descendant of wanderers focused on the revival of Mesoamerican literature and culture.

ineb academics

2019

YOL YI’B INQUIN AL

“Being all that you were born to be is the real goal in life, as it includes spirituality along with everything else.”

INEB students stress worthy virtues and themes pertaining to social justice.  Through service projects, donation drives, fund-raising, and partnership with Kawsak Sacha students from first through eighth grade engage in projects and discussions that move them to think beyond themselves.  our classroom daily agenda focuses are made aware of the people all around them and the needs both in our local community and world.  And cultivate and nurture a strong sense of community by forwarding universal ideas and teachings found in all faiths.  the school firmly promotes inclusivity and treasures the diversity present within our community.  The message conveyed in classrooms is to respect differences but also to recognize that despite these, we are a community united by common goals and core values.  The ultimate goal in guiding students’ spiritual and moral development is to help them become competent, confident, lifelong learners who are responsible, caring, contributing citizens to the communities and diverse world in which they live.

 
 

DIVERSITY IS INTEGRAL TO THE MISSION OF INEB DAY SCHOOL.  DIFFERENCES IN RACE, RELIGION, NATIONAL AND ETHNIC ORIGIN, SEXUAL ORIENTATION, SOCIOECONOMIC STATUS, AND FAMILY STRUCTURE ARE WELCOMED IN OUR COMMUNITY.  WE SEEK TO CONTINUE BUILDING SCHOOLS THAT REFLECTS THIS RANGE OF DIVERSITY AND EMPOWERS OUR STUDENTS TO EMBRACE THEIR HERITAGE, DIVERSE AND RICH WORLD IN WHICH WE LIVE.

at INEB we believe that intellectual, spiritual, and ethical growth, cultural appreciation, and social and physical development are enhanced in a nurturing atmosphere which provides attention to the student as an individual. as the first independent private school, we strive to create a learning process as disciplined in itself which develops attitudes of responsibility, cooperation, and independence. INEB embodies its philosophy through its commitment to the following goals.

  • To promote a positive attitude toward learning

  • To develop in students a command of essential competencies—to read with comprehension, to listen attentively, to think critically, to solve problems analytically, and to communicate effectively in oral and written language

  • To nurture creativity and appreciation of the arts

  • To foster both independent and collaborative thinking

  • To build strong self-esteem, good citizenship, appreciation of differences, and social harmony

  • To create an atmosphere of social justice and respect for the dignity of every being

  • INEB is a community that reflects and appreciates cultural, racial, socioeconomic, and religious diversity.

 
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For all students, INEB utilizes a block schedule. Students take four, 75-minute classes per day, with significant breaks in between each class. The 75-minute classes allow for teachers to utilize multiple teaching strategies, from lecture or group work, to guided practice, different media, and more to engage the different learning styles of the students in the classroom. In short, at INEB teaching and learning emphasizes depth of understanding, deep questions and conversations, and demonstration of mastery, rather than superficial memorization. 

Breaks between classes are meaningful and substantive-- Morning Meeting, advisory, Middle School electives, or just a chance to grab a snack and chat with some friends allow for appropriate mental breaks in between demanding courses.

Additionally, home work and academic planning is manageable with four courses per day. Each week, Middle School students have a proctored "work period"-- a 75-minute period dedicated to completing coursework or meeting with a teacher for additional support-- as well as "Homework Help," where students may meet with teachers midday for any questions they may have. Because of the schedule's rotation of classes, students typically have a full school day between class meetings to manage their homework or preparation for the following class period.

 
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ineb

lower school

 
 

The Lower School, pre-kindergarten through fourth grade, provides a stimulating and nurturing environment that encourages active engagement in learning. our teachers recognizes each child’s unique pattern and timing for growth and development.Students enjoy a rich and comprehensive core learning experience in their classroom, along with the expert instruction in Spanish, art, music, and physical education. A weekly class at the INEB library reinforces the importance of literature and the joy of reading, we integrate mesoamerican literature, and a weekly theology/life skills class teaches them the respect and responsibility of being part of a diverse school community.Additionally, age-appropriate service projects prepare them for their future roles as global citizens who will inherit a world that will need their commitment to service and leadership.

