Curriculum & Courses

English

Philosophy and Overview

The English Department program is structured in such a way that an increasingly sharpened critical awareness—in reading skills, in writing, and in oration—builds incrementally. As students learn to recognize linguistic structures and possibilities, they also come to understand the basic elements intrinsic to literature of all genres. We know that close observation of textual detail in all forms of literature enriches the rhetorical quality of thinking, writing, and speaking. In our efforts to shape and sharpen our students’ verbal skills, to expand their knowledge of literature, and to add to their general intellectual growth, we provide memorable and useful experiences. Such is our ambition: that our efforts and associations will instill habits and skills of lifelong value.

Course Descriptions

English I

Visual Arts

Philosophy and Overview

Two-Dimensional Art: Foundation

Music

Philosophy and Overview

Participation in musical study and performance facilitates an appreciation for beauty, a means of self-expression, intellectual growth, and a forum for positive community activity. We believe that one appreciates most what he understands, and that one understands best what he has experienced. Thus the music curriculum is experiential, and has as its core musical literacy and artistry. Literacy is not an end unto itself; rather it is an avenue to artistry, understanding, and appreciation. The curriculum is structured to prepare our boys for a lifetime of participation in the musical arts as performers or appreciative, well-educated audience members. Students have the option to pursue an intellectual study of music through the study of music theory and history, or may pursue performance-based participation in the school’s musical ensembles. Intellectual study encompasses the exploration of western music theory and history through a sequence of offerings.Students can study theory fundamentals, the ways in which theory has been applied during the epochs of music history, analysis and application of Western harmony to beginning composition and arranging, and application of harmonic practices in a college level composition course.

Performance based study includes options in both vocal and instrumental realms. Students may audition for any number of ensembles, including Men’s Choirs, String Orchestra, Chamber Music or Jazz Ensemble. Musical ensembles may be taken in fulfillment of the Upper School Arts Requirement. In addition, because of the physical and cooperative nature of ensemble work, year-long participation in one of the school’s musical ensembles may be used to fulfill one season of sports requirement.

Music I: Exploration and Creation

Fundamentals of Music

This course starts at the very beginning with clefs, scales, meter and key signatures. We rapidly progress to a proficiency in writing melodies and triads, and we utilize basic conducting patterns for all performed exercises. The boys enjoy the challenge of sharing daily performances in class, where we maintain a congenial and supportive atmosphere. Students often choose music theory and ear training because they see its immediate value in the application of these skills to the study of their voice or their instrument. The required text contains both performance material and written theory sections.

Survey of Western Music

We start by studying the earliest notated music such as tropes from the Torah and the neumes of Gregorian Chant. We progress rapidly through the Medieval, Baroque, Classical, and Romantic eras. At the year end, boys choose a favorite Impressionistic or 20th Century composer on which to base an in-depth presentation with accompanying music and visual aids. Students continue to hone their skills in more advanced performance and ear training. At the same time, we continue on to a more sophisticated level aurally and study chords used in jazz and contemporary music. Dictations are in unison and 2 parts, and we negotiate more challenging sight-singing. Prerequisite: Successful completion of Fundamentals of Music course and a grade of A- or above or instructor's approval.

Harmony*

The Art of Four-Part Writing
This advanced course is equivalent to a junior college-level course. The main focus of the year is for students to write well in 18th Century-style four-part harmony. Students utilize a principal text with workbook, and have at least 30 minutes of theory exercises each evening. The boys learn a substantial amount about writing for all instruments of the orchestra, and they master the Greek modes by ear and sight. By spring, students are expected to read most any reasonable piece of music easily from sight. Prerequisite: Successful completion of Survey of Western Music course and a grade of A- or above.

Music Composition: Senior Thesis*

This course is offered to those highly motivated students who have completed all the courses listed above. Using two texts as guides, students complete assignments on computers using Finale software. It is expected that the students’ compositions will be publicly performed during the course of the year.

Drama

Philosophy and Overview

The purpose of acting, Hamlet tells us, is to hold "the mirror up to nature." Students of theater at The Haverford School strive to represent most aspects of human behavior in thoughtful, well prepared performances both in the classroom and on the Centennial Hall stage. Students are encouraged to understand the world by thinking carefully of their own experience, by inhabiting the skins of others, and by studying classic and contemporary drama.

Theater students develop a speaking voice of power and expression. They learn to move with strength and grace. They experience the value of teamwork in large productions including actors, designers, and technicians. They learn to listen to their peers and to carefully critique their work. Most importantly, theater students develop a physical and emotional confidence to complement their growing intellectual and athletic abilities.

Course Descriptions

Theater I

Theater I provides students with opportunities to increase self-awareness, develop critical thinking skills, and explore their talents on page and stage. The course begins with an overview of basic and improvisational skills. Students put these skills into practice by reading, discussing, and performing original monologues, scenes, and works of classical and contemporary drama. In addition, students learn to incorporate their skills in literary analysis by translating their critical understanding into choices they make as an actor. Participation as audience members at Upper School productions provides excellent opportunities to connect class work to live theatrical plays performed by their peers. Students also learn the basics of design and technical theater to enhance their understanding of the collaboration that is necessary to bring theatrical works to life. The course culminates in the writing and performance of an original short play that incorporates students’ knowledge of acting, design, and directing.

