2024–2025 Course Catalog

This course is an introduction to the Arabic language and culture. Students work with a variety of media to master reading and writing the Arabic alphabet and develop listening and speaking skills in both the Modern Standard Arabic that is understood by more than 300 million Arabs around the world, and the Levantine dialect used in Jordan, Palestine, Syria, and Lebanon. With an emphasis on developing communicative skills and an understanding of grammar, Students learn the basic linguistic structures of the Semitic Language family and develop an appreciation of Arabic calligraphy art. Through a blended instructional format, students use iPads to complete online homework through apps, interactive websites, videos, recordings, as well as the tried and true pen and paper. Much of the content is introduced through homework and then practiced and activated in class through collaborative activities and speaking experiences. Class is conducted mostly in Arabic with some English when needed.

This course advances students’ Arabic skills into the intermediate level of proficiency in all language skills, both in the communicative Levantine dialect as well as in the Modern Standard Arabic. This class continues the blended instructional format, students continue to build their communicative skills and expand their knowledge of grammar. In class, students are exposed to authentic material and are engaged in collaborative work that fosters a deeper understanding of the values and practices of the Arabic culture. Students in this class continue the use of iPads to submit a variety of homework assignments through apps, interactive websites, videos, recordings, as well as the tried and true pen and paper. This class is conducted mostly in Arabic.

This course builds upon students’ language skills developed in Arabic 200 or its equivalent, to advance into the Arabic 3 level of communication skills in the language. Students at this level continue to expand their knowledge of grammar as they apply their skills through collaborative real-world assignments. This continues to help students advance their language skills in the Modern Standard Arabic and the Levantine dialect. Students continue to learn through a variety of homework assignments, apps, interactive websites, videos, recordings, as well as the tried and true pen and paper. This class is conducted in Arabic.

At this level, students continue developing their language skills through authentic material in the Levantine dialect alongside literature in Modern Standard Arabic. Grammar is integrated through classroom discussions and activities. In this class, students expand their understanding of grammar and enrich their vocabulary as they engage with the material through homework assignments apps, interactive websites, and videos. This class is conducted in Arabic.

The Art of Seeing and Drawing: Foundations of Visual Communication and Drawing Skills This introductory drawing course provides a foundational experience in the art of seeing and the fundamental principles of studio art in a supportive and creative environment. Using a competencies-based learning approach, students focus on acquiring and developing essential artistic skills through practical exercises, individual projects, and constructive critiques. Proficiency in various drawing mediums, understanding and application of composition, perspective, visual aesthetics, and the ability to observe and interpret the visual world are emphasized. The course cultivates critical thinking and analytical skills through creating, evaluating, and critiquing artwork. Completing this course equips students with a robust artistic and academic skill set, serving as a solid foundation for advanced art courses or personal artistic endeavors. It also prepares students for AP Drawing.

The Art of Seeing and Photographing: Foundations of Visual Communication and Photography Skills This introductory photography course provides a foundational experience in the art of seeing and the fundamental principles of design in a supportive and creative environment. Using a competencies-based learning approach, students focus on acquiring and developing essential artistic skills through ambitious projects, and constructive critiques. Proficiency with digital camera operation and advanced digital editing, understanding and application of compositional devices, perspective, visual aesthetics, and the ability to observe and interpret the visual world are emphasized. The use of analog film cameras and darkroom printing will be an additional option for the final project. The course cultivates critical thinking and analytical skills through creating, evaluating, and critiquing photography, as a vital contemporary art form. Completing this course equips students with a robust artistic and academic skill set, serving as a solid foundation for advanced photography courses and personal artistic endeavors. It also prepares students for AP Photography.

This course offers an opportunity for creative expression through the medium of videography. For inspiration, we will study current films and the history of film and video. After and introductory project to establish basic skills, students will pursue an ambitious final project. Each student will receive guidance in writing an adapted or original screenplay, for the purposes of creating a short film of their own. This course will develop skills in writing, directing, acting, camera operation, and editing. Final projects may be submitted to the annual Deerfield Academy Film Festival.

Haven’t you always wanted to be an architect? This course introduces students to major movements and themes in architecture, significant architects and buildings throughout history, contemporary architectural issues, and basic drafting and digital drawing techniques. Utilizing discussions and field trips around campus and Historic Deerfield, students will develop an appreciation for architecture and become conversant with its history and vocabulary. Students will also complete several studio drawings and renderings that would prepare them for other architecture courses in the curriculum. This course is not open to students who have taken Architectural Drawing & Design 1 or 2.

Why is our built environment so ugly? What can we learn from existing cities, like Charleston, Cartagena, and Paris? Students will utilize readings, drawing and analytical exercises to study existing cities, both historic and contemporary, to distill the qualities that make a beautiful place. One of the emphases will be on how current and future decisions regarding the built environment can be influenced by this study. While architecture is certainly part of the course, the primary focus will be on urban patterns and how buildings relate to each other in a cityscape rather than on individual buildings. The design component of the class will involve redesigning portions of cities and building digital models of them.

This introductory painting course offers a foundational experience in the understanding of color and various painting mediums, such as pastels, watercolors, and acrylics, in a nurturing and imaginative environment. Students use a competencies-based learning approach to acquire and develop essential artistic skills through practical exercises, individual projects, and constructive critiques. Understanding and applying color theory, composition, visual aesthetics, and the ability to observe and interpret the visual world with color are emphasized. The course fosters critical thinking and analytical skills through creating, evaluating, and critiquing artwork. Completing this course equips students with a comprehensive artistic and academic skill set, serving as a solid foundation for advanced art courses or personal artistic pursuits.

Architectural Drawing & Design 1. Learn how to draw, design and think like an architect! Students will be introduced to principles and elements of two-and three-dimensional architectural representation and design. Projects range from drawing traditional architectural views by hand and digitally, to rendering drawings using pens and watercolors, to building physical and digital models. Instruction is given in architectural design, drafting, planning, and materials and construction methods based on the principles of classical architecture. Students will design a range of buildings and spaces, including residential and civic projects. Studio work is supplemented with readings in the history and theory of architecture.

This course offers an opportunity for students to pursue more ambitious projects in videography. The class will expand upon the study of current films and the history of film and video, for inspiration. Each student will receive guidance in writing an adapted or original screenplay, in any genre, for the purposes of creating a short film of their own. Students will further develop advanced skills in writing, directing, acting, camera operation, and editing. Final projects may be submitted to the annual Deerfield Academy Film Festival.

AP Photography/2-D Design: Advanced Visual Thinking, Inquiry, Technique, and Portfolio Development The AP Photography course is tailored for students interested in inquiry-based thinking and developing a photography/2-D design portfolio. It places a strong emphasis on enhancing proficiency in digital and analog photography, applying principles of composition, perspective, and visual aesthetics, and demonstrating the ability to observe and interpret the visual world. Students work to build a portfolio of images based upon a self-selected theme. The class routinely takes field trips to a myriad of locales to diversify source material. The course also focuses on cultivating critical thinking and analytical skills through creating, evaluating, and critiquing artwork. Portfolio submission to the College Board is a requirement. May be taken as a 6th course p/f if space available.

See ART309 description. Please note students requesting the graded section receive priority in scheduling.

This course expands on Architectural Drawing and Design 1, with a continued emphasis on architectural history and theory. Students will continue developing their design and representational skills with a series of design projects of increasing complexity. The products of these projects will include drawings, renderings, and digital and physical models.

AP Drawing and Painting: Advanced Visual Thinking, Inquiry, Technique, and Portfolio Development. The AP Drawing course is tailored for students interested in inquiry-based thinking and developing a drawing and painting portfolio. It places a strong emphasis on enhancing proficiency in various drawing mediums, applying principles of composition, perspective, and visual aesthetics, and demonstrating the ability to observe and interpret the visual world. The course also focuses on cultivating critical thinking and analytical skills through creating, evaluating, and critiquing artwork. It is important to note that prior experience in drawing and making art is a prerequisite for enrollment in this course, and eligibility will be determined by the department. Portfolio submission to the College Board is a requirement. May be taken as a 6th course p/f if space available. “

See ART319 description. Please note that students requesting the graded section receive priority in scheduling.

Would you like to know more about the place where you’re going to school? Old Deerfield, including buildings part of Deerfield Academy, Historic Deerfield, and the Pocumtuck Valley Memorial Association, provide an ideal laboratory to study architecture, history, and historic preservation. Through field trips, discussions, and hands-on projects, including perspective sketching and water coloring, students will develop an awareness of architectural and preservation philosophy and learn about why the buildings in Deerfield look the way they do. A particular emphasis will be placed on future development in town and on campus and how the existing built environment can/should influence those decisions.

Post-AP: Contemporary Perspectives in Visual Arts: Exploring Creativity Beyond AP Drawing. This course allows students to delve into visual arts beyond the Advanced Placement Drawing syllabus. With a primary focus on studio work, specifically drawing and painting, students will draw inspiration from various contemporary artists. The course aims to provide a broader perspective and the opportunity to develop each student’s creative voice. Throughout the course, students will engage in various activities, including examining renowned artists’ practices, taking field trips to art galleries, exploring three-dimensional work, and being exposed to relevant process films. Through a combination of research and hands-on practice, students are encouraged to discover their unique voices for self-expression, aiming to produce artwork that reflects personal expression and breaks new ground, going beyond the examples presented at the beginning of the unit. AP Drawing is a prerequisite for enrollment in this course. May be taken as a 6th course p/f if space available.

See ART400 description. Please note that students requesting the graded section receive priority in scheduling.

This class focuses on advanced work for students who have completed at least two terms in the architecture curriculum. A full-term project of the class’s choice for the Deerfield campus is selected with an emphasis on digital and physical model building. Students will refine their drawing and design skills while working collaboratively on the design development and production of a complete architectural project. The class is designed to replicate the experience of working in an architectural office, with students being assigned various research, design, drawing, and model-building tasks based on the requirements of the project.

Students will approach the global art world as active participants and engage with its forms and content as they read, discuss, and write about art, artists, and art-making over time. We will explore the whole of the world’s visual imagery, from prehistoric times to the 21st century. They will understand how the following “big ideas” spiral across topics and units: culture; interactions with other cultures; materials, processes and techniques in art-making; artwork’s purpose and audience; and theories and interpretations of art. Students will develop their facility for visual analysis, contextual analysis, comparison, and argumentation. The goal is for students to experience art rather than memorize facts about it, and to establish an engaging dialogue about art and history. Through seminar discussions of nightly reading, students will approach art from different angles and consider its relevance to our own world and perceived notions of beauty, power, and identity. Students will also learn to make interdisciplinary connections, as art history offers the rare opportunity to examine other disciplines through sensory experience. Course may be taken as HIS420 or ART420.

Honors Studio Art: Mastery and Creativity in Visual Expression This course builds upon the foundation laid by previous courses, challenging students to achieve mastery and creativity in their visual expression. Emphasis is placed on individualized projects, encouraging students to explore their unique artistic voices and experiment with creative techniques and mediums. Students will deepen their understanding of visual language through critical analysis, collaborative discussions, and exposure to contemporary art movements. The course includes in-depth studies of influential artists, allowing students to draw inspiration from diverse perspectives. Students will continue to refine their portfolios and will have the opportunity to exhibit work in the Reed Gallery of the Hess Center for the Arts. Students in this course will also work collaboratively with classmates to create a final group project. This course is a capstone experience, preparing students for advanced study in the visual arts or professional artistic pursuits. Completion of AP Drawing and Post AP is a prerequisite for enrollment. May be taken as a 6th course p/f if space available.”

See ART509 description. Please note that students requesting the graded section receive priority in scheduling.

This course will explore selected biological topics including cell structure and function, genetics, biotechnology, evolution, ecology and human physiology. For each topic, students will engage in hands-on experiments in order to develop essential lab skills. Students will learn collaboratively through experimentation, discussion, observation and analysis.

Biology Accelerated is an comprehensive introductory survey course intended for students who have a high level of interest in science and have demonstrated strong study skills. The course will be organized around the eight characteristics of life and emphasis will be placed on developing laboratory skills, collaboration and critical thinking. Because this course requires a facility with reading and integrating knowledge, eligibility will be determined by the department, which will consider student grades and endorsements from previous science teachers.

Honors Biology is a demanding course for students interested in exploring the function of living systems in depth. Students should expect a significant amount of homework each night with a large investment in reading and writing. We will focus on the complex mechanisms at work in living systems and repeatedly draw connections across concepts as the year progresses, so students should be comfortable defining terminology and developing basic mental models independently. Because the number of concepts we may encounter is significant and exceptions to biological principles abound, students who thrive in this course will be able to prioritize essential information and face uncertainty with flexibility. In the lab, students will apply principles of experimental design, employ molecular biology tools, and conduct statistical analyses of lab results. Assessments will place an emphasis on argumentative writing and applying concepts in unfamiliar contexts. Because this course requires a high level of reading comprehension and day-to-day work requires working knowledge of fundamental chemical principles (including intermolecular forces), eligibility will be determined by the department, which will consider student grades and endorsements from previous English, history and science teachers.

This course is a survey of the human body systems. Students will gain an overall understanding of the systems while exploring the themes of homeostasis and “form fits function.” Significant time will be spent in the lab observing and testing physiology. Grades will be based on frequent assessments, lab write-ups, and individual and group presentations.

This course will begin with an in-depth look at the structure and function of the immune system. We will then consider the mechanisms of different types of diseases and how our body systems can be compromised. Our investigations will include; cancer, Covid-19 and Ebola. Grades will primarily be based on assessments and individual and group presentations and projects.

Honors Biology 2: Research in Evolutionary Biology Charles Darwin’s theory of evolution by natural selection seeks to explain the amazing diversity of life on our planet. Unfortunately, since evolution is a process of change over time, scientists have long struggled to document evolution happening “live”. In this second-year biology course, we will explore the methods biologists use to explain evolutionary events in the past and to demonstrate the potential for future adaptation. Our primary goals will be to join the conversation of evolutionary biologists by reading articles published in scientific journals and to develop the experimental design and analysis skills necessary to conduct our own basic research. In the lab, we will learn to work with plants as model organisms and use statistical tools to test hypotheses. We will place an emphasis on scientific writing as we respond to the work of other scientists and present our own. Assessments will include short writing assignments, annotated diagrams, research proposals, and significant presentations of laboratory outcomes. Students entering the course should have a working knowledge of gene expression, heredity, and natural selection. Because this course requires confidence when working with challenging primary texts, eligibility will be determined by the department, which will consider student grades and endorsements from previous history and science teachers. Please note that due to the nature of this course, the course capacity will be smaller than a typical Deerfield course.

This course introduces students to the fundamental properties of matter and serves as a bridge between physics and the life sciences. Throughout the course students will learn to critically evaluate data, identify patterns, and develop ways of evaluating scale and proportion, and use these skills to make predictions. Compared to CHE205, the computational aspect of this course is de-emphasized. Students are expected to have a working knowledge of math skills including, but not limited to, unit conversions, order of operations, solving multiple step equations, graphing skills, and fluency with elementary operations and fractions. Most complex problem-solving in this course will take place in the classroom where students will have the support of their teacher and classmates.

