Elective Descriptions – the Humanities

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Elective Descriptions – The Humanities

In Forms V-VII, Cistercian students must choose one elective course each semester. These courses meet twice a week, and are intended to round out the established curriculum in more particular areas of interest common to both students and teachers. The hope is that these courses both spark new excitement and support existing academic passions toward a fuller education. Faculty will often offer courses that grow out of their own academic pursuits and so these electives also serve to strengthen the faculty and the general academic conversation on campus through continual professional growth.

While the Cistercian curriculum is very structured as a whole, the elective system is by its design and nature very fluid. If a teacher can design a course that appeals to at least six students, then they are allowed to offer the course. If a student can gather six comrades and approach a teacher to request a course be offered, then the School will do its best to meet that need. It regularly occurs that alumni, alumni parents, and other outside professionals temporarily join the faculty to offer elective courses that meet needs which the full time faculty may be unable to fill. For example, courses in Architecture, Finance, Law, Marketing, and Epidemiology have been taught in recent years.

As these courses meet just twice a week and are not required of all students at a given grade level, these courses do not receive an Honors designation. However, through repeated exploration in an academic area, a student can both encounter and produce high-level, thoughtful work in a particular subject area.

The following courses fall under the general description of Humanities and are categorized within several subgroups (sometimes with membership in more than one, depending on cross-over academic areas). Thus, an individual course, by its very nature, may be listed under more than one section.

History, Languages, and Culture

Genealogy In this elective, students will learn current research methods aimed at tracing their family ancestry. Most of each class period will be dedicated to online research to grow the tree ‘in length’, backward through the decades and generations, and ‘in width’, by gathering information on 21st century relatives and siblings of direct-line relatives. Teaching topics will include basic genealogy techniques, organization of information, multiple research sites, the meanings and origins of names, census records, heraldry, and ways to tie into various genealogical organizations, e.g., the Sons of the American Revolution (SAR), General Society of Mayflower Descendants (GSMD), First Families of Virginia (FFV), and Pioneer Families of most English colonies and many American states. No textbook is required for this course. A three-ring binder with dividers will be needed for periodic handouts. Each student, however, will need to purchase a six-month subscription to ancestry.com in order to gain access to crucial U.S. colonial, state, and national sources. Students will be evaluated on research methodology, participation, properly completed family tree/group sheet forms, open- note quizzes, an organized binder at the end of the course, and a final report answering questions distributed on the first day of the elective.

Ancient Greek I πάντες ἄνθρωποι τοῦ εἰδέναι ὀρέγονται φύσει. “All men by nature desire to know,” said Aristotle. I would add…to know Greek! This may be true at least for those willing to strive for excellence (ἀρετή) as urged by Homer in his timeless epics, and who wish to come to ‘know themselves’ according to the inscription over the entrance to the Delphic Oracle (γνῶθι σεαυτόν). Through a detailed study of this versatile and philosophical language, we will discover insights about humanity (ἄνθρωπος) and the world (κόσμος) that will have you saying with Archimedes: εὕρηκα!—I’ve found it! The course is designed for two semesters which will put you on a solid foundation to read authors such as Plato, Xenophon and St. Paul by the end of the year. Regular vocabulary and grammatical quizzes will be a sine qua non.

Christian Latin Having covered the bulk of grammar in their Middle School Latin class, the students of this Latin elective will explore a variety of authentic Latin texts from the rich body of Christian Latin literature. Selections will include passages from the Latin Bible, St. Augustine, St. Benedict and St. Gregory the Great’s Life of St. Benedict, medieval songs (both religious and secular), and St. Bernard. The students will be surprised to see just how much Latin they have already learned. The class will emphasize reading comprehension, though forms and syntax will be reviewed as necessary. Grades will be based on preparation for class, a class presentation, and occasional tests.

Latin: Caesar One of a sequence of electives designed to eventually prepare students for the AP Exam in Latin, this course covers those passages of Caesar’s De Bello Gallico that are on the new AP Latin test. The Latin passages will differ from those covered in the Fall 2014 elective. In preparation for the exam, students will also read sections of Caesar’s Gallic War in English as well as Latin selections from Roman lyric poetry. Grammar and vocabulary will be reviewed in the context of their Latin readings. Students should expect to spend 30-45 minutes preparing for each class. They will be graded on quizzes, class participation, and one longer project. Students intending to take the AP exam someday should also intend on taking later courses on Vergil.

Latin: Caesar, Part II Part two of a sequence of electives designed to eventually prepare students for the AP Exam in Latin, this course continues to covers those passages of Caesar’s De Bello Gallico that are on the new AP Latin test. The Latin passages will differ from those covered in the Fall 2015 elective. In preparation for the exam, students will also read sections of Caesar’s Gallic War in English as well as Latin selections from Roman lyric poetry. Grammar and vocabulary will be reviewed in the context of their Latin readings. Students should expect to spend 30-45 minutes preparing for each class. They will be graded on quizzes, class participation, and one longer project. Students intending to take the AP exam someday should also intend on taking later courses on Vergil.

Latin: Vergil’s Aeneid One of a sequence of electives designed to eventually prepare students for the AP Exam in Latin, this course covers those passages of Vergil’s Aeneid that are on the new AP Latin test. Students will review grammar in the context of their Latin readings. Vocabulary will also be learned in context. Students should expect to spend 30-45 minutes preparing for each class. They will be graded on quizzes, class participation, and one longer project.

Latin: Selected Readings In the Latin Elective students use their knowledge of Latin grammar and vocabulary to read prose and poetic texts. Students help determine the texts that will be covered. In the past they have chosen the poems of Catullus, selections from Ovid’s Metamorphoses and his elegiac poems, and selections from Cicero’s speech Pro Caelio.

Introduction to German Mark Twain wrote a book jokingly lamenting the “impossibility” of learning German, as he called it, “that awful German language.” This elective will debunk that unfortunate reputation by learning the fundamentals of the language both systematically and with plenty of oral practice. The student will be able to grasp such words as Rechtsschutzversicherungsgesellschaften with ease. Grades will be based on daily quizzes and conversation (participation), occasional tests, and a final exam.

German Part II This course will continue to focus on the fundamentals of the German language in order to lead students to appreciate its culture even more. It is assumed the students will have previous knowledge of German from the fall semester of 2018. Grades will be based on conversation (participation), occassional presentations, and a final project.

Spanish Enrichment “El hombre que habla dos idiomas vale dos personas.” There are so many reasons for a young Texan to learn and use Spanish. Sometimes all that is needed to make this language a part of one’s life is a little extra push (from within and from without), to build up some momentum as one crosses the threshold of initial uncertainty and uncomfortableness. Confidence comes from speaking and listening to enough Spanish that it becomes second-nature, that one can begin to appreciate the melodies and rhythms of the language, to use it creatively and with good humor. That is the goal of this course: to get students out of their comfort zone, so that they can create and explore a new comfort zone in another language. While grammar, history & culture, and writing may make sporadic appearances, the main activities of this course will be speaking and listening. Active participation combined with a good attitude and good conduct will in large part determine one’s grade in the course, though the occasional quiz should also be expected. The semester would end with the showing of student-produced video projects in Spanish.

Herodotus’ Histories Herodotus is commonly known as "the father of history," and he is also one of the greatest story tellers of all times. With Herodotus as our guide, we will examine the ancient Persian and Greek cultures and study the fascinating history of the Persian wars, including the decisive battles of Marathon, Thermopylae, Salamis, and Plataea, in which the heavily outnumbered Greeks held off the invading Persian armies, thereby securing freedom and democratic rule for the Greek peoples.