Theater II

Theater II is an intermediate level course which builds on the skills acquired in Theater I. Using scripts from 20th and 21st century plays, students read, discuss and act in works by modern playwrights who are bright examples of the power of drama. Scene study focuses on students taking greater risks in their acting work and performance exercises will also include roles that will stretch the student actor. Individual expression and creativity is also encouraged through dramaturgical projects within the context of each play being studied. Participation in or attendance at all Upper School productions will be mandatory as a way of studying and experiencing the various tools in action. Theater II will also travel off campus to view professional productions to become discriminating consumers of live theater. The art of directing is an integral unit in Theater II. Each student will direct a scene from one of the plays read in class where concentrated study of the world of the play, character motivation, implementation of blocking, production history, and most importantly, communicating the action of the scene to their peers. Finally, students are required to work on a final project of their choosing for their exam in June. Students may present playwrighting work, scene study intensives, three-minute monologues or directing work of their choice with instructor approval.

Theater III*

History

Philosophy and Overview

The History Department believes that the study of history and other social sciences is at the heart of a strong liberal arts education and, therefore, vital to the development of the essential qualities of a Haverford School graduate. It is through the study of mankind in the contexts of time and space that a student can come to understand how the world came to be as it is today, to appreciate what man has accomplished and see the potential for what is still to be done, and to foresee how the lessons from the past can guide the interactions between peoples and nations in the future.

The Department emphasizes the development of the following attitudes, attributes and skills:

• Read with an inquisitive, critical mind so as to explore material for authenticity and value
• Think critically so as to arrive at well-reasoned conclusions
• Communicate effectively orally and in writing
• Research effectively using both electronic and printed sources
• Apply sound note-taking, memorization, test-taking and other study skills
• Use technology to maximize learning
• Internalize an ethical, moral compass to guide decisions and actions
• Become a life-long student of history. 

The Department also recognizes the efficaciousness of using teamwork and competition to educate boys by engaging them in major competitive projects that involve research, writing, debating, and oral presentation skills across the grade levels. Among them are the Archaeological Project and Jerusalem Trials (Third Form), the World War I Trials (Fourth Form), and the Madison Meetings (Fifth Form).

Ancient World History

This Third Form course is, at its core, an introduction to topics in ancient and medieval civilizations. However, the course has other significant dimensions. It is interdisciplinary: it will involve most other academic disciplines in approaching themes and topics throughout the year. It will systematically address skills the faculty deem necessary for success in Haverford's curriculum: effective reading of texts; note-taking from both reading and class; writing the analytical essay; research techniques using library tools and methods; interpreting maps and other visual presentations; and making oral presentations, both formal and informal. In addition, students will learn how to use the computer for both word processing and research. The format of the course will include seminars, occasional lectures, films/video, and other presentations.

Modern World History

This year-long Fourth Form course surveys the history of the world from the 13th century to the present. The course centers on the development and interaction of western and non-western civilizations over this period, examining significant ideas, events, and persons from the multiple perspectives of political, economic, social, and military history. The students will approach modern world history both chronologically and thematically, using the six themes of (1) interaction between societies, (2) change and continuity over time, (3) technology and demography, (4) social structure, (5) cultural and intellectual developments, and (6) states and political identities.The course utilizes and refines the academic skills taught in Third Form Ancient History, especially research, writing, and oral presentation, by using the methodologies of debates, simulations (Congress of Vienna), historical trials (World War I), research papers, analytical essays, and oral presentations.

United States History

This year-long Fifth Form course covers the breath of American history from colonization to the present. The political, economic, and diplomatic developments are at the heart of the course, but social and intellectual history is covered as well. The course combines a traditional chronological approach with an emphasis on selected themes and topics including: the development of the United States as a world power; the socioeconomic, racial, and ethnic diversity of American society; the development of the American political tradition (sectionalism, citizenship); and the role of government in the regulation of the economy. Readings include narrative history, news articles, primary sources, and other supplementary materials.

United States History*

This is an advanced version of the classic survey course in United States History, one that replaces Advanced Placement American History. The course provides a foundation for a more sophisticated appreciation of the history of the United States, beginning with the Americas before Columbus and ending with the present day. Events are studied within the historical contexts of chronology and geography. We want our students to acquire a critical lens for the understanding of contemporary issues (such as the tension among liberty, equality, and justice). College-level texts, advanced work with primary and secondary sources, and work in historiography are hallmarks of the course. Aside from preparing boys for success on national examinations, we hope to inspire an active,inquiring sense of citizenship and a love for country.

European Dictators*

Fall Semester
This is a one-semester advanced course for Sixth Form students. It focuses on 20th century Europe between the world wars with special attention to the rise of totalitarianism and the conditions and events that paved the way to power for Benito Mussolini in Italy, Joseph Stalin in the USSR, Adolph Hitler in Germany, and Francisco Franco in Spain. In addition to traditional history books such as European Dictatorships: 1918-1945, we will make use of memoirs such as Orwell’s Homage to Catalonia and Levi’s Christ Stopped at Eboli, Picasso’s Guernica and Kampf’s Venus & Adonis, films like the Christopher Isherwood-inspired Cabaret and Leni Riefenstahl’s classic and chilling documentary Triumph of the Will, and the poetry of Osip Mandelstam and C. Day Lewis. Prerequisite: A- in American History and recommendation of teacher.

United States and the Vietnam War

Spring Semester
This semester course is a Sixth Form elective course. The Vietnam War was arguably the most divisive event in American history since the Civil War, and the Sixties were certainly among the most turbulent times in American history:  the revolt against the Establishment, the civil rights movement, feminism, the antiwar movement, the counterculture; JFK, LBJ, RMN, SDS, SCLC, SNCC, VVAW, NOW; the Gulf of Tonkin, the Black Panthers, My Lai, Woodstock, Altamont; the music, the drugs, the Tet Offensive, the Silent Majority, Watergate. And running through it all, binding the Sixties together while tearing America apart: the seemingly endless war in Vietnam.  This course will help you find out what it was all about.

