Upper School

Grade 9: Expository Writing and Exploring Identity in Literature

Most of us worry, at one time or another, about fitting in and being accepted. And most of us have been told, at one time or another, “Don’t worry; just be yourself!” But how do we know who our self is? Do we uncover it or do we construct it? Is it fixed or changing, private or public, singular or plural? Is self the same as identity? This course explores these questions through the study of literary works in which characters and their authors grapple with gender, sexuality, race, religion, class, and identity in the context of a particular place and time. The readings explore the complexity, contradiction, and creativity of selfhood and identity. Particular attention is paid to intersectionality--the way different components of identity intersect and overlap--and how books act as windows and mirrors that allow us to see others and ourselves. This course also seeks to address the active practice of writing. We will read writers who reveal their motivations for writing, so that you may answer these questions for yourself: Why write? How does writing invite me to discover myself and others? We will come to see through critical reading and expository writing how people from different groups come to experience the world and find their selves, so you can figure out who you are and how you are going to contribute. Students will complete the course by creating a portfolio of their writing and reflection.

Grade 10: How We Remember and the Stories We Tell: Close Reading and Analysis

Grade 10 English invites students to increase their proficiency as a reader and writer through rigorous study of challenging and rewarding texts. Central concerns will be honing and strengthening analytical writing skills and developing creative criticism. Most importantly, as tenth grade English students, students are expected to engage fiercely with these texts to broaden and deepen their consciousness. We will use the framework of memory, remembering, and nostalgia to guide our essential questions. The breadth of texts will include a multitude of genres and time periods.

Texts may include "Cat on a Hot Tin Roof" by Tennessee Williams, "The Tempest" by William Shakesepare, "Frankenstein" by Mary Shelley, "The Woman Warrior" by Maxine Hong Kingston, "Never Let Me Go" by Kazuo Ishiguro, "The Stranger" by Albert Camus, and "The Meursault Investigation" by Kamel Daoud.

Grade 11: American Literature

Our class will explore the wealth of literary and artistic voices that continue informing our American identity and experience. As historian Jill Lepore writes, “American democracy is bound up with the history of reading and writing, which is one of the reasons the study of American history is inseparable from the study of American literature.” With this idea in mind, our class will pay special attention to the creative output and collective histories of communities living and creating at both the center and periphery of their respective American moment. We are tracing, in other words, how generations of Americans have used their literacy and literature to challenge, explain, and/or defend our democracy’s often contradictory and complex nature.

And in keeping with our central questions of what it means to be American and whether literature can shape ideas about personal and collective identities, our readings offer opportunities for rethinking and discussing possible responses to these urgent queries while asking others. When considering American identity, we must focus on how others are denied space and access to manifesting their own destinies as they deem fit, be it in literature or in life.

Additionally, we will explore contemporary critical perspectives and responses to some of the literature read this year, witnessing the many interdisciplinary approaches while making meaningful text-to-text, text-to-self, and text-to-world connections.

Summer Reading: Selections from Christopher Columbus, The Four Voyages; Herman Melville’s Benito Cereno; selections from Felipe Fernandez-Armesto, The Americas: A Hemispheric Journey, and Juan Gonzalez & Joseph Torres, News for All the People: The Epic Story of Race and the American Media

Fall Term: Bartolomeo de las Casas, A Short Account of the Destruction of the Indies; Felipe Fernandez-Armesto, The Americas: A Hemispheric Journey; selections from Puritan writers; Thomas Paine, Common Sense.

Winter Term: Frederick Douglass, Narrative Life of Frederick Douglass; selections from Harriet Jacobs, Incident in the Life of a Slave Girl; selections from Washington Irving, Ralph Waldo Emerson, Henry David Thoreau, Margaret Fuller, and Edgar Allan Poe; Jacob Lawrence and Robert E. Lee, The Night Thoreau Spent in Jail; selections from Walt Whitman, Drum-Taps and Memoranda During the War.

Spring Term: Mark Twain, Pudd’nhead Wilson; James Weldon Johnson, Autobiography of an Ex-Colored Man; Pietro Di Donato, Christ in Concrete; F. Scott Fitzgerald, The Great Gatsby; selections from W.E.B Du Bois, Alain Locke, Zora Neale Hurston, Richard Wright, Flannery O’Connor, James Baldwin, Malcolm X, Bernard Malamud, Audre Lorde, Hector Oesterheld’s The Eternaut, and Francisco Cantú, The Line Becomes a River.

Grade 12

First Semester Electives

Changes in Latitudes: Books about Travel and Place E.B. White, your grandparents’ favorite children's author, defined three types of people in our city: the daily commuters who give New York "its tidal restlessness;” the here-since-birth “natives” who provide "solidity and continuity;” and the transplanted “settlers” who "give it passion.” One category left out by White: our year-round supply of tourists.

What does tourism provide and extract? Leisure, commerce, edification, resentment — tourism is as much about the experience of the local as it is the vacationer’s. In this course we will read stories of contact between peoples and of contact between humans and the natural world. Our texts may be allegorical or speculative, be about travel or migration, or involve a mix of genre and content. Crucially, we will make use of postcolonial critical perspectives in our reading. Your writing assignments will include short critical essays and opportunities for creative nonfiction.

Texts may include: A Small Place by Jamaica Kincaid, Barbarian Days by William Finnegan, The Colonizer and the Colonized by Albert Memmi, The Ardent Swarm by Yamen Manai, Geography III by Elizabeth Bishop, Blood and Soap by Linh Dinh, The White Album by Joan Didion, and reporting by Mark Twain, Hunter S. Thompson, and Ryszard Kapuściński.

Gods & Monsters: Science in Fiction

What is the relation between literature and science? Is fiction a form of knowledge, and if so how is it different from the knowledge arrived at in the natural sciences? What is the role of the “thought experiment” in scientific and literary writing? Are novels or stories thought experiments? If they are, what do they allow us, as a society, to explore about our relationship to science and its progress? The course will explore such questions through a focus on science as it appears both in science fiction and across other genres. In addition to reflection on what is meant by “genre,” we will consider how science and the scientist are represented in works of fiction, the idea of time travel, artificial intelligence, and imagining different kinds of dystopia. Assessments will include critical and creative writing, informal daily writing, and discussion participation.

Texts may include: State of Wonder by Anne Patchett, Frankenstein by Mary Shelley, Frankenstein in Baghdad by Ahmed Saadawi, Brave New World by Aldus Huxley, The Dispossessed by Ursula LeGuin, Klara and the Sun by Kazuo Ishiguro, Angels in America by Tony Kushner, Arcadia by Tom Stoppard, and short works by H.G. Wells, Philip K. Dick, Edgar Allan Poe, Susan Sontag, and others.