Leadership Development in Athletics Athletics/Sports play a huge role in our society and in this course we will explore how we might use these experiences for both current and future personal development. Good teams need good leaders to reach their goals. Great teams also develop strong leaders for the future. Society needs positive, effective leaders and Athletics/Sports is an excellent opportunity for leadership development. The goal of this course is to provide a glimpse into a proper understanding of leadership. It is hoped that as we examine the culture of leadership we can discover our own areas for growth, equip ourselves for future leadership development, and prepare to use our gifts to serve the world around us. We will look at four specific areas of leadership: Self-leadership, Teamwork and Connecting with Teammates, Leading Others and Changing Culture, and Navigating Transitions. We will explore these topics by first recognizing that “it’s an inside job before it’s an outside job.” Do you believe sports are more of a process than an event? Do you learn through both uploading and downloading? Do you believe it’s about service before it’s about success, that it’s more about relationships than about results? If so, this is the class for you. Class participation and a research element will be used to determine your grade for the semester.

The Just War Tradition Under what conditions is it legitimate to wage a war? Do modern technological weapons such as WMD and Drones invalidate the possibility of a just war? Is the doctrine of preventive force--striking before we're struck--just? How does the Islamic notion of Jihad differ from the Christian conception of Just War? These are a few of the questions we will be addressing in this course. The goal is to gain an understanding of the definitive principles that shape the Just War Tradition and to attain a basic familiarity with the debates concerning it. The semester will begin with a brief look at the history of Just War Theory and at a few authors whose writings either directly contribute to it or whose thought provides us with fundamental alternatives. Students will read and discuss recent articles, watch and participate in debates themselves. Evaluations are based on participation and open note quizzes.

Myth of the Wild West LBJ, Ronald Reagan, and George W. Bush all posed in photo ops in which they wore a cowboy hat and boots. They knew it sent a message about who they were and what they stood for. They could do this because the Wild West Myth is a shared heritage for all Americans. This elective will examine our cultural inheritance more closely by looking at different interpretations of the Wild West Myth as it is presented through documentaries, novels, and films. What is the vision of the good life or a just society in these portrayals? How historically accurate are depictions of Billy the Kid and Wyatt Earp? Students will research and give presentations over popular figures and events. Evaluations are based on participation and open note quizzes.

Political Ideas Is man naturally social, or are all forms of human association merely artificial constructs? What is justice? What is the good life – the good society? Such questions have animated political philosophy since its inception. This discussion-based course will examine, philosophically and historically, the fundamental ideas essential to understanding these and other questions that concern man as a political animal - ideas such as justice, law, liberty, government, and war and peace, to name a few. The basic course requirements are reading and discussion of assigned material. Other work, such as brief essays reflecting on the matters discussed, may be assigned at the instructor’s discretion.

Revolutions The goal of this course is to understand the principles, actors, and events of the revolutions which shaped our modern world. The course will examine the classic examples of the American, French, and Russian Revolutions in addition to non-Western examples like the Iranian Revolution and the Arab Spring. These political changes will be contrasted with radical economic innovations like the Industrial Revolution. We will discuss the following kinds of questions: What are the differences between a revolution, civil war, and coup? Under what conditions is a revolution justified? Evaluations are primarily based upon participation in class and open note quizzes.

History of Space Exploration 55 years ago, Yuri Gagarin of Russia was preparing to become the first human being ever to leave the confines of Earth’s atmosphere and go into “outer” space. What would he find when he got up there? Aliens? Deadly space-viruses? Would the traumatic experience of knowing he had left his home planet instantly deprive him of his sanity? These questions, which seem ridiculous to us today, show how much we have learned since 1961. Today, telescopes have explored faraway planets and galaxies, while dozens of probes have explored almost every corner of our solar system. Human beings have now launched into space hundreds of times, and on the International Space Station, have maintained a constant human presence in space for over 14 years! This course hopes to answer questions such as: What has man really achieved in space exploration? Why did he set out to explore space in the first place? Should we, as a nation, continue this epic effort? The class will feature excerpts from several books, video documentaries, and films. A student’s grade will be determined based on several review quizzes, one in-class presentation on either a historical or scientific topic related to space exploration, and a final exam.

World War II Not in your lifetime has there been a military conflict that has involved the entire globe. The Second World War did just that and in its wake left approximately 55 million people dead while changing the international political, economic, and social landscape. This course will examine political ideology and military strategy in an effort to gain an understanding of how the war unfolded. We will use lecture (student led as well as instructor), movies, and class discussion to navigate through the European and Pacific theaters. Grading will be based upon question sets, a midterm, and a final.

The American Musical If “All the world's a stage, And all the men and women merely players; [having] their exits and their entrances; And one man in his time plays many parts,” a theatrical history course would seem crucial to rounding out one’s understanding of how best he could play his role in it. This course will allow students to engage one of America’s grandest cultural expressions, The Musical. From Gene Kelly to Johnny Depp, players on our American stage have given performances to remember and (social) lessons we should never forget. Through viewing and listening to some of the best loved storylines and songs ever to hit Broadway, Hollywood, or television, students will be entertained by and ultimately educated about their own American culture and themselves operating within it. Evaluation will be based on a) student presentations on lyrics, tunes, and story lines from individual shows; b) class discussion of the poetic, musical, and socio-historical material available of the same.

Music in History: Politics and Culture through the Arts In the modern and post-modern era, musical expression has routinely acted as an active shaper and mediator rather than a passive reflector of culture. In light of this, the goal of this seminar-styled course is to study poignant examples of that interchange and in so doing come to understand the historical period out of which they were borne and by which they were followed. Students will listen to a lot of music in this class in order to formally present on a wide variety of singles, concept albums, stage musicals, live concerts, and symphonic/choral masterpieces from across the ages.

Jazz We all know that the music we listen to forms and deforms our lives, styles, tastes, thoughts, and emotions, but rarely do we delve into the problem of what it really takes to understand music from the inside. In this course, we will take the time to form our ears and minds to hear Jazz, the most American and distinctively modern form of music, and yet still such a challenging sound to define because of its freedom, its many variations and interactions with other genres, and the inherent transience of the musical performance. The coursework will consist primarily of dedicated listening to major jazz artists, touring different kinds of jazz from hottest to coolest, oldest to newest. We will assemble a small arsenal of biographical studies, literary texts, visual art pieces, and notions from music theory to assist in figuring out what jazz is. Students should be eager and open- minded listeners, and will be asked to do a significant amount of independent music searching to present new pieces to the group, and complete some kind of project or paper on an artist, instrument, or song. There will also be periodic listening quizzes.

Opera Appreciation “If music be the food of love, play on” wrote Shakespeare. And in this class, that is exactly what we’ll be discovering: Great Music with Great Lyrics and Great Visuals will feed not only love, but anger, passion, laughter, hatred, betrayal, and death. When FIFA and the 1990 World Cup chose an opera aria as their theme song, you know Opera has got to be good! It began 400 years ago, but it continues to stir the blood of anyone who takes a few hours to learn its music, its lyrics, its stories, and its CRAZY history. So, KICK IT with Soccer and Opera. Dazzle your eye, ring your ear, tingle your throat, and touch your heart with Opera! [FIFA aria theme: https://www.youtube.com/watch?v=xs-p1oEvuGg or search Luciano Pavarotti - Nessun Dorma]

History of Baseball A historian once wrote “Whoever wants to know the heart and mind of America had better learn baseball.” For the past 150 years American baseball has been more than a game: the subject of poetry, song, the stage and screen; a microcosm which played out the struggle for equality between workers and management, whites and blacks, men and women; and a tradition passed from generations of fathers to sons. The sport of baseball reflects the nation in which it is played. Studying the game of baseball, then, is also a study of the cultural identity of a young nation. Through class discussions, outside readings and interesting video clips, students in this course will come to know what Ken Burns discovered: “Baseball is about time and timelessness, speed and grace, failure and loss, imperishable hope and coming home.”

Biography in Film From Carl Theodor Dryer to Martin Scorsese, great directors of the last 100 years have often turned to historical persons or events as inspiration for their films. Their works are often lauded by an enthusiastic fan base who look to them as authoritative, even though these movies are made for popular consumption and for profit via a medium principally used for entertainment. The result? Sometimes the more one watches about the past, the less he knows about actual history. What that can breed is an unintentionally misinformed public that is convinced that it knows more than it, in truth, does. Dialogical in nature, this course will require students to involve themselves deeply in conversation with each other and that which they engage on the silver screen. They will read about the historical matter involved in each film we study, write critical reviews of the movies we watch in-class, and research and prepare a final presentation (to be given at semester’s end) on a bio-pic of their choice. Each of those activities will be assessed and student grades will be borne directly from such assessments. The primary aim in this course will be to pursue truth, beauty, and goodness; to distinguish fact from fiction in award winning cinema, to break students of the bad habit of viewing historically inspired film on a merely surface level, and to investigate and appreciate how filmmakers compose biographical works of art that change minds and win over hearts.

