HISTORY PHILOSOPHY

and that one of these two years must be U.S. History (either regular or advanced placement). However, all students are encouraged to study more than the required minimum in history: ninth-grade students usually take Global Perspectives, tenth-grade students generally take Modern European History, and eleventh-grade students, as a rule, take U.S. History. In addition to these courses, the history department also offers several semester electives and AP instruction in both Modern European History, U.S. History and World History.

MIDDLE SCHOOL

1200 – History 6 – Foundations: Greece, Rome & The Middle Ages

This course will serve as an introduction to the study of history through an investigation of the societies and cultures of Greece, Rome and Medieval Europe, down to c. 1300. In addition to reading and writing-based activities, students will be required to express their creativity through project-based learning. Students will have the opportunity to read ancient sources in translation as part of our investigation of “how we know” about the past, as well as what “we don’t know.” We will begin with an investigation of archaeology and the evaluation of historical evidence (literary as well as material). Students will read the fanciful tale The Motel of the Mysteries in order to expose them to some of the uncertainties that arise during archaeological research. The course will then move on to a unit on Ancient Greece, during which students will learn about the development of this civilization and examine some of the contributions that it made to the fields of literature, architecture, art, science, and military strategy. Students will learn to appreciate Greek storytelling by reading many of the myths from this culture, which allows for integration with their English curriculum as well. In our units on Rome we will explore, once again, the relationship between archaeology, myth and history by examining the foundation stories of Rome as well as the various legends of the early Republic. We will consider what it means to be “heroic” in both Roman and contemporary American culture, noting similarities and differences. Students will have the opportunity to design and build a Roman town and consider how towns reflect the values, relationships and beliefs of a culture. Further themes will include the origins and expansion of Christianity and the “decline and fall” of the Roman Empire (in which students will present and defend before the class, based on their own research, their case for “Why Rome Fell (or did it?).” In our units on the Middle Ages, students will once again engage in a collaborative project by building a castle and considering what such a structure reveals about the conditions and characteristics of the society that created it. We will revisit the theme of how cultures understand and misunderstand each other in a unit on the Crusades, where students will read accessible excerpts from Christian European and Muslim Arab authors. We will conclude the year with an investigation into the origins of the Italian Renaissance through the study of works of art and architecture in Florence.

 

1202 – History 7 – Civics

Teaching students to become informed and effective members of their community and country is the goal of this course. They begin by an examination of the diversity which constitutes the cultural and societal pieces of the American mosaic. Then they move on to the principles of democratic and republican government rooted in Classical Greece and Rome; they study the particular challenges of our nation’s founders to formulate an independent and functional government for a new nation. Students read the Declaration of Independence and the Constitution to acquire practical knowledge of the principles, structure and roles of national, state, and local governments. Throughout the year, the class is encouraged to become aware of current events of government by examining elections, the activities of our bicameral Congress, the workings of the Executive Branch, the decisions of the Supreme Court, the effects of our political party system, and the basics of economy and taxation. They learn the vocabulary of citizenship, which they are trained to employ in classroom discussions. In addition to the skills of good citizenship, students learn the rudiments of evaluating sources, gathering reliable information, and writing a clear exposition of their ideas based on concrete factual documentation. Through field trips and a variety of group and individual projects, students have the opportunity to put their lessons to practical use.

1204 – History 8 – Global Studies I

Eighth-grade students begin to consider their connection with the larger world through a study of East Asia and South Asia. By studying the relationships between the geography, history, and culture of each region, students are encouraged to adopt a global view and to see the unique contributions these regions have made to the history of mankind, as well as their roles in today’s world. Special emphasis is placed on increased proficiency in writing and research skills, as well as critical thought. The course coordinates with English 8 at various points to reinforce both content and skills. For example, students will re-visit and discuss texts studied in English, such as Homeless Bird and Red Scarf Girl. Field trips may include programs and performances offered by the Asian Arts and Culture Program at UMASS, a visit to the Springfield Quadrangle or one of the colleges, or to the Nipponzan Myohji Buddhist Peace Pagoda in Leverett,

UPPER SCHOOL HISTORY COURSE SEQUENCE

Although two years of Upper School history are required for graduation, students are encouraged to go beyond this basic requirement to three or four years of study in order to pursue the Advanced Placement (AP) and electives options that are available. This may be done in any one of the following ways:

NOTE: United States History (regular or AP) is mandatory for all Upper School students seeking a MacDuffie diploma.

Global Studies and Modern European History take advantage of the interdisciplinary collaboration between History 10 (Modern European) and English 10 (British Literature) in the sophomore year and History 11 (U.S. History) and English 11 (American Literature) in the junior year.

