Please note: Wooster’s educational philosophy is centered on teaching children not course material.  Thus, while the topics of instruction included in these documents represent the best estimate of the faculty about what subjects will be explored in each class, some additions, subtractions, and changes are likely to occur each year based on the interests and aptitudes of the unique group of children who are being taught.

 

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Copyright Wooster School 2005

 

 

History

 

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Curriculum Home Page

 

 

 

General:

There are four general points which underscore the kindergarten through high school curriculum in the History Department.  It is the objective of the lower school, middle school, and high school history faculty:

 

To engender in students a disciplined awareness of human culture and its diversity in both the past and present. 

 

To establish that there are some limitations to our understanding of cultures other than our own, both past and present.

 

To develop the empathetic faculties by which we will better perceive events and situations from points of view different from our own with reference to race, culture, politics, economics, and gender.

 

To consider the past and the present as mutually instructive fields of inquiry which cannot be investigated in isolation.

 

In addition to specific content areas of study at individual grade levels, the teachers in each division utilize specialized teaching methodologies appropriate to the age group with whom they are working.  These methodologies are explained in the prose introducing each division. 

 

Importantly, teachers in the history department have undergraduate (and in some cases advanced degrees) in the social sciences.  The faculty, in addition to their passion for teaching, share with students their passion for history.  The academic exuberance of the faculty is contagious, providing students with inspiration and igniting their curiosity.   

 

 

Lower School

 

The Social Studies curriculum in grades one through five consists of two eight week thematic units where the focus is on depth rather than breadth.  The inquiry based thematic units requires that student learn to think as historians, archeologists, philosophers, strategists, consumers, and economists. 

 

Thematic units offer students the opportunity to engage in meaningful explorations of related concepts.  Students are provided with ample time to live with an idea and to observe, compare, experiment, and discover relationships. In kindergarten, there are two major thematic units interwoven into the curriculum. These topics are integrated throughout the day and explored and expanded upon across the entire year.  In each of the grades one through five, the faculty has selected four major topics of inquiry.  Taken together, these units constitute the broad outline of the social studies and science curricula.  Some of these topics begin as explorations in science; others center on history, geography, or the study of other cultures.  Most of these topics, however, involve several disciplines and include music, technology, and art. 

 

Students use literature, primary and secondary sources, field trips, guest speakers, hands-on projects, and technology to incorporate an understanding of and an appreciation for other cultures, periods in history, and geographical regions.  Social studies topics reflect Wooster School's commitment to local and global citizenship, multi-cultural education, social consciousness, and community involvement.  These topics also serve as vehicles to initiate ethical and moral discussions throughout history as well as today and the lessons we learn from them.

 

Wooster students develop personally relevant definitions of history that evolve from year to year.  Students look at differing historical points of view to consider and interpret the available facts, literature, artifacts, and records with thoughtful, open minds.

 

Teachers encourage students to be delighted, intrigued, and inspired by the past and to see how the past effects their personal present and future.

 

Grade 1: Prehistoric Time & Connecticut

 

Grade 2: Colonial America & Ancient Egypt

 

Grade 3: Revolutionary America & Japan

 

Grade 4: A New Nation & Greek Civilization

 

Grade 5: Reconstructing America & Middle Ages

 

 

Kindergarten

The kindergarten social studies curriculum centers around developing a sense of the  diverse classroom community; what it means to be a part of the community.

In the beginning of the year the children learn about one another's family. They discover each other's culture, where they live, and their family celebrations. The multicultural nature of the classroom library ensures that all children see themselves and their families reflected in the literature read in class.  The children learn about the kindergarten community; it's rituals, roles, and celebrations. Expanding to the broader school community, the children explore the campus, the roles of the faculty and staff working on campus, and how community members work together to create a supportive school community.  Using the block area, the students 'build' their own communities, working cooperatively to create the structures most familiar to them.

 

GOALS:

Recognize that each family is unique and has its own identity.

Create graphs to illustrate different family characteristics.

Share and discuss literature which represents different cultures.

Understand the roles and responsibilities inherent in being a member of the kindergarten community.

Learn to cooperate and listen respectfully to the ideas of others.

Design and build block structures in small groups.

 

 

 

1st Grade

 

CONNECTICUT

GOALS:         

The study of the State of Connecticut provides students with an introduction to the study of geography.  The focus is on the initial understanding of the spatial contexts of people, places and environments.  Students explore the physical geographic aspects of the state to understand how the terrain impacts the lives of Connecticut residents today and how it impacted the indigenous tribes.  Learning how to use maps and other geographic representations is essential to this study.

 

OBJECTIVES:

Identify the use of a map and globe

Identify the four cardinal directions and a compass rose

Locate the state of Connecticut on a map of the United States of America

Identify and discuss what a state capital is and its purpose

Discuss what makes Connecticut unique

Discuss the role Connecticut played in the American Revolution

Identify "firsts" (i.e. settlers, inventors, etc.)

