| HUMANITIES: NINTH
GRADE
Humanities, a team-taught, double-period interdisciplinary class combining literature and history, introduces students to the cultures of ancient peoples in Europe, the Middle East, and Asia. We begin with basic anthropology and study of the prehistoric world. Next, we turn to the development of river civilizations; we study mythology and the epic of Gilgamesh, along with the poetry and religious literature of the Egyptians and the Hebrews. In preparation for studying the great empires of both East and West, students read the Iliad and works by Confucius and Han Fei Tse. Greek and Roman historians and poets are read in conjunction with modern historical analyses of their times. Similarly, we base our study of the structure of Roman government on both primary and secondary sources. Readings in The New Testament are accompanied by readings in The Koran and the Indian epic, The Ramayana; these, too, are accompanied by modern commentaries.
During the year, students keep a journal, take directed reading notes and write critical literary essays. Skills in observation and inference are taught. Students write historical essays and participate in a research project, which requires finding and weighing sources, making an outline, and compiling a bibliography. Short pieces of creative writing based on course content are assigned. During class, students take part in large and small group discussions, dramatic readings and visual learning through maps, movies, and slides. (Y)
UNITED STATES HISTORY
This year-long course introduces students to the development of political, social, and economic institutions of the U.S. as well as its developing role in the world. A chronological outline will be supplemented by extensive readings from a variety of sources, with the objective of seeing U.S. history from many perspectives, including foreign ones. Students will be expected to enroll in Junior English at the same time, which will use American literature to enhance an understanding of American culture, ideas, and people. The focus will be on how the issues and institutions of today have been shaped by the past, with the hope that students will become effective problem solvers as citizens. The format of the class will be primarily discussion, with considerable essay writing, to develop critical thinking. In the spring semester students will write a substantial research paper to practice a variety of research, organizational, and thinking skills. (Y)
AP UNITED STATES HISTORY
This fast-paced course is for highly motivated and independent students. Advanced Placement U.S. History prepares students for the AP examination in May. A good showing on this exam allows freshman students sophomore placement in history courses at many colleges and universities. The course will begin with the year 1800 and will assume that students either have taken “Age of Reason,” “Age of Exploration,” or are willing to study colonial and revolutionary America independently. It depends heavily on energetic student discussion and reading. Students are graded on class contributions, essays, multiple-choice tests, semester exams, and a research paper. All students are expected to sit for the AP examination. (Y)
UNITED STATES HISTORY RESEARCH SEMINAR
This yearlong course covers the same period as regular United States History (16th-20th century America), but it emphasizes the development of research, writing and presentation skills through student work on individual and small group projects. The emphasis on research project work will mean that some U.S. history topics will be covered in greater depth and others may receive brief attention. Students do not need to have taken a sophomore history course to apply for this section, but they should understand that the course will involve frequent independent work in research and writing, as well as significant reading of primary and secondary sources. Enrollment is by permission of the instructor. (Y)
MEDIEVAL WORLD
This fall semester course traces the development of the Medieval World. Medieval World offers a multidisciplinary approach to politics, economics, religion, social history, arts and literature, while seeking to advance the students' skills in writing and textual analysis more specific to the discipline of history. Readings will be drawn from secondary history, but also from primary sources such as biographies, chronicles, and epic literature. The course will explore the emergence of distinctive trade routes such as the Silk Road, and then examines issues of political and ecclesiastical authority, changing technologies, class structures, and systems of law and ethics before moving into the varieties of Medieval Literature. Medieval World combines projects, independent research, with common readings, writing and discussion. Medieval World is an elective for which Sophomores are given preference in enrollment. (F)
AGE OF REASON
This semester course compares the English, American, and French revolutions. The focus will be on constitutional development, theories of government and economics, ideas about human nature, and the interaction between politics and religion. The roots of American political life today can be found in this period, the years between the 17th and 19th centuries. The course will prepare students for the Advanced Placement U.S. History course in the Junior year, which will start its coverage beginning in the 19th century. An interest in seeing the order behind the chaos is required for this one! Age of Reason employs a more structured approach to history assigning nightly reading to help students discuss, think and write about history. Homework focuses on nightly reading and class discussion, and main assessments include unit quizzes and exams, as well as routine written work. Preference to Sophomores. (S)
AGE OF EXPLORATION
This yearlong hands-on project-based course covers essentially the same period as Age of Reason (16th to 18th century Europe and America), but it goes into some topics in more depth, and it will emphasize the development of research skills. Students work individually and in groups, prepare presentations, participate in debates, and produce a class documentary video. Age of Exploration is a project driven course in which students choose their own topics within given time periods and subject matter. The class emphasizes self-directed learning. Enrollment is by permission of the instructor. (Y)
CHINA SEMINAR: TRADITIONAL AND MODERN
Beginning with a study of China during the Ch’in Dynasty, this course will look at several topics in Chinese life: traditional government, family life, international relations, religion, farming, trade, and the role of women. Homework involves assigned reading and individualized research on one of the specific topics listed above. Major assessments may take one of several forms, for example, an essay, a class presentation, artwork or music. The second half of the course will be devoted to modern China, and students will prepare a second major project on a Twentieth Century topic. (S) (Open to Sophomores, Juniors, and Seniors)
INTERNATIONAL RELATIONS
This semester class explores how nations and peoples deal with international problems and conflicts, historically and currently. Topics will include the roots of war, peace-making and conflict resolution, international trade, and economics. Students will write a substantial research paper and make a seminar presentation to the class. The class will take part in the International Negotiations Project, a multi-high school simulation of international relations based on current world issues, making use of the internet. (Prerequisite: At least one semester of a modern history course.) (F)
INTELLECTUAL
HISTORY
This seminar introduces some of the most engaging and influential thinkers of the modern age. In their time they were considered radical. Today many are considered pillars of modern thought. We will attempt to re-ignite the challenging aspects of their ideas, and better understand why they were, and to some extent remain, controversial. We begin by reading Descartes' Discourse on Method. Descartes sets the stage for a discussion on the role that reason and education can play in the improvement of society, a conversation that included thinkers as far-ranging as Daniel Defoe, Jean-Jacques Rousseau, Voltaire, Mary Wollstonecraft, John Stuart Mill, Marx, Darwin, Nietzsche, and Freud, among others. We begin with materials that situate the books in the context of their contemporary critics and commentators. Each author then, in turn, takes up the prior question of civilization and applies it to his or her own concerns. By the end of the course, students will be well positioned to understand and appreciate otherwise impenetrable works, like Freud's
Civilization and Its Discontents, and be prepared to write their own essay on civilization. (Seniors only, F)
CONSTITUTIONAL LAW
Constitutional Law is designed for seniors who want to gain a better understanding of the individual rights and government powers delineated by the United States Constitution. In this course, students will read and discuss U.S. Supreme Court decisions and the writings of legal scholars that analyze and define the relationship between government and individuals. The goal of the course is to help students better understand contemporary politics and government in light of how the Constitution has been interpreted. After studying the basic doctrines, students will examine current Constitutional issues such as flag-burning and other forms of political expression, school regulation of Internet speech, freedom of the press to publish classified information about the government, the intersection between government and religion, searches conducted under the terrorist surveillance program, due process rights of the accused, equal protection based on sexual orientation, and reproductive privacy rights. (Seniors only, F).
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