Upper School

As of 2020, The Hewitt School no longer participates in the College Board’s Advanced Placement (AP) program, preferring to teach our own challenging, often interdisciplinary courses. Hewitt courses are all rigorous and students can opt for even more challenge by applying for “Honors Through Extended Inquiry” in a limited number of courses each year. The Extended Inquiry program enriches a student’s understanding of subject material through independent research and exploration while also providing faculty guidance and feedback. Students who are approved for this program will be evaluated by their teachers using a standards-based system of assessment throughout the year.

Grade 10
After the first quarter, students in grade 10 may apply to complete an extended inquiry (EI) project in any one course or that connects the concepts from at most two courses. These independent research projects give students the optional opportunity to extend their learning in a course or courses based on their personal interests. After successfully completing the project requirements, which include choosing a research topic, completing an annotated biography, writing a paper that synthesizes their research, and presenting their research, students will receive the EI designation for the courses related to their projects. This designation appears on their end-of-year transcripts. Each student is assigned a faculty mentor from the 10th grade EI Committee who will guide them through the project. 
This is a single year project completed entirely in Grade 10.

Grades 11/12
After the first quarter, students in 11th grade may apply to complete an extended inquiry (EI) project in any one discipline or that connects the concept from at most two disciplines. This is a 1.5 year project that begins in 11th grade and continues through the first semester of 12th grade. In the 11th grade, students choose a research question, complete an annotated bibliography, write a 10-16 page research paper, and present their research to a panel of faculty members. In 12th grade, students continue the research they started in 11th grade by adding some kind of original work to their project. Students will propose how they will produce their original work, which can include conducting and analyzing interviews, creating and analyzing surveys, or creating an original piece of writing, art, film, dance, podcast, etc. Each student is assigned a faculty mentor from the 11/12th grade EI Committee who will guide them through the project. After successful completion of the project, students will earn the EI designation with either a pass or high pass as determined by the 11/12th grade EI Committee. This designation appears on their end-of-year transcript. This is a 1.5 year project completed in Grades 11 and 12. 

English (4 credits required for graduation)

American Literature (Grade 10 – 1 credit)
As Walt Whitman demonstrates in Leaves of Grass, America is a landscape of multiple voices. In this tenth grade English course students journey through this landscape, and move roughly chronologically from the seventeenth century through our present day. Beginning with Native American literature and narratives by colonial women held in captivity, the class traces several important movements in literary history, such as transcendentalism, Romanticism, and the Harlem Renaissance, always seeking out the “living and buried speech” Whitman describes. In the first semester, the course establishes the canon with Thoreau and Hawthorne, while exploring the often unheard voices of the enslaved in Jacobs’ Incidents in the Life of a Slave Girl and Douglass’s autobiography. Second semester widens its scope, beginning with selections from the Harlem Renaissance, and moving through four distinct voices in Cather, Morrison, García and Rankine. 

Intersections: Literary Identities (Grades 11 and 12 — 1 credit) 
In this course, students read canonical and contemporary texts to explore the intersections of different aspects of identity -- race, religion, family structure, class, sexuality, and gender. This course is based on Kimberlé Crenshaw’s theory of intersectionality. We pose many questions, including: What is the relationship between the past, present, and future in literature, culture, and identity? What experiences do we share, and in what ways are we radically different? How and why do authors build on and revise preexisting, dominant narratives? How can building self-knowledge contribute to our understanding of the texts we study and the world around us? Students read widely (short stories, poetry, drama, novels, essays) and continue to hone their formal and creative writing skills. The goal is to tie the past to our present and imagine ways into the future. This course will not be offered in the 2024-2025 year.

Creative Monsters (Grades 11 and 12 — 1 credit) 
Who creates monsters, and what makes them monstrous? Society tends to categorize existence and behavior into binaries (good/evil, creator/destroyer, prose/poetry, male/female, order/chaos, etc.). How can we understand and challenge these categories? Using an intersectional lens, we will study both classic and contemporary literature that depicts creation, queerness, and monstrosity in their many forms. We also will consider hybrid genres, strange creatures of the literary world. Authors may include: Mary Shelley, Virginia Woolf, Carmen Maria Machado, Angela Carter, William Shakespeare, Kathryn Bond Stockton, J. Sheridan Le Fanu, bell hooks, Henry James, Audre Lorde, Lydia Davis, Toni Morrison, James Baldwin, The Brothers Grimm, Kelly Link, Taylor Mac, Jeanette Winterson, and others. This course is both a literature class and a creative writing workshop. Students will produce both formal, analytical responses (such as essays) and creative work (such as short stories). In the workshop, our collective task is to create a supportive space in which creative work can be nurtured and developed. Each semester, students will complete a variety of creative writing prompts and workshop at least one completed piece. Students also will focus on the revision of one piece. Throughout the year, we will discuss opportunities to submit creative work for publication. 

Coming of Age in Literature and Society (Grades 11 and 12 — 1 credit)
The coming-of-age story is a popular genre that readers young and old have consistently found appealing. From Charlotte Brontë’s Jane Eyre to Junot Diaz’s The Incredible Life of Oscar Wao, the coming-of-age novel has explored what it means to grow up and confront adulthood in a variety of times and places. Students in this course explore several examples of this genre from across the ages, and consider how elements such as race, gender, and class affect this journey into adulthood. We will ask what it means to become an adult, examine the risks and rewards of this journey, and consider the balance between individual aspirations and social conformity. Possible texts include Shakespeare’s Twelfth Night and Hamlet, Jane Austen’s Emma, James Joyce’s Portrait of the Artist as a Young Man, Jamaica Kincaid’s Annie John, Noviolet Bulawayo’s We Need New Names, Kazuo Ishiguro’s Never Let Me Go, Jesmyn Ward’s Salvage the Bones, and Alison Bechdel’s Fun Home. Students should expect to complete some performative work as part of this course and to create as well as consume original works about growing up. This course is recommended for juniors but open to seniors.

Reading and Writing the City (Grades 11 and 12 — 1 credit)
New York, New York is a dichotomous city. Whether it's through a multitude of opportunities or in the faces of adversity here, New York City can be identified through a variety of dueling and opposing themes. In this course, you will navigate significant themes, authors, experiences, and various forms of literature in relation to historical, cultural, and contemporary literary theory. Using New York, New York as a geographical context, you will be able to navigate the chasms that emerge in order to draw conclusions about similarities and differences in perspective. Some pathways we will explore: the elements of a fast/boisterous/crowded place vs. the slow/quiet/isolated one; prosperity vs. adversity; icons vs subculture. There is a field experience element to this course with an exploration of various locations throughout the city. Additionally, you will read, research, write, and reflect on a cross-section of literature regarding New York, New York's unique identity. There is an extended inquiry option in this course.

Dangers of a Single Story: The Literature of Immigrants, Refugees, and Displaced Peoples (Grades 11 and 12 — 1 credit)
In this course, students will listen and respond to stories of immigrants, refugees, and displaced peoples. We will seek these stories in literature, memoir, history, art, film, policy and law, statistics, and other accounts that offer competing and often contentious narratives. Keeping in mind Chimamanda Adichie’s Ted Talk “Dangers of a Single Story,” we will look critically at dominant narratives about migrants and migration that fail to recognize the complex factors pushing and pulling people away from their places of birth. At the same time, we will turn often to literature and film to gain a more nuanced understanding of what it means to depart the familiar and to arrive in, adapt to, and sometimes resist the conventions of a new nation. Possible readings and viewings include Dave Eggers' What is the What, Christopher Quinn’s God Grew Tired of Us, Chimamanda Adichie’s Americanah, Mohsin Ahmad’s Exit West, Sam Selvon’s Lonely Londoners, and selections from Dohra Ahmad’s anthology The Penguin Book of Migration Literature. In order to further broaden our understanding of the topics and themes raised in these stories, we will also attend to current events, get out of the classroom, and look for opportunities to serve and advocate for the immigrant communities of New York City. Students who enroll in this course can expect to create traditional literary essays, original poetry, blog posts, podcasts, editorials, and zines. 

The Art of Memoir: Narratives of the Self (Grades 11 and 12 - 1 credit)
The best memoirs search for meaning in everyday life, whether the circumstances be peaceful or traumatic. Often memoir tells of something hidden and, when located in a specific time and place, gives us a rounder, fuller impression of more than just one life. The examination of memoirs must also include an investigation of memory itself—what we as people remember and forget, and what we, as whole nations, remember and forget. This course examines the most famous memoirs in the field as well as the memoirs of people whose voices have not traditionally been heard. Students do research, write essays, and experiment with writing short memoirs themselves. Books, mostly by women, may include Just Kids, Dancing with Cuba, Negroland, Reading Lolita in Tehran, The Autobiography of Malcolm X, Persepolis, and others.  