 
 

The Lower School Science curriculum provides age-appropriate opportunities for students to participate in units of earth science, life science, and physical science. Exploration is integrated to give students meaningful experiences with science tools and measurement, along with a wide variety of materials specific to each area of study. The hands-on curriculum develops skills of observing, predicting, record keeping, comparing, communicating, analyzing, summarizing, and applying what is learned. In addition to learning concepts and vocabulary through the discovery process, art, math, and language arts skills are integrated into learning experiences. Field trips give children opportunities to see real-world applications of science and to meet experts. Through multiple approaches, the joy of discovery permeates the lab for all of our little scientists.

The Lower School Art program focuses on developing children’s inherent drive for self-expression. At all grade-levels, students are exposed to many types of media, including drawing, painting, sculpture, printmaking, and clay. Formal guidelines are balanced with opportunities for individual decisions and explorations. From the early ages when students are increasing dexterity and spatial understanding, to later Lower School grades where students are working on multi-step projects and a variety of media, all students are developing observation skills, courage and imaginative zeal, and an appreciation of the act of creating art.

Weekly visits to our Library is used to enhance grade-level curricular learning, with age-appropriate literature and learning activities. From hearing stories that enhance an appreciation of books and literature, to understanding story elements and thematic issues, Library gives students plenty of opportunities for growth. the Library supports every student's learning experience!

Nurture, play, and discover the world around you.

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All members of the Lower School community - parents, teachers, and administrators - are focused on providing students with an education that will prepare all students for the world in which they live, while still protecting the joy that they so rightly deserve. Within classrooms, interactions are respectful, compassionate and authentic. The academic environment is one in which students are supported by exceptional teachers, who create experiences which allow students to explore concepts and ideas, and create their own knowledge through curiosity, inquiry, stimulating engagement and collaboration.

 
 

ineb

Middle School

 
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The Middle School offers students a balance of breadth and depth, with ample opportunities to pursue individual intellectual interests through a variety of course choices and independent research. Students are afforded opportunities and responsibilities, while supported by strong bonds with each other and their faculty.

 
 
 

Students in fifth through eighth grade take on increased academic challenge and learn to be self- disciplined, independent, responsible, and compassionate. They are encouraged to be leaders in the school community and look toward the global community for a better understanding of the lessons they are learning in the classroom.

Students meet with their academic advisor twice a day and this strong advisory system plays a vital role in guiding and supporting them as they embark on a rigorous curriculum in INEB classrooms that give way to moving between subject-specific classrooms in fifth through eighth grades. Different sections in humanities, math, and Spanish ensure that the students are in classes where they will find challenge and success. Every middle school classroom in our Phoenix private school is a laboratory for experimenting, questioning, discussing, exploring, researching, and creating. 

Advisors provide the necessary support as students assume full responsibility for organization and time management, and accountability for behavior and academic expectations. Each year approximately 15 new students are accepted into fifth grade resulting in a larger middle school community along with new friendship and social opportunities. Peer issues that may arise during these formative years are addressed through the advisor system, the counseling department, and the life skills instruction received as part of the religion curriculum. Electives and extracurricular school activities give students’ avenues to explore individual interests.

As the students’ journey of intellectual and self discovery moves them toward increasing independence and responsibility, they are asked to look forward and outward by engaging in increased service to others. They are taught that much has been given them, and much is expected.

seventh - eighth grade

Students study the universal themes and recurring motifs in literature as they are expressed in epic poetry, classical drama, short fiction, and the classic and contemporary novel. The focus is on critical thinking and the exploration of ideas common to a variety of cultures. The level of instruction prepares students for advanced high school level courses. Students learn to write with a command of the grammatical and mechanical conventions of composition utilizing their comprehensive experience with the 6 + 1 Traits® of Writing. Students expand the essay form to a substantial term paper.

The aim of the public speaking curriculum is to prepare students to be comfortable, competent, and articulate in front of an audience. Students write and present persuasive, informative, and special occasion speeches. They study voice, language, poise, arrangement, and use of multimedia as they learn to be effective communicators. They also study and practice the interview process.

Middle school students study the Bible from a historical, cultural, and geographical aspect. In addition to Jesus Christ, they look at other biblical figures including St. Paul and the Prophets, and how they are relevant to today’s society. Classes are conducted in an environment that is academically rigorous and existentially probing. Questions and thoughtful discussion are always encouraged. Eighth grade students embark on a year-long study of world religions that includes Hinduism, Sikhism, Buddhism, Islam, Judaism, Christianity, and Eastern religions such as Confucianism, Taoism and Shinto, as time allows.

