interpersonal and presentational skills through these media. Over the year, they will read a variety of texts on contemporary issues. Shorter videos will introduce students to matters of current interest and will be used to build active language use. Speaking and listening skills will be at the center of this course along with a review of essential grammar points as a way to scaffold more sophisticated expression. Maker space and other projects on current events and contemporary culture will be an important part of class. Throughout, discussion will take place in French (1 unit; level 4/5, Grades 11, 12; prerequisite: French 3 or Honors French 3)

HONORS FRENCH 4

In this course, students will refine their language skills while continuing to explore diverse topics relevant to the French-speaking world. Students also read unabridged works such as Hassan’s La bonne couleur and Albert Camus’ L’Etranger” and watch and discuss shorter videos and feature length films. Engaging in full class discussions, written exercises, oral assessments and in class presentations are just a few of the ways students will arrive at an advanced level of proficiency. Students will develop interpersonal and presentation skills through writing and discussing a variety of authentic articles from the media, literary works, and films. (1unit;Grades11,12; prerequisite:HonorsFrench3orsuperiorachievementinFrench3;permission oftheDepartmentrequiredandpossibleplacementtest)

COMICS AND CINEMA:

EXPLORING THE 7TH AND 9TH ART FORMS IN THE FRENCH WORLD (Offeredin2026-27)

The term “comic strip” doesn’t encompass the full range of literary and artistic development of this genre referred to as le neuvième art. The French term bande dessinée (BD) means literally “drawn strip,” and for over one hundred years this genre, combining text and image, has developed into a rich and varied art form. Similarly, the French word cinéma embodies artistic movements that are diverse and impactful, always giving us new perspectives on the world. In this year-long course, students will explore both art forms through reading a variety of BD and watching modern films. In addition to learning how to read BD and interpret films, students will have the opportunity to use their creativity while making their own BD and short films as a project over the course of year. Group discussions in French will be at the center of this course along with a circling back to essential grammar points in order to develop more fluid expression. Students will be producing oral and written presentations throughout the year. (1unit;Level4/5, Grades11,12;prerequisite:French3orHonorsFrench3)

AP FRENCH LANGUAGE AND CULTURE

Global Challenges, Personal and Public Identities, Science and Technology, Beauty and Aesthetics, Contemporary Life, Families and Communities: these six themes central to the Advanced Placement Language and Culture exam provide a meaningful framework through which students integrate language, content, and cultural knowledge of the French-speaking world. Students will explore historical, contemporary, and future perspectives on these themes through a variety of sources including newspaper articles, recorded interviews, film, and literary texts. Emphasis is placed on the development of interpretive, interpersonal, and presentational communication skills. Class discussion, oral presentations, timed activities, and frequent analytical and creative

writing assignments are integral components of the course and prepare students for the AP French Language and Culture exam in May. (1 unit; Grade 12; prerequisite: Honors French 4 or superior achievement in Language & the French-Speaking World and possible placement test; permission of the Department required)

Mandarin Chinese Courses

MANDARIN CHINESE 1

This course is designed for beginners with little or no prior study of Chinese. The course introduces students to the Chinese language and culture including the sound system, character writing/typing, basic sentence structure, and grammar of Chinese. Students develop proficiency in four basic skills: listening, speaking, reading, and writing through authentic multimedia materials. By the end of their first year of study, students will be able to hold basic conversations, read and write simple texts on familiar topics such as self-introduction of name, birthplace/date, age, contact information, family members, and making appointments. (1unit;Grades9-12)

MANDARIN CHINESE 2

This course further reinforces and expands on students’ basic grammatical and conversational skills. Students continue to work on listening, speaking, reading, and writing. More complex sentence structures, expansion of vocabulary and idiomatic expressions are introduced through texts, various authentic online media including movies, dramas, game shows, songs, as well as additional reading materials such as newspapers, children’s literature, and poetry. These materials also form the basis for the exploration of Chinese culture. Class participation, discussion, and impromptu writing are essential components of this course. By the end of the year, students will be able to hold basic conversations on familiar topics such as school life, after school activities, shopping, and moving around town. (1unit;Grades9-12; prerequisite:MandarinChinese1)

MANDARIN CHINESE 3 WITH EARNED HONORS OPTION

The third year Mandarin Chinese course continues to develop students’ communication skills in the language at the intermediate-low level. Frequent writing and speaking assignments provide students the opportunity to practice new vocabulary, grammar structures, and idiomatic expressions in topics such as relationships, grocery shopping, Chinese cuisine, dining out, leisure activities, living and learning environments. Active class participation, discussions, and spontaneous interpersonal communications are essential components of this course. Earned Honors Option: Students will have the opportunity to declare their intent, in the first quarter, to earn an honors credit. They will complete one or more, additional and more challenging, sections in all assessments, demonstrating their capacity for above-andbeyond effort and achievement. (1unit;Grades9-12;prerequisite:Mandarin Chinese2;possibleplacementtest)

MANDARIN CHINESE 4 WITH EARNED HONORS OPTION

The fourth year Mandarin Chinese course aims to bring students to the intermediate-mid level of proficiency where they can create with language, participate in progressively more challenging conversations, and communicate effectively in both speaking and writing. Students explore the culture and diverse perspectives of the Chinese speaking world through the use of literary texts, screenplays, and various authentic multimedia materials. Advanced grammar, vocabulary, and idiomatic expressions are introduced and extensively practiced in topics such as medical symptoms, banking and financial management, personal care, communication, and technology. Consistently active class participation is a critical component of this course. Earned Honors Option: Students will have the opportunity to declare their intent, in the first quarter, to earn an honors credit. They will

implement project-based language learning with a topic to be approved by the Department, then followed by incremental progress checks regularly until completion in the last quarter. (1unit;Grades9-12;prerequisite:Mandarin Chinese3;possibleplacementtest)

MANDARIN CHINESE 5

This fifth year course prepares students for an intermediate-high level of proficiency in the Chinese language. It is designed to further develop competence in all of the language skills. Advanced grammar, vocabulary, formal and idiomatic expressions, as well as popular and colloquial phrases are introduced and extensively practiced in topics such as classic literature, magazines, media, TV shows, films, internet, sport events, career planning, etc. The course relies heavily on active student-centered discussion. (1unit; Grades10,11,12;prerequisite:MandarinChinese4;possibleplacementtest)

AP CHINESE LANGUAGE AND CULTURE

The AP Chinese Language and Culture course aligns with the College Board’s curriculum standards, offering students the opportunity to enhance their language skills within six thematic areas: Personal and Public Identities, Science and Technology, Global Challenges, Families and Communities, Beauty and Aesthetics, and Contemporary Life. By engaging with a wide range of authentic multimedia resources, and through exercises such as describing, inquiring, narrating, and analyzing, students are empowered to improve their proficiency in oral and written communication in different contexts. They further strengthen their skills to express their views in Email Responses, Story Narration, Conversation, and Cultural Presentation, complete with supporting details. These are important components that will prepare students not only for the AP Chinese Language and Culture exam but also for real-world applications of their linguistic and cultural knowledge. (1unit;Grades10,11,12;prerequisite:superior achievementinMandarinChinese4;permissionoftheDepartmentrequired, andpossibleplacementtest)

Spanish Courses

HONORS INTENSIVE SPANISH

This course is designed for the student who, having demonstrated mastery of the grammatical principles of one foreign language, has an interest in acquiring Spanish at an accelerated pace (i.e., covering Spanish 1 and 2 in one year). Upon satisfactory completion of Honors Intensive Spanish (B+ or above) and the instructor’s recommendation, students may qualify for a level 3 Spanish course. Students with a grade of B or below at the end of the year should consult their instructor as to appropriate placement and may continue in a level 2 course. Students are expected to continue the sequence in their first foreign language concurrently with Honors Intensive Spanish, at least through level 4. (1unit;Grades9-12;prerequisite:superiorachievement inFrench,Chinese,orLatin;permissionoftheDepartmentChairrequired)

A further note about the Intensive Language Program: The Honors Intensive language program at RCDS is designed for students who wish to pursue the study of two foreign languages simultaneously. Honors Intensive language courses are available in French, Latin, and Spanish. These courses have as their stated goal to cover two years of material in one year and to prepare students for the third-year level. It is the expectation of both the Classics Department and the Modern Languages Department that students taking an Honors Intensive language course will continue the study of those two languages simultaneously for the entire tenure of their stay at RCDS. Students – and advisors and families of students – who wish to pick up a second language through the Honors Intensive program should be aware that adding a second language through the Honors Intensive program is, in almost every case, a multi-year commitment and thus will have a significant impact on a student’s course selection and academic program as a whole.

SPANISH 1

This course is designed for students with little or no experience in the language. Through sustained use of Spanish in the classroom, students acquire basic vocabulary and a solid command of grammar to talk about themselves and others in the present tense. Students will have the opportunity to practice and apply the four primary skills (listening, speaking, reading, writing) through daily class interaction, frequent writing assignments, and performance-based projects. Introduction to the wide diversity of Spanish-speaking cultures is an integral part of the course. Through varied types of media, students regularly encounter authentic examples of language and culture. (1unit;Grades9-12)

SPANISH 2

In this course, students will review and develop their understanding of the grammatical structures and vocabulary presented in Spanish 1. As the year progresses, students build on basic grammatical and conversational skills, learning to express themselves about the past and to use object pronouns. New vocabulary focuses on themes from everyday life, such as food, home, and the city. Students will explore Latin American cultures using both textbased and online resources. They will complete short reading selections and prepare brief written assignments and oral presentations. Students will incorporate the content of those readings with new vocabulary and grammar to prepare creative projects and oral presentations. Active class participation is an essential component of this course as students strive to increase their oral proficiency. (1unit;Grades9-12;prerequisite:Spanish1)

HONORS SPANISH 2

This course introduces more advanced grammar topics and proceeds at an intensive pace. Frequent discussions and writing assignments are used to help improve proficiency in the language and allow students to take more risks in the target language. Students will read short stories and discuss them in class. This course introduces students to culture through readings, discussions, and student presentations, examining everyday themes and how historical contexts continue to shape contemporary life in the Spanish-speaking world. (1unit;Grades9-12;prerequisite:superiorachievementinSpanish1; permissionoftheDepartmentrequiredandpossibleplacementtest)

SPANISH 3

The purpose of this course is to bring students to the intermediate level of proficiency where they can create with language, participate in progressively more challenging conversations, and communicate effectively in writing. Students explore the culture and diverse perspectives of the Spanishspeaking world through the use of text and film. Grammar and vocabulary studied during Spanish 1 and 2 are reinforced and expanded. Listening and speaking skills are strengthened by way of frequent class discussion. (1unit; Grades10,11,12;prerequisite:Spanish2)

HONORS SPANISH 3

This course provides an immersive and increasingly advanced approach to grammar, conversation, writing, and cultural study, helping students deepen cultural competency and strengthen interpersonal, interpretive, and presentational communication in Spanish. Through Spanish and Latin American history, contemporary culture, literature, film, and current events, students explore diverse global perspectives using authentic resources such as poems, short stories, blogs, podcasts, videos, and news sources. Daily discussions, presentations, projects, and opportunities for analytical and creative writing encourage students to develop original ideas, express themselves with increasing sophistication in Spanish, and collaborate meaningfully with their peers (1unit;Grades10,11,12;prerequisite:Honors Spanish 2 or superior achievement in Spanish 2 or Honors Intensive Spanish; permissionoftheDepartmentChairrequired;andpossibleplacementtest)

