MAINE COAST SEMESTER
CURRICULUM GUIDE
Mission: At Maine Coast Semester we choose to approach our rigorous academics, physical
work, and everyday living with responsibility and joy. Whether engaging in a spirited classroom
discussion, harvesting tomatoes for our table, or planning Saturday night’s event, we live each
day deliberately with an eye toward connecting the individual to the larger community. Students
leave Chewonki with a strengthened ownership for their education, an awareness of their place in
nature and an understanding that they can make a positive difference in their world. Maine Coast Semester 485 Chewonki Neck Road Wiscasset, Maine 04578 www.chewonki.org Maine Coast Semester Goals for Graduates
Maine Coast Semester graduates are characterized by: 1. Intellectual engagement -taking ownership for their learning, approaching challenging
problems with curiosity, critical thinking, and creativity, and integrating their learning
into a cohesive whole.
2. Community involvement -living a life of integrity and intention, taking initiative to
improve their communities through individual and collective action, while understanding
that we live in an interconnected world of limited resources.
3. Articulate expression -forming intelligent thoughts and incisive questions in verbal and
written form as well as mindfully listening to the thoughts of others.
4. Sense of place – striving for a deeper understanding of the natural world and their place
within it through focused observation of details, patterns and connections.
5. Sense of self – possessing a heightened understanding and acceptance of their individual
talents and limits.
Curriculum Overview Courses Offered SCIENCE: Natural History of the Maine Coast ENGLISH: Ethics: Understanding and Choice (not offered 2015-16), Literature and the Land HISTORY: U.S. History MATHEMATICS: Algebra 2, Precalculus, Calculus (AB and BC) WORLD LANGUAGES: French 3 to AP level; Spanish, 3 to AP level On an individual basis and at an extra cost, students may also take a tutorial in Latin, Greek,
Chinese, Italian, or German. ELECTIVES: Environmental Issues, Art and the Natural World All courses are guided by our mission to help students take ownership for their education and
gain awareness of their place in the natural world. Our curriculum is best described as integrated:
course content and themes flow directly from our mission and philosophy. For example, students
study aspects of the Maine coast in U.S. History, Literature and the Land, and Natural History of
the Maine Coast. As a result, they begin to make connections that foster associative thinking,
leading to higher-order learning and the kind of stimulating academic experiences commonly
associated with college. Students take five courses in traditional disciplines while at Chewonki. Science and English are
both core courses and are required, although students choose one of two English options. In
addition, students generally take two or three progression courses, which meet the needs of their
sending-school curricula. Finally, when possible, students register for an elective course:
Environmental Issues or Art and the Natural World. Classes meet for a minimum of 220 minutes per week, usually in four 55-minute sessions.
Science has a total of up to nine hours of contact time per week, including weekly field
investigations. Required Core Courses In Natural History of the Maine Coast, Literature and the Land, and Ethics: Understanding and
Choice, students grapple with life’s central questions. What is our relationship to the natural
world around us? How do I make decisions about how to live my life? What is good work? What
are my responsibilities to human and natural communities? Sharing these academic experiences
provides students with fodder for discussions inside and outside the classroom. All students enroll in Natural History of the Maine Coast and then choose one of the two English
courses. Progression Courses For U.S. History, mathematics, and world languages, students either begin or complete a yearlong
curriculum from their sending school while at Chewonki. Successful completion of these courses
is necessary for the student to progress to subsequent courses at home. In mathematics and
languages, in particular, we devote significant effort to gathering course information, making
proper placements, and offering individualized instruction as needed. Because of our small class
size, students generally return prepared for or ahead of their classes at home. Elective Courses Art and the Natural World and Environmental Issues are full expressions of our program. Each
course has significant experiential components and focuses on Maine subjects. To take an elective
course at Chewonki, students generally complete requirements for U.S. History or a world
language during a summer, in the 10th grade, or afterward, in the 12th grade, at their sending
school. NATURAL HISTORY OF THE MAINE COAST Teachers: Peter Sniffen and James Kary This course examines the evolution and diversity of life along the Maine coast, but it does so in
an unusually exciting and rewarding way. Rather than rely exclusively on the lectures, textbooks,
and labs of a traditional science classroom, we open the door at Chewonki and go exploring. Each week we spend approximately four hours in the field, complementing our work in the
classroom by visiting rocky intertidal zones, sandy shores, salt marshes, freshwater marshes,
ponds, streams, bogs, and forests. Studying community and systems ecology at each site, we gain
a thorough understanding of the natural history of the Maine coast. We also develop an
appreciation for the beauty, complexity, and interconnectedness of natural surroundings that are
too often taken for granted. Goals Together we are setting out on an intensive journey of observation and discovery. At the end we
expect students to be exhilarated and maybe somewhat exhausted by our travel through time and
space on the Maine coast. Here are the principal goals of the course: 1. To explore the natural world in order to develop observation skills, promote curiosity, and
foster the ability to ask useful scientific questions. 2. To understand the fundamentals of community ecology, diversity of life, and the ecology of the
Maine coast. 3. To learn an approach to studying the natural world with an emphasis on developing scientific
communication skills through the maintenance of a field journal. 4. To be citizen-scientists and gather useful data for real studies of the natural world. Format 1.
