DESIGNATION: Level I elective

GOALS: A logical sequel to the fall term of regular U.S. History, the goal of this college level course is to have the students develop an informed perspective on government and politics in the United States. Students analyze specific examples that highlight the general concepts by which U.S. politics are interpreted, develop a familiarity with the institutions, groups, beliefs and ideas that comprise U.S. politics, are exposed to different theories explaining political behaviors and outcomes, and prepare for the Advanced Placement examination for college credit at the end of the term.

MATERIAL COVERED: This course examines the following major subject areas: constitutional underpinnings of U.S. government, political beliefs and behaviors, institutions of national government, public policy – domestic and foreign, civil rights, and civil liberties.

TEXT: American Government and Politics Today, West Wadsworth

PREREQUISITE: U.S. History and departmental approval.

 

DESIGNATION: Level I elective with department approval.
                           This course is for students who have NOT taken any high school level US History previously.

GOALS: This is a college-level course designed to give students a thorough grounding in the study of United States history and to prepare them to take the national Advanced Placement examination in May. Historical writing skills are strengthened through a program of writing assignments that includes analytical, interpretive, and researched essays.

MATERIAL COVERED: The course provides a chronological and thematic coverage of United States' political, economic, social and cultural development. The fall term begins with the British and French settlement of the New World and ends with our quest for Manifest Destiny in the 1840s. The winter term covers the political turmoil of the 1850s and concludes with the failure of the Versailles Treaty. The spring term picks up with the 1920s and strives to reach the mid-1970s by the date of the exam. The spring term also includes a guided review and extra class study sessions to prepare for the national exam.

TEXT: Materials used vary each term according to the study group. Examples of recent materials include: American History: A Survey, Excellence in US History, and selected Primary Documents.

 

PREREQUISITE:  U.S. History

DESIGNATION: Level I elective (Fall, Winter, Spring)

GOALS: This course is a comparative study of the basic patterns of religion. Students seek to illuminate the field of religious study through analysis and inquisition. The course will focus on such themes as religious experience, myths of creative, stories of religious founders and heroes, the origin and resolution of human suffering, and the structure and meaning of religious community and ritual. There will be critical examination of some of the most influential modern proponents and opponents of religious faith, with special emphasis on the question of what is involved in belief in God/gods and what spurs the origin and success of religion? Upon completion of the course, students will exit the classroom with a strong foundation in major world religions from geographical, historical, literary, cultural, ethical, and political perspectives.

MATERIAL COVERED: Basic questions of human existence are addressed by religion: the meaning and purpose of life; the presence of death, sorrow, and anxiety; the existence of God/gods; questions of morality and justice; and, the possibilities of transcendence, salvation, peace, and liberation for individuals and communities. The academic study of religion explores how religion shapes culture and thought, forms values, and compels human action. Students selecting a term of the Comparative Religion course, whatever their ultimate vocation might turn out to be, find themselves equipped to navigate skillfully in our culturally pluralistic, diverse world.



PREREQUISITE: U.S. History

 

GOALS:   In this course, students will explore themes involving the family, politics, war, alienation, gender, migration, and issues of cultural assimilation.  The aim is to explore cultures and ensuing conflicts from the perspective of various ethnic/racial/national backgrounds and to investigate how people of differing environments make ethical decisions during times of desperation. Students will be examining nonfiction work/critical essays, primary- source historical images, film, political cartoons and music that help provide frameworks for considering how literature reflects conflict, provides possible opportunities to resolve conflicts, as well as reveals the varying ways in which members of various cultural groups have responded to conflict.

TEXTS:  Texts will relate to Native American/Indigenous peoples; Revolutions in the Caribbean and Latin America; War and Conflict in Southeast Asia, Africa, and Europe.

DESIGNATION: Level I elective (Fall, Winter)

GOALS: To allow students to explore the concept of how the marketplace helps consumers be as well off as possible while allowing producers to maximize profits all because of scarce economic resources.

