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Atlanta Girls' School 3254 Northside Parkway NW Atlanta, Georgia 30327 Phone: 404-845-0900 Fax: 404-869-9718 atlantagirlsschool.org

Course Catalog 2012-2013

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Atlanta Girls’ School Course Catalog

2012-2013

Table of Contents Mission ................................................................................................................................................................ 2 Portrait of An AGS Graduate ........................................................................................................................ 2 Academic Program ......................................................................................................................................... 4 Overview ............................................................................................................................................................ 4 Academic Disciplines ..................................................................................................................................... 4 Curriculum .......................................................................................................................................................... 5 Academic Calendar and Reporting .............................................................................................................. 5 Middle School Program .................................................................................................................................. 6 Sixth Grade Curriculum ................................................................................................................................... 7 Seventh Grade Curriculum ............................................................................................................................. 7 Eight Grade Curriculum .................................................................................................................................. 7 Upper School Program ................................................................................................................................... 8 Graduation Requirements .............................................................................................................................. 9 Upper School Sequence of Courses ........................................................................................................... 10 Upper School Planning Worksheet ............................................................................................................. 11

Course Descriptions ...................................................................................................................................... 12 English ............................................................................................................................................................... 12 Mathematics .................................................................................................................................................... 16 World Studies ................................................................................................................................................. 20 Science ............................................................................................................................................................. 24 Languages ........................................................................................................................................................ 28 Fine Arts ........................................................................................................................................................... 33 Physical Education ......................................................................................................................................... 38 Other Curricular Elements ......................................................................................................................... 40 Independent Study ........................................................................................................................................ 40 Joint Enrollment ............................................................................................................................................. 40 Online School for Girls ................................................................................................................................. 40 Winterim .......................................................................................................................................................... 47 Atlanta Girls’ School Founders Charge .................................................................................................... 48

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Mission Statement

Atlanta Girls' School provides a challenging college preparatory program in a learning environment designed to foster the full potential of each student and to enable her to become a vital contributor to our complex global society.

Portrait of an AGS Graduate

STRENGTHS OF CHARACTER An Atlanta Girls' School graduate will: • Be inquisitive and intellectually adventurous, ready to take appropriate risks • Be resilient, tenacious, and courageous in the face of challenges, seeing them as opportunities for growth • Have a strong sense of self, independence, and an awareness of her own voice • Possess and demonstrate a generosity of spirit and an understanding of the importance of compassion and service to others • Understand, respect and value diverse peoples, cultures, ideals, and perspectives and seek to engage in a diverse community • Possess the ability both to lead and to work with others respectfully and responsibly • Respect herself, acting with healthy self-discipline, balance, and reflection • Have the motivation and discipline to identify and pursue her passions • Act with a strong sense of ethics, honor and integrity KNOWLEDGE An Atlanta Girls' School graduate possesses the following: • A strong college preparatory foundation in the liberal arts • An ability to explain how various aspects of the physical and natural world work • Proficiency in the principles of mathematics and its applications • Ability to understand and appreciate global history, politics, and cultures, as well as her own place within them • Ability to comprehend and communicate in a foreign language within a greater cultural context • Appreciation of and ability to find meaning in a variety of works of literature • A knowledge of and appreciation for the fine arts • Knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity SKILLS

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An Atlanta Girls' School graduate is able to do the following: • Write, speak, and present coherently, with a well-defined perspective • Think logically, critically, and creatively • Read and listen actively and critically • Solve problems with confidence, using her own competence and engaging the strengths of others • Design an experiment that tests a hypothesis • Identify, gather, analyze, interpret, and evaluate data and sources • Synthesize and apply knowledge to create and verify solutions • Use technology for the purposes of communication, data collection, analysis, and creative production • Demonstrate her abilities and potential in all settings where she may be tested • Speak and listen thoughtfully in a group, with the goal of helping overcome differences and move toward resolution

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Atlanta Girls’ School Academic Program

Overview

Introduction Atlanta Girls' School bases its education on two different but complementary principles. First, the school believes that innovation must chart our course. The world we face is on the cusp of monumental changes in human knowledge, changes that may make the world of our grandchildren as different from ours today as ours is from the Stone Age. This trend is just beginning, and schools must adapt to these changes. Facts are far less meaningful than the ability to learn and the confidence to adapt. This ever-changing world will be charted not by remembering things from school, but by having the skills to learn the new things required to live in it. Just as innovation will power the world, schools must be innovative in helping their students learn how to learn so they can be prepared for that ever-changing world. Second, as a girls' school, AGS believes in the centrality of relationship. Whether it is a relationship between two students, a student and a teacher, a new idea and a practical experience, or a new skill and its application, relationships are how girls learn. Relationships frame both the community in and out of the classroom and how ideas are learned and new skills are acquired. Together, innovation and relationship make Atlanta Girls' School a place where girls learn best for the world they will enter. In applying these principles in concrete ways to create a purposeful education, Atlanta Girls’ School uses the Portrait of an AGS Graduate to inform all of its programs. Upon graduation, each student should have achieved her own distinct form of excellence in those matters outlines in the Portrait, and AGS purposefully crafts its curriculum and designs its sequence of courses to achieve that end result. Academic Disciplines The Atlanta Girls' School offers courses in the traditional college preparatory areas of:

• English • Mathematics • World Studies • Science • Modern and Classical Languages • Fine Arts: the visual and performing arts, including music and drama • Physical Education

Standards promoted by national and international professional organizations in each discipline are the foundation of our academic program. Additional guidelines such as the Southern Association of Independent Schools (SAIS), the Southern Association of Colleges and Schools (SACS), and the College Board inform our academic standards. Atlanta Girls' School is fully accredited by SAIS and SACS and is a member of the National Association of Independent Schools.

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Curriculum Atlanta Girls’ School is committed to an excellent and rigorous college preparatory curriculum and at the same time serving the individual needs and interests of its students. We are also committed to permitting students to advance at a pace appropriate for them and consistent with appropriate mastery upon graduation. Accordingly, we offer honors and advanced placement courses to qualified students, opportunities for “above grade level” class placement, and college-level classes and online learning in appropriate situations. In keeping with the goal of molding an AGS Graduate and acknowledging that real-world problems often fail to present themselves as strictly math, history, or English, AGS classes emphasize cross-discipline work, technology, multi-cultural and global perspectives, and ethical and aesthetic considerations. In this catalog, courses offered for the 2012-2013 school year are detailed, and a projection of probable courses to be offered in the next four years is outlined in the Upper School Sequence of Courses on page 10. Academic Calendar and Reporting The academic calendar at Atlanta Girls’ School consists of two semesters, each divided into two nine-week quarters. Between semesters is a short Winterim term, which is not graded. Parents receive narrative reports on student progress at the end of the first and third quarters. At the end of each semester, a report card is issued. Family conferences, led by the student, held in the fall and early spring, present a holistic assessment of the student’s academic as well as social and co-curricular learning and contributions. In addition, parents and students can view grades online. Teachers update grades around the 1st and the 15th of each month. Please contact the technology office for more details on viewing grades online. Semester averages are recorded on each student’s official transcript.

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Middle School Program

Middle School begins the transition between the elementary and upper school years. The sixth grade begins this transition; by the time a student is in eighth grade, many of the expectations of upper school, such as semester exams, become the norm. The habits formed in these early adolescent years will become the foundation for lifetime success. Teachers at Atlanta Girls’ School are thoughtful and deliberate in teaching our girls the habits that will enable them to be strong, to have both opinions and honor, and to stand tall as they take their places in the world. Our aim in the middle grades is to develop in every girl the habits of excellence, care, respect, and hard work that will undergird her academic and social growth so that she develops into a thoughtful, reflective, academically successful upper school student. All members of the community work together to set and communicate high expectations and to equip students with the strategies and tools necessary for them to meet those expectations. The strong student-faculty relationships grown at AGS ensure that our students complete Middle School with a firm grounding in these life-forming habits. Recognizing that girls learn best when they see relationships between subjects and meaning within topics, Atlanta Girls’ School Middle School faculty create classrooms full of hands-on meaning-making activities, collaborative learning experiences, and connection-making conversations. In an environment like this, girls learn to understand the power of their voices and develop the confidence to use those voices. The academic program is built around the traditional upper school disciplines, but integration of studies is emphasized. In addition, course content is aimed at developing basic study and organizational skills. Students cultivate an ability to look at information through different perspectives. In each discipline, specific approaches to communicating and investigating ideas are introduced. At the completion of Middle School, students are prepared to use the protocols of mathematical, scientific, literary, historical, and aesthetic investigation. All students learn to use the computer as a daily resource. Students in Atlanta Girls' School Middle School carry seven classes per semester, each of which meets for about four hours a week. Homework is assigned daily. Student schedule include courses in English, mathematics, social studies, sciences, fine arts, and physical education. Students may take a modified course load with the permission. Research shows that girls at the sixth-grade level are not fully ready to begin serious foreign language study successfully. By deferring the introduction of foreign language to the seventh grade, language is acquired more quickly and the learning is more enduring. Yet, we believe that students in the sixth grade should be introduced to the foundations of foreign language. In the sixth grade, students study Latin roots within the English curriculum and in doing so develop a more robust understanding of grammar as a foundation for later modern language study and to further support their acquisitions of English vocabulary, grammar, and language structure skills. Seventh grade students can choose to begin foreign language or have a study skills class. All eighth grade levels take a foreign language course of study, beginning at the appropriate level.

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Middle school sequence of courses Sixth Grade Curriculum The sixth grade schedule is standard for all students. The following are required yearlong courses:

• English 6 and Language Foundations • Math 6 or Pre-Algebra • World Studies 6 • Science 6 • PE 6 • Fine Arts 6 (Divided into two

semester-long courses: Visual Art 6 and Music 6)

Seventh Grade Curriculum The seventh grade schedule is standard for all students. The following are required yearlong courses:

• English 7 • Pre-Algebra, Algebra I, or Honors

Algebra I • Life Science • World Studies 7 • Foreign Language or Study Skills • PE 7

Additionally, seventh grade students choose one of the following Fine Arts courses:

• Middle School Chorus • Middle School Drama • 2D Art • 3D Art

Eighth Grade Curriculum The eighth grade curriculum is standard for all students. The following are required yearlong courses:

• English 8 • Algebra I, Honors Algebra I, Geometry,

or Honors Geometry • Science 8 • World Studies 8 • Foreign Language or Study Skills • PE 8

Additionally, eighth grade students choose one of the following Fine Arts courses:

• Middle School Chorus • Middle School Drama • 2D Art • 3D Art

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Upper School Program The primary role of the Upper School is to prepare students to succeed in college. The program is a liberal arts course of studies that exceeds the requirements of public school and matches or exceeds the requirements of other independent schools. Course content is aimed at synthesis, analysis, and critical evaluation of ideas as well as basic content coverage. The goal is to mold an AGS Graduate, a student with the strengths of character, knowledge, and skills that enable her to have strong choices in college selection appropriate for her and to successfully navigate the world beyond secondary school. Students in Atlanta Girls' School Upper School carry a minimum of five and a maximum of seven academic classes per semester, each of which meets for about four hours a week. Homework is assigned daily, and students regularly have long-term projects. Students enrolled in Honors and AP classes can expect a heavier homework load. Student schedules include courses in English, mathematics, world studies, sciences, languages, fine arts, and physical education. Students may take a modified course load with permission. Time Management is an essential Upper School skill. In the ninth grade, a common program of five core courses facilitates the transition from Middle to Upper School for all students. Students in the ninth grade choose their fine arts courses. In the tenth and eleventh grades, more choices are offered and more prerequisites are required. In addition, AP work is an option in some courses. Electives and internships are a significant part of the junior- and senior-year programs. At the completion of Upper School, students are prepared for college matriculation. At every level, students work closely with their teachers, parents, advisors, and mentors to assure individual objectives are met. The ultimate goal is to mold AGS Graduates-students who are knowledgeable and responsible citizens of the world and who are confident and courageous in meeting the challenges of the world in business, school, the arts and sciences, and personal life. Building on a solid academic base and on the knowledge that her uniqueness is appreciated and valued, the successful graduate will have learned to trust her own judgment, to believe in herself, and to have confidence in her future decisions.