Three class meetings scheduled per week 2.
One afternoon field trip per week: 1:30-6:00 on Tuesday or Thursday. Texts and Readings We will use a variety of texts and readings from field guides used for identification of species in
the field, to peer-reviewed articles, to classic natural history texts which focus on description and
interpretation of the natural world. The following is a sample list of often used texts. Conkling, Phillip. From Cape Cod to the Bay of Fundy: An Environmental Atlas of the Gulf of Maine. The MIT Press. Heinrich, Bernd. Winter World and Summer World. HarperCollins. Marchand, Peter J. North Woods. Appalachian Mountain Club Books. Peterson, Roger Tory. A Field Guide to the Birds of Eastern North America. Houghton Mifflin (4th or 5th edition) Shumway, Scott W. A Naturalist’s Guide to the Atlantic Seashore. Morris Book Publishing Wessels, Tom. Reading the Forested Landscape. Countryman Press. LITERATURE AND THE LAND Teachers: Amy Rogers and Mike Bell Writer, philosopher, and small farmer Wendell Berry boldly asserts, “If you don’t know where
you are, you don’t know who you are.” During our semester together in Literature and the Land,
we will explore this idea of a fundamental connection between self and place. To what degree
are we shaped by the places we come from – and are in? Given the complex challenges our
world faces, it is more essential than ever to live in right relationship with nature, but what would
such a relationship look like? Are we 21st century humans part of, or apart from, the natural
world? Is wilderness an essential part of the picture? What part does an individual or community
“sense of place” play in shaping an ethic with regard to the land? We will reflect, as well, on
personal and immediate topics: what is happening here at Chewonki and how does your
particular experience relate to larger issues? Whether it involves harvesting potatoes at the farm,
waking up in a tent in the North Woods, or investigating each of the five points on the Neck, your
daily life at Chewonki will inform the reading, writing, and talking we do in class. Format Generally, class follows a seminar or discussion format, and is student, rather than teacher,
centered. At regular intervals throughout the semester, students take on the role of discussion
leaders for the day. Readings We read from a broad range of material, exploring the fiction, essays, and poetry of thinkers
whose voices both shape and reflect the way we think about the natural world. Nineteenth and
twentieth century American writings comprise the lion’s share of the literature. Major texts
include the following (although changes are possible): William Faulkner
John McPhee
Henry David Thoreau
Kimball, Kristin
The Bear Encounters with the Archdruid “Walking” The Dirty Life Additional readings are selected from essays and poems by such writers as Edward Abbey,
Wendell Berry, Barry Lopez, Annie Dillard, Jane Kenyon, Barbara Kingsolver, Pablo Neruda,
Michael Pollan, Scott Russell Sanders, Anne Sexton, Gary Snyder, Wallace Stegner, Terry
Tempest Williams, and William Carlos Williams. Writing Our reading is a springboard for writing. Paper topics often call for a blend of personal essay and
literary analysis, and provide students with the opportunity to respond to and think critically
about the texts, as well as to reflect on their semester experience. ETHICS: UNDERSTANDING AND CHOICE (not offered in 2015-16) Teacher: Paul Arthur We often hear in the news, or ourselves are confronted with, situations in which we scratch our
heads in determining the right thing to do, or whether someone should be blamed, punished, or
praised for doing (or not doing) something. This course gives students some tools with which to
approach and weigh difficult choices. Through examination of issues such as capital punishment, euthanasia and physician-assisted
suicide, reproductive technologies, abortion, genetic engineering, human uses of animals, and
other moral questions, we develop ways of talking and thinking about difficult moral choices.
