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

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

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

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

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

　　FocusonAncientGreeceandAncientRomeuptoitsfall

　　RichinstoriesaboutsuchpeopleasPericles,Archimedes,AlexandertheGreat,Hannibal,JuliusCaesar,ConstantineandAttilatheHun

　　ThemesofthecourseincludetheSpartanArmy,GladiatorsandRomanslaves,theRomanArmy,DemocracyinAthensandRome,howaRomancitywasbuiltandvariousinventions

　　AcarefulstudyofthegeographyoftheMediterraneanworldwillbeginwithlearningthecontinentsandoceans. StudentswillalsostudysomeNorthAmericangeography,includingstatesandcapitals.

　　Textsincludeampleprimarysourcematerialandstoriesaboutpersonsandevents,aswellasthebookTheStoryoftheWorld(Bauer)

　　TheMiddleAgesfrom476to1453A.D.(4thgrade)

　　FocusisonthespreadofChristianitythroughoutEurope,theNormanConquest,theCrusadesandtheHundredYear'sWar

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

　　ThemesofthecourseincludetheFranks,Vikings,OttomanTurks,MedievalKnightsandCastles,monasticlifeandvariousinventions

　　ThegeographysectionofthecoursewillfocusonEurope,includingpoliticalandhistoricalboundariesandmajorriversandmountains

　　Textsincludeampleprimarysourcematerialandstoriesaboutpersonsandevents,aswellasthebookTheStoryoftheWorld(Bauer)

　　AgeofDiscoveryandtheBirthofOurNationfrom1492to1783A.D.(5thgrade)

　　FocusisontheexplorationandcolonizationoftheNewWorld,theFrenchandIndianWar,theRevolutionaryWarandtheestablishmentoftherepublic

　　RichinstoriesaboutsuchpeopleasChristopherColumbus,CortezandMontezuma,St.IsaacJoguesandtheFoundingFathers

　　Themesofthecourseincludeinventions(GuttenbergPress,gunpowder,compass),humanism,explorersandconquistadors,FrenchmissionariesandAmericanRepublicanism

　　ThegeographysectionofthiscoursewillreviewUSstatesandcapitalsandcoverCentralandSouthAmerica.

　　Textsincludeampleprimarysourcematerialandstoriesaboutpersonsandevents,aswellasOurPioneersandPatriotsandThisCountryofOurs.

　　Thestudyofhistoryinthemiddleschoolyearsbeginsbyexploringthegreatachievementsofthosewhohavecomebeforeusandgraduallyleadstoamorecriticalanalysisofthecomplexityofthepast. Itisourhopethatthisdeeperandmorecriticalstudyofallaspectsofhumanrelationswillpurifyratherthanreplacethesimplepietythatlowerschoolboyssonaturallydeveloptowardtheirfamily,community,countryandtradition. Inanycase,thetrueheroesofthepastshowupwithgreaterdefinitionasoneunderstandsthecomplexityofthechallengestheyfaced. Thecurriculumforeachgradeisasfollows:

　　ThebirthandearlydevelopmentoftheUnitedStatesofAmerica(6thgrade)

　　FocusisontheAmericanRevolution,thegrowthandwestwardexpansionoftheUnitedStates,theconditionsleadinguptotheCivilWar,andtheCivilWar

　　Richinstoriesaboutthelivesofmountainmen,tradersandtrappers,thevoyagesofLewisandClark,foundingfathersandthegreatCivilWarleadersonbothsides

　　Themesincludetheconstitution,religiousliberty,theplightoftheimmigrantlaborer,theimpactofindustry,transportation(canalsandtherailroad),slaveryandthetensionbetweenfederalandstatepowers

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

　　Textsincludeampleprimarysourcematerialandstoriesaboutpersonsandevents

　　AmericanHistoryfromtheCivilWarthroughWorldWarII(7thgrade)

