Fair American Sch - History

Fair American Sch - History



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Fair American

Former name retained.

(Sch: t. 82; cpl. 62; a. 1 32-par., 1 12-par.)

The schooner Fair American was purchased by Commodore Isaac Chauncey at Oswego, N.Y., in October 1812. She was fitted out for service on Lake Ontario, and Lieutenant Walcott Chauncey placed in command.

Fair American and the other ships of the squadron passed the winter of 1812-13 at Sacketts Harbor, N.Y., then cruised Lake Ontario in support of land operations in the area. After landing General Dearborn and some 1,700 soldiers at York (Toronto), Ontario, on 27 April 1813, Fair American and the other ships of the squadron opened heavy cannonade on the forts of the town. The United States troops took possession of the town that same day, while the squadron captured a British schooner, 28 cannon, and large quantities of ammunition.

Fair American continued cruising the lake, transporting troops and protecting other shipping until December when the squadron was laid up again at Sacketts Harbor. In 1814 Fair American was converted into a transport and for the remainder of the war, was used to carry troops and supplies for the Army. She was sold at Sacketts Harbor on 16 May 1816.


Carlisle Indian Industrial School

The United States Indian Industrial School in Carlisle, Pennsylvania, generally known as Carlisle Indian Industrial School, was the flagship Indian boarding school in the United States from 1879 through 1918. All the school's property, known as the Carlisle Barracks, is now part of the U.S. Army War College.

Founded in 1879 under U.S. governmental authority by General Richard Henry Pratt (then a Captain), Carlisle was one of the early federally funded off-reservation Indian boarding school. The Choctaw Academy at Great Crossings, Kentucky was the first. [5] Consistent with Pratt's belief that Native Americans were 'equal' to European-Americans, the School strove to immerse its students into mainstream Euro-American culture, believing they might thus become able to advance themselves and thrive in the dominant society.

In this period, many white Americans believed that the only hope for Native Americans, their population declining in number, was rapid assimilation into White culture. [6]

After witnessing the initial success of the Indian students at Hampton Normal and Agricultural School, General Richard Henry Pratt decided to establish the first all-Indian school, Carlisle, in 1879, in a renovated military barracks.

As at Hampton, arriving students were shorn of their long hair, and even their names were changed. However, "unlike Hampton, whose purpose was to return assimilated educated Indians to their people, Carlisle meant to turn the school into the ultimate Americanizer". [7] At Carlisle, Pratt attempted to "Kill the Indian: Save the Man" [7] through any means necessary. Beyond a typical military regimen, Pratt was known to use corporal punishment on students who exhibited Native behaviors to help students become dependent only on themselves. [8]

Carlisle became the model for 26 Bureau of Indian Affairs boarding schools in 15 states and territories, plus hundreds of private boarding schools sponsored by religious denominations. It has been designated a National Historic Landmark. From 1879 until 1918, over 10,000 Native American children from 140 tribes attended Carlisle. [9] The school's 1911 Annual Report included the results of an employment survey of 532 graduates and 3619 other ex-students. [10] Tribes with the largest number of students included the Lakota, Ojibwe, Seneca, Oneida, Cherokee, Apache, Cheyenne, and Alaska Native. [11] The Carlisle Indian School exemplified Progressive Era values. [12] Some believed Carlisle provided an excellent education. [13]

Carlisle and similar schools remain deeply controversial they forced children to leave their families at young ages, giving up their indigenous cultures, languages, religious and spiritual beliefs, and even their names, thus doing untold psychological damage to generations of Native people.

Since the 1970s, Native American nations have founded their own schools and colleges, thus regaining control of their children's education.


About American School

American School is one of the oldest and largest distance education institutions in the world. From our beginning, we have been chartered as an institution “not organized for the distribution of profits to its members” and have continued on that not-for-profit basis for more than a century. Our current purpose and philosophy is as follows:

The American School, a not for profit distance learning institution utilizing various distance education methods, is dedicated to providing quality instruction at a reasonable cost to those students who are seeking an alternative means of attaining their education.

