Upper School

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 we journey through this landscape, and move roughly chronologically from the mid-nineteenth century through our present day. Beginning with work by Native American authors, we will trace several important movements in literary history, such as transcendentalism, Romanticism and the Harlem Renaissance, always seeking out that “living and buried speech.” In first semester, we establish the canon with Thoreau and Hawthorne, while exploring the often unheard voice of the enslaved woman in Jacobs’ Incidents in the Life of a Slave Girl. Second semester widens its scope, beginning with selections from the Harlem Renaissance, and moving through four distinct voices in Cather, Morrison, García and Rankine.

The Dangers of a Single Story: Studies in African and Caribbean Literature (Grades 11 and 12 – 1 credit)
In this course, students read a selection of writers from Africa and the Caribbean. These writers offer a corrective to a single story that has often been told about these two regions of the world – a story of war and famine that the Nigerian novelist Chimamanda Ngozi Adichie has called dangerous because it tells only part of a much more complex tale of people and place. The writers we study this year will challenge and develop this single story. Students will read about the Lost Boys of Sudan and the mixed blessing of arriving in America as a refugee; about coming of age in a Nigeria, Zimbabwe, and Antigua disrupted by English imperialism; about adjusting to life in London after growing up in the Caribbean; and about seeing how tourism irrevocably alters one’s island home. Students also hear from the madwoman in Rochester’s attic as she corrects her depiction in Charlotte Bronte’s Jane Eyre. We will listen carefully to the voices that emerge from these texts and respond thoughtfully to what they have to say. In order to further broaden our understanding of the topics and themes raised in this course, we will also attend to current events and look for opportunities to serve the immigrant communities of New York City. Students who enroll in this course can expect to write traditional literary essays, original poetry, and blog posts.

Literary Monsters (Grades 11 and 12 - 1 credit)
This course addresses classic creatures of terror such as the monster in Mary Shelley’s Frankenstein, vampires in Bram Stoker’s Dracula, and the wolf in several different renditions of the Little Red Riding Hood fairy tale. While these monsters have thrilled and shocked generations of readers (and those of us who have jumped just a little when seeing them rendered in film), they have also served a cultural role that critics have spent time trying to unpack.

Like these critics, the class asks students to consider not only what monsters represent but also why human beings create them in the first place.

Students do this critical work together in the classroom with writing as the primary mode of inquiry, using focused free writes, dialectical notebooks, written conversations, image explosion, and other tools that have become a part of the English program at Hewitt. Students also write essays, take tests, and complete projects that assess their understanding of the coursework. By the end of the semester, it is expected that students become astute writers and thinkers conversant in the rhetoric of monstrosity.

Reading and Writing the Short Story (Grades 11 and 12 – 1 credit)
This eleventh and twelfth grade English elective is both a literature class and a creative writing workshop. As such, students will produce both formal, analytical written responses (such as essays) and also creative work (such as short stories) that will be shared with the class. We will explore the short story by reading widely and deeply in the genre, always with an eye toward craft, that is, by asking how the author wrote the story. Students will learn about the history and development of the genre, important authors and movements therein, and various aspects of craft, including plot, character, detail and narrative structure. They will also learn how to write about short stories. During second semester, our focus will include short story collections by James Joyce, Edward P. Jones and Louise Erdrich. Each collection focuses on characters in a particular place and demonstrates another way that stories can work together to evoke a certain truth. In the fiction workshop, our collective task is to create a safe space in which creative work can be nurtured and developed. Each semester, students will complete a variety of creative writing prompts and bring one completed story to workshop. At the end of second semester, each student will focus on the revision of one piece. Publishing opportunities will be discussed and encouraged throughout the year.

Research/Revise/React (Grades 11 and 12 – 1 credit)
In this cross-disciplinary elective, you will develop a research project of your choice and tell that story through multiple creative genres. This course offers the opportunity for you to become an expert (super-nerd) on your chosen topic. The creative outcome is not set, but rather will evolve. You will begin the year practicing new research skills, including writing an annotated bibliography of multimodal sources. Your first project will be a small series of creative written and visual pieces, including creative nonfiction writing, visual art, infographics, or performance. You will then propose a long-term research project in an area of your choice, which you will pursue for the remainder of the year. Written and oral feedback and critiques will be instrumental in shaping the research, drafting, and revision phases. The classroom community that you create will be instrumental to your work. Written genres may include: expository essays, articles, editorials, interview transcripts, infographics, blog entries, dialogue, various forms of nonfiction poetry, and other creative nonfiction. Visual genres may include: video, performance, design (fashion, architectural, product) studio arts (drawing, painting, illustration, ceramics, sculpture, photography), and art installation.

AP English Literature (Grade 12 – 1 credit)
Where is happiness? What is best in life? In this course we will survey literary representations of paradise from the Book of Genesis to contemporary fiction and poetry. Some authors on our syllabus imagine paradise as a place. For John Milton in his epic Paradise Lost, Eden is both a lush garden and a laboratory for his radical ideas about marriage and monarchy. Other authors (e.g., Jane Austen, James Baldwin) focus on our experience of consolation after loss: how do we go on when the best part of life may be over? In drama especially—Aeschylus’s Oresteia, Shakespeare’s Hamlet, and Hansberry’s A Raisin in the Sun—we will confront characters who must re-define themselves when the world they know is overturned. Other texts will include Whitman's "Song of Myself," Fitzgerald's The Great Gatsby, and Achebe's Things Fall Apart.

Students should expect to read and write extensively throughout the year. We will tackle at least twelve major texts plus independent reading, literary criticism, and an intensive poetry unit. Students will deliver in-class presentations and write in several registers: informal journal entries, discussion-board posts, AP-style essays, and longer papers developed through several drafts. They will write at least one essay for each of the works studied. Independent research in history and criticism will help us to read literature with sympathy and understanding. Students take the AP English Literature and Composition exam in May. Prerequisite: grades 9-11 A- average in English and departmental permission

Inside the Wire: The Literature of War (Grades 11 and 12 - 1 credit)
Spy, revolutionary, and combat nurse: women perform many vital roles during periods of intense, even global conflict. And now, like their male counterparts, women in the U.S. Armed Forces have the opportunity to join ground combat units. But what are the social and financial costs of sending a nation’s young men and women to war? And their their return, how might a society’s civilian citizens better understand the searing experiences of its veterans? This course strives to answer these questions - and numerous others - through carefully reading and analyzing literature written from the perspective of infantry soldiers, Allied spies, and nurses. Along with film clips and song lyrics, students use a mix of new and familiar writing-to-learn techniques to interrogate texts for this course. Over the course of the year, students read poetry, novels, and memoirs focused on World War I, World War II, the Vietnam War, and the present-day conflicts in Iraq and Afghanistan. They also write both analytically and creatively in order to strengthen their ability to read a text critically. Finally, the course may include a collaborative project with a Manhattan-based nonprofit for veterans and a visit by members from the program to discuss their experiences in Vietnam or Iraq. This course will not be offered in 2017-2108.

