Our Class - A hand holding a model of an atom.

Our Classes

Not your typical high school fare

Along with lab sciences, languages and math, students are inspired to take such classes as Forensics, Psychology and Survival Math, plus college-level seminars, such as Shakespeare’s History, Greeks: the Wine Dark Sea, and American Literature: The Beat Generation. Electives include Documentary Video, Jewelry Making and Improv.

Writing is central to our program

By graduation, School One students will have been given ample direction and practice to write with fluency and clarity. They will be able to organize complex ideas and communicate them effectively – a prerequisite for success in nearly all fields.

Art: here, there and everywhere

Art is integrated into many academic subjects at School One (and covers most of our walls!). Our program expands students’ appreciation of the arts in their daily lives. While creativity is central to our mission, students don’t have to be artists, or even particularly artistic, to attend School One in Providence, RI.

Overview of Courses


Cary Honig

“If music be the food of love, play on!”  In looking at the fears of the Victorians last trimester, we found them casting about for a meaning to their increasingly hectic and confusing lives and finding, more often than not, that love was the one answer they could propose as long as they could separate it from vampirism, sex and other animalistic stuff.  What was love like during the Victorian period?  This trimester, we will address this question by reading Victorian literature about relationships.  We will read three comic plays with serious overtones: Shakespeare's significantly pre-Victorian Twelfth Night, Oscar Wilde's hilarious The Importance of Being Earnest and George Bernard Shaw’s Pygmalion.  In our search for the meaning of love, we will also read two novels: Emily Bronte’s emotive and eerie Wuthering Heights and George Eliot's Silas Marner.  We will read most of Phyllis Rose's Parallel Lives, a feminist text that theorizes about marriage by focusing on the bizarre relationships of famous Victorians.   We will read poetry about love and relationships by the likes of Tennyson, the Brownings and the Rossettis.  We will look at pre-Raphaelite art and craziness as well in our search for Victorian attitudes.  Be prepared to write regular essays full of evidence about topics that are intellectually challenging.  See me evaluation week to get a head start on the reading.  Nil sine magno vita labore dedit mortalibus.  You can begin British Literature any trimester.      

(English or History elective credit)


AMERICAN LITERATURE: The American West                                                 

David Gracer

In this yearlong course, we will take a literary journey into the rugged expanse of the American West. We will begin the second trimester by examining the mythology of the Old West. We will read late 19th and early 20th century writers who looked back nostalgically at the wild times before the railroads and the closing of the frontier. We will also read realist works that challenge the desirability and the truth of the Old West’s myths, such as Walter Van Tilburg Clark’s The Ox-Bow Incident. We will then continue our journey toward the promise of California’s orchards with the hapless Joad family in John Steinbeck’s Dust Bowl classic The Grapes of Wrath. This course will involve a lot of reading, writing and thinking, so do not enroll unless you are ready for a heavy workload. To earn credit, students will need to demonstrate thorough reading through discussions, quizzes, reading logs and in-class writings. Students will need to complete satisfactory essays with appropriate revisions.



Erin Victoria Egan

See History section for complete description.


CREATIVE WRITING: Women, Women, Women

Eve Kerrigan    

In Trimester 2, Creative Writing will be focusing on reading creative works by female authors and discussing the social and cultural context of their work as we write our own stories. All genders welcome and encouraged to attend!!

Students who have passed the Humanities Competency Exam may take Creative Writing for English credit.  Students who have not passed the exam before the trimester begins may take this class for elective credit.

WRITING ABOUT FILM                                                                                

David Gracer

This course invites students to think more critically about the cinema experience.  Students will study movies as works of art and conduct original research about topics they choose. We will work on developing film literacy as we analyze movies according to formal elements including editing, sound, image composition, and acting style. Students will also learn about film history by studying movies from decades long past. Primarily, the course will be organized chronologically around film genres. Trimester two will begin film noir, a series of darkly lit crime films that dominated Hollywood during the 1940s. We will also read stories from “pulp” magazines that inspired the films. We will then transition to a genre called “The Woman’s Picture,” which foregrounded female protagonists and themes expected to appeal to female audiences.  We will end the trimester thinking about films intended for male audiences as we explore the Wild West in films like Rio Bravo, High Noon, The Man Who Shot Liberty Valance and Unforgiven. To earn credit, students will be expected to produce an 8-10 page research paper. Additionally, students will need to complete written responses to the films and readings. Active class participation and on-time work are essential for earning credit.


TRIALS 2: Civil Disobedience                                                                                 

Cary Honig

This is the second trimester of a two-year course designed for those of you who are interested in law as well as improving your English and U.S. history skills.  This trimester, our focus will be on the concept of Civil Disobedience, which Henry David Thoreau outlined in a famous essay.   His concept was that there are times when citizens must openly disobey their government when they believe it is acting immorally.  We will consider how appropriate this behavior is in a democracy. Aside from Thoreau's essay, we will read Harper Lee's To Kill A Mockingbird, which is about a southern lawyer who broke his society's unwritten codes, and the play Inherit The Wind, which is about a real-life teacher who taught evolution despite his state's law forbidding this.  Students will do homework consisting of reading the Thoreau essay and the novel and answering written questions about them, and they will write a series of essays about the works we are reading.  We will read the play in class.  We will also review grammar at least once a week.  Careful, consistent work and strong attendance will lead to progress in English skills and historical and legal knowledge.  Punctuality of students and assignments will be necessary to earn credit.  If students complete their work in a timely manner, we will hold a mock trial during the last two weeks of the trimester on the subject of civil disobedience in which all class members will participate either as lawyers, defendants or witnesses. 

(English or history elective credit)


CIVICS & COMMUNICATIONS                                                                        

Maryann Ullmann

What do you care about? Do you see what you care about in the media? Who frames the discussion and how? Who is making all the decisions that affect you? Where are you in all of this?

This class will focus on current issues of interest to you both individually and as a class and building the skills to deepen understanding, speak up and do something about them. You’ll learn about the ethics and techniques of journalism and analyze the news. You’ll conduct research and interviews, write both objective articles and opinion pieces, practice public speaking and debate and use your multimedia communication skills to affect real change. You’ll learn about government systems and how to navigate them. You’ll read essays and stories from civic-minded thinkers throughout the ages from Aristotle to James Baldwin, as well as contemporary commentators from all across of the political spectrum and samples from a range of journalistic traditions. You’ll meet with activists and experts from the local community and discuss and debate ideas with your peers, always working to understand multiple perspectives and parse out the meaning of facts in a post-truth world. You’ll also learn about and practice different decision-making techniques and problem-solving skills.  

