poly prep country day school's 2013-14 curriculum guide

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Curriculum Guide

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Poly Prep Country Day School 9216 Seventh Avenue Brooklyn, NY 11228 (718) 836-9800 www.polyprep.org

Poly’s mission is to prepare and inspire the next diverse generation of leaders and global citizens to act with intelligence, imagination and—above all—character.

Classics Computer Science English History Math Performing Arts Science Visual Arts World Languages

M I N DB O D YC H A R A C T E R

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Contents

Overview Poly Fosters Academic Excellence

Poly’s Advanced Learning Initiative

Poly’s Curriculum by DisciplineMiddle School Program SequenceUpper School Program Sequence

Classics A Vision for Teaching ClassicsMiddle School Classics Course ListingsUpper School Classics Course ListingsStudent Achievement

Computer Science A Vision for Teaching Computer ScienceMiddle School Computer Science Course ListingsUpper School Computer Science Course ListingsStudent Achievement

English A Vision for Teaching EnglishMiddle School English Course ListingsUpper School English Course ListingsStudent Achievement

History A Vision for Teaching HistoryMiddle School History Course ListingsUpper School History Course ListingsStudent Achievement

Math A Vision for Teaching MathMiddle School Math Course ListingsUpper School Math Course ListingsStudent Achievement

Performing Arts A Vision for Teaching Performing ArtsMiddle School Performing Arts Course ListingsUpper School Performing Arts Course ListingsStudent Achievement

Science A Vision for Teaching ScienceMiddle School Science Course ListingsUpper School Science Course ListingsStudent Achievement

Visual Arts A Vision for Teaching Visual ArtsMiddle School Visual Arts Course ListingsUpper School Visual Arts Course ListingsStudent Achievement

World Languages A Vision for Teaching World LanguagesMiddle School World Languages Course ListingsUpper School World Languages Course ListingsStudent Achievement

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View of the Quad from the Dana Allen Library

P O LY P R E P C O U N T RY DAY S C H O O L2

Academics Performing Arts Visual Arts

Academics and the Arts at Poly Prep:

Q Classics Q Computer ScienceQ EnglishQ HistoryQ MathQ Performing ArtsQ ScienceQ Visual ArtsQ World Languages

OVERVIEW

Poly Fosters Academic Excellence Through a progressive liberal arts curriculum and an enriching co-curricular program featuring the arts and athletics, Poly students experience excellence—intellectually, physically, and morally—across many disciplines. Poly educates the whole student: mind, body and—above all—character in a rigorous, yet supportive academic setting.

Poly demonstrates its commitment to academic excellence in many ways, from celebrating individual academic achievement and creating a culture where excellence is “cool” to offering opportunities for accelerated and advanced learning.

Programmatic ExcellenceFor instance, because we believe that success in Advanced Placement courses is the single best predictor of college success:

1 Poly has maintained a 30-year commitment to the College Board’s Advanced Placement Program with 300+ tests administered to more than 100 test-takers each year; and

2 We also offer 18 Advanced Placement courses (more than 30 classes) each year.

Student ExcellenceMoreover, our students demonstrate excellence in many ways. For example:

1 Consistently strong results on the college board’s standardized exams, National Merit Scholarship (NMSQT-PSAT), National Achievement Scholars, and Advanced Placement Scholars competitions, with many students each year finishing as semifinalists or with commended status; and

2 Strong schoolwide results on a range of writing assessments, including ERB/WRAP, SAT subtests in writing, and SAT subject tests.

For the most up-to-date academic information, visit: www.polyprep.org/academics.


OverviewAt Poly, we know that our students achieve academic excellence and demonstrate intellectual gifts in many forms. Therefore, we offer many options for advanced learning and accelerated curricula, both within and beyond the classroom walls, to match the skills, needs, and interests of all our students

In Middle School, teachers may implement differentiated learning strategies to provide students who are particularly gifted in certain subjects with advanced learning opportunities during the ordinary classroom day. In 6th and 7th grades, Poly offers accelerated classes in certain subjects for eligible students.

In Upper School, students have the opportunity to participate in Poly’s extensive Advanced Placement (AP) offerings, independent study, study abroad, elective courses, our Special Advanced Placement (SAP) and research options in science, and a final yearlong academic project: the Senior Plan.

In both our Middle School and Upper School, advanced learning may also take place during frequent classroom visits and workshops offered by outside experts, during field trips related to the curriculum, and during service learning activities, and after-school clubs and activities.

Poly’s Advanced Placement (AP) Program Poly Prep has had a deep commitment to the College Board’s Advanced Placement (AP) program since the late 1970s. Each year, we administer approximately 350 exams to over 170 juniors and seniors. On average, approximately 70% of the senior class sits for at least one AP exam. Over the years, many of our most accomplished students have graduated after sitting for a remarkable 8-10 AP examinations. Many more have sat for three or more. The school’s 10-year 85% pass rate of 3+ on these exams is among the best in the city.

In the past two years, nine Poly students have won the prestigious National Advanced Placement Scholar status, earning an extraordinary average score of 4 or more on 8 AP exams.

Our strongest college placement student profiles include a tripartite success of high grades, challenging courses of study, and strong standardized testing.

Our AP Program Also Introduces “Master Narratives” for Academic DisciplinesPoly’s AP program offers course content that not only introduces students to college but also prepares them to encounter academic disciplines at a much

A POLY AP COURSE SAMPLER

AP U.S. History Offers a Narrative of American Political Evolution

For example, the AP U.S. History curriculum is a wide survey of American political history covering a time period of approximately 300 years, starting with the founding of the Massachusetts Bay Colony and ending with the end of the Cold War. The syllabus covers ground quickly, avoiding wars, social strife, and all sorts of important cultural trends, sticking closely to a story about our political processes. This course offers a narrative—steeped in debate and controversy—about how our political system has evolved over nearly three centuries. It also offers an exacting methodology on how historians work and what academic history looks like, and previews the discipline, training, and critical insight one needs to be a historian or a successful journalist.


2013-2014 M I D D L E & U P P E R S C H O O L C U R R I C U L U M G U I D E 5

more sophisticated level, training them to think, act, and behave as scientists, researchers, and academicians. The AP curriculum at Poly also introduces students to the narrative that each major field of study (from the humanities and social sciences to the physical and life sciences) constructs about how to organize facts and information, how and why such information is salient, and what we know about the world. The AP Program Provides a 21st-Century Intellectual “Toolbox” for 21st-Century CitizenshipA great deal has happened with respect to American standardized testing in recent years. As education gears up for what many would describe as the battle over world competitiveness, the AP exams themselves will prove to be models for what educational testing becomes as we increasingly leave behind IQ-like, cognitive, often abstract testing and move toward content-driven exams that reveal control over knowledge and disciplines.

Departmental Electives ProgramPoly’s commitment to provide advanced learning options to match varied intellectual passions and interests is also manifest in our broad and extensive Upper School Electives Program. Juniors and seniors can choose a wide variety of electives. In English, students select a range of one-semester, self-contained courses, each focusing on a particular time period, author, and genre. In the History Department, students can learn more about psychology or economics. In the Science Department, students can take courses on DNA, forensics, environmental science, and more.

Science Research ProgramScience Research is a three-year program beginning sophomore year, which introduces students to the demands and satisfactions of rigorous scientific experimentation. Students apply for admission to the program in the spring of their freshman year. We typically accept 5-7 students each year, and they join members of the other two cohorts of young investigators in shared class time. In this class, students design and develop their own research projects, for which they write a series of developing formal papers and submit them to both local and national competitions, such as the New York City Science and Engineering Fair and the Intel contest. Students develop a protocol for research through investigation of scientific journal articles in their area of interest, their own creativity and ingenuity, and, in some cases, collaboration with an outside mentor or professional scientist. The data and information that research students gather, primarily in the junior year, become the basis of their final paper, which they craft, revise, and polish in the senior year. Students hone presentation and public-speaking skills through presentations to class members and the Poly community.

A POLY AP COURSE SAMPLER

AP English Literature Builds Powerful Skills for Textual Interpretation

The AP English Literature curriculum provides a kind of anti-narrative of critical inquiry about how to read a work of literature. To a degree, this curriculum is based on a highly influential perspective known as New Criticism, which asked for a self-contained reading of literature, focusing on individual constructs, outside, but also beyond, specific historical and cultural limits. This is not by any means the only way that literature is understood. And New Criticism found itself in disfavor a long time ago, but the essential practice of first and foremost embracing literature by understanding its rhetoric succinctly and learning to speak and think about literature in ways that were beyond mere intuitive or personal response is an important skill—one readily transferable to other fields of study.



Independent StudyIndependent Study options, offered by Upper School academic departments, enable students to explore in much greater depth an area of study, discipline, subject, or specific topic not offered in the formal curriculum. Independent study may involve resources that extend beyond the school. Working with a faculty advisor, students intending to undertake independent study must research a topic or subject area, suggest a plan for exploration, and write a proposal. Students submit a completed proposal to the Assistant Headmaster and the Independent Study Committee for final approval. Independent Study earns partial academic credit and may satisfy certain departmental requirements. Many students learn more about possible areas to pursue in college—or even their future professional careers—while pursuing independent study, while others simply wish to pursue a particular topic in greater depth or work more closely with a mentor.

Study AbroadUpper School students at Poly may participate in a number of international exchange programs throughout the year, coordinated by the History, World Languages, and Performing Arts departments. In the past, students have traveled to Argentina, Cambodia, China, Costa Rica, Ukraine, Japan, Spain, Britain, Austria, Greece, Italy, the Czech Republic, and South Africa.

Poly works with the American Forum for Global Education and has received grants from the Freeman Foundation, the Japan Foundation, and the United States Department of State to help fund some of our international programs.

Senior Plan ProjectThe Senior Plan Project is each Poly student’s final academic challenge and capstone intellectual experience. All seniors must complete their Senior Plan Projects before graduating from Poly. Working with an advisor, starting at the beginning of senior year, seniors pursue answers to a broad thematic set of questions they have voted on in their junior year. They then develop a clearly defined thesis, engage in detailed research, seek expert interviewees outside the school, refine their ideas, and craft a detailed presentation, complete with PowerPoint, video, data, and specific conclusions.

Seniors end regular courses two weeks before the end of May to concentrate on polishing the presentations that they will present orally to panels of three faculty members in late May. Preparing work under the guidance of a faculty advisor is an important part of the independent education that Poly offers, and an important concluding experience for each Poly student. The Senior Plan draws on a student’s ability to assimilate information from a variety of scholarly, literary, and original materials, while working creatively to develop an extended thesis.

Seniors also have the opportunity to carry the Senior Plan beyond the walls of Poly. By opting to choose their own direction and pursue a special interest, students may also choose to work off campus in an “internship” that counts toward the final Senior Plan Project. A student-selected faculty advisor supervises each Senior Plan Project, enabling students to develop closer and more fruitful intellectual relationships with a chosen mentor.


Poly’s Curriculum by Discipline

P O LY P R E P C O U N T RY DAY S C H O O L1 2012-2013 M I D D L E & U P P E R S C H O O L C U R R I C U L U M G U I D E 2

Middle School Program Sequence

GRADE 5

N/A

Computer Science

The Walls We Build, and What Lies Beyond

American Journeys

Math 5: A Journey through Numeration

Dance: Movement StudiesIntro to Dramatic Arts IGeneral Music

Physical Education/HealthHealth Interns

Basics of the Physical World

Art Studio

Introduction to FrenchIntroduction to Mandarin Introduction to Spanish

Classics

Computer Science

English

History

Math

Performing Arts

Physical Education & Health

Science

Visual Arts

World Languages

GRADE 6

N/A

Computer Science

The Quest for Identity

Civilizations of the Ancient World

Math 6: Researching Rational Numbers

Dance: Basic Elements of DanceIntro to Dramatic Arts IIGeneral Music

Physical Education/HealthHealth Interns

Microscopic Exploration

Art Studio

Foundations in French Foundations in MandarinFoundations in Spanish

FORM I/GRADE 7

Latin A

Computer Design

A Sense of Place

United States History

Math 7: Pre-AlgebraMath 7 Advanced: Algebra I

DanceDramatic ArtsBandString Ensemble ChorusGeneral Music

Physical Education/Health

Introduction to Principles and Practice of Chemistry

Art StudioCeramics

French AMandarin ASpanish A

FORM II/GRADE 8

Latin B

Computer Design

Coming of Age

Medieval World History

Math 8: Algebra IMath 8 Advanced: Algebra II


Physical Education/Health

The Physical Universe

Art StudioCeramics

French BMandarin BSpanish B

FORM III/GRADE 9

Latin I/II/III*

Intro to Computer Science

Literary AwakeningsEnglish Electives

Foundations of the Modern World (1492-1900)

Geometry IGeometryAdvanced Geometry

DanceMusic Electives

Form III HealthPersonal Fitness

BiologySAP Chemistry

Foundational Studio

French I/II/III*Mandarin I/II/IIISpanish I/II/III*

*Classes are split into accelerated and standard pace groups

Classics

Computer Science

English

History

Math

Performing Arts

Physical Education & Health

Science

Visual Arts

World Languages

FORM IV/GRADE 10

Latin I/II/III/IV*

Intro to Computer ScienceGame Design & Programming3D Art & Animation

The Modern ProblemEnglish Electives

20th-Century World History

Algebra IIAccelerated Math 10 Advanced Math 10

DanceSpeechIntro to Western MusicMusic Electives

Personal Fitness

ChemistrySAP BiologyScience Electives

Painting IAdvanced PaintingAdvanced DrawingCeramics

French II/III/IV*Mandarin I/II/IIISpanish II/III/IV*

FORM V/GRADE 11

Latin IV*AP Latin

Intro to Computer ScienceGame Design & Programming3D Art & AnimationAP Computer Science

The American ExperienceAP English Language SeminarEnglish Electives

United States History AP United States HistoryHistory Electives

Selected Topics: Pre-Calculus I Pre-CalculusAccelerated Math 11Advanced AP Calculus (AB Level)

DanceDrama ElectivesMusic ElectivesAP Music Theory

Personal Fitness

PhysicsConceptual Physics AP Physics BAP BiologyAP ChemistryScience ElectivesCollege-Level Partnerships

Painting IAdvanced PaintingAdvanced DrawingCeramicsAP Art History

French III-V*AP French LanguageMandarin I/II/IIISpanish III-V*AP Spanish LanguageAP Spanish Literature

FORM VI/GRADE 12

Latin IV*AP Latin


Senior SeminarAP English LiteratureEnglish Electives

AP European HistoryAP World HistoryAP Comparative Politics & GovernmentHistory Electives

Selected Topics: Pre-Calculus II CalculusStatisticsAP Calculus (AB Level)Accelerated AP Calculus (AB Level)Advanced AP Calculus BCAP Statistics


Personal FitnessHealth Interns

PhysicsConceptual Physics AP ChemistryAP BiologyAP Physics CAP ChemistryScience ElectivesCollege-Level Partnerships


French IV*AP French LanguageMandarin I/II/IIISpanish IV-V*AP Spanish LanguageAP Spanish Literature

Upper School Program Sequence

P O L Y P R E P A C A D E M I C S

GRADUATIONQ 5 academic courses each semester (Students are required to enroll in a minimum of five academic courses every term (fall and spring) from Form III through to graduation.)Q 21 academic credits (Full-year courses earn 1 credit; semester-long courses earn 1/2 creditQ 4 years of EnglishQ 4 years of Physical EducationQ 3 years of HistoryQ 3 years of World Languages or Classics with Level III completionQ 3 years of MathematicsQ 3 years of ScienceQ 4 semesters of ArtsQ 3 year Health sequence with required courses in Grades 9 & 10Q 1 semester of SpeechQ Senior Plan

DEPARTMENT COREQ Arts: Drawing Studio, Music, and two semester electives (One credit of Arts coursework is waived with four-year participation in Band, Choir, Dance, or Chamber Music.)Q English: English 9, 10, and 11; AP English Literature, or Senior Seminar and ElectiveQ History: Foundations of the Modern World (1492-1900), 20th-Century World History, and United States HistoryQ Languages: 3 years of World Languages or Classics with Level III completion.Q Mathematics: Geometry, Algebra II, and Pre-CalculusQ Physical Education: Four years of personal fitness or team sport participation.Q Science: Biology and ChemistryQ Schoolwide: Health, Speech, Community Service, Senior Plan

Upper School Requirements


A Vision for Teaching ClassicsPoly Is Communication–Our 21st-Century GoalsIf one were to look at Poly’s curriculum at its founding in 1854, the study of Latin would have been at the very center of the Poly experience. Latin anchored the experience of all Poly students through the Civil War, both World Wars, and most of the 20th century. Examining TraditionIn retaining a required component of Latin even today, and offering a rich experience in Classical Studies for all students, Poly acknowledges the value and importance of tradition. But the classical tradition is, and ought to be, continuously subjected to scrutiny and challenge, and it must prove its value anew to each Poly generation. Indeed, Latin and Greek have a good deal to add to the conversation about 21st-century skills in education: on the formation of personal identity, on the need to live in accordance with nature, and on the diversity of traditions. The classical languages help students sharpen their communication skills, position them to approach linguistic problems with energy, and allow them to assess cultural goods as true connoisseurs. As a department, we hope to inculcate in our students the values of careful examination, logical process, aesthetic sensitivity, and awareness of diversity–both ancient and modern. Developing FoundationsOf course, students of Latin and Greek are not only well equipped for a deeper appreciation of Western literature, history, and languages: They have a more profound grasp of philosophical, legal, and aesthetic principles that have evolved within the matrix of the Latin language. They are trained through rigorous grammatical study to tackle complex problems in all disciplines. Latin provides an enormous boost to reading and writing skills, to standardized test-taking competence, and to eloquence in public speaking. Preparing Good CitizensPractitioners in medicine, law, and in both the social and exact sciences regularly cite their experience with Latin in school as a critical part of their intellectual development. Students conversant with classical languages appreciate the origins and use of words and grammar in English, Spanish, and French, and bring a mature attitude to the learning of any new language that they endeavor. They read poems and plays with a real understanding of cultural traditions; they appreciate music, theater, and the visual arts in greater depth; and they see through political rhetoric with a keener eye. And probably of greatest importance, their study of Latin and the Roman political tradition contributes in a very real way to the formation of solid American citizenship.

Dr. Tony Gini classics department [email protected]

Middle School Courses Upper School Courses Student AchievementCL ASSICS

Upper School Requirements


Middle School Classics Course Listings Latin ALatin is offered (and required) starting in Grade 7This required introductory course for all Form I/Grade 7 students emphasizes the study of Latin grammar and vocabulary, both as a preparation for reading literature in Latin, and as a means to understanding the structure of language generally. Special attention is paid to relationships connecting Latin with English and with the modern Romance languages. Using Book I of the Oxford Latin Course, students learn to identify the parts of speech, sentence patterns, and syntax of Latin by translating sentences and stories of graduated difficulty. Online grammatical resources and SmartBoard work are part of the daily class routine. Students learn about culture through web-based and interactive sites such as Google Earth’s “Ancient Rome in 3D.”

Latin BPrerequisite: Latin AAfter a review of the material in Latin A, Form II/Grade 8 students complete Book I of the Oxford Latin Course, amplifying their vocabulary and their knowledge of pronouns, participles, adjectives, and infinitives. Sentences of increasing complexity are translated and analyzed. Reading comprehension exercises become more challenging. Emphasis on word derivation and cognates enables students to make connections with modern European languages, as well as English. Teachers use the SmartBoard throughout, both for presentation of new material and for interactive work such as online games and puzzles. Cultural material centering on the stories of The Iliad and The Aeneid are presented through readings, videos, and web tools such as Google Earth and Rome Reborn.

Middle School ClassicsStarting in Grade 7, all Middle School students learn Latin, a language that benefits them intellectually, culturally, politically, and artistically. Because Latin is a language with clearly articulated grammatical rules and word formations—and because the modern-day roots of many technical, legal, political, medical, and scientific terms in English derive from Latin—Poly believes the study of Latin provides an excellent cross-cultural basis for the study of grammar.

In Grades 7 and 8, special emphasis is placed on the link between Latin, English, and other modern languages. Latin becomes a developmental core from which to examine language. Students learn grammar and analyze how many cultural concepts in the Western canon are derived from Latin literature and philosophy.

Classics: Course Sequence

GRADE 5

N/A

GRADE 6

N/A

FORM I

Latin A

FORM II

Latin B

CL ASSICS Middle School Courses Upper School Courses Student Achievement


Upper School ClassicsIn the Upper School, some students build upon the foundation of Latin that they began in 7th grade, while others start the language anew. Across the board, our students of Latin benefit intellectually, culturally, politically, and artistically. Because Latin is a language with clearly articulated grammatical rules and word formations—and because the modern-day roots of many technical, legal, political, medical, and scientific terms in English derive from Latin—Poly believes the study of Latin provides an excellent cross-cultural basis for the study of grammar.

Students in Latin I-III establish fluency in Latin literature and philosophy, and study Roman history and culture. Special emphasis is placed on the link between Latin, English, and other modern languages. Latin becomes a developmental core from which to examine language. Through the in-depth study and practice of grammar, students begin to analyze poetry and translate classic texts. By Level IV, students take more independent and cross-disciplinary work, and they may be selected to participate in the rigors of AP Latin during their junior or senior years.

Upper School Classics Course ListingsLatin IThe curriculum includes all the materials and skills taught in the Latin A/B sequence (Traupman’s Lingua Latina, along with Book I of the Oxford Latin Course). The emphasis is on understanding the structure of the language, building vocabulary in Latin and English, and gaining facility in translation. Roman culture and history are examined though a semifictionalized life of the poet Horace. Politics, religion, and the literature of the Late Republic and Early Empire are topics of reading and discussion.

Latin II/IIAPrerequisite: Latin B or Latin IWorking with Book II of the Oxford Latin Course and with Traupman’s Lingua Latina, students learn the use of the pronominal system, fourth and fifth declension nouns, passive verb forms, and the ablative absolute. Students investigate some aspect of Roman culture or literature more closely through a project, such as a class presentation on a Horatian ode in the spring semester. Latin IIA, for which the prerequisite is approval by the department, covers the same ground as Latin II but at a faster pace. It aims at a greater variety of readings, including close analysis of original poetry.


*Classes are split into accelerated and standard pace groups.

Classics: Course Sequence

FORM III

Latin I/II/III*

FORM IV

Latin I/II/III/IV*

FORM V

Latin IV*AP Latin

FORM VI

Latin IV*AP Latin


Latin III/IIIA Prerequisite: Latin II or IIAIn the first semester of Latin III, students master the remaining topics in Latin grammar, including indirect discourse, conditional sentences, impersonal constructions, and gerunds. Thereafter, students read excerpts—first adapted and then unadapted—from the standard Latin classics: Cicero, Ovid, Catullus, Horace, and Vergil. Students independently present projects that illustrate literary, political, and social life in the Age of Cicero or Augustus. In Latin IIIA, which is structured as a rigorous preparation for AP Latin, the grammar sequence is completed early in the year, and much of the spring semester is given over to reading in the original. Latin IIIA, for which the prerequisite is approval by the department, covers the same ground as Latin III but at a faster pace. It aims at a greater variety of readings, including close analysis of original poetry and prose, and the study of metrics, rhetorical figures, and literary allusions.

Latin IVAPrerequisite: Latin IIIAThis course is intended for students who wish to pursue the study of Latin beyond the formal completion of the grammar sequence. In part it is a course intended to prepare students for AP Latin, and, as such, a full review of grammar is incorporated at the outset. The course features poetry and prose in alternating years. The main fabric of this course consists of readings in the original (Cicero, Livy, Pliny, and Eutropius in the prose-based year; Catullus, Horace, Ovid, and Vergil in the poetry-based year). Topics routinely covered are: Roman religion, politics, and history; the cultural influence of Greece over Rome; class conflict; and the interaction of Rome and North Africa.

Latin IVB: Life of Ovid/Latin IVB: Roman Civic IdealsEach of these courses is a year-long cultural study and they are offered independently of one another. The readings are largely in English, with important sections considered closely in the original Latin. Students write essays and do research on topics presented in class. The first course focuses on the life and writings of Ovid, with special attention to the political climate of Augustan Rome; the second is a historical survey of the ideas and ideals of citizenship, covering all of classical antiquity from Homer to Augustine. These Latin IV courses are intended for students who wish to continue the study of Latin on a non-AP track.

Advanced Placement OptionAdvanced Placement (AP) LatinPrerequisite: Latin III or IV and departmental approvalThis course is dedicated to reading significant portions of Caesar’s Gallic Wars and Vergil’s Aeneid in the original Latin. The focus is on comprehension of the text and on rhetoric and metrics. Students learn to appreciate political and historical references in the readings. Topics for discussion and for student essays include: Roman imperialism and Roman notions of piety; the interplay between the iconography of Cleopatra and Vergil’s Dido (as well as the modern interpretations of these figures); and the influence of Stoic and Epicurean philosophy on these two authors.


Runako Taylor (Classics) with Upper School Latin students


Student AchievementAt Poly, we measure student achievement continually, thoughtfully, and rigorously. We want to ensure that our students meet or exceed the ambitious goals we set for them. We must also continually assess and refine the effectiveness of our teaching. In the Classics Department, the study of Greek and Latin helps students sharpen their communication skills, positions them to approach linguistic problems with energy, and allows them to assess cultural goods as true connoisseurs.

Latin II students study Latin texts

Our students have evinced excellence in the study of classics in the following ways:

1 Recent strong testing (scores of 4 or 5) on Advanced Placement Latin exam.

2 248 Middle and Upper School Latin students sat for the National Latin Exam during the spring of 2013; 91 won awards, including 3 top “Gold Summa Cum Laude” prizes.

3 Noted author, translator of Rainer Maria Rilke, and novelist Stephen Mitchell ’61 published a nationally reviewed translation of Homer’s The Iliad,in 2013.

Middle School Courses Upper School CoursesCL ASSICS Student Achievement

A Vision for Teaching Computer SciencePoly Is Technology and Digital Learning—Our 21st -Century Goals To be effective leaders and global citizens in the 21st century, Poly Prep students must master a broad range of functional and critical thinking skills related to information management, data visualization, the mastery of new media, and the integration of computing across many disciplines and endeavors. We recognize that today’s students live in a world dominated by technology. Poly students must navigate a world marked by abundant access to information and rapidly changing tools, hardware, software, and means of connectivity. They must also demonstrate the ability to collaborate and make individual contributions to software-driven processes on an unprecedented scale. In order to be successful in the coming decades, our graduates need to understand the role of computer science within our global community and have a strong working knowledge of computer hardware and computer programming.

“Real Time” Instruction Perhaps the greatest learning tool at Poly is the “real time” interaction between talented faculty and students. In computer science, we ensure that personal interaction remains at the heart of a Poly education. Our students work closely with computer science faculty, all experts in their fields, as they learn to access, evaluate, and use information, analyze and create media, and apply technology effectively. Online and remote learning tools are useful, but will never replace the face-to-face instruction that is the heart of our program.

Poly’s New Middle School iPad Program Last year, for the first time, Poly’s Middle School adopted a new iPad program that will advance all our Middle School students’ understanding of technology and computing while enhancing learning across all disciplines. For more information about Poly’s new Middle School iPad program, browse our website at http://www.polyprep.org/msipad.

Developing Information and Media Literacies Poly’s Middle School Computer Science curriculum introduces students to computer literacy by teaching a variety of skills, including: keyboarding, word processing, desktop publishing, database management, spreadsheet development, video editing, animation, and computer programming. Students improve their ability to use a computer as a creative and problem-solving tool and explore cutting-edge software applications. Students learn how to research using the Internet and the online card catalog, and they learn how to use email properly. They also learn to exhibit ethical behavior when using technology. Finally, students acquire the ability to identify and solve routine hardware and software problems that occur during everyday technology use.

Dr. Maya Bentz director of educational technology: grades [email protected]


COMPUTER SCIENCE Middle School Courses Upper School Courses Student Achievement


Preparing Students for Global Opportunities There is currently a desperate global shortage of individuals with advanced computer science skills. Poly’s Upper School has created a pipeline of courses to ensure that all graduates can acquire the computer science skills necessary to further their own educational and career goals. Grade 9/Form III and Grade 10/Form IV students may choose from a variety of introductory level programming classes in preparation for advanced computer studies in Grade 11/Form V and Grade 12/Form VI. As upperclassmen, students may take Advanced Placement/AP Computer Science in addition to enrolling in an advanced independent study course. Recent graduates have completed independent studies in Java Programming, Mobile Device Programming, and Game Mathematics.

