Courses of Study

2007-2008
Tilton School: The School of the 21st Century

THE POWER OF POTENTIAL

Our philosophy is simple. Young people have within them the potential to learn, to lead, and to change the
world. Our goal is to provide learning experiences that will unleash the power of their potential and that will
help students develop the knowledge and skills and understandings needed for success in the complex and
dynamic 21st century world. An essential component of this process is preparing students for a future as life-
long learners, starting with post-secondary college education. We help students to develop the confidence, skills,
knowledge and understandings they will need to be literate citizens of the information age and to solve the new
problems of the future. Through our work together, students learn about the importance of personal integrity,
community involvement, and awareness of global diversity. We create a purposefully nurturing environment that
encourages students to build on individual strengths, that fosters the development of self-reliance, confidence,
and strong leadership, and that leads ultimately to connected independence.

A POWERFUL CURRICULUM
A powerful curriculum means that learning does not stop and start at the doors of the classroom. While
classroom learning provides the strong core of the curriculum, the Tilton School “Curriculum Plus” releases the
energy of the power of potential through purposefully designed student-centered, active learning experiences in
all domains of student life and learning. Students learn from engaging in experiences which are interdisciplinary
in scope, which address social, moral and cultural issues, and which celebrate individual strengths and talents.
These learning experiences are designed to help students become self-directed, passionate learners, able to
think creatively and be effective problem solvers. The result of implementing these understandings about
education in our daily teaching practices is high quality teaching and successful learning in students. Successful
learning means the development of a person who has the capacity to take action in the world of the future – to
be a leader, to be a decision-maker, to carry out complex directions, to adventure into new territories, to
communicate with others, and to bring an ethic of compassionate commitment to the project of forging a life of
personal and professional accomplishments. This is the promise of a Tilton education.

The strategic plan for Tilton School as a place of learning for the 21st century makes statements about what and
how Tilton students will learn. Following the work of the national educational research consortium, the
Partnership for 21st Century Skills, the School is moving to position itself as a place of learning where students
are challenged to demonstrate, through authentic performance, their skills, knowledge and understandings in the
following areas, the New Curricular Dimensions, or the Five C’s.

CURRICULAR DIMENSIONS FOR THE 21ST CENTURY

[ Communication ]
[ Critical Thinking ]
[ Community ]
[ Creativity ]
[ Character ]

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 THE POWER OF POTENTIAL AND THE FIVE C’S
A Message to Students

[ Communication ]
In the Tilton School model, you will learn how to communicate effectively with others, using language and
other media. You will develop the skills of speaking, reading, writing and listening (in English and in other
languages!), and you will learn how to understand and connect with your audience. As well as communicating
though reading and writing, you will also learn how to communicate with non-verbal messages and body
language and with visuals, graphics, electronic media, computer technologies and quantifiable data. You will
develop confidence as an effective communicator and you’ll learn to understand the relationship between
effective communication, leadership, advocacy and community building. You will learn these skills not just in
classrooms but everywhere.

[ Critical Thinking ]
You will learn and practice thinking clearly and critically. You’ll learn how to ask essential questions, formulating
them clearly and precisely. You’ll learn how to gather relevant information, use abstract ideas to interpret it and
come to well-reasoned conclusions. You’ll learn how to become adept at using systems of symbolic thinking,
whether in mathematics, science or the arts. You will develop the habit of open-minded thinking, recognizing
and assessing alternative questions, ideas and conclusions. You’ll practice skills of solving problems in all
content areas, and you will learn to understand the practical implications of abstract conclusions. You’ll develop
strategies for analyzing complex entities into simpler components, for recognizing patterns of relatedness, for
predicting future events based on previous experiences, and for synthesizing isolated elements into coherent
wholes. You will learn to value thinking as a process essential to successful living and learning in the complex
and changing world of the 21st century.

[ Community ]
You will learn how to function effectively in a community of others, small or large. You’ll be actively involved
and you’ll take responsibility for your role in the community. You’ll learn how an informed awareness of
contemporary issues impacts your role, and as a member of the global community, you’ll learn how to act with
an appreciation and respect for the social, economic and biological interdependence of life. You’ll learn from
active experience how to operate effectively with others – how to get things done on committees, in teams, task
forces, and group projects. You’ll develop the habit of including the perspective of others in doing the work of
the community. And you’ll learn that while critical thinking is an individual act, all other actions – doing,
planning, creating, experiencing – always take place in the context of others. You’ll be challenged to consider
how to balance personal benefit with the common good and how a community based on democratic principles
must engage with processes of inclusion. You’ll learn that effective community-based skills are essential for
real-world success and experience.

[ Creativity ]
You’ll learn skills of seeing, interpreting, problem-solving and doing that are inventive and creative. You’ll learn
some of these skills in studio art, music, and theater classes. But you’ll also learn that creativity is not an
attribute limited to “the arts”. Creativity exists in all domains of learning, knowledge and activity, and it is an
essential component of high-quality learning. You’ll find out that everyone can be creative. Some people may
have special talents, but creativity can develop in everyone through the right kinds of learning experiences. The
key to creativity is flexibility, the ability to solve new problems and adapt to new circumstances. You’ll be
exposed to opportunities for creative work in all content domains, and you’ll learn that creativity emerges from
disciplined practice. Whether you are learning how to interact with a roommate from another country, working
on a group project for a class, or entering post-season tournament play for the first time, you will find that
engaging in out-of- the-ordinary experiences, with some risk-taking involved, provokes creative thinking. The
creativity of vision, thinking and action that you will learn are outcomes that will enhance life-long happiness
and personal success.

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[ Character ]
At the core of all learning are skills of self-awareness. Character skills include the development of those
attributes which are individual (intra-personal) as well as those which relate the self to others (inter-personal).
You will learn that personal learning skills such as planning, time-management and organizational skills are
essential to success in life and learning. You will also learn that decision-making skills are critical, whether your
decisions relate to your personal life, to college planning, or to academic study. You will also learn that
personal attributes such as taking responsibility for your decisions and your actions, respecting yourself and
others, and acting with honesty and integrity are essential components of a successful life. You will learn that
everyone can develop skills of leadership, and you will learn to recognize when and how to lead, and when and
how to be part of a team. You’ll learn strategies and skills to help you overcome obstacles and cope with
set-backs and you will develop resilience and patience that will allow you to learn from mistakes as well as from
successes. You will learn, most importantly, that learning occurs through relationships with others, and that the
development of the social skills of connecting with others – adults and peers – will create opportunities for you
in your future world of higher education, work, family and your personal life journey.

[ Content: the Sixth C ]

The Five C’s – the new curricular dimensions – describe the Tilton School curriculum in terms of the skills
students acquire and what they will know how to do. The traditional way of describing curriculum is through
the lens of “content”, which answers the more familiar question, “what will you learn?” In your classroom
learning experiences, you will encounter content-based learning experiences with familiar names: English,
mathematics, history, science, languages, arts and music. Specific facts and information that are essential for an
educated person to know and that are at the heart of each academic discipline will operate as a driving force in
your Tilton School education. Embedded in the context of the Five C’s skill areas, facts and information are
transformed into deep and lasting understanding and enduring wisdom. This is our hope for you: that you will
become wise in your understanding of yourself and the world in which you live, and that you will be able to use
your knowledge in ways that lead to personal success and active, involved citizenship. We believe that
knowledge is truly powerful when it is transformed into action. In and out of the classroom, you will find that
the true power of your potential resides in the development of skills in five essential areas. Without mastery of
these skills, your potential will remain hidden and your ability to make use of content-based knowledge will be
limited. But with the strength that these skills provide, your potential will empower you for success in life and
learning in all domains.

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 UNDERSTANDING BY DESIGN
The Framework for a Powerful Curriculum

The Tilton School curriculum follows the design principles of a nationally recognized educational
framework known as Understanding by Design(UbD)(Wiggins and McTighe, ASCD). These principles call for
first identifying the long-term Enduring Understandings that students should gain and then determining the
essential questions which will help students to discover those understandings. We then design assessments, or
methods of measuring learning, which will let us know when students have achieved those understandings.
Finally the design principles help us create teaching activities which will achieve those understandings. By using
these simple but powerful design principles, we can better focus on our common goals and understandings in all
areas of school.
• Enduring Understandings
• Essential Questions
• Authentic Assessments
• Purposeful Teaching and Learning Activities
• Successful Self-Directed and Creative Problem Solving
• School-Wide Enduring Understandings
These are examples of ideas and understandings that we hope will last for many years
following a student’s engagement in the learning experiences at Tilton School:

[ Communication ]
• You are what you say. So say what you mean, mean what you say
• Our capacity to communicate symbolically is what makes us human
• Words are powerful: use with caution, use with passion
• Communication sends ideas out into the world to make a difference
• Communication creates community

[ Critical Thinking ]
• Thinking is a lot like sports: you get better at it with practice
• All the knowledge in the world won’t help you if you don’t know how to think
• Knowing how to ask a good question is what’s important; you can always look up the answer
• Problems inspire questions, answers demand critical methods
• Everyone thinks; successful people think well

[ Community ]
• Make the common good a common goal
• Diversity in community is a strength and a resource
• Individuals gain strength from community; community gains power from individuals
• Practice random acts of kindness
• Think globally, act locally

[ Creativity ]
• Imaginative thinking today is the hope for tomorrow
• To be human is to create
• Creativity builds on the past to make the future
• Order and chaos together create the world
• Question reality!

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[ Character ]
• Work hard, play fair, have fun
• The power of your potential is the power to change the world
• Everyone can be a leader
• Respect others; they will respect you
• Do something well, do something for others; happiness and success will follow
• Who you are is what you do

[ Content Knowledge ]
• Knowledge plus skills plus application equals deep understanding
• Knowledge is power: choose it well, use it wisely
• Facts go out of fashion fast; understanding endures
• To understand the facts, first understand the story
• Core knowledge and understandings define a culture; cultural change involves knowledge change;
cultural literacy implies information literacy

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 GRADUATION REQUIREMENTS

In order to graduate from Tilton School, evidence of learning is required that will attest to the readiness of
every student to function successfully in the 21st century world. By 2009, we anticipate that graduation
requirements will be stated in terms of demonstrated competencies in the Five C’s. For the 2007-2008 school
year, graduation requirements are stated in traditional terms of minimum credits to be earned in the six
academic disciplines, as indicated below.
Students must earn a minimum of eighteen credits, including the following requirements:

English 4 credits [A full-credit program in literature-based studies is required each year]

Mathematics 3 credits [Must include the study of Algebra I & II and Geometry, or the
equivalent in an Integrated Mathematics program]

World Language 2 credits [Two years of one world language. Starting with the Class of 2008,
all students must complete the 201 or 211 level of language study.
New students must complete the placement exam before enrolling
in a course.]

History 3 credits [A two-year sequence in U.S. History* is required, and the completion
to satisfactory standards of a Social Studies-based Senior Project
is required].

Science 2 credit [All science courses are lab courses]

Fine Arts 1 credit [Studio Arts or Performing Arts]

The Sophomore Gateway [Starting with the class of 2009, all sophomores must successfully
complete the Sophomore Gateway project before promotion to the
Junior Year]

• ESL students must earn at least one year of regular English classes in order to graduate.
• *A course in U.S. Government and/or Law may be substituted for one credit for students enrolling
as juniors.
• All students are required to take five full-credit courses each year. In exceptional circumstances,
the Academic Dean may approve a request from a student to take 4 courses in a semester.
• Graduation requirements describe the basic, minimally acceptable level for a student’s program.
The vast majority of students experience programs with greater breadth and depth than the
minimum requirements.
• Students are expected to meet specified technology skill standards integrated with skill learning in
academic classes. Starting with the class of 2009, performance-based assessment of technology
skills will be a requirement for graduation.
Academic regulations and policies are fully described in the Student Handbook, which students should read carefully.

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ENGLISH DEPARTMENT
The English Department is committed to preparing students with the intellectual and creative skills necessary
for successful integration into 21st century national and global culture. We believe that the ability to analyze,
interpret, and communicate solutions to personal, community, national, and global questions is the mark of
involved citizenship and personal success, and it is to this end that our teaching is directed. The department is
committed to a cyclical model of instruction which introduces the New Curricular Dimensions during the
freshman year, and then returns to each concept in subsequent years, deepening the student’s understanding
and appreciation of his/her potential to impact culture through purposeful engagement with the intellectual,
social, and cultural issues of our time. Students are challenged to ask themselves three essential questions which
will guide them through their process of self-discovery: What do I know? What does it mean? What can I do
with it?

THE FIVE C’S

The department’s commitment to the New Curricular Dimensions serves as a gateway to these essential
elements of learning:
[ Communication ]
Developing increasing fluency in written and oral communication allowing for the purposeful and disciplined
interchange of ideas; mastering language skills essential to the understanding and utilization of knowledge;
understanding the multiplicity of communicative forms of today’s world, and how technology both empowers
and endangers communication

[ Critical thinking ]
The practice of rational thought leading to successful intellectual integration into the complex world of the 21st
century; developing habits of mind that lead to asking essential questions and gathering and evaluating relevant
information; practicing intellectual habits of analysis, the assessing of alternative possibilities, and reaching
supportable conclusions.