The second trimester of this yearlong course will include focus on a program called Generation Citizen. The class will design and implement a class real world action civics project, chosen in Trimester 1, to be presented at Civics Day at the State House in May.  This class can be taken for English or history credit.

WRITING ABOUT HISTORY                                                             

Erin Victoria Egan

It is said that history is written by the victors: this may be true on some occasions, but what the victors do not know is that history often gets re-written over time.  Opinions change, and there are often unexpected outcomes that affect the interpretation of events and that affect how the event is remembered.  In this course, we shall explore different events from history to see how the story was presented then and how it is interpreted now.  We will also explore the legacy of these events.   What are the origins of the event and initial outcome of the event?  Were there unexpected outcomes?  How has this event affected our world and current history? 

Some subjects for this class have been chosen already.  We will be starting with the year 1968.  It has been 50 years since this momentous year full of change for our country.  There were the Vietnam War and the antiwar  movement, the beginnings of the Women's Rights movement, the assassinations of Robert F. Kennedy and Martin Luther King and so much more.

You will be given an opportunity to suggest topics to explore, so think about a time, event or person in history that you have always wanted to learn about and bring your suggestions. As this class will be taught by Her Majesty, a notebook and writing utensil are required: you will be taking notes!  You will also be reading, doing some research and writing about history.  Active  participation is also required.

This class is offered for either English credit or History credit.  


TOPICS IN LITERATURE: Crime                                                                 

Phil Goldman

In this yearlong course, we will explore various topics that have inspired writers of fiction, non-fiction and poetry. During the second trimester, we will read an assortment of news articles, tabloids, short stories and film clips that deal with the theme of crime.  Essential questions for the course include the following: Why are we drawn to crime stories?  How do authors use genre conventions and narrative techniques to draw us into their thrilling and dangerous worlds? Does the depiction of crime in media harm society?  How do crime stories reflect the societies that create them?  Authors studied include Arthur Conan Doyle, Flannery O’Connor, James M. Cain and Dashiell Hammett. We will also be studying film noir, a style of movie- making popular in the 1940s.  For credit you will need to be actively engaged in class activities, complete analysis worksheets for each story and complete all writing assignments.  To earn credit in the course, students need to complete all reading comprehension and analysis sheets, pass vocabulary and reading quizzes, participate in discussion and complete all essays with revisions.


CURRENT AFFAIRS                                                                                         

Phil Goldman                     

“May you live in interesting times.”

Ancient, Ironic and Apocryphal Chinese Curse

We are indeed living in interesting times. Some would say too interesting! There are huge transformations going on in the world. Every day sees changes in domestic politics, foreign affairs, economics and certainly technology. So what is happening and why? What are the ramifications and consequences?  What will happen next?  Is it impossible to tell?  Mostly, it is, but if we know what is going on now, we can make a much better guess as to where it all is heading.

With that in mind, in this class, we will read the news, discuss the news and write about the news. We will develop informed opinions and debate our views. We will know what indeed is happening and develop our critical thinking skills along the way along with all of the English skills needed for the competency exam.

In order to earn credit, students must be on time, complete all class work and homework (on time), participate in all discussions and group work, and compete in The Grammar Games!


FUNDAMENTALS OF ENGLISH                                                                 

Amy Tomasi                       

This class meets after school and provides English instruction to students who are not native speakers of English. It will provide preparation for the TOEFL exam and help with vocabulary and work in other classes.  Students recommended for the class must take it as well as an English class each trimester to maximize their growth in English skills.  This class is by invitation only and for elective credit.




INTERGENERATIONAL BOOK ARTS                                                             

Eve Kerrigan, Monica Shinn

Students will read examples of memoir and nonfiction and write their own short pieces. Students will also look at examples of book art and learn printmaking and collage through demonstration, hands-on making and experimenting. Some classes will be dedicated to writing and some will focus on art-making techniques. Students will make a book as their final project. This class is made up of School One students and adults over 55.

This class is a great way to build your art and writing skills, build your portfolio and work with students of all ages. Beginners welcome!

The following two classes are available for U.S. history credit.  Students should take U.S. history by their junior years at the latest and earlier if possible.  It is best to take these sequences in chronological order.



Erin Victoria Egan

As we continue in this yearlong U.S. History course, we will look at the formative development of our nation. We will begin by continuing our look at the Constitution and the beginnings of the Federal Government as it tackles foreign policy, minor outbreaks of war, the Native American question and the exploration and expansion of our country. We will look at the rise of the industrial North and the continuation of that “peculiar institution” slavery in the South. Throughout this trimester, emphasis will be placed on the individuals who made innovations, gained and suffered from the consequences of expansion and growth and those who fought to change the lives of all Americans for the better. We will watch a great David Macaulay presentation and excerpts from 500 Nations, Africans in America and The Civil War. In order to earn credit for this course, students should be prepared to complete reading and writing assignments, participate in class discussions and debates and complete the mid-term and final exams/projects.

Students may elect to take this class for Honors credit. Honors candidates will complete specialized exams and must earn a minimum of 85, do additional readings of a more historiographic nature and research and present an oral report on a relevant topic of their choosing. If you are interested, sign up for Designing America Honors when enrolling. You cannot switch into it after the first week of the trimester. Earning honors will improve your evaluations and transcript as well as your knowledge of U.S. history.


Maryann Ullmann

Students taking this class will become active historians. A historian is not a memorizer of irrelevant facts but a researcher, questioner, debater and analyst. Students will research crucial turning points in American history using both first hand accounts by people who were there and later analyses by historians. We will write and debate about them, always considering how our government makes decisions.

This trimester will cover the nineteenth century, and we'll consider who gets to decide what the Constitution means and why this is crucial; the hardships and ethics of westward expansion, including Manifest Destiny and the Trail Of Tears; and the centrality of slavery, the Civil War and the changes it brought about (and failed to bring about) in this nation's history. This is a great class for those of you concerned about the essay, punctuation, reading comprehension and U.S. History sections of the competency exam. We will read from Narrative of the Life of Frederick Douglass, Howard Zinn’s People’s History of the United States and other handouts in class. We will watch excerpts from the video series 500 Nations, Africans In America and Ken Burns's documentary The Civil War. Careful work and good attendance will lead to credit. Punctuality of students and assignments will be vital.

The following classes are available for non-U.S. history credit. Students must take at least two years of history in addition to one year of U.S. history.


Cary Honig

See English section for complete description. Fewer essays are required for students taking this class for history credit.


See English section for complete description. The same work is required for English and history students.