These issues are of interest in their own right, but they also help us learn how to recognize and
approach important choices in our own daily lives. Goals 1. Cultivate an interest in value-based decision-making and philosophical reflection.
2. Strengthen students’ rhetorical and writing skills.
3. Increase students’ capacity to understand and analyze complex arguments.
4. Provide a framework for, and some experience in, value-based decision making.
5. Introduce students to traditional and contemporary approaches to ethics (deontology,
consequentialism, virtue theory, natural law theory, rights, social contract theory,
pragmatism).
6. Survey contemporary issues in practical ethics (environmental, biomedical, business ethics,
for example)
7. Provide students with conceptual tools for (and practice in) moral deliberation.
Course Materials Primary Text: Disputed Moral Issues: A Reader, 3rd edition. Mark Timmons, ed. Supplementary
readings are drawn from a variety of primary sources in the history of ethics (John Stuart Mill,
Immanuel Kant, Aristotle, among others), as well as contemporary practice (Holmes Rolston,
Garrett Hardin, Alison Jaggar, Sarah Lucia Hoagland, Jonathan Glover, James Rachels, Mary
Ann Warren, Michael Pollan, and others). We also draw from current media, including
particularly periodicals (notably, Harper’s Atlantic Monthly, Christian Science Monitor, and The
New Yorker), and philosophical journals, including Ethics and Philosophy and Public Affairs. We begin by reading and discussing articles about capital punishment, as a way of working our
way into ethical decision-making (two weeks). We then step back from particular issues for two
weeks or so to survey the moral theories that have been most influential for the last three hundred
years, and which continue today to be the standard frameworks for moral reflection. We then
march through a series of contemporary ethical issues, drawing on students’ interests. Approach The course is conducted seminar-style. Students are expected to lead discussions on a regular
basis, and be fully involved in each day’s class. We approach the readings through full-class
discussions and small group work, readings aloud of student essays, and occasional organized
debates. Wherever possible we connect our day’s discussion to events unfolding in the news. UNITED STATES HISTORY Teacher: Kristy Thurrell United States History offers a chronological survey of our nation's past. This course emphasizes
the political, economic, and social forces which have shaped our history. In keeping with the new
AP US History curriculum, the course focuses on major themes, critical historical analysis, and
thesis based persuasive writing. In the fall semester, we begin with a study of the first English settlements in the New World and
end with a study of the Civil War, and includes westward expansion, and immigration, and the
briefest touch on Reconstruction. In the spring semester, we begin with an overview of American
life from 1860-1920, emphasizing American imperialism, industrialization, urbanization,
immigration, migration, the Harlem Renaissance etc. During the second half of the spring
semester we explore American history in the twentieth century focusing on the Great Depression,
World War II, Cold War, and the contemporary American state. Analytical writing, public speaking, critical reading and discussion skills are emphasized.
Readings in both primary and secondary source materials support lecture and discussion formats.
Frequent essays are assigned. APUSH Note For students taking the APUSH exam in the spring, a supplemental text is provided with a pacing
guide. This provides a comprehensive chronological overview for these students. The text
follows the new curriculum and exam, and provides practice tests in the test format. Extra review
sessions and support is provided for these students outside of regular class meetings. Goals 1.
To study the major political, economic, religious, cultural and social themes of American
history from the Gilded Age to the Cold War period. 2.
