BHS English
BHS English
Burlington High School English Department
 

Our Mission: Impact

We view our role in each student’s growth as facilitators of critical reading, thoughtful and informed dialogue, effective real-world writing, and confident presentation. Through rigorous exploration of fiction, nonfiction, poetry, memoir, film, and art, we work to prompt open thought. Our hope for BHS graduates is that they leave our school with an appreciation for the contributions of others and the ability to impact change themselves as confident, active citizens and community members.

Why We Read

In addition to being entertaining and inspiring, literature performs two crucial functions: it allows us to see ourselves for who we really are and it offers us a window to view the world through another person’s perspective. Reading is an opportunity, a chance to gain understanding. With that idea in mind, we have chosen books for our four-year curriculum that offer students the necessary opportunity to explore, to think, to react, and to relate.

In selecting texts for the curriculum, we chose those with characters who share some of the same struggles that students themselves might be facing. Our ninth-grade book list consists of a host of characters who are making the difficult steps of youthful self-discovery, like Scout Finch in To Kill a Mockingbird or Esperanza in The House on Mango Street. Characters in our sophomore year continue this focus on self-discovery as they work to acknowledge the connection between their actions and their consequences, like Amir contemplates his responsibility to an old friend in The Kite Runner and Jimmy Cross wrestles with inner conflicts regarding war in The Things They Carried . These Introduction to Literature courses focus on providing students with the opportunity to understand what stories make up our identity, what stories make up the identity of others, whose stories are being told and whose are left out of the dominant narrative, and  how stories are used to present truth. 

Beyond seeing themselves in literature, we also want our students to see the world, to learn how to think critically about what is happening around them, and to work to understand others. While our introductory courses introduce students to the act of perspective-taking and engages them in extending beyond dominant narratives, this work becomes more focused as they move to junior and senior year. Our eleventh-grade American Literature course is shaped by the question: What does it mean to be an American in the 21st century? Students spend time exploring political and social concepts ranging from nationalism to radicalism, from class structure to gender constructs. With books like The Scarlet LetterThe Great Gatsby, and The Hate U Give, students are prompted to think about how the world works and consider how they personally fit within that world. This level of thought continues into senior year when reading challenging texts like 1984Frankenstein, and Macbeth requires students to consider the class’s core question: What does it mean to be a hero? By exploring a range of societies, from honor cultures to totalitarian regimes, students will think about how to act with nobility and selflessness no matter what society dictates. This type of inquiry drives both intellectual and emotional learning, and helps our students solidify their understanding of self and society.
 

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We in the BHS English Department believe that this work is important. Helping students to see that literature exists beyond the printed page - that stories both reflect and shape our lives - is important. Those stories are just the starting point, however. Students in BHS English courses will use the literature they read to help them identify topics to investigate and analyze in writing. They will learn how the selection of the right phrase, or dissection of a symbol or a structural element of a piece of literature allows them to create a clear and unique voice in their own writing. They will break down syntax and grammar to understand the power of rhetoric and help them articulate their own ideas. They will improve their public speaking skills through in-class debates and recitations. By authentically engaging in this work, students will become more independent and responsible, and learn the rewards of taking intellectual risks. We hope that – through reading, through discussion with peers, through personal reflection, through writing and presentation, through original thought – students learn how to question and define themselves, question and understand the world around them, and find a way to live that makes them proud.