The content covered in Chemistry is covered in this course, although at a faster pace and greater depth. Additionally, the introduction of thermodynamics and its application in biochemistry provides a strong foundation for students taking advanced biology classes. Although advanced mathematics is not required to be successful in this course, students must have strong mathematical problem solving skills. Once a topic is introduced conceptually, it is assumed that students in this course will be able to apply mathematical tools to problems with minimal support and be able to move quickly through computational aspects of the course. This course is best suited to students who have an interest in solving challenging problems both independently and in small group settings. With some independent work, students can be well prepared for the AP Chemistry exam. As this course requires self-motivation, strong collaborative skills, and a high level of mathematical competence, eligibility will be determined by the department, which will consider student grades and endorsements from previous math and science teachers.

Honors Chemistry 2: Research in Biochemistry and Molecular Biology This course introduces topics from biochemistry and molecular biology and culminates in a student designed research project. Exact topics covered in the fall and winter terms will vary depending on student interest. Core topics include concepts and techniques related to molecule biology and will include DNA isolation, gel electrophoresis, polymerase chain reaction, primer design, and CRISPR-cas9 gene editing. Parallel to this work we will read current scientific articles with the goal of acquire the tools necessary to identify interesting questions. A willingness to creatively engage with complex concepts embedded in highly technical research papers (CRISPR as an example) to achieve a deeper understanding of current topics in molecular biology is central to success in this course. This work will continue into the winter term when students develop independent projects. The spring term will be devoted to carrying out projects in groups of 2-4 students. Collaboration will frequently take place across sections. Students will write a final paper and create a poster presentation for the Science Symposium. Assessments will include short writing assignments, annotated diagrams, research proposals, and significant presentations of laboratory outcomes. Students entering this course should have a working knowledge of gene expression, cellular energetics, signal transduction and basic molecular biology concepts. Because this course requires considerable perseverance when working with challenging scientific articles, and day-to-day work requires working knowledge of fundamental chemical principles (including intermolecular forces and computational aspect of solution and buffer construction) and biological principles (including signal transduction), eligibility will be determined by the department, which will consider student’ grades and endorsements from previous English,history and science teachers. Please note that due to the nature of this course, the course capacity will be smaller than a typical Deerfield course.

This course is an introduction to Mandarin Chinese for students with little or no background in the language. Students learn the basic communication skills in Mandarin and explore related cultural aspects. The course begins with an introduction to the sound system and moves on to basic skills in listening, speaking, reading and writing. Students develop their language skills and culture awareness through daily collaborative activities and practice using text, audio and video materials as well. By the end of the year, students are expected to have good pronunciation, oral and aural proficiency for basic communication, and foundational grammar for simple sentences and short paragraph building.

In this Chinese 2 course, students will continue to build upon the foundational skills acquired in Chinese 1. Through an immersive curriculum integrating aspects of Chinese culture, students will develop their abilities in listening, reading, writing and grammar structures, with a particular emphasis on speaking proficiency. Through this course, students will learn to communicate effectively in a wide range of typical real-world contexts, such as ordering at a restaurant, what to say at a doctor’s appointment, and how to lead a campus tour. This course aims to provide students with the linguistic and cultural foundation necessary for effective communication in the Chinese-speaking world.

In this intermediate level course, students reinforce what they have acquired in the previous levels and expand and deepen their skills in listening, speaking, reading, and writing by studying a variety of materials. Students focus on speaking and writing in a coherent, linguistically appropriate manner, using well-formed paragraphs through daily practice, storytelling and projects. Cultural content is integrated into each topic of discussion. Finishing the course, students are to be able to carry out rather fluent conversations about daily life and personal experiences and have acquired solid reading and writing skills to get ready for the next level.

In this Chinese Level 4 course, students will cultivate a high level of proficiency in the Chinese language, with a specific focus on the fluency of spoken language, reading comprehension, and writing proficiency. Students will engage with a diverse array of authentic materials that will provide them with a comprehensive understanding of Chinese language, culture, history, geography and contemporary social issues such as gender equality, climate-change, and health and well-being. Additionally, students will engage in a systematic study of Chinese vocabulary. The course also develops research and presentation skills, including several class projects. This course will expose students to the format and content of the Chinese Advanced Placement Language Examination.

This course is for students who wish to pursue the study of Chinese at a more advanced level. Students will further develop overall language proficiency through studying a variety of authentic materials and audiovisual sources that cover topics including culture, values, education, art, fashion, social issues, as well as controversial issues in contemporary Chinese society. They will expand their vocabulary and enhance their grammar to handle these broad subjects in both reading and writing. They will also build fluency with confidence and competency in Chinese by engaging in discussion, collaborative work, and projects about various topics. Furthermore, students will develop a more enriched understanding of the traditions and changes in Chinese culture and society.

This advanced course offers a comprehensive exploration of modern Chinese literature and writing. Students will delve into a diverse array of texts, including narrative fiction, films, poetry, and critical essays. With a focus on Chinese literature from 1920-1990, students will hone their ability to critically examine literary works and gain a deeper understanding of their cultural and historical contexts. Discussion about domestic and international current events is also a component of this class. This course is an ideal opportunity for students to expand their knowledge of Chinese literature, history and culture, and hone their analytical and critical thinking skills.

Chinese 7 Honors may be offered to students who, in consultation with the department and with its endorsement, wish to pursue an individualized course in Chinese.

Legends, Gods, and Heroes: Introduction to Classical Mythology The myths of the Greeks and Romans are some of the most enduring and dynamic stories ever told. From the most remote depths of history to the present day these tales of gods, monsters, heroes and battles have inspired art, literature, politics, and culture. This course, taught in English, surveys the literature, art, and historical context of the ancient stories. Primary focus will be on the myths of creation, the heroes, and the great sagas of Thebes and Troy. By the end of the course, students will possess a repertoire of stories, gain confidence in the analysis of mythological themes in art and literature, and become conversant in the reception and resonance of Classical Mythology in the modern world.

What is language? What is a language? Where do languages come from? How do they differ and change? Can we invent a language? Why should we care about language(s)? In this course we will explore these questions through linguistics—the scientific study of language(s). Students will learn about phonetics and phonology, morphology and syntax, semantics, sociolinguistics, and historical linguistics. The course is taught in English, but students will be exposed to and learn to analyze languages other than English. By the end of the course, students will be able to explain similarities and differences of human languages, use linguistic terminology appropriately, apply the tools of linguistic analysis to language problems and puzzles, understand the questions with which linguists grapple, and explain the real-world applications of linguistics.

In this two-term course, students with little to no computer programming experience will learn how to code. This course equips students with a basic understanding of the world of technology and fosters logical algorithmic thinking. Students will be introduced to core concepts and principles of programming, which will be applicable to different platforms and languages as students venture further into computer science. This course stresses problem decomposition with an emphasis on independent problem solving. This course does not fulfill the Science graduation requirement.

In this course students learn how to make interactive games using a structured game-making language and development environment. Through a series of individual and team-based design projects students create engaging and beautiful games while learning and applying structured thinking, and problem-solving and debugging skills. This course does not fulfill the Science graduation requirement.

This course teaches fundamental topics of computer science including problem solving, design strategies and methodologies, data structures, and algorithms. In this course, students learn an object-oriented approach to programming to develop solutions that can scale up from small, simple problems to large, complex challenges. Students will write, test, and debug solutions in an object-oriented programming language. This course is rigorous and requires extensive work in and out of class. Eligibility will therefore be determined by the department with consideration of grades and comments from previous math and science teachers. This course does not fulfill the Science graduation requirement.

This course follows Honors Computer Science and covers the analysis and design of fundamental data structures. Students learn to use these data structures to code algorithms that effectively solve complex problems. Topics covered include linked lists, trees, graphs, breadth-first and depth-first searches, hash tables, and recursion. Through extended individual and collaborative projects, students learn principles for good program design, and the use of data abstraction and modular program composition in writing clear and effective programs. This course does not fulfill the Science graduation requirement.

Digital Logic and Computer Architecture is a course that provides a foundation for students to understand the hardware and design of the modern stored program computer. Modularity and the art of managing complexity are core concepts that allow students to understand the conceptual stack of ideas behind processor design. In this course students will study number systems, transistor physics, combinatorial and sequential logic, memory design, finite state machines, instruction set architectures, and assembly programming. Using these concepts, students build and program a simple processing unit. In each unit students simulate, build and test functioning computer components. This course often requires independent learning and culminates in an extended project. This is a lab-based course and fulfills the Science graduation requirement.

This course is intended to be a first experience in dance. Elementary level students study a variety of dance forms such as contemporary, modern, jazz, ballet and hip-hop. This course also addresses the creative aspect of dance through improvisation and choreography. There is an emphasis on injury prevention for athletes. Students who take this course can continue into Dance I during Winter and Spring terms. May take as a 6th, pass/fail course.

See DAN100 description. Please note that a one-term p/f course does not fulfill an arts graduation requirement.

This course is intended to be a continuation of the material covered in the introductory level dance class offered fall term. However, all elementary level students may sign up for this course. Students enrolled in this course may have the opportunity to perform in school dance concerts. No previous dance experience is necessary. May take as a 6th, pass/fail course.

See DAN110 description.

This intermediate level course continues the study of the dance techniques and choreography covered in Dance I. Students enrolled in this course may perform in and choreograph for dance concerts each term. They also have the opportunity to work with a professional choreographer for the Spring Dance Concert. This course may be taken for the full year, or as a two term class in the fall and winter. May take as a 6th, pass/fail course.

See DAN200 description.

This course is geared towards the serious student of dance and is designed to meet individual needs. Upper level intermediate dancers will train in a variety of techniques including contemporary, modern, jazz, ballet and hip-hop. They’ll have the opportunity to choreograph a dance collaboratively for our Student Choreography Showcase in the winter, and rehearse a dance with a professional choreographer for our Spring Dance Concert. Students can sign up either the full year, or two terms (fall and winter). May take as a 6th, pass/fail course.

See DAN300 description.

This course is appropriate for dancers who are proficient in the techniques offered through the program. Advanced dancers explore the craft of group choreography as well as the art of the solo. Student work is showcased in all of our dance concerts, and there are also opportunities to work with guest choreographers throughout the year. May take as a 6th, pass/fail course.

See DAN400 description.

This class is tailored to meet the individual needs of the pre-professional dancer. Students work closely with the dance faculty to hone their technique, and create solo and group choreography for our performances. May take as a 6th, pass/fail course.

See DAN409 description.

In the first half of the year, students are introduced to microeconomic theory through the study of such concepts as supply and demand, the law of diminishing returns, marginal utility, and the theory of the firm and industry. The second half of the year focuses on macroeconomic analysis and its historic development from Keynes to Friedman. Such concepts as national income analysis and monetary and fiscal policy are covered in depth. We also focus on public policy, globalization, and current political/economic issues through the use of case studies and supplemental readings. Honors Economics is a fast-paced, rigorous course that prepares students for both the Advanced Placement Microeconomics and Macroeconomics exams. Strong analytical and mathematical skills are required, so eligibility will be determined by the department, considering applicants’ grades and teacher endorsements from previous math and humanities courses. The prerequisite is precalculus, and the course is open only to seniors and post-graduate students.

Empathetically envisioning the ideals of equitable societies and developing their distinctive, expressive voices as writers and thinkers, ninth graders explore familiar and unfamiliar lives and dilemmas depicted in literary genres drawn from sources across time and the world. In formal and informal narratives and arguments, students begin to recognize their individual styles and to refine their writing techniques. An examination of the fundamentals of English grammar, mechanics, and punctuation complements the study of literature. All ninth graders write and deliver a literary reading and participate in a poetry contest.

Tenth-grade English emphasizes critical reading, focused discussions and a variety of writing assignments connected to the study of literature derived from the British tradition. These include works of poetry, prose, drama and creative nonfiction from British and postcolonial writers. Close reading assignments and class discussions encourage students to analyze and to appreciate the elements of literature. Works by Chaucer, Shakespeare, the Romantic poets, and a nineteenth century novelist provide a common reading list. Students develop their writing voices and learn how to structure and develop expository essays. Tenth graders memorize and deliver a declamation from a literary genre of their own choosing.

This one-term course offers students an opportunity for focused writing practice. Honing and developing their skills in grammar, organization, use of evidence, and argument, students will gain greater facility as writers and build confidence in their ideas and their voice on the page as they make their way through the course. Pass/fail grading in this course will be based on effort.

“The American Dream” is a familiar phrase, but what does it mean? Whose dream is it? Is there just one dream for all Americans? How has it evolved over time? Do considerations of gender, race, ethnicity or class affect the pursuit of this dream? In this course, students examine texts from different genres and time periods that focus on the pursuit of an American Dream in order to gain an understanding of how this peculiarly American idea helped to shape the culture and literature of the United States. Along with the reading of various texts, students will hone their close reading skills, critical thinking skills and formal writing skills. Students will practice the writing process from brainstorming to copy-editing. Texts may include: Kate Chopin’s The Awakening, F. Scott Fitzgerald’s The Great Gatsby, Zora Neale Hurston’s Their Eyes Were Watching God, Nella Larsen’s Passing, Anzia Yezierska’s Bread Givers and short stories by Charlotte Perkins Gilman, Nathaniel Hawthorne, E.A. Poe, Anzia Yezierska and others, as well as poetry and essays.

In the essay that introduces the collection The Fire This Time, writer Jesmyn Ward articulates her understanding of the American racial present with startling clarity: “Nothing is new.” This class follows Ward’s impulse to understand our current moment through engagement with the past, and pairs historical texts with the work of contemporary Black writers. Beginning with Ward’s collection and the Baldwin essays that inspired it, our studies will canvas a wide range of subjects, genres, and voices. Throughout our coursework, we will challenge and be challenged by one another to engage in open, honest, and difficult conversation about what it means to experience race in the 21st century, particularly as it pertains to our individual and shared experiences. Our writers will likely include, but certainly will not be limited to, Baldwin, Ward, Abdurraqib, Jacobs, Butler, Larsen, Morrison, Whitehead, Adjei-Brenyah, and Reid.

So often we arrive at new understanding through experience. Working from this premise, we will encounter a range of writers across the American experience whose works illuminate America’s particular history and combination of cultural forces. What do we see and hear in these texts? What questions do we hear these writers asking? And in what ways do the texts urge us to interrogate our own personal histories and ways of seeing? Our reading will ask us to consider issues of gender, race, class, justice, and belonging, as we seek to situate our own experiences and arrive at our own new understandings. Students will hone their skills as close readers and seminar participants, writers and editors, as we encounter works by Toni Morrison, James Baldwin, Flannery O’Connor, Ayad Akhtar, Herman Melville, F. Scott Fitzgerald, Claudia Rankine, and more.

Writing what’s new is inextricably linked to reading what’s come before. With that in mind, this three-genre writing workshop offers a survey of American literature with a focus on craft. How does effective writing work? What are the components? How do authors make art? As we survey the past, we’ll learn how to write well in the present. Students will create, present, critique, and revise significant creative writing of their own, including a complete short story, a folio of poems, and short nonfiction pieces. Fiction, nonfiction, and poetry will be equally represented across the year, and we’ll read authors such as Whitman, Dickinson, Morrison, Fitzgerald, Baldwin, and 20th and 21st century poets. Students will practice their critical and analytical writing skills both in response to their peers’ work and to the work of authors we read.

