The American Community School at Beirut Newsletter | Winter 2013

MATTERS

Euclidean Proofs

5

STEM in the Science Class 8-9

Early Years Students

and the Language of Drums 18

A Night at the Longhouse 26-27

A Message from the

Parents' Committee

30-31

ConnectionsDr. George H. Damon, Jr. Headmaster

“Everything in the universe only exists because of its relationship to everything else. Nothing exists in isolation.” (Margaret Wheatley, Turning to One Another, page 19)

The concept of connections is seminal to all learning. So then why are schools having to work so hard to reintroduce this basic axiom of classroom life into students’ lives, even into their personal lives?

The model of schools created around subjects and disciplines is a very old one. Certainly no one would challenge the idea that expertise, focus, and research in one subject allows for creative breakthroughs, discoveries, new understandings. The challenge for ACS or any other school, however, is how to give students daily experiences that emphasize the relationships that exist between subjects, without being afraid that students will be overwhelmed by the complexity of existence.

Specialization needs to come after students understand the interconnectedness of knowledge, not when they are first introduced to the knowledge. The urgency of refocusing the student experience on connectivity, cooperation, shared needs, and interdependence is all around us as we watch adults trained in competition, difference, separation and “us first” solve their problems through wars and oppression, limiting access to education, destroying the environment, and only occasionally taking a stab at discourse as a problem-solving tool. As with the revolution in technology that has brought the potential for access to all knowledge to all people, a new generation of students—trained make judgments based on our connectivity and on the importance of our relationships as citizens of one world—would similarly revolutionize the ways we share this ever-shrinking planet.

What an irony. On the one hand, ACS celebrates the recent Model UN experience in which students took on real-life problems, working to find solutions through conversations and discourse, working to build relationships that could overcome differences as they sought common solutions. On the other hand, we continue to think of and talk about Arabic, art, English, French, health, math, movement, music, physical education, social studies (history, geography,

economics, psychology, sociology, anthropology) as separate experiences, when we should, instead, be organizing students’ thinking and understanding around interdisciplinary topics, not through rigidly segregated subject areas.

As part of the re-accreditation process which the school is currently undergoing, ACS will ask itself to reflect on ways to continue to build a student experience in which connections shape the curriculum in such a way that students will create a brain based on interconnectedness. The school aims to create a curriculum and pedagogy that enables students to develop the habit of the mind that asks, “How is this connected to other topics, to other ideas, to other subjects?” when they study and learn, no matter what their level of sophistication.

Over forty years of brain research provide compelling reasons for this shift in focus and send us back to the works of early educational theorists such as John Dewey, who wrote eloquently about the importance of making connections in the minds of young learners to aid in their understanding. Now we know that our memory and our working brain are dependent on these connections. Robert K. Greenleaf tells us that: the middle level, working memory or “desktop,” refers to brain activity that is processed at a longer or in a more involved matter. Connections to meaning, patterns, or a link to other previously notice items are sought. This in no way ensures adequate learning, but does constitute additional thought, interests, or attention to the input, for organization, categorization, understanding, or some other purposeful activity.

Dr. George H. Damon, Jr.

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When the brain “pulls” prior experience, knowledge, or ideas from what is already residing in the metaphoric “brain,” (long term memory) and considers the new information in relation to it, the chances of the new input to be incorporated into memory for longer duration increases dramatically. (Brain-based Teaching, page 9)

ACS community members can model the concept of connectivity in the language they choose to use in the classroom and in conversations they hold about education. Parents can join “Parent Connect.” They can participate in the opportunities the school offers to broaden their understanding of student learning and child development, such as the April 2-3, 2013, visit of Michael Thompson, author of Raising Cain and Best Friends: Worse Enemies. We hope parents will read the school’s regular communications, visit the web site to see what’s going on in their children’s classes, and participate in student-led conferences.

Parenting brings with it a responsibility to participate in the child’s education. Connecting one’s own understanding of the educational process with the child’s school experience enables the parent to successfully and productively participate in and support the child’s learning. As a community committed to making visible the connections within education as well as within students’ personal lives, ACS practices the joy of one human being connecting to another, a lesson that shapes the future of all our lives.

Visit to the “Arabic Book Fair”at BIELJoumana Jundi on behalf of the MS Arabic Team

As Arabic teachers of middle school, we assigned a field trip for grades 6 and 7 to the “Arabic Book Fair” at Biel, Beirut. The 6th graders had the opportunity to meet the famous Lebanese author, Samah Idriss, on Friday, December 7, 2012.

The author first introduced himself and talked about his journey to become a writer of children’s books. He then read excerpts from his book, “Ta7t al sareer”. Students afterwards were engaged in discussions about the book.

The 7th graders had the good fortune to meet the Arabic author, Mona Sharafy Tayem, on Monday, December 10th. Ms. Tayem read parts of her new release “The Arabizi”.Students had a fun time and enjoyed both visits a lot.

AAPPL Arabic Online TestsFirst time in ACS, first time in the Middle EastHanadi Dayyeh, Arabic Coordinator

During the month of January, 2013, ACS Arabic as a Foreign Language (AFL) students in grades 4, 6 and 8 participated in a unique, leading opportunity in the NESA region. They were granted the privilege of being the first in the Middle East to pilot the AAPPL Arabic standards-based online assessments. Forty five AFL students from Elementary and Middle School took the interpretive listening and reading tests, engaging in interactive oral and written authentic materials. ACS received this complementary round of testing, as its AFL program has been involved in the past two years in a FLAP (Foreign language Assistance program) grant that aims at designing online Arabic Assessments. ACS students loved the experience and enjoyed being part of this pilot project. The feedback from the assessments will be extremely helpful in monitoring the progress of our AFL program. The reports that we will receive will highlight the strengths and areas that need to be developed in our program.

