SOCIAL STUDIES

311 Global History I

Grade: 9 • Full Year • 1 Credit

This course is a sweeping survey of World History from Prehistoric times to the 1700’s. This course is designed to encourage student analysis of the patterns of history, as well as the cause and effects of historical events. Over the course of the year, students will learn to think critically about the story of the human race. Class will examine themes such as geography, religion, power dynamics, cultural exchange, the roles of women and politics. Students will study the development of governments, economies, laws and technology. In this course, students will begin a lifelong journey towards becoming autonomous thinkers about the world, its origins and its future. To reach this goal students will discuss current events and relate them to the themes and topics covered. Viewing the happenings of the world through a historical lens will help students better understand the issues in our world today, and how they can begin to tackle them. Through a comparison of themes, topics and current events students will grow as young historians. Students will deepen their abilities to think critically, develop arguments, analyze sources and solve problems. These skills are the foundations of global citizenship and with them students can help make the world a better place for all.

310 Global History I Honors

Grade: 9 • Full Year • 1 Credit

This course is a sweeping survey of World History from Prehistoric times to the 1700’s. This course is more in depth and moves at a faster pace than Global History. It is designed to encourage student analysis of the patterns of history, as well as the cause and effects of historical events. Over the course of this year students will learn to think critically about the story of the human race. Throughout the course, students will examine themes such as geography, religion, power dynamics, cultural exchange, the roles of women and politics. Students will study the development of governments, economies, laws and technology. In this course, students will begin a lifelong journey towards becoming autonomous thinkers about the world, its origins and its future. Students will discuss current events and relate them to the themes and topics covered. Viewing the happenings of our world through a historical lens will help students better understand the issues in our world today, and how students can begin to tackle them. Through a comparison of themes, topics and current events students will grow as young historians. Students will deepen their abilities to think critically, develop arguments, analyze sources and solve problems. These skills are the foundations of global citizenship and can help make the world a better place for all.

Global History I Special Projects of Note: Mock Trial of Julius Caesar

The Mock Trial of Julius Caesar asks students to embrace a multi week unit where they assume all the roles of a full murder trial. Students will learn about the context of the Roman government, political and justice systems before being given the facts surrounding the assasination of Julius Caesar. Each student in the room is responsible for an individual role in the trial ranging from witness, juror, lead counsel to co-counsel. The trial asks students in teams of defense and prosecution to study the facts of the case before deposing the opposition. Teams are responsible for creating their own original arguments, prepping their witnesses and ultimately delivering statements and cross examinations at a live trial. This project synthesizes rapid and long term critical thinking skills, encourages collaboration, creativity and stands out as one of the most challenging and memorable projects of the year.

Mayan Pyramid Construction

Symbolic Mayan Pyramid Construction is an assessment of the students’ knowledge of the culture, customs, architecture and economies of the ancient Mayan peoples. The unit will expose students to the necessary content before asking them to design and build a pyramid of their own. The design of the pyramid asks them to incorporate symbolism related to any number of Mayan cultural aspects. Students will be asked to display their knowledge of Mayan culture through the architectural and creative decoration of their pyramids. This project asks students to display artistic, argumentative and collaborative skills as they attempt to build a symbolic assessment of their knowledge.

Golden Empire Project

The Golden Empire Project is the final assessment and competition of the year completed during the last two weeks of the school year. This group project is an immersive and cumulative project that asks students to design a sustainable civilization based on the knowledge of global societies studied during the year. Students are responsible for creating from scratch, a contemporary empire of conquest including factors like an original economy, religion, language, government, military, culture, food system etc. Students must create a physical manifestation of their project and a final presentation. During finals week students will present their empires to the class with the goal of earning enough votes to be named “The Golden Empire”.

322 Global History II

Grade: 10 • Full Year • 1 Credit

Prerequisite: Grade 9 Global History

This course is a continuation of Global History I’s survey of World History. The course starts in 1700 and carries through the present day. This course is designed to synthesize student analysis of the patterns of history, with the cause and effects of historical events. Throughout the course, students will build on the skills developed during world History I to think critically about the story of the human race. Students will examine themes such as imperialism, war, power dynamics, revolution, the roles of women, race and globalization. We will study the modern development of governments, economies, laws and technology. In this course, students will utilize the skills gained from World History I and combine them to develop complex, evidence-based arguments about the world, its origins and its future. Students will discuss current events, historical context and various mediums of source material and relate them to the themes and topics covered. This class is part of a two-year journey to provide students with all the necessary tools to become complex, autonomous thinkers. Students will leave World History II prepared to excel in any history class they choose to engage with in the Upper School and collegiate levels of their future.

323 Global History II Honors

Grade: 10 • Full Year • 1 Credit

Prerequisite: Grade 9 Global History

This course is a continuation of Global History I’s survey of World History. This course is more in depth and moves at a faster pace than Global History II. It starts in 1700 and carries through the present day. This course is designed to synthesize student analysis of the patterns of history, with the cause and effects of historical events. Throughout the course, students will build on the skills developed during world History I to think critically about the story of the human race. Students will examine themes such as imperialism, war, power dynamics, revolution, the roles of women, race and globalization. We will study the modern development of governments, economies, laws and technology. In this course, students will utilize the skills gained from World History I and combine them to develop complex, evidence-based arguments about the world, its origins and its future. Students will discuss current events, historical context and various mediums of source material and relate them to the themes and topics covered. This class is part of a two-year journey to provide students with all the necessary tools to become complex, autonomous thinkers. Students will leave World History II prepared to excel in any history class they choose to engage with in the Upper School and collegiate levels of their future.