In this course, we will use a wide range of American short stories, poems, and novels to sample the many voices and issues that have populated American literature. Students may encounter writers ranging from Edith Wharton and Nathaniel Hawthorne in the 19th century to Alice Walker, Arthur Miller, and Toni Morrison in the 20th. The variety of story styles and ideas helps students to understand better how literature has changed over time and to hone their analytical skills by discussing how the stories work. The purpose of the course is to provide a breadth of exposure as well as a chance to sample modern literature.

America comprises a patchwork of ethnicities, races, religions, and personal experiences. As the country has grown over the past 250 years, individuals have struggled to find their personal identities amid America forming its own collective cultural and political identity on the world stage. We will examine the experiences of various native and immigrant Americans as they come of age in the melting pot that is our country. How are the varied journeys writers and their characters take in forming their personal identities informed by and affected by their status as citizens of the United States? We will examine works by authors such as Nella Larsen, Jhumpa Lahiri, Toni Morrison, F. Scott Fitzgerald, Junot Diaz, Chimamanda Ngozi Adichie, Walt Whitman and Langston Hughes.

“I don’t believe in ghosts,” the writer Edith Wharton once asserted, “but I am afraid of them.” In this course, we will meet some unforgettable literary ghosts from a wide range of genres—short stories, plays, novellas and novels. We will explore the varied roles these spirits play, and the ways in which they may give voice to larger social questions: cultural fears and anxieties, historical trauma, and the limits of what we know. We will puzzle through together what–beyond their unsettling ghosts–animates these stories’ lingering hold over us, what gives them their haunting narrative power and makes them take on a life of their own in our imaginations. Our texts will include works by Henry James, Toni Morrison, Quiara Hudes, and others.

American writers continue to expose the tension between conventional and unconventional impulses as individuals struggle to find their place in or apart from a larger community. The clashes play powerfully on the stage or screen, and in adding those genres to their examination of the American character detailed in Toni Morrison’s Home, F. Scott Fitzgerald’s The Great Gatsby, and the poems of Emily Dickinson, students will explore a sibling rivalry in Suzan-Lori Parks’ Topdog/Underdog, love’s deceptions in Tennessee Williams’s A Streetcar Named Desire, the deadening social conformity in Edith Wharton’s novel The Age of Innocence and Martin Scorsese’s film adaptation, the decadent American dreams in Francis Ford Coppola’s film The Godfather, and the battle between intolerance and redemptive love in Tony Kushner’s Angels in America.

In Toni Morrison’s Sula, the character Nel Wright looks in the mirror and whispers, “I’m me…Me.” In this moment, Nel is articulating a vision of herself and, in doing so, beginning to move herself toward self-definition. All through American literature there are stories of individuals working (and struggling) toward this same end: a sense of who they are and what they stand for. In this course, students will read a selection of foundational texts in American literature and consider how the questions raised in these texts speak to each other across space and time, and how the same questions pertain to us now in our contemporary world. Do we define ourselves, or does the world define us – or is it somewhere in between? What is our responsibility to ourselves as individuals and what is our responsibility to our community? What is the role of nature and the environment in the development of our sense of self? How do the various identities we hold influence the way in which we move through and engage with the world? Students will read, analyze, and write critically about the experiences of characters they encounter in the literature, and they will also engage in regular reflective writing as they consider the development of their own sense of self. Authors may include: Zora Neale Hurston, Walt Whitman, Nathaniel Hawthorne, Kate Chopin, Toni Morrison, Emily Dickinson, Leslie Marmon Silko, Ralph Waldo Emerson, F. Scott Fitzgerald, Sandra Cisneros, and others. In the spring, students will have an opportunity to select and read a contemporary work that extends their inquiry in an area that particularly interests them.

This course focuses on the ways in which in the past two centuries Black women writers have engaged with the intersection of Blackness and femaleness and examined, in their work, the position of Black women in American society. We will read selected fiction by Zora Neale Hurston, Alice Walker, Toni Morrison, Octavia Butler, and Jesmyn Ward, and we will frame these texts with excerpts of nonfiction, history, social commentary, and theory by Sojourner Truth, Harriet Jacobs, Angela Davis, bell hooks, Audre Lorde, Alice Walker, and Patricia Hill Collins, among others. Over time, students will see some common threads emerging across the texts – questions of what it means to inhabit the roles of woman, mother, daughter, and sister; what it means to be beautiful, to use one’s voice, and to own one’s own sexuality; what it looks like to achieve self-actualization and empowerment in the face of structural oppression on multiple fronts; themes, too, of the power of love, family, and community, resistance and resilience, and history – and our work as a group will, indeed, be that of building together an understanding of how the texts, across genres, can and do exist in conversation. It will also be our goal to recognize how these texts can serve to instruct us, regardless of the identities we hold, as we move through the world. This is work that students will take on in discussion, and in regular reflective and analytical writing.

Future Shock: Apocalypse and Dystopia in Contemporary Literature. The ground-breaking “dystopian” novels of the 20th Century, such as Orwell’s 1984, Huxley’s Brave New World and Kubrik’s A Clockwork Orange, have produced an extraordinary and growing body of literature that imagines future worlds shaped by current trends, for better and worse. What kind of societies will genetic engineering, AI technologies, virtual environments, climate change, terrorism, population growth and resource wars produce? What will be the fate of the institutions and ideals that presently define us? What will happen to our fundamental notions of liberty, the individual, and human relationships? Will human beings flourish or fail? This course will examine these questions through several of the finest recent literary dystopias and will approach the reading in a primarily seminar-style, discussion format. Writing assignments will be predominantly creative responses to the reading, with an occasional foray into relevant essays, short stories and films. Possible texts include Cloud Atlas, by David Mitchell; Oryx and Crake, by Margaret Atwood; The Road, by Cormac McCarthy; The Dazzle of Day, by Molly Gloss; The Mountain in the Sea, Ray Naylor; Speak, Sarah Hall.

This course will examine the importance of narrators to fiction. Do they lie? Do they omit or distort information? We will consider the function of the narrator as fundamental to how a reader interprets a text. What happens when an author intentionally includes an untrustworthy, unreliable and even unstable narrator? What about a narrator who only knows part of a story but tells it anyhow? How much do the questions of who tells the story and how they tell it influence how the story is received? By reading texts with different types of narrators and forms (such as parallel or split narration) we will explore these and other questions to gain an understanding of how narrative form complicates the meaning of the text as a whole. The goal of the course is for every student to make the transition from talking about what a text says or what happens to making interpretive arguments about how a text works and what its meanings are. Students will also develop a vocabulary for discussing, analyzing and writing about narrative form. Students will practice the writing process: brainstorming, drafting, revising and copy-editing to help take their writing skills to the next scholarly level. Authors may include Agatha Christie, Michael Cunningham, Henry James, John Mullan, Edgar Allan Poe, Virginia Woolf and others.

Literature has an historical precedent of transmuting the realities of human existence into compelling narratives, thus accommodating an impulse articulated by Nietzsche when he wrote, “we have art in order not to die of truth.” This course will allow students to engage in the practice of writing creative nonfiction with a variety of forms and approaches. We will read and follow the models of Ta-Nahesi Coates, Hanif Abdurraqib, John McPhee, Rebecca Solnit, Eula Biss, David Foster Wallace, Joan Didion, Ocean Vuoung, Rebekah Taussig and several others as we familiarize ourselves with the genre and create artistically compelling pieces of narrative truth.

The tutorial approach to learning is a very old method of education that allows students to explore ideas on their own terms. For this class, students will compose their own reading lists and syllabi on one of the following topics: Understanding Love, Wealth & Work, The Value of Art and Philosophy, or Staring Down Mortality. Thus, students might explore the works of Jane Austen alongside Gary Shteyngart, or perhaps compare the dystopias of Octavia Butler with those of Kazuo Ishiguro. The class will meet in groups large and small to discuss the progress of their knowledge-building on the specific topic. Students will also be asked to deliver lectures, write a variety of papers, and participate in seminar discussions.

Since the introduction of moveable type to Europe in 1450, political argument has been the common currency of public debate and democratic citizenship. Many of our most widely read public documents John Milton’s “Areopagitica,” Jonathon’s Swift’s “A Modest Proposal,” Thoreau’s “Resistance to Civil Government,” Frederick Douglass’s “What to the Slave is the Fourth of July,” and Martin Luther King, Jr.’s “Letter from a Birmingham Jail” originated not as the widely admired works of literature they have since become, but as works of the moment addressing the great historical, political and cultural questions of their ages: freedom of speech and conscience, civil and human rights, the duties of citizens and the limits of democratic governance, to name but a few. This course traces the rich history of public argument across time (from the 18th to 21st centuries), genre (pamphlets, manifestos, public letters and lectures, Op-Eds, blogs and long form polemic), and media (print and digital). It seeks to introduce students to the classic ideas of conservative, liberal and radical thought, while extending the reach of student’s reading and deepening their understanding of the conventions and rhetoric of public argument. The syllabus will be shaped around heterodox bundles of texts and include work by authors such as: Edmund Burke, Thomas Paine, James Madison, Karl Marx, Abraham Lincoln, John Stuart Mill, Aldous Huxley, William James, George Orwell, Hannah Arendt, Susan Sontag, Christopher Hitchens, Amos Oz, Martha Nussbaum, Peter Singer, Mark Danner, Michael Massing, George Packer, Mark Lilla, Ta Nehisi Coates, Thomas Chatterton Williams, Zadie Smith, Wesley Yang, Katha Pollitt, Jonathan Chait, John McWhorter, Ross Douthat and Andrew Sullivan, among others. Course may also be taken as HIS410.

This course starts with Jo March, the star of Little Women and the nineteenth century’s most famous literary girl, because Jo March had a problem. It was a boy problem. Or, really, it was a girl problem. “I can’t get over my disappointment in not being a boy!” Jo steamed. Jo’s frustration was the shared frustration of so many young American women before 1920. Yet Jo’s story was also a triumph. Her creator, the writer Louisa May Alcott, reached enormous critical and popular success by refashioning American girlhood in Jo’s image as a time of freedom, agency, innocence, and power. When we examine writing about American girlhood, we come to see the critical role that real and imagined young women played in helping this country understand itself as a land of breathtaking opportunities and heartbreaking constraints. In this course, we will read fiction, autobiography, and diaries by writers such as Harriet Jacobs, Laura Ingalls Wilder, Zitkála-Sá, and Alcott to see how generations of women writers revised and remembered what it means to be young.

Lyrics as Poetry: From Old Bops to Hip Hop. Since Bob Dylan’s recent award of the Nobel Prize in Literature, songwriters and lyricists have gained more and more notoriety as true poets whose works are worthy of poetic analysis and study. This class will explore music lyrics from a variety of cultures and time periods to not only analyze their poetry, but also to investigate how the music and performer associated with each can affect our interpretations of the text we hear. Starting from the earliest music with lyrics that we know about and including your favorite music from today and everything in between, we’ll analyze lyrics as poems, reflect on the larger meaning of those lyrics within the societal contexts in which they were written, and even try our hand at composing new lyric poems. Students will keep journals to reflect on their own personal interpretations of the lyrics we study in class, and will periodically complete analytical writing to demonstrate understanding of lyric structure and meaning. No previous music experience or expertise is needed, and all poetry or music lovers are welcome in the class.

Inside Out: Coming to Terms With Climate Change.This course will use non-fiction, fiction, poetry and documentary film to establish an understanding of the origins and implications of the greatest challenge ever faced by human civilization and to explore the art, the politics and the ethics of confronting climate change both individually and collectively. Writing will be mostly creative responses to the reading, and as far as possible, we will exchange the classroom and the seminar table for the surrounding fields and woods, where walking will be the forum and the catalyst for our discussions as we consider the ways in which climate change is beginning to question, transform and redefine even our most fundamental ideals of success, community, leadership, education — and what it means to be human. May be taken as PHI420.

Sarah Resnick in The New Yorker frames the idea of racial passing in an article on Brit Bennett’s novel, The Vanishing Half: “From the antebellum period until the end of Jim Crow, countless black Americans crossed the color line to pass as white—to escape slavery or threats of racial violence, or to gain access to the social, political, and economic benefits conferred by whiteness.” The Vanishing Half, published in 2020, is a recent example of a robust tradition of literature engaging with the idea of racial passing, and the focus of this course is on three such texts – Bennett’s novel, as well as Nella Larsen’s Passing and Danzy Senna’s Caucasia. We will discuss the positioning of the novels’ characters who pass as white, as well as the effects and implications, according to these authors, of racial passing. In reading these novels in relation to one other, students will have a chance to consider the ways in which the three texts speak to each other: how they are similar, and how, in other meaningful ways, they may differ. As we read the texts, students will also be invited to consider their own position in the world, as well as how these narratives resonate with and inform their understanding of themselves and American society. Students will have opportunities to read closely, discuss collaboratively, and take on in writing the questions arising from the literature that most interest them.

This course will present opportunities for students to explore, interrogate, and reflect upon the experience of elite, residential learning. In the course of reading fiction and nonfiction pieces exclusively framed within American boarding school settings, students will examine questions surrounding these institutions in general, as well as our own discrete roles within them. Readers will confront the works of Kendra James, John McPhee, Tobias Wolff, Lacy Crawford, Lorene Cary, Curtis Sittenfeld, and Shamus Khan. Through the course of various creative and analytical writing assignments and regular socratic dialogue, students will synthesize their own experiences with those of the selected authors to arrive at a more nuanced and focused understanding of this idiosyncratic approach to education.

This one-term course offers seniors an opportunity to strengthen their academic writing before they head off to college. The course is designed not only to ensure that students feel capable and confident in foundational writing skills of thesis-formulation, organization and structure, use of evidence, grammar and punctuation, and citation of sources; students will also have a chance to build more advanced skills, including how to effectively incorporate secondary sources and how to apply their skills to writing tasks across a range of academic disciplines. As a way of building these skills, students will complete a variety of writing assignments, and they will have quite a bit of choice as to what they write about. Student will also read short pieces – essays, articles, short stories – to provide common material on which to write, but the focus of this course will be on the writing itself. As such, students can expect a lot of writing practice, a lot of 1-on-1 instruction, feedback, and conferencing, and, hopefully, a lot of growth.

The modern detective story is said to have its beginnings in Edgar Allan Poe’s “The Murders in the Rue Morgue” (1841). Poe may have given theworld its first detective and devised the format for a new genre of short story, but over the last 180 years, many writers have embraced detectivefiction and created such well-known detectives as Sherlock Holmes, Miss Marple and Hercule Poirot. The mysterious murder or theft, the smallcircle of suspects, the clues hidden in plain sight—these are the genre’s tools that have engaged and perplexed readers for generations. Thiscourse will examine detective fiction’s beginnings and its enduring legacy. In their exploration of the course texts, students will model their ownreading and thinking on the detective’s analytical processes to strengthen their own skills of close reading, note-taking, critical thinking andlogical reasoning. Regular analytical writings will accompany the readings. Authors may include Agatha Christie, Sir Arthur Conan Doyle, P.D.James, Anne Perry, and Edgar Allan Poe, among others.

