DOUGLAS R. MABIE Overseas Address: US Address: Home Tel: 91-11-2688-8854 x3021 American Embassy School 1901 60th Place School Tel: 91-11-2688-8854 Apartment Haveli 1 Suite L2345 School Fax: 91-11-2687-3320 Chandragupta Marg, Chanakyapuri Bradenton, FL 34203 E-mail: dmabie@aes.ac.in New Delhi – 110021 USA drmabie8@excite.com India Class Website: http://aes.ac.in/aeshs/FacultyWeb/dmabie/MabieClassroomSite/MabieClassroomSiteDreamWeaverPages/index.htm OBJECTIVE A position at an international school teaching English, Language Arts and/or Theory of Knowledge to ninth to twelfth grade students EDUCATION M.A., Secondary Education UNIVERSITY OF ALABAMA; Tuscaloosa, AL 1998-2000 Overall GPA 4.0 Secondary Teacher Certification UNIVERSITY OF WISCONSIN-MILWAUKEE; Milwaukee, WI 1996-1998 Major: Secondary English Education GPA 4.0 Minor: English as a Second Language GPA 4.0 B.A. UNIVERSITY OF WISCONSIN-MILWAUKEE; Milwaukee, WI 1989-1994 Major: English GPA 3.81 Major: Comparative Studies of Religion GPA 4.0 EXPERIENCE Head of High School English AMERICAN EMBASSY SCHOOL; New Delhi, India Department; Higher Level AI As Head of Department, organize and lead English Department International Baccalaureate/ meetings, help guide and write curriculum, facilitate new teacher Advanced Placement English transitions; organize teaching assignments and write budget Instructor; English 9 Instructor; requisitions for the next year. As IB/AP English instructor, teach Model United Nations Instructor eleventh and twelfth grade students the two-year IB AI Higher Level/ August 2001 to present AP Curricula. Incorporate philosophy, religion, and art into an interactive, discussion/writing-based, seminar approach to the study of literature through: journal-based Reader Responses, “fishbowl” discussions, student-generated Power Point oral presentations, book interviews and literary commentary construction. As English 9 Instructor, introduce freshmen to basic literary concepts and writing/ speaking schemes of construction by asking students to: structure, write and perform a Greek drama; discover voice through in-class journal writing and reading; practice research skills by drafting a family Oral History Project; study the connection between poetic sound and sense by writing the blues for performance with the guitar. As Model United Nations Instructor, lead students through the history, structure and function of the UN, teach parliamentary procedure, and chaperone students to autumn (IASAS) and spring (THIMUN –affiliated) MUN conferences. High School A2 International COLEGIO AMERICANO DE QUITO; Quito, Ecuador Baccalaureate English Instructor; As IB English Instructor, followed a Constructivist philosophy by International Baccalaureate facilitating students in: developing thematic units, video-taping oral Theory of Knowledge Instructor “talk show” activities, writing and singing grammar songs with guitar August 1998 to August 2001 accompaniment, creating semantic vocabulary maps, and drawing grammar posters. As IB ToK Instructor, used a constructivist approach by helping students to: write dialogues that explored philosophical criteria of truth; planned, tested and built egg spaceships to explore the scientific method; and taught chess to teach metaphorical truths about life. Other responsibilities included supervising IB Extended Essays, leading SAT workshops, and running school’s new teacher orientation.

DOUGLAS R. MABIE Page 2 SUPERVISING AND COACHING Chaperone for annual American AMERICAN EMBASSY SCHOOL; New Delhi, India Embassy School Minicourse (Week Led groups of between ten to eighteen on Himalayan white water Without Walls) rafting, camping on the banks of the Ganges, cultural explorations Octobers 2001 to 2007 in Varanasi, scuba diving in Goa, theater training in London, Stratford and Delhi, and service learning at local Delhi orphanages. Assistant Directed the American AMERICAN EMBASSY SCHOOL; New Delhi, India Embassy School’s production of Worked with the group of five actors representing the “Mechanicals.” A Midsummer Night’s Dream Was responsible for teaching text history, blocking and elocution. August 2006-October 2006 Coach of the American Embassy AMERICAN EMBASSY SCHOOL; New Delhi, India School Falcons Boys Soccer Team For one year, assistant coached and for three years, head coached January 2002 to March 2006 the varsity boys soccer team at the South Asian International School Association (SAISA) Tournaments in Dhaka, Bangladesh and in Delhi. Supervisor of the American Embassy AMERICAN EMBASSY SCHOOL; New Delhi, India School Chess Club Taught beginner and intermediate chess skills to AES students. August 2002 to May 2005 Provided a venue and tournament structure for timed speed chess

tournaments. Was successful in involving 10% of the AES high school student body at the club’s peak.