Crime Fiction (Grades 11 and 12 - 1 credit)
Nearly all crime fiction is inherently mysterious and frequently nerve wracking. The crime narrative revolves around a central mystery–first there is the crime, and the thief, killer, arsonist, drug dealer, or spy must be caught by the protagonist. This pursuit drives the investigation, which eventually leads to an outcome, an arrest, or unexpected twist. This course will trace the history of this genre, which is itself carved into sub-genres, such as detective fiction, legal and medical thrillers, hard-boiled fiction, police procedurals, and nearly any sub-genre in which a criminal act is the foundation and springboard of the plot. Through the examination of crime novels and films, students will discover criminals who do not necessarily pay for their crimes as we would expect or hope but that justice can be meted out differently, not in accordance with the law or within the framework of a specific value system. They will see that the detective, in spite of any flaws or weaknesses, is the all-knowing excavator of truth, whose final judgment upon the criminal is the perspective we are left to consider. Readings may include the works of Edgar Allan Poe, Agatha Christie, Sir Arthur Conan Doyle, Raymond Chandler, and Walter Mosley, as well as films such as The Maltese Falcon and Knives Out. In this course, you will produce both formal essays and creative pieces, such as an original mystery or one-act play. You will workshop and revise your work, and you will be enthusiastically cheered and encouraged to celebrate your writing through various publishing opportunities.

In Dark Times: The Dystopian Imagination (Grades 11 and 12 - 1 credit)
This class will explore the evolution of dystopian thinking in the 20th century. We will examine a range of cultural texts which envision future worlds while simultaneously commenting on the present moment. We will see how these texts function as economic, social, cultural, and political critiques of the world in which they created, as well as our world today. We will put canonical fictional novels (including Brave New World, 1984, The Handmaid’s Tale, etc.) into conversation with nonfiction articles, scholarly sources, film, television shows, and video games, to see how the futuristic imaginations of various creators have been clairvoyant, offering cautionary tales for our planet and its citizens today. Essential questions of the course include: To what extent have past dystopian visions of the future become our lived reality? In what ways do works of dystopian literature reflect the anxieties, concerns and fears of their respective age? What actions can we take to address some of the flaws in our systems highlighted by the dystopian visions of great thinkers? This course may be taken for English or history credit.

The Literature of Film (Grades 11 and 12 - 1 credit)
The Literature of Film is a year-long course designed to investigate the development of film from 1900 to the present, to study the ways in which films are a lens through which to investigate major themes present throughout history, and to investigate the semiotics of film. The course begins by introducing students to the major concepts of film theory. Students learn about these concepts behind filmmaking while watching films chosen to illustrate those concepts. The students also create film elements of their own, including storyboards, slideshows, color schemes, scripts, and a five-minute short film. Some of the films viewed are Citizen Kane, Apur Sansar, The Seven Samurai, and Cleo from 5 to 7. The second half of the course is structured roughly chronologically and focuses on moments in cinema’s development that are particularly relevant from a literary perspective; aesthetic, political, technological, cultural and/or economic. Students investigate these ideas while watching films chosen to illustrate those concepts. Special focus is paid to the contributions of women to film and film theory, and to celebrating cultural differences in film across the world. 

History (3 credits required for graduation)

United States History (Grade 10 – 1 credit)
This course invites students to consider the people, events, and themes that created the complex idea of “America.” We explore the different societies that have existed on the American continent, including different indigenous nations, the cultures of enslaved and other unfree peoples, and the many immigrants who have arrived since the fifteenth century. As we study the societies that emerged here, we examine how different people have negotiated relationships with each other. Students in this course do the challenging historical work of learning facts and timelines while questioning their importance, becoming both knowledgeable and critical members of their society. Projects focus on core ideas in the American story and in the study of history generally, including debates over the meaning of freedom, property, authority, memory, truth, and the idea of “America” itself.  

A Global History of Disasters (Grades 11 and 12 - 1 credit)
In this course, students investigate disasters and crises that have occurred throughout modern times. The course is based on the premise that disasters can teach us universal lessons about institutions, social relations, and psychology while acting as windows into unique time periods: disaster experiences and responses are informed and conditioned by the particular conditions of the society, culture, and environment they occur within. The course concentrates on biological crises, like pandemics; natural disasters, like heat waves; and human-made disasters, like nuclear meltdowns. The work throughout the year will be focused on a few key questions: What exactly is a ‘disaster’? To what extent are ‘natural’ disasters (like hurricanes and floods) actually unnatural, shaped by human decisions about markets and government? How can historians understand singular events -- like Chernobyl -- in the broader context of political economy, capitalism, society, culture, and media? To what extent can we consider long-term policy issues like poverty and climate change to be disasters, as opposed to singular events, like the 1918 Influenza Pandemic? How has the experience of disaster for individuals been different according to race, class, gender, or region? What universal lessons about institutions and individuals can be gleaned from disaster preparation, experiences, and responses? And, how have disasters led to moments of creation and production, including new forms of government and community building?  

Law and the American Legal System (Grades 11 and 12 - 1 credit)
This course has three parts: first, it covers basics, as for example, the difference between (a) state and federal courts; (b) criminal and civil cases; and (c) common law and statutory law. Second, the course addresses U.S. Supreme Court cases dealing with, among other things, Constitutional equal protection rights applied to race, gender and sexual orientation issues; privacy (Roe v. Wade and related issues, and conduct inside the home); first amendment free speech cases; and other issues arising under the Bill of Rights. Third, the class includes a mock trial competition, which the school competes in each year pending enrollment. The mock trial is a statewide competition involving 350 high schools in the state and 95 high schools in New York City. Depending on how successful Hewitt’s team is, the team then advances in further rounds against other schools. The mock trial competition is both challenging — it requires students to master the facts of the case and to learn a great amount of trial procedure and technique - and rewarding — students typically regard the competition as the highlight of the course. 

Latin American History (Grades 11 and 12 - 1 credit)
This course explores Latin American history, from pre-Columbian civilizations to the present, with an emphasis on the events, ideas, and institutions that have shaped Latin America’s place in the world. Students study the indigenous cultures and societies thriving there prior to European colonization. Then, students take a deep dive into the institutions, motivations, and experiences of European imperialism. Following this, the course examines the founding ideas and efforts of various independence movements in Latin America seeking to rid the continent of European rule and achieve self-determination. A comparative examination of subsequent Socialist governments and military dictatorships enables students to explore the legacies of colonialism, as well as the influence of U.S. intervention into Latin American affairs in the 20th century. Students conclude by studying the various human rights issues facing Latin America today, including migration, inequity, and the War on Drugs. This course enables students to understand the root causes of Latin America’s current events, crises, and conflicts, and their implications for the future. Much of the material is interdisciplinary and ranges from novels, historical works, scholarly articles, and excerpts from documentary films. 

Rebels and Renegades: Women Artists in the 20th Century (Grades 11 and 12 - 1 credit)
This course focuses on the contributions that women made to the development of Modern art. With an in-depth examination of multiple groups of artists that span the globe, students explore the impact of two world wars and the technological advancements of the time period on artistic output. Beginning with early abstraction and moving to the Surrealists, Abstract Expressionists, Pop Artists, and conceptual artists of the 1970s, students engage in hands-on art-making as part of the process of investigating the significance of these creative developments and the historical context that created them. In addition to writing a paper using primary and secondary sources, students also make works of art. These projects include pouring and dripping color to produce a painting, incorporating chance operations into a drawing, and writing a set of conceptual instructions as a work of art. Drawing games like exquisite corpse introduce students to the use of the subconscious pioneered by the surrealists. In addition, they work collaboratively to produce interactive works of art taking their lead from the Gutai group, an avant-garde collective that formed in post-war Japan. The Constructivist movement in Russia and Ukraine introduces the essential questions that serve as a lens for the year-long study. How do relationships between countries and individuals impact creativity? What role do rivalries and friendships play in the events that shape society and by extension our understanding of history? As students delve into these topics, the course also pursues an inquiry into the factors that elevate some histories and allow others to fall into obscurity. When is it our responsibility to ensure a story is shared and the history documented? What methods do we use? This course may be taken for history or art credit. 