HERITAGE TRACK

When there is sufficient enrollment to support it, we will offer a special section of this course for Spanish heritage speakers. The heritage section will be a parallel immersive approach to the Honors Spanish 3 curriculum with an additional emphasis on formal presentational communication across time frames through spoken and written language. This course will serve as a space that honors students’ multicultural identities and linguistic strengths, while providing scaffolded support as they expand their academic vocabulary and endeavor to move easily between informal communication and more scholarly discourse and written expression. This course will provide a more tailored experience for heritage students who have acquired a great deal of their language outside of the classroom, as they move into higherlevel Spanish courses. (1unit;Grades10,11,12;permissionoftheDepartment Chairandteacher)

IDENTITY, CULTURE AND LANGUAGE IN THE SPANISH SPEAKING WORLD

This course examines the overarching theme of identity and community in the Spanish Speaking world. A few possible topics for exploration include the role of social media, communities in action and future challenges for both individuals and communities. Through the exploration of these topics, students will further develop their ability to speak, listen, read and write. This student-centered course challenges the students not only to communicate effectively about themselves but also to compare and contrast elements of their own culture(s) and the cultures of the Spanish Speaking world. Class discussions will be conducted entirely in Spanish and students will be expected to use only Spanish in class. (1unit;level4/5,Grades11,12; prerequisite:Spanish3orHonorsSpanish3)

ENVIRONMENTAL ISSUES IN THE SPANISH SPEAKING WORLD

(Offeredin2026-27)

This course explores environmental challenges across the Spanishspeaking world and their connections to global social justice movements. Students will examine issues such as climate change, deforestation, food insecurity, migration, control of natural resources, responsible production and consumption, and community activism, while considering how these challenges intersect with questions of equity, sustainability, and human rights and making connections to similar issues in their own communities. Through authentic materials,including short stories, podcasts, blogs, videos, and online news sources, students will analyze diverse perspectives and evaluate initiatives working toward environmental sustainability and climate justice. All content and discussion will be in Spanish. Students will strengthen their interpretive, interpersonal, and presentational communications skills while developing the critical thinking needed to become informed, engaged global citizens prepared to address the environmental challenges of our time. (1 unit; level 4/5, Grades 11, 12; prerequisite:Spanish3orHonorsSpanish3)

HONORS SPANISH 4

In this course, students will refine their language skills (speaking, reading, writing and listening) while continuing to explore diverse topics relevant to the Spanish Speaking world with a variety of authentic materials, such as newspaper articles, book excerpts, short stories, poems, movies and short films. Students will enrich their grammar and vocabulary repertoire through reading and in-class discussions and will review grammar as needed.

This student-centered course challenges students to communicate with greater sophistication about a variety of topics and, at the same time, make interdisciplinary and cultural connections. Class discussions will be conducted entirely in Spanish and students will be expected to use only Spanish in class. (1unit;Grades11,12;prerequisite:HonorsSpanish3or superior achievement in Spanish 3; permission of the Department required; andpossibleplacementtest)

HONORS SPANISH LITERATURE AND LANGUAGE (AP SPANISH LANGUAGE AND CULTURE)

In this course, students will examine in-depth literary works from around the Spanish speaking world while fine tuning their skills in oral and written proficiency. The course relies heavily on student-centered discussion. Students submit literary analyses and give formal oral presentations. Through the study of short stories, plays, and poems, students receive regular feedback with the goal of fostering clearer and more precise communication in the target language At the end of this year, students may take the Spanish Language and Culture Advanced Placement examination. (1unit;Grades11,12;prerequisite:HonorsSpanish3,orsuperiorachievement in Spanish 3; or Language & The Spanish-speaking World; permission of the Departmentrequired;andpossibleplacementtest)

AP SPANISH LANGUAGE AND CULTURE

Global Challenges, Personal and Public Identities, Science and Technology, Beauty and Aesthetics, Contemporary Life, Families and Communities: these six themes are central to the Advanced Placement Language and Culture exam and provide a meaningful context through which students further develop their cultural competency and increase their interpersonal, interpretive and presentational communication in Spanish. Students will explore historical, contemporary, local and global perspectives on these themes through engagement with a variety of authentic materials, such as online newspapers, blogs, podcasts, film, and literary texts. Class discussion, oral presentations, projects, timed comprehension activities, and frequent opportunities to produce both analytical and creative written work are important components of the course that will prepare students for the AP Spanish Language and Culture exam and beyond. (1unit;Grade12; prerequisite: Honors Spanish 4 or superior achievement in Identity, Culture and Language in the Spanish-Speaking World; permission of the Department Chairrequired;andpossibleplacementtest)

AP

SPANISH LITERATURE AND CULTURE

This course continues the in-depth study of literary works on the AP Spanish Literature list begun in Honors Spanish Literature and Language (AP Spanish Language and Culture) and prepares students to take the AP examination in Spanish Literature and Culture. Students study works from the AP Spanish Literature list including classic texts such as poetry by Garcilaso de la Vega and Sor Juana Inés de la Cruz, as well as more contemporary works by Rosa Montero and Nancy Morejón, for example. Students study poetry, plays, short stories, essays, and novels. Before the AP examination, we review the works and themes covered in the previous year. At the completion of this course, students are prepared to take the AP Spanish Literature and Culture examination. (1unit;prerequisite:HonorsSpanishLiteratureandLanguage [APSpanishLanguageandCulture];permissionoftheDepartmentrequired)

MUSIC

The RCDS Music Department is committed to nurturing creativity and confidence at all levels of learning. We honor music as a living art with inherent value. In addition, we are committed to helping students make connections between music classes, other disciplines, and the wider world. Through the teaching and modeling of empathy and collaboration, we seek to have our classes and ensembles embody a unified spirit.

Music is a language that all can appreciate and learn to “speak” with precision and beauty. Many students in the Upper School participate actively in one or more of the many performing groups such as Concert Choir, Honors Choirs, Wind Ensemble, Honors Jazz Band, and String Orchestra – each of which is scheduled within the school day. The Concert Choir, String Orchestra, and Wind Ensemble receive full academic credit as a sign of the School’s commitment to the art and discipline of music.

RCDS offers both performance and non-performance-based music electives. Students often participate in the New York All-State and Area-All State music festivals, and the choir joins forces with adult singers from the RCDS community to sing a major work each year with a professional orchestra at the Festival Chorus Concert. Over the years, the Concert Choir has toured internationally in Europe, Asia, Cuba, and most recently, Spain. The Wind Ensemble has traveled throughout the East Coast and to Canada. Our performing ensembles are award winning groups at regional competitions and festivals. Part-time instrumental and voice teachers give private lessons in our teaching studios during the week to approximately 120 students.

POLICIES

Course Selection Guidelines

All Music classes are considered electives and are eligible to receive arts credit towards graduation.

The following courses have no prerequisites:

• Concert Choir

• String Orchestra (prior experience on a string instrument is required)

• Wind Ensemble (prior experience on a band instrument is required)

• Our World in Music

• Music for Social Change

• Music Theory Intensive

• Musicianship 1

• Studio Composing and Arranging 1

• Beginning Band

• Musicianship for Performers

• Songwriting

The following courses require departmental approval:

• AP Music Theory

• Honors Choir

• String Orchestra with Earned Honors Option

• Wind Ensemble with Honors Jazz Band

Students interested in auditioning for any of the Honors Choirs or Honors Jazz Band will need approval from the Department Chair. Final auditions happen in the fall. Students hoping to participate should inquire in the spring.

To take AP Music Theory, approval is required from the Department Chair. While there is no course prerequisite for AP Music Theory, a conversation to discuss the student’s musical background is required along with a placement test if further clarification is required.

Students interested in private lessons should contact the Private Lesson Coordinator at the beginning of September and be on the lookout for information on e-communications from the school. Private lessons are extracurricular and do not receive academic credit or count toward the arts credit.

AP Homework Guidelines

AP Music Theory: Students should expect to spend 30 minutes a day on written homework and/or ear training. They should be willing to spend up to 45 minutes, but after that marker, they needn’t do more.

Departmental Policies Regarding Entry Into Honors/AP Courses

• Admission into any of the Honors Ensembles is determined by audition in the fall. A student already in one of the Honors Ensemble is guaranteed a spot for the next year in an honors group providing they have maintained an A- or better in the previous year. The teacher reserves the right to re-audition and reconsider the admission of students with a lower grade.

• Admission into Honors Jazz Band or Honors Choir is determined by audition at the beginning of the year and requires participation in another major music ensemble of the school (Wind Ensemble, String Orchestra, or Concert Choir).

• Admission to AP Music Theory is determined by a student’s previous work in the department or by interview and/or placement test, if further clarification is required. The student’s math grades may also be considered.

CURRICULAR SEQUENCE

Many students commonly take Concert Choir, String Orchestra, or Wind Ensemble for all four years. Although a student may join in any year, most find the four-year cumulative nature of the experience to be most rewarding.

Honors Choirs and Honors Jazz Band are open to students in Grades 9-12 and are auditioned from the larger groups. While they cannot stand alone in a student’s program, they comfortably fit into the student’s larger schedule.

A combination of more than one performing ensemble can fit concurrently into a student’s program. While doing so creates a fuller daytime schedule, there is little evening commitment to these courses. In addition, additional electives in music or other departments can sometimes dovetail with the music ensembles, allowing students to take more than one elective in a single block. For students who are particularly interested in musical theater, many students take Choir along with a Drama class.

Music Theory Intensive or AP Music Theory is mostly commonly taken in the 10th or 12th grade year, though it is open to students in Grades 10-12. Note that these courses are homework bearing. Musicianship for Performers is most commonly taken concurrently with one or more of the performing ensembles.

There are also several non-performance-based classes offered without prerequisites including listening and hands-on courses. Several of these courses can be continued in a subsequent semester.

COURSES

Year-Long Courses

AP MUSIC THEORY

The course fosters an understanding of music by developing a fluency in music notation and ear training skills. Students will study tonal harmony through melodic and harmonic analysis, part writing, dictation, and sight singing (emphasis on ear training not vocal beauty.) Students will take the Advanced Placement exam in Music Theory in May. Preference will be given to students who are members of Concert Choir or Wind Ensemble. (1unit; Grades10-12;permissionofthedepartmentchairrequired)

CONCERT CHOIR

The Concert Choir creates a community of singers by preparing and performing several varied choral programs throughout the year including at least one major work such as Mozart’s Requiem or Bernstein’s Chichester Psalms. The choir gives approximately ten concerts annually both in school and throughout the community. Because of the challenging repertoire studied, it is essential that each member of the choir develop musical literacy. (1unit;Grades9-12;noprerequisiteorauditionrequired)

HONORS CONCERT CHOIR

A mixed chamber choir, a treble choir, and/or tenor/bass honors choirs are open by audition to students enrolled in the Concert Choir. Singers working at the honors level rehearse and perform additional repertoire appropriate to each group’s smaller size and more advanced level. Participation in Concert Choir is part of the curriculum. (1unit;Grades9-12;placedby auditioninthefall)

WIND ENSEMBLE

The Wind Ensemble repertoire is chosen primarily from classic band literature encompassing a variety of music styles. The group performs throughout the year at school events, festivals, and in the larger community. Ensemble rehearsals are devoted to developing a strong sense of pitch, dynamics, phrasing and blend. Membership requires a commitment to personal musical growth through daily practice. In addition to four rehearsals per cycle, assessments are assigned through the SmartMusic program allowing for further individual feedback from the instructor. Each student is strongly urged to take private lessons. (1unit;Grades9–12;previousinstrumental experienceorpermissionoftheinstructorisrequired)

HONORS JAZZ BAND

The Jazz Band is open to qualified instrumentalists by audition. Emphasis is placed on a variety of jazz and rock styles as well as improvisational skills. Additional participation in either Wind Ensemble, String Orchestra, or Concert Choir is required.(1 period per cycle; Grades 9-12; placed by audition in the fall)

STRING ORCHESTRA with EARNED HONORS OPTION

The String Orchestra provides string players the opportunity to rehearse and perform pieces chosen from the classical repertoire and a wide variety of other styles. The group performs throughout the year at school events, festivals, and in the larger community. Emphasis is placed on the art of ensemble playing using repertoire and additional exercises developing sight reading, intonation, bowing techniques, rhythm, improvisation, and especially listening and adapting. Earned Honors Option: Students will have the opportunity to declare their intent in the first quarter to earn an honors credit. After obtaining departmental approval for their project, a student may do additional work such as preparing advanced solo pieces, participating in a chamber group, or doing community partnership outreach. They will implement this additional project-based learning and have incremental progress checks throughout the year until the project’s completion in the last quarter. (1unit;Grades9-12;previousinstrumental experienceorpermissionoftheinstructorisrequired)

Semester Electives (½ unit)

ADVANCED TOPICS IN MUSIC

This course is designed to allow the advanced student to pursue a concentrated area of interest beyond the RCDS music curriculum. The topic of study must be discussed and planned in the semester prior to taking the course, and students should expect to do additional work on the projects outside the classroom hours. (1/2unit;fallandspring;departmentapproval required;mayberepeatedforcredit)

MUSICIANSHIP 1

Students in Musicianship will explore the basics of music theory and ear training. Students will cover the basics of musical notation and become comfortable using Solfege as a sight singing tool. They will also learn beginning music theory concepts such as using the circle of fifths to learn about major keys, scales, and intervals. Furthermore, they will become comfortable with simple meter and basic syncopated rhythms. (1/2 unit; fall and spring; Grades 9-12; no prerequisite).

