2026-27 Course Catalog

We are delighted to share our 2026-27 Course Catalog with you.

At MHS, we take a holistic approach to shaping each student’s journey through school. Academic disciplines are a key part of a student’s education, and we also encourage students to recognize that their MHS experience extends far beyond the classroom, to leadership roles, clubs and activities, Horizons experiences, and more.

As part of preparing for the school year, we ask students to reflect on their academic, extracurricular, and leadership interests, as well as on the time available to them. Our goal is to help students thoughtfully consider how they want to structure their time and commitments in the year ahead. We hold an annual course fair to demonstrate academic options available to them. A leadership panel allows students to speak directly with those serving in leadership roles to learn more. Our Director of Academic Advising Rebecca Cook-Dubin P’24 provides students with resources that allow them to map their plans ahead of time, and Advisors work with each advisee to review their interests as we move through the course selection process. These opportunities provide students the information they need to start thinking holistically about the year ahead. In the meantime, I encourage you to converse with your student about their academic plans and goals for the year ahead, and I invite you to explore the exciting courses offered by each of our departments.

Best,

Meghan Smith, Dean of Teaching & Learning

Foundational Classes

As we consider developing innovative courses, it is important to consider the skills, habits of mind, enduring understandings, and core competencies/masteries that are essential for every student to have within the discipline. These courses are essential for preparing you for college.

Upper Level/Elective Classes

Upper Level/Elective courses, covering dozens of topics, allow students to take intellectual risks and explore new areas. Within the parameters of our graduation requirements, students can challenge themselves by choice, pursuing particular fields in greater depth as their interests dictate. This year’s classes are a mix of one-semester and yearlong courses, and all offer an engaging academic experience that allow for in-depth study and preparation for college and beyond.

Advanced Study Hallmark ClassesThe Hallmark designation indicates an exciting, dynamic course that encourages advanced study and abstract thought. Hallmark classes engage with sophisticated material and ask students to work with increasing independence. The courses are structured to foster intellectual curiosity and offer opportunities for deep investigation and thematic study. Many Hallmark courses culminate in creative, public presentations of learning. These courses that go beyond a traditional Advanced Placement curriculum provide students with advanced study in a subject area and deepen the MHS core competencies of vision, voice, interpersonal efficacy, and gumption. Enrollment in Hallmark classes requires an application and approval by the department.

Ready, S.E.T., GO (Foundational)

Ready, S.E.T., Go is a program to introduce concepts and topics in science, engineering, and technology at Miss Hall’s School. The course provides a blended and dynamic overview to topics in engineering, programming, robotics, and physics. Through exploring Science, Engineering, and Technology (S.E.T.) themes and real-world problems, students will gain valuable skills in problem-solving, critical thinking, and design that will enhance their knowledge of, and support their future study in, science and technology. An additional component of this course will be project-based experiential learning. S.E.T themes include the aerodynamics of flight, 3D printing, circuit building and coding, and sustainable/environmental housing. This course will also discuss and reflect on how engineering shapes society.

Grade Level: 9
(.5 Science & .5 Enghineering credit; full year)

Introduction to Computer Science (Elective)

This one-semester course is designed to introduce the fundamentals of computer science and programming. Students will explore the Python programming language to develop computational thinking skills to critically approach and solve problems. Further, course content will be applied to student-led projects promoting social awareness and curiosity about global issues.

Prerequisite: Algebra I
Grade Level: 10-12
(.5 credit; first semester)

Computers & Programming (Elective)

This one-semester course provides a deeper understanding of computer science by surveying key features of programming (including loops, conditionals, functions, and data handling) and object-oriented programming. Students will work with Python and associated libraries to develop independent projects. They will be assessed on their knowledge of programming languages and on developing programs to address a topic or issue selected by the class. Students will also explore connections among computing, design, ethics, and societal needs.

Prerequisite: Robotics I or Introduction to Computer Science
Grade Level: 10-12
(.5 credit; second semester)

Robotics I (Elective)

Robotics begins where engineering and computer science meet. Students will learn how to design and build their own robot. This project-based course will also develop problem-solving skills through designing and testing robotic forms and code. Students will build robots from scratch using the Arduino microcontroller to learn concepts of circuitry, engineering, physics, and computer science. Additionally, students will explore the criteria that separate robots from other machines. By the end of this course, students will be able to design and construct a robot to perform a specific task, present and share their results, and communicate their work.

Grade Levels: 10-12
(.5 credit; first semester)

Robotics II (Elective)

In this one-semester course, students will draw from their experience and knowledge of science and engineering courses to apply them to robotic design, programming, mechanics, and ethics. They will engage in a combination of projects, instruction, and research to complete assigned work. This course will enable student teams to develop and implement solutions to challenges through engineering design and computer programming with Lego Mindstorm and Tetrix systems.

Prerequisite: Introduction to Computer Science, Robotics I, or Ready, S.E.T. Go
Grade Level: 10-12
(.5 credit; second semester)

Special Topics in Engineering (Elective)

Special Topics in Engineering explores how Engineering is used to solve problems and address societal needs. We will explore a variety of topics, including renewable energy, air quality, and information technology. In addition, students will engage in collaborative projects to explore more deeply the five steps of the engineering design process: ask, imagine, plan, create, and improve. Students apply an understanding of mechanics, mathematics, electricity, waves, and CAD to enhance solutions.

Grade level: 10 - 12
(1 credit; full year)

Hallmark Mechanical Engineering

This Hallmark course provides students with the opportunity to challenge and refine their Engineering problem-solving skills. The course revolves around two major collaborative projects: model bridge building and a prosthetic hand prototype. In bridge building, students will gain knowledge about net forces and interactions, solid materials science, stress and strength, and what causes these structures to fail. They will employ algebra-based calculations for precision analysis and will utilize computer modeling for more sophisticated structures. In our second project, students design a prosthetic hand to serve the specific needs of a hypothetical client. Students work cooperatively in defined roles to create the prototype. In the past, students have employed CAD, 3D printing, and coding for Arduino microcontrollers. The course places an emphasis on collaboration as a means to problem solve design and technical issues.

Prerequisite: Intermediate Engineering course; Requires Hallmark application and department approval
Grade level: 11-12
(1 credit; full year)

English I (Foundational)

In English I, students examine essential questions concerning personal values and beliefs, belonging, and self through reading and writing in a range of styles and genres. Through daily freewriting, “choice” reading, and a variety of personal and analytical approaches to writing, students develop their voices and build strong foundational skills. Students also practice research and become familiar with library resources. Developing organizational skills and contributing to strong, student-led conversations occupy the center of this English I curriculum.

Grade level: 9 (required)
(1 credit; full year)

English II (Foundational)

Students in English II explore a series of questions about art, relationships, love, and community. In the first semester, students read The Poet X, by Elizabeth Acevedo, followed by an analytical and creative poetry unit. In the second semester, students study The Souls of Black Folk, by W.E.B DuBois, exploring the collection’s profound contemporary relevance as well as its history in DuBois’ Berkshire upbringing. They also read Their Eyes Were Watching God, by Zora Neale Hurston, and consider the text through critical writing and creative expression. This course builds on the foundational writing skills established in English I, moving through more challenging literary content, deeper student-led discussions, and varied writing assignments. Throughout the year, students develop more confidence and awareness of their role in creating equitable discussions. Students also gain an understanding of their skills and identities as readers and writers.

Grade level: 10 (required)
(1 credit; full year)

American Narratives (Elective)

This course will explore the stories that people in America tell about what it means to be American. Centering the voices of indigenous and female-identifying authors, we will explore folktales, personal histories, poems, and novels that early Americans adapted and created in their attempts to articulate what makes American culture unique. We will also explore literary responses to political upheaval and war, stories that interrogate and seek to heal historical harm, and stories from American-identified writers who also belong to other cultures. Because of our subject matter, we will be thinking about how certain words and narrative tropes have been used to injure and create division, and we will also be thinking about the capacity that language has to build connection and bring joy. Longer texts covered in 2026-27 may include Louisa May Alcott’s Little Women, Alice Walker’s The Color Purple, and Louise Erdrich’s Love Medicine.