MATERIAL COVERED: The fall term of Economics provides an introduction to microeconomic theory and policy through a foundational discussion of supply and demand principles. Students will gain a valuable understanding of price determination in product, and factor markets by studying the behavior of individuals and firms in relation to cost structures. Students will then apply this knowledge to an exploration of economic efficiency in various market structures, including both perfect and imperfect competition. A culminating research project will challenge students to integrate content from the entire course as they prepare a business plan for a startup company of their choosing and present it to a panel of investors. The winter term of Economics provides an introduction to macroeconomic theory and policy through an underlying discussion of economic growth. Students will study the aggregate economy by studying historical economic instabilities within the United States, and their impact on inflation, GDP, unemployment, and national income. Students will then examine the role of government agencies in addressing that instability through both fiscal and monetary policies, before engaging in a large-scale research project in which they develop their own policy on the future of economic growth in the United States. The spring term of Economics explores current issues in economics with a wide range of topics facing both the United States and foreign markets in the 21st century. Within the context of late 20th century globalization, students will investigate the current international economic situation and the role America plays in the worldwide economy. Through an intent focus on emerging markets and emerging technologies, students will use case studies, current event research, and independent research projects to guide their exploration of current issues in economics, seeking to gain a better understanding of the potential for economic growth worldwide in the century ahead.

TEXT: Economics – 17th edition, McConnell

PREREQUISITE: U.S. History

 

DESIGNATION: Level I Elective (Fall, Winter, Spring)

 

GOALS: This course is an upper- level elective that explores the political, economic, cultural and social conflicts and successes of the European continent beginning with the Renaissance and ending with the Cold War. The subject matter will be devoted to primary-source cultural history texts, images, and documents that will enable students to raise the kinds of questions that many historians grapple with today concerning cultivation of prosperity and creativity, religious strife, allegiance to ones country, striving for self preservation and citizens’ rights, and the ability to make ethical decisions during times of desperation. The aim of this course is to not simply gloss over broad themes and topics, but rather to delve into the complexities and challenges that have not only transformed the continent but the entire world.

 

MATERIAL COVERED: In the fall we will explore the Renaissance (exploration, painting, architecture, spread of knowledge), the Protestant Reformation, and the Enlightenment. In the winter we will examine the French and Haitian Revolutions and their connection as well as Industrialization, and European colonization/ imperialism. And in the spring we will look at the causes and effects of WWI/ WWII, the Russian Revolutions, and the spread of Anti-Semitism in regards to the Holocaust.

 

TEXT: A History of Modern Europe, Third Edition, John Merriman; A History of Western Society, Twelfth Edition, John McKay; Brown University Choices Curriculum: The French Revolution and The Haitian Revolution; Night, Elie Wiesel

 

PREREQUISITE: US History 

DESIGNATION: Level I Elective (Fall, Winter, Spring)

 

GOALS: This course is an upper- level elective that explores the political, economic, cultural and social conflicts and successes of the European continent beginning with the Renaissance and ending with the Cold War. The subject matter will be devoted to primary-source cultural history texts, images, and documents that will enable students to raise the kinds of questions that many historians grapple with today concerning cultivation of prosperity and creativity, religious strife, allegiance to ones country, striving for self preservation and citizens’ rights, and the ability to make ethical decisions during times of desperation. The aim of this course is to not simply gloss over broad themes and topics, but rather to delve into the complexities and challenges that have not only transformed the continent but the entire world.

 

MATERIAL COVERED: In the fall we will explore the Renaissance (exploration, painting, architecture, spread of knowledge), the Protestant Reformation, and the Enlightenment. In the winter we will examine the French and Haitian Revolutions and their connection as well as Industrialization, and European colonization/ imperialism. And in the spring we will look at the causes and effects of WWI/ WWII, the Russian Revolutions, and the spread of Anti-Semitism in regards to the Holocaust.

 

TEXT: A History of Modern Europe, Third Edition, John Merriman; A History of Western Society, Twelfth Edition, John McKay; Brown University Choices Curriculum: The French Revolution and The Haitian Revolution; Night, Elie Wiesel

 

PREREQUISITE: US History 

DESIGNATION:  Level I elective (Winter)

GOALS:  American Government and Politics - Foundations of American Democracy is a Winter term class that not only seeks to prepare students for success in a college level course, but also provide students with the political knowledge and reasoning processes to participate meaningfully and thoughtfully in discussions and debates that are currently shaping American politics and society. It is important to note that this course is not a history course; it is a political science course that studies the interconnectedness of the different parts of the American political system and the behaviors and attitudes that shape this system and are the byproduct of this system.

