ENGLISH
The English program at The Beekman School concentrates on the development of four integral skills, which are essential for succeeding across the curriculum: reading, written communication, oral communication, and critical thinking. Students are required to actively participate in lessons through group work, seminar discussions, in-class writing, and note taking during lectures. At the start of each semester, teachers will provide the rules regarding homework, absences, deadlines and other information for that particular class.
ENGLISH I
In this class, students are introduced to various literary genres such as drama, the short story, the novel, poetry, and non-fiction. Students come to The Beekman School with a diverse reading background therefore our reading list varies, but a sampling may include: Romeo and Juliet, The Heart Is A Lonely Hunter, East of Eden, To Kill a Mockingbird, The Bean Trees, as well as selections of poetry, non-fiction, and short stories.
Essays and papers tend to be based on literature to encourage students to think critically and to develop a solid, accurate, expressive writing style. Creative and personal writing assignments will be given throughout the year to help continue the development of each writer's personal "voice" and style. During the second semester, students will write a research paper, using three to five outside sources.
Vocabulary words are gathered from the literature and the SAT word list. Grammar lessons and quizzes cover topics such as apostrophes, pronouns, subject/verb agreement, and commas. Students are also expected to develop proofreading skills to improve the grammar vocabulary in their written work.
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ENGLISH II
This course seeks to further build on the introduction offered in English I. In addition to reviews of the genres, attention is focused on the nuances of figurative language and structure in a given work. Students will learn to identify how formal choices in literature enhance theme. In addition, concepts such as satire, irony, abstraction, tragedy, romanticism, and realism will be studied, using works from various literary periods. Students come to The Beekman School with a diverse reading background, our reading list varies, but a sampling may include: Death of a Salesman, Time and Again, Catcher in the Rye, The Odyssey, Being There, as well as selections of poetry, non-fiction, and short stories.
The writing assignments will be of greater length and complexity than in English I. The expansion of critical and analytical skills will be put to use in exposition, persuasion, poetry, narration, and personal writing. There will also be creative and personal writing assignments given to help continue the development of each writer's personal "voice" and style. During the second semester, students will write a research paper, using three to five outside sources.
Vocabulary words are gathered from the literature and the SAT word list. Grammar lessons and quizzes cover topics such as apostrophes, pronouns, subject/verb agreement, and commas. Students are also expected to develop proofreading skills to improve the grammar vocabulary in their written work.
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ENGLISH III
In this English class, emphasis is placed on students' ability to generate and support original, individual assessments about reading. Students will develop the ability to find support for their arguments with subtle evidence from the text, carefully explicated. Students come to The Beekman School with a diverse reading background therefore, our reading list varies, but a sampling may include: As I Lay Dying, The Bible According to Mark Twain, Waiting For Godot, On The Road, A Star Called Henry, One Hundred Years of Solitude, Dubliners as well as short story, non-fiction essays and articles and poetry selections.
This class will demand writing assignments of greater length and complexity than in previous classes. At this point attention to detail, proof reading, line editing and final revisions are mandatory. The work completed in this class is focused on preparing students for their senior year and beyond. During the second semester, students will write a research paper on a subject of their own choosing, using at least six outside sources.
Vocabulary words are gathered from the literature and the SAT word list. Grammar lessons and quizzes cover topics such as apostrophes, pronouns, subject/verb agreement, and commas. Students are also expected to develop proofreading skills to improve the grammar vocabulary in their written work.
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ENGLISH IV
The English IV classes vary depending on what students have already read and what they are interested in reading. These classes may focus on an author, a genre, a chronological period, a geographical place, a political issue, or a theme. Students will develop the ability to find support for their arguments with subtle evidence from the text, carefully explicated. Students come to The Beekman School with a diverse reading background therefore, our reading list varies, but a sampling may include: The Road, Crime and Punishment, In Cold Blood, Slaughterhouse Five, Love in the Time of Cholera, A Portrait Of The Artist As A Young Man, Mrs. Dalloway as well as short story, non-fiction essays and articles and poetry selections.
This class will demand writing assignments of greater length and complexity than in previous semesters. It is at this point that attention to detail, proof reading, line editing and final revisions are mandatory. The work completed in this class is focused on preparing students for their senior year and beyond. s always, there will be creative and personal writing assignments. In the second semester, students engage in a research project. This project culminates in a synthesis of several sources (minimum eight) into a paper, which is a unique creation of the student.
Vocabulary words are gathered from the literature and the SAT word list. Grammar lessons and quizzes cover topics such as apostrophes, pronouns, subject/verb agreement, and commas. Students are also expected to develop proofreading skills to improve the grammar vocabulary in their written work.