Once again, ACS takes the lead among American and international schools in the NESA region.Feedback from students:

I liked it a lot, but it was tiny bit hard. The test was fun because it was like a challenge. It was Awesome.(Connor Ibrahimchah, AFL grade 4)

I thought it was very nice and fun. It shows how much we know and understand. I would like to do it again.(Manuel - Chilli, AFL grade 6)

I found most of the exercises understandable. There were few difficult parts that I was unsure about the answer. It was fun doing this exercise and I enjoyed it.(Kal Mengesto, AFL grade 8)

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Euclidean ProofsRima El-Bitar, Grade 8

Why do we learn proofs? How are we going to use them in real life? When we first started taking Euclidean proofs this question was on everyone’s mind, because no one thought that these proofs would ever come in handy for us. Well obviously if you think about it in general, the alternate interior angles theorem won’t help you at the grocery store or at the mall; but, if you go in depth you find out that these proofs actually help you in a way that you would have probably never thought of. The brain is a very complex organ and whether you know it or not, everything that we learn in school is to keep our brains active. Math plays an essential role in our lives, especially in school. Math helps our brain develop very important skills such as: the ability to envision, the ability to explore, and the ability to reason logically. Believe it or not, the steps of solving a proof can actually be implemented on real life situations: Identify the problem, think of what is given to you, come up with a strategy to fix this problem, and come out with a final resolution. When you learn proofs you, of course, don’t know what’s going on in your brain, but what’s really going on is that your social skills to solving problems are improving and the logical side of your brain is also starting to develop, you begin to think more logically about situations. Another reason is that solving proofs brings the left side and right side of the brain together. The right side of the brain is the artistic side of the brain, where all your creative thinking comes from; whereas the left side of the brain is the more rational and technical side of the brain. I have read about this before but I never believed it, but when I started taking geometric proofs I noticed how I started to think more logically about situations and that made me realize how proofs also help develop the human brain. When you are young the right side of your brain (the more artistic and imaginative side)

tends to take over, but when you grow up then you begin to mature and then geometric proofs are introduced to you and that speeds up the process. You see, math is an essential part of your life. Where would we be without Euclidean proofs?

ACS GO GREEN – On a Mission!Dania Maaliki Tarabishi, Science Department Head, Chemistry Teacher IB & 10, Grade 12 Coordinator

This year, the ACS Go Green students worked on developing a mission statement for their group. They share the following:

“The ultimate mission of the ACS Go Green club is to make our school as environmentally-friendly as possible and to bring awareness regarding environmental issues within our community. Because there are so many ways to achieve this “eco-friendliness”, we aim at being engaged in a variety of projects that encourage green actions on campus.”

Some of their past and current projects have been recycling, raising awareness among students, collecting bottle caps, planning beach cleanups and celebrating Earth Day.

Here is what Reem Chamseddine, one of the co-founders of ACS Go Green along with Bilal Abdallah, writes about their last beach cleanup:

On Sunday December second, twenty high school students cleaned up a beach in Byblos. Organized by the ACS Go Green club in accordance with the NGO “Adopt a Beach”, this cleanup served its purpose of ridding the beach of its pollutants that have piled up over the summer. We volunteered a few hours to this activity, and were glad to have done so after we saw the new clean state of the Byblos beach. We hope to be able to participate in similar events later and sustain ACS’s green image among high schools in Lebanon.

Bravo Reem, Bilal and ACS Go Green!

The ACS Go Green active students this year are: Abir Sheato; Adriana Smith; Bilal Abdallah; Feryal Berjawi; Jamie Hakim; Jenna Daou; Lilinaz Rouhani; Linda Bou Ali; Lynn Ezzedine; Nadine Kassem; Ramzi Alkawa; Rassil Barada; Rayan Deeb; Reem Chamseddine; Shahnaz Maktabi; Tala Hajj; Tamara Makki; Tanisha Singh; Yamen Mouhanna; Yasmeen Farah.

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Artists and Scientists: these two words simultaneously describe our students!

This Year when the DNA and protein synthesis unit was challenged, Grade 11 LB students were assigned a group project in which they were required to do research in order to build a 3-Dimensional DNA model using accessible materials. In this Unit, the students learned about DNA structure, replication, transcription and translation. Even though students were allowed to choose any materials they wanted, there were some important criteria and requirements that they had to take into consideration for assessment such as: accompanying the model with a key and clearly labeled diagram; research references; correct number and pairing of nitrogenous bases; correct twisted double helical shape; correct size; use of Creative imagination. A variety of materials were used by students such as clay, pipe cleaners, toothpicks, styrofoam balls and many others. Following the successful completion of their models, the students returned with the following reflections.

Ahmad Zein, Maya Lababidi and Fatima Ibrahim said: “The project was challenging but fun to work on with our partner. It helped us understand the lesson better as it made it clearer”.

Hussein Mohammad and Ramzi Katul wrote: “Our Project was very creative. We used pipe-cleaners which are malleable. This allowed us to twist the DNA in a helical shape without too much difficulty. All in all, our project was great and we had fun working on it.”

Jouman Abu Dargham and Jida Hasbini said: “We had a fun experience constructing our DNA model. We tried three times until the fourth model finally worked. It was a great experience!”

Mustafa Jachi and Jad Nawfal wrote: “Our project was creative, even if our grade did not reflect it. We were the only group to have pentagons for the 5-Carbon sugar. Overall, it was fun.”

Constructing My 3-Dimensional DNA Molecule!Sirine Alameh, Grade 11 LB Biology Teacher & Lab Assistant

STEM in the Science ClassSimon Barakat, Grade 8 Science Teacher

Science, Technology, Engineering, and Math (STEM), is a new trend in science education where the four disciplines are integrated together to take learning to a higher level and make it more authentic by relating it to real life situations. Through STEM, students have to design, build, collect data, calculate, measure, set budgets and present projects that are directly linked to reality. In the electricity unit, Grade 8 students were required to design and build projects that involve different types of electric circuits and to use various technology-based equipment to measure voltage and current across various components and calculate for others. Students have presented their electric circuits projects to students of different grade levels starting from Early Years, as well as ACS teachers and parents. It has been quite challenging, demanding, and frustrating in some situations, yet worth every step and every second.