Economics: Macro*

Fall Semester
This semester-length course is for Sixth Form students. It introduces the basic principles of macroeconomics, the study of economic behavior of entire economies. Like the fall course, it is comparable to a first introductory course in college and will help prepare a student for the Advanced Placement examination in macroeconomics. The course concepts and topics are similar to that of micro economics, but they are explored in a broader context. A representative list of course concepts and topics includes: money and banking systems, monetary and fiscal policies, taxation, business cycles, GDP, price indexes, and international trade. Prerequisite: A- in US History and be enrolled in or have completed a Calculus course.

Economics: Micro*

Spring Semester
This semester-length course is for Sixth Form students. The course introduces the basic principles of micro economics, the study of economic behavior in particular markets The material covered is comparable to that offered in first year introductory courses in a college business or economics program. Students with the aptitude and interest will be prepared to take the Advanced Placement examination in micro economics. All students will benefit from a better understanding and appreciation of our economic system. A representative list of course concepts and topics includes: the theory of supply and demand, comparative economic systems, the determination of prices and costs to business firms, international trade, and contemporary economic issues. A variety of teaching strategies and materials will be employed. Prerequisite: A- in US History and be enrolled in or have completed a Calculus course.

Social Psychology

Fall or Spring Semester
This course for Sixth Form students examines the principles of social psychology: that is, how individuals think, feel, and behave in regard to other people and how individuals’ thoughts,feelings, and behaviors are affected by others. The course will concentrate on the process of social thinking, such as motivation, leadership, conformity, obedience and persuasion, and social relations, including aggression, altruism,prejudice and attraction. General principles of coping, grouping identities, and social stress will be discussed. In addition to readings from the text, the course will include discussions of “case studies,” film presentations and journal writing.

Contemporary Issues in War and Peace

Fall or Spring Semester
This is a one-semester course for Sixth Formers.Since the end of the Cold War, the international security environment has experienced increased terrorism, regional conflicts, genocides, and nuclear proliferation. In this course, the students will gain an understanding of the historical context of each of these and an appreciation for the complexity of national and international responses to them. The course will focus on definitions of the contemporary challenges to security and peace; their origins, how, where, and when they occurred; and the successes or failures of the United States, the United Nations, and other multinational coalitions in overcoming these challenges. The course will be conducted in a seminar format and will use the case study methodology. The cases will relate to regions and nations such as the Middle East, Iraq, Afghanistan, the Balkans, Africa, and Asia.

Modern Middle East History

Spring Semester
This one-semester VI Form course provides an overview of the modern Middle East. This examination includes state and regime formations, international relations, and contrasting domestic politics. Additionally, the course will examine the theoretical roots of Islamic fundamentalism and its effect on the formulation, growth, and actions of radical Islamic terrorist organizations. We also will evaluate contemporary issues surrounding U.S. foreign policy as it pertains to the politics, economics, and conflicts of the Middle East.

Independent Study

This is an opportunity primarily for Sixth Form students to pursue an academic interest in a tutorial setting. Independent study can further the academic and intellectual interest of both students and faculty, enrich the curriculum, and encourage interdepartmental courses and cooperation. STUDENTS MAY NOT DROP AN HONORS COURSE OR A YEAR-LONG COURSE IN ORDER TO TAKE AN INDEPENDENT STUDY. Be sure to include this in your planning for your academic course load. This course is available to students during the fall or spring semesters of the Sixth Form year or, in rare cases, the Fifth Form year. A student, in conjunction with the appropriate teacher, will develop his independent study proposal that is then forwarded to the Independent Study Committee. Please ask the Head of the Upper School or the Director of College Counseling about further details. NB: Independent Study is intended for work that is not available in the normal school curriculum.

Mathematics

Philosophy and Overview

The Mathematics Department believes that all students are capable of learning mathematics and should be encouraged to excel. The faculty will promote and encourage all students to reach their potential in the classroom by teaching in a way that reinforces the curriculum and evaluation standards identified by the National Council of Teachers of Mathematics [www.nctm.org/standards]. This means that the mathematics learned by Upper School students will include but not be limited to the following:

• Problem solving using real world situations and applications
• Active learning with an emphasis on group work and communication of results
• Collaboration with other disciplines to make connections
• Emphasis on the use of the current technology
• Use of a variety of resources other than textbooks to enhance the curriculum
• Exposure to the intrinsic beauty of mathematics and its applications

The goal of the Haverford Upper School Mathematics Department is to encourage students to discover mathematics in a way that will give them confidence in their ability and show its importance to solve problems that they will encounter for the rest of their lives.

All students must successfully complete at least three (3) years of mathematics in the proper sequence in the Upper School, including at least one of the following: (1) Pre-Calculus or Pre-Calculus* at the advanced level (2) Statistics, (3) Math of Finance/Decision Analysis or (4) one of the courses with Calculus in the title.