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ADVANCED ENGLISH
This class is an "invitation only" course. Students must be recommended by a teacher in order to join this course. It is assumed that any student in this class can easily write a standard 5-paragraph essay and has completed at least 2 lengthy research papers in previous English courses. The workload can be great; work is usually assigned seven days a week and over both winter and spring vacations. Students who do not perform up to class standards may be transferred into an easier, yet still high-level English IV course.
The Advanced English course fosters excellence in independent reading and writing, class participation, and creativity. The texts and writing assignments are at a reading and content level commensurate with college classes. Students will be challenged by expository and analytical writing assignments, and are expected to challenge themselves in their informal reading logs throughout the year. The class will examine and employ various critical lenses such as Feminism, Marxism and Post-Colonialism.
Some of the material read in this course include China's Classic Anthology of T'ang and Sung Dynasty Verse, Lysistrata, The Rainbow, Orlando, The Stones of Venice, The Book of Laughter and Forgetting, Portnoy's Complaint, The Feminine Mystique, The Bell Jar, Annie John, A Passage to India and The Satanic Verses.
Writing
Lengthy essays are not usually required. It is much more difficult to analyze material and present it in a succinct, well-written short essay. Essays vary in length from 3 to 5 pages. All essays must be typed, double-spaced. Writing assignments are unique and varied. Some assignments incorporate art and music, some are creative in nature, most are analytical—whether its required length is a paragraph or a page. Students are not graded competitively, thus there is no curve. It is possible for all students to earn A's or for all students to fail.
Vocabulary and Grammar
Vocabulary words are gathered from the literature. Grammar lessons are drawn from student errors made during the course of an assignment. Students will review the more complex issues of grammar and examine why certain obscure grammatical rules exist.
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CREATIVE WRITING
The primary focus of this course is to generate original writing in fiction, creative non-fiction, poetry, personal essays as well as more formal writing styles. Individuality of style and expression will be encouraged through the use of freewriting, timed writing, group writing and portfolio projects. Cooperative skills will be honed during Workshops in which each student will read original work out loud, engage in discussions and apply line-editing tools during the revision process. Creativity will be promoted in an environment of mutual acceptance.
The Beekman School Literary & Arts Journal is produced every Spring semester. It is a student-generated project, completed in-house, with the full participation of every student in this class. It is not possible to pass this class without participating in this project and without handing in a portfolio.
TEXTS: Teachers & Writers Handbook of Poetic Forms, by Ron Padget, Ed.; Writing the Memoir From Truth To Art, by Judith Barrington; Writing Down the ones, by Natalie Goldberg; Various Journals, Articles, and Essays
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POETRY
This one-semester elective course is an introduction to the elements of poetry: Rhyme, meter, alliteration, and other sound devices. It will also include a study of the basic poetic forms of poetry and the design of a stanza. We will survey major Western poets starting from the Romantic period in England and moving into modern and contemporary periods in America.
Included in this course will be regular tests, creative writing projects in groups and as individuals, and field trips to poetry readings in the area. Each student will obtain one volume from a single author, study her/his work, and make a report to the class, as well as a written report.
TEXTS: A Poetry Handbook, Mary Oliver
The Vintage Book of Contemporary American Poetry, J.D. McClatchy, ed.
Excerpts from a range poets including: Romantic poets, Asian poets, and American poets who pre- date the above volume
1 volume of poetry from a single author—student’s choice.
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EASTERN PHILOSOPHY
This is a one-semester introduction to Eastern thought, both historical and current. The first quarter begins with readings of selected works by Lao Tzu (chapters of the Tao Te Ching in various translations) and the poetry of Chaung Tzu, as philosophical Taoism is studied. This is followed by an investigation of Confucianism, which is studied in its own right, and is then compared to and contrasted with Taoism. In whatever time remains in the 1st Quarter, Hinduism is then surveyed, with special attention given to the Vedas, Vedanta, and the person of Shankara. The non-dualism of some of the Hindu schools is discussed and explored.
The second quarter undertakes a study of Buddhism, beginning with a study of the life and teachings of Siddhartha Gautama, the historical Buddha. Following the death of Buddha, we examine the history and underlying philosophies of the various branches that developed inside Buddhism: Theravada, Mahayana, and eventually Vajrayana. Zen Buddhism is then focused on, both as a particular offshoot of Mahayana Buddhism in its canonical history, but also as the philosophical hybrid of both Indian Buddhism and Chinese Taoism.
TEXT: The Religions of Man, by Huston Smith.
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WESTERN PHILOSOPHY
This is a one-semester course that will provide a general overview of the most predominant philosophers of Western Civilization. Philosophers studied: Socrates, Plato and Aristotle; the course then moves into the era of more modern philosophers. Some of the modern philosophers studied may include: Thomas Aquinas, Descartes, Kant, Hume, Rousseau, Wollstonecraft, Hegel, Hobbes, Locke, Nietzsche, and Kiergegaard. Finally, the course ends with the examination of the major Existentialists: Sartre and Camus.
