海茨中学怎么样 校园生活

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现在很多同学及家长会在高中之后选择留学,面对国外陌生的环境和大学,在报考时不知 所措,想要提前了解国外高校信息,其中海茨中学怎么样 校园生活如何就是大家关心、咨询最多的问题,30 高考网小编整理了海茨中学怎么样 校园生活如何相关信息,希望在大家选择国外大学时提供帮助。

海茨中学院校介绍

Aspartofourongoingefforttoimproveourcurriculum,thispastyearHeightsfacultyandadministratorsworkedtogethertocarefullystudyourhistorycurriculum. Itwasourhopethatthistaskwouldhelpusdeepenourcommitmenttoanarrativeapproachtothestudyofhistory,reinforcethehumanvalueofstudyinghistoryasanintegralpartofaliberalartseducationandidentifyimprovementsforourhistorycurriculum. Iampleasedtoreportthatallofthesegoalshavebeenaccomplished. Ourmanyhoursofdiscussion,study,writingandreflectingwillhopefullypayoffforyearstocome.

ItisimpossibletotakeacarefullookattheteachingofhistoryatTheHeightswithoutnoticingcertaincharacteristicsofourapproach,thatwhilecertainlynotuniqueareperhapsnotcommontoday. AtTheHeightshistoryistaughtprimarilyasanarrative:thatis,asastoryofwhathastakenplace. Thisisnottosaythatthereisnotroomforcareful*ysisofdiversefactors,whethereconomic,political,social,moral,intellectual,religious,technological,environmentalorother. Inourapproach,however,werefusetoallowthestudyofhistorytobereducedtoanyonefactorandinsistonhavingafundamentalopennesstoalltheelementsthatgointounderstandingtherichheritageofourhumanpast,ourcommonhistory. Thus,forexample,notonlywillwerefusetobeseducedtoseeinghistoryinmerelyeconomicterms,asthestruggleofdifferentclassesofpeople,asiscommoninMarxistapproaches,butwewillinsistthathistorycannotbeunderstoodwithoutrecognizingthatthereisaroleplayedbypersonsexercisingtheirfreedomforgoodorevil. Includedinthestudyofhistoryaremanyheroesandvillains,whothroughtheirdecisionshavehadatremendousimpactontheworldanditscurrentstructures. ForthisreasonthereisahealthybiasatTheHeightsagainstatoooverlytextbookorientedapproachtohistoryinfavorofalsoreadingwell-writtenandresearchedbiographiesaswellasvariousprimarysourcematerials. Theongoingfacultystudyofthepastyearhasreinforcedthevalueofthisapproachanddeepenedourcommitmenttoanarrativeapproachtothestudyofhistory.

Fromthisstartingpoint,itisnotdifficulttoseejusthowimportantthestudyofhistoryisforaliberalartseducation.Itisimpossibletounderstandtheworldweliveintodayinamannerdetachedfromitspast. Partoftherealitythatisaroundusisthepast. Ascitizensofourcountry,ourworldandofWesternCivilizationwecannotembracerealityasfundamentallygoodandworthknowingwithoutdelvingintoacarefulstudyofthepast. InthiscontextthefamousassertionofG.K.Chestertoncomestomind: thathevaluesdemocracybecauseheisatraditionalist,thathebelievesintherightofallmentohaveasay,eventhosewhoareseparatedfromusbytheaccidentalconditionofdeath.

Tofurtherthisvisionandimproveourhistorycurriculumwehavedecidedonsomeimportantchangesstartinginthe2012-2013schoolyearforeachschool: lower(3-5),middle(6-8)andupper(9-12). Inthelowerschool,thenarrativeofhistoryisnecessarilytaughtinamannerthatrespectsthedevelopmentalneedsofyoungboys. Priorto3rdgradechildrenprimarilylearnhistoryfromtheirfamilies. Asparentsandoldersiblingsexplainaspectsoftheworldtoyoungchildrentheyinvariablytalkaboutthepast,explainingsuchthingsashowpeoplefromEuropecametosettleintheNewWorldandhowtheyfarmedthelandandsurvived. Overtimechildrencometoseeandunderstandtheoutlinesofthenationandcivilizationofwhichtheyareapart. Inthelowerschoolyearstheapproachtohistorywillnaturallybuilduponthisdevelopingworldview,buildinguponwhatisconcreteandimmediate. Boysthisagevaluesimpleparadigms;theytendtoseepeopleandeventsaseithergoodorbadandwilllookattheircountryandthewesternworldasfundamentallybeneficentextensionsoftheirhomes. Educatorsneedtorespectthisoutlookandnotbetooquicktocritiqueheroesorredeemvillains. Likewise,thereisasenseinwhichitisfinetolearnfirstwhyacivilizationisgreatbeforestudyingitsshortfalls. Forthisreasonthelowerschoolhistoryprogramhasalwaysbeenfocusedonstudyingthefamiliar,akeyreasonwhyithasbeenmostlyfocusedonUSHistory. Startinginwiththe2012-2013schoolyear,thecurriculumwillbroadentoincludemoreofwesterncivilizationbutthefocusonlearningaboutthiscivilizationinitspositiveaspects,asfirstandforemostourcivilization,acivilizationwecanrespectandlove,willnotchange. Thecurriculumforeachgradeisasfollows:

