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: Literary Identities (Grades 11 and 12 — 1 Credit)
In this course, students read canonical and contemporary texts to explore the intersections of different aspects of identity-- race, religion, family structure, class, sexuality, and gender. This course is based on Kimberlé Crenshaw’s theory of intersectionality. We pose many questions, including: What is the relationship between the past, present, and future in literature, culture, and identity? What experiences do we share, and in what ways are we radically different? How and why do authors build on and revise preexisting, dominant narratives? How can building self-knowledge contribute to our understanding of the texts we study and the world around us? Students read widely (short stories, poetry, drama, novels, essays) and continue to hone their formal and creative writing skills. The goal is to tie the past to our present and imagine ways into the future. Students also should expect to complete some performative or community-facing work, and to attend field trips when possible. While not required, attending Young Women’s Cooperative meetings supports the learning in this course. 

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

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

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

The 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. 

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

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

History (3 credits required for graduation)

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

A History of Ancient Egypt c.5000-350 BCE (Grades 11 and 12 - 1 credit) 
This course provides an understanding of the history of Ancient Egyptian society and culture. It explains Ancient Egyptian belief systems, explores the geography of the Nile Delta, and follows the political, social, and economic development of Egyptian society and culture. The following critical questions will guide our developing knowledge and understanding: How did the art and architecture, especially the pyramids, serve the beliefs of the elite and the poor concerning life and death in Ancient Egypt? Who built the pyramids and why were they built?  How did the early and independent development of writing change Ancient Egyptian society? What were the complex roles of pharaohs in the military and religion? In terms of modern relevance, it is the 100th anniversary of archeologist Howard Carter’s discovery of the tomb of the famous, nineteen-year-old boy-king, Tutankhamun. Who was Tutankhamun in the historical context and how does he compare with the line of major pharaohs? Was Egypt unique in ancient times regarding its role of women in society?  Do recent archaeological discoveries of possibly two female pharaohs reveal the multi-faceted positions of women as both slaves and gods? And lastly, have Ancient Egyptian concepts of astronomy, poetry, medicine, aesthetics and architecture influenced modern society?

Our readings will include secondary source materials as well as primary sources in literature and archaeology. We will include museum websites and archives, recent documentaries, classic films, and if possible, museum visits. These methodologies will offer a basic understanding of Ancient Egyptian culture and help us to comprehend its gifts to our modern world.   

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. 

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. 

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. 

The Art of Resistance (Grades 11 and 12 - 1 credit)
One of the most powerful uses of art is in protest against injustice and the imbalance of power. All the performing arts have been used in this way over time, from the Brazilian dance form of capoeira, to the Irish film Bloody Sunday, to the plays of Moroccan playwright Chebbah Mekki, to the folk music of the American Civil Rights movement and beyond. This history and arts course is an exploration of civil disobedience and art, and study how music, theater, dance and film have been used in protest and political resistance around the world. Students conclude their study by designing, and possibly creating, their own performance of civil disobedience.

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. 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Latin III (Grade 10 – 1 credit)
At this intermediate level, an emphasis on patterns allows students to corral their knowledge of Latin forms thus far to begin seeing the language as the highly organized system that it is.  Students explore the more complex constructions in Latin sentences, including subjunctive clauses, gerundives, ablative absolutes, the passive voice, and indirect statement.  By the spring, the readings become a mixture of graded Latin and authentic Roman literature. English derivatives take on a more ancillary role; as such, students in Latin III begin to learn these words more independently.  Students conclude their translation work from English into Latin, which marks a shift in their roles from Latin co-generators to pure critics of writers and poets. Against the backdrop of Roman Britain and the capital city of Rome, students look in depth at the Roman military; read the Romano-Jewish historian Josephus in translation for a consideration of the legendary events at Masada; study Roman engineering and architecture; analyze the society, beliefs, entertainment, and prejudices in the big city; and lastly, examine the contrast that life in the country provided for citizens of the Empire. Students write almost daily about what they are reading. Prerequisite: Latin II
 
