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.

Sophomores are eligible for the Extended Inquiry designation in up to two courses. Juniors and seniors are eligible for up to three designations of Extended Inquiry or advanced courses.

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: Race, Religion, and Gender in Literature (Grades 11 and 12 — 1 Credit)
What experiences do we share, and in what ways are we radically different? How does literature represent our many human identities across time? In this course, we will examine these questions and others as we explore the intersections of race, religion, and gender through canonical and contemporary texts. Can Othello’s life as a black Moor in Renaissance Venice speak to James Baldwin’s experience in France in the mid-twentieth century? Is Shakespeare’s Shylock reflected in Philip Roth's fictional childhood in Newark, New Jersey, in The Plot Against America? What connections could there be between Jeanette Winterson’s Oranges Are Not The Only Fruit and Kamila Shamsie’s Home Fire? You will read widely (short stories, poetry, drama, novels, essays) and continue to hone your formal and creative writing skills as we tie the past to our present and imagine ways into the future. Students should expect to complete some performative work as part of this course. This course is recommended for juniors but open to seniors.

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 Bronte’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.

The Uncanny in Literature and Society (Grades 11 and 12 — 1 Credit)
As Sigmund Freud defines in The Uncanny, “The uncanny is that species of the frightening that goes back to what was once well known and had long been familiar.” This course will explore landscapes—both real and literary—where the nefarious lurks amidst the comforting and where the familiar becomes frightening. In this course, we will study a range of transdisciplinary, interconnected problems with accompanying texts that explore and nuance these problems further. Examples of possible topics and texts include environmental destruction (VanderMeer’s Annihilation), racism (Melville’s Benito Cereno and Peele’s Get Out), genocide and trauma (Morrison’s Beloved), pandemic (Kushner’s Angels in America and Ma’s Severance), sexual repression (Gilman’s “The Yellow Wallpaper”), and war (Waititi’s Jojo Rabbit). Students will also have the opportunity to choose texts that relate to course themes. This course will include a focus on assessment via public performance, community educational experiences, direct community engagement, and informative writing. 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: the city so nice, they named it twice. Home to over eight million people and millions more stories, it's a place that changes constantly, yet certain qualities remain core to its identity. How do we tell the story of our city? We will seek to answer this throughout our course, which  is both a literature class and a creative writing workshop. You will study the literature of New York City, reading several genres from across its history, neighborhoods, and populations. As much as possible, this will be a site-specific class in which field trips enrich our inquiry. You will produce both formal, analytical written responses (such as essays) and also creative work that is shared with the class. In the workshop, our collective task is to create a safe space in which creative work can be nurtured and developed. Students complete a variety of creative writing prompts, eventually workshopping and revising their pieces. Publishing opportunities are discussed, encouraged, and required.

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 Heart of the Matter: Love and Friendship in Literature (Grades 11 and 12 — 1 Credit)
Across the centuries, people have often asked the same questions about love: Why is it painful? (Sappho) What kind is best? (Plato) And “who knows how to make love stay?” (Tom Robbins) Students in this course will read about family, friendship, romance, and sexuality. In units on drama, fiction, and poetry, we will consider how the vocabulary and the experience of love have changed across times and cultures. Likely readings include Sophocles on family ties (Antigone), Elena Ferrante on lasting friendship (My Brilliant Friend), Jane Austen on reclaiming love (Persuasion), Shakespeare on crazy love (Antony and Cleopatra), and James Baldwin on first love and self-acceptance (Giovanni’s Room). Students should expect to read and write extensively throughout the year. We will study at least ten major texts, plus literary criticism and an intensive poetry unit. Students will deliver in-class presentations and write in several registers: informal journal entries, discussion-board posts, creative imitations, and longer papers developed through several drafts. Independent research will help students to read with sympathy and understanding. 

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.  

Economics (Grades 11 and 12 - 1 credit)
Economics is the study of the choices people make about how to use scarce resources, such as time, money, and natural resources, and is particularly relevant in an era of a global pandemic that has shifted or shut down parts of the economy across many nations. This course is an introduction to the study of economics in two parts: microeconomics and macroeconomics. Microeconomics looks at individual market units (consumers and producers) and includes the concepts of supply and demand (how changes in the available amount of a product affect the demand for that product, and vice versa), and efficiencies of trade (how specialization allows all parties to be more efficient). Macroeconomics looks at large-scale or general economic factors, such as interest rates and national productivity, and includes the measurement of a nation’s income; supply and demand from a national or international point of view; and the influence of monetary and fiscal policy on demand, the measurement and effects of unemployment, and the measurement of the cost of living. The course will include the use of mathematics and graphs to explain and quantify the various concepts we will study. 