[ Community ]
Using purposefully selected literature and beginning with a freshman year emphasis on the self, expanding into
a widening and deepening understanding of the role of the individual in relationship with others, the multi-
dimensional American community, and the global culture of the 21st century.

[ Creativity ]
The acquisition of skills of mental flexibility and open-minded thinking, and the facility to adapt to new
problems through disciplined innovation; understanding that the old and the new co-exist and that successful
creativity in the future is inextricably connected to an understanding of the past.

[ Character ]
The essential human ingredient for purposeful living and the essence of literary study. Who am I? What do I
believe? How do I incorporate my beliefs into daily life? Exploration of these questions through a deliberate
content-based reading curriculum appropriate to class level; the development of habits of mind that promotes
character traits essential for success – diligence, persistence, courage, honesty and empathy.

[ Content ]
The content of English department course offerings falls into two domains: the content of language study and
the content of literature, as an expression of human culture. Developing an understanding of the structure and
form of one’s native language empowers effective communication; engagement with literary content promotes
discovery of self, ideas, and the world.

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 A rapidly changing world needs individuals who can listen and read sensitively, reflect and analyze critically, and
speak and write clearly. Self-directed learners must have a command of English grammar and must be able to
organize and write effective English prose. Tilton’s English program stresses frequent writing assignments that
require both concrete and abstract thought. The study of literature from a variety of perspectives encourages
exploration of the world and of human experience. Analysis of such works allows students the opportunity to
examine the thoughts and actions of literary characters and to explore more fully their own ethical choices.
Students present their reactions individually and collaboratively through various modes of expression.
Fundamental to our study of English are the following enduring understandings:
1. Other people perceive you by how and what you communicate.
2. An idea is only as good as the way you communicate it.
Accompanied with un-coverage of these ideas:
Writing
1. Writing, the interplay between big ideas and details, designs understanding for an audience.
2. We engage an audience with our writing when we invest ourselves in the task.
3. Writing is revision, the critical evaluation of design.
Reading
1. Narrative, the fundamental ordering principle of human experience, helps us understand
our identities.
2. Reading is as much knowledge of cultural and generic codes as it is a skill.
3. Interpretation begins with a question about the text.
Grammar
1. Grammar – the conventions associated with punctuation and syntax – shapes meaning and voice.
2. The grammars we use, of which Standard English is only one, are context driven.
3. Our audience often judges the value of our oral and written texts by the degree to which they
conform to Standard English.

ENGLISH DEPARTMENT COURSE OFFERINGS

9th Grade English (9th; Full Year; 1 credit)
9th Grade English, a core element of Tilton’s FIRST Program, introduces students to the ways in which texts,
literary and otherwise, help them understand who they are and enhances their capacity to decode, interpret,
analyze and be critical of these texts. As an element of the FIRST Program, the class emphasizes student
planning, processing and production of quality work and focuses student attention on the FIRST Program’s
essential question:
• What do we see?
• How do we look at it?
• Why is it important?
• Where does it lead us?
Students begin their study of literary texts by reading and interpreting short stories for that plot and character
elements that lead to an understanding of theme. Through an inter-unit in the mythological foundations of the
Trojan War, students then apply what they have learned to a reading of Homer’s Odyssey. The second semester
focuses on short lyric poetry, three contemporary novels – The Lord of the Flies by William Golding, The Bluest
Eye by Toni Morrison and Ellen Foster by Kaye Gibbons. We finish the year with Shakespeare’s Romeo and Juliet.

Throughout the year, students write about their own experiences and about the plots, characters, symbols
and themes within the various literary texts. They will develop specific strategies for creating and revising
meaningful thesis statements and for using direct textual evidence, critical thinking and textual analysis to
support their ideas. Further, they will hone their editorial ability to polish their writing for diction, grammar and
style. They will learn sentence-combining strategies that will help them understand and edit for run-on sentences,
comma splices, sentence fragments, faulty pronoun reference, modification errors and parallel structure.

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Lastly, students will have many opportunities to work in groups and to create presentations. The course will
introduce them to the fundamentals of public speaking that will form the basis of their public speaking
experience throughout their careers at Tilton and beyond.

9th Grade Honors Designation (9th; Full Year; 1 credit)

The FIRST Program does not track students by ability groupings; however, it invites all students to challenge
themselves to work toward the highest levels of academic and intellectual achievement. The 9th Grade Honors
English program challenges students at an accelerated pace in three ways. Students who elect to enter the
Honors program read additional literary texts; past examples have included The Old Man and the Sea by Ernest
Hemingway, The Merchant of Venice by William Shakespeare and two additional novels selected from an
Advanced Placement reading list. While reading these texts, the honors group meets in a seminar setting to
discuss the plots, character, symbols and themes of the literature in an intellectually charged atmosphere.
Finally, the honors group presents to the 9th-grade students and faculty twice during the year on the larger
themes of the literature. The focus on additional texts, the intense seminar discussions and the multi-media
presentations create a stimulating and rigorous academic experience for the honors students and earn them
honors transcript designation.

10th Grade English (10th; Full Year; 1 credit)

Emphasis is placed on developing and mastering skills through engagement with materials consistent with
10th- grade program themes. Works studied include A Separate Peace; The Chosen; Coyotes: A Journey Through The
Secret World of America’s Illegal Aliens; and The Tragedy of Macbeth as well as several short stories from which
students learn to apply theme, character development, plot, and narrative voice. Through participation in a
Poetry Writing Workshop, students acquire and demonstrate knowledge of simile, metaphor, personification,
enjambment, and other poetic devices. As well, students continue throughout the year to develop effective essay
writing skills such as establishment of thesis, paragraphing, transition of ideas, and employing proper use of
grammar and mechanics. Study skills and vocabulary acquisition are introduced and reinforced.

Honors 10th Grade English (10th; Full Year; 1 credit)

While covering many of the same topics of 10th Grade English, the pace of this course is accelerated. Students
read additional literature and poetry and complete more detailed writing assignments.

Students are recommended for Honors English 10 by the English Department faculty and the Academic Dean.
Qualified students are expected to be strong readers and writers, to have demonstrated achievement in previous
literature-based study of English, to have developed study habits sufficient to support their work in a demanding
curriculum, and to be willing to make a major contribution to class discussion. Students who are successful in
Honors 10th Grade English may wish to pursue AP English Language and Composition in the junior year.

11TH AND 12TH GRADE ENGLISH COURSES

Junior and Senior English
Starting in 2007-2008, the upper-level English curriculum will be restructured to consolidate and strengthen its
offerings. The previous elective program will be incorporated into two new Junior English and Senior English
programs, each with a distinct focus, and each incorporating many of the elements of the previously offered
elective program. The new Junior and Senior English curriculum is predicated on enhancing and deepening
both the language skills and social awareness introduced during the freshman and sophomore year. Through
increased emphasis on language fluency in knowledge acquisition and processing skills in concert with
emerging technologies, the student is encouraged to become increasingly self-directed in his/her learning. The
Junior English curriculum allows for focus on the particular needs of the junior year student, while the Senior
English curriculum is designed specifically for the more mature student and allows for and promotes greater

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 independence in learning and productivity. Through this comprehensive approach to language mastery coupled
with increasing self-awareness, Tilton graduates will be prepared to enter higher education as informed and
skilled communicators.
Core Graduation Requirements in English
• All Juniors are required to take either Junior English, AP English Language, or ESL 2 Literature &
Writing. All Seniors and PGs are required to take Senior English, AP English Literature or AP
English Language.
• Depending on staffing and enrollment, there may be an opportunity for interested students to take
an additional semester elective English course. Such a course will be in addition to, not in place of,
the core required course.

Junior English: American Literature (11th Grade; Full Year; 1 credit)

The junior year American Literature curriculum broadens the student’s understanding of his/her role and
voice in a complex, multi-dimensional community and national life. This is done through an examination of the
development of a unique American idealism reflected in the language of the imagination and creative impulse
of great American authors and statesmen. Following models of excellence from the American literary canon,
students develop their expertise in the disciplined use of language through an emphasis on the following
communication skills:
Process writing: pre-writing, drafting, revising, editing.
Focus: frequent timed writings, overnight writing, summer writing, sharing thoughts,
observation, impressions.
Genre: writing for a variety of purposes, journals, op-ed, creative, non-fiction, poetry, drama.
Grammar: increasing command of syntax, punctuation, sentence structure.
Voice: narrative structures, diction, mood, tone, dialogue, heightened vocabulary.
Expository structure: paragraph development, context, evidentiary analysis.
Argument: the role of ethical, logical, and emotional rhetoric in persuasion, claim/support
relationships, fallacies, induction/deduction, statement/premise, syllogistic and dialectical structures.
Presentation mode: written, oral and technology-enhanced presentation forms and their role in
effective communication.
The Junior English American Literature curriculum is designed to be taken in parallel with the American History
curriculum, as it creates interdisciplinary connection that enhances student learning and understanding.

Senior English: World Literature (12th Grade and PG; Full Year; 1 credit)

The senior year World Literature curriculum provides an intellectual gateway into world citizenship. Essential
authors representing foundational intellectual and cultural themes from world literature are presented,
challenging the student to broaden his/her critical approach to intellectual life through a consideration of
alternative assumptions concerning the human condition as depicted in literature. The World Literature course
builds on some of the themes from the earlier “Other Voices” curriculum in its emphasis on challenging
students to take on new perspectives for understanding the world through the voices presented in the literary
forms from other cultures and regions of the world. Students continue to develop mastery of language-based
communication skills through an emphasis on the following:
Process writing: pre-writing, drafting, revising, editing.
Focus: frequent timed writings, overnight writing, summer writing, sharing thoughts,
observation, impression.
Genre: writing for a variety of purposes, journals, op-ed, creative, non-fiction, poetry, drama.
Grammar: increasing command of syntax, punctuation, sentence structure.
Voice: narrative structures, diction, mood, tone, dialogue, heightened vocabulary.

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 Expository structure: paragraph development, context, evidentiary analysis.
Argument: the role of ethical, logical, and emotional rhetoric in persuasion, claim/support
relationships, fallacies, induction/deduction, statement/premise, syllogistic and dialectical structures.
Presentation mode: written, oral and technology-enhanced presentation forms and their role in
effective communication.
In addition, there is a specific focus on the requirements of college-level writing and composition. The second
semester of Senior English allows for a certain degree of individual choice-making by students as they may elect
individually or by class groupings to focus on specific books or authors of interest, as appropriate to the goals and
objectives of the class. Through this comprehensive approach to language mastery coupled with increasing self-
awareness, the Tilton graduate is prepared to enter higher education as an informed and skilled communicator.

The Senior English World Literature curriculum is designed in parallel with the Senior Social Studies
curriculum, creating interdisciplinary connections that enhance student learning and understanding. Examples
of connecting themes range from global issues in Politics, Sociology, Economics, and Law that are reflected in
literature from around the world, to universal questions of human nature as studied in Psychology or in Religion
& Philosophy that find their expression in literary domains.

Advanced Placement English Courses

The study of English language, composition, and literature is available at the Advanced Placement level in both
the Junior and Senior years. The junior year AP English class prepares students for the AP English Language
and Composition exam; the senior year AP English class prepares students for the AP English Literature and
Composition exam. Students who successfully complete this two-year sequence find that they are extremely
well prepared for college-level English classes. Seniors and post-graduates who did not take the AP English
Language class as juniors but are otherwise qualified for an AP English class, may select either of the two AP
English classes.

AP English Language and Composition

AP English Language and Composition is a full-year course that invites students to pay particular attention to
rhetorical aims and methods within literature. In this multi-genre course, students will examine devices such as
diction, narrative detail, imagery, figurative language, syntax, and tone. While students will perform analytical
and critical readings of texts, they will pay particular attention to the way in which authors use language to
convey meaning. As writers, students will move beyond the five-paragraph essay and work to achieve writing
that develops more organically. Students who take this course will prepare for the AP Language and
Composition exam in May. Permission from the department is required. Open to qualified juniors, seniors and
post-graduate students.

AP English Literature
AP English Literature is a full-year seminar designed to improve the student’s understanding and manipulation of
language, to develop reasoning skills, and to introduce the student to the serious study of literary criticism. The
seminar format requires that students formulate their own ideas about language and present those ideas on paper,
in class discussions, and in formal exhibitions. The first phase of the course will focus on the themes of gender,
justice, and violence. The genres emphasized will be the philosophical dialogue, as well as Greek, Elizabethan,
and contemporary drama. The second phase is devoted to poetry and the competing critical approaches to form
and meaning in poetic language. The final phase introduces the student to contemporary fiction from a variety of
American cultures. This course prepares students for the English Literature AP examination. Prerequisite: AP
Language and Composition and permission from the department.