Civil Liberties The goal of this elective is to gain a better understanding of the meaning and limits of our civil liberties. We will discuss contemporary topics, e.g. are Eric Snowden and Kim Davis Patriots? Are our country’s gun control laws adequate? Supreme Court principles such as “you can’t yell fire in a crowded theater” and “the constitution is not a suicide pact” will be considered too. Students will do presentations on important historical events like Lincoln’s suspension of habeas corpus and the Japanese Internment Camps during World War II. There will be a parliamentary style debate each quarter, and evaluations will be based primarily on class participation and open note quizzes.

The American Civil War Between 1861 and 1865, millions of Americans warred against each other, leaving over 600,000 dead. On its single bloodiest day, the Civil War took more lives than were lost in America’s entire War for Independence. Why did the Civil War happen? Was it inevitable? Abraham Lincoln said it best: “Both parties deprecated war, but one of them would make war rather than let the nation survive, and the other would accept war rather than let it perish, and the war came.” To understand ourselves as citizens today, we must understand this greatest conflict of our history. We will look at the politics, the generals, the battles, the industrial and economic transformations, and the ideals that made it what it was. The class will make liberal use of Ken Burns’ award-winning PBS documentary series, as well as the 1993 film Gettysburg. Evaluation will consist mostly of quizzes based on class discussion, video material, and handout readings.

Lincoln and Kennedy – Parallels in Tragedy Shortly after John F. Kennedy’s assassination in Dallas, 1963, several surprising coincidences were noted, parallels which seemed to link Kennedy’s death with the murder of Abraham Lincoln nearly 100 years earlier. Throughout the course of the semester, students will study each assassination with the sort of in-depth attention to detail not available in most survey courses. Students will explore the historical record, read relevant books, watch important documentaries, discuss conspiracy theories and visit the Sixth Floor Museum. While the subject matter, the death of two presidents, is by nature dark, this course will make history come alive. Students will be assessed by occasional quizzes, in-class participation and a semester ending essay.

American Foreign Policy since World War II The scope of this course is simply to survey the recent history of American foreign relations with the aim of laying a foundation for better understanding foreign affairs and American foreign policy today. This understanding is essential for exercising the responsibilities of well-informed and intelligent citizenship. Readings of moderate length will be assigned for each class. Evaluation will be based on attentive participation, which will include discussion, some note-taking, and occasional quizzes.

Novels of WWII: Two Perspectives (10) This elective centers on two novels, both taking as their backdrop the events of World War II: the recent New York Times bestseller and Pulitzer Prize-winning All the Light We Cannot See: A Novel by Anthony Doerr; and the late, great Kurt Vonnegut’s searing “American classic” Slaughterhouse-Five: A Novel. The two works present markedly different perspectives on the war, and one of our principal objectives will be to compare and appraise the two novels’ sharply contrasting outlooks. This elective is strongly encouraged for all students interested in participating in the “UD Reads” initiative, which has selected Doerr’s novel as the book to be covered this school year. UD Reads will culminate in Anthony Doerr's visit to campus as the 2019 Eugene McDermott lecturer (March 5, 2019, at the Morton H. Meyerson Symphony Center). Among other things, high school students will be given the chance to present a paper on the novel at a conference. As concrete preparation for the conference and presentation of a paper, students will prepare short presentations over assigned readings and each will write a short paper on one of the novels.

World War II: European/Mediterranean Theaters While most people have a general knowledge of this major 20th century conflict, the course is designed for those who want to explore the war in greater detail. After a geographic introduction of Europe and North Africa, the student will follow the expansion and contraction of the Fascist empire, focusing on the war years 1939 to 1945. Military campaigns, tactics, major battles, and leaders will be highlighted, with additional information introduced throughout the semester about weaponry – rifles, machine guns, tanks, fighter planes, bombers, and rockets, along with other offensive and defensive “tools” of war. Course materials will include short selections from important historians, handouts from encyclopedias and atlases, plus a variety of visual/video materials from documentaries, movies, TV specials, and internet resources. Quizzes will be given every 3-4 weeks during the semester, and each student will become an “expert” on one major battle which will be presented to the class for a quiz grade.

World War II, the Cold War and the Demise of Communism Students in the course will examine the shaping forces at work during the second half of the last century. Our study will include the reading of the Michener’s Bridge at Andau, the watching of some epic battles captured by war correspondents—now on digitized video -- and listening to some personal memories of the teacher who experienced such epoch-making events as the invasion of the Russian army, the Cold War, the 1956 Hungarian Revolution, Goulash Communism, and the Fall of the Iron Curtain.

The Making of the Atomic Bomb Both a terrifying weapon of mass destruction and an engineering marvel, the Atomic Bomb changed our world forever, unleashing frightening power but also through its development establishing science/government collaboration on a mind-boggling scale that continues today. The story of the development of “The Bomb” is filled with both high science and human drama, mixing steady research with ‘eureka’ moments, intertwining personal and national conscience, strategy and politics, all sketched against the background of a world at war. Both the science and the scientists that came together from all over the world because of the Manhattan Project are brilliantly explored in Richard Rhodes’ Pulitzer Prize winner: The Making of the Atomic Bomb. We will read Rhodes’ book and discuss both the science (fascinating experiments) and the history (fascinating situations) that surrounded this huge and world-changing endeavor.

Philosophy and Religion

The Adventure of Faith This elective invites those students who want to explore the reasons why it makes sense for an educated man to accept the Catholic Christian Faith or to deepen his faith beyond that of a child. We will discuss excerpts from essays and true stories why some people have chosen atheism or agnosticism as well as true stories about how other people discovered and embraced the Catholic Christian Faith. The only prerequisite is a sincere interest in finding the truth or in deepening truth already found. Students will be required to study the handouts for class discussions, make one presentation to the class, and then take one take-home test.

Augustine’s Confessions “I was in love with the idea of happiness, yet I feared it where it was, and fled away from it in my search for it.” In his Confessions, St. Augustine, a brilliant young man of the late fourth century, recounts the path by which he began to recognize in God the only true human happiness, a path rendered tortuous by all the external obstacles of world and society, and by the inner impediments of pride, lust, intellectual confusion, grief, and the whole weakness of the human heart. In this elective, we will study the entire text of Augustine’s Confessions. It is a most fascinating autobiography; but even more, this incisive meditation addresses philosophical and theological questions about: the problem of sin and evil, error and love; the workings of grace and freedom; the nature of language and memory; the possibility of prayer; the relation between time and eternity, Creator and creature; biblical interpretation, especially of the Genesis account of creation – all in all, what does it mean to be a human person in the light of Christ? The Confessions is an exquisitely beautiful work of Christian literature, stands at the foundation of most Catholic and Protestant theology and spirituality, and appeals to saints and sinners of every stripe. Students will be expected to read carefully the pages assigned for each class, to engage with the discussion topics assigned and those arising in class, and to write several short reflections.

Artificial Intelligence and the Human Soul In 1997, a chess-playing computer system called Deep Blue beat the world chess champion, Garry Kasparov. In 2011, an artificial intelligence system called Watson defeated the two greatest Jeopardy champions. Even consumer products today use artificial intelligence techniques to respond to spoken questions, or create challenging game opponents. There are those who predict that machines will someday become more intelligent than humans, and that humans will be able to transfer their consciousness into machines in order to live forever. Is the human mind just a sophisticated computer program? Is there more to the human soul than what goes on in the brain? This course will look at the subject of artificial intelligence from a technological, philosophical and theological perspective. We will look at some of the techniques that have been used in artificial intelligence, and compare them with what philosophy and theology tells about the human mind, and the human soul. Students will be evaluated based on class discussion and presentations.