For centuries, aspiring artists, writers, and performers, immigrants from across the globe, and newcomers from every corner of the country seekingfame or fortune have hoped to call New York City a home. Their experiences are often the inspirations for the stories, plays, and films students willencounter. Readings and viewings will likely include Wonderful Town: Stories from the New Yorker, Jay McInerney’s Bright Lights, Big City, Jacqueline Woodson’s Another Brooklyn, Tony Kushner’s Angels in America, and Francis Ford Coppola’s The Godfather. Along with sharing ideas freely in lively discussions, participants will write critical arguments, monologues, and a personal meditation.

Even the strongest friendships in Shakespeare’s comedies and tragedies grow fragile within the romantic, familial, or political disruptions. Without losing sight of those larger forces, students will consider the strained sense of honor among friends in Much Ado About Nothing and the misguided choices dividing Hamlet and Ophelia, along with the easily overlooked Rosencrantz and Guildenstern, in Hamlet. To experience the plays in contemporary ways, the ensemble will encounter some modern revisions, discuss performance choices, critique filmed productions, and improvise creative possibilities in staging exercises. In addition to sharing ideas freely in lively discussions, participants will write critical arguments, monologues, and a personal meditation.

Let’s read dead people’s mail. Now, you might be wondering, why we ought to spend a term doing something as nosy as that? It is becausebefore smartphones, Zoom, Instagram, Snapchat, texting, TikTok, and even landlines, people wrote letters to one another, ink-stained missivesthat crossed oceans on ships and traversed mountains on horseback. They used these letters to document their lives, conduct their business,and even to write fantastical stories. As physical artifacts and objects of literary analysis, letters are fascinating and unruly, ripe for discussionsabout private selves and public performances, emotional presence and physical absence, and authorial intentions and readers’(mis)understandings. Working with both published and unpublished letters, as well as fiction and visual art, we will think about the role lettershave played in shaping the lives of their writers. Together we will be rummaging around in correspondence by Emily Dickinson, James Baldwin,Alice Munro, Helene Hanff, among many others. Finally, we will pick up the pen to write and send many letters of our own.

This course offers just a taste of what the vast genre of food writing has to offer. Together, we will sample works from famous chefs, such as Julia Child and Anthony Bourdain; cultural critics, such as Michael Pollan, Carmen Maria Machado, and Roxane Gay; and novelists and poets, such as Maxine Hong Kingston, Margaret Atwood, and George Orwell. In the process, we will approach food as a mode of creative expression and as a vehicle for understanding ourselves and the world around us. Through food, we will interrogate questions of race, social class, gender, migration, family, history, and love. Students will write often and across genres (recipes, personal narratives, reviews, profiles) and will have the chance to go into the field and learn about the local food industry of the Pioneer Valley.

This course takes its title from film critic Nina Auerbach’s study of vampires in literature and popular culture, wherein she asserts that her fascination with vampires emerges because “they can be everything we are, while at the same time, they are fearful reminders of the infinite things we are not.” We will build from Auerbach’s study by tracing an evolution of vampire fiction, beginning with the texts that inspired Bram Stoker’s Dracula. We will then read Dracula and consider this (in)famous vampire’s afterlives. Why, we must ask, do we continue to be mesmerized by vampires? How do the vampires of different historical moments help us understand cultural anxieties? And, indeed, how might vampires help us understand ourselves?

How did we get from Achilles to Spiderman? What are heroes really good for? Where did the concept originate? Who is allowed to be a hero? In this course students will explore these questions by tracing the evolution of the concept of hero from ancient times to the present. The Greeks suggested that a hero must arise from a prestigious height and experience a tragic fall. Today we might see things differently. With a focus on literary analysis, students in this course will examine drama, film, and novels to reach their own conclusions about heroism. Highlighted authors include Arthur Miller, Sophocles, Albert Camus, Jesmyn Ward, and William Shakespeare.

Trapped in temperatures plummeting as low as 52 degrees below zero, explorer Adolphus Greely desperately scribbled, “We have been lured here to our destruction. We have done all we can to help ourselves, and shall ever struggle on. It is not the end that affrights anyone, but the road to be traveled to reach that goal. To die is easy; very easy. It is only hard to strive, to endure, to live.” This course will examine the lives and journeys of 19th and early 20th century polar explorers– the astronauts of their time. These intrepid adventurers sailed into the enigmatic frozen regions, striving to master nature itself. Through the study of modern fiction, drama, and nonfiction, we will seek to appreciate these historical figures and their will to discover and survive in earth’s most hostile environments.

Wander into the realm of the unknown and confront the things that go bump in the night. Through a selection of modern horror, spanning novels, short stories, comics, and films, students will dissect a chilling body of work. We will not only explore contemporary stories but also pay homage to the masters who paved the way for the genre. Anticipate a dynamic blend of critical and creative writing projects. We’ll strive to appreciate and even emulate scary storytelling from all over the world– tales that challenge our understanding of the most primal human emotion: fear. Unearth the secrets of suspense, untangle the threads of terror, and emerge from this course with a greater appreciation for the artistry behind the stories that haunt our imaginations.

The Worlds We Build: Writing Original Fiction In this course students will read and discuss extant works of short fiction, then compose original material of their own. Buttressed by a curated selection of genres, voices, and styles, students will develop the approaches of a professional fiction writer, including world building, narrative perspective, characterization, plot development, and revision, to name a few. Students will also practice collaborative generation, workshop peer submissions, and establish a ready command of contemporary graphic design platforms, emerging from the class with a collection of original works.

Writing as a Professional Critic Soundbite culture seems to have found a holding pattern, so in 350-800 words, we should find a way to inject careful and objective observation, analysis, and style into our writing. Be prepared to develop the instincts of a critical reviewer, establishing your own criteria for each medium we investigate. Just what types of material will catalyze our evaluations? We will read or experience: short fiction, a live performance, television episodes, art exhibits, studio recordings, consumer products, and more. In the winter term, students’ efforts will culminate in a portfolio featuring a broad range of original reviews. In the spring term, students will train their sights on two areas of specialization, deepening their understanding of their chosen fields by devising an action plan for self-study, interviews with noted professionals and practitioners, and teacher conferences to become extremely well-versed critics. Class time will be supplemented by a curated selection of content for a series of “flash reviews” where students can sharpen their critical thinking and writing skills in real time. Students’ final submission will be in the form of a published collection of reviews in each of their selected mediums.

Think Slow: Contemporary Reading Complexity arises from the simplest of premises: the more we look, the more we see. It’s a premise that leads from seeming-simple textual study to profound depths and critical insight. Students in this year-long course will apply slow thinking principles to the study of significant contemporary novels under the premise that learning to discover what uses a text may have in the life of its reader takes time, energy, conversation and contemplation. They will enjoy and deliberate over novels by authors from Europe and the United States including Elena Ferrante of Italy, Jon Fosse of Norway, Claire Keegan of Ireland and Rachel Cusk of Great Britain. Through a careful process of auditing understanding and meaning in dialectical notebooks, students will develop their capacity for distinction, comparison, opposition, definition, and dialogue. They will observe and write about systems in the world as well as in novels, and they will engage in critical thought and creative critical writing. They will also write a senior meditation in the winter term and complete a portfolio of original writing in the spring term. Throughout the year, students will apply the discoveries they make while practicing slow thinking to a consideration of what Michel de Certeau terms “the practice of everyday life” and to a developing awareness of the ongoingness of intellectual pursuit.

Writing prompt: describe a moment when everything changed, all of a sudden and without much warning. Masters of the short story form have made it their business to intricately compose moments of immediate transformation, as if the above prompt is the guiding inquiry in their work. This class will examine short stories of sudden transformation by reading George Saunders and the nineteenth-century Russian masters in juxtaposition. Therefore, along with reading Saunders’s Tenth of December and Liberation Day, we will also examine A Swim in the Pond in the Rain, which features stories by Chekhov, Tolstoy, Turgenev, and Gogol. Students will write analytically and creatively in response to these works with a keen focus on detail and craft. Ultimately, the work in this class will remind us of the tragic beauty of impermanence and the unrelenting potential of our own short stories.

It takes time for poems to become “news that stays news.” In this year-long course, we will approach the making of poems through the lens of slow looking, slow reading, slow composing and slow thinking, and favor depth and amplitude of experience over speed of production. Using comparison as a technical grounding, students will look long and hard during each class meeting at rich, compelling and various examples of great poems written in the present and recent past for inspiration and example. They will immerse themselves in the world as it fades out of summer, digs into winter, and blossoms into spring, applying precise observation tactics to the study of the natural and human spheres and mining those observations for images and metaphors that will form the basis for their own notebook work and poems. They will think slowly and deeply, in notebook writing and seminar discussion, about the problems and opportunities that poems present. They will compare their own poems to those of published authors and deliberate about poetic choice in workshop discussions. Throughout the year, they will work intentionally to incorporate each of these inputs into the development of their own poetic process, resulting in a final collection of well-informed, carefully considered original poems.

A Southern Odyssey: Frazier’s Cold Mountain After reviewing key books from Emily Wilson’s translation of Homer’s The Odyssey, readers of Charles Frazier’s Cold Mountain will join Inman on a harrowing journey homeward to a possible reunion with his beloved Ada. The echoes of the ancient epic and the travails of North Carolinians in the war-ravaged South as the Civil War ends will pull the fellow travelers into a narrative to which they may choose to return in years to come. Students will respond to the two texts and the film based on the novel in series of creative and critical responses of varying types.

In this introductory course, students learn basic French communication skills – while also exploring the cultures of the Francophone world. They engage in their own learning through collaboration, investigation and practice using text, video and audio materials. Students learn to write and speak in the present, past, and future tenses and give commands. An emphasis on speaking, listening, reading and basic writing guides the course. Students leave the introductory level ready for further French language acquisition.

This second level course focuses on increasing communicating skills, both in written and oral form, through the lens of grammatical acquisition. Students are exposed to, and expected to master, the past tenses and the future tenses that they will use in their writing and speaking. The study of negatives, and several pronoun categories will be integrated along the way. Reading a variety of Francophone texts, along with video skit performances, daily oral participation, and individual and group projects will establish the natural use of the acquired grammar.

This course is for students with a high degree of aural-oral proficiency. In addition to an in-depth study of grammar, students develop conversation skills and read a variety of short literary works from France and the Francophone world. Various technology sites will be used to enhance both written and oral production. As with all honors classes at Deerfield, French 2 Honors requires a substantial and consistent work ethic in order to master the material in a satisfactory manner.

The third year of language study is pivotal. Using the skills gained in the first two levels as a springboard, the students expand and deepen their knowledge and comfort level with language use. Intensive grammar review of the items covered in the previous levels allows students to deepen their understanding of the past and future tenses as well as the conditional mood. The reading of their first substantial novel opens them up to the diverse francophone diaspora. An end of year project puts to use all of the skills acquired in the first three levels of language study.

The honors track for level 3 continues exposure to advanced grammatical structures, which includes all tenses within the indicative and subjunctive moods, and a more sophisticated application of pronouns. Through the study of literary texts, students understand grammar and structure in context. Papers, skits, daily analysis, and class debates engage the students with the material. As with all honors classes at Deerfield, French III Honors requires a substantial and consistent work ethic in order to master the material in a satisfactory manner.

This course is for students who would like to pursue the study of French at a more advanced level. Students examine grammar more deeply through literature, continue to develop oral proficiency through discussion, and further hone their reading comprehension through the study of selected historical periods and their accompanying texts. A textbook is also used when grammar and structure review is necessary. Papers, skits, daily analysis, and debates help students engage with the material.

This honors course emphasizes oral proficiency, composition, and literary and oral analysis. Students will read a variety of genres from the Francophone world. This class will also examine French history through various films. As with all honors classes at Deerfield, French 4 Honors requires a substantial and consistent work ethic in order to master the material in a satisfactory manner.

This honors course emphasizes oral proficiency, composition, and literary and oral analysis. Students will read a variety of genres from the Francophone world. This class will also examine French history through various films. As with all honors classes at Deerfield, this course requires a substantial and consistent work ethic in order to master the material in a satisfactory manner.

This is a topics-based course for advanced speakers of French who have finished French 5 Honors. The course is especially designed for those students who wish to continue their French studies at the college level. Readings explore a wide variety of topics such as issues of contemporary France and the European Union. Open to students with permission of the instructor. This course may not be offered every year. Strong students can choose to take the AP exam. As with all honors classes at Deerfield, this requires a substantial and consistent work ethic in order to master the material in a satisfactory manner.

Students in this single-term elective will explore a specific topic of French and Francophone culture. Centered around a case-study of a specific literary, cinematic, musical, or cultural expression, this course allows students with various levels of French language competency to participate in an in-depth exploration of a specific topic. Students will learn useful research tools while continuing to enhance their language through the creation of a self-designed ‘capstone’ project related to the specific theme of the course. This course will vary yearly based on the research experience and expertise of the instructor.​

This is a topic course for advanced speakers of French who have finished French VI-Honors at Deerfield, or its equivent. It is a course especially designed for those students who wish to continue their French studies. Readings will continue beyond the French VI-Honors curriculum and explore French colonization and the questions emerging in its aftermath, both in the colonized world and in France itself. This course may not be offered every year.

Who were the ancient Greeks? What did they think? How did they express themselves? And what is their relevance today? This course provides an introduction to the Greek language, specifically the dialect of Athens during the fifth and fourth centuries BCE. Precise, intricate, and beautiful, Attic Greek was a language of philosophy (Socrates, Plato, Aristotle), history (Thucydides), oratory (Demosthenes), tragedy (Sophocles, Euripides), and comedy (Aristophanes). The course introduces students to the vocabulary and grammar of Attic Greek, while exploring themes in Greek history, literature, and mythology. Offered as part of a two-year sequence. Knowledge of Latin is not required nor expected. Greek 100 does not fulfill the Language graduation requirement.

The second year of ancient Greek is designed to bring students from the rudiments of grammar to authentic texts. Beginning with a comprehensive review of Attic morphology, syntax, and vocabulary, the course graduates to advanced topics in Greek grammar and relevant social and historical content. Students proceed to authentic texts in both poetry and prose during the first term; the second term of Greek 2 will be spent on Plato’s Crito, an accessible and foundational example of classical Greek prose and ancient philosophy.

The third year of ancient Greek is a survey of classical Greek literature, beginning with the Fables of Aesop and concluding with the philosophy of Aristotle. Students will gain proficiency in the dialects of ancient Greek and the composition and analysis of Greek prose and poetry. Designed for advanved readers of ancient Greek.

Health Seminar I is a ninth grade course aimed to introduce students to the basics of mental physical health, healthy relationships, and substance use. Students examine specific mental illnesses as well as discuss the effects of nutrition, social media, and substance abuse on mental wellness. Students will learn how to access supporting resources at Deerfield. This course meets two times a week: Monday and Fridays or Tuesday and Thursday. When Health Seminar I falls on a Wednesday, students will have Wednesday as a free period.