MUSICIANSHIP 2

Students in Musicianship 2 will have the ability to continue and expand on the information they learned in the previous course. In Musicianship 2, students will be able to use Solfege as a tool to take melodic and rhythmic dictation. They will begin to explore scales and intervals beyond major keys, exploring la-based minor scales and minor intervals, augmented scales and intervals, and diminished scales and intervals. They will also learn about chords and become comfortable with compound meters. (1/2 unit; fall and spring; Grades 9-12; prerequisite: Basic Musicianship or permission of the instructor (through demonstration of the equivalent knowledge.)

MUSIC FOR SOCIAL CHANGE

This listening based curriculum will explore the role of protest songs, justice songs, and other genres of music that have promoted grassroots social change throughout the world. By providing a context for music from a variety of decades and culture and by investigating the way the music relates to the political and social climates of the times, students will learn and experience the power music has to move the people. (1/2unit;falland spring;Grades9-12;noprerequisite)

MUSIC THEORY INTENSIVE

This course is for students who would like to study the fundamentals of music theory but do not want to pursue it at the AP level. This fall semester course covers the language of tonal music including reading, analyzing, listening, composing, and sight singing. (1/2unit;fall;Grades10-12;no prerequisite)

OUR WORLD IN MUSIC

Experience and understand the exciting and diverse world of music as a reflection of various cultures, traditions, and national identities. Explore popular, folk, and art music as soundscapes from Africa, India, Asia, the Middle East, and North America. Through live and recorded performances, discussions, and projects, students will gain an appreciation of how each culture organizes and uses music to make sense of the world and their unique place in it. This course meets 4 times per cycle. (1/2unit;falland spring;Grades9-12;noprerequisite)

SONGWRITING: GETTING TO THE HEART OF THE MATTER

Students will develop skills to compose their own songs and lyrics. Through individual and collaborative writing projects, each student will work to create pieces that develop their own compositional voice and get to the essence of their desired musical expression. (1/2unit;spring;Grades9-12;no prerequisite)

STUDIO COMPOSING AND ARRANGING 1

This is a project-based, semester-long course in music production. It is a wonderful way to unleash your musical creativity regardless of prior musical training. Utilizing the program’s instrument sound library along with external microphones to record audio tracks, students will create and mix multitrack original compositions and arrangements in Garageband. In addition, students will develop critical listening skills to be able to hear and describe subtleties in musical compositions as a way of reflecting on their own work and offering feedback to the cohort. Because we will be sharing our creative work with one another, it is important we create an atmosphere of trust and respect. (1/2unit;fallandspring;Grades9-12;noprerequisite)

STUDIO COMPOSING AND ARRANGING 2

This is a project-based, semester-long course in music production and extends use of the skills gained in Studio Composition and Arranging 1 into more complex projects. Utilizing the program’s instrument sound library along with external microphones to record audio tracks, students will create and mix multi-track original compositions and arrangements in Garageband or Logic Pro. In addition, students will continue to use their critical listening skills to be able to reflect on their own musical compositions and offer constructive feedback to the cohort. Because we will be sharing our creative work with one another, it is important we create an atmosphere of trust and respect. (1/2 unit; fall and spring; Grades 9-12, prerequisite: Studio Composing and Arranging 1; may be repeated)

Semester Electives (¼ unit)

BEGINNING BAND

This course is for students with little or no prior experience who wish to learn to play a band instrument. Group instruction in flute, clarinet, bass clarinet, oboe, bassoon, saxophone, trumpet, French horn, trombone, euphonium, tuba and percussion (drums, mallets, auxiliary) is offered. Topics include the basic skills of producing a proper tone on the instrument, note reading, concepts of rhythm, and ensemble performance. In order to improve at a steady pace and enjoy the instrumental experience, regular practice outside of the class meeting is required. (1/4 unit; fall and spring; Grades 9-11; no prerequisite)

MUSICIANSHIP FOR PERFORMERS

For students enrolled in one of the performing ensembles, this class supplements skills covered in the performing ensembles. Focusing on sight reading and ear training, students further their facility with music literacy. (1/4 unit; fall and spring; Grades 9-12)

SPECIAL TOPICS IN MUSIC

This course is designed to allow a student or group of students to pursue a concentrated area of music study beyond the RCDS music curriculum. The topic of study must be discussed and planned in the semester prior to taking the course. (1/4 unit; fall and spring; department approval required; may be repeated for credit)

Extra-Curricular Opportunities

PRIVATE LESSONS IN MUSIC

A unique aspect of Rye Country Day School’s music program is the opportunity provided for students to study privately with one of the many professional instrumental and voice teachers in our program. One lesson per cycle is scheduled into a student’s free period or after school time. Students who study privately have the opportunity to perform in recitals, school ensembles, as well as to audition for All-County and All-State festivals. Private lessons do not carry any academic credit or fulfill an Arts requirement. Lessons also carry an additional fee billed by the school.

Arrangements may be made for private lessons by calling the Music Department Office at 925-4580 or on the family portal.

WILDSCATS

WildScats is Rye Country Day’s 12-voice mixed a cappella ensemble. In addition to meeting daily after school, the singers in WildScats also participate in Concert Choir and at least one Honors Choir. Interested students from String Orchestra or Wind Ensemble should contact the Department Chair. Auditions are held in early September each year.

SCIENCE

The Science Department promotes an understanding of the methods and significance of science in contemporary society, a broad and basic knowledge of scientific principles, the ability to experiment meaningfully in an unfamiliar situation, and a curiosity toward the wonders of the natural sciences.

In recognition of the fact that the world is our laboratory, fieldwork and field trips are an integral part of many course offerings. Such trips may include Edith Read Wildlife Sanctuary, Rye Nature Center, the Marshlands Conservancy, and trips on Long Island Sound under the guidance of experienced marine biologists.

RCDS science department faculty encourage and help qualified students pursue projects and study outside the classroom. In the past, students have worked and/or done substantive scientific research at such places as the Harvard Astronomical Observatory, the Albert Einstein Hospital in New York City, the biochemistry laboratory at Harvard University, and Yale University. Qualified students have participated in the Columbia University Science Honors Program for high school students and entered the various Science Talent programs and competitions.

Although only three years of science are required—with a minimum of one Physical Science and one Life Science—four years of science are strongly recommended for a solid college preparatory background.

EXAMPLE CURRICULAR SEQUENCES

Grade 9

Grade 10

Grade 11

Grade 12

Biology Chemistry Physics 1 and 2 Physics 1 and 2 and/or and/or Science Elective(s)** Science Elective(s)**

Biology Chemistry Advanced Physics AP Science or 1 and 2 Course*

Honors and/or and/or

Chemistry AP Science Course* Science Elective(s)** and/or Science Elective(s)**

Honors Honors AP Science AP Science

Biology Chemistry Course(s)* Course(s)* and/or and/or Science Elective(s)* Science Elective(s)*

*See full selection of AP courses and placement guidelines below **Most science elective courses are semester-long and multiple can be taken in one year

POLICIES

AP Course Offerings and Information

• The Science Department offers the following AP Courses:

• AP Biology

• AP Chemistry

• AP Environmental Science

• AP Physics 1

• AP Physics C

•

AP Course Workload Expectations

AP Courses are designed to model a college-level equivalent course and students are expected to balance a higher workload. Students in AP courses are expected to spend an average of 30-45 minutes per class meeting on homework and regular study per course. Additional assignments and expectations for AP science courses may include (but are not limited to): laboratory assignments and reports, reading and reviewing scientific articles, and/or research projects and presentations. Such assignments will be given clear deadlines ranging from a couple of class days to several weeks, at the discretion of the instructor.

Departmental Policies Regarding Entry Into Honors and Advanced Courses

Honors and AP courses in the Science Department have significantly higher expectations of students to independently manage their time to complete their work in a timely manner and adequately prepare for assessments, projects, and/or presentations. Placement into an Honors or AP Course in the Science Department requires approval by the department chair and/or the course instructor. In addition to meeting the pre-requisite requirements for a course, multiple factors are considered before approving initial placement in an Honors or AP course, including (but not limited to): transcript grades, teacher recommendations, and/or placement tests.

HONORS, ADVANCED, AND AP COURSE PLACEMENT GUIDELINES

Course

Honors Biology

Pre-requisite Course(s)

None

Honors Chemistry

Advanced Physics 1

Advanced Physics 2

AP Biology

Biology or Honors Biology & Algebra 2*

Advanced Algebra 2*

Advanced Physics 1 & Advanced Algebra 2*

Biology or Honors Biology

Placement Criteria

Holistic review of 8th-grade academic performance, including (but not limited to):

• Recommendation from 8th-grade science teacher

• Standardized test scores (ISEE, SSAT, Regents, etc.)

• Academic transcripts

• Grade of A in Honors Biology

• Grade of A in Biology A- in Biology or Honors Biology with teacher recommendation

• A- or better in Advanced Algebra 1

• B or better in Advanced Physics 1 and recommendation from Advanced Physics 1 teacher

Interested 11th/12th graders:

• Recommendation from prior science teacher

• Departmental approval Interested rising 10th graders:

• A in Honors Biology

• Teacher recommendation

AP Biology with Environmental Data Analysis

Biology or Honors Biology & Chemistry or Honors

Chemistry

AP Chemistry

AP Environmental Science

AP Physics 1

Chemistry or Honors

Chemistry & Advanced Algebra 2

Biology or Honors Biology & Chemistry or Honors

Chemistry

Advanced Physics 2 & Advanced Precalculus or Honors Precalculus*

Interested 11th/12th graders:

• A- in Chemistry or B+ in Honors Chemistry

• Departmental approval

Interested rising 10th graders:

• A in Honors Biology or B+ or better in Honors Chemistry

• Teacher recommendation

• A- or better in Chemistry or Honors Chemistry

• Teacher recommendation

• A- or better in Chemistry or Honors Chemistry

• A- or better in Biology or Honors Biology

• Recommendation from previous science teacher

• A in Advanced Physics 1 and 2 with teacher recommendation

• A- or better in Advanced Precalculus or enrolled in Honors Precalculus

• Recommendation from previous science teacher

AP Physics C

*May be taken concurrently

COURSES

AP Physics-1 & AP Calculus AB

Science department courses are offered either as full-year courses (1 unit), or semester-long courses (½ unit) which may be offered in either/ both semesters.