God in a High-Tech World Many people today think that belief in God is impossible in our modern world of science and high-technology because it appears science has explained everything that used to be explained by religion, and that technology has given us capabilities that would have seemed god-like to the ancients. This course addresses these challenges to faith and explores the wealth of evidence that is available today to support the claims of Christianity. If you are a person with strong faith, this course can equip you to answer difficult questions you may encounter. If you are skeptical or have doubts about your faith, this course is a place where you can seek answers to your questions. The format of the course will be a mixture of lecture and group discussion covering some predetermined topics as well as questions from the students. Grades will be based on class discussion and a few argumentative essays.

The Life & Times of Thomas More Father, knight, author, patron, statesman, lawyer, saint—a Renaissance man in the full sense of the term, Thomas More was a figure of profound depth, wisdom, and loyalty. In this elective, students will explore the tumultuous times and saintly life of Thomas More, from his role as Chancellor of England to patron of the Renaissance arts to eventual martyrdom, all the while becoming acquainted with his wit and character. Students will be expected to participate regularly in class discussions and read assigned passages. The class will also view and discuss the film, A Man for All Seasons, winner of the 1966 Academy Award for Best Picture. Study the life of the man who died “the King’s good servant, but God’s first.”

Study of the Saints We will study the lives and characters of some of the most important saints in the history of the Church. Our goal is to discover what made them saints in spite of their great diversity of age, gender, culture and character. Also, what was the secret of their influence in church and society? Though students will be asked to propose particular saints for our consideration, the following are some of those we may consider: St. Augustine, St. Bernard, Ignatius of Loyola, St. Francis, St. John Bosco, St. Padre Pio, St. Mother Theresa of India. We may also look at some modern “saints” who have not been canonized (yet) but whose example as holy men is worth considering, such as Abbot Wendelin (Abbot of Zirc during communist occupation – imprisoned and tortured for his faith) Cardinal Tuan (Vietnamese cardinal who just died, whose book we have, about whom there’s a good video), Dietrich von Bonhoeffer (a Lutheran minister executed by Hitler). Presentations and films will liven up the course.

Catholic, Orthodox, and Protestant Christianity Studying the divisions between religions, both the initial causes and progress toward healing of these rifts, has always been relevant. And as the world becomes more globally connected this topic of study can only increase in importance. This class will look at the divisions within the Christian faith; students will explore the origins of those divisions, the agreements and the differences between the respective beliefs as well as the reasons, achievements and further goals of ecumenism (the search for Christian unity). Visits to different churches may be included in the course.

C.S. Lewis C. S. Lewis was one of the most influential apologists for the Christian faith in the 20th century. His influence was accomplished through his works of both prose and fiction. In this elective we will explore the approach he took to the faith by looking at two works of prose – Mere Christianity and The Abolition of Man – as well as at two works of fiction – The Screwtape Letters and The Great Divorce. We will look at several of his important essays as well, and make all appropriate references to The Chronicles of Narnia. When and why would an author who wishes to explore expressly religious sentiments or theological truths choose fiction over non- fiction, metaphor and narrative over fact and rational argument? How are the two approaches complementary? These are questions we will explore over the course of the semester.

C.S. Lewis, the Problem of Pain, and the Short Story C. S. Lewis offers insight into many aspects of our Christian faith, and none more so than with the persistent reality of suffering. Why does it occur? What value does it have? How should we react to its presence in our lives? We will read two of Lewis’ short treatises, The Problem of Pain and A Grief Observed, which deal directly with the topic and look as well as at portions of his book Miracles. Then we will explore various kinds and effects of suffering—self-inflicted and innocent, personal and existential—by seeing how some of our best writers depict suffering, looking at a variety of literary depictions of suffering. The students will keep a journal throughout the semester and further explore several of the works which we will read.

Science and the Catholic Church For the budding historian, scientist, philosopher, or theologian this class will provide an opportunity to survey some of the most important issues and events that shape our modern understanding of the relationship between “science” and the Catholic Church. How does the Church understand the vocation of the scientist? What happened with Galileo? Does the Big Bang prove or disprove God? Are the claims of Christian faith endangered by the progress of scientific explanation and technology? Is there more to reality than matter in motion? What about evolution? What are some resources that help us deal with these questions? And what did Bl. Pope John Paul II have to say about all this? Grades will be based on class participation, short quizzes over the daily reading assignments and some short papers.

Divided Christianity: The Quest for Unity Cistercian is a Catholic school, but there are many branches of Christianity that are not in full communion or agreement with the Catholic Church. When did they part ways, and why? What did their leading thinkers have to say? And what can be done today to heal the brokenness in the body of Christ on earth? This course seeks to give an initial response to these questions. First, we will explore the beliefs and practices of the Eastern Orthodox Churches, while also examining the history and reasons of the schism between the Eastern Orthodox and Roman Catholic churches. Second, we will look at the causes and the events of the Protestant Reformation, as well as the beliefs and practices of Protestantism leading up to today. Third, we will look at the road to re-establishing the unity of the Church: the successes already achieved, and the obstacles which still stand in the way of the Christian response to Jesus’ prayer to his Father “that they all may be one.” Students will be evaluated on the basis of in-class quizzes, tests, and a presentation.

Seminar: The Gospel of Matthew The Christian Canon of Holy Scriptures contains four documents about Jesus of Nazareth called the “gospels” or “the good news”. For centuries, Christians have found in these four gospels, along with the rest of the canonical New Testament, a portrait of Jesus that guided their lives and world. In recent times a variety of historical and literary studies have proposed different theories about Christian origins, including the provenance of the gospels, some arguing that the primitive gospels represented “competing Christianities” to be considered equally valid, while others contended that all or most Christian sources provide a distorted portrait of the historical Jesus. Prepare for college conversations and deepen your own ability to read the Bible by participating in this seminar giving a close reading of one of the gospels by our own resident member of the Pontifical Biblical Commission. Students will be evaluated on participation and presentations of selected gospel passages for class discussion.

Introduction to Philosophy The word philosophy means quite simply the love of wisdom, and as such philosophy is the quest for the highest truth attainable by human reason. The ancient Greek philosophers held that nothing could be nobler or more worthwhile than a life spent in pursuit of this wisdom. The course will offer the student an opportunity to begin this pursuit through the reading and discussion of various introductory philosophical texts. Evaluation will thus be based primarily on student participation in the class discussion of those texts.

Metaphysics Metaphysics is a branch of philosophy that examines the nature of reality and ultimately existence itself. Why does this matter? Because this guides all our thoughts and actions. So, in this class we will examine our own thoughts and actions (that’s so meta) to better understand why we do what we do. Concretely, we will look at metaphysical ideas concerning existence and their real world applications. This means we will consider things like Fortnite, Instagram, driving, arguments with mom, schoolwork, and in-class ideas, etc. Students will be evaluated on class participation and by quizzes.

Heroes How should we interpret history? Do great individuals or anonymous social and economic forces propel history? From studying ancient figures like Alexander the Great and Cicero to modern ones like Lincoln and Churchill, students will take a look at how these and other individuals changed the world around them. Students will learn about alternative readings of history and debate the strengths and weaknesses of these people. The class will also explore problems like ‘The Cult of the Leader’ and whether hero-worship can encourage militarism and nationalism.

Statesmanship How should we interpret history? Do great individuals or anonymous social and economic forces propel history? From studying ancient figures like Alexander the Great and Cicero to modern ones like Lincoln and Churchill, we will take a look at how these men and others changed the world around them. Students will debate the strengths and weaknesses of these people and learn about alternative readings of history. Finally, we will look at the Robber Barons/Captains of Industry debate and discuss whether it is better to devote one’s life to politics or commerce. Evaluations are based on participation and open note quizzes.