Students begin the first part of a two-year journey through the history of western civilization. They begin by discussing what a civilization is, followed by in-depth studies of the ancient civilizations of Mesopotamia, Egypt, Greece, and Rome. For each civilization, students will be looking at and comparing elements of government, religion, culture, economics, geography, and everyday life, and how ancient civilizations helped shape the world we live in today.


Students explore principles of leadership and character education continues to be emphasized. The classroom provides a place where students can discuss and deal with their everyday experiences. Questions about drugs and alcohol are addressed and discussion of basic body awareness is conducted in appropriate gender groups.

The focus in grade eight is physical science and developing the students’ knowledge of objects and materials that they encounter in daily life. Students study matter and its properties, motion and forces, chemistry, and energy. Through this, they gain an understanding of the fundamental laws of motion, the various ways energy is stored, and the processes by which energy is transferred between systems and surroundings. 

 

Science

Biology I (447)

Freshman Requirement

This survey course introduces students to many of the enduring concepts in the study of biology. These include biochemistry, cellular structure and function, energy transfer, genetics, biotechnology, ecology, and the core theme of the discipline: evolution. Attention is paid to how each of these topics has applicability to humans and to the world around us. Emphasis is also placed on key science practices including the development of testable hypotheses, and implementing original, student-designed experiments. Thus, the laboratory component of this course is a central feature of the students’ experience. Students are also challenged to think critically and to explore the ethical ramifications of many issues facing society today. This course is a prerequisite for all upper level life science courses.

Conceptual Physics (406)

Conceptual Physics is a non-calculus approach to the principles of general physics. The first semester (fall) covers Newtonian mechanics, properties of matter, sound, and light with the second semester (spring) covering electrostatics, electric circuits, magnetism, and electromagnetic induction. While the concepts behind physical phenomena will be the focus of this course, students will apply mathematical concepts from Algebra I, Algebra II, and Geometry in order to problem solve.

Chemistry I (448)

The content of the chemistry course is explored thematically, embracing the six “Big Ideas” from the College Board. The foundational learning objectives are based in the first three big ideas (listed below). This course places a greater emphasis on inquiry-based learning, rather than factual recall. Students will be expected to develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, connecting concepts in and across domains, and completing projects that connect chemistry concepts to real world applications. Students will develop an understanding of the three representations of chemistry: symbolic, macroscopic (lab based), and microscopic (molecular level). Students will be ready for the study of advanced topics in subsequent high school or college science courses.

Physics I: Newtonian Mechanics, Physics II: Mechanics, Energy, & Waves (471F, 471S)

Prerequisite: Algebra II/Trigonometry or currently enrolled in PreCalculus; Physics I

Physics I: Newtonian Mechanics
Topics covered include problem solving, one and two dimensional kinematics, forces, vectors, Newton’s Laws of Motion, uniform circular Motion, and Newton’s Universal Law of Gravity.

Physics II: Mechanics, Energy, and Waves
A continuation of Physics I. Topics covered include momentum, energy, work, collisions, rotational motion, simple harmonic motion, wave mechanics, and sound.

Physics III: Topics covered include electric charges, electric fields, electric circuits, magnetic fields, electromagnetic induction, electromagnetic waves, and optics

Human Anatomy and Physiology (434)

Human Anatomy and Physiology is a discussion and laboratory-based course that studies the foundation of the structure and function of the human body. Topics include anatomical terminology, basic biochemistry, cells and tissues, and the integumentary, skeletal, muscular, nervous, endocrine, cardiovascular, lymphatic/immune, respiratory, digestive, urinary, and reproductive systems and processes. Laboratory materials will include dissection, physiological experiments, models, and computer simulations to enhance classroom discussion. The first semester will focus on the body chemistry, cells, and tissues: integumentary, skeletal, muscular, and nervous systems. The second semester focus is on the endocrine, blood/circulatory, lymphatic systems and body defenses, respiratory, digestive, urinary, and reproductive systems.

Science of Self (432F)

What is the “self”? How and why are you and I different? In this course we will explore identity and the idea of self through myriad lenses: genetic, psychological, neurological, biological, physiological, and social. First, we will delve into the brain to better understand the functioning of the organ that controls virtually everything we experience. With this understanding, we will attempt to place our brains, and our “selves”, in a social context through a broad introduction to the field of psychology. What motivates our interactions with others? From where do aggression, romantic love, and prejudice come? How does memory work? Why do we have emotions? This course will incorporate a mix of discussion, lecture, reading, and projects.