Note that all pre-requisite courses must be completed and passed to be eligible to register for a course. Co-requisite courses may be taken concurrently.

• AP Physics-1 teacher recommendation

• AP Calculus AB/BC teacher recommendation

BIOLOGY

Biology is the study of living systems and the processes that sustain life. This course introduces the fundamental principles that connect all living organisms, from the molecular level to ecosystems. Topics include atoms and molecules, energy flow in living systems, cell structure and function, genetics and inheritance, reproduction, evolution, the diversity of organisms, human anatomy and physiology, and ecology. Through scaffolded class discussions, investigations, modeling, and laboratory activities, students develop scientific reasoning skills and

learn how scientists gather and interpret evidence about the natural world. This meets the Life Science graduation requirement. (1 unit; Grade 9; Pre-Requisites: none)

HONORS BIOLOGY

Honors Biology is an in-depth study of all living things. Understanding life and life processes depend upon mastering the unifying principles applicable to life at all levels of organization. This course introduces more advanced topics in Biology, including the following themes: atoms and molecules, energy flow, cell biology and genetics, reproduction, evolution, characteristics and evolutionary relationships of organisms, anatomy, and physiology of the human, and ecology. Laboratory exercises reinforce content wherever applicable. This meets the Life Science graduation requirement. (1 unit; Grade 9, Pre-requisites: none; department approval required)

AP BIOLOGY

This college-level course is designed to challenge students with a strong interest in the biological sciences. The course prepares students for the AP Biology Exam. Material covered includes cell structure and physiology, biochemistry, genetics, evolution, ecology, plant and animal physiology, and similarities and diversities among living organisms. Data analysis and laboratory work will focus on skills that allow students to think and solve problems as biologists. A required pre-course assignment will be given and must be completed before the first class meeting in order to meet syllabus requirements. This meets the Life Science graduation requirement. (1 unit; Grades 11, 12; Prerequisites: Biology or Honors Biology, department approval required)

AP BIOLOGY with Environmental Data Analysis

This college-level course is designed to challenge students with a strong interest in biological and environmental science. The course prepares students for the AP Biology Exam and the AP Environmental Science Exam. Material covered includes cell structure and physiology, biochemistry, genetics, evolution, ecology, plant and animal physiology, and similarities and diversities among living organisms. Data analysis and laboratory work will focus on skills that allow students to think and solve problems as biologists and environmental scientists. Conservation, pollution, energy and other contemporary ecological problems will be addressed with a focus on how they impact living systems. In order to complete the syllabus, students will be given an assignment to be completed prior to the first class meeting. This meets the Life Science graduation requirement. (1 unit; Grades 11, 12; Pre-requisites: Biology or Honors Biology, Chemistry or Honors Chemistry,departmentapprovalrequired)

CHEMISTRY

This introductory, laboratory-based chemistry course explores the structure, properties, and behavior of matter through scientific inquiry and quantitative reasoning. Students develop problem-solving skills, analyze experimental data, and construct evidence-based explanations to describe chemical phenomena. Emphasis is placed on conceptual understanding, mathematical modeling, and the connection between particle behavior and observable macroscopic changes. Laboratory investigations support the development of skills in experimental design, data analysis, error evaluation, and scientific communication. Topics include classification of matter, measurement, gases, stoichiometry, chemical reactions, atomic and molecular structure, the periodic table, chemical bonding, solutions, acids and bases, and kinetics. This meets the Physical Science graduation requirement. (1 unit; Grade 10; Pre-requisite: Biology or Honors Biology)

HONORS CHEMISTRY

This course is designed for students with strong reasoning, mathematical, and laboratory skills. Topics studied in depth include thermochemistry, atomic and molecular structure, solutions, states of matter, reaction chemistry, and acid-base chemistry. Students are expected to be self-disciplined, collaborative, and able to analyze complex problems using a combination of quantitative and qualitative methods. Extensive laboratory work will involve observations of phenomena, research into background topics, electronic data collection, and analysis to draw conclusions. This meets the Physical Science graduation requirement. (1unit; Grade10;Pre-requisite:BiologyorHonorsBiology,Pre/Co-requisite:Algebra 2,departmentapprovalrequired)

AP CHEMISTRY

AP Chemistry is a college-level course designed to prepare students for the Advanced Placement Examination in Chemistry, including inquiry-based laboratory investigations utilizing industry-standard laboratory techniques and equipment. Students will be expected to adhere to laboratory safety guidelines and expectations at all times. Topics covered in AP Chemistry include Hess’s Law, Thermodynamics, Gibbs Free Energy, chemical equilibrium of solutions and solubility, acid-base equilibrium and buffer formation, oxidation-reduction, electrochemical cells, kinetic molecular theory, ideal and real gas chemistry, quantum mechanical electron structure, and silicon doping. This meets the Physical Science graduation requirement. (1unit;Grades11,12;Pre-requisites:ChemistryorHonorsChemistry,Algebra 2andTrigonometry,departmentapprovalrequired)

ORGANIC CHEMISTRY

Organic Chemistry is a college-level course designed to be equivalent to an introductory organic chemistry course. In Organic Chemistry, students will study molecular orbital theory, three-dimensional structure, conformational and structural analysis, nomenclature, reactivity, kinetics, synthesis, and applications of carbon-based compounds. These compounds are fundamental to medicines, plastics, environmental science, food, and biology, among many other applications. Students will need to solve challenging problems using complex pattern-recognition and spatial reasoning, as well as simple computer modeling. This meets the Physical Science graduation requirement. (1unit;Grades11,12;Pre-requisite:AP Chemistry,departmentapprovalrequired)

AP ENVIRONMENTAL SCIENCE

AP Environmental Science is an interdisciplinary field that includes both social and scientific aspects of human impact on the world. The course is designed to be the equivalent of a one-semester, introductory college laboratory course in environmental science. The goal of the course is to provide students with the scientific principles required to understand the interrelationships of the natural world, to identify and analyze environmental problems, and to examine alternative solutions for resolving and/or preventing them. This class includes a laboratory and fieldwork component and culminates with the AP Exam in the Spring. This meets the Life Science graduation requirement. (1unit; Grades 11, 12; Pre-requisites: Biology or Honors Biology, Chemistry or Honors Chemistry,departmentapprovalrequired)

ENVIRONMENTAL SCIENCE 1: Ecosystem Ecology

Environmental Science is an interdisciplinary field that includes both social and scientific aspects of human impact on the world. This course offers an introduction to ecological concepts, including environmental systems, biodiversity, global climates and biomes, evolution, agricultural practices, populations, and land use. This class

includes a laboratory and fieldwork component, including field trips to local parks, farms, and nature centers. This counts towards the Life Science graduation requirement. (1/2unit(Fallsemester);Grades11,12;Prerequisites:BiologyorHonorsBiology,ChemistryorHonorsChemistry)

ENVIRONMENTAL SCIENCE 2: Global Change and Sustainability

In this course, we will explore human impact on the environment. Students will be provided with the scientific principles required to understand the interrelationships of the natural world, to identify and analyze environmental problems, and to examine solutions. Topics include pollution, waste management, renewable and nonrenewable energy, global climate change, human health risks, and the importance of a sustainable future. This class includes a laboratory and fieldwork component, including a project focused on the sustainability of the Rye Country Day School community. This counts towards the Life Science graduation requirement. (1/2unit(Springsemester);Grades11,12; Prerequisite:EnvironmentalScience1)

PHYSICS 1: Intro to Mechanics

This course is an introduction to basic physics concepts in mechanics. Topics include, but are not limited to motion and kinematics, forces and Newton’s Laws, and circular motion. Hands-on activities will be used extensively in this course to deepen students’ understanding of physics theory and expand their laboratory skills with data collection and analysis. Algebra and geometry skills also will be used extensively to qualitatively analyze problems. Students will develop skills to solve problems, make predictions, and use technical language to explain physical phenomena. Students will apply what they learn in class and through text to solve problems and make predictions. This counts towards the Physical Science graduation requirement. (1/2unit(Fall semester);Grades11,12;Pre-requisite:Algebra1)

PHYSICS 2: Energy, Momentum and Fundamental forces

This course is an introduction to basic physics concepts in Energy, Momentum and Fundamental forces: Universal law of Gravity and Coulomb’s Law. Hands-on activities will be used extensively in this course to deepen students’understanding of physics theory and expand their laboratory skills with data collection and analysis. Algebra and geometry skills also will be used extensively to qualitatively analyze problems. Students will develop skills to solve problems, make predictions, and use technical language to explain physical phenomena. This counts towards the Physical Science graduationrequirement.(1/2unit(Springsemester);Grades11,12;Prerequisite:Algebra1,Physics1)

ADVANCED PHYSICS

1: Intro to Mechanics

This course is an introduction to physics concepts in mechanics. Topics include, but are not limited to, motion and kinematics, Newton’s Laws, and circular motion. Hands-on activities, textual descriptions, and mathematical reasoning will be used to deepen students’ understanding of physics theory and expand their laboratory skills. Algebra 2 and trigonometry skills will be used extensively through quantitatively analyzing problems and deriving formulas. Students will continue to develop skills to solve problems, make predictions, and use technical language to explain physical phenomena. This counts towards the Physical Science graduation requirement. (1/2unit(Fall semester);Grades11,12;Pre/Co-requisite:AdvancedAlgebra2,department approvalrequired)

ADVANCED PHYSICS 2: Energy, Momentum and Fundamental forces

This course is a continuation of Advanced Physics 1 and builds on skills learned in the First Semester. Topics include Momentum, Energy and fundamental forces: The Universal law of Gravity and Coulomb’s law. Hands-on activities, textual descriptions, and mathematical reasoning will be used to deepen students’ understanding of physics theory and expand their laboratory skills. Algebra 2 and trigonometry skills also will be used extensively through quantitatively analyzing problems and deriving formulas. Students will continue to develop skills to solve problems, make predictions, and use technical language to explain physical phenomena. Students who do well in Advanced Physics 1 and 2 will be prepared to take AP Physics 1 or an equivalent physics course in college. This counts towards the Physical Science graduation requirement. (1/2unit(Springsemester); Grades11,12;Pre-requisite:AdvancedPhysics1,Pre/Co-requisite:Advanced Algebra2,departmentapprovalrequired)

AP PHYSICS 1

This is a broad, introductory-level course in physics for students who are ready to begin quantitative problem-solving in preparation for the algebra-based AP Physics-1 exam. The AP exam includes only mechanics and basic circuits, but this course will cover additional sub-topics of physics. Successful students will develop the ability to recall and use the laws and principles of physics to solve physical science problems at the algebraic level. A rigorous lab program makes use of modern laboratory equipment, allowing students to investigate physical phenomena, error analysis, and the preparation of formal lab reports. This meets the Physical Science graduation requirement. (1unit;Grades11,12;Pre-requisites:AdvancedPhysics2, Advanced Precalculus or Co-requisite: Honors Precalculus, department approvalrequired)

AP PHYSICS C: MECHANICS AND ELECTRICITY & MAGNETISM

This is an in-depth, second-year course in mechanics and electrodynamics. Students will continue to develop quantitative problem-solving skills in preparation for the AP-C Mechanics and AP-C Electricity and Magnetism Examinations. The course assumes familiarity with the concepts of Mechanics and E&M and focuses on advanced calculus-based problem solving and the further development of lab skills, including investigation of physical concepts, error analysis, laboratory design, and the preparation of formal lab reports. This meets the Physical Science graduation requirement. (1unit; Grades11,12;Pre-requisites:APPhysics-1,Pre/Co-requisite:AP CalculusAB,departmentapprovalrequired)

Electives

Science electives are offered on the basis of faculty availability and student interest.