The Just War Tradition Under what conditions is it legitimate to wage a war? Do modern technological weapons such as nuclear missiles invalidate the possibility of a just war? Is the doctrine of preventive force--striking before we're struck--just? These are a few of the questions we will be addressing in this course. The goal is to gain an understanding of the definitive principles that shape the Just War Tradition and to attain a basic familiarity with the debates concerning it. The semester will begin with a brief look at the history of Just War Theory and at a few authors whose writings either directly contributed to it or whose thought has provided us with fundamental alternatives. Students will read and discuss recent articles as well as watch and participate in debates themselves. Evaluations are based on participation and regular quizzes.

Dante’s Divine Comedy: Purgatorio and Paradiso For over 3 decades, Senior English has begun every year with a reading of Dante’s Inferno, the first book of his masterpiece, the Divine Comedy. However, placing some members of humankind in Hell is only part, and in a certain way the least important part, of Dante’s purpose in writing his great epic. His desire is to take Mankind on the rest of his pilgrimage through the realm first of Purgatory (where hope shapes his every desire) and finally of Paradise (where he will dwell forever in complete happiness). We will take a journey through Dante’s Purgatorio, where all of our many desires, fed by increasing hopefulness, are slowly formed into the One Great Desire – to be with God forever. We’ll read it canto by canto, and you’ll have a chance to present a canto to the class as well as construct a mini-canto of your own. We’ll then look quickly at the structure and basic movement of the Paradiso, to see where the whole enterprise is finally headed.

Short Stories of the American South “TRY RED SAMMY’S FAMOUS BARBECUE. RED SAM! THE FAT BOY WITH THE HAPPY LAUGH. A VETERAN! RED SAMMY’S YOUR MAN!” For better or worse, the South is just different: its history, its hope, its humor, its sadness, its faith, and its failings: its stories and its story-tellers. This elective proposes to read short fiction by great Southern writers of the twentieth century, dense works full of humor, horror, and insights into the weird life of this world. The first half of the course will focus on the Catholic writer Flannery O’Connor. The second half of the course will open up to other Southern writers. We will learn to understand and analyze short stories, build up a sense of the particular questions, characters, and environments that inform Southern stories, and discover what these authors can show us about our own places and stories. Students will be evaluated based on their participation in class discussion, will be required to write short responses to questions for each story to spur our discussion, in addition to a longer a paper on Flannery O’Connor, and a final test to put it all together. “Drive carefully. The life you save may be your own. Literature and Writing

Acting Out: The Dramatic Arts As Alfred Hitchcock said, “Drama is life with the dull parts left out.” This class is centered on the activity of a dramatic ensemble. Together we will explore a series of plays, from well-known Greek classics to the newest unpublished scripts that might show up on Broadway next fall. Using each script, we will develop skills to evaluate the plays, both for their literary aspects and for their qualities as pieces for performance. As we chew upon these scripts and discuss them among the class, we’ll work together to actually produce scenes from each for the public. As an ensemble, we’ll each handle various roles for various plays, some of us as actors, some as directors, some as lighting and set designers. This course will be part performance, part literary investigation. All students will be evaluated primarily upon participation.

Creative Writing The objective of this elective will be two-fold: first, to read through beautiful examples from some masters of poetic craft from various time periods in order to appreciate what they bring to us, and in some small way attempt to imitate their examples. Second, to write for each other, bringing our own poetic expressions to the group for appreciation and critique. In that sense it will become a workshop of sorts. The end goal will be to put together a small sampling of our best work—with perhaps a sampling as well of pieces of Great Masters which we most admired. The goal of the elective is to foster personal creativity and to generate a greater love and appreciation for written expression. Ideally, each member of the class will contribute something he has written, something he has found (from an existing poet) that he wants to share, and, along the way, a poem or two that he wants to commit to memory.

Creative Writing: Poetry and Short Fiction This workshop-style elective will challenge experienced wordsmiths while remaining accessible to new writers. We will practice the craft of creative expression in multiple writing formats, from formal poetry to free verse to short fiction. Students will study the masters of these various art forms while refining their own voices in each of these formats. The heart of the class will be group readings in which writers support one another, offer constructive feedback, and work together to create refined pieces that can be published in a class anthology, submitted to competitions, and utilized as writing samples for future college/employment applications. Throughout the class, we will also use writing as a vehicle for pursuing our own individual and collective understanding of life, beauty, and truth. Join us for an epic journey: as author Wayne Dyer said, "Don't die with your music still in you!"

Games and Gaming in World Fiction and Film Every journey begins with a single move. Games have served as a powerful symbol in some of the world’s greatest fiction and film. Discipline and obsession, art and luck, victory and despair—the full range of human experience can be found in stories whose central subject is the playing of games. In this elective we will read world classics such as Kawabata’s The Master of Go and Stefan Zweig’s The Royal Game, as well as contemporary gems of speculative fiction such as Orson Scott Card’s Ender’s Game. For the film segment of the course we will watch Bergman’s The Seventh Seal, Searching for Bobby Fischer, and Roberto Benigni’s unforgettable masterpiece Life is Beautiful. This seminar style elective will have a light dose of quizzes/written responses, and a large helping of lively conversation. So if you are willing to read closely, view attentively, and ponder deeply the human meaning of games then make the first move, I insist!

Gothic Literature “The oldest and strongest emotion of mankind is fear, and the oldest and strongest kind of fear is fear of the unknown.” So says H.P. Lovecraft in his survey of Gothic and early Horror fiction. We’ve always been drawn to the dark, wondered what makes man go wrong, or what might lurk in the shadows. The Gothic Literature of the eighteenth and nineteenth centuries sought to explore the Dionysian chaos that often erupted into our orderly, Apollonian lives, and eventually gave rise to the modern horror genre. This elective course will endeavor to investigate the major themes and motifs of the Gothic style though some of the major works of the era, as well its legacy in Victorian fiction, Southern Gothic stories, and even Latin American authors. The stories we will read and discuss represent the intersection of the normal, rational, physical world with the supernatural, weird, and uncanny. In the Gothic we find that while exploring man’s darknesses, his moral failings, we can better know how to pursue the Good--the metaphorical monsters of Gothic Literature act as a lens through which we can better understand our fallen selves. Students will be assessed primarily on fruitful discussion of the literature, short written reflections and analyses, and one full-length essay over an independent reading choice.

Icelandic Saga According to British poet laureate Ted Hughes, “The Icelandic Sagas remain one of the great marvels of world literature, a great human achievement. We can see how much of our Western modern tradition of narrative realism begins with them. But we can also see that the subsequent seven centuries have produced no other work so timelessly up-to-date, nothing with such a supreme, undistorted sense of actuality, nothing so tempered and tested by such a formidable seriousness of life.” In this course we will read the two greatest Icelandic Sagas: Njal’s Saga and Egil’s Saga. In addition we will read Hrolf Kraki’s Saga both its original form and in a fantasy retelling by Poul Anderson. In this class you can expect tragic drama, grim humor, red ice, and a rich cultural experience. A great complement to the study of Greek and Roman classics.

Making Mythology What is a myth: what elements go into the making of a myth, and why do these stories continue to be important? We will read various mythologies of creation, from the stories of ancient Middle East, to the Hebrews and the Greeks to the northern Europeans and finally Lewis’ creation of Narnia in The Magician’s Nephew as well as the creation of Middle Earth in the beginning of Tolkien’s Silmarillion. The final part of the course will be to compose a short myth of our own.

Moby-Dick “Call me Ishmael.” With these three small, deceptively rich words, we are invited to enter the epic world of Herman Melville’s masterpiece, Moby-Dick. At once literature, historical record, philosophical inquiry, political criticism, and a cetological treatise, the complex novel remains today a powerful, enigmatic, challenging, and rewarding exploration of man’s capacity for hope and endurance, the depths of madness to which one can sink, and the heights of love and friendship to which one can rise in the search for our purpose and design. This elective course will endeavor to grapple with this leviathan in its historical influences and impact, its thematic concerns, its poetry and narratorial uniqueness, and its deeply allegorical nature. Students will be assessed primarily on fruitful discussion of the literature, periodic reading quizzes, short written reflections and analyses, and one full-length essay which should reflect the fruits of the student’s exploration of the novel.