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 ENGLISH AS A SECOND LANGUAGE
The purpose of the ESL program is to meet the academic needs of our international students who require
additional support for English proficiency. The goal of the program is to fully mainstream students into the
regular Tilton School curriculum as quickly and effectively as possible. This program supports students who
will use their English in continued college or university studies, in future jobs, and in personal endeavors. The
ESL courses provide students with instruction in the English language, exposure to the American classroom and
culture, and exercise of the study skills requisite to success in a rigorous academic setting. The School offers
ESL instruction at an intermediate to advanced level. Students must take the TOEFL test and complete an oral
interview prior to placement in the ESL curriculum. Previous academic records and experience with English are
also used to determine course placement.
The program is based on the following enduring understandings we seek to instill in our students:
• Diversity is a strength.
• Diversity is a resource.
• Culture acts as a lens through which we perceive our world; exposure to new ways of thinking
requires us to examine our own.
• Language and culture are inextricably linked; the development of linguistic intelligence leads to a
better understanding of our world and our place within it.
Writing
1. Writing improves thinking; good writing is good thinking.
2. Writing, the interplay between big ideas and details, designs understanding for an audience.
3. We engage an audience with our writing when we invest ourselves in the task.
4. Writing is revision, the critical evaluation of design.
Reading
1. Narrative is the fundamental ordering principle of human experience.
2. We tell our own stories to ourselves to understand our identities.
3. Reading is as much knowledge of cultural and generic codes as it is a skill.
4. Interpretation begins with a question about the text.
Grammar
1. Grammar – the conventions associated with punctuation and syntax – shapes meaning and voice.
2. The grammars we use, of which Standard English is only one, are context driven.
3. Our audience often judges the value of our oral and written texts by the degree to which they
conform to Standard English.

ESL COURSE OFFERINGS

English as a Second Language classes are unique in being designed to meet the specific needs of non-native
English speakers, but are also designed to provide a pathway for ESL students to be prepared for successful
learning experiences in regular English Department offerings prior to graduation. The ESL program is thus both
an independent program with its own goals and objectives, and an integrated element of the English Department.

Intermediate ESL Writing 1 (9th, 10th, 11th; Full Year; 1 credit)

This course is designed for students entering the ESL program with an intermediate level of English language skill
development. Students are provided with many opportunities for developing English language skills in context,
including reading, writing, speaking, and listening in a range of language use settings. The development and
practice of skills in grammar, vocabulary, and paragraph writing are emphasized. Students are expected to work
hard toward developing higher-level fluency and to become more confident in their use of the English language.

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Advanced ESL Writing 2 (9th, 10th, 11th; Full Year; 1 credit)

This one-credit, year-long course is designed to prepare advanced-level ESL students for the writing they will
need in a regular English course. Students develop their writing skills by building on a strong foundation of
grammar, evolving from intermediate to complex sentence structures, and by creating, revising, and finishing
persuasive essays, research papers, and creative works. A full understanding of process writing, essay structure,
and research techniques is expected of each student upon completion of the course.

Intermediate ESL Literature 1 (9th, 10th, 11th; Full Year; 1 credit)

This course is designed for students entering the ESL program with an intermediate level of English language
skill development. Students practice and improve their reading and comprehension skills through exposure to
many forms of written English, from simple, everyday written communications, to articles in the popular media,
to literary writing in essays, biographies, and short stories. This course prepares students for more advanced
work in the ESL curriculum and for eventual success in the regular academic program of the School.

Advanced ESL Literature 2 (9th, 10th, 11th; Full Year; 1 credit)

This one-credit, year-long course is designed to develop students’ reading comprehension as well as prepare
them for regular literature courses. Students learn the elements of short stories, poems and plays, develop
skimming and scanning techniques, and apply their reading skills through analysis of these forms. Students are
introduced to critical and analytical writing in preparation for 11th- and 12th-grade English courses.

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 SOCIAL SCIENCE DEPARTMENT
At Tilton, we believe that students become successful lifelong learners when they are able to think, analyze,
and communicate effectively. Students learn to question; to seek information from diverse sources; to
appreciate different opinions; to organize and evaluate information; and to synthesize ideas. Students strive to
develop communication and critical thinking skills through a special emphasis on responsible research, thesis
development, and research writing. Additionally, the Social Science program teaches students to become
responsible 21st century thinkers and good global citizens. Fundamental to all Social Science programs are
enduring understandings which guide a student’s perspective of the global world they are about to enter.
They are:
Enduring Understandings of Social Science:
• There are many histories.
• People just live without a conscious awareness of the history they are making.
• Art, literature, spirituality, economics, politics and other expressions of the human experience both
cause and reflect cultural change.
• People and cultures resolve problems through varying degrees of collaboration, compromise,
and conflict.
• Enduring cultural changes are caused by intrinsic and extrinsic factors.

THE FIVE C’S

In addition to content-specific goals, all course offerings in the Social Sciences are designed around the
following curricular dimensions:
[ Communication ]
Social science communication is focused on developing the ability to communicate objectively, with
reasoned steps, without bias, and with personal voice or opinion held in check. This goal is complementary to
communication skills learned through English department offerings, which, among other goals, promote the
development of individual voice and style as well as subjective and reflective communication. Skills in both
domains of communication are necessary, and students who develop high-level communications skills
understand how and when to employ a range of communicative styles to effectively express ideas and
engage an audience.

[ Critical Thinking ]
Promoting critical thinking is a high priority in the Social Sciences. The department has designed a sequential
program of research skills and information literacy that builds knowledge, skill and habits of mind from the
freshman year through the senior and/or post-graduate years. By graduation, students possess the knowledge
and critical thinking skills for them to be successful problem solvers in higher education and beyond.

[ Community ]
The philosophy of the Social Science department is that thinking and communicating are critical, but they
are also not enough. It is also essential to act, to make a difference to the communities in which we live. The
application of learned knowledge and skill in real-world, experiential ways is a central component of all learning
in the Social Sciences. Students learn to understand that their responsibility is to use the skills and knowledge
they have acquired to make a difference or to create an impact in the real world of human experience. Thus,
through learning experiences in the Social Sciences, students become engaged citizens, activists and leaders.

[ Creativity ]
The problem-solving and innovation required to address the issues raised in the Social Sciences are creative
processes. They require open-minded thinking and the ability to integrate novel approaches with accepted ideas
of the past. Learning history and Social Sciences at Tilton School is not about rote memorization of historical
facts or the ability to recite the causes of an event. It is about developing the ability to use facts learned from
history and from human experience in the world today to think intelligently and creatively about tomorrow.

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[ Character ]
The focus of the Social Sciences is the experience of human life, past, present, and future. Opportunities abound
for integrating the lessons learned in the classroom into the developing personal qualities of the individual
student. Examples of courage, determination, empathy, and leadership provide students with benchmarks against
which they may choose to set their own personal life goals. In addition, the learning processes in the Social
Sciences promote personal character traits that predict success in the future: the ability to manage time and
resources well, the ability to work hard and persevere, and the ability to “play fair” and to “do the right thing”.

SOCIAL SCIENCE DEPARTMENT OFFERINGS

Cultural Development (9th; Full Year; 1 credit)

This course is a required core element of the Tilton FIRST 9th Grade program. The course focuses on the
development of human culture from 1000 BC to 1500 AD. Two forces are identified as critical elements in the
process of cultural development: 1) the process of cultural invention within the culture and 2) the intrusion of
ideas and material good from outside the culture. Historical study reveals that civilizations that have developed
rapidly have benefited from both forces. A comparative understanding of the process of cultural development
and the legacy that each civilization has left for the modern world is the central focus for this program. The
Tilton FIRST program helps students discover the interdisciplinary connections between cultural development,
literature, language, art and human creativity throughout the ages. Students from the ESL program also enroll
in the Cultural Development class, providing a diversity of background and experience to discussions of
cultural experience.

American History 1; 16th to 20th Century (10th; Full Year; 1 credit)

This course is required for sophomores and is the first part of a two-year sequence that provides an in-depth
exploration of “America’s Story”. In addition, the course provides an overview of New Hampshire state history,
as required for all high school students in the state. The emergence of a new nation state during this time period
is a story that illustrates the human motivation to live in freedom: freedom from oppression, war, starvation and
poverty. The time period is characterized by a growing global interdependence in which a number of forces
shaped the process of change; the revolution of ideas (e.g. civil rights, industrialization); the emergencies of new
ideologies for using power; the sharing of material wealth and ideas, sometimes through benign expansionism,
sometimes through violence; and the emergence of the concept of freedom as the energy that allows for human
invention and creativity. This sophomore-level course assists students in developing the skills needed for further
study in the Social Sciences, especially in the areas of research, case-study writing, presentation, seminar-style
discussion, analytic reading and note-taking.

American History 2; 20th Century Global Interdependence (11th; Full Year; 1 credit)

This course is the second of a required two-year sequence in American history. The content focus is on the
forces of violence, greed and giving that are part of the story of America in the 20th century. From the
emergence of rapid social changes, to the nation’s coming of age as a global power and a moving force in a
global, interdependent society, the story of the 20th century provides a fascinating study of our recent history
and an illustration of the nation’s struggle with the moral and ethical dilemmas posed in the global culture. From
modern warfare to technological innovations, to the impact of mass media and the “Americanization” of the
global marketplace, to America’s role in the Cold War and the rise and fall of communism, to the degradation of
the global environment and the new drive for exploration in space, the story of America in the 20th century
provides the most recent chapter of the history of the nation. In this course, students are challenged to develop
higher level critical thinking skills as well as research and writing skills that will prepare them well for senior-level
and college courses in the Social Sciences. The two-year American History sequence provides the successful
student with a good background for taking the SAT II in United States History. American History 2 is designed to
incorporate interdisciplinary connections with the Junior English course, American Literature.

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 SENIOR SOCIAL SCIENCES ELECTIVES
(Open to Juniors with permission only)
The senior Social Sciences classes are designed to provide students with an opportunity to experience
learning that approaches, and in some cases meets or exceeds, the intellectual learning level of first-year
college courses. Core content area is selected as especially pertinent to student learning within the context of
the school’s mission and vision for life-long learning, success, citizenship and service. The content of AP Social
Science offerings is largely determined by the criteria of the AP Program of the College Board, but these
courses also are designed to incorporate the learning objectives of the school. In these classes, there is an
emphasis on the development of critical thinking, the application of skills and knowledge to real-world
problems, the mastery of multiple forms of effective communication, and the development of personal habits
of mind that support scholarship and citizenship. Opportunities for inter-disciplinary connection between senior
Social Science electives and the Senior English course, Global Literature, abound, as both disciplines challenge
students to deepen their understanding and appreciation of the human condition in its variety of manifestations
(artistic, literary, socio-political, economic) around the world. The year concludes with an emphasis on work of
significant independence and originality as students complete a Senior Project presentation based on their work
in senior Social Studies classes. Successful completion of the senior project is a graduation requirement.

Politics (12th; Full Year; 1 credit)

This course examines the nature of government and social structures and is organized around the basic
assumption that politics is the science which examines how groups make collective decisions. We examine the
philosophy and theory of government and social structures before moving on to an in-depth analysis of the
mechanics of government. Lastly, we examine the art of “politics,” i.e. political parties, lobbying, and political
power. We base our evaluation on participation, daily preparation, tests, research papers, and a comprehensive
final exam.

Criminal Justice (12th; Full Year; 1 credit)

What is justice? How do the laws/rules created by societies reflect the values of the people that make up the
society? How are laws enforced? What does punishment achieve? How should a society balance the rights of
individuals within the society with the well being of the society as a whole? These essential questions will guide
our in-depth study of the American criminal justice system. Students will examine the processes by which laws
are made and enforced and the ways in which society responds to disputes or law breaking. The class will look
closely at the pattern of crime in this country, the courts, the police, and the prisons as they combine to function
as the criminal justice system. Our study will not be confined to the criminal justice system but will include the
use of the school and other social units as case studies of how societies respond to the basic need for justice.
The year closes with a simulated crime scene and the consequent police investigations and trial proceedings.
This popular experiential learning activity (CSI Tilton) is accomplished in conjunction with students in Forensic
Science classes.

Economics (12th; Full Year; 1 credit)

In this course, students will begin with the basic question of how best to allocate scarce goods and resources
and what values should guide the allocation process. The course will examine a variety of economic systems,
their theories, and the philosophers upon whose work these systems are grounded. The course will then focus
on democratic capitalism with market structures, behavior of the firm, economic indicators, the role of the
government in the economy, public goods, and economic justice. At a regular pace through the year, students
will encounter the economic history of the United States through a case study of the Great Depression. Since
graphical analysis and modeling is an integral component of this course, it is recommended that students have
completed Advanced Algebra before enrolling.

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Sociology (12th; Full Year; 1 credit)

In this course, students will learn about the origins of culture and the process by which we analyze how societies
function. Central concepts are that cultures remain distinct despite forced change from external sources, that
cultures are always changing through time, and that cultures are built around a range of more or less enduring
institutions. Investigations of different cultures will lead to the conclusion that societies with strong spiritual and
economic bases and well-distributed power are the most stable. We will also see that geography determines to a
large part cultural integrity and identity. Finally, we will study the process of cultural change, noting that society
provides both stability and change for the human life experience, and that the change process inevitably involves
the acceptance of new ideas and materials from both inside and outside the culture. Using scientific thinking and
research methods, we will examine the ways in which the local society is a reflection of the larger culture and
the cultural forces which shape and determine how society functions. This course may be conjoined with
Psychology, depending on student interest and enrollment.