Erin Victoria Egan

The plays of William Shakespeare are as popular today as they were in the 16th Century. Shakespeare himself continues to be the subject of heated debate and modern cinematic splendor. Audiences continue to be mesmerized by his wit and compelling stories. This course will explore the Golden Age of Elizabethan England as well as Shakespeare’s life to learn how these plays came together and what they mean for us today. This year we will concentrate on the plays about Ancient Rome and the Renaissance. This trimester we will read Antony and Cleopatra and Titus Andronicus. Both plays center on powerful generals with personal problems dealing with girlfriends, children, assorted prisoners of war and former comrades who turn on them at inopportune times. We will explore the influence these men have on their times and how they affect Roman power and politics. We will see how these plays reflect Elizabethan England, the bloodthirsty nature of Elizabethan audiences and Shakespeare’s views about war, politics and power. We will read these plays aloud and discuss the action and the meaning as it reflects not only the Elizabethan outlook but also our own. Students should be prepared to maintain a notebook for the play and their notes, complete reading and written assignments, and actively participate in reading and discussing the plays if they wish to earn credit for this course.

TRIALS II: Civil Disobedience

Cary Honig

See English section for complete description.


Maryann Ullmann

See description in the English section. This class may be taken for either English or history elective credit.


Siobhan Ritchie-Cute

See Science section for complete description. This class may be taken for either science or social studies elective credit.


Erin Victoria Egan

See description in the English section. This class may be taken for either English or history elective credit.


Phil Goldman

Where do stories come from? How did they first originate? How did they develop? Did they begin with stories of the hunt, or was it all gossip? How are stories used to bind different cultures and religions? How do stories teach us who we are? Why do we remember stories moe easily than cold hard facts? Why do we enjoy stories?

Stories have been, and continue to be, a huge part of our lives no matter what technological changes come our way from griots and storytellers around the campfire to stories written on parchment, papyrus and paper through movies, radio and television, computer screens, iPads and phones. Even games use stories, and right now programmers are hard at work making virtual reality a new and satisfying storytelling medium. In this class, we will study, and tell, stories of creation, myths and epics from eons past, how they developed and what they mean to us both individually and to all humanity. That’s not all: we will develop and share our own stories both created and true (and maybe a combination thereof).

In order to earn credit, students must complete all class work and homework (on time) and participate in all discussions and performance exercises. Important: At the end of the trimester, there will be a showcase in which students will perform a story of their choice for family, friends and classmates. This is mandatory for credit.


Erin Victoria Egan

In the second course of the Western Civilization series, we will continue to explore the development of Europe. We will return to Western Europe and discuss how the nations of Europe grew from small tribal entities into strong nation states. We will see how the Roman Catholic Church influenced the development of the nations and their cultural traditions. Along the way we will meet kings and queens, knights, squires and assorted peasants. We will design manors and strategies for conquest. We will also have the good fortune to survive pestilence, famine and bloody warfare, all while exploring literature and art, architecture and calligraphy. Participation is a key element in the quest for credit. Excellent attendance, maintaining a notebook and the timely completion of written and artistic assignments will also be required for credit in this course.

Why is it important to learn a second language? In a globalized world, we do business with people who speak different languages.  For that reason employers are always looking for people who can speak more than one language. A second language will open the doors to work in different countries as well, and it’s very useful when you are travelling for pleasure.   It will also benefit you socially as you will be able to interact with people who don’t speak English, and this can culturally enrich you.  Furthermore, many scientific studies have demonstrated that speaking more than one language generates more brain activity, and this can delay different diseases such as dementia and symptoms or Alzheimer’s.  Once you have the skill, it will never go away, and you will enjoy all the benefits for the rest of your life!

Why Spanish?  This is the question of most students when they find themselves with the opportunity or the obligation to take a Spanish class.

For most Americans, Hispanics are strangers who bring spicy food and colorful costumes to their “already defined” American culture, girls with shapely bodies and “macho” workers who like to listen to loud dance music and smile at women.  According to the US Census Bureau, the estimated Hispanic population of the United States as of July 1st, 2003 is of 39.9 million. This makes people of Hispanic origin the nation’s largest race or ethnic minority. Hispanics constitute 13.7 percent of the nation’s total population. This estimate does not include the 3.9 million residents of Puerto Rico, who, of course, speak Spanish. According to the same Census, the projected Hispanic population of the United States as of July 1, 2050 is 102.6 million. Hispanics will constitute 24 percent of the nation’s total population on that date. This means that when you start your professional life, if you do not know some Spanish, you might be in trouble.

What is the Spanish language?   Do you have any idea of the socio-linguistic relations that come together in the Spanish language?  Did you know that the words “astra” in Latin, “estrella” in Spanish and “star” in English, even when they mean the same thing, can each convey a different feeling?  Would you like to know the relationship of the Spanish language with your own language?  Would you like to try to be in the shoes of someone who is learning a different language?  Would you like to know the language of Cervantes?   

We are going to work and work seriously: seriamente. To learn a language requires a method, and we are going to be very strict with ours. Through our process of language study, we are going to get to know some of the most important artists, writers, musicians, politicians and philosophers of Hispanic culture. We are going to learn about real life in the Hispanic countries. We are going to talk, listen, write, read and try to put ourselves closer to the Hispanic way of living and thinking.

All you need to bring is yourself: your openness and your willingness to learn. You don’t need to bring your fear of making mistakes. All of us make mistakes when we are learning, and the more we err, the more we learn. We are all going to be travelers in the adventure of a new language…¡Bienvenido!

Important Note:  Please do not sign up for Spanish if you are not willing to do your homework carefully and on time on a consistent basis.  You cannot earn credit in Spanish or learn Spanish without doing this, and as Spanish is not required to graduate, you should only take it if you are willing to make this commitment.  While many colleges require you to take three years of foreign language, a no credit in Spanish will not help you get into these colleges.


Español 1                                                                                                             

Maryann Ullman

¡Bienvenidos a la clase de español! Welcome to the world of Spanish! Students who are completely new to Spanish are welcome in this course, as well as those who have only had a brief introduction to the Spanish language. The first year of second language instruction is about learning to be comfortable letting go of the reality in which objects have one name.  Tree becomes årbol, house is also casa, and to live is vivir.  In this yearlong introductory course, plan to make room in your brain for different vocabulary words, grammatical structures and of course some canciones. 

We will try to understand why and how computer translators will often lead you astray as language is about communication, and communication is about people.  Spanish 1 students will learn how to introduce themselves and share basic personal information; we will practice the conversations that allow you to ‘make a friend’ in Spanish. Expect to cover the following grammatical concepts:  likes/dislikes, asking questions, forming negatives, present tense of ser/estar, regular -ar,-er, and -ir verbs, and some irregular verbs.