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Upper School Graduation Requirements Students in grades 9 through 12 are expected to take a minimum of five and a maximum of seven academic courses per year. For college admission purposes, six classes are recommended. A total of 23 credits are required for graduation. Each yearlong course constitutes one credit; each semester-long course constitutes one-half credit. English 4 credits Mathematics 3 credits *Three years of mathematics including one year beyond Algebra II are required *Four years are required for Georgia University System Languages 3 credits *Three years of the study of one language at the upper school level are required *Through level IV of the same language is recommended Science 3 credits *Three years of science are required *Four years are required for Georgia University System World Studies 3 credits Fine Arts 2 credits Physical Education 1 credit Electives 4 credits An elective is any course taken beyond graduation requirements Minimum Total Credits Required 23 All AGS students are also required to participate in class-organized community service, complete EDLS coursework, complete internships during Junior and Senior years, participate in the global travel program, and deliver a Senior Speech and Capstone Project prior to being recommended for graduation.

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Upper School Sequence of Courses

This is a projection of courses to be offered over the next four years. Not every course will be offered every year. This chart can be used to plot a four-year plan on page 11. Bolded courses (or equivalent) are required.

Grade 9 Grade 10 Grade 11 Grade 12 English APPROACHES TO

LITERATURE BRITISH LITERATURE &

WRITING AMERICAN LITERATURE &

WRITING AP LANGUAGE &

COMPOSITION

LITERATURE AND IDEAS AP ENGLISH LITERATURE &

COMPOSITION

Math GEOMETRY (H) ALGEBRA II (H)

ALGEBRA II (H) PRE-CALCULUS (H)

TRIG & PRE-CALCULUS (H) CALCULUS STATISTICS ECONOMICS &

ENTREPRENEURSHIP AP CALCULUS

ECONOMICS & ENTREPRENEURSHIP

CALCULUS AP CALCULUS STATISTICS

World Studies

WORLD HISTORY UNDERSTANDING THE 20TH CENTURY & TODAY

AP WORLD HISTORY

U. S. HISTORY AP U.S. HISTORY

AP HUMAN GEOGRAPHY AP WORLD HISTORY WORLD RELIGIONS

Science BIOLOGY CHEMISTRY (H)

CHEMISTRY (H)

PHYSICS (H) PHYSICS (H) AP BIOLOGY AP CHEMISTRY AP ENVIRONMENTAL

SCIENCE AP PHYSICS HUMAN ECOLOGY VIP

PHYSICS (H) AP BIOLOGY AP CHEMISTRY AP ENVIRONMENTAL

SCIENCE AP PHYSICS HUMAN ECOLOGY VIP

Languages FRENCH SPANISH LATIN LEVELS I, II, & III

FRENCH SPANISH LATIN LEVELS I, II, III, & IV

FRENCH SPANISH LATIN LEVELS I, II, III, IV, V & AP

FRENCH SPANISH LATIN LEVELS I, II, III, IV, V & AP

Fine Arts THEATRICAL ARTS CHORUS MUSIC THEORY AND

APPLICATION 2D COMPOSITION

AND MEDIA

THEATRICAL ARTS CHORUS MUSIC THEORY AND

APPLICATION DRAWING PAINTING CERAMICS PHOTOGRAPHY

THEATRICAL ARTS CHORUS MUSIC THEORY AND

APPLICATION DRAWING PAINTING CERAMICS PHOTOGRAPHY

ADVANCED STUDIO PRACTICES RESUME AND AUDITION

PREP

Physical Education

PE 9 ADVANCED FITNESS ATHLETE

CONDITIONING

ADVANCED FITNESS ATHLETE CONDITIONING

ADVANCED FITNESS ATHLETE CONDITIONING

H: Denotes courses that may be offered at an Honors level. Honors courses are offered for students who wish to cover topics in depth and at an accelerated pace. Admission to Honors courses requires the recommendation of the faculty.

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AP: Advanced Placement courses are college level courses. Content is determined by the College Board course descriptions. Students taking AP courses are required to take the College Board AP exam (given in May). College credit may be earned based on the results of this test. Admission to Advanced Placement courses requires the recommendation of the faculty.

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Upper School Planning Worksheet Four Year Course Selection Plan

This chart is for planning purposes. List the courses taken in the Upper School during your previous years and the courses being taken this year. Fill in the courses that you plan to take for the remaining years. Use this “Course Catalog” to check that you have a plan that fulfills graduation requirements and that you have all the prerequisite courses that you need for advanced courses. This plan will be useful as you begin to look for a college. You can check that you are fulfilling admission requirements for individual colleges. Use this chart when discussing plans with your advisor. Grade level 9th 10th 11th 12th English

Mathematics

World Studies

Science

Language

Fine Arts

Physical Ed.

Other Electives

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English Middle School English Middle School English provides a solid foundation in the use and understanding of the English language. Writing, grammar, reading, and vocabulary are integral parts of the English courses. Students begin practicing and polishing skills pertaining to different types of writing, such as narrative, expository, persuasive, and descriptive. With an emphasis on self-expression and expression of ideas, writing assignments encourage students to begin literary analysis and produce logical arguments in writing. Reading comprehension is developed through the study of diverse texts, including significant and classic pieces of literature. Vocabulary and grammar are part of every course, studied both independently and in the context of reading and writing. English 6: Language Foundations This foundational course focuses on concepts and skills necessary for successful academic performance in Middle School and beyond. Student centered, the class is an integrated study of reading, literature, vocabulary, grammar, and composition developed around the theme of Discovering Identities through Stories and Storytellers. Students will respond critically and find personal meaning through the exploration of novels, poetry, short stories, and drama. Students will become active readers as they analyze, assess, and share a variety of works. Grammar and usage, both important topics in the middle school curriculum, are taught directly and in context as students are asked to master concepts by examining models from literature as well as their own writing. A goal of the course is to bolster students’ confidence in their own abilities to write and edit and to encourage risk taking in written expression. Students will study these concepts in a double block of English, with the focus of the second block on learning word roots, gaining a greater

facility with grammatical structure and concepts, and developing strong active reading strategies. After completing the double block of English 6, students will be skilled readers with repertoires of reading strategies to apply to varied texts and writers who use the writing process to develop and organize compositions. This course lays a strong foundation for students in the English language that will support their reading and writing across disciplines as well as the acquisition of a second language in the years to follow. English 7: Identity and Expression This course encourages students to enjoy and appreciate the complexities of the English language. In the seventh grade, the reading program supports and broadens students’ growing familiarity with literature of all types and encourages critical reading. Students become active readers as they analyze, assess and share a variety of works, composing their own interpretive questions and answers. Students learn about different literary genres including novels, short stories, poetry, and drama. Poetry and drama foster a deeper appreciation for poetic devices such as symbolism and the use of metaphors. Through novels, students explore conflict and character development, and they practice writing well-structured paragraphs and short essays about themes. Vocabulary, an important focus area of the middle school curriculum, is taught in context. Students read extensively as the primary means of increasing vocabulary. However, because of the powerful connection between language and thought and the critical thinking opportunities afforded by direct vocabulary instruction, AGS pursues an approach that includes direct instruction tailored for the learning experience of girls. Grammar is similarly taught both in context and directly. Students examine sentence structures in literature and, using these models, experiment with syntax in their own

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writing. In addition, sentence-diagramming exercises provide a visual construct for grammar, an analytical language for studying grammar, and a means of helping girls find their own errors in their writing. English 8: Students will be immersed in the study of various literary genres, but this course will place particular emphasis on the study of the short story and the novel and their importance in helping the student to shape a vision of the world and of the human condition both past and present. As students read, they will observe the effective use of diction, figurative language, and sentence structure as well as experiment with these stylistic techniques in their own writing. Grammar and sentence structure improve as students practice longer and more sophisticated types of writing, including formal, analytical essays. Eighth grade English emphasizes critical thinking and reading as well as effective writing. Upper School English Upper School English develops the student’s ability to understand and appreciate great works of literature and to respond to literary selections through oral presentation and in writing, both creatively and formally. Writing, grammar, and vocabulary are integral parts of upper school English courses as students expand and polish their writing skills. Upper school English focuses on the use of a diverse selection of texts as a springboard for argument and thesis-driven papers. Vocabulary and grammar studied through direct instruction and through models found in literature, serve to develop and strengthen a personal writing style.

English 9: Approaches to Literature and Language This course is designed to provide transition into a high school English curriculum. Students will become familiar with literary texts and will learn to speak and to write comfortably about literature using literary terms. A varied reading program will support and broaden each student’s growing familiarity with literature and will encourage independent critical analysis. Working with novels, short stories, plays, poetry, and essays, students will explore the complexities and precision of language. Composition is an integral component of the course with students regularly writing as a response to their reading and as a response to current topics of interest. They will experiment with language in creative writing assignments and will revise pieces throughout the year. Students will also review grammar and the mechanics of writing in order to strengthen composing, revising, and editing skills while working toward developing a personal writing style. Independent reading and vocabulary enrichment continue as important elements of the English curriculum. English 10: British Literature and Writing This course is designed to provide the student with a comprehensive overview of British literature from its beginnings in epic poetry to present works. Students study major writers and their works from both an intellectual and a historical perspective. There will be a heavy concentration of poetry in this course, and students will learn to identify and analyze how authors use poetic devices, such as figurative language, alliteration, rhyme scheme, and paradox, in order to convey meaning. Class discussions and writing workshops will allow students to share insight in both verbal and written form in order to demonstrate their understanding and appreciation of the texts. Essays and critical reading assignments are required components of this course.

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English 11: American Literature A survey of major authors and their works puts the literature of the United States into a historical context. The governing ideas of an era influence the themes and styles of literature, and students learn the philosophical points of view that are reflected in the sixteenth’s and seventeenth’s centuries’ ornate and plain styles of literature, in the nineteenth’s century’s romanticism and realism movement, and in the twentieth’s century’s modern and postmodern periods. Literary works from the many immigrant and ethnic groups that comprise United States culture are included. All major genres of literature are studied. Student essays analyze literature or use the ideas discovered in literature as the basis of personal narratives and statements. Vocabulary study and grammar and composition skills are drawn from the literature. In addition to writing multi-draft, out of class essays and oral presentations, students will also write timed essays in class. Other evaluations include responses to reading, vocabulary quizzes, grammar and composition quizzes, and tests on major works or periods of literature as well as two semester final examinations. English 11 AP: Language and Composition In keeping with the College Board’s AP English Course Description, our focus will be on rhetoric: the art of constructing and presenting arguments in speech or writing. Our readings will include essays, novels, speeches, short stories, poems, and personal narratives by a diverse group of American authors who write for varied purposes and audiences. In reading and analyzing these non-fiction, fiction, and poetry texts, our focus will be on identifying both the what and the how: what arguments the authors are making in the texts and how they use rhetorical strategies effectively to construct these arguments for their intended purposes and audiences. Because students are bombarded with thousands of images daily, they will also learn how to “read” such images to determine the artist’s purpose, audience,

and tone. In examining selected readings and images, students will investigate several central questions regarding American cultural identity, as well as learn how to analyze and craft well-developed, well-supported, and persuasive arguments in their own writing. Discussions, writing assignments and projects will be varied and will enable students to develop proficiency in the narrative, expository, argumentative, and persuasive modes. The course will culminate with a research paper and the AP English Language & Composition Exam. Prerequisites: English 11 AP Language and Composition requires a grade of B+ or higher average in English 10 and a teacher’s recommendation. English 12: Literature and Ideas This course is designed to provide transition into a college English curriculum. Students will explore world literature through the study of complex literary texts. Moving toward independent criticism, students will identify an author’s style by examining tone, diction, and syntax and will analyze the development of literary elements such as symbols, motifs, and theme. Working with novels, short stories, plays, poetry, essays, and criticism, students will continue to develop a sensitivity to and appreciation of the complexities and precision of language and will use works under study as models for their own writing. By composing, editing, and revising argumentative and persuasive essays, students will strengthen problem solving and critical thinking skills, writing skills, and researching skills. This course includes a study of rhetoric and oral presentation, culminating in the senior speech, an important senior requirement. Students will review grammar and the mechanics of writing in order to strengthen revising and editing skills. Independent reading and vocabulary enrichment continue as important components of the English curriculum.