Film Studies (Grades 11 and 12 - 1 credit)
Film Studies 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 historical 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 difference in film across the world. This course will not be offered in the 2020-2021 year.

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. Students 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. This course will not be offered in the 2020-2021 year.

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. 

Memoir as History (Grades 11 and 12 - 1 credit)
One person’s story both reflects a moment in history and, potentially, changes it. The best memoirs search for meaning in everyday life, whether the circumstances be peaceful or traumatic. But can memoir teach us history? 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 The Life of Teresa of Avila, Man’s Search for Meaning, Dancing with Cuba, Negroland, Reading Lolita in Tehran, Living with a Wild God, Wounds of Passion, and others. This course may be taken for English or history credit.

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. 

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. 

Marine Biology  (Grades 11 and 12 – 1 credit)
In the marine biology elective, students learn about the ocean and its processes, the diversity of ocean life, marine ecology, and human impacts on the ocean. The course is activity-based and includes such activities as animal tracking (sharks, whales, seabirds, sea turtles) in real time, comparing the structures and functions of marine fish, listening to sounds of the sea, and designing a device to clean up an oil spill. In the fall, the class goes to Soundwaters on the Long Island Sound to do water testing, an oyster dissection, and observe marine life. Students set up and maintain a 55-gallon fish tank and visit the new exhibit Ocean Wonders: Sharks at the NY Aquarium. For the biosphere project, students create self-sustaining marine ecosystems and collect data for a two-week period in order to reach conclusions about the health of their biosphere. To effectively reduce plastic waste in landfills, students work on projects which involve repurposing old plastic. The class also participates in collecting data for the Billion Oyster Project. 

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

Wicked Problems I: Science and Society (Grades 11 and 12 - 1 credit)
Climate change, health care, and global health, politics, sustainability, inequality--all are examples of wicked problems. Wicked problems are global in scale but local in manifestation and are sticky and troublesome--no one solution will work to solve a wicked problem. Though they can’t be measured in totality, science provides valuable insights and evidence to understand and engage with these wicked problems and provides a method for investigating the local impacts and extent of wicked problems. Part science, part ethics, part active, primary research, this course is problem- and project-driven as students build significant investigations to evaluate and work towards solving wicked problems on a local scale. Following a two-year rotation, in 2020-2021 this course evaluates the problems of climate change, sustainability, government, and economics, with a focus on urban planning and the unique history of New York City. Alternate years evaluate the problems of technology, inequality, health, and wellness.  

Wicked Problems II: Inquiry to Action (Grades 11 and 12 - 1 credit)
In Wicked Problems II, students continue coursework in learning about wicked problems alongside their peers, but they also take a leadership role in our class, in our community, and in New York City overall. Students complete personalized projects and engage in activism and community organizing, and work in collaboration with their teacher in guiding discussions and learning in the class community. In completing Wicked Problems II, students will have completed several projects combining research, activism, and community engagement. Prerequisite: Completion of Wicked Problems: Science and Society

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, 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. 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 III (1 credit)
Through motivating communication situations close to everyday life and their centers of interest, students continue to expand their language skills: presentational, conversational, reading and written skills. At the same time, 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 and the impact of technology in every aspect of our lives. Prerequisite: French II

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 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 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 (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  (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 - (1 credit)
This course presents students with material from a range of text types, in which they encounter intermediate vocabulary structures and some advanced grammatical concepts. Students will use these in class during 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 2 serves as a base for language study and for reinforcement of structures. Prerequisite: Spanish I

Spanish IV (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 (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 Entre Culturas 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 (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. The 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 Ines de la Cruz , Isabel Allende, Ana Maria Matute. They will also explore social movements led by Rigoberta Manchu, Imelda Cortez and las Madres de la Plaza de Mayo. The students will be presented with a critical overview of the role filmmakers from varied backgrounds have taken in interpreting similar trends in contemporary Spanish culture and society. Some exploration of cinematographic works covered will be: Carmen, by Carlos Saura, Como Agua Para Chocolate by Alfonso Arau and Volver by Pedro Álmodovar. 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: 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’s 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. This course will not be offered in 2020-2021.