I am used to asking students to write reflections about their learning experience; however, let’s look at it from the parents’ perspective!

A big Thank You goes to Mr. Nimeh and Dr. Tabbal for their time and effort to reflect on their child’s learning.

Mr. Nihad Nimeh, an ACS Parent wrote:The science projects have been undoubtedly challenging, while presenting the students the opportunity to apply theory learnt in class through rolling up their sleeves outside the classroom. Although I personally believe the level and quality of work requested was a stretch for grade 8 students, however, the outcome and the presentations of those projects were outstanding and demonstrated an involved student body, as individuals and teams, who met and sometimes exceeded those challenges. Beyond the learning experience for the students, this science project presented a good opportunity for the parents to bond with their children through a meaningful hands-on educational process, while presenting the students with the opportunity to work together in teams and to share and exchange knowledge amongst each other. It also allowed the students to be conscious of, and manage, a tight budget allocated to buy the various components for the project. Although it was time-consuming and frustrating at times, I have to admit that I enjoyed being involved and supporting Karim in handling some of these challenges.

Dr. Malek Tabbal, Professor of Physics & Associate Dean of the Faculty of Arts & Sciences at the American University of Beirut and ACS parent wrote: Thank you for inviting me to attend the science projects and presentations by your students. It was an enjoyable experience for me and I was impressed by the enthusiasm shown by the students in their presentation, the creativity and level of sophistication of some of the projects and mostly by their understanding of electrical circuits. That was clear to me when I asked them to explain the various effects they observed. They also appeared to be very comfortable with the concepts of electricity and quite familiar with the various components they used, like switches, fuses etc... A perfect example of “the learning is in the doing”. Congratulations to you and your students on a job well done!

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QR Codes in the LibraryLinda Mondol, Middle School Teacher Librarian

Surely you have seen Quick Response (QR) codes around town, on posters, magazines, advertisements, etc. Simply download the “QR Code Reader” free app if you do not have it on your phone or other mobile device yet. Click on the app and it works with your camera. When it opens you will see something that looks like four corners of a square. Just hover the camera over the code and it will take you to the web page, video or message to which the code is connected.

You can now see these QR Codes on some of our library books. We have started this in our middle grades, 5th – 8th. Not all students have done them yet, definitely a work in progress, but it helps for students to hear what their peers have to say about a book when they are trying to choose something to read. A recommendation from someone their own age is quite valuable.

So, how does it work? Upon completion of a book, students give a book chat, or book recommendation which is videotaped. Currently this is done by the librarian; however, we’re trying to switch it so the students can do this activity in pairs or independently. This “advertisement” for the book is then linked to a QR code that is generated and printed out. The code is then placed on the back of the book. When fellow students browse the shelves they can view the QR code by using their mobile device to scan the code. We also link these book chats to our Destiny library book catalog, so students can view them when searching from the computer, too. No device is needed then, just a click on the link.

IB Visual Arts students are also incorporating this technology in their end of the year Art Show.

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Music for ChangeMark Deroca, IB Grade 11

On Wednesday, October 31, 2012, a group of High School students had prepared the auditorium. The lights were on, the microphones were set, the judges were seated and the performers were anxious to get on stage. The Music for Change Talent Show was about to begin.

At the beginning of the 2012-2013 school year, IB 11 students began looking for ideas for their CAS projects. One IB student, Mark Deroca, and an American College Prep student, Amin Mortada, began to think of a project that would allow them to use their music talents and love for music. Both students wanted to teach music to underprivileged children who can’t afford the luxury of studying musical instruments. For this purpose, Marc and Amin contacted Nasma Center; a center in Lebanon that teaches English and runs activities for underprivileged children. After getting the approval of the center, the two students started brainstorming ideas for innovative ways to raise money to buy musical instruments. They wanted to move away from traditional bake sales. They decided to have a talent show.

After two months of planning, running auditions, getting judges and publicizing the event, everything was ready for the big night.

Early before school on Wednesday, October 31, Marc and Amin prepared the stage, checked their microphones, and prepared the prizes. At 6:00 PM, the doors were opened for the event. By 6:20 PM, the Auditorium was almost full with students, teachers, and parents who came to cheer and encourage the participants.

The show began with a short presentation about the Music for Change CAS project and the global value of reaching out to underprivileged children to teach them music.

For one and a half hours, talented young students competed by singing, playing instruments, dancing, etc. After each performance, the three judges commended the participants and gave them valuable feedback on their acts. At the end of the show, the judges picked the three winners. First place went to Lea Akil for her amazing singing. Second place went to the school’s local band, Knights of the Radio. Third place went to RJK, a group of grade 9 jazz players. Judges handed out the prizes to the winners.

The show was a big success. The Music for Change group raised over $300.

Starting the Day with Music!Jeremy Chapman, Middle School and High School Band Director

The music program in the middle and high school is continuing to challenge and inspire young musicians. We’ve started a music practice club and from 7am each morning, the band room is open for young instrumentalists to come and practice their flutes, clarinets, saxophones, trumpets, trombones, euphoniums, tubas, percussion, guitar and piano skills. The most interesting part of this early morning club is that it creates an environment where students can mix across the grade levels. Younger students are able to see more experienced musicians practicing and talking about music and some of the older students have started to tutor the younger students on an informal basis. I’ve been really pleased to see friendships developing across grade levels and a lot more learning is now taking place. On another note, the ACS Blue Knotes is now a certified jazz band! We’ve got saxophones, trumpets, a solitary trombone (we need more), flute, guitar, bass, piano and drums. If anyone would like to book us, we’d love to come and perform at events outside of school.