The Mathematics Department approves placement of students in standard or accelerated (*) sections. Only students currently enrolled in accelerated (*) sections will be given permission to sign up for another accelerated (*) course without approval of the department chair. New students and current students with special requests and situations (i.e. earned grades of A or A+, advanced work in summer school, enrichment courses, etc.) need to discuss their plans with the department chair and current teachers before such courses are taken. Students will be placed in accelerated (*) sections in August by either the department chair or Head of Upper School after successful completion of the work. Students enrolling in courses that are in sequence #3 or #4 below need to earn at least an A- or higher in their current course (year grade) or they will be placed in sequence #2 below. Sequence #4 is open to only those students that have completed Geometry prior to their enrollment in the Upper School.

Algebra I

Algebra I is an introductory course designed for incoming Third Formers who have had little or no Algebra or who need a thorough review of Algebra. After a review of arithmetic operations, the first semester focuses on the basic concepts of Algebra, using the variable in examining positive and negative numbers, simplification of fractions, formulas, and the solving of algebraic equations and word problems.The second semester looks at the graphs of linear equations and the solving of linear and quadratic equations.

Geometry

This course provides a thorough study of geometry. Topics covered include basic ideas of points, lines, angles; transformations; coordinate geometry; congruence and similarity; concept of proof; work with polygons: area and volume; circles.

Accelerated Math I*

Third Form Students Only
This course is designed for the student who wishes to move at an accelerated pace and has a sincere interest in majoring in math, some sort of engineering or one of the physical lab sciences in college. Students must have earned at least a grade of A (for the year) and department approval to enroll in this section. This course will move at a very rapid pace that eliminates the re-teaching of topics that were mastered in Algebra I. Students will be covering 1.5 years of our most demanding curriculum in one year. Students who successfully complete this course will enroll in Accelerated Math II during their Fourth Form year. (See chart above.)

Accelerated Math II*

Fourth Form Students Only
This course is a continuation of Accelerated Math I. It will cover the remaining 1.5 years of our most demanding curriculum in one year. This course will move at a very rapid pace and will cover the following topics: functions, logarithms, all of trigonometry, complex number system and statistics. Prerequisite: Grade of A- or better in Accelerated Math I and recommendation of your current teacher. 

Algebra II

This course continues the study of mathematics in an integrated manner. Topics include linear, quadratic and rational functions; powers and roots; exponential and logarithmic functions. The concepts and topics are developed in view of real-world models. Prerequisite: The study of geometry.

Algebra II*

The curriculum will cover the same topics as the standard Algebra II course but will deal with problems that involve more complex issues than the standard course. Prerequisite: Geometry*, the recommendation of your current teacher, and approval from the Mathmatics Chair.

Pre-Calculus

This course continues the study of mathematics in an integrated manner. Trigonometry concepts are emphasized in the first semester along with the study of functions and other Pre-Calculus topics in the second semester. Real-world models are developed throughout.

Pre-Calculus*

The curriculum will cover the same topics as the standard Pre-Calculus and Statistics course but will deal with problems that involve more complex issues than the standard course. Prerequisite: A- or better in Algebra II*.

The following mathematics courses are primarily for Fifth and Sixth Form students and require department approval to enroll:

Calculus & Statistics

This is a year-long course covering material as presented in both a first semester social sciences or business calculus course, as well as that offered in a college freshmen statistics course. Calculus & Statistics will serve as an introduction to the major concepts of calculus; the derivative and the integral as applied to various continuous functions, as well as the major concepts from statistics; tools for collecting, analyzing, drawing conclusions from raw data and reporting the results obtained from these activities. Prerequisites: Precalculus and recommendation of current teacher.

Calculus I*

This course offers a thorough study of the differentiation of algebraic functions, integration techniques as well as the study of the calculus of transcendental functions. Applications with graphical and numerical analysis are emphasized throughout. Prerequisite: Students must have earned at least a grade of A- in Pre-Calculus* or Accelerated II*, or the recommendation of current teacher and a grade of A or better in Pre-Calculus.

Calculus II*

This very challenging course is an extension of Calculus I. The advanced topics covered will include the calculus of polar, vector and parametric equations, power series (including Taylor and Maclaurin series, and tests for convergence), topics in differential equations, and linear algebra. Prerequisite: Calculus I* and recommendation of teacher.

Statistics

This is a year-long introduction to the major concepts and tools for collecting, analyzing, drawing conclusions from raw data and reporting the results obtained from these activities. Statistics* is open to qualifying Form VI students, who wish to study Statistics at a level comparable to a one-semester introductory college course. It is designed to meet and exceed both the Data Analysis core curriculum requirements (as adopted by the Pennsylvania Department of Education) as well as those contemplated under Advanced Placement (AP) Program. Prerequisite: Recommendation of current teacher. Students may take this course concurrently with Calculus I* or Calculus II*.

Decision Analysis

Spring Semester
Students will learn the elements of decision-making and what what constitutes a good decision. It will begin with a study of probability, including the concepts of independent events and complementary probabilities. After mastering the “math of decision-making,” students will learn about the other areas of decision-making including the following: sound reasoning, creating alternatives, and committing to follow through. The second half of the course will involve case studies of real life decision-making such as gambling, petty theft, or use of alcohol and drugs.

Mathematics of Finance

Fall Semester
It will explore the theories of compound interest in both finite and continuous time. The emphasis will be on solving real-world problems in the fields of economics and finance. Among the topics covered are: time-value of money, values of various annuity functions, debt amortizations, pricing of various fixed-return debt instruments, asset/liability management, quantifying portfolio risk, capital budgeting, etc. Informal lecture format with in-class problem-solving sessions will be used. Group learning via discussion and problem solving will be encouraged.

