SCIENCE DEPARTMENT

LIFE SCIENCE:
The life sciences course will serve as a broad introduction to the mechanisms of living systems, beginning with the understanding of the cell and its structures. The student will learn about the organization of tissues, organs and organ systems. Students will also learn the fundamental properties of the different molecules that compose living tissues (water, carbohydrates, lipids and nucleic acids). Emphasis on the human body will be accompanied by an introduction to the composition and function of various plant structures. Classification of the different forms of living organisms will allow the student to appreciate the diversity of life. Students will study ecology and will learn about the roles of different organisms in ecosystems and the delicate balance that is achieved in these complex relationships.
Students will continue to improve their familiarity with the process of scientific investigation, specifically with how it applies to the study of living organisms. The student will reinforce his knowledge of the scientific method, including the use of the metric system (SI) for measurements. The improvement of laboratory skills and the ability to interpret/analyze data will be an important focus in this course. Students will apply and improve their mathematics skills to learn how to solve life science problems.

EARTH SCIENCE:
This course will focus on three major branches of Earth Science - meteorology, geology and astronomy. The course will help students develop laboratory skills that will be used in all the science courses they take at St. Benedict's. At the end of Earth Science, each student will be able to:
• Perform scientifically accurate experiments and communicate results clearly.
• Describe the properties of Earth's atmosphere and our interaction with the sun.
• Explain weather systems and the phenomena (such as clouds) associated with them.
• Classify rocks and minerals based on their properties and method of formation.
• Apply the theory of plate tectonics as it relates to activity in inner Earth and on Earth's surface.
• Describe the life cycle of and processes in stellar bodies and the theories of planetary evolution in our solar system.
• Understand changes in our weather on a long-term basis. - discuss stewardship of natural resources.

BIOLOGY:
This course introduces the student to basic biological principles necessary to understand biology. It begins with a study of the basic characteristics and organization of living things and lays the foundation in chemistry needed for an understanding of biological processes. From this background, the cell and its organization, behavior of chromosomes and foundation of genetic mechanisms, energetic relationships of photosynthetic and respiration, basic concepts of taxonomy and monerans, protista, fungi, lower plants and exposure to mammalian anatomy will be studied.

CHEMISTRY I:
(Prerequisites: Algebra I)
This is a college preparatory course in which we explore God's creation through the discipline of chemistry. The emphasis will be hands-on learning, often doing experiments or participating in demonstrations to discover chemical principles for yourself. We will meet 5 times each week, usually with one session being a laboratory period. The course will emphasize structures and properties of matter and chemical reactions.

As much as possible, we will integrate technology into this Chemistry course. In the laboratory/classroom, you will have access to a laptop computer primarily to collect data using electronic sensors; you may also, when granted my permission, use the computers to conduct research, to write papers and reports and to take some electronic quizzes and tests.

PHYSICS I:
(Prerequisites: Geometry and Algebra II)
Students will study topics in kinematics in this course, including:
• Motion in one and two dimensions.
• Force.
• Work and energy.
• Momentum and collisions.
• Rotational motion.
• Fluid mechanics.
> They will learn to use appropriate instruments to carry out physical measurements, develop critical thinking and problem solving skills, apply principals of Physics in other areas of science and acquire a positive attitude towards physics and science in general.

PHYSICS II: Electronics & Magnetism
(Prerequisites: Physics I, Geometry and Algebra II)
Students will study topics in thermodynamics, sound, light, electricity and magnetism in this course, including:
• Heat and thermodynamic processes.
• Vibrations and waves.
• Behavior of light.
• Electric forces and fields.
• Circuits and their components.
• Magnetism.
• Electrical inductance.
These advanced topics in physics will allow students to use mathematical principles to solve problems ranging from electronic circuitry design to the reflection and refraction of light.

ANATOMY & PHYSIOLOGY:
(Prerequisites: Biology)
Do you ever wonder how your body ticks? Anatomy/Physiology is a study of the structure and function of the human body. This course is designed to provide an overview of the biological world in which we live. Both macro- and micro-systems will be studied, along with the connections and relationships among the various parts of an organism. We will take real world situations and apply them to the readings, research and lab activities to get a better understanding of how our body works.

METEOROLOGY:
(Prerequisites: Earth Science, Algebra I)
This course will focus on basic atmospheric properties and composition, weather systems and associated processes, forecasting and large and small scale atmospheric dynamics (how the atmosphere moves around). At the end of the course, students will be able to:
• Describe the properties of Earth's atmosphere.
• Evaluate the behavior of radiation as it interacts with air and water.
• Examine the role of water in energy transfer, clouds and precipitation processes.
• Estimate atmospheric motion through pressure and force relationships.
• Describe global and local wind systems.
• Explain the development of cyclones in terms of fronts and air masses.
• Solve forecasting problems using meteorological theory, maps and computer models.