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Middle School DRAMA High School

The ACS HS Commedia dell’ Arte Troupepresents

TRAGEDY TOMORROW - COMEDY TONIGHT!

Music, Mayhem & MadnessWith special guests

The ACS Reduced Shakespeare Troupe (just 3 crazy dudes) will present in its entirety

The Complete Works of WILLIAM SHAKESPEARE (abridged)beginning with Shakes’ tragic tale of love n’ loss - Romeo and Juliet.

February 15 & 16 – ACS Upper School Auditorium @ 7pm

AN EVENING OF MONOLOGUESNeil Simon, considered one of the finest writers of comedy in American literary history, will be showcased in an evening of monologues this month. Grade 10 Drama II students have each read and analyzed a different Simon play and will be

performing as a selected character. From Oscar Madison in The Odd Couple to Nora Morton in Brighton Beach Memoirs,keep an eye out for upcoming dates of performance. Not to be missed!

COMING SOON THIS SPRING

CUT!Fall Theatre Production 2012Steve Wakim, Director of CUT and HS Fine Arts Teacher

“There’s no play and there’s no director! There is no reality here! Existence. Identity. Home. Those are just meaningless concepts! We’re all just figments of someone else’s imagination!”

And so, on the 13th and 14th of December 2012, a group of actors and musicians rehearsed a play within a play within a play. As the plot complications multiplied, the actors began to forget who was playing whom and who the real director was – as opposed to the actor, who was playing the director, or vice- versa. They couldn’t seem to remember who they really were, as opposed to the people they were playing, in any of the various scripts. Then things started to get confusing...

If you were in the audience for either of the performances, you were probably finding it difficult to suspend your disbelief at what you were witnessing on stage or inside the auditorium. The production process from the get-go was very much about how we as a production team could question our audience’s perception of what was real, and what was not? The script by Ed Monk opened up endless possibilities for how to present this concept. Collaboration with other art forms was a must. Rock-solid interludes by “Knights of the Radio” and AV projections by Graphic Design Students helped to realize the production concept.

The demands on the actors were challenging. Most of them had to develop up to six characters each, all different, all interesting, with separate backgrounds and histories. They also had to learn how to work with other artists, be they musicians or designers – journey in marrying the arts.

CUT was one of the best learning and fun experiences of my life. It taught me more about how the real thing goes – the real theatre, the raw material and the amazing crew that you become friends with by the second rehearsal. CUT was able to bring together students from different grades in order to put together a show, and what a show it was! After long hours of rehearsals, and the creation of a brand new version of CUT, the opening was thankfully a great success and so was the following second show. It was an overall amazing play which brought me so much, from new skills to a fun three months.Abir Sheato, Grade 11

Being part of the play, CUT, was an amazing experience. It was amazing to see how creative each and every person was with their character choices. I’m glad I was a part of it.Sandra Yahya, Grade. 11

Working on CUT was probably one of the biggest challenges of my life! It required so much commitment, that I was forced to figure out a time management schedule. However, the cast and crew were so amazing that I ended up feeling like I was just spending time with my family. We all got really close and new friendships were made. It was an amazing experience and I miss our weekly rehearsals. Jida Jaffan, Grade. 11

Being a part of the whole CUT production was so much fun! I learned so much about different acting techniques, about the theatre, about what being a part of a production is like, but most of all about how to work with an ensemble. We all got a lot closer as a whole and even though we all got sick of each other a lot of the time it was still worth it in the end because the end product was great and we are all really proud. It was a hard three months of intensive work which I am very happy I could have been a part of!Natalie Nasr, Grade. 11

I enjoyed rehearsing CUT and performing it so much that now I feel something is missing. It was a great experience and I loved it. I want to thank Mr. Steve for putting up this whole thing, choosing wonderful people as cast and crew and for choosing a marvelous play to perform.Aya Sheato, Grade. 9

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Final Fall Season Sport Wrap-upTimothy Doran, Athletic/Activities Director

ACS JV and Varsity soccer teams prepared hard for the 2012 METS championships. Once more, our teams were loaded with talent and were hoping to defend their METS championship titles won in 2011. Remember that ACS was METS champions for boys and girls last year in both JV and Varsity levels. Talk about serious hardware and expectations!!!!!

Soccer - The METS tournaments in soccer this year were as tough a battle as ever. The visiting schools came from international schools in Jordan, Bahrain, Egypt and Lebanon and were very talented all across the board. There were numerous close matches and, as usual, our teams were generally very competitive in both divisions. JV Boys, playing in a talent-laden 10 team event, were seeded 2nd in their pool of 5 but lost a tight match in semis and ended up 3rd/10. Our JV Girls were in a tournament of 6 teams. Virtually every match they played was close, but the team suffered from a lack of experience and finished 6th overall. Varsity Girls lost a shocker in the semi-finals after finishing first in their pool and ended up 3rd. Varsity Boys played extremely well in a very tough tournament, finishing a highly commendable 2nd!

JV Volleyball - Our girls won ISAC and our boys finished 2nd in October. In November ACS hosted an end of season high quality JV tournament in support of our upcoming talent. Our girls made it to the finals, losing in an excellent 3 set match vs. I.S. Koura. Our boys had a real struggle in this event. They faced last year’s National Championship U16 finalists in Freres Gemayzeh and Notre Dame Louezieh plus ever powerful I.S. Koura. The level of play was simply awesome by all four teams. In an event where almost every match went to three sets, JV Boys had a major let down and finished a very disappointing 4th. Tough luck, but it’s good training for next season.

Swimming - ACS Swim Team worked really hard to prepare for METS in Amman Dec. 6-9. They were primed from our ACS intramural event and a dual meet with IC. See below for overall 2012 METS Swimming results.