Software Programming

Fall or Spring Semester
The course will focus on the software development life cycle, object oriented design, and mobile device applications. Students will learn to identify interesting problems that can be addressed with software, determine the scope of a project, design a solution, program the application, test and debug, and submit for release to the public. Prerequisite: Algebra II.

Science

Philosophy and Overview

The Haverford School Science Department strives to produce graduates who demonstrate a well-developed scientific intellect. Crucial to this goal is the development of critical thinking and the ability to synthesize and analyze available information. Possessing those tools, the boys can then apply their knowledge to the integration of concepts within the realm of science and across disciplines. We want the boys to understand that science is an active and ongoing process. We mold active learners who are capable of independent, cooperative, and collaborative work using the available technology and tools. We emphasize the students’ status as global citizens, including but not limited to the stewardship of their environment, ethical decision making, and possessing comprehensive historical perspective. We consistently model for and try to instill in the boys, personal qualities that will sustain open-mindedness, creativity, imagination, and curiosity. By supporting informed risk-taking and encouraging the patient pursuit of goals, we look to cultivate persevering, hard-working students who will possess the confidence and resiliency to continue their study of science regardless of obstacles they may encounter. Through this process we hope to nurture and help the boys sustain the inherent awe, passion, and wonder that science can inspire.

Physics

The Haverford student sets out on his Upper School science journey in this conceptual physics course, which lays the foundation for Chemistry and Biology. The course attempts to instill in the student a love for science and a curiosity for the natural world. Structured around pillars of physics such as Newton's Laws, the Law of Conservation of Energy, Optics, and electricity and magnetism, the course provides the student with the opportunity for intellectual investigation and tactile experience. The students, through individual and group work, engage in laboratory research, reading, writing, problem-solving, and creative projects. The course strives to help the student develop his scientific literacy and a love for learning more about our physical world. This course is required of all Third Form students.

We emphasize observing and taking direct measurement of the phenomena discussed in class, and making intelligent analyses of data collected. Therefore, class time is often devoted as much to laboratory study as to the more traditional lecture and recitation. The student learns to write formal laboratory reports in the format expected throughout his Upper School Science experience. In his laboratory exercises, the student makes extensive use of Vernier probes and interfaces in order to capture data directly into computers for analysis and effective presentation.

This Physics course is conceptually challenging without being mathematically intimidating. The work of Physics provides the Third Form student with an excellent opportunity to make practical application of the algebra and geometry skills he acquires in his math classes. Nevertheless, physics concepts are communicated in plain English, with equations as 'guides to thinking' rather than recipes for blind algebraic problem solving.

Chemistry

The second of three required courses, Chemistry is an integral component of Haverford’s Upper School science sequence. Like Physics, Chemistry emphasizes problem-solving strategies, experimentation, teamwork, and the fundamental principles of physical science. To that foundation it adds an understanding of modern theoretical concepts, multi-step calculations, and qualitative and quantitative laboratory work. All Chemistry courses provide students with an understanding of basic chemical concepts: atomic and molecular structure, periodic properties of elements, reactions, stoichiometric calculations, thermochemistry, solution chemistry, acids and bases, and equilibrium. We expect students who have completed a course in Chemistry to have a firm grounding in experimental procedures, calculations, and basic error analysis. Students should also be able to manage an appropriate schedule of reading, problem solving, preparation, and participation. Graphing calculators and related software are frequently used for data analysis. Chemistry is an important prerequisite for the Biology course which students customarily complete in their Fifth Form year.

Topics in Chemistry

This is a broad introduction to, and overview of, the general principles and problem-solving techniques in the study of the composition of substances and the changes they undergo. The course touches on all of the five major branches in chemistry: inorganic, organic, analytical, physical, and biochemical. The pace of the course is adjusted so as to support the further development of basic problem solving skills. Emphasis is placed on theory and concepts while problem solving and mathematical requirements in this course are appropriate for students concurrently enrolled in Algebra I or Geometry. Prerequisite: Recommendation of the Physics and Math instructors, and permission of the Science Department Chair. Co-requisite: Algebra I or Geometry.

Chemistry

This is a broad introduction to, and overview of, the general principles and problem-solving techniques in the study of the composition of substances and the changes these substances undergo. The course touches on all of the five major branches in chemistry: inorganic, organic, analytical, physical, and biochemical. Problem solving and mathematical requirements in this course are appropriate for students concurrently enrolled in Algebra II or higher. Prerequisite: Recommendation of the Physics and Math instructors, and permission of the Science Department Chair. Co-requisite: Algebra II or higher or permission of the Science Chair.

Chemistry*

This very rigorous course includes all the requirements of Chemistry with an added emphasis on more complex problem-solving techniques, independent learning, and detailed application to contemporary science and technology. Topics will be explored in more depth and at a faster pace than in Chemistry and students may explore additional topics in Thermodynamics, Electrochemistry, and/or Reaction Kinetics. Students should expect frequent and challenging out of class assignments for its entirety. Prerequisite: An established record of dedication to fulfilling course requirements and a conscientious commitment to excel. Completion of Physics with a grade of A- or better and support of the Physics and Math instructors, with approval of the Science Department Chair. Co-requisite: enrollment in Algebra II or higher or permission of the Science Chair.