In order to earn credit for this course, please come prepared for class, keep an organized Spanish notebook, participate in all class activities, complete all assigned homework and projects, perform well on all assessments and do your best to learn your own role in our collaborative and creative classroom.  Don’t be surprised if and when your teacher speaks to you only in Spanish: with open ears and minds, we will both understand each other and grow our abilities to communicate.


Español 2                                                                                                      

Siobhan Ritchie Cute     

¡Hola! ¿Cómo estás? This course will continue to reinforce the conversational skills of the students as well as develop more advanced reading and grammar skills. We will review previous grammatical concepts.  At the end of this trimester, you will be able to describe topics such as family relationships, feelings, polite commands and comparisons. Cultural elements of the Hispanic world will be incorporated to gain a better understanding of the target language.  In order to earn credit in this class, you need to demonstrate an adequate proficiency in Spanish. Therefore, you must study to pass your tests.  Class participation is a vital part of your language learning experience.  Making an effort will not only be reflected on your evaluation but also will make the class more fun.  Remember: homework will support and reinforce what we do in class. Late homework on a regular basis will have a negative impact on your evaluation.  Attendance is crucial because a great portion of the learning will occur during class activities.

Español 3                                                                                                        

Siobhan Ritchie Cute    

Bienvenido al mundo del espanol avanzado...welcome to the world of advanced Spanish!  Students who have either completed 2 years of high school Spanish or (through native speaking ability or extensive study) who have arrived at a firm foundation in the language are welcome in this course. Students should enter Spanish 3 with secure knowledge of the present, present progressive, preterite and imperfect tenses; reflexive, indirect object and direct object pronouns; and cognates as well as commonly used vocabulary and expressions.  The third year of Spanish language instruction is about finally building a structure on the foundation that has been carved out and made solid during the first two years.  The skeleton frame that consists of verb conjugations, tense familiarity, and vocabulary will soon be filled in with walls and a roof: your conversation will flow (maybe not smoothly, but it will move).  Spanish 3 students will be exposed to long periods of immersion in the target language: sometimes entire class periods.  We will watch film and video in Spanish, honing our listening skills.  We will create and practice conversations that go beyond the tourist activities of finding a restaurant and ordering food.  We will read and discuss topics of interest and depth including literature, poetry, newspaper articles and more.  

Expect to cover the following grammatical concepts:  commands and the imperative mode, the subjunctive mode, the future and conditional tenses and idiomatic expressions.  Project work for the first trimester will involve an exploration of the Latin American holiday el Dia de los Muertos.  Spanish 3 students are expected to complete written assignments that are 1-2 pages in length.    In order to earn credit for this course, please come prepared for class, keep an organized Spanish notebook, participate in all class activities, complete all assigned homework and projects, perform well on all assessments and do your best to learn your own role in our collaborative and creative classroom. Bring your honest selves to the classroom and the conversations; conversing in a new language can be challenging but fun.


Español Avanzado 4-5                                                                                 

Siobhan Ritchie Cute

A seguir: let’s keep going!  Students who have either completed 3 years of high school Spanish or (through native speaking ability or through extensive study) arrived at an advanced level of language proficiency are welcome in this course.  Students should enter the course with secure knowledge of all verb tenses in the indicative mode, as well as present subjunctive, and a broad vocabulary.  Advanced Spanish is conducted entirely in Spanish.  We will read and discuss literature, poetry and newspaper articles.  We will practice various forms of writing: opinion writing, reviews, dialogues, and creative pieces.  For students interested in pursuing college level language study, we will review different forms of assessment, including multiple choice and free response formats.  Students should be able to hold lengthy conversations on different topics entirely in Spanish.    Expect to cover the following grammatical concepts: past subjunctive, compound tenses in the indicative and subjunctive modes, idiomatic expressions, nuances in meaning involving ser/estar, por/para, preterite/imperfect, and indicative/subjunctive.  Project work for the first trimester will involve an exploration of the Latin American holiday el Dia de los Muertos. Spanish 4/5 students are expected to complete writing assignments that are 2-4 pages in length.  In order to earn credit for this course, please come prepared for class, keep an organized Spanish notebook, participate in all class activities, complete all assigned homework and projects, perform well on all assessments, and do your best to learn your own role in our collaborative and creative classroom.  Serious and studious attention paid during this yearlong course may help students to achieve near-fluency in a second language: a true gift!


While it is not possible for School One to offer other languages during school, School One students may take other languages for credit outside of school.  The class/tutor must be appropriately qualified, willing to write a School One evaluation and approved beforehand by the Assistant Head.  Outside classes or tutoring for language credit require at least twenty-five hours of meeting time with additional homework per trimester.  Please contact the Assistant Head with any questions about this beforehand.


Most four-year colleges require either two or three (and certainly prefer three or more) years of language for admission, although many are willing to waive this for students with disabilities that affect the student’s ability to learn a language.  Note that the requirements colleges post are minimums: a student who does more than the requirement (in any subject) is more likely to get accepted at most colleges.  Students are encouraged to meet these requirements before senior year.


Stephen J. Martin

In the fall, the general rules of differentiation were derived: the derivatives of sums, differences, products and quotients were found.  Derivatives were applied to find rates of change of functions as well as to locate maxima and minima.  Differentiation was applied to trigonometric functions and exponential functions.

In the winter, the chain rule will be used to calculate derivatives of composite functions.  With the chain rule, the relationship between rates of change of related functions (often pertaining to physics and other scientific disciplines) can be found. Implicit differentiation will be used in dealing with relations.  Applications of differentiation will be explored: logarithmic differentiation, derivatives of inverse functions, L’Hopital’s rule, differentials and derivatives of parametric functions.

Credit will be earned through the satisfactory completion of in-class and homework assignments, quizzes and examinations, as well as good attendance. Students must own a graphing calculator and bring it to class each day.

Prerequisities: Calculus is offered to students who have successfully completed PreCalculus or have demonstrated the ability to acquire the skills presented.



Stephen J. Martin

In the fall trimester, trigonometry was studied. In the winter trimester, the course will begin with a review of various principles and applications of algebra.  Factoring of algebraic expressions will be performed in order to solve equations. Inequalities will be solved in one and two dimensions.

The laws of exponents (positive, negative and fractional) will be reviewed. Natural logarithms will be studied and applied to exponential equations.  Right­ triangle trigonometry will be reviewed, and radian measure will be introduced.  General trigonometry will be studied. Vectors in two-dimensional and three-dimensional space will be introduced.

Credit will be earned through the satisfactory completion of in­-class and homework assignments, quizzes and examinations as well as good attendance. Students must own a graphing calculator and bring it to class each day.

Prerequisites: PreCalculus is offered to students should have successfully completed the standard math sequence including Advanced Algebra.