ClassicalAntiquityfrom8thcenturyB.C.to476A.D.(3rdgrade)

FocusonAncientGreeceandAncientRomeuptoitsfall

RichinstoriesaboutsuchpeopleasPericles,Archimedes,AlexandertheGreat,Hannibal,JuliusCaesar,ConstantineandAttilatheHun

ThemesofthecourseincludetheSpartanArmy,GladiatorsandRomanslaves,theRomanArmy,DemocracyinAthensandRome,howaRomancitywasbuiltandvariousinventions

AcarefulstudyofthegeographyoftheMediterraneanworldwillbeginwithlearningthecontinentsandoceans. StudentswillalsostudysomeNorthAmericangeography,includingstatesandcapitals.

Textsincludeampleprimarysourcematerialandstoriesaboutpersonsandevents,aswellasthebookTheStoryoftheWorld(Bauer)

TheMiddleAgesfrom476to1453A.D.(4thgrade)

FocusisonthespreadofChristianitythroughoutEurope,theNormanConquest,theCrusadesandtheHundredYear'sWar

RichinstoriesaboutsuchpeopleasCharlemagne,AlfredtheGreat,ErictheRed,ElCid,HenryII,St.DominicandSt.Francis.

ThemesofthecourseincludetheFranks,Vikings,OttomanTurks,MedievalKnightsandCastles,monasticlifeandvariousinventions

ThegeographysectionofthecoursewillfocusonEurope,includingpoliticalandhistoricalboundariesandmajorriversandmountains

Textsincludeampleprimarysourcematerialandstoriesaboutpersonsandevents,aswellasthebookTheStoryoftheWorld(Bauer)

AgeofDiscoveryandtheBirthofOurNationfrom1492to1783A.D.(5thgrade)

FocusisontheexplorationandcolonizationoftheNewWorld,theFrenchandIndianWar,theRevolutionaryWarandtheestablishmentoftherepublic

RichinstoriesaboutsuchpeopleasChristopherColumbus,CortezandMontezuma,St.IsaacJoguesandtheFoundingFathers

Themesofthecourseincludeinventions(GuttenbergPress,gunpowder,compass),humani*,explorersandconquistadors,FrenchmissionariesandAmericanRepublicani*

ThegeographysectionofthiscoursewillreviewUSstatesandcapitalsandcoverCentralandSouthAmerica.

Textsincludeampleprimarysourcematerialandstoriesaboutpersonsandevents,aswellasOurPioneersandPatriotsandThisCountryofOurs.

Thestudyofhistoryinthemiddleschoolyearsbeginsbyexploringthegreatachievementsofthosewhohavecomebeforeusandgraduallyleadstoamorecritical*ysisofthecomplexityofthepast. Itisourhopethatthisdeeperandmorecriticalstudyofallaspectsofhumanrelationswillpurifyratherthanreplacethesimplepietythatlowerschoolboyssonaturallydeveloptowardtheirfamily,community,countryandtradition. Inanycase,thetrueheroesofthepastshowupwithgreaterdefinitionasoneunderstandsthecomplexityofthechallengestheyfaced. Thecurriculumforeachgradeisasfollows:

ThebirthandearlydevelopmentoftheUnitedStatesofAmerica(6thgrade)

FocusisontheAmericanRevolution,thegrowthandwestwardexpansionoftheUnitedStates,theconditionsleadinguptotheCivilWar,andtheCivilWar

Richinstoriesaboutthelivesofmountainmen,tradersandtrappers,thevoyagesofLewisandClark,foundingfathersandthegreatCivilWarleadersonbothsides

Themesincludetheconstitution,religiousliberty,theplightoftheimmigrantlaborer,theimpactofindustry,transportation(c*sandtherailroad),slaveryandthetensionbetweenfederalandstatepowers

ThegeographysectionofthecoursecoversNorthAmericaandincludespolitical(countries,states,capitals),historical(boundariesduringwestwardexpansion)andtopological(mountains,rivers,plains,tundra)

Textsincludeampleprimarysourcematerialandstoriesaboutpersonsandevents

AmericanHistoryfromtheCivilWarthroughWorldWarII(7thgrade)

Focusisonanin-depthstudyoftheCivilWar,theperiodofReconstruction,WorldWarI,thegreatdepressionandanin-depthstudyofWorldWarII

Richinstoriesaboutthegreatleadersthroughoutthisperiod,aswellasvariousheroes

Themesincludefederali*vs.statesrights,technologicalandmilitarydevelopments,andthefoundationsofthecurrentworldpoliticalsituation

ThegeographysectionofthecoursestronglyfocusesonEurope,NorthAmericaandthePacific

Textsincludeampleprimarysourcematerialandstoriesaboutpersonsandevents,aswellasGreatBattlesofWorldWarII(Mann)

AncientHistory(8thgrade)

FocusisonAncientEgypt,AncientGreeceandRomeupthroughthe2ndcenturyA.D.