Hermeneutics and Power This multimedia course explores the theory and practice of hermeneutics, with a particular focus on its relationship to state power. We will examine how interpretation shapes our understanding of reality, our personal and public politics, and how this understanding can be manipulated to serve the interests of those in power. With help from one of our primary texts, James C. Scott’s Seeing Like a State (1998), we discuss the possibilities or limitations of speaking a truth (about ourselves and our world, or speaking truth to power) amid governing bodies/institutions seeking to impose a high degree of “legibility” on the citizenry and cities they govern—an attempt at making their subjects and environments more easily understandable and controllable.

So, questions linger: how then to be an authentic “you”? Can an unfixed, fluid self be one form of resistance? How to foment an honest and rigorous interpretative schema amid state-sanctioned censorship, legibility, and control? Could a journey to a more honest, freer self be as Foucault says, one wherein we do not know exactly who we are and resist/re-interpret the knowledge handed down to us? Should our main interest in life solely focus on the “work…to become someone else that [we] were not in the beginning”? Our Foucault readings will offer a critical perspective on the nature of the self and the ways in which it is constructed through power relations.

We will also read parts of Angel Rama's The Lettered City (1984), wherein we consider the role of literature and writing in shaping urban identity and how cultural production can be used to reinforce or challenge dominant narratives, including state-sanctioned memories that “overwrite” local/native voices and peoples.

Other readings will include short works by Plato, Aristotle, and Friedrich Nietzsche, as well as Shakespeare’s Hamlet, John Stuart Mill’s Utilitarianism, B.F. Skinner’s Walden Two, Italo Calvino’s Invisible Cities, Hannah Arendt’s On Lying and Politics, and sections from Frantz Fanon’s Black Skin, White Masks.

Second Semester offerings to be announced later after consulting with the Grade 12 students over the course of the first semester.

Grade 9: The Foundations of the Modern World

This course begins a two-year sequence where students are exposed to World History from its origins to the present. Taking a thematic approach, the course explores major themes in human history that familiarizes students with both the broad patterns and rich diversity that define human civilizations. Themes studied include: world religions, government and empire, global connections, and challenging the status quo. While the content covered is essential, the development of skills is stressed. Students learn key reading and study habits, develop as writers and researchers and presenters, and take the steps to becoming increasingly independent learners. Finally, students interact with a variety of primary and secondary sources as they refine their ability to understand the point of view and perspective of key texts.

Grade 10: The Modern World

This course will examine the political, economic, social, and cultural history of the modern world from the mid-18th century through the beginning of the 21st century. Throughout the course, students will investigate the major historical themes, trends, and events that shaped Europe, Asia, Africa, and Latin America. The students will take on the role of historians as they critically read and analyze historical documents in order to come up with their own interpretations of historical events. The course also places a great deal of emphasis on the writing process, including crafting thesis statements, developing arguments, conducting research, integrating and analyzing evidence, as well as editing and revising. Students conclude the academic year with a 10-page research paper and presentation on post-World War II topics of their choice. Major topics will include: Atlantic Revolutions; the Industrial Revolution; liberalism, socialism, and nationalism in the nineteenth century; New Imperialism; World War I, the Russian Revolution; the rise of authoritarian governments in the Interwar Period; World War II; decolonization in Asia and Africa; the Cold War; and the emergence of a global economy.

Grade 11: United States History

This course will cover American history from European colonization to the Global War on Terrorism. Throughout the course, students will consider the roles that politics, economics, culture, and identity have played in the history of the United States. They will utilize primary and secondary sources to investigate key issues and themes, such as cultural exchange, servitude and slavery, race and ethnicity, partisan politics, the role of government, rights and liberties, women and gender, and economic inequality. Students will continue to hone their writing skills by completing argumentative and research papers. Major topics will include: English colonization; the Transatlantic slave trade; the American Revolution; the U.S. Constitution; the first party system; the Market Revolution; Jacksonian Democracy; moral reform movements; the Civil War and Reconstruction; the Gilded Age and Progressive Era; World War I; the Roaring 20s; the Great Depression; World War II; the Cold War; the Post-War Era; and contemporary politics.

Grade 11 or 12: Rising Powers in a New World Order

We live in a changing world—a world in which political and economic influence is shifting from the superpowers of the past to the rising powers of the future. This course will focus on six nation-states that political scientists and economists classify as rising powers (or emerging powers): Russia, China, Brazil, Saudi Arabia, Indonesia, and India. Throughout the course, students will pay close attention to how these nations are affecting contemporary international relations, global economics, and U.S. foreign policy. Students will also explore the modern history of each nation in order to better comprehend why these nations are emerging powers. The readings for the course are a blend of historical documents, scholarly sources, and popular journalism.

Grade 11: Advanced United States History

The Advanced section of this course surveys the major political, economic, social and cultural developments in American history from the mid 18th century to the present. The course is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the challenges of United States history. Students learn to assess primary sources – their relevance to a given interpretive problem, their reliability and their importance – and to weigh the evidence and interpretations presented in historical scholarship. Nightly writing emphasizes framing a response to a prompt, synthesizing information from the textbook and primary sources, and comparing devlopments across time periods. Students also practice the multiple-choice, short answer and document-based questions featured on the Advanced Placement examination. The survey begins with the review of a major monograph on African-American history, and closes with team projects and presentations on topics in contemporary history.

Grades 11 and 12: Rising Powers

We live in a changing world—a world in which political and economic influence is shifting from the superpowers of the past to the rising powers of the future. This course will focus on six nation-states that political scientists and economists classify as rising powers (or emerging powers): Russia, China, Brazil, Saudi Arabia, India, and Indonesia. Throughout the course, students will pay close attention to how these nations are affecting contemporary politics, global economics, and international relations. They will explore the recent history of each nation in order to better comprehend why political scientists and economists classify these nations as emerging powers. Students will also question whether these nations should or should not be considered rising powers. The readings for the course are a blend of historical documents, scholarly sources, and popular journalism. The students end the academic year by completing an extensive research project investigating a rising power that we did not cover in class.

Grade 12: Advanced European History

Advanced European History is a rigorous college preparatory course covering major political, economic, social, and intellectual developments in European history from roughly 1450 to the present. This course is an effective vehicle for the acquisition of those skills of critical analysis needed for success in college. It is the formal preparation for the Advanced Placement exam. The great breadth of content of this course necessitates considerable reading beyond the confines of the classroom. A significant interest in history itself is a prerequisite for success. Heavy emphasis in the course is placed on essay writing under time constraints.

LATIN

Grade 9: Latin II
Students in Latin II continue to acquire vocabulary, grammar, and syntax. We repeatedly practice verb tenses and noun cases, as well as elements of advanced grammar as they occur in our reading. Students acquire English vocabulary through the study of derivatives. Texts include Cambridge Latin Series Units Two and Three. Emphasis is placed on comprehending texts that explore the lives of Ancient Romans and the peoples they colonized in Britain and Egypt. We also survey the basics of Ancient Greek mythology.