ADVANCED ALGEBRA                                               

Pam Stokinger, Megan Roppolo 

Are word problems a major source of woe?  Do algebraic symbols hover ominously in your dreams?  Conquer your fears, and continue farther into the world of algebra!

This trimester in Advanced Algebra, word problems involving linear equations will be solved.  Then, exponents and their rules will be reviewed.  Next, logarithms will be introduced, and the laws governing their use will be developed.  Logarithms will be used in problem solving, especially problems involving exponential growth and decay.  Factoring will be studied: trinomials will be factored and solved.  The quadratic formula, necessary to solve general quadratic equations, will be derived and applied.  Finally, inequalities will be solved.  

Credit will be earned by successful completion of in-class and homework assignments, quizzes and examinations as well as by good attendance.

Prerequisite:  Students should have successfully completed the fall trimester of Advanced Algebra or have consent of department chair.  Students must own a scientific calculator and bring it to each class.


INTERMEDIATE ALGEBRA: Lines                                                       

Pam Stokinger

Students will solve one-step equations with multiplication and division. Students will then progress to solving multi-step equations. Students will solve equations with variables on both sides. Word problems will be introduced.  The students will solve word problems by writing equations and solving. The students will also solve word problems using the following formulas: area, temperature conversion, interest and distance. In addition, students will use rates, ratios and percents to solve problems. The class will discuss inductive and deductive reasoning. Coordinates and scatterplots will be examined. The students will graph equations by plotting points.  Students will graph lines by finding the x and y intercept. Students will also graph lines by using the slope intercept form of a line (y= mx + b).  Students will investigate the slope of a line. The requirements for credit will be the successful completion of homework assignments, tests and quizzes and strong attendance.



Pam Stokinger

Students will investigate the relationship between lines and angles. Students will study the result of transversals cutting two lines. Students will write simple two column proofs to prove theorems about parallel and perpendicular lines. Properties of parallel and perpendicular lines are examined and applied to the coordinate plane. Other topics will include the investigation and discovery of triangles and their angles, proving triangles are congruent using side-side-side (SSS) and using side-angle-side (SAS) and proving triangles are congruent using angle-side-angle (ASA) and angle-angle-side (AAS). Students will examine properties of isosceles, equilateral and right triangles.

The requirements for credit include the successful completion of homework assignments, tests and quizzes.  Students need to attend at least 75% of classes, be on time with materials and most importantly seek help if they miss material. Students should purchase and bring a compass, and they will need scientific calculators as well.

BASIC ALGEBRA                                                                                   

Raveena Medeiros

This class will look at Algebra, but at a slower pace. We will explore numerical and variable expressions. We will look at basic exponents and why we use them. We will use order of operations. We will compare and order integers. We will add, subtract, multiply and divide integers. We will review mean, median and mode. We will study properties of operations: commutative, associative and distributive. We will also look at perimeter and area. We will review rate and unit analysis. We will simplify variable expressions. We will look at variables and equations. We will solve one and then two step equations using addition, subtraction, multiplication, and division.

We will move at a slow pace and build confidence in your Algebra skills. We will develop a good work ethic and have fun with Algebra skills.  Credit will be based on attendance and effort on homework, in-class assignments, tests and quizzes. We will form a mutually kind and supportive community where every question is worthwhile and each learner builds his/her confidence and Algebra skills.



Raveena Medeiros

This class is most appropriate for seniors challenged by the math covered on the Math Competency Exam despite having credit for algebra courses.

One goal for this class will be successful completion of this exam, which is a graduation requirement. We will review the math needed for each section and work on practice exercises. After each taking of the Math Comp, we will perform analysis of each student’s exam to assess which mistakes were made. Goals and a study plan will be agreed upon for the next attempt.

A second goal is for you is to acquire a broader range of skills than is tested on the Competency Exam, including learning more about banking and how to establish and manage credit wisely, filling out tax forms and understanding social security and withholding tax and simple economic principles.

As students complete the Math Comp exam, they will be given projects to complete that will be chosen from the list of Life Math topics: bank accounts, budgeting, healthcare, home and apartment, investments, loans, retirement, transport, travel and work.  There will also be discussion of current, relevant articles in the press.  Students must complete this work to earn credit after they have passed the competency exam.

Credit will be based on attendance, completion of both in-class and homework assignments and regular serious effort on the Friday exams.  Students should bring the calculator they plan to use on the Comp. with them to every class.


ESSENTIAL MATH                                                                                    

Pam Stokinger

Students placed in Essential Math work on remedial numeracy skills to prepare them for success in our algebra and geometry classes.  Over the course of the year students work on the types of problems found on the Math Competency Exam. Passing this test is a requirement for graduation from School One.

The objective is to provide a low pressure setting to explore mathematical concepts.  Second trimester’s work will incorporate the topics included in sections 5, 6, and 10 of the Math Comp. We will explore decimals and their place value.  We will round decimals.  We will change fractions to decimals and decimals to fractions.  We will compare and order decimals.  We will practice adding, subtracting, multiplying and dividing decimals.  We will explore percents.  We will convert percents to fractions and decimals.  We will multiply percents by fractions.  We will explore word problems that will require understanding percents.  We will incorporate games to aid in our understanding of essential math skills.

Completion of all homework/classwork successful completion of tests and quizzes (with a minimum passing grade of 60) and participation in class are required to earn credit.  As in all classes, attendance must be at or above 75%.


CONCEPTS OF CHEMISTRY                                                           

Megan Roppolo   

Whether we have thought about it or not, chemistry is integral to our lives. It is often described as a central science because it touches all other sciences. Knowledge of chemistry helps you understand the many questions we face in our world:  Are genetically modified foods safe? What’s happening to our climate? What should our primary energy sources be? How can we provide safe drinking water to everyone?

This course is intended to help you realize the important role that chemistry will play in your personal and, possibly, professional lives.  You will learn to use the principles of chemistry to think more intelligently about current issues you may encounter involving science and technology and develop a lifelong awareness of the potential and the limitations of science and technology.  Some topics to be studied include chemistry laboratory skills, the classification and structure of matter, chemical reactions, physical chemistry, acid-base chemistry and organic chemistry.  Critical thinking (the ability to carry out systematic thought processes in making decisions and solving problems), inquiry (solving problems through scientific investigation) and science ethics are stressed in this class.

In the second trimester, we will continue our exploration of quantum theory and how it is related to atomic orbitals. The configuration of orbitals affects both chemical properties exhibited by families of elements in the periodic table and chemical bonding between elements. We also will begin to study types of chemical reactions and the quantitative relationship between reactants and products. Course credit will be awarded upon satisfactory completion of assignments/homework, labs, knowledge assessments (quizzes, tests and projects), attendance and participation. 