We have called the Chicago area home for much of our 124-year existence, but the American School was founded in Boston in 1897 by R.T. Miller and a group of graduates and faculty members from the Massachusetts Institute of Technology and Harvard University. By 1900, students had enrolled from all over the United States, and two years later, the Armour Institute (now the Illinois Institute of Technology) invited American School to move to Chicago to conduct a five-year educational experiment. During that time, the School added several more courses and eventually moved to a new location in the Hyde Park neighborhood near the University of Chicago. American School stayed in that location until 1996, when it moved to its current location in Lansing, Illinois, a far south suburb of Chicago.

American School has no owners or stockholders but instead is controlled by a Board of Trustees. The Board of Trustees elects the President and Executive Committee which lead the School on a day-to-day basis.

In our history, we have helped more than three million students earn their high school diplomas. Several of our students have become famous in entertainment, sports, the arts and the business world. The biographies of our famous students and graduates appear below, but American School treats every student in exactly the same way. Students enroll in rigorous and innovative curriculum at an affordable cost, receive caring service from instructors and staff, and can feel comfortable taking accredited courses from a school with outstanding credibility.

FAMOUS STUDENTS AND GRADUATES

Entertainment

Jessica kicked her career into high gear when she was cast in the hit television series “Dark Angel”. She was nominated for a Golden Globe Award and won a TV Guide Award as Breakout Star of the Year for her performance. Her film credits include the role of Susan Storm, Invisible Girl, in the 2005 feature “Fantastic Four”. Off-screen, Jessica co-founded The Honest Company in 2011.

At age 11, Tiffany won the Junior Singer category on “Star Search” and performed the music video “Who Am I” on the “Tarzan II” DVD. She released a self-titled studio album in early 2008 and has appeared in several television shows and movies.

Hits like “Wake Up Little Susie” and “Bye Bye Love” put Don and Phil Everly on the top of the music world in the late 1950s and later helped them become among the first inductees into the Rock and Roll Hall of Fame in Cleveland, Ohio.

De’Borah appeared on Season 3 of NBC’s “The Voice” and her song “Coming Out Looking Good” was released in Spring 2013.

Donny and Marie teamed up for hit television shows in the 1970s and 1990s in between crafting successful careers as solo performers. Donny hit #1 in the 1970s with “Go Away Little Girl” and has had numerous top 10 records in the decades following. He reinvented himself in the 1990s and began a six-year run in the title role of “Joseph and the Amazing Technicolor Dreamcoat” that played to sold out theaters across the United States and Canada. More recently, he was runner-up in the first season of “The Masked Singer”. Marie became the first female country artist to debut with a #1 record when “Paper Roses” reached the summit in 1973. That song helped her earn a gold record and Grammy nomination the following year. More recently, she has appeared in many television movies, starred on Broadway in “The King and I” and is co-host of “The Talk”.

In their five-decade career, the Osmonds have sold out more shows than the Beatles and Elvis Presley. Pop, rock and country hits-including the chart-topper “One Bad Apple”-have helped Allan, Wayne, Merrill, Jay and Jimmy garner several gold and platinum records and a People’s Choice Award.

Chris has taken millions of readers into fabulous fantasy worlds in his novels Eragon, Eldest, Brisingr and Inheritance. Chris’ books regularly appear on top of the best seller lists, and Eragon was adapted into a full-length motion picture in 2006.

Andre is one of greatest American tennis players of all-time. He is one of only five men to have won all four Grand Slam events-the Australian Open, the French Open, Wimbledon and the U.S. Open. His 60 tournament titles include eight Grand Slam triumphs in all, and in 1996 he added an Olympic gold medal to his trophy case.