ANIMAL BEHAVIOR

This semester-long course will examine the how and why questions of animal behavior. Classical behavioral experiments will be studied. Students will replicate some of these experiments in addition to generating hypotheses and designing their own experiments. Students will learn the basic techniques of behavioral scientists. These techniques will help students understand the underlying basis, evolution, and adaptive responses of behavior patterns. (1/2unit(FallorSpringsemester);Grades11,12;Prerequisite:BiologyorHonorsBiology)

ANATOMY AND PHYSIOLOGY

This course will provide a foundation in learning about the anatomy (structure) and physiology (function) of the human body using a variety of

resources including but certainly not limited to the text, the internet, videos, and peers, all under the guidance of the instructor. This course is designed for the highly motivated student who is willing to learn complex processes in detail. There will be a heavy emphasis on how and why our bodies work doing everyday activities, sports, dance, and nothing at all…is it ever doing nothing at all? (1/2unit,Fallsemester;Grades11,12;Pre-requisite:Biologyor HonorsBiology)

ASTRONOMY

This semester-long course is designed to take an in-depth look at the universe and its processes. Astronomical techniques, the solar system, stars, and the distant universe will be described. The physical concepts underlying these phenomena are also presented. Students will discover through handson exploration by recreating astronomical experiments of the past and infusing it with data from our night sky. (1/2unit(FallorSpringsemester); Grades11,12;Pre-requisites:none)

BIG HISTORY

This college-level elective is designed for students with a keen interest in exploring the interconnectedness of our universe, planet, life, and human society. Big History provides an interdisciplinary framework that synthesizes knowledge from diverse fields—natural, physical, and social science and history—to address profound questions about our existence. Using the concept of complexity thresholds, students will trace the origins and development of the universe, life, and human societies from the Big Bang to the present and beyond. Students will engage in a variety of inquiry-based activities to foster critical thinking, including data analysis, laboratory work, evidence-based reconstruction, research projects, and analytical writing, always asking what do we know and how do we know it? Student understanding will be assessed via scientific and social scientific writing (e.g., technical lab report, evidence-based argumentation), quizzes, and the iterative creation of models of complexity thresholds. Additionally, a year-long research project will focus on tracing the progression of an object or idea from its cosmic origins to the present. Students will gain an appreciation of the complexity and interconnectedness of all things as well as an informed perspective on the future of humanity within the larger context of the cosmos. (1unit-eitherHumanitiesorScience;Grades11,12; Pre-requisites: none, but a strong interest in interdisciplinary learning is recommended,departmentapprovalrequired)

COMPUTATIONAL BIOLOGY

Have you ever wondered how biologists were able to sequence the human genome, create accurate models of the brain, or model biological systems? Would you love to better understand how biologists use big data and programming to solve human problems? Then, this introductory computer science course is for you! Students will be taught the power of pairing computational thinking with answering biological questions. Students will learn to use bioinformatic databases and the programming language Python to implement algorithms for solving simple biological problems. For example, students will use programming and bioinformatic databases to analyze and compare segments of DNA and biodiversity at Rye Nature Center. This countstowardstheLifeSciencegraduationrequirement.(1/2unit(Fallor Springsemester);Grades9,10,11,12;Pre-requisites:none)

ADVANCED COMPUTATIONAL BIOLOGY

This course is for students interested in asking and exploring biological questions using computational thinking and computer programming. Students will use the programming language Python to implement, test, and debug algorithms for solving simple problems. For example, students will

use programming to analyze and compare DNA sequences from different species and discover genome variability. Students will be able to conduct an individual computational biology research project during the semester. This course will provide appropriate challenges for experienced programmers. This counts towards the Life Science graduation requirement. (1/2unit(Fallor Springsemester);Grades9,10,11,12;Pre-requisites:ComputerSciencecourse)

ENGINEERING & DESIGN

Engineering & Design is a semester-long course that introduces students to fundamental engineering and design principles through a studiostyle learning environment. Collaborative projects span a wide range of challenges, from scenic design and practical lighting to purpose-driven engineering and beyond. Students will learn to apply the Design Thinking process to solve real-world problems, moving between empathy, ideation, prototyping, and critique as they work with Fusion 360, 3D printing, Adobe Illustrator, and laser cutting. The course progresses through modules, ranging from foundational concepts to a capstone design challenge, where students engage in human-centered design principles, conducting interviews and needs-based problem framing to ensure their work serves a clear purpose or audience. Through sustained iteration driven by feedback, constructive criticism, and revision, students create expressive, functional prototypes that balance form and function while developing their voice as designers and creative makers. Projects are presented to peers for critique, with design decisions justified through written reflection in engineering journals, transforming engineered objects into reflective artifacts of purpose and self-authorship. By the end of the semester, students will have developed both the technical capabilities and creative confidence to approach complex problems with empathy, innovation, and intentionality. (1/2unit(FallorSpringsemester);Grades10,11,12;Pre-requisites:none)

ENGINEERING & ROBOTICS

This course will introduce students to the process of designing, constructing and programming robots. Students will learn principles of electrical and mechanical engineering, including building and programming sensors and motors. Students will have hands-on experience constructing their own robot either individually and in teams. Throughout the course students will compete in robotics challenges. Students in this course may attend the VEX Robotics Competitions with the Robotics Club. (1/2unit(Springsemester); Grades10,11,12; Pre-requisites:none)

FORENSIC SCIENCE

In today’s world, Forensic Science has become a familiar household science being showcased in the news, films, and television shows, such as C.S.I., Forensic Files, and The New Detectives. Forensic Science consists of the application of different scientific techniques in collecting and analyzing physical evidence for use in court and solving crimes. This course offers the students a real opportunity to see and put these skills into practice. The students study the basic principles of Biology, Physics, Chemistry, and Geology, which are useful for determining the value of crime scene and related evidence. Trace evidence, such as hair, fiber, blood, ink, paint, soil, and glass samples will be examined in the laboratory. Individual identifying techniques, such as DNA analysis, fingerprinting, jigsaw matches, and impressions analysis will be studied. Throughout the semester, famous cases, such as the O.J. Simpson Case, John Wayne Gacy, Jack the Ripper, Son of Sam, and many others will be covered. Students will put their gained knowledge to use by attempting to solve “mock crime scenes.” Towards the end of the semester, the students will prepare presentations on specific crime cases. (1/2unit(FallorSpringsemester);Grades10,11,12; Pre-requisites:none)

FRONTIERS IN STEM

In the lifetime of your parents, the fields of science, engineering and technology have advanced more than all the previous history of humankind. New discoveries are made on a daily basis allowing new frontiers in science to be explored. In this class, students will be guided by their instructor to explore and discuss recent scientific and technological advancements. Topics covered in the course are guided by their instructor in their area(s) of expertise and may include: genetic engineering, nanotechnology, stem-cell research, astronomy, neuroscience, material science, etc. (1/2unit(Fallor Springsemester);Grades11,12;Pre-requisites:BiologyorHonorsBiology, ChemistryorHonorsChemistry)

GEOLOGY

This semester-long course is designed to be a thorough study of the Earth and its processes. These include but are not limited to geologic history, rock and mineral identification and classification, volcanoes, earthquakes, plate tectonics, weathering, and erosion. Students will also be briefly exposed to the topics of meteorology, oceanography, and astronomy as they relate to geology. This is a conceptual course, so homework and unit tests will be based around specific readings; however, there are some algebraic relationships we will explore. This is not a laboratory intensive class, but a few laboratory experiments will be conducted. This counts towards the Physical Science graduation requirement. (1/2unit(FallorSpringsemester); Grades11,12:Pre-requisite:ChemistryorHonorsChemistry)

MARINE ECOLOGY

This course is an introduction to organisms and habitats within marine environments, with a particular emphasis on the Long Island Sound estuary. Through classroom, laboratory, and field experiences, we will develop an understanding of major marine ecosystems and examine specific interactions and relationships between marine organisms that exist in those environments. Fieldwork will include excursions to different Long Island Sound environments as well as visits to local aquariums. Scientists conducting research in marine ecology/biology will be invited to share their experiences with the class, and woven into our work will be an examination of the impact of humans on the health of marine ecosystems. Students will also have the opportunity to explore an aspect of marine ecology that is of personal interest. This counts towards the Life Science graduation requirement. 1/2unit(FallorSpringsemester);Grades10,11,12;Pre-requisites: BiologyorHonorsBiology)

THE SCIENCE & SUSTAINABILITY OF FOOD

This course investigates the science and sustainability of food through readings, cooking labs, conversations with farmers and other food producers, work in our campus gardens, and field trips to local farms. Students will investigate how we can act as citizens to support a healthier food system. Topics include farm ecology and foraging, food access and social justice, urban agriculture, genetic modification, food and cultural identity, the science of junk food, and food preservation. The course culminates with a final project in which students will share what they’ve learned with the RCDS community. This counts towards the Life Science graduation requirement. (1/2unit(FallorSpringsemester);Grades10,11,12; Pre-requisites:BiologyandHonorsBiology)

SCIENCE RESEARCH

The Science Research program is a three-year initiative open to students in grades 10-12. This program aims to introduce students to the principles and practices of scientific research through a blend of classroom instruction, hands-on experiments, one-to-one mentorship, and independent study. Participants will acquire the crucial skills necessary to plan, execute, and present a scientific research project. As the program unfolds, students will develop their research project, carefully selecting a topic of personal interest and relevance, with guidance from an external STEM professional. The culmination of their efforts will be the opportunity to showcase their research findings at local science fairs, including the Westchester Science and Engineering Fair (WESEF), Somers Science Fair, Junior Science and Humanities Symposium (JSHS) or Regeneron Science Talent Search (STS). Students are accepted to the program based on committee evaluation of their application, recommendations, and current grades in STEM subjects. (1/2unit(FallorSpringsemester);Grades10,11,12;Pre-requisite:Approvalof Application)

SPECIAL TOPICS IN PHYSICS - YPT

This course is for students involved in The Young Physicists Tournament. Students explore both theory and experiment including a detailed analysis of experimental uncertainty and error. Student tasks include development of theory, whether original or from publications, data collection including image and video analysis, and data and theory analysis in Excel and/or Matlab. In the spring semester, the team explores new problems and all students currently taking physics or planning to take a physics course in the fall are welcome in this course. The fall semester is by application, with places on the team determined by students’ experience with research, their demonstrated productivity in their past science courses, and the availability of time in their schedule. The grade for this course is Pass/Fail. (1/2unit(Fall orSpringsemester);Grades11,12:Pre/Co-requisite:AnyPhysicscourse, ApplicationApproval;)

PHYSICAL EDUCATION & ATHLETICS

RCDS Physical Education is designed to balance personal choice at a developmentally appropriate level while maintaining standards of excellence in teaching lifelong lessons regarding health and exercise. Every student is required to take Physical Education. At Rye Country Day School, to be an eligible candidate to receive a passing grade for the year, the School requires that students successfully complete each of the three seasons by participating in the Physical Education program, by playing on an athletic team, or by fulfilling the requirements of a granted sport exemption. A student who plays on an interscholastic athletic team will receive PE credit for that season of participation.

The Athletic Program at RCDS is designed to enhance each student’s athleticism and self-esteem by emphasizing skill development, camaraderie, and a dedication to compete. The program stresses sportsmanship and strives to instill a sense of team responsibility and school spirit. The program is broad enough to prepare gifted athletes to compete at the college level while at the same time ensuring that all students are exposed to the lifelong benefits of athletics and physical fitness.

Varsity interscholastic teams compete in one or more of the following leagues: FAA, NEPSAC, WNESPA, WIHLMA, NYSAIS, MIFL, and ISFL. The varsity and JV teams are selected based on ability. Students must attend all practices and games in order to remain in good standing on a team. Eighth grade student-athletes may try out for a position on an Upper School varsity team. The student must pass the New York State classification fitness test, obtain medical and parental approval before attending tryouts. Upon passing the fitness test, the student must have the skills and tactical knowledge to earn a starting position on the varsity team.