Political Theories, Practices, and Conflicts (Grades 11 and 12 - 1 credit)  
This discussion-based course will introduce students to the central problems and questions of political thought, such as Who should have power? What goals should rulers pursue? How can justice be achieved in society? What makes a good citizen? Our first unit will focus on how we vote and what it means for democracy. The subsequent units will focus on the essential ideas of political theory, which concerns itself with how we ought to arrange our collective life- our political institutions and social practices. Students will define and explore concepts like equality, rights, liberty, democracy, the state, freedom, and justice by reading the works of important political thinkers and putting them into conversation with one another. We will study modern cases and events to see real world examples of how these concepts are reflected in ongoing tensions and disagreements (e.g. Should policing be privatized?), or various political ideologies and experiments in political organization (e.g. feminism, facism, nationalism, etc.).  Aside from these foundational ideas, we will read books by living political theorists, including Our Declaration by Danielle Allen and Justice by Michael Sandel, so students understand the relevance of political theories today. One unit of the course will be centered around case studies from U.S. history in which political theory and action came together (e.g. How much power should congress have? Do citizens have a right to overthrow a government that they believe does not represent them?). The year will conclude with students developing a political credo grounded in the theories and examples at which they’ve looked. 

Postcolonial Identities (Grades 11 and 12 - 1 credit)
Using a variety of sources such as travel accounts, memoirs, novels, films, as well as interdisciplinary scholarship from fields such as history, literary criticism, and film theory, students will place themselves in past colonial worlds and witness the processes and dynamics of de-colonization as they occurred in Sub-Saharan Africa, North-Africa, and the Caribbean. Students will be challenged with the understanding of the Postcolonial Identities concept. Authors will include Achebe, Chinua. Aimé Césaire, Ngugi wa Thiongo, Ben Okri, Ousmane Sembene, Assia Djebar, Maryse Conde. This course will not be offered in the 2024-2025 academic year. 

Economics and the Pursuit of Happiness (Grades 11 and 12 - 1 credit)
What really goes into decision-making? How do different societies deal with the issue of scarcity? What are the costs and benefits of globalization, both economically and culturally? What does the “pursuit of happiness” look like for each of us? This course offers a strong foundation in economic principles. Students will be asked to compare different economic systems, while focusing primarily on the modern mixed-market economy of the United States —with its heavy emphasis on the purported values of economic choice, freedom, and growth. Using the examples of Amazon and Starbucks, students will have the opportunity and tools to explore the impact of technological innovation on the economy at present. Students will consider the commodification of data, the rise of surveillance-capitalism, and the use of artificial intelligence in labor and consumption. The government policies that help to shape the U.S. economy will be investigated critically. Time will also be devoted to learning the basics of personal finance. This course culminates in a consideration of how to create a resilient and deliberate plan for happiness based on sound decision-making, our role in the larger economy, and evidence of what generates lasting well-being. 

Comparative Religions (Grades 11 and 12 - 1 credit)
In 1882, Nietzsche famously declared that “God is dead!”, predicting that new scientific discoveries and the spread of universal education would render traditional religions obsolete. Indeed, formal religious affiliation has declined precipitously in recent years, especially in Western countries. Nevertheless, the vast majority of people worldwide, including here in N.Y.C., continue to self-identify as belonging to a religious tradition, and religion has profoundly shaped the world we all live in, even for people who are not personally religious. This course will examine the ideas and histories of a diverse range of religious traditions, both in their ancient contexts as well as in terms of their relevance to the modern world. We will explore how each tradition answers major questions such as: Is there a God? What happens to us when we die? How can we live an ethical, happy, and fulfilling life? We will also explore how these ideas have influenced society, politics, and culture at large, including by examining the intersection of religion and race; the evolution of anti-semitism, Islamophobia, and other forms of religious bigotry; and the dissemination (or appropriation?) of religious practices into modern popular culture, from yoga to cacao.                

Mathematics (3 credits required for graduation)

Algebra II (Grade 10 – 1 credit)
This course explores patterns through its analytic and graphical approach to families of functions including constant, linear, quadratic, polynomial, radical, rational, exponential and logarithmic functions.  Domain, range, intercepts, roots, and behavior of each family are examined. Transformational relationships and inverse relationships between functions are studied, as are the basic operations of functions and composition of functions. Students study techniques for solving linear, quadratic, polynomial, radical, exponential, and logarithmic equations. Students then use these techniques to model and solve real world problems using functions. Technological tools (e.g., Desmos, WolframAlpha) are used to support and deepen, but not supplant, students’ understanding of algebra and mathematical patterns. The class concludes the year with an in-depth exploration of rational functions and their properties, and a cumulative final examination or project. Prerequisite: Geometry

Accelerated Algebra II with Trigonometry (Grade 10 - 1 credit)
This course combines all the topics studied in both Algebra II and Precalculus. In the first semester, the course explores new families of functions including polynomial, radical, rational, exponential, and logarithmic functions. Throughout, students look at the transformational and inverse relationships between functions. The course also combines functions using the basic operations and composition. Students study techniques for solving linear, quadratic, polynomial, radical, exponential, and logarithmic functions and discuss real world applications that can be solved using these techniques. In the second semester, students study trigonometry in-depth by examining trigonometric functions and developing techniques to solve trigonometric equations. The course then looks at real world situations and problems that can be solved using trigonometry. This course is designed for students who truly enjoy studying mathematics and who want to spend a considerable amount of their time doing mathematics. There is a substantial summer assignment that students are assessed on at the beginning of the course. This course can serve as a prerequisite for calculus. Prerequisite: Geometry, departmental permission based on assessment of summer work, advisor permission, and parental permission

Precalculus (Grade  11 – 1 credit)
In the first semester, students delve into the exploration of functions through an analysis of polynomial, rational, logarithmic, and exponential functions.  Throughout the year, students are expected to interpret and represent functions algebraically, numerically, and graphically. Graphing calculators (both handheld and online)  are used extensively in the course to engage students in problem solving and application of mathematics to real life situations. In the second semester, students begin studying the applications of trigonometry through an examination of trigonometric functions, identities, and equations. A second semester project that investigates the relevance of trigonometry in professional careers is required of all students. This course extends the concepts of algebra and coordinate geometry and prepares students for the study of calculus or statistics. Prerequisite: Geometry and Algebra II

Probability and Statistics (Grade 11 and 12 – 1 credit)
In this course, students aim to understand such questions as: What do the words probability and statistics mean? How are probability and statistics used or not used, correctly or incorrectly, in research journals, popular media (newspapers, television), and social media (blogs, Twitter, Facebook)? How is it possible that the same area of mathematics can be applied to meteorology (e.g., forecasting), sports (e.g., oddsmaking), and elections (e.g., polling)? In this class, students investigate topics of contemporary interest, and position ourselves better to be analytical and skeptical readers by using statistical and probabilistic tools to inform our critical consumption of information and data. In the process, students may use technological tools ranging from Desmos to Google Analytics, and have various opportunities to pursue topics of contemporary interest based on their own curiosity and commitment to engaging with data. Prerequisite: Precalculus or Accelerated Algebra II with Trigonometry
 
Calculus (Grade 11 and 12 – 1 credit)
Calculus begins with a review of functions, trigonometry and graphing before exploring the concepts of limits and the definition of a derivative. The theory and techniques of differential calculus are developed and applied to topics including optimization techniques, related rates, and the study of change in physics, economics, and geometry. Numerical approximation methods and integration techniques are applied to the contexts of areas, volumes, and rectilinear motion, again from both theoretical and mechanical perspectives. The distinctions between antiderivatives, definite integrals, and indefinite integrals are explored. Prerequisite: Precalculus or Accelerated Algebra II with Trigonometry

Mathematical Problem Solving and Posing (Grade 11 and 12 – 1 credit)
This is a course in undergraduate level mathematical problem solving and problem posing. The course begins by delving into common problem-solving techniques and strategies employed by professional mathematicians. The course then tackles introductory topics in undergraduate level mathematics by examining both standard and non-standard problems in each domain. Students learn not only to solve problems and construct convincing arguments that their solutions are correct, but also how to formulate mathematical problems of their own. The undergraduate topics touched upon include Discrete Mathematics, Graph Theory, Combinatorics, Number Theory, Abstract Algebra, and Geometry. The focus of this course is to develop the critical thinking and analytical skills that will prepare students for a broad range of undergraduate level mathematics courses and for their future professional lives. This course puts the skills learned in all previous mathematics courses, and in this one, to true mathematical practice. Students write formal mathematical papers to present their work, which include both justifications for their assertions as well as metacognitive commentary on how they broached and investigated the problems. Prerequisite/Corequisite: Precalculus  or Accelerated Algebra II with Trigonometry

Science (3 credits required for graduation)

Chemistry (Grade 10 - 1 credit)
This course investigates major areas of chemistry. Topics include the particulate nature of matter, the gas laws, atomic structure, chemical bonding, intermolecular and intramolecular forces, chemical reactions and stoichiometry, and conservation of matter and energy. Students design and perform laboratory experiments, analyze results, and report their findings in both written form and oral presentations. Investigations in chemistry involve significant problem solving and inductive reasoning skills. 
 