Andrew Foulafard - U12 Butterfly 3rd Place Celine Beydoun - U12 Freestyle 3rd PlaceJana Assi - U14 Freestyle 3rd Place Alex McCarthy - U18 Freestyle 2nd Place Alex McCarthy - U18 Butterfly 1st Place Alex McCarthy - 50 meters breast stroke under 18 Boys 1st PlaceFree relay under 12 Girls (Celine B., Genny, Kareem and Andrew) 2nd place Free relay under 14 Boys (Jawad, Karam, Charlie and Joe ) 1st place Free relay under 14 Girls (Jana, Maya, Leen and Emily) 1st place Free relay under 16 Boys (Nabil, Jad, Tarek and Omar) 2nd place Medley Relay under 18 Boys (Omar, Jad, Alex and Garbis) 2nd place

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Early Years Students and the Language of DrumsIngrid Thornton, Early Years and Elementary Music SpecialistAdele Hutchison, Early Years Principal

In June of last year the following letter, written by Miss Ingrid, our music teacher, was sent to parents who have a family connection to Africa. We asked parents to bring us back a drum or two, if they could, for which we would gladly reimburse them. We had recently acquired a tent for the children to drum in and we needed some more drums for the classroom and the tent.

Children love drums. They are excited at the sight of a drum and immediately begin to touch and play.The sound of a drumbeat grabs their attention and draws them in. Alone with a drum, children experiment with the drum’s different sounds, trying different rhythms. In a group with several drums, they enjoy the communal experience of making big sound together.

Large drums produce a variety of tones through which the drummer tells a story. Their size gives them volume, resonance and power compelling the drummer to play. Handmade Djembes from West Africa (the name Djembe comes from a saying which means to gather together in peace) are rope-tuned skin-covered drums played with the hands. The shell is a single log of West African hardwood, carved just after being felled; the head a goatskin, held under tension by rope tied in a lattice-like pattern. These natural materials make a drum that is lively and responsive to the touch of the player.

As a musician and teacher, I value the Djembe for its beautiful sound and ease of play. These characteristics make the Djembe a perfect addition to our Early Years classrooms, where giving children opportunities to experience and experiment are fundamental in nurturing their growth in self-expression and self-knowledge.

We are very fortunate to have received several drums in response. These have been introduced into our Early Years environment and are joyfully and energetically played by the children. Drumming adds sound and rhythm to our environment, providing another vehicle through which to explore our world and ourselves through the languages of expression.

Parents and teachers working together with the children in mind can do wonderful things. In this case, the dialogue about drumming and the djembe combined with the generosity of parents has resulted in many years of drumming for children.

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Cooking to LearnNabila Hamadeh, Nursery A Teacher

Cooking activities at school or at home are enriching learning experiences that contribute to the development of the whole child and invite children to learn curriculum in an integrated manner.

Nursery A children worked together to make delicious and healthy vegetable soup. As they diced tomatoes, peeled carrots, chopped parsley, crushed garlic and cut onions, their fine motor skills were in action. Mathematical learning was in evidence as they counted the vegetables and measured the ingredients. They observed changes in matter as the vegetables softened. They followed instructions through listening and shared their thoughts and feelings using their language skills. They explored with their senses and cooperated with each other to prepare a healthy soup.

They worked towards a goal and then, best of all, they were able to eat their yummy soup and feel proud about their achievement.

A big ‘Thank You’ to the parents who were involved in this cooking experience. Your participation is always welcome.

The Nursery A Team

Middle School Spiritand ACS Community!Wafa Kays, AFL MS

Every year, we celebrate and celebrate differently, but our positive spirit is always there.

This is Middle school at ACS!!

During the week of Lebanon’s 69th Independence on November 22nd, Middle School was full of Lebanese flags and posted on the walls, were pictures of different areas in Lebanon, welcoming all. Teachers danced the Lebanese folkloric Dabkeh and students watched and admired. On the 28th of November the whole school was invited to join Middle School in hosting Souk el Tayeb. This was a way to encourage Lebanese farmers, who came from all over the country - south , north, mountains “Jabal” and Beirut, to sell their organic and homemade products. Students had an unforgettable experience buying and asking about prices and products. Students watched the bees and learned the art of collecting honey. Students of all ages tasted the baked manoushi, drank the fresh juice and tasted the fruit roll-ups. Some tried tabouli for the first time, others took home packages of homemade sweets, pickles, jams, herbs, etc.

All in all, it was a splendid experience for all.

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Monday, January 7, was an exceptional day for the IB 12 seniors and for the IB DP Coordinator. This was the official submission date for the IB Extended Essay. All day, the IB office was like a bees’ nest, full with students who were either submitting their Extended Essay folders, doing some last minute final touches or double-checking their coversheet. At last, the Extended Essay is over. What a relief!

The Extended Essay is a central core component in the IB Diploma program that every IB student around the world is required to do. It intends to promote high-level research and writing skills and intellectual discovery and creativity. It is an independent, self-directed piece of research that the students do on a topic of their own choice, under the guidance of a supervisor of their choice from the school. (IB EE guide 2009).

The Extended Essay has been increasingly recognized by universities, because it provides students with the opportunity to engage in independent research and thereby develop skills in formulating research questions, communicating ideas, developing arguments as well as developing the capacity to analyze, synthesize and evaluate knowledge.

The Extended Essay is also designed to nurture and develop the IB learner profile attributes. “Students are, to a large extent, responsible for their own independent learning, through which they acquire and communicate in-depth knowledge and understanding. The research process necessarily involves intellectual risk-taking and extensive reflection; open-mindedness, balance and fairness, as key prerequisites for a good extended essay”. (IB EE guide 2009)

The Extended Essay process is a long process that starts in Grade 11 and ends in Grade 12. It is a structured process under the close guidance and support of the IB DP coordinator, the head librarian, and the supervisors. The outcome of this process is a 4,000 word paper that is assessed by an examiner outside of Lebanon, appointed by the IB organization.