Identify famous historical landmarks and people in Connecticut

Discuss the lifestyle of Native American tribes living in Connecticut

Record and graph local weather patterns

 

 

PREHISTORIC TIME

GOALS:

First graders explore the role of historians, anthropologists, paleontologists, and geographers as they develop an understanding of prehistoric time, with the primary focus on the Mesozoic period.  They discover ways to learn about history without written records.  They practice critical reading and critical thinking skills as they gather information that is at times conflicting.  From a geographical perspective, students consider the physical processes that shaped the patterns of the earth's surfaces.

 

OBJECTIVES:

Discuss the different periods: Mesozoic, Triassic, Jurassic, and Cretaceous

Create a timeline illustrating which dinosaurs lived in each period

Define carnivore and give examples of carnivorous dinosaurs

Define herbivore and give examples of herbivorous dinosaurs

Define extinct and how it relates to habitat

Make two types of fossils

Discuss the current theories about dinosaur extinction

Explore different types of dinosaurs and categorize them by physical characteristics

 

             

2nd Grade     

 

COLONIAL AMERICA

GOALS:

Second graders begin their study of American history by considering the origins of the United States. Although students are introduced to many of the early settlements, begging with Jamestown in 1607, the emphasis is on Plymouth as a model colony. Using the colonists as a model, students discuss how a people and their culture can be changed by environmental conditions. Adaptation is a key phrase. The complex relationship between the colonists and the Native Americans is examined as students consider these two different cultures. 

 

OBJECTIVES:

Examine how the early colonists survived and evolved into a self-sufficient society.

Explain the significance of the Mayflower Compact.

Discuss the relationship between the pilgrims and the Native Americans.

Understand how the arrival of the European traders and settlers impacted the lives of the Native Americans.

Name some of the Native American tribes of New England.

Explore the native American reverence for nature.

Identify the causes for all the migration to America.

Investigate the natural resources available to the Native Americans and the colonists in New England

 

 

ANCIENT EGYPT

GOALS:

The study of Ancient Egypt sets the stage for further studies of ancient civilizations in the upper elementary grades.  Students begin with a study of geography, how cultures utilize the natural resources available to them and how a culture is influenced by the physical features of their environment.  Students consider how life today compares to life over 3,000 years ago.  Throughout this study, students are encouraged to examine the aspects of this past civilization which are still evident in our own culture.

 

OBJECTIVES:

Describe the climate and geography of Egypt, the black land and the red land, kemet

Identify animals native to Egypt and describe their adaptations

Locate and label the Nile River, equator, seven continents, four oceans, and the large seas in the Middle East region

Explain the importance of the Nile River to the Egyptians and what make the Nile River unique

Understand the importance of the scribe and the materials used for recording life, specifically hieroglyphics

Explain the intricate caste system by describing various jobs

Understand the role of farmers in the caste system and the disparity with their importance to the community

Understand the various tools, animals, and inventions used by Egyptian farmers

Explain how some plants were used for medicinal purposes

Understand the embalming process, the use of canopic jars and the meaning of the carvings on Egyptian tombs

Identify the materials used to make clothing and paper, linen, animal products, flax and papyrus

Understand the natural resources in Egypt

Describe the various homes lived in by Egyptians and how they reflected the various levels of the caste system

Identify various jewels and metals commonly used by the Egyptians and understand where and how they were used

Identify some of the major gods and goddesses of Egypt and their special powers through the reading of myths

Explore the mathematical inventions of the Egyptians and how math was used to create the pyramids

Identify the most famous pharaohs, their dynasties, and tombs

Understand the Egyptian fascination with vanity and the afterlife

Understand the role of recreation and sport in the Egyptian society

 

 

 

3rd Grade

 

REVOLUTIONARY AMERICA

GOALS

The third graders extend their understanding of American history, focusing on the events leading to the Revolutionary War and the signing of the Declaration of Independence.  They discuss how change and diversity can cause conflict among people. Reading primary and secondary sources, students are introduced to the idea that historical documentation is written by people with varying points of view.  Critical reading is an important skill for research within this unit of study. 

 

OBJECTIVES:

Examine the causes of the American Revolutionary War.

Identify the thirteen original colonies and each capital.

Take notes from primary and secondary sources and use this information to construct a timeline

Recognize the paradox of the pilgrims seeking religious freedom for themselves, yet were unwilling to extend religious tolerance to others.

Describe the Boston Tea Party, Boston Massacre, and Intolerable Acts as representative of the relationship between England and the colonists.

Discuss the leadership styles of King George III and some of the signers of the Declaration of Independence.

Describe why the Declaration of Independence is viewed as a living document with implications for each generation.

Discuss George Washington's role in defining the presidency.

Discuss how the constitution was written to create a new government for the United States.