Reading and Writing New York City (Grades 11 and 12 – 1 credit)
This course investigates the ways in which writers and other artists have shaped our vision of New York City from its origins in colonial America through the 21st century.

Although the course begins with early visionaries like Washington Irving, students look mainly at nineteenth and twentieth century authors who have defined what it means to be a New Yorker – and how contentious this definition has at times become. From Walt Whitman's "Crossing Brooklyn Ferry" to Woody Allen's Manhattan, Claude McKay's Harlem to Don Dellilo's Bronx, and F. Scott Fitzgerald's Jazz Age to the punk rock of Patti Smith, students explore the places, people, and sounds that have shaped the image of New York. In addition to traditional written assessments, students should expect to complete an interdisciplinary project after spring break about their personal New York that will require a significant research component. This course will not be offered in 2017-2108.

History (3 credits required for graduation)

United States History (Grade 10 – 1 credit)
This course is designed to explore the facts and themes of the nation’s past, starting with the early interaction among European colonists, indigenous peoples, and people of African descent, and ending in the present day. Students learn relevant geography, and they gain the ability to interpret primary and secondary sources. They examine varieties of history, such as military, economic, cultural, and political. Projects focus on ideas of freedom and how those ideas changed over time. For example, in the pre-industrial era many Americans valued a set of rights protected by the government. In the industrial age, the idea of freedom encompassed economics and individual choice. Finally, the idea that “one person’s freedom is linked to another’s servitude” is fully explored. Students who demonstrate comprehensive knowledge of the concepts in the first semester have the option of applying for honors designation in the second semester. Honors eligibility is determined by grades to date and assessment of the student’s work in the course. Upon approval, those who choose to do honors work will be assigned challenging reading and research.

Global Feminisms (Grades 11 and 12 - 1 credit)
No single feminism suffices in today’s world. This course demands the active engagement of each student as she explores issues vital to being a feminist woman in a world full of complex differences. This course is flexible by design: We can adjust its direction and focus in response to the interests and passions of the participants. In general, each unit revolves around one book and one key question that will anchor students’ work and discussions as they hone a fundamental analytical skill. Students will draw on contemporary news sources, movies, television, and other media in their explorations of feminism’s endless scope.

In our exploration of women’s experiences, we examine tough, complicated issues, ranging from domestic violence to global economics. Sensitivity, patience, and the spirit of openness are essential to create an environment of trust in which every student can be bold. The year culminates in a research paper on a topic of the student’s choice.

Global Political Philosophy (Grades 11 and 12 - 1 credit)
This course explores global political philosophies both chronologically and thematically. Each unit examines a moment in history and compares it to a modern event or movement. For example, the class begins with an examination of the origins of Islam, then compares Islam’s political philosophy to the ISIS goal of a caliphate in Iraq and Syria. Next, students analyze the origins of Hinduism by reading the Bhagavad Gita and connecting it to Mahatma Gandhi’s pacifist movement for Indian independence. Fifth century BCE Greek “democracies,” their ideas and realities, will be examined and compared to the ideas of Enlightenment thinkers, then a connection drawn to the current US presidential administration. Students will become familiar with Marxist materialism, which led to revolutions in Russia and later Cuba. The year concludes with a study of economics and European imperialism in Africa, and examines how Africans struggled for independence. Our culminating experience is an examination of the ethics of globalization, which is connected to current nativist movements in the United States and Europe.

History of Jazz (Grades 11 and 12 - 1 credit)
This course is an in-depth exploration of one of the United States’ greatest contributions to world culture, the many musics known collectively as jazz. The course takes a blended chronological and thematic approach, exploring and studying the cultural and historical contexts that produced jazz as well as the major composers and performers of each of its styles. Students will listen to important jazz recordings, watch filmed performances, read the writings of players and critics, and attend live performances at several of the many jazz clubs/performance venues in New York City. We will investigate and analyze how jazz influenced and was influenced by the struggle for equality in the United States and spread throughout the world bearing that same message. Jazz has played an important part in many of the most influential episodes of American history, from Jim Crow laws (a name taken from a supposed black musician from a plantation) to the angular and anguished protest music composed during the Civil Rights movement in the sixties. Another major concept explored within the course is the role of women within the history of jazz. Finally, many important female musicians uncompromisingly challenged the status quo of both the music and the country, from Billie Holiday’s championing of the protest song “Strange Fruit” to Nina Simone’s “Peaches,” and women have increasingly gained recognition for their contributions to the art form.

Law and the American Legal System (Grades 11 and 12 - 1 credit)
Recent current events have shown that students want and need to understand how law and the American legal system work. This course includes some or all of the following topics: What common law is, how it evolved, and how it works; statute law and common law, and how they interact; the U.S. Constitution, and how the constitutionality of laws and actions is determined; state and federal courts, the differences between them and what cases are adjudicated where; the differences between civil law and criminal law; basic evidence concepts; what lawyers do besides going to court (most lawyers seldom or never go to court,­ for example, patent lawyers, trust and estates lawyers, corporate and contract lawyers.) The class will be taught using a combination of textbook and other reading materials and to the extent possible with a reading and analysis of decided court cases on various topics (which is how law is taught in law schools), and with moot court cases to enable students to put into practice the concepts they have learned. This course is open to all 11th/12th grade students for History and Social Science credit.

Regional Studies- Southeast Asia (Grades 11 and 12 – 1 credit)
How do nations create agents of power?