Old English Hear ye, hear ye! You have read and enjoyed the works of J.R.R. Tolkien, but have you ever considered being Tolkien? Well, now is your chance. This elective is for all you language lovers who wish to dig deep and discover the beauty and power of the most ancient form of our native tongue. In the first ten weeks or so, we will learn the basic grammar of Old English and acquire a small dragon hoarde of vocabulary and in the last several weeks we will read and translate some gems from our cultural past.

Science Fiction We will look at Science Fiction through influential short stories, novels, television, and film. The course’s purpose is to familiarize ourselves with Sci-Fi’s canon and distinguish it from other genres like Fantasy. Students will be expected to reflect on how these stories dramatize contemporary problems, suggest alternative political regimes, and impact the broader culture. They will engage critically with SF texts and identify the big questions being raised in them, such as: What are the moral dilemmas advancing technologies could pose? Is man’s future one of unending progress? Should we redesign human nature? Evaluations are based on participation, presentations, and open note quizzes.

Shakespearean Comedy Though students will read at least four plays by Shakespeare over the course of their eight year career at Cistercian, only the last one, read during senior year, is considered a comedy, and when students first experience one of Shakespeare’s comedies, they are often amused by the use of mistaken identities, as well as by the prevalence of romantic love as a topic, and the almost slapstick playfulness which mark so many of his comedic plots. Yet, it is easy to miss the profound, but more subtle insights which give shape to the lighter surface action. This elective will help students see the significance of several of the Bard’s comedies. Our study will focus on A Midsummer Night’s Dream, which will prepare students to participate in the literary conference on the play, to be held at The Greenhill School in February 2016. We will read 3 plays as a class; in addition, each student will also have the opportunity to present to his classmates on another of Shakespeare’s comedies.

Shakespeare’s Sonnets When you finish this elective, you’re going to stand head and shoulders above mere mortals – you’ll come to know Shakespeare, the master playwright, as the greatest lyrical poet in English. As we read his sonnets (some, closely; others, quickly!) you’ll experience not only his famous ‘love’ poems, but works that speak about jealousy, heart-ache, scandalous doings, and friends being better than gold! As we study the deceptively simple yet intricate poetic form of the sonnet, we’ll read them aloud in class and converse about them. Students will be evaluated on written poem analysis and have an in-class or take-home exam.

Reading and Writing the Short Story We will begin this elective with the reading of selected short stories in order to understand both the fundamental dynamic of the generic short story as well as the variety of structures and techniques which make up the genre. The students will then pick a short story writer to research, reading and analyzing several of this author’s stories. Finally, the students will attempt to shift from reader and critic to composer, writing a short story of their own. We will conclude the class by putting together a class portfolio of the semester’s best writing.

Speculative Fiction Speculative fiction aggressively pursues fresh insights and perspectives by placing familiar things in unfamiliar contexts, and unfamiliar things in familiar contexts. It explodes conventional thinking by radically altering our sense of scale. It reveals our nature by the imaginative testing of human limits as they relate to time, space, history, consciousness, and perception. From classic science fiction to contemporary experimental fiction these works can precipitate innovative ideas in many fields including science, technology, politics, and psychology. In this class we will approach fiction as a means of creative thinking. Because this elective will be run in the style of a reading seminar, a high premium will be placed on reflective writing and class participation. You will also try your hand at writing an original composition.

Storytelling and Improvisation Tell your story, build your character, and make your world. In this course, students will use methods of improvisation to derive short sketches performed at the end of the semester. Using acting exercises, character research, historic research, and imagination, the group will collaborate towards a full production that incorporates their vignettes. Students will be evaluated on class participation, production deadlines, as well as the show itself.

Short Stories of the American South “TRY RED SAMMY’S FAMOUS BARBECUE. RED SAM! THE FAT BOY WITH THE HAPPY LAUGH. A VETERAN! RED SAMMY’S YOUR MAN!” For better or worse, the South is just different: its history, its hope, its humor, its sadness, its faith, and its failings: its stories and its story-tellers. This elective proposes to read short fiction by great Southern writers of the twentieth century, dense works full of humor, horror, and insights into the weird life of this world. The first half of the course will focus on the Catholic writer Flannery O’Connor. The second half of the course will open up to other Southern writers. We will learn to understand and analyze short stories, build up a sense of the particular questions, characters, and environments that inform Southern stories, and discover what these authors can show us about our own places and stories. Students will be evaluated based on their participation in class discussion, will be required to write short responses to questions for each story to spur our discussion, in addition to a longer a paper on Flannery O’Connor (in preparation perhaps for next year’s O’Connor conference we are sponsoring), and a final test to put it all together. “Drive carefully. The life you save may be your own.”

Cinema and Theater

Acting This elective is an explorative introduction to the craft of acting. The class will touch on improvisation, character development, scene study, monologues, and classical text analysis. Sometimes chaotic but always fun, this class is both for the beginner who wishes to foray into acting and the experienced actor who desires to continue to learn and deepen their repertoire of skills. Students will be evaluated on class participation and growth over the course of the semester. While learning to live truthfully under imaginary circumstances, we will strive to create a classroom environment of creativity and spontaneity, with an emphasis on play and physicality that will free the mind and give the actor the confidence and skills that will benefit him on the stage and throughout life.

Characterization This elective is an explorative introduction to the craft of acting from the perspective of characterization. Each student will learn what it takes to bring a character to life through scene work, improvisation, and acting techniques. We will end the semester by writing an original play based upon characters chosen by the students. Students will be evaluated on class participation and growth over the course of the semester. While learning to live truthfully under imaginary circumstances, we will strive to create a classroom environment of creativity and spontaneity, with an emphasis on play and physicality that will free the mind and give the actor the confidence and skills that will benefit him on the stage and throughout life.

Digital Photography I Discover digital photography in the new Cistercian Digital Arts Lab. Learn the how and why of photography with the newest digital camera technology. Students will learn to effectively use the controls of their digital SLR cameras including shutter speeds, f-stops, control of focus and exposure. Photo composition, lighting and lenses are also covered. Students will use the new "digital darkroom" with high powered computers and Photoshop for digital image manipulation. Color and Black & White printing methods using the latest inkjet technology printers will be available. Students may use their own DSLR cameras, or a limited number of the school's Nikon digital cameras. Discover Digital Photography!

Digital Photography II/Advanced Digital Photo This course is a continuation of the skills & techniques learned in the Digital Photography I course with the emphasis on taking photographs for specific assignments. Advanced techniques in the use of digital cameras such as previsualization of the photograph, advanced metering, control of depth of field for effect, and control of motion using the shutter speeds will be presented. Additional instruction in advanced Photoshop techniques, as well as color and Black & White printing will be part of this course. Students will use the latest versions of Photoshop and state of the art computers and inkjet printers. Mounting and presentation will be part of this course as well as entry into the annual “Retail as Art” Photography Scholarship competition. The course is project-based and graded on successful & timely completion of projects. With the permission of the instructor, students who have already completed both courses in digital photo and who wish to further their studies may sign up for Advanced Digital Photo (portfolio development). This course will meet at the same time as Photo II.

Filmmaking Students will learn the process of filmmaking from story concept to finished production in this hands-on course. Using the latest professional editing software on the digital video lab computers and the School’s digital video cameras, each student will write, shoot & edit his own short film and in the process learn to operate the cameras, direct actors, use lighting and effects to bring their own story to the big screen. The best films may be shown at the end of the year in the School’s theater. This is a project-based course; grading will be based on steady progress toward project completion.

Filmmaking II [Mr. Reisch] (10) V-VII Filmmaking II is a continuation of the techniques taught in Filmmaking I (previous enrollment required) with additional emphasis on editing technique, lighting for film and advanced shooting techniques. Using the latest professional editing software on the digital video lab computers and the School’s digital video cameras, each student will write, shoot, and edit his own short film and in the process learn to operate the cameras, direct actors, use lighting and effects to bring their own story to the big screen. The best films may be shown at the ISAS Arts Festival in the spring and at the end of the year in the School’s theatre. This is a project-based course, grading will be based on steady progress toward project completion.

