Grades 9-12 Education of the mind, the body, and the spirit begins in Nature. To facilitate learning from nature, this intensive will take a group of students on a seven-day wilderness trip through Outward Bound’s Mojave-Desert-based Joshua Tree program. Outward Bound is a program that teaches leadership and teamwork in a rigorous outdoor setting. Outward Bound trips are often life-defining experiences.
Outward Bound’s description of its program:
What can your students learn from carrying a heavy a backpack, trying to locate a campsite at night, or building a shelter when it is raining? They discover that perseverance leads to strength, and in this new found strength lies confidence and resiliency. This is no ordinary camping trip; it’s a journey with a purpose. We create experiences that extend far beyond the course, and leverage the power of symbolic “mountaintop” moments. Outward Bound provides its own trained leaders to ensure that the student’s experience is positive and safe.
Before we leave for the program, we will read half of Alfred Lansing’s Endurance, a nonfiction account of Ernest Shackleton’s intrepid journey to and return from Antarctica. When we return to campus, we will finish reading the book and convert our experiences into writing. We will write four complete pieces: a personal essay, an emulation of the writing of Ernest Hemingway, a long poem, and a “This I Believe” essay.
Grades 9-12. The Global Leadership Program Intensive will be a student-driven course in which students choose a capstone experience for the yearlong study of our Global Leadership topic. The Intensive will likely include travel and will incorporate a service learning element to further students’ understanding of the GLP topic and its global effects. This course is not required to obtain a GLP diploma. Once planned, the experience could meet the requirements for departmental credit in one or more departments.
Grades 9 - 12 In keeping with the Maumee Valley Mission to create enlightened, compassionate and contributing citizens of our global community, the China trip aims to broaden students’ global awareness and cultural literacy. Students will visit Tianjing, Beijing, Xian and other cultural centers. While in Tianjing, we will visit a local school and stay with local host families for four to five days. Students will gain an overview of the broad areas of Chinese culture by:
observing the transition from a command to a more free market economy in the context of Chinese history;
learning about China’s perspectives on its national goals as well as the perspectives of other nations;
learning about Confucian and Buddhist influences on Chinese culture;
examining the role of ethnic minorities in Chinese culture;
practicing conversational Chinese with native speakers to an extent appropriate to each student's level of study; and
increasing global understanding and exploring career opportunities with foreign language skills.
The course is recommended for, but not limited to the Chinese language learners. The students who are on the trip will earn a social studies, foreign language or elective credit. In the end, students will create a multi-media presentation about one theme from the course to demonstrate their understanding.
Grades 11 - 12. Prerequisites: Biology I and Chemistry I and either Zoology or AP Biology. The anatomy and physiology of humans will be the focus of this course. You will learn anatomical terminology; as well as expand your understanding of basic biochemistry, cells, tissues, and homeostasis. In addition, you will learn how the human body is organized as you review the skeletal, muscular, nervous, endocrine, cardiovascular, lymphatic/immune, respiratory, digestive, urinary, and reproductive systems. You will also be introduced to some common disease processes. Upon completion, you should be able to demonstrate an in-depth understanding of principles of anatomy and physiology and their interrelationships. Laboratory work includes dissection of preserved specimens, microscopic study, physiologic experiments, computer simulations, and multimedia presentations. The laboratory component of this course will be extensive and will require the observation and dissection of many different animals
Grades 9-12. Prerequisites: Algebra with at least a B average Major Goals: To understand the basic science behind electronics as well as how and why circuits work the way they do.
Major Assessments: frequent circuit challenges to build various circuits, quizzes and tests on basic electrical engineering (including the math), lots of hands on projects that will be graded. Construction of a Leden jar.
Overall Experience: This will be a combination of hands on and class discussion and lecture on electrical engineering. We will cover a topic in the morning with lecture and discussions, and then move to hands on application of that topic. Both building things and tearing them apart will be part of what we do. There will also be some attempt at troubleshooting broken electronics.
Grades 11-12. Prerequisite: English III. Horror is defined as a genre “of popular literature focused on evoking emotions of dread, fear and tension” (Mocna-Peterka). We will explore the conventions and elements of horror in such early works as Ann Radcliffe’s The Mysteries of Udolpho and Robert Louis Stephenson’s The Strange Case of Dr. Jekyll & Mr. Hyde. We will also look at how more modern horror fiction has branched off to include multiple categories (the uncanny; marvelous horror; fantasy horror) and sub-genres (rural; cosmic; apocalyptic; crime; erotic; occult; surreal; visceral; and psychological) and read selections from Grimm’s Fairy Tales, H.P. Lovecraft, Edgar Allan Poe, and Stephen King. Students will be given the opportunity to create their own horror story, whether it be a short story, movie, or board game.
Grades 9-12. Prerequisites: Physics I, Geometry, Credit: Fine Arts or Science This course provides an introduction to optical science while learning to apply optical concepts to photography projects. Topics covered in geometrical optics include: ray-tracing, aberrations, lens design, apertures and stops, radiometry and photometry. Topics covered in wave optics include: polarization, interference, image formation, and resolution. Concepts learned will allow for purposeful and intentional photographic control of dslr cameras in class during image composition and acquisition, thus making students not only better physicists, but also better photographers. Students must provide their own camera.
Grades 9-12 Students will serve as actors and designers for a production which will be presented at a public performance. They will rehearse and perform a sixty minute cutting of a Shakespeare play. The plan is to present this in the amphitheater, weather permitting. From text analysis and through the rehearsal process, students will prepare as an actor using the tools of words, actions, and their imagination. The students will also collaborate with the director to create the other theatrical elements: costumes, props, sets, and sounds.
Grades 9-12. Prerequisite: English II. This intensive will look at the development of the modern graphic novel from the roots of sequential art in cave paintings and historical artifacts such as the Bayeux Tapestry through the development of comics to its current form. We’ll look at how sequential art tells a story visually and how even the text in a graphic novel has visually communicative elements. We’ll be reading Scott McCloud’s Understanding Comics, and selections from Will Eisner’s Comics and Sequential Art and Graphic Storytelling. The Graphic novels we’ll look at include Eisner’s Dropsy Avenue, Maus and Maus II by Art Spiegelman, as well as selections from other graphic novels, and comics from the 40s to present day. The focus will be on understanding how the graphic novel is both like and unlike the prose novel, and how sequential art enhances the telling of the story, but has its own limitations. You will write several short papers -including one research- based assignment, as well as several creative activities.