Prerequisite: English 9 & 10
Grade level: 11-12
(1 credit; full year)

Beauty in Literature and Culture (Elective)

What is beauty, and who defines it? Does beauty have a purpose and, if so, what is it? Is beauty inherent in existence, or does it depend on an object’s being perceived? This course will explore considerations, expressions, and challenges of beauty from ancient cultures to the present. Students will respond to intersections of identifiers — including gender and race, ability, and socioeconomics — through literature, aesthetic theory, art, pop culture, and history. Students will engage with a range of genres and materials and will conduct and share research, synthesize complex ideas in a variety of media, and create written projects that combine analytical and creative writing. Course texts will include the philosophical treatise On Beauty and Being Just, by Elaine Scarry, the memoir Easy Beauty, by Chloe Cooper Jones, and the novel On Beauty, by Zadie Smith, the poetry collection Still Life With Two Dead Peacocks and a Girl, by Diane Suess, as well as readings by Plato, Kant, hooks, and more.

Prerequisite: English 9 & 10
Grade level: 11-12
(1 credit; full year)

Gothic Literature (Elective)

Foreboding settings, supernatural threats, guilty secrets…elements of Gothic literature are everywhere. Originating in the 18th century, this genre allowed writers to lift the façade of societal order and rationality to expose the fears and anxieties lurking beneath. Readers thrilled to these emotionally intense, sometimes creepy (but always gripping) stories that grapple with provocative topics like death, sex and sexuality, violence, “madness,” and paranoia. Today, this dark aesthetic continues to go hand in hand with cultural critique, as writers, artists, and filmmakers invoke the Gothic to explore the workings of power and the existential threats posed by capitalism and technology. In this class, students will consider “the Gothic” in a range of contexts, times, and cultures. We will read such classics as Frankenstein and Dr. Jekyll and Mr. Hyde, as well as stories and poems from a range of voices. Additional major works may include Silvia Moreno-Garcia’s Mexican Gothic and Shirley Jackson’s The Haunting of Hill House. We will also study the film “Get Out,” written by Jordan Peele, and other forms of media. Students will read actively, write in analytical and creative modes, and be invited to explore personal Gothic interests.

Prerequisite: English 9 & 10
Grade level: 11-12
(1 credit; full year)

Literature and Fairy Tales (Elective)

A child’s first exposure to storytelling often begins with a fairy tale. From Little Red Riding Hood to Cinderella, fairy tales still delight young children who fear the cunning wolf or dream of attending the ball. But, where did these tales come from? Who were they for, and how have they changed? What purpose do they serve in today’s global society? This course examines the history and cultural legacy of these stories, which seem simple at first glance. We will compare versions of fairy tales from across time periods and cultures, and why tales often include dark subjects, such as cannibalism, demons, abuse, and violence. We will take a close look at Hans Christian Andersen’s sentimental tales and the Grimm Brothers’ more gruesome tales to understand these authors’ places in the fairy tale canon. We will complement the tales themselves by reading critical essays about race, gender, ability, and sexuality to understand the contemporary social challenges posed by fairy tales today. Ultimately, we will explore how these tales can perpetuate stereotypes and reinforce dominant historical narratives, while also examining how fairy tales offer children and adults an important space for imagination and wonder.

Prerequisite: English 9 & 10
Grade level: 11-12
(1 credit; full year)

Literature, Technology, and Humanity (Elective)

This yearlong course explores humankind and its relationship to technology by reading thought-provoking short stories, essays, poems, videos, and novels. We pose questions concerning the digital world and its embeddedness in our lives. Are we losing our memory in a flood of data? Why and how do we represent ourselves in different digital contexts? Is privacy gone forever? How do we understand and grapple with Generative AI? What is authorship? The course also considers cross-disciplinary concerns regarding technology and its effects on climate, Nature, art, digital games (Minecraft), and society. Possible readings may include texts from Margaret Atwood, Elizabeth Kolbert, Jonathan Zittrain, T.C. Boyle, Bill McGibben, Ted Chiang, Jenny Odell, Terry Tempest Williams, Rebecca Solnit, Jennifer Egan, and Gabrielle Zevin, among many others.

Prerequisite: English 9 & 10
Grade Level: 11-12
(1 credit; full year)

Hallmark Craft and Creative Writing

During the craft-focused first semester, students will read, discuss, and write critically about published writing, investigating writers’ strategies and styles. By writing several formal essays and by presenting their learning to the class, students will hone their analytical skills and expand their understanding of how to create expressive writing. During the second semester, students will focus on further developing their own creative writing. Frequent collaborations in workshops will offer students opportunities to give and receive feedback, reimagine and revise, and develop a strong creative writing process. Each student will create a final writing portfolio to publish in a class anthology and to share with the school community. Texts will include Poetry: A Writer’s Guide and Anthology, by Amorak Huey and W. Todd Kaneko, Short-Form Creative Writing: A Writer’s Guide and Anthology, by H.K Hummel and Stephanie Lenox, and work by C A Conrad, George Saunders, bell hooks, Robert Pinsky, Kwame Dawes, and more.

This Hallmark course is well-suited for students who are eager to learn how literature is made and to expand the breadth and range of their own writing. The course will help students develop skills in literary analysis and craft and to cultivate inspiration and writing proficiency across genres.

Prerequisite: English 9 & 10; Requires Hallmark application and department approval
Grade Level: 11-12
(1 credit; full year)

Hallmark Ethics and Style in Nonfiction Writing

What best practices guide journalists as they investigate and tell stories? What dilemmas do memoirists and true crime writers face as they frame “true” stories for public consumption? How do academic researchers present their ideas in ways that make their audiences want to read on (or not)? How do nonfiction writers of all kinds, whose originality is their currency, preserve the integrity of their ideas in a world where ownership of information is changing? This course will explore the modes of and power dynamics inherent in nonfiction writing, focusing specifically on journalism, memoir, true crime, and original research. In the Fall Semester, we will explore significant examples of each genre with attention both to form and context. In the Spring, students will work on independent nonfiction writing projects in the genre of their choice. The teacher will guide students in the process of asking good questions, gathering and organizing research from varied and credible sources, and developing a narrative style. This course is well-suited for students who have an interest in conducting and communicating independent research. Students should be excited to read nonfiction writing with a critical eye, and will need to generate their own topics of research by the end of Spring Semester.

Prerequisite: English 9 & 10; Requires Hallmark application and department approval
Grade level: 11-12
(1 credit; full year)

Hallmark Literature: Feminist Literature and Theory

In this Hallmark course, students will explore a series of major works by women writers spanning 1850 to the present. We will consider how feminist ideas develop over time and how these ideas inevitably intersect in works of literature with issues of race, class, and social commentary of all kinds. We will examine how literary critics view these novels and track the conversations that take place among the writers themselves. Major works will include Charlotte Brontë’s Jane Eyre, Virginia Woolf’s A Room of One’s Own, and Toni Morrison’s Beloved. To add depth and breadth to our inquiry, we will consider many shorter works and works of poetry by such writers as Emily Dickinson, Charlotte Perkins-Gilman, Kate Chopin, Katherine Mansfield, Edith Wharton, Alice Walker, Phillis Wheatley, Audre Lorde, Gwendolyn Brooks, Maya Angelou, Rita Dove, and Nikki Giovanni.

This course is designed for students who are adept, curious, and enthusiastic readers of all genres of literature and writing about literature. (By necessity, the course will have a brisk reading pace.) As writers, students should be comfortable with analytical writing and prepared to assert and support complex arguments involving multiple texts. In addition, students will be expected to engage meaningfully and consistently in collaborative class discussions.