Bob’s 266 wins and three no-hitters while pitching for the Cleveland Indians were more than enough to earn him induction into the Baseball Hall of Fame in 1962. He also earned the title of “Greatest Living Right-Hand Pitcher” in 1969 as part of Professional Baseball’s Centennial Celebration. Off the field, he earned eight battle stars while serving in the United States Navy during World War II.

Bethany is one of the top surfers in the world despite losing her left arm in a shark attack in 2003. Her autobiography Soul Surfer was adapted into a motion picture in 2011, and she and her husband appeared on CBS’s The Amazing Race in Fall 2014.

Ryan was selected in the first round of the 2013 NHL Draft (30th selection overall) by the Chicago Blackhawks. He was a gold medalist for Team USA at the 2013 IIHF World Junior Championship and led the USA-NTP U-17 team in scoring during the 2012-2013 season. His NHL career includes stints with the Chicago Blackhawks, Nashville Predators, Philadelphia Flyers and Minnesota Wild.

Kathleen was a professional tennis player who was the only person to defeat Martina Navratilova during Navratilova’s 86-1 season in 1994. Her victory over Navratilova came in the fourth round of the French Open and prevented Navratilova from achieving the calendar year Grand Slam.

Katie is a champion swimmer who competed in the 2004 and 2008 Summer Olympics. In 2008, Katie earned a silver medal in the 400 meter freestyle and bronze medals in the 400 meter individual medley and the 4 x 200 meter freestyle relay. In addition, she is a five-time world champion, with record-setting performances in the 400 meter individual medley and 4 x 200 meter freestyle relay in 2007.

Anna became an international sensation when she burst on the tennis scene in the late 1990s. She has 13 doubles titles to her credit, including a pair of Australian Open championships. Her singles career includes four runner-up finishes and a semifinal appearance at Wimbledon in 1997.

Travis put his wheels in motion and soared to new heights as a motocross racer. His accomplishments include winning gold medals in the Summer X Games and Summer Gravity Games. He has also driven in NASCAR events and has starred in Nitro Circus.

Mary has two Grand Slam titles to her credit, winning the Australian Open in 1995 and the French Open in 2000. Consistently ranked among the top players in the world, she also has four runner-up finishes in Grand Slam events, including the 2005 French Open and 2005 U.S. Open.

Garrett was one of the Faces in the Crowd in Sports Illustrated‘s September 9, 2013 issue. He scored 1690 points in six events at the National High School Finals Rodeo in Rock Springs, Wyoming, and became the first three-time All-Around Cowboy in the event’s 65-year history.

Deanna’s ice escapades include winning the 1999 United States National Championship in the novice division. She also skated her way to a second-place finish in the 2000 World Junior Championships and placed in the top five of many other national and international competitions.

The Arts and Humanitarian Efforts

Brittney’s American School work helped her graduate from high school at age 15 and attend college at the University of Pennsylvania, where she planned to earn degrees from Penn’s engineering and liberal arts schools. Because she enrolled at an Ivy League school at such a young age, she was featured in articles on Yahoo News and MSN. Academically, Brittney excels in math, science and social studies. In her free time, she enjoys singing and dancing and has won several teen pageant titles.

Deaf since age 11, Andrew is identified as the first African-American student to graduate from Gallaudet University and later earned a MA in Education from what would become Eastern Michigan University. He later established a mission group for deaf Africans and founded more than 30 schools for the deaf in Africa, earning him recognition as the Father of Deaf Education in Africa.

Winning the 1991 Pulitzer Prize was music to Shulamit’s ears, and her Pulitzer-winning symphony also earned her the 1992 Kennedy Center Friedheim Award. She continues to compose contemporary music in addition to her responsibilities as a professor of music at the University of Chicago.

Rachel is a rising star in the fashion industry. Her Mme. Weathersby designs have been worn by celebrities and are available for purchase in retail stores around the country, as well as through several web sites.

Jamie followed in the footsteps and brushstrokes of his father and grandfather and became a successful artist. While best known for his portraits and landscape scenes, he has also designed coins, United States postage stamps and official White House greeting cards.