We live in a world in constant flux. Nations in Southeast Asia are redefining what power means. This course explores the cultural roots and contemporary actions of two of the world’s emerging global powers: China and India. In our discussions of these two countries, we touch upon how surrounding nations, such as Korea, Vietnam, Cambodia, and Bangladesh are building national power in the wake of ethno-religious conflicts and imperialism. By tracing these nations’ storied pasts—their religious histories, their linguistic and geographic compositions—as well as their revolutions and internal political struggles, students will be asked to question how and why nations become global powers. Some of the concepts and topics addressed are ethno-religious philosophies and conflicts, genocides, roles and rights of women, childhood and education, revolution and social change, environmental sustainability and energy, infrastructure, domestic and foreign policies, government structure, relationships with the United States, and roles on the world stage. We will supplement our investigations in class with frequent trips to New York’s many museums dedicated to Asian History and Art. The ultimate goal of this course is to inspire students to understand current events in a global context.

AP Art History (Grades 11 and 12 – 1 credit)
AP Art History offers students the equivalent of an introductory college course in art history. Students achieve an informed, sensitive understanding of painting, sculpture, architecture, and other art forms within their historical and cultural contexts; the skills and vocabulary necessary to analyze these visual arts; and the ability to express understanding and analysis clearly and gracefully both orally and in writing. Two units are non-European, and they are Islamic and West African art. Other units are Euro-American and, following Greek and Roman art histories, they are based overwhelmingly on Christian tradition and iconography, and those classical references continue into the present as well. Students gain pleasure from no longer merely looking at art: they understand it in an informed and critical manner. Along with extensive reading and writing, students look at art images every day and visit the Metropolitan Museum of Art once per cycle. Students take the AP Art History exam in May 2018. Prerequisite: grades 9-11 A- average in history and departmental permission

AP Human Geography (Grades 11 and 12 – 1 credit)
This course explores the themes and facts of human activities and interactions that have, over time, place, and ethnicity determined how natural wealth is exploited and how human-made wealth (including access to food, clean water, energy, technology, and education) is distributed. The primary focus is current and global with special emphasis on location. Students learn to recognize and analyze commercial agglomeration, agricultural and agribusiness policies, urban and rural organization, race, language, sports, and religion, demography, disease and medicine, and reproduction. Students study human geographers and theories developed to explain social organization and the political ordering of space. Biological and spatial determinism, possibilism, and the tragedy of the commons are some of the themes they assess. One of the great goals of the course is to give students a sense of elation derived from how much they know about the world and how eager they are to participate in forming it. The AP Human Geography exam is in May 2018. Prerequisite: grades 9-11 A- average in history and departmental permission

Mathematics (4 credits required for graduation)

Algebra II (Grade 10 – 1 credit)
This course is an 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 is 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. There is a cumulative final in the second semester that counts for two test grades. Prerequisite: Geometry

Honors Algebra II (Grade 10 – 1 credit)
This course is an 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 is the basic operations of functions and composition of functions. Students study techniques for solving linear, quadratic, polynomial, radical, exponential, and logarithm equations. Students then use these techniques to model and solve real world problems using functions. The honors class concludes the year with an in-depth exploration of rational functions and their properties. There is a cumulative final in the second semester that counts for two test grades. Prerequisite: A- in Geometry and departmental permission based on placement test

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 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. There is a first semester midterm and a second semester final, which are both cumulative and count each as two test grades. Prerequisite: Geometry and Algebra II

Honors Precalculus (Grades 10 and 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 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 and 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. There is a first semester midterm and a second semester final, which are both cumulative and count each as two test grades. This course introduces the concepts of continuity and limits to prepare students for the AP Calculus AB course. Prerequisite: A- in Algebra II or B in Honors Algebra II and departmental permission

Probability and Statistics (Grade 11 and 12 – 1 credit)
The course begins with an introduction to probability and counting including dependent and independent events, binomial probability, Bayesian probability, and probability distributions. This course then introduces students to the basic concepts and logic of statistical reasoning and gives students introductory-level practical ability to choose, generate, and properly interpret appropriate descriptive and inferential methods. In addition, the course helps students gain an appreciation for the diverse applications of statistics and its relevance to their lives and fields of study. The students work toward being able to interpret the statistics that they are presented with in their everyday lives. Students study measures of central tendency, measures of dispersion, and linear regression and other regression models. Prerequisite: either level of Precalculus

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 anti-derivatives, definite integrals, and improper integrals are addressed. While this course gives a sound foundation for the study of calculus in college, it is not intended as preparation for the Advanced Placement test. There is a first semester midterm and a second semester final, which are both cumulative and count each as two test grades. Prerequisite: either level of Precalculus and departmental permission

AP Calculus AB (Grades 11 and 12 – 1 credit)
The material in this course follows closely, but is not limited to, the guidelines of the AP Calculus AB syllabus. Following a short review of functions, trigonometry and graphing, the concept of a limit and the definition of a derivative are introduced. 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 anti-derivatives, definite integrals, and improper integrals are addressed. Differential Equations and slope fields are studied to end the course. Students take a cumulative exam in April that counts for two test grades and the AP Calculus AB examination in May. Prerequisite: A- average in Algebra II or Honors Algebra II; A- average in Honors Precalculus; and departmental permission

Advanced Mathematical Problem Solving and Problem 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, Algebra, Geometry, and Calculus. The focus of this course is to develop the critical thinking and analysis 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: Calculus or AP Calculus AB; departmental permission

Science (3 credits required for graduation)

Chemistry (Grade 10 – 1 credit)
This course investigates the major areas of chemistry. Topics covered include the particulate nature of matter, gas laws, chemical composition, atomic structure, chemical reactions, and stoichiometry. Students design and perform laboratory experiments, analyze results, and report their findings in both written and oral presentations. Problem-solving as a skill for investigating chemistry is emphasized regularly throughout the course. Students who demonstrate mastery of the concepts in the first semester have the option of applying for honors designation in the second semester. Honors eligibility is determined by the instructor, based on grades to date and assessment of the student’s work in the laboratory. In conjunction with supplemental work, those who pursue the honors option also complete a project featuring research and lab work.

Anatomy & Physiology (Grades 11 and 12 – 1 credit)
Anatomy focuses on health and disease in the human body. The course covers the following body systems: integumentary, skeletal, muscular, central and peripheral nervous, as well as the cardiovascular system, in particular heart disease. Students learn how to present patient pathology and complete a semester project on specific disorders. All topics are reinforced with appropriate lab work, including several dissections. The year culminates with a surgery project for which students create dynamic presentations and often interview health professionals. In addition, the class observes a cardiac surgery or neurosurgery via video conferencing at the Liberty Science Center.