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English 12 AP: Literature and Composition This course is designed to provide transition into a college English curriculum. Students will explore world literature through the study of complex literary texts. Moving toward independent criticism, students will identify an author’s style by examining tone, diction, and syntax and will analyze the development of literary elements such as symbols, motifs, and theme. Working with novels, short stories, plays, poetry, essays, and criticism, students will continue to develop a sensitivity to and appreciation of the complexities and precision of language and will use works under study as models for their own writing. By composing, editing, and revising argumentative and persuasive essays, students will strengthen problem-solving and critical-thinking skills, writing skills, and researching skills. This

course includes a study of rhetoric and oral presentation, culminating in the senior speech, an important senior requirement. Students will review grammar and the mechanics of writing in order to strengthen revising and editing skills. Independent reading and vocabulary enrichment continue as important components of the English curriculum. English 12 AP is faster paced and includes longer, more complex reading assignments, and more independent literary criticism. All AP students are required to take the Advanced Placement Literature and Composition exam in May. Prerequisites: English 12 AP requires a grade of B+ or higher average in English 11 and a teacher’s recommendation.

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Mathematics

Mathematics All students progress through the AGS mathematics program in a sequence appropriate for them. The AGS middle school mathematics program promotes an intellectually stimulating environment where students learn to think critically, to solve complex mathematical problems, and to communicate effectively in mathematics. Teachers encourage students to learn through active discovery, to take risks, and to think creatively. The mathematics program is designed to encourage each student’s mathematical fluency, to foster the development of process skills and critical thinking and to prepare them for college-level testing. Through hands-on presentation of mathematical concepts combined with consistent meaningful practice, students learn to develop a balance and a connection between conceptual understanding and computational proficiency. The use of technology, including graphing calculators and mathematical computer application programs, as well as cooperative learning, cross-curricular integration, and writing in mathematics, further strengthen process skills and content knowledge. During Middle School, students begin to make the transition from the concrete world of arithmetic to the abstract world of algebra. The curriculum is designed so that the students revisit central topics each year, each time going into greater depth. These recurring topics include, among others, the notion of proportionality, patterns in numbers, and visual representation of data. With the sixth grade curriculum, students begin to build a framework for this transition. The curriculum in the seventh grade further

develops the framework, and by the eighth grade most students are prepared to enter Algebra I. The mathematics curriculum at the upper school level is intended to fully prepare each student for college level work in mathematics. The curriculum is designed to promote critical thinking, reasoning, and complex problem solving through study in a range of mathematical areas. Throughout the upper school curriculum, students develop concepts in algebra, geometry, statistics, probability, and discrete mathematics. The courses at the upper school level are designed to integrate aspects from each of these areas so that the students begin to view the connections and interplay between them. Effective communication, proof, and mathematical modeling of situations are emphasized throughout the curriculum as a means of increasing students' fluency with mathematical concepts. Technological tools, including graphing calculators, spreadsheets, and geometric visualization tools, are used regularly in order to represent concepts and deepen students' understanding. Students are encouraged to take four years of mathematics at the upper school level. After completion of Algebra I, students take Geometry followed by Algebra II. After these three courses have been completed, usually by the end of the sophomore year, students may choose their mathematical course of study from a variety of classes. Honors Pol icy Honors-level math work is offered after Pre-Algebra. At this level, we expect to see students who are thirsty to learn, maintain disciplined work habits, and seek out help when they need it. Because students learn best when they are placed in appropriate courses, the math department uses

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the following guidelines when placing students into honors-level courses: To move into an honors course from a standard course, as student must have a cumulative average in the Math class of 93. With an average of 90-93, she may still be able to move into an honors-level course with additional course work. To remain at honors-level, a student must have a cumulative average of 83; with an average of 80-83, she may still be able to remain at honors-level work with additional course work. In either case, she must also get a recommendation from her current math teacher. Math 6 In the sixth grade mathematics course, Foundations for Algebra I, students develop an understanding of mathematics through hands-on, real-world experiences, and investigations. Students investigate concepts through the use of manipulative and practice working with these concepts in order to develop a solid skill base. An emphasis is placed on developing the connections between various representations of the mathematics studied. Topics studied in this course include basic data representation, number systems, characteristics of place value and exponents, topics in geometry, and rational numbers. A hands-on approach is utilized to develop the concepts surrounding fractions, decimals, and percentages. Students explore measurement, area, and geometric concepts and terminology. Pre-algebra concepts are introduced through the identification and description of patterns. In addition, study skills and organizational skills are developed throughout the sixth grade curriculum. Pre- Algebra The Foundations for Algebra I curriculum is designed to help students begin to make the transition from thinking about mathematics in

the concrete to using the patterns that they see to develop the basic abstract concept of the variable. Through in-depth investigations of the topics of ratio and proportion, data analysis, two-dimensional and three-dimensional geometry, probability, signed rational numbers, and solving equations, students deepen their understanding of the connections between these topics as they work to master the skills associated with them. Throughout the curriculum, students learn to move beyond numbers to find and impose mathematical structure, and to see numbers as a part of a bigger system of thinking about mathematics. Through contextually based problems, students develop their abilities to solve unusual problems, communicate about mathematics, and reason through a mathematical argument. Algebra I and Honors Algebra I In this first-year Algebra course, students learn to make the transition from thinking about mathematics through concrete examples to making abstract connections within mathematics; they begin to think about Algebra as a language, a way of communicating complex patterns and concepts succinctly and elegantly. Students will learn to represent situations through equations, graphs, and numerical patterns and to manipulate each of these representations in order to solve real-world problems. The focus of this course is to develop both a conceptual understanding and a computational fluency with the concepts of function and linearity. Additional topics include recursive patterns, systems of linear equations, exponential and quadratic functions. Prerequisite: Pre-Algebra Geometry and Honors Geometry Geometry offers a means of describing, analyzing, and understanding the world and its patterns. In this course, students will learn to look closely and analytically at the shapes and structures around them, find patterns and similarities, and use geometry tools, to make generalizations and discover mathematical truths. Students will also learn to reason

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through their generalizations and give convincing proof of what they discover. This course develops deductive reasoning and problem-solving skills with emphasis on the application and visual expression of arithmetic, algebraic, and geometric concepts. Topics include angles and, angle relationships, perpendicular and parallel lines, consequence & similarity, right and regular polygons, regular and similar polygons, right triangles, circles, area, and constructions. Right triangle trigonometry, geometric probability, transformations, and coordinate geometry are also included. Prerequisite: Algebra Algebra II and Honors Algebra II This course reinforces students’ basic algebraic and geometric skills and equips them with analytical, technological, and higher order algebraic skills for use in applications and future mathematics courses. It reviews and extends concepts of first year algebra and geometry. Topics studied include linear equations, systems and inequalities, quadratic equations and inequalities, radicals, complex numbers, exponential and logarithmic functions, polynomials and polynomial equations, and rational expressions. Prerequisite: Algebra I and Geometry Pre-Calculus/Trigonometry and Honors Pre-Calculus/Trigonometry This course is designed to develop the understanding of algebraic and trigonometric concepts as well as the ability to apply these concepts to real-world scenario problem solving. Students examine polynomial, rational, algebraic, exponential, logarithmic, and trigonometric functions. They learn how to analyze these functions both by hand and with the use of the technology. The first semester focuses on advanced algebraic functions and their use in problem solving. During the second semester, the class examines logarithmic and exponential

functions, in addition to sequences, series, and systems of equations. Students explore trigonometry through triangles and the unit circle. Prerequisites: Geometry and Algebra II Calculus This course presents calculus as the mathematics of change, focusing on conceptual understanding and showing its usefulness through a variety of applications. It begins with a review of functions, graphical analysis, and a brief introduction to parametric equations. The concepts of limits and continuity are studied followed by differentiation and integrations of polynomial, rational, algebraic, visual, and numerical approaches. Included are the topics of differentiation of trigonometric functions, Newton’s method, elementary techniques of integration applied to finding areas between curves and volumes of solids, revolution, the study of the calculus applied to exponential and logarithmic functions, and L’Hopital’s rule. Prerequisites: Trigonometry and Pre-Calculus Advanced Placement Calculus (AB/BC) Advanced Placement Calculus is primarily concerned with developing the student's understanding of the concepts of calculus and providing experience with its methods and applications. The course emphasizes a multi-representational approach to calculus, with concepts, results, and problems expressed graphically, numerically, analytically, and verbally. The connections among these representations are also important. Broad concepts and widely applicable methods are emphasized. Through the use of unifying themes of derivatives, integrals, limits, approximation, and applications and modeling, students will work to develop an understanding of calculus as a coherent body of knowledge and as a human accomplishment. The course is designed to be equivalent to one semester of Students enrolled in the course are required to

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take the College Board AP Calculus test in May. Prerequisites: Pre-Calculus and a teacher’s recommendation. Statistics The goal of this course is to teach students how to plan a study, collect data, identify relevant patterns using descriptive statistics, and test hypotheses using inferential statistics. Different methods of finding the probability of an event and how you create and use probability distributions are studied. The use of bell-shaped distributions and their properties in real-life applications are emphasized. Prerequisite: Algebra II Economics and Entrepreneurship Through an exploration of the fundamental principles of economics in a goal-oriented, collaborative atmosphere, this course will equip students with the building blocks of business and excite interest as students engage in the creative processes necessary to create and defend a viable business plan. Hands-on experiences, reading and

discussion, role-play, simulations, lecture, demonstration, and the mentorship of women in business will empower learning in this class. The course will intermingle fundamentals of micro-economics (e.g., demand, supply, pricing, production, incentives, etc.) with various aspects of business planning and development. For each student, the culmination of the course is the creation and presentation of a thorough business plan. There will be an award for the most creative and feasible plan. The course will also include a study of macroeconomic concepts such as economic measurement, financial markets, the Federal Reserve System, trade, and globalization. A substantial number of field trips, panel discussions and guest speakers will enhance the experience for students. Students in this course will be challenged to embrace risk and adventure and present themselves--to each other and to outsiders--with confidence and competence. A summer reading assignment will accompany this course. Prerequisite: Economics and Entrepreneurship requires successful completion of Algebra I.

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World Studies Historical and Cultural Study of the Non-Western and Western Worlds Middle School World Studies The World Studies department at AGS seeks to give students an understanding of world cultures and history. A chronological approach is used, and students learn to make historical connections over time and shifting national boundaries. Current events are also discussed. Students actively use many research resources, including web sites, atlases, interviews, periodicals, art, literature, and science resources in addition to textbooks. In Middle School, group projects and individual presentations help to create an experiential, hands-on approach to doing research and presenting findings. Basic study skills are taught and reviewed at every level. World Studies 6: Ancient Civilizations This course looks at the development of human societies and civilizations chronologically from prehistoric times to the rise and fall of ancient Rome. Students will gain an understanding of the evolution of cultures and societies around the globe, beginning their journey in Africa with the first hominids that lived 4.4 million years ago. Students will also learn about hunter-gatherer societies, the development of agriculture, and the first civilizations in Egypt, Mesopotamia, and the Americas. Students will take the role of historical investigator in order to build comprehension, solve problems, and ask critical questions. Study skills focus on organization, note taking, and research skills. Course work will include individual and group projects, oral presentations, informal and formal written responses, and quizzes. World Studies 7: Analyzing World Civilizations, From 500 CE – 1400 CE Seventh graders focus their studies on the exploration of people, places, and events from 500 CE to 1400 CE. Areas of focus include the

Indus Valley Civilization, the Chinese Dynastic Period, the Middle Ages of Europe, the rise of the Muslim World, and African Civilizations. Special emphasis is placed on understanding the core principles of Hinduism, Buddhism, Taoism, Confucianism, Christianity, and Islam. Study skills focus on annotating reading, effective note taking, brainstorming, and questioning. Students learn to research through electronic media, print and visual media, and traditional texts. Class discussions, projects, presentations, and collaborative work are central to class success. This course is writing intensive with special emphasis on thesis and short essay writing. World Studies 8: The Early Modern World, 1400-1750 CE This course examines global systems of exchange and commerce between Europe, Asia, Africa, and the Americas as well as the global systems of exchange and commerce that took place 1400 to 1750. Areas of focus include the Italian Renaissance, the Age of Absolutist States, the Ottoman Empire, the Global Age of Asian Exploration, and the Transatlantic World (Africa, the Caribbean and Latin America). Essential questions direct student learning, comprehension, and appreciation of historical complexity. Sample essential questions considered include: How do humanist values influence your life today? How can individuals and communities work to overcome hardships (e.g., human-made hardships, natural disasters, personal tragedy)? What is the impact of European arrival in Central America? Upper School World Studies In Upper School world studies, skills are developed as research and writing tasks become more complex. The chronological study of world history continues through contemporary times in the tenth grade. Specialized topics begin with United States history in the eleventh grade and continue with electives in the twelfth grade.

