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Juniors and Seniors engage in an integrated course of study, framed by Montessori pedagogy and the International Baccalaureate curriculum. They focus on the interface of place, culture, history, and the natural environment as explored by the disciplines, in pursuit of the unifying values of peace and sustainability. The program encompasses the following courses and centering areas:
Students choose between three integrated math courses of study. Math Studies evolves from the study of geometric and arithmetic sequences to the study of functions and equations to calculus and statistics and includes applied study of financial mathematics. SL Math explores sets, trigonometry, calculus, statistics, and matrices. HL Math explores trigonometry, calculus, statistics, matrices, and discrete mathematics. All math courses use various techniques such as lessons, seminar, project-based learning, and math lab as well as various modes of assessment.
The history course is focused on the study of 20th Century world history and explores the emergence of democratic states, nationalist and independence movements in Africa, Asia, and Eastern Europe, as well as the Inter-War Period as an in-depth study of efforts for peace-making. In contrast to a traditional definition of peace as cessation of war, students also explore Montessori’s vision of peace as a positive endeavor of constructing a better society. The regional focus of Higher Level studies is on Asia and explores the rising importance of China and India and of the region as a whole in a global political and economic context. Students learn through lessons, research projects including rigorous training in writing research papers, seminars, and through interaction with experts at school and in University Circle institutions.
The study of literature is focused on four themes that are important to the adolescent experience of the world: gender, identity, spirituality, and the fantastic as captured in magical realism. Students explore these themes in a variety of genres ranging from the novel to poetry, to drama, to essay, memoir, commentary, and review, and evolve both their reading and writing skills in critical and creative encounters with the literature of a range of time periods. Various formats such as lessons, seminars, staged readings, research and writing lab, oral presentations, and creative expression projects are employed. Experts and authors are invited in to the course, and students are offered the opportunity to attend and participate in literary events in University Circle and the city.
As Juniors and Seniors, students focus one of the arts and study the art of their choice through production and a theoretical and historical perspective so they develop as both technically trained creative artists as well as critical interpreters of art. In all art courses students are given ample opportunity to visit professional and community arts productions in University Circle and the city of Cleveland.
Visual Arts
Students explore the visual arts in many media through studio production, research, documentation, project planning, and reflection. They document their individual evolution in a workbook and over time develop an understanding of their own work in a personal, historical, cultural, and artistic context. At the end of their Senior year, students are able to confidently discuss their own work, exhibited in May at MHS.
Music
Students develop perceptual skills, know and understand music historically, and are comfortable with musical terminology. As part of their assessment, students perform either a solo piece, participate in group work, or compose an original piece of music and are able to discuss their own work in its theoretical, historical, and artistic context.
Theatre
The theatre course illuminates play scripts from several world cultures and explores other theatrical texts analytically and imaginatively. Students develop a clear understanding of theatrical language essential for production and performance and keep a journal and performance portfolio throughout the class. They are actively involved in at least one production.
The Extended Essay is a 4,000 word research essay based on the students’ research on topics of their choice and within the range of a particular discipline or of an interdisciplinary nature. It is a wonderful opportunity for students to immerse themselves intellectually into an area of personal interest. The student is supported by an advisor; however, emphasis is placed on independent work outside of class, a personal journey in research and writing, and on clear and logical communication of the students’ ideas. Students have the opportunity to reflect on and celebrate their experience in a concluding interview with their advisors at the end of their Senior year.
This core course challenges students to seriously engage their energies and talents in life outside of school and provides a counterbalance to the academic rigor of their courses of study. Each student develops an individual project with focus on service, action, and creative expression in University Circle partner institutions or other places in the city of Cleveland that encourage the student to develop awareness, concern, and their ability to work on tasks cooperatively in an institutional setting. A student’s interest may shift over time, but emphasis is placed on continuity of commitment so students have the opportunity to see that their efforts make a real difference in the world.
The Theory of Knowledge course functions as an integrative hub of the disciplines and a place of reflection and conversation guided by the central question “How do you know what you know, and why would anyone believe you?” Students explore ways of knowing and areas of knowledge that give rise to knowledge issues in case studies, through formal introductions to epistemological concepts and theories, experiential exercises, and Going Out in University Circle to explore the making and questioning of knowledge and belief in encounters with experts, professionals, and practitioners of the sciences, arts, and applied fields, such as law, business, and ethics. The course aims to challenge students to connect about ten years of formal academic training through the application of knowledge to solving real life problems. It is hoped that skilled, clearly oriented, and self-aware thinkers become capable, engaged, and caring citizens of the world.
Throughout their educational careers at MHS, students participate in inter-session intensives called X-Terms. X-Terms are experiential learning opportunities for students and staff who collaborate in the planning and experience of two-week periods, two times a year to engage in work and study in areas of deep interest. In contrast to the formality of regular coursework, X-Terms create a Montessori atmosphere with multi-age groupings and all-day close collaboration between students and adults, including faculty, outside experts, and other adults. X-Terms are offered after winter break in January (J-Term) and at the end of the school year (Spring X-Term) for two weeks at a time. J-Terms are faculty guided and allow immersion into particular contents considered essential to a MHS education. Examples are micro-economy, language immersion, US Government, sustainability, and service. Spring X-Terms are student-driven, i.e., students learn to be independent and take full ownership of the process, including working through logistics, the challenges of functioning in a group, and fundraising. A successful Spring X-Term has the clear mark of student independence, self-reliance, and adaptability.
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