Sho earned his high school diploma from American School at age 9. Three years later, he earned a bachelor’s degree from Loyola University in Chicago and enrolled in a dual Ph.D. and M.D. medical scientist program. In 2009, at age 18, he earned a Ph.D. in molecular genetics and cell biology from the University of Chicago. In 2012, at age 21, he became the youngest person to receive an M.D. degree from the University of Chicago. He is currently a resident in pediatric neurology.

Robert co-founded Morgan & Parmley, Ltd. in 1976 and has served as its president since 1978. He and his fellow professional engineers design dams, bridges, water treatment facilities and other structures near his hometown of Ladysmith, Wisconsin. In addition to his design work, Robert has written 15 engineering handbooks and more than 40 articles in professional journals. His many accomplishments earned him the Wisconsin Professional Engineer of the Year award in 2006 and the USDA-RD Director’s Award for Engineering Excellence in 2007.

Richard is the Non-Executive Chairman of the Board of PPC Partners, Inc., which was formerly known as PIEPERPOWER and Pieper Electric. In 2006, he started the Wisconsin Character Education Partnership and today devotes most of his time to philanthropic efforts dealing with character development and servant leadership and is co-founder of the Suzanne and Richard Pieper Family Foundation. For his efforts, Richard received the 2009 Lakefront Leadership Award from the Milwaukee Community Sailing Center and the 2013 American Patriot of Character Award from the Character Education Partnership. He is also a member of the Wisconsin Business Hall of Fame.


NATIONAL HISTORY DAY:

Each year more than half a million students participate in the National History Day Contest. Students choose a historical topic related to the annual theme, and then conduct primary and secondary research. You will look through libraries, archives and museums, conduct oral history interviews, and visit historic sites. After you have analyzed and interpreted your sources, and have drawn a conclusion about the significance of your topic, you will then be able to present your work in one of five ways: as a paper, an exhibit, a performance, a documentary, or a website.

Read the rules

Before you begin work on an entry for competition, you, your teacher, and your parents should carefully read the Contest Rule Book. Contact your regional or state/affiliate coordinator to learn if any rules have been revised since the publication of this rule book, and for more information on topics, sources, and deadlines. Find your affiliate coordinator.

Understand the Theme

Each year your research must connect to the NHD theme. The theme changes each year so if you do NHD every year, you will not repeat a theme. The themes are chosen to be broad enough to encourage investigation of topics ranging from local history to world history, and from ancient time to the recent past. To understand the historical importance of your topic you need to ask questions about time, place and context, cause and effect, change over time, and impact and significance. You must consider not only when and where events happened, but also why they occurred and what factors contributed to their development.

Choose a Topic

Topics for research are everywhere! Think about a time in history or individuals or events that are interesting to you. Start a list.
• Read books, newspapers or other sources of information and add to your list.
• Talk with relatives, neighbors, or people you know who have lived through a particular time in history that interests you and add more ideas.
• Keep thinking, reading and talking to people until you have many ideas that are interesting.

Now go back through the list and circle the ideas that connect with the theme. From the ideas that you circled, select one to begin your research. Keep your list because you might need it again. Selecting a National History Day Contest topic is a process of gradually narrowing down the area of history (period or event) that interests you to a manageable subject.

For example, if you’re interested in Native Americans and the theme is Leadership and Legacy in History, a natural topic would be treaty rights. Now from there, you would consider the resources you have available to you—perhaps your local historical society—and possibly choose a Native American/U.S. treaty based in your affiliate’s history.

Theme: Leadership and Legacy
Interest: presidential power
Topic: Andrew Jackson and the removal of the Cherokee Nation
Issue: the refusal of a president to enforce a Supreme Court ruling

Nothing in history happens in a vacuum. To understand the connections between your topic and the time period, begin reading about the time period and as you read ask yourself questions:

  • Why did my topic happen at this particular time and in this particular place?
  • What were the events or the influences that came before my topic?
  • How was my topic influenced by and how did it influence the economic, social, political, and cultural climate of the time period?