BIOCHEMISTRY:
(Prerequisites: Biology and Chemistry I)
Diseases of the human body are compelling starting points for learning about the biological molecules and functional pathways that make up the human body. Students will learn about the structures of human cells, tissues and organs by considering the atoms and macromolecules which are important in these structures and how diseases are related to biochemical malfunctions. At the beginning of each module, a specific human disease will be described in a case study. The "problem" of how to diagnose and treat the disease will be the motivation for the student to learn more about how normal human biomolecules function correctly and how the disease may have affected that normal function. The course will correlate human diseases with the relevant molecular biology and biochemistry needed to understand the diagnosis and treatment of those diseases. The core concepts of biochemistry will be considered during this learning process: cell ultrastructure; function of water; carbohydrate chemistry; amino acids and peptides; protein and protein supramolecular structure; lipids, membranes, transport and signaling; nucleic acids; enzyme structure, function and kinetics; metabolism; nucleic acids; gene expression.

DEVELOPMENTAL BIOLOGY:
his course will introduce you to the complexities of your conception. It will start with the microscopic, the exploration of meiosis for gamete formation. Then we dive into the world of genetics and discuss how the genes you inherit regulate your development and make you the person you are today. We will investigate the development of a fetus during its nine months and through the use of simulations we will try and create the experience for you. Laboratory experiments and research projects will be used in order to fully grasp key topics in developmental biology: genetic diseases, blood typing, crossing over, punnett squares, etc.

ASTRONOMY:
Astronomy can be defined in many different ways. Some describe it as a study of matter and objects which are outside of Earth's atmosphere, for example stars, asteroids and comets. Others describe astronomy as a science that is dedicated to studying both the nature and motion of celestial bodies; such as stars, galaxies and planets. For us; astronomy is the study of everything in the universe. By studying the cosmos beyond our own planet, we can understand where we came from, where we are going and how physics works under conditions which are impossible to recreate on Earth. In astronomy, the universe is our laboratory!

NATURAL DISASTERS:
(Prerequisite: Earth Science)
This course will focus on natural disasters: tornadoes; hurricanes; volcanoes; earthquakes; tsunami; and meteorites. We will:
• Observe the physical features of each phenomenon.
• Identify conditions that are favorable for the development of different types of natural disasters.
• Create and analyze maps, models and data charts of actual events.
• Discuss the anatomy and chronology of each natural disaster.
• Explain how natural disasters are actually beneficial to the planet and a normal part of its existence.
• Explore the process of psychological and emergency response to natural disaster.
• Evaluate the natural disaster risks we face here in New Jersey.

THE HISTORY OF SCIENCE:
This course will provide you with a brief history of human scientific inquiry. As with any other field, the only way to truly understand where we are in science today is to look at what happened in the past. The history of science can teach us many lessons about how science should and should not be practiced. It can also help us understand the direction in which science is heading today. In the end, then, no one should undertake a serious study of science without first taking a look at its history. We will:
• READ short biographies of important scientists and understand the historical background that existed during the time of their scientific work.
• RELATE various scientific discoveries to work that others had performed in the past.
• ANALYZE the relationships between philosophies, historical background and personalities and their effect on scientific inquiry.
• SYNTHESIZE timelines that show connections between the political, cultural and scientific activities that existed during important periods in the world's history.

ENGLISH DEPARTMENT

FOUNDATIONS II
The course provides rigorous reinforcement of the elements of grammar, usage and composition introduced in grade seven. Vocabulary development is further stressed with extensive study of etymologies, prefixes, suffixes and analogies. Grammar topics covered are the eight parts of speech, subject and predicate, prepositional phrases, object and subject complements and clauses. Students learn to diagram and compose complex sentences and they write lengthier, analytic responses to assigned literature. Literature discussions help students to identify themes and character development as well as to pay attention to and understand the denotations and connotations of words, sentence structure and organization.
Texts:
A Hero Ain't Nothing But a Sandwich
The Contender
Chocolate War
The Outsiders

ENGLISH I: Freshmen Composition:
This class is designed to enhance the student's ability to read, write and comprehend what he reads. By using grammar workbooks, literature that critically examines the history of ancient civilizations, newspaper articles and the internet, the student will learn the importance of clear and efficient writing. During freshmen composition, students will study topics in World Literature. The assigned literature will cover topics also studied in the world history textbook. These topics include Mesopotamia, Ancient Egypt, Ancient Greece, Ancient Rome and the Middle Ages. Students will read poems and novels centered on these civilizations.

ENGLISH II: Coming of Age Across Cultures:
This course involves the close reading of literature, intensive writing and revising and critical thinking. The works for this course are related by a common theme. The characters we come across are on a journey in search of self-awareness and fulfillment. We will examine how these characters 'come of age' at varying times in their lives and in different societies.