Stephen J. Martin

The laws of physics constitute a “User’s Guide” to the universe.  Physics helps us to understand all the phenomena we encounter, whether on earth or in space.  It explains the motion of the planets in the solar system, the motion of electrons in atoms and the motion of cars on the roller coaster.  We will learn from Newton, Galileo, Einstein, von Braun and many others.

In the winter trimester, we will continue in mechanics.  We will study the linear motion of rigid bodies from the point of view of “energy,” using the concepts of work, kinetic energy and potential energy.  Next, the angular motion of rigid bodies will be investigated using the concepts of angular velocity, angular acceleration, torque and angular momentum.  Motion in continuous media, such as water waves and sound waves, will be studied.

This course has a laboratory component. The experiments will utilize instruments that will measure time and other quantities with precision. Lab reports will adhere to standards of clarity, accuracy and precision. Credit is earned through the satisfactory completion of assignments, lab reports, quizzes and exams as well as good attendance. Students must own a scientific calculator.

Prerequisites:  Completion of 2 years of high school science and Advanced Algebra (or Adv. Alg. concurrently).  Students need to bring their own scientific calculator.


COMPUTER SCIENCE I                                              

Claude Arnell Milhouse                                                                              

This is an amazing time to learn the fundamentals of computer science.  Computer Science I covers several realms of technology including Programming I, Video Game Programming, Raspberry Pi, Rocketry and Robotics. In Programing I, we explore the realms of logic, problem solving, variables, functions, decision trees, algorithms and computational thinking.  In Video Game Programming you will utilize a JavaScript physics simulation engine and apply your coding skills to design a custom-made angry-birdie style video game. The Raspberry Pi is the world's most used micro-computer which has put the “maker-movement” in the spotlight.  You will learn how to work with circuits and sensors to create motion detectors that auto-magically unlock doors and turn on lights.  The tiny Raspberry Pi can even be used to create futuristic clothing with lighting that reacts to the wearer's environment, etc.  Rocketry and Aeronautics will explore the laws of Newtonian Physics as they apply to rocketry design and flight.  We will continue our work with the rockets launched Trimester I, but incorporate the Raspberry Pi programming signals.

Computer Science I does not have any prerequisites. This is an elective science credit.

Credit will be earned through the satisfactory completion of in-class and homework assignments, quizzes and examinations as well as good attendance.  Students do not need any hardware or supplies for this course.


BIOLOGY B: Skin ‘n Bones                                                                          

Laurie Spry  

This trimester we will study anatomy and physiology with emphasis on our increasing understanding of stem cells and the promise they hold for healing and regeneration. We will begin at the basics of the cell cycle with an emphasis on how cells ‘know’ when to divide and what kind of cell to become. Planaria will be used as a model organism to observe fast and efficient regeneration. In order to understand why mammals don’t regrow entire limbs, we’ll need to review basic genetics and gain an understanding of the role mutations play in evolution. We’ll also cover nerve signal transmission and some brain chemistry.

Students this trimester will write a lab report based on the Planaria investigation.  Attendance, homework, classroom effort and attitude, maintenance of a complete and well-organized notebook and your quiz/lab report scores are equally important to earning credit. This is a lab course for students who have completed at least one year of high school science or who have demonstrated sufficient skills on their placement tests to be recommended for Biology.  


INTRODUCTION TO PSYCHOLOGY                                     

Siobhan Ritchie Cute

(Science or History credit; not a lab course) 

“Love and work are the cornerstones of our humanness.”        Sigmund Freud

What makes us human?  What defines healthy...stable...normal?  Why do we do what we do?  For more than 100 years, psychologists have been attempting answers to these questions through controlled experiments and analysis of data.  Since the beginning of time, however, we humans have been attempting the same through basic observation and thought.  Why did he do that?  Why didn’t she do that?  Why do I feel this way?  How can I change?  The answers are elusive.  Experts even disagree about how to approach answering the questions.   In this introductory course, we will examine the foundations of the very broad and diverse discipline of psychology. We will examine the groundwork for a field devoted to the study of the mind laid by philosophers and biologists.  Students will gain familiarity with important pioneers in the field, including Freud, Skinner, Piaget and others.  We will determine the relevance that their works have today.  We will talk about the role psychology plays in our everyday lives.  This trimester we will examine the work of Sigmund Freud.  We will begin with Freud's theory of personality to gain an understanding of the id, ego, superego and the unconscious mind.  We will then explore Freud's stage theory of psychosexual development, and we will also discuss defense mechanisms and their role in motivation and behavior.  Students will have an opportunity to read from both secondary and original works, such as Freud's Interpretation of Dreams. Students will earn credit by completing reading assignments outside of class, participating in discussions and demonstrating knowledge and commitment through quizzes and project work.


SCIENCE FOUNDATIONS: Forensics with Lab II                                    

Laurie Spry

This yearlong class is offered for lab science credit. You’ll be introduced to real and simulated forensics techniques and become familiar with most of the equipment we have in our lab.  The crimes you’ll solve will be fictitious, but we’ll also look at some past and current mysteries.  Topics covered this trimester will include the use of hair (both animal and human), DNA fingerprinting and 'regular' fingerprinting in forensics as well as court procedure and possibly pollen analysis. We will also consider the ethics of the death penalty and learn about the Innocence Project. You're invited to continue or start the book Stiff, by Mary Roach, for 'plus' credit.

As you did first trimester, you’ll need to keep a complete binder of notes and handouts, keep working on your all-important lab notebook, complete homework regularly, demonstrate appropriate behavior in the lab and find your way down there on time to earn credit in this class.  Quizzes this trimester will re-visit weak areas from first trimester as well as content currently being covered. This course is especially suited to freshmen but could also fulfill a lab credit for students not headed off to MIT.   Check with Laurie if you’re not sure whether you should take it.


Shannon VanGyzen

Art Matters is a class where you will get to experiment with different art materials and learn different techniques.  Projects will be mostly with two-dimensional art, and we will also include three-dimensional work. While studying fine art, design, crafts and art history, students will develop an appreciation for art both within the classroom and within everyday experiences. The class will include critiques and will have a portfolio review for the mid-term and finals weeks.


ART PORTFOLIO                                                                                                     

Kristen Jones

This class will develop a collection of work exhibiting a concentration on subject and style.  We will regularly be reviewing different artists in art history as well as contemporary artists to gain ideas and inspiration. After brainstorming and research, students will plan and create pieces that have a specific area of investigation within a conceptual idea. Students will explore their idea by experimenting with drawing, painting, sculpture, photography and/or digital art medias. Homework will include weekly blog postings that will include researching artists, designers, media and the subject content for each student’s concentration.  Weekly blog posts are required to earn credit, and each student will need to produce at least five completed pieces that clearly show a sustained investigation into their topics. Students will also be required to be active participants in critiques and clean up.