All of these questions will help you to build the story of your topic and grasp the historical significance. This will also help you begin thinking about your thesis.

Develop a Thesis Statement

NHD projects should do more than just tell a story. Every exhibit, performance, documentary, paper and website should make a point about its topic. To do this, you must develop your own argument of the historical impact of the person, event, pattern or idea you are studying. The point you make is called a thesis statement. A thesis statement is not the same as a topic. Your thesis statement explains what you believe to be the impact and significance of your topic in history. Example:

Topic: Battle of Gettysburg
Thesis Statement: The battle of Gettysburg was a major turning point of the Civil War. It turned the tide of the war from the South to the North, pushing back Lee’s army that would never fight again on Northern soil and bringing confidence to the Union army.

Primary Sources

A primary source is a piece of information about a historical event or period in which the creator of the source was an actual participant in or a contemporary of a historical moment. The purpose of primary sources is to capture the words, the thoughts and the intentions of the past. Primary sources help you to interpret what happened and why it happened.

Examples of primary sources include: documents, artifacts, historic sites, songs, or other written and tangible items created during the historical period you are studying.

Secondary Sources

A secondary source is a source that was not created first-hand by someone who participated in the historical era. Secondary sources are usually created by historians, but based on the historian’s reading of primary sources. Secondary sources are usually written decades, if not centuries, after the event occurred by people who did not live through or participate in the event or issue. The purpose of a secondary source is to help build the story of your research from multiple perspectives and to give your research historical context.

An example of a secondary source is Battle Cry of Freedom: The Civil War Era by James M. McPherson, published in 1988. They are a great starting point in helping you see the big picture. Understanding the context of your topic will help you make sense of the primary sources that you find.

The primary and secondary sources McPherson used are listed in the bibliography. Another researcher might consult these same primary sources and reach a different conclusion.

Citations/Bibliographies

To record the information the two acceptable styles of writing for NHD projects are Turabian and MLA. Historians use Turabian but we know that many classes in middle school and high school teach the MLA style. It does not matter which of these two styles you use, but it is important to be consistent. For help with questions about citations, you can check out Turabian or MLA guides from your local library.

Annotated Bibliographies

An annotated bibliography is required for all categories. The annotation for each source must explain how the source was used and how it helped you understand your topic. You should also use the annotation to explain why you categorized a particular source as primary or secondary. Sources of visual materials and oral interviews, if used, must also be included.

List only those sources that you used to develop your entry. An annotation normally should be only 1-3 sentences long. Visit our Annotated Bibliography page for more information.

NoodleTools: NHD and NoodleTools partner together to bring teachers and students the opportunity to organize their research. Teachers can sign up and receive account access for all of their students to help complete their NHD projects. Noodle Tools can help students track their sources, take notes, organize their ideas, and create their annotated bibliographies. The program allows the teacher to see the progress the students have made and offer direct electronic feedback.

Conducting Interviews

Interviews are not required for an NHD project. Requests to interview historians or other secondary sources are inappropriate. Historians do not interview each other. You are encouraged to read and learn about your topic on your own. Consider interviewing primary sources- eyewitnesses to the events. Learn more at the link below.


I have been advocating a four-year history curriculum for high school—three years of Western civilization and one year of American history. Here I would like to recommend resources for American history.

American History

American History is important because the United States of America has been influential on the entire world. Every Western civilization course should therefore cover at least a brief history of the United States. However, as every person should be familiar with his or her own country’s past, Americans ought to give special focus to U.S. history.

Sadly, many Americans barely know their own history. This is why comedians make videos of people on the street who cannot answer simple questions about the U.S. I do not want to excuse such ignorance, but it must also be said that this is not entirely the fault of the individuals. Much blame belongs to our educational system. I know in my own case, I received a poor history education in high school, and that included American history.