Issues to be studied can include: Examining the idea of a universal right / wrong, systems of reality, reality of the self vs. reality of the society, ethics, morality, justice, religion, human freedom, philosophical questions of epistemology, skepticism, truth, aesthetics, the role of the senses, existentialism, deconstruction, and post-modernism.
TEXT: From Plato to Derrida, 4th Edition, Baird, F., Kaufman, W. Prentice Hall, 2003
Alternate Text: From Socrates to Sartre: A Philosophical Quest, Levin, T.Z.
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SCIENCE FICTION LITERATURE
Norman Mailer recently wrote in The New Yorker, “Realism is not a direct approach to the truth so much as it is the most concentrated form of fantasy.” This statement contradicts our everyday assumptions about “serious” books as divergent from other genres. It recognizes that we are, unexpectedly, accustomed to the hyperbole of science fiction as a means to examine ourselves. The ‘near future,’ or even ‘alternate reality’ of the books we will read are, on some level, quite earnest and serious examinations of the governments, traditions, and assumptions of the present.
We will begin the course by watching the film, Forbidden Planet. It was made in 1956 when science fiction was a nascent genre, yet it already turned many an idea on its head from its own time. The robot is not maniacal; humans become the traveling invaders. It began the long tradition of atomic/hydrogen bomb fears and, ultimately, seeks to probe the human psyche. As the film is based on Shakespeare’s The Tempest, it is useful to place it, and the books we will read, in the context of the evolution of fantasy writing.
TEXTS: The Cyberiad, by Stanislaw Lem.
Snow Crash, by Neal Stephenson.
Gun, with Occasional Music, by Jonathan Lethem.
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ENGLISH SKILLS
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SAT VERBAL
This course deals with the development of the verbal and test-taking skills necessary for taking the Verbal section of the SAT. If relevant, based on class composition, guidance will also be given for English Regents preparation.
HISTORY
History is a crucial subject necessary for all students' understanding of the basic knowledge, skills, and positive attitudes needed to become responsible citizens and contributing members of society. History draws upon geography, economics, the social sciences, behavioral sciences and humanities, while attempting to teach a wide range of critical and creative thinking skills.
GEOGRAPHY & WORLD HISTORY
This is a year-long course designed to introduce students to the physical and cultural geography of our world. Students will be encouraged to engage in-depth discussions of religion, diversity, environmental concerns, and to think critically about present-day conflicts, political and economic systems, and the impact of globalization on both developed and developing nations.
TEXT: World Geography and Cultures, Clencoe, 2008. Traditions & Encounters. Bentlely, J., Ziegler, H., McGraw-Hill, 2008.
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MODERN WORLD HISTORY
This is a course designed primarily for 10th grade students. It is comprised of two-semesters and begins where the Early World History class ends--with the Renaissance in Western Europe. The course will then proceed to examine the age of Enlightenment and the ensuing “Age of Revolution.” The first semester ends with the formation of the modern European nation-states, and the introduction of industrialization. The second semester begins with 19th century nationalism in Europe, imperialism in Africa and Asia, continues through the two World Wars, and ends with key world events from post-1945 to the present. The course will approach these historical topics from a global perspective and will give consideration to current events and geography: It is the school's belief that we cannot be expected to understand the present if we do not learn from the past; moreover, we cannot discuss great world events in detail if we do not know where and why they occurred.
Another important goal of this course is to prepare students for the history portion of the Global Studies Regent’s examination, which all Beekman students must pass prior to graduation.
TEXT: Traditions & Encounters. Bentlely, J., Ziegler, H., McGraw-Hill, 2008.
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UNITED STATES HISTORY
U.S. History is a year-long course designed primarily for 11th grade students. The primary goal of this course is to present students with historical information that will allow them to form their own judgments, opinions, and perspectives of the history of the United States. The course material asks students to examine the present by looking at the political, social, and economic forces that have shaped the past.
The first semester begins with early European exploration of America and the establishment of the English Colonies, and continues into the American Revolution, the founding of the country, and the writing of the Constitution. The course then traces the growth and development of the U.S. into the mid 1800’s, ending with an overview of the Civil War.
The second semester begins with the era of Reconstruction following the Civil War and continues into the Progressive movement. The course then focuses on World War I and the “boom times” of the 1920s that followed, the Great Depression, and the New Deal. The second semester ends with an examination of the causes and final costs of World War II. In each unit, we will focus on the political, social, and economic forces that helped to shape the United States.
In addition to classroom lectures, the course includes field trips to places such as Ellis Island, the New York Tenement Museum, and the Metropolitan Museum of Art, as well as going to screenings of relevant documentary films such as Rick Burns’s New York.
Another important course goal is to prepare students for the history portion of the U.S. History and Government Regent’s examination, which all Beekman students must pass prior to graduation.
TEXT: Todd and Curti’s The American Nation. Boyer, Paul. Holt, Rinehart, and Winston, 1995.