Learning Objectives

  • Investigate the human brain and learn about its function, wiring, and morphology

  • Discover the ways in which drugs alter normal neurological processes

  • Explore major themes in psychology, including but not limited to personality, memory, consciousness, learning, emotions, abnormal psychology, and social psychology

  • Endeavor to better understand the myriad factors that contribute to creating our “selves”

  • Apply concepts learned in class to the design and execution of independent research projects

English

English IV: Science Fiction and Fantasy (114S)

This course will examine some of the canonical texts of the worlds of Science Fiction and Fantasy. The texts will be studied as a means of understanding our world through the analysis of different worlds. In addition to analysis of plot, the texts will be used to access critical discussions such as Deep Ecology, the Heideggerian critique of technology, the role of “fate,” and the character of the “hero.” The place of these genres in the overall world of “literature” will be assessed. Texts include J.R.R.Tolkien's The Lord of the Rings, Frank Herbert's Dune, William Gibson's Neuromancer, and others to be selected by the class from a list including (but not limited to) the works of Neal Stephenson, Ursula LeGuin, Mary Doria Russell, China Mieville, Lev Grossman, and Stephen Donaldson. Students will be graded on class participation, frequent reading quizzes, tests, and papers.

Learning Objectives

  • Demonstrate knowledge of the required texts (The Lord of the Rings, Dune, Neuromancer) through discussion and quizzes.

  • Identify and deconstruct the major themes of the texts.

  • Recognize differences between the texts and their cinematic adaptations, and the reasons therefor.

  • Make connections between the texts and ideas in philosophy, sociology, religion, and politics.

  • Identify commonalities and differences between science fiction and fantasy texts.

  • Understand the relationship between the various worlds and their technologies.

English IV: Content and Style Editing (119S)
The course will give students an overview of editors’ roles: catching errors, checking facts, tightening prose, improving clarity, removing bias, and amplifying the author’s voice. Students will, through writing, examine big-picture ideas that undergird an editor’s work, such as descriptivism and prescriptivism. Students should expect to take weekly news and style quizzes, produce writing to be edited by others and edit other students’ work, compose position pieces on controversial language topics, and become familiar with multiple style manuals other than MLA. After taking this class, students will be better able to identify weaknesses in their own writing as well as others’ work and suggest elegant improvements; they will be adept in any style manual their college professors throw their way; and they will be well-versed in ethical, political, and philosophical issues around language, usage, and style.

Learning Objectives

  • Accurately explain the roles and duties of editors in various capacities (copyediting, proofreading, content editing, curating).

  • Insightfully discuss the relationship between writer and editor, delineating the duties of each with regard to the other.

  • Demonstrate facility with multiple style manuals.

  • Gain experience in identifying errors in others' work and appropriately communicating corrections and suggestions.

  • Insightfully analyze language and grammar "gray areas," offering justified opinions and persuasive support for their arguments and opinions.

English IV: The Art of Argumentation (134F)

In this digital age, arguments proliferate and circulate as never before, and the skill of critically analyzing arguments enables readers and writers to further discussion and debate on topics that matter. In this course, we will consider the nature of argumentation, examine historical and contemporary writing and speeches for argumentative structure, and develop both responses and original arguments for various audiences.

Learning Objectives

  • Identify the elements of an argument—claim, evidence, warrant, backing, and the rebuttal of counterevidence.

  • Evaluate the effectiveness of an argument given its particular rhetorical situation;

  • Recognize common logical fallacies.

  • Write and speak persuasively in response to the arguments of others.

  • Develop original oral and written arguments.


English II: American Minority Literatures (110S)

Drawing from the theoretical foundations established in the fall semester, in this course, students will read, examine, and discuss texts from selected marginalized minority Americans who are part of the American landscape: Native American, Japanese American, Indian American, Muslim American, and Chicano/a American literatures. We will think and write about how minority writers responded and contributed to important social issues such as slavery, citizenship, race, political theory, the American experience, and what it means to be “American” when one’s voice has been silenced, illegitimated, or appropriated. Our class will also include a trip to and reflection on the Gila River Japanese Internment Camp. Texts will include the following novels and book of poetry as well as short supplemental historical/narrative accounts from Ronald Takaki’s A Larger Memory: A History of our Diversity, with Voices.

Learning Objectives

  • Exhibit an understanding of and appreciation for key works in early American minority literature, as evidenced in written assignments, quizzes, class participation, and group discussions.