Middle School Computer ScienceIn Middle School, we introduce students to computer literacy by teaching a variety of skills, including: keyboarding, word processing, desktop publishing, database management, and spreadsheet development. Students learn how to research using the Internet and the online card catalog, and they also learn how to use email properly.

As Middle School students advance, they broaden their ability to use the computer as a creative and problem-solving tool. With cutting-edge software, they learn to program, edit videos, and create animation. They learn to exhibit ethical behavior when using technology. They acquire the ability to identify and solve routine hardware and software problems that occur during everyday use.

By the time students reach the Upper School at Poly, they are prepared to take advantage of Poly’s advanced computer science offerings and electives, which begin in Form III.

Computer Science: Course Sequence

GRADE 5

Computer Science

GRADE 6

Computer Science

FORM I

Computer Design

FORM II

Computer Design

Student using 3d animation software in Computer Science class6th graders using new iPads to illustrate cell division


Middle School Computer Science Course Listings Grade 5 Computer Science Yearlong CourseIn 5th and 6th grade Computer Science classes, we introduce students to basic concepts of computer programming in a visual context and encourage them to write programs that implement algorithms in Processing, an open-source programming language and integrated development environment. Students learn about the binary numbers, images, storing and moving information, error detection techniques, and searching and sorting algorithms. We explore simple programming ideas through the use of MicroWorlds, a software application that uses the Logo programming language. Students learn how to create video games using Scratch, a software package created by the MIT Media Lab researchers to teach programming basics. We also introduce 5th and 6th graders to Alice, an innovative 3D programming environment that uses graphics and a drag-and-drop interface to facilitate a more engaging first programming experience. Students learn the fundamentals of programming using Lego Mindstorms NXT. They build interactive electronic objects using the Arduino electronic prototyping platform. These various activities and topics promote an appreciation of computer science as a coherent discipline.

Grade 6 Computer Science Yearlong CourseIn 5th and 6th grade Computer Science classes, we introduce students to basic concepts of computer programming in a visual context and encourage them to write programs that implement algorithms in Processing, an open-source programming language and integrated development environment. Students learn about the binary numbers, images, storing and moving information, error detection techniques, and searching and sorting algorithms. We explore simple programming ideas through the use of MicroWorlds, a software application that uses the Logo programming language. Students learn how to create video games using Scratch, a software package created by the MIT Media Lab researchers to teach programming basics. We also introduce 5th and 6th graders to Alice, an innovative 3D programming environment that uses graphics and a drag-and-drop interface to facilitate a more engaging first programming experience. Students learn the fundamentals of programming using Lego Mindstorms NXT. They build interactive electronic objects using the Arduino electronic prototyping platform. These various activities and topics promote an appreciation of computer science as a coherent discipline. Grade 7 Form I Computer Design One Semester Elective CourseThe Computer Design class content consists of various technical exercises designed to familiarize students with vector drawing tools, animation, filming, and programming. Students learn to work in Adobe Illustrator (a professional graphic design software), Adobe Photoshop (powerful image editing software), Flash (professional animation software), GarageBand (software application that allows users to compose a piece of music), and iMovie (video editing software). We introduce students to frame-by-frame motion and shape animations in Flash. They learn to create animated gradients, symbols, and movie clips. We also explore the more advanced concepts of computer programming and encourage students to write programs that implement algorithms in Processing, an open-source programming language and integrated development environment. Students learn about the binary numbers, images, storing and moving information, error detection techniques, and searching and sorting algorithms, but at a more advanced level than in Grade 5 and




Grade 6. The Computer Design students work in collaboration with Drama students to film the “Mockumentary” projects. The students work in groups to create storyboards and characters starting with an original comedic concept devised by the group. Students become skilled at using digital camcorders, filming movies, transferring them to a computer, and editing them in iMovie. Students learn how to create a title, rolling credits, transitions, use video and audio effects, and compose music in GarageBand. Students post their projects online for peer review and reaction.

Grade 8/Form II Computer Design One Semester Elective CourseThe Computer Design class content consists of various technical exercises designed to familiarize students with vector drawing tools, animation, filming, and programming. Students learn to work in Adobe Illustrator (a professional graphic design software), Adobe Photoshop (powerful image editing software), Flash (professional animation software), GarageBand (software application that allows users to compose a piece of music), and iMovie (video editing software). We introduce students to frame-by-frame motion and shape animations in Flash. They learn to create animated gradients, symbols, and movie clips. We also explore the more advanced concepts of computer programming and encourage students to write programs that implement algorithms in Processing, an open-source programming language and integrated development environment. Students learn about the binary numbers, images, storing and moving information, error detection techniques, and searching and sorting algorithms, but at a more advanced level than in Grade 5 and Grade 6. The Computer Design students work in collaboration with Drama students to film the “Mockumentary” projects. The students work in groups to create storyboards and characters starting with an original comedic concept devised by the group. Students become skilled at using digital camcorders, filming movies, transferring them to a computer, and editing them in iMovie. Students learn how to create a title, rolling credits, transitions, use video and audio effects, and compose music in GarageBand. Students post their projects online for peer review and reaction.

Upper School Computer SciencePoly’s Upper School has created a pipeline of courses to ensure that all graduates have the computer science skills necessary to further their own educational and career goals. Form III and IV students may choose from a variety of introductory level programming classes in preparation for advanced computer studies in Forms V and VI.

As upperclassmen, students may take AP Computer Science in addition to enrolling in an advanced independent study course. Recent graduates have completed independent studies in Java Programming, Mobile Device Programming, and Game Mathematics.

FORM IV

Intro to Computer ScienceGame Design & Programming3D Art & Animation

FORM V


FORM VI


Computer Science: Course Sequence

FORM III

Intro to Computer Science


Upper School Computer Science Course Listings3D Art and AnimationOne Semester Elective Course - Grade 10/Form IV through Grade 12/Form VI This course introduces students to graphic design and animation techniques using Adobe Illustrator, Adobe Photoshop, Bryce (3D landscape design software), Poser (program optimized for models that depict the human figure in three-dimensional form), and AutoDesk (3D computer animation software). Students learn basic principles of graphic design and three-dimensional modeling, lighting, textures, effects, animation, and rendering. Students print 3D objects on MakerBot, a printer that transforms student designs from virtual prototypes to material objects. We encourage students to develop dynamic digital portfolios that best reflect their individual styles, experiences, perceptions, and stages of creative development and growth.

Introduction to Computer Science One Semester Elective Course - Grade 9/Form III through Grade 12/Form VI We introduce students to the field of computer science through hands-on, project-based learning experiences in the areas of computer hardware, computer programming, web programming, and web design. In this one semester course, students create webpages and then design and build their own websites using XHTML and CSS, website-building code. After learning the fundamentals of computer programming, students construct a simple game, as well as an original interactive graphics program, which are then added to their websites. Students learn the rich history of computer science and explore emerging trends in the fields of robotics, artificial intelligence, and hacking (network security). Students are also required to conduct independent research and present a project based on their findings at the end of the semester. Through this course, students come to the critical understanding that computer science is its own unique branch of human scientific exploration that will profoundly change the world in the decades to come.

Game Design and Programming Two One Semester Elective Courses (Sequential) - Grade 10/Form IV through Grade 12/Form VI Instructors introduce students to text-based programming, as well as software design and development in the context of video games, during this sequence of two one-semester courses. Students create projects using the Object-Oriented Programming Paradigm to create fully functional, arcade-style computer games. The first semester focuses on 2D Design with 3D programming and design introduced in the second semester. Topics covered in the course include variables and data types, control structures, looping, functions, arrays, and abstract data types. The course uses Processing, a Java-based programming tool and language. Students who take this course explore all the same topics that we cover in Advanced Placement (AP) Computer Science, and students who complete this course have a vastly improved chance to do well on the AP Computer Science exam. No prior programming or computer-related knowledge is required.


Independent Study in Computer Science

With the approval of the department and an instructor, Poly students (generally in Grade 11/Form V and Grade 12/Form VI) may arrange to take independent study in Computer Science. Among the possible topics are:

Q Java ProgrammingQ OS Programming

Other independent study topics may also be available, dependent upon faculty expertise.


Students researching in the PC lab


Advanced Placement OptionAdvanced Placement (AP) Computer Science Yearlong Course - Grade 11/Form V and Grade 12/Form VI Prerequisite: Game Design and Programming and departmental approvalThis one-year course is designed to prepare students for the AP Computer Science exam. The course builds on the concepts taught in Introduction to Computer Science and the Game Design and Programming course by exploring advanced programming topics such as recursion, algorithmic efficiency, dynamic memory allocation, stacks, queues, linked lists, binary trees, and other data structures. If time allows, the course will also include other topics not normally covered by the AP Computer Science exam that are of particular interest to enrolled students. In the past, such topics have included digital switching circuits, Monte Carlo estimation methods, advanced algorithms, artificial intelligence, and 3D rendering. Students completing this course should be well prepared for the AP Computer Science exam.

Student AchievementAt Poly, we measure student achievement continually, thoughtfully, and rigorously. We want to ensure that our students meet or exceed the ambitious goals we set for them. We must also continually assess and refine the effectiveness of our teaching.

In the Computer Science Department, we use many tools to evaluate student learning, ranging from how successfully a Middle School student conducts online research to how successfully an Upper School student applies artificial intelligence when designing a game. Through homework assignments, in-class exercises, collaborative projects, and quizzes and tests, the computer science faculty assesses each student’s mastery of curricular skills.

Form II Digital Design student work

Our students have also evinced excellence in Computer Science in the following ways:

1 Recent median testing score of 4 on Advanced Placement Computer Science exam

2 Successfully completed independent studies in both Java and IOS Programming


A Vision for Teaching EnglishPoly Is Literature—Our 21st -Century GoalsLiterature offers a unique window onto our increasingly diverse and global world and provides students with the opportunity to wrestle with challenging ideas and ethical dilemmas through complex narratives, voices, and characters. In examining works of literature from cultures, eras, and philosophical perspectives that are often unlike their own, Poly students learn to embrace difference while solidifying their own personal views, a key 21st -century skill.

A Foundation in the Study of Writers and TextsThus, literature is the foundation of Poly’s English program. We teach both canonical and contemporary writers and texts, in English and in translation, from Shakespeare and Mark Twain to Athol Fugard and Gabriel Garcia Marquez. No matter whose work is the object of study, however, we strive to provide students with an understanding of the global literary heritage they have at their disposal, and to give them glimpses into the works of new or unfamiliar voices from the past and from many different parts of the globe that may resonate with their own diverse experiences.

Our Comprehensive SequencePoly has designed its 5th-12th grade English program as a comprehensive sequence of training in reading and writing that allows students to achieve our vision step-by-step. In each grade, in a developmentally appropriate fashion, we build a foundation for thoughtful reading and eloquent writing through our study of vocabulary, usage, and the conventions of language. Poly students learn to examine texts with a critical eye and find layers of meaning in a variety of styles (fiction, poetry, and nonfiction). Our students also learn how language creates meaning through grammar, diction, and style.

An Emphasis on Writing and ThinkingAt Poly, we emphasize writing and thinking as deeply interdependent processes. As the British novelist E.M. Forster once famously quipped, “How can I know what I think until I see what I say?” Throughout their course of study, Poly students hone the skills necessary to write convincingly for a variety of purposes and audiences, and each establishes his or her own distinctive style and unique voice in writing. Our program helps them to develop confidence and eloquence when verbally expressing their ideas to others.

Poly students learn not only how to write about the worlds they find in literature, but also how to rewrite their own world, to create it anew. We examine writing as a process, one that requires constant practice. Students draft papers in a variety of modes. They also refine them with feedback from their teachers and peers in a workshop format and polish them with an eye toward publication. To that end, we encourage students to submit their work to Poly student publications, as well as to journals and contests outside of school.

Marisa Gomez english department [email protected]

ENGLISH Middle School Courses Upper School Courses Student Achievement



Middle School EnglishIn the Middle School—to build a strong foundation for the study of literature, writing, and thought—all students in each grade take the following sequence of English courses. Starting with the transition from the Lower School, Middle School students acquire greater mastery in the study of literature and enhance their fluency in written and oral expression.

Poly’s English Department has carefully chosen developmentally appropriate course themes in each grade. These themes build incrementally, helping students to expand their understanding outward—in terms of genre, textual analysis, and expression—and within—in terms of self-awareness and the understanding of others.

In the course of reading and writing, we reinforce rules of spelling and grammar as students gain greater sophistication each year. Ultimately, Poly 8th graders will finish Middle School well prepared for the intellectually demanding Upper School literature and writing curriculum.

Middle School English Course Listings English 5: The Walls We Build and What Lies BeyondThe journey of 5th grade English begins as you pass through a magic tollbooth into an exciting world of ideas, words, and mysterious characters. Just like the protagonist of our first novel, The Phantom Tollbooth, you will be spirited off to a new land that stretches the imagination and offers fresh perspectives on yourselves, and on life in general. One of the many fun and challenging activities in our fantasy unit includes a wacky way to study vocabulary: we “plant” word parts (including roots, prefixes, and suffixes) and then “grow” them in a vocabulary orchard—except our trees grow words, not leaves or apples! The unit culminates in a huge celebration, Phantom Tollbooth Day, where everyone dresses as a character and engages in an afternoon of student-written scenes and carnival-style games and treats, all inspired by the book.

Moving from fantasy to historical fiction, we trade in our magic tollbooth for a time machine and travel back to meet a famous author from the Harlem Renaissance, Zora Neale Hurston, when she was a young girl growing up in Florida. Zora and Me is written as a fictionalized memoir by Hurston’s best friend, telling of the adventures and escapades the girls embark on. From Florida, we head to the enchanted world of Tuck Everlasting, where we meet a family with a perilous secret and a child who must decide how much she is willing to sacrifice to keep the dangerous truth under wraps. Using Tuck Everlasting, we will learn to write literary analysis papers where we come up with original interpretations of the text, and then support our ideas with evidence from the book. The professional, complex essays that you will craft upon this unit’s close will amaze you!

5th grade English


English: Course Sequence

GRADE 5

The Walls We Build and What Lies Beyond

GRADE 6

The Quest for Identity

FORM I

A Sense of Place

FORM II

Coming of Age

Finally, we conclude the year with E.L. Konigsburg’s The View from Saturday, where we join a group of kids who comprise their middle school’s quiz bowl team. In a fierce trivia competition, we learn each kid’s backstory and come to understand what real life experiences have led him/her to be able to buzz in with the right answer. Just as the characters in The View from Saturday spent a good deal of time learning about topics that interest them, we, too, will research topics that interest us. Then we will write about the process and about our findings in an “I-search” paper.

In addition to all the texts we cover as a class, you will have an individualized reading book that you will be working on, independently, at all times. Using these self-selected books, you will have the chance to apply and hone the strategies and approaches we study together. From reading to writing, and from word study to grammar and usage, the power of language will come alive—and you will learn to harness it!

English 6: The Quest for IdentityThis course’s theme is self-discovery, and we begin our journey even before stepping into the classroom, with our summer reading book, Wonder by R.J. Palacio. In this realistic novel, the brave protagonist, Auggie Pullman, faces serious physical challenges and moral dilemmas, all while trying to navigate the tumultuous world of middle school. Our quest continues, in the classroom, where we meet other sympathetic characters trying to make their way in strange and new environments. Some particularly memorable ones include Roger, a sly pick-pocket from Langston Hughes’s short story, “Thank You M’am,” Gretel, a determined heroine from Adam Gidwitz’s fairytale mash-up, A Tale Dark and Grimm, and the ever-precocious Alice from Lewis Carroll’s formative children’s classic, Alice’s Adventures in Wonderland. Using the iPad, we learn to annotate our texts, color-coding as we practice different reading strategies, such as questioning, identifying themes, and making inferences.

While becoming acquainted with characters in our reading, we literally learn to walk in their shoes, taking on their voices in our creative writing. We even have the opportunity to workshop some of your pieces under the guidance of author, Adam Gidwitz! There is also much room for debate in this class, and you will be called upon to form opinions about the books we read and real life. You will learn to articulate these opinions persuasively in your writing. Collaboration is a key element to this course, and you will work in small groups to polish your writing skills and to share and enjoy book club selections of your own choosing. You will also work alongside your classmates to plan and execute our annual Alice Tea Party, where we transform Commons Hall into Lewis Carroll’s fantastical Wonderland. Our quest ends with an exploration of heroism in two very different novels, The Outsiders by S.E. Hinton and The Giver by Lois Lowry. While one is set in honky-tonk Tulsa, Oklahoma, in the 1960s, the other is set in an eerie and secluded community in the future. In both of these novels, heroes emerge in unexpected places, their actions forever changing their communities.

English 7: A Sense of PlaceHow would you like to run away with Tom and Huck and spend the day fishing along the Mississippi River? What about returning to Salem and attending the trial of a young woman accused of witchcraft? Or would you like to receive a check for $10,000 that could change your life? Perhaps you would enjoy working on the Tyler Ranch along with George Milton and Lennie Small? Our theme in 7th grade English is the significance of setting and how it can inform the events in a story and the identities of its main characters. The year’s exploration consists of reading and writing about texts that include, Of Mice and Men, A Raisin in the Sun, The Witch of Blackbird Pond, Going Where I’m Coming From, and various selections by Mark Twain. Using iPads, we will analyze the great comic love story, “A Midsummer Night’s Dream” by William Shakespeare, with illuminating visuals and compelling video performances. iPads will also enable you to read ibooks and annotate texts in colorful ways, while you immerse yourself in creative projects, such




as monologues, dramatizations, and mock trials. Meaningful discussions, using literature circles and “fishbowls” (a teaching technique involving group inquiry and observation), will unlock the mysteries of the relationships between characters and their surroundings as we answer the following questions: How does each character’s sense of place affect his or her sense of self? What internal and external conflicts do these places reveal?

English 8: Coming of AgeAs any thirteen-year-old can attest, growing up can be a confusing time, where we often feel like we have one foot in adulthood and one in childhood. After all, what does it mean to truly be a kid? What do you need to do in order to be considered a full-fledged adult? Furthermore, how can we tell when a kid becomes an adult, or even if you ever fully grow up? Our Form II English curriculum focuses on the central theme “Coming of Age,” with an emphasis on our various protagonists’ rites of passage. What do we gain as we come of age? What do we lose? How are Scout Finch, Marjane Satrapi, Reuven Malter, and Holden Caulfield challenged by the societies in which they live, and what do they make of the defining experiences that seem to push them beyond the threshold of childhood? Classroom debates abound as we seek clarity and understanding from those characters that are not so different from ourselves. In addition, students investigate notable nonfiction works, such as James McBride’s New York Times bestselling memoir, The Color of Water, and Rainer Maria Rilke’s Letters to a Young Poet. McBride challenges our perceptions of those closest to us in revealing interviews with his mother, propelling us to thoughtfully examine our own familial dynamics. Socratic seminars (a teaching strategy involving student inquiry about—and discussion of—open-ended questions) allow us to respond to Rilke’s philosophy of solitude, love, and the art of writing poetry. As we revisit our past and envision our futures through an amalgam of texts, dialogues encourage us to reach beyond what we have always known to be true.

Upper School EnglishIn the Upper School, we extend the fluency in the study of literature, writing, and thought that our students have already acquired in Middle School. Our Upper School English curriculum starts with a required course for all students in both 9th and 10th grades as students advance to a more complex understanding of language, genre, voice and style, both in the writing of others and their own.

Our English curriculum adds many further options for 11th and 12th graders including exciting electives such as Modern Poetry, Film and Aesthetics, Latin American Literature, and Literary New York. We also encourage juniors and seniors to consider our rigorous Advanced Placement (AP) English Language Seminar and AP English Literature courses.

With departmental approval and the appropriate instructor, highly motivated students may take independent study as juniors and seniors. Seniors not taking AP English courses in the fall of their senior year enroll in our dynamic Senior Seminar, where students refine the critical writing and reading skills they have developed during their first three years in the Upper School.

Several of the 2013 Middle School Bearns winners


Writing opportunities abound in the curriculum and in extracurricular settings. Sophomores, juniors, and seniors may enroll in A Writer’s Life to develop talents as writers of fiction, poetry, and creative nonfiction. The English Department also offers workshops in fiction and poetry. Student publications–such as The Poly Arts Journal, The Polyglot (our yearbook), and The Polygon (our student newspaper)—offer committed student writers the chance to conceive, design, edit, and write for the entire Poly community.

Ultimately, Poly 12th graders will finish Upper School prepped for the rigors of college writing across many disciplines. Poly seniors also graduate with a sophisticated ability to ground thematic perceptions in close textual analysis, make cogent arguments, formulate their own ideas, and imagine the inner lives and points of view of characters very different from their own.

Upper School English Course ListingsEnglish 9: Literary AwakeningsRequired in Form IIISeeking the universal in the specific, 9th graders dive into stories of multiple genres and lengths to connect writers’ singular visions to a shared human experience. How can tales of a supermarket clerk’s crush on unknown girls, or a modern-day Native American’s lost regalia, or a renegade scientist’s obscure, doomed experiment on himself become revealing to us? Why do they compel us? In the fall, we explore the self and its multiple, contradictory, sometimes warring facets. In the spring, we grapple with the confrontation of self and world, and the struggle to assert individual goals, values, and dreams in the face of society and nature. With all its vast potential and severe limitations, the environment we navigate can be uncomprehending, indifferent, or even hostile, much as it may also astound and delight us. Witnessing the journeys of the characters we study informs our own life choices.

In this introduction to Upper School English, students develop reading, writing, and critical thinking skills while studying a selection of both classic and modern texts in a variety of genres. Diverse literature from writers such as Charlotte Brontë, Athol Fugard, Zora Neale Hurston, Julie Otsuka, William Shakespeare, and Robert Louis Stevenson pushes students to discover, name, and discuss how themes both reflect and transcend time, place, and culture. A 9th grader might find herself looking at artifacts to recreate the world of Henry Jekyll in 19th -century London, composing an essay examining imagery and metaphor in a Walt Whitman poem, or creating visual and verbal elements of a proposal to adapt a novel to film. Teaching toward a process of writing is also fundamental to this course. As students draft, workshop, and revise, they become confident academic writers, questioning and analyzing literature closely while retaining a singular voice and point of view.


Staff of the “Poly Arts Journal”


English: Course Sequence

FORM III

Literary Awakenings English Electives

FORM IV

The Modern ProblemEnglish Electives

FORM V

The American ExperienceAP English Language SeminarEnglish Electives

FORM VI

Senior SeminarAP English LiteratureEnglish Electives


English 10: Exploring the Modern ProblemRequired in Grade 10/Form IVEnglish 10 is devoted to exploring what it means to live in a quickly evolving contemporary world. The course, organized by theme rather than chronology or region, poses difficult questions about what we term “the modern problem”: the effects of cultural collision, the death of traditional power structures, the dismantling of gender roles, and the significance of literature in our increasingly complex, connected, and technological world. The course also grapples with the elusive, deceptive construction of meaning through language, confronting its inherent unreliability. Students themselves learn to lead class discussions, posing our central seminar questions, drawing attention to significant passages, and giving presentations on the provocative moments in our texts. Thus, students interact with the readings not simply on the levels of plot and character, but also as an ongoing, collective examination of ideas ultimately, unresolved problems about how to negotiate modern life. Texts from writers such as Camus, Garcia Marquez, Huxley, Ibsen, Kafka, and Shakespeare, as well as a wide variety of canonical and contemporary poets, offer rich worlds for us to explore. Teachers supplement this literature with nonfiction, personal narrative, and films (The Truman Show, Catfish, and Wall-E, among others). Students’ writing on these works arises from their own discussion and inquiry, with a goal of honing their ability to articulate rich and promising ideas and defend them in sharp, clear prose. The essay is our focus in English 10, presented as the ultimate mode of self-expression—one in which a lively, questing, and deep dialogue with literature empowers us to make purposeful choices. The 10th grade also offers opportunities to write creative nonfiction, fiction, and poetry, as well as to explore emerging forms of writing in the realms of social media and technology.

English 11: The American ExperienceRequired in Form V To be good citizens and participate fully in the great process we call democracy, we must understand the nation of which we are citizens, with all of its glory and flaws. In junior year, on the cusp of acquiring the right to vote and shape our nation’s future, it is imperative that our students learn the culture and history that shaped our past and informs our present. The pulse of the American Dream that we find beating in the pages of The Great Gatsby and Goodbye, Columbus; the ache of righteous protest and social disturbance that strafe The Crucible and Narrative of the Life of Frederick Douglass, an American Slave; even the rumble of change that shakes the lives in Sula and Cat on a Hot Tin Roof inform the way we make sense of the United States’ history through the literature it has shaped. We read to learn what underpins the country’s greatest impulses and heartaches. By contrast, we write to make an impact on today. Our work on analysis and critical thinking is all in the service of crafting vital, dynamic prose that might shake loose the old chains and urge forward a better tomorrow. English 11 aims to create thinkers, readers, and writers who have a nuanced grasp of the great experiment called the United States of America.

Senior SeminarRequired for all non-AP Form VI students in the fallThis senior writing course focuses on creative nonfiction. In his description of the genre, Lee Gutkind, the founder of Creative Nonfiction magazine, writes, “In some ways, creative nonfiction is like jazz—it’s a rich mix of flavors, ideas, and techniques, some of which are newly invented and others as old as writing itself. Creative nonfiction can be an essay, a journal article, a research paper, a memoir, or a poem; it can be personal or not, or it can be all of these.” With this as our inspiration, students write and revise various essays in many different modes such as narrative, descriptive, argumentative, and analytical. Essayists such as George Orwell, Annie Dillard, E.B. White, Joan Didion, Alice Walker, Brent Staples, Edward Abbey, and Langston Hughes provide models for our work. In discussing how these writers construct their pieces, we gain insight and inspiration for our own work.


An integral component of the class involves the “seminar” aspect. The workshop model actively engages writers in the act of making and receiving feedback and constructive criticism from their peers. We discuss what “works” in a piece of writing, and what could “work better.” We gain new perspectives, seeing that there are many ways to write powerfully and movingly. Students often find a kindred spirit or a perceptive critic in a classmate; these writing partnerships generate profound growth. Equally important is our ability to reflect upon our own work with an eye toward improvement. Thus we maintain a portfolio throughout the semester, engaging in self-analysis with each piece. Whether we are describing a place dear to our hearts, justifying an obsession with something that might seem utterly superficial, chronicling an exciting experience, or profiling someone new in our lives, we find ourselves and strengthen our voices with each piece of writing.

Advanced Placement Courses AP English Language and Composition SeminarElective for Form V; prerequisite: departmental approvalNote: This course is open to Form V students in the spring term, and is to be taken in addition to English 11 These two courses, in tandem, prepare students for the AP English Language exam.In his classic work, Rhetoric and Poetics, Aristotle writes, “It is absurd to hold that a man should be ashamed of an inability to defend himself with his limbs, but not ashamed of an inability to defend himself with speech and reason; for the use of rational speech is more distinctive of a human being than the use of his limbs.” In AP English Language and Composition we examine the art of rhetoric: how a speech can embolden us to act; how an essay can move us from interest to ardor in a matter of paragraphs; how a few carefully crafted sentences can engender profound empathy. With writers such as Ralph Waldo Emerson, George Orwell, Martin Luther King Jr., Toni Morrison, Annie Dillard, and Francine Prose as our teachers, we are surrounded by voices that sing from the page and offer us the opportunity to luxuriate in the richness of the English language.

But images, too, are created with rhetorical purpose, and to that end we make a study of political cartoons, advertisements, and documentary films. These mediums offer new questions for us to consider. When does a cartoon step over the line? What makes a magazine ad enticing? Can a documentary ever be unbiased? We view the world with a critical eye, seeing every television commercial, political speech, and op-ed piece more sharply. We engage actively in the writing process with the regular writing and revision of analytical and reflective drafts. We examine how structure, language, and style enhance authorial purpose and convey meaning. In her Nobel lecture, Toni Morrison stated, “Word-work is sublime because it is generative; it makes meaning that secures our difference, our human difference—the way in which we are like no other life.” And so, we engage in the art of “word-work” each day.