Chemistry II: Topics in Organic and Inorganic Chemistry (Grades 11 and 12 - 1 credit)
This course looks at chemistry and organic chemistry and their applications and impact on our world, both positive and negative. Topics include energy from fossil fuels, oil, renewable resources and nuclear chemistry, and water in its various roles as a solvent in chemical reactions, in the ecosystem, and as drinking water. Also included is color chemistry including acid-base indicators, and transition metal chemistry. Chemiluminescence
and bioluminescence are explored as well as topics in material science such as synthetic concrete and battery alternatives. Prerequisite: Chemistry

Biology (Grades 11 and 12 - 1 credit)
This course provides a broad introduction to biology, with the regular opportunity for advanced study throughout the course. Topics covered include organismal biology, ecology, evolution, heredity, molecular biology, and cell biology. Students will engage with three thematic units situated in case studies of biology in action in our everyday lives related to (1) the AIDS epidemic, (2) global climate change, and (3) genetic engineering and public health. Students regularly engage in lab investigations, case studies, scientific argumentation, and projects. 

Anatomy & Physiology  (Grades 11 and 12 – 1 credit)
The anatomy elective focuses on health and disease in the human body, and is approached from a medical standpoint. Students first learn how each body system works in times of health, and apply this knowledge to diagnose disorders and interpret case histories. Students make doctor/patient presentations, and group projects on specific disorders are assigned. The year culminates in a surgery project which involves dynamic, student-driven presentations including interviews with health professionals and patients, or construction of a medical device in order to solve a specific problem. Current global health issues are discussed with an emphasis on design thinking around how students can become agents of change and remedy. All topics are reinforced with appropriate lab work, including several dissections. The class observes cardiac surgery via video conferencing at the Liberty Science Center, and specialists such as orthopedic surgeons, neurologists, and anesthesiologists visit the class to talk to the students about their specialty. Summer internships are made available through this course. In conjunction with supplemental work, those who pursue the honors option also complete a project featuring research and lab work. 

Physics II: Topics in Astronomy and Physics (Grades 11 and 12 - 1 credit)
The class explores a selection of topics related to the common theme of what lies beyond planet Earth. One half of the class focuses on the practical challenge of space flight, considering the mathematical models used to predict trajectories, the economic and technical challenges of constructing space craft, and even the feasibility of futurist ideas like the colonization of the Solar System and beyond. The other half of the course follows the development of modern astronomy, and generally how we study stars and other planets. Students start by studying the behavior of light and how images of distant objects are made. This culminates in the construction of a Galilean telescope, suitable for observing other planets in the Solar System. Students then study how astrophysical observations are made using the entire electromagnetic spectrum, from radio frequencies to the infrared and even out to X-rays and gamma rays. Prerequisite: conceptual physics

Uncovering Climate Change: Science, Economics, and Culture (Grades 11 and 12 - 1 credit)
Climate change is a complex, messy, interdisciplinary challenge. Transitioning to a global economy with net-zero carbon emissions and adapting to the environmental changes of a warmer planet will require incredible innovation, international cooperation, and redefining our species’ relationship with our planet. The purpose of this course is to take a deep dive into the physics and chemistry of global warming and the ecological changes taking place on our planet, and uncover the messy, entangled web of economics, politics, and cultural norms at the root of the climate crisis and that have been standing in the way of addressing this monumental challenge.

The course will begin with an investigation of the physical and chemical changes taking place within the atmosphere and ocean which are driving planetary warming, a study of the ecological effects of shifting climate trends and more extreme weather, and an examination of the injustices relating to who is and will experience the worst effects of an increasingly hotter planet. The course will then shift to explore the possible biological, technological, policy, economic, and cultural innovations needed to move us towards global, net-zero carbon emissions by the year 2050. Students will also examine and assess the adaptation measures which will be necessary to make ecosystems, communities, infrastructure, and the global economy more resilient to inevitable impacts of anticipated warming.

In the spring, students will work to complete an action research project to design a strategy for replacing a source of carbon emissions within New York City, or adapting a local ecosystem or infrastructure to build its resilience against the impending impacts of climate change, while assessing the economic, political, and cultural implications of their design. 

Science and Engineering in Practice (Grades 11 and 12 - ½ credit)
The class focuses on cultivating science and engineering practices using content knowledge gained from previous classes such as physics, chemistry, coding, and mechanical engineering. The emphasis of the class is on choosing a specific research question, creating an experimental plan, conducting data analysis, and communicating the findings of that analysis. Students conduct independent research based on a menu of curated topics under the supervision of numerous members of the science and technology departments and document their process throughout the semester in the form of a lab notebook. The final deliverable for each project is an in-class presentation to their peers and a written document that explains the results in more detail, both of which are common in the real world of scientific research. This is a one-semester course.

Neuroscience and Society (Grades 11 and 12 – 1 credit)
What does it mean to be human? How might emerging brain science change the answer? Our understanding of the brain is still incomplete and rapidly evolving. The applications of neuroscience have far-reaching implications for all of our decision making and shape our self-identity, health, and relationships - both personally and societally. As we imagine a just, inclusive, and responsive future in which neuroscience benefits everyone, this course aims to engage students in a dialogue about how the science of the brain and emerging neuroscience technologies will shape our tomorrow. Students explore neuroscience through the lens of relevant societal issues and its impact on the individual. 

World Languages (3 credits of a world or classical language required for graduation)

The goal of the world language program at Hewitt is to achieve proficiency in the language. Multiple perspectives are explored through readings, class discussions, and an emphasis on a wide range of topics related to the contemporary world. New and traditional media play an essential role in allowing teachers and students to access the resources that enhance language teaching and learning. All upper school language courses are conducted in the target language, and students are assessed in all skills at the end of each semester.

French II (Grade 10 - 1 credit)
In this course students are presented with material from a range of text types, in which they encounter intermediate level vocabulary structures and some advanced grammatical concepts, which they use in class activities such as listening exercises, class presentations, and dialogues. Students develop the four language skills (speaking, listening, reading, and writing), with special emphasis on conversational skills. Cultural readings present people and places from the French-speaking world. The text EntreCultures with its online component continues to serve as a base for language study and for reinforcement of structures.  Students will also be exposed to various francophone shorts stories and films. Prerequisite: French I

French III (Grade 11 - 1 credit)
This course builds on the strong foundations acquired in French I and II, and starts to deepen students’ knowledge of more sophisticated vocabulary and grammatical structures. The text EntreCultures  serves as a base for language study and for reinforcement of structures. In addition, students read, discuss and learn to interpret short stories and poems from renowned authors from the French-speaking world such as Alexandre Dumas, Fanny Joly, and Jacques Charpentreau. Some of the main themes covered are: school life, food, living in cities, volunteerism, and the environment. Through each of these themes and readings, teachers ensure that the lens of equity and social justice is seamlessly woven in so as to broaden the students’ perspectives of the language and culture. Throughout the year, students are provided with opportunities for project-based learning, either multimedia or theater, which students will devise from conception to final production. Oral presentations are given throughout the year and are based on texts, documents, and short movies. Students are assessed throughout the year on their listening, speaking, reading, and writing skills through oral presentations, one-on-one interviews, in-class writing assignments, and listening and reading comprehension tests using authentic material assessing all four skills. Prerequisite: French II

French IV (Grade 10 - 1 credit)  
This course deepens students’ knowledge of grammatical structures and enhances their ability to converse in French. The text EntreCultures 3, with its online component, serves as a base for language study and for reinforcement of structures. Grammar structures such as forms of the passé composé, imparfait and plus que parfait tenses are reinforced, and students conduct a thorough review of what has been studied so far. Readings include cultural material and unabridged literature, selected poems, short stories, songs, and excerpts of representative works by various authors of the francophone world. Each of the texts enables students not only to develop their French language skills, but also to deepen their awareness of French and francophone culture and history. Current events in the francophone world are also an important component of this course, fostering comprehension, communication, and intercultural skills. At this level and beyond, students are expected to contribute freely to class discussions on the themes being studied. The goal is mastery of the syntax necessary to express oneself with accuracy in the language. Prerequisite: French III

