What is History? How does History help us understand today’s world? Whose History are we studying? The Global History and Social Studies curriculum provides students with the opportunity to learn about History from global perspectives, looking at, analyzing, and thinking critically about primary and non-U.S. sources. The global dimension of the curriculum demonstrates the wide variety of themes students will deal with in each course. The Global History and Social Studies student is a critical thinker with an awareness and understanding of religious, political, social and economic issues. Differentiation and the use of technology are also important parts of the curriculum.

In grade 10 through 12, students may elect to take their history course at the honors level by signing a contract. Honors students are expected to be leaders in class discussions, to maintain a high level of enthusiasm and intellectual curiosity, and to demonstrate a superior level of critical analysis in all written work and on honors-specific prompts on assessments. Earning Honors credit requires that after electing Honors and signing the contract, that the student continues to live up to these expectations.

Global History I: U.S. History

Nation and Nationalism
If you could build your own nation, what would it be like? In this class, you will have the opportunity to understand how nations are built, how they expand, and how national identity is shaped and cemented through culture, politics, conflict, and division. You will also evaluate the goals of the U.S. as a new nation, its decisions to embrace democracy, and examine how citizens have shaped its course toward these goals since its founding amidst ever-evolving global challenges and opportunities.

The Age of Reforms
From Sectionalism, including Reconstruction, through the suffrage movement, this course examines the root causes of the political, social, economic, and cultural reform movements that have existed in the United States. How successful were those reformers, and how did some of their objectives become part of mainstream political discourse?
Can a true democracy adequately respond to the will of the majority while protecting the rights and interests of all citizens? Using multiple perspectives and sources, you will learn about the people and movements that helped shape the United States and then assess the effectiveness of those movements.

Global History II: US and World History

From Power to Superpower (Required)

From Spanish American War to the beginning of the Cold War, this course will explore the evolution of the U.S. as a global superpower, its territorial expansion, its foreign policy and involvement in different wars and conflicts. You will examine how governments garner popular support for military and humanitarian interventions abroad and how the outcomes of these actions have affected and been affected by political decision-making and geopolitical interests.

For the second term of Global History II student choose one of the following courses:

A Time for Change

From the advent of modern steel-making and new forms of communication like the telegraph to the election of the first African American president, you will explore change and evolution in politics (role of government, gender, race), culture (music and art), and technology and examine how the U.S. developed as the nation it is today. This course is a bird’s eye view of major political, cultural, social, scientific, and technological changes that have affected the nation and the world at large.

Economic Powerhouse

With its national debt rising relative to its increasing productivity, the United States has recently been supplanted by China as the world’s largest economy. What has been the impact of the U.S. economy and its deficit on American society in terms of both growing prosperity and economic inequality? What is its role in a globalized world? How have economic interests and institutions shaped and influenced American political decision-making? You will examine the structures of the U.S. economy, their domestic and global effects, and how the U.S. became an economic powerhouse.

Global History III: World History

Empires, Colonization, Resistance, and Independence (Required)
When you think of empires, which ones do you think of and why? Are empires only nation-states? Students will explore the characteristics that make up an empire and how they are sustained with or without war. How are people affected by the rise and fall of empires? What are the political, economic, social, and environmental impacts of their rise and fall? In this course, students will examine the different shapes of imperialism, the legacy of empires, decolonization efforts, resistance movements, and the paths towards independence.

For the second term of Global History III students can choose any History elective.

Global History: Advanced Honors - Independent Research

An intensive, inquiry-based course that will require students to pursue an advanced independent course of research on a topic of their choice. Students in this small section will be expected to work through a number of multi-step research assignments that will include producing research based papers, research based presentations, and participate in a number of research challenges and research projects.  This course is designed to hone the research skills of critical thinking, problem-solving, analysis, and dissemination and is designed for the student who is interested in possibly pursuing advanced humanities research in college.

Limit per class: 12 students.

Global History: Advanced Honors - Theories of Punishment

What aspects of culture and politics promote criminal justice reform? How can the United States achieve an effective justice system that protects public safety while also confronting issues related to restoration for those impacted by crime, both the victim and the accused? Is the prison industrial complex used by the government and industry to address social, political and economic challenges? In this course, students are introduced to criminology and penology.  Students will examine historical trends, current programs related to reform, and examine the psychological impact and role that poverty, lack of mental health services, addiction, trauma, and education has had on the lives of incarcerated people. They will participate in forums led by people whose work or volunteerism is connected to addressing existing issues within the system and engage in field-based experiences. Students will explore topics of choice and design viable solutions.

Global History: Governments From Around the World

How do governments of the world work together in dealing with geopolitical issues? This course will explore the various governmental systems of the world in existence today. It will also examine why democracy thrives in some areas of the world and what factors hinder it in others. Over the course of a term, students will be exposed to governmental systems from all corners of the globe. Ultimately, through those explorations, students will critically engage with global contemporary issues and the challenges associated with the various governments in existence.

Global History: Illusions and Delusions - the 20th Century

How have ideas of the 20th century revolutionized humanity? This class will examine different theories and innovations that influenced and shaped the 20th century in science, technology, culture and literature, and politics. How have ideas with seemingly positive implications led to negative consequences? In order to make sense of today’s cultural, political, and economic environment, this class will explore how 20th century ideas set the stage for our current times.

Global History: Moral Dilemmas - The challenge of making (the right) decisions

Have you ever wondered if a decision you made was the right one? Every day, we are faced with taking a stand on difficult moral questions. But, why do we think our opinion is morally right? In this course, you will get to critically analyze situations that affect us every day, from social media to gender and sexuality and from profiling to hating sports teams, among many topics. Be prepared to tackle challenging, real-life situations, collaborate to propose alternative solutions and perspectives, understand how our brain makes decisions, and rethink your notion of morality, right and wrong, and what we ought to do.

Global History: Race, Class, and Identity

How have we been socialized to perpetuate stereotypes and biases toward groups of people? How do gender and identity intersect with race and class? Students will examine the work of some of the most important thinkers on race, class consciousness, and identity. Students will be encouraged to engage in authentic, personal discussions and to connect their experiences to other global voices.

Global History: Revolutionary Times

What is the reason behind major ideological and cultural revolutions? In this course, you will explore some of the most revolutionary events and ideas of their time, from the Renaissance to the Arab Spring and current day revolutions. You will analyze how people’s ideas and actions have transformed society, sometimes unintentionally, and the long-lasting global impact of these transformations. You will discuss the role of those revolutionary ideas and actions in provoking political change. You will compare and contrast their philosophical origins and political legacies and assess their achievements against their goals.

Global History: The Media and Its Influences

From the printing press to widespread use of social media, the creation of news content has been defined and redefined by the technology of its historical time. Using today’s media landscape, students will examine what qualifies as news, what ethical questions are presented in journalism, and how we are impacted today by those that craft, manipulate, and distribute the message. Students will use different media tools and platforms to question, challenge, and deconstruct media messages and their biases. Students will become better equipped to read the world and understand the news.

Global History: Theories of Justice

Is economic inequality unjust? Is the government justified in restricting your freedom if it does so to improve your life? Using philosophical ideas by which one might understand justice, students will engage in discussion, debate, and a series of project-based learning activities as they examine complex problems and develop solutions to issues that challenge some of their perspectives on fairness and the meaning of societal justice. In this course, students will explore a range of topics related to affirmative action, drug policy, corporate social responsibility, and distributive justice.