This course is designed for students who are adept, curious, and enthusiastic readers of all kinds of literature and writing about literature. (By necessity, the course will have a brisk pace of reading.) As writers, students should be comfortable with analytical writing and prepared to go beyond its conventional form as they explore connections between the texts, their world, and themselves. In addition, students will be expected to take a leadership role in running class discussions.

Prerequisite: English 9 & 10; Requires Hallmark application and department approval
Grade level: 11-12
(1 credit; full year)

Expressive Arts offerings include Foundational, Upper Level/Elective, and Hallmark classes. Information about ensembles, lessons, and Senior Capstones is presented at the end of the department course offerings. These have separate sign-up and application processes, outside of spring course registration. No fees or equipment are required for Expressive Arts courses. All basic materials are provided.

Ceramics I

This yearlong course introduces students to ceramic art through a material and a contemporary and historical lens. Students gain a comprehensive understanding of the ceramic process, from wet clay through to firing their work in the kiln. They delve into ceramics as a tool for expression, developing ideas from concept to sketch, through to fabrication and presentation. Students will engage in group critiques and presentations to generate feedback and exchange ideas. The course will cover a range of hand-building techniques, throwing on the pottery wheel, and ceramic surface treatments, slips, underglaze, and glaze. Students can expect to finish the course as competent studio potters.

Grade Level: 9-12
(1 credit; full year)

Ceramics II

Ceramics II is an opportunity for students to grow ceramic fabrication skills in Pottery and complex sculptural forms. They will continue to explore surface design, experimenting with glaze materials, ceramic printing, and an introduction to glaze chemistry. Students will research the work of contemporary ceramic artists and historic forms and create presentations to share with their mixed-level classmates. Students are encouraged to explore their artistic voice through ceramic practice, beginning to develop a personal style. Students participate in group critiques to generate feedback and exchange ideas. They complete the course with a strong set of pieces to add to their portfolios.

Prerequisite: Ceramics I or equivalent experience. Students who have not taken Ceramics I must have instructor's approval based on 5 examples of relevant work.
Grade Level: 10-12
(1 credit; full year)

Ceramics III

Ceramics III is for students dedicated to pursuing a personal body of work in ceramic pottery or sculpture. Students create vision boards and maintain a sketchbook to guide their artistic production. Students will be challenged to experiment and refine, trying new forms and surface decorating techniques. The course requires an enthusiastic curiosity about ceramic material and techniques. Additionally, Ceramics III students serve as mentors to Ceramics I and II students as they navigate the studio. Students will complete the course with a strong portfolio of work that showcases their growth, vision, and technical skills in clay.

Prerequisite: Ceramics II
Grade Level: 10-12
(1 credit; full year)

Photography I

Photographs are a part of our daily lives. In this yearlong, introductory course, we will slow down and learn to think about photographic style and how images can work together to communicate an idea. We explore the work of people who use photography, and we make photographs of our own. Techniques we will explore include creating images with and without a camera, ink-jet printing, and chemical processes in a darkroom. After trying different techniques, students will be able to work on projects of their own design. We will work together to create community and conversations about photography, and we will help one another and develop our own voices.

Grade Level: 9-12
(1 credit; full year)

Photography II

Students in this year-long class will pick materials of their choice — digital,

darkroom, camera, or cameraless — and work through directed, concept-driven projects. Students begin to explore where their own voice connects to the history of photography, and they work together to create conversations and critique to make their projects better. Revision is encouraged, as students work toward making a book and/or a portfolio.

Prerequisite: Photography I or equivalent experience. Students who have not taken Photography I must have instructor’s approval based on 5 examples of relevant work.
Grade Level: 10-12
(1 credit; full year)

Photography III

Photography III is an advanced course for students eager to take creative ownership of their work in a self-directed setting. Students design and develop their projects while maintaining disciplined studio work, refining their technical skills in the photographic process of their choice. As experienced artists, Photography III students serve as mentors to those in Photography II. Collaboration is key as they engage in discussions and critiques to refine their ideas. By the end of the course, students have built a polished portfolio that highlights their creative growth, technical mastery, and individual artistic voice.

Prerequisite: Photography II or equivalent experience. Students who have not taken Photography II must have instructor’s approval based on 5 examples of relevant work.
Grade Level: 10-12
(1 credit; full year)

Studio Art I

Studio Art I is a yearlong offering and functions as a foundation course in art, helping students establish creative confidence and preparing them for further coursework in the Expressive Arts. Students will apply a variety of mediums and approaches to making art and will discover what they like and why. We will investigate historical and contemporary artists and learn how to talk about design, composition, and materials. Using each other as inspiration, we will work as a group of artists to push one another to grow. Students will develop their own concepts, plan for pieces, self-evaluate, and apply problem-solving skills. Our goal is to encourage creativity, build confidence, and strengthen our voices.

Grade Level: 9-12
(1 credit; full year)

Studio Art II

In this yearlong course, Studio Art II students deepen their technical skills, artistic voice, and creative confidence. They explore familiar and new media, including charcoal, ink, watercolor, acrylic, oil, spray paint, digital drawing, printmaking, and collage. With teacher support, students refine their techniques and develop personal ideas in class while being encouraged to cultivate their own creative practice outside of school. Field trips connect them to the local art community, offering inspiration and insight. Through structured assignments, group critiques, and independent work, students gain new skills, experiment with materials, and engage with artistic concepts that strengthen their growth as developing artists. Work from this course can serve as an excellent foundation for a portfolio.

Prerequisite: Studio Art I or equivalent experience. Students who have not taken Studio Art I must have instructor's approval based on 5 examples of relevant work.
Grade Level: 9-12
(1 credit; full year)

Studio Art III

Studio Art III is designed for students who thrive in an independent, self-directed environment, creating projects inspired by their own ideas. They propose and develop their work based on personal artistic goals while maintaining a rigorous creative pace. Specific assignments — such as large-scale painting, series development, and concept-driven work — broaden their skills, expand their voice, and deepen their understanding of artistic approaches. As mentors to Studio Art II students, they contribute to a dynamic, supportive studio community. By the end of the course, students have a strong portfolio of work that showcases their growth, vision, and technical skills.

Prerequisite: Studio Art II or equivalent experience. Students who have not taken Studio Art II must have instructor's approval based on 5 examples of relevant work.
Grade Level: 10-12
(1 credit; full year)

Write Out Loud: Stories, Motion, and Improvisation (Foundational)

This one-semester course invites you to create, write, and perform original works inspired by your own experiences and imagination. Students collaborate to generate performance pieces in a style inspired by devised theater, building scripts, scenes, and performances through group brainstorming, improvisation, and experimentation. In addition to a final showcase, you will share your original storytelling pieces with audiences around campus, performing at community events and informal spaces.

Grade Level: 9-12
(.5 Credit; first semester)

One-Act Live (Foundational)

Build. Rehearse. Perform. This ensemble-focused course is all about creating and producing a one-act production to be presented in the spring. Together, we’ll choose (or loosely adapt) a one-act play and bring it from page to stage as a full production. Students will be involved in every part of the process: acting, directing, support, stage management, design, costumes, props, sound, lights, marketing, and more. This course welcomes students who want to perform and those who prefer to stay behind the scenes. Everyone has an active role in building the show, solving problems as a team, and seeing their work come to life. No prior theater experience is required.

Grade Level: 9-12
(.5 credit; second semester)

Garment & Textile Design (Elective)

This one-semester course introduces students to basic skills needed for garment construction and textile design. The course begins with building a knowledge of sewing machines and essential sewing tools. The sewing studio serves as a place that encourages growth and offers support from the instructor and fellow classmates. As students build their confidence, more theoretical design, pattern-making, and draping concepts are explained. When students feel ready, they start to develop their own project ideas and set goals for themselves as designers.

