This course is aimed at high school students who are interested in learning about 20th century English history. Students who are keen to understand the relationship that English Football played in the country’s history. Students will look at case studies of clubs and their interactions with supporters as well as cities, towns, and villages. Through the lens of football, students will also learn about the Industrial Revolution, English Geography, Hooliganism, and Globalization. In addition to the in-class course work, students will participate in a ten-day trip to England where they will visit with individuals from various cities, towns, and villages throughout England.
Additionally, they have the opportunity to learn about the history of football clubs in the respective cities. This course aims to give students an understanding of how history shapes the present. This course emphasizes collaboration and problem solving, class participation and will provide opportunities for students to develop and hone their presentation skills. Students will be expected to read assigned readings and actively contribute to the course.
Grades 10-12 This Intensive will provide a cultural and linguistic immersion into the ancient and modern Mayan world. Students will choose the Spanish language credit or Social Studies credit as their area of focus for a research project. We will study the history of indigenous groups in the Yucatan Peninsula in Mexico prior to departing on our trip to this area. The intensive will include as much of the following as possible: visits to various Mayan ruins sites including Chichen Itza, Uxmal, and Tulum, short stays with host families, interaction with local anthropologists/archaeologists, a cooking workshop, museum visits, and opportunities to present your findings to the rest of the group. Students embarking on this intensive should be adventurous, curious, and willing to expand their comfort zones.
Prerequisite: English II, Grades 10-12 What should we do and how should we live? These questions form the heart of moral philosophy. In this course, we will explore these questions. We will start by comparing competing theories of what makes actions right or wrong: utilitarianism, deontology, and virtue ethics. By examining arguments for and against these views, students will develop a framework for writing and reasoning about moral problems and evaluating judgments of right and wrong. Weeks 2 and 3 of the intensive will be devoted to particular issues: abortion, euthanasia and assisted suicide, genetic enhancement, animal welfare, and criminal justice and punishment. With the help of guest speakers, field trips, and hands-on research, students will apply the study of moral reasoning to these problems by developing and defending moral arguments about the issues of their choice. Through this process, students will learn to ask questions, identify their own moral assumptions, raise and respond to challenges to their own points of view, and write and revise a paper that presents and defends a stance on a moral issue. At the end of the intensive students will have the opportunity to give their arguments and field questions from the wider community. English or Social Studies credit.
The relationships between Chemistry and Art will be explored by:
describing the interaction of light and matter to produce color,
understanding the physical and chemical properties of the materials that artists use (including paint, pigments and binders; fibers and dyes; glass; ceramics; and the particular case of frescoes),
exploring some of the scientific and aesthetic techniques used to examine the authenticity of individual works of art or artifacts.
The course will be a combination of lecture, discussion, demonstration, and projects/experiments performed by small groups.
The laboratory/studio portion of the course is designed to extend and enhance the lecture topics as both chemists and artists highly value personal interaction and experimentation with materials. The projects will be selected to give students a broad exposure to the particular chemical substances used in the creation of art, as well as an opportunity to create artistic works with them. The course will culminate in a project developed by each of the groups with findings presented to the other members of the class. This course can fulfill ½ credit of Physical Science OR Fine Arts elective credit.
The modern Civil Rights narrative is traditionally connected to Dr. Martin Luther King, Jr. and his nonviolent strategy. This narrative often excludes many key leaders, activist, and strategies. This course will present the Civil Rights Movement through the lens of Critical Race Theory, providing students with a historically accurate depiction of the movement that is inclusive of a variety of historical actors, tactics, and goals. This course is designed for students of all grade levels wishing to challenge the traditional narrative of the Civil Rights movement. The course will include critical reflections of film, anecdotes, and a variety of scholarly articles. Students should be prepared to read the text, Coming of Age in Mississippi by Anne Moody.
In this course, students will read and write about essential works from the Middle Ages, and they will also construct small-scale medieval weapons. Beowulf, The Adventures of Robin Hood, The Canterbury Tales, and Tales of King Arthur will be the focus of the reading part of this course. These works incorporate character types, themes, and values that are typical of the heroes and villains, as well as the aristocrats and the commoners found in the Middle Ages. Students will have regular in-class and at-home writing assignments, including a research paper. The other part of the course involves students working on a variety of small-scale tabletop weapons seen in the Middle Ages. The materials may be popsicle sticks, clothespins, rubber bands, duct tape, and glue, but you can still get quite a bit of power out of these small catapults, trebuchets, ballistae, bows and arrows, and other weapons. Students will explore the physics of each project to try to get maximum oomph with minimal materials.
This intensive is modeled around the formula of the BEST-robotics competition. Two teams will utilize a VEX robotics kit to be driven remotely in a timed/themed competition. Participants will learn the design and engineering processes needed to fabricate a functioning robot. An engineering notebook will serve to record the engineering processes involved. Week 1: Competition Rules, safety training, and robot design Week 2: Fabrication/prototyping Week 3: Finalized designs and time trials. A competition will take place during the Intensive fair.
Understanding culture is critical for people. Culture is a combination of thoughts, feelings, attitudes, beliefs, values, and behavior patterns that are shared by racial, ethnic, religious, or social groups of people. If you want to know more about the Chinese mind, you need to start with Confucius and his philosophy. Confucius is the most influential person in Chinese history. His teachings still have a profound influence on society even in modern China today. In this intensive, you are going to explore who Confucius is, his beliefs, his impact on the globe, his famous quotes in Chinese and the differences and similarities between American culture and Chinese culture. This intensive is for non-native Chinese speakers only.
Students will calculate and analyze various statistics from both team and spectator’s point of view. Recently, there have been multiple trends and analysis throughout the world of sports, and students in this course will not only algebraically solve problems but will have an in-depth discussion as to their legitimacy. Students will look at what coaches particularly look at in high school, college and pro level, including some Maumee Valley athletics. Along with the mathematical portion, students will do a reading based on a successful methodology that has been applied. TI 83 or TI 84 graphing calculator is required.
The student will participate in mounting an entirely produced play for public performances. In addition to casting from within the class, the student will receive individual responsibilities like costumes, set, props, sound effects, lighting, and publicity. By November 1 the students will choose which of four plays they will produce. Each play covers a current social justice or global issue (i.e., immigration, teen suicide, or school violence) and foster connections to the greater Toledo community.
Grade 9, REQUIRED As a city, Toledo has served as a microcosm for major social and historical trends in U.S. history. Current trends, including increased automation of industry and the outsourcing of traditional manufacturing jobs, have posed threats to the health and well-being of our city. In The Sustainable City, students will take a transdisciplinary look at forces that have shaped current conditions in Toledo, as well as plans to shape the future of Toledo. Students will learn methods of qualitative analysis and study various metrics for happiness as well as an urban design philosophy. They will examine processes for civic action, and meet with members of Toledo’s Department of Development to learn about plans for the betterment of our city. Finally, students will use their newly acquired skills and knowledge to propose urban renewal in the city of Toledo.
In this intensive, students will be able to let their creative juices run free as they learn about designing and putting together a yearbook. They will learn about page and layout design, using software from the Jostens Yearbook Company and will design templates and pages for the upcoming yearbook. They will take, collect, and edit photographs which they will use on yearbook pages. They will chronicle the year’s events through pictures and text. Students who choose this intensive should be willing to work part-time on the yearbook until its completion by the end of the school year. No prerequisites apart from a strong work ethic, ability to meet deadlines, a creative flair, and an advisor’s approval, attesting to the student’s probable success in this intensive.