History of Film – Alfred Hitchcock The late, great film critic Roger Ebert said it best: “I do not have the secret of Alfred Hitchcock and neither, I am convinced, does anyone else. He made movies that do not date, that fascinate and amuse, that everybody enjoys and that shout out in every frame that they are by Hitchcock. In the world of film he was known simply as The Master.” This elective seeks (a) to familiarize the students with some basic concepts in filmmaking as they are evident in the films of Hitchcock, (b) to give students a chance to decide for themselves how much of the director’s “stamp” is on each of his films, and/or how much of their quality or uniqueness is the result of the work of screenwriters, actors, composers, etc., (c) to identify certain themes, motifs, and aspects of the human condition that recurred memorably in Hitchcock’s films, and finally (d) to look at the enduring legacy of Hitchcock in more recent films by other filmmakers. Assessments will include a class participation grade, a few quizzes, a few response essays, and a final, longer, synthetic essay.

The Films of Billy Wilder Billy Wilder, one of the great filmmakers of the Golden Age of Hollywood, was nominated for 21 Academy Awards and won six. He also was the first person to win Academy Awards as producer, director, and writer for the same film. In this elective, we will watch five of his films and discuss them. Topics for class discussions will include a comparison of classic versus modern filmmaking, the cultural context of Billy Wilder’s films, the influence of Billy Wilder on the history of film, the contemporary relevance (or irrelevance) of his films, and the moral lessons we can learn from them. Students will be assessed by in-class participation and two short essays.

The Films of Christopher Nolan This elective course is designed as an introduction to the art and craft of the visionary filmmaker, Christopher Nolan. Students will be introduced to the medium of film from a technical perspective as a narrative text to be "read," as well as social criticism and cultural reflection. Then, through screenings, discussion, and individual reflection, students will learn to critically analyse the anatomy of Nolan’s body of work according primarily to technique (including his arrangement of shots, angles, and camera movement as well as his use of unusual narration through editing), composition, and theme, and in particular the original style of this contemporary artist. Some of the films to be covered include The Prestige, Inception, and Interstellar. Students will be evaluated on the short analytical essays they write at home, and/or reflective in-class essays they will write after each screening.

Films of Sergei Eisenstein For a film director who only completed seven (!) films in his entire career, why does the Russian Sergei Eisenstein always end up on any list of “The Best Film Directors” of all time? This course will give you the answer to that question by closely watching five of these films: Strike, Battleship Potemkin and October (all silent films) and Alexander Nevsky and Ivan the Terrible. While studying the films, we’ll also look into Eisenstein’s theory of film, especially his development of the technique of montage. And, of course, we’ll explore the influence of Communism (Yes, he was an ardent Soviet Communist!) on his art. So, to quote Siskel and Ebert, “It’s TWO THUMBS UP for the films of Sergei Eisenstein.” Assessments come through class participation and conversation, quizzes, mini-exams.

Improv Games Let your brain stretch in a different dimension. This elective is all about letting loose and remembering what it is like to play pretend. We will play a variety of different improv games to test the boundaries of our imagination (and make each other laugh). By the end of the course we should be familiar enough with the form to create our own improv show, and allowing the audience to join in our fun. Students will learn how to speak confidently on the spot, think outside the box, creative problem solve, and build teamwork beyond the classroom or athletic field. They will be graded on class participation, a willingness to play – both boldly and according to the rules – and on a final class improv show.

Making Your World Tell your story, build your character, and make your world. In this course, students will derive a short play (20-30 minutes in length), to be performed at the end of the semester. Using acting exercises, character research, historic research, and imagination, the group will collaborate towards a full production that incorporates costumes, lighting, and sound. Students will be evaluated on class participation, meeting production deadlines, as well as the show itself.

Stage Combat and Acting This course will keep the students on their feet as we explore various types of movement and stage combat. Using practice tools in a safe setting, students will learn intermediate hand-to-hand combat as well as quarterstaff. We will also explore the techniques of physical comedy, clowning, and storytelling through movement. Students will be asked to incorporate the combat they’ve learned into various assigned scenes.

Theatre Practicum I Learn and put into practice all elements of what it takes to put on a stage production – from acting exercises and behind-the-scenes magic, to stage management and marketing. Throughout this course we will learn different techniques to build a successful show. This class will assist in making the fall MS production a success. Students will learn elements of acting, producing, directing, design, construction, organization, budgeting, entrepreneurship, and promotion. They will be graded on execution of each new learned skill as well as completing their assigned task on the production team of the Fall show.

Music

History in Music Music is almost continually in dialogue with history. As an art form, it is shaped by the events of the distant and recent past, and in return it shapes our understanding of the past and humanity itself acting in it. This course will have students reading up on specific events that gave rise to musical compositions like Dmitri Shostokovich’s Execution of Stepan Razin, Peter Gabriel’s Biko, and U2’s Bloody Sunday in order to give presentations on the past and so engage each other in thoughtful conversation about the resultant art that continues to inspire and shape us.

Opera Appreciation If music be the food of love, play on, wrote Shakespeare about 400 years ago. And in this elective, that is exactly what we’ll be doing: discovering that one of the greatest loves we have is GREAT MUSIC which can feed not only love but also anger, passion, laughter, hatred, betrayal, death, yea, the whole world. Opera began, like The Bard himself, about 400 years ago, and it continues to stir the blood of anyone who takes but a few hours to learn its music, its lyrics, its stories, and its history. So, if you are a lover, come find the food that will dazzle your eye, ring your ear, tingle in your throat, and touch your heart!

Music Theory In this class we will explore the "engineering" of music, beginning with the fundamentals such as pitch notation, meters, intervals, triads, and keys, and moving to harmonic and formal analysis. The class will also include rhythm work and sight-singing. It will be designed for those students who can already play an instrument and read music easily. Students will be evaluated on class participation and homework assignments.

Speech/Communication

Shakespeare on the Move “Speak the speech I pray you!” This elective is all about getting Shakespeare up on its feet. Students will learn how to break down Shakespeare’s text in an active vibrate way, showing how the famous bard’s pieces are timeless and still relevant. Students will be evaluated on class participation and growth over the course of the semester. We will bring Shakespeare’s famous villains, heroes, and fools to life through scene work that incorporates clowning and stage combat. This class is for beginners or seasoned actors who wish to play in the world of Shakespeare and appreciate the theatre magic his plays explore.

Public Speaking In this elective students will develop the skills and techniques of persuasive oratory. Students will learn how to construct impactful speeches on the page and then masterfully deliver them aloud. We will focus on articulation, logic in argumentative speaking, and the integration of comedy and humor, with the goal of giving the student the confidence to eloquently deliver a variety of speeches and presentations. Students will be evaluated on the production and presentation of several speeches throughout the semester. There will be group work, constructive feedback, and class participation, including, of course, delivering speeches.

Debating Contemporary Issues Do you have strong opinions about healthcare? Iraq and Afghanistan? Local or national elections? Then join us in Debating Contemporary Issues. Learn to analyze an issue, defend your position persuasively, and construct ironclad arguments and counterarguments. After researching and discussing each issue, we will put it to the test in a class debate – so come ready to argue!

Mock Trial Students will participate in two to three mock trials as a practical introduction to the trial process and advocacy. The course will include the rules of evidence and how to use them, proper opening statements, closing arguments, direct examinations, and cross-examinations. Oral advocacy will be a major portion of the course, but effective body language, voice, and personal awareness will also be included. An attorney will coach students during several class meetings, and a voice coach will work with each student at least once. Students will have the option to participate in the January 2013 Texas High School Mock Trial Competition sponsored by the Dallas Bar Association. Students will be evaluated on the quality of their effort to prepare the tasks of a mock trial in a timely manner.