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World Studies 9: World History This course explores the concepts and specifics of the 18th century. Students access and use information from the Internet, first person accounts, art, science, literature, texts, videos, and atlases. Geography, art, music, and current events are integrated components as well. Effective research, presentation, and writing skills are emphasized. Major units of study include the changing nature of monarchy as well as social, scientific, philosophical, and political revolutions in England, America, France, and Asia. Studies of this era include the Enlightenment, the French Revolution, the American Revolution, and the industrialization and technological changes in Europe. World Studies 10: Understanding The 20th Century and Today This course is the culmination of five years of chronologic and global study in world studies. Students will explore the impacts of the Industrial Revolution, nationalism, the rebirth of European imperialism, World War I, the rise of communism and totalitarianism, World War II, the Cold War, the Israeli Palestinian conflict, the 1990s, and the post-9/11 world. Special emphasis will be placed on understanding the essence of power and how rulers have used it to gain support from the populace. The study of geography, culture, and current events gives students context to historical events. Students learn to analyze historical information for accuracy and perspective and to write effective answers to short answer and essay questions. World Studies 11: United States History This survey course examines the political, social, cultural, economic and religious history of the United States. It begins with an examination of Native American cultures in the Americas prior to European colonization. As the course progresses, students study the American Revolution, the creation of a Federal government, the rise of the Republic, the American Civil War, Reconstruction, immigration, World War I, the Great Depression, World War II, the Cold War era,

the Civil Rights and Women’s Rights movements, the Vietnam War, and the cultural landscape of the eighties and nineties. Students examine the plurality and diversity of experiences as they develop an understanding of themes within American studies. The critical reading of primary documents gives access to the ideas that influence history. Through quarterly projects that culminate in visual presentations, students explore and develop skills working with primary source documents. This course develops analytical reading and writing skills, historical concepts, and language for participating in discursive debates pertaining to United States history. World Studies 11: AP United States History This course examines the political, social, cultural, economic, and religious history of the United States. It begins with an examination of Native American cultures in the Americas prior to European colonization. As the course progresses, students study the American Revolution, the creation of a Federal government, the rise of the Republic, the American Civil War, Reconstruction, immigration, World War I, the Great Depression, World War II, the Cold War era, the Civil Rights and Women’s Rights movements, the Vietnam War, and the cultural landscape of the eighties and nineties. Daily lectures emphasize the broad themes connecting trends in American history over time. Homework, tests, and writing assignments are modeled upon the format of AP tests. Students who take AP US History are expected to sit for the national exam. Prerequisites: AP US history requires a grade of A- or higher in World Studies 10 and a teacher’s recommendation. World Studies Electives In their junior and senior years, students may choose from a series of elective classes. Offerings may include courses in cultural history, government, and other social sciences;

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offerings will vary depending on student interest and faculty availability. AP World History Advanced Placement World History has three goals: to prepare students for the AP world history exam through college-level reading in world history, frequent quizzes, writing, exams, and in-depth discussions of historical documents; to give students an overview of the main themes of world history as a foundation for college humanities and social science courses; to introduce students to the ways in which historians study and write history. This course traces the evolution of human cultures, including societal development, the emergence of global economies of trade, communication, and political change, from prehistory to the present. Lectures emphasize the broad themes in history over time. Homework, tests, and writing assignments are modeled on the format of AP tests. Previous experience in Advanced Placement United States History is recommended but not required. Students who take AP World History will be expected to sit for the national exam in May. This course is open to students in the 10th through 12th grades. Prerequisites: AP World History requires a grade of A- or higher in World Studies 9 and a teacher’s recommendation. AP Comparative Government & Politics The AP course in Comparative Government and Politics introduces students to fundamental concepts used by political scientists to study the processes and outcomes of politics in a variety of country settings. The course aims to illustrate the rich diversity of political life, to show available institutional alternatives, to explain differences in processes and policy outcomes, and to communicate to students the importance of global political and

economic changes. Comparison assists both in identifying problems and in analyzing policymaking. For example, we only know that a country has a high population growth rate or serious corruption when we compare it to other countries. Careful comparison of political systems produces useful knowledge about the policies countries have effectively initiated to address problems, or, indeed, what they have done to make things worse. We can compare the effectiveness of policy approaches to poverty or overpopulation by examining how different countries solve similar problems. Furthermore, by comparing the political institutions and practices of wealthy and poor countries, we can begin to understand the political consequences of economic wellbeing. Finally, comparison assists explanation. Why are some countries stable democracies and not others? Why do many democracies have prime ministers instead of presidents? In addition to covering the major concepts that are used to organize and interpret what we know about political phenomena and relationships, the course should cover specific countries and their governments. Six countries form the core of the AP Comparative Government and Politics course. China, Great Britain, Mexico, Nigeria, and Russia are all regularly covered in college-level introductory comparative politics courses. The inclusion of Iran adds a political system from a very important region of the world and one that is subject to distinctive political and cultural dynamics. By using these six core countries, the course can move the discussion of concepts from abstract definition to concrete example, noting that not all concepts will be equally useful in all country settings.

Prerequisites: AP Comparative Government and Politics requires a grade of B or higher in AP US History or an A- in US History and a teacher's

recommendation. AP Human Geography Advanced Placement Human Geography

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is a college level systematic study of the earth and its inhabitants. Students will learn the impact humans have not only on the Earth, but also on each other. Emphasis is placed upon human social organization and the methods and tools geographers use. The course covers the following seven units: the geographic perspective; population; cultural patterns and processes; political organization of space; agricultural and rural land use; industrialization and economic development; and cities and urban land use. This year-long study will focus on learning, discovering, and thinking critically about geography preparing students to pass the Advanced Placement Examination in May. Prerequisites: AP Human Geography requires a grade of B or higher in AP US History or an A- in US History and a teacher's recommendation.

World Religions An Exploration of World Religions investigates the similarities and differences between many of the world’s religious traditions. Students will learn about the cultural, social, and historical contexts out of which developed the religions of the Native Americans, Africans, Hindus, Buddhists, Jews, Christians, and Muslims. Students will explore how Judaism gave birth to Christianity and Islam, how and why Buddhism, Jainism and Sikhism evolved from Hinduism, and discuss the indigenous Chinese traditions of Taoism and Confucianism. The goal of this elective is to provide students with a working knowledge of the world’s most prevalent religious traditions.

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Science Middle School Science Our middle school science curriculum is an exploration of science process through guided inquiry activities that bring students and science together so that each student gains knowledge and a sense of confidence about her environment. Each student learns to analyze unfamiliar situations, collect data, consider alternatives, and then decide on a course of action. In this way, students ultimately grow to rely on their own initiative and develop an active interest in the learning process. In the middle school sequence, there is a balance between environmental, life and physical science strands, along with descriptive and quantitative aspects of science. All middle school science topics develop students’ familiarity with laboratory techniques and lab report writing. How is an experiment conducted? How is information from space gathered? How is data gathered from explosions? What happens if I…? Questions like these float in the young scientist’s mind. Answering these questions, with guidance at first, but with growing independence is the doorway to sound scientific process for all middle school scientists. This path leads to layering excellence in developing sound inquiry skills. Science 6: Earth Science In sixth grade students are invited to take introductory steps to a life-long love of science. Exploring the world around them using the methods employed by seasoned scientists, students learn to ask and answer questions in a way that captures sound scientific thought. Students start with learning about our Universe on an astronomical level and then zoom in to focus on the Earth, exploring the interactions between the geosphere, hydrosphere, atmosphere, and biosphere. Students use a variety of tools and learn a variety of skills to investigate the scientific

method and are encouraged to develop experiments and models to explain natural phenomena they observe. This course develops problem solving, spatial reasoning, and technology skills through research projects, hands-on activities, inquiry labs, and class discussions in order to promote scientific curiosity. Science 7: Life Science Seventh grade begins with an exploration of the concepts in the science of ecology. Students learn to ask ecosystem-scale questions to understand the significance of environmental and organismal interactions. The interdependence of life is stressed. This course also introduces students to the basic structure and function of living organisms. Each student’s efforts to understand the interconnections of organisms and their environment are supported by the design and maintenance of an organic garden and the use of the outdoor classroom on campus. In addition, laboratory exercises reinforce individual comprehension. While the nature of any science course is exploration, discovery, and the communication of ideas, Life Science emphasizes the connection that can be made between classroom activities and real world application. Students learn the importance of the scientific method and gain fundamental processing skills necessary for inquiry-based learning. These skills include observing, inferring, predicting, classifying, communicating, measuring, calculating, creating data tables, and graphing. Through a variety of hands-on activities, experiments, research projects, and class discussions, students learn to organize, analyze, and interpret scientific data. Science 8: Physical Science In eighth grade science, students continue to layer deeper understanding on previously learned concepts to broaden independence in

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navigating scientific inquiry. From an introduction to experimentation to completing parts of formal lab reports, physical science prepares students not only for the rigors of Upper School science, but also for proficiency in an objective exploration of the world around them. Math and communication skills are strongly emphasized in eighth grade science, as students must be able to express comprehension of all facets involving qualitative and quantitative data through discussion, presentations and written assignments. Physical Science is the title given to the multi-faceted branch of natural science that deals primarily with non-living materials involved in energy and matter. From the smallest components of our world to the largest nuclear event, physical science is the wonderful combination of both chemistry and physics. Our daily focus involves discovering the connections between this branch of science and each of us. Upper School Science The upper school science curriculum offers a program of study through which students gain a basic knowledge of modern scientific principles, an understanding of methods, and an appreciation for the significance of science in contemporary society. Emphasis is placed on scientific inquiry and experimental design. To fulfill the laboratory science graduation requirement, all students must take biology, chemistry, and physics. Students who have demonstrated exceptional ability in the complement of basic courses may qualify for Advanced Placement courses in biology, chemistry, physics, or environmental science. Additional electives can be pursued through joint enrollment or the Online School for Girls. We strongly encourage all girls to take at least four science courses at the upper school level.