World Religions and Philosophy (12th; Full Year; 1 credit)

In this course, students engage in an unbiased, scientific investigation of a variety of religions and philosophies
including both Eastern and Western traditions, examining their historical development, sacred texts, ethical
considerations, and daily practices. The question which drives the class is “how do people live their lives?”
Based on this, we will explore how these world views shape the actions and behaviors of people who espouse
them, helping students to develop both a broad understanding of and appreciation for the global diversity of
world views. We will also consider our own belief systems as they are exposed to these outside influences.
Literary and artistic expressions of religion from a variety of times and places will be used as windows of
understanding into these spiritual worlds, as will visits to local religious institutions and speakers from a wide
variety of belief systems.

Advanced Placement European History (12th; Full Year; 1 credit)

In this course, students will follow a traditional AP curriculum focused on preparation for the Advanced
Placement European History exam in May. The course seeks to survey comprehensively European History from
the late Middle Ages through contemporary times. Students will be assessed using a variety of strategies that
place emphasis on writing skills. The class will consist of lecture, class discussion, research, and seminars.
Students must have completed both American History I and II as a prerequisite.

Advanced Placement Psychology (12th; Full Year; 1 credit)

In this course, students investigate the study of human mind and behavior, using the outline of a college-level
introductory Psychology course as a model. There is an emphasis on scientific reasoning and analysis of
complex human phenomena, as well as on the application of psychological concepts to real-world issues. Major
themes of the course are the relationships between brain and behavior, body and mind, nature and nurture.
Core topics include the study of the life span development of an individual, and the subfields of cognitive
psychology, social psychology, abnormal psychology and the study of personality. Well-known psychologists and
their work will be explored, and the course will conclude with a major research paper in which students will
combine library-based research with data gained from independent field work research they have designed and
conducted. Students spend additional time reviewing and preparing for the A.P. Psychology exam, which they
take in May.

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 WORLD LANGUAGE DEPARTMENT
More than just an interesting part of one’s education, world language study is now a practical necessity as well.
We live in a global society. The United States is both a nation of diverse peoples and languages and a society in
which many cultures unite to form a whole. For students to function effectively as part of the global community,
they must develop fluency in other languages and sensitivity to cultural diversity.

We are fortunate that technology can unite us in seconds with our global neighbors, but we must also
embrace the responsibility that goes along with it. The study of world languages at Tilton School not only
teaches students to be multilingual, but also it teaches them to understand and respect the cultural and societal
differences within the human family.

At Tilton, we believe that to communicate effectively in a new language, one must have command of the four
language skills: speaking, listening, reading, and writing. Further, we ask our students to demonstrate an
awareness of how people from another country think, feel, and act within the context of their native culture.
It is through such study that students discover how to learn a new language.

We measure students’ success by how well they incorporate the Enduring Understandings listed below into their
daily use of the language. Through the use of oral, aural, written, and reading performances, students exhibit
their language competency to their peers and the world language faculty.
We believe value exists in all languages because:
• Language and its cultural context serve the human desire to communicate.
• Learning about other cultures and languages challenges one’s preconceptions of how the
world should be.
• When learning a new language, tools such as circumlocution aid in communicating any idea in
another language.
• Learning other languages helps us to understand the connections between them.
• Learning other languages provides access to employment, education, travel and social opportunities.
Essential Questions:
1. Why is language valuable?
2. Why do we have language?
3. What is the connection between language and culture?
4. Why do we learn a second language?
5. How do we communicate when we don’t know all the words?
Each course in the World Language department is a year-long course, and upon successful achievement in each
course (C+ average or higher) and successful achievement on the final examination (C or higher), students
advance to the next level. To meet graduation requirements, all students must successfully complete a 2nd-year
level of language study (beginning with the class of 2008). Upon entering Tilton School, all students must take a
placement examination that will include speaking, listening, reading, and writing tests. The World Language
faculty will determine the most appropriate course enrollment for each student based on his or her performance
on the placement examination.

For some students, it may take three years to meet the graduation requirement, while other students may meet
the graduation requirement in only one year. The World Language department recommends that students
engage in language study throughout the course of their Tilton career, regardless of the minimum requirement.
Selective college admissions standards generally call for at least three years of language study. Students who do
not achieve the minimum requirements to move on to the next course will be required to repeat the course at
Tilton or during summer school off campus. Students will be required to take the placement examination before
enrolling in another language course if they study off campus.

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Study abroad: As trips abroad encourage direct application of the aspects of communication, character,
community, creativity and critical thinking, the department believes that it is an important way to continue to
reinforce what goes on in the classroom. Tilton School encourages the application of what is learned in the
language classroom to outside study. Each year, the school offers a travel opportunity that will help students use
what they already know to further develop their language skills and the understanding of the world around
them. All students are encouraged to consider this invaluable experience, both for what it can do linguistically
and the benefits it has toward greater understanding of the world around us.

Language Laboratory: The new language laboratory, ready for entry this year, will make the language
classroom more exciting and actively engaged than ever. Daily classroom use of the lab for the improvement of
spoken language, its pronunciation and structure, will be integrated into the curriculum in fresh and diverse
ways. Student exposure to a greater variety of authentic language realia will allow greater mastery of reading,
writing, speaking and listening. Students can expect daily individual and group work on communication within
the lab, as well as outside work, which will be an important aspect to independent linguistic growth.

THE FIVE C’S

The course offering of the World Language department integrates the school-wide new curricular dimensions in
purposeful and explicit ways, as indicated below:
[ Communication ]
A priority and intensive area of focus, the department emphasizes the four major domains of language-based
communication: expressive communication in speaking and writing and receptive communication in listening
and reading. In addition, much of the daily learning activity engages students in learning about how a language-
based communication system works: its structures and principles (grammar rules), its elements of meaning
(vocabulary), and its cultural context. With this goal in mind, students not only acquire skill and knowledge of
the target second language, but also enhance their understanding of their native language.

[ Critical Thinking ]
The foreign language classroom is a place where students learn how to think critically about language and the
cultures it represents. Communicating clearly, with an ability to ask and answer increasingly complex questions
and express increasingly complex ideas in another language, is a very important component of language output.
As students begin to understand other cultures through purposeful study, they develop questions about the
world in which they live, their own country and the countries of those whose language they are studying. As
they think critically, they will come to conclusions that will give them a greater understanding and acceptance of
the world in which they live. They will learn how to predict problems facing the world, be able to determine
what needs to be done for change and what will happen without that change. Through readings, authentic
spoken language, discussions and the organization of their own ideas in written form, students will be asked to
consider a variety of contributions to the culture of study. They will understand the importance and value of
thinking critically and will develop greater insight into understanding their responsibility and place as a critical
thinker and problem solver in the global world of the future.

[ Community ]
Language systems live in the context of human community, and the study of language makes sense only when
students are learning how language skills enable them to successfully participate in the life of a community.
Typical language learning activities integrate a full range of cultural and community-based artifacts, realia,
technology-accessible virtual communities, and language immersion experiences. A central objective of the
department’s course offerings is that students learn that language and community go hand-in-hand, and that an
understanding of the complex world of the 21st century is possible only with the understanding that language
both unifies and divides human communities.

[ Creativity ]
As an essential component of high-quality learning, creativity is a very important component of language study.
Speaking and writing another language means constructing and creating your own method of communication.

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 The art of circumlocution uses creative language to aid in simple survival skills as well as in the highest forms
of literary translation. In the Tilton language classroom, teachers encourage originality in thinking in,
approaching, synthesizing and relating language and ideas. Reading, writing, speaking and listening are
presented in creative ways, and opportunities for students to express themselves creatively in all areas of
language are promoted. Seeing the world with new eyes and a greater empathy for those whose language is
being studied encourages the flexibility and adaptability on which creativity thrives. Students find new ways to
solve problems of communication in the classroom and then learn to apply this problem solving in the world
around them. Creativity can mean finding your own way to express an idea, solve a problem, represent a feeling
or reach out a hand. All of this is possible through speaking another language. Success in communication skills
serves to enhance students’ ability to creatively solve problems and positively influence society.

[ Character ]
Learning a second language requires and promotes a number of specific personal traits and attributes, including
the development of self-confidence, the ability to take risks, the ability to understand the perspective of another,
the ability to persevere through difficulty, the ability to listen actively to others, the ability to work cooperatively
with others, and the ability to manage resources of time, energy, and organization.

WORLD LANGUAGE DEPARTMENT COURSE OFFERINGS

Course Offering in French and Spanish
A parallel sequence of language and cultural studies
First-year language study incorporates a cultural focus on the linguistic home nations, France and Spain;
second-year language study follows the diffusion of the French language into French-speaking European
countries and of Spanish into the Caribbean and Central America; third-year language study ventures further
with an exploration of French-speaking communities in North America and in Africa and of Spanish-speaking
communities in Andean South America. The final fourth year of language allows the student to understand and
appreciate the global reach of French and Spanish in communities throughout the world of the 21st century.
The global focus of 4th-year language study provides for students a purposefully designed inter-disciplinary
connection with the Senior English course, Global Literature.

French 1
French First Year: La Rentrée en France
This introductory-level class explores basic French through everyday thematic vocabulary and fundamental
grammatical structures. The country of France is the cultural context through which class will be conducted.
Students will be actively engaged in listening to and speaking authentic French both in the classroom, where
interactive group work will be generated, as well as in the laboratory, where student-to-teacher and student-to-
computer communication will take place. Students will study a sampling of level-oriented readings and begin to
construct French sentences, first in smaller writings such as postcards, comic strips and dialogues, advancing to
complex paragraphs and autobiographical compositions. Open to all students.

French 2
French Second Year: La diffusion du français en Europe
This intermediate-level course is designed for students with a working knowledge of the past tense of regular
and irregular verbs. Students’ cultural focus will leave France and travel to its neighboring francophone
countries, specifically Belgium, Luxembourg, Monaco and Switzerland. Through regular integrated use of
the language laboratory, students will be actively engaged in speaking using a variety of venues, including
presentations, dialogues and role plays, as well as listening through songs, television clips and interviews with
native speakers. A greater emphasis will be placed on complex use of written French for the study and creation
of narratives, short stories, journals and lyrical verse. Prerequisite: Placement exam, successful completion of 1st-year
French, and/or department approval.

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French 3
French Third Year: La colonisation française et les territoires d’outre mer
This advanced-level course is designed for students who have begun to demonstrate a clear understanding of all
verb tenses at an intermediate level. From France and francophone Europe, cultural study will move to France’s
overseas colonization. The first semester’s focus will be on the francophone regions of North America and the
Antilles. Focus will move to French-speaking Africa for the second semester of 3rd year. Integration of all aspects
of the language will take place in the language laboratory, where authentic language will be heard and practiced,
as well as in the classroom, where student-generated presentations, productions and discussions will be created.
As students begin to master the nuances of the French language and how it is most authentically related, more
emphasis will be placed on their ability to express themselves with the French of today as seen through movies,
songs, television programs and excerpts from American, Antillian and African authors. The purpose of this class
will be to further develop understanding of La Francophonie, the problems that face francophone speakers
outside of Europe, both those trying to maintain their French roots, as well as those who have tried for centuries
to free themselves from French influence. Prerequisite: Placement exam, successful completion of 2nd-year French,
and/or department approval.

French 4
French Fourth Year: La francophonie dans le monde
Fully conducted in French, this course is designed for students who have a demonstrated mastery of all
tenses and moods, including the subjunctive mood. Through intensive study of literature, film, music, art and
daily living, students develop a greater understanding of the cultural practices and historical realities of the
francophone world. Students expand and refine their summarizing, translating, editing, debating, and analyzing
skills while becoming more familiar with grammatical nuances and idiomatic phrases specific to the language.
They also participate in oral dialogue, discussions, and dramatic performances that further develop advanced
communication skills. Use of the language laboratory outside of class will be required in order to complete
assignments that reflect more sophisticated knowledge and manipulation of the language. Students who
complete this level are encouraged to pursue immersion-centered study abroad opportunities. Prerequisite:
Placement exam, successful completion of 3rd-year French, and/or department approval.

Advanced/Independent Study in French

For students who have mastered skills and concepts at the fourth-year level and who have the maturity and
independence to pursue an individualized program of study. This course may be used to prepare for the
Advanced Placement exams in French. By permission only.

Spanish 1
Spanish First Year: ¡Viva España!
This introductory-level class explores basic Castilian Spanish experienced through everyday thematic vocabulary
and fundamental grammatical structures. The country of Spain is the forum through which class will be
conducted. Students will be actively engaged in speaking and listening to Spanish both in the classroom, where
interactive group work will take place, as well as in the laboratory, where student-to-teacher and student-to-
computer communication will take place. Students will study a sampling of level-oriented readings. Students
will begin to construct Spanish sentences, first in smaller writings such as postcards, comic strips and dialogues,
advancing to complex paragraphs and autobiographical compositions. Open to all students.

