Curriculum Guide - History

History Courses Course Guide

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History Department Philosophy and Placement The Windward School history department imparts to its students the critical and analytical skills necessary to succeed in college, and to be engaged with the modern world. Additionally, the department exposes students to important historical moments and fosters an appreciation of the past through various modes of teaching.

In the history department, honors courses begin in the ninth grade. Students’ placements are discussed every year in a conversation involving the student, the teacher, and the department chair with the chair making the final decision. Factors which are considered in the placement decision include: Scores on the relevant portions of standardized tests (ERBs and PSATs), demonstrated success in skills areas such as writing, critical thinking, and reading comprehension, and the grade in the student’s current history class.

Requirements Windward students are required to take History in grades 7-11. The University of California requires two years of history/social science including: one year of world history, cultures, and geography and one year of US History or one half-year of US History and one half-year of civics or American Government.

US Electives

• Model United Nations • Terrorism in the 20th Century • Why Should We Care?: Controversial Issues in Contemporary Society

• In the Headlines: Current Issues in Gender Studies • The Supreme Court and Your Rights • The War on Art

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Course Descriptions Intro to American Government (7)

Intro to United States History (8)

World History 1: Enduring Tradition (9)

This course presents students with an introduction to both the history of American government and contemporary politics. The class begins with an introduction to the purpose and types of government and with a consideration of what it means to be an American. Next, students embark on a study of the growth and development of American government, including an in-depth look at the events leading to the American Revolution, the development of the Constitution, and the Bill of Rights. Students then learn about groups outside the government with political power, including political parties, the mass media, and interest groups. The year finishes with a detailed look at the way each of the three branches of government functions. Contemporary political issues are infused throughout the curriculum, with the opportunity for students to discuss and debate current events. A research project on a political issue is one of the key elements of the course. A strong emphasis is placed on developing the skills of historians, including critical reading, research, primary source analysis, argumentative writing, and public speaking.

This course provides an introduction to the methods of historical study, engages the students’ citizenly concerns, and reviews issues that have faced the American government and its people. These include American foreign policy, intolerance, and the relationship between the government and the individual.

The course seeks to incorporate electronic and technological resources to develop skills in acquiring, processing, and assessing the validity of research information.

Assignments reinforce each student’s writing, reading, and study skills.

Students begin to develop the skills of interpreting primary sources as they are introduced to enduring themes in American history and to consider how these themes influence contemporary issues.

World History 1 offers a broad survey of the history of human life and culture from prehistoric times through the Middle Ages. Taking both a thematic and chronological approach, the course examines developments in religion, art, institutions, and society in civilizations ranging across Africa, Asia, and Europe. In addition, the course compares and explores contemporary themes where strong relationships exist and considers the relationship between the past and the construction of a historical narrative in the present. Strong emphasis is placed on introducing students to the challenges of the historian and on analyzing a wide variety of historical evidence. In addition, students will learn to craft thesis-driven arguments in answer to a wide range of historical questions.

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Honors World History 1: Enduring Tradition (9)

World History 2: Evolving Tradition (10)

Honors World History I undertakes a broad survey from the earliest human history through the end of the Middle Ages. The course explores all aspects of the Eurasian narrative, emphasizing common themes and examining the foundational elements shared across human societies. The course places a heavy focus on the use of primary source material, and students begin to learn the tools necessary for critically reading and analyzing historical texts and material culture (such as art and archaeological remains). Particular attention is paid to the exercise of historical empathy and the scholarly importance of interpreting cultures “on their own terms.” Students will also be introduced to the modern practice of academic history and engage with examples of historiographical theory and dispute. Students will learn to use all of these tools together to create interpretive arguments and express them through thesis-driven writing. World History I – Honors may be taken with departmental permission.

This course is a continuation of World History I. It traces the major historical events and developments from the Renaissance to the 21st Century. The class emphasizes the growing interconnection between various regions of the world during this period. The course goals are to broaden and deepen the student’s understanding of fundamental aspects of human society and how change occurs within societies, develop more sophisticated research skills (including traditional library and technological approaches), and introduce the various issues fundamental to the understanding of the modern world.

Honors Global Studies (10) The purpose of the Global Studies course is to promote an understanding in students of their role as responsible global citizens.

Students use 21st century tools to explore the complexity of current global topics as they develop as independent problem-solvers. The course uses Windward’s active learning model and incorporates methodologies such as design thinking, case studies, seminar discussions, and collaborative problem-solving. As a model of interdisciplinary learning, Global Studies Honors uses a crosscurricular team teaching model, with course instructors including members of the History, Science, and World Language Departments.

Course topics vary from year to year, but include a subset of the following: cultural identity and awareness, poverty, global climate change, water, biodiversity, sustainability and social justice, roots of political conflict, geopolitics, global economic interdependencies, resource allocation, and the geography of resource utilization. Enrollment by permission of the department This course is a prerequisite for the Global Scholars Program.