The Junior Varsity Interscholastic Athletic Program emphasizes skill development, teamwork, team responsibility, and participation. Every effort will be made to include all interested students in the junior varsity programs. In some instances, however, space or facilities could limit the number of participants on a particular team.

Pre-season for the fall sports begins on Monday two weeks prior to Labor Day. The spring sports training trips take place during the second week of spring vacation in March.

• All students signed up to play a sport are expected to be present on the first day of preseason.

• Attendance at practices and contests are required.

• Varsity or junior varsity rosters, at times, may be limited due to space or facilities constraints.

• If a student has been cut from a team or has stopped participating before the end of a season, it is that student’s responsibility to report to the Director of Physical Education to begin attending a Physical Education class.

TEAMS

OFFERED AT THE VARSITY & JV INTERSCHOLASTIC LEVELS

FALL WINTER SPRING

Boys’ Varsity Football Girls’ Varsity Ice Hockey Boys’ Varsity Baseball

Boys’ JV Football

Boys’ Varsity Ice Hockey Boys’ JV Baseball

Girls’ Varsity Soccer Boys’ JV Ice Hockey Girls’ Varsity Softball

Girls’ JV Soccer

Girls’ Varsity Basketball Girls’ JV Softball

Boys’ Varsity Soccer Girls’ JV Basketball Girls’ Varsity Lacrosse

Boys’ JV Soccer

Boys’ Varsity Basketball Girls’ JV Lacrosse

Girls’ Varsity Field Hockey Boys’ JV Basketball Varsity Sailing

Girls’ JV Field Hockey Varsity Wrestling Boys’ Varsity Lacrosse

Boys’ Varsity Cross Country JV Wrestling Boys’ JV Lacrosse

Boys’ JV Cross Country Boys’ Varsity Fencing Boys’ Varsity Tennis

Girls’ Varsity Cross Country Boys’ JV Fencing Boys’ JV Tennis

Girls’ JV Cross Country Girls’ Varsity Fencing Girls’ Varsity Tennis

Girls’ Varsity Volleyball Girls’ JV Fencing Girls’ JV Tennis

Girls’ JV Volleyball

Girls’ Varsity Squash Boys’ Varsity Golf

Girls’ JV Squash Girls’ Varsity Golf

Boys’ Varsity Squash Boys’ Varsity Track & Field

Boys’ JV Squash Girls’ Varsity Track & Field

Boys’ Indoor Track Boys’ JV Track & Field

Girls’ Indoor Track Girls’ JV Track & Field

POLICIES

Physical Education Policies

Students in Grades 9-12 who are not playing a sport during a season will choose a physical education elective. The objective is to maximize physical activity for three days in a six-day cycle for a minimum of thirty-five minutes of workout time. The value of an elective P.E. program is enhanced by increased student investment through personal choice. Managers are granted a partial exemption and will be required to fulfill two days in the six-day cycle in addition to their responsibilities as managers.Students are required to wear an RCDS top, black or navy bottoms and sneakers. Clothing can be purchased at the Wildcat Den or online.

ATTENDANCE REQUIREMENTS

1. Physical Education meets at specific times and students must confirm that the class is conducive to their schedule.

2. The time requirement is three days in a six-day cycle, except dance.

3. If a student is in school and misses their physical education class, they are responsible to make the class up the next school day.

4. Students who miss more than three classes in a trimester will meet with the Director of Physical Education and will be appropriate US administration.

FITNESS CENTER GUIDELINES

1. Students will receive a fitness orientation before using the RCDS Fitness Center.

2. Students in Grades 9-11 will choose three periods in the six-day cycle to attend Fitness.

3. Seniors will choose three days within the six-day cycle to complete their workout. The Fitness Center is open Monday through Friday from 8:00am - 5:30pm.

4. Seniors who miss more than three days in a six-day cycle will be assigned set times to attend class.

PHYSICAL EDUCATION EXEMPTIONS

1. Exemptions can only be granted for sports and activities that are not offered at RCDS during that season and must be executed at a high level in the opinion of the committee.

2. Deadlines for submitting an application (found on the Family Portal) will be communicated by the Director of Physical Education. Failure to meet these deadlines may result in a denial of the application.

3. Time requirements for an exemption must be a minimum of 12 hours per week.

4. Applicants seeking an exemption should be prepared to discuss this request with the Director of Physical Education.

5. At the end of each season, a comment by the supervisor must be completed and emailed to the Director of Physical Education on or before the published deadline. Late comments may result in a grade of incomplete or denial for future consideration for an exemption.

6. Incomplete comments may result in denial for the following season.

COURSES

FITNESS

In fitness the students will learn and experience many different units of training, including but not limited to total body strength training programs, use of machines, dumbbells and cardiovascular equipment. Students will track their training and progress on the Teambuildr app. Every trimester ends with a fitness challenge which measures endurance, strength and power.

ADVANCED FITNESS

The class will meet as a group once per cycle afterschool. Students will complete at least two 45-minute training sessions per week independently (no set workout times). Students will design their own training programs for personal fitness or to improve athletic performance. Students will track their training and progress on the Teambuildr app. All training programs will be approved by the Director of Fitness.

YOGA

In yoga the students learn many disciplines of yoga, including yoga theory and philosophy.

COURT SPORTS

Court sports is offered before school in the winter trimester. It is a class that gives our students a chance to return to a team sport curriculum.

TENNIS

Tennis is offered in both the fall and spring trimesters. There are before school and Z block offerings. All tennis strokes are taught. Tennis games and matches are a highlight of the class.

SQUASH

Squash is offered in both the fall and the spring trimesters. The class is taught by our Director of Squash and is a well rounded course learning and playing.

DANCE

Dance is an after-school option in both the fall and spring trimesters. All genres of dance are taught and rehearsed. In the winter trimester the students are given PE credit for their participation in The Musical.

CEDAR STREET DANCE

A student may receive physical education credit for their participation in Cedar Street.

STEAM

Rye Country Day’s commitment to STEAM (Science, Technology, Engineering, Arts, and Mathematics) enables the School to remain a forward-thinking institution that is poised to explore the breadth, depth, and interaction of science, technology, engineering, art, and mathematics, unlocking the limitless potential of students as they pursue these disciplines. We provide collaborative learning experiences that strengthen creative and critical thinking, build new skill sets, and spark the imagination needed to design, create, and to solve real-world problems.

COURSES

Interdisciplinary Elective STEAM Courses

COMPUTATIONAL BIOLOGY

Have you ever wondered how biologists were able to sequence the human genome, create accurate models of the brain, or model biological systems? Would you love to better understand how biologists use big data and programming to solve human problems? Then, this introductory computer science course is for you! Students will be taught the power of pairing computational thinking with answering biological questions. Students will learn to use bioinformatic databases and the programming language Python to implement algorithms for solving simple biological problems. For example, students will use programming and bioinformatic databases to analyze and compare segments of DNA and biodiversity at Rye Nature Center. (1/2unit; Grades9,10,11,12Note:ThiscoursemeetsComputerScienceRequirement)

ADVANCED COMPUTATIONAL BIOLOGY

This course is for students interested in asking and exploring biological questions using computational thinking and computer programming. Students will use the programming language Python to implement, test, and debug algorithms for solving simple problems. For example, students will use programming to analyze and compare DNA sequences from different species and discover genome variability. Students will be able to conduct an individual computational biology research project during the semester. This course will provide appropriate challenges for experienced programmers. (1/2unit;Grades10,11,12,prerequisite:previouscomputer science course including CS Explorations and Creative Computing or departmentalapproval)

ENGINEERING & ROBOTICS

This course will build students’ fundamental skills in designing, constructing, and programming robots. Students will learn principles of electrical and mechanical engineering including building and programming sensors and motors. Students will have hands-on experience constructing their own robot both individually and in teams. Throughout the course students will compete in robotics challenges. Students in this course may attend the VEX Robotics Competitions with the Robotics Club. This course does not fulfill the Computer Science requirement. (1/2unit;Grades10,11,12;noprerequisite)

ENGINEERING & DESIGN

This semester-long course introduces students to fundamental engineering and design principles through a studio-style learning environment. Through collaborative projects—ranging from scenic design and lighting to purposedriven engineering—students will apply the Design Thinking process to solve real-world problems, engaging in empathy, ideation, prototyping, and critique. Students will work with tools such as Fusion 360, 3D printing, Adobe Illustrator, and laser cutting as they progress from foundational

skills to a capstone design challenge. Emphasizing human-centered design, they conduct empathy interviews and frame problems around real needs and audiences. Through iteration, feedback, and revision, students create functional, expressive prototypes that balance form and function. Projects are presented for critique and supported by written reflections, fostering both technical skill and creative voice. By semester’s end, students are prepared to approach complex challenges with empathy, innovation, and intentionality. (1/2unit;Grades9,10,11,12;noprerequisite)

INNOVATION & ENTREPRENEURSHIP

This course will explore the intersection of invention, patenting, and entrepreneurship. Students in this course will study the process of transforming innovative ideas, either improving an existing concept or designing a new one, into a product, app, or service application. Students will learn essential skills and knowledge needed to navigate the world of intellectual property, the patenting process, and entrepreneurship. Through hands-on projects, case studies, and guest speakers, students will gain insight to historical inventions that impact our lives today, while also understanding the challenges and opportunities of bringing inventions to market. This course and the Humanities Department’s AI in Business and Global Challenges course complement one another. (½unit;Grades10,11,12; noprerequisite)

STEAM

Apprenticeship &

Masterclass

STEAM APPRENTICESHIP (LEVEL I)

This course is an introduction to working in and becoming leaders for the RCDS Makerspace. Through this course, students will have the opportunity to be at the forefront of 21st Century technology by receiving training to develop their skills of rapid prototyping, problem-solving, and invention. This course provides students the know-how to operate and use the equipment, fortify their confidence while removing some of their fear, and allow more time for creativity and exploration. Students will work with teachers to implement innovative projects that support the teachers’ curricula, help students with projects and tools, and teach the RCDS community about the technology in the Makerspace. (1/2unit;Grades9-12, prerequisitenone,3meetingspercycle)

STEAM APPRENTICESHIP (LEVEL 2)

Students will continue on their apprenticeship journey by exploring and using additional tools in the makerspace and/or woodshop. Using an artistic lens that will guide them in developing artifacts with form, function, self-expression, and imagination, students will utilize design thinking and problem-solving to create aesthetically pleasing works that reflect personal choice and personal voice. This course will also provide students with time to design focused passion projects as well as the opportunity to collaborate with other apprentices on advanced projects. Students will create something of their own design, an invention or community project approved by the makerspace director. (1/2unit;prerequisiteSTEAMApprenticeshipLevelI (approvalofinstructor).

STEAM MASTERCLASS (LEVEL 3)

Students continue their Makerspace leadership journey, mentoring new apprentices while advancing their own design practice. Working with the Makerspace Director, they apply design thinking and problem-solving to develop innovative, human-centered solutions. Emphasizing creative inquiry, technical experimentation, and iterative design, the course helps students refine their ability to articulate and justify their work through both making and reflection. The course culminates in an independent or collaborative project—such as an invention or community-based initiative—approved by the instructor. (1/2unitPrerequisites:STEAMApprenticeshipLevelII; approvalofinstructor).

VISUAL ARTS

From introductory-level classes through the Advanced Placement Studio Art program, the RCDS Upper School Visual Arts department has something for everyone. We offer a broad range of classes in drawing, painting, photography, ceramics, videography, sculpture, and design. Classes take place in the Cohen Center for the Creative Arts, which offers capacious studio rooms, a digital media lab, a video production area, and exhibition space. Our faculty challenge students to take creative risks, to value the creative process, to discover innovative ways to give visual form to their ideas, and to develop their own aesthetic sensibilities. RCDS student-artists regularly exhibit their works around campus as well as in regional exhibitions and competitions.