  • Demonstrate an understanding of the development of various minority American literatures and how these works influenced, foreshadowed, and shaped American literary history.

  • Students will also be able to grasp the particular challenges faced by minority Americans as they justified their participation in American civil, political, and social life.

  • Read minority American literatures with increased critical acumen—and respond both orally and on paper—to important thematic considerations having to do with the literary and historical milieu, culture, human responsibility, morality, ethics, religion, and the manner and causes by which minority Americans interact with each other and a largely white reading public.

English IV: Contemporary American Short Stories and First-Generation Immigrant Voices (127S)

How do the stories told by first-generation immigrant writers differ from those of other writers? What do we expect from first-generation voices? How do these voices interrogate canonical American literature and challenge how we define “American”? This course will explore these questions and the short story form as a vehicle for such voices. Towards the end of the term, students will have the opportunity to choose one of the authors sampled in the course and read more of their work independently. Students will respond to texts in a variety of ways: response writing, formal analysis, and creative projects.

History

The Ancient World (201F)

Fall Semester Freshman Requirement

This course examines the evolution of ancient civilizations from the Neolithic Revolution to the decline of the Roman Empire. We will explore the major concepts, values, institutions, and developments amongst a diverse group of early civilizations including Mesopotamia, Egypt, Persia, Classical Greece, the Hellenistic World, and Ancient Rome. Critical analysis will assess the social, political, economic, and cultural factors that shaped classical civilizations. This course utilizes interdisciplinary and cross-cultural approaches toward learning about the historical evolutions of the ancient world.

Learning Objectives

  • Develop analytical reading and research skills through various activities geared to access, manage, and evaluate information from print and electronic sources.

  • Critically understand the interconnectedness of government, economics, culture, and religion on the key social developments and ideologies of the ancient world.

  • Create numerous forms of thematic essays incorporating analytical thought and detailed historical evidence.

  • Design visual representations of their historical learning with digital technologies.

  • Connect historical content to contemporary issues in the following topics: leadership, health, sustainability, mobility, financial literacy, urban planning, tolerance, and identity.

Medieval Empires (212S)

Spring Semester Freshman Requirement

This course introduces students to the empires of the medieval world, roughly 500-1500 C.E. Students will be exposed to the major types of primary sources available in English translation, and will develop facility in reading, analyzing, and interpreting both primary and secondary sources. Religion will be a central theme in this study of feudal Europe and the Byzantine Empire as well as the social hierarchy that these societies borrowed and adapted from Roman and so-called barbarian cultures. We will examine how medieval empires dealt with social, cultural, and economic change, and competed with one another for cultural dominance.

Learning Objectives

  • Explain divergent structures of feudal societies.

  • Identify social, religious, and economic forces that shaped medieval societies.

  • Analyze primary source texts in order to gain insight into competing medieval perspectives.

  • Explain the role of disease in transforming medieval society.

  • Identify cross-cultural influences as a result of warfare and trade.

  • Explain conditions that lead to the end of the Byzantine Empire and laid the foundations for European Renaissance.

The Modern World(220f)

This course will explore the intellectual, social, and political movements that helped to shape modern history. From 16th century Florence to 18th century Paris to 19th century Tokyo and beyond, we seek to answer the question, what is modernity? In addition to reading the works of major thinkers and researching the seminal events that define the modern era, students will also consider the meaning of history itself. What is history? Rather than simply asking, “what happened?” the historian should always ask the more involved question, “why did this happen at this time?” Through the posing of this latter question, modern historical inquiry becomes an attempt to come to a deeper understanding of what it means to be human throughout various times, places, and cultures. Ultimately, history allows us to experience the immensity and grandeur of the world as well as locate ourselves in it, while helping us to understand and critique our own culture by contemplating the experiences of those who preceded us.

Learning Objectives

  • Analyze ways in which societies have come into contact and interacted with one another through commercial exchange, cultural diffusion, migration, conquest, and military conflict.

  • Describe the development and explain the significance of distinctive forms of political, social, and economic organization.

  • Identify major discoveries, inventions, and scientific achievements, as well as assess their impact on specifics societies and the world as a whole.

  • Identify achievements in art, architecture, literature, and philosophy, and assess their relationship to historical change.