Latin Literature: Epic and Lyric (Grades 11 and 12 - 1 credit)
In this course, students experience the poetry of Catullus, Horace, and Vergil. Catullus provides his readers with Latin that is at once colloquial and sophisticated in both language and content. Students consider the neoteric nature of Catullus’ poems, which are mostly short and impactful, and they evaluate his creation of a persona that is beguiling, sympathetic, and memorable. Horace offers students a different sort of lyric experience, as they assess both the longstanding Greek tradition that informs many of Horace’s Odes as well as the Augustan, and purely Roman, setting that shapes others. With Vergil’s Aeneid, students read a narrative tale that tells of the fall of Troy, the heartbreak of Dido, and Aeneas’ journey to and struggles in Italy. As students study each work, they come to define the qualities of each genre and to consider the influence of these writers on artists and writers in the centuries since they composed their works (St. Augustine, Dante, and Auden among them). Throughout the year, students hone their contextual mastery of Latin grammar and vocabulary and their comprehension of syntax, meter, and literary devices. They have numerous opportunities to convey their critical and creative responses in class and in writing. Prerequisite: Latin III

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

Introduction to Acting (Grade 9-10 - ½ credit)
This class is recommended for students who are ready to explore the world of performance. Students learn, discuss and will explore the different methods and train in Stanislavski, Meisner and Strasberg. Utilizing the many different approaches to scripts and acting work, the students explore realism and scene study, analyzing text by working on skills of reading and character analysis, followed by scene work and observations. An end-of-year performance opportunity is available, regardless of whether students take the class in the fall or spring. This one semester course will be offered in the fall and spring.

Intermediate/Advanced Acting Class (Grades 9-12  – 1 credit)                            Intermediate/Advanced class is recommended for students who have taken an acting class at Hewitt, outside professional classes, 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 improvisation, movement, acting techniques, script analysis and scene work. Developing further artistic skills, the class also delves into directing and producing culminating with a end-of-the-year spring showcase presenting the work in front of a live audience. 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

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.

Chamber Orchestra (Grades 9-12 - 1 credit)
The upper school chamber orchestra is open to all upper school students who play stringed instruments (violin, viola, cello, double bass). The chamber orchestra studies and performs culturally diverse repertoire ranging from classical to contemporary works. The rehearsal process cultivates excellence and mastery in individual musicians as well as explores each student’s musical and artistic development. Critical listening skills and technical development are refined and developed throughout the course. Each semester culminates in performances and concerts scheduled by the school community. The chamber orchestra is a full-year commitment requiring attendance at all class rehearsals, dress rehearsals, and concert performances. Student musicians who play wind and brass instruments should consult with the department for course approval. Prerequisite: Minimum of 2 years of string instruction or departmental approval. Audition required for newly enrolled students.

Dance Composition (Grades 9-12 - ½ credit)
Students explore the unique and highly creative process of dance composition from initial improvisation to final dance piece. Through a study of the choreographic process, students will discover how movement is a means of communication and self-expression, and how the choreographer is the “thinker” in that process. The course begins with a breakdown of the basic elements of movement invention (space, time, weight, flow) and choreographic forms through small movement studies. Each student then becomes choreographer for her own work, discovering creative impulse, choosing a dance style, mapping out the composition process, selecting and rehearsing dancers, revising the dance piece, providing feedback, and making final artistic decisions. No technical experience is required. Students can choose any type of dance they are interested in exploring. This one-semester course will be offered both first and second semesters. 

Dance Company (Grades 9-12 - ½ credit)
Students who have taken Dance Composition develop their own works for live or filmed performance. Each student becomes choreographer for her own work, discovering creative impulse, choosing a dance style, mapping out the composition process, selecting and rehearsing dancers, revising the dance piece, providing feedback and making final artistic decisions. No technical experience is required. Choreographers need to attend rehearsals  during the spring Dance Performance Styles in Context course (see Physical Education course listing).