Supervisor of the Colegio Americano COLEGIO AMERICANO de QUITO; Quito, Ecuador De Quito Grandmasters Chess Club Taught chess and supervised weekly tournaments for students. January 2000 to June 2001 Assistant Forensics Coach DELAVAN-DARIEN HIGH SCHOOL; Delavan, WI, USA November 1996 to May 1998 Coached ninth-twelfth grade students in various speech categories. INTERESTS & ACTIVITIES 2005-2007 CHASING INDIA MOTORCYCLE CLUB; Delhi, India Organized and led motorcycle adventures for teachers, US Embassy folk and local business people into various locales in India, including Himachal Pradesh, Uttaranchal and Rajasthan. 2002-2004 STUDENT OF HINDI; Delhi, India Studied Hindi twice a week with two local Delhi Instructors January 1999 to May 1999 CURTAIN CALL PLAYERS; Quito, Ecuador Played the lead character of Harvey, a large rabbit, in a community play, People with a Dog Named Bruno, along with Ecuadorians, Chileans and North Americans. Helped with writing, production and stage set-up. Ran the play to packed houses for three nights. February, 1998 WISCONSIN STATE HANDBALL CHAMPION; Milwaukee, WI Won the C Class Doubles Wisconsin State Handball Championship. ACCOMPLISHMENTS & AFFILIATIONS 2003 AMERICAN EMBASSY SCHOOL; New Delhi, India Led a school-wide initiative to change the format of Parent-Teacher conferences; researched the possibility of change, surveyed and reported to faculty, and lobbied the administration to change the former model. The new Student-led conference format was adopted and is still used at AES. 1994-1995 J. WILLIAM FULBRIGHT FELLOW; Kandy, Sri Lanka Studied the history and philosophy of Theravada Buddhism 1994 PHI BETA KAPPA; University of Wisconsin-Milwaukee References available upon request

High School Course Syllabus, 2007-2008 IB/AP English

Instructor: Doug Mabie

Length of Course: 2 years Credits: 2 Course Description: IB/AP English is a two-year course that aims to promote an appreciation of the wealth and subtleties of the English language and to lead to an awareness of linguistic structures. It seeks to facilitate the clear expression of ideas, to aid clear, precise presentation of an argument and to assist in the understanding of both oral and written discourse. The program encourages the development of an appreciation of literature and a knowledge of the culture of the student’s own society and that of other societies. Through the study of World Literature, which is a central and integral part of the program, the student may gain a broadened and international perspective of literature and human thought. The program prepares the students for both IB and AP examinations. Course Aims: • The students’ oral and written communication skills will be developed and students will be provided with the

opportunities of practicing and developing the skills involved in writing and speaking in a variety of styles and situations.

• Students will be encouraged to acquire a personal appreciation of literature and to develop an understanding of the techniques involved in literary study and criticism.

• Students will be introduced to literary classics and to a range of modern writing in different literary genres, styles and contexts.

• Students will be encouraged to develop an international perspective through the comparative study of works from their own cultures and other cultures.

• Students will be introduced to ways of approaching and studying literature, leading to the development of an understanding and appreciation of the relationships between different works.

• Students will develop an ability to engage in close, detailed and critical examination of written text in the classroom and in their own writing.

• Students will be encouraged to foster an enjoyment of, and lifelong interest in, literature. Major Concepts Covered: Students will be introduced to a variety of writing styles in order to confidently express themselves in written discourse. They will write reader responses to document their understandings of, and connections between, the texts they read. They will read secondary source material and literary criticism in order to broaden their understanding of the texts studied. At the end of the second year students will be able to write and research two major World Literature essays and write a four hour IB examination or three hour AP examination. Frequent class and group discussions, weekly seminars, and dramatic activities will enable students to competently analyze a literary text, determining how form influences content. Students will be expected to present oral reports and projects to convey their understandings of texts and to develop their expertise in giving oral commentary of poems and prose extracts. Outcomes: At the end of the two-year course, students will be able to: • Demonstrate an ability to express ideas with clarity, coherence, conciseness, precision and fluency in both written and

oral communication. • Demonstrate a sound command of the language appropriate for the study of literature and a discriminating

appreciation of the need for an effective choice of register and style in both written and oral communication. • Demonstrate a sound knowledge of both the individual works studied and the relationship between the groups of

works studied.

-2- • Demonstrate an appreciation of similarities and differences between literary works from different ages and/or cultures. • Demonstrate an ability to engage in independent textual commentary on both familiar and unfamiliar pieces of writing. • Demonstrate a wide-ranging appreciation of the techniques and styles employed by authors and their effects on the

reader. • Demonstrate an ability to structure ideas and arguments, both orally and in writing, in a sustained, persuasive and

sophisticated way and to support them with precise and relevant examples. • Demonstrate an ability to analyze and critique the written and spoken ideas and arguments of classmates. • Express a personal response to literature and demonstrate the ability to engage in independent literary criticism. Assessment of Student Performance: Students will be given criteria and descriptors for every part of the course so that they will be able to assess how well they are meeting the program’s requirements. We will hold conferences in order to determine ways in which individual students can set and fulfill goals to develop their skills in this course. Students will be expected to participate in every discussion and keep a careful set of class notes. Methodology: Students will participate in class and small group discussions. They will be responsible for generating discussion questions and leading seminars. They will work in groups to present research material, either as a lecture or presentation to the class. Occasionally, guest speakers will be invited to class to speak on relevant topics. Videos and audio cassettes will be used when appropriate to our studies. Program Components: School’s Free Choice Part 4 Selected Short Stories Flannery O’Connor

The Metamorphosis Franz Kafka Heart of Darkness Joseph Conrad The Crucible Arthur Miller

Detailed Study Part 2 The Tempest William Shakespeare Selection of poetry Sylvia Plath/Elizabeth Bishop Hamlet William Shakespeare World Literature Part 1 Kiss of the Spider Woman Manuel Puig The Stranger Albert Camus The Sailor Who Fell From Grace With The Sea Yukio Mishima Groups of Works Part 3 A Doll’s House Henrik Ibsen Drama Death of a Salesman Arthur Miller Equus Peter Schaffer

Glengarry Glen Ross David Mamet