Health Seminar II is a tenth grade course seeking to support ongoing student awareness of issues related to mental health, healthy relationships, and addiction. Building off foundational concepts delivered in the 9th grade, course instructors guide student discussion around components of abusive relationships, the opioid crisis, and consequences of alcohol abuse. Additional topics we will discuss include human sexuality, alcohol and other drugs, and stress management. This course alternates between meeting on Thursday or Wednesday and Friday depending on the week; students will have Monday and Tuesday as a free period.

This course examines the development of a number of early societies spanning multiple continents and many thousands of years. Those societies may include Middle Eastern, Mediterranean, and Mesoamerican cultures. Course materials include a wide array of historical and literary texts that provide insight into the ways ancient peoples organized themselves and explained the world around them. We will explore cross-cultural interactions across time and space with a focus on the ways that religious and cultural exchange shaped and continue to influence the world around us. Topics may include the literature of early Mesopotamian civilizations, the social structure of Egypt and Mesoamerica, and the political organization of classical Greece and Rome. Each 100-level history course provides students with a foundation of core skills, including source analysis, discussion and debate, inquiry-based research, and analytical writing and presentation.

Using literature and a rich variety of historical sources, this course studies the cultural, political, and economic consequences of colonialism in selected countries in Africa and Latin America. Each unit explores how the forces of conquest, colonization, and commerce have shaped the lives of individuals and communities in these countries. The interdisciplinary course materials also focus on the process of upheaval and change associated with revolution, decolonization, and independence in these regions. The course texts rely heavily upon indigenous voices and investigate a range of countries that may include Mexico, Haiti and the Dominican Republic, Nigeria, the Congo, and South Africa. Each 100-level history course provides students with a foundation of core skills, including source analysis, discussion and debate, inquiry-based research, and analytical writing and presentation.

This course serves both as an introduction for students who have never studied Asian history and as a means, for those with foundational background, to further explore the societies, politics, and belief systems of India, China and Japan. While students focus primarily on one of the three regional civilizations each term, they also trace the complex web of commercial and cultural exchange paths that crossed Asia and stretched to Europe, Africa, North America, and Oceania. Along the way, they inquire into the relationship between these early pathways and modern global ones. Secondary source texts provide scaffolding for the course, but we spend even more time examining philosophical texts, early historical treatises, travelogues, and manuals on ruling and warfare. We additionally pay close attention to the role of racial/social hierarchies in shaping power dynamics, both in Asia and in a globalized, modern world. Each 100-level history course provides students with a foundation of core skills, including source analysis, discussion and debate, inquiry-based research, and analytical writing and presentation.

How did the universe begin? How has the universe developed over time? How do humans fit into this evolving story? Where is the future heading? These are questions that origin stories from different cultures have addressed for thousands of years. This course explores the modern scientific origin story of how the universe and life within it has grown more complex over the last 13.8 billion years. This tale, itself thousands of years in the making, has been woven together by a wide spectrum of thinkers and scholars from numerous scientific and historical fields. Together, students will engage powerful ideas and common themes across the entire time scale of history, from the Big Bang and creation of star systems to the emergence of the Earth’s first microorganisms and the recent rise of human societies. Because Big History relies upon content, concepts and texts drawn from many disciplines, students will need to carefully weigh how scholars develop and justify their claims about the past, and how, over time, new claims serve to refute or refine earlier ones. Students will also have the opportunity to create their own narratives, explanations and arguments in response to Big History’s essential questions. Each 100-level history course provides students with a foundation of core skills, including source analysis, discussion and debate, inquiry-based research, and analytical writing and presentation.

In this AP Seminar course, students explore the complexity of global food and fresh water systems while developing their skills as critical thinkers and strong communicators. The course focuses on current local and global issues related to freshwater availability and infrastructure, agriculture and food production, and water and food insecurity. The course teaches students to develop their own strong research questions, understand and analyze arguments, evaluate multiple perspectives, synthesize ideas, collaborate effectively, build and communicate their own arguments in both written and oral formats, and reflect on their increasing ability to engage with real world issues as engaged global citizens. Throughout this interdisciplinary course, students deepen their understanding of freshwater access and food systems through debates, seminar discussions, independent research, collaborative projects, oral presentations, guest speakers, and field trips. Students research freshwater issues and the environmental, economic, cultural, and health impacts of widely differing food systems and learn to both collaboratively and independently propose solutions and work actively for positive change. Most of the second half of the year will be spent working on a team project and individual research-based essay as part of the College Board Assessments for AP Seminar. As the course requires strong critical thinking skills and the ability to manage independent research projects, eligibility may be determined by the department.

This course examines selected themes in the history of Europe, from the Renaissance to the recent past. Major topics include the Renaissance, the Reformation, politics, society and culture in early-modern Europe, the Scientific Revolution and the Enlightenment, the era of the French Revolution and Napoleon, the emergence of modern political ideologies, nation-building and imperialism in the nineteenth century, the world wars and the advent of the Cold War. With additional self-study, students taking this course can be well prepared for the AP European History exam. As the course requires solid analytical skills and the ability to manage a substantial reading load, eligibility may be made by the department, which will consider the endorsements of past History and English teachers. To view a typical assignment students are expected to read and annotate in 70 minutes, click here: https://drive.google.com/file/d/1h6ysNDCiyNiqpT5WEAmw1oEsEGCggwq-/view?usp=sharing

This course in American history prioritizes depth over breadth in exploring certain critical junctures in the political, social, economic, and cultural history of the United States from pre-colonial times to the present, including its relations with other countries. We will ask how history and identity are inextricably linked, consider the ways in which history is the set of stories we choose to tell, and examine the competing values that have shaped the development of the United States as well as the forces of continuity and change. This course stresses the skills of a historian, including careful reading, critical thinking, primary-source analysis, discussion skills and analytical writing; its core assessments will extend beyond writing to activities that include debates, roundtables, simulations, and research-based projects.

This course, for students who are excited by historical inquiry and have demonstrated aptitude in prior humanities classes, is a fast-paced survey of United States history from colonial times to the late 20th century. Using a college-level textbook that is supplemented daily with excerpts of primary sources, as well as occasional secondary source readings and videos, students examine major themes and developments in social, economic, and cultural history within a framework of a political narrative. With an emphasis on careful reading, critical thinking, primary-source analysis, research, and analytical writing, students engage with one another and with the text to develop both a command of the substantial material and the skills of a historian. With additional self-study, students taking this course can be well prepared for the AP U.S. History exam. As the course requires solid analytical skills and the ability to manage a substantial reading load, eligibility will be determined by the department, which will consider the endorsements of past History and English teachers. A typical night’s assignment students will be expected to read and annotate in 70 minutes: https://drive.google.com/file/d/1RmBWAk8r7o2Iksg8_UYBpW02XtNd7Y-L/view?usp=drive_link

What motivates people to do good or evil? What is it like to live in a society that does not value truth? How do wars and scientific discoveries shape our conception of ourselves and our world? What threatens liberal democracy? These are some of the questions we will explore as we examine great upheavals of the last 100 years. Focused largely on events in Europe, and centered on the experiences of individuals, this interdisciplinary course explores how dreams of the future as well as memories of the past control the destinies of nations and people, yet are often contested or rest on myths. Topics may include the Great War and the intellectual and artistic revolution it fostered, Hitler and Stalin’s totalitarian regimes, Putin’s Russia, and the United States’ war in Iraq. Assessments will vary from writing analytical papers to constructing a virtual museum exhibit.

The Nazi regime relied on long-standing strains of anti-Semitism as well as newer racial ideologies to gather support for their purposeful and highly systematic attempt to destroy the Jewish population in Europe. Beginning with an introduction to the roots of anti-Semitism in Europe, this course then explores the political, social and economic factors in Europe that made Adolf Hitler’s rise to power possible. It also examines the origins, development, and implementation of the Nazi Germany’s genocidal policies and their relationship to the Second World War. Using diaries, speeches, bureaucratic documents, memoirs, films, and historical scholarship, this course considers accounts by perpetrators, victims, survivors, bystanders and rescuers in order to wrestle with the motivations and suffering of the various people involved. Finally, the course investigates the aftermath of the Holocaust and its legacies today, including the historical scholarship of the last generation of Holocaust studies.

With its celebration of innovation, return on investment, and creative destruction, capitalism appears to be about the future. But it can be understood only by studying its past. Together we will investigate the global origins, development, and spread of capitalism from the 18th century to the present. We will pay special attention to investment, credit and money, conceptions of growth, the corporation, labor movements, technology and the environment, race and gender, consumer cultures, and the role of the state. Drawing on new historical scholarship, documentaries and podcasts, and a diverse array of primary sources, we will develop a critical understanding of capitalism as a system and ideology created and shaped by individual choices, social struggle, and government actions. After four months spent mastering core concepts and collaborating at the seminar table, students will design and embark on a two-month research project on a related topic of their choice.

There may be nothing more important to human beings than our ability to enshrine experience and recall it. While philosophers and poets have elevated memory to an almost mystical level, psychologists and neuroscientists have struggled to demystify it. This two-term, interdisciplinary course combines history, the neuroscience of how our brains create and retain memories, and the varied ways in which societies around the world have recorded and explored the concept of memory. While the course aims to explore the theme of memory globally, the course focuses specifically on two areas: the United States of the mid-to-late 19th century, and the Middle East of the late 20th and early 21st centuries. The course examines the legacy of figures such as John Brown and Yasser Arafat, asking “How should we remember important polarizing leaders?” Texts will include E.L. Doctorow’s novel Ragtime, the 2017 play Oslo, and the 2020 memoir entitled The Hundred Years’ War on Palestine; students will compare these literary texts with their own research on historiographical interpretations. Students will also study resistance in the face of heavy odds and debate how these conflicts over memorialization affect our contemporary world.

Heroin, “Oxy,” fentanyl, carfentanil. These drug names, along with names of pharmaceutical companies set to pay billions in fines and civil liability, punctuate news stories about an opioid crisis that blossomed in the ‘90s and that has continued, unabated, in the pandemic era. Why, among developed countries, does the US stand out for this problem? Whose problem is it? Our course begins just up the road in Greenfield. We then trace opioids to their sources, mapping the global web of narcotics-trafficking routes and identifying stakeholders who both benefit from and are crippled by one of the world’s most lucrative renewable commodities. To understand opium’s power, we examine its history, exploring man’s economic, political and even artistic addictions to opium through topics as varied as the 19th- century Opium Wars, 20th-century music, and 21st-century film. Students will read major portions of Sam Quinones’s award-winning Dreamland: The True Tale of America’s Opiate Epidemic. They will additionally interview substance-abuse specialists and travel to a courthouse to meet with social workers and legal experts in the field. Assessments in this one-term elective include debates, student-run discussions, and a short independent research project.

Witchcraft in the Atlantic World Witchcraft and its practitioners are staples in Western popular culture, and yet modern images and understandings grew out of a confounding history: thousands of people getting charged and even executed for an invented crime with no proof. This class will explore the beliefs, rituals, and persecution of what we know as “witchcraft” in the Atlantic World from the fifteenth to the eighteenth century. Students will also interrogate how that era of witch hunts translated into the iconic images of witches that we have today. Students will come to understand the intersections of religion, politics, gender, and power in shaping attitudes towards witchcraft as well as the ways in which these attitudes evolved over time. In this one-term class, students will analyze primary documents from Europe and colonial America as well as sources from modern popular culture. A unit on the Salem Witch Trials of 1692 will give students the opportunity to explore a nearby case study of both the history and memory of a high-profile witch hunt.

By combining the historian’s traditional tools of research and writing with the ability to harness sound and visuals, documentaries play a powerful role in shaping our understanding of the past. With ready access to audio and video sources on the Internet, as well as to filmmaking tools on laptop computers, students in this course develop and create their own films to tell compelling stories and convey important ideas about the past. After examining how documentary filmmakers’ choices—from the selection of evidence to the framing of images and inclusion of music—shape, add to, and detract from an informed historical understanding, students use provided tools and space to create documentary films on topics largely of their own choosing. To do so, students draw on and develop their skills in research and analysis, creative writing and storytelling, and artistic construction of the films themselves.

Since the introduction of moveable type to Europe in 1450, political argument has been the common currency of public debate and democratic citizenship. Many of our most widely read public documents John Milton’s “Areopagitica,” Jonathon’s Swift’s “A Modest Proposal,” Thoreau’s “Resistance to Civil Government,” Frederick Douglass’s “What to the Slave is the Fourth of July,” and Martin Luther King, Jr.’s “Letter from a Birmingham Jail originated not as the widely admired works of literature they have since become, but as works of the moment addressing the great historical, political and cultural questions of their ages: freedom of speech and conscience, civil and human rights, the duties of citizens and the limits of democratic governance, to name but a few. This course traces the rich history of public argument across time (from the 18th to 21st centuries), genre (pamphlets, manifestos, public letters and lectures, Op-Eds, blogs and long form polemic), and media (print and digital). It seeks to introduce students to the classic ideas of conservative, liberal and radical thought, while extending the reach of student’s reading and deepening their understanding of the conventions and rhetoric of public argument. The syllabus will be shaped around heterodox bundles of texts and include work by authors such as: Edmund Burke, Thomas Paine, James Madison, Karl Marx, Abraham Lincoln, John Stuart Mill, Aldous Huxley, William James, George Orwell, Hannah Arendt, Susan Sontag, Christopher Hitchens, Amos Oz, Martha Nussbaum, Peter Singer, Mark Danner, Michael Massing, George Packer, Mark Lilla, Ta Nehisi Coates, Thomas Chatterton Williams, Zadie Smith, Wesley Yang, Katha Pollitt, Jonathan Chait, John McWhorter, Ross Douthat and Andrew Sullivan, among others. Course may also be taken as ENG410.

How have people banded together to affect social change? Why have different social movements used different tactics—withholding labor, engaging in violence, inspiring laughter or shock or horror—to achieve societal recognition and government protection? This class will explore the history of protest movements, along with the cultures and environments from which they arose. We will consider how successfully protest movements created lasting change, and we will identify and interrogate our metrics of success. Themes of this class include the preconditions of popular activism, the speed and scope of governmental change, and the complexities of coalition-building. The class will investigate case studies in labor, racial justice, and the gay liberation movement, among others. We will engage with a broad range of media, including historical monographs, film, music, law, and art.

In Western society, sports emerged as exclusive spaces for boys and men. One of the objectives of this class is to explore how women steadily challenged notions of male dominance and forged their own place in sports, winning major gains in the twentieth century. The other objective is to move beyond the binary perspective of that history and interrogate how sport can both reinforce and challenge basic constructions of gender and sexuality. Employing methodologies from the discipline of history and the interdisciplinary fields of women, gender, and sexuality studies, students examine oppression and opportunity within a broad context of sporting activity. In class, students analyze primary source material including rhetoric in sports coverage, popular culture images, and material culture like uniforms and locker rooms. Major assignments include a timeline of the gendered history of a sport of choice and a team-taught, student-led lesson. During this one-term class, students forge a better understanding of intersectional analysis and develop skills essential to several social science fields.