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 II

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

Beginning/Intermediate Acting Class (Grades 9-12 - 1 credit)                                                      
This class is recommended for students who are ready for an out-of-the-box performative challenge. They will learn and discuss the Stanislavski and the Method systems and will train in Meisner. Utilizing different approaches to scripts and acting work, the students will explore realism and scene study and will analyze text by working on skills of reading and character analysis, followed by scene work and observations. 

Advanced Acting Class (Grades 11 and 12  – 1 credit)                                                        
Advanced Acting class is recommended for students who have taken an acting class or participated in an upper school play or musical at Hewitt. Over the course of the year, the class further develops students' overall performance skills through acting techniques, script analysis and scene work; the course also focuses on audition techniques, callback sides, and how to be prepared for the unexpected when auditioning. Prerequisite: departmental permission

Chamber Choir (Grades 9-12 – 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
 
Fundamentals of Music Theory (Grades 11 and 12 - 1 credit)
Most forms of music - from hip hop to J-pop, classical to classic rock - are built on principles of pitch, timbre, instrumentation and rhythm. In this music theory course, students bring music of their choice to the class, which then uses that music to investigate these major elements of music theory. This course is for students who wish to gain a better understanding of music and how music works through the learning of scale patterns, chords, melody, harmony, ear training, composition, and more. This class incorporates music examples from various periods in history and investigates the intersection of music and culture, also exploring music outside of the traditional western canon. Although a “theory” course, students have several opportunities to engage themselves creatively throughout the semester through composition and other forms of music-making.

Handbell Choir (Grades 9-12 – 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. Previous performance venues have included Carnegie Hall, the Cloisters, the Morning Show, Central Park, the Riverside Church Handbell Festival and other community locations. There is an extended inquiry option in this course.

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 canvas, 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 Studio Art: Elements of the Creative Process (Grades 11 and 12 – 1 credit)
In this course, students learn to use the creative habits utilized by professionals in a range of fields from architects and artists to inventors and entrepreneurs. At one time, creativity was viewed as an inherent gift reserved for the solitary, tortured genius. In the 21st century, creativity is now considered by many of its practitioners as universal, a human strength that all possess. Creativity is a set of skills and habits that can be strengthened and applied by anyone with the courage to use it. It is informed and impacted by social networks engaged in exchange and is often enhanced through collaboration. Creativity can be developed by individuals active in dreaming, scheming, connecting, and taking risks. Through the exploration of traditional materials and contemporary methods, students produce a series of 2-dimensional works of art that invite student voice through student choice. In the first semester, students engage in an extended study of an artist of personal interest, producing a body of work that analyzes the artwork and reinvents it. In the second semester, student artists propose and produce an independent project. Prerequisite: Studio Art 1 or permission of instructor
 
Introduction to Filmmaking (Grades 9-12 - 1 credit)
This course will introduce students to the filmmaking process from storyboarding and ideation to non-linear editing. Students will learn how to capture video footage using professional DSLR cameras as well as how to edit with Adobe Premiere. Students will explore the many facets of filmmaking through projects both in video art and narrative film. Students will also view and discuss various short films throughout the course.  This forum will serve as inspiration while building technical and conceptual skills.  The Athena Film Festival at Barnard College will serve as a research opportunity for students to observe how filmmakers engage with each other as part of the creative process.

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

Design and Making I (Grade 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 semester. 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 independently develop design solutions for problems they want to tackle. Initial prototypes and user feedback play an important role in making revisions leading up to the final prototype. Documentation of prototype revisions also plays a significant part in the design process. Students gain hands-­on experience with Computer Aided Design (CAD) software, 3D printing, laser cutting and engraving, and manipulation of various building materials. Prerequisite: Design and Making I or departmental permission

Programming and Robotics I (Grade 10 - ½ credit)
In this one-semester course, students become familiar with the text­-based programming environments P5, Processing, and Arduino. Students use basic programming concepts to create computer animations, designs for digital fabrication on laser cutter, CNC mill, and 3D printers, and programmed electronic circuitry. Students learn to create their own website portfolio with HTML and CSS to showcase their work. This one-semester course will be offered both first and second semesters. Tenth grade students may repeat this course in their spring semester. 