Students who have not previously taken Dance Composition may join the class to rehearse and perform in pieces. Rehearsals also take place during the spring Dance Performance and Styles in Context course. For those who do not choose to take Dance Company but would like to perform in a piece, please contact the instructor for permission. This one semester course will be offered in the spring.

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

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) 

Introduction to Computer Programming (Grades 9 and 10 - ½ Credit)
Have you done programming before, but forgot much of it? Or have you never programmed before and are curious? This class is for you! We'll create art, animations, games and simple circuitry and explore how you can program computers to make life easier for you. Throughout we learn and practice the basic ideas of programming with loops, functions, and variables! This course is meant for students who are curious about how computer programs work and want to experience programming as a creative medium. Coursework consists of computer programming projects which gradually increase in size and complexity over the course of the semester. You learn the basics of the Python and Javascript programming languages. 
This course is required in order to take Robotics Engineering in Grade 10.
This one-semester course will be offered both first and second semesters. 

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

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

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

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

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

Robotic Engineering (Grades 10-12 - 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 python-based programming while using VEX V5 Robotics and other platforms 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. This is a year-long course that will be competing in robotics competitions throughout the NY Metropolitan Area on weekends during the school year. Additional work time during the school day and after school is required. Prerequisite: Intro to Computer Programming and Intro to Mechanical Engineering or departmental permission

Introduction to Fabrication (Grades 9-12 - ½  Credit, Fall Semester)
This class is designed for students who are new to the Innovation Lab and/ or want to build a strong foundation for fabrication skills. How do you decide whether to use a hand tool or a fabrication machine for the project task? We will discuss methods as well as best practices and will have a series of structured projects along the way. The variety of fabrication machines you will explore include: 3D printers, a CNC machine, and a laser cutter. Student work will be assessed based on performance on projects.

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

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

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

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

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

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

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

Yoga: The Foundations of Wellbeing - Spring (Grades 9-12)
With an understanding of basic yoga postures as a foundation, students launch into a physical exploration of various types of yoga and sequencing styles. We look at how to grow the skill of wellbeing through four pillars: awareness, connection, insight, and purpose, and learn practical strategies for applying them into everyday life. By the end of the semester, students will develop a wellness program suited to their personal needs, interests, and goals. The goal of this course is to help students learn how to flourish and ultimately live more enriched, engaged lives. 

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

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

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

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

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

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
ACTION facilitates frequent conversations with the upper school community. These conversations will address multiple aspects of identity, including race, gender, sexual orientation, religion, socio-economic status, etc. Even if you have never explored or moderated a discussion around these topics, ACTION provides a space for you to learn and develop facilitation skills and flexible mindsets. We would like to offer opportunities to get involved in social justice advocacy beyond the Hewitt community. Given the name of the club, ACTION, we want to encourage civic engagement through activities, such as signing a petition for a new law, voting, or promoting awareness around the value of freedom of speech.

Animal Advocacy Awareness Committee
In the Animal Advocacy Awareness Committee, we discuss and do projects surrounding a plethora of animal welfare issues. Past projects have included: Farm Sanctuary Guest Speakers, Animal Cares Center drives, Bideawee Fundraising, multimedia presentations, letters to senators, and much more. If you have a passion for activism, enjoy multifaceted projects, or simply want to learn more about animals, we encourage you to join this club! This year we will be planning more drives and other outdoor activities that can help spread awareness of animal cruelty, school, and city-wide. In addition to these events, we look forward to creating presentations for the school, possible trips, and volunteering with local shelters. Brainstorming for other activities and projects will also be conducted throughout the year to further expand our project range. Join us to aid all animals in need!