ENGLISH III: Inventing America:
This course in American studies covers texts that range in publication date from the revolutionary era to the present day. Students will read diverse genres, including poems, short stories, novels, autobiography, sermons, speeches, essays and literary criticism; they will also read one play by Shakespeare (Othello). The course looks at important themes of American culture (war and peace, innocence and experience, national identity, individualism, slavery and abolition, man's relation to Nature and by extension to God) through the lens of literature. Students will learn to analyze literary works and develop well-supported arguments about topics crucial in American history and culture.

ENGLISH IV: Regeneration through Violence: Myth, Macbeth, Grotesques and Invisibility:
In Senior English students will study topics in World Literature. One theme pursued is how one "reads" the world around him. In looking at literature from all over the world and from different historical eras, we will look for those commonalities that make us human. We will also read and analyze a play from the English playwright William Shakespeare. The goal is for students to become better readers, writers and critical thinkers.

INTRODUCTION TO JOURNALISM:
Introduction to Journalism is an intense introduction to media studies with an emphasis on the role and impact of the media in a democratic society, the First Amendment, media ethics and bias in journalism and media law. Newspaper writing, magazine writing, writing for the internet and broadcast writing are included. The primary writing styles taught in this course include news writing, profile writing, review news writing; in-depth feature writing; opinion writing (including column writing, editorial writing and opinion pieces), sports writing including (sports news, sports columns and sports features). The course will include an overview of the history of American journalism from 1776 to the present with a focus on some of the famous journalists and the history of journalism, including African-American journalism, in the United States. Students are introduced to major news publications especially the New York Times. If there is time, students will also learn desktop publishing skills including the use of Adobe's InDesign and PhotoShop. Students learn interviewing skills, information analysis skills, writing skills, listening and speaking skills as part of the course. They learn to write with an understanding of audience and purpose.

CONVERGENCE MEDIA:
Until recently the traditional news media were distinctly separate and different. Radio specialized in audio. TV added video. Newspapers offered text and photos. But the advent of the web has transformed the journalistic landscape, making it possible to listen to audio, watch video and read the entire text of a newspaper on a single platform - the computer or even a cell phone.
--Tim Harrower "Inside Reporting"
Every news outlet now needs to incorporate text and multimedia - to adapt their story telling techniques to fit this new, multi-platform "converged" media. In this one semester class which will meet for 80 minutes three times a week, we will continue to pursue reporting and writing for the print media and learn to add on line reporting, both written and video, to our repertoire. We will publish two printed issues of The Benedict News and create an online presence for the newspaper. Students will learn how to write for online publications and conduct and post video interviews. The textbook will be Inside Reporting: Second edition by Tim Harrower.

ADVANCED JOURNALISM/NEWSPAPER PRODUCTION:
The main goal of the Advanced Journalism class is the production of superior editions of The Benedict News and the development of a critical understanding of the role of journalism in a democratic society. Students must report thoroughly and write in a clear, concise and interesting manner to produce stories of depth and interest. In the course of putting out the newspaper five times during the academic year, every student in the class must have the experience of writing a news story, writing a feature story, writing headlines and cutlines (captions), layout and proofreading. The only jobs that will be exclusive to certain students are editorial writing, opinion writing and copyediting.
Books:
The Radical Write by Bobby Hawthorne.
Inside Reporting by Tim Harrower.
Selections from The Elements of Journalism by Bill Kovach and Tom Rosenstiel.
The New York Times.
Journals: Weekly journals based on one story from The New York Times.
Vocabulary: Vocabulary NYTIMES Word of the Day

SEARCH AND SUFFERING IN CONTEMPORARY NATIVE AMERICAN LITERATURE:
We will look at three novels from prominent American Indian writers. In the process we will look for overlapping themes and events. We will read a novel presenting an authentic mid-nineteenth century look at Indians in Montana. We will read two novels dealing with the complexity of modern life for Indians. The overarching goal is to find what is universal (shared understanding whether it is hard won or innate) in the suffering of the three main characters and in us.

POETRY AND SELF-EXPRESSION:
This course is designed to make students better writers of poetry and of prose. You will learn to read poetry with more acuteness, to live in its music and to write without cliché. It is my hope that we will demystify poetry and come to approach it as a most practical, vital and essential part of life. Poetry gives life its élan. It offers outlet for our grief and joy, our fear and ambition. It is the means by which we can express ourselves in original and honest ways, while forging the most powerful kinds of connections with one another.