 

 

JAPAN

GOALS

Students study Japan to gain a sense of cultural perspective, understand diversity, and expand their understanding of geography.  From a geographical perspective, students examine the Japanese culture as a means to develop their understanding of the relationships between people, places, and their environment.  Students examine the connection between their own culture and their identity as individuals.  Throughout their readings, students are reminded to examine their role as outsiders looking at another culture through the lens of their ethnocentric perspectives and experiences.

 

OBJECTIVES

Locate and identify Japan as an island country comprised of four main islands

Understand the influences of climate and terrain on Japanese life

Experience spoken Japanese and learn about the Japanese writing system

Use Japanese myths and legends to gather information about Japanese beliefs and cultural values

Discuss the ways World War II affected the relations between Japan and the United States raising the student's awareness of Japanese internment camps

Recognize that there exist stereotypical views of Japan and the Japanese culture

Examine Japanese artifacts to learn about the culture of Japan

Consider the reverence and respect that the Japanese bestow upon the elderly and ancestors.

      

 

4th Grade

 

A NEW NATION

GOALS

This American history unit considers our nations growth from 1800 through the Civil War. The focus is on issues of expansion and growth, conflict, liberty, and human rights. Emphasis is placed on how the country not only changed physically during these years but socially and politically as well. Students are asked to consider how the growth during this time period changed our nations identity. By the middle of the 19th century the United States was the supreme power in North American. Although Americans flooded west lured by gold strikes, religious freedom, cheap land, and the promise of a new start, conflict was brewing regarding issues of slavery. The causes of the Civil War are explored. Throughout this unit students are encouraged to consider the rich record we have of western life from ordinary people. Their letters, maps, journals, and drawing have provided primary source material from which we can learn.

 

OBJECTIVES

Utilizing notes taken from primary and secondary sources, construct a time line.

Identify the characteristics of the different regions of the United States.

Name and locate the major physical features of the US west of the Mississippi.

Name and locate the 48 contiguous states.

Explain the importance of the Erie Canal.

Explain the Indian Removal Act of 1830 and the Trail of Tears.

Explain how the Homestead Act of 1862 promoted the permanent and productive settlement of the West.

Understand the significant land acquisitions: Mexican Cession and Louisiana Purchase.

Understand the events leading to the Civil War.

Recognize the importance of the Battle of Gettysburg and Lincoln's Gettysburg Address.

Compare and contrast the North and South during the mid-1800's vis-à-vis slavery, agriculture, and industry.

Describe the impact of the Dred Scott decision, the Missouri Compromise, the Mason Dixon Line, and the election of President Lincoln. 

 

 

ANCIENT GREECE

GOALS

Students are exposed to an historical and cultural experience throughout this unit.  Students are directed to primary and secondary sources to gather historical information.  They examine artifacts and read the stories of Ancient Greece to learn about the culture of the people during this period.  Students are continually examining how their culture has been impacted and shaped by the culture of Ancient Greece.

 

OBJECTIVES

Understand how Greek myths provide an historical record

Recognize, write, and pronounce the Greek alphabet

Understand the context of the English language and its roots in Greek language

Study the etymology of Greek vocabulary words

Identify the major geographical features of Greece using longitude and latitude

Identify examples of Greek influences in twentieth century life

 

      

 

5th Grade

 

RECONSTRUCTING AMERICA

GOALS

Students continue their study of American history by focusing on the early 1900's through the Civil War. By working with primary and secondary sources, students look at changes in our country and construct a timeline.  They investigate the Reconstruction Era, the African-American experience, economics, the Dust Bowl, the Depression, World Wars, Constitutional amendments, the League of Nations, and the United nations.

 

OBJECTIVES

Discuss the three branches of government. Debate the strength of states' versus federal rights and powers.

Identify industrialists and their impact on society and the nation.

Explain the necessity for added amendments of the Constitution, particularly #13, #14, and #15.

Describe the role, necessity, and impact of child labor.

Draw a timeline of women's struggle for franchise and equality under the law.

Define the great depression and explain its ramifications for the nation.

Investigate the causes and effects of the two World Wars.

Trace the progress of the civil rights movement.

Discuss the necessity for and significance of the League of Nations and the United Nations.

 

 

THE MIDDLE AGES

GOALS

Students study the Middle Ages and the Renaissance in western Europe.  Through research, reading, writing, speaking, and thinking students synthesize all the information gathered and consider all the ramifications and implications and the effect on the colonization of the new World.

 

OBJECTIVES

Construct a three-dimensional castle or cathedral which accurately display the structures of the period

Locate the empires of Western Europe

Identify Crusade and trade routes

Recognize the role of the church at this time

Explain what miracle plays teach about the culture of the Middle Ages

Diagram and explain feudalism

Explain the reason behind creating family shields and banners

Use primary and secondary sources to create a timeline for 500 to 1500 AD

Differentiate between Gothic and Roman architecture

Discuss class distinctions and the roots of the Middle Ages

Investigate the lives of saints and heretics

Explain chivalry and its history

Create a sonnet or prologue with a Canterbury Tale

Design gargoyles reflecting the artistic influences of the period

      

 

 

Middle School

The history curriculum in the Middle School has been designed based on three general assumptions: that students are preparing for college, that students expect a rigorous academic experience, and that students understand that the expectations of their work and performance increase significantly as they grow older.