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 Spanish 2
Spanish Second Year: Primeros Pasos en el Nuevo Mundo
This intermediate-level course is designed for students with a working knowledge of the past tense of regular
verbs. Students’ cultural focus will leave Spain and travel to the New World, specifically Mexico, Central
America and the Caribbean. Through regular integrated use of the language laboratory, students will be actively
engaged in speaking using a variety of venues, including presentations, dialogues and role plays, as well as
listening through songs, television clips and interviews with native speakers. A greater emphasis will be placed
on complex use of written Spanish for the study and creation of narratives, short stories, journals and lyrical
verse. Prerequisite: Placement exam, successful completion of 1st-year Spanish, and/or department approval.

Spanish 3
Spanish Third Year: La migración hacia el sur: América del Sur y los Andes
This advanced-level course is designed for students who demonstrate a clear understanding of all verb tenses.
From Central America and the Caribbean, cultural study will move to South America, with particular attention
focused on those cultures who find their home in or around the Andes. Integration of all aspects of the
language will take place in the language laboratory, where authentic language will be heard and practiced, as
well as in the classroom, where student-generated presentations, productions and discussions will take place. As
students begin to master the nuances of the Spanish language and how it is most authentically expressed, more
emphasis will be placed on their ability to express themselves with the Spanish of today as seen through
movies, songs, television programs and excerpts from Latin American authors. The purpose of this class will be
to build on skills and mastery of the previous two years of Spanish while further developing compassion and an
understanding of the problems that face South Americans who leave their homelands as well as those who stay.
Prerequisite: Placement exam, successful completion of 2nd-year Spanish, and/or department approval.

Spanish 4
Spanish Fourth Year: ¡Adelante en el mundo hispano!
Fully conducted in Spanish, this course is designed for students who have a working knowledge of the past
tenses and an understanding of formal commands, as well as the subjunctive mood at the intermediate level.
Through intensive study of literature, film, music, art and daily living, students develop a greater understanding
of the cultural practices and historical realities of the Hispanic world. Students expand and refine their
summarizing, translating, editing, debating, and analyzing skills while becoming more familiar with grammatical
nuances and idiomatic phrases specific to the language. They also participate in oral dialogue, discussions, and
dramatic performances that further develop advanced communication skills. Use of the language laboratory
outside of class will be required in order to complete assignments that reflect more sophisticated knowledge
and manipulation of the language. Students who complete this level are encouraged to pursue immersion-
centered study abroad opportunities. Prerequisite: Placement exam, successful completion of 3rd-year Spanish, and/or
department approval.

Advanced/Independent Study in Spanish

For students who have mastered skills and concepts at the fourth-year level and who have the maturity and
independence to pursue an individualized program of study. This course may be used to prepare for the
Advanced Placement exams in Spanish. By permission only.

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THE ARTS DEPARTMENT
Studio Arts and Performing Arts
At Tilton, we recognize the arts as an essential part of a student’s academic experience. The study of drawing,
painting, sculpture, music, drama and dance not only promotes creativity and discernment, but also enhances
our understanding of culture and history. It is for this reason that Tilton requires at least one art credit toward
graduation. While enrollment in some upper-level arts electives may be small by design, the offering of elective
courses is dependent upon enrollment and staffing, and courses with small enrollments may not be offered.

Our arts program incorporates the disciplines of visual art, music and theater and aligns with the Power of
Potential and the New Curricular Dimensions that are the foundation for each student’s experience at Tilton.
Creativity, Critical Thinking, Communication, Community and Character are all important in varying degrees
depending to a certain extent on the specific course. By experimenting with the basic principles and techniques
in each area, students learn to value their perceptions, emotions and intuitions; to respond intelligently and
sensitively to new experiences; and to respect, understand and value diverse artistic expression. At Tilton,
students learn to analyze, evaluate and interpret their own work and the work of their peers. Sharing their
ideas with each other and with the community through group projects, public performances and exhibitions,
students develop a sense of ownership in what they have created and they may become inspired by the work
of their peers.

The work and goals of the art department embody the concept of student-centered, project-oriented learning
that is the core of Understanding by Design. The arts also provide meaningful opportunities for students to
engage in activities that will help them better understand who they are and how their individual creativity can
lead to productive involvement in the contemporary world.
The following enduring understandings are the topics of frequent discussions in the art department:
Art Department Enduring Understandings
1. As artists, we share in a long tradition of art, artists, and artistic movements.
2. Art is structured on universal principles.
3. Art is enrichment.
4. Art is discipline; art is also play.
5. Art is expression
• of ideas.
• of self.
• of culture.
6. The artist applies a variety of tools and techniques in a work of art.

THE FIVE C’S

The arts disciplines provide unique opportunities for personal engagement, expression and learning relative to the
Five C’s skill domains. The following statement reflects specific ways in which a student’s learning experiences in
the arts form part of a broad and comprehensive learning experience.
[ Communication ]
• The arts expand our repertoire for communication.
• Creative communication is effective communication.
• Art is all about using symbols to communicate ideas, emotions, meanings.
[ Critical Thinking ]
• Experience with the arts prepares us for unexpected and unique problem-solving.
• The discipline and craftsmanship inherent in the practice of the arts promotes good thinking in
all domains.
• The arts is a domain in which thinking combines the functions of the mind, the heart, the hands,
the body.
• Artists are unique thinkers who break the mold and discover new universes of experience.

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 [ Community ]
• Creating art together strengthens relationships and builds community.
• Artistic expressions define cultures and communities in time and space.
• The work of creative and performing artists often serves to heal broken and divided communities.
• The artistic urge is universal; therefore the arts serve the unity of the global community, crossing
boundaries of language, religion, and culture.
[ Creativity ]
• Creativity is fundamental to, but not limited to, the arts disciplines.
• Creativity builds on the past to make the future.
• Imaginative thinking today is the hope for tomorrow.
• Question reality! Reality is what we imagine it to be!
• Everyone can be creative: it’s part of what makes us human.
[ Character ]
• To be an artist is to have the courage to be independent, to be different and to explore
new directions.
• The practice of any art form requires self-discipline, hard work, perseverance, commitment
and play.
• Being an artist means having vision and being open to the world.
• Artists add richness and diversity to human experiences.

ARTS DEPARTMENT OFFERINGS

Note on Supplementary Fees
Art classes require specific necessary expenditures for classroom supplies and materials. While a few arts
classes require the purchase of a text or other resource book, textbook and notebook purchases are minimal. In
contrast, expenses for supplies (paint, paper, ink, clay, photographic supplies) may be significant. For this reason,
all students enrolled in studio and performing arts classes are assessed a materials and supplies fee through their
bookstore accounts. The fee may vary with the course selected, with the materials charge for photography
typically being the highest. In addition, there may be incidental field trip charges to cover the cost of admission
to museums and galleries, typically no more than once a semester for any student. Students in Independent
Study programs in the arts, or those whose work requires a significantly greater use of materials and supplies
than the average student may incur additional charges or may be asked to provide their own materials.

Introduction to the Arts (9th Grade; Full Year; 1⁄2 credit)

A core element of the interdisciplinary Tilton FIRST 9th Grade program, this multidisciplinary course introduces
the varied aspects of our arts program. Students will spend a semester of the year in Studio Arts and a semester
in the Performing Arts in a rotating series of twice-a-week class meetings. Arts topics and experiences will also
be integrated with the learning activities of the core academic areas. Each semester course exposes students to
the essential concepts and skills of the field and will promote a sense of hands-on engagement and enjoyment of
the experiential learning mode. Students are encouraged to take further arts courses during later years at Tilton.

THE STUDIO ARTS

Basic Studio Art (10th, 11th, 12th; Full Year; 1 credit)

Basic Studio is designed to acquaint students with various aspects of the visual arts and to provide training in
basic skills and understanding of the same. A strong emphasis on drawing is at the core of the program.
However, two-dimensional design, elements of composition, and an introduction to color theory and painting
may also be included. Other related projects are incorporated throughout the program to provide additional
opportunities for creativity, variety, and reinforcement.

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Drawing & Painting (11th, 12th; Full Year; 1 credit)

Color, design, drawing as it applies to painting, and principles of composition will be the main focus of the
Drawing and Painting class in the first semester. Work will be done from imagination and from two-dimensional
sources. In the second semester, the focus will shift toward working from three-dimensional sources. Subjects
such as still life, landscape and self-portraiture may be covered. As part of the preparatory work for some
projects, students may be introduced to basic functions of Adobe Photoshop. Works by master artists will be
discussed and will provide important models for many of the assignments. Prerequisite: Basic Studio or permission
of the instructor.

Advanced Studio Art (11th, 12th; Full Year; 1 credit)

This course is modeled on the ideas of breadth and depth. Projects will be multifaceted and will require an in-
depth focus on idea generation as well as a willingness to experiment with materials and techniques. A
continued emphasis on understanding basic art elements (line, shape/form, texture, value and color) and
working with design concepts are important cornerstones of the course. Assignments will be structured so that
students will work on a variety of tasks that will help them continue to develop skills. The course is appropriate
for students wishing to pursue art at the college level and for students who have a passion for art which they
would like to explore. Course work will consist of a mix of specific assignments intended for the whole class
and individual independent work. On-going discussions and critiques will be an important component of the
course. At the end of the year, students will be expected to present a portfolio of work that they consider to be
their most successful pieces. Prerequisite: Prior course work in the studio arts and permission of the instructor.

Advanced Studio Art 2

Advanced Studio may be taken for credit for a second year with permission from the Art Department Head. A
second year of Advanced Studio is designed to meet the needs of the serious developing student artist and may
lead to preparation for an Advanced Placement exam in Studio Art.

Photography (10th, 11th, 12th; Full Year; 1 credit)

This course explores the specific discipline of photography as a visual art. Students will learn to operate a
manual 35mm SLR camera, process film, develop prints, present and evaluate work, refine their visual awareness,
understand elements of design, and appreciate the work of master photographers and the impact photographs
have upon society. Students are required to provide their own personal manual 35mm SLR camera. A textbook
and materials fee are required for this course.

Advanced Photography (11th, 12th; One Semester or Full Year)

This course may be taken as class or as a structured Independent Study dependent on enrollment.

Clayworks (11th, 12th; Full Year; 1 credit)

Through studying the uses of clay around the world, students augment their own works with designs from many
cultures and historic periods. Students use various hand-building techniques as well as the electric and kick
wheels to create their work. The class fires its ware in the traditional kiln as well as in a primitive outdoor kiln.
Visits to a professional potter’s studio and an extensive private collection enhance the students’ appreciation for
the ancient art of ceramics. The focus of the second semester is on the sculptural properties of clay as a
medium. Prerequisite: Basic Studio or permission of the instructor.

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 Computer Art & Graphic Design (11th, 12th; Full year; 1 credit)

This course introduces students to the computer as a creative tool for expressing visual ideas. One of the
primary goals is for the student to become proficient in using Adobe Photoshop. Students will be taught how to
scan images into Photoshop, and then how to use the basic functions of the program to create individual works.
Class activities include studio assignments focusing on problem solving and the creation of design as a means of
visual communication. Students will work on ways to generate ideas and on processes that can be used to solve
design problems. Understanding of the design process will be a major focus of the course. Assessment of
student learning is based on class participation, one or two tests and a portfolio review of completed work.

Advanced Graphic Arts/Publications Workshop (11th and 12th; Full Year; 1 credit)

This hands-on course teaches students how to plan, design, execute, and produce a graphic publication such as
a school yearbook. Computer design and lay-out skills are learned, photographic and visual design skills are
engaged, and the art of communication to a specific audience is enhanced. Throughout the learning
experience, students are expected to engage in a strongly community-oriented collaborative process. Prior
experience in graphic design and photography is strongly recommended. Students are expected to be able to
commit additional time outside of class to production processes around important deadlines. In the springtime,
after the yearbook has been completed, the focus of the class shifts to ancillary projects such as the production
of a senior slide show, the spring supplement to the yearbook, and support of the literary magazine Parnassus.

THE PERFORMING ARTS

Chorus (10th, 11th, 12th; Full Year; 1⁄2 credit)

The goal of this course is to combine training in fundamental choral skills with performance of a diverse
choral repertoire covering a variety of styles and cultures. Rehearsals consist of vocal and ear training exercises
followed by individual and group work on performance repertoire. Each student is responsible for learning his
or her voice part and is monitored at each meeting. Because of the cooperative effort necessary in choral
performance, grades reflect the student’s individual contribution and sensitivity to the ensemble as well as
individual mastery of the material. Participants have public performance opportunities throughout the year. The
class meets three days a week. Private voice lessons to support the development of the serious student singers
may be arranged with a private voice teacher. Additional fees for private instruction vary with the instructor.