POLICIES

Course Selection Guidelines

The following courses have NO PREREQUISITES: Painting 1; Drawing 1; Ceramics 1; Photography 1; Digital Painting 1; Video 1; Graphic Design 1

Departmental Policies Regarding Entry Into Honors, Advanced Topics and AP Courses

Honors and Advanced Topics courses in the Visual Arts department are for students who have demonstrated the ability to work independently and at a high level. In addition to meeting the appropriate prerequisite requirements, departmental approval is required for students wishing to enroll in any of the Honors or Advanced Topics courses offered in the department.

The Advanced Placement (AP) Studio Art program is the equivalent of an introductory college-level course and is offered to highly motivated students interested in the serious study of art. Students should be aware that this program requires significantly more time than the typical high school studio arts course. Students interested in either of the three AP Studio Art courses - Drawing & Painting, 2D Design/Photography, or 3D Design - should email and speak with the Department Chair about the curricula for each of the different courses. No deadline is required other than the due date for the sign-up sheet itself. Please visit the College Board website for more information on the AP Studio Art program.

AP Studio Art Homework Guidelines

Students in the three AP Studio Art courses typically have homework. Students preparing the AP Studio Art: Photography portfolio typically have 1.5 - 2 weeks, including a weekend, to take photographs for assignments, and an equal amount of time to edit the work for critiques. The course includes a summer assignment to take photographs for the Breadth Portfolio. Students preparing the AP Studio Art: 2D Design or Drawing portfolios are assigned 4-5 summer projects upon entering the year-long course, and often need to spend time outside of class to refine their work. Similarly, students preparing the AP Studio Art: 3D Design portfolio are assigned 4-5 summer projects upon entering the year-long course, and often need to spend time outside of class to refine their work. The material nature of most 3D Design projects means that they usually cannot be worked on at a student’s home.

CURRICULAR SEQUENCE

The visual arts curriculum is very flexible in order to meet the needs of all students. While students typically progress through the department by following a sequential program by media (for example, students interested in photography typically begin with Photography 1, then progress to Photography 2, Photography 3, etc.), this does not mean a student cannot enroll in other courses and experience the curriculum in different ways. In fact, some students may elect to begin their visual arts studies with, for example, Drawing 1, and then enroll in Ceramics/Sculpture 1, and then pursue their interests in painting by enrolling in Painting 1. The curricular structure of the Visual Arts department allows for both breadth and depth, depending on each student’s interests.

Routes To The Advanced Placement (AP) Studio Art Courses

For students who aspire to enroll in one of the AP Studio Art courses, there are multiple routes to arrive at each of the three courses. All routes essentially ask students to decide, at some point in the 9th grader year, where their artistic sensibilities lie and to chart a path that helps them maximize coursework relevant to each of the different artistic areas (Drawing & Painting, 2D Design/Photography, and 3D Design). The goal is that students arrive at the AP Studio Art course of their choice as wellprepared as possible.

There are some students, however, who take broader and more circuitous routes through the Visual Arts department. For them, there are still pathways to an AP Studio Art course, if that is a goal. These routes offer a broader set of art-making experiences which, for some students, is desirable.

COURSES

DRAWING AND PAINTING 1

This is an introductory studio course exploring diverse techniques of drawing and painting. We will start by drawing from observation and develop a skill set that emphasizes multiple processes of descriptive drawing. Students will learn to actively draw what they see rather than what they perceive through iterative practice and train the hand to express specificity rather than generalized form. As students learn to draw, they cultivate unique expressive and conceptual approaches. Drawing will lead to painting. We will explore form through lines and utilize different paint mediums, including watercolor and acrylic. Class time will be spent on a series of projects that explore both technique and conceptual approaches, including the elements of art and design principles. Drawing and painting, like text, allows us to convey information through a message, a story, or a feeling. It also interacts with the viewer in ways that trigger emotions, memories, and inspiration. Drawing and painting can convey depth and spatiality within a two-dimensional space. Students will learn a visual vocabulary to express forms and narratives in space and develop their sense of aesthetics within their work. Complexity, abstraction, and individual drawing and painting language will emerge as expertise is developed through practice. (1/2 unit; fall and spring; Grades 9, 10, 11, 12; no prerequisite)

DRAWING AND PAINTING 2

This is the second course in the sequence of drawing and painting and the prerequisite for Honors Drawing and Painting. We will continue exploring diverse drawing and painting techniques in this studio course. We will introduce mixed media strategies and work on larger surfaces. To create expressive artwork, we will experiment with various mediums, such as graphite, charcoal, watercolor, and acrylics. We will focus on precision, shading, and composition. The observational skills learned in Drawing

and Painting 1 will advance further through creative exploration and experimentation, including learning to draw and paint from a live model and diverse landscape. We will study the works of renowned historical and contemporary artists to gain inspiration and insights that will inform the evolution of a personal artistic style. Students will research and learn about the work of diverse artists who have changed how we visualize reality, including developing a language of abstraction.

Work will hybridize drawing and painting, in which the correlation becomes symbiotic. Students will explore the relationship between line and color. Class time will be spent on a series of projects exploring how to develop comprehensive concepts that can be theoretical, symbolic, or methodological. Complexity, abstraction, and individual drawing and painting language will emerge as expertise is developed through practice. We will cultivate the ability to convey emotions and ideas through visual storytelling. Students will engage in self-directed learning by selecting and developing projects that align with individual interests. The work will culminate in a portfolio. (Grades9,10,11,12; prerequisiteDrawingandPainting1)

HONORS DRAWING AND PAINTING

This year-long course is designed for eleventh- or twelfth-grade students interested in continuing the study of two-dimensional art on a more advanced level. The emphasis of the class is on creating a supplemental portfolio for college review and/or on beginning to create work for the AP Studio Art portfolio, which will be completed in the twelfth grade. Through a variety of projects, many of which will be conceived of by the students themselves, students will continue to build upon their previous drawing and painting skills while they take greater steps towards developing their unique artistic voices. (1unit;Grades11,12;prerequisite:anythreecoursesfrom among Drawing 1, Drawing 2, Painting 1, Painting 2, Graphic Design 1, Digital Painting1;anddepartmentalapproval)

HONORS DRAWING AND PAINTING

This yearlong honors-level course emphasizes advanced concepts in visual artmaking, fostering both technical skill and conceptual thinking. Students will explore a range of materials, processes, and approaches—spanning two- and three-dimensional forms—to develop a personal visual language rooted in self-expression, inquiry, and experimentation. Projects will support the development of a portfolio aligned with AP Art standards and collegelevel expectations. Students will engage with diverse contemporary and historical artists to deepen their ability to analyze, interpret, and respond to visual culture. This course values the language of making and meaning, encouraging students to reflect on how identity, memory, and context shape artistic expression. Students will explore intersections of race, gender, culture, and lived experience to situate their work within broader social narratives.(1unit;Grades11,12;prerequisite:anythreecoursesfromamong Drawing 1, Drawing 2, Painting 1, Painting 2, Graphic Design 1, Digital Painting 1;anddepartmentalapproval)

GRAPHIC ILLUSTRATION 1

This is a 16-week course crafted to delve into the vibrant realm of graphic illustration. Through this program, you’ll develop the technical skills and creative insight essential for bringing your ideas to visual fruition. Explore the basics of digital drawing, painting, and illustration alongside a journey into art history, the business aspects of illustration, and impactful marketing strategies. Whether you’re an aspiring artist or aiming to refine your communication abilities, this course offers a comprehensive platform for your creative journey.(1/2 unit; fall and spring; Grades 9, 10, 11, 12; no prerequisite)

GRAPHIC ILLUSTRATION 2

This course Integrates AI, Product Design, and Digital Painting to explore the convergence of these disciplines. Students develop more proficiency and understanding of these fields through immersion in advanced concepts and hands-on practices. The course emphasizes the transformative potential of AI-driven tools, enabling students to reinforce product design processes and digital painting workflows using industry-standard software like Adobe Photoshop and Procreate. Students refine their creative thinking and problem-solving abilities by delving into essential product design principles such as user-centric methodologies and iterative development. Through collaborative projects and engagement with realworld industry practices, students are equipped to push the boundaries of innovation and design, positioning them to navigate the forefront of 21stcentury creativity and technology. (1/2unit;fallandspring;Grades9,10,11, 12;prerequisiteGraphicIllustration1)

ADVANCED TOPICS IN STUDIO ART

This course is designed to allow the advanced student who has demonstrated the capacity to work independently an opportunity to pursue a concentrated area of interest or explore a range of concepts and media in the studio arts or art history. In the semester prior to taking the course, students must meet with their art advisor, submit a written proposal describing the projects with which they will be engaged, and develop a schedule for their completion of the course. If and when necessary, written and/or oral assessments, as well as critiques, may be part of the course. By conducting a course on an individual level such as this, it is hoped that students will gain a broader understanding of themselves and their relationship to the visual arts. (1/2unit;fallandspring;Grades11,12; departmentapprovalrequired;mayberepeatedforcredit)

AP STUDIO ART: DRAWING OR 2D DESIGN

A year-long course, the AP program in Drawing or 2D Design is the equivalent of an introductory Drawing or 2D Design course at the college level and is offered to highly motivated students interested in the serious study of art. Students should be aware that this course requires significantly more time than the typical high school studio arts course. Students will have the opportunity to explore a wide range of art media and will pursue two areas of work:

• Sustained Investigation: 15 digital images; some may be details or process images.. Students will submit images and writing to document their inquiry-guided investigation through practice, experimentation, and revision.

• Selected Works: Students submit 5 digital images of their work and commentary online to demonstrate skillful synthesis of materials, processes, and ideas. Works may come from the Sustained Investigation section, but they do not have to.

All students enrolling in this AP Studio Art class will be required to complete work over the summer between 11th and 12th grade. This work will be assigned by the instructor in June and will be designed to develop the student’s capacity for independent work and technical competency. All students approved for and enrolled in this course are required to submit an AP portfolio in May. (1unit;Grade12;prerequisites:DrawingandPainting and 1, and Drawing and Painting 2, and Honors Drawing and Painting (departmentapprovalrequired)

ARCHITECTURE

This course will explore the design process from concept development to a complete architectural proposal. This is a critique-based studio class where students will develop an architectural vocabulary, learn analysis techniques, and apply design methodologies to real-world scenarios.

Design skills will be introduced through lectures, precedent studies, and the fabrication of conceptual work in both two- and threedimensional media. Concepts will be expressed through programmatic and circulation diagrams, digital illustration, and three-dimensional modeling. The course will encourage creativity, experimentation, and innovation within the design process.

Students will produce a series of small-scale design studies exploring different architectural programs and prototypes. They will consider how the human body moves through space, how people interact with their surroundings, and the infrastructure. We will also examine how materials, structure, and spatial design influence human interaction and perception.

The course will include the study of buildings and theories from architects who have shaped architectural design worldwide in the 20th and 21st centuries.

Students will be evaluated on both their process and outcomes, demonstrating critical thinking through analysis and design work. At the end of the course, students will present a comprehensive portfolio documenting their entire process in a slide presentation. (1/2unit;falland spring;Grades9,10,11,12;noprerequisite)

ADVANCED ARCHITECTURE

The Advanced Architecture course explores the process of architectural design from concept development to building proposals through sketches, diagrams, and models. This is a critique-based studio in which students develop an experimental architectural vocabulary of analytical techniques and design strategies for real-world scenarios.

Instruction will combine lectures, precedent studies, and creative twoand three-dimensional design methods. Students will apply design thinking to form analytical methodologies and generate projects for diverse building types. Concepts will be articulated through programmatic and circulation diagrams, urban mapping, digital illustration, and three-dimensional model making. By the end of the course, students will present a comprehensive portfolio of their design process in a final slide presentation. The class will focus on the design of large scale buildings within the urban context of New York City. (1/2 unit; fall and spring; Grades 10, 11, 12; prerequisite; Architecture this was highlightedinthedoc.)