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ADVANCED UNITED STATES HISTORY
TEXT: Todd and Curti’s The American Nation. Boyer, Paul. Holt, Rinehart, and Winston, 1995.
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UNITED STATES GOVERNMENT
This is a one-semester, required course for 12th grade students. Students learn to recognize and think critically about national and international problems, and to articulate their opinions about these issues. Upon completion of this course, it is hoped that the student will be able to successfully defend his or her beliefs, cast an informed vote in elections, and participate in the United States government as an educated citizen. Students in this course are expected to have had experience in essay writing and analysis, as well as having a strong familiarity with U.S. history.
In this senior government course, we will discuss basic political theory, review the United States Constitution, and examine current political systems in our country and throughout the world. In addition to studying the three branches of the federal government, specific topics of study may include U.S. citizenship policy, civil liberties, public interest and opinion, and mass media. The course also focuses heavily on political ethics and policy.
In order to think contextually about how our country operates, we will examine other political systems throughout history as well as the political and social history of the U.S. We will read works by philosophers such as Hobbes, Rousseau, and Locke to provide a context for the ideals set forth in the founding of the U.S. and in the formation of our constitutition.
TEXT: United States Government: Democracy in Action. Remy, Richard C. Glencoe 1994.
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ADVANCED GOVERNMENT
This is a one-semester course for seniors. The course begins with basic political theory and study of the founding of the nation and corresponding documents, but incorporates the themes of freedom, order, and equality into the curriculum. The course continues with an in-depth study of federalism, in America and across the globe. In addition to studying the make-up of the government, students will learn about electoral politics, lobbying, interest groups, campaign finance, and the mass media. They will finish with an incredible understanding of lawmaking and Congress, as well as pertinent constitutional law and history. This course will assist students in preparing for the American Government AP exam, although additional outside study will be required to cover all the topics on the test.
TEXT: The Challenge of Democracy, 8th Edition. Janda, Berry,and Goldman. Houghton Mifflin, Boston: 2005.
In addition to the textbook, there will be a variety of supplemental materials, from essays to Supreme Court opinions.
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ECONOMICS
This is a required one-semester course. In it we will study basic types of economic systems, how they intersect with government, and how they affect the people who live under them. Specifically, we will focus on the U.S. economy by looking at the two main branches: macroeconomics and microeconomics.
In order to understand how the U.S. came to adopt its economic system, we will begin the course by looking at some of the most discussed pieces written on economics by thinkers such as Mill, Marx, Malthus, and Smith. This should provide a background that will give context to thinking about our way of living compared to other countries today, as well as how people lived in the past.
This course should also provide a framework to understand news reports and politicians when they speak about inflation, the GNP, trusts, globalization, investments, balance of trade, taxes, etc.
Even if you don't agree with Marx's viewpoint that money dictates every aspect of our lives, it is true that money is inextricably tied to them. Whether in terms of business involvement, your own wallet, or the government, understanding how these decisions are made and how they affect you is an indispensible undertaking.
TEXT: Economics: Institutions and Analysis. Antell, Gerson. Amsco School Publications Inc. 1995.
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ADVANCED ECONOMICS
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ANTRHOPOLOGY
The scientific study of the origin, the behavior, and the physical, social, and cultural development of human beings.
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MODERN POLITICS
This course is designed to continue where most World and US History classes leave off—in the post-World War II era. We will focus specifically on American domestic policies and international relations from 1945 to the present, looking at all material from a political/historical perspective. The following is a list of the topics/issues we may address: What did the end of WWII signify for the US and the other involved nations? How has the development of international organizations, such as the United Nations, affected global politics over the last half-century? Analysis of the Cold War and anti-Communist climate of the 1950’s; Analysis of the ongoing Israeli-Palestinian struggle; Analysis of the evolution of the Presidency from Eisenhower to G.W. Bush; How pop culture has been affected by various eras in United States history: What effects has pop culture had on our youth? How did the Vietnam War, the Civil Rights Movement, and the Woman’s Movement shape US politics from the 1950’s to the 1970’s? Analysis of current topics throughout the 1990’s into the 21st century, including the AIDS epidemic, The Green movement, The decline of the US during the Bush presidency, The US and the ongoing war on terrorism, and the war in Iraq.
TEXT: Various articles, texts, and films
INTERNATIONAL POLITICS
TEXT: Various articles, texts, and films
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MATHEMATICS
Knowledge of mathematics and a familiarity with its applications are essential in today’s changing world. Selection of the correct course sequence is the single most important factor for success in mathematics at the high school level. The courses offered are designed to serve students with differing abilities, interests, and career aspirations and to enable students to experience success in mathematics.
ALGEBRA I
Prerequisite: Successful mastery of Pre-Algebra topics.