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Course Descriptions Honors Global Economics (11- 12) This course offers students a rigorous examination of the foundations of micro- and macro-economics. Topics covered include: supply and demand, individuals and markets, decision making, consumer preferences and choices, production decisions, market failures (monopolies and oligopolies, externalities, factor markets, economic growth, fiscal policy, monetary policy, inflation, disinflation, depressions, and recessions.

Throughout the class we will adopt a global outlook, using examples from around the world to gain a deeper understanding of economics. We will also focus heavily on recent economic developments since the beginning of the “Great Recession” in 2008.

This course serves as a Global Scholars credit.

AP European History (10 - 12) AP European History covers Western civilization from 1500 to the present. Students enrolled in this course are expected to rely on historical documents and other original sources in their studies. The reading and writing demands of this course are equivalent to those of an introductory survey course at the college level. Students registered in Advanced Placement classes must take the Advanced Placement exam.

Enrollment by permission of the department.

United States History (11) This survey of the American experience emphasizes crucial political, constitutional, diplomatic, economic, and social developments from the colonial period to the present. In addition to studying landmark events in United States history, the course covers a wide range of perspectives in order to establish what being “American” means. During the year, students develop their critical skills through written analysis and digital presentations on research topics, and debate issues in contemporary politics.

AP United States History (11) Advanced Placement United States History examines the same political, constitutional, diplomatic, economic, and social developments covered in United States History.

However, students enrolled in this class are expected to rely on historical documents and other original sources in their studies. The reading and writing demands of this course are equivalent to those of an introductory survey course at the college level. Students registered in Advanced Placement classes must take the Advanced Placement exam.

Enrollment by permission of the department.

Honors Psychology (11 - 12) This year-long course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and phenomena associated with each of the 14 major subfields within psychology.

They also learn about the ethics and methods psychologists use in their science and practice. The rigor of the course is equivalent to a semesterlong, college-level program, and requires students to submit regular written reviews of research, give oral and group presentations, engage in outside readings, and have extensive participation.

AP Art History (11-12) AP Art History is designed to provide the same benefits to secondary school students as those provided by an introductory college course in art history. In the course, students examine major forms of artistic expression from the ancient world to the present and from a variety of cultures. They learn to look and analyze works of art within their historical context and articulate what they see or experience in a meaningful way. In addition, the course prepares students for the AP Art History exam.

Course work is supplemented with regular visits to LACMA. It is required that students take the AP exam in May. This course serves as a Global Scholars credit.

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AP Comparative Government and Politics (12)* The AP course in Comparative Government and Politics introduces students to fundamental concepts used by political scientists to study the processes and outcomes in a variety of country settings. The course aims to illustrate the rich diversity of political life, to show available institutional alternatives, to explain differences in processes and policy outcomes, and to communicate to students the importance of global political and economic changes.

In addition to covering the major concepts that are used to organize and interpret what we know about political phenomena and relationships, the course should cover specific countries and their governments.

Six countries form the core of the AP Comparative Government and Politics course: China, Great Britain, Iran, Mexico, Nigeria, and Russia. By using these six countries, the course can move the discussion of concepts from abstract definition to concrete example, noting that not all concepts will be equally useful in all country settings. The following sections provide general descriptions of the major themes and concepts of the course.

This course serves as a Global Scholars credit.

Senior Seminar: Psychology (12)

Honors Research Seminar:

This course reviews methods of cognitive awareness through analyses of the self. Students learn about different methods of recognizing personal patterns (both healthy and destructive), peer-pressure, family issues, social constructions, and methods of healing. This course also examines the challenges of separating from the small environment of high school and effectively navigating through the complex situations the found in college.

The honors research seminar introduces students to a specialized course of study in American history during the twentieth and twentyfirst centuries. The course is not a survey of American history in this time frame; rather, the students examine an aspect of the era that is often only briefly discussed (or omitted altogether) in the 11th grade survey course. Sample topics covered in past years include the depiction of American history through mass media, the growth of the federal government and presidential power, America’s shifting foreign policy outlook, and the tendency towards conspiracy thinking among American people. The class work consists of discussions, readings, and some lectures.

20th Century US History (12)

The course’s main purpose is to instruct students in the process and rigor of writing a college-level research paper. Students select a topic in the fall, and go through the process of writing a research question, developing a thesis, compiling an annotated bibliography, and formulating an outline. The class takes two trips to local libraries (the LAPL’s main branch and the UCLA campus) in order to conduct research.

The spring months are dedicated to the drafting and revision processes.

Throughout the course students work closely with the instructor and CTL research librarians in order to refine and research their topic, as well as developing their argument through drafts. The final 20-page paper is due in April, and the course culminates in a formal presentation of the student’s work to the school community after spring break.