This class accomplishes these goals by framing the acquisition of political knowledge around essential concepts and larger themes about American government and politics. By the end of the course, students will be able to analyze current and historical political events like a political scientist and develop factually accurate, well-reasoned, thoughtful arguments and opinions that acknowledge and grapple with alternative political perspectives.


TEXT:  Books:  Edwards, George C. Government in America: People, Politics, and Policy. 17th Ed. Chicago 2018, Pearson. [CR16]

DESIGNATION: Level I elective (Fall, Winter, Spring)

 
GOALS: This course is an upper-level elective where

students will study the consequences of globalization,

both positive and negative. They will begin to see how

globalization effects not only natural environments, but

also environments as defined by politics, religion, and

culture. Students will be expected to think critically,

evaluate sources, ask questions and develop their writing

and literacy skills.

 MATERIAL COVERED: Students will learn about the

colonial roots of multinational debt, privatization of

natural resources, the IMF and World Bank, the

distribution of wealth, environmental history, civic

democracy, child labor, genetically modified food, and

hunger.

 TEXT: Fall: Let the Mountain Talk, Let the Rivers Run,

David Brower; Winter: Savages, Joe Kane,; Spring:

Foodfight: The Citizen's Guide to the Food and Farm

Bill, Imhoff & Pollan

PREREQUISITE: U.S. History

DESIGNATION: Level I elective (Fall & Winter)

GOALS: The idea that each individual possesses a set of rights that society and government are obligated to respect and protect is the foundation of this course. In theory, human rights are independent of geography, political borders, or cultural heritage. This class looks at the historical development of human rights, the evolution of the protection of individual rights, and the influence of human rights on past, current, and future United States foreign policy. The course uses historical materials, primary source readings, and student role-play materials to explore these issues. The students create their own theories, write up U.S. policy options, and explore civil rights and humanitarian issues of personal interest.

MATERIAL COVERED: Some of the topics covered include the history of slavery, human rights in Brazil, India's Independence, Apartheid in South Africa, and the role of human rights in determining future of U. S. foreign policy. Some of the readings included in the course are selections of Mahatma Gandhi, Martin Luther King, Jr., Primo Levi, Wei Jongsheng, and other important figures in human rights history.

TEXT: Selected readings from Citizens of the World: Readings in Human Rights, Great Books Foundation, as well as selections from the Choices Foundation courtesy of the Watson Institute at Brown University.

PREREQUISITE: U.S. History

 

Designation:  Level 11, 12 & PG elective 

DESIGNATION: Level I elective (Fall)

GOALS: This course focuses on the people, religions, history, politics, and conflicts that have dominated this volatile region from the establishment of the State of Israel in 1948 to the present. This is a region teeming with drama: wars, assassinations, terrorism, fanaticism, and shifting alliances. The Israeli-Palestinian conflict is at the heart of the on-going crisis, but the effects of the Iranian Revolution and the rise and fall of Saddam Hussein's Iraq also figure prominently. Students are required to write a 7-10 page research paper on the impact of an event or individual from this era.

MATERIAL COVERED: Events in Turkey, Palestine, Syria, Egypt, Jordan, Lebanon, Saudi Arabia, Iraq, and Iran are closely examined, as well as the relationships between these nations and the major western powers. The establishment of the state of Israel in 1948 and its impact on relationships in the region is an area of major emphasis.

TEXT: A History of the Modern Middle East, William L. Cleveland

PREREQUISITE: U.S. History

 

 

GOALS AND MATERIAL COVERED: The Mountain Classroom Social Science course provides students an opportunity to explore real-world issues in the environment where they are occurring. The course focuses on the regional and cultural issues pertinent to the areas that the Mountain Classroom group visits. Through readings, interviews and first hand observations, students are able to develop a thorough understanding and form personal opinions regarding the topics discussed in the course.

 

ASSESSMENTS: All assignments are hand written in a composition notebook that is collected and graded periodically.  These notebooks include reflections on readings and interviews that students conduct throughout the term. Students are additionally assessed on their participation in our class discussions and completion of a study guide that is geared toward synthesizing and organizing their research, interviews and observations. The course culminates with a final exam.