Algebra I introduces various topics that comprise elementary algebra. Students not only acquire important algebraic skills to simplify problems and solve equations, but they also gain an understanding of the concepts that lie at the heart of algebraic manipulations. In so doing, this course directly prepares the student for the questions concerning algebra on the mathematics sections of the SAT and Regents exams, as well as providing a solid foundation on which to build in subsequent mathematics courses such as Geometry, Algebra II and Trigonometry. Major topics include modeling algebraic problems, solving and graphing equations and inequalities, systems of equations, use of ratios and proportions, properties and use of exponents, polynomials and factoring, and radical expressions and equations.
TEXT: Algebra 1. Bellman, Bragg, et al. Prentice Hall Mathematics Series; Pearson/Prentice Hall Publications.
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ALGEBRA II / TRIGONOMETRY
Prerequisite: Algebra I and Geometry.
This course reviews and extends the mathematical investigations of the previous two courses into the study of general function theory, trigonometry, systems of equations and inequalities, and the theory of specific functions and their inverses. It constitutes the third year course in the Mathematics Department. Semester One is devoted to a review of exponential rules and other basic principles, solutions of various types of equations and inequalities in one variable, coordinate geometry and the graphing of lines, circles, and parabolas, and an introduction to basic function theory. Semester Two investigates advanced function theory, trigonometry, logarithmic and exponential functions and equations, and systems of simultaneous equations and inequalities.
TEXT: Algebra & Trigonometry, Michael Sullivan. Prentice Hall, 6th Edition.
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GEOMETRY
Prerequisite: Algebra I.
This course reinforces and extends the mathematical foundation established in our previous course Algebra I. It offers an in-depth investigation of the topics of a yearlong course in Geometry while revisiting numerous topics studied in Algebra I from a different perspective. Semester One is devoted to a study of basic principles, reasoning and proof, parallel and perpendicular lines, congruent triangle theory, and special relationships within triangles. Important theorems from semester one include the isosceles triangle theorem, and the proof that all triangles have angles whose sum is 180 degrees. Semester Two is devoted to a study of quadrilaterals, area, perimeter, and circumference, similarity theory and right triangle trigonometry. Major objectives of the second semester include a thorough understanding of the Pythagorean Theorem, and an ability to find measurements indirectly using trigonometry and a calculator.
TEXT: Geometry. Bass, et al. Prentice Hall Mathematics Series; Pearson/Prentice Hall Publications.
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PRE-CALCULUS
This course is a rigorous one-year introduction to the major topics of Pre-Calculus. Students will learn about topics that are beyond the scope of both Algebra II and Sequential Math III, but which are necessary to understand Calculus. This course is recommended for any student who is interested and proficient in mathematics and wishes to expand and extend his/her knowledge in this area by pursuing the subject beyond the framework of the basic algebra and geometry course offerings.
TEXT: Pre-Calculus. Sullivan and Sullivan. 1998 Edition.
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CALCULUS
This course provides students with a strong background in college-level Calculus. Problem solving is emphasized along with applications. The material covered prepares students for a variety of college majors as well as preparing students for the AP exam (AB or BC) that is administered each May. The topics covered in this class are: Limits & Derivatives, Differentiation Rules, Applications of Differentiation, Integrals, Applications of Integration as well as Differential Equations. These chapters represent material covered in two semesters at most colleges and universities throughout the country.
TEXT: Calculus Early Transcendentals. Anton, Bivens, Davis. 7th Ed.
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SAT MATHEMATICS
This course offers a comprehensive preparation for the morning SAT Mathematics sections of the College Board Examinations. The SAT Math class will go over examination grading procedures and offer the best test taking strategies for each section. This class will also embark on a thorough review of the mathematical topics under examination in the SATs with an eye to the dominance of the topics in question. Finally, the course will chart individual students' progress by the systematic taking and grading of actual and simulated SAT Math exams.
Once the December SAT exams have been taken, the course turns its attention to additional preparation needed for the Math A Regents exam as mandated by the State of New York, and given during the January exam period.
TEXT: Barron's Review Text: Math SAT I Examination. Richard J. Andres and Joyce Bernstein.
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FINITE MATHEMATICS
Prerequisite: Algebra I and Geometry.
This elective in Mathematics, reinforces and extends (from both within and without) the mathematical foundation that each student brings to the course. One aim of Finite Mathematics is to strengthen a student's basic skills in algebra and geometry in accordance with the standards of the NYS Math Regents. A second basic aim is to enrich the student's mathematical foundation with explorations of topics generally taught outside the confines of Algebra and Geometry-topics such as set theory, infinite sets, abstract group theory, number theory, and probability. Finite Mathematics is both practical in its emphasis on review and interesting in its varied selection of intriguing mathematical topics.
TEXT: Mathematical Ideas. Miller, Heeren, and Hornsby. Pearson Publications, a division of Addison-Wesley.