Marine Biology (Grades 11 and 12 -- 1 credit)
In the marine science elective students will learn about the physical structure and chemistry of the ocean, the diversity of ocean life, marine ecology, and the scope and impact of human interactions with the oceans. The course will be divided into three phases: understanding the ocean and its processes, research and analysis, including interpreting satellite imagery and analyzing animal movements, and understanding human impacts on the ocean. Each phase will allow students to gain a better understanding about the ocean, its processes, and its significance in the functioning of our planet. Laboratory activities and fieldwork will reinforce concepts and principles presented. The class will participate in collecting data for the Billion Oyster Project and partner with the American Littoral Society in Jamaica Bay and the New York Aquarium.

Physics (Grades 11 and 12 - 1 credit)
This course will serve as a general introduction to the study of Physics. It will serve as a comprehensive, standalone survey of the material, while also providing interested students with the mathematical and conceptual tools to pursue more advanced studies in the Physical Sciences. The material covered will closely mirror what students could expect to see in a first-year, algebra based college-level Physics course, and so will provide preparation for college-bound juniors and seniors interested in pursuing any number of STEM programs. Material will be presented with a level of mathematical rigor as fits the background of the enrolled students, but completion of at least precalculus is required. Prerequisite: Completion of Precalculus.

AP Biology (Grades 11 and 12 – 1 credit)
The AP Biology course is designed to be the equivalent of a college-level full year introductory biology course. Topics covered in this advanced course fall into three major areas: molecules and cells, heredity and evolution, as well as organisms and populations. The course is accompanied by numerous inquiry-based labs, which further student understanding of the course topics. The course is rigorous and requires a significant time commitment. This course prepares students for the Advanced Placement Biology examination in May. Prerequisite: A- average in Biology, Chemistry, and (for rising seniors) 11th grade science and/or departmental permission. This course will not be offered in 2017-2018; it will be offered in 2018-2019.

AP Chemistry (Grades 11 and 12 -- 1 credit)
The AP Chemistry curriculum is designed to an equivalent of a full-year, introductory college-level chemistry course and is a direct continuation of 10th grade chemistry. Students will review chemical reactions, stoichiometry, and gas laws, and extend these topics into deeper understandings. Topics introduced and explored in-depth include: solutions, acid-base chemistry, atomic structure and modern atomic theory, thermodynamics and thermochemistry, electrochemistry, kinetics, and chemical equilibrium. A strong emphasis on lab activities and analysis of models will be applied throughout the course. Additionally, mathematical problem solving will be a large emphasis of the curriculum.This course prepares student to take the AP Chemistry exam in May. Prerequisites: A- average in Biology, Chemistry, and (for rising seniors) 11th grade science and/or departmental permission. This course will be offered in alternating years with AP Biology, beginning in 2017-2018.

AP Environmental Science (Grades 11 and 12 -- 1 credit)
The AP Environmental Science course is the equivalent of a college-level one semester introductory course. The course covers a breadth of topics including cycles of energy and matter within ecological systems and processes and the functioning of the Earth as an interconnected system, as well as issues of human alterations to the environment from scientific, social, and cultural perspectives. These topics are explored while also emphasizing scientific skills and science as a process. Inquiry-based labs and explorations in class will complement the sequence of topics. This course is rigorous and requires a significant time commitment. This course prepares students for the Advanced Placement Environmental Science examination in May. Prerequisite: A- average in Biology, Chemistry, and (for rising seniors) 11th grade science and/or departmental permission

Modern Languages (3 credits of a modern or classical language required for graduation)

The goal of the modern language program at Hewitt is to achieve proficiency in the language. Multiple perspectives are explored through readings, class discussions, as well as 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. In addition, students are encouraged to join trips abroad: for French students to Quebec and France, and for Spanish students to Spain. 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 IV (1 credit)
This course deepens students’ knowledge of grammatical structures and enhances their ability to converse in French.The text VHL Imaginez 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 introduced and 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 such as Guillaume Apollinaire, Dany Laferrière, Léopold Senghor, Assia Djebar. 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 to foster 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/Honors French V (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, history, art, literary movements and current events. They focus on works from the Francophone world like Le petit Prince by Saint-Exupéry and with a particular emphasis on francophone women writers such as: Marguerite Duras, Leila Sebbar, Malika Mokeddem and Anne Hébert.

Students discuss literature, take part in debates, and undertake a research project on the theme of women in the French-speaking world, whereby they interview a woman living in New York about her life and transition from growing up speaking French to an English-speaking environment. In addition, they write analytical and creative compositions based on the works studied. Films studied may include but are not limited to: Inch’allah dimanche directed by Yamina Benguigui L’enfant by the Dardenne brothers, Entre les murs by Laurent Cantet and Bienvenue à Marly-Gomont by Julien Rambaldi. There is a regular revision of grammatical concepts based on students’ needs.
Prerequisite for French V: French IV
Prerequisite for Honors French V: French IV; grades 9-11 B+ average in French; departmental permission

AP French Language and Culture/French VI: (Grade 12) (1 credit)
This course is the culminating course in the French language sequence, building on students’ mastery of the three modes of communication skills (interpersonal, interpretive, and presentational) and their associated elements (listening, reading, speaking, and writing). The course includes an intensive review and consolidation of grammar and vocabulary and reinforcement comes through a variety of resources and activities. These include literature readings of prominent writers of France and the Francophone world such as Albert Camus, Tahar Ben Jelloun, Nathalie Sarraute and Maryse Condé as well as discussions, class conversations and a variety of web based audio and visual resources such as: TV5Monde, Le Monde, Radio France International podcasts. These resources will center on the main themes of the course: family and society, global challenges, identity, environment, technology, beauty and aesthetics. All classroom activities take place in French and stress student participation and frequent interaction among themselves and with the teacher. Elements of the curriculum will be adjusted dynamically according to the preferences of the students; this will give them a sense of ownership, heighten their interest, and address their individual needs in acquiring language skills. In addition, students opting to take AP French language and culture, will also be assessed through regular practice tests during the year in preparation for the exam in May.
Prerequisite for AP French Language and Culture: French V Honors; grades 9-11 A- average in French; departmental permission.
Prerequisite for French VI: French V

Spanish IV (1 credit)
In this course, students use their already-acquired advanced language skills to explore selected aspects of the Spanish-speaking world. Students are expected to possess advanced skills in the language, such as knowledge of sophisticated grammatical concepts and vocabulary, which enable them to read articles on current events from magazines, newspapers, and movies, as well as short stories from significant Hispanic literary figures such as Pablo Neruda and Jaime Sabines.

