Nov. 14, 2014

Q: What literary works are currently being taught at Highland Park High School?

 

A: The literary works currently being taught are listed in the course overviews, which are posted on the English Department web site.

 

Q: Do Highland Park High School students still read classics and other long-recognized works of literature?

 

A: Absolutely. Our faculty is committed to teaching the classics, along with contemporary work. The goal is for students to study ongoing themes that span many centuries of literature. 

 

Q: If only approximately 70 titles are being taught, why are there so many additional titles are on the list?

 

A: The approved reading list, which contains more than 230 titles, has been compiled over the last 19 years. It includes many works that are not currently in use, which has created considerable confusion.

 

In order to add clarity, the English Department has reorganized the list to reflect what is currently in use and what is either excerpted or not in use. The reorganized list also reflects which titles are assigned reading for the entire class and which are outside reading choices that are selected by students. The list also specifies which works require parental permission.

 

In addition to major curriculum pieces, teachers supplement learning by incorporating excerpts, short stories, poems, and articles to complement and enhance understanding of the text. 

 

Q: What is the difference between literary works that are assigned reading for the entire class and those that are outside reading choices made by students?

 

A: Assigned reading refers to works that are read and discussed by the entire class. Outside reading refers to works that are chosen by students from a list (usually 2-5 titles) given by the teacher on the course overview. For example, in English II, there is a unit entitled "Lessons of History." All students read Julius Caesar by William Shakespeare. As a complement, they are required to further explore historical themes by reading one of two more contemporary works, which are listed on the course overview:

• Maus, a novel written in 1991 by Art Spiegelman about his father's experiences as a Holocaust survivor.

or

• A Separate Peace, a novel written in 1959 by John Knowles about the struggles of two friends set at a prep school during World War II.

Q: Can the course plan be changed, resulting in works being added or removed for instruction this school year?

 

A: No. There will not be any changes to the works that are planned for instruction this school year. In the past, teachers have had the leeway to make changes to literature selections during the school year, but that will not occur this year. As of Oct. 31, 2014, the course overviews and the corresponding works are fixed. We are making this decision as part of our commitment to transparency.

 

Q: When are parent permission forms used?

 

A: Permission forms are used for works that contain mature content that some individuals may find objectionable. The permission forms include text rationales, which contain a summary of the work and why it has been recommended for instruction (more information below).

 

We ask that parents become familiar with what is being taught by consulting the course overviews. In addition, students and parents can log in to Moodle for syllabi and more detailed information. Parents can learn more about any titles that are unfamiliar to them by reading the rationales, reading reviews online or by asking teachers.

 

Q: What are text rationales?

 

A: Rationales are reports written by teachers that provide summaries of the works and explanations for why they are being recommended for instruction. Rationales also describe the merits of the works and discuss the benefits to students, along with possible objections.

 

Not all the works have rationales. The emphasis on text rationales has only been in place for approximately 10 years, while the list began approximately 19 years ago. Many of the works are classics that have been on the list since its inception. An example of a classic work that is currently in use but does not have a text rationale is Macbeth by William Shakespeare. 

 

We have retrieved, scanned and posted all the rationales for works that are currently being taught. The list, which includes rationales, is publicly posted. The rationales can be accessed by clicking on the titles.

 

The rationales are being provided so that students, parents and community members can learn more about what is being taught at Highland Park High School.

 

Q: What about outside reading for the English IV Advanced Placement (AP) courses?

 

A:  English IV AP is a senior-level course. Like other AP courses, it is a college-level course that is managed by the College Board, a private company that was established in 1900. Colleges and universities tell us that AP classes offer the rigor and content to help students prepare for college.

 

As part of the class, students choose outside reading to further explore the genre or category being studied in class. The AP emphasizes that students select outside reading that has significant literary merit. English teachers will refer students to an excerpt from the AP English Literature and Composition Course Description, which contains a representative author list as a resource for students. English teachers will no longer refer students to a list with authors and titles, as using that list created confusion because the titles were assumed to have been vetted and approved for instruction. We have removed the AP list with titles from the web site.

 

Q: What can parents and students do if they object to the content of a literary work?

 

A: We honor and respect the role of parents as their child's first and most important teachers, and we will work with parents to find an alternative text.

 

Q: What is the policy and process for challenging instructional material?

 

A: A parent, employee or any district resident may informally or formally challenge an instructional resource on the basis of appropriateness, as detailed in Local Policy EFA.

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