French V (Grade 11 - 1 credit)
This high intermediate/advanced culture and conversation class provides students with a variety of opportunities to learn about the French‐speaking world. The text VHL Imaginez continues to serve as a base for language study and for reinforcement of structures Through the rich literary and cinematic traditions of France and the francophone world, students explore questions relating to society such as immigration, the impact of technology, generation gaps, and traditions in francophone countries with a special focus on the regions of West Africa, Europe, Middle East and the Indian Ocean. Projects during the year include immigration portraits, the impact of technology in every aspect of our lives.  By basing a significant part of our class discussions on the novel La Peste/The Plague by Camus, written decades ago, we will look at the impact of a pandemic on society and establish points of comparison to our modern context: for example, the impact of such events on people's psyche. In addition, we will look at issues such as structural inequalities, geographical disparities, socio-political contexts, economics, and modern technology during the text analysis. Prerequisite: French IV
 
French VI Seminar:  Les Femmes: Women in the Francophone World Now and Throughout History  (Grade 12 - 1 credit)
This advanced level course is an exploration into the multiple facets of the lives of French speaking women throughout the world and throughout history. Through the study of a range of texts (novel, poetry, memoirs, essays) as well as other forms of expression such as art, music, cinema and personal histories, students explore the following topics: French speaking women and questions of gender and identity, French speaking women’s voices  throughout history and the francophone world, and French speaking women activists, specifically in the realms of social justice and the environment. Students review and discuss extracts of works by prominent writers such as Christine de Pisan, Olympe de Gouges,  Simone Weil,  Simone de Beauvoir, Assia Djebar, Maryse Conde and Leila Sebbar. The learnings from this course culminate in a multimedia project display that takes place in March/April, to coincide with the celebrations of francophonie and women’s history month. Prerequisite: French V

Spanish II (Grade 10 - 1 credit)
In this course students are presented with material from a range of text types, in which they encounter intermediate level vocabulary structures and some advanced grammatical concepts, which they use in class activities such as listening exercises, class presentations, and dialogues. Students develop the four language skills (speaking, listening, reading, and writing), with special emphasis on conversational skills. Cultural readings present people and places from the Spanish-speaking world. EntreCulturas continues to serve as a base for language study and for reinforcement of structures. Prerequisite: Spanish I

Spanish III (Grade 11 - 1 credit)
This course reviews and expands upon core content from Spanish I and II before students move onto more advanced language skills. They are expected at this level to possess the necessary skills that allow them to contribute with some degree of fluency to class discussions on a variety of topics. Additionally, this course aids the students in their very real desire for self-expression by learning grammar in context through reading and analyzing poems and short stories. Students watch short films or cortometrajes that incorporate new themes, vocabulary and grammar structures. Students also learn the nature of language and culture by comparing other languages and cultures with their own. Oral presentations are given throughout the year and are based on texts, documents, and short movies. Students are assessed throughout the year on their listening, speaking, reading, and writing skills through oral presentations, one-on-one interviews, in-class writing assignments, listening and reading comprehension tests using authentic material assessing all four skills. There is an extended inquiry option in this course.  Prerequisite: Spanish II

Spanish IV (Grade 10, 11, and 12 - 1 credit)
This course continues to explore language skills from Spanish III through reading, writing, speaking and listening comprehension. The students are expected to engage in class discussions in the target language with a strong fluency. The class also explores language and culture through reading and analyzing short stories, articles, poetry and testimonio by well- known writers and thinkers both in Latin America as well as Spain such are Julio Cortázar, Alfonsina Storni, Rigoberta Menchú, Julia de Burgos, Ana María Matute, among others. By reading, watching films and documentaries students are able to have a deeper understanding of the nature of language, culture and history as part of a cohesive unit when learning a foreign language. Moreover, students have the opportunity to go beyond the classroom to engage in dynamic research projects at the Museum of Modern Art, the MOMA and Museo del Barrio as a way to experience culture and history through the power of art. Prerequisite: Spanish III

Spanish V (Grades 11 and 12 - 1 credit) 
This high intermediate/advanced culture and conversation class provides students with a variety of opportunities to learn about the Spanish‐speaking world. The text EntreCulturas serves as a base for language study and for reinforcement of structures. Through the rich literary and cinematic traditions of the Spanish speaking world, students explore questions relating to society, history, art, literary movements and current events. Students move along the proficiency continuum in listening, reading, or viewing. Students bring prior skills and experience in and to the interpretive mode. Factors that impact how well students understand texts include: a) text complexity or length; b) familiarity with topic and background knowledge; and c) ability to use literacy strategies such as recognizing key words, detecting the main idea, identifying supporting details, noting organizational features, guessing meaning from context, identifying logical inferences, identifying the author’s perspective and cultural perspectives/norms. Prerequisite: Spanish IV

Spanish VI Seminar: Women in Latin American Cultural Studies (Grade 12 - 1 credit)
This advanced level course approaches the multiple facets of Hispanic women and their cultural representation, production, and agency, as impacted by globalization and local dynamics. Students will engage in the value and function of race, gender and sexuality in literature, film, music, digital culture, visual arts, pop culture and urban culture. Students will explore literary works by Sor Juana Inés de la Cruz, Isabel Allende, Ana Maria Matute, Gabriela Mistral, Federico García Lorca and others. They will also explore social movements led by Rigoberta Menchú, Imelda Cortez, and las Madres de la Plaza de Mayo. Students will be presented with a critical overview through the works of various filmmakers from varied backgrounds that have interpreted similar trends in the role of women in contemporary Spanish culture and society. Some exploration of cinematographic works covered will be: The sea inside by Alejandro Amenábar, Como agua para chocolate by Alfonso Arau and Volver by Pedro Álmodovar. The learnings from this course culminate with a final project of their choice based on a theme from the course. Prerequisite: Spanish V

Classics (3 credits of a world or classical language required for graduation)

Latin III (Grade 10 – 1 credit)
At this intermediate level, an emphasis on patterns allows students to corral their knowledge of Latin forms thus far to begin seeing the language as the highly organized system that it is.  Students explore the more complex constructions in Latin sentences, including subjunctive clauses, gerundives, ablative absolutes, the passive voice, and indirect statement.  By the spring, the readings become a mixture of graded Latin and authentic Roman literature. English derivatives take on a more ancillary role; as such, students in Latin III begin to learn these words more independently.  Students conclude their translation work from English into Latin, which marks a shift in their roles from Latin co-generators to pure critics of writers and poets. Against the backdrop of Roman Britain and the capital city of Rome, students look in depth at the Roman military; read the Romano-Jewish historian Josephus in translation for a consideration of the legendary events at Masada; study Roman engineering and architecture; analyze the society, beliefs, entertainment, and prejudices in the big city; and lastly, examine the contrast that life in the country provided for citizens of the Empire. Students write almost daily about what they are reading. Prerequisite: Latin II

Latin Literature: Roman Historiography and Identity (Grades 11 and 12 - 1 credit)
In this course, students explore first how Roman authors and historians constructed the Roman identity in relation to the patria, both in peace and at war. Focusing on the late Republic and early Principate, students will read historical accounts that convey the development of virtus, pietas, and the pax Romana as guiding and defining concepts for Roman citizens. Authors such as Julius Caesar, Livy, and Sallust offer a clear depiction of an evolving cultural ethos of what it meant to be a Roman, particularly as Roman conquest swept through neighboring peoples. In the second half of the course, students will explore challenges to this very “national” identity, reading excerpts from poets and prose authors (Catullus, Pliny, and Ovid) whose works depict individual, private identities at odds with the more public personae in their portrayals of gender, religion, and aestheticism, including the influence of captive regions on Rome in turn (i.e., Graecia capta ferum victorem cepit). The course invites students to reflect on how the tension between personal and public identities resonates for them in the 21st century. Prerequisite: Latin III and departmental permission.