Biology

Fifth Form Biology is the last of the science requirements for graduation from The Haverford School. The course takes advantage of the experience students have acquired in their earlier physics and chemistry courses. As the science of biology takes an increasingly molecular approach to pursuing answers to questions about life processes, and as technological advances provide tools of studying phenomena with more and more precision, a student must demonstrate competency in the physical sciences in order to achieve the greatest understanding of modern biology. Principle topics may include cell biology, biochemistry, classical and modern genetics, molecular biology, and history of life, animal and plant physiology, with a year-long focus on ecological implications. Besides acquiring new knowledge, students refine their laboratory skills: making careful, quantitative observations, asking good questions, forming testable hypotheses, designing laboratory procedures, effectively and safely manipulating laboratory apparatus, gathering, analyzing, and presenting laboratory data, and coming to reasonable conclusions.

Each student should gain a thorough knowledge of biological processes that apply to him and to the natural world around him. He should, therefore, be able to make intelligent decisions about biological issues affecting him and his community, as they will certainly arise in his future. What is more, we want students to grow to have an appreciation for the richness of the natural world, a curiosity about the many mysteries that remain, and the confidence to continue to study biology at the higher levels of college and graduate school. Prerequisite: Third Form Physics and Chemistry or permission of the Science Chair.

Biology*

Similar in content to Standard Biology, general topics may include evolution, cell biology, biochemistry, classical and modern genetics, molecular biology, history of life, animal and plant physiology, and ecology. This course examines these phenomena in greater breadth and depth at the level of an introductory college course. Understandably, daily workload is heavier in this course, and some laboratories are more challenging, than in standard Biology. Throughout the year we will exercise our freedom to pursue subjects that catch our particular interest. Prerequisite: An established record of dedication to fulfilling course requirements and a conscientious commitment to excel. Third Form Physics and a grade of A- or better in Chemistry or B or better in Honors Chemistry with the support of the Chemistry instructor and permission of the Science Chair.

Advanced Physics*

Advanced physics is a year-long course designed for those Sixth Formers who are seriously considering the physical, medical, or engineering sciences as a future college major or career path. The course will cover some familiar and several new topics with an emphasis on related mathematical theory and rigorous problem solving. Students will explore linear, periodic, rotational, and circular motion, as well as statics, waves, optics, electricity, magnetism, fluids, thermodynamics, and relativity as time permits. The course will be conducted at an accelerated pace and students should expect frequent and challenging out of class assignments for its entirety. Prerequisite: An established record of dedication to fulfilling course requirements and a conscientious commitment to excel. Completion of algebra II with a grade of A- or better. Successful completion of Honors Chemistry and Honors Biology with support of the science faculty and permission of the Science Chair. Corequisite: Enrollment in or completion of Pre-Calculus or a more advanced course in mathematics.

Physiology

Fall Semester
This course provides a survey of ways in which human structure is related to its functions, and examines the mechanisms behind selected infectious, degenerative, and traumatic illnesses. Major topics of study are the dynamic means by which humans satisfy the basic requirements for life, and to what degree the human body can tolerate deviations from normal environmental conditions. Topics may include digestion, respiration, transport of materials, the disposal of excess and poisonous substances, acquisition and transmission of information, regulation and integration of body functions, and defenses against disease. Prerequisite: Support of the Biology instructor and permission of the Science Chair.

Electronics*

Astronomy

Environmental Ethics

Environmental Policy

Literature, the Environment, and Society

Research Design

More and more, students at the collegiate level are indicating that the ability to design and execute legitimate research is critical for success in both higher education and life beyond. The real world is alive with questions that have never been answered; research is a vital and dynamic process that provides us with the tools to answer those questions. By learning to analyze problems systematically through a legitimate process of research design, researchers discover things that have never been discovered before. The objective of this course is to familiarize students with the concepts and strategies of basic research methodology. Research methods vary from subject to subject, but in this course, students will learn a basic approach that transcends the boundaries of specific academic areas. This course will guide students through the entire research process, from selecting a problem of their own choosing (relevant to any academic discipline), to designing a research process specific to their question, to ultimately completing a research report.

Advanced Laboratory Research Cooperative I*

Advanced Laboratory Research Cooperative II*

Modern and Classical Languages

Philosophy and Overview

The Modern and Classical Languages Department prepares boys for a future in the global community. In order to create the best target language experience for our students, we seek to cultivate a program that incorporates the following interconnected principles:

Cultural understanding and empathy - The study of languages beyond English provides a unique opportunity to not only gain perspective on cultures separated from ours in space and time, but also better understand our own. Our culture-centered language curriculum, while maintaining rigorous linguistic standards, intentionally teaches our boys empathy and appreciation for diversity. 

Language acquisition - Our program provides the opportunity for students to become proficient at reading, writing, speaking and listening in the respective languages. To achieve these proficiencies, we provide a learning environment that fosters intellectual risk-taking and problem-solving skills.

Incorporation of authentic experience - We put the study of language in context by incorporating meaningful, real life resources into the curriculum. We value experiences beyond our school walls, both in the local community and abroad, and strive to provide opportunities for our boys to travel. 

Course Descriptions

Chinese I

This course is for students who have had little or no exposure to Mandarin Chinese. It introduces Chinese culture and the pinyin Romanization, sounds, tones, Chinese characters, vocabulary and grammar of elementary Chinese language. It emphasizes the correctness of toning, pronunciation, precision in character writing and precision in both oral and written communication. Working with maps, films, magazines and books, the course introduces aspects of Chinese culture and history.

Chinese II

This course continues the skills, comprehension, and proficiency developed in Chinese I. The emphasis is placed on expanding the vocabulary and mastering the complex sentence structures. Students work to further strengthen the correctness of toning, pronunciation, precision in character writing and precision in both oral and written communication. Students are expected to practice daily all of the four modes of communication. Cultural items of interest, such as history, philosophies, myth and lifestyle are also discussed.