To develop an understanding of the historical context within which current social, political,
diplomatic, economic, and judicial decisions are made. 3.
To explore the interrelationship between Americans and their environment, and to reach an
understanding of how Americans have influenced, and been influenced by, the land. 4.
To foster an understanding of the subtleties and fascination of history and the work of
historians, including research techniques, the ability to communicate, and the ability to
analyze material. 5.
To understand that history and historians are not a homogeneous whole, but rather an
amalgam of different viewpoints, interests, and methodologies. 5.
To teach and reinforce study skills, critical thinking, and writing skills which result in the
development of life-long learning abilities. Texts Howard Zinn, A People’s History of The United States, Harper Collins, New York, 2008. DOCUMENT READER: Selections (primary and secondary sources) designed to supplement
the texts from historians such as Carl Degler, Dee Brown, Thomas Kessner, Richard Hofstadter,
Sean Cashman, David McCullough and many others. APUSH Text (optional): James Fraser, By The People: A History of the United States AP Edition, Pearson, New York,
2014. MATHEMATICS Teachers: Steve Kerchner and Lilly Betke-Brunswick Mathematics courses in Algebra 2, Precalculus and Calculus (Advanced Placement AB and BC)
are offered. The mathematics programs of our sending schools play a large part in planning the
topics and sequence of our curriculum. Classes are designed to prepare students to re- enter their
sending school math program when they leave Chewonki. Our experience indicates that small, intimate classes and meaningful collaboration naturally lead
students to discuss, present, and argue about mathematics. Consistent with the greater Chewonki
philosophy, students are expected to engage in serious intellectual challenge, to become adept at
using a variety of mathematical techniques, to think critically, to learn how to attack math
problems individually and collaboratively, and to ask questions. In addition, we utilize real
world applications of the math, especially as it relates to the topics students are studying at
Chewonki. This approach results in strengthened problem-solving skills, a better fundamental
understanding of mathematics, and important connections to our mission and other parts of the
curriculum. Algebra 2 Goals Algebra 2 is a continuation of exploring equations and inequalities and an introduction to
functions. We study linear, quadratic, polynomial, rational, exponential, and trigonometric
functions, as well as function transformations. Our classes are an opportunity to discuss, practice,
and learn math every day. Class time is a mix of discussion, written work, board work,
presentations, projects, and lectures. Texts and other Resources We utilize several sources of information. For texts, we use Algebra 2 with Trigonometry by
Prentice Hall and the Chewonki Math Text (hard and electronic copies). To enhance our studies,
we also use a variety of internet resources like Khan Academy, videos, applets, and online
problem sets. We primarily use the TI-84 & TI-nspire calculators for this class. In addition, we collect and
analyze data using Vernier probes and LoggerPro software that we install on their personal
computers. Fall Semester topics: Expressions, Equations, and Inequalities; Functions, Equations, and Graphs; Linear
Systems; Quadratic Functions and Equations; Conics Spring Semester topics: Conics; Algebra of Polynomials including Binomial Theorem; Rational Functions;
Exponents and Logarithms; Trigonometric Functions Precalculus Goals The underlying goal of this course is to develop a deeper and more enduring understanding of a
wide range of mathematical topics before entering Calculus, as well as make the link to the
concept of a derivative. We hope to foster intellectual curiosity and mathematical sophistication
before students begin a rigorous course in Calculus. Class time is a mix of discussion, written
work, board work, presentations, projects, and lectures. Texts and other Resources We utilize several sources of information. For texts, we use the Chewonki Math Text (hard and
electronic copies) and Precalculus with Limits by Larson, Hostetler and Edwards, 2nd ed. To
enhance our studies, we also use a variety of internet resources like Khan Academy, videos,
applets, and online problem sets. We primarily use the TI-84 & TI-nspire calculators for this class. In addition, we collect and
analyze data using Vernier probes and LoggerPro software that we install on their personal
computers. Fall Semester offerings: Precalculus 1 Functions (Transformations/Composites/Inverses), Quadratic & Conics, Polynomials &
Rational Functions, Exponential & Logarithmic Functions, Trigonometric Functions Precalculus 2 Functions (Transformations/Composites/Inverses), Polynomials & Rational Functions,