This year, the Class of 2013, chose to write their essays on diverse topics from different subjects. For example:

Math: What is the methodology of a Proof by Exhaustion, what are its specific merits in reference to other methods of proof and what are the implications of the acceptance of a Proof by Exhaustion?

Psychology: To what extent can cognitive therapy provide a viable alternative to medication in the treatment of Attention Deficit/Hyperactivity Disorder in children?

Visual Arts: Contemporary preservation and reviving of Lebanese traditional architecture: Is it important to preserve and revive Lebanese Traditional Architecture? If yes, would it be possible to do so?

History: To what extent did Israeli military strategies determine the outcome of the Six-Day war?

Theatre: To what extent did a pilot application of drama therapy in Lebanese prisons act as a catalyst in improving the psychological and social status of prisoners and in modifying penal laws?

English: How did the portrayal of female protagonists evolve in each of these novels: Pride and Prejudice, by Jane Austen, Wuthering Heights, by Emily Bronte, and Tess of the D’Urbervilles, by Thomas Hardy, and what does this trend indicate about the literature in the nineteenth century?

Economics: To what extent has the government intervention through enforcement of Law 174 lead to changes in demand for and consumption of tobacco in Beirut? Note: in parentheses, tell us what this law is.

Biology: How do the two diets (Low Carbohydrate Diet vs. Higher Fiber Diet) affect the BMI and the human G1 Tract of female teenagers (ages 13-18) with regard to constipation and bloating?

As the IB students of 2013 end their journey with the IB Extended Essay, the IB students of 2014 get ready to launch their own journey with the Extended Essay in March.

Finally, all the credit goes to the Extended Essay supervisors who guided the students of Class 2013 through this vital IB requirement. Thank you all for your professionalism, your flexibility, and for your hard work.

IB Extended EssayNada Afra, IB DP Coordinator

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We are pleased to announce that the Fourth Annual ACS Theory of Knowledge Conference will take place on February 21-23, 2013 at the West Hall at the American University in Beirut.

This year, the theme of the conference is “The Art of Math and the Math of Art: Imagination and the Quest for Knowledge”. We will have three keynote speakers who will address the theme of the conference in their fields of study: Dr. Thomas Kim, American University of Beirut, Department of Fine Arts and Art History; Dr. Martin Bright, American University of Beirut, Department of Mathematics; and Mr. Ziad Naccache, Lebanese American University, School of Architecture and Design.

This event will be an opportunity for 225 IB students from Lebanon to get together and learn about knowledge from new perspectives. This conference will also be an occasion for IB 12 students to present their official IB ToK presentations in front of an authentic, diverse audience and demonstrate the IB Learner Profile attributes of being good communicators, knowledgeable, risk takers, thinkers, reflective, as well as open minded.

To learn more about the previous ACS ToK Conferences, please visit the following page on our school websitehttp://www.acs.edu.lb/page.cfm?p=719

Coming up!Theory of Knowledge Conference,February 21-23, 2013.Nada Afra, IB DP Coordinator

The 10th Annual LEBMUN 2013 ConferenceWael Awada, Grade 10

The 10th Annual LEBMUN conference took place over the course of three days this year from January the 18th to the 20th at AUB-West Hall. With over 200 guests and several months of preparation by Ms. Zein and her staff of Secretariat; Tanisha Singh the Secretary General and Yaellie Deroca the Deputy Secretary General, this year’s conference was ACS’s most successful. The schools who participated were: Sagesse High School, the National Evangelical Institute of Girls and Boys, the Rafic Hariri High School, the Houssam Eddine Hariri School, the National Protestant College, Kfarchima, and the Jesus and Mary School.

Delegates were given countries to represent in a simulated UN Forums where they debated topics present in today’s world following their countries’ policies in the aim of reaching Resolutions. This year’s topics included Prostitution, Drug Trafficking, Nuclear Safety and Palestinian Refugees. The Security Council took its delegates a few decades into the past to discuss The Korean War and the Soviet Invasion of Afghanistan while the International Criminal Court prosecuted the Libyan Dictator Moammar Gaddafi for several war crimes.

The delegates engaged in heated debates and were able to reach at least one resolution for each of the given topics - outstanding! Even when surprised by the well-written emergency topics-- so well-written that a few people cried - that are devised by the MUN Secretariat with the help of the volunteering admin staff, the delegates did not fail to resolve the crises, which included the return of the Nazi Regime led by Adolph Hitler’s son, in a matter of a few hours. It is a shame to see that the leaders of today’s world are unable to cooperate in such a matter, setting their differences aside for a greater reason.

ACS’s performance was stupendous, winning the Best Delegate award in each of the General Assembly, the ECOSOC and the Security Council while also receiving the Best Advocate award in the ICC. All students who participated in the conference had a fun and informative experience where they made new friendships and improved their public speaking skills. The LEBMUN conference is growing bigger every year, and it is reaching more fame in the Lebanese media. MUN is a Co-Curricular that any student in ACS looking for an excellent experience should try.

Thank you Pepsi Co./SMLC for sponsoring the 10th Annual LEBMUN 2013.