Grade 10: Latin III
Students in Latin III make the transition from lessons oriented primarily toward the introduction and practice of new grammar to the reading of unadapted Latin texts with vocabulary, annotated commentary, or other forms of scaffolding. The goal of the first semester is to ensure that the students have as much reading practice as their growing skills will allow: they read from and comment on stories that steadily meet their growing understanding of the language by challenging them in terms of complexity of the language. The reading is supplemented by the study of grammar and the underlying patterns that help to enable critical knowledge of texts and the ideas contained therein. In the second semester, students begin to read intermediate readers and graded ancient texts to make the transition to ancient literature as successful as possible. Texts include Cambridge Latin Series Units Three and Four.

Grade 11: Latin IV
Students in Latin IV immerse themselves in ancient and more recent authentic Latin texts selected to explore the themes of imperialism and colonization in both the ancient and modern worlds. Our texts for the year include selections from Peter Martyr’s De Orbe Novo, Columbus’ letters and journals, Francis Glass’ A Life of George Washington, Vergil’s Aeneid, and Caesar’s De Bello Gallico. The genres and notable authors of antiquity are more generally explored. Facility with poetic meters and scansion is developed. Latin is often the language used in classroom discussions and instructions. Emphasis is placed on comprehending the texts, listening and writing in Latin, and developing interpretive skills.

Grade 12: Advanced Latin
Students in Advanced Latin will explore the voices and representation of women in Latin literature through a variety of authors, including Ovid, Catullus, and Virgil as well as later lesser known authors. Emphasis is placed on reading comprehension and literal translation. A secondary focus consists of examining the writers’ styles and use of literary devices. Students write short text-based essays analyzing important themes of a text and learn to back up their assertions by accurately citing the Latin. The social and cultural context of the literature is discussed on an ongoing basis.

Grade 12: Independent Study
This course is offered to students who have completed Advanced Latin and desire additional study in advanced literary and cultural topics. The course is conducted entirely in Latin and meets once or twice a week. In rare instances a student may be allowed to take an independent study concurrently with Advanced Latin.

GREEK

Grade 11 or 12: Greek I
Students enrolled in Greek I are given an introduction to Greek syntax, grammar, and vocabulary. They add to their knowledge the basis of many technical vocabularies of English. The crucial literary, political and philosophical legacies of the ancient Greek are learned in tandem with the language and history. Greek myths and their analysis are presented and discussed in English throughout the year. We progress through the textbook Athenaze textbook, while making use of other texts and materials as appropriate.

FRENCH

Grade 9: French II
This course builds on previous work in French and continues to emphasize the oral tradition as well as the acquisition of vocabulary, expressions and the fundamental principles of grammar. Vocabulary is drawn from a variety of sources, including short stories, songs and texts related to culture and history. In terms of grammar, the major verb tenses/moods are covered with particular emphasis on the forms and uses of the imparfait and the passé composé. Students also learn how to build more complex sentences through the study of object and relative pronouns. Additionally, students will go beyond the classroom to explore the target language for personal enjoyment and career possibilities. Students will also explore the city to further their study and research on various cultures of the French-speaking world. Each semester, there is one major project where literature, history, and cinema interconnect to promote cultural awareness and diversity.

Grade 10: French III
French III students are expected to gain an understanding of intermediate French grammar and verb tense structures. Emphasis is also placed on vocabulary enrichment and increased cultural awareness. This is achieved by continued focus on the development of the four basic skills: reading, writing, speaking and listening. Students are asked to write frequently in French, and once in English in a two- to three-page report on French history. Students are expected to master basic written French. Information on the various cultures of the French-speaking world, famous people of French descent and relevant movies are interwoven throughout the course.

Grade 11: French IV
This course continues to focus on the four components of language: reading, writing, speaking and listening. A wide variety of cultural and geographical information pertaining to the various peoples and places of the French-speaking world, as well as vocabulary and idiomatic expressions, are presented. In terms of grammar, the goal of the course is a detailed review of structure; it is assumed that students have a solid grasp of the fundamentals of French grammar. Though discussions of complex grammatical information are sometimes conducted in English, students are otherwise expected to express themselves, both orally and in writing, exclusively in French. Activities and assessments incorporate authentic sources and are set in theme-related, real-cultural contexts. Additionally, students will go beyond the classroom to explore the target language for personal enjoyment and career possibilities. Students will visit the Metropolitan Museum of Art to further their study and research on modernist artists of the French-speaking world. Each semester, there is one major project where literature, history, and cinema interconnect to promote cultural awareness and diversity.

Grade 12: Advanced French
The course focuses on preparing students for college courses in French. This course is designed to review the history of France from ancient Gaul to the present day. As each period unfolds, students examine not only landmark historical events and famous people, but also achievements in literature, arts, science and history. Students continue to work on language skills with the intention of developing ease in language through reading and study of magazines and newspapers, as well as through seminar discussions, oral reports and tapes. Students enrolled in this course traditionally sit for the Advanced Placement exam.

Independent Study
This course is offered to boys who have completed Advanced French and who desire additional study in advanced literary, cultural and grammatical topics. Conducted entirely in French, this class meets once a week. In rare instances a student may be allowed to take an independent study concurrently with Advanced French.

SPANISH

Grade 9: Spanish II
What is interculturality? It is the ability to experience another person's culture and be open-minded, interested, and curious about that person and culture. This course is based on the belief that the purpose of learning a language is to communicate and interact with cultural competence and understanding. Students will receive an optimal quantity of comprehensible input to produce output that communicates what they want to say or write. Additionally, students will go beyond the classroom to explore the target language for personal enjoyment and career possibilities. Students will visit the Museum of Natural History to further their study and research on indigenous cultures of the Spanish-speaking world. Each semester, there is one major project where literature, history, and cinema interconnect to promote cultural awareness and diversity.

Grade 10: Spanish III
This course is designed to enhance the student’s skills in reading, writing, speaking, and listening. Students should be able to understand most Spanish (if it is spoken at a slower than normal pace), answer and ask questions on a variety of everyday topics, read almost any simple Spanish text, and write at a level comparable with their speaking skills. From a grammatical perspective, emphasis is placed on reviewing previously studied tenses and incorporating the imperative mood and the present and imperfect subjunctive mood. Information on the various cultures of the Spanish-speaking world, famous people of Hispanic descent and relevant movies are interwoven throughout the course.