Arnod Art Club
The Arnod Art Club is available to any upper school student who yearns for a creative, stress-free outlet. Throughout the year we will complete an array of activities, including themes of the week, group projects, and art history! We will create pieces for a multitude of topics ranging from Black Lives Matter and Sustainability to animals and food! During our meetings, we will also compose service projects and create decorations to display around the Hewitt building. So far, we have partnered with the Amity Program and Project Sunshine by creating colorful greeting/birthday cards to enliven the days of the elderly and hospital patients! We will be able to partner with even more organizations this year as we attend school in person. This year we also hope to create a mural to put somewhere in the Hewitt building, honoring the late Madame Arnod, who passed away in June 2020. This club is in honor of Madame Arnod to commemorate her love of art, creativity, the Hewitt Community, and her help with initiating this club in its early stages. 

Black Student Union 
The Union will give an official voice and platform to Black Students. Not only will this group be project-based, we will host panels, seminars, and other educational events; it will also be a safe space for the Black community at this school. Open to students who identify as Black in grades 8-12.

Book Club
Book Club is a place where students can recommend books and vote on what they would like to read together. We would like to have discussions and try to understand underlying themes in the books. Students will begin the year by voting on a theme or genre of book they would like to read. With the help of our faculty advisor, we will select books that we believe will most fit this chosen theme. Every session, we will discuss the chapters we have read. We plan to vote on books as a club, which we will all read, and then later as a group we will discuss themes, what we liked, what we didn't like, and anything that comes to mind.

Business Club
Business Club is a club open to any upper schooler who finds themselves fascinated by the world of business as a whole! Whether it is by the story behind the founders of your favorite company or how the company gained the success you see now, there is a place for everyone in the club. This year we plan on diving deep into the many enticing fields of business! Like marketing, entrepreneurship, finance, or most importantly any field of business that interests you. This year we are excited to announce our Business Club Virtual Discovery Series, a series of names in business joining our club for virtual sessions. These sessions will include a presentation from a special guest, a Q and A, followed by a pitch judged by the guest.

CAFE: Cultural Awareness For Everyone
The CAFE (Cultural Awareness For Everyone) Committee is a safe space that works to celebrate and highlight the important, positive aspects of cultures around the world. So often we learn about the negative and oppressive part of cultures that tend to affect the ways we form opinions and view the people of those cultures. Hopefully, CAFE will change that reality for our Hewitt community. We have found we do not get enough time to acknowledge everyone's culture in the school year and we want to bridge this gap. Within the CAFE Committee, we will come up with ways to authentically and meaningfully celebrate the cultures of our community members through celebrations, presentations, discussions, etc. We want to avoid any generic presentations and instead intentionally learn and develop an appreciation for the customs, traditions, and values of our community. Learning about other cultures helps us understand different perspectives and recognize and respect our peers on a deeper level.

Critical Theories
We discuss unconventional but logically plausible explanations of historical events. We hope to uncover the hidden truths behind these historical events. Our goal is to further our understanding of these scenarios and present them to the upper school. We would research on specific topics, and then further the discussion based on the information.

Crosswords and Other Puzzles
Crosswords and other puzzles club is for any student who wishes to create a community of students who look forward to learning and use this space to relieve some of the stress ahead with this year as we come back from such difficult times. This will be a collaborative effort from student heads and club members as it can look however students wish to spend club time, from completing New York Times crosswords and sudoku puzzles together to even creating our own. We will also have discussions about why doing these mental exercises are not just fun but can help improve vocabulary and spelling, resulting in a broader vocabulary and being able to digest information faster and think more abstractly.

Current Events Club
In the Current Events Club, we discuss recent and important issues occuring and impacting our society and world today. In a time like now, it is crucial to stay up to date in the news and discuss these events. We focus on a range of topics based on what is going on at the moment. Some topics we plan on discussing this year are worldly politics, social justice, community events, and social media affecting politics and daily life. However, our main focus is to discuss what the members of our club want to talk about. We ask our club members for their input on topics and guide our meetings based on their interests.