Biology Biology is the study of the living world. The theme of evolution unifies the concepts covered in biology as we seek to answer the questions: what are the origins of biological diversity, and how does form fit function? Students in this course will observe and discuss many concepts that scientists have proposed to explain natural phenomena, from an exploration of the structure and function of animal and plant systems to the microscopic study of cell structure, cell metabolism, genetics, and gene expression. Emphasis will be placed on the evolution of traits, which will be intertwined with our ongoing investigation into the relationship between human culture and the surrounding environment. Concepts will be explored through observation, testing of hypotheses, viewing films, reading, writing, utilization of technology, and classroom discussion. Students will not only develop data gathering and processing skills, but also work on metacognition, experimental design, data analysis, scientific writing, creative and critical thinking, collaboration, self-awareness, discipline, and integrity. Prerequisites: Biology requires successful completion of Algebra I. Chemistry Chemistry is an introduction to the fundamental principles of chemistry. Basic content includes: states of matter and energy; elements and the Periodic Table; atomic structure; chemical bonding; equations, reactions and stoichiometry; concentration and solutions; behavior of ideal gases; and acids and bases. Classes consist of lecture, discussion, problem solving, and laboratory work. Students acquire skills such as careful measurement and experimental techniques, scientific notation and dimensional analysis, and lab report writing. Emphasis is placed not only on qualitative observational data gathering but also on quantitative experimental techniques;

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students are introduced to graphing techniques, statistical analysis, independent scientific research to enhance their own investigations and writings. While skill development and knowledge ascertainment is emphasized, the course also includes an ongoing discussion about the impact of industry, manufacturing, and technology on the environment. Prerequisites: Chemistry requires successful completion of Algebra I and Geometry. Honors Chemistry Honors Chemistry includes all of the above, but in the honors section, these topics are applied to the more advanced chemical concepts including colligative properties of solutions; reaction kinetics and equilibrium; oxidation-reduction and electrochemistry; radioactivity and nuclear energy; organic chemistry; and biochemistry. Prerequisites: Honors Chemistry requires completion of Geometry with an average grade of B+ or higher and concurrent enrollment in Algebra II. It also requires a previous science teacher’s recommendation. Physics Physics deals with matter, energy, and the interaction of the two. This extremely broad perspective essentially encompasses everything in our universe from galaxies to subatomic particles, and it provides another perspective from which to revisit and relate concepts introduced in other scientific disciplines. The intent of the class is to both develop the student’s mastery of physics’ principles and to emphasize the relationship and utility of these principles in other fields. The creative application and extension of the student’s knowledge will be especially encouraged through discussions, projects, labs, and assignments. These concepts are explored with less emphasis upon the complex mathematics required in the honors physics course.

Prerequisite: Physics requires the successful completion of Algebra II. Honors Physics Honors Physics includes all of the above, but with a greater emphasis on the mathematical foundations of the content. Prerequisites: Honors Physics requires completion of Honors Algebra II with a grade of A- or higher and a previous science teacher’s recommendation. AP Biology Building on the broad survey of topics covered in chemistry, Advanced Placement Biology takes an integrated approach to several focused questions. Students take an in-depth look at molecules and cells, heredity, organism structure and function, and ecology through the lens of evolutionary theory. As they apply new knowledge to environmental and social concerns, students might investigate conservation issues in the Chattahoochee River, consider the global implications of AIDS, debate the use of genetic engineering in food crops, or consider legislation to regulate the use of gene therapy among other topics. These questions are addressed through the use of laboratory investigations, self-designed experiments, research projects, evaluated discussions, and outside reading assignments. Students work on many aspects of their coursework collaboratively. There is extensive reading and work outside of class, including experimental work. As with all AP level courses, students are expected to exhibit independent thought and initiative. This course is intended to prepare students for the AP exam in the spring. Prerequisites: AP Biology requires completion of Chemistry and Geometry with a grade of B+ or higher. It also requires a previous science teacher’s recommendation. AP Physics B Advanced Placement Physics is a continuation

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of Honors Physics. This course provides a systematic introduction to the main principles of physics and emphasizes the development of conceptual understanding and problem-solving ability using algebra and trigonometry. Students will focus on theories, techniques, concepts and general principles of Physics. Students will grow in their ability to ask physical questions and to obtain solutions to physical questions by use of qualitative and quantitative reasoning and by experimental investigation. The course will foster appreciation of the physical world, curiosity, creativity and reasoned skepticism while building connections between physics, other disciplines, and societal issues. Topics such as the structure of Newtonian mechanics, fluid mechanics and thermal physics, electricity and magnetism, waves and optics, and atomic and nuclear physics are presented in considerable depth. They are explored through the use of laboratory investigations, self-designed experiments, research projects, evaluated discussions, and outside reading assignments. Students work on many aspects of their coursework collaboratively. There is extensive reading and work outside of class, including experimental work. As with all AP level courses, students are expected to exhibit independent thought and initiative. This course is intended to prepare students for the AP exam in May. Prerequisites: AP Physics B requires completion of

Biology, Chemistry, Physics, and Honors Pre-calculus with a grade of A- or higher. It also requires a previous science teacher’s recommendation or appointment by the science department chair. Vertically Integrated Project (VIP) Upper school students are invited to work together within small groups to deepen and apply their knowledge of science to solve tangible real world problems. This course will consist of research and guided inquiry to understand the context of a problem with an end goal of designing and implementing a viable solution. Atlanta Girls’ School scientists will network, build relationships, and share ideas with local and regional high school and college students at regular group meetings. Participating on a Vertically-Integrated Project team will give new meaning to inquiry and scientific collaboration at the high school level while challenging students to consider themselves part of the solution to complicated problems now. The course employs a discussion-based, student-centered pedagogy, and is an ideal class for the curious, motivated student who is looking to stretch herself in the sciences. Prerequisites: Participation on the Vertically-Integrated Project team requires successful completion of Biology and Chemistry.

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Languages AGS offers three language options to its students: French, Latin, and Spanish. In addition, an intense focus on word roots, grammatical structures, and active reading in sixth grade English prepares students for language study beginning in the seventh grade. Seventh grade students who are not yet ready for foreign language study can take a study skills class instead. Students are expected to reach Level IV of a language, must take three years of foreign language at the upper school level, and are encouraged to proceed to the AP level if possible. Any incoming student with previous language experience must take a placement exam in order to determine the appropriate level within our program. French I In first-year French, students build a basic vocabulary. By adopting French names and exploring personal stories in French, students make connections to a world language and culture distinct in most cases from their own. Greetings, expressions of emotion, telling simple stories, and describing physical and personality traits about themselves and their family are part of daily communication. This course focuses on learning basic grammatical structures that are necessary to communicate effectively, including forming yes or no questions from statements in French. Students also spend time learning about French speaking countries, world travel, and customs abroad. Level I students are able to speak in the present and near future. They also begin to learn how to express themselves in the past tense. By the year-end, students are making distinctions about grammatical and phonetic nuances of the language and using the French language to express themselves personally. Open to students in the eighth grade or above with no previous experience in the language; seventh

grade students may enroll only with departmental approval. French II In second year French, students build on the skills they developed in French I or French 1-B. Speaking and auditory skills are emphasized, with additional focus on reading French texts appropriate to this level. Culture is explored through a complete immersion in the language, class discussion, and the exploration of other resources such as the Internet and literary resources. Students will begin their exploration of French literature with works such as Un été pas comme les autres. Increasing complexity of grammatical concepts at this level, such as the passé composé and imperfect verb tenses, allow students to communicate in a sophisticated way in a variety of different situations. Prerequisite: French II requires the successful completion of French I or French I-B (2012-2013 only), or an equivalent first-year French course. French III In French III, students continue to develop their listening, reading, writing, and speaking skills within the context of an immersion-style classroom. They continue to practice speaking everyday French and work to strengthen their fluency and ease of understanding. Students begin to deepen and extend their existing knowledge of the structure of the French language as they review some of the more complicated nuances of the language. As students learn new vocabulary via thematic units, they practice applying their existing understanding of the language with the chance to relearn topics that may not have been sufficiently mastered in French I and II. A particular emphasis is placed on verb tenses. Students are introduced to the future tense and the conditional mood, which allows them to specifically express hypothetical situations

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using tenses learned already. The subjunctive mood of verbs is also introduced at this level. This year, an additional emphasis is placed on developing solid reading and composition skills. Students apply their understanding of the language as they begin to read and discuss French poetry and prose, such as Le petit prince. Prerequisite: French III requires successful completion of French II. French IV French IV is designed for those students who will continue their study of French language and the literature, history, and culture of francophone countries. In this course, students begin to apply their own personal interests to their study of French. French IV will include chapters that focus on a variety of themes and the analysis of excerpts of French and francophone literature and poetry. While studying these topics, students continue to strengthen their mastery of the structure of the French language, as well as refine their speaking, listening, reading, and writing skills. Instruction will continue to focus on vocabulary acquisition in an immersion-style classroom. Review and strengthening of grammatical concepts also continues in this context. In addition, students will complete individual research projects that will help them develop the independent study skills essential to success in a university setting. Prerequisite: French IV requires successful completion of French III. French V (Pre-AP) The French V course is designed to prepare students for the newly restructured AP French Language and Culture course, which has replaced the former AP French Language course. In French V, students will gain proficiency in the interpersonal, interpretive and presentational modes of communication. This course is designed to address the “5 Cs” of 21st century standards for foreign language learning, and it focuses on communication, cultures, connections, comparison, and

communities. Students will engage with authentic materials to consider themes across time and across cultures. Using poetry, prose, comic strips, newspaper and magazine articles, film, television, and radio, students will study the cultures of France and other francophone countries. French V integrates language, content, and culture into an interrelated series of lessons and activities to help students use the language confidently in a variety of contexts. Additionally, students will use performance-based activities and assignments to improve both interpersonal and presentational oral and written communication. Students will also make connections and comparisons with their own language and culture. This course is designed to help students apply their grammatical knowledge to communicate in meaningful and appropriate ways, and to use French in real-life settings. Prerequisite: French V requires successful completion of French IV. AP French Language The AP French Language and Culture class focuses on French for active communication, concentrating on presentational, interpersonal, and interpretative modes of communication. The course emphasizes interpersonal and presentational oral interactions and written compositions. Students will read and discuss authentic written texts, such as newspaper and magazine articles, as well as literary texts. Additionally, students will practice listening comprehension of authentic materials such as films, television, and radio form francophone countries. Students will synthesize information from a variety of audio, visual, audiovisual, written and print resources to improve interpretative communication skills. The French Language and Culture exam focuses on the mastery of six course themes: Global Challenges, Science and technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Additionally, the course will allow students to make

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comparisons between and within languages and cultures. As such, significant emphasis is placed on the understanding of modern French and francophone culture. Students will strive to understand the products, practices, and perspectives of the target cultures. Most importantly, the course will prepare students to use the French language in real-life settings. Students who enroll in this course are expected to take the College Board AP examination in May. Prerequisite: AP French Language and Culture requires a grade of B+ or higher in French V and a teacher’s recommendation. Students may be permitted to take AP French after French IV with a teacher’s recommendation. Spanish I In this course, students are introduced to the basic grammatical structures necessary to communicate effectively at the beginning level. They learn daily greetings and simple questions, and participate in hands-on projects, dialogues, and cultural activities. The class is conducted predominantly in Spanish, and it focuses on learning basic grammatical structures as necessary to communicate effectively. Furthermore, students are encouraged to incorporate what they have into their daily class conversations. Students also spend time learning about Spanish speaking countries, world travel, and customs abroad. By the yearend, students are making distinctions about grammatical and phonetic nuances of the language and using the Spanish language to express themselves personally. Open to students in the eighth grade or above with no previous experience in the language; seventh grade students may enroll only with departmental approval. Spanish II In second year Spanish, students build on the skills they developed in Spanish I. Speaking and auditory skills are emphasized, with additional focus on reading Spanish texts appropriate to this level. Class discussions and grammar

explanations are conducted in the target language. The increasing complexity of grammatical concepts at this level, such as conditional and subjunctive verb tenses, allow students to communicate in a sophisticated way in a variety of different situations. Culture is explored through a complete immersion in the language, class discussion, and the exploration of other resources such as the Internet and literary resources. Prerequisite: Spanish II requires successful completion of Spanish I. Spanish III In Spanish III, students continue to develop their listening, reading, writing, and speaking skills within the context of an immersion-style classroom. They continue to practice speaking everyday Spanish and work to strengthen their fluency and ease of understanding. Students begin to deepen and extend their existing knowledge of the structure of the Spanish language as they review some of the more complicated nuances of the language. Additionally, the students receive an introduction to the field of literature. Prerequisite: Spanish III requires successful completion of Spanish II. Spanish IV Spanish IV is designed for those students who will continue their study of Spanish language and the literature, history, and culture of Spanish countries. In this course, students begin to apply their own personal interests to their study of Spanish. Spanish IV will include chapters that focus on a variety of themes relates to the real life. While studying these topics, students continue to strengthen their mastery of the structure of the Spanish language, as well as refine their speaking, listening, reading, and writing skills. Instruction will continue to focus on vocabulary acquisition in an immersion-style classroom. Review and strengthening of grammatical concepts also continues in this context. In addition, Students will complete individual research projects that

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will help them develop the independent study skills essential to success in a university setting. Prerequisite: Spanish IV requires successful completion of Spanish III. Spanish V The Spanish V, students will gain proficiency in the interpersonal, interpretive and presentational modes of communication, and it focuses on communication, cultures, connections, comparison, and communities. Students will engage with authentic materials to consider themes across time and across cultures. Spanish 5 integrates language, content, and culture into an interrelated series of lessons and activities to help students use the language confidently in a variety of contexts. Additionally, students will use performance-based activities and assignments to improve both interpersonal and presentational oral and written communication. Students will also make connections and comparisons with their own language and culture. This course is designed to help students communicate in meaningful and appropriate ways and to use Spanish in real-life settings. AP Spanish Language This course focuses on Spanish for active communication, concentrating on presentational, interpersonal, and interpretative modes of communication. The course emphasizes interpersonal and presentational oral interactions and written compositions. Students will read and discuss authentic written texts, such as newspaper and magazine articles, as well as literary texts. Also, students will intensively practice the four components of the language in their AP textbook: listening, reading writing and speaking. Students who enroll in this course are expected to take the College Board AP examination in May. The advanced Placement Program is intended to provide high school students with the opportunity to pursue college-level studies and, if they test sufficiently well, gain actual college credit or placement for that work.