Global History II Special Projects of Note: French Revolution

French Revolution Un-Essay is an assessment which provides students the freedom to express their argument surrounding the causes of the French Revolution and its enduring effects through any medium of their choice. Students in the past have created original paintings, models of the guillotine, scrapbooks and podcasts. The project encourages students to utilize sources, and their own creativity, to create an original argument about the extent of revolutionary ideas over time.

Locke Off

The Locke Off is one of the most engaging days of World History II. This event challenges students to a real life simulation to determine whether they align with a natural state of peace or violence. Students will compete to unlock the secrets to the state of human nature. Students will be placed in teams and attempt to solve a puzzle or face unrelenting chaos in a personal quest for greed and supremacy. The end result always promises serious self reflection as well as reflection about the state of individuals in our world.

Cold War Through Film

The Cold War Through Film is a project that asks students to determine the extent of the ideological battle of East and West by using Cold War films. The era is one that has captured cinematographers imaginations for decades and these films provide an excellent opportunity for students to synthesize source materials with engaging movie scenes to portray to their peers an original argument about how the East and the West battled ideologically throughout the 20th century.

Elective Courses -

343 AP European History Full Year

This course is for the motivated student who loves to engage critically with our world, explore unique and dynamic source material and discuss the themes that formulated the world as we know it today. The work covered in this course is tailored for students planning to take the AP Examination in May. The course is a detailed survey of European history beginning with the late Middle Ages through the current day. This course explores European history, while avoiding a Eurocentric lens. It is designed to provide students with the analytical and factual knowledge necessary to deal critically with the problems and materials in European history. The course requires strong skills in source analysis, rapid and enduring critical thinking skills and a passion for big picture thinking. Students will be asked to read, write and converse at an AP level, meaning reading quizzes, document based questions and various projects synthesizing the historical skills built during Upper School humanities courses. This course is designed to inspire students to see and engage with the world around them in ways not typically offered in other Upper School history courses. It is fast paced, engaging and ultimately part of a lifelong experience of becoming a more understanding global citizen. The course requires summer work involving reading a book of choice based on a given list, as well as short pieces of visual analysis related to the book’s themes.

AP European History Special Projects of Note: Congress of Vienna Simulation

The Congress of Vienna Simulation challenges students to try and answer the question: Is World War I and all of its chaos inevitable? Students will assume the roles of various world leaders and engage in a unit where they complete independent research and practice real world political skills. Students collaborate for good, and sometimes for evil, in an attempt to win over the most effective deal for their representative nation. The project concludes with a summit where students must come together and lay their cards on the table with the goal of preventing World War I; will they succeed or fail?

World War II Museum Exhibit

The World War II Museum Exhibit asks students to create an original and interactive museum exhibit about a different theme of World War II. Students will have to create an original argument about a unique aspect of the war before curating an exhibit consisting of tangible, technological and sensory sources. Students in the past have explored themes of food supply creating Peanut Butter bread and focusing on who had food access and who did not; they have explored the manipulation and ironies of women in propaganda; created original weapons displays and even a “Pandora’s Box” of chemical weaponry. The day of the museum exhibit always invites visitors to the room and makes the class proud.

Boston Museums Tour

A Trip to The Museum of Fine Arts and the Isabella Stewart Gardner Museum is the final group project that the AP European students do together. It is a seminal moment for the class. We travel to Boston to see some of the finest art in the world. The AP European class is heavily weighted towards art analysis and this trip offers students to see some of the pieces they studied with their own eyes. It is a transcendent experience that brings students’ studies to life and rewards them for a year of diligent and challenging work.

332 United States History and Government

Grade: 11 • Full Year • 1 credit

This course provides an overview of American History from the American Revolution to the late Twentieth Century. Using the Socratic method, students will discuss and debate the social, political, cultural and economic developments with special attention on the people and events that affected the lives of ordinary Americans. This course will also emphasize influential presidents, their impact on American development and their legacy in the United States. In addition, it will give attention to the social history of the time and its impact on the nation. It will also give voice, when appropriate, to groups who have been underrepresented in the past, as stated in the mission. This course will also focus on certain trends in America history by connecting them with current issues and influential people of today. Assignments will include one research paper each quarter, weekly research homework, chapter quizzes and tests. Highlights include:

• Students will write a book review in which they summarize the main themes of the book and give a detailed, historically supported opinion of the piece.

• Students will learn about the historiography of each era.

• Students will occasionally be exposed to “Great Historians” selections to be able to apply the work of some of the best in the field.

• Students will write several argumentative essays on historical subjects.

331 US History and Government Honors

Grade: 11 • Full Year • 1 Credit

The Honors course moves at a faster pace and has more in depth content. It provides an overview of American History from the American Revolution to the late Twentieth Century. Using the Socratic method, students will discuss and debate the social, political, cultural and economic developments with special attention on the people and events that affected the lives of ordinary Americans. This course will also emphasize influential presidents, their impact on American development and their legacy in the United States. In addition, it will give attention to the social history of the time and its impact on the nation. It will also give voice, when appropriate to groups who have been underrepresented in the past, as stated in the mission. This course will also focus on certain trends in American history by connecting them with