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 work outside the weekly meeting periods. This club is open to all.

DECA
DECA is a club where members have the opportunity to learn and discover a passion in business, marketing, finance, and more. DECA is a national organization that works with schools all over the country. DECA provides an outlet for students to compete against one another with their knowledge at big conventions. DECA is a place where students can learn about the ins and outs of the business world on their own time with guidance.

Earth Committee
The Earth Committee dedicates its time to make our community more environmentally sustainable and aware. In the past, we have done projects such as providing the school with environmentally friendly alternatives to self care and household products. We have also continued our work with the Interschool Green Team and hope to collaborate with them much more this year in planning virtual events. The Earth Committee also hopes to continue its work with the No Straw Campaign in offering hay straws in the lobby or providing resources to buy friendly alternatives straws online. Throughout the year, we will be working on different environmental issues such as food waste and consumption or renewable energy. With each topic work to bring awareness through virtual discussions and what we can do at home or at school to help.

Film Club
Like most reflective pieces of literature, films often reflect the attitudes of the society in which they were produced. In the Film Club, members watch a selection of cinematic treasures. Each year, we collectively choose the films with a general theme in mind; past films have included film noir, comedy, westerns, and science fiction.This upcoming school year, we will select a general genre as a club. By reading articles and critical essays, we will consider the meaning of that particular genre and what themes distinguish it from other cinematic gems.

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.

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.

Hewitt Zine Club
The Hewitt Zine club is a project based club where its members will collaborate to create a monthly zine (a mashup of art, words, stories, and activism wrapped up into a small magazine). The Zine Club hopes to foster a low-stress creative outlet that will allow you to decompress, while enhancing your creativity as we explore a number of wide-ranging topics. Whether you are interested in writing, photography, art, formatting, or editing, there is a way for you to contribute to our monthly productions. Club members will have the opportunity to create their own work but also recruit others to submit work. 

Interior Design Club
Interior Design Club is for people who are interested in all aspects of interior design. Through discussions, projects, and guest speakers, students can learn more or deepen their passion around the creativity and precision associated with interior design. Through various panelists, students will learn the intricacies of the trade, that they will then be able to put into action through collaborative projects. From creating mood boards to final products, students will enrich their understanding of the art of interior design. 

International Club
The International Club’s mission is to create a safe place for students of different cultural backgrounds to share their heritage, culture, and language while promoting global citizenship and social consciousness. This club will offer opportunities and plan events to highlight and celebrate each student’s diverse backgrounds as well as increase their sense for righteousness, justice, and good will.

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.

Leukemia and Lymphoma Society's Student of the Year Campaign
Students who participate in the LLS Student of the Year Campaign coordinate a 7-week fundraising competition benefitting blood cancer research and support. Club members partner with LLS professionals outside of school and work within school to educate the community about their mission and the impact of blood cancers.

Life 101
School teaches students a lot. However, in Life 101 we will have discussions and learn from guest speakers about essential skills like taxes, investing, self-defense, CPR training, how to effectively negotiate, and more. Join us to learn simple life hacks that will save you time and give you an advantage in the long run.

Math Olympiad
Math Olympiad is a national, and international, competition meant for students with a strong interest in mathematics. In this club we will prepare members to take the AMC 10/12 in February, which is the first in a series of competitions eventually leading to the invitation of top scorers to the International Mathematical Olympiad. This program not only provides an effective way of discovering and nurturing mathematical talent nationally, but also provides top scorers with major opportunities and awards and certificates. Beyond the competitive aspect, the preparation for these tests allow students to develop positive attitudes and expanded skill sets towards analytical thinking and mathematics that can assist in future careers.

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.