AP US History and AP Modern European History should be pursued by students who consistently do honors-level work in history and are interested in taking two AP courses, one in U.S. and the other in Modern European History. (Although it might be possible for students to take both AP Modern and AP U.S. in their senior year, it is strongly recommended that they take one AP in the junior year and the other in the senior year if they are, in fact, planning to take both.)

History electives vary from year to year. Electives may be taken in addition to the regular history curriculum. History electives do not fulfill the history distributional requirement for graduation.

 

UPPER SCHOOL

1210 – History 9 – Global Studies

This course focuses intensively on Africa and the Middle East with the aim of understanding the values, traditions, and beliefs that have affected the development of these regions. In studying the geography, history, literature, and culture of each area, students are encouraged to recognize the achievements of these traditions as well as to understand the aims and aspirations of their peoples today. Students attempt to evaluate the impact of these cultures at the global level as well as upon the United States today.

In collaboration with the English 9 course, students pursue several major themes throughout the year including the conflict between tradition and modernity, the lives of women, colonialism, and nationalism. Also through collaboration with the English Department, students extend their abilities to write in the persuasive mode, to evaluate texts critically, and to conduct research. They learn to identify and argue from various points of view, and they analyze literature such as Chinua Achebe’s Things Fall Apart, Yusef Al-Qa’id’s War in the Land of Egypt, The Epic of Gilgamesh, the Bible, and the Qur’an to further their understanding of these regions of the world.

1212 – Modern European History
Recommended for Grade 10, but open to Grades 11 – 12

This course is designed to impart a sound understanding of the major events and movements which have shaped Europe since 1400. The major themes of the class include the secularization of society, the importance of information, the development of the nation-state, the expansion of European civilization on a global scale, and the evolution of technology, economics, and politics and how they affected prevailing European social trends. An overall theme that we will consider is the relationship between the powerful traditions of innovation, critical thinking and creativity that have shaped European history juxtaposed with the violent revolutions, conflict, racism and numerous examples of appalling human suffering that have also marked the European historical experience. Traditional history of ‘great’ men and events is considered alongside the history of ‘every person,’ including the experiences of women, children, the peasantry and the urban lower classes to present students with a broader scope that encompasses this epoch. Students will have frequent opportunities to analyze primary sources and interpret historical evidence in order to assess issues such as reliability, point of view, and personal bias in order to develop their own critical thinking skills. The course is designed in close collaboration with English 10 to ensure an understanding of historical events and philosophies, not merely as they are factually represented, but also as they are reflected in the literature of the period. Through reading such novels as All Quiet on the Western Front and Animal Farm, the summer reading schedule is also integral to this process. In an effort to establish and maintain the fundamental interconnectedness of historical events (for instance, those connections which exist between the Enlightenment and the French Revolution, the Industrial Revolution and modern feminism, or Prussian militarism and Nazi Germany), students take part in frequent experiential and group-based activities. The study of current events in the former Soviet Union and Yugoslavia allows students to comprehend that history is not at rest and Europe continues to evolve from its historic roots. The course concludes with an investigation into the simultaneous promise of European economic and political unity and the continuing threat of ethnic conflict and resurgent nationalism.

1215 – United States History B
Recommended for Grade 11

US History B is an introductory survey of American history designed to examine many of the major themes and events in the nation’s history while offering opportunities for students to develop their critical reading, thinking, and writing skills. Students will study, among other topics, early settlement and the foundations of American government, the challenges to and demands for democracy in the early nineteenth century, immigration, economic developments and their impact on foreign policy, the increasing role of government in the twentieth century, the Cold War and Vietnam, and the social movements of the postwar era. This course is designed for students who would benefit from more support and practice with their critical reading and writing and their analytical skills. Students will use the writing process to practice basic research skills and essay writing, while also practicing their oral presentation.

 

1216 – United States History
Recommended for Grade 11

The United States History course looks at our country’s development from its pre-Columbian origins to the present. It exposes students to major events, personalities, and themes within the nation’s history, not as a random collection of dates and places or a simple string of occurrences, but rather as components of larger historical patterns. Major themes are evident throughout United States history, and most significant events are actually emblematic of a larger sequence. To illustrate these patterns, the course explores the following themes: the Native American experience; exploration and settlement; the role of religion in shaping American society; democratic foundations in the Great Republic; the effect of slavery and the civil rights. In addition to their basic history text, students read selected articles by noted historians and various primary source materials to expand their analytic horizons.