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SCIENCE
The main goal of the science program is to help students obtain the scientific awareness needed to function as an effective member of society. The content is intended to foster positive attitudes towards science, to increase student understanding of science knowledge, processes, and the connections among science, technology, and society, and to provide an appropriate foundation for further studies and careers in science. While these goals apply to all the courses, a specific program should be chosen on the basis of interest and need in terms of future goals.
HEALTH EDUCATION
This required one-semester course in health is a serious, in-depth approach which focuses on teaching students the responsibility of caring for their emotional, physical, and social welfare as young adults, and perhaps, eventually, as parents. This class is designed to provide information, ask questions, solve problems, and support students in a sensitive, confidential environment. Although there are some objectively right or wrong answers in this subject, much of the most important learning involves questions that do not have clear-cut answers. Therefore, besides quizzes and tests for each chapter, there will also be short essays and reading responses throughout the semester.
Health is a required class in the state of New York. At the Beekman School, this course is taken very seriously. It is our belief that in order to understand how to stay healthy and fit, one must have a familiarity with basic biology and physiology. Once these concepts are understood, Health students can take an active role participating in their own health care.
A range of topics which may be covered throughout a semester are: Making healthy choices, personality and self esteem, managing stress, mental disorders and suicide, psychological development, adulthood, aging, and death, food and nutrition, personal care, alcohol, tobacco, preventing drug abuse, infectious diseases, AIDS and sexually transmitted diseases, and noninfectious diseases and disabilities.
TEXT: Health Skills for Wellness. Pruitt, Crumpler. Englewood Cliffs, New Jersey: Prentice Hall. 1994.
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BIOLOGY
This year-long course is a rigorous introduction to high school biology designed to build on students prior knowledge of various plant and animal biological processes. Students will develop skills in organizing information, making observations, and recording scientific data / preparing lab reports. Laboratory periods are used to reinforce the topic currently being considered, allowing students to acquire reasoning skills necessary in understanding and conducting scientific investigations.
Topics covered throughout the year are: The science of biology, discovering life, cells, energy and life, cell reproduction, genetics and inheritance, how genes work, gene technology, evolution and natural selection, animal behavior, ecosystems and ecology, classifying living things, bacteria and viruses, protista, fungi and plants, plant form and function, the human body, human nervous system, chemical regulation, circulation and respiration, the immune system, digestion and excretion, and human reproduction.
TEXT: Biology:Exploring Life. Campbell, Williamson, Heyden. Prentice Hall, 2006
ADVANCED BIOLOGY
TEXT: Biology, 7th Edition. Campbell, N., Reece, J. Prentice Hall, 2005
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ECOLOGY
This one-semester elective is designed to introduce students to the environmental science aspect of ecology. Students will develop skills in organizing information, making observations, and recording scientific data. Students will acquire reasoning skills used in scientific investigations.
Topics covered throughout the year are: Global perspectives of environmental science, living things in ecosystems, how ecosystems work, kinds of ecosystems, water, air, atmosphere and climate, land, food, biodiversity, energy, waste, population growth, and sustainable development.
TEXT: Environmental Science. Arms, Karen. Holt, Rinehart and Winston: New York. 2000.
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ASTRONOMY
This one-semester elective is an introduction to the field of astronomy. It provides a survey of modern understanding of the cosmos, including the formation of our solar system and galaxy, and our place in the universe. A major course objective is to provide an appreciation for how our lives are connected at the most fundamental level to the Sun, Moon, planets, stars, and galaxies that fill our skies.
Course content includes: The Big Bang; star and planet formation; understanding energy, motion, and gravity; the early history of science; discovering the universe on an individual level; recent insight into the possibility of life elsewhere in the universe; the challenges of interstellar travel and manned exploration of the cosmos.
TEXT: The Essential Cosmic Perspective, 3rd edition. Bennett, Donahue, Schneider, Voit. Pearson Education: San Francisco 2005.
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CHEMISTRY
This year-long course is designed to introduce students to the physical science of chemistry. Students will develop skills in organizing information, making observations, and recording scientific data. Laboratory periods are used to reinforce the topic currently being considered and allow students to acquire reasoning skills used in scientific investigations. Pre-requisite: To have taken or be taking Algebra II / Trigonometry.
Topics covered throughout the year are: Matter, chemical foundations (i.e., elements, atoms, and ions), nomenclature, measurements and calculation, chemical composition, chemical reactions, reactions in aqueous solutions, chemical quantities, energy, modern atomic theory, chemical bonding, liquids and solids, solutions, acids and bases, equilibrium, oxidation-reduction reaction and electrochemistry, radioactivity and nuclear energy, organic chemistry, and biochemistry.
TEXT: World of Chemistry. Editors Zumdahl, S., Zumdahl, S., and DeCoste, D. McDougal. Littell: New York. 2002.