BEHIND THE SCENES                                                                       

Nick Mazonowicz

Have you ever wondered what makes some movies so cool?  This trimester we will be concentrating on  how movies are made, examining some famous scenes and learning what went into making each one. We will cover how to use camera angles, editing, and green screen technology to create various visual effects for films.  Students will be working in both group situations as well as independently, making multiple projects throughout the course. 


DIGITAL MEDIA                                                                                         

Kristen Jones

This class will include learning techniques in digital photography, web design and optimization, online presentation, app design and exploring ideas for both digital and print media.  We will learn skills in effective visual communication by considering the principles of design and using digital media and some hand made work. We will also address issues for responsible digital citizenship. Students in this class will be involved in working as the yearbook staff to produce both a digital and print yearbook. Students will be required to give in-class presentations and to keep up with all assignments.  The class will also include a variety of weekly homework assignments that will be required to earn credit. Students are encouraged to use their own digital cameras, but if they do not have one available, they can borrow and sign out cameras to use for assignments as long as they return them.



Miles Cook 

This class teaches basic illustration concepts, focusing on skills and concepts of comics, cartooning and visual storytelling, as well as classical illustration. Students will learn about the world of commercial art, exploring editorial illustration and visual story exercises early on, and then move on to longer comics assignments. A variety of basic skills and processes such as thumbnailing, storyboarding, character design, story structure, penciling, inking, digital-painting and basic zine-style and web self-publishing will be covered through in-class and at-home assignments. Students will be required to keep a sketchbook for developing ideas and completing homework assignments and will study examples from all over the world. This class aims to start students on the path towards being able to tell their own stories, and those of others, in a visual medium.



Joni Johnson

Humankind has crafted necklaces, bracelets, rings and other forms of body adornment since ancient times. This class will introduce students to the design, thinking and technical skills used to create one-of-a-kind pieces of jewelry. Students will learn traditional metalworking skills and how to use tools properly and safely. Beginning with fundamental skills, they will work up to more advanced techniques like soldering and texturing. There will be an emphasis on developing good craftsmanship. Simple exercises will help inspire original creative concepts. Students can then refine and develop these ideas into finished jewelry pieces. Final projects will be presented in front of the class with a discussion of the concept and its challenges. Fellow students are invited to offer suggestions and observations in a considerate manner as a way to develop a design dialogue and critical thinking. Students will be expected to do research and create samples in class based on each demonstration covered at the beginning of class. They will then create concept sketches and models as support to development of finished pieces.  Students must complete all homework that supports in class assignments. To earn credit, students must complete a minimum of three finished unique jewelry pieces based on assignments.  They may not be copies of others’ work.  In addition to jewelry making skills, this class will help students find their unique creative “voices" and teach conceptual skills that may extend beyond the classroom.


SAY IT WITH CLAY!  Hand Building Ceramics                              

Deb DeMarco

This ceramics class is for experienced clay workers and newcomers. We will apply basic hand building skills (pinching, coiling, slab building) to projects culled from personal interests and ideas. We will consider form versus function. Students may select traditional pottery or sculpture for their individual works.  Students will use the kiln to fire and glaze with attention to application and chemistry. Various surface treatments may be employed, such as adding texture, sgraffito, mishima and relief. Students may want to focus on print-on-clay techniques, Majolica or Egyptian Paste. We will create pieces that speak to who we are. Please bring a sketchbook to first class.


3D STUDIO                                                                                                     

Kristen Jones                                                                                                                       

This class will focus on creating informed solutions to 3D design problems using additive, subtractive and fabrication processes to deepen an understanding of 3D design principles. We will use a variety of media in class, and students will be asked to look around their world to consider materials that could be used in their sculptural work. Weekly blog assignments are required for credit. Students need to be willing to experiment with ideas and materials, and they also need to be willing to get their hands dirty from time to time.  The final project will involve a research project that students must present to the class. 


2D ART                                                                                                               

Cindy Petruccillo

2D Art class will explore art in drawing, painting, collage, digital photography, printmaking and any other two dimensional media. We will work with the principles and elements of art in each project. To prepare for projects, we will examine different periods of art and famous artists. Students will be expected to do sketching and planning for each project. Projects will include realistic representation, expressionism, abstraction and design categories.  



Miles Cook

In this class you will learn about the history of zines and DIY publishing and create several different types of zines.  Minicomics, fanzines, political activism or manifestos, writing and poetry, the happenings of local music and art scenes: zines are how fans, subcultures, DIY artists, and underground movements have published their work going back to the invention of the printing press and are still part of a thriving small press and DIY publishing scene both online and in print.

You will learn how to design a book, prep it for reproduction with or without a computer, get copies printed on the cheap using photocopiers or online printing services and assemble them yourself with a little bit of bookmaking craft. You can also expect to do some drawing, basic graphic design and creative writing when making the actual content of the zines themselves. Anyone can publish a zine, and this class will give you the tools you need to get started in the world of DIY self-publishing.





INTERGENERATIONAL BOOK ARTS                                                             

Eve Kerrigan, Monica Shinn

Students will read examples of memoir and nonfiction and write their own short pieces. Students will also look at examples of book art and learn printmaking and collage through demonstration, hands-on making and experimenting. Some classes will be dedicated to writing and some will focus on art-making techniques. Students will make a book as their final project. This class is made up of School One students and adults over 55.

This class is a great way to build your art and writing skills, build your portfolio and work with students of all ages. Beginners welcome!






ACTING FOR THE THEATER                                                                   

John McKenna

The focus of this course is the training of the actor: using the physical instrument (body, voice, face) and deep concentration and commitment to inhabit imaginary circumstances, including character, and to then live truthfully in the moment. Through improvisation students learn to be fully present on stage, to connect with scene partners, to respond honestly and emotionally in-the-moment through the lens of a character. In this class, we will draw from several great acting and improv teachers, including Sanford Meisner and Viola Spolin. Students will rehearse and perform scripted material from outside sources and will develop original scripted material, which they will also rehearse and perform. Essential for earning credit in this class: students must have lines memorized by assigned dates and must use time outside of class for preparation and for partner/group rehearsal.