Grade Level: 10-12
(.5 credit; first semester)

Museum Studies & Arts Management (Elective)

In this one-semester, project-based course, we will visit museums and other arts organizations in the Berkshires to learn how these spaces operate. Students will research the history and mission of the spaces and present that information to the class. As a cohort, you will experience and investigate how these cultural institutions work as informed visitors. Students will meet with arts professionals: curators, registrars, and communications teams, to learn how they create and manage exhibitions and public programs, communicate the institution’s stories, manage their spaces and collections, and look at budgeting and fundraising through an arts lens. Using the knowledge students gain during these site visits, and through exercises exploring our personal stories, shared values, and interests, the class will, together, create and manage a pop-up art exhibition and/or event. Students should expect frequent trips off campus, short research projects, class presentations, writing assignments, and creative actions.

Grade Level: 10 - 12
(.5 credit; second semester)

Introduction to Graphic Design (Elective)

This course introduces students to the fundamentals of graphic design, including design principles, typography, color theory, and branding. Students gain experience using industry-standard software such as Adobe InDesign, while working on projects such as logos, poster design, booklets, and packaging design. Students deepen their understanding of this field by meeting graphic designers and learning about their daily tasks and career paths. The course culminates in a final project, allowing students to showcase the concepts and skills developed throughout the semester.

Grade Level: 10-12
(.5 credit; second semester)

History of Art (Elective)

In this one-semester course, we will reach into history, seek out the people who made art and investigate how different histories have preserved it. Each student will choose their own adventure regarding what art and culture they research and invite into the class. We will take deeper dives and design projects that examine how art has influenced and been influenced by trade, technology, culture, politics, religion, identity, race, and the environment. Students will have the opportunity to create evidence of their analytical research in various ways: Studio work, writing, presentations, and collaborative work are all options.

Grade Level: 11-12
(.5 credit; second semester)

Hallmark Art Intensive

In this rigorous, yearlong course, students from different studio disciplines, including ceramics, photography, and painting and drawing, learn how to create concept-driven work and engage in sustained inquiry. The students will engage as a group to offer support, ideas, and feedback on work in process. At the course mid-way point, each student is tasked with creating a “Review Board” — a team of people from whom they would like artistic advice. The student presents their current work and then the Review Board gives them recommendations on future exploration of materials and themes. Students will culminate the year by curating a solo show featuring 10-15 pieces that reflect their voice and growth as an artist. There are bi-weekly deadlines for assignments. All of the work from this course is ideal for a portfolio for the college admission process.

Prerequisite: Two previous credits in Expressive Arts; Requires Hallmark application and department approval
Grade Level: 11-12
(1 credit; full year)

Student musicians have the opportunity to perform in Music Ensembles organized by the Music Department. These ensembles include instrumental ensembles, Vocal Ensemble, and Grace Notes. With a full year’s participation in a Music Ensemble that meets once weekly, students have the opportunity to earn one-half academic credit. Ensembles meeting twice weekly have the opportunity to earn 1 credit. Music Ensembles may be taken as a credit-bearing course only in addition to the regular student course load.

Instrumental Music Ensemble

The exact nature of the instrumental ensemble is determined by the temperaments, inclinations, and abilities of the players, plus the size and instrumentation of the group. Ensembles include: Jazz Band, Ukulele Band, rock bands, and a Classical Chamber group. The ensembles perform in the School’s concert series and on other special occasions.

Prerequisite: Permission of the instructor
Grade Level: 9-12
(.5 credit for full-year participation in these ensembles)

Vocal Ensemble

Offered for all students who wish to participate in the experience of group singing. The group studies the principles of vocal music: breathing, tone production, fundamentals of articulation, and diction. The group performs in the School’s concert series and on other special occasions.

Grade Level: 9-12
(1 credit for full-year participation in this ensemble)

The Grace Notes

The Grace Notes singing group is a student-led a cappella ensemble that is assisted by the School’s Director of Music. Membership is selected by audition in the spring semester. In order to be eligible to audition, a student must have attended at least one year at Miss Hall’s. The group performs in the School’s concert series, occasional events in the wider community, and on other special occasions. The Grace Notes often function as ambassadors for the School.

Prerequisite: Requires audition and selection
Grade Level: 10-12
(1 credit for full-year participation in this ensemble)

Theater Ensemble

Two major productions are presented each year: a drama or comedy in November and a musical in early March. Auditions are open to all students interested in performing, regardless of prior acting experience. *Students may also apply to work in technical capacities within the production. The productions emphasize commitment to a group project, especially the importance of ensemble theater, characterized by a collaborative approach where each actor and technician is integral to the overall performance. Students will have the opportunity to join the EdTA Thespian Society after participating in two or more productions during their tenure at MHS

*Limited number of full-time technical positions available

Prerequisite: Audition/Application
Grade Level: 9-12
(.5 credit; full-time participation in each performance)

Private Music Instruction

Private instruction in voice, instruments, music theory, and music technology is available to students. Lesson fees vary with the instructor. A signed parental permission slip is required for all students taking lessons. Lesson credit does not apply to the graduation requirement in the Expressive Arts and is not listed on the transcript.

Grade Level: 9-12

Senior Recital

Music students who have actively participated in music courses, ensembles, and/or the private music instruction program throughout their years at Miss Hall’s may choose to perform an individual or shared recital during their senior year. In order to qualify for this pinnacle event, a student must have achieved a certain level of advanced performance so that they can share their passion and achievement with the community.

Prerequisite: Requires application, instructor and department approval
Grade Level: 12
Distinction listed on transcript

Senior Art Show

This capstone experience is designed for seniors who have completed many available courses in the Expressive Arts Department and are ready to work independently as artists. During the course of the year, a series of independent projects/studies are developed in collaboration with the instructor connected to a specific medium or concept. Students are encouraged to follow emergent ideas and are also expected to present a cohesive body of work at the end of the year. Students set goals monthly and demonstrate that they are able to work in a focused and self-directed manner. In January, each student is tasked with pulling together a “Review Board” — a team of people from whom they would like artistic advice. The student presents their current work, and the Review Board gives them recommendations on future exploration of materials and themes to support in the development of their show.

Prerequisite: Requires application, instructor and department approval. Enrollment in an Expressive Arts course is strongly encouraged.
Grade Level: 12
Distinction listed on transcript

Senior Performance in Theater

This opportunity is designed for Seniors who possess a passion for the theater discipline and wish to concentrate on a specific area or areas of performance, such as audition portfolio preparation, original play, or solo performance production. Students will apply the knowledge and skills they have acquired throughout their theater education, and showcase their unique perspective and artistic vision. This program requires a work-in-process performance at the midpoint of the year, followed by a culminating showcase for the community in the spring. Throughout, students receive mentorship from the Director of Theater and feedback from peers. This project fosters individual artistic growth and encourages independent work. It enables students to apply their theater education, showcasing their unique artistic voice and serving as a potential bridge to professional opportunities.

Prerequisite: Requires application, instructor and department approval
Grade Level: 12
Distinction listed on transcript

World History (Foundational)

The overarching theme of this yearlong course is power and privilege. We will use Yuval Noah Harari’s 2015 bestseller, Sapiens: A Brief History of Humankind, as our starting point to explore this theme and to begin to answer these essential questions: Why are some people in society more privileged than others? What imagined orders have people created to enforce the social hierarchy? Heavy emphasis is placed on individual and collaborative research projects throughout the year, as well as on the development of an authentic academic voice on the written page.

Grade Level: 9 (required)
(1 credit; full year)

U.S. History (Foundational)

U.S. History covers events from the colonization of the Americans and the

founding of this nation up through the present day. As we move forward through time, we consider the tensions between narratives of freedom, democracy, and justice and the realities of centuries of discrimination based on race, ethnicity, gender, economic class, and sexuality. Course content focuses on essential themes, including the relationship between government and the people, the impacts of settler colonialism, and the uneven trajectory of progress toward an inclusive society that grants full rights to all citizens. Students develop skills in primary source analysis, research, and essay-writing. U.S. History is the bridge to upper-level History electives and the School’s Hallmark classes.