Latin Literature: Philosophy and Memoir (Grades 11 and 12 - 1 credit)
In this course, students explore the treasury of Latin poetry and prose written during the Roman Republic. Authors studied may include the poet Lucretius, whose De Rerum Natura marries epic poetry with Epicurean philosophy. Students survey the earlier Greek and Roman epics and consider the tenets of Epicureanism, which offers its followers equanimity through knowledge of the natural world. We study the influence of Lucretius with Stephen Greenblatt’s recent best-seller The Swerve: How the World Became Modern, which argues that Lucretius’ poem has shaped modern thought since the Renaissance. While Lucretius has kept alive the teachings of the philosopher Epicurus, Cicero, in his letters, has immortalized himself. Providing fascinating glimpses of his triumphs, crises, and ambition, Cicero’s letters offer readers a personal memoir of this great orator and statesman. For comparison, students investigate how people record their experiences and exchanges today—e.g., using diaries, blogs, and various social media. Throughout the year, students gain mastery of Latin grammar and vocabulary and strengthen their grasp of syntax, meter, and literary devices. In writing, research projects, and formal presentations, they have frequent opportunities to offer both critical and creative responses.  Prerequisite: Latin III

Latin Literature: Epic and Lyric (Grades 11 and 12 - 1 credit)
In this course, students experience the poetry of Catullus, Horace, and Vergil. Catullus provides his readers with Latin that is at once colloquial and sophisticated in both language and content. Students consider the neoteric nature of Catullus’ poems, which are mostly short and impactful, and they evaluate his creation of a persona that is beguiling, sympathetic, and memorable. Horace offers students a different sort of lyric experience, as they assess both the longstanding Greek tradition that informs many of Horace’s Odes as well as the Augustan, and purely Roman, setting that shapes others. With Vergil’s Aeneid, students read a narrative tale that tells of the fall of Troy, the heartbreak of Dido, and Aeneas’ journey to and struggles in Italy. As students study each work, they come to define the qualities of each genre and to consider the influence of these writers on artists and writers in the centuries since they composed their works (St. Augustine, Dante, and Auden among them). Throughout the year, students hone their contextual mastery of Latin grammar and vocabulary and their comprehension of syntax, meter, and literary devices. They have numerous opportunities to convey their critical and creative responses in class and in writing. Prerequisite: Latin III
 

Performing Arts (3 credits of performing arts, visual arts, or technology required for graduation) 

Chamber Choir (1 credit)
The Chamber Choir focuses on the further development and refinement of vocal and choral technique toward the goal of a unified performing ensemble of the highest caliber. Repertoire is chosen from an eclectic variety of eras and styles, from the 13th century to the present. Integral to the course is the study of basic music theory, terminology, sight-singing, and vocal production, as well as the application of languages, history, and other arts as they relate to the specific repertoire being studied. The rehearsal process is geared toward the ongoing development of the skills necessary to be fluent, knowledgeable, and confident singers. The class culminates in at least one concert at the end of each semester, for which the students rehearse throughout the year. Prerequisite: departmental permission

Drama Production Lab A/Upper School Fall Play - Fall (½ credit) 
Students must sign up to take the Production Lab A class in order to participate in the fall play. This course is designed to run as a Production Lab course rehearsing for the fall play production. Lab classes will run just like rehearsals, focusing on script analysis, character development, blocking, and more. After-school, tech and dress rehearsals will be required to participate in the class and fall play. Prerequisite: auditions required

Drama Production Lab B/Upper School Winter Musical - Winter (½ credit)
Students must sign up to take the Production Lab B class in order to participate in the winter musical. This class will be combined with Dance: Production Lab B in the winter season. Lab classes will run just like rehearsals, focusing on character development, blocking, choreography, and more. After-school, tech, and dress rehearsal will be required beyond class participation. Prerequisite: auditions required

Drama Production Lab C/ Advanced Scene Study Class - Spring  (½ credit)
Students who would like to continue to hone their craft in acting should take the Production Lab C class. The students in the class will be assigned challenging material, and there will be in-class performance opportunities as well as participation in the performing arts spring upper school showcase. The class will require reading of plays, participation in physical theater activities, and scene work. Prerequisite: auditions required

Handbell Choir (1 credit)
The Handbell Choir is a performance ensemble open to all members of the upper school. The group rehearses and performs handbell music of American Guild of English Handbell Ringers Level 3+, with a great deal of “ensemble ringing” and extended techniques. In addition to music required for festival performance, music is chosen to reflect a broad range of styles and celebrate cultural diversity. The class culminates in two concerts at the end of each semester, but there are additional performances scheduled throughout the year. Previous performance venues have included Carnegie Hall, the Cloisters, the Morning Show, Central Park, the Riverside Church Handbell Festival and other community locations. 

Chamber Orchestra (1 credit)
The upper school chamber orchestra is open to all upper school students who play stringed instruments (violin, viola, cello, double bass). The chamber orchestra studies and performs culturally diverse repertoire ranging from classical to contemporary works. The rehearsal process cultivates excellence and mastery in individual musicians as well as explores each student’s musical and artistic development. Critical listening skills and technical development are refined and developed throughout the course. Each semester culminates in performances and concerts scheduled by the school community. The chamber orchestra is a full-year commitment requiring attendance at all class rehearsals, dress rehearsals, and concert performances. Student musicians who play wind and brass instruments should consult with the department for course approval. Prerequisite: Minimum of 2 years of string instruction or departmental approval. Audition required for newly enrolled students.

Dance Composition (1 credit)
Students explore the unique and highly creative process of dance composition from initial improvisation to final dance piece. Through a study of the choreographic process, students will discover how movement is a means of communication and self-expression, and how the choreographer is the “thinker” in that process. The course begins with a breakdown of the basic elements of movement invention (space, time, weight, flow) and choreographic forms through small movement studies. Each student then becomes choreographer for her own work, discovering creative impulse, choosing a dance style, mapping out the composition process, selecting and rehearsing dancers, revising the dance piece, providing feedback, and making final artistic decisions. No technical experience is required. Students can choose any type of dance they are interested in exploring. This one-semester course will be offered both first and second semesters. 

Guitar 1 (Grades 9/10 - ½ credit)  
This half-year course is designed for students with no previous guitar experience. Students in this class learn the basic fundamental skills needed for learning to play the guitar, including many of the different styles, skills, and techniques required to become a successful guitarist. Some areas of concentration for the class are: correct body alignment, note reading, aural skills, rhythmic patterns, chord study, finger-picking styles, musical forms, improvisation, and performing experiences. This one-semester course will be offered both first and second semesters.

Guitar II (Grades 9-12 - ½ credit)  
This half-year course is designed for students who have completed the Guitar 1 course or have  equivalent previous guitar experience. Students in this class will continue to develop many of the different styles, skills, and techniques required to become a successful guitarist. Some areas of concentration for the class are: correct body alignment, note reading, aural skills, rhythmic patterns, chord study, finger-picking styles, musical forms, improvisation, and performing experiences. There is an Extended Inquiry option in this course. This one-semester course will be offered both first and second semesters.

Visual Arts (3 credits of performing arts, visual arts, or technology required for graduation) 

Ceramics I (Grades 9 and 10 – ½ credit)
Students are introduced to historical and contemporary practices of using clay to create functional and sculptural ceramic ware. The course explores both basic hand-building techniques such as pinching pots, coiling and slab construction. Various surface treatments are covered, including texture stamping and glaze applications. Students develop a body of work that reflects a variety of sources and themes: personal, figurative, narrative and architecture. This one-semester course will be offered both first and second semesters. Tenth grade students may repeat this course in their spring semester. 

Advanced Ceramics (Grades 11 and 12 – 1 credit)
This is a challenging hand-building and wheel throwing class for students with previous clay experience. Advanced techniques are introduced as students explore the formal and technical challenges of complex three-dimensional construction. Students focus on developing a body of work that expresses their authentic voice. There is at least one museum or gallery visit during the year. Prerequisite: Ceramics I or permission of instructor
 
Photography I (Grades 9 and 10 – ½ credit)
Photography I is an introductory course in digital photography in which students learn to use digital cameras and Adobe Bridge and Photoshop both as a digital darkroom and as new design software. Students explore self-expression through the photographic medium, analyze both historical and contemporary works of art, and illustrate personal themes in their image making. A strong emphasis is placed on art making, the technical understanding of new media technologies, and the use of writing in response to works of art.This one-semester course will be offered both first and second semesters. Tenth grade students may repeat this course in their spring semester. 

Advanced Photography (Grades 11 and 12 – 1 credit)
Advanced Photography builds upon the study of digital photography and new media technologies established in Photography I.  Students explore advanced methods of self-expression using the photographic medium, refine their technical skills using Adobe Bridge and Photoshop, and work toward developing their own unique voice as a photographer. In addition, students begin to explore new media technologies in relation to projects in Graphic Design and Photo-Illustration. Prerequisite: Photography I or permission of instructor

Introduction to Studio Art: Elements of Creative Process (Grades 9 and 10– ½ credit)
Navigating the creative process doesn’t require a map; in fact, it requires the opposite: an ability to forge ahead without preconceived notions to triumph over uncertainty. Students learn how to confront the empty page, the blank screen, and self-doubt by understanding the phases of the creative process. Through collaborative and individual assignments students consider their own creative inclinations in relation to art historical precedents, the work of their peers, and current contemporary approaches. Skills related to color mixing and composition are developed through painting exercises while drawing assists students in creating images that communicate a personal narrative. Throughout class sessions, students engage in an investigation of their work and consider the social, political, and cultural context in which it was created. This one-semester course will be offered both first and second semesters. 

