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History
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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.
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
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
Grade 3: Revolutionary
Grade 4: A New Nation & Greek Civilization
Grade 5: Reconstructing America & Middle Ages
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.
GOALS:
The study of the State of
OBJECTIVES:
Identify the use of a map and globe
Identify the four cardinal directions and a compass rose
Locate the state of
Identify and discuss what a state capital is and its purpose
Discuss what makes
Discuss the role
Identify "firsts" (i.e. settlers, inventors, etc.)
Identify famous historical landmarks
and people in
Discuss the lifestyle of Native
American tribes living in
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
COLONIAL
GOALS:
Second graders begin their study
of American history by considering the origins of the
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
Explore the native American reverence for nature.
Identify the causes for all the
migration to
Investigate the natural resources
available to the Native Americans and the colonists in
ANCIENT
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
Identify animals native to
Locate and label the
Explain the importance of the
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
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
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
REVOLUTIONARY
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.
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
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
GOALS
Students study
OBJECTIVES
Locate and identify
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
Recognize that there exist
stereotypical views of
Examine Japanese artifacts to
learn about the culture of
Consider the reverence and respect that the Japanese bestow upon the elderly and ancestors.
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
OBJECTIVES
Utilizing notes taken from primary and secondary sources, construct a time line.
Identify the characteristics of
the different regions of the
Name and locate the major
physical features of the
Name and locate the 48 contiguous states.
Explain the importance of the
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
Understand the events leading to the Civil War.
Recognize the importance of the
Battle of Gettysburg and
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
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
Identify examples of Greek influences in twentieth century life
RECONSTRUCTING
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
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
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
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
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
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
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
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
Regions of the
Historical geography
Why does the
Renewable and non-renewable resources
Endangered species
Life on the Serengeti
Sub-regions:
Rain Forest deforestation
Forms of government
Maps of
Exploration
Population growth and distribution
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
TOPICS
Nomads of
How civilizations evolved
Early Judaism
Polytheism and the emergence of monotheistic religions
Abraham, Moses, Jesus, Mohammed
Egyptian pharaohs, their temples and architecture, belief in the afterlife
Ancient
Impact of the
Development of Hinduism and Buddhism
Ancient
The time of Confucius
Ancient
Development of city-states
Religion and gods
Contributions of Ancient Greece in terms of philosophy, literature, architecture and science
Ancient
Mythical and historical founding
Early government
The height of the
Contributions of the Ancient Romans
The evolution and spread of Christianity
The decline and fall of the
The similarities and
differences of Ancient Rome and
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
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
TOPICS
Map of the
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
Constitutional Convention
Virginia Plan
Bill of Rights
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
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
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
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
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
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
TOPICS
A brief consideration of prehistory and the distinctions of recorded history
The
Mayan Civilization
Aztec Civilization
Minoan and Mycenaean civilization
Development of 5th century
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
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
Modern
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
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.
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
TOPICS
Colonial
Forming the colonies into a nation
The
Emergence of political parties
Jeffersonian
The War of 1812
Jacksonian
Westward expansion
Causes of the Civil War
Civil War and Reconstruction
Antebellum
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
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
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
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
SKILLS
Students will:
Understand the nature and the
source of various types of political authority, and how these influence
relationships with the
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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Copyright Wooster School 2005