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 hardware applications, learning to design circuits from breadboard prototype to milling and soldering custom circuit boards. Students also explore interactive graphics programming in greater depth with web-based P5 programming and Python programming in a Minecraft game environment, such as writing code that can build a neighborhood before your eyes. Prerequisite: Programming and Robotics I or departmental permission

Robotic Engineering (Grades 10, 11, and 12 - 1 credit)
This course is designed for students with a strong math and science background and an interest in robotics. Students explore engineering design, mechatronic principles, and C-based programming while using VEX V5 Robotics in a competitive game-based engineering challenge. As they engage in every aspect of robotics including designing, building, and programming, students also develop leadership, problem-solving, and project management skills. Students in this year-long course will participate in robotics competitions throughout the New York Metropolitan Area on weekends during the school year. Additional work time during the school day and after school may be required. Prerequisite: departmental permission

Physical Education (4 credits required for graduation)

Dance - Multi-Level 1 (Fall Semester; Grades 11 and 12) 
Students develop fundamental dance technique through a variety of movement experiences, while increasing strength, flexibility and coordination with intensive conditioning exercises. Students will execute fortifications, progressions and studies from the Lester Horton and Martha Graham techniques, utilize ballet to assist with jumps, turns and extensions, and work on lyrical and jazz combinations to help with muscle memory, counting, and endurance. Exercises from Pilates, barre methodology and Progressive Ballet Technique help to improve alignment, prevent knee, back and hip injuries and to develop ease and efficiency of movement. Dancers will also study works from some of the foremost choreographers including Alvin Ailey, PIna Bausch, Martha Graham, Merce Cunningham, Jiri Kylian and Paul Taylor. Students will review dance pieces using compositional elements, analyse specific structural devices such as cannon and counterpoint, and explore the ways dance artists respond to socio-political issues through their works. Dancers will also uncover their own creative voice through their individual interpretations of structured movement phrases.

Dance - Intermediate/Advanced (Spring Semester; Grades 11 and 12)
Dancers continue to develop skills with more challenging technical classes that incorporate fortifications, progressions and studies from Horton and Graham, jazz dance styles, rigorous ballet technique and somatic practices. Frequent conditioning through Barre, Pilates, Progressive Ballet Techniques and stretching programs are woven into warm-up to help students increase power and stamina for floorwork. Musical phrasing, mixed meter counting and dynamics are also incorporated throughout, in order to fine tune dance combinations and stylistic approaches. Students will explore kinespheric and scenic space and connectivity through unique movement studies to explore improvisational techniques developed by Rudolph Laban and William Forsythe, as a foundation for motif development and composition. Dancers will also discover approaches to movement vocabulary, examine artistic responses to socio-political events, and delve into the complex process of structuring dance content into a meaningful piece. Prerequisite: Dance Multi-Level 1 or departmental permission
 
Yoga and Mindfulness - Fundamentals Level 1 (Fall Semester; Grades 11 and 12)
The purpose of this course is to promote present, embodied awareness through basic postures, breathing techniques, and relaxation methods of yoga. Yoga-based exercises have been shown to have many benefits for young people, including reduction of stress and anxiety, increase in self-regulatory capacities, increased ability to maintain focus and reduction of negative behaviors. Physically, yoga has been shown to enhance cardiovascular fitness, balance, and grip strength. In this class, students learn postures and movements based on yoga, cardiovascular, and strength training and with consistency, and they chart their own course using the yoga and mindfulness practices to cultivate a level of physical, mental and emotional well-being. Students 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. 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.

Deepening Your Yoga Practice  - Intermediate/Advanced Level 2 (Spring Semester; Grades 11 and 12)
This class is for students seeking to deepen their yoga and mindfulness practices with more focused awareness on the breath, postural alignment, and mindful movement. In this intermediary level class, more challenging poses (inversion variations, standing postures, backbends, arm balances, transition, binds, and more) are explored with the option of modifications and variations, encouraging students to explore possibilities, defining their own personal limitations. Students build upon the fundamentals explored in the Level 1 Yoga course and work toward improvement in strength, flexibility, and endurance as well as individualized personal practices. The goal of this course is for students to experience what it means to cultivate a practice and, by the end of the semester, students are tasked with developing a wellness program suited to their personal needs, interests, and goals. Classes include movement, breathing practices, journaling and rest. Prerequisite: Fundamentals Level I or departmental permission

Strength and Conditioning - “Lifelong Fitness” (Grades 11 and 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 the relationships 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 are encouraged to place specific focus on sports that they will compete in the following season. For example, during the fall session, emphasis is placed on developing fitness in squash, basketball, track, tennis, and crew. In the spring, emphasis is placed on developing fitness for soccer and cross country.