The World Since 1945 (223S)

Its emphasis is on global Cold War and post-Cold War politics with a focus outside the United States and Western Europe. Topics include anti-colonial movements and decolonization, the spread of the European-style nation- state model to the decolonizing world, the legacy of European imperialism and the contest between capitalist and Communist forms of government in the post-colonial world, the fall of European Communism and effects on the rest of the world, 1990s genocides in Eastern Europe and sub-Saharan Africa, post-Cold War globalization, and the rise of Islamism as an anti-globalist ideology. Student learning will be assessed using a combination of quizzes, tests, and a guided final research paper.

Learning Objectives

  • Identify and analyze major events, people, and policies critical to understanding the evolution of the decolonizing world, following World War II.

  • Recognize similarities among and differences between various 20th century anti-colonial movements.

  • Understand the global contest between capitalist and communist forms of government in the decolonizing world—as well as the status of the “nonaligned world”—during the Cold War, and the status of capitalism and communism as competing forms of “modernity.”

American History 1865-Present: An American Studies Approach (204S)

American Studies is an integrated and interdisciplinary understanding of American culture rooted in the disciplines of history and literature. Accordingly, the social sciences and humanities serve as the foundation of the course, supplemented by music, art history, film studies, architecture, gender studies, ethnic studies, and other fields of inquiry.

Economics This is a multidimensional course that attempts to blend economic theory, core macro- and micro-economic principles, and a rich discussion of those applications to contemporary economic problems. It will focus on current modern global and national economic issues including the political climate surrounding the United States national debt. Additionally, this course lays the foundation for personal economic and financial literacy.

Learning Objectives

  • Correctly apply economic theory to historical and contemporary economic problems.

  • Explain the salient features of a modern market economy.

  • Discuss verbally and in writing the role of the United States in today’s global economy.

  • Cite recent economic scandals and the connection to the ongoing debate about governmental regulation.

Comparative Genocide (241S)

This seminar examines acts of state-sponsored murder that meet the definition of genocide as outlined by the United Nations Conventions on the Prevention and Punishment of the Crime of Genocide (1948), to include, but not limited to, the Herero, Armenians, the Holodomor, the Final Solution, the killing fields of Cambodia, and Rwanda. We will also look at what have been called “contested genocides,” those lacking a scholarly consensus as to whether the term genocide can be accurately and fairly applied. This includes such events as the Atlantic slave trade, treatment of indigenous peoples, area bombing, nuclear war, and sanctions against Iraq, to name but a few. The world continually hears of Elie Wiesel’s noble vow of “never again,” but nations have resorted to genocide in numerous instances since World War II. This seminar, therefore, aims to look at the historical forces that led to genocide, to identify its perpetrators and victims, to detail the salient features of the atrocity, to discuss the response of the international community, and to examine the resolution of the conflict, including trials at the International Criminal Court and other judicial bodies.

One of the most important goals of the seminar is to encourage each student to develop an informed response to genocide in the modern world, a perspective that reflects the student’s political, religious, and moral beliefs. In the rapidly changing, technologically advanced, and interdependent 21st century, this will ideally better arm our students for active citizenship in the difficult century ahead. The seminar will primarily be discussion with pointed Socratic questioning covering the assigned readings. There will be ample documentaries, several popular films, compelling music, and several guest speakers. There will be a couple of tests, a few short papers, and a final project that constitutes 25% of the grade.

Learning Objectives

  • Cite the five components of genocide as defined by the United Nations in 1948.

  • Define “contested genocide” and offer reasoned arguments why a particular incident meets that criteria.

  • Explain the context of the Armenian genocide and Turkey’s refusal to acknowledge the label.

  • Offer a sophisticated analysis of the Nazis’ “Final Solution.”

  • Explain the international community’s response to modern genocides in the Balkans, Rwanda, and Darfur.

  • Articulate a personal definition of genocide based on informed study of the subject.

International Relations (242F)

Junior and Senior Elective

This course introduces students to the dynamics existing between nation-states in the 21st century. The course shall cover topics such as sovereignty, diplomacy, rights, hegemony, globalization, the environment, and the use of both hard and soft power. Students will participate in a simulation program in which they represent the interests of a nation in negotiations with other nations (represented by other schools in the simulation) about a variety of salient issues. These negotiations will take place both on-line and face-to-face. The course will examine several theoretical bases of international relations, including, but not limited to, realism, neo- conservatism, neo-liberalism, and Marxism. Because it is impossible to understand international relations without a solid grounding in knowledge of the economic interactions between nations, the Washington Consensus, the WTO, and the protectionism/free trade debate will also be foci of discussion. Students will be evaluated through tests, papers, and participation. Because of the centrality of the simulation to the course, participation will form a relatively high proportion of the grade. Reading materials will include selections from periodical media.