Prerequisite: World History or an equivalent foundational course
Grade Level: 10 (required)
(1 credit; full year)

Dark Ages: Reconsidering Medieval Europe (Elective)

This class revolves around a revisionist interpretation of the past: The Bright Ages: A New History of Medieval Europe (2021). Gabriele and Perry argue that these centuries were not “barbaric” and should be viewed in a different light, if you excuse the pun on their title. In order to contextualize these chapters, the first class each week will be focused on background content knowledge via slides and primary sources. Student voices are expected to drive the critique of each chapter in the second class using the Harkness Method of collaborative discussion. Written assessments happen via argumentative essays as we read through The Bright Ages. Were you convinced by their reconceptualization of the “Bright Ages?” Why or why not? If you are a veteran of World History and the Harari critiques, this is the same kind of assignment. In the late Spring, we will shift to individual research on any topic covered in the book, in order to dive deeply into one corner of “The Bright Ages,” the end result of which is a large historiographical essay based upon your synthesis of multiple historians writing about the same issue from different perspectives.

Prerequisites: World History and U.S. History
Grade Level: 11-12
(1 credit; full year)

History of Race in the United States (Elective)

This course examines the ways race has been constructed in this nation through legal, political, and cultural processes. We will consider how citizenship laws, immigration policies, scientific discourse, cultural representations, and more have been used to racialize groups of people in. different ways. Students will also learn about the varied strategies adopted by people of color to challenge systemic racism in both the past and present, and will consider what the failures and successes of these strategies teach us about how to work for racial justice today. Our sources will include history texts, works of critical theory, autobiography, documentary film, and popular culture. Class will be discussion-based, and students will explore the complicated issues that pertain to racial identity through written work, projects, and presentations.

Prerequisites: World History and U.S. History
Grade level: 11-12
(1 credit; full year)

Modern Iran: Revolution, Theocracy, and Democracy

This class examines the turbulent history of modern Iran, from the discovery of oil in 1905 to the mass protests of today. Students will engage with works by Iranian historians, including Ervand Abrahamian, Hooman Majd, and Hamid Dabashi, to explore a range of perspectives. Essential questions that will guide our work include: How and why do revolutions change society? How do revolutions end? How did diverse, and often contradictory, factions unify to overthrow the Shah? What would another Iranian Revolution look like if it happened today?

Prerequisites: World History and U.S. History
Grade level: 11-12
(1 credit; full year)

Hallmark North Korean History: Behind the Myth

There are many myths about North Korea. Many believe we do not know much about North Korea, since it is sealed from the outside world. Nothing could be further from the truth! We actually know a lot! Moreover, North Korea has never been as isolated as it is often portrayed. In fact, North Korean history is closely tied to global history, meaning today’s North Korea was shaped by global events, trends, and ideas. To understand North Korea in the present, we must understand its history and how this history relates to global history. In this yearlong Hallmark course, you will learn about North Korea through its (global) history, from the regime’s birth to the present rule of Kim Jong Un. How did the Communists come to power? What were the causes of the Korean War? What are the origins of North Korean ideology? How is gender conceptualized? How does North Korean Communism compare with other Communisms? Why does the regime desire nuclear weapons? Is reunification of the Korean peninsula possible? To answer these difficult questions, you will read historians’ disagreeing perspectives and learn how to critique those perspectives using primary sources, including North Korean philosophical texts, archival materials, state documents, movies, and art. In short, you will be the historian, conducting research that ultimately culminates in your final research project.

Prerequisites: World History and U.S. History; Requires Hallmark application and department approval
Grade level: 11-12
(1 credit; full year)

Hallmark Social Movements in the 20th Century

This course focuses on the major social and political movements of the 20th century United States, with an emphasis on post-WWII America. It covers “major” movements of the postwar period, including the Civil Rights Movement and Black Power, the Women’s Movement, the civil rights struggles of Mexican-Americans and Chicanos, Native Americans, Asian Americans, and LGBTQ+, and various student movements. It will be cyclical in structure — we will begin with the Black Civil Rights Movement, work from past to present, then begin another movement, again working from past to present. We will explore topics and themes such as voting rights and electoral politics, direct action protests, violence, and the concepts of “cultural pride,” resistance, and “liberation.” This is not an exhaustive list, and we will certainly explore shared interests and be flexible throughout the year. You will be asked to think deeply about these struggles and their connection to our present. Further, we will interrogate the meanings of “freedom,” “rights,” and “justice,” so that we explore how groups used these concepts in different ways and to different ends.

Prerequisites: World History and U.S. History; Requires Hallmark application and department approval
Grade level: 11-12
(1 credit; full year)

Hallmark Women’s History

This yearlong course will focus on the history of women in the United States. Essential questions include: What is “women’s history?” How have women’s ideas, experiences, and actions shaped the historical record? In what ways has the field of history been challenged and changed by demands to include the histories of women? How have other aspects of identity, such as race, ethnicity, sexuality, and socioeconomic class, influenced the experiences of those who identify as female? To consider these questions, we use many sources, including a survey textbook, primary documents, memoirs, film, and digital archives. Students will have opportunities to engage in independently driven research as well as possible projects for public presentation.

Prerequisites: World History and U.S. History; Requires Hallmark application and department approval
Grade level: 11-12
(1 credit; full year)

French I

This French I course is designed to cultivate confidence and global citizenship competencies through the exploration of the UN Sustainable Development Goals 2, 5, and 15. It places a strong emphasis on honing the essential language skills of speaking, listening, writing, and reading, with a particular focus on developing ease in simple conversations. Students will actively engage in authentic conversations, using authentic material to connect with the language and culture on a deeper level. Through interactive activities, role-playing, and collaborative projects, students will enhance their language abilities and gain insights into the diverse French-speaking societies worldwide. We aim to build language skills that extend beyond the classroom, fostering confidence, cross-cultural understanding, and a foundation for global citizenship.

Grade Level: 9-12
(1 credit; full year)

French II

This French II course builds on the foundations of French I through the exploration of the UN Sustainable Development Goals 1, 3, 4, and 6. It prioritizes the development of language skills, with a specific focus on refining writing and reading abilities, along with taking a deep dive into grammar acquisition. Building on the foundation established in French I, students will engage in more complex written tasks, exploring authentic texts, literature, and cultural materials to enhance their reading comprehension. The acquisition of grammatical structures will be a key component, empowering students to express themselves more precisely and fluently in written and spoken French. Through interactive exercises, creative projects, and the exploration of authentic resources, students will strengthen their language proficiency while gaining a deeper appreciation for the nuances of Francophone culture.

Prerequisite: French I or placement exam and instructor approval
Grade Level: 9-12
(1 credit; full year)

French III

This French III course focuses on language proficiency and further developing global citizenship competencies through the exploration of the UN Sustainable Development Goals 8, 9, 10, and 11. This course is designed to elevate French language skills by integrating a rich array of literature, films, and contemporary sources that reflect the vibrant tapestry of French-speaking societies. Emphasis is placed on developing advanced writing and speaking abilities, with a unique focus on critical discussion. We will engage in thought-provoking conversations that delve into complex topics, allowing us to express our ideas fluently and persuasively in French. As we progress, collaborative projects will challenge students to apply their language skills in innovative ways, fostering creativity and real-world application. By immersing ourselves in authentic cultural materials and actively participating in dynamic discussions and projects, French III will deepen students’ linguistic and cultural understanding, preparing them to navigate the complexities of the Francophone world with confidence and sophistication.

Prerequisite: French II or placement exam and instructor approval
Grade Level: 9-12
(1 credit; full year)

Latin I

This is a yearlong introductory course designed for the beginning student. The syllabus is based on the Cambridge Latin Course, which teaches students to read, write, and listen to the Latin language within the historical and cultural context of the Roman Empire in the first century C.E. Grammar, syntax, and vocabulary are taught through the inductive method, whereby students begin to read full stories immediately. The storyline follows a family throughout the Empire, from Italy to North Africa to Britannia, opening up exploration of the culturally diverse Roman world: family and social structures, entertainment, and ancient science and medicine are some topics discussed. Students also read two short novellas in Latin and begin their study of mythology, focusing on the relationship between gods and humans.