Grade 11: Spanish IV
Spanish IV aims to prepare students to communicate, explore and connect across cultures to foster attitudes of mutual understanding and respect. Our vision is a world where language learning takes place through the lens of interculturality, so students can discover appropriate ways to interact with others whose perspectives may be different from their own. Vocabulary is presented visually and in context, and with Spanish synonyms and definitions at level 4. Activities and assessments incorporate authentic sources and are set in theme-related, real-cultural contexts. Additionally, students will go beyond the classroom to explore the target language for personal enjoyment and career possibilities. Students will visit the Metropolitan Museum of Art to further their study and research on modernist artists of the Spanish-speaking world. Each semester, there is one major project where literature, history, and cinema interconnect to promote cultural awareness and diversity.

Grade 12: Advanced Spanish
This course covers the equivalent of an advanced college course in writing and conversation. It encompasses reading/listening comprehension and written and oral presentations. Such a course emphasizes the use of Spanish for active communication. The student will be able to comprehend formal and informal spoken Spanish, acquire vocabulary and have a grasp of structure to allow accurate reading of newspapers, magazine articles, and other modern literature texts. Also, the student will be able to compose expository passages and to express ideas orally with accuracy and fluency. Extensive training in the organization and writing of compositions is an integral part of this language course. Texts include “Preparing for the AP Spanish Language and Culture Exam” and “Temas”, as well as selected literature and articles from Spanish language press and news.

Advanced Seminar: Themes in the Spanish- Speaking World
In this course, students use their advanced language skills to explore selected aspects of the Spanish-speaking world. They read about, listen to, and view traditional and new media in Spanish in order to gain insights and reflect on themes such as media, politics, current issues, history, geography, art, film, music, science and technology. The focus is on how these themes are unique to each part of the Spanish-speaking world and inform its culture. In addition to periodic oral and written assignments and assessments throughout the year, students are required to complete a long-term multimedia project on a particular topic of interest, and present it to the class. Preparation proceeds through several guided steps over a number of weeks. Each student or group of students: (1) selects a tentative topic and discusses it with the teacher for feedback and approval; (2) submits an outline of the presentation for review and comment by the teacher; (3) submits a draft presentation for review and comment; (4) finalizes and makes the presentation to the class. The Advanced Seminar class is designed for students who have outstanding skills in the language. Students focus on perfecting their writing skills comparable to a rigorous college level course.

Independent Study
This course is offered to boys who have completed Advanced Spanish and desire additional study in advanced literary and cultural topics. The course is conducted entirely in Spanish and meets once or twice a week. In rare instances a student may be allowed to take an independent study concurrently with Advanced Spanish.

Grade 9: Geometry

This is a standard course in Euclidean geometry covering the following topics: parallelism and perpendicularity, triangle properties and congruence, quadrilaterals, similarity, right triangles (including right-triangle trigonometry), circles, as well as areas and volumes. Proofs of different types are introduced and used extensively. Coordinate geometry is integrated into all concepts.

Grade 9: Geometry With Extended Explorations

This course covers the same topics as the standard one but delves more deeply into the concepts, allowing for more challenging problem sets.

Grade 10: Algebra II

Linear, quadratic (with complex numbers), radical, polynomial, rational, exponential, and logarithmic functions are explored in great detail. Systems (both linear and nonlinear) and matrices are also analyzed. Real-world applications receive considerable attention within each topic. Graphing calculators (TI-84 Plus) are required for this course.

Grade 10: Algebra II Accelerated

Linear, quadratic (with complex numbers), radical, polynomial, rational, exponential, and logarithmic functions are explored in great detail. Systems (both linear and nonlinear), matrices, and an introduction to trigonometry (unit circle and triangle-based representations) are also among topics studied. Real-world applications receive considerable attention within each topic. Graphing calculators (TI-84 Plus) are required for this course.

Grade 11: Precalculus

Part of this course offers a review of quadratic, polynomial, rational, exponential, and logarithmic functions. A significant portion of the academic year then explores trigonometric functions, including graphical, analytical, and triangle-based representations. Sequences, series, probability, combinatorics, and matrices (if time) are among additional concepts studied. Extensive applications to real-world phenomena are covered within each topic of study. Graphing calculators (TI-84 Plus) are required for this course.

Grade 11: Precalculus Accelerated

This course involves a rigorous study of trigonometric functions (both graphical and analytical), polar and parametrically-defined functions, vectors, conic sections, exponential and logarithmic functions, sequences, series, limits (including the limit definition of the derivative), combinatorial mathematics, and probability. Extensive applications to real-world phenomena are covered within each topic of study. Graphing calculators (TI-84 Plus) are required for this course.

Grade 11 or 12: Finite Mathematics

Applying the mathematics from Algebra I and Algebra II, Finite explores problem solving using numerical, symbolic (algebraic), and graphical approaches. Current domestic and world issues provide relevant context for analysis and discussion. Group work and participation is heavily emphasized.

Grade 11 or 12: Statistics

Topics in this course include collecting data, constructing and interpreting graphical displays, counting techniques, probability, the normal distribution, confidence intervals, measures of spread, correlation and regression, and the mathematics of voting.

Grade 12: Calculus

After a very brief review of some of the main ideas and function concepts studied in Algebra II and Precalculus, the course delves into a detailed investigation of limits (including the limit definition of the derivative), rules for finding derivatives, and then applications of differentiation to curve sketching, optimization, and related rates. The latter part of the course explores the meaning of integration, some techniques for evaluating integrals, and then applications of integrals to phenomena including rectilinear motion. Real-world applications of differentiation and integration, such as those from business and various sciences, are emphasized throughout the course. Graphing calculators (TI-84 Plus) are required for all students.

Grade 12: Advanced Calculus / AB AP Level

This is a first-year college-level course in differential and integral calculus that covers all of the Advanced Placement AB level curriculum, as well as some Calculus topics not part of AB. Limits are investigated, leading to a study of differentiation and integration. Application problems from physics, engineering, business and economics are essential parts of the course. Graphing calculators (TI-84 Plus), the use of which is essential to the course work, are required of all students. In addition to having the option of taking the AB exam, students enrolled in this course may choose to complete a seminar meeting twice per week exploring those concepts unique to the BC curriculum. See the course description below for further details.

Grade 12: Calculus BC Seminar

This is a full-year elective course conducted as a seminar meeting twice per week for those Advanced Calculus students who plan to take the Advanced Placement Calculus BC exam. The course follows topics unique to the Advanced Placement BC level curriculum and requires rigorous independent study outside of class meetings. This course is on a pass/fail basis.

Grade 12: Data Science

In Grade 12, Data Science is an introductory college-level course where students will learn to understand, ask questions of, and represent data through project-based units. The units will give students opportunities to explore data through active engagement, developing their understanding of data analysis, sampling, correlation/causation, bias and uncertainty, modeling with data, and making and evaluating data-based arguments, and the importance of data in society. At the end of the course, students will have a portfolio of their data science work to showcase their newly developed knowledge and understanding. The course will provide students with opportunities to understand the data science process asking questions, gathering and organizing data, modeling, analyzing and synthesizing, and communicating. Students will work through this process in a variety of contexts. Students learn through making sense of complex problems, then through an iterative process of formulation and reformulation coming to a reasoned argument for the choices they will make.