CERAMICS / SCULPTURE 1

This course introduces students to a wide variety of approaches that develop an awareness of three-dimensional design primarily through clay, though other sculptural materials are sometimes introduced. Students are taught hand-building techniques to transform clay into both functional objects and sculptural forms. Students explore form, texture, and volume as they relate to three-dimensional spatial organization. This course will help students develop a sensitivity to 3-D design and prepare those who may be interested in pursuing the AP Studio Art: 3-D Design portfolio in the senior year. (1/2 unit; fall and spring; Grades 9, 10, 11, 12; no prerequisite)

CERAMICS / SCULPTURE 2

Ceramics/Sculpture 2 continues to build on the skills and technical information introduced in Ceramics/Sculpture 1. While clay is the primary material used in this class, other sculptural materials will also be introduced. At this level, projects are introduced that are more complex in both concept and technique. Students are also introduced to the potter’s wheel. Students are expected to work independently, both inside and outside of class, and to create works that are visually strong and show distinct individual direction as well as mastery of technique. (1/2unit;Grades9,10,11,12;prerequisite:Ceramics/Sculpture1or departmentalapproval)

CERAMICS: WHEEL-THROWN POTTERY

This semester-long course is designed for students who want to learn how to create ceramic work on the pottery wheel. All levels are welcome, from beginner to advanced. Throughout the semester, students will learn the fundamentals of throwing and will move through various stages and, depending on individual ability, learn new techniques. Topics covered include centering; creating cylinders, bowls, and plates; trimming; and surface design. This course will help students develop a sensitivity to 3-D design and prepare those interested in pursuing the AP Studio Art: 3-D Design portfolio in their senior year. Please note that enrollment is limited due to the number of ceramic wheels we have. (1/2unit;Grades10,11,12; prerequisite:Ceramics1)

ADVANCED TOPICS IN CERAMICS/WHEEL 2

This semester-long course is designed to allow advanced students who have demonstrated the capacity to work independently an opportunity to pursue a concentrated area of interest or to explore a range of concepts within the medium of ceramics. In the semester prior to taking the course, students must meet with their art advisor, submit a written proposal describing the projects with which they will be engaged, and develop a schedule for their completion of the course. If and when necessary, written and/or oral assessments, as well as critiques, may be part of the course. By conducting a course on an individual level such as this, it is hoped that students will gain a broader understanding of themselves and their relationship to the ceramic medium. (1/2unit;fallandspring;Grades10,11, 12;prerequisite:Ceramics/Sculpture2orWheelThrowing anddepartment approval;mayberepeatedforcredit)

HONORS CERAMICS / SCULPTURE

This year-long course is designed for the 11th or 12th grader interested in continuing the study of three-dimensional art on a more advanced level. The emphasis of the class is on creating a portfolio for college review and/or on beginning to build the AP portfolio for the 12th grade year. Students are expected to work independently, both inside and outside of class, to build upon 3D design concepts in clay and other sculpture materials. Assignments and projects are meant to develop and showcase both technical skill and personal style. (1unit;Grades11,12;prerequisite: Ceramics/Sculpture3anddepartmentalapproval)

AP STUDIO ART: 3D DESIGN

A year-long course, the AP program in 3D Design is the equivalent of an introductory 3D Design course at the college level and is offered to highly motivated students interested in the serious study of art. While clay is the primary emphasis of the course, other sculptural media will be used as well. Students should be aware that this course requires significantly more time than the typical high school studio arts course. Students will have the opportunity to explore a wide range of art media and will pursue two areas of work:

• Sustained Investigation: 15 digital images; some may be details or process images. Students will submit images and writing to document their inquiry-guided investigation through practice, experimentation, and revision.

• Selected Works: Students submit 5 digital images of their work and commentary online to demonstrate skillful synthesis of materials, processes, and ideas. Works may come from the Sustained Investigation section, but they do not have to.

All students enrolling in this AP Studio Art class will be required to complete work over the summer between 11th and 12th grade. This work will be assigned by the instructor in June and will be designed to develop the student’s capacity for independent work and technical competency. All students approved for and enrolled in this course are required to submit an AP portfolio in May. (1unit;Grade12;prerequisite:successfulcompletion ofCeramics/Sculpture1and2,plustwoothersemestersofceramicsor sculpture,anddepartmentalapproval)

PHOTOGRAPHY 1

This introductory course explores the art of digital photography through project-based learning. Students will apply the elements of art and principles of design to create original and compelling photographic work, engaging in both technical skill-building and conceptual exploration. Students explore diverse genres of photography to understand how atmosphere and narrative are constructed. Students will develop visual storytelling skills through recording, deconstructing, and reconstructing spatial configurations. Core Concepts and Focus Areas: Narrative construction through photography, visual analysis and critique of images, technical control over composition, light, and editing, application of art and design principles to photographic imagery, iterative creative process, research, experimentation, revision, and integration of digital editing for artistic exploration and presentation. (1/2unit;fallandspring;Grades9,10, 11,12;noprerequisite)

PHOTOGRAPHY 2

This is a course for students who have successfully completed the requirements of Photography 1. In this course, students explore experimental techniques with the camera and Adobe Photoshop software. Students experience working with studio lighting, image and text, panoramas, environmental portraiture, and more advanced digital image manipulation. Students are encouraged to refine their skills with the digital SLR camera (available for use during the school day) while gaining expertise in digital editing. (1/2unit;fallandspring;Grades9,10,11,12;prerequisite: Photography1ordepartmentalapproval)

PHOTOGRAPHY 3

This is a course for highly motivated students who have successfully completed the requirements of Photography 2. With an emphasis on the development of individual style, students explore more sophisticated and experimental techniques and the work of master photographers. Students explore oversized images, time-lapse photography, photo essays, and the collaged manipulation of prints. An important component of the course entails the student’s analysis and integration of the work of a mentor master photographer. (1/2unit;fallandspring;Grades10,11,12;prerequisite: Photography2ordepartmentalapproval)

ADVANCED TOPICS IN PHOTOGRAPHY

This course is designed to allow the advanced student who has demonstrated the capacity to work independently an opportunity to pursue a concentrated area of interest in photography. In the semester prior to taking the course, students must meet with the art advisor and submit a written proposal describing the projects with which they will be engaged and a schedule for their completion of the course. If and when necessary, written and/or oral assessments, as well as critiques, may be part of the course. By conducting a course on an individual level such as this, it is hoped that students will gain a broader understanding of themselves and their relationship to the medium of photography. (1/2unit;fallandspring;Grades 10, 11, 12; prerequisite: Photography 1, 2, and 3 and department approval; may berepeatedforcredit)

AP STUDIO ART: 2D DESIGN PORTFOLIO IN PHOTOGRAPHY

This is a year-long course for highly motivated students interested in the serious study of photography. Students will have the opportunity to explore photography in great depth with an emphasis on developing personal style and expression. Each student will submit to the AP Studio Art: 2D Design portfolio, but the work will be predominantly or substantially photo-based, and students will pursue two areas of work:

• Sustained Investigation: 15 digital images; some may be details or process images. Students will submit images and writing to document their inquiry-guided investigation through practice, experimentation, and revision.

• Selected Works: Students submit 5 digital images of their work and commentary online to demonstrate skillful synthesis of materials, processes, and ideas. Works may come from the Sustained Investigation section, but they do not have to.

All students enrolling in this AP Studio Art class will be required to complete work over the summer before enrolling in the course. This work will be assigned by the instructor in June and will be designed to develop the student’s capacity for independent work and technical competency. All students approved for and enrolled in this course are required to submit an AP portfolio in May. (1unit;Grade11,12;prerequisites:successfulcompletion ofPhotography3anddepartmentalapproval)

ADVANCED HONORS PHOTOGRAPHY

This year-long course is for photography students who have completed AP Studio Art: Design Portfolio in Photography and want to continue the serious study of photography. In this course students will explore a variety of avenues for communicating visual ideas. Highlights of the course include curating and exhibiting a portfolio of each student’s work on campus and the creation of a book based on the student’s work. (1unit; Grade 12; prerequisites: AP Studio Art: Design Portfolio in Photography and departmentalapproval)

VIDEO 1

Learn how to take your ideas from script to screen in this introductory semester-long video course. Students will work on multiple projects that will teach them all aspects of the production process, including scriptwriting, storyboarding, shooting, and the power of editing. Through these projects and movie screenings, students will develop a better understanding and knowledge of film history and film/video vocabulary. (1/2unit;falland spring;Grades9,10,11,12;noprerequisite)

VIDEO 2

Building upon the skills learned in Video 1, students in Video 2 take their video production to the next level and learn how to craft stories that are worth telling. Students at this level will dive more deeply into the elements of narrative storytelling, pre-production, camera work, lighting, editing, special effects, and more. Film history and techniques are occasionally explored by watching critically-acclaimed movies. (1/2unit;fallandspring; Grades9,10,11,12;prerequisite:Video1)

ADVANCED TOPICS IN VIDEOGRAPHY

This course is designed to allow the advanced student who has demonstrated the capacity to work independently an opportunity to pursue a concentrated area of interest in videography. In the semester prior to taking the course, students must meet with the art advisor and submit a written proposal describing the projects with which they will be engaged and a schedule for their completion of the course. If and when necessary, written and/or oral assessments, as well as critiques, may be part of the course. By conducting a course on an individual level such as this, it is hoped that students will gain a broader understanding of themselves and their relationship to the medium of videography. (1/2unit;fallandspring;Grades 10, 11, 12; prerequisite: Video 1 and 2, and department approval; may be repeatedforcredit)

HONORS FILMMAKING

In this year-long course, students spend the entire academic year working on one film of their choosing. This allows students to spend more time on each stage of the filmmaking process, including script read-throughs, writing a casting notice and holding auditions, preparing a film budget, writing film grants, applying to film festivals, and creating a production reel. Students will also have screenings throughout the year of classic or noteworthy movies to inspire their own work and help expand their filmmaking vocabulary. At the end of the year, students will screen their final films to

the RCDS community. Students who have completed Honors Filmmaking will also have an opportunity to compete in a multi-day film contest against film students from around the world. (1unit;Grades10,11,12;prerequisite:Video 1&Video2)

ANIMATION/SPECIAL EFFECTS

Embark on a cinematic journey in our Special Effects and Animation class. This semester-long course covers animation essentials, from timing and spacing to diverse special effects techniques such as masking, rotoscoping, stop motion, and keyframing. Beyond technical skills, students delve into storytelling within animation, infusing emotion into inanimate objects. They distinguish between “Special “and practical effects, gaining insights into the synergy between digital wizardry and tangible effects. The curriculum includes studying film history and vocabulary, fostering a comprehensive understanding of visual storytelling evolution. Through project-based learning, students simulate real-world scenarios, refining scriptwriting, storyboarding, shooting, and editing skills, leaving with a portfolio of animated projects and a deep appreciation for the magic of film and animation. (1/2unit;Grades10,11,12;prerequisite:Video1&Video2)

YEARBOOK

Students in this class will learn all aspects of creating the Rye Country Day School yearbook, from planning the contents to designing the page layouts and keeping records of the production deadlines, orders, distribution, and advertising. Students will learn important elements of layout and design, implementing them with online publishing software as they work collaboratively to meet all production deadlines. Led by a student Editor-inChief, all students will have the opportunity to exercise creative leadership and to master their organizational and management skills. Class size will be limited to twelve students with preference given to rising sophomores, juniors, and seniors. (1unit,whichappliestotheArtscreditgraduation requirement;Grades9,10,11,12;noprerequisite)