 

The amount of work and the demands of time plus the high standards for academic achievement make for a rigorous academic experience.  The small classes and close teacher interaction with students require that each student be sufficiently prepared to be fully engaged with the class material and class discussions.  Ideally, students will begin to recognize their responsibility to think globally as they interpret the information and will be well prepared for study in the Upper School.

 

The expectations on students are commensurate with their age and maturity level both in terms of their chronological age and grade in school.  The bar continues to be raised throughout the year, from year to year and from division to division.  Students continue to build study skills throughout their middle school years.  Such skills include efficient note taking, time management, interpreting large bodies of information, writing coherent prose, evaluate information sources, and organizing and writing research papers.

 

Building upon the experience presented in the lower school, students in grades 6-8 are able to be successful learners because they understand the three basic areas of effective learning, preparation and study:

 

I.  General Sense of History and Geography

        Students:

understand chronological sequence and causation

acquire factual knowledge

demonstrate accuracy when discussing historical data

understand how historical sequencing and events influence one another

understand how current time is influenced by the past and influences the future

understand diversity and relativity of historical perspectives and interpretations

understand how people in various regions of the world experience similar events in different ways

comprehend interdisciplinary connections

develop a sense of place (how to read and interpret maps)

understand geography from cultural, economic, and political perspectives

understand how geographic contexts contribute to the development of a society

understand how context influences the ways people see the world

 

II. Reading, Research and Analysis

     Students learn:

to read effectively and efficientlyfor comprehension with close attention to nuance

what to do when encountering difficult reading

to read to infer and extend meaning by identifying the main points and by distinguishing supportive statements from illustrative detail

about the scientific method (what do we know? and How do we know it?)

the skills associated with the scientific method:

to recognize hypotheses within the text and understand evidence

to evaluate the quality and relevance of the material used to build and support an argument

Theory Building (what is a theory? How is a theory developed? How is a theory tested, debated and applied?)

Information Literacy: (ability to find information) using a variety of sources (library and internet) and assess the quality and reliability of the information

to generalize while recognizing personal biases and identifying fallacies

various research methodologies (quantitative and qualitative data analysis)

to take note effectively

to identify key components of a lecture

to identify important and relevant pieces of information

how to use notes after the lecture

how to prepare an outline with coherent sections and subsections

why note taking and the subsequent organization of information is necessary

 

III. Orientation Toward Learning

     Students:

use a variety of communication skills that show they understand the class material

exercise written, oral, and visual communication

become good communicators and attentive listeners to the questions and concerns of others

accept criticism by others and answer questions with an attentive, positive attitude

make the connection between general knowledge and personal observations and experiences

make connections across disciplines (e.g. Economics and everyday life, sociology and geography)

integrate and use knowledge from across different discipline (social studies and other disciplines)

relate historical, geographic, and sociological materials to a sense of self

become comfortable with ambiguity

demonstrate a variety of skills necessary for success in college:

taking personal responsibility for their work

doing homework and reading assignments

completing written assignments on time

exercising efficient/effective time management techniques

      

 

6th Grade

WORLD GEOGRAPHY

GOALS

This class includes the study of the physical, human, and economic geography of the planet and the interrelationships among the three areas.  Students learn to understand and interpret maps and globes, build and use vocabulary, understand how the human population and growth affects the earth, and acquire a sense of basic geography.  Students develop their research skills and computer skills. 

 

TOPICS

Introduction to geography (What is geography? How the elements of geography relate:

Longitude and latitude

Cardinal direction/compass rose

Hemispheres

Continents and oceans

Globes and maps

Landforms

Water forms

Weather and climate:

            Definitions and differences

            Why weather and climate vary

            Weather recording

            Climate zones of the world

Natural Phenomenon:

            Definition and type

            Power point research project

United States Geography:

            Major land and water forms

            Regions of the United States

            Historical geography

North Africa and the Middle East:

            Major land and water forms

            Why does the Sahara Desert exist?

Africa:

Major land and water forms

Renewable and non-renewable resources

Endangered species

Life on the Serengeti

Latin America:

Major land and water forms

Sub-regions: Caribbean, Central America, South America

Rain Forest deforestation

Europe:

            Major land and water forms

            Forms of government

            Maps of Europe (Ancient Rome to present)

Antarctica and the Artic:

            Major land and water forms

            Exploration

Asia:

            Major land and water forms

            Population growth and distribution

             

 

7th Grade

WORLD CULTURES

GOALS

The emphasis is to engage students in global studies and provide opportunity for students to think and study about world history and geography.  The development of civilizations is examined beginning with the ancient civilizations of Sumer and Mesopotamia continuing with Western Europe and the Renaissance as well as Egypt, India and China.  Students become engaged in major current world events, issues and problems and consider concepts and theories in resolving them. Importantly, students perceive events and circumstances from the vantage point of others, including those in racial and cultural groups different from their own (including age and gender) as well as people who live under other political and economic systems.  Students do several projects throughout the year, including web site development, and give oral presentations on research projects. 