Interschool Game Theory

This course is offered through the inter-school consortium; theoretical analysis of game theory taught through applications in economics, politics, business, evolutionary biology, religion, philosophy, computer science and sports, as well as, through games such as poker and chess. Quantitative models are developed for strategic situations, and analysis includes optimization and graphical analysis. Collaborative work is emphasized.

Interschool Problem Solving (Grade years vary)

This course is offered through the inter-school consortium; a collaborative exploration of problem-solving skills and strategies including topics from combinatorics, number theory, advanced algebra, geometry, probability and graph theory.

Interschool Chaos Theory and Fractals (Grade years vary)

This course is offered through the inter-school consortium; A cutting-edge field of math that took off with the advent of modern computing, with applications in everything from meteorology to the stock market and beyond. By studying fundamental ideas in chaos theory and the mathematical discipline of dynamical systems students will explore how small changes in initial conditions can produce big differences in outcomes. We will come to understand a hallmark of chaos theory and dynamics: even the most simple and deterministic systems can produce unpredictable behavior and even the most complex systems can reveal some kind of order. Finally, students will see how these ideas apply to the beautiful world of fractals, including the Julia sets and the Mandelbrot set.

Grade 9: Biology

This required Grade 9 science course explores molecular biology, cell biology, , biochemistry, ecosystem interactions and biodiversity. Laboratory and field-based investigations are used as critical learning tools. The field work component of this class consists of a learning abroad trip to the Island School in the Bahamas where students will employ field investigative tools to study marine tropical ecology and sustainability. They will produce a report and a presentation on their findings to share at the STEAM Expo and with Grade 8 in preparation for their trip the next year.

Grade 10: Chemistry

This required Grade 10 science course provides a robust foundation for the subsequent Advanced Chemistry course. It covers atomic structure and bonding, properties of matter, nuclear chemistry, stoichiometry, solutions and solubility, thermodynamics, acids and bases, and an introduction to kinetics. Algebraic problem-solving skills are integrated throughout the course, particularly in the second semester. The laboratory portion of this course is focused on the hands-on application of the topics covered in class. Students will produce several full-length laboratory reports throughout the year that will require independent research and critical thinking.

Grade 11 or 12: Classical Physics

This Grade 11 and 12 course is frequently taken as the third laboratory science course. This is a conceptual physics course covering mechanics, Newton’s laws, momentum and energy, impulse and inertia using algebra and trigonometry on a regular basis. A strong experimental component weaves through the entire course.

Grade 11 or 12: Modern Physics

This Grade 11 and 12 course is frequently taken as the third laboratory science course. This is a conceptual physics course covering electricity, magnetism and astronomy and optics using algebra and trigonometry on a regular basis. A strong experimental component weaves through the entire course.

Grade 11 or 12: Advanced Physics

This Grade 11 and 12 course is equivalent to the first semester of an introductory college-level course on algebra-based physics, covering the topics of Newtonian mechanics; work, energy, and power; momentum and impulse; and rotational motion. At the end of this course, students are expected to take the AP Physics 1 exam. Outstanding performance in Algebra is a prerequisite.

Grade 11 or 12: Advanced Physics I

This Grade 11 and 12 course is equivalent to the first semester of an introductory college-level course on algebra-based physics, covering the topics of Newtonian mechanics; work, energy, and power; momentum and impulse; and rotational motion. At the end of this course, students are expected to take the AP Physics 1 exam. Outstanding performance in Algebra is a prerequisite.

Grade 11 or 12: Advanced Chemistry

The pace and content level is comparable to college-level General Chemistry 1 and 2, thus the course extends the conceptual foundation provided in the 10th grade Chemistry course. Advanced chemistry presents more sophisticated analytical laboratory methods as well as delves more deeply into atomic theory, chemical and molecular bonding, states of matter, chemical reactions, thermodynamics, and nuclear chemistry. Parallels will be drawn to the AP Chemistry curriculum and at the end of this course, students should be prepared to take the AP Chemistry test. Students interested in taking the class will be expected to have maintained an A- average in Math and at least an A in Chemistry.

Grade 12: Advanced Biology

This science elective course is offered to students in Grade 11 and 12. The goal of this course is for students to investigate topics in Biology at a collegiate level. Advanced biology presents more sophisticated analytical laboratory methods as well as delves more deeply into biochemistry, cell biology, energetics, molecular biology, heredity, evolution and ecology. Case studies will be used to learn about cancer biology, stem cell research, pharmacobiology, and ecological field study. Parallels will be drawn to the AP Biology curriculum at the end of this course, and students should be prepared to take the AP biology test. Students interested in taking the class will be expected to have maintained an A- average in Biology.

Independent Study in Science

Working with an internal or external mentor a student may select an area of science specialization (such as engineering or biomedical research), explore it in depth and conduct independent research. This course often entails independent completion of online courses offered by colleges such as M.I.T. or Stanford University. Approval for an independent study is contingent on student course load, availability of mentors, and demonstrated strength and interest in science.

Grade 10: Foundation in Art

This semester-long course is a 10th grade elective. The goal is to expand students’ artistic abilities by having them explore a variety of techniques, with emphasis on drawing and sculpture. Students learn two-point perspective and make drawings of imaginary cities using pencil and ink applied with technical pens and brushes. For the second half of the semester they examine the human skull and discuss how it is significant to art history. After making a detailed drawing, the boys sculpt a skull using clay. Later they are given a block of wax to carve a skull. Once the wax sculptures are complete, they are sent to a foundry to be bronzed.

Grade 11 and 12: Studio Art—Drawing

In this elective, students investigate different drawing materials and techniques, including graphite, charcoal, pen and ink. Emphasis is placed on control and intentionality of mark making along with accurate observation. Drawing projects include still-life, grayscales, a self-portrait, an illustration of a scene from their own lives, printmaking, and if time allows drawing in Central Park. A traditional approach to these subjects is introduced and students are encouraged to express themselves in a way that reflects their thinking.

Grade 11 and 12: Studio Art—Painting

This elective is offered to students who wish to explore the skills and techniques involved in acrylic, watercolor and oil painting. The types of painting studied include landscape, still life, abstract painting, color theory and portraiture. The class works from life as well as photographic resources.

Studio Art—Ceramics I and II

This course gives the students the opportunity to learn and explore the skills involved in working on the pottery wheel, as well as different hand-building techniques. Different forms are explored including abstract and figurative forms. Students are encouraged to add a creative interpretation to traditional shapes. All works are created in either stoneware or porcelain clay. Students have access to a wide range of low fire and high fire glazes.