Richisstoriesaboutmythology,lifeinancientSpartaandAthens,greatthinkersoftheAncientworld,wars(Persiansvs.Greeks,Romevs.Carthage),theRomanwayoflifeandsuchpersonsasCiceroandJuliusCaesar

Themesincludethefoundationsofwesterncivilizationandculture,philosophy,typesofgovernment:democracy,republicandtotalitarianrule,andinventions

Thegeographyoftheancientworldisstudied

Textsincludeampleprimarysourcematerialandstoriesaboutpersonsandevents,aswellasAncientandMedievalWorlds(HoweandHowe)

Thestudyofhistoryintheupperschoolcontinuestohighlightthegreataccomplishmentsofthepastandourindebtednesstothoseonwhoseshoulderswestand. Atthesametimestudentsareledto*yzeeventsanddevelopmentsfromdiverseperspectives: political,economic,culturalandintellectual,tonamejustafew. Wellgroundedteachersseektomentortheboyssoastopreventthemfromnarrowlyembracinganyoneparadigm,sothestudentsgrowinappreciationoftherichcomplexityofthepastandthehumancondition. Inthiswaystudentscometoappreciatetheirplaceintheworldaroundusandhavethetoolstounderstandwhatishappeningaroundus. Apurifiedrespectforthewesterntraditionwithitspoliticalinstitutionsandculturalachievementsleadstotheformationofyoungmenequippedandreadytoenterintotheresponsibilitiesofmaturecitizenship.Thecurriculumforeachgradeisasfollows:

MedievalandEarlyModernHistory(freshmenyear,partofthe9thgradecore)

FocusisonthetransitionfromtheRomanRepublictotheRomanEmpire,thegrowthofChristianity,thefalloftheWesternRomanEmpire,Byzantium,theMedievalperiod,theRenaissance,theEnlightenment,theProtestantReformationandthedevelopmentofmodernnationstatesupthroughNapoleon

Studentsareintroducedtoamorecarefulstudyoftheculturalandintellectualdevelopmentsofthistimeperiod

Themesincludethedevelopmentofwesterncivilization,thesynthesisofwesternpoliticalandculturalinstitutionswithChristianity,therevoltagainstthissynthesis,truthvs.powerasparadigmstounderstandrealityandtheseedsofmoderndemocraticandtotalitarianstates

Readingsincludeampleprimarysourcedocuments,historicalnovels(QuoVadisandEmpiresoftheSeaassummerreading)aswellasAncientandMedievalWorlds(HoweandHowe)andTheModernWorld(FloryandJenike)

Sophomoreschoose1ofthefollowing3courses:

USHistoryandGovernment-electivecoursethatexploresingreatdepththedevelopmentoftheUnitedStatesofAmericaanditspoliticalinstitutions

USHistoryAP-collegelevelcoursethatUSHistoryfrom1492tothepresent. Thiscoursehasastrongfocusonwritingessaysthat*yzedevelopmentsfromdifferentperspectives.

ModernEuropeanHistoryAP-collegelevelcoursethatcoverstheperiodfromroughly1450A.D.tothepresent

Juniorschoosefromanyhistoryelectiveinthehistorydepartment. Electiveoptionsinclude(everyclassisnotofferedeachyear): WorldWarIIHistory,FrenchHistory,RussianHistory,ColdWarHistory,USHistoryAP,USGovernmentAP,ModernEuropeanHistoryAP, ArtHistoryAPandEconomicsAP.

HistoryofWesternThought(requiredseniorhistorycourse)

Beginningwiththe2012-2013schoolyearthiscoursewillbetherequiredhistorycourseforallseniors.

Thiscapstonecoursewillexploretheintellectualandculturaldevelopmentsthathavebeensodecisiveinthedevelopmentofourcontemporaryworld. StudentswillencountersuchgreatmindsasPlato,Aristotle,Cicero,St.Augustine,St.ThomasAquinas,Descartes,Bacon,Mill,Locke,Hume,KantandMarx.

Inadditiontounderstandinghowideashavehadimpactedcultureandtheshapeofthemodernworld,studentswillalsolearnmoreabouttherealistphilosophicaltraditionandhowtodefendthetruthinthistraditioninresponsetomoderncritics.

Armedwiththetruthandanunderstandingofcommonsourcesoferror,studentswillbewellpreparedtoenterthe"marketplaceofideas"whichmajoruniversitiesaretoday. Studentswillbeequippedtorecognizesourcesofthoughtbehindcommonparadigmsandwillbebetterabletorecognizewhatistrueandgoodfromwhatisfalseandharmful.

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