Grade Level: 9-12
(1 credit; full year)

Latin II

The Latin II course continues with the Cambridge Latin series, through which students learn to read, write, and listen to the language within the historical and cultural context of the Roman Empire. The stories move from Roman Britain to Imperial Rome of the first century C.E., and students explore several cultural topics in depth, including diverse religious practices, the architecture and engineering of the Roman world, and archaeology/epigraphy. More complex grammatical structures are introduced in Latin II, always within the context of reading and writing, which helps students make the transition to unaltered Latin texts in the third year. Students read a novella in Latin, and their mythological studies focus on the Greek hero and its many reincarnations in modern film and fiction.

Prerequisite: Latin I or placement exam and instructor approval
Grade Level: 9-12
(1 credit; full year)

Latin III

In the Latin III curriculum, students make the transition from stories to literature and learn the remaining advanced grammatical elements of the language. Students read a number of different authors in the first semester in both prose and poetry and learn to analyze a piece of text grammatically and stylistically, including scanning its poetic meter. Authors and genres are selected based on student interest and include Petronius’ novel, Catullus’ love poetry, Ovid’s myths, Cicero’s political speeches, and Martial’s witty epigrams. Cultural explorations stem from the author’s time period and the background of the literature itself. Students create their own assessments in Latin III by choosing the literary passages that they want to work on independently. Upon completion of this course, students are prepared to enroll in an intermediate-level Latin course in college.

Prerequisite: Latin II or placement exam and instructor approval
Grade Level: 9-12
(1 credit; full year)

Spanish I

The objectives of this yearlong course are to introduce students to the Spanish language, literature, and culture, and to acquaint them with extensive, practical vocabulary and the present and near future verb tenses. Students learn to carry on simple conversations, to answer questions, to read short poems and stories, and to write and understand basic conversational Spanish. Students watch short videos related to class themes. The students are given several opportunities to demonstrate their oral and written proficiency with activities that encourage free communication, enabling the students to recall and reincorporate all the Spanish they have learned during the course of the year.

Grade Level: 9-12
(1 credit; full year)

Spanish II

Spanish II builds on foundational communication skills while encouraging students to use Spanish in meaningful, culturally connected ways. Students engage daily in listening, speaking, reading, and writing tasks, supported by authentic materials from across the Spanish-speaking world. Each unit highlights the cultural practices, products, and perspectives of one specific Spanish-speaking community, allowing students to deepen linguistic ability and cultural understanding. Course topics include extracurricular activities, community life, travel, the environment, food and culinary traditions, childhood experiences, and expressing ideas across past, present, and future time frames. Students expand their ability to communicate with greater detail and accuracy as they review previously learned grammar and strengthen command of key verb tenses. By the end of Spanish II, students can express personal experiences, interact in everyday situations, and explore cultural themes with growing confidence and complexity.

Prerequisite: Spanish I or placement exam and instructor approval
Grade Level: 9-12
(1 credit; full year)

Spanish III

Spanish III challenges students to communicate with increased sophistication while continuing to explore the diversity of the Spanish-speaking world. Through authentic texts, media, and real-world contexts, students listen, speak, read, and write in Spanish with greater depth and precision. Each unit centers on an in-depth study of the cultural practices, products, and perspectives of a particular Spanish-speaking region, developing global competence and intercultural awareness. Major thematic units include identity, art and beauty, storytelling and narrative, sustainability, personal and community wellbeing, technology, and human connection. Linguistically, students refine their use of previously learned structures and expand their abilities through the study and application of the subjunctive moods and tenses. By the end of Spanish III, students can express nuanced ideas, support opinions, and engage thoughtfully with global issues and cultural perspectives — all in Spanish.

Prerequisite: Spanish II or placement exam and instructor approval
Grade Level: 9-12
(1 credit; full year)

ESOL I

This yearlong English language course is designed to provide intensive and individualized support for the new multilingual MHS students who will benefit most from that support. Emphasis is placed on building proficiency in the four language domains: listening comprehension, reading, writing, and speaking. Our overarching goal is to identify linguistic challenges and build proficiency in English as quickly as possible, helping students make a healthy adjustment to the Miss Hall’s School community and to thrive in their classes. The course focuses on memoir and expressive writing, with the aim of building grammar, syntax, vocabulary, and conversational skills, in order to hone students’ academic, creative, and personal expression. Building linguistic skills and developing a more confident voice in English is the aim of this yearlong course, usually offered to ninth- or tenth-grade students.

Grade Level: 9-10; placement is based on department approval
(1 credit; full year)

ESOL II

ESOL II is a comprehensive, content-based English course designed to accelerate the academic and social language proficiency of English Speakers of Other Languages. This course bridges the gap between foundational English and the rigorous demands of interdisciplinary subjects such as History, Science, and English. Through thematic units exploring identity, gender roles, civil life, and environmental justice, students engage with an array of global perspectives. Students analyze multimodal sources, including literature, interviews, documentaries, and short films. The curriculum prioritizes analytical writing and reading, academic discourse, strategic communication, and critical-thinking skills. Throughout the course, students will continue to develop the independence and linguistic precision necessary to navigate the challenges of an academic environment and the nuances of daily English communication.

Grade Level: 9-11; ESOL I or placement exam and instructor approval
(1 credit; full year)

ESOL III

ESOL III is an advanced course designed for English learners who are transitioning toward university-level academic environments. It focuses on sophisticated synthesis of ideas and the rigorous evaluation of complex global issues, preparing students for the intellectual demands of higher education. Through thematic units such as identity and intersectionality, systemic injustice, global problem-solving, and power and gender, students engage with advanced texts, including a full-length novel, academic journals, and investigative documentaries. The curriculum focuses on building the following high-level competencies: advanced synthesis and argumentation, evidence-based research, critical media literacy, and scholarly discourse. By emphasizing self-editing, complex grammatical structures, and a refined academic vocabulary bank, ESOL III empowers students to move from language learners to independent researchers ready to navigate the complexities of a globalized academic world.

Grade Level: 9-12; ESOL III or placement exam and instructor approval
(1 credit; full year)

Hallmark French

This advanced French course empowers students to practice global citizenship competencies through research-based projects and authentic engagement with the Francophone world. In this course, we will explore the UN Sustainable Development Goals 7, 12, 13, 14, and 16. Building upon existing language skills, this course emphasizes critical thinking, source evaluation in French, and the development of strong writing and presentation skills. Students will delve into topics of personal interest, conducting research and crafting projects that demonstrate their growing expertise. Grammar review will be personalized and integrated as needed to support individual student progress. Through collaborative and independent work, students will refine their advanced language abilities and cultivate a deeper understanding of diverse Francophone cultures, preparing them to navigate and contribute meaningfully to the global community. This course’s work will culminate in a collaborative project compiling research by students into a journal.

Prerequisite: Hallmark application and department approval
(1 credit; full year)

Hallmark Classical Languages

In Hallmark Classical Languages, students explore the ancient world through language and material culture. In addition to reading selections of Latin literature, students will learn ancient Greek language at the beginning level and investigate the mythology, social history, and archaeology of the ancient Greek and Roman worlds. Readings in Latin, as well as additional topics of exploration, will be chosen by the students. This will be, in part, a project-based course, to include visits to either the Museum of Fine Arts in Boston or The Metropolitan Museum of Art in New York. The goal of this course is to provide students with a more expansive view of Classical Studies beyond the Latin language and to introduce them to the collegial and professional landscape of the field of Classics.