AP English LiteratureElective for Form VI; prerequisite: departmental approval Note: This courses prepares students for the AP English Literature exam.“As we tell stories about the lives of others, we learn how to imagine what another creature might feel in response to various events. At the same time, we identify with the other creature and learn something about ourselves.” So writes the American philosopher Martha Nussbaum. Memorable and meaningful works of literature delight and inspire us. They invite us to explore worlds both familiar and unfamiliar. They also challenge us with difficult questions. How do we find meaning in the face of a finite existence? Why must we suffer? How can we rise above our limitations? Where




do we find joy? When we read Euripides’ Medea or Shaffer’s Equus, we confront madness. When we read Shelley’s Frankenstein or Sophocles’ Oedipus, we confront hubris. Shakespeare’s Hamlet and Morrison’s Beloved speak to us of profound cruelty and loss. But all is not tragic. Offred in The Handmaid’s Tale and John Grady in All the Pretty Horses show us unwavering courage and hope. We learn to celebrate the seemingly small moments in our lives, as did Joyce’s Dubliners. We find humor in the most absurd of experiences with Stoppard’s Rosencrantz and Guildenstern, and Beckett’s Didi and Gogo. With each of these texts we return to our central question: What does it mean to be human? Our writing is shaped by our conversations and meditations on these texts. Literary analysis is our primary writing focus, and students hone their critical thinking skills as they examine texts closely. Literary analysis allows us to contextualize such seemingly unwieldy questions; in anchoring our interpretations to the text, we express an understanding of a particular work in a particular era with a particular viewpoint. Other forms of writing allow us to reflect upon these viewpoints and compare them to others. In all our writing, we develop our individual voices and gain sophistication and fluency. Ralph Ellison’s narrator in Invisible Man calls for our awareness that “the world is a possibility if only you’ll discover it.” AP English Literature is about discovering the possibility of the world.

ElectivesDebateElective for Forms IV, V, and VIIn Debate, conflict, confrontation, and clash are celebrated and rewarded. Students are taught how to develop their own voice—literally and figuratively—and to assertively advocate both their point of view and the opposing point of view. In the past, students have debated gun control, the rise of China, climate change, and Latin American anti-drug policy, among other “hot topics.” All students will learn and perform three persuasive speaking events: public forum debate, extemporaneous speaking, and original oratory. Students who are interested in the more theatrical events like dramatic interpretation and humorous interpretation will also receive instruction in and an opportunity to perform those events. Students are required to compete in at least one interscholastic tournament. Many students choose to compete in more tournaments and become active, ongoing members of the Poly Speech and Debate Team, which competes successfully on a local, regional, statewide, and national scale.

The Writer’s LifeElective for Forms IV, V, VITo live the life of a writer is to live with your ears and your eyes open, to be attuned to the music of strangers’ conversations and the beauty of both the commonplace and the unusual. To live the life of a writer is to carry snippets of stories and poems in your head, to feel compelled to bring those stories and poems to life on the page of a notebook or the screen of a computer. In The Writer’s Life, students study the art of writing, practicing what they have learned from masters of the genres. The workshop structure of the course allows students to receive continual feedback. Pieces are likely never truly “done,” but with each new draft they move closer to the writer’s vision. By maintaining a portfolio of their work, students can chart their growth as writers. Students also enter writing contests, participate in readings of their work, and have the opportunity to attend readings and author events in New York. Anaïs Nin writes, “We write to taste life twice, in the moment, and in retrospection…We write to be able to transcend our life, to reach beyond it. We write to teach ourselves to speak with others, to record the journey into the labyrinth.” We invite all students to write their stories for others to hear.


Film and AestheticsElective for Forms V and VIFilm can be regarded as the realization of an aesthetic dream, the embodiment of an artistic ideal that predates the actual discovery of cinema. Film raises and explores problems of reality, perception, meaning, and consciousness that are a vital part of our daily world. Often, the camera exposes us to ourselves, to our foolishness and our dreams, through both comedy and pathos. In a letter to his friend, John Keats writes that “the Imagination may be compared to Adam’s dream—he awoke and found it truth.” What is Adam’s dream? As he sleeps, Adam envisions a lovely shape, someone like himself but alluringly different—Eve. His dream becomes the vision of Eve, the human companion for whom he had asked and who will be the impetus for his fall

into reality/history, and for his eventual recovery from that fall. In an 1819 letter to a friend, Keats transposes this dream to the nature of imagination, a process similar to how the practical creation of film involves a complex interchange with reality. A narrative film seeks to become, like Adam’s dream, a highly structured counter-reality that, through imaginative power, makes itself real by structuring or destructuring our own complacent reality.

For this class, Keats’ metaphor represents an accurate version of our experience of the art of film. As we sit in the dark, alone with our fantasies, in front of the screen, we may become like Adam as we rediscover the world. If this creative experience works, we awake to find it true: the film ends, and we go back into the world, which, ironically, has been there all along, but the film has helped us to reshape in our own image. We have the opportunity to understand that our dreams, not the filmic illusions but those the film forces us to recognize, become what is most true about our imaginative lives. The study of film becomes an enrichment of our imagination so we never have to separate from ourselves. Reality, fantasy, dream, and consciousness all need form and language in order to be understood: What do we mean? Why do we assume the exact meanings that become so important to us? When Adam was in the Garden, he gave language, or meaning, to all the animals around him. Because we are now heirs to his language, we are faced with the more precarious task of trying to name both Adam and ourselves. The art of film is involved in the same enterprise, the creation of another such language to contain what is both inside and outside of us.

“Tell me what you see and what you think it means,” Lisa tells Jeffries in Alfred Hitchcock’s Rear Window (1954). As we watch, it is her words that evoke a process of vision and interpretation, inference, and intellectualization that will become implicit as we “read” any film. When Jeffries says, “I just want to find out what’s the matter with the salesman’s wife,” he articulates our wish about this film—to uncover what happens. Just as characters in a film collaborate to produce the meaning of their world, we, too, collaborate to create the significance of the film for ourselves. In our study of film, we will shift from the question, “What does the film mean?” to “What do we want from this film?” Near the end of Hitchcock’s film, Thorwald, the villain, says to Jeffries, “What is it you want from me?…Tell me what you want?” a question that might as well have been addressed to us. By seeing into the lives of the different characters in the films we study, we begin to understand how they encounter and work to resolve problems. And in doing so, we are able to identify with them and to share their experiences, a process that leads us to be more alert to our own imagination—to awaken and discover truth.


Josina Reaves as photographed by Aliza Eliazarov for “The New York Times”



Literary New YorkElective for Forms V and VI“There’s nothing you can’t do/Now you’re in New York,” sings Alicia Keys in Jay-Z’s song, “Empire State of Mind.” While Keys gives voice to New York’s sense of promise and hope for uplift, Martin Scorsese’s portrait of New York in Taxi Driver depicts the city’s dirt and grit. New York City seems founded on progress, on the bulldozing of what has been for the draw of what is to come. Writer Luc Sante tells us, “The lure of the new is built right into its name.” If this relentless quest for the next big thing motivates New Yorkers, as Jay-Z would have us believe, the same spirit of change can alienate, erase the past, and make us all anonymous. “As usual in New York, everything is torn down,” James Merrill writes in “An Urban Convalescence.” Success in New York, Merrill suggests, is fleeting—a kind of glamour built on the quicksand of the city’s history. To be heard here is at once to be forgotten.

This course gives us the opportunity to get a feeling for New York City’s literary past and present. We will read and interpret novelists, poets, and filmmakers who once found and continue to discover their muse in the city. How do these authors and artists represent our hometown? Does Gotham have its own unique character? What, if anything, makes the writing and cinema of New York distinctive? In the process of studying New York, you will be building it anew, remaking the city in your own image. As New Yorkers soon to leave the place in which you grew up, you will create a new self out of the memories from your metropolitan pasts.

Men and Women with Weapons Elective for Forms V and VIWhat does a narrator imply when he narrates, “Soldiers and women. That’s how the world is. Any other role is temporary. Any other role is a gesture”? Is it false that “a true war story is never moral”? When an imperial colonel who tortures nomads claims, “Pain is truth: all else is subject to doubt,” is he correct? Does having another man’s life in the palm of one’s hand (by way of a .38 Special) make “all the difference”? Would you believe an unnamed outlaw who says there is kindness in the heart of someone who shoots his friend because “his left hand didn’t know what his right hand was doing”? The aforementioned questions are among those this inquiry-based course asks students. A book list that both professes and undresses the romance of rebellion usually includes the following titles: J.M. Coetzee’s Waiting for the Barbarians, Chester Himes’ If He Hollers Let Him Go, Denis Johnson’s Jesus’ Son, Tim O’Brien’s The Things They Carried, and Jeanette Winterson’s The Passion. While weaponry proves to be an elastic concept, as well as a concrete necessity, and notions of gender both remain static and shatter, the books, although set in different places (from Venice to Venice Beach) and during different times (from the Napoleonic era to World War II), have in common the chronicling of dangerous risk-taking as an act of recovery. For, it is in that recounting of violence that narrators attempt to alter their circumstances. Most class meetings invite students to look closely at, and to listen to, literary language generated by authors interested in merging and imploding fixed genres. Moreover, in these gatherings, initial writing prompts propel participants into discussions that ideally lead to understanding, imagination, and empathy. Assignments offer students chances to write critically, creatively, and personally, with additional opportunities for students to present their papers in a conference-like atmosphere and for students, in a shared capacity, to perform readings of entire works aloud to honor the sounds of words as redemptive weapons.

Independent Study in English

With the approval of the department and an instructor, Poly students (generally in Grade 11/Form V and Grade 12/Form VI) may arrange to take independent study in English. Among the possible topics are:

Q PlaywritingQ Poetry WorkshopQ Creative WritingQ Works by Anton Chekhov (Russian Literature in translation)




ShakespeareElective for Forms V and VIWhy is William Shakespeare still the most quoted poet and most regularly produced playwright of our time? For students who wish to answer this question and enhance their appreciation of the greatest writer in the English language, this course offers the skills they need to comprehend his poetic language and his thematic relevance to our contemporary world. Through a close reading of three of Shakepeare’s plays, students will learn strategies to read the text accurately and imaginatively. Recent syllabi included Richard III, Twelfth Night, King Lear, Hamlet, Henry IV (Part 1), and Antony and Cleopatra. In discussions, various writing tasks, and more formal essays, students will gain a deeper understanding of what they have read. Students will also explore performance elements through a series of in-class activities, film clips, and usually a trip to a live production. Students should leave the class confident in their ability to read and view more of Shakespeare’s plays with greater depth and appreciation.


In the English Department, we use many tools to evaluate student learning, including reading and homework assignments, in-class writing exercises, analytic or expository essays, personal essays, journals, oral presentations, quizzes, tests, and other assessments.

Upper School English students engage in a discussion

Our students have evinced excellence in writing and the critical study of literature in the following ways:

1 Writing achievements that include significant and increasingly stronger outcomes on SAT, WRAP, and other standardized tests that assess their writing

2 Exceptional recent results on the Advanced Placement English Language and Literature exams (a mean score of 4 with 30+ testers)

3 Four recent Poly students were recipients of the highly selective National Council of English Teachers awards for excellence in student writing

4 Wide participation through our creative writing elective (A Writer’s Life) and the school’s literary journal (Poly Arts) in citywide workshops and forums, including The Day of the Poet and Literary Brooklyn

5 Last year, a Poly senior was accepted into the Young Playwrights Inc.’s Advanced Playwriting Workshop for 2011-2012



A Vision for Teaching HistoryPoly Is How the Past and Future Interact—Our 21st -Century GoalsPoly’s History Department, privileged by its talented teachers and curious, insightful students, grapples with the past—and its implications for the present and future—in deliberate ways on a daily basis. Our goal is to help students, and by implication, ourselves, to interpret a past we will never fully encounter. We do so because, as John Lewis Gaddis argued, “Historical consciousness helps to establish human identity...it’s part of what it means to grow up.”

At Poly, understanding the past is an appropriately difficult and confounding endeavor, one that hopefully poses more questions than it answers. Consistent with the school’s new mission statement, the History Department draws on the rich materials of history and the social sciences in order to inspire our students to think and act with intelligence, imagination, integrity, and a sense of social responsibility.

Learning the Past to Chart the FutureAt Poly, we challenge our students to appreciate the ways in which the past both constrains and liberates them in their pursuit of civic responsibility. The constraints are easy to identify (if often more difficult to understand): The decisions of past generations have closed certain paths to us or made them almost impossible to pursue. On the other hand, understanding such decisions and determining when the conditions that created them no longer apply can be the most liberating experience of which humans—whether as individuals or collectively—are capable. Poly students grow to realize that they make their own present and chart their own future only to the extent that they understand the past.

Preparing Global CitizensPoly prepares its students for success in work and life. To ensure such success, our 5th-12th grade history curriculum ensures that students gain the knowledge, skills, and expertise to become responsible global citizens. Our priorities are to promote analysis and analytical thinking, foster question-based inquiry born of curiosity, and facilitate the communication of sophisticated ideas. At each grade level, our teachers creatively use discussion-based curricula that challenge students to understand history and its consequences.

Beyond the Gates of PolyOur students share their work within the community through student-led lectures, blogs, and published works. We also ensure that our instructional boundaries extend beyond the classroom through curriculum-based trips, interactions via Skype with students abroad, and externships that allow for engagement with the world outside of Poly’s gates.

Michal Hershkovitz, p’16, p’18 history department [email protected]

HISTORY Middle School Courses Upper School Courses Student Achievement

Middle School HistoryThrough an exploration of both American and world history, Middle School students increasingly develop their reading, writing, research, and study skills in Grades 5 through 8. At the Middle School level, students are challenged to examine the past as a way to better understand the present.

In Grades 5 and 6, history is taught through interdisciplinary themes and its content is woven across the curriculum. Annual events, such as the Ancient Civilizations Festival, celebrate a yearlong thematic study that includes research, oral presentations, essays, and collaborative projects.

Grades 7 and 8 students return to U.S. and world history for an in-depth study of both. Through these courses, they closely examine primary and secondary source documents, complete research projects, participate in enriching field trips, and prepare for the demands of Upper School history curriculum.

Middle School History Course Listings Grade 5: American JourneysFifth graders take a series of “American journeys” in order to learn the history and geography of the United States, as well as develop important research, writing, and study skills. Throughout the year, primary source documents form the basis of our study. As we “journey” with the various historical figures we study, imagining ourselves living their lives and roles, we become, like the best historians, history detectives; together, we seek glimpses of the past left behind in photos and writings in an effort to piece together the puzzle that previous generations have left behind. We start the year by traveling back in time to 1803 to help plan the trip west with Lewis and Clark and the Corps of Discovery. We read excerpts of their journals, examine their actual supply list and budget, and use these original documents to create our own corps. Our second journey sends us back to 1844 to travel west in wagon trains. Each student is given an identity and works as a member of a wagon train group to tackle problems that typically arose during these journeys. Diaries of children who traveled west in wagon trains allow students to craft similar journal entries. Later in the year, we journey to freedom on the Underground Railroad, learning about stationmasters who hid slaves, the conductors who led them from station to station, the publicists who wrote about slaves’ lives, and fugitive slaves themselves, who risked their lives in order to gain freedom. An interdisciplinary Freedom Festival at the conclusion of this journey allows students to share their research about the Underground Railroad, as well as complementary work done in English, math, science, and arts classes. Spring brings us along the route of the Iditarod in Alaska; we run our own “dog sled” race through campus! In class, students learn about life in Alaska, Native American groups, and Alaska’s inclusion in the United States. We


6th grade iPad tour of the Brooklyn Museum


History: Course Sequence

GRADE 5

American Journeys

GRADE 6

Civilizations of the Ancient World

FORM I

United States History

FORM II

Medieval World History


end the year by engaging in the journey that brought our families to the United States: Here we consider the changing face of New York City, delve deeply into the life of new immigrants at the turn of the 20th century, and become photojournalists in order to document the varied backgrounds of New York’s inhabitants today. Our last journey is a four-week “road trip” through the continental United States. Working in groups, students gain new appreciation of the varied nature of their country and its numerous local histories and attractions. Our goal throughout is to nurture students’ curiosity about their country, probe its multifaceted history, and build the academic skills necessary to pose increasingly complex questions about who we are as Americans.

Grade 6: Civilizations of the Ancient WorldOur Grade 6 history curriculum engages students through a process of self-discovery and interactive pedagogy. History comes alive through dynamic and hands-on activities that are student driven. During the course of our year together, students will “excavate” Shang Dynasty tombs and the early South Asian settlement of Mohenjo-Daro; plan, present, and debate on efficient water management systems in early Sumerian city-states; assume the roles of Roman historical figures to learn how the military expansion of the Roman Republic affected Rome; take a “riverboat” tour of ancient Egypt to learn about the monuments and the pharaohs who built them; and assess Alexander the Great’s military career from the perspectives of the conqueror or the conquered. Our students’ experience of ancient history will be further enriched by our use of primary sources and artifacts in our activities, as well as educational field trips to the galleries and collections of The Metropolitan Museum of Art and The Brooklyn Museum. We will explore how civilizations rise and fall, what makes a given person or place “civilized,” and what ancient civilizations mean to us in the present time. We will try to answer these enduring questions by examining each civilization through a thematic rather than a chronological approach to our study of the ancients. We will analyze how geography shaped the rise of ancient civilizations; trace the beginnings of each civilization; examine their political, social, economic, and religious structures; and appreciate respective civilizations’ lasting legacies in our modern world.

Grade 7/Form I: United States HistorySeventh graders delve into American history by searching for the answers to many enduring questions. Which events in the past have strengthened American society and which have weakened or threatened our national stability? What is the role of the individual in our society? How do individuals contribute to improving American society? What role have social movements played in protecting freedom and democracy in the United States? What are the qualities of a fine leader, and which of our presidents have best exhibited them? Students explore a range of complex national issues by examining different periods of U.S. history, from the American Revolution to the 20th century. Through the study of law, change, and reform in American society, we analyze and question different points of view. Students read and evaluate primary sources, including foundational documents such as the Declaration of Independence, the U.S. Constitution, presidential speeches, and the Seneca Falls Declaration (advocating expanded rights for women). We pay particularly close attention to democratic reform movements, especially those advocating for the abolition of slavery, women’s suffrage, and civil rights. Collaborative lessons incorporate debates, discussions, and simulations, while field trips, guest speakers, and special events allow students to engage deeply in discussions of our national history, with particular attention to how that history continues to affect our lives as citizens today.

Middle School History


Grade 8/Form II: Medieval World HistoryThis course explores some of the key features shared by world societies during the 1000-year period that Europeans commonly refer to as the Middle Ages. Conscious of the fact that non-European societies do not use this term, we employ it for the sake of clarity and in the hope that students will recognize both the differences and profound similarities among Asian, Near Eastern, North American, and European societies during this time. In particular, we will study how important notions of the divine—in other words, faith and notions of God—interacted with secular (non religious) interests to produce particular social and political arrangements, including the power structures which governed medieval societies. We will also consider how ideas and interests during this period combined to create and sometimes change institutions—those organizations, such as the Catholic Church, armies, or Muslim governments, that were so central to people’s lives. Despite misconceptions about the Middle Ages as a period of stagnation, we will enter our historical tour alert to the many changes and innovations which took place during this period of human history. Rather than assume that “they” who lived then were inferior to “us,” we will attempt to understand what motivated human beings and their societies to think as they did, do what they did, and change as they did. We will ask many questions of the historical record and of each other, including the following: How did people’s ideas and faith affect their interests during these centuries? How did their interests affect their ideas? Why did some medieval societies manage to exercise their power far beyond their own borders? Why did others fall prey to conquest and decline? What legacies did this millennium leave us? Throughout the year, we will insist that asking meaningful questions is more important than conclusively answering them. As students work to understand these fascinating centuries in a global context, we will be sure to always ask “why?” Why did things happen as they did? Why did peoples, churches, and governments choose to act as they did? And “so what?” Why were their choices significant, both in historical terms and still today?

Upper School HistoryIn the Upper School, students build upon the foundation of American and world history that was started in the Middle School. All students complete at least three years of history, covering 1500 to the present. Upper School courses emphasize debate, research, critical reading, and analytical writing. Students learn to examine varying points of view and to find their own voices as historians. Poly Prep’s history curriculum offers many further options for 11th and 12th graders, including exciting electives such as American Law, Psychology, The 1960s, and The Modern Middle East. We also encourage juniors and seniors to consider our rigorous Advanced Placement (AP) World History, U.S. History, and European History courses. With departmental approval and the appropriate instructor, highly motivated students may do an independent study as juniors and seniors. Recent students have examined Middle Eastern history, Cuban history, and comparative politics. Ultimately, Poly 12th graders will finish Upper School as globally aware citizens who graduate with the ability to research, organize, and present historical information. They are pushed to respond to problems with inventiveness and original thought. They are problem-solvers who can collaborate and debate the historical, political, and economic sides of varied issues. They are prepared for the rigors of college history and other disciplines requiring this 21st-century skill set.




Upper School History Course ListingsGrade 9/Form III: Foundations of the Modern World (1492-1900)Required for all Grade 9/Form III studentsThis course provides students with a global view of the world from the time of Columbus’ first explorations to the imperialist conflicts of the late 19th and early 20th centuries. In the first semester, students use a comparative framework to explore developments in Europe, Ming China, and the Ottoman, Mughal, and Incan empires. In the second semester, we assess the legacy of the Columbian Exchange and the Enlightenment’s role in prompting revolutions across the globe. Students then gain insight into how the rise of industrialization in Europe led to the conquest of much of Africa, Asia, and the Middle East as the course returns full circle to the civilizations examined in the first semester. A close reading of Chinua Achebe’s novel Things Fall Apart, which helps students to view history from a literary perspective, complements the study of imperialism. This course also aims to introduce students to a wide array of historical analysis skills and empowers them to find their own voices as historians. Research projects, analysis of primary sources, essay writing, and an introduction to debate techniques provide students with the skills needed to succeed in the more advanced courses offered by the department.

Grade 10/Form IV: 20th-Century World HistoryRequired for all Grade 10/Form IV studentsWhy was war so often the preferred mechanism for change during the 20th century? What purposes did new ideologies such as communism and fascism serve? Why did grand ideals give way to ugly realities? How did the diverse societies of Asia, Latin America, and Africa challenge the international status quo and chart paths to development and political independence? In our ever-connected global society, how has the relationship between developed and developing nations been reconstructed? The Form IV history course examines the transition between an era defined by industrialism and imperialism to one of globalization. As these rapidly changing realities underscore, world history is frequently characterized by dramatic changes that affect our present in often confounding, yet always important, ways. During the 20th century, many of these changes were brutal, involving war and genocide. On the other hand, the century also witnessed unprecedented social and technological advancements, many of which altered the lives of individuals and previously overlooked groups in profoundly positive ways. Drawing on close readings of primary and secondary source texts, students will engage in the historiography of the events of the 20th century in order to gain a more complete and nuanced understanding of the world in which we currently live. The sophomore in-class experience will focus on oral communication, including policy discussions, debates, and Socratic seminars. In addition, students will develop their writing skills by producing argumentative essays, thesis-driven research papers, and policy memoranda. This course, in which questions are valued as much as, or even more than, often elusive answers, provides an exploration of the historical roots of some of today’s most compelling global challenges..


History: Course Sequence

FORM III

Foundations of the Modern World (1492-1900)

FORM IV

20th-Century World History

FORM V

United States History AP United States HistoryHistory Electives

FORM VI

AP European HistoryAP World HistoryAP Comparative Politics & GovernmentHistory Electives

Grade 11/Form V: United States History, from Settlement to PresentRequired for all Grade 11/Form V studentsWhy has liberty for some Americans often coexisted with its absence for others? How have ideals of liberty changed over the course of U.S. history? Given the important role of compromise in our nation’s history, which of its leaders have accomplished the most in terms of fulfilling America’s promise? This course will explore selected significant political, social, economic, and cultural turning points in U.S. history, noting in particular our efforts to fashion a polity and society that can sustain the delicate balancing act between unity and diversity, and between individual freedoms and national needs. Throughout the course, students will be asked to assess the process by which different groups of people were included in (or excluded from) the defintion of “American,” and how that definition itself has changed over the centuries. During the first semester, we will focus on the seminal foundations of the early republic from 1607-1860, including key features of Colonial American life, the Revolutionary War, the formulation and ratification of the Constitution, and politics and society in the early American state. We will end the semester by considering the causes that led the country into civil war from 1861-1865, threatening the very existence of the still new nation. The second semester will focus on the post-Civil War American state, an emerging player in the international system whose society and political system continued to grow, prosper, and sometimes falter. Vibrant, diverse, and always rejuvenated by the immigrant experience, the America of the 19th and 20th centuries continued to reflect some of its original ideals, even as it jettisoned (or postponed) others in the face of rapidly changing economic, political, and social realities. Throughout our inquiries, we will explore the variety of narratives that constitute the American historical record, critically assess primary and secondary sources relevant to this rich history, conduct scholarly research, author original reflections on the issues and personalities we encounter, and engage in debates and simulations in an effort to interpret a past that is so inextricably linked to our present. In addition to the course text, Eric Foner’s Give Me Liberty! An American History, numerous primary source readings serve as key textual sources for our inquiries.

Advanced Placement OptionsAP United States HistoryElective for Grade 11/Form V; prerequisite: departmental approval This course meets the U.S. History requirement and may not be taken in addition to Form V: United States History. AP United States History challenges students to consider key issues in the American narrative from colonial settlement to the present. It is intended for students who are passionate about history and eager and committed to study it in depth. The course places a premium on important skills: the ability to read and comprehend difficult text, write cogently with clarity and insight, and discuss and debate the events that have shaped the United States in the modern era. Success in this course requires a willingness to devote considerable time to nightly preparation and the building of critical and evaluative thinking skills. Students hone these skills via essay writing, interpretation of original documents, an understanding of bias and points of view in both primary and secondary sources, and discussion of major historiographical debates. This course also emphasizes the importance of the student’s awareness of current events. A major research paper—a culminating experience in the course due after the required AP exam in May—will allow students to delve more deeply into a topic of their own choosing and to revisit their earlier preconceived assumptions with a scholar’s critical eye. This course is intellectually and academically challenging and gives the study of American history the depth and analysis it deserves. We have chosen readings partly for their collective coverage of the period, but more importantly because they represent a wide variety of types of historical writing. John A. Garraty’s The American Nation will provide chronological background for our discussions; an anthology titled American Issues will offer both source documents and interpretative essays. When useful, we will also read fiction and other secondary studies in order to illuminate our course of study.




AP Comparative Politics and Government Elective for Grade 12/Form VI; prerequisite: departmental approvalThis AP course, being taught for the first time at Poly during the 2013-2014 academic year, combines the disciplines of history and political science in examining political systems and their challenges. A comparative analysis of China, Great Britain, Mexico, Iran, Nigeria, and Russia—each a state of major importance on the world stage—offers students the opportunity to explore different governmental and political models. The in-depth analysis of each of these six nations promotes understanding of differences between presidential and parliamentary systems, of state power in authoritarian vs. democratic systems, and of how ideology, theology, and ethnic conflict affect the concept and practice of government. Broader issues of globalization, efforts to achieve economic and racial or ethnic equality, and the role of violence in political affairs underlie the analysis of individual states. Students will regularly read articles about these six states in newspapers and journals, such as The Economist, over the year to evaluate how the political models discussed in the textbook function in the face of contemporary issues. Students will come away from this course with a deep understanding of these six societies and an appreciation of the strengths and weaknesses of the various ways modern societies organize their governments and politics.

AP World HistoryElective for Grade 12/Form VI; prerequisite: departmental approvalAP World History presents an exciting opportunity for seniors interested in approaching the study of world history in a completely new way. By viewing history through a wide-angle lens, students gain new insights into big-picture historical processes and learn how to organize the developments of world history into chronological periods, recognizing larger trends and themes as opposed to memorizing minute details. In terms of subject matter, this course adopts a truly global approach and covers everything from the dawn of humankind to the hot-button issues of the 21st century, including environmentalism, feminism, and fundamentalism. We explore these issues through a variety of classroom activities, such as Socratic seminars, debates, student-centered discussions, and class competitions called “world history challenges.” Students of AP World History also explore the nontraditional side of history by singing songs about the Chinese dynastic cycle, feasting on a buffet of homemade dishes featuring the ingredients of the Columbian Exchange, and engaging in yearlong rhyming competition. Over the course of the school year, students use a variety of different texts, both traditional and nontraditional, to guide them through the curriculum. The main text is Robert Strayer’s Ways of the World: A Brief Global History with Sources. This text is supplemented with primary sources, both written (such as Hammurabi’s Code and The Communist Manifesto) and visual (such as art from Renaissance Europe and Tang/Song China). We might also take a field trip to the Metropolitan Museum of Art for a scavenger hunt centered on art of the Classical period (500 B.C.E. - 600 C.E.), for example. We also occasionally take time to use our knowledge base to critique Hollywood films (such as Gladiator and the Last Samurai) and discuss their relevance to course themes. In taking this course, students are not only prepared for success on the AP World History exam but also armed with a variety of strategies and an arsenal of knowledge that will help them succeed in college-level history courses.