Students will approach the global art world as active participants and engage with its forms and content as they read, discuss, and write about art, artists, and art-making over time. We will explore the whole of the world’s visual imagery, from prehistoric times to the 21st century. They will understand how the following “big ideas” spiral across topics and units: culture; interactions with other cultures; materials, processes and techniques in art-making; artwork’s purpose and audience; and theories and interpretations of art. Students will develop their facility for visual analysis, contextual analysis, comparison, and argumentation. The goal is for students to experience art rather than memorize facts about it, and to establish an engaging dialogue about art and history. Through seminar discussions of nightly reading, students will approach art from different angles and consider its relevance to our own world and perceived notions of beauty, power, and identity. Students will also learn to make interdisciplinary connections, as art history offers the rare opportunity to examine other disciplines through sensory experience. May also be taken as ART420.

An interdisciplinary, co-requisite course combining Honors US. History and eleventh-grade English, American Studies tracks intersecting threads of history, literature, art, and culture throughout the development of the United States. By examining the works of historians, artists, filmmakers, and writers from both the past and present, students develop a nuanced understanding of the political, cultural, intellectual, and social forces that shaped the country and continue to influence the present. Close analysis of primary and secondary sources, discussion and debate, research, and reflection will form the foundation for a variety of creative and analytical assessments – from papers and poems to podcasts and films – that ask students to advance arguments of their own about the challenges and opportunities inherent in the country’s evolution. Meeting each class day, American Studies is a team-taught course that can, with some additional self-study, prepare students for the AP U.S. History exam. As the course requires developed analytical skills, recommendations may be made by the History and English Departments, which will consider feedback from previous History and English teachers.

Here in the Pioneer Valley, the dark greens of late summer transition to a rich panoply of color as temperatures shift from hot and humid to crisp and cool. Come winter, cold and quiet dominate the New England landscape and creatures of all sorts scurry to hibernate. They sleep until the return of the sun, which arrives in spring to thaw ice to water and paints a gray world bright. Students in this cross-disciplinary, place-based course will experience these changes through outdoor excursions that lead them to contemplate their relationship to the natural world. Field study will offer the opportunity to practice the close observation required to successfully write about place, while classroom study of relevant historical context and such contemporary environmental writers as Robin Wall Kimmerer, Kathleen Moore, Kevin Fedarko, Terry Tempest Williams, and Cheryl Savageau will animate students’ understandings of both what they see and new ways of seeing. Over the course of the year, students will develop historical research and writing skills with the goal of composing a long-form braided essay that combines personal narrative with nature writing, research, and critical engagement with the readings from the term. May also be taken as IDH400.

An interdisciplinary, co-requisite course combining Honors US. History and eleventh-grade English, American Studies tracks intersecting threads of history, literature, art, and culture throughout the development of the United States. By examining the works of historians, artists, filmmakers, and writers from both the past and present, students develop a nuanced understanding of the political, cultural, intellectual, and social forces that shaped the country and continue to influence the present. Close analysis of primary and secondary sources, discussion and debate, research, and reflection will form the foundation for a variety of creative and analytical assessments – from papers and poems to podcasts and films – that ask students to advance arguments of their own about the challenges and opportunities inherent in the country’s evolution. Meeting each class day, American Studies is a team-taught course that can, with some additional self-study, prepare students for the AP U.S. History exam. As the course requires developed analytical skills, recommendations may be made by the History and English Departments, which will consider feedback from previous History and English teachers.

Here in the Pioneer Valley, the dark greens of late summer transition to a rich panoply of color as temperatures shift from hot and humid to crisp and cool. Come winter, cold and quiet dominate the New England landscape and creatures of all sorts scurry to hibernate. They sleep until the return of the sun, which arrives in spring to thaw ice to water and paints a gray world bright. Students in this cross-disciplinary, place-based course will experience these changes through outdoor excursions that lead them to contemplate their relationship to the natural world. Field study will offer the opportunity to practice the close observation required to successfully write about place, while classroom study of relevant historical context and such contemporary environmental writers as Robin Wall Kimmerer, Kathleen Moore, Kevin Fedarko, Terry Tempest Williams, and Cheryl Savageau will animate students’ understandings of both what they see and new ways of seeing. Over the course of the year, students will develop historical research and writing skills with the goal of composing a long-form braided essay that combines personal narrative with nature writing, research, and critical engagement with the readings from the term. May also be taken as IDE400.

Who were the Romans? What did they say about the world? And how did they say it? Latin 100 provides beginning students, who have not previously studied Latin, with the tools they need to ask and answer these questions. The course emphasizes the vocabulary, morphology, and syntax of classical Latin, direct engagement with Roman literature, and the rudiments of Roman history, culture, and mythology. The study of etymology and the comparison of Latin with English are fundamental components of Latin 100.

Designed for students with previous exposure to Latin, whose primary goals are Latin reading comprehension, ancient history, mythology, and the legacy of Latin in English. Students can expect instruction in both Latin and English; the primary textbook is Hans Ørberg’s Lingua Latina per se illustrata, Pars Prima. Latin 200 takes a reading-based, immersive approach to the acquisition of vocabulary, morphology, and syntax. This course prepares students for Latin 300.

After a solid foundation in Latin vocabulary and morphology, Latin 209 will cover the remainder of Latin grammar during the Fall Term. English is the language of instruction. Students are also introduced to the fundamentals of Latin poetry, including metrics, scansion, and figures of speech and thought. The Winter and Spring Terms will be dedicated to reading authentic, unadapted Latin. Readings emphasize the many encounters of Roman with other ancient Mediterranean civilizations. This course prepares students for Latin 400.

A continuation of Latin 200, Latin 300 likewise takes a reading-based, immersive approach to Latin vocabulary, morphology, and syntax, using Hans Ørberg’s Lingua Latina per se illustrata, Pars Secunda. Students can expect instruction in both Latin and English. The focus is on the comprehension of authentic Latin prose and poetry, ancient history, mythology, and the legacy of Latin in English. In the Spring Term, students are introduced to the fundamentals of Latin poetry, including metrics, scansion, and figures of speech and thought. This course prepares students for Latin 400.

This is an advanced literature seminar, conducted in English, offering a rigorous study of Vergil’s Aeneid and exploring Rome’s place in the history of western Europe. Through the study of language, literature, and history, students will seek to understand Roman identity and its influence. The course assumes a thorough grounding in Latin vocabulary, grammar, and prosody. It covers the selections of the Aeneid found on the AP Latin syllabus and familiarizes students with the nature of that exam.

Latin 5 Honors: Survey of Latin Literature This two-term, advanced seminar, conducted in English, is a survey of Latin literature from the comedies of the second century BCE to the literature of the Roman empire. Readings will be selected from the texts and authors of the traditional canon, with special emphasis on an examination of canonical status and on texts by and about groups traditionally assigned to the “margins:” women, slaves, the non-elite, those identified or self-styled as “barbarians,” et al. The study of non-Romans will include a study of selections from Caesar’s Commentāriī dē Bellō Gallicō (some of which are included on the AP syllabus). In addition to reading, attention will be given to aspects of history that support the study of the texts in question, including inscriptions, graffiti, art history, and archeology.

The Latin 6 seminar, conducted in English, is a special topics course, designed for advanced students in the Latin curriculum who have completed Latin 5. The texts of the course will continue a survey of Latin authors (as begun in Latin 5), with emphasis on student interest. Along with central texts, students will gain experience in prose and verse composition. Special topics, such as epigraphy and historical linguistics, will be explored where appropriate.

Latin 699 is reserved for the most advanced students in the Latin curriculum. The syllabus will be determined by the students in consultation with the teacher. Advanced topics in classical studies and long-term, in-depth research are encouraged. The course will not be offered every year.

From the extent of our privacy to the limits on the powers of government to the meaning of equality, the United States Supreme Court is the arbiter of many critical issues in American society. This one-term course examines the Court’s efforts to balance the often conflicting rights of individuals with the broader interests of society. In doing so, the course considers the proper role of the Court itself. Topics for debate may include privacy issues, equality under the law, and freedom of speech. Assessments primarily consist of moot courts in which students assume the role of lawyers and justices to examine, argue, and rule upon recent or current issues before the Supreme Court.

This is a course in first year algebra with emphasis on such topics as the properties of the real number system, solving first degree sentences in one variable, the fundamental operations involving polynomial and rational expressions, systems of linear equations in two variables, fractions, factoring, ratio, proportion, variation, exponents, roots, quadratic equations, and problem solving. All of the material of a typical first year of algebra will be completed as well as a variety of enrichment topics.

This course is designed for a student who has already studied some or much of the material that is covered in a typical first year algebra program, but who would benefit from additional work with the topics of Algebra I. The fall term is devoted to a review of the basic skills and ideas of real numbers, followed by single-variable equations and inequalities and then work with linear relations and their applications in the late fall and winter. Students end the winter with the study of quadratic relations and their applications and spend the spring term on introductions to exponential relations, probability and statistics, and the idea of functions.

This course is designed for students who would benefit from significant reinforcement of topics from Algebra I as they pertain to geometric problems. The emphasis in this course is on recognizing the geometric relationships in shapes and solids. New concepts are introduced using inductive reasoning and exploration. Students who complete this course will be prepared for a 300-level course.

This course integrates material from both plane and solid geometry. However, the development of the material requires extensive use of the skills and concepts already studied in algebra. The major emphasis is the study of the properties of two and three dimensional geometric figures from both a deductive and inductive reasoning approach. Additional topics include material from analytic geometry, exercises in logic, the graphing of functions and relations and elementary trigonometry. Students who complete this course will be prepared for a 300-level course.

This course meets the standards of a second year algebra course, and is designed for students whose background indicates a need for a review of material from previous courses. The course moves at a somewhat slower pace than MAT305. Students who complete this course are prepared for a 400-level mathematics course.

This course is intended for students who have had success in MAT105 and MAT205 or the equivalent. The course material is developed with an emphasis on the functional approach and most topics include a range of applied problems. The main focus of the course is the analytical development of the linear, quadratic, polynomial, exponential and logarithmic functions. Other topics developed include an analysis of both the real and complex number systems, systems of equations in two and three variables, and an introduction to trigonometric functions. Students may take a 200-level and this 300-level course concurrently. Students who complete this course are prepared for a 400-level mathematics course.

The course follows the same material as MAT305 but in greater depth. Students in this class are frequently asked to solve non-routine problems and to apply familiar concepts in new problem situations. Students may take a 200-level and this 300-level course concurrently. Successful completion of this course normally advances a student to Math 409.

This course is intended as a follow-up to Algebra II or an equivalent course. It is designed to complete the study of the elementary functions (linear, quadratic, exponential, logarithmic, and trigonometric). Additionally, the course presents material from finite mathematics including an introduction to probability and statistics, and the normal distribution. Throughout the entire course modeling of real phenomena is emphasized.

This course is a follow up to MAT305 and as such continues the development of functions and relations. The course includes a thorough study of polynomial, rational, exponential, logarithmic and trigonometric functions, an analytical development of conic sections, polar equations and graphs, matrices, and an introduction to data analysis. Calculator based graphing technology is incorporated into the course, and the instructional approach relies on students’ immediate access to this technology.

This course is designed as a continuation of MAT309. The topics covered in this honors course include all those listed under MAT405 but the pace is such that the material will be completed by the end of the winter term. Successful completion of this course normally advances a student to MAT519 (AP Calculus BC), which begins with MAT519A in Spring Term.

This course is intended for students who have earned credits in Algebra I and Geometry only by the end of their sophomore year. In addition, some students in Algebra II may also be recommended for this course. The course is designed to move students through fundamental content from Algebra and Precalculus that will prepare them for success in the senior year in one of Deerfield’s 500 level courses. All students will complete a study of polynomials, logarithmic, exponential, and trigonometric functions before branching to additional content. Students will choose their intended senior year course and work through mathematics directly designed to prepare them for this path.

This course follows MAT400. It is also intended for students who have completed 405 and who do not wish to study calculus at this time. This course provides a continued emphasis on the development of functions and relations, including a thorough study of polynomial, rational, exponential, logarithmic, and power functions. Further, data analysis and difference equations are used to model real world phenomena. Calculator and computer based graphing technology are incorporated into the course.

This course offers an introduction to the derivative and the integral and their applications. The pace of this course allows for some review of precalculus topics when necessary.

This course follows the Advanced Placement AB syllabus, which incorporates an introduction to the derivative and the integral and their applications. Students in this course are prepared to take the AP exam in May and should be prepared to work at an accelerated pace.

Are you interested in using data sets to make compelling arguments and tell interesting stories? Would you like an introduction to why Data Science is a growing field across so many industries? Would you like to design and execute a data project aligned with your interests in social justice, environmentalism, or some other area? Students in this course will analyze the patterns in data, apply methods of data collection and sampling, and perform statistical analysis on data sets to explore measures of center, spread, correlation, and uncertainty. They will learn how to clean a data set to reveal patterns and consider how bias affects choices around data manipulation and use. In the final trimester, students will engage with data story-telling and decision-making: exploring visualizations, distributions, trends to tell data stories and make decisions. The course will culminate in a capstone project in which students use data to explore a topic or issue based on their interests and present their findings. Throughout the course, students will use computational software to explore and analyze data.

This course follows the Advanced Placement BC syllabus, which incorporates an introduction to the derivative and the integral with their applications and work in infinite series. This four-term course, which begins in the spring term of the prior year, is for students who are outstanding in mathematics. Open to students who have completed MAT409 or the equivalent, with permission of the department. Exceptional mathematics students entering Deerfield in the fall term with demonstrated excellence in precalculus may consult the mathematics chair as to placement in the fall. Students in this course are prepared to take the AP exam in May.

This course follows the Advanced Placement BC syllabus, which incorporates an introduction to the derivative and the integral with their applications and work in infinite series. This four-term course, which begins in the spring term of the sophomore or junior year, is for students who are outstanding in mathematics. Open to students who have completed MAT409 or the equivalent, with permission of the department. Exceptional mathematics students entering Deerfield in the fall term with demonstrated excellence in precalculus may consult the mathematics chair as to placement in the fall.

This course follows the Advanced Placement Statistics syllabus, which introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: exploring data by observing patterns and departures from patterns, planning a study by deciding what and how to measure, anticipating patterns by producing models using probability and simulation, and studying statistical inference by confirming models. May be taken concurrently with Precalculus or a 500-level or higher course. Students in this course are prepared to take the AP exam in May.

Advanced Calculus with Introduction to Multivariable This course continues the study of single variable calculus and introduces topics from multivariable calculus. Topics may include understanding the relation of series and convergence to calculus, work with parametric, polar, and vector forms in more than two dimensions, optimization problems, advanced integration, and a broad introduction to differential equations. An open-source textbook and Sage, an open-source software package which does symbolic manipulation and advanced graphing, is used extensively in this course.

Multivariable Calculus & Differential Equations This course covers the major topics of Multivariable Calculus, including optimization problems and vector calculus, and concludes with an introduction to ordinary differential equations. Mathematica, the symbolic mathematics software, is used extensively in the course for displaying 3D graphs, performing advanced numerical analysis, and analyzing nonlinear differential equations and systems of such equations. A licensed copy of the software is provided to all students.