Exponential & Logarithmic Functions,Trigonometric & Parametric Functions, Analytic
Trigonometry *Precalculus 2 also introduces conceptually the concept of derivatives (rates of change). Spring Semester Offerings: Precalculus 1 Trigonometric Functions, Analytic Trigonometry, Trigonometry Applications (Polar &
Parametric Equations), Sequences and Series Precalculus 2 Analytic Trigonometry, Trigonometry Applications (Polar & Parametric Equations),
Sequences and Series, Limits Precalculus 3 Limits, Introduction to Derivatives, Optimization, Related Rates *Precalculus 2 also introduces conceptually the concept of derivatives (rates of change). Calculus – AB and BC Goals This course provides students with their first introduction to higher mathematics. Following the
same topics as the AP curricula (AB or BC), the underlying goal of this course is to develop and
foster an intellectual and mathematical "maturity". Fall Semester Offerings: Calculus AB Review of Precalculus, Limits & Continuity, Derivatives, Applications of Derivatives Calculus BC Review of Derivatives & Applications of Derivatives, Integrals, Applications of
Integrals, Derivatives & Integrals of Parametric, Polar, and Vector functions Spring Semester Offerings: Calculus AB Definite Integral, Differential Equations and Modeling, Applications of Definite Integrals Calculus BC Advanced Integration techniques, Advanced Modeling using derivatives and integrals,
Improper Integrals, Polynomial Approximations and Series Texts and Resources We use the textbook Calculus: Graphical, Numerical, Algebraic by Finney, Demana, Waits &
Kennedy. We also regularly use the TI-84 graphing calculator and various computer software
programs to strengthen our understanding. FRENCH – Intermediate and Advanced
Teacher: Esther Kary French courses are offered from French 3 to 5 (AP) levels. The world language programs of our
sending schools play a large part in the planning of the curricula. Information provided by the
student's sending school, as well as level of ability, help to determine placement. Classes are
designed to fully prepare students to re-enter their sending school language program when they
leave Chewonki. All classes are conducted in the target language. Due to small class sizes, the
students have the opportunity to focus on speaking ability and their individual language needs. Goals 1.
To increase students’ understanding of grammatical structures and their ability to
apply them through the study of literature, music, oral exercises and listening
comprehension. 2.
To inspire a love of language by exposing students to global cultures and promoting
further exploration. 3.
To create a safe environment where students gain confidence with the language
through immersion. 4.
Provide a place-based perspective of the Franco-culture in Maine. Approach Depending on the level of the individual class, specific classroom activities vary. We strive to
inspire an interest in the language by studying it in its natural context and using Chewonki
mission-appropriate themes. Class time primarily focuses on communicating and applying new
skills. Drills, in-class writing exercises, presentations, skits, readings, videos may all be used,
often tying in with themes related to community, the natural world and environmental
sustainability. We also take full advantage of the Franco culture in Maine to learn about the
history of Acadians and French language in this state. We take a field trip every semester to
Lewiston where we join in a French luncheon with two hundred native French speakers. Texts Lessons, activities, and readings are taken from real-world texts and literature. Many different
textbooks are used to ensure that exercises are varied, but remain challenging. Dialogues and
exercises from AP exam preparation materials are used to increase advanced skills. Songs and
films are also used to increase listening comprehension and to expose students to new cultures.
Due to the wide range of sending schools and curricula, we typically diverge from the more
popular and traditional French texts. A typical text is RU by Kim Thuy, a story about a
Vietnamese immigrant to Quebec. SPANISH – Intermediate to Advanced (3 through 5 (AP)) Teacher: Chris Percy Spanish courses are offered at intermediate and advanced levels. The world language programs of
our sending schools play a large part in the planning of the curricula. Information provided by the
student's sending school, as well as level of ability, helps to determine placement. Classes are
designed to fully prepare students to re-enter their sending school language program when they
leave Chewonki. All classes are conducted in the target language. Due to small class sizes, the
students have the opportunity to focus on speaking ability and their individual language needs. Goals 1.