ENGLISH CLASSICS: THE PROBLEM OF 'PRIDE:'
This course is designed to engage students in the reading, discussion of and writing about highly selected texts of what we call 'the classics'. While the texts are all in 'English', the longest one, read for the entire duration of the course is Homer's Iliad. The other texts, read in sequence with each other, but always simultaneously with the Iliad are : Hamlet, (with simultaneous viewing of Kenneth Branagh's film) Marlowe's Dr. Faustus and numerous selections from Milton's Paradise Lost, accompanied by text-related analyses of the 50 illustrative woodcuts by the French artist, Gustave Dore. The overarching theme of the course is 'the problem of Pride'. To this end, we carefully define the similarities and differences between Greek 'hubris' exhibited in The Iliad and the Judeo-Christian-Islamic 'sin of Pride' confronted in Hamlet, Dr. Faustus and Paradise Lost. We constantly engage these definitions in discussion of the various works.

THE PERSONAL ESSAY:
The personal essay is a distinct literary genre with roots in ancient times. Distinct from the formal essay, it can address almost any topic (especially the humble, incidental and personal), providing the writer with the chance to reveal himself honestly and intimately to the reader. In this course, we will study some famous examples and try our hand at writing a few. This is an excellent course for anyone looking to improve his writing, especially for students who want to produce strong personal statements for their college applications. We will: learn important conventions of the personal essay form by studying famous examples from the past; to mimic those conventions in our own writing; appreciate the evolution of the form with historical and cultural change; write in one's own "voice;" to use the personal essay as a means to discover and display this "voice; write with clarity, honesty and correct grammar about topics that mean something to us personally; become excellent readers and critics of each other's writing, when necessary using appropriate critical terminology to point out aspects of a student's draft that require revision.

TWO AMERICAN WARRIORS
We will look at the lives of Crazy Horse and General George Armstrong Custer in Stephen E. Ambrose’s book Crazy Horse and Custer: The Parallel Lives of Two American Warriors. In the process of examining these two great Americans’ lives, we will come to understand a little better the mid 19th century in the US from both the majority Anglo American perspective and the Plains Indian perspective. Both these radically different cultures will be on display. Many days include small group work compiling information, whether it be factual, thematic or literary, that is then brought to the large group, presented and discussed. Thus a student’s daily understanding is measured by his ability to thoughtfully engage the material for that day, whether through his writing or his oral response within the general discussion or as a presenter from a small group. Our overall goal is a better understanding of the country we live in today.

INTO THE JUNGLE
This course involves the close study of indigenous groups of the Ecuadorian Amazon. The indigenous tribes of the Amazon Rain Forest face social and economic problems which threaten their traditional way of life. Students will learn about the indigenous peoples of the Ecuadorian Amazon as they strive to balance their culture with 21st century civilization. Students will study a selection of non-fiction texts from a variety of media (travel literature, newspaper and magazine articles, documentaries) to develop and improve critical thinking and reading skills. Students will read and write to develop arguments about the ideas encountered and discussed in class. Students will learn highlighting and note-taking techniques to form questions and make connections.

PRINCE TO KING
Our goal is to follow the growth of Prince Hal in 2 Henry IV and compare it to the finished product in Henry V. Knowledge of 1 Henry IV is not necessary but it would not hurt. (Do not hide this information if you have it.) We will watch one film that depicts wonderfully Henry V, the finished product. It will also allow us to hear (and see) Shakespeare’s “English” in full throttle. Class participation includes a daily writing and an opportunity to share that writing with the large group. Each writing is an ethical or book based question that is a part of the day’s understanding of the text which needs deeper elaboration. Many days include small group work compiling information, whether it be factual, thematic or literary, that is then brought to the large group, presented and discussed. Thus a student’s daily understanding is measured by his ability to thoughtfully engage the material for that day, whether through his writing or his oral response within the general discussion or as a presentation from a small group.

SOCIAL STUDIES DEPARTMENT

GEOGRAPHY & GLOBAL STUDIES 2:
A further examination of topics in world geography and cultures, reviewing key areas studied in GGS1 and moving on to a study of Asia and Africa. Students will take an in depth look at the natural planet that has sustained all of human experience. Through the exploration of various factors of human-environment interaction students will gain better understanding of how the Earth has shaped human cultures and how humans have impacted the Earth. We will study political, topographical and economic maps to identify major patterns of human development throughout prehistory and history. The course reemphasizes as well the acquisition of study skills.

WORLD HISTORY 1:
World History 1, required of all 9th grade students, is the study of the ancient civilizations of the Mediterranean world, which include: Southwest Asia, ancient Egypt, Greece, Rome and the Middle Ages. These civilizations will serve as specimens for the analysis of various topics in history, which include cultural diffusion, continuity and change, the impact of ideas and technology in history. This course will give the characters encountered in the student's English course a face and background based in factual history. The course will also look at the historical repetition with an eye toward contemporary events in both World and American history. In addition to the text there will be handouts, films, Internet activities, group work and a research project.