Students choose topics for discussion that focus on personal and social issues. 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 and cumulative exams assessing all four skills each semester. Prerequisite: Spanish III

Spanish V/Honors Spanish V (1 credit)
This is a course designed for advanced students with a good command of Spanish language and grammar. It is designed to improve their language proficiency as they use a wide variety of materials and media to explore themes of particular interest to them. Readings include articles on current events from magazines and newspapers, as well as short stories from significant Hispanic literary figures such as Juan Rulfo, Elena Poniatowska, Rubén Darío, and José Martí. Students choose topics for discussion that focus on personal, moral, and social issues. Oral presentations are given throughout the year and are based on texts, documents, and short movies. Besides classroom resources, the class visits art museums in New York to learn about Spanish-speaking artists and follow up with class discussions in the target language. All of these resources and materials are utilized to reinforce the development of reading and writing, with a special emphasis on speaking and listening skills, to build vocabulary and to stimulate class discussions.
Prerequisite for Spanish V: Spanish IV
Prerequisite for Honors Spanish V: Spanish IV; grades 9-11 B+ average in Spanish; departmental permission

AP Spanish Language and Culture/Spanish VI: (Grade 12) (1 credit)
This course is the culminating course in the Spanish language sequence, building on students’ mastery of the three modes of communication skills (interpersonal, interpretive, and presentational) and their associated elements (listening, reading, speaking, and writing). The course includes an intensive review and consolidation of grammar and vocabulary and reinforcement comes through a variety of resources and activities. These include literature readings of prominent writers of Spain and Latin America such as Carmen Laforet, Emilia Pardo Bazán, Antonio Machado, Julio Cortázar, Miguel de Unamuno, and Mario Vargas Llosa, as well as class conversations, oral and formal presentations, essays, reports, and other critical writing, and a variety of web based audio and visual resources. These resources will center on the main themes of the course: families and communities, science and technology, beauty and aesthetics, personal and public identities, global challenges, and contemporary life. All classroom activities take place in Spanish and stress student participation and frequent interaction among themselves and with the teacher. Elements of the curriculum will be adjusted dynamically according to the preferences of the students; this will give them a sense of ownership, heighten their interest, and address their individual needs in acquiring language skills. In addition, students opting to take AP Spanish Language and Culture, will also be assessed through regular practice tests during the year in preparation for the exam in May.
Prerequisite for AP Spanish Language and Culture: Spanish V Honors; grades 9-11 A- average in Spanish; departmental permission.
Prerequisite for Spanish VI: Spanish V

Classics (3 credits of a modern 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: Philosophy and Memoir (Grades 11 and 12 - 1 credit)
In this course, students explore the variety and richness of Latin poetry and prose in the republican era. Examples of authors studied include the Epicurean poet Lucretius, who offers an example of didactic epic in his work De Rerum Natura; students analyze the Greek antecedents and Roman expression of this genre and philosophy, which offers its followers equanimity through knowledge of the natural world. Students assess a recent critical appraisal of this ancient text through Stephen Greenblatt’s The Swerve: How the World Became Modern, which argues for the significance of Lucretius’ work on the Renaissance. While Lucretius and Epicurean tenets survive in their influence on later writers and thinkers, Cicero’s letters provide an immortality of another sort through the memorialization of self. Providing fascinating and apparently authentic glimpses of his relationships, tensions, and ambition, Cicero’s letters offer readers a personal memoir of this famous public figure. For comparison, students investigate how people record their experiences and exchanges today, from diaries to blogs and various social media. 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

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. This course will not be offered in the 2017-2018 year.

Performing Arts (2 credits of performing, visual arts, or technology required for graduation)

Chamber Choir (Grades 10 -12 – 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 (Grades 10 -12 – 1 credit)
Advanced scene study class seeks to further develop students' performing skills. The class centers on acting techniques, script analysis, scene work, rehearsals and performance. Students study and analyze text by working on skills and learning how to use the correct tools to act, followed by solo and scene work and observations.

Students discuss and learn styles of acting, the Stanislavski system, the Method, Meisner and Stella Adler. Utilizing different approaches to script and acting work the students will explore realism, surrealism, Shakespeare and much more. New York City as a classroom, the students attend workshops and observe outside and invited performances to gain knowledge and learn about the world of theatre.

Handbell Choir (Grades 10 -12 – 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. Participation in the course requires availability to perform at the Riverside Festival in April of 2018. Previous performance venues have included the Cloisters, the Morning Show, Central Park, the Riverside Church Handbell Festival and other community locations.

The History of Film (1 credit)
This course is a year‐long course designed to investigate the development of film from 1900 to the present and to study the ways in which films are a lens through which to investigate major themes present throughout history. The course is structured roughly chronologically and focuses on moments in cinema’s development that are particularly relevant from a historical perspective, aesthetic, political, technological, cultural and/or economic. Students investigate these ideas while watching films chose to illustrate those concepts. This course will not be offered in the 2017-2018 year.

Visual Arts (2 credits of performing, visual arts, or technology required for graduation)

Ceramics I (Grade 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 11-12 – 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

Photography I (Grades 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 11-12 – 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. Students begin to explore designing their own creative topics and taking advanced leadership in their own art-making process. Prerequisite: Photography I

Studio Art I (Grades 10 – ½ credit)
Students produce a wide variety of work preparing them for continued study. Lessons include observational and abstract drawing and painting, illustration, printmaking and mixed media collage. Students use their sketchbooks regularly for project planning and related mini projects. Artists are encouraged to develop a personal voice. This class includes one museum visit. This one-semester course will be offered both first and second semesters. Tenth grade students may repeat this course in their spring semester.