 

TOPICS

Nomads of Europe and Africa

How civilizations evolved

Mesopotamian River Civilizations of Babylon, Assyria and Byzantium

Early Judaism

Polytheism and the emergence of monotheistic religions

Abraham, Moses, Jesus, Mohammed

Egyptian pharaohs, their temples and architecture, belief in the afterlife

Ancient India

            Impact of the Indus and Ganges Rivers

            Development of Hinduism and Buddhism

Ancient China

            The time of Confucius

Ancient Greece

            Development of city-states

            Athens versus Sparta

            Religion and gods

Contributions of Ancient Greece in terms of philosophy, literature, architecture and science

Ancient Rome

            Mythical and historical founding

Early government

The height of the Roman Empire (emperors and expansion)

Contributions of the Ancient Romans

The evolution and spread of Christianity

The decline and fall of the Roman Empire

The similarities and differences of Ancient Rome and Greece

Monotheism

            Introduce the major elements and historical basis of Christianity and Islam

            The Spread of Islam and the historical life of Mohammed

            Comparison of Judaism, Christianity and Islam

Middle Ages

            The Crusades and the Inquisition

            The rise and power of kings and popes

            Renaissance and Reformation

Explorers

            Analysis of Magellan, Shackelton, Armstrong

            Limits on Absolutism

            Enlightenment

            The Industrial Revolution

World Wars

            Cause and effect of World War I and World War II

            Modern global issues

 

             

 

8th Grade

AMERICAN HISTORY

GOALS

Because it is vital to understanding U.S. History, the year begins with a study and review of the political and physical map of the country.  During this period many of the study skills needed for success in history classes are introduced, i.e. note taking, memorization, note book organization.  The course then introduces the basic assumptions of American government and an analysis of the governmental system.  This includes not only the structure of the government, but also its evolution beginning with the Articles of Confederation, The Declaration of Independence, the drafting of the U.S. Constitution and the Bill of Rights.    

 

Considerable time is given to the federalist ideal, the separation of power, and the three branches of government.  The Supreme Court and its landmark decisions are also discussed and analyzed.

 

Jeffersonian Democracy and the emergence of the country as a world power begin the more formal work in the text.  It should be noted that the textbook, A Short History of the American Nation, John A. Garraty, 8th edition, is used and is considered an ambitious resource for this age group.  Students are assigned shorter reading assignments, and are taught to highlight, and annotate as necessary and to use a dictionary as needed.  The tests generated from the text are multiple choice and students are allowed to use the text in the completion of the exam.  The objective is to train students to understand the question and to feel confident in accurately retrieving the information without having to rely solely on their memory.

 

The course focuses on major topics in U.S. History.  These are periods in American History that have had a major impact on the formation of a uniquely American culture.  By focusing our study on these particular areas, students will be exposed to the major events in U.S. history, their obvious historical significance combined with the opportunity to advance their study skills along with essential thinking and communication skills.

 

TOPICS

Map of the United States

States and Capitals

Major rivers

Major mountain ranges

Basic facts (borders, deserts, highest peaks, major lakes)

Key terms in U.S. Government

Branches of government

Framework of U.S. Government

Reading from John Locke

Constitutional Convention

Virginia Plan

New Jersey Plan

Bill of Rights

                Connecticut Plan

Influences on the Constitution

Magna Carta

Iroquois League

John Locke

Montesquieu

Constitution/civics Overview

Guarantees and protects personal opinion

Equal protection

 Demography and its importance

Six goals of the Constitution

Five Principles of the Constitution

Federalism

Separation of Power

Checks and balances

How a Bill becomes a law

Political Parties

The Supreme Court

                Major Supreme Court Cases

Bill of Rights

Writings of John Stuart Mill

Supreme Court Justices

The Federalist Era: Nationalism

Jeffersonian Democracy

The Events leading up to the American Civil War

The War to Save the Union: American Civil War

American Civil War and Reconstruction

The New Deal (1933-1941)

The Events leading up to World War II

War and Peace: World War II

The Nazi Holocaust

The Historical Roots of anti-Semitism

Hitler and the Rise of Nazism

The "Final Solution"

The Response of the Free World

The Legacy of the Holocaust

The 1960's

President John F. Kennedy's Administration

President Lyndon B. Johnson's Administration

President Richard M. Nixon's Administration

             

 

 

Upper School

 

The Upper School History curriculum provides students with knowledge of and background in American, European, African, and Asian cultures.  Although some courses follow a chronologic survey, a strong emphasis is placed on understanding concepts and themes and developing interpretive skills.  Some of the more important of these skills are reading comprehension and analysis, historical thinking and problem solving, primary source interpretation, and developing an argument using supporting evidence.