WORLD HISTORY 2:
World History 2, required of all 10th grade students, is a survey of approximately 500 years of world history, focusing upon key developments in European history but also touching upon Asia and Africa-which combine to create the modern world. The "modern world" here refers to the world of the 20th century as Americans came to know it. That world, for all the cultural diversity which remained, grew increasingly unified, global, in its "modern" features. The argument of this course is that this modern world was created in a series of revolutionary developments which began in Europe at the close of its medieval period of history but which, over the course of the next several centuries, spread throughout the world. While the course thus does focus (unlike World History 1) primarily on the European background of American history, the argument is made that it is also significantly the background for much of the global history of the twentieth century (consider the impact of industrialization, capitalism, the division and multiplication of Christian denominations-to name only a few major influences which began in Europe but subsequently spread throughout the world).

UNITED STATES HISTORY 1:
U.S. History 1, required of all 11th grade students, examines key developments in American history from the founding of the colonies through the period of Civil War and Reconstruction. The course concentrates on the emergence of colonial America leading to the Revolution, (2) the establishment of a new nation & government in the Early National Period, (3) the growth and westward expansion of the nation and (4) the growing sectional conflict leading to the Civil War and Reconstruction.

UNITED STATES HISTORY 2:
U.S. History 2, required of all seniors, examines key developments in American history after the Civil War & Reconstruction era. The course concentrates on (1) the economic, social and political changes wrought by industrialization during the second half of the 19th century, (2) the response to industrialization in the Populist and Progressive reform movements, (3) the emergence of the United States as a world power (from the Spanish-American War through the Cold War) and (4) key domestic developments in the United States during the 20th century (Depression & New Deal and the Civil Rights movement).

CIVICS:
This course will examine the nature of the American political and economic system in order to provide students with the essentials of active citizenship. The course combines an examination of American history, culture and government. It includes a study of the Constitution as well as influential historical writings and significant Supreme Court decisions. Together we will strive to understand what it means to be a citizen of the United States of America.

TOPICS IN AFRICAN-AMERICAN HISTORY:
This course examines, from numerous disciplinary perspectives, the experiences of people of African descent in Black Atlantic societies, including the United States, the Caribbean and Latin America. We will explore the innovative, complex and distinctively African American social structures and cultural traditions that African diaspora have created. Students will be exposed to the historical, cultural, political, economic and social development of people of African descent. The course spans four hundred years, from the initial settlement of the American continent by Europeans and the establishment of the trans-Atlantic slave trade and down through the present day. The PBS series, Africans in America: America's Journey through Slavery by Charles Johnson and Patricia Smith will be among the texts and videos used to detail the experience of a people who were brought involuntarily to this country and how they found the courage and creativity to establish an identity. They constructed their own unique rituals, traditions and symbols; a distinct spirituality, music, art, dance and folklore; a rich cultural heritage, kinship and community; and a complex body of political and social ideas about the contradictory nature of American democracy and the position of black people within it. In effect, black Americans made their own history, although not always in the manner in which they chose, because they were encumbered by the constraints of institutional racism and white privilege.

ECONOMICS:
The economics elective helps students develop decision making skills, draw connections between their everyday life and the broader economic world and gain an understanding of macroeconomic and microeconomic topics. Students develop a set of tools which will help them make smart economic decisions. Concepts such as supply and demand, scarcity, opportunity cost, marginal analysis and many others will provide the groundwork for an analytical mind. Students also study economic systems, compete in a stock market game, study famous economists and develop a business plan.

THE HUMANITIES SEMINAR:
(Prerequisite: A grade of no less than a B+ in English and history courses).
Students in this course will read and analyze key texts in American and English literature in their historical and cultural contexts. Texts are chosen for their significance in either influencing or representing important cultural issues (such as the influence of science and religion in America or the role of money and class in America). Among the works selected for 2009-2010 were R. L. Stevenson's Dr. Jekyll and Mr. Hyde, Lawrence & Lee's Inherit the Wind, F. S. Fitzgerald's The Great Gatsby; and J. D. Salinger's The Catcher in the Rye; these works are examined both as works of literature and as windows into the cultural issues. Their historical contexts are studied through a variety of selected supplementary readings, as well as through a careful screening and analysis of films which Hollywood has produced based upon them. Students compare and analyze both the written texts and the film versions made from them. There will be a strong emphasis on vocabulary building, since most of the works chosen utilize a vocabulary challenging even to our best students.

CRIMINAL JUSTICE:
Criminal Justice is a formal response to crime by agents of the local, state and federal governments. This course will consist of an overview (both philosophical and historical) of the American criminal justice system. The role and interaction of various components of the system will be examined with a focus on the three major components of the criminal justice system; police, courts and corrections.