Learning Objectives

  • Identify and analyze the various major theories of International Relations.

  • Identify and critique the contributions to the field of major contemporary (Mearsheimer, Morgenthau, Kagan, Zizek) and historical (Kant, Hegel, Marx) theorists.

  • Show understanding of major contemporary IR issues including (but not limited to) WMD, climate change, free trade, currency issues, and immigration.

Philosophy of Belief (218F)

What does it mean to believe in a higher power? When did humans begin to believe the divine exists? How has Belief manifested over time? In this course, students will begin to ask and answer these questions. Students will read theories from human evolution on when humans began to believe in higher powers. Students will also learn from the works of Kant, Hegel, Kierkegaard, and others. Finally, we will conduct a survey of various ways in which Belief has manifested in history by examining ritual, myth, symbol, and the afterlife.

Learning Objectives

  • Understand how religious belief can shape or be shaped by various forms of human expression.

  • Understand how religions can shape and be shaped by social and political structures.

  • Improve one's ability to read, understand, and discuss a variety of primary sources such as philosophical texts, scriptures of religions, rules for religious practice, and liturgical instructions.

  • Improve one’s ability to knowledgeably speak and discuss religious practice and belief.

Theories of Justice (244F)

What is the right thing to do? Is there always a right thing to do? How can we make fair laws? These questions, and others like them, have formed the core of Moral Philosophy for over 2000 years. In this course we will be examining the answers that great philosophers from ancient Greece to the present day have given to these questions. Schools of thought to be discussed include, but are not limited to, the virtue ethics of Aristotle, Kant’s deontology, and the utilitarianism of Bentham and Mill.

Learning Objectives

  • Identify the tenets of major theories of ethical thought, and the primary theorists associated with each theory.

  • Identify and analyze the comparative strengths and weaknesses of each theory.

  • Analyze political and social issues through the lenses of the various theories.

  • Apply these theories to issues arising in students’ own lives.

Mathematics

Algebra I (301)

Algebra I is a foundation course for all work done in upper-level mathematics at PCDS. The major goal of the course is to develop the initial concepts of linear, quadratic, rational, and exponential functions. Students use these functions to model real-world applications. Other major topics include polynomials, radicals, absolute value, inequalities, and rational expressions. The graphing calculator is used to provide graphical and numerical support for ideas that are traditionally expressed symbolically.

Learning Objectives

• Build new mathematical knowledge through problem solving.
• Use visualization, graphing, and algebraic manipulation to solve problems.
• Communicate their mathematical thinking coherently and clearly to peers, teachers, and others.

Geometry (302)

Prerequisite: Algebra I

Students will study the basics of Euclidean geometry, including deductive systems, proofs, and construction. First semester the focus is on the deductive system and proof. Embedded within that is the development of properties of lines, planes, and polygons. Students reinforce their understanding of concepts through the use of computer geometry software and straightedge and compass constructions. Second-semester topics include right triangles, similar figures, calculations of areas and volumes, symmetry and transformations, and properties of circles. This course has less emphasis on proof and more emphasis on procedural competency than does the advanced course. Throughout the course, students make extensive use of coordinate representations of geometric figures to support the retention of skills from Algebra I.

Learning Objectives

  • Draw and analyze figures that include the basic dimensional shapes of geometry: points, lines, and planes, including the concepts of parallel and perpendicular.

  • Identify the parts of a deductive system, definitions, postulates, and theorems, and use them in simple proofs.

  • Use the ideas of congruence with triangles or other figures to complete proofs or solve for unknowns.

Algebra II Plus is a fast-paced course in advanced algebra and trigonometry. Concepts, theory, and proof, as presented through both analytical and graphical representations, are emphasized throughout. This course presumes a thorough understanding of basic algebra and Euclidean geometry. Students who enroll in this course should desire to learn mathematics at the theoretical level and should exhibit an eagerness to explore challenging problems. Effective oral and written communication of mathematical knowledge is emphasized.

Elements of Calculus (316)

Prerequisite: Semester grades of B- or better in PreCalculus or PreCalculus Plus

The Elements of Calculus course is designed for students who desire an introduction to the big ideas of calculus. Skill development is emphasized, including review of essential precalculus topics, such as trigonometry and transcendental functions. Upon successful completion of this course, students will be well prepared for college-level calculus.