Chinese III

This course continues the skills, comprehension and proficiency developed in previous study of the language. More vocabulary and grammar structures are introduced and mastered. Students should be able to utilize all the words and complex sentence structures both in writing good short narratives, compositions and in initiating and sustaining classroom roundtable discussions. Chinese is the main medium in the classroom and in casual situations throughout the school day. Students are expected to put equal emphasis on listening, comprehension, speaking, reading and writing. Prerequisite: department approval.

Chinese IV*

This course is conducted in Chinese, unless the clarification of difficult concepts demands otherwise. Students work to refine their listening and speaking skills, toning and pronunciation, to strengthen the correct usage of the language including character and idiomatic expressions, and to expand their knowledge of advanced vocabulary and grammar. This class requires students to apply their knowledge to routine written compositions and daily classroom oral discussions, which are crucial evaluations of their skills. Students expect weekly testing and short essay writing assignments. Prerequisite: B+ average in Chinese III and department approval.

Latin I

This introductory course examines the linguistic, cultural and historical traditions of the Greco-Roman civilizations. As a way to foster clear and logical thinking, Latin grammar, syntax and translation form the core of study. Since Latin is a basic constituent of the English language, the course examines vocabulary with particular emphasis on English derivatives and related definitions. Students also study mythological, historical and cultural themes in order to broaden their appreciation of the foundations of Western civilization. This course moves at a slower pace and is designed for students who may not thrive in a modern language.

Latin II

This course, offered to students who have completed Latin I in Middle School, reviews the fundamentals of Latin I and introduces more sophisticated grammatical concepts requisite for success at the intermediate level. To introduce the art of translation, mythological stories are read in conjunction with the grammar text. Emphasis is placed on precise analysis and expression in preparation for reading the original works of the Latin writers in Latin III. Prerequisite: department approval.

Latin II*

Students who choose this course should be especially eager to continue their study of Latin and classical literature. While including the elements described for Latin II, the pace and depth of the curriculum are aggressive and presume an avid enthusiasm for scholarship. Students will explore the tradition of the ancient hero by translating myths about the adventures of Perseus and Hercules. The first original work of Latin literature to be translated and analyzed will be Caesar’s Gallic Wars. Prerequisite: A- in Latin I and department approval.

Latin III

This course is centered on the reading, translating and analysis of Latin literature. Students spend a good portion of the first two marking periods in translating epigrams, a unique genre which concisely and effectively conveys the thoughts of ancient Roman authors. These epigrams, selected for philosophical content as well as illustrative of specific and complex Latin syntax and grammar, enable the students to review Latin grammar while at the same time mastering the art of the pithy quote both in their own writing and that of the ancient Romans. The course progresses to the reading of connected prose, the specifics of which are predicated on the ability of the students in that particular class. Selections have included Jason and the Argonauts, the Adventures of Ulysses and selections from Caesar and Cicero. Prerequisite: department approval.

Latin III*

This course allows the student to apply his knowledge of Latin grammar, syntax and vocabulary to the reading, translating, analyzing and understanding of Latin literature from the late Republic. Particular emphasis will be placed on the works of Caesar and Cicero. In conjunction with our translations, students will study the literary, cultural, intellectual and historical contributions of the ancient Roman world. This course, in comparison with the Latin III course, proceeds at an enhanced pace and depth. Prerequisite: A- in Latin II* and department approval.

Latin IV

Students study Vergil’s epic poem The Aeneid in its historical setting as well as in its place within the traditions of epic genre. Selections are translated from the Latin, while other passages are examined and discussed in English. In addition to mastering Latin epic meter, students become familiar with figures of speech and the Vergil’s unparalleled poetic style. Through extensive translation and textual analysis, students develop their confidence inreading at sight and, by writing short papers and giving oral reports on relevant topics, they enhance their appreciation of Vergil’s artistry. Prerequisite: B- in Latin III and department approval. 

Latin IV*

Students study Vergil’s epic poem The Aeneid in its historical setting as well as in its place within the traditions of epic genre. Selections are translated from the Latin, while other passages are examined and discussed in English. In addition to mastering Latin epic meter, students become familiar with figures of speech and the Vergil’s unparalleled poetic style. Through extensive translation and textual analysis, students develop their confidence in reading at sight and, by writing short papers and giving oral reports on relevant topics, they enhance their appreciation of Vergil’s artistry. This course, in comparison with the Latin IV course, proceeds at a greatly enhanced pace and depth. Prerequisite: A- in Latin III* and department approval.

Latin V* Prose

Fall Semester
In this course students will have the opportunity to read and study a variety of Roman prose writings including history, political commentary, philosophy and letters. The works of authors such as Livy, Tacitus, Suetonius, Caesar, Cicero and/or Pliny will provide the basis for a more thorough understanding of the Roman Republic and Empire. The prose selections will enable students to improve both their reading fluency and literary analysis skills as they gain a better appreciation of Roman culture, history and literature. Prerequisite: A- in Latin IV and department approval.

Latin V* Poetry

Spring Semester
In this course students will have the opportunity to read and study a range of Roman poetry including epic, lyric and satire. The works of authors such as Ovid, Catullus, Martial and/or Juvenal will offer the student insights into Roman thinking about politics, love, everyday life, mythology and poetry. The poetry will enable students to improve both their reading fluency and literary analysis skills as they gain a better appreciation of Roman culture, history and literature. Prerequisite: A- in Latin IV and department approval.