Prerequisite: Hallmark application and department approval
(1 credit; full year)

Hallmark Spanish

Hallmark Spanish is a yearlong course that includes short stories, novels, and films and expects students to engage thoughtfully and intentionally with a diverse range of texts and themes. In each class, students actively use Spanish through listening, speaking, reading, and writing, and experience language as an integrated and dynamic process rather than as separate skills. Grammar is not taught in isolation; rather, students use Spanish consistently and authentically, developing greater accuracy and control of language structures through meaningful communication. The course fosters curiosity, critical thinking, and purposeful connections, encouraging students to deepen their linguistic proficiency and their cultural awareness.

Prerequisite: Hallmark application and department approval
(1 credit; full year)

Algebra I (Foundational)

Algebra I is a foundational course in which variables are introduced to represent unknown numbers and are combined with constants to create expressions, equations, and inequalities. The principle goals of the course are for students to learn to represent mathematical situations with equations or inequalities, tables, and graphs; to manipulate those representations to further their understanding; and to be able to convey the meaning of a solution in whatever form it is represented. Mastery of concepts such as the order of operations, combining like terms, properties of exponents, solving linear and quadratic equations, and manipulating rational and polynomial expressions are prerequisites for further study in mathematics.

Grade Level: 9-10, placement determined by department
(1 credit; full year)

Geometry (Foundational)

In Geometry, students will support their algebraic thinking with visual models and physical representations. Using tools such as the ancient compass and straightedge, as well as their modern digital versions, students will build and explore different figures and their properties. They will also use the qualities that distinguish different types of lines, angles, triangles, quadrilaterals, and other polygons from one another to classify them, all the while supporting these generalizations with algebra. Students will practice both inductive and deductive reasoning, learning to develop logical arguments from stated evidence and write proofs about triangle congruence and special quadrilaterals in different formats. The course will build on prior knowledge of area and volume concepts, and will introduce right triangle trigonometry. Students will use their voice and practice interpersonal efficacy, encouraged to work with classmates inside and outside of class while reinforcing mathematical practices.

Prerequisite: Algebra I
Grade Level: 9-11
(1 credit; full year)

Algebra II (Foundational)

Developing the concepts introduced in Algebra I, Algebra II emphasizes techniques for solving a much wider variety of equations, inequalities, and systems. Many types of functions are studied, including quadratic, higher-order polynomial, radical, absolute value, exponential, and logarithmic functions, with a brief intro to trigonometric functions. Students will experience problem-solving techniques that include real-world applications. A central theme is the relationship between the algebraic and graphical representations of functions; an in-depth study of these topics and the theory that supports and connects them is core to the subject. The graphing calculator is used extensively in exploring this interplay.

Prerequisite: Geometry
Grade Level: 9-11
(1 credit; full year)

Precalculus (Elective)

This course expands upon the concepts learned in Algebra II. Students become fluent in the language and behavior of functions, reviewing quadratic, polynomial, rational, exponential, and logarithmic functions through solving equations, analyzing graphs, and transforming those functions. The course continues with an in-depth study of trigonometry, the interconnections with the unit circle and graphs of parent functions and transformations of those functions. Students will learn to use trigonometric identities to simplify expressions and solve equations. The end of the course may involve units on conic sections, vectors, or polar coordinates. Placement in this course requires the support of the Department.

Prerequisite: Algebra II
Grade Level: 10-12
(1 credit; full year)

Precalculus Honors (Elective)

This course expands upon the concepts learned in Algebra II Honors, with a focus on the skills and concepts most necessary for success in Calculus. Students become fluent in the language and behavior of functions, reviewing quadratic, polynomial, rational, exponential, and logarithmic functions through solving equations, analyzing graphs, and transforming those functions. A large component of the course focuses on trigonometry, including graphing functions, writing and solving equations, and manipulating identities, and the interconnections of the unit circle. The Honors section encourages more creative, critical, and in-depth study of these topics and the theory that supports and connects them. The end of the course may involve units on conic sections, vectors, and polar coordinates. Placement in this course requires the support of the Department.

Prerequisite: Algebra II and department approval
Grade Level: 10-12
(1 credit; full year)

Mathematics in Politics (Elective)

In this course, we will look at the mathematics behind questions that arise in politics: What’s the best way to determine what most voters want when there are more than two options? What’s the fairest way to allocate legislative seats to different constituencies? We will study topics such as fairness, voting paradoxes, social choice, game theory, apportionment, gerrymandering, and data interpretation. The goal of the class will be to illustrate the importance of applying rigorous reasoning in various social and political processes while providing an introduction to some fascinating mathematics, giving students the knowledge and confidence to think their way through political issues.

Grade Level: 11-12
Prerequisite: Algebra II
(.5 credit; first semester)

Microeconomics: Quantitative Methods (Elective)

Microeconomics: Quantitative Methods is a course that introduces students to the principles of economics that apply to the functions of individual economic decision-makers: a person or a business. The course also develops students’ familiarity with foundational concepts in economics such as supply and demand, the operation of markets, distributions of income, and how consumer behavior interacts with markets. Additionally, we will explore market failures and strategies to promote greater equity and efficiency. Students will learn to use graphs, charts, and data to analyze, describe, make predictions about, and explain economic concepts.

Grade Level: 11-12
Prerequisite: Algebra 2
(.5 credit; second semester)

Calculus (Elective)

This full-year course is intended to provide a thorough study of the fundamentals of Calculus, after completing a Precalculus course. This course will investigate the study of limits and continuity. Then we will move onto the two biggest facets of Calculus — derivatives and integrals — and discuss the applications of both. Students will experience problem-solving techniques that include real-world applications. The graphing calculator is used as an aid in understanding, estimating, and confirming results, and some more advanced aspects of the calculator will be used.

Prerequisite: Precalculus
Grade Level: 11-12
(1 credit; full year)

Hallmark Calculus

This full-year Hallmark course is for students who have completed Precalculus or Precalculus Honors and would like a challenge. This course covers concepts including limits, continuity, derivatives, and integrals, which are explored at a depth of understanding consistent with college- level study. Applications of the derivative and integral are an essential component of this course. Broad concepts and widely applicable methods are emphasized, rather than memorization of specific problem types. Students will occasionally work in small groups on activities and/or projects throughout the course and may present their work to the class and/or the Miss Hall’s community. The graphing calculator is used as an aid in understanding, estimating, and confirming results.

Prerequisite: Precalculus; Requires Hallmark application and department approval
Grade Level: 11-12
(1 credit; full year)

Hallmark Calculus II

Students cultivate their understanding of differential and integral calculus by engaging with real-world problems represented graphically, numerically, analytically, and verbally and by using definitions and theorems to build arguments and justify conclusions as they explore concepts such as change, limits, and the analysis of functions. In addition to investigating new techniques for integration and applications of Calculus, students will apply the content and skills they developed in their initial studies of Calculus to a variety of new situations, including parametrically defined curves, polar curves, and vector-valued functions. Additionally, students will explore the topics of sequences and infinite series.

Prerequisite: Calculus; Requires Hallmark application and department approval
Grade Level: 11-12
(1 credit; full year)

Hallmark Statistics

This full-year Hallmark course is for students who have completed Algebra II and would like a challenge. Students study and experience descriptive statistics, experimental design, probability, and inferential statistics using real-world databases from observational studies and experiments. Appropriate technology, such as the TI-nSpire calculator and statistical software, will be used throughout the course. Students will have the opportunity to engage in statistical projects which might include designing statistical surveys using appropriate sampling techniques; researching statistical studies connected to areas of interest; and creating and testing a hypothesis for an observational study or experiment. Students will also learn how to collect data. Placement in this course requires the support of the Department.

Prerequisite: Algebra II; Requires Hallmark application and department approval
Grade level: 11-12
(1 credit; full year)

Ready, S.E.T., GO: Introduction to Engineering (Foundational)

Ready, S.E.T., Go is a program to introduce concepts and topics in science, engineering, and technology at Miss Hall’s School. The course provides a blended and dynamic overview to topics in engineering, programming, robotics, and physics. Through exploring Science, Engineering, and Technology (S.E.T.) themes and real-world problems, students will gain valuable skills in problem-solving, critical-thinking, and design that will enhance their knowledge of, and support their future study in, science and technology. An additional component of this course will be project-based experiential learning. S.E.T themes include the aerodynamics of flight, 3D printing, circuit building and coding, and sustainable/environmental housing. This course will also discuss and reflect on how engineering shapes society.