RACE MATTERS:
This course is intended to give you a broad knowledge base of contemporary racial issues. You will explore how your peers from different backgrounds may think, why they may think in such a way and you will also explore your own individual narrative. The ultimate goal of this course is to expose yourself to different narratives that your colleagues, peers and friends may have as you continue your life journey after high school. The ultimate goal of this course is to allow you to understand how your future peers may think towards and to understand where their and your train of thought comes from.

CROSSROADS OF THE REVOLUTION:
Known as the "Crossroads of the Revolution," New Jersey had more battles fought here than any other colony. How many know that NJ passed its first constitution even before the adoption of the Declaration of Independence? How many know that the first turning points of the war for independence occurred in Trenton and Princeton? The objective of this course is for students to get a better understanding of what truly happened in New Jersey during the American Revolution. We will look at topics such as major battles that took place, the social and economic conditions, geography, arts, literature, people and more. Students will leave this course with an appreciation for what New Jersey stood for during the fight for independence and why its location was so critical.

THE DOCUMENTARY FILM:
The documentary is a distinct film form. It differs from the fiction film in that its subject is true people and events. In this course, we will study the history of the documentary from the earliest days of film (the 1890's), paying attention to how the methods and techniques of documentary filmmakers have changed over time. We will view, discuss and write about a selection of documentary films, from Robert Flaherty's pioneering Nanook of the North to Nanette Burstein's recent American Teen. In particular, we will look at the transformation of the documentary film genre in the age of Reality TV and Youtube.

RELIGION DEPARTMENT

THE STORY OF JESUS:
During the semester, the students will learn how to have a better understanding of Jesus Christ. We will be covering Jesus' life, his teachings, sacraments and what our responsibilities are as good Christians. We will try to implement Jesus' teachings with our every day life and have comparisons/discussions frequently. We do have writing assignments, which I encourage the students to put a lot of thought into before completing. If time and effort is put into these reflective papers, it will be a sure way for the student to get to know himself in a more realistic light. Often times through these papers we become aware of the many gifts God has bestowed upon us and how we can best use these gifts. It is also a time when we find areas that we need to work a little harder on. Our immediate goals are to be happy and confident within ourselves.

RELIGION I:
This course will provide the student with an introductory study of the Old Testament. Through the study of the four major groups of writings that comprise the Old Testament, The Pentateuch, The Historical books, The Prophetic books and The Wisdom Literature, the student will discover and experience the sacred stories, poetry and literature as well as the major characters of Israel's religious history and development. Emphasis will be given to understanding God's involvement in this history and development and its relevance to Christianity's understanding of the New Testament and Jesus as the fulfillment of Old Testament prophesy. Further emphasis will be placed on understanding the importance of the historical, cultural (including exposure to the Hebrew alphabet and basic Hebrew vocabulary), geographical and archeological influences that have contributed to the development of the Old Testament.

RELIGION II:
This course teaches a thoughtful, faith-based approach to understanding the New Testament, with particular emphasis on the identity and message of Jesus Christ as found in the four gospels. The student will learn how to read the gospels in the cultural, religious and literary context of First Century Palestine and in relation to their Jewish roots in the Old Testament.
The student will gain a faith-based understanding of such concepts as: The difference between "explanation" and "meaning", How the Scriptures were formed, The Nature and Differing Purposes of the Four Gospels, The Identity of Jesus: Divine and Human, The Kingdom of God, The Parables of Jesus, The Miracles of Jesus, The Passion and Death of Christ, The Resurrection of Jesus, The Ascension and Pentecost, The Role of Saint Paul.
The student will be challenged to look at the faith dimension of his own life. A Christian student will be asked to articulate his relationship with Jesus Christ and look at the practical everyday consequences of his Christian faith.

RELIGION III:
In today's world, people are confronted on a daily basis with moral issues which challenge them to examine their own values in a critical way.
This course, which is an introduction to the study of Christian Ethics, has a number of objectives. In general, the course will attempt to provide the student with the tools he needs to make sound, moral decisions. Specifically, the course will:
• Ask the student to reflect on the questions: "What does it mean to be human?"; "What does it mean to be created in the image of God?"; "What does it mean in terms of my day-to-day life to say that I am a Christian?"
• Present the student with the Christian vision of morality, with Jesus as the model of full humanity.
• Present the student with the various resources to the individual in making moral decisions.
• Present a process for decision-making that will be useful to the student as he confronts moral decisions.
• Familiarize the student with the teachings of the Roman Catholic church on a variety of moral issues.

RELIGION IV:
This course is designed to teach 'personal ethics' by contrasting 'Hellenic' (Greek) and 'Hebraic' (Jewish) religious beliefs and moral codes. We do this by way of a simultaneous study of Acts of the Apostles (and some of St. Paul's letters) from the Bible and of the Greek comic epic, The Odyssey. The course also employs maps, background material on the Roman Empire, discussions of the styles of Greek and Biblical literature and stories from the Old Testament and the Christian Gospels.