LONG-FORM IMPROV COMEDY                                              

John McKenna

Although there are infinite variations in length, form and style in a typical long-form improv comedy set, an improv group or team takes the stage, requests a single suggestion from the audience (a word or phrase perhaps) and then performs unscripted, made-up-on-the-spot material -- often a series of scenes interconnected by theme, character, story or location -- for 25-40 minutes without pause. As with any art form, there is a vast set of learnable skills that can ultimately enable the artist to perform with effortlessness and grace. Some of the core principles in improv involve present-moment attention, active listening, true and honest emotional reaction, playfulness, development of physical and vocal range and “group mind.” Logistics of long-form improv -- from initiations to tag-outs and wipe edits, from openers and “gets” to finding the “game of the scene” and ending on a “button” -- will fill out the curriculum, giving students an essential toolkit for performance.


MUSIC PERFORMANCE                                                                            

Lon Plynton

We will turn the class into a band rehearsal as we learn to play together while exploring a wide range of musical styles. You can bring in your own composition or your favorite song and perform it with the group. This will provide an opportunity for students to explore musical concepts through ensemble involvement and creation of a group performance. You must be beyond beginner stage before enrolling in this course and be willing to bring your instrument to class and participate in class performances. 

Resource Learning Center (RLC)

Lucy McKenna

The Resource Learning Center (RLC) will address the needs of student learners by providing the necessary support and focus on academic enrichment, study skills, organization, time management and decision-making. Students enrolled in this course are expected to bring class assignments and long-term projects to the RLC.   This class is by invitation only.

Course Objective: 

Develop Organization Skills

Preview and Review concepts taught in content area classes

Develop time management skills

Address individualized goals as outlined in students Individualized Education Plans (IEPs).


Maintain daily planner to organize and ensure completion of assignments

Organize notebook and handouts used in content area classes

Develop time management skills

Prepare for quizzes, test and exams

Use educational software to reinforce educational needs

Evaluate academic performance and implement changes

Participate in college exam preparatory skills

Participate in career exploration

Note: All PE classes require active participation. There are many choices here, so you should pick one in which you can participate actively during the full period. Just showing up isn’t enough to earn credit: students must be cooperative and active and may never choose to skip class when in school if they plan to earn credit. Use of devices including phones is not permitted during P.E. or health classes.


Cary Honig, Kathy Dias

If you’re too tough for inside sports during the winter and aren’t concerned about getting wet or cold, this is the class for you. We will be heading out to the frozen tundra of Patterson Park for a weekly game of touch football regardless of the temperature. Laurie will also be running tackling drills on alternate weeks. If you’re going to whine about the temperature, please don’t sign up for this class. We will play in the snow but not in a hard rain. Warm apparel and a change of clothes on Fridays are strongly suggested.


Erica Mitchell, Pam Stokinger

Please join us on Friday afternoons for a class in the fine art of walking. Students should be prepared with appropriate footwear, warm clothing and a wonderful attitude. We will be walking rain or shine, warm or cold days and bad days or good days. We will also be walking faster than you want to, so don’t sign up if you can’t move faster than a crawl. This is a simple way to earn credit in gym because all that is required of you is to show up and participate in a simple hour and twenty minute walk at a reasonable pace (as judged by Pam rather than you). How hard can that be? You need to dress appropriately for cold weather. If you aren’t prepared and participating or if you are whining, you won’t earn credit.


Erin Victoria Egan

The subject matter in health class will be wide-ranging and responsive to the interest of the class. Requirements for earning credit include punctual attendance, respectful participation and production of a short paper and oral presentation to the class. This class is recommended for freshmen and sophomores.


Olga Gervasi

Instead of listening to music, you become the music in this exhilarating full-body workout that combines cardio, conditioning and strength training with yoga and pilates-inspired movements. Using Ripstix®, lightly weighted drumsticks engineered specifically for exercising, POUND transforms drumming into an incredibly effective way of working out.

Designed for all fitness levels, POUND® provides the perfect atmosphere for letting loose, getting energized, toning up and rockin’ out! The workout is easily modifiable, and the alternative vibe and welcoming philosophy appeals to men and women of all ages and abilities. Olga is a certified Pound instructor and will expect participation in return for credit.


Brittany Huffman

This course, which is just for juniors and seniors, will focus on obtaining new knowledge and skills to help make healthy decisions when it comes to sexuality. Using an open and inclusive dialogue, we will talk about a large variety of topics that cover sexuality. Some of the topics we will cover will include anatomy, sexual identity, birth control methods, reproduction & pregnancy, STD/STIs, relationships and consent. These lessons will be interactive and will include group work, games, discussions, brainstorming and active participation.


Steve Martin

Table Tennis is a game that requires skill, agility and concentration. It is not easily mastered, but if you succeed, you will gain the favor of the gods and, possibly, the nomination of a major political party. Who will step up now that Jason has left us? Who will ascend Olympus and breathe the rarefied air? We seek eight intrepid individuals willing to take up paddles and do battle. Games will be limited to 11 points to minimize down time. No more than 8 students will be able to sign up for this class with seniority and Steve’s whims determining who gets to take it. Phone/device use while not waiting is strictly prohibited.

TAI CHI CHUAN: Strengthen your Body, Clear your Mind, Find your Chi

Phil Goldman

When the wise man points at the moon, the idiot looks at the finger.
- Confucius

Do not be fooled by appearances. Tai Chi Chuan may look like nothing more than slow, relaxing movements, a method of moving meditation and health, but beneath the surface lies a vast, deep and ancient martial art. What most people do not know is that every movement in the Tai Chi form contains not only martial applications - strikes, kicks, takedowns and joint locks - but techniques to build and circulate Chi (Life Energy).

This course will cover basic stances to establish your root, breathing exercises to calm and center your mind, and drills from the Tai Chi form to control your body and move your Chi. We will also cover two-person exercises (“Push Hands”) to find and maintain your emotional and physical center in all kinds of situations and to exchange energy with another person. These exercises will be taught and practiced at all times in a completely safe and respectful manner.

Make sure to wear loose comfortable clothing that will allow freedom of movement.


To minimize confusion, students taking outdoor PE classes (Football or Walking this trimester) will sign up for a Rainy Day option during registration. This will be the place where their attendance will be taken: they will not switch on given days. Failure to attend the appropriate Rainy Day Option will lead to loss of credit in PE for the trimester.

Cornhole and other games     Sidewalk’s End     Kathy
Dance                                        MacLab                Siobhan
Yoga                                          No Exit                Maryann

“At School One, the conversations in class and the writing assignments were at a different level. Students were committed to their opinions because they were pushed to be thoughtful and respectful.”

Janet Krueger   

Janet Krueger
Alumni Parent


Great writing begins here!

Read some of our students’ best work in e une (PDF, 2MB), School One’s Journal of Ideas. You’ll see why our Humanities program, with its focus on reasoning and analysis, consistently wins high praise – and turns out compelling writers.


Browse the School One Google Site
The Google Site is our online repository for class syllabi, specific assignments, and other detailed information about what happens in our classes.