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Course Descriptions Honors Research Seminar: Global Studies (12)* In this thematically focused class students research and write papers on a global topic of their choosing so long as it met certain thematic parameters. Students are encouraged to formulate a research question on a topic they feel passionate about. To assist students in formulating a global topic, students are given four broad parameters. Paper topics include one of the following broad themes: (i) Regionality (example: How have mismatches between political and ethnic regions contributed to violent conflicts in Iraq and the former Yugoslavia?) (ii) Mobility (example: What factors facilitate or impede the spread of Ebola?) (iii) Globalization (example: How are local communities in Peru harnessing the power of globalization to combat poverty?) (iv) Human-environment interaction (example: What impact has India’s population growth had on the environment?)

This course serves as a Global Scholars credit.

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Upper School Electives: In the Headlines: Current Issues in Gender Studies (9-12) At most universities, there are exciting courses taught in Departments of Gender Studies. There are numerous student groups here at Windward that are exploring the topics and issues related to gender in our country and in the world, yet there are few places in our curriculum where students and teachers engage in intellectual discourse, research, and reflection on gender topics. In Current Issues in Gender Studies, open to all interested students in Grades 9-12, we will use both current events and issues of interest to our students to guide the selection of the topics we explore.

Deliberative and respectful discourse and listening and understanding multiple perspectives on the issues will be of the utmost importance in this course. Topics may include, but are not limited to: Gender and achievement, gender and leadership, gender and religion, social and cultural constructions of femininity and masculinity, gender identity and expression, politics of gender, gender and beauty, gender and athletics, gender and the media, gender based violence, gender in the military and in combat.

Model United Nations (9-12) Given the increasingly global nature of our world, it is imperative that students are able to not only understand but also articulate their understanding of world issues. Model United Nations (MUNP has long been a program that excels in this regard.

As a complement to Windward’s Global Studies program, this elective will allow students to undertake detailed investigation of different countries’ perspectives as they prepare to participate as delegates in a series of MUN conferences in the Los Angeles Area. Thus, this elective will consist both of classroom time on Tuesdays and Thursdays and numerous opportunities to participate in MUN conferences.

This course serves as a Global Scholars credit.

The War on Art (9-12) In light of the recent events that have foregrounded the fraught relationship between armed conflict and cultural property, this course will examine and contextualize the historical precedents for the war on art currently being waged by ISIL. Taking a case-study approach, we will seek to determine the role that cultural property has played in cultural conflicts and to evaluate the ways in which art, architecture, and artifacts have been, and continue to be, employed as weapons in the construction of social and political identity. In addition to ISIL, case studies will include the war plunder accumulated

by Julius Caesar, the looting of Constantinople during the Fourth Crusade, Napoleon’s construction of

the Louvre, and the Nazi’s and Allies’ policies toward cultural property during World War II. This course serves as a Global Scholars credit.

Terrorism in the 20th Century (9-12) This course examines terrorism in the twentieth and twenty first centuries. This is an interdisciplinary course which uses history, political science, religious studies, sociology, and psychology to arrive at an understanding of terrorism and how it has been manifested in recent world history. The course begins with a discussion of which acts constitute terrorist activities. We will examine the question from scholarly, legal and ethical/moral perspectives. After discussing the malleable nature of the term we look at various acts in history which scholars have labeled as early examples of terrorism. Most of the class focuses on terrorism’s growth since the turn of the twentieth century. The course takes a global approach to the issue and looks at how the concept has emerged in various places around the world.

Special attention is given to the troubles in Great Britain and Ireland, Spain, Germany, South America, and the Middle East. In addition to talking about terrorist acts we also discuss the manners in which societies have historically responded to the issue.

Why Should We Care?: Controversial Issues in Contemporary Society (9-12) In this course we tackle and explore controversial topics at issue in the United States and the world today involving inequality, class, race and gender. We examine dilemmas surrounding such possible topics as torture, marriage equality, stem cell research, genocide, affirmative action, human trafficking and gun violence.

Through considering particular case studies in historical context, we work to understand and grasp the many moral and ethical complexities, as well as the multiple perspectives, involved in these issues. The text that grounds the course is Justice: What’s the Right Thing to Do? by Michael J. Sandel, Professor of Government at Harvard University. Ultimately, through these investigations, we hope to become more thoughtful, knowledgeable, global citizens who are better able to answer the question, “Do we have a responsibility towards one another?”

This course serves as a Global Scholars credit.

The Supreme Court and Your Rights (9-12) The decisions of the Supreme Court affect the lives of every single American citizens. Arguably, no individuals are more influential in shaping the course of American society than the Supreme Court Justices. In this course, we will examine the Supreme Court decisions that most affect our lives and our rights today.

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What are the limits on free speech in our society?

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What are the decisions that have defined and protected the civil rights of women, people of color and LGBTQ individuals?

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What rights do we have when interacting with representatives of the government, and what decisions explicate those rights?

In this course, we’ll ask and answer those questions (and more) by examining the history of how our current understanding of our Constitutional rights came to be defined as they are and discussing and debating how rights issues might play out in real world situations.

This course serves as a Global Scholars credit.

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