Advanced Studio Art (Grades 11-12 - 1 credit)
This course is open to students who have completed Studio Art I or its equivalent. It may be taken two times as curriculum changes annually. Projects focus on new drawing, observational and creative painting, printmaking, and new media. Themes are students driven and centered and linked to the greater world. Students learn to work with oil paints and stretch their own canvases. Sketchbooks are used for project planning, observation, research, and inspiration collection. Students are expected to challenge themselves both technically and conceptually. There are at least two museum or gallery visits. Prerequisite: Studio Art I

Curatorial Studies & Exhibition Design (Grades 10 -12 - 1 credit)
Students study the history of art to curate a show of students’ art, writing, and performative responses to a chosen theme. Acting as curators, students actively engage in the process of creating an exhibition via research, jurying, and writing under professional and local mentorship from the Metropolitan Museum. In addition to designing the K-12 art show, students create and communicate their vision through various forms of social media and community outreach. Curatorial Studies students work in collaboration with Graphic Design students throughout the process of the exhibition design. Gallery and museum visits will be taken to further study current exhibitions. Particular focus is given to feminist pedagogy and intersectional identity as it relates to art and curation. Prerequisite: Studies in Contemporary Art, AP Art History, Visual Arts, or departmental permission

Visual Art: Graphic Design (Grades 10 -12 - 1 credit)
This course challenges students to examine the distinctions between fine art and design for commercial purposes. Students learn the history of design, or art that works, and explore where and how graphic design functions in the world today as advertising, as information, and as a method for social change. Through the analysis of client expectations and the use of collaboration, students are tasked with navigating design ethics as they learn to develop and create their own works of graphic design using tools such as Adobe Photoshop and Adobe InDesign. Students collaborate with their peers in Curatorial Studies & Exhibition Design in the creation of graphic design materials for the student curated exhibit in partnership with the Metropolitan Museum of Art. Materials may include: invitations, posters, and catalogues. Students also design materials for the annual Hewitt art show. Prerequisite: Photography I, Studio Art I, or departmental permission

Research/Revise/React (Grades 11-12) Art and English
In this cross-disciplinary elective, you will develop a research project of your choice and tell that story through multiple creative genres. This course offers the opportunity for you to become an expert (super-nerd) on your chosen topic. The creative outcome is not set, but rather will evolve. You will begin the year practicing new research skills, including writing an annotated bibliography of multimodal sources. Your first project will be a small series of creative written and visual pieces, including creative nonfiction writing, visual art, infographics, or performance. You will then propose a long-term research project in an area of your choice, which you will pursue for the remainder of the year.

Written and oral feedback and critiques will be instrumental in shaping the research, drafting, and revision phases. The classroom community that you create will be instrumental to your work.Written genres may include: expository essays, articles, editorials, interview transcripts, infographics, blog entries, dialogue, various forms of nonfiction poetry, and other creative nonfiction. Visual genres may include: video, performance, design (fashion, architectural, product) studio arts (drawing, painting, illustration, ceramics, sculpture, photography), and art installation.

Technology (2 credits of performing, visual arts, or technology required for graduation)

Design and Making I (Grades 10 - ½ credit)
This course is designed to provide students with a hands-on experience in making
things. Students have the opportunity to explore and discover new knowledge and skills
that are needed to develop a meaningful and practical design. Through lessons,
investigations, and projects, students apply the design ­thinking approach to create
solutions for various challenges. Students receive hands-­on experience with Computer
Aided Design (CAD) software, 3D printing, and manipulation of various building materials.This one-semester course will be offered both first and second semesters. Tenth grade students may repeat this course in their spring semester.

Programming and Robotics I (Grades 10 - ½ credit)
In this one -semester course students become familiar with the text­-based programming environments Python and JavaScript­ based P5. Students build and program autonomous mobile robots with the VEX IQ system and create interactive computer programs that respond to user input and produce creative computer graphics.This one-semester course will be offered both first and second semesters. Tenth grade students may repeat this course in their spring semester.

Advanced Design and Making (Grades 11 and 12 - 1 credit)
This course is designed to scaffold upon the maker experiences from Design and Making I. Students apply their prior experience with the Design Thinking process to work on a long ­term project. Delving deeper into the Design Thinking process, students will independently develop design solutions for problems they want to tackle. Initial prototypes and user feedback will play an important role in making revisions leading up to the final prototype. Documentation of prototype revisions will also play a significant part in the design process. Students will gain hands-­on experience with Computer Aided Design (CAD) software, 3D printing, laser cutting & engraving, and manipulation of various building materials. Prerequisite: Design and Making I or departmental permission

Advanced Programming and Robotics (Grades 11 and 12 - 1 credit)
This elective is designed for students who want to explore more advanced topics in computer science and robotics. Students build and program Arduino-based drawing robots, from 3D printed parts to breadboard circuitry. By designing and building robots, students gain hands-­on programming and rapid­ prototyping experience. They will also explore interactive graphics programming in greater depth with the JavaScript-based P5 programming language. Prerequisite: Programming and Robotics I or departmental permission

Physical Education (4 years required for graduation)

Dance (Grades 10th-12th)
The course is designed to increase strength, flexibility and coordination through various conditioning methods, and to develop basic dance technique through a variety of movement experiences. One class per cycle will be dedicated to training muscle memory in order to develop alignment and proper weight placement using fit balls, resistance bands and barre technique. The second class per cycle will focus on fundamental principles of varying dance styles. Some improvisation will be incorporated. Students with varying levels of dance experience are welcome.

Yoga (Grades 10th-12th)
This course is designed to introduce students to the basic postures, breathing techniques, and relaxation methods of yoga. The purpose of the course is to promote life-long physical activity and to develop an understanding of the benefits of being healthy. In this class students will utilize yoga practices to become more physically, mentally, energetically and emotionally fit. Students will begin to experience the benefits of stretching, moving, and breathing freely as they relieve built up stress, learn to relax, and ultimately get more out of everyday life. The goal of this course is for students to achieve and maintain a health-enhancing level of physical fitness

Strength and Conditioning - “Life-Long Fitness” (Grades 10th-12th Elective)
This course is designed for students to develop an understanding of fitness concepts and design personal fitness programs while developing an individualized level of health-related activities. Students will learn the relationships between physical activity, physical fitness, group interaction, cooperation, an appreciation for the abilities and limitations of self and others and various health-related outcomes. Through the course, students will gain knowledge and skills needed to develop lifelong pattern of physical activity. By the end of the course students will: improve their physical fitness by participating in group fitness classes, weight training, nutrition and other activities.