 

The history curriculum in Upper School has been designed based on three general assumptions: that students are preparing for college, that students expect a rigorous academic experience, and that students understand that the expectations of their work and performance increase significantly as they grow older.

 

A successful college preparatory curriculum places greater demands on students in terms of the amount of work, the level of sophisticated thinking, and the amount of time involved to effectively prepare for successful completion of the course.  Students are given greater autonomy in preparing and organizing for class and it is expected that they will readily avail themselves of extra help when necessary. 

 

The amount of work and the demands of time plus the high standards for academic achievement make for a rigorous academic experience.  The small classes and close teacher interaction with students require that each student be sufficiently prepared to be fully engaged with the class material and class discussions.  Ideally, students will begin to recognize their responsibility to think globally as they interpret the information and will be well prepared as they enter the new challenges that undergraduate admissions presents.

 

The expectations on students are commensurate with their age and maturity level both in terms of their chronological age and grade in school.  The bar continues to be raised throughout the year, from year to year and from division to division.  The most significant jumps are between the eighth and ninth grade and between tenth and eleventh.  Students continue to build study skills throughout ninth grade.  Such skills include efficient note taking, time management, interpreting large bodies of information, writing coherent prose, evaluate information sources, and organizing and writing research papers.

 

Building upon the experience presented in the middle school, students in grades 9-12 are able to be successful learners because they understand the three basic areas of effective learning, preparation and study:

 

I.  General Sense of History and Geography

        Students:

understand chronological sequence and causation

acquire factual knowledge

demonstrate accuracy when discussing historical data

understand how historical sequencing and events influence one another

understand how current time is influenced by the past and influences the future

understand diversity and relativity of historical perspectives and interpretations

understand how people in various regions of the world experience similar events in different ways

comprehend interdisciplinary connections

develop a sense of place (how to read and interpret maps)

understand geography from cultural, economic, and political perspectives

understand how geographic contexts contribute to the development of a society

understand how context influences the ways people see the world

 

II. Reading, Research and Analysis

     Students learn:

to read effectively and efficiently for comprehension with close attention to nuance

what to do when encountering difficult reading

to read to infer and extend meaning by identifying the main points and by distinguishing supportive statements from illustrative detail

about the scientific method (what do we know? and How do we know it?)

the skills associated with the scientific method:

to recognize hypotheses within the text and understand evidence

to evaluate the quality and relevance of the material used to build and support an argument

Theory Building (what is a theory? How is a theory developed? How is a theory tested, debated and applied?)

Information Literacy: (ability to find information) using a variety of sources (library and internet) and assess the quality and reliability of the information

to generalize while recognizing personal biases and identifying fallacies

various research methodologies (quantitative and qualitative data analysis)

to take note effectively

to identify key components of a lecture

to identify important and relevant pieces of information

how to use notes after the lecture

how to prepare an outline with coherent sections and subsections

why note taking and the subsequent organization of information is necessary

 

III. Orientation Toward Learning

     Students:

use a variety of communication skills that show they understand the class material

exercise written, oral, and visual communication

become good communicators and attentive listeners to the questions and concerns of others

accept criticism by others and answer questions with an attentive, positive attitude

make the connection between general knowledge and personal observations and experiences

make connections across disciplines (e.g. Economics and everyday life, sociology and geography)

integrate and use knowledge from across different discipline (social studies and other disciplines)

relate historical, geographic, and sociological materials to a sense of self

become comfortable with ambiguity

demonstrate a variety of skills necessary for success in college:

taking personal responsibility for their work

doing homework and reading assignments

completing written assignments on time

exercising efficient/effective time management techniques

 

             

9th Grade

ANCIENT WORLD

GOALS

Ancient World examines the history and cultures of pre-modern peoples throughout the world.  In addition to a survey of Greek, Roman, and Medieval Europe, the history of China, Japan, and India is closely studied.  Attention is also paid to developments in Africa and the Americas.  Students are encouraged to find cross-cultural patterns and to compare the way institutions developed in different eras and areas.  Geography and its influence on events and individuals and individuals' influence and achievements are an important part of what students learn.  The course uses a variety of audiovisual techniques as well as reading and lecturing.  Students are expected to write a research paper during the second semester. 

 

TOPICS

A brief consideration of prehistory and the distinctions of recorded history

The River Valley Civilizations of Egypt, Mesopotamia, Northern Indian and China

Mayan Civilization

Aztec Civilization

Minoan and Mycenaean civilization

Development of 5th century Sparta and Athens

The Hellenistic achievements of Alexander the Great and his successors

Republican and Imperial Rome; the coming of Christianity

Byzantine Culture and the emergence of Islam

 

SKILLS

    Students:

are provided with a working framework of knowledge so that they will have a context in which they can locate subsequently encountered information, and understand special words and concepts like civilization, dynasty, city-state, Socratic method, diaspora, etc.

develop coherent narrative skills through well-organized note taking and structured essay writing.

develop analytical skills more especially in identifying cause and effect, in comparing and contrasting societies and life-styles as well as in recognizing social change and continuity.

develop evaluative skills when reading and studying sources of information.  In assessing reliability, they learn to consider how well informed was the writer and what were his or her sources of information; for whom the account was written, when it was written, and by whom the writer may have been influenced; they learn to identify bias and propaganda.

inculcate the ability to empathize with societies alien to our own.  They learn to exercise the powers of imagination with a view to a better understanding of worlds and cultures of which we have no personal experience.