Linear Algebra begins with the concept of systems of linear equations. From this foundation, Linear Algebra uses the mathematical objects and operations derived from vectors and matrices to construct a more abstract system of concepts that has broad relevance in higher mathematics as well as myriad practical applications. Topics studied include linear independence, subspaces, linear transformations, bases and dimension, orthogonality, determinants, eigenvalues and eigenvectors, and matrix diagonalization. Applications investigated include simple economic models, predator-prey ecological models, cryptography, and Markov chains. This course may be taken concurrently with MAT619.

Special Topics is designed for students who have completed the math curriculum, including Linear Algebra and Multivariable Calculus, and are looking to delve more deeply into advanced mathematics. Topics covered will depend on the interests of students and teachers, and may include Differential Equations, Number Theory, Combinatorial Algebra, or others.

How is today’s music put together? What path does music take from the time it leaves the creator until it arrives in your ear. Working in the recording studio, we will learn all aspects of production. Starting with pre-production, then recording, then editing, then mixing. Students will need to do much of the homework in the studio itself.

Anyone can sing! This course offers students the opportunity to learn new styles, techniques, and skills and become better at singing all kinds of music. Class time consists of rotating coaching by primary instructor and our professional staff, student-led rehearsals, and guest artist visits (masterclasses and performances) from renowned musicians. Students develop vocal technique, emotional expression, and teamwork skills while exploring historical context, music theory, compositional architecture, performance psychology, and group dynamics. Each term features performances in a wide range of musical styles and genres, including pop, modern, classical, folk, and much more, often in collaboration with the Honors Vocal Ensemble class. Evaluations are based on growth across each term, not perfection or pre-existing talent. Daily practice is expected and participation in the Deerfield Chorus (one night per week) is required of all Vocal Ensemble singers. Concerts happen on Friday evenings throughout the year. No audition or previous experience required. May take as a 6th, pass/fail course.

See MUS200 description.

This course provides an opportunity for woodwind, brass, and rhythm section players (guitar/bass/keyboard/drums) to collaborate in a variety of ensemble settings including concert band, jazz ensemble, jam band, small woodwind and brass ensembles, and percussion groups. Groups play a wide variety of musical styles from around the world including jazz, classical, latin, hip hop, R&B, rock, reggae, and pop. Concerts happen on Friday evenings a few times throughout the year. May take as a 6th pass/fail course.

See MUS210 description.

This course offers instrumentalists the opportunity to work in small ensembles, learning and performing repertoire by the world’s greatest composers. Class time consists of rotating coaching by the primary instructor and our professional staff, performance classes in the Concert Hall (including peer feedback), student-led rehearsals, and guest artist visits (masterclasses and performances) from renowned chamber musicians. Students develop instrumental technique, emotional expression, and teamwork skills while exploring historical context, music theory, compositional architecture, performance psychology, and group dynamics. Each performance cycle culminates with a Chamber Music Showcase Concert, which is open to the public and professionally recorded, after which students are re-assigned new groups and new repertoire. Daily practice is expected. Students in Chamber Music class form the Principal core of the Deerfield Orchestra, which meets on Monday nights 6:15pm – 7:45pm. Participation in the orchestra is required of all chamber musicians except pianists. Private lessons are required in order to access the repertoire covered in class (financial aid is offered to those who qualify). Throughout the year, there are five orchestra performances and two chamber music showcase concerts, all of which happen on Friday evenings.

See MUS220 description.

This course is an extension of MUS130. Students must have taken Studio Production I and have departmental approval. Students in MUS230 will participate in all presentation sessions of MUS130 and work independently on projects during class meetings. Projects will explore more advanced production skills and students will be asked to recreate existing professional productions to learn more advanced techniques.

Open by audition to advanced and experienced choral singers who have already taken MUS200 and who have departmental approval. This course offers students the opportunity to learn new styles, techniques, and skills and become better at singing all kinds of music. Class time consists of rotating coaching by Dr. Pfitzer and our professional staff, student-led rehearsals, and guest artist visits (masterclasses and performances) from renowned musicians. Students develop vocal technique, emotional expression, and teamwork skills while exploring historical context, music theory, compositional architecture, performance psychology, and group dynamics. Each term features performances in a wide range of musical styles and genres, including pop, modern, classical, folk, and much more, often in collaboration with the Vocal Ensemble class. Evaluations are based on growth across each term, not perfection or pre-existing talent. Daily practice is expected and participation in the Deerfield Chorus (one night per week) is required of all Honors Vocal Ensemble singers. Private Lessons are required for students in the Honors section (financial aid is offered to those who qualify). Concerts happen on Friday evenings throughout the year. May take as a 6th, pass/fail course.

See MUS409 description.

This course is an extension of MUS210. Students must have already taken Band class and have departmental approval. In addition to participation in MUS210 ensembles, students in Honors Band will prepare and perform solo repertoire and private Lessons are required for students in the Honors section (financial aid is offered to those who qualify). Concerts happen on Friday evenings a few times throughout the year.

Open to students who have already taken MUS220 with departmental approval. This course offers advanced instrumentalists the opportunity to work in small ensembles, learning and performing repertoire by the world’s greatest composers. Class time consists of rotating coaching by Mr. Bergeron and our professional staff, performance classes in the Concert Hall (including peer feedback), student-led rehearsals, and guest artist visits (masterclasses and performances) from renowned chamber musicians. Students develop instrumental technique, emotional expression, and teamwork skills while exploring historical context, music theory, compositional architecture, performance psychology, and group dynamics. Each performance cycle culminates with a Chamber Music Showcase Concert in the Concert Hall, which is open to the public and professionally recorded, after which students are re-assigned new groups and new repertoire. Daily practice is expected. Students in Chamber Music class form the Principal core of the Deerfield Orchestra, which meets on Monday nights 6:15pm – 7:45pm. Participation in the orchestra is required of all chamber musicians except pianists. Private lessons are required in order to access the repertoire covered in class (financial aid is offered to those who qualify). Throughout the year, there are five orchestra performances and two chamber music showcase concerts, all of which happen on Friday evenings.

This class empowers students to compose, produce, and share their own musical creations by unlocking the secrets of what makes music magical. Working in the recording studio, we will break down and study elements of harmony, rhythm, melody, architecture, structure, color, instrumentation/orchestration, studio production techniques, and performance techniques. Music from a wide variety of genres will be studied including hip hop, classical, pop, jazz, Latin and R&B. The direction of studies is in part determined by the unique interests and passions of the individuals enrolled in the class. Students will compose multiple musical works, both large scale and small, inspired by various analyses. There will be opportunities to publish and share projects, including live performances and online digital distribution services. Collaboration with other classes such as Lyrics as Poetry, Film, Video, Visual Art and Theater courses will be encouraged. Industry-standard tools such as Avid Sibelius® music composition software and Logic® production software will be taught and installed on the personal laptops of all students. The ability to understand musical notation and basic music theory knowledge is required for this class. Students interested in preparing for the AP Music Theory can prepare for the exam during this course.

What does it mean to do the right thing, to be a good person, to live a good life? In Ethics, students explore these and other questions of value by engaging with both historical and contemporary sources. Throughout the class, students will practice skillful use of clear, logically structured argument to analyze and understand ethical ideas, applying them to real-world cases, personal stories, and hypothetical scenarios. Students also regularly engage in constructive dialogue through active listening and respectful disagreement with their peers, working together to build an intellectually diverse environment that is both challenging and supportive. Assessment includes argumentative writing and diagramming, seminar discussion, and independent research projects.

This course will examine a range of questions about the nature of happiness. What is happiness, and why does it matter? Is it the main thing to pursue in life, or are there other things that are more important? Is it a kind of pleasant feeling, or is it something more “objective” than that? What assumptions about happiness are implicit in the ways that psychologists, economists, and writers of popular media measure and talk about happiness? Students will consider these and other questions, engaging with historical and contemporary work from philosophers, scientists, religious thinkers, and contributors to popular media. The primary aim of the course will be to introduce students to rich traditions of philosophical thinking about happiness and to equip them to begin thinking with some degree of rigor and discipline about questions of happiness as they arise in their lives.

This course tackles the big questions that shape modern lives: What is justice? What is liberty? What is equality? When is the state allowed to restrict our freedoms, and why? How should goods be distributed in a just society? The class will explore these and related questions through both classical and contemporary readings. In addition, students will devote considerable time to analyzing, constructing, and critiquing arguments about political issues. The class will equip students to think carefully and critically about the difficult and often controversial topics that come up in their lives as citizens.

Self-Driving Cars, the Metaverse, Siri and Alexa… Roombas! Artificial Intelligence (AI) is seemingly all around us. But what is AI? How does it work now, and how might it work in the future? What are the benefits and the dangers of AI to individuals, to groups, and to human kind? What kind of moral duties (if any), might humans have to intelligent systems as they develop and “learn”? How will AIs “learn” to make moral judgements? Can they? Students will explore these questions by applying key ethical concepts to these emerging issues, practicing reasoned argument and perspective taking skills, and applying their understandings to creatively imagine what an ethical relationship between humans and AI might look like in the future.

Inside Out: Coming to Terms With Climate Change. This course will use non-fiction, fiction, poetry and documentary film to establish an understanding of the origins and implications of the greatest challenge ever faced by human civilization and to explore the art, the politics and the ethics of confronting climate change both individually and collectively. Writing will be mostly creative responses to the reading, and as far as possible, we will exchange the classroom and the seminar table for the surrounding fields and woods, where walking will be the forum and the catalyst for our discussions as we consider the ways in which climate change is beginning to question, transform and redefine even our most fundamental ideals of success, community, leadership, education, and what it means to be human. May be taken as ENG420.

This course examines a wide range of philosophical questions and problems, drawing on both classical and contemporary readings. Students will be exposed to a number of historically important philosophical thinkers in the Western tradition, such as Socrates, Plato, Aristotle, Descartes, Hume, Kant, and Nietzsche. The class will also explore some philosophical ideas that are in some ways alien to this tradition, particularly those of Daoism and Buddhism. Possible topics of study include: the nature of reality; subjectivity and objectivity; freedom of the will; knowledge and skepticism; the existence of God and the nature of religious experience; the status of ethical norms; the nature of the self; and more. Emphasis will be placed upon both the theoretical and practical aspects of philosophical reflection. Students will learn to engage skillfully with complex philosophical arguments and to apply abstract ideas to their own lives in ways that will enrich and inspire. No background knowledge of philosophy required.

Would we have Isaac Newton’s theory of motion without the philosopher Rene Descartes? Would we have Albert Einstein’s theory of gravity without the philosopher Ernst Mach? This course will explore why approaching science from a philosophical perspective is still relevant today and crucial for scientific progress. We will start by answering the question, what is science trying to do and how does it work? We will then explore different topics in physical and biological sciences, such as quantum mechanics, evolution, and consciousness. There are many contrasting views and it will be up to the students to understand and critique them so they can form their own unique perspectives. No background knowledge of philosophy is needed.

In this class, students will explore some of the most popular topics in contemporary philosophical debates about art. We will discuss what constitutes a work of art and whether the audience needs to be considered for it to be a work. Through the reading of DuBois, Hume, Kant, hooks, Guston, Warhol, Descartes and others, students will learn how to apply philosophical tools of analysis and argumentation to questions about the purpose of art, its validity within social constructs, its aesthetic and monetary value and the implications within. Students will dig into how art has been and should be judged through the lens of gatekeepers like museums, art galleries and private collections in this ever changing landscape. While certain readings will focus on specific art forms such as painting, sculpture, literature, film, and music, the class will aim to investigate art as broadly as possible. No previous knowledge of art history is needed.

This is an introductory physics course that includes the study of kinematics, forces, energy, and electricity and magnetism. Students learn to develop and apply models through guided inquiry, group discussion, and collaborative hands-on investigation. They learn to communicate their thinking through multiple visual, mathematical, and computational representations. This course focuses on the concepts, principles, and ways of thinking that will underlie students’ further study of science.

This is an introductory physics course that includes the study of kinematics, forces, energy, and electricity and magnetism; it moves at a faster pace and with greater depth than Physics 1. Students learn to develop and apply models through guided inquiry, group discussion, and collaborative hands on investigation. They learn to communicate their thinking through multiple visual, mathematical, and computational representations. This course focuses on the concepts, principles, and ways of thinking that will underlie students’ further study of science.

This is an algebra-based, introductory physics course appropriate for 10th-, 11th- and 12th-grade students who have not previously taken a high school physics course. Students cultivate their understanding of physics through inquiry-based investigations as they explore topics such as: kinematics; forces; energy; momentum; oscillations and wave behavior; and topics in modern physics.

In this course, students will study, design, and build electronic circuits and systems. The course is organized around increasingly complex hands-on challenges starting with basic circuit construction, and culminating in a fully designed and built system. Students will work individually at times and in groups so that they may balance individual accountability and improve their group dynamics. Grading is based mostly on performance in the challenges as well as engineering notebooks with minimal testing. Please note that due to the nature of this course, the course capacity will be smaller than a typical Deerfield course.

In this course, students will study, design, and build permanent infrastructure systems. The course is organized around increasingly complex hands-on challenges starting with basic construction and design principles. Students will work individually at times and in groups so that they may balance individual accountability and improve their group dynamics. Grading is based mostly on performance in the challenges as well as engineering notebooks with minimal testing. Please note that due to the nature of this course, the course capacity will be smaller than a typical Deerfield course.

In this course, students will study, design, and build mechanical moving systems. The course is organized around increasingly complex hands-on challenges starting with basic Newtonian physics, and culminating in a fully designed and built system. Students will work individually at times and in groups so that they may balance individual accountability and improve their group dynamics. Grading is based mostly on performance in the challenges as well as engineering notebooks with minimal testing. Please note that due to the nature of this course, the course capacity will be smaller than a typical Deerfield course.

Students in this class will spend the year working to understand an electric vehicle’s inner workings through a hands-on process of deconstruction, design, and reconstruction. The course’s primary focus is converting a vehicle with an internal combustion engine to run on electrical power. Students are offered a unique opportunity to solve problems by testing practical designs and bringing their ideas to fruition through the hands-on construction and implementation of their ideas. Students will be assessed on their ability to collaborate effectively, demonstrate independence, resilience, and time management. Additionally, students will study topics including, but not limited to, gear ratios, thermodynamics, DC motors, fuses, switches, motor controllers, variable resistors, rolling resistance, battery charging, battery management, torque, amperage draw, and energy efficiency. Please note that due to the nature of this course, the course capacity will be smaller than a typical Deerfield course.

This is an advanced course for students who are interested in studying physics beyond the introductory level. The course will help students build and expand on their skills of problem-solving, experimental design, data analysis, and modeling. The course will explore mechanics, electricity & magnetism, and other topics such as nuclear physics, astrophysics, thermal physics, and optics & waves. Calculus will be used as required. Work in this course can be extensive and demanding. Because this course is rigorous and requires extensive work in and out of class, eligibility will be determined by the department with consideration of grades and comments from previous math and science teachers.