It should not surprise us that American schools teach American history poorly, particularly public schools. They are, after all, government schools. And the government has good reason to make sure its schools are putting a certain spin on its history. The teachers may not even be aware of all that is going on, but it is quite clear that everything is slanted in favor of the government, from textbooks to teacher training programs. This is why even students who know a fair amount of American history do not know the whole story. There are many details that are usually left out, and there are certain perspectives that cannot even be entertained.

The American public is therefore left believing all sorts of myths about American history. They have been taught neutered versions of basically everything, including the Civil War, the New Deal, and World War I & II. A good survey of American history will therefore cover the basic names, dates, and events—but it will also cover the debates surrounding the events of the day, as well as competing historical perspectives. I know this requires people to think outside the box, but that is what good education does.

An American history course should begin with European colonization of America and end with the modern day. Students who study American history should be familiar with the Puritans and colonization, the American Revolution, the Constitutional Convention, the Civil War, World War I, the Great Depression, the New Deal, World War II, and the Cold War. Of course, there are all sorts of details outside of these events that should also be covered.

American History for Children

One of the best resources for teaching children history is Susan Wise Bauer’s series for grades 1–6, The Story of the World: History for the Classical Child. (She covers ancient history in volume 1 and medieval history in volume 2). Bauer covers modern European and American history together in volumes 3 and 4 (rather than devoting an entire volume to American history). Students should begin with volume 3, Early Modern Times: From Elizabeth to the Forty-Niners. There is also an activity book and a test and answer key. After this, students can go on to volume 4, The Modern Age: From Victoria’s Empire to the End of the USSR, which also has an activity book and a test and answer key.

American History for High School (and Beyond)

All students should have some familiarity with American history as children. But high school is a time for in-depth study of American history. If ancient, medieval, and modern European history are studied from 9th to 11th grade, then American history can be studied in 12th grade. However, if Western civilization is condensed into two years, American history can be studied in 11th grade.

It is best to use a video lecture series for primary instruction in history, with books and articles supplementing the lectures. Ron Paul Homeschool has two Western civilization courses, with the second giving a good amount of attention to American history (Revolution, World Wars, Cold War). This is a good thing, because American history is the forte of the man teaching that course (Tom Woods). This course can also be purchased individually from Tom Woods Homeschool. The Ron Paul curriculum also has a new American history course taught by Dr. Gary North, who has his PhD in American history. This is an excellent addition to the curriculum.

I also strongly recommend Tom Wood's Liberty Classroom, which has two excellent courses on American history (see above). They are taught for adults but can also be used by intelligent high schoolers. Liberty Classroom offers many other great courses on history and economics, which can be downloaded and listened to in the car. You can subscribe to all their courses for only $89 per year.

Books on American history should be used as a supplement to video lectures. Here are two that I recommend:

American Pageant by David Kennedy. It is hard to find good textbooks. Many of them are written by large companies that are significantly influenced by government education agencies. This is particularly problematic for American history textbooks, including this one. Right from the start this book speaks of the earth being created billions of years ago, and it often gives the standard textbook explanation of events. However, I still recommend this textbook because it covers the important information and students will find it to be an interesting read. But be discerning, and make sure to read Woods’ book (below) along with this to balance things out. Older editions are more reasonably priced.


Pearl High School (1897-1983)

Pearl High School, the most prominent black high school in Nashville, Tennessee, for nearly one century, opened its doors in the fall of 1883 on South Summer Street (now Fifth Avenue South). The first public school for blacks in Nashville, it was named after Joshua F. Pearl, the city’s first superintendent of public schools. T.W Haley, a white principal, and white teachers directed Pearl (grades one through eight) until 1887, when black teachers were employed.

On September 25, 1884, James C. Napier, the only black city councilman in Nashville, persuaded the council to adopt a resolution to provide high school classes for black Nashvillians. The board of education failed to act on the resolution until 1886 when Mrs. Sandy Porter attempted enroll her son, James Rice Porter, in the all-white public Fogg High School. The city’s refusal to admitted Porter and other black youth to the city’s only high school at that time prompted the black community to hold protest meetings, including one on September 14, 1886, at Clark Chapel Methodist Episcopal Church when those gathered petitioned the board of education to open a high school for African American students.