Clubs and Publications

Clubs & Publications take place, for the most part, before or during the school day; note the time commitment for each activity and whether there are events required for the activity that extend beyond the school day. The information below has been provided by student leaders or faculty advisors based on the 2016-2017 year. Clubs may be added or cancelled in the fall of 2017 pending membership and scheduling.

ACTION
Purpose & Activities: ACTION is the social justice, advocacy, and current events club at Hewitt. Each meeting begins with a question about an article, a video, or a current event that we analyze and discuss together. In ACTION, we focus on a wide variety of topics ranging from popular culture to international politics. Based on social trends and compelling and challenging debates we have had, ACTION members plan and lead discussion groups and activities on Hewitt's annual Diversity in Thought Day. ACTION is an uplifting, eye opening, and educational experience not only because members speak about topics that you might not find in a classroom, such as one size fits all clothing and the freedom of speech, but also because you are exposed to so many different opinions, personal experiences, and thought processes. This club requires some work outside of the weekly meeting periods. This club is open to all.

Animal Rights
In Animal Rights club, we read articles, talk about controversial topics concerning the well being of animals (cosmetic animal testing, different policies and legislations, fur coats) have volunteer opportunities, watch movies, and look at cute pictures of animals! If you are interested in talking about different topics or have different ideas for the club, let us know!

Asian Culture Club
Asian Culture Club would include a variety of different activities like arts and crafts such as decorating indian candles and Chinese paper lanterns, Japanese calligraphy where you can learn to write your name, and even henna. The main purpose of our club would be to represent Asian culture in a fun positive way while making people aware.

Beyond75th
Beyond75th is a broadcast journalism club. Members will gain real-world reporting skills and experiences. They will also be able to gain connections not just within broadcast journalism, but with the people they contact for interviews. The year begins with a training program for new members, which includes learning how to properly use technology and video-editing programs. Members are expected to maintain social media accounts and update them frequently. Beyond75th is not just limited to interviews; members will be able to embark on their own projects. Lastly, Beyond75th is not just confined to Hewitt; the club takes advantage of the opportunities the city around us provides.

Business Club
The focus of this club is to engage girls who are interested in the business field to come and learn alongside their peers about different aspects of the business fields. We use apps to further our knowledge in finance and simply have fun with what we know. Our goal is to plan a trip to Barclays, along with the Museum of American Finance on Wall Street in order to gain a first-hand experience what it is like to work in finance. Lastly, the Club intend on hosting another speaker series including influential people in these fields along with a summit that focuses on the interconnections between business concepts and everyday life. This club is fun, interactive, and work free!

Debate
The debate program strengthens students’ critical thinking and speaking skills and allows students who are passionate about pressing issues to express themselves in a formal manner. Number/length of meeting times: weekly, for forty-five minutes during the school day and two hours after school one afternoon, in addition to outside tournaments through the Manhattan Debate League. This club requires a lot of work outside the weekly meeting periods. This club is open to all.

Earth Committee
In the past, we have focused mainly on Banning the Bag. We went to numerous City Hall meetings, hosted two panels at Hewitt, and met with City Council members to voice our opinions about this topic. However, this year we want to branch out to explore more environmental issues in NYC. We will be teaming up with the A Million Trees organization and the Community Service Board for Service Saturday on October 25th. Plus, in second semester we are planning to host another event at Hewitt! This club is open to all.

Exquisite Corpse
This club will produce poems by multiple club members, culminating different ideas and voices to form a writing piece. The club heads will lead the club members in different activities that are either discussion, writing, or drawing based, that build up to creating these poems. There would be no outside work for club members, but they would be expected to write a few lines of poetry on their own based on the assignment.Club members should enjoy writing, but they should not avoid this club if they’re not very interested in poetry because these poems are more about expressing ideas than showing skill.

Film Club
The film club watches a selection of some of the gems of cinema. Past films have included international selections, film noir, westerns, science fiction, shorts, and French New Wave. This club requires no work outside of the weekly meeting periods. This club is open to all.

Girls Who Code
In Girls Who Code Club members learn to use various programming languages for interactive storytelling, graphics, mobile games, and music with a curriculum created by the national Girls Who Code organization. Members also use programming to create a group Impact Project that will address a social issue, as well as enjoy opportunities to meet professional women in IT.

Global Perspectives
Members will explore world events and ongoing debates in various countries. Each club meeting we will aim to answer one of the four questions club members have posed at the beginning of the month. In order to understand the world today, we need to understand what the world was. We will attempt to answer questions about certain events and debates by exploring countries' history.

Each month, global perspectives will prepare to host an open lunch discussion for high school that continues the discussions we had during our weekly club meetings. This club requires little to no work outside the weekly meeting periods. This club is open to all.

Hawks TV
Hawks TV is a club that presents information to the rest of the Hewitt community and is comprised of segments including Fitness in the Stacks, Keeping Up With The Seniors, Quirky News, Hotspots, Tech Update, Sports, and Weather. Each student is assigned a segment in the beginning of the year and is responsible for making consistent segments for each episode. This club requires some work outside of the weekly meeting periods. This club requires an application.

International Thespian Society
ITS meets to work on a series of projects related to acting and writing, working on improvisation skills, volunteering in the community, and planning the annual end-of-the-year Induction Ceremony. We also take group trips to several theater events throughout the year.

This club requires work outside of the weekly meetings, particularly regarding volunteering for the upper school play, upper school musical, and middle school musical. It also requires writing skits and memorizing lines. This club is open to anyone who would like to be involved in the theater community and interested in a team-building experience, but elections for leadership positions (President, Vice President, and Secretary) take place in the spring and require a certain number of ITS points.

Jewish Culture Club
We discuss upcoming Jewish holidays, plan events (most importantly, the Hannukah party), and eat delicious Jewish foods. This club requires no work outside of the weekly meeting periods. This club is open to all.

Medicine Club
MedClub is a club that focuses on students interested in science and medicine. We work with the Rogosin Institute to help spread awareness for kidney disease. We talk about current events in the medical field and meet with doctors and patients to discuss careers in medicine. We also plan on working with MEDLIFE, an organization that works to provide medical care in developing places. We are really excited for this year and we encourage any to join the club.