Prerequisites: AP Spanish language requires a grade of B+ or higher average in Spanish IV and a teacher’s recommendation. Latin I Students who take Latin I begin their study with a combined reading and speaking approach. Gradually, they acquire knowledge of grammar and skills needed to read Latin passages as well as conversational Latin phrases. Coursework emphasizes reading in the language, analyzing grammatical structures, translating simple text, understanding the culture and historical background of ancient Rome, and using Latin phrases in daily life. By the end of the year, students will have mastered all cases, as well as the active and passive voices of verbs. Open to students in the eighth grade or above with no previous experience in the language; seventh grade students may enroll only with departmental approval. Latin II Latin II builds on the grammatical foundation of Latin I. Students learn to handle complex sentence structures that utilize subordinating conjunctions, relative pronouns, participles, and advanced verb forms. Students will enhance their conversational skills and begin to use Latin to discuss unadapted passages. Students will also expand their knowledge of the Latin-speaking world through study of The Middle Ages and The Renaissance. Prerequisite: Latin II requires successful completion of Latin I or an equivalent first-year Latin course. Latin III Latin III is a course of study that polishes Latin grammar and introduces students to Roman authors. By the end of the first semester, students will have mastered the basic grammar portion of their study and will move on to a reading-based course. The second semester

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focuses on reading for understanding, identification of grammatical structures, and translation of selected passages. Students will read samples of famous authors such as Vergil, Catullus, Livius Andronicus, and Pliny. Prerequisite: Latin III requires successful completion of Latin II. Latin IV Latin IV focuses on readings of ancient authors. Students combine their grammar studies of the previous three years with careful interpretations of texts, resulting in informed discussions about the Latin language and culture. Students will read various authors with special emphasis in the second semester on the works of Ovid. These texts will prepare students to analyze literature in anticipation of the AP exam. Prerequisite: Latin IV requires successful completion of Latin III. AP Latin: Vergil and Caesar This course prepares students for the Advanced Placement Examination Vergil exam.

By the end of the course, students should be able to show that they can read and understand excerpts from Vergil’s Aeneid and Caesar’s De Bello Gallico. In addition, students are required to understand the historical context, literary themes of Vergil, and use of literary devices. Students who enroll in this course are expected to take the College Board AP examination in May. Prerequisites: AP Latin requires a grade of B+ or higher average in Latin and a teacher’s recommendation.

Latin V This course provides students with further experience reading ancient authors. Coursework will involve in-class reading, translation, text analysis, and connections to the greater cultural context including influences on modern authors.

Fine Arts The AGS Fine Arts curriculum provides the opportunity for students to fearlessly express their individual creativity through the Visual and Performing Arts in a safe and supportive environment. This curriculum immerses students in the scholarly inquiry of the history, theory, techniques, and styles of artistic

expression. The Performing and Visual Arts courses offer a variety of experiences in which students engage in creative problem solving, critical thinking and developing technical, observational, and analytical skills. Our courses are designed to mold intelligent, motivated, and passionate artists. By

Prerequisite: Latin V requires successful completion of Latin IV. Course availability is subject to student interest.

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graduation each girl will have built and refined the skills necessary to be accomplished in her craft. Middle School Fine Arts The Middle School Fine Arts curriculum is designed to expose students to a wide selection of artistic media and methods of expression, foster a deeper understanding and appreciation for the world of fine art, and provide students with a strong foundation of technical skill. Middle School Performing Arts Performing Arts 6 Performing Arts 6 is a semester-long introductory class combining music and theatre. In music, students will study the fundamentals, including pitch, rhythm, and harmony. The repertoire will be drawn from a variety of sources including show tunes, seasonal literature, classical selections and spirituals. In theatre, students will become confident in using their bodies, voices, and minds as they are introduced to improvisation, interpretation, and scene work. A focus on playwrights and vocabulary will train the students to be more than just performers. Middle School Theatrical Arts Middle School Theatrical Arts will focus on developing the students’ minds, bodies, voices, and emotions. The students will present solo work and work as an ensemble. The specific vocabulary and building blocks of theatrical performance are stressed, along with moving and speaking with confidence and clarity. In addition, students will develop skills in one of the four main elements of theatrical design: costumes, set, lights, and sound. Students will have the opportunity to work as directors, designers, and performers. This class is open to 7th and 8th grades, Middle School Visual Arts Visual Art 6 In this course students are given an overview

of the seven elements and seven principles of design, providing a foundation upon which they can build in future art courses. Students will concentrate on making two-dimensional art using a variety of media, learn about art criticism and art history, and keep a sketchbook. Media explored may include charcoal, graphite, pen and ink, and oil pastel, as well as digital media. The course provides an introduction to observation-based learning, with an emphasis on translating three- dimensional objects into believable two- dimensional renderings. Sketchbook assignments are given regularly as an opportunity to explore new techniques and media and to refine layouts for in-class projects. (One Semester) 2D Foundations In this course students are provided with a comprehensive understanding of the elements and principles of design as they apply to two-dimensional media. Through a wide variety of two-dimensional media and activities, students learn to communicate their feelings and ideas and to analyze, interpret, and evaluate their own work as well as the efforts of others. Students learn about a variety of cultures, influential artists, and art movements, keep a sketchbook, and develop verbal and written art criticism skills. Students also develop important skills in the care and safe use of art supplies and equipment. This class is open to both 7th and 8th grades. 3D Foundations In this course students are provided with a comprehensive understanding of the elements and principles of design as they apply to three-dimensional media. Through a wide variety of three-dimensional media and activities, students learn to communicate their feelings and ideas and to analyze, interpret, and evaluate their own work as well as the efforts of others. Students learn about a variety of cultures, influential artists, and art movements, keep a sketchbook, and develop verbal and written art criticism skills. Students also

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develop important skills in the care and safe use of art supplies and equipment. This class is open to both 7th and 8th grades. Upper School Fine Arts The Upper School Fine Arts curriculum builds upon the foundational experiences and knowledge gained in the Middle School Fine Arts program. This curriculum allows students to more deeply explore particular mediums and methods of expression as they encounter more conceptually challenging coursework. Upper School Performing Arts Intermediate Theatrical Arts In Intermediate Theatrical Arts, the fall semester focuses on developing theater literacy: understanding the genres of theater, exploring theater history and its social and political context, and developing critical and analytical writing skills. Through the in-depth study of one classic play, students will research the production, and engage in putting together a full production. In the fall semester, students will begin compositions of their own monologues and scenes, which will then be performed by classmates in the spring. This class is open to 9th and 10th grades. To enroll in this class students must have taken MS Theatrical Arts or be approved by teacher. Advanced Theatrical Arts In Advanced Theatrical Arts, the fall semester focuses on developing theater literacy: understanding the genres of theater, exploring theater history and its social and political context, and developing critical and analytical writing skills. Through the in-depth study of one classic play, students will research the production, and engage in putting together a full production. In the fall semester, students will begin compositions of their own monologues and scenes, which will then be performed by classmates in the spring. This class is open to 10th–12th grades.

Prerequisites: To enroll in this class students must have taken Intermediate Theatrical Arts or be approved by teacher. Resume and Audition Prep Preparing for an audition or college interview can scare anyone. The key to success is to be ready for anything. The fall semester focuses on developing theater literacy: understanding the genres of theater, exploring theater history and its social and political context, and developing critical and analytical writing skills. Through the in-depth study of one classic play, students will research the production, and they will engage in the practical training of putting together a full production. In the spring semester, students will expand their knowledge through theatrical design and collaborate on a production. Prerequisites: This class is open to 11th and 12th grades. AGS Chorus This course is designed to foster a love for music and singing as well as develop and improve skills in note and rhythm reading, rhythm and pitch discrimination, expression and music literacy. The class will give students opportunities to work on proper vocal technique including tone production, breath support, posture, space, intonation, part independence, choral blend and diction. Students will explore choral repertoire of many styles, time periods, countries, regions and languages as well as develop their understanding of performance practice and proper rehearsal and concert etiquette. Students should expect to attend performance commitments outside of class time. Prerequisites: This class is open to 7th-12th grades. Music Theory and Application This course is designed to expand on the student’s love for music. Through two instruments, students will develop and improve skills in note and rhythm reading, rhythm and pitch discrimination, expression and music literacy. The class will give students

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opportunities to work on proper posture, tone production, support (of breath, for wind/brass instruments), and ensemble blend. Students will explore a repertoire of many styles, time periods, countries, regions and languages as well as develop their understanding of performance practice and proper rehearsal and concert etiquette. Students should expect performance opportunities outside of class time. Prerequisites: This class is open to 7th-12th grades. To enroll in this class, students must have at least 3 years experience in one instrument. Dance/Movement Dance/Movement is an introductory class for students seeking to better grasp the foundational elements of dance, movement and choreography. The goal is to expose students to dance by increasing students’ awareness of how to move their bodies through space especially when they are on stage. This class will focus on dance techniques, with an emphasis on modern/contemporary ballet, jazz and Broadway/musical theater techniques. Prerequisites: This is an introductory dance class for students in 9th -12th grades.

Upper School Visual Arts 2D Composition and Media This course is an in-depth study of both compositional design and color theory. It provides students with an active knowledge of two-dimensional vocabulary and practices, introducing students to a variety of 2D media through a broad range of hands-on assignments. Critiques will be an integral part of the studio environment, and the course will include on-going consideration of art history and criticism. Prerequisites: This class is open to all upper school students. This course prepares students for higher-level courses that deal explicitly with composition and design such as Photography.