Independent Study in History

With the approval of the department and an instructor, Poly students (generally in Grade 11/Form V and Grade 12/Form VI) may arrange to take independent studies in the following topics:

Q Culinary History & CultureQ Child PsychologyQ AP United States GovernmentQ AP Comparative Politics


note: Even when Grade 11/Form V and Grade 12/Form VI electives listed to the left are not run as regular courses, students may be able to take them as independent studies, dependent upon staffing.



AP European HistoryElective for Grade 12/Form VI; prerequisite: departmental approvalIn this course, students learn and analyze the history of Europe from the late Middle Ages about 1300 to the present. Social, economic, and political history is stressed as the basis of the narrative, but intellectual history is at the heart of this course. Students read in full many of the most important texts—both literary and nonfiction—of the last half millennium of European thought. Most of these are primary sources—Machiavelli’s famous tract The Prince, More’s imagined Utopia, Molière’s play criticizing scientific women, Les Femmes Savantes, Voltaire’s satirical novel Candide, Marx’s call to political radicalism The Communist Manifesto, World War I poetry, and Koestler’s novel about Stalinism, Darkness at Noon. Other texts such as Brecht’s play Galileo, offer opportunities to examine how Europeans look back upon and

use their own past. Assessments of student comprehension of these texts typically involve comparative analysis, such as writing a dialogue between More and Machiavelli on the nature of man and the best form of government. The goal is for students to acquire facility in reading texts written in prose styles sometimes five hundred years old, and to engage with the ideas presented in meaningful ways. Students also engage in historiographical debates, each representing the views of an historian after having read an excerpt about a historically controversial issue, for example, whether or not the early Industrial Revolution was an overall improvement for ordinary people. Students are constantly encouraged, and sometimes required, to see feature films that illuminate the past in meaningful ways, such as The Return of Martin Guerre or Danton. There are presentations about art and

music, and trials and simulation, too, such as one in which Napoleon is accused of betraying the ideals of the Revolution or an Enlightenment salon, or a Romanticist soirée. In addition to the wide array of activities and readings, students are also prepared to do well on the AP European examination in May by getting regular practice in writing essays in response to AP questions and answering AP multiple choice questions. As this is a course for seniors, the main goals are to prepare students for the intellectual challenges of university study, and to enhance their ability to read complex texts, write clearly and thoughtfully about them, orally express their views cogently, and feel empowered to challenge, question, and think out important issues for themselves.

ElectivesAmerican Women’s HistoryElective for Grade 11/Form V and Grade 12/Form VIThis elective course aims to give representation to a historically underrepresented group of people: women. In this course, students focus on various aspects of American women’s history. Adopting both a chronological and thematic approach, students will examine women’s changing roles from the colonial period to the present. Selected topics include the role of women in the founding of the republic, female reformers of the Progressive Era, the modern feminist movement, and other issues such as birth control, abortion rights, and the Equal Rights Amendment. Students taking the course will have the opportunity to participate in focused, seminar-style discussions, examine a variety of sources and media (photographs, songs, and movies), and undertake an independent research project that will culminate in each student creating a learning experience of his or her own design for the class.

Upper School History students in action



The Historical Roots of Current International AffairsElective for Grade 11/Form V and Grade 12/Form VIWhy did the citizens of various Middle Eastern countries call for revolution and removal of their respective leaders in 2011? Are China and India likely to supplant the United States as world hegemons in the coming decades? Can the European Union overcome its current obstacles to economic cooperation? Why has African development proven so difficult? This one-semester elective, open to juniors and seniors, provides a unique opportunity to examine these and other issues of concern to students as global citizens. Using analytical frameworks developed and still debated by international relations theorists, we will seek to understand the complexities of today’s international system by assessing its historical roots. Drawing on political and economic debates in the field of international relations, as well as from documentary film and primary source evidence, students will engage in discussions oriented toward increasing our collective understanding of current events, as well as developing conflict-resolution proposals that simulate decision-making processes deployed by global policy-makers. American LawElective for Grade 11/Form V and Grade 12/Form VIWhat is law? In this course, that deceptively simple question leads to an examination of the difference between law and morality, as well as the sources of legal authority, such as case law and statutes. Students spend the semester exploring the United States’ legal system, guided by their textbook Street Law, which contains many of the same cases often presented to law school students for analysis. We discuss criminal law, civil law, and constitutional law, highlighting subtopics such as juvenile justice, negligence and affirmative action, as well as seminal Supreme Court cases such as Roe v. Wade. Students also debate the flaws in our justice system; write essays analyzing cases; and critique modern-day legal classics including Gideon’s Trumpet by Anthony Lewis, 1L by Scott Turow, The Run of His Life, The People v. OJ Simpson by Jeffrey Tobin and After the Madness by Sol Wachtler. The class culminates in a mock trial using a case from the New York State Mock Trial Competition, with students assuming the roles of lawyers and witnesses and adhering to authentic rules of evidence and trial procedure. (Students from outside the class serve as impartial jurors.) The course’s emphasis on experiential learning, thoughtful reading, and vigorous discussions allows students to emerge from the class with a well-rounded understanding of the American legal system. In the past, we have welcomed, as guest speakers, men exonerated by the Innocence Project, including the wrongfully convicted Raymond Santana of the Central Park Five and Barry Gibbs, who spent 19 years in prison for a murder he did not commit.

History through FilmElective for Grade 11/Form V and Grade 12/Form VIThis course introduces students to the dramatic potential of history even as it underscores the ability of historical dramatization to illuminate the past. The selected films analyzed in this course call attention to different facets of American history, vividly depicting and personalizing bygone, but by no means irrelevant, eras. Films such as Full Metal Jacket, The Grapes of Wrath, Malcolm X, and Easy Rider help us explore the Vietnam War, the Depression, the civil rights movement, and the counterculture, respectively. We analyze individual scenes in class discussions, noting in particular imagery interpretation, identification of themes, and historical connections. Students are taught to connect the microcosm of film narratives to the macrocosm of historical narratives. Assessments include analytical film critiques, original imagined scenes, and Socratic seminars in which students tackle questions about bias, verisimilitude, and a film’s effectiveness in conveying its message. We complement film screenings with appropriate readings. Full Metal Jacket, for example, is paired with a selection from Howard Zinn’s The People’s History of the United States and a chapter from Tim O’Brien’s Vietnam novel, The Things They Carried. In this and other ways, the course seeks to highlight and dissect film’s powerful potential as historical text.



Politics and Violence in Modern AfricaElective for Grade 11/Form V and Grade 12/Form VITo what extent has geography determined the history of the African continent? Why are state structures seemingly weaker in Africa than in other regions of the world? What role does violence play in the African political landscape, and what are its effects on social structures in both urban and rural areas? Why is Africa exponentially underdeveloped? Traditionally, the depiction of Africa has been bleak. Mired in civil war, genocide, famine, and disease, the continent has never truly escaped the notion of the “other.” Often overlooked, however, are the vast history and diverse cultures of 54 different nations. This elective course, offered to both juniors and seniors, offers an introduction to the history of Africa

in the colonial and post-colonial context. In order to gain a sense of the complexity of the continent, we examine case studies from the four sub-Saharan regions (West Africa, East Africa, Central Africa, and Southern Africa) through a range of thematic topics, including ethnicity, gender, power, development, and environment. Students deconstruct African historical and collective identity by engaging with a variety of primary and secondary texts, including films about, and from, the region. Seminar-style discussions and independent research allow students to formulate and test new ideas about the continent, prompting them to move beyond the sort of superficial understandings of Africa that have served American citizens so poorly in the past.

The History and Politics of the Modern Middle EastElective for Grade 11/Form V and Grade 12/Form VIWhat defines this complex region—geographically, culturally, religiously, politically, and economically? What are its historical and current strengths and weaknesses? Where are its major fault lines? Who are its peoples and what are their aspirations? What might we predict about the future of the Middle East and its effect(s) on the world at large? This course offers students an opportunity to address these and other questions in focused seminar discussions informed by scholarly literature in this field (and, occasionally, cinematic depictions of the region by local film makers). Focusing on the modern era, we will trace the historical roots of current issues in the Middle East, from the establishment in the region of Islamic “gunpowder empires” to the intrusion of 19th-century Western imperialism and the emergence of a Middle East state system in the wake of World War I. We will then delve deeply into an analysis of some of those issues, including the Arab-Israeli conflict, the Iranian Revolution, the politics of oil, the resurgence of political Islam, and emerging challenges related to the scarcity of water resources. Throughout, we will address the evolving relationship between state and society in the Middle East; the role of nationalism on the one hand, and of regional ideologies on the other; and the prospects for political, economic, and social reform in the aftermath of the 2011 Arab revolts, including democratization and emerging definitions of women’s rights.

African History students discuss genocide



The 1960s: Race, Gender and WarElective for Grade 11/Form V and Grade 12/Form VIIn this elective, open to juniors and seniors, students explore the notable debates raised by the 1960s through the lenses of history, civics, ethics, and current events. We begin by debating the question, “What is the individual’s responsibility to his/her government in times of trouble?” Students then have a chance to look in depth at the civil rights movement, the Vietnam War, and the feminist, environmental, and gay rights movements. Throughout the course we debate essential questions: Have we achieved Dr. King’s dream? Which, if any, leaders bear the most responsibility for our difficult history in Vietnam? What did the term “feminist” mean in the historical context of the 1960s? How does that term relate to contemporary conceptions of the roles of men and women in society? Are rights movements distinguished by their ends, means, or personalities? Different aspects of the decade’s popular culture (including music, film, and visual art) offer a lens by which students can access political and social developments of the time. The course culminates with presentations of student research projects that examine critical issues raised by this turbulent decade in U.S. history.

The World’s Wisdom Traditions: An Introduction to World ReligionsElective for Grade 11/Form V and Grade 12/Form VIThis course begins with an introduction to the language and methodologies that scholars use to discuss religion and God so as to provide students the necessary tools to investigate the beliefs of specific faiths. Our study of Judaism, Christianity, Islam, Buddhism, Taoism, and Confucianism, informed by Huston Smith’s The World’s Religions, aims to illuminate these belief systems, as well as assess their similarities and differences. Students are exposed to translations of some basic writings of these religions, including related poetry and prose. Some of the supporting texts include The Way of Lao Tzu (Taoism), Zen Flesh and Zen Bones (Buddhism), and The Analects of Confucius. Students also have the opportunity to converse with guest lecturers representing the various religions, and to pose enduring questions about the role of faith in modern society.

EconomicsElective for Grade 12/Form VIThe first half of this elective, intended for the student interested in the workings of the American economy, is devoted to understanding capitalism, particularly as it has been analyzed in the theories of prominent economists such as Adam Smith, Karl Marx, and John Maynard Keynes. Students examine contemporary economic concepts and issues using a wide variety of readings, film clips, and Robert Heilbroner’s text, Economics Explained. Drawing on this understanding, students then develop their analytical and decision-making skills in the last quarter of the term, when they are tasked with designing and marketing an urban development in a real estate simulation, which will be judged by prominent New York City entrepreneurs. Upper School Economics f inal projects




In the History Department, we use many tools to evaluate student learning, ranging from reading and homework assignments, in-class writing exercises, role-playing and dramatization, analytic or expository essays, personal essays, journals, oral presentations, quizzes and tests, and other assessments.

Fifth grade freedom festival

Our students have evinced excellence in the study of history in the following ways:

1 Exceptional outcomes on Advanced Placement testing in United States, European, and World History

2 Consistently strong results on the SAT Subject Test in U.S. History, including recent mean testing 0f 650

3 Two recent alumni have published papers on the history of coinage in academic journals, and another alumnus has published a history of the Soviet experience in Afghanistan



A Vision for Teaching MathPoly Is Math—Our 21st-Century Goals It is the goal of the Math Department to offer courses that allow students to fulfill their potential in mathematics and prepare them for their future studies. A strong core program exists for all students, along with relevant electives for those interested in further study of mathematics. Major objectives of the Math Department are to help students:

1. Understand the basic structure of mathematics 2. Recognize that mathematical techniques are a reflection of this structure 3. Appreciate the importance of deductive reasoning in mathematics 4. See the need for precision in mathematical language 5. Gain facility in applications of mathematical skills and concepts6. Gain skill and ease in the use of technology as a tool for mathematics

Math in the World The role of math in the world is continually changing; our students will enter a workplace that demands highly technical skills, along with the ability to think creatively and work collaboratively. Today’s technology renders irrelevant much of the mechanical proficiency that used to be essential to such careers. Professionals in the real world make extensive use of tools to do the routine work for them while they focus on how to use math creatively and effectively to solve the problems and challenges they face.

Preparing Our Students Poly math students are developing skills that prepare them for the future. Math faculty have a deep love of mathematics, mathematical reasoning, and the application of math to solving real world problems. Classes focus on analytical and synthetic problem-solving skills while continuing to build mechanical expertise. They emphasize logical reasoning and teamwork while incorporating manipulatives, software, SmartBoards, and physical and digital modeling. We have

reshaped our curriculum to help our students develop confidence and the kinds of skills they will rely on the rest of their lives.

Integration Across the Curriculum Students at Poly are pushed to apply math to life with a curriculum that requires genuine interdisciplinary work. Students grapple with the challenge of how best to use math to solve problems in physics, biology, environmental science, economics, history, and many other subjects. For example, history students and math students face the common challenge of sifting through copious data and interpreting it to solve a problem. Faculty forge productive interdepartmental collaborations in the pursuit of an exemplary math education.

Elizabeth Rapacchietta mathematics department chair [email protected]

Poly Math includes a trajectory from geometry through calculus

MATH Middle School Courses Upper School Courses Student Achievement


Middle School MathMiddle School students at Poly develop the competency and confidence required to fulfill their potential in mathematics. The curriculum emphasizes mastery of basic skills, numeracy, and problem-solving while preparing students for the higher order thinking and reasoning required for Algebra I. All students take Mathematics 5 and 6, courses that teach concepts, computation, and the application of basic skills to real life problems. In grades 7 and 8, our strongest math students have the chance to pursue both Algebra I and Algebra II, preparing them for an accelerated math track in the Upper School.

Middle School Math Course Listings Math 5: A Journey through NumerationThis course offers students the opportunity to become confident, competent problem-solvers. Students will learn to apply mathematics to a variety of contexts and to communicate their understanding of the content in both written and oral form. Most importantly, students will develop a toolkit for future math work and will become familiar with a variety of manipulative materials and technology applications used in the study of math.

Students will develop number sense and master operations with whole numbers by studying whole-number place value, fact families, multiplication of whole numbers, division of whole numbers, prime numbers, composite numbers, factors, and multiples. Additionally, students will work with fraction and decimal concepts. Multistep problem-solving is emphasized in this course and problems often relate to interdisciplinary studies. Classroom projects include solving and writing story problems about the journey of Lewis and Clark, creating freedom quilts through the use of The GSP, and collaborating in teams to design polyhedra that are bordered with vocabulary from the book Phantom Tollbooth, which the students study in English class. Students exit the course prepared for Math 6, with an understanding that math has many applications within, and connections to, the real world.

Math 6: Researching Rational NumbersPrerequisite: Math 5Math 6 is designed to help students become creative, independent thinkers and problem solvers. It builds on basic math skills and helps students experience the application of mathematical principles to real life. In addition to developing problem-solving strategies, each student studies and practices mental arithmetic and estimation. We encourage students to fine tune their organizational skills and to express their thoughts clearly by using appropriate vocabulary and a logical sequence of steps.


Math: Course Sequence

GRADE 5

Math 5: A Journey through Numeration

GRADE 6

Math 6: Researching Rational Numbers

FORM I

Math 7: Pre-AlgebraMath 7 Advanced: Algebra I

FORM II

Math 8: Algebra IMath 8 Advanced: Algebra II


The year begins with a study of measurement using both customary and metric units of length, mass, and liquid capacity. There is an emphasis on math labs and a discovery approach to learning; students collect and analyze data and present their findings. At this time, we introduce “Problems of the Week.” These weekly assignments promote problem-solving skills, enhance writing skills specific to math, and give students practice with problem-solving.

Rational numbers and their various forms of representation are at the heart of the Middle School student’s experience with numbers. At this point, 6th grade students have developed various degrees of proficiency with the associated

algorithms they have studied. Having daily access to their own individual iPad gives students the ability to use calculators to check work, to review concepts on brainPOP videos, to research questions in their math iBook, and to find additional problems to solve on the Internet.

The study of ratio, proportion, and percent segues into investigating the application of these concepts when finding sales tax, interest, and discounts. During this unit, daily review of mental math techniques provides students with the tools necessary for computing everyday problem-solving situations without the use of a calculator or paper and pencil. Students use their iPads to make flashcards for learning common equivalents, take pictures of class notes to facilitate listening to lesson details, and learn to submit assignments electronically.

Our foray into the world of multidimensional geometry requires that students understand basic geometric concepts and vocabulary. Students create PowerPoint presentations on Pythagoras and make connections between the Pythagorean Theorem and the cultures their class studies for the Ancient Civilizations Festival, an annual cross-curriculum unit of study. Students use the GSP software on their iPads for a hands-on approach to understanding transformations. They use GSP to draw, measure, and label the geometric figures and learn to transform these shapes through reflection, translation, rotation, or a combination of these movements.

We also investigate pre-algebra concepts, including order of operations, patterns, number properties, and math expressions that lay the foundation for future algebra study. The Math 6 course focuses on standards-based instruction throughout the school year. We strive to create an atmosphere of safety and supportive instruction in which students feel ready to take risks in their mathematical thinking and communication. By the end of the course, students will be prepared for Math 7. Based on departmental approval, exceptional students can elect to take Math 7 Advanced.

Math 7: Pre-AlgebraPrerequisite: Math 6 This course is a yearlong study of pre-algebra. The year begins with a review of the foundations of numbers and operations, along with ratios, proportions, percents, and number theory. As the year progresses, students will study integers, rational numbers, and the basic principles of algebra. Students will use realistic problems to develop algebraic expressions and to solve equations. We integrate technology into the course to provide a meaningful context for the exploration of concepts. Students use an interactive Java-based courseware called “Interactivate: Activities” to explore math topics. This website is used to enhance units of study, such as simplifying integers, graphing ordered pairs, and graphing linear equations in two variables. In addition, students use the GSP to discover pi and Microsoft Excel for data

Middle Schoolers discuss fractions



analysis. The course encourages students to think critically and abstractly about mathematical concepts. We use the Drexel “Problem of the Week” website, an online resource, throughout the year to develop students’ problem-solving skills. This website offers a variety of puzzles and problems and encourages students to communicate their ideas in writing and to acquire proficiency in the language of mathematics. Math 7 is intended as a preparatory course for Math 8, and it provides students with a toolkit for all future experiences with algebra.

Math 7 Advanced: Algebra IPrerequisite: Math 6; placement determined by departmental reviewThis course follows an Algebra I curriculum. Course objectives include creating and expanding the students’ basic toolkit of algebraic skills and engaging students in the art of problem-solving. Math 7 Advanced will provide students with mathematical challenges and will encourage them to become critical thinkers. Topics include a review of pre-algebra followed by a comprehensive study of all the traditional topics found in the Algebra I curriculum, such as factoring polynomials, solving systems of linear equations and inequalities, simplifying radical expressions, and solving radical equations. The course culminates with an introduction to solving quadratic equations. We integrate technology into the course via interactive SmartBoard lessons. Using their iPads, students will utilize a number of online applets for various units of study. For instance, graphing linear equations in slope-intercept form is one concept that we reinforce with such an applet. The course also encourages students to think critically and abstractly about mathematical concepts. We use the Drexel “Problem of the Week” website, an on-line resource, throughout the year to develop students’ problem-solving skills. This website offers a variety of puzzles and problems and encourages students to communicate their ideas in writing and to acquire proficiency with math language. Math 7 Advanced balances teacher-directed lessons with student explorations and technological investigations providing students with a solid foundation for Math 8 Advanced.

Math 8: Algebra IPrerequisite: Math 7This course will enable students to become confident, competent problem-solvers. Students will learn to apply mathematics in a variety of contexts and communicate their understanding of the content both in written and oral form. The course will provide students with a rigorous study of algebra. We encourage students to devise applications in problem-solving contexts. For example, we might ask students to pick the best option when ordering pizza and sandwiches by setting up two equations and solving them. We might introduce graphing by asking students to model the decline in the number of polar bears each year and predicting in what year they will become extinct. Topics include real numbers, equations, inequalities, problem-solving, graphing, systems of equations and their applications, exponents and polynomials, factoring, rational expressions, roots and radicals, and quadratic equations. We use the SmartBoard to display PowerPoint lessons and visually present different methods of solving problems. “PowerAlgebra.com” is an interactive website that accompanies the course textbook. The site has a variety of digital components, including an online textbook, interactive worksheets, and videos that explain each concept. Students can download audio, video, and animations to support their own learning. By presenting concepts visually, students understand the importance and relevance of mathematical ideas. Based on performance levels in Math 8, students will be placed in Upper School Geometry I, Geometry, or Advanced Geometry in 9th grade.

Math 8 Advanced: Algebra IIPrerequisite: Math 7 AdvancedThis course follows the Algebra II curriculum and continues to emphasize independent thinking and the development of problem-solving skills. While providing students with a rigorous study of algebra, this course also enables students to become confident, competent problem-solvers who communicate their understanding of the course content in both



written and oral form. We encourage students to devise applications in problem-solving contexts and introduce growth and decay functions by asking students to devise formulas that will help them plan ahead for the cost of a college education. We also explore line of best fit, extrapolation, interpolation, and examination of data by predicting the ages of famous personalities and comparing their predictions to their actual ages. Topics include equations, inequalities, linear equations and functions, linear systems, quadratic functions and factoring, polynomials and polynomial functions, rational exponents and radical functions, exponential and logarithmic functions, rational functions, and quadratic relations. In addition, we emphasize graphing techniques and their application to problem-solving. The graphing calculator will be an essential tool in students’ exploration of real-world situations and problems. Students will demonstrate their knowledge of mathematical ideas by graphing functions and drawing conclusions from their graphs. We also use the interactive SmartBoard to display PowerPoint lessons and SMART Math Tools to enable us to visually present different methods of solving problems. Websites and interactive activities like Classzone.com and Create A Graph will enhance the curriculum. Students are encouraged to work individually and in groups. By the end of the course, students are prepared to take Upper School Advanced Geometry in 9th grade.

Upper School MathThe Upper School Math curriculum leads college-bound seniors through an essential curriculum that begins with Geometry and Algebra II and moves through Calculus. In recent years, 100% of all graduates have completed four years of mathematics.

Our most able and skillful mathematicians begin in Grade 9 with an accelerated geometry curriculum; as sophomores they move into one of two advanced tracks, depending on their backgrounds and completion levels of algebra. The Advanced AP Calculus group will sit for the AP BC Calculus exam. Some will also avail themselves of an increasingly rich array of electives in senior year, including Advanced Placement Statistics and Multivariable Calculus.

As a college preparatory program, we believe that a trajectory from geometry through algebra to calculus remains the best curriculum set to inculcate the skills, abilities, and aptitudes necessary for all students’ applied reasoning and quantitative understanding.

FORM IV

Algebra IIAccelerated Math 10 Advanced Math 10

FORM V

Selected Topics: Pre-Calculus I Pre-CalculusAccelerated Math 11Advanced Math 11Advanced AP Calculus (AB Level)

FORM VI

Selected Topics: Pre-Calculus II CalculusStatisticsAP Calculus (AB Level)Accelerated AP Calculus (AB Level)Advanced AP Calculus BCAP Statistics

Math: Course Sequence

FORM III

Geometry IGeometryAdvanced Geometry



Upper School Math Course ListingsGeometry IGrade 9/Form III. Placement determined by departmental reviewGeometry I is a hands-on course where students will explore the concepts of Euclidean geometry. This class also integrates the study of important algebra topics to prepare students who have not taken Algebra I for Algebra II. Throughout the year, students will use geometric tools and various manipulatives to discover and demonstrate geometric properties. Students will use the GSP computer program to complete projects and explore concepts, including the properties of parallel lines, the Pythagorean Theorem, and the many interesting properties of circles. One highlight is a project that focuses on different types of transformations by creating an animated kaleidoscope with the student’s first name. Students will use dried pasta to investigate shortcuts for proving two triangles congruent. During our study of the properties of the medians, altitudes, and bisectors of triangles, students will use pieces of wax paper to fold and investigate the properties of these special segments. Students will also venture outside the classroom to further their study of certain geometric topics. For example, we will apply the properties of similar triangles using mirrors to indirectly measure the height of tall objects on campus, such as the clock tower and flagpole. Later in the year, we will measure these objects again using a clinometer during our study of right triangle trigonometry. By the end of the course, students will have explored the basics of Euclidean geometry and will be prepared for Algebra II.

Poly Math courses combine analytic skill with hands-on classroom exploration



GeometryGrade 9/Form III. Prerequisite: Algebra IIn Geometry, students will explore the concepts of Euclidean geometry through project-based activities. We begin our geometric exploration with parallel lines and the angle relationships created by a transversal using the GSP computer program. We also use this program to investigate the properties of the medians, altitudes, and bisectors of triangles. As the students become more adept with the program, they will create a colorful and animated kaleidoscope using their first name during our study of transformations. Students will also use the GSP to study the properties of different quadrilaterals, as well as the many properties of circles. Students will use other tools in the class. Two projects focus on indirectly measuring the height of tall objects on campus. In the first, students will use their knowledge of similar triangles and place mirrors on the floor to measure the flagpole. After studying right triangle trigonometry, students will use a clinometer to measure the same flagpole. Another highlight includes a yearlong project where students will build a device and also research and present the geometric principles that underlie its operation. Many of these devices, which are not in use today, were used in the past for navigation, such as the cross staff, sextant, or mariner’s quadrant. By the end of the course, students will have explored Euclidean geometry and be prepared for Algebra II. Based on departmental approval, exceptional students can elect to take Accelerated Math 10.

Advanced GeometryGrade 9/Form III. Prerequisite: Algebra I; placement determined by departmental reviewEuclidean or plane geometry was first systemized in the Elements by the Greek mathematician Euclid in 300 BCE and is a good model of the “natural” world. During this class, we will explore many of the definitions, postulates, and theorems contained in Euclid’s treatise. Our study of plane geometry will begin with points, lines, planes, and angles. Students will be introduced to deductive proofs through a study of truth-functional logic, which is the basis of digital computing. Students will learn the properties of parallel lines using the GSP, a dynamic visualization software that we use throughout the course. We also explore many other learning strategies and hands-on activities. For example, students will use pasta to investigate shortcuts for proving triangles congruent. After studying the properties of various quadrilaterals and coordinate geometry, students will demonstrate their understanding by writing an essay on the similarities and differences between quadrilaterals. Students will apply their knowledge of similar and right triangles by finding the height of an object, such as a flagpole, indirectly. Our Euclidean adventure will end with an exploration of the amazing properties of circles. Other highlights include an independent project where students will choose a topic of interest, such as ikebana (the art of Japanese flower arranging), the golden ratio (a number that is believed to be aesthetically appealing), or fractals (a form that is self-similar at any scale), and present their findings to the rest of the class. Students will also learn about taxicab geometry, a non-Euclidean geometry that is an excellent model of the artificial world of cities that human beings have built. By the end of the course, students will have mastered the basics of Euclidean geometry and will be prepared for success in Advanced Math 10.

Algebra IIGrade 10/Form IV. Prerequisite: Geometry This course is a continuation and extension of Algebra I and Geometry and enables students to pursue higher levels of mathematics. Within this course, students’ understanding of the number system will expand to include complex numbers. Students will study the following families of functions intensely: polynomial, absolute value, radical, exponential,



logarithmic, and rational. Students will learn to solve problems graphically and algebraically, resulting in systems of equations. We will also encourage students to discuss alternative solution methods. For example, a matrix solution to a system of equations is just as valid as a graphical solution or an algebraic algorithm, such as elimination. Students will use graphing calculators and data analysis to create linear and quadratic equations to model real-world situations. This course will prepare students to take Pre-Calculus or Pre-Calculus Part I.

Accelerated Math 10Grade 10/Form IV. Prerequisite: Geometry; placement determined by departmental reviewIn Accelerated Math 10, students will study the nature of mathematical relations and functions. This course is designed for students whose previous background in mathematics indicates that they are prepared for an in-depth and rigorous Algebra II course. Students will explore linear equations, inequalities, quadratic functions, and other polynomial functions. In addition, we will investigate radical, exponential, logarithmic, rational, and trigonometric functions. We will also work with exponents and complex numbers. We emphasize problem-solving skills and give considerable attention to the application of these skills to real-world situations. Students will collaborate to complete problem sets and prepare oral presentations on interesting mathematical solutions. Students will use a graphing calculator throughout the course. This course will prepare students to take Accelerated Math 11.