Stage Band (9th, 10th, 11th, 12th; Full Year; 1⁄2 credit)

The goal of this course is to combine training in fundamental instrumental skills with performance or a
repertoire ranging from traditional and mainstream jazz to popular standards. Rehearsals consist of exercises
designed to improve facility in scales, keys, rhythm patterns, tone production and intonation. Because of the
cooperative effort necessary in performance, grades reflect the student’s contribution and sensitivity to the
ensemble as well as individual mastery of the material. There are several performance opportunities throughout
the year. Prior training and experience in instrumental music is a necessary prerequisite for this course.

Stage Band: Drumline (9th, 10th, 11th, 12th; Full Year; 1⁄2 credit)

A specialized section of Stage Band for students developing skills in percussion instruments and with an interest
in participating in the Tilton School Drumline.

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Theater Workshop I & II (10th, 11th, 12th; One Semester; 1⁄2 credit each)

In Theater Workshop I, students will learn and experience a variety of acting techniques using exercises,
improvisations, and monologues/dialogues to foster their skills. Encouraged to discover and explore, students
will gain an appreciation for the craft of acting as well as the discovery of the creative expression of human
emotion, language, and behaviors. In Theater Workshop II, students will be challenged to improve their skills in
the context of performance styles, advanced character development, and scene study. Theater Workshop I (or its
equivalent) is a prerequisite for Theater Workshop II.

Introduction to Music Theory (10th, 11th, 12th; Full Year; 1 credit)

This course focuses on the basic principles of melody, harmony and composition and on developing skill and
understanding in reading and interpreting musical notation. Students develop knowledge of rhythm, meter,
scales, intervals, and keys and chord relationships. Some prior course work in music theory and practical
experience in vocal or instrumental music is helpful but not required. Examples of different musical styles and
genres – from classical opera to broadway musicals to contemporary blues and jazz – provide illustrations of the
power and effectiveness of music theory at work.

Musical Style Seminar I & II (11th, 12th; One Semester; 1⁄2 credit each)

This music appreciation course is designed to teach critical listening skills and to provide students with a strong
introduction to the basic elements of musical style. In the first semester, students examine the concepts of
melody, harmony, texture, rhythm, and meter in a variety of musical selections from a diverse range of cultures.
In the second semester, students survey music of a selected period and/or style, focusing on the development
of form and the use and manipulation of voice or instrumentation. Student interest will be used in determining
the focus of the selected style and genre of the second semester. Students learn, through extensive reading and
listening, how to identify the stylistic characteristics of specific periods or genres while becoming familiar with a
basic repertoire of musical compositions. Considerable emphasis is placed on relating musical style to students’
knowledge of historical, literary, and other artistic output of each period.

Private Music Lessons

Private instrumental or voice lessons to support the individual learning and practice of instrumental or
choral performance may be arranged with private instructors. Additional fees for private instruction vary with
the instructor.

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 MATHEMATICS DEPARTMENT
We believe that students must develop a full, working understanding of mathematical modeling – making logical
conjectures and sorting and analyzing data – as an essential component of learning to embrace and navigate
the diversity and change of the 21st century. All of the mathematics offerings at Tilton School are designed with
this philosophy as the foundation. To that end, the mathematics offerings stress not only the usefulness and
applicability of the concepts to fields such as the natural sciences, business and the social sciences but also
stress the inherent beauty and simplicity of the language of mathematics, and the crucial nature of logical
processes in gaining a full understanding of any problem in our world. In short, a central goal of mathematics
education at Tilton School is that students will learn how to think well so they may function well in the world of
the future.

Classes in mathematics use the best of traditional and alternative approaches and assessments. Each of our
mathematics offerings has two fundamental goals: first, to assure the student’s technical competence and
second, to provide them with opportunities to apply what they have learned in self-directed, creative ways
directly related to the School’s mission and philosophy of learning in the 21st century. To achieve these goals,
the mathematics department uses an approach in which the traditional core sub-fields of Algebra I, Geometry
and Algebra II are studied in an integrated curriculum. In addition, Integrated Mathematics I, II, and III are
linked with the parallel three courses of the science department to ensure that students are making all the
necessary and logical connections between science and mathematics.

THE FIVE C’S

[ Communication ]
Students use technology in every aspect of their mathematic program to help them to communicate their
understanding in a manner which is cogent and which is critical to become an effective member of 21st
century society. Through the use of graphing calculators, computer applications and spreadsheets, students
are challenged to communicate their findings in advanced, scientific ways. In addition, students must also
communicate their solutions verbally and in writing throughout our mathematics curriculum. Writing and
speaking are fully integrated into our more scientific curricula. The precision required in mathematics also
assists students in developing communications skills that are more precise and orderly.

[ Critical Thinking ]
Mathematics offerings at Tilton are designed to help students find the right questions to ask before attempting a
creative solution. Looking at a problem critically allows students to glean all relevant information and to look at
this information with a critical eye. It is through the use of critical thinking that students find it possible to solve
problems creatively. Coming to terms with the abstract symbolism inherent in mathematics also pushes students
at appropriate developmental stages to move from concrete to beginning abstract to high-level abstract thinking.

[ Community ]
Students solve mathematics application problems which have a direct impact on communities in our world. It is
critical that students understand that the problems they solve in a mathematics class are not textbook exercises,
but are real-world problems that will affect the lives of others in various communities. In addition, Tilton
students find the learning community to be one in which collaboration, or the sharing and implementation of
good ideas, is critical in the 21st century. Our major project assessments require students to build the learning
community in these ways.

[ Creativity ]
All mathematics is geared to learning the models and thinking strategies necessary to solve problems, but at
Tilton we take this process one step further. We embrace the creative solution in which students approach a
solution in a manner which is mathematically cogent but also goes beyond the rote skills students acquire.
Through our use of authentic assessment, students are constantly challenged to find ways to uncover solutions
that apply to the real world and that use the skills and knowledge in interesting and innovative ways. Tilton
students implicitly understand that there is always more than one way to uncover a solution, and they are
explicitly taught the processes by which to find these solutions.

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[ Character ]
The problems of the new century demand ethical solutions which do the most good for the most number of
people. In this manner, students find solutions to problems that will really work for people. Students always
express their solutions in ways which exhibit character. Students also learn about ways in which mathematics
can be used to manipulate people in ways that are misleading, if not dishonest. A confident student of
mathematics is able to make good decisions in life, and is not swayed by false or misleading statistical claims.

Understanding By Design
Throughout the mathematics curriculum, students are challenged to uncover the answers to essential questions
in the whole of mathematics, including the following: Do mathematical ideas exist separately from the person
who understands and can communicate them? What is a quantifiable idea? How do we determine what makes
mathematical ideas true, proven and useable? How do we use mathematical ideas to explain the world we live
in? In what ways is mathematical thinking and logic applicable outside the realm of mathematics? In what
ways is mathematics rigid, fixed and systematic? In what ways is mathematics aesthetic, elegant, flexible and
ever expanding? By grappling with these essential questions, students develop a rich and fluent understanding
of mathematics as both an art and a science and improve their ability to become problem solvers and
sophisticated thinkers.

By becoming more sophisticated in their intellectual approach to mathematics, students develop deeper, more
long-lasting understandings about what mathematics is and how it has meaning in our lives. As a result, the
mathematics faculty challenges the students to develop a set of enduring understandings about mathematics.
The enduring understandings developed by the Tilton mathematics faculty include statements such as:
1. Mathematics is the abstracted representation of that which can be observed.
2. There is controversy about whether mathematics is created and/or discovered.
3. Mathematical understanding is not about what is true; it is about what works.
4. Mathematical understanding is not about what works, it is about what is true.
5. Anything that can be conceived can be communicated in the language of mathematics.
6. Deeper understanding of a real-world situation is achieved by applying various mathematical tools
in a systematic and flexible way.
7. Numbers embody truth. How numbers are manipulated and how they are symbolized may not.
8. Our faculty encourages students to develop other new understandings to add to the presently
compiled list.
All students are required to have a Texas Instrument TI-83 or TI-86 graphing calculator. Our mathematics teachers use
the graphing calculator with an overhead projector during classes to help students become proficient in its uses.

MATHEMATICS DEPARTMENT OFFERINGS

Integrated Mathematics I (9th, 10th; Full Year; 1 credit)

In this course, students will approach rigorously and thoughtfully the study of algebraic, geometric and numeric
concepts. The course begins with a unit discussing what mathematics is and from where it comes. The
Department Enduring Understanding and Essential Questions form a basis for this discussion, and all subsequent
topics in the course will return to the points made in this first unit. Thereafter, the topics covered in this course
include point, lines and planes, angles and their properties, solving one variable equations and inequalities, linear
functions and their applications, and simplification and factoring of monomials and polynomials. Students will be
encouraged to delve into the topics, uncovering the rules and behavior of mathematics, and do assessments that
stress this type of holistic understanding of the topics covered. This course is recommended for students with a
background in PreAlgebra or introductory Algebra.

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 Integrated Mathematics II (9th, 10th, 11th; Full Year; I credit)

In this course, students will continue the rigorous and thoughtful study of algebraic and geometric concepts.
This course begins with an integrated approach to the study of the triangle. Students will first complete a
thorough study of angles and triangles, including learning the rudiments of proof. Next, students will apply all
the relevant concepts of the triangle in reviewing graphing lines on the coordinate plane and how this relates to
triangles, learning the distance formula, the Pythagorean Theorem, and doing right triangle trigonometry. Next,
students will do an exhaustive study of Quadratic Functions, including the many and varied applications thereof
in the real world and as they are related to their work in science class. The students will complete the year with
a rigorous study of algebraic factoring, with exponents, roots and radicals, and by learning the rudiments of
exponential and logarithmic functions and how these are applied in the scientific realm. This is the next course for
students who have completed Integrated Math I or an equivalent course of study.

Integrated Mathematics III (10th, 11th, 12th; Full Year; 1 credit)

In this course, students complete their comprehensive study of algebraic and geometric concepts. The course
begins with a study of functions and relations in which students learn the properties and real-world applications
of all continuous polynomial functions. Next, students engage in a study of exponents, radicals and logarithms
in which they learn the basic mathematical concepts necessary to solve these types of equations. The capstone
to this unit is a study of exponential growth and decay models and their real-world applications. Next, students
study circular functions and models in which they learn pure mathematical and geometric applications of the
circle, followed by a study of circular functions in the coordinate plane and basic conic sections. Finally,
students do a complete study of advanced factoring and algebraic simplification which includes rational
expressions and equations. If time permits, students engage in the study of asymptotic behavior and the
graphing of rational functions. The TI-86 graphing calculator is a critical component of the course, and it is
expected that students will be proficient in its use with graphing and solving polynomial, circular, and
exponential and logarithmic functions by the completion of the course. Prerequisite: Integrated Mathematics II or
its equivalent.

Honors Integrated Mathematics

Capable and motivated students of mathematics may enter the Honors Integrated Mathematics program.
This program is not a tracking system, but is a program that puts ownership for earning a special honors
designation where it belongs – with the student. A student who is interested in earning an honors designation
in mathematics may petition to enter the Honors program in any of the Integrated Mathematics courses. The
student may petition to seek honors after the first quarter if they meet the following criteria:
• 1st quarter effort grade is 1, 2 or 3
• 1st quarter academic grade is no lower than a B-
If accepted by the teacher and the department chair as an honors candidate, the student completes a
master-work project as a supplement and extension to their learning in the regular class. The master-work takes
the form of an in-depth study of some real-world application of the mathematics of the course. The student
must arrange and keep appointments with the teacher of the course to plan, review, and learn the additional
skills required for completion of the honors project. The student completes the master work by the beginning of
May, and then displays it for the school community via an intra-school Web page. This electronic copy of the
master work allows the student to build an electronic portfolio of his/her finest mathematical work.

In order to remain in the honors program in the Integrated Mathematics program, students must maintain at
each grading period the minimum grades listed as criteria to be accepted into the honors program, and must
meet all deadlines for work to be completed as arranged by their course instructor. The Honors designation is
provided on the transcript at the completion of the honors project work for the year.

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Trigonometry and Advanced Mathematics (11th, 12th; Full Year; 1 credit)

Trigonometry and Advanced Mathematics requires successful completion of Integrated Mathematics I,

Integrated Mathematics II and Integrated Mathematics III, or their equivalents. This course is designed to
prepare students for the rigor of college algebra. Students will study basic statistics including combinatorics,
interpreting statistical data and lines of best fit. Thereafter, students will engage in an in-depth study of
trigonometry, including the unit circle, degree and radian measure, triangle trigonometry and applications of
triangle trigonometry. Students will also be engaged in the study of advanced topics in discrete mathematics
and number theory. At critical points during the year, time may be set aside for preparation and practice of SAT
mathematics questions.

PreCalculus (11th, 12th; Full Year; 1 credit)

PreCalculus requires successful completion of Integrated Mathematics I, Integrated Mathematics II and

Integrated Mathematics III, or their equivalents as prerequisites. In addition, permission of the previous
instructor and the department chair is required for admittance. PreCalculus is a rigorous study of mathematical
theory and applications designed to prepare students for calculus. This course examines polynomial and
rational functions and their applications, trigonometric functions, triangle trigonometry, trigonometric identities,
exponential and logarithmic functions, the conic sections, the polar coordinates and complex numbers, and
introductory limit theory. The teacher will assess students in their ability to analyze and synthesize concepts and
apply them to given situations. Students also must complete a large portfolio each trimester which assesses their
ability to solve problems, write about mathematical topics, and apply what has been covered in class to large,
interesting projects. Students in this course will use the graphing calculator extensively, both in class and on all
class-related work. Exceptionally strong students will be recommended for Honors PreCalculus.