WORLD RELIGIONS:
In this elective class, the students study the major religions of the world, beginning with the Eastern religions and concluding with the three religions of the Book: Judaism, Christianity and Islam. The course begins with a consideration of what constitutes a religion. It then examines the growth of the various religions and how they have influenced each other. At the end of the class, the student should be able to identify the major elements in each religion, recognize the symbols and rituals of each and make an intelligent comparison of religions.

INTRODUCTION TO THE RULE OF ST. BENEDICT:
The course introduces the student to Saint Benedict of Nursia's "Rule for Monks" (RB) through reading the text of the Rule, learning its place in the history of monasticism, studying its fundamental spiritual teachings, seeing how these are lived out today in monasteries and applying its spiritual wisdom to the student's everyday life.

OUR IMMIGRANT STORIES:
We are a nation of immigrants: some came willingly, some came unwillingly; some came for political reasons, some came for economic reasons, some came for religious reasons. In this class we will study the history of immigration. We will also examine the current issues surrounding immigration. One of the questions we will examine is: Are we experiencing a new nativism? As part of our study, each student will examine the life of a particular immigrant, preferably one of his own immigrant ancestors. We will also listen to the stories of present day immigrants by inviting relatives and friends to speak to us. By the end of the course, the student should be able to speak about the immigrant experience over the years and should be able to discuss intelligently the issues related to immigration today.

MATHEMATICS DEPARTMENT

ALGEBRA 1A:
Algebra I A is the first half of the full year Algebra course. This course will also help further students' understanding of functions and develop better study habits and note taking skills. After completing the class students will be able to:
• Apply Properties of Exponents.
• Have a deeper understanding of Order of Operations.
• Apply the Commutative Property, Associative Property, Distributive Property.
• Perform Symbolic Manipulation.
• Solve and Derive Linear Equations.
• Find Applications of Linear Equations.
• Develop ability to think mathematically.

ALGEBRA IB:
Algebra I B is the second half of the full year Algebra course. This course will also help further students' understanding of functions and develop better study habits and note taking skills. After completing the class students will be able to:
• Perform Symbolic Manipulation.
• Solve and Derive Linear Equations.
• Find Applications of Linear Equations.
• Solving Systems of Equations by: graphing, substitution, elimination, solving inequalities, solving quadratic equations, develop ability to think mathematically.

ALGEBRA I:
The main focus of this course is to allow students to understand mathematical concepts and explore different ways of performing mathematical computations. Students will be encouraged to use hands on methods to assist them in problem solving. In addition, students will be allowed to analyze and encounter various tactics in order to assist them as they perform mathematical calculations. Students will be encouraged not to use calculators during this course. Students will be able to explore different ways to solve math problems in accordance to the different learning styles. Moreover, students will be encouraged to work in small groups as part of differentiated instruction. Students will become familiarized with math terms and will be required to use appropriately in class. In addition, students will have the opportunity to peer share, use manipulatives and explore math using technology.

PLANE GEOMETRY:
This course introduces the basic concepts of plane geometry. Logic and deductive reasoning are stressed through the application of two-column proofs. Properties and relationships of geometric objects include the study of a) points, lines, angles and planes; b) polygons, with a focus on quadrilaterals, triangles and right triangles; and c) circles. This course also touches on the basics of right-angle trigonometry and strengthens basic algebra skills.

ALGEBRA II:
The Algebra II with Trig course extends the language of Math into the quadratic areas including topics that follow from Algebra I and Geometry. The trigonometric area emphasizes right triangle trig and word problems that correspond to the trig. The students have homework everyday with the quiz the next day based on it. Quizzes are returned to students the following day. SAT preparation is emphasized as an adjunct. Upon completion of the course students should be able to think in the abstract.

MATH IV:
This is a high-level math course offered to seniors who have demonstrated, through performance in earlier math courses, that they can handle the challenging material. The course is very important for students who plan on majoring in Science or Engineering in college. The course covers a variety of advanced math topics, including functions, theory of equations and graphs, elementary trigonometry and advanced topics in functions and graphing, such as polar coordinates, complex numbers, vectors and exponential and logarithmic functions.

PRE-CALCULUS:
This is an advanced math course offered to seniors who have demonstrated, through performance in earlier math courses, that they can handle the challenge of more difficult material. This course eliminates some review material, normally a part of Math IV (under the assumption that the student has very well mastered this material in Algebra II and other courses) and incorporates an in-depth introduction into the basics of Calculus. This course is designed for those students who plan to be taking Calculus in college.