Spanish I

This course is designed for the student who has had little or no prior exposure to the Spanish language. It emphasizes the acquisition of fundamental practical vocabulary, a solid foundation in basic grammatical structures, a detailed study of the verb system and the development of sound pronunciation and speaking skills.

Spanish II

Students enrolled in this course have successfully completed Haverford’s first year of the language. In Spanish II, students will continue to build a solid foundation in the fundamentals of grammar and in the acquisition of a practical, useful, contemporary vocabulary for oral and written communication in a variety of everyday situations.Furthermore, through various cultural explorations, students will continue to expand their knowledge of Hispanic cultures. Students participate in daily oral drills, complete translation exercises, read short passages and write one page compositions. Throughout the year, the students continue to expand their vocabulary and strengthen their precision both in speaking and writing, and master the future, conditional, imperfect and perfect tenses. Prerequisite: Department approval.

Spanish II*

Students enrolled in this course have successfully completed Haverford’s first year of the language, and are prepared for the significantly faster pace of this course. Students in this class will master the future, conditional,imperfect and perfect tenses of the indicative mood, and will also undertake a thorough study of the present subjunctive. The class will be conducted almost entirely in Spanish, unless the explanation of a complex grammatical concept demands otherwise. Students will engage in oral drills, and translation exercises, and will create presentations and one-page compositions. The class will read and discuss short literary passages and current articles relevant to Hispanic culture. Prerequisite: A- average in Spanish I and department approval.

Spanish III

Students enrolled in this course have successfully completed Haverford’s Spanish II curriculum. Spanish III begins with a thorough review of grammar covered in the second year. Students will then continue their study of the subjunctive mood, and will be introduced to more complex grammatical structures. Students will read longer passages, and sections of authentic literary works, and will engage in class discussion entirely in Spanish. In Spanish III, students complete their study of the Spanish verb system, and begin to apply their skills to a variety of exercises designed to promote greater fluency in spoken and written Spanish. Prerequisite: department approval.

Spanish III*

This course is designed for students who have successfully completed Haverford’s Spanish II* curriculum. Emphasis in Spanish III* is divided among five basic language skills: listening comprehension, speaking, reading, writing, and cultural understanding. This third-year course begins with a review of second year skills and introduces appropriate new material to help students improve their command of grammatical structures, active and passive vocabulary, and comprehension of both literary and non-literary written Spanish. Short stories, films, and newspaper articles are incorporated into the curriculum, in order to foster greater understanding of Hispanic culture,and to help the student develop the skills necessary to express himself in spoken Spanish. Students in Spanish III* make the transition from sequential materials used at the previous levels of language instruction to the ability to express themselves creatively in oral and written Spanish. Prerequisite: A- average in Spanish II* and department approval.

Spanish IV

The objective of this course is to help the students to convert the linguistic skills acquired during the three previous years into a coherent, clear, and useful means of communication. It prepares students to converse at length and handle everyday situations with confidence. Students view films in Spanish, and read literary works from world-renowned Spanish and Latin American authors. They also use the Internet, magazines, and newspapers to read about current events in the Spanish speaking world. The films, literary readings, and articles are the basis for classroom discussion and provide students with a general understanding and appreciation for the Hispanic culture. By the end of this course the student should have developed the self-assurance and confidence necessary for using the target language in informal conversations, or before a variety of audiences, ranging from a small circle of friends to a full class. Prerequisite: B- average in Spanish III and department approval.

Spanish IV*

This is an interactive course involving advanced vocabulary and grammatical structure, as well as intensive study and usage of the Spanish language. Students in this class will continue to develop greater proficiency in all four language skills: listening, reading, writing, and speaking. Students in Spanish IV * will discuss contemporary news, cultural topics, literary readings, and Spanish films. The goal of this course is to help students achieve fluency, and, as such, it will enable students to communicate with greater confidence, giving them the tools they need to handle day-to-day situations in a contextualized setting. Prerequisite: A- average in Spanish III* and department approval.

Spanish V: Cine del mundo hispano

Health and Physical Education

Philosophy and Overview

The primary goal of the Health and Physical Education curriculum is to provide the boys with the framework necessary to develop and maintain a fitness plan that they can utilize for a lifetime. Through the health portion of the curriculum the boys are introduced to the five components of fitness and sound training techniques that will guide them in their quest for a personal fitness plan. Principles of diet and exercise and their effect on wellness are incorporated into this plan to allow the students to integrate this information into their program. Through the physical education curriculum, we aim to provide the boys with a variety of lifetime sports and activities that will give the boys the sport skills necessary to establish a lifetime commitment to a healthy lifestyle. We believe that a sound mind in a sound body is an ideal to aspire to and we strive to instill those values in the young men we teach. We also believe that regular daily activity is essential to a healthy cardio-respiratory system, and we try to have at least twenty minutes of vigorous activity each and every class.

Health & Physical Education

This course is required for all IV Form students. The class meets three times per cycle, and is divided into two separate curricula. The physical education portion occupies roughly two thirds of the year, with health education taking up the remaining one third. The physical education course introduces the boys to a variety of activities that will form the basis for their adult fitness program. The five components of physical fitness are applied to these activities to give the boys an awareness of the importance of wellness in their lives. The health portion of the course is devoted to current topics including communicable diseases, cardiovascular disease and cancer,the aging of America, and its ramifications for society, and certification in cardiopulmonary resuscitation. The current text is “Get Fit, Stay Fit" by William E. Prentice.