　　Focusisonanin-depthstudyoftheCivilWar,theperiodofReconstruction,WorldWarI,thegreatdepressionandanin-depthstudyofWorldWarII

　　Richinstoriesaboutthegreatleadersthroughoutthisperiod,aswellasvariousheroes

　　Themesincludefederalismvs.statesrights,technologicalandmilitarydevelopments,andthefoundationsofthecurrentworldpoliticalsituation

　　ThegeographysectionofthecoursestronglyfocusesonEurope,NorthAmericaandthePacific

　　Textsincludeampleprimarysourcematerialandstoriesaboutpersonsandevents,aswellasGreatBattlesofWorldWarII(Mann)

　　AncientHistory(8thgrade)

　　FocusisonAncientEgypt,AncientGreeceandRomeupthroughthe2ndcenturyA.D.

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

　　Themesincludethefoundationsofwesterncivilizationandculture,philosophy,typesofgovernment:democracy,republicandtotalitarianrule,andinventions

　　Thegeographyoftheancientworldisstudied

　　Textsincludeampleprimarysourcematerialandstoriesaboutpersonsandevents,aswellasAncientandMedievalWorlds(HoweandHowe)

　　Thestudyofhistoryintheupperschoolcontinuestohighlightthegreataccomplishmentsofthepastandourindebtednesstothoseonwhoseshoulderswestand. Atthesametimestudentsareledtoanalyzeeventsanddevelopmentsfromdiverseperspectives: political,economic,culturalandintellectual,tonamejustafew. Wellgroundedteachersseektomentortheboyssoastopreventthemfromnarrowlyembracinganyoneparadigm,sothestudentsgrowinappreciationoftherichcomplexityofthepastandthehumancondition. Inthiswaystudentscometoappreciatetheirplaceintheworldaroundusandhavethetoolstounderstandwhatishappeningaroundus. Apurifiedrespectforthewesterntraditionwithitspoliticalinstitutionsandculturalachievementsleadstotheformationofyoungmenequippedandreadytoenterintotheresponsibilitiesofmaturecitizenship.Thecurriculumforeachgradeisasfollows:

　　MedievalandEarlyModernHistory(freshmenyear,partofthe9thgradecore)

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

　　Studentsareintroducedtoamorecarefulstudyoftheculturalandintellectualdevelopmentsofthistimeperiod

　　Themesincludethedevelopmentofwesterncivilization,thesynthesisofwesternpoliticalandculturalinstitutionswithChristianity,therevoltagainstthissynthesis,truthvs.powerasparadigmstounderstandrealityandtheseedsofmoderndemocraticandtotalitarianstates

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

　　Sophomoreschoose1ofthefollowing3courses:

　　USHistoryandGovernment-electivecoursethatexploresingreatdepththedevelopmentoftheUnitedStatesofAmericaanditspoliticalinstitutions

　　USHistoryAP-collegelevelcoursethatUSHistoryfrom1492tothepresent. Thiscoursehasastrongfocusonwritingessaysthatanalyzedevelopmentsfromdifferentperspectives.

　　ModernEuropeanHistoryAP-collegelevelcoursethatcoverstheperiodfromroughly1450A.D.tothepresent

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

　　HistoryofWesternThought(requiredseniorhistorycourse)

　　Beginningwiththe2012-2013schoolyearthiscoursewillbetherequiredhistorycourseforallseniors.

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

　　Inadditiontounderstandinghowideashavehadimpactedcultureandtheshapeofthemodernworld,studentswillalsolearnmoreabouttherealistphilosophicaltraditionandhowtodefendthetruthinthistraditioninresponsetomoderncritics.

　　Armedwiththetruthandanunderstandingofcommonsourcesoferror,studentswillbewellpreparedtoenterthe"marketplaceofideas"whichmajoruniversitiesaretoday. Studentswillbeequippedtorecognizesourcesofthoughtbehindcommonparadigmsandwillbebetterabletorecognizewhatistrueandgoodfromwhatisfalseandharmful.