Advanced Math 10 Grade 10/Form IV. Prerequisite: Advanced Geometry; placement determined by departmental review.In mathematics, a function is defined so that for any given input there is only one output or answer. In this course, students will be exposed to many different types of functions: linear, absolute value, radical, polynomial, rational, exponential, logarithmic, and trigonometric. Mathematicians created each type of function to model different real-world situations. For instance, we use quadratic functions to model the path of a projectile; exponential functions for the depreciation of a vehicle; and trigonometric functions for repeating patterns, such as sound waves. Using graphing calculators and algebraic techniques, students will analyze functions from multiple perspectives. Students will also study conic sections, which are curves formed by the intersection of a plane and a double cone. Students will explore the properties of circles, ellipses, and hyperbola and learn that the earth’s orbit around the sun is elliptical. Other highlights include an independent project where students research the contributions of a mathematician depicted in Raphael’s “The School of Athens” and present their findings to the class. As a culminating activity, students will create a drawing on grid paper using the conic sections and functions that we studied throughout the year. By the end of the course, students will have the skills necessary to study calculus in Advanced Math 11.

Upper School students use laptops to enhance classroom learning




Selected Topics in Pre-Calculus Part IGrade 11/Form V. Prerequisite: Algebra II; placement determined by departmental reviewStudents taking this course will hone the skills introduced in Algebra II. The infusion of technology and the expanded use of visual aids will both enhance and explain the theoretical aspects of linear, quadratic, exponential, and logarithmic functions. We incorporate applications in business communications and consumer economics, along with a study of financial markets. As part of learning real-world uses for the concepts they master in the course, students will participate in the Securities Industry and Financial Markets Association Foundation’s Stock Market Game and visit the New York Stock Exchange. This course is followed by Selected Topics in Pre-Calculus Part II.

Pre-CalculusGrade 11/Form V. Prerequisite: Algebra II; placement determined by departmental reviewIn Pre-Calculus, students will start to discover the theoretical study of mathematics and will learn to integrate concepts and skills in preparation for calculus. We enhance students’ ability to grasp these concepts and skills through real-world applications, including population growth, carbon dating, the spread of a virus, and the magnitude of earthquakes. Students explore functions in depth, including polynomial, rational, trigonometric, exponential, and logarithmic. Graphing techniques are refined in both the Cartesian and polar coordinate systems. We also cover the binomial theorem, probability, sequences and series, data analysis, and discrete mathematics. In addition, we fully integrate the use of graphing calculators and technology, supporting students with different learning styles. Upon completion of the course, students will be prepared for AP Calculus AB, Calculus, AP Statistics, or Statistics.

Accelerated Math 11Grade 11/Form V. Prerequisite: Accelerated Math 10 In this discovery-oriented course, students will develop the tools and acquire the experience necessary for a successful understanding of calculus. They will investigate trigonometric relationships, conic sections, simultaneous systems, matrix techniques, and advanced algebraic concepts, which are all applied to real-world data. Students will explore modern-day procedures such as Monte Carlo simulations via spreadsheets, Markov chains, and matrix techniques for solving systems of equations. Students will start to discover computer graphing via WinPlot and Grapher and use the graphing calculator extensively. In the second half of the year, students will begin a traditional calculus curriculum, starting with limits, progressing through derivatives, and ending with applications of derivatives. They will learn product, quotient, and chain rules, as well as derivatives of transcendentals and inverse functions. Other topics include related rates, optimization (min-max), Rolle’s Theorem, and curvature. This course relies on working collaboratively, as well as working independently. Students will be prepared to take AP Calculus AB the following year.

Geometry course in action


Selected Topics in Pre-Calculus Part IIGrade 12/Form VI. Prerequisite: Selected Topics in Pre-Calculus Part IThroughout the year, students will build skills, become critical thinkers, solve real-world problems, and use technology. We will enhance student understanding and encourage exploration through the use of the graphing calculator. Topics covered include trigonometric functions, which are critical to fields ranging from computer arts, satellite communications, to the study of waves; analytic trigonometry, which enables architects and builders to formulate plans needed in construction; sequences and series, where mathematical patterns are recognized; combinatorics, the theory of counting; probability, where the likelihood of events is examined empirically and theoretically; and statistics, validating information and interpreting data. Upon completing the course, students will be prepared for a first-year calculus course in college.

CalculusGrade 12/Form VI. Prerequisite: Pre-Calculus In Calculus, students will have the opportunity to explore some of mathematics’ most profound yet relevant concepts. Students explore limits, derivatives, integrals, rates of change, and differential equations theoretically, as well as through the use of technology. Informal explanations along with visual representations will enhance this non-AP course. Students will encounter the connections between calculus and physics, economics, biology, and business. After completing the course, students will be well prepared to continue the study of calculus in college.

Advanced Placement CoursesAdvanced AP Calculus ABGrade 11/Form V. Prerequisite: Advanced Math 10 Advanced AP Calculus AB prepares mathematically talented students for the AP Calculus AB exam. Students will focus on major concepts in calculus, including limits, derivatives and their applications, linear approximations of functions, integration and its applications, and the Fundamental Theorems of Calculus. Additionally, students will examine the relationship between different representations of functions: graphical, tabular, analytical, and written. We will use graphing calculators to graph functions, to find points of intersection, find derivatives at a point, and find definite integrals numerically. The course expectations include written explanations of the reasoning used to solve problems. Students who complete this course will understand the methods of calculus used to solve real-world problems in a variety of disciplines and will be prepared to continue their study in advanced mathematics.

AP Calculus ABGrade 12/Form VI. Prerequisite: Pre-Calculus; placement determined by departmental reviewAP Calculus AB emphasizes understanding of the concepts and the methods of calculus, with a focus on preparing students for the AP Calculus AB exam. Students will focus on major concepts in calculus, including: limits, derivatives and their applications, linear approximations of functions, integration and its applications, and the Fundamental Theorems of Calculus. Additionally, students will examine the relationship between different representations of functions: graphical, tabular, analytical, and written. We will use graphing calculators to graph functions, to find points of intersection, to find derivatives at a point, and to find definite integrals numerically. The course expectations include written explanations of the reasoning used to solve problems. Students who complete this course will understand the methods of calculus used to solve real-world problems in a variety of disciplines and will be prepared to continue their study in advanced mathematics.




Accelerated AP Calculus AB Grade 12/Form VI. Prerequisite: Accelerated Math 11.Advanced AP Calculus AB prepares mathematically talented students for the AP Calculus AB exam. Students will focus on major concepts in calculus, including limits, derivatives and their applications, linear approximations of functions, integration and its applications, and the Fundamental Theorems of Calculus. Additionally, students will examine the relationship between different representations of functions: graphical, tabular, analytical, and written. We will use graphing calculators to graph functions, to find points of intersection, to find derivatives at a point, and to find definite integrals numerically. The course expectations include written explanations of the reasoning used to solve problems. Students who complete this course will understand the methods of calculus used to solve real-world problems in a variety of disciplines and will be prepared to continue their study in advanced mathematics.

Advanced AP Calculus BCGrade 12/Form VI. Prerequisite: Advanced Math 11.Advanced AP Calculus BC prepares mathematically talented students for the AP Calculus BC exam. The course extends and expands the concepts covered in AP Calculus AB, as well as introducing more challenging topics. Students will learn new techniques of integration, such as integration by parts, trigonometric integrals, trigonometric substitution, and partial fractions. Students will find derivatives, integrals, arclength, area, and volumes for relations in Cartesian, polar, and parametric form. They also will develop ideas of sequence, series, and convergence, and use the tests for the convergence of series. In addition, students will use power series and Taylor series to approximate functions. Students will continue to examine the relationship between the different representations of functions: graphical, tabular, analytical, and written. The course expectations include written explanations of the reasoning used to solve problems. Students who complete this course will understand the methods of calculus used to solve real-world problems in a variety of disciplines and will be well prepared to continue their study of advanced mathematics.

AP Statistics Grade 12/Form VI. Prerequisite: Pre-Calculus; placement determined by departmental reviewIn AP Statistics, students will start to discover the major concepts and methods of statistics in preparation for the AP Statistics exam. The main ideas covered are distributions of data, graphical representations, numerical measures, comparisons of distributions, linear regression analysis, methods of sampling, design of experiments, probability, simulations of experiments, estimating population parameters, and testing hypotheses. The class makes extensive use of graphing calculators and computers, since questions on the AP exam require the use of calculators and the interpretation of computer output. We use the graphing calculator for graphing both categorical and quantitative data, computing numerical measures, linear regression analysis, simulations, probabilities for some distributions, and the computations necessary for confidence intervals and hypothesis tests. Students will use the statistical program Minitab to determine patterns in data, especially in simulations of sampling distributions, probability distributions of random variables, and linear regression. The data analyzed in class is real data from researchers and current polling data. We will also discuss the design of experiments reported in the media. The course emphasizes written explanations of both the concepts and the results from the technology. Students who complete this course will be prepared to use statistics in various disciplines, such as business, science, and social science.


Our students have evinced excellence in the study of mathematics in the following ways:

1 Strong results each year in a range of American Mathematical Associations (MAA) competitions. For example, in 2012, Poly Math League participants ranked 3rd in Brooklyn and 23rd in the entire state among public and private high schools.

2 A Poly 5th grader won a 2nd- place award for her poster from the Association of New York State Math Teachers last year.

3 Strong mean outcomes over time in Advanced Placement Calculus and Statistics


In the Math Department, we use many tools to evaluate student learning, ranging from research and lab work, oral and written presentations, reading and homework assignments, to quizzes, tests, and other assessments.

For example, students participate in citywide competitions and local contests. We have also recently instituted a schoolwide math puzzle contest in which students can offer solutions to publicly posted math puzzles in the “Math hallway.” Winning responses and solutions are posted in the hallway for the entire faculty and student body to see.

A 5th grader receives an award for her math poster



A Vision for Teaching Performing ArtsPoly Is Dance, Drama, and Music!Poly Prep’s Performing Arts program enables students to explore the creative process and develop confidence as they express themselves through dance, drama, and music. Our teachers, professional artists in their fields, inspire students to act with imagination as they find their creative voices and come to know the challenges and joys of the artistic process.

Our performing arts curriculum is an exciting combination of in-school courses and wide-ranging extracurricular activities, all of which build skills and encourage students to pursue their artistic interests. At the Middle School level, students are introduced to creative movement, dramatic arts, and general music. All three of these are required elements of the 5th and 6th grade curriculum. From 7th-12th grade, students may begin to choose from a variety of performing arts electives, which allow them to pursue their passion as far as they wish to go, including both AP courses and options for independent study in the Upper School.

Many Middle and Upper School students additionally perform in dance, theater, and vocal and instrumental music productions. The department strongly supports independent projects in all its disciplines, including the annual student-run Afternoon of Student Choreography, senior Theater Directing projects, music composition, and chamber music groups.

Middle School Performing ArtsMusic, theater, and dance play a central role in the emotional and intellectual development of all Poly Middle School students. The concept of the arts core experience (in which students rotate through music, theater, and dance) ensures that every child is given equal access in the performing arts. Poly’s Middle School Band, for instance, has grown into an exciting ensemble for young musicians who were able to explore instruments in 5th and 6th grades. Since every student takes dance, a huge number of boys develop a real love of dancing, and many take their passion for dance into the Upper School and beyond. The Richard Perry Theatre is an extraordinary, semi-professional venue for the annual fall Middle School play and spring musical, always testaments to the outstanding training our young performers acquire at Poly.

Nick Armstrong performing arts department [email protected]

PERFORMING ARTS Middle School Courses Upper School Courses Student Achievement

GRADE 6

Dance: Basic Elements of DanceIntro to Dramatic ArtsGeneral Music

FORM I


FORM II


Performing Arts: Course Sequence

GRADE 5

Dance: Movement StudiesIntro to Dramatic ArtsGeneral Music


Middle School Performing Arts Course Listings: DanceDance 5: Movement StudiesThe 5th grade continues its interdisciplinary theme of journeys drawn from elsewhere in Poly’s Grade 5 curriculum, as they learn about the art of dance. Students explore movement creatively with the understanding of basic dance concepts: space, body, force, and time. We develop movement studies as solos, duets, and groups, and explore the skeletal structure of the body on a continual basis. The class meets for one trimester and is part of the 5th grade arts core.

Dance 6: Basic Elements of DanceThis course is a required arts core class for all 6th graders. We study the four basic elements of dance: body, space, relationship, and dynamic. We develop a basic dance vocabulary as we work on small improvisational exercises and choreographic projects. The course emphasizes working as an ensemble. For the classes that meet in the fall and winter trimesters, we work on creating a piece for performance in the Spring Dance Concert.

Grade 7/Form I and Grade 8/Form II: Dance In Grade 7/8 Dance, we develop an extensive dance vocabulary as we study a variety of movement styles, including jazz, musical theater, and world dance. Students also learn the process of making dances, as well as how to be an informed observer of dance. A culminating event for this class is the Spring Dance Concert. Students receive a letter grade for their work in this course.

Middle School Performing Arts Course Listings: DramaGrade 5: Intro to Dramatic Arts IThe 5th grade drama class fosters creativity, collaboration, communication, and risk-taking through its introduction to the dramatic arts. Throughout the trimester, students get a taste of the three ways that dramatic material is created: improvised, devised, and scripted. Students learn stage fundamentals through a series of interactive, team-based games geared toward teaching kinesthetic technique through physical challenge. Students explore performance through improvisation and the beginnings of story-making. Students create their own scenes through mime, body language, and creative movement, and work in groups to create conflict-based story lines through a series of sketches. As a cross-curricular exercise, students collaboratively devise and perform scenes in which they portray the historical figures that they research during their intensive study of Lewis and Clark.

Grade 6: Intro to Dramatic Arts IIThe 6th grade drama class builds on the fundamentals introduced in Grade 5. Students continue to explore improvisation, scene development, and performance. Students create original nonverbal scenes in small groups and perform them to music at a Middle School Chapel. Drama teachers work with other faculty to integrate current themes of study into dramatic scenes and student-created dialogues. As part of the Middle School’s Ancient Civilization Festival, for example, students might use creative movement to depict dramatic narrative, developing an abbreviated version of the ancient Indian Sanskrit epic “The Ramayana.” We assess students according to effort, enthusiasm, focus, ability to collaborate, and risk-taking.



Grade 7/Form I and Grade 8/Form II: Dramatic ArtsThe 7th and 8th grade drama classes provide students a more in-depth look at creative dramatic arts. Students review the fundamental stage techniques covered in earlier courses through interactive, team-based games. Students then learn the fundamental components of dramatic creation: conflict, relationship, text and subtext, objective, and tactic. Working in small groups, students create characters and scenes, utilizing these fundamental components to devise clearly conveyed stories. Students evaluate clips of successful dramatic and comedic scenes, and we guide them to incorporate modeled techniques into their own work. Students learn about process, incorporating multiple cycles of constructive criticism into scene revision before a final performance. Three major projects are assigned: a comedic scene, a stage combat scene, and a larger devised piece. At the end of the semester, students perform their culminating project at a Middle School Chapel.

Middle School Performing Arts Course Listings: MusicGrades 5 and 6: General MusicAll Grade 5 and 6 students take this yearlong class, in which they learn how to read and write basic music notation; play pitched instruments (recorder, xylophone, etc.) and non-pitched instruments (both solo and in an ensemble), and sing unison and two-part songs. Students also listen to music of various cultures and time periods.

Grade 7/Form I and Grade 8/Form II: BandNote: Students must take Band for an entire year in order to place out of General Music for that year.The Grade 7/Form I and Grade 8/Form II Band meets and performs in concert and at school functions throughout the year. Band students must enroll in Poly’s after-school instrumental lessons program or take private lessons outside of Poly in order to participate in Band. The students perform a varied repertoire of music.

Grade 7/Form I and Grade 8/Form II: String EnsembleString Ensemble is a fun group for young violinists and cellists who have been playing for at least a year. Using an approachable repertoire of songs arranged for strings, the goal of the class is to improve students’ technical ability and ear-training skills, resulting in better in-tune playing, and a passion for making music together.

Young Singers performTower Singers in spring 2013



Grade 7/Form I and Grade 8/Form II: ChorusNote: Students must take Chorus for an entire year in order to place out of General Music for that year.Grade 7/Form I and Grade 8/Form II Chorus meets and performs in concert and at school functions throughout the year. Students in Chorus continue to develop musical literacy and performance skills with an emphasis on their voices. Students perform a varied repertoire of music: folk music, classical music, musical theater, and contemporary works.

Grade 7/Form I and Grade 8/Form II: General MusicGrade 7/Form I and Grade 8/Form II students choose whether to participate in a performing ensemble (Band, String Ensemble, or Chorus) or take this class. General Music is a one-semester course that takes students to more advanced levels of musical literacy, hones their performance skills, and provides them with a forum for listening and analysis. Students continue to play classroom instruments and also begin to compose music.

Upper School Performing Arts All students in the Upper School are required to earn 2 credits in the arts (visual and/or performing arts courses) in order to graduate. We cannot emphasize too strongly that exposure to, and active participation in, the arts is central to Poly’s educational mission. In most cases, students earn the required credits through a mix of activities. Most students take the Visual Arts fundamentals class in 9th grade and Introduction to Western Music in 10th grade, and earn one credit as a result. For students seeking their experience in the performing arts, the other credit may be earned, generally in .25-credit increments, through participation in a wide variety of performing ensembles, and in a broad range of electives and independent studies, all described in detail below.

Middle School spring 2013 muscial, “The Wiz” Middle School play, “Robin Hood”



Upper School Performing Arts Course Listings: DanceGrade 9/Form III: Dance0.25 credit per year toward the arts requirementThis course gives students an opportunity to learn the fundamental techniques of jazz, world dance, musical theater, contemporary dance, and ballet in an encouraging environment. The focus is on increasing individual strength, flexibility, and command of the body, as well as cognitive, creative, and social skills through collaborative composition projects.

Form III Dance continues its strong partnerships with Lincoln Center and the New York City Ballet through the Work-Out Program, which combines the grace and technique of ballet with the strengthening of fitness, resulting in a solid foundation and an appreciation of dance. Students participate in three trips to Lincoln Center: student matinee, student master class, and performance in a student festival. This is a pass/fail course.

Grades 10-12/Forms IV-VI: Dance0.25 credit per year toward the arts requirementThis course is designed for dance students at all skill levels. Throughout the year, students explore a variety of dance styles, including ballet, jazz, musical theater, modern dance, and world dance. In addition, students participate in a variety of choreography projects assigned during the year. Students perform in the Afternoon of Student Choreography in January and the Annual Spring Dance Concert in April. This is a pass/fail course.

Upper School’s “West Side Story “portrayal of Maria and Tony Spring Dance Concert 2013

FORM IV

DanceSpeechIntroduction to Western MusicMusic Electives

FORM V


FORM VI


Performing Arts: Course Sequence

FORM III

DanceMusic Electives



Upper School Performing Arts Course Listings: Drama SpeechRequired class for Grade 10/Form IVNot strictly a part of the Performing Arts Department, the required speech class (10th grade) nonetheless serves as a launching pad for many students who have not yet thought of “treading the boards,” as the saying goes. In today’s world, the individual with self-confidence and strong communication skills has a professional advantage over those who are less able to express themselves. Speech is a graded, one-semester course for sophomores that offers students an opportunity to work on both the physical skills necessary for good speaking—vocal projection, diction, posture, and effective eye contact and the organizational skills needed to produce a clear and compelling outline. The class also listens to and analyzes televised speeches, and examines the role of the political speaker and the speechwriter in our democracy. This course is a graduation requirement and also prepares students for their Senior Plan oral presentations.

Drama Electives/OptionsActing Yearlong elective for Grades 11 and 12/Forms V and VI; 0.5 credit toward the arts requirementMany alumni who become professional performers first honed their acting abilities at Poly. Our yearlong elective nurtures budding thespians, curing nerves and channeling enthusiasm as students study and practice the art of acting. Students will hone their skills by preparing and performing scenes and monologues by a wide range of playwrights, including David Mamet, David Ives, William Shakespeare, Anton Chekhov, and Rebecca Gilman. Performance analysis through videotape, physical theater exercises, and improvisation are additional means by which students cultivate their craft. Students gain further theatrical sophistication by attending performances on Broadway, off Broadway, and off off Broadway, frequently seeing productions Poly alumni are involved in. Students often have the opportunity to tour backstage and sometimes even speak with the actors. The semester culminates in an exciting public performance—for the entire student body—of acting scenes prepared during the year. Students finish the course having prepared a variety of scenes and monologues to use for conservatory school auditions and senior scholarship competitions.

Advanced ActingFall semester elective for Grade 12/Form VI; 0.25 credit toward the arts requirementPrerequisite: successful completion of Acting; Advanced Acting is a continuation of the practical drama program with a focus on monologue preparationThis class is designed for students who wish to apply for conservatory drama programs or college scholarship programs, or who are generally interested in expanding their auditioning and performance skills. Participation in the National Arts Search Talent scholarship is a critical element of Advanced Acting.

Forms iii/iv present one-act plays



Film and Video Elective for Grades 11 and 12/Forms V and VI; 0.25 credit toward the arts requirementWith access to state-of-the art, top-notch equipment, including Canon XA10 cameras, tripods, microphones, boom poles, and headphones, students in our Film and Video class learn the basics of filmmaking from soup to nuts. The nine assignments students receive over two semesters range from creating an animated production logo to covering a sit-down interview. Each assignment builds on the previous one, giving students valuable tutelage on how equipment works and schooling them in techniques for editing, framing and composition, camera movement, and sound and lighting. Their lessons are balanced with theoretical ideas, as well as an emphasis on filmmaking as visual storytelling. Students apply all their newfound knowledge to the final project—a collaborative, five-minute piece, which often takes the form of a short documentary or music video. Students who have taken this course have gone on to study at New York University Film School and to work in television.

StagecraftElective for Grades 10 -12/Forms IV-VI; 0.25 credit toward the arts requirementThis semester-long course begins with a brief introduction to the different types and styles of theater and to general theater terminology. Students learn skills that include reading plans, tying knots, planning a construction project, wiring electrical plugs, soldering sound connectors, recording sound cues, hanging and focusing a lighting instrument, and safely using tools and machinery in the workshop. Construction projects include the basic scenic elements of a platform and flat. The class helps in the construction of scenic elements for the two fall Upper School productions. We encourage students to participate as members of the running crew for those productions.

Set DesignElective for Grades 11-12/Forms IV-VI; 0.25 credit toward the arts requirementThis one-semester course introduces the student to the art of set design. The first quarter is spent learning to produce the materials that a set designer uses to communicate ideas. Through a series of exercises, we teach students to use Vectorworks (a CAD program) to create ground plans, elevations, perspective renderings, and 3D computer models. The quarter culminates in the presentation of plans showing each students’ own bedroom as a set on a stage. The second quarter progresses to reading, analyzing, and designing a set for a one-act play. Generally, Stagecraft is a prerequisite for this course, but the instructor may admit students with theater experience, or those who are interested in architecture or learning a CAD program.

Upper School drama students perform Horton Foote’s “The Dancers” Blues Notes, all-male A Capella group



Upper School Performing Arts Course Listings: Music Introduction to Western MusicAcademic Arts course, required (with exceptions) for Grade 10/Form IVStarting in Athens in 500 BCE and continuing into the 20th century, this course presents students with an overview of our common Western cultural heritage. By examining an array of “cultural artifacts”—which are as diverse as Homer’s The Iliad, Da Vinci’s “Mona Lisa,” Brunelleschi’s dome for the Cathedral of Florence, Beethoven’s Ninth Symphony, Goya’s “The Third of May, 1808,” Picasso’s “Les demoiselles d’Avignon,” Stravinsky’s Rite of Spring, Frank Lloyd Wright’s Fallingwater, and Alfred Hitchcock’s Psycho—students learn to “read” their cultural environment and develop the skills to connect this environment with its historical background. We base grades in this course on a substantial semester-end paper.

Music Electives/OptionsFundamentals of Music TheoryElective for Grades 10-12/Forms IV-VI (offered spring semester; 0.25 credit toward arts requirement) This course will be offered every two years, the semester before AP Music Theory is offered.This class provides a grounding in music theory by focusing on the written and aural components of music study. As students may achieve basic music literacy in Middle School, this fundamentals course teaches more sophisticated use of written notation. Students also begin to aurally recognize patterns, forms, and harmonic progressions common in music. As part of this course, students learn to hear internally and to perform previously unknown pieces of music (sight singing). The course is open to any student regardless of musical background. However, some instrumental or singing experience is helpful.

History of Western MusicElective for Grades 10-12/Forms IV-VI (offered fall semester; 0.5. credit toward arts requirement)History of Western Music offers a thorough exploration of both “art” and “popular” music, beginning in the Renaissance and ending in the present. Students study a core repertoire of music masterpieces, and develop an understanding of basic musical concepts such as melody, harmony, the various instruments of the orchestra, formal structures, tonality, and its alternatives. Students also study the social and historic contexts of these musical examples. By the end of the semester, students will have gained a deep understanding of seminal works such as Bach’s Mass in B Minor, Mozart’s Eine Kleine Nachtmusik, Beethoven’s Choral Symphony, and Stravinsky’s Rite of Spring. Students also watch at least one complete opera performance

in class. The course culminates with an examination of the direct line that connects the music of Arnold Schönberg and the Second Viennese School to the post-1966 music of the Beatles, by way of Karlheinz Stockhausen and such seminal bands as Kraftwerk and Devo. We expect students to attend at least two live classical performances during the semester and to write about these experiences.

Performing Arts Department chair Nick Armstrong performs with student at Instrumental Concert



Concert BandInstrumental Performance Ensemble for Grades 9 -12/Forms III-VI; 0.25 credit per year toward the arts requirementConcert Band, open to all Upper School students who play woodwind, brass, or percussion instruments, explores a wide instrumental repertoire and exposes students to music of the Western art, American, and world traditions. Although students in Concert Band receive specialized instruction from artists-teachers who regularly attend rehearsals, we encourage these young musicians to take instrumental lessons, either through Poly’s after-school programs, at a recognized music school, or with a private teacher.

Concert ChoirVocal Performance Ensemble for Grades 9 -12/Forms III-VI; 0.25 credit per year toward the arts requirementConcert Choir is the mainstay of Poly’s Upper School choral program. This vocal ensemble focuses on a wide variety of vocal music representative of the Western art, American, and world traditions. Ability to read music is not required, but we encourage it. Every two years members of Concert Choir travel during spring break as Cultural Ambassadors of Poly Prep. Recent destinations have included Montreal, Quebec, and Costa Rica. The choir has also performed many times at New York’s prestigious Carnegie Hall.

String Chamber EnsembleInstrumental Performance Ensemble for Grades 9 -12/Forms III-VI; 0.25 credit per year toward the arts requirementViolinists, violists, cellists, and bassists meet to explore music—all written for strings—of the Baroque and Classical eras, as well as contemporary music. Students taking String Chamber Ensemble must be able to read music at a sophisticated level, and we require them to take instrumental lessons, either through Poly’s after-school music program, a recognized music school, or with a private teacher.

Jazz BandInstrumental Performance Ensemble for Grades 10-12/Forms III-VI; students must be in Concert Band to qualify for Jazz Band; 0.25 credit per year toward the arts requirementJazz Band provides students with an invigorating and challenging adjunct to Concert Band. Students explore the various styles of jazz that arose from the 1930s to the 1970s, thereby expanding their knowledge and use of major and minor scales and modes. Except in rare cases, with the approval of the department, students joining Jazz Band will have completed one year of Concert Band.

Concert Choir at spring 2013 Vocal Concert



Advanced Placement Courses Advanced Placement (AP) Music Theory Requirements: successful completion of the Fundamentals of Music Theory, or a similar class at a Community Music School.Our yearlong AP Music Theory course is for students who have successfully taken Fundamentals of Music, are in the midst of mastering an instrument, and would like to more fully explore the concepts and compositional systems underlying their practice. In AP Music Theory, students learn harmonic practices, sight singing, how to recognize musical styles and structures, and basic composing—all areas covered on the AP Music Theory exam. Texts such as Benward and Saker’s Music and Theory in Practice and Laitz’s The Complete Musician, with dips into Arnold Schönberg’s classic Theory of Harmony, facilitate classroom work and assignments. We also integrate technology into the curriculum. Students utilize relevant apps and the software programs Ear Master Pro (ear training and sight singing) and Sibelius (composition and notation). We encourage students to take advantage of an ever-growing stock of excellent free iPad and iPhone apps that have been shown to improve students’ aural abilities rapidly and radically. Creative assignments, such as writing short pastiche compositions in the style of Mozart and Haydn, ensure that learning remains enjoyable as well as challenging. Students leave the class well prepared for the AP exam and also able to learn music at a higher level, whether at a college or conservatory.