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A Night at the LonghouseIna Peglow, Grade 10

It was a few days in and I already felt comfortable in the Longhouse. The platform with the low set tables, with mats and pillows. The bar with the German lady making milkshakes and Timmy walking around without orientation. The silver metal water tank and the meal cups piled up in the blue basin on the floor. Ms. Rahawi endlessly braiding hair, people chattering, playing cards. Some are just sitting there, talking or napping on each others laps from the tiring day. Everyone, waiting impatiently for the food. The big stone wall behind the platform with pillows, always being afraid of it and the habitat it is for eight legged critters and millipedes. The air is damp and moist, stuffy and it’s almost impossible to dry after showering, clothes still sticking to our sweaty bodies. The smell of the river creeps up to the longhouse, fighting with the smell of metallic drinking water and of rice and curry being cooked. You can hear the soft rushing river, which has become an ongoing background noise to which our ears have become used to after the first few days. A slight breeze here and there, rustling the leaves. Ballads of Vennu Malesh echoing through the camp grounds. The chattering of students has softened down to a quiet murmur after dinner. Everyone is tired and many have gone to bed. DJ Benjee has put on loud music, but to the tired ears of the young adventurers it’s all just dull, muffled sounds. At 10:00 everyone goes back to their tents. Only a few latecomers are walking around, hiding from teachers, talking, and shining their flashlights into every corner to prevent any surprise visit from a creature of the night. But at 12, even the last Borderlands guest is floating in the land of dreams. Tired from the past day and excited for the next.

Winter 2013 | Page 27

Mr. Dakrub’s visit to ACS Salwa Madbak, Early Years Arabic Team

“Children are often fascinated by puppets and interact strongly with them. This can lead to an overcoming of shyness and fear and greater use of speech. The interaction also encourages concentration and use of the imagination. Puppets help children to reveal their deepest feelings, therefore, the aim of using them in class or at home, is not first and foremost educational, but therapeutic”. (Luz Cudjoe)

Friday, 14th December, was a special date for both the Early Years and Elementary Arabic teachers. They attended a workshop on how to integrate puppets in the Arabic classrooms. The presenter, Mr. Karim Dakrub, came to share with them his vast expertise in puppet theater and puppet designing. Mr. Dakrub is the founder and director of the “Lebanese Puppet Theater” that produced many plays for children such as “What happened in Kfar Monkhar”, “1001 Roses”, etc. He also runs the “KHAYAL Association for Arts and

Education” and teaches in the “Institute of Fine Arts” at both the Lebanese University and the USEK.

The workshop was very enriching in terms of theory and practice. The presenter focused on team building, group dynamics and class environment. The goal of this workshop was pursued via a variety of interesting practices that serve different age-groups.

In fact, it was a successful professional development day for the Early Years and Elementary Arabic teachers. They spent a whole day together, bonding, reflecting and exercising day-to-day physical aiding techniques that help in their vocal and physical presentation.. They also spent a great deal of time debating with the presenter, and translating simple thoughts into creative scenarios. They had the chance to present their own plays in different dramatic and artistic media. Finally, they crowned their day by designing and making their own puppets.

Winter 2013 | Page 29

Outstanding ConsultantsProvide Professional Development for ACS faculty Susan Rinker, Curriculum Coordinator

Professional development provided by outstanding international school consultants helps ACS Beirut continually improve curricular programs. An excellent example of this training

occurred in January as the new Curriculum Coordinator, Susan Rinker, hosted two consultants to work with school-wide faculty and programs.

For the N-12 World Language programs, Christy Brown worked with all the Arabic and French teachers and Coordinators on January 9, 10 and 11, 2013. Ms. Brown has been an Assistant Superintendent, professor and director of language programs in the US and overseas schools. She has also been a major consultant for the US Arabic Standards, and AERO World Languages Standards, a NESA (Near East

South Asian Schools Association) Project. Christy provided training for Arabic and French teachers by reviewing their new standards based curriculum and visiting classes and grade level curriculum meetings. She also provided assistance for ACS Beirut to pilot a new on-line student assessment for elementary and middle school students of Arabic language classes. Ms. Brown has been working on the AERO World Language Standards and this new assessment for the past seven years with Hanadi Dyyeh, the ACS Beirut Arabic Coordinator, as a co-trainer, and other Arabic teachers in the Middle East region. She has also conducted summer workshops for developing AERO standards-based curriculum units, which several ACS Arabic and French teachers have attended.

Ms. Brown also gave a presentation for parents providing information about Arabic language programs and standards in the US and international schools as well as the new Arabic and French curriculum projects at ACS.

She explained that ACS Beirut is providing the most current and successful research – unit-based planning, methodology and resources for Arabic and French language programs in the world.

To assist ACS with technology educational programs and scheduling, Ellis Melton worked with ACS teachers and administrators from January 8th through January 22nd. Dr. Melton, an experienced international school consultant, has worked as a professor, teacher, Deputy Head, Curriculum and Technology Coordinator in the US, Middle East, Asia, Caribbean and Europe. At ACS, Ellis led a school-wide Technology Integration Curriculum Review, getting input from all faculty in a workshop session and meeting with an N-12 Tech Integration committee for seven work sessions. This committee, consisting of the Technology Coordinator, divisional tech facilitators, librarians, and high tech classroom teachers, developed a mission with belief statements, program statement, goals, directions and drafted teacher expectations.

Mr. Melton, based on his very thorough review of the state of technology integration, provided the administration and faculty with a report consisting of commendations and 13 recommendations including more collaborative leadership, more comprehensive and differentiated professional development for faculty, and more up-to-date library and tech standards for tech integration in subject area unit plans.

Ellis also helped ACS Principals, schedulers and teacher-leaders review their divisional schedules, with emphasis on alternatives for the high school schedule. He offered suggestions to help the high school faculty address their need for more time in the schedule for IB Higher level courses and departmental curriculum work.

These professional development projects, organized by the Curriculum Coordinator in collaboration with other administrators and teachers, ensure that standards - based World Language curriculum and improved technology integration will impact student learning school-wide.

President Assad Taha, Vice President Lana Dalloul, Secretary Fidaa Chehayeb Wahab, Treasurer Serene Mawlawi, and Serene Afsh, Carma Barakat, Zaher Dawy, Tima Fouladfard, and Omar Obeid.

DEAR ACS PARENTS,

ACS is one of the few schools in Lebanon with an active parent committee which meets and coordinates with school administration on a regular basis to address different aspects of the school.

WhAT WE ARE AND WhAT WE DO

- We are a formal advisory board representing parents within the school administration as sanctioned by the Ministry of Education.