Grade 10: American Musical Identities

American Musical Identities is a semester-long course in which students define and trace the musical traditions that have shaped modern American popular music. Through discussions and listening activities, students study aspects of musical form, compositional technique, and cultural influence within American genres, tugging at the musical threads that connect early spirituals to the Blues, folk music, jazz, Rock & Roll, and the birth of Hip Hop. Together, we will ask questions such as, how does musical expression function for and within distinct communities and how do the identities of both musicians and listeners impact the way music is composed and heard, as we appreciate the composers and styles that make American music so distinctive and influential.

Upper School Chorus

The Browning Upper School Chorus is a yearlong half-credit performance elective open to all boys in the Upper School, by audition. Fundamental singing technique is emphasized through the study of music ranging from popular to classical. Three-part arrangements for men’s voices are the standard, but mixed-choral arrangements (S-A-T-B) are prepared for performances with Interschool groups and international choirs held during the academic year. The chorus also performs for a number of school functions including the Holiday Program, Interschool Choral Festival, Alumni Day, Prize Day, and Graduation. Rehearsals focus on increasing musicianship, refining communication and emotional expression, and building ensemble skills.

Ovation Orchestra

The Browning Ovation Orchestra is a yearlong non-credited ensemble open to all boys studying a musical instrument, with permission of the Director. Boys study technique on their particular instrument and work together to create a balanced ensemble sound. The repertoire, ranging from Classical to contemporary, is arranged for the particular complement of instruments in the orchestra, and is rehearsed to performance level.

Grades 9-12 Jazz Ensemble

The Browning Jazz Ensemble is a yearlong non-credited ensemble open to all Upper School boys with permission of the instructor. Boys study technique on their particular instrument and work together to create a unified and balanced ensemble sound. Jazz and stage band music from the standard repertoire, arranged for the particular complement of instruments in the class, is studied and brought to performance level for several concerts throughout the school year.

A Cappella ensemble - “A CaPanthers”

This is a yearlong, non-credited ensemble for boys in Grades 11 and 12, by invitation from the Choral Director. Boys meet once a week with the instructor to rehearse the complex musical material - which requires superior musicianship and vocal ability - as well as performance choreography. Time is allocated to learning the theory behind arranging music, in which basic theoretical principles of music are explored in order to produce music for the group to perform.

Grade 9 Introduction to Computer Science

In Grade 9, students continue to learn the basics of text-based coding with Python using CodeHS, an online learning platform. Concepts covered include declaring variables and functions, control statements, iteration, conditional statements, and decomposition. Each student uses the basic skills they learn in the classroom to build trivia game or choose-your-own-adventure game to create their final projects.

Grade 10: Introduction to Engineering

In Grade 10, Introduction to robotics engineering is a course that gives students a basic understanding of the engineering-design process. Specifically, students study robotics to ultimately design a robot to compete in the First Tech Challenge; an international robotics competition. Each student learns the rules of the competition in order to research the problem, to design and sketch ideas, to build a robot, and to test and evaluate the performance of the robot.

Grade 11 and 12: Advanced Computer Science Principles

In Grade 11 and 12, Adv Computer Science Principles is an introductory college-level computing course that introduces students to the breadth of the field of computer science. Students learn to design and evaluate solutions and to apply computer science to solve problems through the development of algorithms and programs. They incorporate abstraction into programs and use data to discover new knowledge. Students also explain how computing innovations and computing systems—including the internet—work, explore their potential impacts, and contribute to a computing culture that is collaborative and ethical.

Grade 11 and 12: Advanced Computer Science A

In Grade 11 and 12, Adv Computer Science A is an introductory college-level computer science course. Students cultivate their understanding of coding through analyzing, writing, and testing code as they explore concepts like modularity, variables, and control structures. This course focuses on big ideas that encompass core principles, theories, and processes of computer science. Students learn to code in Java, and explore its integration into a wide array of STEM-related fields.

Grade 12: Data Science

In Grade 12, Data Science is an introductory college-level course where students will learn to understand, ask questions of, and represent data through project-based units. The units will give students opportunities to explore data through active engagement, developing their understanding of data analysis, sampling, correlation/causation, bias and uncertainty, modeling with data, and making and evaluating data-based arguments, and the importance of data in society. At the end of the course, students will have a portfolio of their data science work to showcase their newly developed knowledge and understanding. The course will provide students with opportunities to understand the data science process asking questions, gathering and organizing data, modeling, analyzing and synthesizing, and communicating. Students will work through this process in a variety of contexts. Students learn through making sense of complex problems, then through an iterative process of formulation and reformulation coming to a reasoned argument for the choices they will make. Advanced Computer Science Principles or Advanced Computer Science A is a prerequisite for this course.

Grade 9: Health & Wellness

Meeting one to two times per week and primarily utilizing a discussion-based format, Health & Wellness 9 introduces students to topics that expands their understanding of themselves, others, and the world around them through six pillars: physical, occupational, social, spiritual, emotional, and environmental health and wellness. Students will cultivate skills to connect and listen better, think critically and make responsible decisions, express themselves effectively, and take action to uphold their individual and community health and wellness.

Grade 10: Healthy Masculinity

In this course, boys will be asked to consider how masculinity is understood and performed as well as where those understandings come from and are lived. Through conducting interviews with men in their lives and critically examining the role culture plays in the lived experience of the various masculinities they encounter, they will ultimately come to their own understanding of what makes up healthy masculinity in the 21st century.

Grade 12: Tomorrow's Men

At Browning, we often use the phrase “Today’s Boys, Tomorrow’s Men.” In this course, boys will be asked to explore their own experiences, attitudes, and aspirations towards adulthood as it relates to gender. Students will explore a variety of mediums to reveal the attitudes and messages they are exposed to relating to masculinity. Students will also prepare their future outside of a single-sex community and prepare for community-oriented senior projects.

Grade 12: Health and Wellness

Seniors at Browning are confronted with their past, present, and future selves. Throughout the year, students will reflect on their past experiences to clarify their purpose as Seniors in this community as well as their personal legacy at Browning. The objective of this course is to create a supportive environment to process all that is Senior year as well as prepare for the transition that is ending high school to beginning college. Students will individually reflect, collectively discuss, complete regular inquiry exercises, host guest speakers, and participate in classwide activities related to the eight dimensions of Health & Wellness: physical, social, emotional/mental, environmental, occupational, spiritual, intellectual, and financial. Topics include separation from family, home, friends and high school; STIs; Contraception; consent; drugs and alcohol; mental and physical health.

Grade 9 & 10 Independent Research Project

The Independent Research Courses offer students a unique opportunity to explore their interests and cultivate their research and critical thinking abilities. By enrolling in this class, students will actively engage in projects that align with their passions and facilitate the development of essential academic and research writing skills. Through independent study, students will have the chance to enhance their Information Literacy Skills.