Drawing: Mark Making and Meaning This course is an investigation of the broad range of drawing media and processes utilized in historical and contemporary drawing. Students will be exposed to drawing techniques including contour, gesture, and linear perspective through a variety of subject matter such as still life, figure drawing, and portraiture. Students will gain, practice and hone technical drawing and compositional skills that will allow them to accurately portray subject matter both representationally and abstractly. Students will engage in an ongoing exploration of “the drawing process as subject matter,” experimenting with methods of conveying and capturing meaning through the act of making marks on paper. Prerequisites: This class is open to all upper school students. Painting: Materials and Techniques This course introduces students to a variety of painting media including Acrylic, Watercolor, Ink and Oil based pigments. Students learn correct application methods and experiment with a range of painting surfaces. Painting exercises will focus on observation-based learning, with an emphasis on translating three-dimensional objects into believable two-dimensional renderings. Emphasis will be on understanding and creating tonal values through application of color theory principles to paint usage. Prerequisites: To enroll in this class students must have completed Drawing: Mark Making and Meaning. Advanced Studio Practices This course is designed for students who demonstrate solid technical and observational skill and possess a strong work ethic. Students in this course will continue to refine technique as they respond to technical and conceptual provocations given by the instructor. Students are encouraged to experiment with new media and methods of application as well as generate

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paths of conceptual inquiry on their own. As the course progresses students will use instructor and peer feedback to critically examine their work and process in order to recognize and develop their own visual language within their chosen medium. Prerequisites: To enroll in this class students must have completed Drawing: Mark Making and Meaning and Painting: Materials and Techniques. Photography This course provides students with an introduction to the basic techniques of working in 35mm black and white film. Students will gain a working understanding of the Single Lens Reflex camera and how to utilize depth of field, aperture and film speed to capture images with a rich tonal value scale. Students will learn how to efficiently and safely develop film and print images in a wet darkroom. Throughout the course emphasis will be placed on students using a viewfinder to refine their image composition skills as they learn to see “photographically.” Prerequisites: Students must provide their own 35mm camera and pay a $100 materials fee. To enroll in this class students must have completed 2D Composition and Media. Ceramics: Hand-building This course is an in-depth exploration of three-dimensional ceramic form. Students will gain proficiency in several hand-building techniques: slab, pinch, coil and slump molding. Students will learn to conceptualize three-dimensional forms using sketches in both pencil and clay and how to accurately translate those ideas into form. Through the creation of their own work students will also explore, analyze and discuss the

interrelationship of surface treatment to the form of a ceramic piece. Throughout the duration of the course students will investigate historical and contemporary ceramic artists and movements as they apply to current projects. Prerequisites: This class is open to all upper school students. Ceramics: Wheel Throwing This course is an in-depth exploration of the Wheel as a tool for generating three-dimensional forms. Students will gain proficiency in basic wheel-throwing techniques and tools. Through the creation of both functional and sculptural ceramic wares students will explore, analyze and discuss the interrelationship of surface treatment to the form of a ceramic piece. Throughout the duration of the course students will investigate historical and contemporary ceramic artists and movements as they apply to current projects. Prerequisites: To enroll in this class students must have completed Ceramics: Hand-building.

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Physical Education Physical Education 6-8 Physical Education is based on the national standards for physical education developed by the National Association of Sports and Physical Education. The program provides opportunities to try new skills and introduces steps that lead to living a healthy lifestyle. Heart rate monitors are used so that students learn not only how the body responds to exercise, but also the intensity at which they should be exercising. During PE, the students can expect enjoyment, challenge, self-expression and social interaction. A physically educated student demonstrates competency in a variety of movement forms, with equal emphasis on fitness and sports skills. Each student is expected to show respect and participate as an active learner. In addition to health and wellness, students will develop their communication, teamwork, listening, and leadership skills through cooperative games and activities. Students will learn strategies for team play as they progress through the fundamental skills in a variety of sports. Seventh and eighth graders will participate in one quarter of dance. She can expect to learn basic ballet vocabulary, jazz dance, musical theatre, hip-hop, modern dance, and some basic cultural dance forms. Sixth graders will take part in a wellness curriculum that strives to develop resilient, well-balanced, self-aware young woman by promoting physical and psychological health. The 6th grade curriculum includes exposure to different methods of fitness, nutrition and balanced diets, and substance abuse prevention. Students learn effective communication techniques, conflict resolution strategies, stress management skills, and beginning meditation practice.

Atlanta Girls’ School believes that good physical and emotional health promotes academic success and provides a life-long appreciation for wellness. Physical Education 9 Students will experience a variety of activities in the 9th grade year. They will participate in some traditional PE activities as well as be introduced to lifetime wellness activities. In 9th grade, they will be introduced to resistance training where they will learn the beginning concepts of life fitness and wellness. They will learn about exercise for weight control, health problems related to inadequate fitness levels, personal exercise programs, fitness fads and fallacies, as well as participate in individual, team, and lifetime sports. A nutrition unit will also be included. In addition, all 9th graders in this class will participate in a quarter of dance. In it, the girls can expect to learn basic ballet vocabulary, jazz dance, musical theatre, hip-hop, modern dance, and some basic cultural dance forms. The final objective of this course is for each student to have a positive attitude toward physical self and lifelong physical activity. One emphasis in this course is adolescent resistance (strength) training, with safety being the top priority. For this reason, an emphasis will be placed on proper exercise and lifting techniques. Additionally, the resistance training programs will be based on the latest research governing adolescent strength training. One day a week, the girls will be in the classroom for wellness talks. The 9th grade curriculum has a strong focus on resiliency skills and teaches girls to manage emotions, think positively, resolve conflict, manage stress, and effectively set goals. The curriculum also promotes physical wellness, including topics such as healthy sleeping habits,

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meditation practice, balanced diets and nutrition, substance abuse prevention, and sexual health. Advanced PE In this advanced Physical Education elective, students will experience a variety of lifetime fitness activities. Examples include weight training, step aerobics, yoga, aerobic boxing, boot camp style classes, running, and cardio dance. Students will realize the impact that fitness has on their daily lives. They will have more energy, think with more clarity and sleep more deeply. This class is open to all students in grades 10-12.

Athlete Conditioning This course is for those that are participating in sports at the varsity level. Athletes will learn concepts such as threshold of training, cardiovascular fitness, muscular strength, muscular endurance, and flexibility, and they will be introduced to a variety of basic exercises (squat, bench press, etc.). The major emphasis in this course is adolescent resistance (strength) training, with safety being the top priority. For this reason, an emphasis will be placed on proper exercise and lifting techniques. Additionally, the resistance training programs will be based on the latest research governing adolescent strength training. This class is open to varsity athletes in grades 10-12.

Other Curricular Elements

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Independent Study This option is available for a student interested and motivated in a subject area that is not offered at AGS. Students must have demonstrated leadership and excellence in the academic area of study and regular success in working independently. Students who wish to create an independent study course must meet with the Academic Dean and, in conjunction with a faculty advisor, develop the shape and content of their proposed work. Joint Enrollment Some of our most advanced students will be ready for the challenge of a college class in their junior or senior years. We work with area colleges and universities to make this option available in specific subject areas where the needs of a student cannot be met at AGS. To do this, a student must have the schedule and transportation flexibility to travel to a college campus and take a course after school hours. Students are expected to work through the Academic Dean’s Office to assure that they are making satisfactory progress in the college-based class and to receive additional guidance as needed. It is the student’s responsibility to independently pursue this option as it involves applying for the program and paying college tuition.

Online Courses This option is available for a student interested in an area not offered through a regular course offering and for which there is an approved curriculum available online. Options for such a course might be a class that is not offered in the specific school year, a beginning level course for a student in her junior or senior year (such as language), or an Advanced Placement course. Any student wishing to pursue this alternative must receive approval from the Academic Dean.

Approved Online Courses Upper school students may take the courses listed below for credit toward graduation; however, these courses are excluded from AGS tuition and require registration through and payment to a third-party provider. All Online Courses are subject to oversight by AGS Faculty and require the approval of the Academic Dean. Mathematics AP Computer Science This course introduces computer science concepts including basic program form, development of algorithms, data types, control structures, and object-oriented design using the Java programming language. Particular emphasis will be placed on problem solving and algorithm development. Students should have some previous experience with programming to best succeed in this course. The course culminates with the Advanced Placement Computer Science exam in May. (This is a yearlong course offered by the Online School for Girls.) Prerequisites: AP Computer Science requires successful completion of Algebra II and an introductory programming class or other programming experience. Enrollment Fee: $1,255

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Multivariable Calculus This course will cover some topics that are not part of the AP Calculus BC curriculum, such as calculating volumes by using shells, surfaces of revolution, and centers of mass and centroids, among others. We will also explore topics that are studied in a typical college-level third semester calculus course. These include vectors and vector-valued functions, differentiation in several variables, optimization in several variables, multiple integration, and line and surface integrals. (This is a fall semester course offered by Online School for Girls.) Prerequisite: Multivariable Calculus requires successful completion of AP Calculus BC. Enrollment Fee: $675 Differential Equations This course will provide an introduction to differential equations. Topics will include: solving first-order and simple higher-order equations with applications to various scientific fields (physics, chemistry, biology, etc.); solving linear differential equations and their applications; and Laplace transform methods. (This is a spring semester course offered by Online School for Girls.) Prerequisite: Differential Equations requires successful completion of Multivariable Calculus. Enrollment Fee: $675 AP Statistics This course is intended to help students develop strategies for collecting, organizing, analyzing, and drawing conclusions from data. Much of this knowledge will come through experiential activities that challenge students to design, administer, and tabulate results from surveys and experiments. The students will often work in small cooperative groups to explore problems and share ideas. Active participation, in the form of individual and group projects, peer review of student work, and discussion board conversations, will play a major role in the students’ success in the

course. Each student will be expected to learn how to articulate methodology, data description, and conclusions and to provide constructive comments on reports by classmates. Technology will be employed as a tool to help students solve statistical problems. Graphing calculators will be used regularly, along with other statistical software, to enhance the students’ ability to visualize data distributions and calculate important numerical results. The students will learn that displaying data and calculating statistics are valuable tools only if the students can effectively and accurately drawn meaningful conclusions about what the data tell us. The class will necessarily be fast-paced in an effort to complete the entire curriculum covered on the AP Examination. However, the pace of the course will not undermine the inclusion of important activities that help students understand the value of statistics in their own lives—both now and in the future. (This is a yearlong course offered by Online School for Girls.) Prerequisites: AP Statistics requires successful completion of Statistic and Algebra II. Enrollment Fee: $1345.50 World Studies Global Issues “All of us might wish at times that we lived in a more tranquil world, but we don't. And if our times are difficult and perplexing, so are they challenging and filled with opportunity." Robert Kennedy The Global Issues course is designed to provide students with a framework to better understand the world in which they reside and to help them develop a more global perspective. Some problems cross national boundaries to become global issues. Population growth and the movement of peoples, globalization, environmental challenges, and human rights are examples of issues that need to be addressed by all nations.

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Students will be challenged to put these issues into a broader context and to developed informed opinions about current policy decisions that will affect them in the future. Students will investigate how certain issues are addressed (or go unaddressed) by nation states, international organizations, and non-governmental organizations. They will examine public policy debates and weigh the relative merits of different proposals. They will also be asked to reflect on how these issues affect them personally and to consider how they can make a difference as global citizens. Finally, they will be asked to present an original proposal to address a pressing global issue within their school or community. The theme of this proposal will be “thinking globally and acting locally. “ This course will place a heavy emphasis on communication, technology, collaboration, and service to others. Students will concentrate on developing the skills, knowledge, and confidence to construct and deliver sound arguments, to take part in vigorous online discussions, and to hold formal debates. They will also make extensive use of technology to access and analyze information and to present their knowledge and understanding of the world to a broader audience within their school and community. Ultimately, this course seeks to prepare students to serve humanity in practical ways to solve complex global issues. (This is a fall course offered by the Online School for Girls.) Enrollment Fee: $675 AP Macroeconomics AP Macroeconomics examines how human beings make decisions about the allocation of scarce resources among alternative uses. The three major components of study are economic fundamentals, including supply and demand, margin decision-making, and economic efficiency; microeconomics, which focuses on how consumers and producers make economic decisions; and macroeconomics, which explores concepts such as unemployment, inflation, and the role of money in the

economy. AP Macroeconomics, recommended for juniors and seniors, will prepare students for the AP Macroeconomics exam in May. (This is a yearlong course offered by Online School for Girls.) Prerequisite: AP Macroeconomics requires successful completion of Algebra II. Enrollment Fee: $1345.50 Women’s History in America In your lifetime, the study of United States history has changed greatly to include the perspectives of different types of Americans. Social histories, like the study of women, have emphasized the diversity of experience and construction of identity in America. In this course, we will investigate the experiences of women from colonial times to the present. Students will be asked to use the standard categories of historical analysis to redefine their understanding of power and influence, production and reproduction, and dependence and independence. Students also will apply those skills to present-day feminist writings, specifically looking at the blog format, to discuss how the construction of gender is an ongoing process that affects us in real ways. As women’s history is a relatively new field, there is no standard textbook; instead, we will use a variety of primary and secondary sources, including speeches, newspaper articles, historical essays, book reviews, and blob articles to study the history of Women in America. (This is a spring semester course offered by Online School for Girls.) Co-requisite: U.S. History Enrollment Fee: $675 AP Psychology The AP course in Psychology is designed to introduce students to the systematic and scientific study of the behavior and mental