Warming up before Spring 2013 Instrumental Concert Poly’s jazz musicians in action

Independent Study in Performing Arts

A wide range of Performing Arts independent studies are available to students in their junior and senior years, often following up on particular interests that students have developed during regular academic courses. Recently, students have taken Performing Arts independent studies in world music, composition, playwriting, directing, choreography, and preparation for conservatory audition requirements. Students interested in participating in an independent study with one of the Performing Arts faculty should meet with the Performing Arts Department chair to begin the process.




In the performing arts, we use supportive critiques and other forms of performance assessment. Musical theory and concepts are evaluated through other forms of assessment.

Our students have evinced excellence in the Performing Arts in the following ways:

Music

Q Michael Falotico ‘03, musician with his band MonogoldQ Howard Levy ‘69, musician and Grammy Award winner (with Bela Fleck and The Flecktones)Q Richard Perry ‘60, Grammy Award-winning record producerQ Canning Robb ‘13 and Harold Theurer ‘13, accepted into the 2011 All-State ChoirQ Glen Roven ‘75, Emmy Award-winning composer and musicianQ Bob Telson ‘66, composer (The Gospel at Colonus)Q Justin Werner ‘06, founder of the New York Opera Exchange

Film and Television

Q Christina Baril ‘02 , successful film producer Q Kate Bernstein ‘95, Emmy Award-winning producer of MTV’s MadeQ Frankie Nasso ‘02 , owner of NOVA Entertainment

Acting

Q Noah Aberlin ‘95, actor, dancer, singer, New York City Opera’s Candide; New York production of The Wizard of OzQ Khail Bryant ‘17, appeared in Broadway’s The Lion KingQ Jabari Brisport ‘05, NYU Tisch graduate, singer, and actor Q Rob Brown ‘02, actor (Finding Forrester, Coach Carter, and Tremé)Q Calvert DeForest ‘40, actor and comedian best known for work on the David Letterman Show as Larry “Bud” MelmanQ Alyssa Gold ‘07, appeared on Broadway in Lemon Sky Q Grace Gummer ‘04, appeared in Arcadia on BroadwayQ Leah Horowitz ‘97 appeared in Follies on BroadwayQ Juliette Pannone ‘05, appeared in Broadway production of Annie Q Bonnie Somerville ‘91, actress (Friends, The O.C., and Cashmere Mafia)

Dance

Q Jill Sigman ‘85, founder of Thinkdance



A Vision for Teaching SciencePoly Is Research and Inquiry—Our 21st-Century GoalsThe ability to critically analyze ideas and the skill of synthesizing information into a coherent argument are the foundation of any Poly science class. We expose our students to a core curriculum of specific science topics while recognizing that the number of important topics is growing and changing as our world’s scientific and technical knowledge develops at a rapid rate. In the age of information, where students have access to centuries-old knowledge as well as recent scientific findings, we ensure that our students can find, read, and understand scientific information and, ultimately, assess its credibility through the scientific process.

A Foundation of ContentStudents at Poly learn the robust content of the most basic science disciplines: biology, chemistry, and physics. Students build a foundation for this content in the Middle School through interdisciplinary studies of the world, from the expanse of space down to microscopic investigations. Students learn how objects interact through the basic laws of Newtonian motion. They understand atoms and how atoms come together to make up all materials. They learn about the law of energy conservation and its implications for all systems. They appreciate evolution and examine the interconnections between all living things. Students understand the human body and the functions of its many systems.

Mastery of SkillsBeyond teaching these basic concepts, Poly faculty value the importance of teaching students how to go about doing science. Science is a human endeavor, a process that helps us understand the world around us. As stated in the American Association for the Advancement of Science Project 2061, “When people know how scientists go about their work and reach scientific conclusions, and what the limitations of such conclusions are, they are more likely to react thoughtfully to scientific claims and less likely to reject them out-of-hand or accept them uncritically.” This is why we emphasize skill development in both our Middle and Upper Schools.

Balanced Science EducationPoly science students are problem-solvers; they are pushed to think critically and creatively as they build on previous knowledge and develop solutions to identified problems. They are effective communicators, taught to describe their scientific thinking to the general public through oral, written, and graphical representations of ideas. They appreciate science as a collaborative process, recognizing the value of the differing observations, perspectives, and opinions of others.

At Poly, we value a balanced science education, and ensure that our students learn the content and the skills necessary for success both in the science classroom and in the application of science to the rest of their lives.

Debbie Van Ryn science department [email protected]

SCIENCE Middle School Courses Upper School Courses Student Achievement


Middle School ScienceStarting in the Middle School, Poly students build a solid foundation of basic science knowledge and they learn the skills required to construct and conduct responsible scientific investigations. Lab work and hands-on exploration occur throughout the 5th-8th grade curricula, and students are continually pushed to make cross-curricular links between science and other subject areas.

Students explore the world around them through both the physical and life sciences. As content and lab work become increasingly complex, students will gain fluency with the scientific method in preparation for a successful transition to the rigors of Upper School science.

Middle School Science Course Listings Grade 5: Basics of the Physical WorldThis general science course includes topics from life, earth, space, and environmental science. Throughout the 5th grade year, students develop a basic understanding of—and appreciation for—the world and how it functions. We begin by exploring our 25-acre Dyker Heights campus. We practice making careful observations as we take a close look at the birds and trees found on our grounds. We also work in our greenhouse studying decomposers and their role in ecosystems. Connecting with Poly’s 5th grade history class, we follow in Lewis and Clark’s footsteps as we learn how to use a compass for dead reckoning and complete a map-making project. In the second trimester our focus turns to space. During this unit, we take a look at the history and value of the space program. We do a study of the movements of the earth, sun, and moon and the resulting phenomena we observe on earth. Some of these observations are challenging to see, especially in New York City, but with the help of our StarLab planetarium, we take a closer look at the sky as we begin to explain what we see. Our final unit deals with environmental issues. Touching on resource use, biodiversity, and climate change, we explore these issues and what we can do to help care for our planet. Over the course of the year, our activities build on basic science skills, with an emphasis on observation, data collection, interpretation, and communication. In addition, we spend significant time on developing good study skills and work habits.

Grade 6 Science: Microscopic ExplorationSixth grade science is an integrated course in which we explore a range of disciplines, including physical and environmental science, biology, and chemistry. The goal of this course is to teach both science content and process skills, so that students will develop a firm foundation and good habits. We begin the year by learning about Leeuwenhoek and the development of the microscope while working with our own compound microscopes to build important science skills, such as making observations, interpreting and communicating data, and drawing conclusions. Next we study the structure and function of plant and animal cells. As part of this unit, students use their iPads to take photographs of stained cells through the microscope. This allows them to revisit the activity and to see even greater detail than when using a microscope alone. Students also use their tablets to create their own animations of cell reproduction. Cell division and meiosis segues

Science: Course Sequence

GRADE 5

Basics of the Physical World

GRADE 6

Microscopic Exploration

FORM I

Introduction to Principles and Practice of Chemistry

FORM II

The Physical Universe



into one of the highlights of 6th grade science: The Trout in the Classroom project. During the trout project, we continue to explore the connection between physical and life science as we raise trout from fertilized eggs to fingerlings. In caring for trout in their classroom, students learn about the ideal conditions for animal growth by maintaining the proper physical balance in the tank as they monitor temperature, dissolved oxygen, ammonia/nitrates, and pH levels. Students learn how the sensitivity of trout to water conditions makes them such an important indicator species of environmental health. In the spring, as part of a service-learning project, we release the trout into their natural habitat during a visit upstate to a stream designated by New York State’s Department of Environmental Conservation. Our final project of the year is a major dissection, which students perform. Throughout the course, students use their iPads to document their work.

Grade 7/Form I Science: Introduction to Principles and Practice of ChemistryIn this hands-on introduction to chemistry, we explore the complexity of the microscopic world through experimentation and create mental and visual models to help explain phenomena we observe in and out of the laboratory. Topics include the classification of matter; the properties of solids, liquids, and gases; the structure of atoms; the periodic table and properties of different classifications of elements; radioactivity and nuclear reactions; and chemical bonds and chemical reactions. Building on our prior knowledge of the scientific method, we focus on the skills of collecting qualitative and quantitative data, presenting this information in ways that best illustrate what we observed, and distinguishing between an observation and an inference. In our labs, we encourage students to devise their own procedures and methods for testing variables in experiments. At times we supplement hands-on activities with digital tools, such as visualizations or animations, in order to enhance the learning experience and help us appreciate the ways in which the ever-evolving world of technology enhances science and our lives. Since science is a collaborative pursuit, we work together in labs and on projects in order to learn from each other and to learn the skill of working in a team.

Grade 8/Form II Science: The Physical UniverseBuilding on the Grade 7/Form I course in chemistry, Grade 8/Form II Science fosters a conceptual and practical foundation in science and is intended to stimulate and support an appreciation and sense of wonder for the complexities of the physical world. We encourage curiosity and a spirit of investigation throughout the year, and numerous laboratory activities and class demonstrations provide students the opportunity to make careful observations and measurements, organize and analyze data, construct and interpret graphs, and produce effective notes for review. Assessments include class participation, homework and lab work, as well as quizzes and tests. We draw our primary topics of study from physical, earth, and space science and enhance learning through judicious use of Internet resources and multimedia. Studies include properties of the atmosphere, fluid pressure and buoyancy, electricity and magnetism, modern technology, the Laws of Motion, models of the universe, space travel, and model rocketry. In addition, we incorporate the historical development of concepts and environmental concerns into many of our inquiries. By emphasizing the manipulation of materials, cooperation with partners, and the pooling of class results, we empower students individually and as a group. These diverse learning modes help encourage students to continue to seek knowledge and recognize science as exciting, relevant, and accessible. Each student will also be prepared to meet the challenges of Upper School science at Poly, while also making a solid start as both a lifelong learner and a scientifically literate citizen.

8th Grade Duck Tape Regata



Upper School ScienceUpper School students are challenged by our science faculty to be critical, creative thinkers who learn to work collaboratively while mastering both content and skills. The Upper School science curriculum begins with required courses in Forms III, IV, and V, providing students with a foundation in biology, chemistry, and physics. Within these disciplines, students may test into the rigorous Special Advanced Program which allows for long-term participation in our accelerated science curriculum. Students who test into this program will complete three rigorous AP courses by graduation.

While all Poly students graduate with solid mastery of our core curriculum, many choose to go above and beyond through electives, independent studies, and advanced research courses. Our science curriculum offers electives such as Geology, Anatomy and Physiology, and Biotechnology.

With departmental approval and in partnership with the appropriate instructor, highly motivated students may also take independent study as juniors and seniors. Recent students explored topics in marine biology and medical ethics. Other opportunities for students abound through participation in annual events, such as Women’s Innovation Symposium in Engineering, a symposium designed to expose motivated students to various disciplines of engineering.

Ultimately, Poly 12th graders finish Upper School prepared for the rigors of college science. Additionally, all students graduate as effective communicators, innovators, collaborators, and problem-solvers, the soft skills they need for long-term success.

Environmental Science students at the Bronx Zoo Upper Schoolers present project on recycling


FORM IV

ChemistrySAP BiologyElective: Research Course

FORM V

PhysicsConceptual PhysicsAP Physics BAP BiologyScience Electives

FORM VI

PhysicsConceptual Physics AP ChemistryAP BiologyAP Physics CScience Electives

Science: Course Sequence

FORM III

BiologySAP Chemistry


Upper School Science Course ListingsBiology Grade 9/Form IIIBiology introduces students to the characteristics that distinguish living systems, and it reinforces the general principles of scientific methodology. The year begins with ecology, focusing on observations of living organisms found on and around Poly’s 25-acre Dyker Heights campus. Faculty members incorporate Poly’s many campus resources, including acres of land, two ponds, a greenhouse, and gardens, into lessons on the biological world. Students then study basic chemistry to acquire an understanding of biologically important molecules and the chemical reactions that sustain organisms. Students explore the continuity of life through cell structure and function, biochemical genetics, cellular reproduction, Mendelian genetics, and evolution. Towards the end of the year, students learn about some of the major body systems that help support their own lives. Students learn important lab skills, including analyzing and reporting on their own work, through exercises and demonstrations. By the end of the year, students gain an understanding of the characteristics of living organisms. This course uses Campbell’s Biology: Exploring Life as its primary text.

ChemistryGrade 10/Form IVChemistry students complete a standard college preparatory curriculum that deals with molecular behavior in the physical setting. Topics include atomic structure, the periodic properties of the elements, molecular bonding, chemical reactions (including stoichiometry), thermodynamics, kinetics, and equilibrium. Lab work is an integral part of this course. We carefully choose each experiment to emphasize a particular concept or technique and then provide students a hands-on illustration of these same concepts and techniques. In one lab, for example, we expose students to pharmaceutical and industrial processes that involve extracting elemental silver from silver oxide, including the performance of mole calculations to determine the percentage yield of silver extracted from the compound. In other labs, we ask students first to look at a chemical equation, and predict the products based on what is taught in class, then to observe the actual reaction and compare it to their original predictions. Whether it is in the lab or while practicing problem-solving, we expect students to work collaboratively to hone their critical thinking skills.

Advanced Placement OptionsSpecial Advanced Program (SAP) and Advanced Placement (AP) Courses

SAP ChemistryGrade 9/Form III; selective admission based on test scores and teacher recommendationsSpecial Advanced Program Chemistry is the introductory course in the two-year Special Advanced Program in Science intended for students with a particular passion for the sciences and exceptionally strong academic ability. Students apply for admission to the program at the end of their 8th grade year and are granted admission based on teacher recommendations, as well as performance in middle school math and science courses, ERB test scores, and a placement exam. Students in SAP will be able to complete three AP science courses in their four years at Poly: AP Biology in 10th grade, AP Physics in 11th grade, and AP Chemistry in 12th grade.

In SAP Chemistry, students engage in regular hands-on lab work to discover and apply foundational concepts in chemistry, such as atomic structure, bonding, energy flow, acid-base systems, and electrochemistry. We encourage students to consider how structures of molecules determine the macroscopic properties we observe in our world, and



how we can measure, quantify, and predict those properties. Through the use of Vernier probeware and Logger Pro data-collection software, we introduce students to advanced methods of data collection and analysis while they develop a deeper understanding of course material. In addition to the challenging chemistry content, students develop skills necessary for success in future science courses, such as scientific problem-solving, analytical thinking, and computational and lab skills. Students in this class use the text Introductory Chemistry by Zumdahl et al., the introductory version of a text by the same authors used in AP Chemistry. Students follow a sequence similar to that of a typical 10th grade chemistry course, with the exception of the final unit, which focuses on organic chemistry and biochemistry. Students end the year with these topics in order to prepare for AP Biology in their sophomore year.

SAP Biology Grade 10/Form IV; prerequisite: SAP ChemistryThis college-level biology course is taught as a first-year biology course to sophomores in the Special Advanced Program in Science and follows the AP Biology framework. Emphasis is on students gaining conceptual understanding of the fundamental enduring ideas in biology. These ideas are that the process of evolution drives the diversity and unity of life; that biological systems utilize energy and molecular building blocks to grow, reproduce, and maintain homeostasis; that living systems retrieve, transmit, and respond to information essential to life processes; and that biological systems interact, and these interactions possess complex properties. While students learn a large amount of content in this course, inquiry and reasoning are equally important. Classes focus on connecting concepts across main ideas, establishing lines of evidence, continuing development of experimental design and data collection techniques, and applying mathematical skills. Students in this class must be highly motivated and able to plan and organize their work, budget time effectively, and take considerable responsibility for their own learning. Lab investigations are an essential part of the course, and we expect students to stay after school for extended periods on lab days. All students take the AP exam in May. This course is not open to students who have already completed high school biology.

AP Physics BElective for Grade 11/Form V and Grade 12/Form VI; prerequisite: department approvalThis challenging and comprehensive course covers the equivalent of a one-year general physics college course. Students examine the topics of kinematics, dynamics, gravitation, momentum and energy, electricity and magnetism, fluid mechanics, thermodynamics, waves and optics, and atomic and nuclear physics. This is an intellectually stimulating course that requires fluency in mathematics, as students examine the fundamental physical principles and processes that govern the universe. They develop both the conceptual and rigorous mathematical framework necessary to meaningfully understand and critically analyze many aspects of the physical world. Lab experiments are an integral part of the course, and we design them to expose students to the scientific discovery process and illustrate how experimentation supports the formulation of physical laws and principles. During labs, we emphasize teamwork and the use of technology. For example, we utilize Logger Pro software and Vernier Labpro probeware to turn our computers into data-collection devices. Our text is Giancoli’s Phyiscs, a textbook commonly used at many colleges and universities. All students take the AP Physics exam in May. Upper Schooler creates a wind turbine



AP Physics CElective for Grade 12/Form VI; prerequisite: AP Physics B, and concurrent Calculus or outstanding performance in Physics and completed CalculusAP Physics C covers the concepts of a calculus-based introductory college physics course. In this course, students continue the study of physics with a more in-depth exploration of topics in mechanics and in electricity and magnetism. Students find that using calculus enables them to express concepts with clarity and to problem-solve in ways not possible in first-year physics. Students also use mathematics at a higher skill level, in terms of both algebra and calculus, and apply advanced math skills to real world situations, including lab experiments. Students design experiments to solve particular problems and use Vernier probeware and Logger Pro software to gather and analyze data. Topics covered include kinematics, dynamics, energy, momentum, rotation, simple harmonic motion, electrostatics, circuits, magnetism, and induction. The textbook is Halliday, Resnick, and Walker’s Fundamentals of Physics, supplemented by review materials from Mooney’s Physics C. All students are required to take both the Mechanics and the Electricity and Magnetism AP Physics C examinations in May.

AP ChemistryElective for Grade 11/Form V and Grade 12/Form VI; prerequisite: departmental approvalAP Chemistry mimics a first-year college-level general chemistry course and is typically taken in the junior or senior year by top science and math students. Students are admitted into the course based on performance in their SAP or 10th grade chemistry course (a prerequisite for AP Chemistry), as well as feedback from their math and science teachers. In this fast-paced and challenging course, students delve more deeply into topics covered in SAP or 10th grade chemistry, including atomic theory, chemical bonding, kinetics, equilibrium, and thermodynamics. Students engage in frequent hands-on lab activities, and they collect and analyze data using advanced technology and techniques commonly used in a college lab. Most of our lab experiences involve the use of Vernier probeware to collect data and Logger Pro software to catalog and analyze this data. We challenge students to develop a deep and nuanced understanding of the foundational concepts of molecular structure and energy flow within a system. They also develop sophisticated problem-solving skills and the ability to perform college-level lab tests and data analysis. All students must take the AP Chemistry exam in May.

AP BiologyElective for Grade 11/Form V and Grade 12/Form VI; prerequisite: department approvalThe equivalent of a college-level introductory biology course, AP Biology is designed to help students develop analytical and critical thinking skills. This course is a second-year biology course that builds on the introductory course required for all Grade 9/Form III students. We focus on biology as a process, using a topical approach to deepen our understanding of major biological themes, such as unity of life, diversity, continuity, and interaction. Lab explorations and the critical techniques of biological investigation are an integral part of the course. We continue to build on scientific inquiry skills as students hone their data collection and data analysis. We expect each student to complete an in-depth summer reading and writing assignment before beginning studies in September. All students must take the AP Biology exam in May.

Independent Study in Science

With the approval of the department and an instructor, Poly students (generally in Grade 11/Form V and Grade 12/Form VI) may arrange to take independent study in Science. Among the possible topics are:

Q Marine BiologyQ Medical/Ethical Status of the Terminally Ill

Other independent study topics may also be available, depending upon faculty expertise.



Three-Year Science Research ProgramScience ResearchOffered to Grade 10/Form IV; three-year program; prerequisite: application, departmental approvalScience Research is a three-year program that begins sophomore year, which introduces students to the demands and satisfactions of rigorous scientific experimentation. Students apply for admission to the program in the spring of their freshman year. We typically accept 5-7 students each year, and they join members of the other two cohorts of young investigators in shared class meeting time. In this class, students design and develop their own research projects, for which they write a series of developing formal papers and submit them to both local and national competitions, such as the New York City Science and Engineering Fair and the Intel contest. Students develop a protocol for research through the investigation of scientific journal articles in their area of interest, their own creativity and ingenuity, and, in some cases, collaboration with an outside mentor or professional scientist. The data and information that research students gather, primarily in the junior year, become the basis of their final paper, which they craft, revise, and polish in the senior year. Students hone presentation and public speaking skills through presentations to class members and the Poly community. This class also satisfies the Poly speech requirement. This class is taken in addition to the normal science sequence and is pass/fail only.

College-Level Partnerships CoursesNEW COURSE: The Science of Natural Disasters–Introduction to College-Level GeologyPrerequisites: Biology, Chemistry (recommended), and departmental approvalDeveloped in conjunction with SUNY Oneonta, this course introduces students to geology through the lens of natural disasters such as hurricanes, earthquakes, tsunamis, and glacial movement, as well as human-caused problems related to geoscience. Geology is one of the fastest-growing fields of science in the world, while also one of the least taught at the high school level. A major goal of this course is to introduce students to this exciting field and encourage them to consider pursuing the geosciences in college. The focus is on real world laboratory and field study experiences, including a required overnight trip to several outcrops in New York and New Jersey. Students master geoscience skills, such as analyzing stratigraphic columns and using geographic information system (GIS) technology to study earth processes. Students use Google Earth and other online tools to analyze real-time data from outside sources, and data they collect themselves on our field trips and around Poly’s 25-acre Dyker Heights campus. These analyses provide students with insight into the geologic, economic, and environmental causes and impacts of natural disasters. At the end of the year, students prepare a portfolio of their best work—labs, tests, and projects—to send to SUNY Oneonta. Students who successfully complete the final portfolio receive three college credits from SUNY Oneonta.

Introduction to Engineering and Design students during Fall 2012



Introduction to Engineering and DesignElective for Grade 11/Form V and Grade 12/Form VI; prerequisite: departmental approval Coursework takes place at NYU–PolyIn this lab-based course, students learn the basic principles of engineering and design. Students work in teams to complete hands-on experiments and make weekly PowerPoint presentations about their findings. The course is designed to expose motivated students to various disciplines of engineering, including civil, mechanical, chemical, biological, and electrical, with an emphasis on collaboration and communication. Sample labs include making a hot air balloon and building a toy car that is powered in part by a battery that incorporates a lemon. Students are responsible for reading and preparing extensively for each week’s lab, as well as writing up a weekly six-to-ten-page lab report. Students learn to use Excel and LabVIEW, among other software programs. The course is taught and graded by an NYU-Poly professor in a special section for Poly Prep students. A Poly Prep faculty member accompanies students to NYU-Poly. This course is open to rising juniors and seniors who are self-directed and eager for a new challenge. Students wishing to enroll in the course must complete the application form; class size is limited. There is not a specific math requirement, though sophomores taking the course will need to do a bit of additional work ahead of the chemical engineering labs, as they will not have completed the chemistry requirement. All class meetings take place on the NYU-Poly campus in downtown Brooklyn, with transportation provided by Poly.

Other Science ElectivesPhysicsElective for Grade 11/Form V and Grade 12/Form VIPhysics is the study of how objects move and interact with each other. In this yearlong course, students develop the ability to apply both conceptual and mathematical reasoning to understanding the physical world. Through the study of physics and how scientists do physics, students acquire the logical, critical, analytical, and mathematical skills necessary to solve problems in physics. Algebraic skill, an understanding of trigonometry, and solid organizational skills are necessary for success in this class. Lab experiments are an integral part of the course because they illustrate the process of scientific discovery and show how scientists discover physical laws and principles by experimentation. Through observation and analysis of lab data, students develop the models scientists use to understand the physical world. We spend significant class time working as a group—both in labs, and in solving problems and presenting results. Topics covered in this course include kinematics, the description of motion; dynamics–Newton’s laws and their applications, including satellite motion; conservation laws, including the first law of thermodynamics; electricity, both electrostatics and circuits; and magnetism. Students use Vernier probeware to gather data, Logger Pro software to graph and analyze data, and computer simulations to explore physics concepts. We use print materials from the American Modeling Teachers Association, extensively supplemented by reading and exercises from Hewitt’s Conceptual Physics.

Conceptual Physics: Selected Topics in Real World PhysicsElective for Grade 11/Form V and Grade 12/Form VIThis is a yearlong conceptual physics course open to any junior or senior. We believe that the concepts of physics are important in their own right and can be taught without a focus on mathematical equations. This class asks students to look at the world around them and appreciate the role physics can play in explaining what they see. Our first semester



focuses on energy and the environment. We begin with a study of thermodynamics, looking at green building from a physics point of view. The unit culminates in a group project where students design environmentally responsible homes that utilize the concepts learned in class to reduce the need for active heating and cooling systems. Students present these designs as hand-drawn architectural drawings, physical 3D models, or computer-generated models. As part of the project, students pitch their designs to prospective buyers (their classmates). Next we focus on the physics of sports. We learn the fundamentals of kinematics and energy while applying them to the sports we love to play and watch. This unit culminates in students either creating their own sports science video or writing a sports science article. In the second semester, we begin with a study of waves, learning about musical instruments and the physics of sound. Then, we move to the study of electromagnetic waves as we explore light phenomena. We learn about mirrors and lenses and how they create both real and virtual images. The course concludes with the physics of amusement park rides, focusing on concepts of motion, forces, and energy. We build our own KNEX roller coasters, then analyze them for safety. Throughout the year, students utilize many forms of technology, including Vernier Probeware and Logger Pro software to collect and analyze data. For example, in our roller coaster project at the end of the year, we are able to videotape the roller coaster ride, then analyze it frame-by-frame. Because we value teamwork in this course, students work in teams for projects and labs, strategizing together how to achieve great results. This class uses Paul Hewitt’s Conceptual Physics as its text.

Anatomy and Physiology Elective for Grade 11/Form V and Grade 12/Form VIIn our two-semester Anatomy and Physiology course, students study the human body and its numerous physical systems. Kinesiology (how the human body moves and works), which may be of particular interest to students intrigued by physical therapy and sports medicine, is the focus of the first semester. Steered by the college-level Kapit and Elson’s The Anatomy and Physiology Coloring Book, students learn the vocabulary of anatomy as we encourage them to think about the body in abstract and analytical terms. Labs include visits from athletic trainers and safety guards, who share their unique perspectives on the musculoskeletal system. In the course’s second semester, the body’s organ systems take center stage. Students learn the ins-and-outs of the digestive, circulatory, respiratory, reproductive, nervous, and excretory systems. Highlights include an exploratory fetal pig dissection and CPR and First Aid certification. YouTube surgery viewings, as well as articles and online tutorials, complement textbook learning. Upon completion of Anatomy and Physiology, students understand and appreciate how the body systems work together to maintain homeostasis.

AstronomyElective for Grade 11/Form V and Grade 12/Form VI; prerequisite: department approvalFar more than the identification of constellations in the sky, the study of astronomy has intrigued humankind and fueled scientific and mathematical progress for centuries. In this one-semester course, students look into the tools and techniques of the astronomer, the everyday movements of the sun and the moon, and where we fit in the universe. We use the celestial sphere to study the motion of our sun and other stars in the sky and determine the reason for the climate differences across the earth. Other major topics for the Astronomy class include: a study of the moon, its phases, and its tides and eclipses; the historical development of our model of the solar system and how it works; a survey of lenses and mirrors and how they are used to make telescopes; the life history of stars; a survey of the characteristics of the planets; and a brief look at cosmology, the Big Bang Theory, and the formation of the universe.



Environmental ScienceElective for Grade 11/Form V and Grade 12/Form VI; prerequisite: departmental approvalThis course explores the interactions and relationships between humans and the earth. The focus of this course is understanding the science behind current events; it gives students a sense of personal empowerment in issues of the environment. We consider basic ecological principles in connection with topical issues: global warming, extinction of species, air and water pollution, toxic wastes, overpopulation, depletion of resources, and the destruction of tropical rainforests. Sustainability is a central theme of this course. Other topics include energy production, biodiversity and its preservation, and soil and sustainable farming. The science is emphasized for each topic, but the political, social, and economic consequences of environmental problems are also necessary for having a clear understanding of each issue. Environmental science is a lab-based course. We conduct chemical tests and biological surveys that help indicate the ecological health of an area and become the tools necessary for environmental remediation.