The board convened a special meeting and authorized the superintendent to establish ninth and tenth grade classes at the all-black Meigs Public School. Principal D.N. Crosthwaite, a black college graduate with bachelor’s and master degrees, received the task of implementing the classes at Meigs. Crosthwaite was joined by teachers J. Ira Watson, J. M. Turpin, and L.T. Jackson. On September 20, 1886, Meigs became Nashville’s first black high school.

At the start of the 1897–98 academic year, Meigs’s high school department was transferred to the newly-constructed Pearl High School. On June 2, 1898, Pearl’s first high school class graduated. Around 1916, the mayor and city council authorized the building of a new facility for Pearl High School because of overcrowded conditions. In 1917 Pearl moved to a new three-story structure at Sixteenth North and Grant Street. The school board hired additional teachers, expanded the course of study, and included a twelfth grade. The old Pearl building was eventually renamed Cameron Junior High School in honor of former teacher, H.H Cameron, who died during World War I.

Overcrowding led to the 1936 construction of an even newer high school located at Seventeenth Avenue, North, and Jo Johnston. The new structure was designed by the black architectural firm of McKissack and McKissack. In the fall of 1937, students moved to what many observers considered the most modern, best constructed, and most well-equipped building for black high school students across the South. Other facilities were added to the school: a vocational wing (1945), a stadium (1948), and a gymnasium, cafeteria, and four classrooms (1964). Pearl students won many awards and athletic championships, including the 1966 Tennessee Secondary School Athletic Association (TSSAA) State Basketball Championship.

In 1983 Nashville’s federally-mandated school desegregation plan combined Pearl High School and West Nashville’s predominately white Cohn High School into the new Pearl-Cohn Comprehensive High School. The city built the Pearl-Cohn facility on the former sites of two black schools, Washington Junior High School and Ford Greene Elementary School, in North Nashville and converted the old Pearl High School into Martin Luther King Jr. Magnet School. In October 1992, the Tennessee Historical Commission approved the placement of a historical marker at the site of the former Pearl High School.


​The middle school years are full of tremendous change and growth in a student's academic, social, emotional, and physical being. We offer a safe, exciting, and challenging environment that respects and nurtures our students during this transitional time. Our aim is to prepare well-rounded students ready for the rigors of high school at AOSR or anywhere in the world.​

High school is a time for students to explore new areas and experiences. Through our extensive programs and courses, students see the development of talents, interests, and skills. We prepare them for their future and next level of learning.

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Fair American Sch - History

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Fair American Sch - History

The American School in London empowers each student to thrive as a lifelong learner and courageous global citizen by fostering intellect, creativity, inclusivity and character.

We engage purposefully with others to support common goals. We understand and respect diverse approaches.

We listen, speak and write effectively. We communicate clearly with others through dialogue and participation. We value the ability to do so in multiple languages and attend to the perspectives of other individuals and groups.

We stretch and grow by taking risks. We are resourceful in the face of challenges and change. We have the courage to speak up for ourselves and for others. We take positive action to make our community and world a better place.

We value a sense of wonder and are curious about the world. We cultivate our interests and strengths. We find passion and purpose in our work.

We seek creative solutions to real-life problems. We value mistakes as learning opportunities.

We are honest. We work hard. We make the right choice even when no one is watching

We act with compassion. We help others.

We treat others the way we expect to be treated. We appreciate our own cultures and personal histories. We value diversity of thought and experience.

We take ownership of our words, actions and learning. We fulfill our obligations to ourselves and to others.

We use critical and creative thinking skills to analyze ideas and problems. We use inquiry to understand important concepts and questions.

We seek a balance of mind, body and spirit as we grow. We are conscious of our health in the choices we make.


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