Most clubs and publications take place 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. Clubs may be added or cancelled in the fall 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 wellbeing 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!

Beyond The Earth
Beyond the Earth will explore everything outside of Earth! We will travel to the farthest light years and question whether there is life. We will debate whether or not it is ethical to colonize Mars considering that we were not born there. And of course, we will discuss current events happening with NASA and other space organizations. 

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! 

Caribbean Culture Club
A club led by two Caribbean girls, our goal is to share our culture with the rest of the community. We'll be talking about the diversity of the Caribbean, as well as different aspects such as food, music, literature, and dance. Since the Caribbean is such a diverse place, we will elaborate on the various identities that each country’s population presents. Along with that, we'll have discussions on how colonization created the nations that we have today and how the Caribbean is "something that should've never existed but turned into something beautiful".

Current Events Club
In the club, we will discuss events taking place in our world today that is not usually brought up in school using resources such as the news, internet, etc. In addition, we will ask club members for their input on what they would like to discuss in club meetings. 

Dance
Dance Club will be a great addition to the Hewitt family! Each time we meet, we will explore a different type of dance and its culture/ meaning behind it. Dance club will promote school spirit and allow students to incorporate what they learn in their dance class (Physical education). This club will be open to grades 8-12 and will have a performance aspect to it. With the help of Mrs. Van Kesteren, we would love to perform some of the pieces that we learn in the club. This Club will be both fun and educational. Our goal is to involve dance more into the Hewitt community since it is a popular outside of school extracurricular activity for Hewitt girls. 

Earth Committee
The Earth Committee works both within Hewitt and in our community to promote sustainability. The club was instrumental in getting plastic bag legislation passed in New York City, and will continue to work on this issue, along with many others. Last year the club attended World Wildlife Day at the UN and traveled to Washington, DC to participate in the Climate March. We are part of the “One Last Straw” campaign, the Interschool Green Team, which is made up of students from various Independent schools in NYC that meet together once a month, and will be planning for Sustainability Day, which will take place in May. The US Earth Committee will be working with the MS environmental club to promote a “green” environment at Hewitt.
 
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.

Foreign Relations Club
In the Foreign Relations club, group leaders will initiate discussions surrounding prevalent issues throughout the world and crucial relationships between countries. Our goal is to emphasize the importance of equality as our world struggles with finding a dynamic in which balance and acceptance is cherished. The economical, cultural, and religious aspects of these certain relationships will be intertwined in our approach towards addressing the following questions: “How have relationships between countries created stereotypes and discrimination towards those inhabitants?” “How have alliances shifted the overall economic status of those countries and the countries around them?” Each month we vote as to which countries we will steer our attention towards. At the end of each month, however, members will be divided into two groups and will conduct extensive research about the country they were assigned to discover a serious problem occurring within that area. Then they will find a reliable organization that establishes donations for that cause. 

Hawks TV
Purpose & Activities: 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.