Statistics (with Honors Option) (11th, 12th; Full Year; 1 credit)

Statistics introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions
from data. Students will observe patterns and departures from patterns, decide what and how to measure,
produce models using probability and simulation, and confirm models. Appropriate technology, including
manipulatives, TI-86 graphing calculators and various application software programs, will be used regularly for
instruction and assessment. Successful completion of either Trigonometry and Advanced Mathematics, Precalculus or
their equivalents and permission of the Department Chair are prerequisites for this course. Students may petition for
permission to seek an honors designation with the course instructor and the department chair. The process for earning the
designation is the same as that for the Integrated Mathematics courses.

Calculus (Non-AP) (11th, 12th; Full Year; 1 credit)

This course in calculus is designed to challenge advanced mathematics students who are not quite ready or are
not interested in pursuing the AP Calculus examination in May. In Calculus, students will study limits and limit
theory as it applies to all polynomial, exponential and trigonometric functions. Following this in-depth study,
students will examine differentiation and the applications thereof, followed by anti-differentiation and some
basic applications of the integral. Students must have Precalculus or its equivalent or permission of the Department
Chair to enter this course.

Advanced Placement Calculus AB (11th, 12th; Full Year; 1 credit)

Entrance into Advanced Placement Calculus AB requires successful completion of PreCalculus or permission of the
Department Chair and the Academic Dean. This course is designed to prepare all students to take the Advanced
Placement examination in May.

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 Calculus is the mathematical analysis of change or, more specifically, how changes in one or more variables
influence changes in other related variables. The course emphasizes both theory and techniques; problem
solving is an important component. Topics include those which are normally covered in the first semester of
college calculus: differential and integral calculus with polynomial, exponential, and logarithmic functions. The
course also requires extensive use of the graphing calculator during class and on all course-related work.

Advanced Placement Calculus BC (12th; Full Year; 1 credit)

This course is open only to those students who have already completed a full year of Advanced Placement Calculus. The
course will prepare the students for the BC Calculus Advanced Placement Examination by very briefly
reviewing differentiation and basic integration and then spending the majority of the year studying the following
topics: analysis of planar curves including those in parametric, polar and vector form; Euler’s Method;
L’Hopital’s Rule; anti-derivatives using substitution, improper integrals; solving logistic differential equations;
the calculus of series and sequences; and Taylor Series. The expectation is that students eagerly accept the
challenges necessary to successfully master the concepts in this course.

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SCIENCE DEPARTMENT
Science is one of the ways in which we come to understand the processes of our world and universe. It is part
of an integrated knowledge base, which is critical for successful citizens now and in the future of our diverse
and changing world. The UbD science curriculum at Tilton teaches students both the core concepts and models
of the major branches of science as well as the skills of scientific inquiry, creative problem solving, critical
thinking, and communication involving technology. Further, we show our students how science is integrated
with mathematics, lessons of history, literature, art, and community, social and environmental issues. In our
classrooms, students are involved in discussions, laboratory work, problem-solving investigations, and hands-on
project work and are assessed by a variety of informal, formal and authentic means.

In each science course, students learn the importance of the School’s new curricular dimensions in modern
science. Critical thinking, creative problem solving, integrity, and ethical character are crucial components
in the human endeavor of the scientific method. Students learn that objective, precise, and accurate
communication is critical for the process of peer review, both for their own work as well as for the broader
scientific community, whose paramount goal is for the application of science and technology for the common
good. Each science course is also aligned with our departmental enduring understandings, which include
fundamental understandings about the nature of science, the integration of knowledge, and the
interconnectedness of nature itself.

The core science sequence is a three-year curriculum of integrated science, which complements the three
integrated mathematics courses. In preparing students to become scientifically literate citizens as well as to be
successful in science courses at mainstream colleges and universities, the core courses are in alignment with the
National Science Education Standards of the National Academy of Sciences. Central themes and enduring
understandings stress the unifying concepts and processes of physics, chemistry, and biology, including atomic
theory, chemical reactions, laws of motion and force and matter and energy, cellular biology, genetic basis of
heredity, biological evolution and natural selection, interdependence of organisms and environment, and
structure and functions of living organisms. These basic themes are also integrated among broader topics,
including origin and evolution of the earth, origin and evolution of the universe, science and technology, history
and nature of science, and science and society.

Beyond the core curriculum, the department offers advanced and Advanced Placement courses in physics,
chemistry, and biology, along with a variety of electives taught on the basis of student interest and faculty
availability. At Tilton, we believe that an understanding and knowledge of science is an essential part of
developing the power of potential in our students.

SCIENCE OFFERINGS
Integrated Science I (9th, 10th; Full Year; 1 credit)

Integrated Science I is the first-year course in a three-year curriculum sequence of Tilton School core science.
In Integrated Science I, topics include the nature of science, organization of nature, change in nature, ethics of
science, origin and evolution of the universe, biological evolution, and processes in human biology, including
reproduction, growth and development, metabolism, and homeostasis. The course involves classroom
discussion, demonstrations, investigations, and a significant amount of laboratory experience. Students will be
evaluated on their understanding of concepts through a variety of authentic assessments including written
expression, problem solving, reports, projects, and active science performance. Resources for the course include
the text supplement, Integrated Science I, written by Tilton faculty, an introductory biology textbook,
supplemental material, and a variety of applied technology. There are no prerequisites for Integrated Science I,
although entering freshmen will be expected to take concurrently the complementary course, Integrated Mathematics I.

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 Integrated Science II (10th, 11th; Full Year; 1 credit)

The second part of a three-year curriculum, Integrated Science II is a theme-based course. The themes,
organized as major units of study, include: Materials, Energy, Motion & Flight, Astronomy, Evolution,
Physiology, and Equilibrium. Rather than isolate the concepts through the traditional lenses of Biology,
Chemistry, and Physics, we will examine each unit using all three simultaneously. A variety of means will be
employed for evaluating and assessing student progress. Resources for the course include the use of an
Integrated Science II Guide, an introductory physics textbook, applied technology, and supplemental materials.
There are no prerequisites for Integrated Science II.

Integrated Science III (11th, 12th; Full Year; 1 credit)

This is the third course in the three-year integrated science curriculum. As in Integrated Science I and II, the
principal concepts of physics, chemistry, and biology are taught using theme-based units. In this course, the
central unifying themes are geology and environmental sciences. Students study how plate tectonics, the rock
cycle, atmospheric dynamics, geochemical cycles, evolution, and ecology allow us to understand the core ideas
of physics, biology, and particularly chemistry. Students are evaluated through a variety of means to assess their
understanding, knowledge, and skills. There are no prerequisites for Integrated Science III, but students will have taken
the previous integrated science courses or lower-level high school science courses.

Advanced Physics (11th, 12th; Full Year; 1 credit)

Advanced Physics is a second course in physics for students who have successfully completed an introductory,
secondary-level course in Physics and who wish to do advanced work. It may also be selected, with permission,
by students who have completed Integrated Science I and II, and have a strong interest and demonstrated
aptitude in physics. Students taking this course should have a strong background in mathematics, including
algebra, geometry, and trigonometry. Advanced Physics supports the Tilton School mission in helping students
to prepare for a science concentration in their college programs. It also helps to prepare students for Advanced
Placement Physics by serving as an introduction to the rigorous AP Physics program.

The course investigates particular topics in physics in greater depth than in an introductory course. The enduring
understandings that are derived from physical theories are studied both conceptually and mathematically.
Another key component of the course is physics research and experimentation. The course also integrates
physics knowledge with other disciplines as well as with the Tilton +5 areas. To promote the development of
science writing skills, students in advanced science classes learn to write scientific research articles and reports
for in-house publication. Students advance their knowledge through text readings, lectures and discussions,
computer simulations, individual research, and laboratory experience. Students are evaluated in a variety of
methods, including quizzes, tests, examinations, as well as authentic assessment in the laboratory and real-world
settings. Students in Advanced Physics are encouraged to take the SAT II in Physics in the spring.

Advanced Chemistry (11th,12th; Full Year; 1 credit)

Advanced Chemistry is a second course in chemistry for students who have successfully completed an
introductory, secondary-level course in chemistry and who wish to do advanced work. The course may also be
selected, with permission, by students who have completed Integrated Science I and II and have a strong
interest and demonstrated aptitude in chemistry. Students taking this course should have a strong background in
advanced algebra topics. Advanced Chemistry supports the Tilton School mission in helping to prepare students
for a science concentration in their college programs. It also helps to prepare students for Advanced Placement
Chemistry by serving as an introduction to the rigorous AP Chemistry program.

Work in this course includes investigating chemistry concepts in greater depth and participating in chemistry
research and experimentation. Enduring understandings of the course are derived from concepts of bonding,

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solubility, kinetics, equilibrium, thermodynamics, as well as the role of chemistry in society and technology.
Introductory units on organic chemistry and forensic science are included in the curriculum. The course also
integrates chemistry with other disciplines and with the Tilton +5 areas. To promote the development of
science writing skills, students in advanced science classes learn to write scientific research articles and reports
for in-house publication. Students are engaged through text readings, lectures and discussions, demonstrations,
computer simulations, individual research, and a significant amount of laboratory experience. Students are
evaluated in a variety of methods, including quizzes, tests and examinations, laboratory reports, as well as
authentic assessments in laboratory settings. Students in Advanced Chemistry are encouraged to take the SAT II
in Chemistry in the spring.

Introductory Ecology (11th, 12th; Full Year; 1 credit)

Ecology is a laboratory, field, and classroom course investigating the complex relationships of organisms,
environment, and time. Students compare and contrast diverse living environments and ecosystems, and the
myriad organisms adapted to living within them, through both directed and independent lessons. As a means of
gaining a better understanding of our global ecology, we will study the major biomes including both terrestrial
and oceanic ecosystems. Organisms successfully adapted to ecosystems will be investigated with respect to
their evolution, structure, function and behavior. Another valuable aspect of ecology in which we will engage is
using classical writings, current texts and reports, as well as relevant research to study ecology from both
historical and modern viewpoints. To promote the development of science writing skills, students in advanced
science classes learn to write scientific research articles and reports for in-house publication. Students will also
critically investigate past, current, and possible future environmental concerns and issues through research as
well as hands-on projects. In addition to studying the scope of ecology, students will also be encouraged to
participate in their own ecological research, studies, and experiments as a way of using their knowledge in
applied ways throughout the course. The first semester of Ecology provides a broad and general introduction to
the concepts, issues, and investigative skills of the field; the second semester provides an opportunity for more
focused study of ecological topics, such as Marine Ecology, Natural Resource Conservation and New England
Wildlife Habitats.

Anatomy and Physiology (11th, 12th; One Semester; 1⁄2 credit)

(Offered 1 Semester; 2007-2008)
st

Anatomy and Physiology is an upper-level semester science elective course designed to meet the needs and
interests of students who may pursue careers in sports medicine, health, exercise physiology, athletic training, or
other medical- or veterinary-related fields. The course is open to students with prior science coursework in
biology and chemistry. It is an appropriate junior-year elective for students who plan to enroll in an AP science
course as a senior, or for a junior or senior who wishes to pursue further science education but not at the
advanced placement level. Finally, for a student with a strong interest in science, it may be an appropriate
second science elective along with another elective, or an AP science course. The goal of the course is for
students to learn the fundamental concepts, principles and knowledge of mammalian physiology. Some
comparative work with other phyla will be included. The objectives include mastery of concepts and knowledge
as well as attaining skills in organismal, organ and tissue analysis through laboratory work. A standard Anatomy
& Physiology text is one of the primary resources of the course, as well as multimedia resources, supplemental
readings, and preserved specimens. Cat dissection laboratories will be conducted on a regular basis. Evaluation
of student learning will take place through traditional means (quizzes, tests, lab reports) as well as through
project presentations and authentic, practical skills assessments. An ongoing effort will be made to link student
work with professional work in medical and veterinary research sites in the local area. Students may choose a
second semester science elective in Forensic Science or Ecology. Students interested and motivated to continue
with more advanced work in Anatomy & Physiology may petition for an Independent Study in this area for the
second semester.