Forensic ScienceElective for Grade 11/Form V and Grade 12/Form VI; prerequisite: departmental approvalForensic Science is the application of science to law. In this elective, students take a detailed look at the processes forensic scientists use in analyzing crime scenes. Students move away from traditional textbooks and use Kendall Hunt’s e-book, Forensic Science for High School. In addition to the interactive modules provided by the e-book, students use case studies to highlight important trends in the field. This is a hands-on course, so students will spend much of their time in the lab performing procedures similar to those of actual forensic scientists, such as matching hair and fiber specimens by scrutinizing them under a microscope. The manipulation of DNA is a favorite unit of study because students learn how it can be used by organizations like The Innocence Project, which works to exonerate people unjustly incarcerated. Students also study forensic anthropology and dissect an owl pellet to discern the differences between various bones so that they can reconstruct a skeletal model of the digested animal. Other topics, such as blood splatter analysis and chemical drug analysis, provide a detailed way to incorporate physics and chemistry into this interdisciplinary course. Students experience real world supplements to traditional methods of study, including various television specials, current newspaper and magazine articles, readings from The Forensic Files of Batman, and occasional guest speakers, such as a current NYFD fire marshal. This is a collaborative course in which students work with the instructor to learn, explore, and experience the exciting world of forensic science.

GeologyElective for Grade 11/Form V and Grade 12/Form VI; prerequisite: departmental approvalGeology is a yearlong course that studies the earth and its atmosphere. In addition to studying the rocks and minerals that make up the earth, we look into the structures and forces that give the landscape of this planet its shape. Therefore, the theory of plate tectonics is a central theme of this course. The role of catastrophes such as floods, earthquakes, and volcanic eruptions add drama to the study of geology. The effects of erosion and glaciation, the most recent sculptors of our landscape, are examined. We also look at the structure of the atmosphere, the mechanisms that produce our weather, and the way the earth’s climate has changed over time.



Biotechnology I: DNA Research Techniques Elective for Grade 11/Form V and Grade 12/Form VI; prerequisite: departmental approvalNote: Not offered during the 2013-1204 academic yearIt is less than four decades since scientists learned how to manipulate DNA by cutting, rearranging, and pasting with bacterial enzymes. This discovery has led to the amazing world of genetic engineering and myriad small and large biotechnology companies. Cells in culture have been turned into tiny living factories making medically useful proteins in service of human needs. In this laboratory intensive course, we will be reintroduced to the “master molecule,” DNA, its structure and function, and its resilience even when placed into new contexts. Using many of the tools and techniques of a commercial biotech laboratory, we will isolate and purify DNA from different sources; cut it into pieces and map its structure; move foreign DNA into bacteria and concentrate the newly minted protein. This class is strongly recommended for anyone interested in pursuing a career in medicine. It may be taken with or without Biotechnology II.

Biotechnology II: Human GeneticsElective for Grade 11/Form V and Grade 12/Form VI; prerequisite: departmental approvalNote: Not offered during the 2013-2014 academic yearUnderstanding the workings of DNA and other cellular machinery has led to a more subtle appreciation of human health and disease. Figuring out the patterns of ordinary development helps us recognize what can go wrong and contributes to the diagnosis and treatment of human disease. In this laboratory intensive course, we trace vertebrate development from fertilized egg to mature adult using microscopy, pathology, chromosome studies, and analysis of single gene mutations. Detailed studies of the causes and the diagnosis of cancer and heritable genetic diseases will constitute the major focus of the course. Consideration of the many recent “-omics” studies–genomics, epigenomics, and proteomics–will shed light on genetic predispositions and vulnerability to infectious diseases. This course is strongly recommended for anyone interested in pursuing a career in medicine and may be taken with or without Biotechnology I.

Paleoanthropology: Human Evolution Elective for Grade 11/Form V and Grade 12/Form VI; prerequisite: departmental approvalNote: Not offered during the 2013-2014 academic yearWhere does the human species come from? Why are we all so similar and yet so distinctly individual? It is now well understood that all modern humans emigrated from a founding population in Africa somewhere between 50,000 and 200,000 years ago. How we developed into anatomically modern humans from the ancestors we have in common with the great apes is the subject of this semester-long exploration. Fossils and the geological context in which they are found form the core of the study of human ancestry, supplemented with studies of our close primate relatives and the evidence secured in the molecular record in our genes. Lab activities abound and challenge the imagination, as they tend to be somewhat quirky. (There are no fossil sites in Brooklyn.) Through careful reading of a journal article, individual students become experts on one of the major fossils while teams confront the key debates that have energized the study of our ancestry.

US Science



Science and Society: Bioethics Elective for Grade 11/Form V and Grade 12/Form VI; prerequisite: departmental approvalNote: Not offered during the 2013-2014 academic yearModern developments in biotechnology and medicine have opened up possibilities that were unimaginable fifty years ago. New ideas and new technologies emerge almost daily, and there is hardly time for the implications of their use to be considered. From the scarcity of transplantable organs, concerns about emerging diseases and possible pandemics, to testing new medicines, vaccines, and treatments on the youngest of our citizens, students in this course tackle some of the most complex decisions facing society. Exploring both a range of ethical theories and the techniques behind some key modern medical developments, students in this course examine and discuss this fascinating intersection of ideas. While the ethics come from the classic works of philosophers, the medical challenges come straight from the pages of scientific journals and the daily newspapers. Lively seminar discussions, engaging laboratory activities, and powerful case studies guide the collective work.


In the Science Department, we use many tools to evaluate student learning, ranging from research and lab work, oral and written presentations, reading and homework assignments, to quizzes, tests, and other assessments.

Women in Science and Engineering Conference, Spring 2013

Our students have evinced excellence in the the sciences in the following ways:

1 Wide and consistent participation in a three-year science research program recently leading to semifinalist status in citywide and national competitions

2 A member of the Class of 2013 won four prizes at the 2013 NYC Science and Engineering Fair

3 Consistently high 4/5 mean testing for students in the SAP Advanced Placement Biology, Physics, and Chemistry sequence

4 Strong (665) recent results on SAT subject testing in Molecular Biology

5 Environmental and sustainability initiatives through a revised greening curriculum and a state-of-the-art greenhouse teaching facility



A Vision for Teaching Visual ArtsPoly Is the Imagination—Our 21st-Century GoalsThe Visual Arts Department at Poly Prep emphasizes the practice of studio art by helping students develop a sensibility and a commitment to the hands-on, experiential process of art-making. We expose students to a range of ideas, methods, and materials to promote their visual literacy.

We also ask students to participate in a critical analysis of the meaning and practice of studio art. All courses complement studio practice with an investigation into the historical and cultural backgrounds of various periods and styles. We further develop issues relevant to art through discussion, critique, slides, videos, readings, written work, workshops, visiting artists, field trips, and student exhibitions. We emphasize the relationship between art and life to foster an innovative and personal approach to the making of art. The department also works to have students reflect on how art can be a way to think critically and creatively about the world around them.

Art-Making FacilitiesOur students learn and grow as artists as they work with our faculty in outstanding art-making facilities. Middle and Upper School students use two large, light-filled, loft-like spaces for drawing, painting, doing collage, and other two-dimensional artwork. The ceramics studio makes up our third indoor art-making space. Equipped with potters’ wheels and drying racks, our ceramics studio also offers students the rare opportunity to use multiple professional-level kilns (gas-fired, electric, and raku) to enhance their understanding of firing and glazing, both technically and as a means of

personal expression. Of course, with our 25-acre college-like campus and our greenhouse, Poly students can also explore the natural world to train the hand and eye, and as a subject of representation.

Exhibitions and Visiting Experts Key to the development of young artists are opportunities to prepare and exhibit their work and to interact with professionals and visiting experts. At Poly, the Visual Arts Department is committed to yearlong rotating displays of student artwork on the walls and in the hallways of the school. Each year, we also mount three major shows of student work, in the winter and spring, and the annual Senior Show—one each with its epicenter in the Tower Gallery, a dedicated art exhibition space at the base of Poly’s “Tall White Tower.” Each year, we also organize a visiting artists week for Middle and Upper students which includes an intensive round of workshops and master classes given by visiting professional artists, including Poly parents and alumni.

Jo Ann Menchetti visual arts department chair [email protected]

Middle School collage

VISUAL ARTS Middle School Courses Upper School Courses Student Achievement


Middle School Visual ArtsMiddle School students develop work habits through the arts which help them cultivate curiosity, imagination, creativity, and evaluation skills. All students are introduced to techniques in drawing, painting, ceramics, and computer graphics. After-school activities also involve the arts; many students choose to participate in both Art Club and Photography Club to further express their ideas through artistic media.

The visual arts faculty works closely with teachers in other disciplines so that visual arts are integrated into the Middle School curriculum as a whole. These collaborations are most apparent at school festivals and learning celebrations held throughout the year, including Lewis and Clark Day and the Ancient Civilizations Festival.

Members of the visual arts faculty are professional artists whose knowledge of art and love of teaching inspire students to develop their ability to see, discern, perceive, create, and appreciate art at all levels. Poly’s location in New York City also allows faculty to organize field trips that offer students additional opportunities to appreciate the arts.

Our facilities include separate studios for drawing, painting, sculpture, and ceramics. The ceramics studio has six pottery wheels and four kilns, including an outdoor gas-fired kiln and a raku kiln. Each year, a guest artist is highlighted at the school. The Winter Arts Festival and Spring Arts Festival showcase student work in group exhibits, as well as one-person shows by more advanced students. Students who excel in the arts are recognized annually at an Upper School Chapel.

Ultimately, Poly 8th graders finish Middle School with the ability to interpret other artists’ expressions and the confidence to convey their own ideas through works of art.

Middle School Visual Arts Course ListingsGrade 5: Art StudioStudents in 5th grade develop their aesthetic education by experimenting with a variety of materials and techniques to express themselves through creative production. The students review elements of art such as line, shape, form, pattern, value, and texture through various sketching and painting activities. Students create sketchbooks and use them consistently before each project. We explore self-portraiture through two-dimensional media, such as drawing, collage, and painting, as well as through sculpture. We also incorporate art history, art criticism, and connections to the curricula of other 5th grade subjects, such as English, history, and science into the 5th grade studio class.

Middle School student painting


Visual Arts: Course Sequence

GRADE 5

Art Studio

GRADE 6

Art Studio

FORM I

Art StudioCeramics

FORM II

Art StudioCeramics


Grade 6: Art StudioStudents in 6th grade review their knowledge of the elements of art while continuing their exploration of materials and techniques. Students learn about color theory through a variety of sketching and painting activities. Students create sketchbooks and learn the importance of using them in a consistent manner. We explore figure drawing at this level, and three-dimensional figures through a sculpture unit. We also incorporate art history, art criticism, and connections to the curricula of other 6th grade subjects such as English, history, and science, into the 6th grade studio class.

Grade 7/Form I: Art StudioStudents in Grade 7/Form I explore aspects of art history, art criticism, and creative production while enhancing their knowledge of the elements of art and the principles of design. Students use their sketchbooks in a series of drawing activities that build on the skills they have acquired in the 5th and 6th grade art studio programs. The students focus on

color theory as they practice blending techniques with acrylic paint, watercolors, oil pastels, and colored pencils. They work with positive and negative space as they carve and print linoleum blocks in their print-making unit. Students look at work by a variety of artists and use their styles to influence their own creative endeavors. Grade 7/Form I students also participate in critiques as a way to develop their own personal style. We assess students on their ability to perceive, interpret, and respond to ideas, experiences, and the environment through visual art.

Grade 7/Form I: CeramicsStudents in Grade 7/Form I use hand-building techniques, including coil, slab, paddle, and pinch, as they explore both the vessel and sculptural forms within the traditions of Native American and contemporary artists. As they explore their projects and ceramic techniques, students also expand their knowledge of the nature of clay and the decorative possibilities of colored slips, sgraffito, imprinting, and glazes. Instruction stresses imagination and creativity, with a focus on the importance of craftsmanship.

Grade 8/Form II: Art StudioStudents in Grade 8/Form II develop their aesthetic education by exploring aspects of art history, art criticism, and creative production while enhancing their knowledge of the elements of art and principles of design. Students continue to build on their previous knowledge of art, and prepare to enter the Foundations of Art class that is required for Grade 9/Form III students in the Upper School. Students use their sketchbooks in a series of drawing activities and focus on color theory as they practice blending techniques with acrylic paint, watercolors, oil pastels, and colored pencils. They work with positive and negative space as they carve and print linoleum blocks in their print-making unit. Students look at work by a variety of artists and use their styles to influence their own creative endeavors. They also participate in critiques as a way to develop their own personal style. We assess students on their participation in in discussion and critiques, their art production, and their understanding of vocabulary and concepts used in class.

Grade 8/Form II: CeramicsStudents in Grade 8/Form II work with the hand-building techniques of coil, slab, paddle, and pinch, and have the opportunity to develop skill on the potter’s wheel. Students are exposed to the cultural traditions and techniques of ancient and contemporary artists as they build vessels and sculptural forms. As they explore their projects and ceramic techniques, students also expand their knowledge of the nature of clay and the decorative possibilities of colored slips, sgraffito, imprinting, and glazes. Instruction stresses imagination and creativity, with an increased focus on the importance of craftsmanship.

Middle School f igure drawing



Upper School Visual ArtsUpper School students learn to look at the world through artists’ eyes. Art theory, form, and process are emphasized, beginning with a required foundational studio course in Form III and culminating with AP courses and independent studies in both Art History and Studio Art. All courses complement studio practice with an investigation into the historical and cultural backgrounds of various periods and styles.

Students in Grades 10-12/Forms IV-VI may take electives in drawing, painting, and ceramics. With departmental approval and the appropriate instructor, highly motivated students may take an independent study as juniors and seniors, using various media. Recent students have examined ancient Greek art, still life, and animation through ceramics.

Our facilities include separate studios for drawing, painting, sculpture, and ceramics. The ceramics studio has six pottery wheels and four kilns, including an outdoor gas-fired kiln and a raku kiln. Each year, a guest artist is highlighted at the school. The Winter Arts Festival and Spring Arts Festival showcase student work in group exhibits, as well as one-person shows by more advanced students. Students who excel in the arts are recognized annually at an Upper School Chapel.

Members of the visual arts faculty are professional artists whose knowledge of art and love of teaching inspire students to develop their ability to see, discern, perceive, create, and appreciate art at all levels. Poly’s location in New York City also allows faculty to organize field trips that offer students additional opportunities to appreciate the arts. Ultimately, students will finish Upper School with the ability to view and interpret art and express themselves creatively through various artistic media.

Upper School Visual Arts Course ListingsFoundational StudioRequired semester course in Grade 9/Form IIIIn this class, Grade 9/Form III students explore the fundamentals of drawing, such as line, shape, light, shadow, and perspective with a number of drawing materials. Students also study color theory through introductory lessons in watercolor and acrylic painting. Beginners enjoy learning these various disciplines, while students with more experience encounter different techniques and approaches as they develop their individual skills. Assignments include in-class sketchbook exercises, major assignments, critiques, and an introduction to art history. Students visit the ceramic studios, as well as the advanced painting and drawing classes. Students complete this course with an understanding of the many visual arts classes Poly offers throughout their Upper School experience.

FORM IV

Painting IAdvanced PaintingAdvanced DrawingCeramics

FORM V


FORM VI


Visual Arts: Course Sequence

FORM III

Foundational Studio

Upper School ceramics project



Painting ISemester elective for Grades 10, 11, and 12/Forms IV, V, and VIIn this introductory course, students learn the technical skills required for representational and abstract painting. We introduce acrylic and tempera mediums as we emphasize the elements of color theory and composition. We use various methods and approaches to explore the objective and expressive potential of painting. Students work from both model and still-life observation in order to develop skills in painting light, shadow, and three-dimensional forms. Students work on paper and canvas and build canvas supports. Coursework involves different stylistic approaches and artistic criteria, with a variety of historical references to specific artistic cultural periods, both modern and traditional. We frequently use class critiques as a method of evaluating student performance and progress.

CeramicsSemester elective for Grades 10, 11, and 12/Forms IV, V, and VIStudents build on their knowledge of the hand-building techniques of coil, pinch, and slab construction, and develop basic skills using the potter’s wheel. They use this medium to create both functional and nonfunctional wares as they explore the tactile quality of raw clay, from its plastic pliable state on to firing. Students develop a basic understanding of the application of glazes and the firing process. By using an electric kiln, a reduction kiln, and the Japanese method of raku, students are exposed to the historical traditions of ceramics in both the ancient and contemporary worlds of the East and West.

Advanced Painting Semester elective for Grades 10, 11, and 12/Form IV, V, and VI; prerequisite: Painting I or Advanced Drawing Advanced Painting focuses on the continued development of appropriate painting skills, as well as an enhanced understanding of the relationship between historical knowledge and painting styles. We explore traditional and non-traditional methods and emphasize the role of painting and its relationship to other contemporary visual art practices. Students develop a body of work that focuses on themes and ideas they will present in the Senior Show and for their application to colleges and art schools. Class critiques evaluate students’ performance and progress.

Advanced DrawingSemester elective for Grades 10, 11, and 12/Forms IV, V, and VI; prerequisite: Drawing Studio and departmental approval Advanced Drawing students concentrate on developing the skills to explore how they can most effectively create a unique personal style. Students work from still life and from models, drawing under both natural and controlled conditions. This course continues the study of various techniques and media, with an emphasis on drawing from observation, the development of composition, and an exploration of personal imagery. Critiques, demonstrations, videos and slides, plus exhibition opportunities throughout the semester, enhance students’ experience and efforts.

Upper School portrait in charcoal



Advanced Placement (AP) CoursesAP Art HistoryNo prerequisites; entrance by applicationAP Art History is a broad survey of global architecture, sculpture, painting, photography, mixed media, and other forms of visual art, from pre-history to the 21st century. This course takes chronological and thematic approaches to the teaching of the arts. While we roughly follow the chronological progression of art throughout the world, we also interweave the study of non-Western and contemporary works throughout the year. Students grow proficient in visual analysis through the study and application of formal methods, and they learn

to understand works of art within their historical contexts by exploring issues such as religion, patronage, and function. We also explore the fundamentals of biographical, feminist, Marxist, psychoanalytic, and semiotic methodologies. AP Art History is a yearlong course intended to cover material similar to a college introductory course. It culminates in the AP exam in May.

Upper School student painting in Poly’s recently renovated art studios

Independent Study in Visual Arts

With the approval of the department and an instructor, Poly students (generally in Grade 11/Form V and Grade 12/Form VI) may arrange to take an independent study in visual arts. Among the possible topics are:

Q Animation Through CeramicsQ Advanced PaintingQ Documentary FilmmakingQ Film & Motion GraphicsQ Ancient Greek Art & InfluencesQ Classical SculptureQ Designs in Still Life and Abstraction

Other independent study topics may also be available, depending on faculty expertise.

Upper School drawing from the winter arts festival 2013

Upper School ceramics piece



Student AchievementAt Poly, we measure student achievement continually, thoughtfully, and rigorously. We want to ensure that our students meet or exceed the ambitious goals we set for them. We also continually assess and refine the effectiveness of our teaching. The Visual Arts Department faculty assess student art production through supportive critiques and interaction. Other forms of evaluation are used to test student knowledge of art history and artistic concepts.

Our students have evinced excellence in the visual arts in the following ways:

1 Many successful alumni are currently practicing artists, including:

Q Josh Adams ‘05, comic and commercial artistQ Kate Falchi ‘02, fashion designerQ Nandita S. Kripanidhi ’03, photographerQ Nick Poe ‘03, graduate of NYU’s Tisch School of the Arts in 2007 (film, animation, and art history) and co-owner of the clothing company Pegleg NYCQ Rodger Stevens ‘84, sculptor, installation and drawing artist

2 Strong testing on the Advanced Placement (AP) Art History exams (average score: 4)

Upper School student building a scupture in the ceramics studio

Collaged painting from the winter arts festival 2013 Still life painting from the winter arts festival 2013



A Vision for Teaching World LanguagesPoly Is Global Learning—Our 21st-Century GoalsLanguage study has been a central part of the Poly curriculum since the school’s founding in 1854. Today, however, we see it as a pillar of 21st-century education. Fluency in a foreign language is also key to fulfilling Poly’s mission of preparing and inspiring the next diverse generation of leaders and global citizens. (Indeed, a recent student survey revealed that 24 languages other than English were spoken in the homes of Poly families.) For a school as rich as ours in the cultures, histories, and languages of other countries, we believe we can best prepare students to succeed in college and in the world at large by ensuring that they graduate with full command of a second or even third language. To that end, students take a “sampler course” of French, Spanish, and Mandarin in 5th grade and then commit to a language in 6th grade. In 7th grade, students take a modern language in addition to Latin, and we encourage them to continue with both throughout their Upper School career. Students must complete three years of one language in Poly’s Upper School to fulfill their graduation requirement and attain an acceptable level of proficiency. At every level, teachers focus on the national standards for foreign languages as they relate to the 5 “C’s” of language learning: communication, culture, connections, comparisons, and communities. Innovative Teaching MethodsIn World Languages, we emphasize communication and use an immersion model for language acquisition. We train students to read, write, speak, understand, and use spoken language in as many natural contexts as possible. At every level, poems are memorized in anticipation of Poly’s annual Rienzi Poetry Competition. We incorporate technology in each language classroom on a daily basis. For example, students use the Ralph J. Herreros Language Lab to speak, record, and receive feedback from their teachers. They also travel around the world on the SmartBoard with Google Earth, and Poly Middle School students will use iPads in the classroom beginning in the 2013-2014 schoolyear. Students also view films and listen to audio tracks so that they are exposed to authentic language and varying accents as much as possible. Class size is limited to a number appropriate for learning in the target language, as per the ACTFL (American Committee on the Teaching of Foreign Languages) guidelines. We accommodate the needs of heritage speakers, too, as they seek to perfect their command of oral and written skills in a language already spoken at home. Powerful, Contextual LearningTo provide greater sociolinguistic context and accelerate student learning, Poly students may participate in exchange programs to France, Spain, and Argentina. (Poly offers spring and summer study abroad programs, as well.) Cultural visits to museums and ethnic restaurants also aid in increasing awareness of foreign cultures and idioms. Poly supports diversity among our faculty, our students, and in our course content by integrating global perspectives and awareness of cultural, ethnic, and socioeconomic differences into our language curricula.

Elisabeth Mansf ield world languages department chair [email protected]

WORLD L ANGUAGES Middle School Courses Upper School Courses Student Achievement


Committed to going “above and beyond” for each student, Poly endeavors to create a learning environment sensitive to students’ individual learning styles. Consisting of highly trained native and non-native speakers, our language faculty offers students a well-articulated linguistic sequence, beginning with an introduction to the world languages in Grade 5 and culminating in multiple Advanced Placement (AP) courses in the Upper School. As a result, our students are immersed in Spanish, French, Mandarin, and Latin. Students become accustomed to the target language being used in the classroom from introductory levels (in the Middle School or Upper School), with the aim of ensuring that they can truly think and speak fluently in that language before enrolling in AP courses in the Upper School. The Many Languages We OfferIn the Upper School, students may also choose to study other languages such as Italian, Arabic, Ancient Greek, Japanese, and German, through independent study. For Upper School students with a passion for foreign languages and global learning, we offer a variety of cultural, conversation, and literature electives during junior and senior years, preparing those students who wish to continue their study of language beyond the AP track.

Middle School World LanguagesIn the Middle School—to build a strong foundation for the study of world languages and cultures—students are exposed to both modern and classical languages.

After receiving an introduction to French, Mandarin, and Spanish in Grade 5, students choose a language to study and continue to study this language through Grade 8. The level of instructional intensity increases from three days per week in Grades 5 and 6 to four days in Grades 7 and 8.

Ultimately, Poly 8th graders will finish Middle School well prepared for the demands of Level II language in the Upper School, with the option of adding a second or third language in the Upper School if appropriate.

Poly students study abroad in Spain

World Languages: Course Sequence

GRADE 5

Introduction to French Introduction to Mandarin Introduction to Spanish

FORM I

French AMandarin ASpanish A

FORM II

French BMandarin BSpanish B

GRADE 6

Foundations in French Foundations in Mandarin Foundations in Spanish



Middle School World Languages Courses: FrenchIntroduction to FrenchGrade 5: One TrimesterThis course aims to develop fundamental listening, speaking, and writing skills in French. In this one-trimester class, we introduce students to the basics of French through songs, videos, books, flashcards, and PowerPoint presentations. Students broaden their horizons through a Francophone places project and present about themselves and their families. Throughout the trimester, students enhance oral skills by creating and acting out dialogues. Students also learn greetings and farewells, numbers 1-100, dates, the alphabet, colors, vocabulary to describe the family, classroom commands, and classroom objects. Introduction to French engages 5th graders with the fundamentals of francophone culture while fostering their enthusiasm for the French language.

Foundations in FrenchFor Grade 6In this project-based French class, students continue to develop their listening, speaking, reading, and writing skills by studying grammar, syntax, and vocabulary. Students study Canada in depth, creating brochures for the Canada Project. In the second trimester, students take part in the Au Café Francophone project, learning about food and the experience of visiting a restaurant in a francophone country. They write scripts in French and act them out as café-goers. In class, students watch videos and listen to audio of native French speakers, and engage in dialogues and ask and answer questions in the target language. In addition, students create autobiographical movies in French using

their iPads. They also visit the Alliance Française in New York and have several opportunities throughout the year to eat French/francophone foods in and out of the classroom. Throughout the year, students communicate in French about: foods, weather, family, descriptions, and activities. Students practice verb conjugation, using “er” verbs, as well as the most important irregular verbs, and conjugate them in the present tense. These activities allow students to reinforce the grammar and vocabulary they learn and use it in real life situations. Foundations in French meets three times per week.

French A Grade 7/Form IIn French A, students continue their study of the language in more depth, learning to speak and write about themselves as individuals, while also discovering where they fit as part of a community of citizens. Students become grounded in the grammatical and foundational building blocks of French by developing their ear for the language with oral activities and games. On a daily basis, they actively participate in SmartBoard activities and traditional board exercises where they individually write, analyze, and respond to each other’s work as they learn the grammatical themes of the unit. Projects include: conducting research, writing reports, presenting on francophone musicians and celebrities from television and film, and creating local neighborhood maps and sketches of students’ houses in French.

Middle School french



French BGrade 8/Form IIFrench B rounds out the study of first-year French in Poly’s Middle School and lays the foundation for all of the more advanced Upper School French courses. In this dynamic year of language study, students learn about going shopping with friends, food, cooking, and recounting stories in the past tense. French B students engage with the language through hands-on projects, such as a virtual trip to a French-speaking world and the creation of a video documenting this trip; a restaurant project, complete with a handmade menu reflective of a French-speaking country; and the creation of a clothing catalogue. In addition to the textbook and its accompanying videos, students view two to three films with the objective of learning more about French and francophone culture and seeing French come alive on the screen. The class is taught exclusively in the target language, and we assess students through quizzes and tests, projects, memorized dialogues, and video presentations.

Middle School World Languages Courses: MandarinIntroduction to MandarinGrade 5: One TrimesterThis one-trimester course explores the language of Mandarin and Chinese culture in various formats. Students first learn the character systems, the importance of the tones, and what role the Mandarin world plays in today’s society. Throughout the course, students learn how to read, write, and type Chinese characters, in addition to speaking and listening. By the fifth class, students usually know the basic greetings, how to count to 999, dates, and even how to tell time, due to Mandarin’s simple structure. Through playing games frequently, singing songs, creating miniature booklets, and working on family projects in addition to learning the basics, students have the opportunity to explore and learn Mandarin in an interactive and productive way.

Foundations in MandarinGrade 6The 6th grade Chinese curriculum emphasizes total communication. Vocabulary acquisition focuses on common conversation starters: introductions, age, nationality, school, family, locations, date and time, classroom supplies, food, and hobbies. Echoing textbook dialogues, students learn to compose declarative sentences and interrogative questions, paying close attention to Mandarin’s tonal inflections and cadence. We introduce students to syntax via experimentation, and we push, ponder, and play with sentence structure in order to fully internalize Mandarin grammar. A class favorite, we engage in kinesthetic exercises to discuss directional complements, namely, the use of above, below, inside, outside, toward, and away, which, combined with nouns or verbs, create nuanced locations, directions, and commands. Furthermore, utilizing Discovering Chinese: Volume One, lessons incorporate comic strip dialogues and cartoon videos to engage students in visual, aural, and oral communication exercises. Technology facilitates language immersion; classroom and homework activities routinely employ iPad apps, including video editing, dragon notetaking, and interactive Chinese dictionaries. Students demonstrate linguistic comprehension through quizzes, tests, narrative writing projects, video diaries, and vocabulary-themed skits. In addition to our standard language curriculum, students enjoy a number of cultural activities, such as a Chinese New Year Celebration, a visit to the Museum of Chinese in America, a guided tour of New York’s Chinatown, calligraphy sessions, and breakfast conversations in our classroom 勞椮 (chágușn or teahouse).