This 10-topic policy course investigates US-China diplomacy in the context of China’s major domestic and international priorities from the Cold War to today. The course begins with an overview of U.S.-China challenges today, including the Taiwan question, Indo-Pacific regional security, cybersecurity, and trade tensions. It then steps back to the years just after WWII, when the U.S. laid groundwork for a fascinating and ever-evolving relationship with both the People’s Republic of China and the government in Taiwan. We take as our text Nina Hachigian’s Debating China: The U.S.-China Relationship in Ten Conversations, in which China-side and U.S.-side experts communicate in frank and open exchanges on topics such as censorship, human rights, global development, and clean energy. We additionally use memoirs, documentary footage, art, and the wisdom of guest speakers to enhance our reading of high-level diplomatic exchanges. Finally, overviews of the Korean and Vietnam Wars, the Nixon visits, Deng Xiaoping’s “economic miracle,” and China’s Belt and Road Initiative help us track a relatively consistent and informed US policy towards China, even as we note important departures from that policy. Students discuss and debate their way through most of the course, and they wrap up with independent research on a present-day policy issue of their choice.

This course will examine the causes, conduct, patterns, and effects of asymmetric warfare from antiquity to ISIS. The course will draw on primary sources, historical texts, films, and case studies to reflect multiple perspectives. While case studies may range from Spartacus to Syria and from the Algerian FLN to the Colombian FARC, our common goal is to develop a framework for understanding the role of the United States in the fight against ISIS and al-Qaeda. Towards that end students will read academic theories of political violence in order to enhance their capacity to engage with social science research about topics that may include terrorism, truth and reconciliation, de-radicalization and reintegration of fighters, the role of intelligence services, and counterinsurgency tactics such as torture and assassination. Major themes of the course include the role of memory and identity in the construction of narrative and ideology; the primary skills it develops are critical thinking, writing, and discussion, assessed through policy memos, roundtables, and a major research project.

Would you rather go through life unable to remember, or unable to forget? What happens to a person if they are raised alone in a locked room, with little to no human interaction–will they ever learn to speak? Can the power of the group make you disbelieve your own eyes? In this elective you will learn about psychology’s most famous (and infamous) personalities and experiments as we analyze and interpret behavior and mental processes through activities, demonstrations, and discussion. We will read peer-reviewed journal articles, watch footage from original case studies and experiments, and think critically about the work of psychologists such as Solomon Asch, Albert Bandura, Elizabeth Loftus, Stanley Milgram, Philip Zimbardo and B.F. Skinner (to name just a few). You will leave this course with a demonstrated understanding of key topics in Social, Cognitive, Behavioral, and Abnormal Psychology, while also learning about the ethics and methods psychologists use in their science and practice. This class is highly participatory in nature, and you will be asked to apply the concepts we study in class to your everyday life.

This course is a non‑theological effort to understand the Qur’an as a literary text, using it to also introduce Islam, Islamic theology and modern Islamic societies and theocracies. It will provide students an understanding of the historical setting in which the Qur’an was first revealed and how subsequent generations made sense of the scripture. The curriculum and conversations will also lend useful tips on how to read and better understand Islamic scripture. Ultimately, the course is designed to help students navigate through the Qur’an on their own and to speak accurately and confidently about Islam.

Silence in Literature and Scripture At times, silence can communicate expression and thought clearly; at other times, it can be unnerving. Silence can speak and silence can confound. The legacy of scriptural and spiritual silence in a variety of faith traditions will be the focus of study, while frequent experiences of quiet contemplative practices will punctuate a historical literary encounter with unspoken word. Two experiences will inform our encounter with silence: Seeking silence through an awareness of sound and self, and facing silence through an absence of companionship and the uncertainty of truth. Two texts will guide our classroom conversations: Shūsaku Endō’s Silence (1966) and Stephen Mitchel’s translation of The Book of Job (1994).

The Bible: Judeo-Christian Traditions This course examines themes in the Hebrew and Christian scriptures. A close reading of selected sections of the Bible provides the basis for examination of the historical and ethical significance of this literature, while an introduction to the linguistic dimension of the Greek New Testament provides opportunity for advanced study.

Environmental Science 1 is a survey of topics focusing on how humanity can harness our knowledge of the natural world to provide historical context on the current state of humans’ relationship with the environment, as well as guide humans to create a more sustainable future. Students will investigate anthropogenic climate change, examining both causes and consequences. Students will take advantage of the deciduous forest ecosystems in our backyard. We will take frequent field trips to best take advantage of the natural splendor of the Pocumtuck Valley and the larger New England environment. By exploring the local challenges and opportunities that humans pose for their surrounding environment, students can begin to think of solutions for a more sustainable future.

The modern world is experiencing rapid anthropogenic climatic and environmental changes that present clear and immediate challenges for humanity. Environmental Science 1 Honors will explore a series of topics related to the role that humans play in their respective environments around the globe. Students will draw from the scientific community to understand the failures and successes of humans in preserving their environment and learn of opportunities to further protect biodiversity, stable climatic conditions, and the larger, natural world. Students will be challenged to build upon their previous research experience in advanced science courses to further refine their experimental and analytical skills in areas related to conservation, restoration, adaptation and mitigation. The campus as well as adjoining forests, fields and rivers will serve as field sites throughout the year as students explore the natural world, develop research questions, design independent studies, and critically think about solutions for a sustainable future. Because this course requires self-motivated and skilled analytical science students eligibility will be determined by the department, which will consider student grades and endorsements from previous science teachers.

What is race? What is racism? How did the concept of race emerge and (how) has the understanding of what race means changed over time? What forces caused these changes? How do the forms and expressions of racism affect the lived experience of them? Are there circumstances or strategies that amplify, minimize or eliminate racism? Over ten weeks, we will explore these questions and others through the lenses of unique disciplines (including History, Biology, Philosophy, Art, Economics, Sociology, and more), employing the distinct methods and dispositions of each to come to a richer understanding of race and racism. Students will confront the driving forces, machinery, and consequences of racism in the United States, and across the globe. Students will have nightly readings, engage in daily seminar discussions and regular journal writing, and develop independent projects.

Sports act as a mirror that reflects who we were, who we are, and who we want to be. This class prepares students to be honest about those reflections by balancing narratives of criticism and narratives of celebration. Working with a range of sources from the interdisciplinary field of sport studies and various popular culture sources that students are likely to encounter through media in their daily lives, the class uses sport as a lens through which to understand systems of power and privilege in global society. Students undertake inquiry into the role of capitalism in shaping sports industries, the relationship sports have with politics, and the multicultural development of competitive athletic circuits throughout the world, among other topics. As they explore the historical context and implications of ongoing conversations and controversies, students practice critical analysis, engage in timely debates, produce both reflective and analytical pieces of writing, and do creative projects that interrogate the very category of what constitutes sport and how different conceptions of sport shape identity at personal and national levels.

Why do pollution crises like the one that struck Flint, Michigan, in 2014 happen most often in communities of color? How did centuries of colonialism shape the toll Hurricane Maria took on Puerto Rico? How have initiatives to protect wild animals in East Africa or create carbon-offset markets in Brazil led to the dispossession of impoverished people? Why has the National Park Service struggled to attract non-white visitors? As sociologists, we will ask these types of questions as we consider how every environmental problem is a social problem, too. We will investigate how communities have combatted inequities in access to land and resources and threats to the health of their people and landscapes, both in the years since and the decades before the term “environmental justice” appeared in the 1980s. Our exploration will lead us to cognate contemporary movements, such as Land Back, climate justice, Black Lives Matter, and food justice. Throughout, we will ask how “the environment” is being defined, by whom, and to what ends. Readings, audio, and films will take us across centuries and continents. Along the way, students will sharpen their research and communication skills, and learn how to script, record, and edit podcasts.

In this introductory course, students learn basic Spanish communication skills – including vocabulary and grammar – while exploring cultures and traditions. They expand their knowledge of the Spanish-speaking world and engage in learning through collaboration, investigation and practice using text, video and audio materials. An emphasis on speaking, listening, reading and basic writing guides the course. Students complete this level ready for further Spanish language acquisition. Class is conducted primarily in Spanish.

In this course, students continue their exploration of Spanish by focusing on Spanish grammar and vocabulary, applied to “real life” situations. We work to further develop the four language skills: speaking, listening, reading and writing, while at the same time exploring the Spanish-speaking world through a wide variety of materials, including literature, film, music, periodicals, and various web-based resources. Students develop their command of Spanish structures and vocabulary, their ability to communicate when writing and speaking, and a deeper understanding of the cultures of the Spanish-speaking world. Class is conducted primarily in Spanish.

Spanish 3 is an intermediate level course in which students review the grammatical structures from the beginning sequence while developing their communicative abilities. The class also studies in greater depth the cultures of the Spanish-speaking world, using articles, books, films, and other materials as starting points for studying topics pertinent to Latin America and Spain. Conversational fluency is developed through daily pair and group activities, and oral exams and projects push students to express longer and more complex thoughts. The class also focuses on more extensive reading and writing practice, and students are frequently required to write reflections and essays in Spanish. Class is conducted in Spanish.

In Spanish 3 Honors, students review all of the major grammatical structures at a fast pace while developing their communicative abilities. The class also studies in depth the cultures of the Spanish-speaking world, using articles, books, films, and other authentic materials as starting points for studying topics pertinent to Latin America. A full term is devoted to reading a Latin American novel. Conversational fluency is developed through daily pair and group activities, and oral exams and projects push students to express longer and more complex thoughts. The class also focuses on more extensive reading and writing practice, and students are frequently required to write reflections and essays. The students who excel in Spanish 3 Honors are recommended for Spanish 5. Class is conducted in Spanish. Spanish 3 Honors is designed for students who have excelled in Spanish 2. Eligibility will be determined by the department.

Which works of art reveal a moment in the history of a country? Which songs unveil the stories of its people? Which films transport us to a different place and allow us to experience another culture?Throughout the year, students are exposed to varied cultural materials and experiences that foster a deeper understanding of the values and practices of the target culture. Individual and collaborative work allows students to develop greater proficiency in the structures of the language and expand their knowledge of the diversity of voices within the Spanish-speaking world. Activities include in-class discussion, group activities, compositions and journal writing centered on the active use of language and a review of the most important aspects of Spanish grammar. Materials include extensive readings (literary and journalistic texts) and audiovisual sources (film). Class is conducted in Spanish.

This course follows most of the curriculum from the regular Spanish IV course but adds a community service component. The Spanish 4- Community Service course is open to those who have finished Spanish 3 or 3 Honors at Deerfield and who wish to serve the community while continuing their Spanish studies. We ask that students speak with their current teacher prior to signing up for this class to express their interest in the community service component. The community service project(s) in which students participate will include teaching Spanish to young children and working with local schools and organizations. Class is conducted in Spanish. The department will determine eligibility for the course.

In this advanced course, students continue to develop oral and written proficiency in Spanish through the study of the literature, cultures, and politics of the contemporary Spanish speaking world. By way of fiction, film, music, and periodicals, students will explore complex topics such as national identity, political resistance, gender and politics, and migration, while deepening their understanding of Spanish structures and vocabulary. The course provides students with the critical tools necessary to engage with Spanish-speaking cultures from local, national and transnational perspectives. This class is conducted in Spanish.

This course allows our most advanced students of Spanish to delve further into the language, cultures and literature of the Spanish-speaking world. The course readings include a broad sampling across both traditional and modern literary genres, so students might read novels, short stories, essays, poetry and theater, and they will also learn about blogs, new media, comics, film, and other visual arts. Through this development of visual literacy students will hone their analytical and critical thinking skills and deepen their appreciation of the depth and range of the cultures of the Spanish-speaking world. By the end of the course, the students will be able to use Spanish flexibly and effectively for both academic and intercultural purposes.

This is a film appreciation course conducted in Spanish. It allows our most advanced students to get acquainted with the grammar of cinema and with the concepts and terminology needed to analyze movies and write film criticism. The course surveys the cinemas of several Spanish speaking countries and encourages students to make fictional movies and documentaries dialog with other artistic expressions such as novels, graphic novels, short stories, and poems. Students also make a few creative audiovisual projects to better understand the cinematic concepts under study.

This is a topic course for advanced speakers of Spanish who have finished Spanish 6 Honors at Deerfield Academy. It is a course especially designed for those students who have reached the top level of our curriculum and wish to continue their Spanish studies. Readings will continue beyond the Spanish 6 curriculum and delve more deeply into Spanish and Latin American literature. Class is conducted in Spanish. This course is not offered every year.

This course explores the principles of acting including ensemble building, improvisation, voice, movement, textual analysis and theater vocabulary. Class assignments include writing and performing monologues, and presenting group scenes and projects. Additionally, students explore various plays from classical to contemporary. No previous acting experience is necessary. May take as a 6th, pass/fail course.

See THE100 description.

Expand your acting toolbox through this physically engaged and intensive class. You will hone articulation and memorization skills while increasing your expressive power and range. Through practical application of a vast array of specific techniques, the acting student discovers which techniques work best for them and are given almost daily opportunities to bring them to life on their feet. No previous acting experience is necessary for 10th and 11th graders. This class compliments and builds on 9th grade Foundations of Acting and may be taken as a 6th, pass/fail course.

See THE200 description.

This performance-based course allows students to develop, rehearse, and perform scenes from Broadway shows and operas, in small and large groups. Collaborating with the Vocal Ensembles class, you’ll have the chance to bring your favorite staged musical scenes to life with fellow Deerfield actors and musicians. You’ll work with both a stage director and music coaches to refine your skills and learn new ones. The course builds skills in ensemble teamwork, singing, movement, dance, analysis, and theater and music vocabulary. Class assignments include reading and study of material relevant to your scenes, memorization work, reflective journaling, group rehearsal, and public performance. No previous acting experience is necessary. May take as a 6th, pass/fail course.

See THE210 description. Please note that a one-term pass/fail course does not qualify for graduation credit.

Committed acting students are encouraged to progress to a more advanced study of acting and to contribute to the development of a creative ensemble. In addition to learning more complex acting techniques in preparation for the scene work to come, students delve into the world of directing for theater. Students work on a major directing assignment, which culminates in directing a scene from their chosen play with their peers as performers. Several plays from around the world are read and analyzed throughout the course. No previous acting experience is necessary. May take as a 6th, pass/fail course.

See THE300 description.

This course analyzes and critiques classic and contemporary cinema from around the world. We shall examine basic elements of film production, comparative filmmaking styles and various genres such as Film Noir, Surrealism and Italian Neo-realism. Additionally, students study prominent international filmmakers such as Alfred Hitchcock, Vittorio De Sica and many more. Weekly screenings for homework are mandatory.

Actors and directors are encouraged to continue their study of these two major theatrical elements. Students will work on a selection of new texts and will embark on a second major directing project. Both actors and directors will build upon previous skills, using the classroom as an incubator for exploration and deep study. Exposure to a wide array of plays from various eras and genres will be the core of this class. May take as a 6th, pass/fail course.

See THE320 description.

This elective is for students who have an interest in a more in-depth study of theater. In addition to honing performance skills, students will explore a number of wide-ranging plays of different genres from around the world. There will also be several performance and directing opportunities throughout the term, culminating in a class presentation. For seniors, this will be your final opportunity to perform at Deerfield Academy! May take as a 6th, pass/fail course.