Knitting Club
As​ ​students​ ​it​ ​is​ ​hard​ ​to​ ​set​ ​time​ ​aside​ ​for​ ​activities​ ​such​ ​as​ ​knitting.​ ​Having​ ​a​ ​club​ ​reserved​ ​for knitting,​ ​hand​ ​sewing​ ​and​ ​crocheting​ ​would​ ​let​ ​us​ ​be​ ​able​ ​to​ ​be​ ​more​ ​productive​ ​with​ ​projects. The​ ​knitting​ ​club​ ​would​ ​be​ ​open​ ​to​ ​people​ ​of​ ​all​ ​levels​ ​and​ ​abilities​ ​from​ ​beginners​ ​to​ ​those experts​ ​with​ ​past​ ​experience.​ ​Not​ ​only​ ​would​ ​we​ ​just​ ​work​ ​on​ ​projects,​ ​but​ ​we​ ​will​ ​also​ ​research about​ ​the​ ​history​ ​of​ ​knitting,​ ​knots​ ​and​ ​clothing​ ​design.​ ​At​ ​first​ ​we​ ​will​ ​start​ ​off​ ​with​ ​our​ ​own projects,​ ​so​ ​we​ ​can​ ​become​ ​accustomed​ ​to​ ​knitting,​ ​but​ ​later​ ​on​ ​we​ ​will​ ​hopefully​ ​be​ ​able​ ​to​ ​do group​ ​projects​ ​together.​ ​Our​ ​finished​ ​projects​ ​will​ ​be​ ​gifts,​ ​for​ ​charity​ ​or​ ​personal​ ​use.​ ​The knitting​ ​club​ ​would​ ​be​ ​a​ ​collaborative​ ​space​ ​where​ ​we​ ​could​ ​learn​ ​from​ ​each​ ​other​ ​and​ ​make progress​ ​in​ ​cultivating​ ​our​ ​knitting​ ​skills. This club is open to all.

Mathematical Problem Solving
The problem solving club is a fun and low pressure time for students interested in tackling difficult math problems alongside their peers. With new problems each meeting, the club is interesting and exciting with the energy of everyone trying to solve challenging problems that would not be presented to them otherwise.

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.

Mock Trial Club
In this club we will be preparing for the New York State mock trial competition. We will prepare as lawyers and witnesses for both the prosecution and defense sides of either a civil or criminal case. This club will run from September until the beginning of March (depending on how far we get in the trial competition). We will be competing in the New York City district of the Mock Trial. In the competition, teams compete at least twice; once as the prosecution and once as the defense. This is not a club for the lightly committed. Club participants will have to be willing to put in time, effort work and be willing to collaborate as a team.

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.

Philosophy Club
In this club, we will be having open-ended conversations regarding unanswered philosophical questions. We would like this time to be a place where students can consider, and empathize with multiple perspectives in a safe space. Our goal is for every girl to leave like she has reexamined something that she might typically overlook. Each club meeting will revolve around a different topic to make each meeting more intriguing. Because this is a club rather than a class, we will not being going into depth about the major philosophers in history, but instead focus on vital philosophical questions that we feel impact our everyday lives.

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.

Science Olympiad 
Members of the Science Olympiad club work during the club period to prepare for an annual Science Olympiad competition in February. The purpose of this club is to figure out the most effective ways to prepare for each assigned competition and in some cases, how creative you can be in constructing something that will carry out an intended action. There are a variety of competitions that you can choose to enter into that range from creating fact sheets to having the construct something that will be judged on how well it can perform a given task. We hope you choose to join!

Socratic Seminar Club (Formerly Debate Club)
This club will meet once a month to discuss political and social topics that will be brought to the students prior being chosen. Between each meeting, students will prepare discussion points and collect evidence to support their argument. This is not a typical debate set up because we hope to reach a mutual understanding and learn from each other's varying points of view. 

Sophia
Sophia is the upper school foreign language literary magazine that takes submissions from grades 7-12 in Spanish, Latin, or French as well as any language students might speak outside of school. This publication is released digitally three times a year and is open for submissions year-round. If you are interested in layout, writing, editing, or incentivizing other students to submit, please join Sophia!

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 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 an application for positions of Head Curator, Assistant Curator, PR Curator, Sponsorship Curator, Design Curator, and Tech Curator. This event will be on a rotating schedule. The next TEDxYouth @ Hewitt will be held in the 2018-2019 school year.

The Hewitt Times
The Hewitt Times is the school’s newspaper. We are a daily, online publication (www.hewitt-times.org) 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, and 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 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 and who may become members of this club, 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. 

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.


Young Women’s Cooperative
The Young Women's Cooperative may be of special interest for those who have previously participated in The Women's March, The Climate March, ACTION and/or SPECTRUM, or have a particular interest in "Diversity in Thought Day" conversations. The Young Women's Cooperative is a voluntary group for those US students interested in facilitated discussions around identity and different aspects of social justice. Designed to provide both affinity space, as well as cross-cultural and cross-racial dialogue, members of the Young Women's Cooperative will have an opportunity to learn critical cultural competency skills and help to build a more inclusive Hewitt community.