Glenbrook Academy of International Studies
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[edit] Program History
The Glenbrook Academy of International Studies was formally initiated in the fall of 1981. The Academy's opening was the result of both world events and cooperative efforts between Glenbrook North High School and Glenbrook South High School. In the late 1970s the two schools drew a statement entitled the “Statement of Philosophic Goals and Objectives” for the upcoming 1980s. In it were two key paragraphs that served as the building blocks for what would become the Academy:
- To recognize that individual and cultural values other than their own have purpose and validity.
- To know that the world's people are becoming increasingly interdependent and to accept membership in an ever-widening world community as essential to human progress.
These ideas were heavily influenced by the signing of the Helsinki Accords in 1975, in which 35 nations agreed to "encourage the study of foreign language and civilization as an important means of expanding communication among peoples."
In February of 1980, a committee of staff members from Glenbrook North High School and Glenbrook South High School investigated the possiblity of creating an International Studies program, and one year later, on February 2, 1981, the School Board unanimously approved the program.
[edit] Application Process
Before students from the local middle schools become freshmen at Glenbrook North High School or Glenbrook South High School they have the opportunity to apply to the Academy. Certain students are selected by their middle school teachers. These students are selected for a number of reasons, which may include but are not limited to:
- Exceptional academic performance without solely being concerned with grades
- Desire to master a foreign language
- Responsibility and organizational skills
- Student enjoys class discussions, sharing ideas with others; Student listens and reacts to what other students say
- Willing to work without always having definite guidelines and boundaries
- A genuine curiosity and appreciation of knowledge
- Desire to learn via new methods
- All students entering High School District 225, however, have the opportunity to apply to the Academy.
The application process is similar in many ways to the college application process.
Prospective students must fill out a general application which includes questions about the student's interests, academic and extracurricular inolvement and travel.
In addition to this, students must write one essay on a pre-determined topic at home.
Then students must come in to one of the high schools on an assigned day. Here, they will write one or two impromptu essays (all students write essays on the same topic), as well as go through an interview with Academy faculty.
Students are then notified by mail whether or not they have been accepted into the program. Some students are put on a waiting list and are accepted only if a student who was previously accepted decides not to enter the program.
[edit] How the Program Works
The Academy consists of three courses: a History course, an English course and a Foreign Language. The foreign language rotates every year; currently there are three languages offered in the program: Spanish, French and German. At the moment the program is integrating Chinese as a replacement for Russian, which had previously been the fourth language in the program. The Freshman class entering in 2006 will be the first to have Chinese as their foreign language. Each Academy class studies their language for four years and must take the language that conincides with their year of acceptance.
The 30 students who are accepted all take the three courses together. In the cases of French or Spanish, which are both offered at the local middle schools, those students who have already studied the language being offered in the program during their year are taught separately but by the same instructor for their Freshman and Sophomore years. The other students who are new to the language are caught-up to the experienced group and the two groups begin learning the language together their Junior year. In the case of German, Chinese or Russian this does not occur, as all students will be new to the language (unless they have outside experience).
For one semester of the school year, Academy students take their three courses at one of the two high schools (Glenbrook North High School or Glenbrook South High School); during the other semester, classes are held at the other school. Those students who do not attend the school where classes are being taught commute to the school via the Academy shuttle (a school bus reserved for use by the Academy) or, during their Junior and Senior years, have the option of commuting via their own cars. The two schools are located 2.6 miles from each other, which is a 5-10 minute drive. The schools have recently ordered special 12 seat vans to replace the shuttle buses and they will be shared with the sports teams to use. However, the vans have not been used yet, as the school can't find a licensed driver to drive them.
[edit] Academy Travel Abroad and Foreign Exchange
Traditionally, students go on a trip to the country of their foreign language the Summer after their Junior Year. Students have traditionally travelled to Spain, France, Germany and Russia, depending on their language of study. These trips vary in length, cost, and itinerary, but are an essential part of the program. Students typically also have the opportunity to participate in a foreign exchange program in which they host students from Spain, France or Germany, and then visit or live with the students for some time when they travel.
[edit] Curriculum
[edit] Freshman Year
World Civilzations, focusing on River-valley civilizations, Ancient Greece and Rome, then on the non-western world to 1500.
English, focusing on writing essays, narratives and journals. Literature comes from many different cultures. History and English teachers are typically both in the classroom while the two courses are being taught.
Two groups of foreign language, as described above
[edit] Sophomore Year
Continued study of non-Western civilizations up to the present day. Recurrent themes are human rights, religion in the modern world, the struggle for democracy, economics and women's rights. Students focus on Latin America, Africa, the Middle East, China, Japan and Korea. In addition to text books, outside sources such as periodicals and newspapers are used to enhance the learning experience.
English curriculum compliments non-western history curriculum by featuring significant works by international authors, as well as works by Western authors telling of experiences in different areas of the world. Diverse genres are explored (the novel, memoir, short story, drama, essay, poetry, film).
Language study is continued; first group prepares to join advanced group the following year.
[edit] Junior Year
Advanced Placement U.S. History is taught and students are prepared for the Advanced Placement exam in May. Commonalities between the History and English curriculum are emphasized, as students focus on American literature.
In English, students focus on writing formal essays. Literature includes works by Fitzgerald, Miller, Steinbeck and Hawthorne.
Students study language together and prepare for the summer trip to the country of their foreign language.
[edit] Senior Year
The social studies class focuses on current events and trends, with emphasis on globalization and its effects on various regions of the world.
Western European literature from the Renaissance to the 20th century is studied in Advanced Placement English and Literature this year.
In language, students focus on advanced skills and prepare for the Advanced Placement exam in May.