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 Forensic Science (11th, 12th; One Semester; 1⁄2 credit)
(Offered 2nd Semester; 2007-2008)

Forensic science is a one semester integrated course that will introduce students to the basic knowledge, skills,
and understandings of biology, chemistry, and physics that are necessary in forensic investigation. Through
historical studies of famous cases (Napoleon Bonaparte, O.J. Simpson, Parkman, etc.) as well as through
investigations of the techniques of Dr. Henry Lee, Dr. Bill Bass, Dr. Michael Welner, and others, students will
learn about the major branches of forensics, including art, anthropology, psychology, autopsy, toxicology,
serology, entomology, ballistics, DNA analysis, and dental analysis as they are used in the scientific method of
solving crimes. The course will also use as many simulations as possible in its laboratory component (many
based on the Forensic Science Project). The class will be divided into two student research teams. Each team
will set up “crime scenes” for the other team to investigate and “solve”. We will also use the expertise of local
criminal investigators as invited speakers or through workshops and will plan field trips to crime laboratories.
This course provides an excellent pairing with Criminal Justice, a Social Science department offering.

Honors/Advanced Placement Biology (11th, 12th; Full Year; 1 credit)

Honors/Advanced Placement Biology is a laboratory course designed for 11th- and 12th-graders who have
sufficient background preparation in biology and chemistry. Entrance to the class is by permission of the
science department faculty and the Academic Dean. Our studies focus on traditional topics in biology, including
biochemistry, cellular biology, bioenergetics, genetics, evolution and natural selection, phylogeny, zoology and
ecology. Additionally, we will look at the history and philosophy of biology, posing such questions as: What are
the essential qualities of living things? What were the origins of organic matter and living material on the
planet? What are the driving forces of evolution? We ask such questions in an attempt to see how biology is a
study that gets right to the essence of life itself. In other words, we ask how we can question and investigate our
very existence using a biological framework.

This course utilizes a rigorous, college-level textbook. Consequently, this course is both reading and writing
intensive. There is limited time during the school year to cover the extensive material of the AP curriculum.
Consequently, students who wish to prepare for the AP exam must make a commitment to independent work,
including the prior summer and extended vacations. A decision to take the AP exam must be made by the end
of the 1st semester. Students are assessed on daily class preparation, essay tests, papers of varying length, and
special projects.

Advanced Placement Chemistry (11th, 12th; Full Year; 1 credit)

The AP Chemistry course is a rigorous and challenging one, equivalent to a general chemistry course taken by
college freshmen. Receiving a good score on the Advanced Placement examination in chemistry may allow
students to by-pass a similar course in some colleges. The course is designed for students who have done well in
an introductory high school chemistry course. Students should have also completed a high school physics course
or its equivalent before taking this one. A high level of mathematical sophistication is also required, and entrance
to the course will also be determined by students’ proficiency in advanced algebra. Enrollment in the course is
by permission of the science department faculty and the Academic Dean. The course content covers the major
concepts of inorganic chemistry in both breadth and depth. Through consistent work and self-directed effort,
students are expected to gain a fairly sophisticated level of understanding of concepts through experience in
solving chemical problems and engaging in laboratory experiments. Success in the course means that students
will have achieved abilities to think clearly and to express their ideas with clarity in their written work.
Laboratory work is an integral part of the course, and students will be expected to write laboratory reports in
addition to their regular assignments in the course.

The course has limited time to cover the amount of necessary material. Therefore, it will also be expected that
students make a commitment to independent work, including the prior summer and extended holidays. The
course text used is Raymond Chang’s Chemistry, 6 th edition.

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Advanced Placement Physics (11th, 12th; Full Year; 1 credit)

This class places a strong emphasis on the mathematical aspect of physics. The course works out of an
introductory-level college physics book. Students should have a strong conceptual foundation in physics and
must be ready to apply this knowledge through algebraic- and precalculus-based problems. Enrollment in the
course is by permission of the science department faculty and the Academic Dean. Advanced Placement
Physics is a fast-paced course that challenges and continues to develop students’ problem-solving skills.
The class reviews and builds on the topics listed in the physics course and introduces concepts of modern
physics. Students are expected to take initiative in their work, independently solving problems and learning to
use available resources. A commitment to some independent work, including during the prior summer and
extended vacations, is expected of students in the AP curriculum.

Laboratory work is an important component of the course. Students must analyze and synthesize data at a
more comprehensive level than in introductory physics courses. They also must write laboratory reports using a
word processor and spread sheet. Advanced Placement Physics prepares students for the Advanced Placement
Physics B exam in May. Students who have not previously taken the SAT II Physics test should also plan on
taking this test at some point during the year. Review materials and practice tests are given periodically to assist
students in their preparation for these tests.

Advanced Placement Physics is for independently motivated learners who want to challenge their intellectual
ability through reasoning and problem solving. Due to the intense focus of mathematics in this class, the student
must have successfully completed precalculus mathematics and be simultaneously enrolled in calculus.

Caribbean Marine Ecology (All grades; 1⁄2 credit)

Caribbean Marine Ecology is a course that combines year-long academic study on campus with a week-long
experiential learning component in the Caribbean during spring break. Successful completion of the course will
earn each student a one-semester credit in science. The course has an intended multidisciplinary focus,
including science, art and culture, language, and social sciences. Preference in enrollment is given to students
who are prepared for the sailing and diving expedition component of the course. Students taking the course are
strongly encouraged to obtain SCUBA certification over the summer. Because of the additional cost of this
program, students should plan on using summer job earnings to help with expenses. During the school year,
students will meet weekly with the instructor to discuss assigned readings and research in different areas,
including oceanography, Caribbean geology, geography, history and culture, marine biology and ecology,
environmental science, diving physiology, and journal writing. Weekly study groups will be scheduled one day a
week in the early evening hours to avoid academic scheduling conflicts. The course will culminate in a week-
long, capstone experience in the Caribbean in which students explore both terrestrial and marine habitats with
particular emphasis on SCUBA diving on tropical coral reefs. Groups of students will have specific tasks and
research questions to investigate during the trip. Additional academic instruction will occur during the trip. The
trip is scheduled to take place during the March break. This course will not be offered every year and is subject
to enrollment, student interest, and staffing.

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 INDEPENDENT STUDY OPPORTUNITIES
In an independent study, the student works on a program of his or her design under the guidance and
supervision of a faculty member who has agreed to sponsor the project. Capable and motivated 11th- and
12th-graders may apply for an independent study program in any academic area. Independent studies, which are
typically taken for one semester, earn credit equivalent to a regular course, or may earn partial credit.

Independent study projects enable a student to pursue a subject to greater depth than normally possible in a
regular course or to investigate a field of study not available in the regular curriculum. Students may explore
new interests or further develop and extend existing skills and knowledge. In the arts, students may use the
independent study to undertake a substantial project or to prepare a personal portfolio.

1. The first step for students interested in an independent study is to discuss the idea with a faculty
member who may be willing to sponsor and guide the project. The Academic Dean, the department
chairs, and the student’s advisor may also be good sources of information and ideas.
2. A preliminary proposal of the independent study must be submitted to the Academic Dean at the
time that the student submits the preliminary course requests, prior to the proposed term of study.
Independent study requests for a specific semester cannot be submitted after the start of that
semester. This proposal provides a description of the project, the intended outcome, tentative
procedures and schedules, and the student’s rationale for wanting to do the project. The name and
signature of the faculty sponsor must be included.
3. Independent study projects complement the regular curriculum. Projects which are designed to
replace a regular course will not be approved.
4. Independent study proposals should have a “project” nature, with a specified concrete outcome
that can be evaluated. Each project must lead to an exhibition or performance, some activity in
which the student can demonstrate mastery. The result of the project might be a work (or works)
of art, a paper or journal, a report on science experiments, a presentation to a class or other group,
or a similar demonstration of mastery. Student learning in the independent study program will be
evaluated on the basis of process (ongoing work, effort, and commitment) as well as product (final
presentation, project work, demonstration, performance).
5. Since projects normally earn credit equivalent to a course, the independent study must involve
time and commitment comparable to a regular course. A letter grade will be issued on completion
of the project.
Some recent samples of independent study programs are:
• Real-World Calculus
• Case Studies in Business Administration
• Computer Literacy and Applications
• Advanced Topics in Statistics
• A.P. Music Theory and Composition
• Readings in Philosophy
• Introduction to Linguistics

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LEARNING CENTER SERVICES
The Tilton School Learning Center was established in 1984 and is directed toward helping students achieve their
greatest potential and become independent learners. The program offers specialized instruction and support
beyond the regular academic program and the support provided by faculty.

The program is designed for students who are intellectually capable but whose academic achievement may not
reflect that ability. Students with diagnosed learning disabilities or students experiencing general academic
difficulties may benefit from the program. The Learning Center is not an alternative curriculum, but an
academic support service to assist students in meeting the rigorous goals of the Tilton curriculum.

The Learning Center program actively assists students in developing the skills necessary for personal success
and lifelong learning in the complex world of the 21st century. Specifically, Learning Center tutors emphasize the
development of the following skills in their work with students:

THE FIVE C’S

[ Communication ]
Written language communicative skills (reading and writing skills) may be underdeveloped in some students.
Learning Center tutors work with students to improve specific skills in these areas. In addition, tutors help
students understand that other communication tools are also valuable and effective, and that acquiring skills in
these domains (public speaking, active listening, technology-enhanced communications, visual communications)
are essential for success if written communications skills are relatively weak.

[ Critical Thinking ]
Whether reinforcing the procedures involved in solving an algebra problem, brainstorming the logical argument
to be developed in an essay, or analyzing the components of a science experiment, Learning Center tutors
continually assist students to expand their critical thinking capacity. Developing reliable frameworks for thinking
about new problems is an essential skill for higher level learning, and with practice these frameworks for
thinking help students develop greater confidence in their ability to recognize and solve new challenges.

[ Community ]
One of the School’s most basic principles – that effective learning occurs through the quality of relationships
with others – is lived out every day in the Learning Center. The Learning Center itself functions as a community
of caring and helpful adults who assist students to unleash the power of their potential. The community bonds
that exist when people learn, live, and work together are strengthened by individual efforts and by teamwork,
and in turn, the strength of the community gives energy and confidence to the individual learner.

[ Creativity ]
Students who struggle with achieving success in traditional ways are often highly creative individuals whose
thinking processes do not fit into an accepted norm. Empowering creative thinking can energize students
into complete engagement with a learning activity. Using multiple sensory pathways in creative ways – visual,
auditory, kinesthetic – often leads to greater success and more lasting understanding. Learning Center tutors
understand the power of these pathways and help students to identify and employ creative opportunities
for learning.

[ Character ]
Learning Center tutors help students to understand that effective learning is a personal responsibility that
requires active engagement, self-knowledge, and self-advocacy. Other personal traits of character that are
essential to success in learning and whose development can be supported through purposeful practice are time
management, planning and organization, resilience and persistence, optimism in the face of challenging tasks,
collaboration, attentiveness, a well-developed work ethic, honesty, and good humor.

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 The Learning Center is staffed by mathematic and language specialists who help students recognize and
challenge ineffective work habits by developing skills appropriate to their learning style. Learning Center
teachers develop skills in such areas as time management, organization, listening, note-taking, reading
comprehension, main idea identification, memorization, concentration and test skills strategies. In addition to
these skills, the mathematics specialists offer minimal remediation in basic math skills. Learning Center teachers
strive to encourage students to become independent thinkers and advocates for their education.

Learning Center sessions are scheduled throughout the academic day as part of the student’s daily schedule.
The center is not a study hall, but school assignments and projects often provide the focus and starting point for
skill development and confidence building.

Student enrollment in the center is based on the recommendation of parents, teachers, advisors, Academic
Dean, Admissions Committee and the Director of the Learning Center. There is frequent communication
between teachers, advisors, and parents. Written comments of students’ progress are mailed to the parents each
term. The additional fee for Learning Center services is determined by the number of learning sessions needed.
For further information about fees and additional program details, please contact Kate Newell-Coupe, Director
of the Learning Center, at 603-286-1751.

Learning Center Options

The Learning Center provides learning skills tutorial sessions with the following components:
• Start-up contact and individualized scheduling
• Learning Center sessions scheduled as part of regular academic day
• An individualized learning plan and a record of daily work
• Assessment of student learning style and teaching of student self-advocacy
• Learning skills sessions tailored to meet student’s individual needs
• Regular contact with classroom teachers and advisors
• Regular communication with parents by email or phone
• No-fee drop-in assistance at any time, depending on staff availability
• No-fee supervised day-time study sessions for students enrolled in Learning Center sessions
• Access to all learning resources of the Learning Center facility, including study rooms, computers,
learning aids and classroom texts
• Integrated content-based tutoring, as needed
• Individualized skill development work, based on course curriculum
• Re-teaching instructional methods keyed on student learning style preferences
• Learning Center specialist may attend an academic class with the student at times as an on-site
academic coach
Content-focused Learning Center options:
• Language Learning Center
• Math Learning Center
• Technology Learning Center
• Time Management and Organization
• E.S.L. Academic Support Services
• Test Preparation (focus on SAT preparation; may extend to any standardized test preparation
(PSAT, ACT, SAT II, AP exams)
• Pre-testing and post-testing
• Practice with SAT-type questions on vocabulary, critical reading, sentence completion,
arithmetic, word problems, geometry and algebra
• Emphasis on developing concentration, speed, pacing and skills
• Familiarization with test format
• Learning of test-taking strategies
• Program stresses confidence building
• Individual or group SAT prep sessions available

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