 

Beyond developing the skills listed above, we hope that at the end of this course our students will be better citizens.  They will better appreciate the origins from which their own civilization has emerged.  They will be better communicators and have a greater awareness of social structures and the forces that produce them.  They will be better equipped to evaluate the reliability of what they read and hear.  They will be aware that there have been, are and will be human beings who think very differently from themselves.  The course is conceived in the belief that in spite of the huge differences between ancient civilizations and our own, the problems of humanity are also timeless.  An inquiry into such matters as Hammurabi's code, the municipal ideals of Pericles, the expansionist ambitions of Alexander the Great and the tensions between citizens of Gaul and their Roman masters, can only enlighten our understanding of the legal, administrative, military and imperial developments of our own day.

 

    

         

10th Grade

 

MODERN WORLD

GOALS

This course picks up where Ancient World leaves off and continues a survey of history and culture throughout the world.  Much of the course work is initiated in the text and students are examined from materials generated from the text book.  There is extensive evaluation of primary sources as well as the writings and interpretations from notable historians on particular events.  Students are challenged to ascertain why certain paths were taken and discuss different alternatives.  Throughout the course, students are exposed to cultural artifacts through art, video and music.  Students in Modern World are expected to write an in-depth research paper during the spring term.

 

TOPICS

Middle Ages

Renaissance

Age of exploration

Absolutism and Mercantilism

Enlightenment

The French Revolution

The Industrial Revolution and national unification

Imperialism

World War I

The Russian Revolution

World War II

Modern Africa

Modern Asia

Latin America

 

SKILLS:

    Students:

develop critical thinking skills about past events and how the past continues to influence today's world

demonstrate the ability to perceive past events with historical empathy

evaluate the credibility and authenticity of historical sources

learn to evaluate different historical interpretations

understand the nature and sources of the various types of political authority

understand how economic activity effects society

understand important events, social movements, and political processes that have shaped modern world history

identify major historical figures

understand the contingency of history

learn the basic facts about the modern world's political systems and constitutional governments

understand that social inequalities are larger than the individual based on a variety of factors

 

 

ADVANCED PLACEMENT MODERN EUROPEAN HISTORY

GOALS

In addition to the topics covered in the Modern World class, students in this three semester course will cover the period suggested by the AP exam, 1470 to present.  The course emphasizes the importance of critical thinking, analytical writing, acquisition of knowledge, and balanced perspective.  Students who opt for this class must commit to it for all of the sophomore year and the first semester of junior year, and will be required to take the Modern European History Advanced Placement test.  The textbook is

The Western Heritage, John Merriman.

 

TOPICS

Renaissance

Reformation

Wars of Religion

Absolutism

Powerful states and their rulers

Scientific Revolution

Enlightenment

French Revolution

Napoleon

Nation-states and nationalism

World War I and alliances

Europe between the wars and the rise of fascism

World War II

Post World War II Europe

 

SKILLS

    Students:

are asked to read and prepare notes from their textbook.  These assignments ensure that they are covering material on their own, train them to find the salient points and write concisely, and, if done properly, provide revision notes for the course.

are regularly assigned classroom essays.  The purpose of these is to train students to build written arguments supported by factual material, and to present them in an organized, clear fashion.

during class, are encouraged to view historical events from different perspectives, and to recognize that it is not always possible to determine what the "right" course of action would be.

evaluate primary and secondary sources to help them read critically and recognize both bias and motive, and also serves to stimulate discussion about the creation and "truth" of history.

 

             

 

 

11th Grade

 

UNITED STATES HISTORY

GOALS

The course, required of all juniors, is devoted to exploring various problems and themes in the broad historical development of the United States.  The basic format of the course is a chronological survey concentrating on the development of the United States as a world power, the influence of the frontier on American institutions, and the evolution of the American government will be emphasized.  Much of the reading is from a detailed narrative text, supplemented with primary sources and historical monographs.  Students are asked to produce a term paper that requires interpretation of some controversial historical issues.