Debate – Public Forum Finding truth often involves exploring different sides of an issue, hashing things out with the help of friends and strangers, and learning the virtues of both independence and true humility. Such things are at the root of being a true student but they are also the basis for a successful high school debate team, an exciting initiative for the coming school year. CPS's new debate team will focus on "Public Forum Debate" (PFD), a relatively new format for debate that highlights research, analysis, teamwork, and real-world public speaking skills. The debates are conducted two on two, and last about 45 minutes each. Holding practices for the trial season within an elective-class format should allow students the needed preparation and support to form a successful team. Debate is a time-intensive activity; students interested in being part of the debate team are strongly encouraged to sign up for this class. In-class activities will include instruction on the essential skills and methods of PFD, guided research, preparation of argument briefs on each monthly topic, practice debates and peer-critiquing. For each monthly topic, each student will contribute to the team's annotated bibliography and prepare a position paper of his own analysis of the key factors in play. Students should emerge from this class more informed about our world, more capable of tackling complexities, and more skilled in communicating their views to others.

The Art of Negotiation Using a combination of discussions of the book, “Getting to Yes: Negotiating Agreement Without Giving In,” and in-class exercises, this elective will teach the basics of negotiation. Negotiations occur every day in a variety of situations. Understanding the types and methods of negotiating will prepare the class to handle these situations more effectively. The class will discuss different negotiating styles, strategies, and best techniques for preparing for negotiations (whether they be with friends, family, co-workers, or strangers). Students will be evaluated on class participation and growth over the course of the semester, as well as small assignments throughout the semester.

Introduction to Law This semester-long program will introduce Cistercian juniors to various aspects of the legal profession, legal ethics, and to potential careers within the legal industry. Over 15 notable Cistercian Alumni lawyers will take turns covering facets of the legal profession within their areas of expertise. Cistercian has produced a number of lawyers that have worked on landmark cases and transactions, thus, this is an opportunity to network with Cistercian attorneys while learning through their real life experiences. Areas of law that will be explored include: Contracts, Texas Civil Procedure, Criminal Law, Civil Litigation, Intellectual Property, Property, Probate, Mergers and Acquisitions, Private Equity, Appellate Law, Law School, Torts, Immigration, and more. Each instructor will spend a few class periods on their area, and class grades will be based on homework, brief quizzes over each sub-area, and a final paper in which a student explores a specific area of law that was encountered in the course.

Visual and Studio Arts

Architecture I Look around you. Everything that exists in the built environment has been designed. From the smallest item to the largest cities, each object is the child of either thoughtful or thoughtless design methodologies. This course will investigate these modes of design by examining contemporary architecture and theories therein. These theories, and their spatial implications, will inform investigations through various media, such as sketching, models, and in-class discussions. Architects attempt to create effective spaces, whose aim is to transform, inspire and uplift those that inhabit, work or worship within and around them. Come and experience firsthand the questions and solutions that are encountered when solving design challenges.

Architecture II Architecture today is a craft which leverages the computer in a variety of ways. Primarily, the development of modeling technologies, and later, parametric modelers, have become integral to the practice and are changing the way we address the built environment. This class will build upon the framework established in Architecture I by transitioning theoretical visualization studies toward contemporary digital work flows and aesthetics. As with the first course, there will be two distinct objectives for the course: theory and craft. For production, the students will transition from hand-drafting into a digital, three-dimensional environment starting with the architectural conventions already studied – scale, elevation, axonometric projection and perspective – and working towards realizations of these drawings in the computer. Within computer design techniques, we will study model organization, blocks/grouping/components, layer management, parametrics, lighting, material mapping, and rendering. We will also investigate emerging digital craft, and survey contemporary designers such as Morphosis, Gehry Partners, and Herzog & De Meuron in terms of aesthetics, production, and theory.

Architecture: Folly by Design Folly - noun; 1: a foolish act or idea. 2: an often extravagant, picturesque building with no practical purpose erected to suit a fanciful taste. In this course, you will attempt to produce the latter while avoiding the former. The class will be modeled on a college-level architectural design studio that will introduce architectural history, design concepts, physical and digital drawing/modeling/rendering techniques, and presentation skills. Students will design, describe, and present an architectural folly project. Grades will be evaluated primarily on class participation and completion of assignments. The Midterm and final presentations will be graded qualitatively based on the students’ graphic presentation, verbal presentation, and ability to respond to critique questions during the reviews.

Digital Marketing and Social Media Digital Marketing & Social Media is designed to introduce students to the ever-changing digital world, as well as to immerse students in real-world, hands-on experiences with live digital marketing campaigns, industry standard digital tools, resources, and more. Topics covered include an overview of Marketing principles (the 5 P’s) and digital marketing strategy, digital marketing tools and tactics, social media platforms, use of social media for business, and best practices for personal social media usage. The course will feature 1) marketing theory, strategy and discussion of current trends, 2) hands-on study, creation, and analysis of digital marketing and content, and 3) a social media-for-business simulation where students will apply their learnings to a real- world scenario with hands-on work in a live simulation environment. Students will be measured on class participation, group projects, and presentations and individual work.

Graphic Art From billboards, websites and product-labels to the covers of magazine and CD cases, graphic art surrounds our daily life. This course aims at teaching and practicing the basics of graphic design. Students will explore examples from art history and learn the principles and elements of visual art. The majority of the class will be spent on student-created design projects. Each student will be use Adobe Photoshop (or a similar program). This class is intended for serious students who are considering studies and/or a career in an art- related field. Evaluation of a student’s performance will be assessed through quizzes, homework, completion of projects, critiques, and a final project.

Graphic Design: Publications Desktop publishing, including design, layout, and copy and formatting has become the norm for professionals as well as students. From creating effective layouts for student publications to formatting a class project, or in designing a brochure to market a business opportunity, the technological and artistic skills necessary for a successful publication are in demand. Students in this course will work on the elements of designing publications such as flyers, posters, programs, and other documents, with particular focus on learning how to use the software, InDesign, but also Photoshop. Students will learn to create effective layouts, incorporate design elements, enhance documents with color choices, formats and styles, crop and adjust photos for quality and to write effective captions. The training will be hands-on, with much of the class-time spent developing projects.

Intro to Publications In order for publications, like The Informer (the school’s newspaper) and Exodus (the school’s yearbook), to reach their full potential, students need to develop a wide variety of skills, such as copy-writing, photo editing, layout design and caption creation. Intro to Publications will be a hands-on tutorial and practicum in those skill sets. Students will work with Adobe Photoshop, InDesign and Bridge to complete projects – such as newspaper stories and yearbook layouts. Some projects may be featured in the school’s publications. Assessments will be based on the completed projects.

Studio Art: Acrylics This class introduces students to the acrylic painting method. Instruction covers color theory, color mixing, wash and impasto techniques, compositional development, and critique. Grades are based on the average between 4-5 required canvases and classroom participation.

Studio Art: Ceramics This class introduces the student to sculptural hand-building techniques including pinching, slabbing, and extruder methods. Students are expected to complete one to two major assignments with grades being determined by their averages and class participation.

Studio Art: Encaustic Painting This class explores the age-old technique of encaustic painting. Dry pigment is mixed with molten beeswax to create highly textured surfaces on board panels. Students will learn fundamental approaches and applications directed toward personal concepts and designs.

Studio Art: Installation and Performance Art Performance Art and Installation Art have done more to put Art back into the hands of the everyday man and woman than any single Art form in the past 80 years. Got something to say? This class offers you the chance to create site-specific installations and short performance art pieces, either solo or in small groups. Each student will be evaluated on the merit of his/their work with attention given to theme, construction, and presentation.

Studio Art: Printmaking This class will focus on relief, intaglio, and planographic printmaking processes with emphasis on the press and its creative possibilities. Techniques include woodcutting, linoleum relief, drypoint etching, and various monotyping approaches.

Studio Art: Screen Printing Many are familiar with Andy Warhol’s “Marilyn Diptych” and “Campbell’s Soup Cans” but few know the process behind it. In this course, students will learn the specific yet wide-ranging art skill, involving both graphic design (Adobe InDesign and Photoshop) and manual technique. Using various canvas materials – wood, paper, fabric – this course will explore monochromatic and polychromatic screen printing. A portion of the class will focus on the craft of t-shirt design and printing. Evaluation will consist of peer critique, design originality and creativity, and print execution. Evaluation will consist of peer critique, design originality and creativity, and print execution of 3 submitted projects.