Grade Level: 9 (required)
(.5 Science & .5 Engineering credit; full year)

Foundational Chemistry (Foundational)

This yearlong course studies introductory Chemistry at an investigative and mathematical level. Students hone skills in experimental design and explore the basic atomic and molecular principles that underlie the natural world. Major topics include: properties of matter, atomic structure, electron movement, bonding, stoichiometry, redox reactions, acids/bases, kinetics/thermodynamics, and gas laws. Laboratory exercises are an integral part of this course, and guided-inquiry investigations are introduced. This course pays particular attention to the mathematical reasoning required to design and carry out chemical reactions. Case studies that integrate classroom chemistry with real-world applications are an important part of the curriculum. Students will apply scientific concepts to broader contexts and investigate the implications. Assessment s include: tests, quizzes, lab reports, lab notebooks, lab practicals, and creative projects.

Grade Level: 10 (required)
(1 credit; full year)

Biology (Foundational)

This course introduces students to the contemporary and historical concepts that define this discipline. Major topics include cellular physiology, molecular genetics, classical genetics, evolution of biological diversity, and ecology. Special emphasis is placed on empirical learning through laboratory exercises, field investigations, and group exercises. During the last five weeks of the second semester, students will determine the water quality of our school ponds through research, data collection and analysis, and scientific reporting. Projects will be shared with peers and the greater community.

Prerequisites: Chemistry
Grade Level: 11-12 (required)
(1 credit; full year)

Physics (Elective)

This algebra-based, yearlong course focuses on learning through in-depth, student-centered inquiry activities. Students design and carry out experiments to answer real-world questions. Physics covers the study of Classical Mechanics, which includes: Kinematics, Projectile Motion, Newton’s Laws, Circular Motion, Momentum and Impulse, and Work and Energy. Additionally, students will study Electrostatics and Circuits, Waves, Sound, and Light.

Prerequisites: Chemistry, Biology
Grade Level: 11-12
(1 credit; full year)

Earth and Planetary Science (Elective)

This semester-long course introduces students to key phenomena that scientists use to build explanations about Earth and the universe. Students begin by investigating what makes Earth a unique and habitable world and how scientists search for Earth-like planets in the universe. They then explore the origins and probability of life elsewhere, using evidence from astronomy, planetary motion, and Earth’s early history. The course concludes with the study of dynamic Earth processes such as earthquakes, volcanoes, and tsunamis, and how humans identify, model, and respond to natural hazards. Throughout the semester, students use data analysis, modeling, and evidence-based reasoning to make sense of real-world phenomena and understand Earth’s place in larger systems.

Prerequisites: Chemistry (may be taken concurrently)
Grade Level: 10-12
(.5 credit; first semester)

Neuroscience (Elective)

Neuroscience is the study of the components of the nervous system, which is composed of the central nervous system and peripheral nervous system. We will cover different aspects of these systems including how the brain forms, grows, and changes; how the brain creates and controls thoughts, memory, and behavior; and the genes and molecules that guide the function of neurons. Within this context, we will investigate more complex issues such as hormones and behavior, alteration in neural communication due to drug interactions, the biology of mood disorders, and the biology of memory disorders. The content will also be tailored to student interests.

Prerequisites: Chemistry, Biology (may be taken concurrently)
Grade Level: 11-12
(.5 credit; first semester)

Women’s Health & Global Issues (Elective)

This is a semester-long, upper-level course. Women’s Health & Global Studies students will explore the biological, cultural, social, economic, and political issues profoundly affecting girls into adulthood. This interdisciplinary approach recognizes the complexity of the challenges women and girls face today and also acknowledges that our health and wellbeing depend on the continued development and restructuring of policies and systems that specifically affect women. Students will spend a good portion of class time working in small groups and independently researching topics of personal interest and pertinent to the course. Projects will be shared with peers and, when applicable, the greater community.

Prerequisite: Chemistry, Biology (may be taken concurrently)
Grade Level: 11-12
(.5 credit; first semester)

Climate and Sustainability (Elective)

This semester-long course focuses on Earth’s climate and weather systems and the ways humans interact with and influence Earth’s systems. Students begin by investigating patterns and causes of climate change over time, using evidence and models to understand how Earth’s systems interact. They then examine severe weather events, such as hurricanes and blizzards, learning how weather systems form and impact communities. The course concludes with an exploration of technological, societal, and environmental solutions for a sustainable future and that mitigate human impacts on Earth’s systems. Students engage in scientific argumentation, data interpretation, and systems-thinking as they build explanations for climate phenomena and consider multiple strategies for sustainability.

Prerequisite: Chemistry (may be taken concurrently)
Grade Level: 10-12
(.5 credit; second semester)

Marine Biology (Elective)

This course introduces students to the ocean as a dynamic, interconnected system that shapes life on earth. With emphasis on concepts from oceanography and marine biology, students will explore the physical, chemical, geological, and biological processes that shape marine environments — from currents and climate to ecosystems and biodiversity. Students will also investigate the remarkable adaptations of ocean organisms that enable them to survive in diverse and extreme marine environments. This course is grounded in the Ocean Literacy Principles and highlights the idea that the ocean is essential to life on our planet, and that all people, regardless of where they live, are connected to the ocean. Through hands-on investigations, data analysis, discussion, real-world case studies, and labs, students will develop a deeper understanding of marine biology. We will round out the course with a hands-on marine experience!

Prerequisites: Chemistry, Biology (may be taken concurrently)
Grade Level: 11-12
(.5 credit; second semester)

Immunology, Health, and Disease (Elective)

This course will begin with an in-depth study of immunology of the human body. This will bridge into a broader look at disease in general and its impact on individuals and society as a whole. The biological mechanisms of disease will be a focus, and much of the class will also involve a communication and presentation portion, with students giving presentations of varying modalities on human disease. Special attention will be paid to the multifaceted nature of disease and the many components (biochemical, genetic, socio-economic, etc.) it contains.

Prerequisites: Chemistry, Biology (may be taken concurrently)
Grade Level: 11-12
(.5 credit; second semester)

Hallmark Anatomy & Physiology

This course provides students with an in-depth perspective of the anatomical and physiological systems of the human body. Through laboratory exercises, case studies, and independent research, students will explore the integrated complex systems and biochemical pathways that maintain the human body’s health and homeostasis. Topics include the study of intracellular functions, tissue types, and systemic organization. Laboratory exercises will provide first-hand experience with the structures and processes explored during class, while case studies will investigate the impact of disease from a diagnostic perspective. Students are expected to demonstrate significant initiative and responsibility in and out of the classroom, especially while working on independent research projects.

Prerequisite: Chemistry, Biology (may be taken concurrently); Requires Hallmark application and department approval
Grade Level: 11-12
(1 credit; full year)

Hallmark Environmental Science

Environmental Science is an interdisciplinary field that uses physical, biological, and geological sciences to study the environment and find solutions to environmental problems. Students in Hallmark Environmental Science will explore the environment from a local to global scale, covering all facets of environmental science, such as systems, ecology, resource use, conservation, climate change, energy sources, human impacts, and more. Students will investigate these ideas through evaluating scientific research, experimental design, case studies, labs, field trips, and discussions. There will be time spent in nature to learn, including an introduction to research using diverse laboratory and field methods. This is a rigorous interdisciplinary exploration of earth’s environment, how people are connected to it, and its future. Students are expected to demonstrate significant independence and responsibility in and out of the classroom. This course is strongly recommended for students with a passion for environmental science and/or those considering pursuing a scientific discipline.

Prerequisite: Chemistry, Biology (may be taken concurrently); Requires Hallmark application and department approval
Grade Level: 11-12
(1 credit; full year)