- We are a volunteer group of parents who are elected every three years. Candidates must have been ACS parents for at least two years prior to the election year. Representation should cover all grade levels or at least the four divisions.

- We act as an interface between parents and the School. We meet once per month with the Head of School or designee to discuss general concerns and questions from parents.

- Together, we discuss and examine the issues raised with the intent of improving communication and understanding the student experience at the school.

WhAT WE ARE NOT

- We carry no executive authority and have no decision making capacity.

- We have no role in the day-to-day running of the school.- We do not deal with personal or individual complaints

except as related to a fundamental bigger issue affecting the school.

- We may not bring personal matters into our meetings.

PC PAST ACCOMPLiShMENTS

All of these tasks were completed in collaboration with the School Administration and with the full support of the Head of School.

- Replaced the standing subcommittees with task forces each having a defined assignment on a specific item to accomplish, follow through and finalize.

- Emphasized coordination of school subjects within all sections of the same class, between lower and higher classes in the same division and across the whole school.

- Stressed the enforcement of a zero-tolerance policy against bullying at the school. The administration has responded with more adult supervision.

- Arranged for presentations on drug use/abuse in schools given by SKOUN organization and supported school programs addressing this issue.

- We invited the International Prevention Specialist FCD (Freedom from Chemical Dependency) for two years in a row to speak to teachers and parents about prevention and wellness and to offer support and guidance in helping our children enjoy a drug-free adolescence.

- Initiated and funded new scientific programs including the LEGO project which has been recently adopted by the school for further development.

- Conducted a school-wide parent survey and are working with the results to address indicated concerns.

- Contributed to the renovation of the elementary bathrooms.

- Arranged for a visit by the Lebanese Association for Food Safety (LAFS) for inspection and testing of the school cafeteria. A report was issued with feedback.

- Installed a canopy in the elementary pick-up area at the lower car gate.

A Message from the Parents’ Committee

Winter 2013 | Page 31

PC ONGOiNG ACTiviTiES:

The PC led an initiative called Parent Connect, which aims to create a social networking platform for parents of each grade level to get to know each other for the benefit of their children, by putting on informal gathering opportunities for parents to meet, share information, and exchange ideas. The Coordinators for each grade level are:

- KG II (Carma Barakat), Grade 1 (Ghada Anderson, Zaher Dawy ), Grade 2 (Serene Mawlawi), Grade 3 (Ghada Farhat, Assad Taha), Grade 4 (Tima Fouladfard), Grade 5 (Serene Mawlawi), Grade 6 (Lana Dalloul), Grade 7 (Omar Obeid), Grade 8 (Fidaa Chehayeb Wahab), Grade 9 (Lana Dalloul and Karen El Kawa), Grade 10 (Rima Dagher, Assad Taha), Grade 11 (Serene Afsh), Grade 12 (Fidaa Chehayeb Wahab).

- Maintain the Parents Web Page on the ACS web site.- Monitor the Safety of the food in the cafeteria.- Work on clarifying the issues related to the department of

education, equivalency, and exemptions.- Plan and execute the annual Mother’s Day fundraising event.- Continue to be fully engaged with the Development office

in support of Fund Raising activities for the school.

TASK FORCES AND ThEiR MEMBERS

Parents Connect task force: Fidaa Chehayeb Wahab, Lana Dalloul, Serene Afsh.Surveys task force: Serene Mawlawi, Lana Dalloul, Serene Afsh, Fidaa Chehayeb Wahab, Assad Taha.Food Safety task force: Fidaa Chehayeb Wahab, Omar Obeid, Assad Taha. hS programs task force: Carma Barakat, Serene Afsh, Assad Taha. Web Site task force: Zaher Dawy, Assad Taha.Medical task force: Assad Taha.Fund Raising task force: Tima Fouladfard, Lana Dalloul, Fidaa Chehayeb Wahab.

A GOOD LOOK AT ThE FUTURE

Now is the time to share with you our specific goals for our future endeavors. These were based on the results of the Parent Survey. The following development plans were proposed with respect to the key issues that were raised:

- Teaching Standards

- Orientation and support from administration and fellow teachers is being given to new teachers to make the transition into the community a smoother one.

- Curriculum unit plans and evaluation procedures for each class will be posted online for parents to access.

- Academic Standards

The use of positive reinforcement is encouraged by administration and teachers to improve expectations for student success.

- School Policies and Disciplinary Procedures

- The administration is reviewing divisional handbooks to ensure consistency and clarity of rules and procedures as well strengthen the legal clarity.

- The Character Education program across the school will continue to be a focus with attention to ways it can be strengthened.

- Community Building

- Continued discussions with parents on how to strengthen the lines of communication between parents and the school.

- Encourage a climate of parent participation in events and activities across all grade levels.

- Student Life

- We will continue to address the issues that impact our students’ day-to-day functioning.

- We will monitor students’ performance and behavior both in and out of school as well as work with the school administration on continuous improvements.

We look forward to your feedback at all times. We encourage parents to be involved with your child’s education by participating in the school activities and functions. Please take a moment to read the student and/or parent handbooks.

67 Nigeria Street, Jal el-BahrP.O.Box 11-8129, Riad El Solh,Beirut 2035-8003, LebanonTel: 961 [1] 374 370 Fax: 961 [1] 366 050www.acs.edu.lb

ACS Matters is prepared and produced by the Developmentand Alumni Affairs Officedevelopment@acs.edu.lb

ACS Goes to DUBAIThe first ACS regional reunion was held on January 10th, 2013 at the Belgian Beer Cafe in Dubai. The event was organized by a great group of alums, Tanya Rasamny ’05, Ziyad Ayass ’06, Nader Salman ’94 and Lynn Zovighian ’05. Attendees ranged from the class of 1992 to class of 2006. We look forward to seeing more of you at our next reunion!