 

TOPICS

Colonial America and the American Revolution

Forming the colonies into a nation

The United States Constitution

Emergence of political parties

Jeffersonian America

The War of 1812

Jacksonian America

Westward expansion

Causes of the Civil War

Civil War and Reconstruction

Antebellum America and the Rise of Imperialism

The Progressive Movement

World War I

Great Depression

The New Deal and Franklin Roosevelt

World War II

Emergence of the Cold War and the Korean War

Vietnam War

Impeachment

 

 

 

ADVANCED PLACEMENT UNITED STATES HISTORY

GOALS

The basic format of the course is a chronological survey concentrating on the development of the United States as a world power, the influence of the frontier on American institutions, and the evolution of the American government will be emphasized.  In addition, students in this three semester course will prepare to take the Advanced Placement United States History Test.  Students who opt for this course must commit to it for the second semester of the junior year and the entirety of the senior year and will be required to take the AP test.

 

 SKILLS

    Students:

are asked to read and prepare notes from their textbook.  These assignments ensure that they are covering material on their own, train them to find the salient points and write concisely, and, if done properly, provide revision notes for the course.

are regularly assigned classroom essays.  The purpose of these is to train students to build written arguments supported by factual material, and to present them in an organized, clear fashion.

during class, are encouraged to view historical events from different perspectives, and to recognize that it is not always possible to determine what the "right" course of action would be.

evaluate primary and secondary sources to help them read critically and recognize both bias and motive, and also serves to stimulate discussion about the creation and "truth" of history.

 

TOPICS

 

European exploration and colonization (15th and 16th centuries)

Interaction of Native American and European settlers

Development of American colonial government

Causes and consequences of slavery

The Revolutionary War

Creation of the U.S. Constitution

The Bill of Rights

Development of Political Parties

Westward Expansion

The Mexican-American War

Antebellum sectionalism and polarization

The Civil War

Reconstruction

Industrialization and the Rise of Big Business

Federal Indian Policy of the late 19th Century

Spanish-American War

The Progressive Movement

World War One

Social and Cultural movements of the 1920's

The Great Depression

The New Deal

World War Two

Korea and the Cold War

The Civil Rights Movement

Vietnam and the 1960's

Immigration and migration patterns in the contemporary U.S.

                 The influence of religion on U.S. history

 

 

12th Grade

ELECTIVES

 

ECONOMICS

GOALS

This semester course for juniors and seniors introduces students to the vocabulary, analytical concepts, and techniques of the study of economics.  Students will examine different theories of economic systems at the micro and macroeconomic levels and will investigate the underlying assumptions of these theories.  Some consideration will be given to international economics and to analysis of current affairs.

 

TOPICS

Human Nature and Choice

[hc1] American Economic History from a blended economic, political, social perspective

Capitalism versus Socialism (Marx vs. Smith vs. Keynes)

Market Systems:

Financial Markets (banking, securities, bonds, currency)

Market Forces and Market Mechanisms

Time Frames (long run versus short run)

Social Implications (Efficiency versus Equity)

Globalization

Fiscal and Monetary Policy

 

SKILLS

         Students:

                   are learning to pursue academics in a seminar format

                   are comparing different types of literature on the same topic

                   are learning to analyze and interpret secondary sources

                   are learning to apply economic philosophy to practical situations

                   are learning to evaluate choices 

 

 

 

AMERICAN POLITICAL SYSTEM

GOALS

This course is a semester elective for juniors and seniors interested in the government of the United States and the states.  Students will explore the structure of the government, the electoral process, and the law-making process at the national, state, and local levels.  Current events provide examples and case studies of the various systems encountered.  Oral participation in the class is emphasized and essential.

 

TOPICS

The United States Constitution

The Legislative Branch of Government: Congress

The Executive Branch of Government: the President, Departments, and Agencies

The Judicial Branch of Government: the Courts

State and Local Governments

Civil Rights

 

SKILLS:

    Students will:

         Develop an awareness of the processes and vocabulary of American government

         Develop an awareness of current events and the political processes which underlie them

         Be able to read, understand, and interpret the U.S. Constitution

         Express well-informed opinions about political affairs

 

 

 

AREA STUDIES

GOALS

Area Studies offers an opportunity to focus in depth on the history, geography, economic development, and political role of two or three major geographic-political entities which play vitally important roles in the world today and promise to be of critical importance to the United States in the years ahead.  The class format will be lecture and discussion and will employ a wide array of materials, including current information resources assessed through the internet.

 

SKILLS

   Students will: 

Understand the nature and the source of various types of political authority, and how these influence relationships with the United States.

Know the various types of governments throughout the world, and understand the difference between limited and unlimited governments.

Have the opportunity to investigate in depth one issue central to each of these areas.

Share, in seminar fashion, the outcome of their research with the class.  

      

 

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Please note: Wooster’s educational philosophy is centered on teaching children not course material.  Thus, while the topics of instruction included in these documents represent the best estimate of the faculty about what subjects will be explored in each class, some additions, subtractions, and changes are likely to occur each year based on the interests and aptitudes of the unique group of children who are being taught.

 

The information contained in these documents is the intellectual property of Wooster School

and intended solely for the use of current and prospective members of the Wooster community

to better understand and anticipate course content.

Reuse, resale, or reproduction of this material outside of Wooster School is prohibited.

 

Copyright Wooster School 2005

 

 


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