Discrete Mathematics (319S)

Prerequisite: Semester grades of B or better in PreCalculus

Discrete Mathematics is a one-semester course for students who have completed PreCalculus and who desire to broaden their mathematical knowledge. This course gives students the opportunity to investigate mathematical topics beyond the range of those traditionally found in a standard PreCalculus course. Specific areas of study include mathematical induction, graph theory, matrix theory and applications, descriptive statistics, and mathematical modeling. As part of their study, students will prepare a class presentation on an area of interest to them such as fractals, topology, cryptography, random numbers, or infinity.

Learning Objectives

  • Develop mathematical proofs using inductive reasoning.

  • Utilize graphing technology to explore and analyze mathematical situations.

  • Utilize effective learning and communication skills in designing and giving a class presentation.Describe and present data.

  • Explore topics in introductory graph theory.

Statistics I (308)

This course continues and broadens the work of Statistics I. Bivariate data is considered, with appropriate displays and summaries, including contingency tables for categorical data and regression analysis for quantitative data. Transformations to achieve linearity are considered for exponential and power models. Inferential techniques are extended to include hypothesis testing, inference for population means, comparing proportions or means, chi-square analysis, and inference for regression.

Learning Objectives

  • Present bivariate data in a contingency table or graphically, with appropriate numerical summaries.

  • Define a random variable, and apply the algebra of random variables to sums or differences.

  • Construct a probability model that describes the relationship between two variables.

  • Describe, in words and with a formula, a regression model that plausibly applies to the relationship between two quantitative variables.

  • Analyze a regression model using sums of squares.

  • Describe a reasonable probability simulation for proportions, means, and relationships to test the plausibility of a given model.

  • Construct confidence intervals for population means, the difference between two population proportions, and the difference between two means.

  • Apply hypothesis testing to proportions, means, and relationships between variables to evaluate the plausibility of a given model.

Upon the completion of this course, students may elect to take the corresponding College Board standardized test.

INEB TRADITIONS

 
 

INEB values its community traditions, across grades, generations, and experiences. Through shared experiences and genuine engagement with one another, our students, parents, faculty, staff and alumni recognize that ineb is more than a school: it’s family.

FIRST FRIDAY - Each August, the entire INEB student body gathers at the end of the first week of school to reconnect and look forward with excitement for the experiences to come during the coming months.  Seniors escort their kindergarten buddies into the assembly, and a special welcome to the youngest INEB students, highlight the community experience that sets the tone for the school year.

LOWER SCHOOL FALL PLAY & SPRING MUSICAL - All INEB students develop their voice in and out of the classroom, and many choose to showcase their skills through our annual theater productions.  Each fall, Lower School thespians perform a dramatic play, while each spring, Upper and Middle School students work together on a family-friendly musical.  “Theater kids” work beside novices, and public speaking, empathy, and artistic skills are showcased to the masses in these memorable productions.

UPPER CLASS SPEECHES - What’s your message?  Each year, every PCDS senior delivers a 7-10 minute speech on a topic of his or her choice to the entire Upper School student and faculty body.  The students look within themselves and incorporate appropriate research to share their message with the community.  Eliciting at times both laughs to tears, students share personal experiences or tackle important topics to inform, persuade, and enlighten the world around them.

GRANDPARENTS DAY - Each spring, our Lower School students welcome their grandparents and special guests to experience a lively concert, followed by classroom visits where students are able to showcase what they’ve learned or been working on at INEB.  The pride in learning and opportunity to share their sincere thanks to their families is evident on every young student’s face during this special day.

BURNING BRIDGES - Our annual march celebrates the kick off for out Olympiad. this event is open to the whole town and is a strong demonstration of the importance of parent support at INEB, and is our way of thanking all families for supporting the Annual Fund. Burning bridges with that reluctance my old friend.

ARTS WALK - Each spring, the entire campus becomes an exhibition of the visual, performing, and digital arts of all students, grades Pre-K through eight.  Hear the Lower School choir perform, or walk among the many visual art creations of Middle School students.  Laugh with the Upper School student-written and directed One-Act Plays and engage in the many digital media creations of our oldest students in the Amphitheater at the Center of town. From serious artists to students simply trying their hand at a new craft, Arts Walk showcases a wide variety of passions and talents!

 
 

Featured; special persons day, boys soccer, band leading our march through town, burning bridges