Advanced Painting  (Grades 11 and 12 – 1 credit)
In this course, students will create abstract and figurative paintings as they study the power of color to amplify a message.  This work will involve learning trompe l’oeil painting techniques, glazing, scumbling, pouring, and splattering paint.  It will also involve developing the habit of keeping a sketchbook as a method for generating, refining, and exploring novel ideas.  By employing digital and traditional painting tools, students will acquire the skill sets and the mindset to respond to their world using a creative process.  Through independent projects and class assignments, students will determine when to make an image based on observation, as well as, when to employ imagination to meet a personal or social aim.  Students will consider their own creative inclinations in relation to art historical precedents and current contemporary approaches by delving into inquiry with works of art.  As a class we will consider what it means to engage in an activity that has a 40,000 year old history.  Why do people continue to make paintings? How does technology inform the work of a painter? What motivates people to communicate personal narrative in painted form?  How do artists develop work that authentically represents their experience? Prerequisite: Studio Art 1 or permission of instructor  

Advanced Studio Art (Grades 11 and 12 – 1 credit)
In this course, students will learn 3D and 2D techniques for producing works of art. In addition, they will study the power of color to amplify a message. Studio work will involve refining techniques in drawing, mixed media, collage, and sculpting using cast plaster. Students will determine when to make an artwork based on observation as well as when to employ imagination to meet a personal or social aim. Through group critiques and collective conversation, students will consider their own creative inclinations in relation to art historical precedents and current contemporary approaches.  Throughout class sessions, students will engage in an investigation of their visual world and its impact on perception. Prerequisite: Studio Art 1 or departmental permission  
 
Filmmaking I (Grades 9-10 - 1/2 credit)
This course will introduce students to the filmmaking process from storyboarding and ideation to non-linear and linear editing. Students will learn how to capture video footage while exploring various camera angles and movements as well as how to edit their footage. Students will explore the many facets of filmmaking through projects in video art, documentary, and/or narrative film. Students will also view and discuss various short films throughout the course which will serve as inspiration for students while also building their technical and conceptual skills. Guest filmmakers will be invited to speak with students to share their work and discuss their process. This one-semester course will be offered both first and second semesters.

Advanced Filmmaking (Grades 11 and 12 - 1 credit)
Advanced Filmmaking builds upon the study of cinematography and editing established in Filmmaking I. Students explore advanced methods of editing in Adobe Premiere and are introduced to lighting and sound techniques. After an initial unit for which they work independently in order to create an experimental film based on original or found text, students work collaboratively to create short narrative films inspired by scenes from revered films. Students learn how to work with a screenplay, how to scout locations, and how to direct their actors. Students also submit their work to various film festivals as well as explore groundbreaking films in the industry. Prerequisite: Filmmaking I or departmental permission

Technology (3 credits of performing arts, visual arts, or technology required for graduation) 

Design Engineering I (Grades 9 and 10 - ½ Credit)
This course orients students to the mindsets and fabrication possibilities of the Innovation Lab. This class gives students the confidence to develop an idea and make it into a physical reality. Students explore Design Thinking as the core learning model for human-centered design. Rapid prototyping and iterative design are significant processes in the semester’s learning experience. Student work will be assessed with performance on projects, quizzes, and tests. This one-semester course will be offered both first and second semesters.

Computer Programming I (Grades 9 and 10 - ½ Credit)
Have you done programming before, but forgot much of it? Or have you never programmed before and are curious? This class is for you! Throughout the semester we learn and practice the basic ideas of programming with loops, functions, and variables. You will learn the basic form and syntax of the Python and Javascript programming languages. This course is meant for students who are curious about how computer programs work and who want to apply programming concepts to programming robots and other useful applications. Coursework consists of computer programming projects which gradually increase in size and complexity over the course of the semester. Student work will be assessed with performance on projects, quizzes, and tests. This course is required in order to take Robotics Engineering. This one-semester course will be offered both first and second semesters. 

Mechanical Engineering I (Grades 9 and 10 - ½ Credit)
This course will dig into the details of basic mechanisms and power generation. Gears, pulleys, linkages, and other tools design and build using VEX Robotics parts and other platforms. Topics may include motor control, gear ratios, torque, friction, sensors, decision-making, and propulsion systems. Student work will be assessed with performance on projects, quizzes, and tests. This course is required in order to take Robotics Engineering. This one-semester course will be offered both first and second semesters. 

Advanced Computer Programming (Grades 11 and 12 - 1 credit)
Advanced Computer Programming is a project based class in which you will bring your experience with computer science concepts to the next level. Projects focus on program design, with a focus on object oriented programming with object classes and data storage with variables and arrays. Students make projects consisting of computer and mobile apps as well as designing programmed circuitry and fabricating their own circuit boards with a CNC mill. Student work will be assessed with performance on projects, quizzes, and tests. Prerequisite: Intro to Computer Programming or departmental permission

Advanced Design Engineering (Grades 11 and 12 - 1 credit)
In this project-based course, you will build upon your experiences and skills from working with the various tools and machines in the Innovation Lab. More complex techniques are explored and refined. There is a greater emphasis on independent planning and problem-solving. A more fluent understanding of Design Thinking will be expected. Aspects of design and manufacturing that are hidden are also considered to become more conscious in terms of the impact product design has on our society and planet. Student work will be assessed with performance on projects, quizzes, and tests. Prerequisite: Intro to Design Engineering or departmental permission

Advanced Mechanical Engineering (Grades 11 and 12 -1 credit)
This course is designed for students who want a deeper understanding of the intricacies in the engineering process. Students hone their programming skills using either c-base or python coding and various mediums, including the VEX V5 platform. In this class, students are challenged to decipher the “How and Why” of  the engineering process. They then apply the new techniques and concepts to the challenges presented to them throughout the year. Students taking this course should also be enrolled in Robotic Engineering. Prerequisite: Introduction to mechanical engineering, Introduction to computer programming, and Robotic Engineering or departmental permission. 

Robotic Engineering (Grades 9-12 - 1 credit) 
This course is tailored for students with a robust foundation in math and science who are fascinated by robotics. Throughout the course, students delve into engineering design, mechatronic principles, and Python-based programming, employing VEX V5 Robotics and other platforms in competitive, game-based engineering challenges. Emphasizing hands-on experience, students undertake the complete spectrum of robotics activities, encompassing design, construction, and programming. Alongside technical skills, students cultivate leadership, problem-solving, and project management abilities. Evaluation will be based on project performance and skill mastery. Additionally, students will be required to maintain a time management table to effectively organize their tasks and responsibilities. Prerequisite: Intro to Computer Programming and Intro to Mechanical Engineering or departmental permission.

Note: This year-long course involves participation in robotics competitions across the NY Metropolitan Area on weekends during the academic year. Furthermore, students should anticipate dedicating extra time beyond regular school hours, including during the school day and after classes, to fulfill course requirements and prepare for competitions.

The Art of Code (Grades 9-12 - ½ credit, Spring Semester)
Have you ever thought about designing your own app? Whether you’re an experienced coder or a complete beginner, this is a chance for you to learn more. In this self-paced course, students will complete a variety of projects that deepen their understanding of the various ways in which computers can efficiently solve problems and enhance their own creative powers. The course has three goals: 1) create an atmosphere in which all students feel empowered to take risks, 2) help students see how computer science can be applied in other disciplines, and 3) provide students with ​​an introduction to basic programming concepts - such as loops, conditional statements, and variables - that are commonly taught in college computer science courses. Student work will be assessed based on performance on projects. 

Sustainable Design (Grades 9-12 - ½ credit, Fall Semester)
Engineers, architects, and designers are finding new ways to reduce consumption, minimize waste, use renewable resources and even create solutions that have a net positive impact on the environment. In collaboration with the Sustainability Council, we will identify situations where sustainable design can be most effective at Hewitt. We will use Design Thinking to problem-solve, propose solutions, and design models for consideration by the community. 