Neuroscience Club
This club will be separated into three segments. First members will be introduced to the basic functions and structures of the brain, in order to ensure everyone has a clear understanding of what we will further discuss. The second segment will let members choose any disorders or diseases they are particularly interested in learning about in relation to the brain. They will learn this through a series of presentations, articles, and hands on activities. Lastly, during the third section members will be able to pick a certain drug to learn about and how it affects the brain.

Peer Tutoring
Peer Tutors are partnered to work with younger students, in middle or upper school, on general subject-specific content or general time management and study skills. Number/length of meeting times: varies, usually one-two times per week, for forty- minute sessions.

This club requires some work outside of the meeting periods. This club requires an application. Interested students should reach out to the Dean of Students and fill out the Peer Tutoring Form. Each student’s application must be endorsed by the appropriate department chair and/or by her advisor.

Politics and Law Club
The Politics and Law club is for those interested in exploring the topics of politics and law through debates, discussions, field trips, and Q&A's with speakers. Members will be able to make connections with people they meet in these fields and will be provided with practical, real-life experiences. This club is not just about learning. It's also about taking action, such as advocating for certain public policies through letter-writing and meetings with legislators. In addition, members will be able to refine their public speaking skills through the debates and discussions we hold. Lastly, this club does not shy away from controversial topics; members are expected to continually challenge themselves.This club requires a moderate amount of work outside of class.

Renaissance Consort
Renaissance Consort members will use instruments like a recorder, the piano, the violin, and much more, to explore old and modern music. The purpose of this club is to introduce people to the joys of playing music.

Spectrum
Every week in Spectrum, we discuss a variety of topics, including sexuality, bullying in schools, and current events concerning the LGBTQ+ community. As a club, we hope to provide a safe and supportive space for all students, and we work with the Hewitt community to ensure the inclusion of all students. Moreover, Spectrum works with ACTION on the agenda for Hewitt's annual Diversity and Thought Day. This club requires some work outside of the weekly meeting periods. This club is open to all.

Student Council
The purpose of Student Council is to hear ideas and address concerns of the upper school student body by creating a direct link between student representatives and the administration. Two students per grade are elected in the spring (9th grade representatives are elected in the fall) to represent their grade and voice the sentiments of the grade at the weekly meetings. This club is open to all who choose to run for office, but only those elected are on the council.

Student Service Board
In partnership with Hewitt’s mission to empower girls to lead lives of consequence with character, compassion, and conviction, Service in Action challenges girls to take action for social justice as leaders both locally and globally. Through integrated learning, social action, service learning, and volunteer work, students learn to research, advocate, and act for the betterment of their community and the world. The mission of the Student Service Board is to lead the Hewitt community in its service efforts both within and outside of the school. There are student representatives for each grade level, who work with the k-12 planning committee to coordinate activities that include: the Saturday Service Fair, the SOUP-er Bowl for New York Common Pantry, and the book drive for Project Cicero. Partnerships include GirlUp, a campaign of the United Nations Foundation, and AmeriCares. This club requires a lot of work outside the weekly meeting periods. This club requires an application.

TEDxYouth@Hewitt
This club’s curatorial board plans and promotes the annual TEDxYouth@Hewitt event held every November in conjunction with Universal Children's Day. The club involves researching, contacting, and scheduling speakers; designing graphics; using social media to promote the event; communicating with other schools and potential sponsors; and more. This club requires a lot of work outside the weekly meeting periods. This club requires an application for positions of Head Curator, Assistant Curator, PR Curator, Sponsorship Curator, Design Curator, and Tech Curator.

The Hewitt Times
The Hewitt Times is the school’s newspaper. We are a daily, online publication that publishes articles under any of our six sections: Hewitt Happenings, Current Events, Arts & Culture, Science Technology, #Trending, and Op-Ed. Staff meetings are once per week during the scheduled publications period (45 minutes). Section editors additionally meet once per week before school, from 7:30-8:00 am. This club requires that its members write articles outside of the club period. Reporters may write articles for any of the six sections, and deadlines are determined for each individual article with the section editor. Reporters are expected to contribute two articles per month.

Reporters in grades 9-12 may join the staff of The Hewitt Times in the fall; no application is necessary, only demonstrated interest and a commitment to the club meeting times are required. Section editor and co- editor-in-chief positions are open for application in the spring to current HewittTimes reporters and section editors for the following academic year.

Tour Guide Program
The Hewitt Tour Guide program is a terrific way to be an ambassador for the school and to share with prospective families the culture, the program, and the physical campus of Hewitt. Being a tour guide requires attendance at the Tour Guide Orientation and Training session just before the start of school, learning the tour guide script, speaking knowledgeably about the academic and extracurricular program, sharing your personal Hewitt story with families, and potentially attending a number of evening admissions events held throughout the admissions season. Typically, tour guides lead up to two tours per week during free blocks. This club requires a lot of work over the course of the year. This club requires an application.

Venturer
Venturer is the student art and literary magazine, and the club supports artists and writers through poetry slams, town-meeting poetry readings, and other community events. First semester's task is to generate writing and art, select pieces, and edit those pieces. During second semester, we put the magazine together using professional software. This club requires weekly homework. This homework includes writing, editing, and meeting with writers, and the homework will be tailored to you and your capabilities. Members will have about thirty minutes of homework per week. Editors-in-chief, co- editors-in-chief, writing editor, and layout editor should expect one to two hours of homework/meetings per week.

This club is open to all students who would like to write for Venturer, but editor positions require an application. Students will not be considered for editor positions until they have at least one year of experience as members of the club.

Women's Health and Issues Club
In Women's Health and Issues, we learn about what is going on in the world in relation to the health of women, in terms of both politics and wellness. We also discuss current events pertaining to women and girls. In the spring, the club hosts an event at which speakers discuss certain topics (decided by the club) that women face in our society. This club requires some work outside of the weekly meeting periods when we plan our event in the spring. This club is open to all.

Yearbook
The yearbook staff documents the school year through the design of the Argosy, the Hewitt School yearbook. Students are divided into sub-staff categories focusing on journalism, photography, design, and senior pages. This club meets once per cycle for one hour, in addition to regular meetings with the editor-in-chief and/or faculty advisor. This club requires a lot of work. This club requires an application for all positions.

Young Women's Cooperative 
The Young Women's Cooperative (YWC) is for upper school students who are interested in facilitated dialogue related to intersectional identity, multiculturalism, and different aspects of social justice.