While the library will serve as a central meeting point for these courses, a significant portion of the lessons will also be available online. This blended approach provides students with the flexibility to work at their own pace and take full advantage of the resources available to them. It ensures that students can pursue their research endeavors in a manner that suits their preferences and schedules.

Independent research has the remarkable ability to invigorate subjects that may otherwise appear dry or uninteresting. By encouraging independent exploration, we aim to ignite passion and purpose in our students. Through this mode of study, students can unlock their potential, discover new avenues of inquiry, and develop a deep sense of ownership over their learning experiences.

Grades 9-12

Boys have the option to participate on an interscholastic team or participate in classes in school to fulfill the physical education requirement. Those who take classes in school may participate in the following activities and sports: basketball, volleyball, floor hockey, touch football, indoor soccer, badminton, wiffle ball, cardiovascular training, weight training, circuit training, pickle ball, team handball, project adventure and table tennis.

Athletics

Browning recognizes the importance of athletics and athletic competition in the lives of boys and provides a number of team options each season. Dedicated to the moral and character development of their players, coaches strive to instill in each boy an abiding commitment to good sportsmanship coupled with a sense of responsibility both to himself and the team. Interscholastic team sports are open to students in Grades 7 through 12 in good academic standing.

In anticipation of the soccer and baseball seasons, coaches provide preseason training to support boys in the honing of their game skills. A preseason soccer/cross country camp takes place in the Berkshires at the end of August, while a baseball/tennis/track camp is held in Port St. Lucie, FL, during spring break. The athletic department makes use of facilities both at school and within New York City. The soccer and baseball teams practice and play games at fields on Randall’s Island. The track team makes use of Van Cortland Park, Astoria Park and Central Park. In addition to the Upper and Lower gyms at school, the basketball teams take advantage of the gymnasium facilities at Club Equinox and Basketball City for practices and games. The tennis team plays a number of its matches at the National Tennis Center, home of the U.S. Open, in Flushing, Queens, and practices at The West Side Tennis Club in Forest Hills. Golf team practices are held at the driving ranges on Randall’s Island; matches are held at Mosholu Golf Course.

The Browning School competes interscholastically in the following sports:

• Soccer: Varsity and Junior Varsity
• Cross Country: Varsity
• Basketball: Varsity and Junior Varsity
• Squash: Varsity
• Indoor Track: Varsity
• Table Tennis: Varsity
• Baseball: Varsity
• Tennis: Varsity
• Track: Varsity
• Golf: Varsity

African American Affinity Group

The African American Affinity Group is a protected space for individuals with questions, emotions and ideas for those who identify as African American. Unity, inclusion and equality are goals we plan to accomplish. This purpose for this group is to provide confidence and overall awareness in expressing and understanding its members’ cultures. This space was created to have discussions, plan events such as fundraisers, community service endeavors and give a concrete understanding as to why this group exists.

Asian Affinity Group

We are the Asian Pacific Islander Desi American Affinity Group. We provide a safe and positive space for our members, who identify as part of the AAG community, to better understand and develop their identities by talking about their experiences. Our thought-provoking conversations revolve around issues our members face as a whole. By providing this space, we hope to cultivate pride and confidence in sharing our diverse voices and cultures with the broader community.

Art Club

The Art Club allows students the ability to create or continue whatever art project in whatever style and form that they would like. It also gives them the possibility to work on the large art paintings that are hung throughout the school and then auctioned off at the galla. It allows for all of the students, no matter artistic ability, to relax and do some art.

Chess Club

The Browning Chess Club strives to develop highschool chess players through gameplay and positional/tactical practice. We have formed many teams in the past that have competed in competitive city, state, and national tournaments. We are focused on the many aspects of the game of chess, such as opening, middle game, and end game.

Computer Science Club

In an ever-developing technological world, we believe that it is important for everyone to be able to develop programming skills. Using the fundamental programming skills that have already been taught to students at Browning, the Computer Science club aims to both develop the Computer Science skills that have been taught by Browning and to be able to teach new skills to students as well. Through the Computer Science Club, students will work on collaborative projects that can be used for both themselves and the Browning community. The Computer Science Club is available to all students in Form II through VI, regardless of the skill level of the student.

Debate Team

The purpose of our club is to teach the boys the proper way to create and debate informed opinions. We do large amounts of research to create fact documents which we use in tournaments. Overall, the purpose of this club is to spread the beauty of debate to as many Browning boys as possible.

Dungeons & Dragons Club

Dungeon and Dragons is a table top board game played with multiple people. The narrator or dungeon master creates an adventure for the other players to interact with, usually in a fictional setting. Dungeons and Dragons or DnD, promotes teamwork, improvisation, and communication among members in a fun, tabletop setting. Other board games or card games, can also be played in DnD club. All materials will be provided.

Film Club

The main goal of this club is to screen films important to society and to art and to thoroughly discuss them with other classmates. We aim to celebrate and study the beauty of film by analyzing the stories they tell and how they tell them. We enjoy watching and talking about all kinds of films starting from Hollywood classics of all genres and possibly expanding to include foreign films.

Fitness Club

Gender-Sexuality Alliance (GSA)

The mission of the Gender-Sexuality Alliance (GSA) is to celebrate and discuss diversity among gender and sexual identities. We intend to use open discussion as a means to destigmatize the topic and keep our members informed about current events in the LGBTQ communities. The GSA also acts as a space where all gender and sexual identities are accepted and celebrated. We strive to utilize the knowledge learned in this space to create a better informed Browning community.

Gender Studies

We at the Gender Studies Club host regularly occurring, open, and truthful spaces in which all members of the Browning community can engage with issues regarding gender and society. We will have thought-provoking, important conversations that span the range of gendered experiences in America and the world today. Given our status as an all-boys school, it is all the more incumbent upon us to look directly at the experiences of girls and women at every level of society, as well as to closely examine masculinity and the various issues men face as members of a multi-gendered world. As we engage all members of the Browning community in questions of gender, we will also seek to forge alliances with relevant groups outside. We will learn from each other and have fun through meaningful dialogue in which all voices will contribute and be valued.

Global Finance

The purpose of the club is to learn about investments, portfolios, and financial situations around the world. We also dive into the advertising and marketing aspect as well. It exists to teach kids about the finance world that is key in New York City. We manage our own portfolios with virtual money and compete with kids around the whole inter-school in Marketwatch. We will also look into finance and investments in light of the four core values of the Browning mission statement: Honesty, Dignity, Curiosity, and Purpose.