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processes of human beings and other animals. In this course, students will be presented with the psychological facts, principles and phenomena contained within the major branches of psychology. A balanced examination of the following content areas: Biological Bases of Behavior, Sensation and Perception, States of Consciousness, Learning, Cognition, Motivation and Emotion, Developmental Psychology, Personality, Testing and Individual Differences, Abnormal Psychology, Treatment of Psychological Disorders and Social Psychology will provide the student with a thorough understanding of the many subfields contained within psychology and the connections between them. In addition, students will also be exposed to the history, methodology and ethical practices associated with psychological research. Upon completion of this course students will recognize the significance of psychology and it practical applications upon the world around them. This course will also prepare students for the AP Exam in May. (This is a yearlong course offered by Online School for Girls.) Enrollment Fee: $1345.50 Science Genetics What makes us who we are? Is it our DNA? Is it our environment? How are the diseases and disorders that affect us connected to the genetic code inside each of our cells? Just because we can modify DNA, should we? Who do we approach a world in which the ability to manipulate DNA itself is now a possibility? In our rapidly advancing world of biotechnology and our increased understanding of the genetic code and how it functions, we have questions to consider that were not even a possibility 60 years ago before the discovery of DNA. This course will explore topics from the three main branches of genetic study: Transmission genetics (how traits are passed from one generation to the next),

Molecular genetics (the structure, function and operation of the DNA molecule itself) and Population genetics (how traits are expressed in populations, and how those traits change over time). As a vehicle for our discussions we will look at a number of different medical topics ranging from genetic abnormalities to the study of cancer. In addition, we will explore new and emerging research in the field and the social and ethical controversies and questions that often accompany these technological advances. (This is a fall semester course offered by Online School for Girls.) Prerequisite: Genetics requires successful completion of Biology. Enrollment Fee: $675 Introduction to Human Anatomy, Physiology, and Disease (Offered Spring Semester 2013) It can be argued that an understanding of the human body, and how it works, is one of the most important biological disciplines one can explore. After all, our bodies are with us no matter where we go or what we do! In the last 200 years our understanding of anatomy and physiology has grown exponentially, and with that understanding, so has our grasp of the causes and treatment of many diseases. This course will explore the structure and functions of the human body from the cells and tissues to the organ system level. With each organ system we will also examine the causes and treatments of diseases from a genetic to infectious level, and current advances in medicine and epidemiology. (This is a spring semester course offered by Online School for Girls.) Prerequisite: High school level introductory Biology course. Enrollment Fee: $675 Languages

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Japanese I This is an introductory course in Japanese and is intended for students who have no previous study of Japanese. In this course, initial lessons introduce the Japanese writing system—the phonetic Hiragana and Katakana and the character-based Kanji. The content of the course includes pronunciation, speaking skills, listening practice, and reading and writing. Upon completion of this course, students should have acquired essential grammar, a basic vocabulary, Hiragana, Katakana and 35 basic Kanji and be able to communicate in everyday simple and practical situations. The focus is on situations directly related to the student’s activities and surrounding environment. (This is a yearlong course offered by Online School for Girls.) Enrollment Fee: $1345.50 Japanese II This course is for those who possess a basic command of the two Japanese alphabets (Hiragana and Katakana) and the grammar and vocabulary presented in Japanese I. Writing and reading all Hiragana and Katakana are required and we don’t use Romaji at all. The course prepares high-novice students for cross-cultural communication through the study of language through reading, writing, listening, speaking and culture; provides connections to other disciplines through the study of Japanese and develops awareness of Japanese culture. Upon completion of this course, students should have acquired 50 new basic Kanji and basic grammatical structures of the Japanese language successfully in written exercises. Also, students should comprehend and analyze a variety of topics in written and spoken Japanese (This is a yearlong course offered by Online School for Girls.) Prerequisites: Japanese I or two years of middle school Japanese or teacher recommendation. Enrollment Fee: $1345.50

Latin I Dux femina facti – “A woman was the leader of the expedition” – Vergil, Aeneid 1.364 Latin I is intended for students who have not previously studied Latin. The content of the course will focus upon reading Latin, as well as developing writing, listening, and speaking skills as aids to internalizing Latin. Students will learn the first three declensions of nouns and adjectives, the four verb conjugations in the active voice and all tenses, some uses of the infinitive, as well as demonstratives, pronouns, and numerals. Upon completion of this course, students should have acquired proper pronunciation, essential grammar and vocabulary to be able to understand and read short passages, the ability to engage in simple verbal exchanges, a greater knowledge of English vocabulary and grammar, and be ready to continue with Latin II. Learning Latin is also about discovering connections and relationships between ancient and contemporary languages, cultures, and influential ideas. As students collaborate in learning Latin, they will learn about Roman family life, the legendary heroes, myths and gods, and Roman perspectives of life. Students will take quizzes and have tests, but they will also create scrapbooks, write poems, songs, play games, and work together on shore research projects to further understand how their developing knowledge of Roman culture applies to their own lives. Students will learn to recognize the legacy of this remarkable civilization and begin to understand their intellectual and cultural heritage. The benefits of taking Latin I: Students will learn to…

§ Read, understand, and comprehend Latin as a form of communication

§ Develop oral, listening, and writing skills as tools in the learning process

§ Acquire knowledge and understanding of Roman culture as revealed through its language, customs, and creations

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§ Apply their knowledge of ancient Rome to the real world of today to understand how Roman civilization has influenced world culture and languages

§ Develop insight into your own language and culture through understanding the legacy of Rome

(This is a yearlong course offered by Online School for Girls.) Enrollment Fee: $1345.50 Fine Arts AP Music Theory AP Music Theory will introduce advanced concepts of music theory in preparation for the AP examination. Students will study aspects of melody, harmony, texture, form, musical analysis, and composition. This course includes an aural section of sight-singing, melodic and harmonic dictation, and listening examples. The aim of this course is to improve the student’s performance, aural, analytical, and composition skills. These skills ultimately will develop the student as a stronger musician. Students who enroll in this course are expected to take the College Board AP examination in May. (This is a yearlong semester course offered by Online School for Girls.) Prerequisites: AP Music Theory requires basic knowledge of reading music on a staff and proficiency on an instrument or voice. Enrollment Fee: $1345.50

Art & Design: Spiderman

Art & Design: Spiderman explores the fundamental elements of art and design with members of the design team from Broadway’s Spiderman: Turn Off The Dark. The course runs 12 weeks and offers student the unique opportunity to spend a semester working with Broadway’s top professionals and teaching artists toward gaining a richer understanding of the creative process as it applies to all aspects of art, design and creative thinking. Students begin by learning the building blocks of design – form, color, line, scale and context – through exercises that strengthen creativity and bold thought. They then apply these fundamentals in their own design process of assessing the artistic, thematic and practical needs of a selected scene and drawing from various sources of inspiration to create a unified design scheme for a scenic environment. Students will have the option to share their work in graphic or video formats. At the end of this course, students will have conceptualized and created their own scenic designs and gained a comprehensive technique for solving designs of all varieties. (This is a fall course offered by Online School for Girls.) Prerequisites: Students must be enrolled in at least ninth grade Enrollment Fee: $675 Digital Design and Imagery In Digital Design and Imagery, students learn the basics of Adobe Photoshop Elements and will complete a set of projects each semester. This first semester will focus on graphic arts. Project will include painting in Photoshop Elements, manipulating images, merging images, and using type as a graphic element.

Each project will introduce skills that build on skills learned in previous projects. Students will be introduced to selection tools, layers, masking, cloning, filters and blending options to apply effects to their images, and more. In the second semester students will use these skills from the first semester to complete projects using personal photos and creating projects in Photoshop Elements base on these

photos. In additional to working in Photoshop, assignments will include research and brainstorming activities, which will be completed online in the form of written work. Student will have the opportunity to collaborate throughout the course through various critiques. Critiques will occur in forums where students will provide feedback to each other about their work. This will include work

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Page to Stage: Wicked (Offered Fall Semester 2012 and Spring Semester 2013) Page to Stage: Wicked takes students through the process of creating theatre using the Broadway musical Wicked and its cast and artistic team to illustrate ideas and methods. Go behind the scenes to learn stagecraft and the central tenets of making theatre in this 12-week course, designed for students interested in all aspects of theatre. Starting with a chapter from Gregory Maguire’s original book Wicked, we will explore the building blocks of good story telling that make up a Broadway show, focusing on a new discipline each week. Topics covered include; writing and analyzing text, directing, acting, casting, evaluating performances & auditions, inventing designs, staging & choreography, music & song placement, relevant themes, and ultimately – creating scenes. Throughout the course, we will visit with various members of the Wicked company, who will add to the discussion with their experiences and, in certain cases, illustrate key points. This course offers students the unique opportunity to spend a semester working with Broadway’s top professionals and teaching artists toward a richer understanding of the creative process. Students will follow the adaptation of the book Wicked into the Broadway show, while creating their own Scenes and breaking them down for acting & directing values, adding music (popular or their own), designing them (by creating an online catalogue of visual

ideas), casting them (from online resources), and extracting themes that make them relevant to their own lives. Students will have the option to share their own scenes, highlighted relevant themes, and gained a comprehensive understanding of the collaborative process of professional theatre. (This is a yearlong semester course offered by Online School for Girls.) Co-requisite: US History Enrollment Fee: $1345.50

Computer Programming

Introduction to Computer Programming Introduction to Computer Programming is designed to be an exciting introduction to the world of computer programming and to prepare students to take either AP Computer Science or Computer Science at the college level. Many Programming concepts are explored through The Java language. Other concepts are explored through projects relating to iPhone/iPad and Android application development and game development. This course introduces variable, conditionals, and loops and develops the abstract thinking skills. Computer hardware and the binary number systems are also examined. (This is a yearlong course offered by Online School for Girls.) Prerequisite: Students must have completed Algebra II or Geometry Enrollment Fee: $1345.50

Winterim

The Winterim Session at Atlanta Girls' School provides students with the opportunity to explore exciting topics not traditionally found in a school curriculum. Courses during Winterim are often based on interdisciplinary and experiential learning, and each student takes up to three intensive seminar-style courses. Many electives are offered during this session. This change of pace helps to keep energy and motivation high as students return from winter break, a traditionally low point of the year. These cold weeks in January are the perfect time to warm up to something new and exciting.

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Students will take a total of six academic hours of class per day during this Winterim term. Some classes are all-day classes, some are three-hour courses, and some are one and a half-hour courses. Upper school students carrying heavy academic loads through Winterim may request a study hall in lieu of a class, but the Academic Dean must approve this request. Course offerings for the Winterim Session are published separately each November.

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Atlanta Girls’ School

Founders’ Charge

All of life is school; therefore, be in attendance daily. Choose wisdom, generosity, and kindness as your teachers.

Judge tenderly and be forgiving; everyone else is learning too. During the leaden hours of loss or failure,

Ask others for help and help those whose suffering is greater. During the bright moments of success or celebrity,

Say thank you and wield your power with compassion and humility.

All of life is journey; therefore, pack lightly and travel broadly. Choose courage, integrity, and wonder as your companions.

Along the way, unload yourselves of fears and hubris. Find work that profits your souls and gives you purpose.

Leave each corner of the world better than the way you found it. Keep your hearts soft and your minds open. Listen. Ask questions. Be bold. And wed yourselves to joy.

Emily Ellison Atlanta Girls’ School Co-Founder

Upon AGS’ first graduation ceremony May, 2004

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Atlanta Girls' School 3254 Northside Parkway NW Atlanta, Georgia 30327 Phone: 404-845-0900 Fax: 404-869-9718 atlantagirlsschool.org

Course Catalog 2012-2013