Mandarin AGrade 7/Form IMandarin A is a yearlong class that meets four times a week in order to further explore and improve students’ language skills and understanding of Chinese culture. In this class, students utilize their iPads to take notes and voice-record/video-record their projects so that they can upload and develop their virtual notebook portfolio. By the time students enter Mandarin A, they have the basic knowledge of reading, writing, listening, and speaking, so we conduct more of the class in Mandarin. In addition to typing Mandarin, students further improve their skills in hand writing characters. Among the themes studied, students learn how to shop for what they want effectively. In order to reach this goal, students learn how to clearly describe the objects they are looking for or how to exchange products and also negotiate/bargain successfully in culturally appropriate ways. By the end of the year, students have a content-rich online personal portfolio of their work that they can share with anyone.

Mandarin B (new course in 2013-2014)Grade 8/Form IIBy the time students enter the Mandarin B class, most are in their third year of studying Mandarin. Students have covered topics such as food, sports, animals, body parts, shopping, and directions, in addition to learning a series of useful verbs, adjectives, and grammar components. In the 8th grade Mandarin class, students switch their textbook series to one of the most well-known and frequently used textbooks, Integrated Chinese. Throughout this yearlong class, students further their knowledge of Mandarin by reading more complex dialogues with complex grammar structures while developing their character-writing at the same time. We conduct this class predominantly in

the target language and expect students to respond and ask questions in Mandarin, as well. As students become increasingly familiar with the spoken language, they perform improvisational skits and conversations in class to make the language come alive. Students also work on projects such as a tea ceremony, Chinese calligraphy, and Chinese ethnic group studies.

Middle School World Languages Courses: SpanishIntroduction to SpanishGrade 5: One TrimesterThis one-trimester course is designed to familiarize students with Spanish so they can make an informed choice for their language of study for 6th grade. Young language students are generally willing and eager learners. Being able to greet one another, perform short dialogues, or write simple sentences in Spanish is exciting for new students. In order to account for previous exposure to Spanish, teachers differentiate instruction by level and capability. Introduction to Spanish focuses on the following topics: greetings and expressions of courtesy, numbers, weather and seasons, classroom commands and objects, the body and health, the days and months, and geography and culture. We balance the course between written and spoken language, as well as reading and listening. Teachers and students use the target language as much as possible.

Middle School Rienzi Showcase



Foundation in SpanishGrade 6In Foundations in Spanish, students begin the year by learning the alphabet and pronunciation via fun videos set to salsa music on YouTube. They learn to introduce themselves, talk about where they are from, and to describe themselves, their classmates, and Hispanic celebrities in terms of personality and physique. In addition to describing people, students learn to talk about clothing and color. To emphasize these points, they play games like the Vortex on the SmartBoard and download dress-up apps on their iPads to practice clothing vocabulary aloud. As a capstone to the clothing chapter, students choose a wardrobe and craft a script for a fashion show which they film with their iPads while commentating. Around the holidays, students learn about important dates and family relationships in the Spanish-speaking world. Next they learn to speak about their schedules, daily life at school, technology, and their pastimes. This includes discussions of obligations at school and at home and students’ plans for the future. Near the end of the school year, students use an app or website like Glogster to make electronic posters with photos of family, friends, and hobbies as a visual aid for an oral presentation. Throughout the academic year, we encourage students through practice games with mini-white boards to use their Study Blue application to review vocabulary and learn new words.

Spanish AGrade 7/Form ISpanish A students spend the full year building upon the basic concepts introduced in the 6th grade course. This course meets four times weekly, including an extended period. We use a variety of techniques to integrate the four important aspects of language learning: reading, writing, listening, and speaking. Major goals of the course include mastery of vocabulary for basic conversations, readings, and student-written dialogues. The wide variety of topics include greetings and personal introductions, school and leisure activities, transportation and directions, shopping and giving gifts, ordering food, daily routine and grooming, the home and responsibilities, weather, and telling time. Student assessment takes place though tests, quizzes, dialogues, projects, and homework. The textbook, audio CDs, and DVDs present grammar and culture, with units focusing on Mexico City; Puerto Rico; Oaxaca, Mexico; and Barcelona, Spain. We use the target language as much as possible and encourage students to communicate with their teachers and one another in Spanish.

Spanish BGrade 8/Form IIBy Spanish B, students have already learned to greet one another, spell, count, describe, and speak in the present tense—among other skills. To further ingrain these important first steps and expand student knowledge, we practice the four skills vital to language learning—reading, writing, listening, and speaking—in an enriched classroom environment. Students talk about their extended families in the past, present, and future, and what pastimes they share with them in their daily lives and on vacation. They simulate dialogues with clerks in hotels, airports, clothing stores, and markets in Spanish-speaking countries. Students perform dialogues and oral presentations in person in class, but also use video and recording technology, such as Voice Thread and Sound Cloud. In order to bring Spanish alive and pique student interest, we continuously incorporate culture through art, architecture, history, music, technology, and real life encounters. We study a variety of artistic styles and works in their cultural context, specifically those of Spanish painters, and use them as a basis for simple conversations. We view and analyze architecture and history through the lens of ancient, colonial, and modern civilizations. Music, in addition to its importance in pop culture, serves as a tool for attuning the ear and learning new idioms and expressions. Encounters with native speakers, either in person during a classroom visit, in writing via our Save the Children adoptee (a community service project), or through the use of technology like Skype, helps students appreciate the fruit of all their hard work.



Upper School World LanguagesIn the Upper School, students build upon the skills developed through their Middle School language study. Our faculty ensures that students acquire the tools necessary for effective communication and comprehension of their chosen language.

All Upper School students study a world language for at least three years, choosing to master French, Mandarin, or Spanish. In Level II and III language classes, students gain proficiency in listening, speaking, writing, and reading their language of choice. Emphasis is placed on grammar, syntax, vocabulary, and pronunciation in addition to an education on the culture and society in which the language originated. Qualified students are eligible to study two foreign languages.

By Level IV, all classes are taught entirely in the target language. Form IV and V students gain further world language mastery by studying their language through literature, film, poetry, and history. Students read books, magazines, and newspapers in the language and gain cultural expertise. Some students choose to travel abroad to places such as Argentina and China, where they participate in meaningful exchanges with students from other schools.

We encourage juniors and seniors to consider our rigorous Advanced Placement (AP) courses in French or Spanish. With departmental approval and the appropriate instructor, highly motivated students may take independent study as juniors and seniors, where they may pursue self-directed scholarship in languages such as Tagalog.

Ultimately, Poly 12th graders will finish Upper School with at least three solid years of world language study, prepared for the rigors of college-level language study. Additionally, students graduate with an appreciation for the history and culture of a language outside of their own, preparing them for success in our global society. Retired teacher Kathy Rienzi (french) with Rienzi Showcase participant


World Languages: Course Sequence

FORM III

French I/II/III*Mandarin I/II/IIISpanish I/II/III*

FORM IV

French II/III/IV*Mandarin I/II/IIISpanish II/III/IV*

*Classes are split into accelerated and standard pace groups

FORM V

French III-V*AP French LanguageMandarin I/II/IIISpanish III-V*AP Spanish LanguageAP Spanish Literature

FORM VI

French IV*AP French LanguageMandarin I/II/IIISpanish IV-V*AP Spanish LanguageAP Spanish Literature


Upper School World Languages Courses: FrenchFrench I: Upper School IntroductionThis full year beginner French class introduces Upper School students to the French language and the francophone world. Through the use of a highly integrated language program, students read, hear, and see how French is used around the world in specific situations. Students learn to speak and write about a variety of topics in French I, including: personal introductions, telling time and discussing the weather, ordering food at a French restaurant, going shopping with friends, and recounting past events. Students are assessed through tests and quizzes, conversations, role-plays, and video projects, such as student-designed fashion shows and videos demonstrating critical vocabulary learned in the textbook. In addition to the textbook and its accompanying videos, two films are used to teach about francophone culture, as well as French grammar. The SmartBoard plays a critical role, as students interact with the French world via the Internet on a regular basis. We teach this course almost exclusively in French from the first day. By the end of the year, students are able to ask simple questions in French and express themselves in the target language.

French II Prerequisite: French I or French BIn French II, students continue to develop their listening, speaking, reading, and writing skills by studying topics in context. With a spotlight on a communicative and interactive approach, students study a variety of topics, including: leisure activities, food, entertainment, health and sports, home and neighborhoods, fashion and clothing, and travel. Students engage in conversations, role-play exercises, multimedia activities, and oral presentations, where they talk about themselves and the world around them. In order for students to discover the world beyond themselves, we highlight francophone culture with projects such as researching and presenting information about a French-speaking country. We use multimedia activities, both in the Ralph J. Herreros Language Lab and in the classroom, to teach French. Students watch videos, listen to audio, and use the Internet. We also incorporate authentic, level-appropriate material in the classroom. Students listen to songs, as well as read poetry and stories such as Goscinny’s Petit Nicolas and excerpts from Le Petit Prince. They also watch parts of films, including Man on Wire and Paris, je t’aime, all while relating what they are reading, hearing, and viewing to the topics presented in class. Students interact with these materials by expressing their opinions, writing movie reviews, and creating their own stories, among other activities. French IIAPrerequisite French I or French B and departmental approvalAs in French II, students in French IIA continue to develop their listening, speaking, reading, and writing skills by studying topics in context. However, in French IIA, students move at an accelerated pace. Using a communicative and interactive approach, students learn a variety of topics, such as leisure activities, food, entertainment, health and sports, home and neighborhood, fashion and clothing, and travel. Students engage in conversations, role-play activities, multimedia activities, and oral presentations where they talk about themselves and the world around them. In order for students to discover the world beyond themselves, we highlight francophone culture with projects such as researching and presenting information about a French-speaking country. We also discuss cross-cultural differences in class. Multimedia activities, both in the Ralph J. Herreros Language Lab and in the classroom, are used to teach French. Students watch videos, listen to audio, and use the Internet. We also incorporate authentic, level-appropriate material in the classroom.



Students listen to songs, as well as read poetry and stories such as Goscinny’s Petit Nicolas and excerpts from Le Petit Prince. Students watch parts of films such as À bout de souffle, Joyeux Noël, Man on Wire, and Paris, je t’aime, all while relating what they are reading, hearing, and viewing to the topics they are learning in class. Students interact with these materials by expressing their opinions, writing movie reviews, creating their own stories, and comparing their own culture to a francophone one, among other activities.

French IIIPrerequisite: French II or IIATaught exclusively in French, this third-year language class focuses on using French for communicative purposes. We review all verb tenses previously studied, then introduce new moods such as the conditional and subjunctive. Students learn to speak and write about a wide variety of topics, from summer vacation, the workforce and their ideal careers, to the French educational experience, fairy tales and legends, relationships, and the “great outdoors.” In addition to the textbook and ancillary literary materials, students view a number of films to augment their understanding of French culture and various genres of film. Through the use of music, film, and various audio sources, we expose students continuously to authentic examples of the French language and encourage students to mimic these examples and express themselves freely. We assess students through quizzes and tests, class participation, projects, and role-playing.

French IIIAPrerequisite: French IIA or II and departmental approvalFrench IIIA reinforces basic vocabulary and grammatical structures, while introducing advanced constructions and more abstract language through encoding (speaking and writing) and decoding (listening and reading) skills. Every aspect of the course is conducted in the target language, and we expose students to a variety of native speakers through music, recorded discourse, films, and video clips drawn from native language sources. On a regular basis, students read authentic, level-appropriate literature, and write essays on related themes. By the end of the year, students will have studied all the verb tenses, pronouns, and major structural grammar, while being drilled and examined in both formal assessments and informal classroom “play.” Students also express themselves orally and in writing on a variety of subjects using a diverse, appropriate vocabulary. Students who succeed in this rigorous course will continue to French IVA or, in rare circumstances, to Advanced Placement (AP) French Language.

French IVPrerequisite: French III or French IIIAStudents in French IV continue to strengthen their listening, speaking, reading, and writing skills in the target language, with an emphasis on the conversational elements of the language and a cultural focus throughout the year. We explore real life practical situations, and students expand their knowledge of French and francophone culture by engaging in authentic material, such as short films by contemporary filmmakers, literary readings, and newscasts on current events, such as the effects of Super Storm Sandy in Haiti and the armed conflict in Mali. In addition, students watch the film Ma vie en rose and discuss its characters French exchange students visit Poly

Upper School CoursesWORLD L ANGUAGES Middle School Courses Student Achievement


and themes. We integrate cultural competency into the curriculum by exposing students to various countries in the francophone world, ranging from France itself to French-speaking African and Caribbean countries. At this level, we expect students to apply what they have learned in a more complex and precise manner, and we reinforce vocabulary, grammar, and syntax. We guide students from the concrete to more abstract levels of thought and expression; this process includes the comprehension of complex ideas and the ability to produce well-organized ideas via oral expression and composition. Among other activities, students engage in class discussions, give oral presentations, and write compositions.

French IVA Prerequisite: French IIIA or French III and departmental approvalFrench IVA is the prerequisite class for the course on the Advanced Placement (AP) French Language and Culture exam. It is also a course that focuses on deeply analyzing the grammatical structures of French and can be considered a course for aspiring “grammarians” who enjoy dissecting the structure of French and English comparatively. In this course, students learn to apply the grammatical structures that they have learned in levels I to IIIA with intensive writing. Students craft and present their own autobiographical works, conduct deep readings and talks on francophone literary excerpts by professional authors with each unit, and write compositions about French proverbs that serve as topics of cultural focus on a weekly basis throughout the year. They use the SmartBoard and other technologies to audiotape and videotape their own stories and present detailed projects. Projects include: close readings of photographs and shared reflections of a treasured family photograph, writing critiques and restaurant reviews, and creating videos as pretend critics or chefs with a francophone food show on Food Network.

French V Film and ConversationsPrerequisite: French IV or IVA French V is a course for intermediate to advanced French students. In this course, students use francophone films to engage students in conversations about the craft of filmmaking, the world of acting, and the stories that give texture to the script. Students conduct research and create PowerPoint presentations in French on assigned aspects of the historical context for each film. Such presentations help students to better contextualize films while gaining confidence in speaking formal French. Students read the assigned texts, ask questions, conduct scene analyses, carry out role-plays, and participate in discussions. With each film, a wide range of themes is covered during both semesters. Topics include French wit and humor, the French Revolution, children and innocence, the Algerian war, the Rwandan crisis, and education and immigration in contemporary Paris. Film genres include drama, comedy, documentary, and history.

Upper School French Class in action



Advanced Placement Courses: FrenchAdvanced Placement (AP) FrenchPrerequisite: French IVA, IIIA (rarely), and departmental approvalWhat words come to mind when someone says “individualism”? Would you be surprised that the French have different ideas about individualism than we do as Americans? Through discussions that pose such questions, AP French students expand their knowledge of French and francophone culture. Moreover, students continue to develop listening, speaking, reading, and writing skills at an advanced level and within the context of the following College Board themes: global challenges, science and technology, contemporary life, personal and public identities, families and communities, and beauty and aesthetics. We guide students from the concrete to more abstract levels of thought and expression: this includes the comprehension of complex ideas and the ability to produce well-organized ideas via oral expression and composition. We also introduce students to the format of the AP exam via situational dialogues, presentations on cultural comparisons and current events, analysis of literary and other texts, and interpersonal and presentational writing.

Upper School World Languages Courses: MandarinMandarin I: Upper School IntroductionThis yearlong beginning Mandarin class introduces high school students to the unknown Mandarin language and the Mandarin-speaking world! Over the year, students with no previous Mandarin knowledge will meet four times a week to explore Mandarin and Chinese culture in various formats. Students start out learning the character systems, the importance of the tones, and what roles Mandarin plays in our current society. Throughout the course, students learn how to read, write, and type characters, as well as speaking and listening. Despite the common perception of Mandarin’s difficulty, students usually know the basic greetings, how to count up to 9999, dates, and even how to tell time, both in written and spoken format, by the second week of this course because of the language’s simple and logistic patterns. Throughout the year, students have the opportunity to explore and learn the language in interactive, fun, and productive ways. As students get more familiar and comfortable hearing and speaking the language, they will perform improvisation-based skits and conversation in class to make the language come alive. Students also work on some projects, such as Chinese cities/geography, a Chinese tea ceremony, Chinese calligraphy, and a Chinese ethnic group study.

Independent Study in World Languages

With the approval of the department and an instructor, Poly students (generally in Grade 11/Form V and Grade 12/Form VI) may arrange to take independent study in world languages. Topics/world languages may include:

Q Beginning ArabicQ Beginning ItalianQ Advanced ItalianQ Beginning KoreanQ Korean LiteratureQ Beginning Ancient GreekQ Augustan Age & Latin LiteratureQ Tagalog (Filipino)Q Advanced French Literature: The Classic French Short Story

Other independent study topics may be available, depending upon faculty expertise.



Mandarin IIPrerequisite: Mandarin I or Mandarin BThe Mandarin II class is designed for students who have previously taken Mandarin. We expect students in this course to be ready to add to their basic understandings of the language in all aspects: listening, speaking, reading, and writing (both typing and hand writing). Throughout the year, students have more opportunities to actually use the language in a real setting. For example, after studying a clothing/shopping unit or a food/restaurant unit, students will travel to Chinatown in Manhattan or Brooklyn to practice their language skills with actual native Mandarin speakers. Students videotape the activity, share with their classmates, and give constructive feedback to one another. In addition, students visit one of the Chinese-related museums in Manhattan to attend workshops, as well as learn about different Chinese-related topics, such as immigrants in New York City and Chinese New Year. Students regularly research, present on, and share different topics on current Chinese society to deepen their understanding of Chinese society as a whole.

Mandarin III (new course in 2013-2014)Prerequisite: Mandarin IIIn Mandarin III, students advance their learning and understanding of the Mandarin language and culture by add-ing culturally rich context into their learning. Similar to Mandarin II, students continue to improve their understanding of Mandarin through different activities and also in culture/society by continuing to discuss current events. This course adds a new dimension that focuses on presentational skills in the target language. Students in this course read and learn about various customs/traditions and topics that are special to Chinese society. They also present on these topics solely in the target language. These traditions can vary from Chinese gift-giving, modern online communication traditions, famous Chi-nese legends, and Chinese symbolism of animals. This course also introduces Chinese traditional medicine and its basics in the target language. We invite a traditional Chinese medicine practitioner to the class to talk about her practice. In addition, students visit one of the Chinese medicine clinics or a Chinese herbal shop to experience this extraordinary and rich aspect of Chinese culture.

Upper School World Languages Course Listings: Spanish Spanish I: Upper School IntroductionSpanish I is an introductory course in which students develop their listening, speaking, reading, and writing skills and learn basic grammar, syntax, and vocabulary through a variety of methods and opportunities. Students are connected to the Spanish-speaking world through the most up-to-date technology, making use of film, video, YouTube, and direct connection through Facetime. We encourage students to create their own dialogues and conversations, and provide students the opportunity to use what they have learned through projects such as the celebration of Day of the Dead and a study of Latin American dance rhythms. Students participate in field trips, such as visits to museums, including the Hispanic Society, and nearby Mexican restaurants. Students will communicate in Spanish with greetings and farewells; discuss personal information and daily activities; and share telephone calls, nationalities, and characteristics of people and things, food, beverages, travel, leisure, and friends, descriptions of family members, weather, seasons, and holidays. Spanish I promotes basic communication in Spanish and a love for Hispanic culture, as well as the language.



Spanish IIPrerequisite: Spanish I or Spanish B“Luces, cámara y ¡acción!” Imagine writing the script for, and acting in, your own “telenovela”, or picture your classroom turning into a TV game show studio, where teams battle it out as you review questions for an upcoming test as special lighting effects and dramatic music go off! Envision yourself narrating and describing your heritage with the lyrics of Uruguayan pop singer Jorge Drexler’s catchy tunes or finding out you can understand a full interview with Lionel Messi in which he reveals the obstacles that almost prevented him from becoming the best soccer player of his time. As Spanish II students continue building the foundations for listening, reading, writing, and speaking the target language, they see and make Spanish grammar and vocabulary come alive and “real” through authentic songs, videos, and other multimedia forms in which Hispanic culture and heritage is described by its main protagonists.

Spanish IIA Prerequisite: Spanish I or Spanish B and departmental approvalWe have designed this course for advanced students interested in eventually taking the Spanish Advanced Placement (AP) Language and AP Literature courses. Through a variety of activities and technology resources, we challenge students to simultaneously develop the four language skills—reading, writing, listening, and speaking—at a high level of proficiency. Students learn how to express themselves orally and in writing in formal and informal settings. We introduce grammatical structures and frame them in a situational context in which students also learn about the cultural richness of Spanish and Latin American cultures. The course covers the eight most common verbal tenses in all three grammatical

moods (imperative, indicative, and subjunctive) and uses literary texts to identify and reinforce language structures. Assessments consist of oral presentation (including role-playing), composition writing, and a variety of reading and listening comprehension exercises.

Spanish III Prerequisite: Spanish II or IIASpanish III is a continuation of Spanish II in which students approach a great variety of grammatical subjects. In Spanish III, students apply the syntax and basic vocabulary they have already learned into contexts that are contemporary and varied. Using short films, articles, mock conversations, and cultural projects, students navigate through themes such as daily life, traveling, health, pop culture, relationships, and leisure

activities. Students are able to exercise reading, listening, speaking, and writing skills within frames of references that reflect their daily life. Grammatical subjects focus on contrasting tenses, like preterit and imperfect, and moods such as subjunctive versus indicative. By the end of the year, students can identify basic cultural aspects of Hispanic America; read, listen, and comprehend stories and articles in Spanish at an intermediate level; participate in conversations using a larger vocabulary; apply different grammatical tenses with some proficiency and fluidity; and listen to podcasts and music in Spanish without a need for translators.

Upper School Rienzi poetry competition winners



Spanish IIIAPrerequisite: Spanish IIA or II and departmental approvalThis class is part of the advanced track that prepares students to take the Advanced Placement (AP) Language and AP Literature exams in Spanish. In Spanish IIIA, students engage in analysis, comprehension, and development of diverse ideas around cultural and sociopolitical aspects of the Hispanic American world. The syntax practiced in this class includes: indicative, subjunctive, and imperative moods in present and past tense. Vocabulary is advanced-intermediate and introduces words derivatives. In this class, students improve the development of the four key skills (aural and reading comprehension, and oral and written communication) in varied contexts that stimulate questions and encourage discussions of different points of view. The class includes films, readings, debates, podcasts, web activities, surveys, essay question prompts, and more. At the end of the course, students can speak about at least one major historical-political event in Hispanic America. They are capable of presenting their conclusions and opinions in a written and oral fashion, and can participate in discussions and conversations. Participants of this class read, write, listen, compare, and analyze information about traveling, youth, the Argentinian Dirty War, and some contemporary elements of social and family life in Spanish-speaking countries.

Spanish IVPrerequisite: Spanish III or IIIA A juggling act moving towards language dexterity, in Spanish IV students further develop the indispensable four skills—reading, writing, listening, and speaking—to communicate comfortably in Spanish. Tuned into the 21st century, the syllabus is based on topics relevant to our global village. Ecology and environment, technology and science, the economy, politics, and history represent the pragmatic half of this course. The study of Hispanic-American art, as well as literature and film, constitute the theoretical half. Through the mirror of short stories and the poetic reflections of a handful of Latin American writers, students shape their own word combinations. The objective is to create a small portfolio of compositions throughout the course. Each semester we explore a film as a cultural product—a duet of Pedro Almodóvar and González Iñárritu, for example. We require oral practice in every session. At least one cultural activity beyond the classroom walls is mandatory every year. The understanding of grammar, or what takes place behind the language, is a necessary tool, not a goal in itself. Spanish IV is meant to be yet another step in the life-long bilingual career of the Poly Prep student.

Spanish IVAPrerequisite: Spanish IIIA or III and departmental approvalAn alternative to Advanced Placement (AP) Spanish Language, this course is just as challenging and rigorous. A variety of texts on a myriad of topics is the foundation of the syllabus. As a point of departure, Spanish IVA focuses on reading and analyzing, and deconstructing phrases from within the texts to understand the dynamics of grammar and syntax. It is a reversed or upside-down approach from previous courses. Through this practice, the student will broaden his/her writing skills and acquire a more sophisticated vocabulary. Authentic written and recorded materials will inspire discussions in class. Speaking in every session is paramount, with no room for languages other than Spanish. In order to succeed at this advanced level, we expect students to transcend the boundaries of the classroom and expand their learning and practice of the language to everyday life outside the school. Our polyglot New York is a ready-made opportunity to do this. This course also offers a comprehensive and deeper appreciation of Spanish and Latin American contemporary culture through art, literature, film, and music.



Spanish V: Film and ConversationPrerequisite: Spanish IV Spanish V is a conversational course offered to senior students who have completed their language requirement but want to continue practicing the language before college. The course uses over a dozen films from Spain and Latin America as the basis for conversations and discussions on topics such as politics, religion, love, gender, and cultural differences. We evaluate students on their daily contribution to class discussions and on regular oral presentations on topics related to the films. In these presentations (modeled after Poly’s Senior Plan) students present their points of view on a given topic, then answer questions from their peers. For their final projects, students produce an 8-minute short film based on their own adaptations of Latin American short stories discussed in class.

Spanish Advanced Placement CoursesAdvanced Placement (AP) Spanish LanguageSpanish IVA or Spanish IIIA and departmental approvalWas “salsa” music born in New York City? What social and political realities were portrayed in musician and urban poet Rubén Blades’ lyrics? Who ended the life of perhaps the most infamous fictional characters of Latino pop culture, “Pedro Navaja”? Whether it is as a music or film critic of state-of-the-art films such as El Secreto de sus ojos, El hijo de la novia, or Pedro Almodovar’s Volver or as “Radio Naciones Unidas” news correspondents, students in this college-level course engage and perfect the use of the different shapes and forms of the Spanish language and Latin American culture. The program aims for excellence in language proficiency through the use of exciting sources and technology. Using the target language entirely, this record-breaking class trains students in becoming effective writers, listeners, and readers of Spanish through the exploration of inspiring pieces of literature, journalism, films, and music which are carefully selected to promote and inspire awareness and are mindful of Latin American and Spanish history, current events, societies, art, and politics. This course prepares students to take the AP Spanish Language exam.

Advanced Placement (AP) Spanish Literature and CulturePrerequisite: AP Spanish As organized by the College Board, this college-level class offers a unique opportunity to enter 38 literary works of Spanish and Latin American authors such as Cervantes, García Márquez, García Lorca, among many others. The course focuses on developing critical thinking skills through the study of literature, but also the sociological, historical, and geopolitical context in which the texts were written. The class features six course themes promoting connections between genres, periods, and movements: “La dualidad del ser, Las sociedades en contacto, La construcción del género, Las relaciones interpersonales, La creación literaria y El tiempo y el espacio.” Students also learn to compare and contrast art forms like painting, photography, or cinema to literary texts. Listening comprehension perfected via authentic audio materials and videos (e.g., interviews with authors) furthers the goals of this extraordinary course, designed to challenge the most advanced students of Spanish language at Poly. This course prepares students to take the AP Spanish Literature exam.



Student AchievementAt Poly, we measure student achievement continually, thoughtfully, and rigorously. We want to ensure that our students meet or exceed the ambitious goals we set for them. We must also continually assess and refine the effectiveness of our teaching. In the World Languages Department, we use many immersion-based tools to evaluate student learning including: reading out loud, listening and phonetics, in-class recitation and discussion, spoken dialogue and role-playing, assigned reading and writing for homework, oral drills and language lab practicums, in-class writing exercises, essays, journals, oral presentations, quizzes and tests, and other assessments,,

Our students have evinced excellence in reading, speaking, writing, and understanding world languages and cultures in various ways, such as:

1 Recent strong testing (scores of 4 or 5) on Advanced Placement French and Spanish exams

2 Upper School students pursue study abroad opportunities during spring break or summers in Argentina, France, London, and Spain.

3 A recent alumnus studied Setswana and AIDS in Botswana.

Argentina Exchange participants visit Poly Prep



Academics Performing Arts Visual ArtsNOTES

Poly’s mission is to prepare and inspire the next diverse generation of leaders and global citizens to act with intelligence, imagination and—above all—character.

Classics Computer Science English History Math Performing Arts Science Visual Arts World Languages

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Poly Prep Country Day School 9216 Seventh Avenue Brooklyn, NY 11228 (718) 836-9800 www.polyprep.org

poly prep country day school's 2013-14 curriculum guide

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