To increase students’ understanding of grammatical structures and their ability to apply
them through the study of literature, current events, music, oral exercises and listening
comprehension. 2.
To inspire a love of language by exposing students to global cultures and promoting further
exploration. 3.
To create a safe environment where students gain confidence with the language through
immersion. 4.
To inspire interest in current events and issues in the Spanish-speaking world. Approach The class is organized around both a local and a global focus. Students learn vocabulary relevant
to their experiences at Chewonki such as farm work or sustainable practices, and use writing
assignments to practice Spanish writing skills as they reflect on their experiences. Globally,
students learn about current events and issues in Latin America by reading articles from a variety
of Latin American periodicals, and listening to current music. Texts Lessons, activities, and readings are taken from real-world texts and literature. Many different
textbooks are used to ensure that exercises do not become monotonous but remain challenging.
Dialogues and exercises from AP exam preparation materials are used to increase advanced skills.
Songs (i.e. ¿Dónde jugarán los niños, Visa para un sueño) and films (La Misma Luna, Al Otro
Lado) are also used to increase listening comprehension and to expose students to new cultures. A
variety of poems and simple stories by Latin American writers (i.e. Pablo Neruda, Jose Martí)
will be studied. ART AND THE NATURAL WORLD Teacher: Sue West This course offers students the chance to make art about their growing relationship with nature
during the semester. While learning a wide variety of skills primarily in drawing, painting and
printmaking, art students will spend time observing and immersing themselves in the natural
communities on Chewonki Neck. While creating artwork, they will use sketches, visual
explorations, and written reflections. The assignments will progress from those that build skills
and concepts to more expressive, independent work. This course welcomes all, from beginner to
advanced. We expect students to challenge themselves personally, leave any competitive
tendencies behind, and dive into the work of making art in this rich setting. Goals Throughout the course students are encouraged to strive in the following ways: 1.
2.
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7.
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To explore your relationship with the natural world and how you can express it visually To develop a sense of yourself in your artwork and in the ways you work To develop your ability to quiet yourself and to become more focused To feel more comfortable taking risks To work hard and often; to challenge yourself To increase your skills in a variety of media To improve your skills in making artwork that engages the viewer with visually interesting design To develop your critique skills with other students (encouraging an exchange of valuable comments that help trigger a wider range of possibilities as you work) To develop your skills and confidence in evaluating your own work and effort To explore how other artists have made artwork about their relationship with nature Approach Each week, as we work on specific assignments, we explore different ideas and approaches
related to the theme of ‘art and the natural world.’ Periodically, we take time to look at and
critique each other’s work, articulate what makes effective design, and discuss a variety of art
issues. Throughout the semester, we look at slides, books, and originals, read articles, and visit
museums and web sites that deal with course themes and issues. Assignments may include
drawing, painting, creating collage, printmaking, book-making, and sculpting with natural
materials. Text/Course Materials We use a wide variety of sources for this course, including selected readings from artists, art
educators, and critics, including “Border Collie Consciousness” by Alice Root, Art and Fear by
David Bayles and Ted Orland, and “reversing the world” by Laura Sewall. We also look at
artwork online, in various books, and during field trips in museums, galleries, and artists’ studios.
Students visit and talk with several working artists each semester. ENVIRONMENTAL ISSUES Teacher: Ann Carson In this course we examine complex environmental problems by attempting to understand the
political, ecological, economic and cultural forces that must be a part of any resolution. The
course emphasizes the importance of determining our own biases and values, listening to other
points of view, and learning to express our opinions in an articulate and respectful fashion. We
grapple with our responsibility to take action, and consider ways to do so. Environmental Issues
is not a survey course where information is given only in a lecture format, although there will be
some. Instead, teachers and students work together to investigate three issues in depth, starting
with climate change, and moving on to two issues chosen by students. Each unit culminates in a
major project, such as a formal debate, a position paper or an advocacy letter. Goals 1.
2.
3.