Mental Health Awareness Club
The goal of this club is to educate the Hewitt community about different mental health struggles that individuals may deal with. There is a lot of stigma and misinformation surrounding the topic of mental health as a whole, and we want to correct these things. As this is a heavy topic, we want this club to be a safe space where everyone feels comfortable. We will talk about psychological disorders and treatments as well as mental health in different cultures. We want this club to be positive and informative so it can best accomplish our goal of bringing awareness to mental health.

News-Decoder 
News-Decoder is a global news service that partners with schools around the world to learn and practice journalistic and media literacy skills. Hewitt partners with News-Decoder for the opportunity to connect with other schools around the world on various global issues. The focus of this club is to advance our understanding of  the power of ethical journalism in an international context and, for those interested in pursuing journalism, developing the skills and behaviors needed for that profession, such as pitching a story, interviewing, researching diverse sources, drafting a news piece, creating photo essays and/or podcasts. This year we are looking to form a team of Hewitt students to participate in the work of News-Decoder. This includes global research on topics of importance to young people and submitting and publishing pieces of work on the website. In addition,we will be paired with an international school and begin planning our webinar with them that will occur in the spring. We will select the topic of the webinar with our partner school. The webinar is a discussion-based seminar that will focus on an agreed issue concerning both of our countries and is student-led with a professional journalist as a facilitator. 

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.

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 
In the Science Olympiad we spend most of the year preparing for the annual regional Science Olympiad competition. Science Olympiad is for students that are interested in various scientific  studies like from herpetology to forensic science, or want to learn more about these topics. All the Science Olympiad competitions take place on Saturdays, so the club requires full dedication from each club member. Each member will vote on what areas they want to compete in (for regionals) and will be given at least one of their top two choices (there will be one to two people competing in each subject). Once the teams are assigned, club members will be given study guides made based on the previous years tests and will need to spend time inside and outside of the club preparing the material.

Social Impact Investors 
In the Social Impact Investors Club, we will look closely into companies, organizations, and funds with the intention to give back to society in a beneficial, social, or environmental impact and how they are able to generate a profit. Whether you are interested in entrepreneurship or becoming a better philanthropist there is an opportunity to explore your interests in investing through analyzing different organizations presented at SII. In meetings, we will investigate different companies and how they are making a difference in society, as well as fostering a strong community of students with a shared interest in the field of impact investing. We plan to come up with our own ventures and create a plan that makes an effort to resolve global issues. 

Spectrum
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 Girl Up, 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.

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). 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 Hewitt Times reporters and section editors for the following academic year.

The Technology Student Association (TSA)
The TSA (Technology Student Association) Club is a project-based club that allows students to take a deeper dive into the world of stem and technology! Throughout the year, club members will be completing a variety of projects including coding, building robots, designing architecture, identifying and fixing (pretend) security breaches, and more! TSA features project-based competitions There is a competition and conference at the end of the year which club members will all be able to attend. TSA will also give students a chance to practice their leadership skills and critical thinking. TSA provides leadership awareness, networking, and scholarship opportunities to students participating.

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 Education
Formerly Confident Healthy Women, Women’s Healthcare and Education (WHE) is an organization that works to address the inequalities that exist for women and minorities in the healthcare system.  After learning about healthcare systems around the world, WHE hopes to engage the community at large in discussions to bring awareness to issues ranging from healthcare disparities around access to sexism and gender equality. We will bring in experts and organizations to talk about their work and how as students we can make a difference. 

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 work outside of club time. This club requires an application for all positions.

Young Women's Cooperative 
The Young Women's Cooperative is a conversational community which explores identity in affinity groups. Affinity groups are self-selected groups in which students, with facilitation from faculty advisors, create safe spaces for discussion of shared experiences and perspectives.  Every month, members of all affinity groups come together to have constructive, cross-racial and cross-cultural conversations which build stamina for difficult but necessary conversations, while building visible and empowered activists and allies in our community. The Young Women's Cooperative will continue to offer race-based affinity groups, but we will also offer, in partnership with Spectrum, gender identity and sexuality based affinity groups, in addition to religion-based groups as well.