Green Team

The Green Team seeks to promote and improve sustainability at Browning. To do this, we spread the word on environmental issues both within and without Browning, plan green events, such as the annual Biodiversity Day, to help raise awareness of the environment and the threats facing it, and place our support behind environmental initiatives happening outside of the school. Through this team, we hope that our fellow students will become more environmentally conscious and will help spread this mentality to others.

Grytte Newspaper

First published in 1897, the Grytte is a student-run newspaper that aims to disseminate current, relevant news throughout the Browning community in a clear and exemplary fashion and to reflect the views of the entire student body. Moreover, the Grytte strives to embody the Browning School and to promote its values.

Grytte Yearbook

The Yearbook Club’s mission is to work together to produce the school yearbook, The Grytte. We aim to create a book that will capture the essence of The Browning School while celebrating the graduating class. Yearbook members will be expected to take photos, edit photos, interview students and staff members, write captions, assist with proofreading, and complete yearbook pages.

Jewish Alliance Group

We at JAG represent and support the Jewish community at Browning. We gather to celebrate Jewish culture and share and discuss relevant current events. We want to acknowledge and raise awareness about historic and current anti-semitism. We welcome those who identify as Jewish and those who stand with the Jewish community.

Key Society

The Browning Key Society is the school’s service organization. Key Society members serve as hosts, ambassadors, and tour guides throughout the year. Assisting at special functions on and off campus and giving tours to prospective applicants and their families, boys have an opportunity to represent Browning at its best.

La Sociedad Latina (Affinity Group)

La Sociedad Latina strives to provide a safe space for young men who identify as Latinx. With the help of our Latinx facilitators, we want our members to develop their individual voice for the Latinx community both broadly and inside the school. This affinity group hopes that its members will become confident in expressing their culture and that they learn about themselves and each other.

The Lit Magazine

The Lit is Browning’s literary magazine. Edited by students, it is a platform for recognizing the wide range of literary styles explored by the students in the Lower, Middle, and Upper schools. Recently The Lit has begun to incorporate student artwork and expand the possibilities for experimentation with desktop publishing. Through Interschool, Browning also participates in the publication of Inde- pendent Voices magazine and public performances of student poetry.

Math Team

The Upper School Math Team offers opportunities to become familiar with concepts and ideas that are not covered in a regular math classes. We solve problems given in the nationwide American Math- ematics Competitions

Mock Trial

Mock Trial is a team activity that allows students to learn what it is like to be a lawyer and a witness in a real trial. During the winter trimester, the team meets regularly to prepare a case, materials for 72 which (af davits, evidence, case law) are compiled by the New York State Bar Association. Between December and March, students learn the roles of lawyers and witnesses on both sides of the case, prosecution and defense. In the end, the Browning team competes with over 100 other teams from New York City schools in the federal courthouse. A professional attorney presides over the case and renders a verdict at its conclusion.

• To learn the rules of law and courtroom procedures, both from the lawyer and the witness perspective
• To prepare for competition in a tournament, with approx. 110 schools from all 5 boroughs of NYC participating
• To represent The Browning School with professionalism and excellence, building a positive impression of our school to each opposing team, their coaches and sponsors, the judge overseeing each trial, and the organizers of the entire mock trial tournament

Model UN Team

Model U.N. is a simulation of the United Nations in New York City. Its purpose is to encourage young people to gain an interest in and a mastery of current affairs and international relations; to enable them to understand and empathize with the viewpoint of countries and cultures far distant, in some cases, from their own; and to promote self-con dence, esteem, and personal maturity through a mas- tery of the techniques of formal debate. Browning delegates prepare to represent a selected country at the Ivy League Model United Nations Conference at the University of Pennsylvania. Model U.N. is a marvelous activity for students of high academic standing with an excellent grasp of current affairs and an active interest in politics, as well as a passionate concern about the political, economic, and social issues which face the world in the 21st century.

Multicultural (Discussion) Club

The Multicultural club aims to shed light on Equity, Diversity and Inclusion. We unite people of diverse backgrounds in order to discuss, tackle and bring awareness to different social issues. We propose solutions and host events that will help us better understand ourselves and each other. Multicultural club members are defined as good citizens, that are respectful of other opinions. The goal of every member is to expand the development of understanding diversity and responsibility to the broader community.

Music Clubs

A CaPanthers (A Cappella Ensemble): Boys meet once a week with the instructor to rehearse the complex musical material - which requires superior musicianship and vocal ability - as well as performance choreography. Time is allocated to learning the theory behind arranging music, in which basic theoretical principles of music are explored in order to produce music for the group to perform.

Chorus: Fundamental singing technique is emphasized through the study of music ranging from popular to classical. Three-part arrangements for men’s voices are the standard, but mixed-choral arrangements (S-A-T-B) are prepared for performances with Interschool groups and international choirs held during the academic year. The chorus also performs for a number of school functions. Rehearsals focus on increasing musicianship, refining communication and emotional expression, and building ensemble skills.

Jazz Ensemble: Boys study technique on their particular instrument and work together to create a unified and balanced ensemble sound. Jazz and stage band music from the standard repertoire, arranged for the particular complement of instruments in the class, is studied and brought to performance level for several concerts throughout the school year.

Ovation Orchestra: Boys study technique on their particular instrument and work together to create a balanced ensemble sound. The repertoire, ranging from classical to contemporary, is arranged for the particular complement of instruments in the orchestra, and is rehearsed to performance level.

Rock Band Rock Band is a collaborative club, where students choose their own songs. We make unique arrangements of pop and rock songs, learn them on our respective instruments, and perform for Browning events. We also learn how to record and produce music.

Peer Tutoring

In the spirit of service to the Browning community, Peer Tutors provide support to other students in all academic areas. Peer Tutors arrange regular meeting times with the boys they help. In addition, the Peer Tutors meet as a group once every two weeks. Peer Tutors must be approved by a faculty member who has taught the student in the subject he wishes to tutor.

Ping-Pong Club

To bring together a group of recreational ping pong players from across the student body in order to further enhance their interest in the sport.

Podcast Club

The purpose of a school podcast is to provide a platform in which students can express school spirit and be informed about school life. There will be a podcast every two weeks. It will be recorded and produced during the activities period every two weeks. Mr. Permutt will sponsor the podcast and it will be hosted in the student lounge.

Robotics

Robotics Club gives students a basic understanding of the engineering-design process. Specifically, we are working with robotics to ultimately design a robot to compete in the First Tech Challenge; an international robotics competition. Each student learns the rules of the competition in order to research the problem, to design and sketch ideas, to build a robot, and to test and evaluate the performance of the robot.

Student Council

The Student Council duly serves as the democratically elected representative body of the Upper School to further the interests of the School, the student body, and all general members of the School community. In their role as the elected advocates for the Browning Upper School student body, the Student Council seeks to foster and forward the mission of the School while striving for a community rich with academic, athletic, and extracurricular successes.