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PHYSICS
This upper level year-long science course provides a college-level introduction to the major topics of physics. In order to fully understand and apply physical principles, students should have a thorough grasp of advanced algebra-based problem solving skills.
The emphasis of this course is to understand the fundamental principles governing physics; number crunching and absolute answers are not the primary objectives in this course. Topics covered throughout the year are: Simple motion of vectors & scalars, velocity and acceleration, vectors diagrams including the addition and subtraction of vectors, gravity, forces, Newton’s Laws of Motion, work, power, energy, thermal energy, fluids: density, pressure, buoyancy, waves, sound, light: reflection & refraction, lenses, electricity, electric circuits, magnetism, atomic theories, and the nucleus & nuclear reactions.
TEXT: Physics Principles and Problems. Neff. McGraw-Hill: Columbus, Ohio. 1994.
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CONCEPTUAL PHYSICS
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ADVANCED SCIENCE TOPICS
This course is designed to help the student discover what science is, how scientists know what they know and how science helps us understand the natural world. In a series of lectures, labs, research and projects, you will develop your ability to make connections between your thinking and the field of study we label as "science."
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PSYCHOLOGY I
In this introductory course, students will explore three large schools of thought: psychoanalysis, behaviorism and cognitive-social learning theory. Through the study of articles, handouts, films and a textbook, students will increase their insight into the human mind, body and behavior.
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PSYCHOLOGY II
Pre-Requisite: Psychology I
In this Second Semester course, students apply their knowledge of personality development to the following topics: gender differences, theories of motivation, influence without awareness, intelligence and psychological disorders. Carl Jung will also be explored in depth.
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FOREIGN LANGUAGE
SPANISH I
At the end of this course, students will be able to hold a basic conversation and make simple requests similar to the ones found in a traveler’s language guide. They will be able to introduce themselves, give information about themselves, order a meal in a restaurant, shop, count money, ask for directions, and seek medical care. And last but not least, make friends.
TEXT: Spanish for Mastery I (Textbook and Workbook). Valette and Valette.
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SPANISH II
Prerequisite: Spanish I
The objective of Spanish II is to obtain proficiency in listening, speaking, reading, and writing in the target language. In addition, students will acquire a firm linguistic base, which is the foundation of effective communication and meaningful language proficiency. In order to develop a more concise world-view, students will learn to situate the language within the context of the contemporary Spanish–speaking world and its cultures. The emphasis in this course sequence is to actively apply the fundamentals that were introduced in the preliminary Spanish course (Spanish I). Students will develop their communication skills by learning to express complex thoughts and ideas. Among the verb forms studied are the present, the imperfect, the subjunctive, the reflexive, the imperative, the future, the future perfect, and the conditional. To facilitate thinking in the target language in an abstract manner, a variety of literary texts are read and discussed. In addition, specific attention will be paid to correct pronunciation and diction.
TEXT: Spanish for Mastery II (Textbook and Workbook). Valette and Valette.
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SPANISH III
Prerequisite: Spanish II
The objective of Spanish III is to refine listening, speaking, reading, and writing in the target language. In addition, students will strengthen and expand their linguistic base, thus enhancing the foundation of effective communication and meaningful language proficiency. Students will continue to learn to situate the language within the context of the contemporary Spanish–speaking world and its cultures. The emphasis in this course sequence is to actively apply the fundamentals that were introduced in the primary and secondary Spanish courses (Spanish I and Spanish II). Students will develop their communication skills by learning to express complex thoughts and ideas. Written assignments of a more substantial length will afford students the opportunity to write in a more academic manner. Among the verb forms reviewed are the present, the imperfect, the preterit, the reflexive, the imperative, the future, the future perfect, the conditional, the present perfect, and the subjunctive and imperfect subjunctive. Students will learn grammar within the context of various authors, such as Ana María Matute, Horacio Quiroga, and Luis C. Infante. The literary context in which students encounter the language will allow them to think critically about the ideas and situations presented by the authors. In addition, specific attention will be paid to correct pronunciation and diction, and the subtle nuances of spoken language
TEXT: Spanish for Mastery III (Textbook and Workbook). Valette and Valette.
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SPANISH VI
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FINE ARTS
As students acquire basic skills and knowledge in the fine arts, their understanding enables them to perceive how fine arts standards define excellence, allowing them to recognize excellence in the work of others, and to achieve excellence in their own performances. Thus, a program of study in the fine arts can serve as the foundation for personal achievement at the highest possible level.
3-DIMENSIONAL ART
Students experiment with and learn different methods of three-dimensional design. They complete projects ranging from the creation of everyday utilitarian objects to purely invented or abstract forms, or models of carefully observed still-lifes. Various construction and assemblage techniques are explored. Students learn the working qualities of a variety of materials including cardboard, hot glue, light sheet metal, paper, wood, plaster, wire, wax, cloth, papier-mâché , pumpkins and gourds. Innovation and creativity are encouraged, and experimentation with scale and unusual combinations of materials is especially encouraged. Later in the class, students are introduced to the basics of adding color to sculpture and the use of acrylic paints.