Game Design (Grades 9-12 - ½ credit, Spring Semester)
What makes a great game? The right balance of strategy and luck? A compelling story and an immersive experience? Unique rules and mechanics? In this course, after analyzing successful board games, card games, and video games, students generate their own ideas and create virtual and/or physical prototypes. Storytelling, coding, graphic design, artificial intelligence, and systems thinking are all incorporated within this course, as well as providing students with an introduction to basic programming concepts such as loops, conditional statements, and variables, which are commonly taught in college computer science courses. 
 

Physical Education (3 credits of physical education required for graduation)

Dance Technique - Fall (Grades 9-12)
This course is designed to introduce students to fundamental dance technique through a variety of movement experiences. Students study modern dance, ballet, jazz and musical theater, executing fortifications, progressions and studies from the Lester Horton and Martha Graham techniques, utilizing ballet to assist with jumps, turns and extensions, and working on lyrical and jazz combinations to help with muscle memory, counting, and endurance. Anatomy, proper alignment, and efficiency of movement are emphasized.  

Dance: Body Conditioning - Winter (Grades 9-12)
This course is designed to help students develop strength, flexibility, and coordination through intensive conditioning. Students begin with aerobic challenges, followed by barre methodology and Pilates isometric exercises that target specific muscle groups within a small range of motion. Classes also include a significant amount of stretching to help students increase their range of motion; relieve neck, back, and leg pain; and to prevent sports and everyday injuries.

Dance: Production Lab B/Upper School Winter Musical - Winter
Students must sign up to take the Production Lab B class in order to participate in the winter musical This class will be combined with Drama: Production Lab B in the winter season. Lab classes will run just like rehearsals, focusing on character development, blocking, choreography, and more. After-school, tech, and dress rehearsal will be required beyond class participation. Prerequisite: auditions required

Dance Performance Styles in Context - Spring (Grades 9-12)
This course provides students with an opportunity to dive into a variety of dance styles with a primary focus on contemporary dance, modern dance, jazz, and musical theater. Students execute a technical warm-up of a specific style in order to understand fundamental concepts and develop skills and vocabulary. Students then execute dance combinations within that style to develop coordination, muscle memory, stylistic understanding, musicality, phrasing, dynamics, and artistic expression. Dancers also study excerpts from works created by some of the foremost choreographers including Alvin Ailey, Martha Graham, Jiri Kylian, Hofesh Shechter, Jerome Robbins and Bob Fosse within a socio-political context.

Yoga and Wellness - Fall (Grades 9-12)
The purpose of this course is to introduce students to basic postures, breathing techniques, and relaxation methods. In this class, students will explore health and wellness as a learned skill. Students will share their learning through individual and group teaching as a means of creating community and finding one’s voice. The goal of this course is for students to achieve and maintain a higher level of mental, physical, and emotional wellbeing and incorporate these techniques into their everyday lives. This course is open to students of all physical abilities. It is especially beneficial to student athletes as part of their training regimens in and out of season to improve strength, flexibility, balance, and mental acuity and to prevent injury.

Yoga: Developing a Practice - Winter (Grades 9-12)
This class is for students seeking to deepen their yoga and wellness practices with more focused awareness on the breath, postural alignment, and mindful movement. They will chart their own course using these practices to cultivate a level of physical, mental, and emotional wellbeing. Students build upon the fundamentals explored in the beginners course and work toward improvement in strength, flexibility, and endurance as well as creating personal practices. The goal of this course is for students to experience what it means to cultivate a daily practice. By the end of the semester, students are tasked with developing a wellness program suited to their personal needs, interests, and goals. 

Yoga and the Natural World - Spring (Grades 9-12)
This new offering aims to delve into the essence of yoga beyond physical postures. Students will explore the true meaning of yoga and its connection to nature, personal growth, and self-awareness. Through the study of related texts and physical practice, students will learn how yoga is an applied practice and a way of being. Our focus will be on how yoga and mindfulness can enhance our relationship with the natural world and promote a sense of purpose.

Strength and Conditioning: Introduction to Lifelong Fitness - Fall (Grades 9-12)
This course is designed for students to develop a broad understanding of fitness concepts, while providing the necessary tools to live an active and healthy lifestyle. These concepts and tools are used to design personal fitness programs related to the goal of the student, such as developing sport-specific fitness or improving their general health and wellbeing. Students learn about the relationship between physical activity, physical fitness, group interaction, cooperation, and an appreciation for the abilities and limitations of self and others. By the end of the course, students have improved their physical fitness by participating in group fitness classes, weight training, classes about nutrition, and other activities.

The strength and conditioning program is designed to align with the Hewitt Athletics program, and students can customize the course to focus on those sports that they plan to participate in during an upcoming season. For example, in the fall students can focus on preparing for winter sports including squash, basketball, and track.

Strength and Conditioning: Advanced Lifelong Fitness - Winter (Grades 9-12)
This course will review material from the fall as well as provide opportunities for students to build upon their existing training program and strength and conditioning experience. Students will improve their mental and physical health through competitive, fun, and supportive classes. They are encouraged to take the role of a training specialist, creating a more detailed, specialized training program for themselves. Students will also gain greater insight into the methods and principles of training and take an in-depth look into how nutrition can affect their training.

The strength and conditioning program is designed to align with the Hewitt Athletics program, and students can customize the course to focus on those sports that they plan to participate in during an upcoming season. For example, in the winter students can focus on preparing for spring sports including badminton, track, and crew.

Strength and Conditioning: Outdoor Fit - Spring (Grades 9-12)
This course will take advantage of the School's proximity to Central Park by exploring how the park can be utilized as an exercise space. Weather conditions permitting, students will be given the opportunity to develop their cardiovascular and muscular endurance and investigate the effects of training on their own performance and mental wellbeing. Different types of training, including fartlek, interval, and continuous will be used. The course is designed to help give students the tools they need to lead a healthy and active lifestyle by focusing on getting outside, staying active, and working with their peers at their own pace. 

Hewitt Action Research Collaborative (Grades 10-12 - ½ or 1 Humanities credit)
Action Research is a new course for students in grades 11 and 12 interested in using social science research as a tool for school change. Interested students will complete a three question application about their desire to join the project and how they work on projects that are self directed and have a group component. Students will become a research team and engage in a year-long project. The course will begin with an overview of social science research itself, and introduce students to readings and questions on the theory, ethics, and practice of the discipline. Students will ask questions about their ethical obligations as researchers, and interrogate the notion of “objectivity” and the search for “truth” in the social world. 

Students will learn how to gather and interpret their data using technology and create a product (i.e. presentation and paper) to share their findings, both with their peers at Hewitt and other schools in the Hewitt Action Research Collaborative (HARC), a network of schools interested in elevating student voice through action research. During this process students will also be expected to apply to present their work at national conferences and join a community of scholars engaged in similar work, engaging in Q&A discussions with experts. Prerequisite: by application only

Leadership for Sustainability 1 (Grades 11-12 - ½ or 1 STEM credit)
Leadership for Sustainability (Level One) is a course for students in Grades 11 and 12 interested in pursuing leadership in the field of sustainability. In this course, students will work with data from Hewitt’s annual whole-school sustainability report and collaborate to develop, implement, and assess Sustainability Action Projects which aim to cultivate a culture of sustainable thinking, learning, and living throughout all aspects of The Hewitt School community. Throughout this experience, learners will develop critical leadership skills in areas of research, goal setting, design and systems thinking, community building, decision making, and effective communication, all through a lens of sustainability. Learners will also develop knowledge about causes and effects of significant environmental challenges, the intersections of social equity and environmental sustainability, and the economics of sustainability. This course will also include two five-day deep dive experiences, one during the Fall semester and one during the Spring semester, that extend our learning beyond the walls of Hewitt and connect students with professionals in the field and models of sustainability leadership in action. Interested students must apply by completing an application.

Leadership for Sustainability 2 (Grades 11-12 - ½ or 1 STEM credit)
Leadership for Sustainability (Level Two) is a course for students who have completed the level one course and have a desire to continue building their leadership capacities and community impact in the sustainability field. In this second level of the course, students will begin the year by leading the data collection behind Hewitt’s annual whole-school sustainability assessment. Using this data, students will then design and implement a year-long Sustainability Action Project that extends beyond the walls of our school into our local community. Students work with community partners and learn directly from professionals in the field as they lead meaningful change and expand Hewitt’s mission to forge a more sustainable future into our New York City community. This course will also include two five-day deep dive experiences, one during the Fall semester and one during the Spring semester, that extend our learning beyond the walls of Hewitt and connect students with professionals in the field and models of sustainability leadership in action. Interested students must have passed Leadership for Sustainability (Level One) in order to enroll.