 

TEXT: As the course may switch its main focus term to term, the reading similarly varied. The following is an example of books and resources that have been used in recent years: The Devil’s Highway by Luis Alberto Urrea, Omnivore’s Dilemma by Michael Pollan, Collapse by Jared Diamond, The Earth Shall Weep by James Wilson, God is Not One by Stephen Prothero, Enrique’s Journey by Sonia Nazario, Black Elk Speaks byJohn Neihardt,

Articles from: New York Times, The Economist, NPR, High Country News, Newsweek,

local news sources, etc...

 

DESIGNATION:  Level I elective (Spring)

GOALS:  American Government and Politics - Political Institutions and Elections is a Spring  term class that not only seeks to prepare students for success in a college level course, but also provide students with the political knowledge and reasoning processes to participate meaningfully and thoughtfully in discussions and debates that are currently shaping American politics and society. Building upon the foundations of government, this course looks more deeply at the inner workings of the US government by analyzing political institutions, the electorate, media, and elections. It is important to note that this course is not a history course; it is a political science course that studies the interconnectedness of the different parts of the American political system and the behaviors and attitudes that shape this system and are the byproduct of this system.

TEXT:  Books:  Edwards, George C. Government in America: People, Politics, and Policy. 17th Ed. Chicago 2018, Pearson. [CR16]

DESIGNATION: Level I elective (Fall, Winter, Spring)

GOALS: The first term of this course is an introduction into psychology that provides the students with a basic understanding of the major topics in psychology. “Why do we do what we do?” is the question that lies beneath a lot of the inquiries that people ask of psychologists. Using the textbook as the framework for class content, the fall term promotes a passionate appreciation for the exploration of human understanding, mental processing, and behavior. The second term of this course is about your past, your future, and who you are now. It’s about your parents and grandparents, friends, and the children you expect to have. If you plan to work with children, adults, or older people, this will give you an important foundation for your future. Starting with the first minutes in the womb, you will get a motion picture of the changes during a human life from a cognitive, physical, and socio-emotional perspective. In addition to classroom visits from people in each life stage, students will be working throughout the term on a documentary film. Students will demonstrate an understanding of each stage in the lifespan based on the life story of one specific person of their choosing. The third term of this course identifies and then studies the major determinants that shape one’s sense of self. Who are you – what factors define and determine you? Further, what makes people different? With a psychological lens, we will highlight and examine the key factors and categories that make “me” different from “you.” This discussion-based term explores gender, religion, ethnicity, family dynamics, morality, class, education, and consciousness, as well as the most notable psychological experiments of modern times. Students will be required to make multiple presentations on recent research in psychology and deliver personal speeches throughout the course of the term. In addition to deepening one’s sense of self, students will refine critical thinking skills as well as the confidence to present one’s perspectives to a group of their peers. Throughout the three terms, using a variety of assessment methods, this course will further develop excellence in written and oral communication, and also develop research, presentation, and multimedia communication techniques in relation to psychology.

MATERIAL COVERED: Some of the topics covered include psychology’s roots and history, neuroscience and consciousness, lifespan development, gender and sexuality, learning, memory, personality, motivation, and topics in abnormal psychology, as well as developmental theory as it relates to the following life stages: pregnancy, infancy, childhood, adolescence, early and middle adulthood, and later life. Within each life stage, this course will be studying the work of the following prominent psychologists: Piaget, Erikson, Kohlberg and Freud.

TEXT: Fall: Psychology in Everyday Life, David G. Myers; Winter: Experiencing the Lifespan, 2nd Edition, Janet Belsky; Spring: Course readings may include excerpts from some of the following: The Selfish Gene, Richard Dawkins, Raising Cain, Dan Kindlon & Michael Thompson, The Virtue of Selfishness, Ayn Rand, Understanding Poverty, Ruby Payne, The Nurture Assumption, Judith Harris, The Magical Child, Joseph Pierce, and On the Side of the Child, William Ayers.

PREREQUISITE: U.S. History

 

MATERIAL COVERED: U.S. History is divided into three terms of study. The fall trimester begins with an analysis of the origins of the Revolution. Particular emphasis is placed on the social, religious, economic, and political factors that influence the evolution of American democracy. Next, the Constitution and Bill of Rights are studied in depth, with special attention placed on our three branch/checks and balance system, the election process, how bills become laws, judicial review, and landmark Supreme Court decisions.