Periodically, students view one another’s sculptures, constructions and assemblages and discuss them as a class. Students learn to carefully look at their peers’ work as well as their own and make informed comments. The qualities of texture, shape, weight, form, stability, choice of materials, and color are stressed. The class also includes an art history component. Students visit art exhibitions and refer to art history books and specific artists. As appropriate, students discuss major concerns of sculpture from the past and learn how artists have worked differently in three dimensions.
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DRAWING
This course exposes students to the elements and expressive qualities of line, including contour, gesture, and calligraphy. Students explore formal aspects of two-dimensional artwork in the beginning of the course, then, after studying animated films and visiting the Drawing Center in Soho and a museum, they devise a final project of their choice.
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DARKROOM PHOTOGRAPHY
In this course, students learn the basics of shooting pictures, developing film, and printing photographs. Once the relationship between aperture and shutter speed is understood, students shoot their own work, which we then develop, print, and critique in class. Other activities include trips to the International Center for Photography and a gallery show, and the creation of pinhole cameras.
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DIGITAL PHOTOGRAPHY
Students will be introduced to the basic techniques of digital photography through a series of photography assignments and hands-on digital experience. Students will explore their creativity through the medium of photography by learning how to control depth, motion, and the basic study of light.
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FILMMAKING & FILM CRITICISM
The film course at The Beekman School consists of two parts: First, students learn film language, structure, philosophy, and vocabulary by using a college-level textbook and watching and taking notes on various important films of the 20th and 21st century. During the second half of the course, students learn how to make short films using the concepts taught in the first half of the course. Notable films continue to be examined and deconstructed; higher-level film theory is introduced. There is also a focus on the business of film, pre and post-production, creating budgets, and the examination of the pros and cons of the director as “auteur.”
TEXT: Understanding Movies by Louis Giannetti, 8th Edition, Prentice Hall, 1999.
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HISTORY OF POPULAR MUSIC
This survey course will look at the evolution of music from blues to rock to pop to rap and anything in between. The focus will be on the history of music and of the music business with students producing short papers and preparing presentations.
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TECHNOLOGY COURSES
Students develop knowledge and skills related to computers and technology so that they will be prepared to enter today’s high tech work environment. Topics covered in these courses include a attaining a working knowledge of computer packages for personal or business use, computer graphics, computer animation, photography, traditional animation, and poster and web design layouts.
COMPUTER ANIMATION
This is a one-semester computer course that introduces students to computer animation using the industry-standard software program Macromedia Flash 8.
Throughout this course, students will learn how to create vector graphics using Flash’s tools and will then learn how to animate these graphics. At the completion of this course, students will create an interactive Flash movie as their final project.
TEXT: Flash 8 : Projects for Learning Animation and Interactivity
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COMPUTER ART
This is a one-semester computer course that introduces students to digital print design using the industry-standard software program Adobe Photoshop CS2. Throughout this course, students will engage in several print projects that develop a general understanding of creating, manipulating, and improving digital images using Adobe Photoshop CS2.
TEXT: Photoshsop CS2 Visual Quickstart Guide.
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ADVANCED COMPUTER ART
Advanced Computer Art is a one-semester introductory course to Graphic Design that involves inquiry into the nature of graphic design and visual problem solving. Topics in this course include, symbols, typography, basic components of design and visual concepts. This course will also introduce students to production procedures for print media as well as graphic design history. Students will work both independently and collaboratively. Students will continue exploring Adobe Photoshop CS2 as well as developing an understanding of layout using Adobe In Design or Quark.
TEXT: Scott McCloud: Understanding Comics, Chip Kidd: The Cheese Monkeys: A Novel In Two Semesters, Alexander White: The Elements of Graphic Design: Space, Unity, Page, Architecture, and Type
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WEB DESIGN
This is a one-semester computer course that introduces students to web design, using the industry-standard software program Dreamweaver 8.
Throughout this course, students will gain a general understanding of the WWW, HTML and the GoLive interface, will learn to create web sites using various design techniques, and will create and optimize images for the web using Photoshop/ImageReady. Additionally, students will learn to organize, manage, and publish their sites.
TEXT: Dreamweaver 8: Design and Construction, Don't Make Me Think: A Common Sense Approach to Web Usability by Steve Krug
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VIDEO PRODUCTION
This is a one-semester computer course that introduces students to Video and audio editing through the use of Digital Camcorders and the software programs iMovie and GarageBand. Students will learn the basics of video and movie creation from beginning to end including preproduction and storyboarding, shot angles, capturing and importing footage, scoring music and exporting. At the completion of this course, students will have created several video shorts in both a collaborative and independent setting.
TEXT: Jeff Carlson: iMovie '08 & iDVD '08
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