To develop the research (access), analysis (analyze), and presentation (articulate) skills
necessary to approach and address complex environmental issues. To help students develop and articulate their own opinions as well as improve their ability
to consider others’ opinions on the many issues. To help students develop a conceptual framework for critical scrutiny about environmental
issues. Texts/Course Materials We use a wide variety of sources for this course, including selected readings from important
environmental thinkers (Garrett Hardin, Aldo Leopold, Van Jones, Paul Hawken, etc) and,
depending on the topic, numerous websites and other online sources.. SUSTAINABILITY SEMINARS - each week, students spend one period exploring food and
energy, two critical components of living a sustainable lifestyle. These seminars are graded on a
pass/fail basis. FARM AND FOOD SYSTEMS SEMINAR Farm & Food Systems is a holistic seminar that uses Chewonki’s farm and food system as a
means of investigating the larger implications and opportunities in making day-to-day choices
about the food we eat and farms we support through that process. On farm and off (through
classroom and work program time), we explore Chewonki’s farm as an ecosystem, focusing on
agricultural practices related to livestock and pasture management, diversified vegetable
production, and forestry management. The arc of the course includes exploration of food and
farm economics, labor and social justice issues, food policy and regulation, and food ethics. The
course culminates in each student writing a personal statement of belief about their relationship to
food and engaging in a dialogue around how to apply what they know about food systems back in
their home environments as empowered and thoughtful consumers. Goals 1. To explore the Chewonki farm as a human-facilitated ecological system.
2. To inspire thoughtful reflection that leads to action as a knowledgeable, engaged, and
empowered consumer within a food system.
Format One 55-minute class meeting scheduled per week. Texts/Course Materials We read a wide variety of sources for this course, including current articles about farming and
food systems (primarily from The New York Times’ “Agriculture and Farming” section) and
essays and articles written by farmers, such as Wendell Berry. Many of our course materials are
resources and records generated on Chewonki’s farm, including economic overviews of cost
versus value of different livestock and vegetable systems. ENERGY SOLUTIONS SEMINAR This seminar presents a comprehensive overview of current issues in the energy field, with a
focus on renewable energy technology. Students gain a better understanding of our society’s
energy usage, and then begin to investigate some of the finer points of alternative energy
solutions. Chewonki is home to a wide selection of working renewable systems, providing
students with first-hand experiential learning opportunities. There is an emphasis on a hands-on
approach that demystifies the workings of these systems. In conjunction with Chewonki’s
Sustainability Office, we hope to raise awareness and give students the tools to make informed
energy choices. Goals • To educate students about the current U.S. energy system by examining the production,
distribution, and consumption of energy.
To demonstrate working renewable energy technologies, focusing upon the small-scale
systems installed on-site at Chewonki.
To develop heightened observational skills, and spark a sense of curiosity about “the way
things work”.
To empower students to return home with the tools needed to make informed energy choices,
both in their own lives and by influencing the communities they are a part of.
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Format One 55-minute class meeting scheduled per week. HUMAN ECOLOGY CAPSTONE PROJECT Each semester, students complete what we call a “Human Ecology Capstone Project.” This
component of our curriculum is an opportunity to explore a place-based topic of personal
relevance that relates to human relationships with the natural world. We want students to have a
chance, outside of disciplinary boundaries, to dig into an area of their own interest, develop their
thinking skills, create something to share with others, and contribute to natural and human
communities here in Maine or where they live. What is human ecology? This phrase is often defined as “the study and improvement of the
relationships between humans and our social and natural communities.” Human ecology takes an
integrated, interdisciplinary approach to solving social and environmental problems, which
dovetails perfectly with the Chewonki mission. Format: Each project contains 1. A place-based topic related to Maine or the student’s home state. 2. Research in a variety of forms – books, magazines, interviews, online sources, hands-on
experience, culminating in an annotated bibliography. 3. A contribution – which takes a variety of forms, from brochures to websites to proposals and
art portfolios. The contribution is meant to share your learning with a broader audience in order
to improve understanding of and work in the field of human ecology. 4. A presentation – 25 minute presentation to the community at the end of the project period.