CALCULUS:
This is the most advanced mathematics course that St. Benedict's offers. It is intended to provide proficiency to more advanced functions, trigonometry and differential and integral calculus for the student who has demonstrated through performance in earlier math courses, that he can master the difficult material. The course follows the Advanced Placement curriculum and will provide an excellent foundation for students who plan on majoring in Business, Science or Engineering in college.

INTRODUCTION TO STATISTICS:
Students will understand the basic concepts of descriptive statistics, the analysis of data using graphical and numerical methods. During the course, students will perform experiments and simulations that will demonstrate how statistics is used in scientific research, in business and trade and in government policy. Students will also learn inferential statistics, how analysis of a small group can help to make predictions about a larger population. The concepts of probability will also be discussed and learned. This course will appeal to students who are interested in careers in health care, science, or business, where statistics concepts are used extensively. During this course we will:
• LEARN about various concepts in descriptive and inferential statistics and in probability, by reading from the textbook and the online resource and by discussing our readings in class.
• APPLY the statistical concepts that have been learned to analyze collected or simulated data.
• COMPARE the different methods used to summarize and describe collected data and assess which methods are more useful in various situations.
• EVALUATE recommendations and practices that are based on collected data and assess the validity of these recommendations/practices based on the statistics concepts that we have learned.

ARTS DEPARTMENT

ADVANCED ART
Students have learned about Buddhist Art and each student created a 12-inch clay sculpture of Buddha in the lotus position. Students chose different hand gestures and robes for their Buddha sculpture based on historical sculptures. SPRING PHASE students focused on Nature in Chinese Art and created drawings and sculptures based on traditional Chinese art forms on this subject. FIRST TERM students continue this theme with a focus on the Dragon as a special symbol in Chinese Taoist Art.

SPECIAL INTERDISCIPLINARY PROJECTS
This school year, a long-term multidisciplinary project on ASIA will be our focus and will run through Spring 2012. Our first culminating event will take place in Spring 2011 and will involve the work of Art Students from this school year. During the coming school year, all Art students will focus on the Art and Culture of one or more countries such as China, India, Japan, and Korea.
Visual Arts (in conjunction with Music, English, Science, Drama, Social Studies, Martial Arts) has had one special interdisciplinary project each year where students have worked on one large theme, listened to related music, read literature on the theme and created projects that are displayed at a "culminating event" for the SBP community and beyond.
Past projects have included: Billie Holiday; Romare Bearden; The Destruction of Jerusalem; The Sesquicentennial of Newark Abbey; The Harlem Renaissance and Romanticism, to name a few. As part of these events, students' work has been displayed at SBP, Lincoln Center, Rutgers Newark, and the Newark Museum.

MUSIC DEPARTMENT

GENERAL MUSIC:
General Music is a one-semester course that is offered three times during the year, once during the Fall semester and twice in the Winter term. Major areas of study include music reading and notation skills, listening skills, history, composition and music technology. The class is primarily designed for 7th, 8th and 9th grade students. It is also linked with beginning instrumental lessons. There will be a recital of the beginning instrumentalists each semester.

INTERMEDIATE BAND:
This group consists of students who have had at least a year of instrumental training at St. Benedict's or in an equivalent band program. The goal is to develop ensemble skills as well as individual instrumental technique. The intermediate band performs music from a variety of traditions. This course is offered during the Fall semester only.

CONCERT BAND:
The Concert Band performs traditional and contemporary wind band music as well as transcriptions of classical favorites. The group has collaborated with the American Symphony Orchestra during the past several years and has produced concerts focusing on American and European romanticism as well as the music of the Harlem Renaissance. Additional performances may include local and state band competitions and festivals. This is the most advanced ensemble and placement is by permission of the instructor. Spots for percussionists are limited. This course is offered during the Fall semester only.

JAZZ BAND:
The Jazz Band performs traditional big band jazz and arrangements of contemporary popular music. Performances include school concerts, band festivals and other events both inside and outside of school. Improvisation skills are emphasized. The jazz band utilizes some instruments not found in the other ensembles, such as drum set, electric bass, electric guitar and piano. These rhythm section spots are highly competitive and placement is by audition and/or permission of the instructor. This course is offered in place of Concert Band during the Winter semester.

IMPROVISATION WORKSHOP:
A number of different types of music including jazz, blues, rock, funk and gospel all utilize improvisation as a central skill. The improvisation workshop is meant to develop the participants' knowledge of music theory, styles of music and approaches to improvisation. A varied repertoire of music will be performed and students will be encouraged to take risks while developing their creativity.

DRAMA DEPARTMENT

TECHNICAL THEATRE:
To explore the ways in which design (scenery, lighting and sound) further the communication of story in the theatre and to acquire some of the skills necessary to carry out those designs in production. This course will emphasize scenic and lighting work. Sound, props and costuming will be considered secondarily. The role of stage management in successfully carrying out the designs in production will also be addressed.