To help students develop an appreciation for the multicultural nature of contemporary American society, and to foster an interdisciplinary approach, the course is closely linked to the Grade 11 English course. Students read short stories and poems by noted American literary figures to illustrate, reinforce, and elaborate upon what they have learned in history. Another key element is the summer reading program, which introduces the students to works of literature focusing on the major themes pursued during the year. Possible choices are F. Scott Fitzgerald’s The Great Gatsby, centered on the Jazz Age of the 1920s; Anzia Yezierska’s Breadgivers, which depicts the urban immigrant experience; Anne Moody’s Coming of Age in Mississippi, a grassroots look at the Civil Rights Movement; and Tim O’Brien’s The Things They Carried, stories about the Vietnam War. Students will re-visit each of these texts throughout the second semester.

1218 – Advanced Placement: United States History(offered in 2011-2012)
Grades 11 – 12

Department Approval Only

Advanced Placement United States History (AP USH) has two primary goals: (1) to allow students to achieve a lasting command of the essentials of American history and culture, and (2) to develop each student’s ability to write about American history using clear and effective generalizations, backed with specific historical detail. The first course objective is met through an essentially chronological approach that exposes students to the major events and trends comprising American history and explores their significance to the development of the nation today. To meet the second objective, the students prepare bi-weekly writing assignments that require the construction of clear and specific theses backed with sound and detailed support. In addition, students regularly give presentations and lead class discussion throughout the year. The course relies extensively on primary sources, both historical and literary, to expose students to history “in the raw” and to familiarize them with analytic techniques. The course is also closely linked to the Grade 11 English course to foster an interdisciplinary approach.

AP U.S.H. is the equivalent of a university-level introductory history course, and uses a university-level text. Students are expected to do far more reading and writing than in a standard course, encouraged to bring their writing to an advanced level by the end of the course and pushed to immerse themselves in historical topics to a much greater extent than they have probably ever done. They must be prepared to participate meaningfully on a daily basis in far-ranging discussions of assigned topics. The course requires students to master the entire scope of United States history from pre-Columbian times to the present.

All students sit for the AP US History exam in May.

 

1220 – Advanced Placement: World History (offered in 2012-2013)
Grades 11 – 12

Department Approval Only

Advanced Placement World History is a university-level introductory course, uses university-level texts, and requires rigorous engagement with both primary and secondary historical sources. This course will explore the broad themes and trends in global history from ancient times to the modern age of “Globalization.” The course is broken into eight units: Ancient Civilizations, Prehistory to 500 B.C.E.; The Classical World, 500 B.C.E.- 500 C.E.; The Post-Classical World, 500-1000; The World 1000-1500; The Origins of Global Interdependence 1500-1700; The Age of Revolution and European Hegemony, 1700-1914; and The Contemporary Era and Changing Patterns of Global Interdependence, 1914 to the Present. The course will be roughly chronological but occasionally will take the “long view” over several centuries, since even the most seemingly fundamental changes do not wipe out centuries of tradition overnight. In addition to the analysis of developments in individual states and regions, the primary emphasis, in accordance with the AP World History course guidelines, will be the analysis of patterns of contact and exchange (cultural, economic, social and political) over broad geographical areas and chronological periods. Themes to be investigated throughout the year include the nature and reliability of historical evidence; the interaction of human beings and their environment; development of and interactions between cultures, including the formation of cultural stereotypes that have frequently led to conflicts between civilizations; the nature of state building and the development of political systems and comparative analysis of ideologies and the formation of empires; the creation, expansion and interaction of economic systems on a regional, trans-regional and global scale; and the development and transformation of social structures, particularly gender roles, relations and expectations, constructions of racial and ethnic identities, and the formation of social and economic classes. Strong emphasis will be placed on the use of primary sources, analysis of change over time, and the use of comparative frameworks to solve historical problems. Numerous essay assignments will be given in order to develop students’ ability to write clear, effective, analytical prose. Students will also, on occasion, have the opportunity to read and evaluate recent “cutting edge” works by professional historians in academic journals.

All students sit for the AP World History exam in May.

ELECTIVES IN HISTORY

Instead of concluding each of the semester electives with a traditional examination, teachers are encouraged to test their students’ proficiency by means of portfolio assessment, in which students develop projects and/or papers to best represent their mastery of the material. Whenever possible, students are encouraged to make their portfolios interdisciplinary in nature. These courses do not meet distribution requirements. Availability of elective courses depends on enrollment and staffing.

1260 – Peace Studies(Year-long)
Grades 11 – 12

This course encourages the participants to examine and raise questions about peace, its relationship to justice, and the means by which it is maintained and promoted. Through journal writing, class activities, readings, and critical essays, students examine the concept of peace on personal, interpersonal, community, national, and international levels. To start out, discussions focus on the consideration of the obstacles to peace, the aspects of human nature that inhibit peacemaking, the ways in which individuals create images of other cultures and of enemies, and the use of language which obscures information or escalates conflict. The middle part of the course focuses on methods and skills for “making” peace. Topics for discussion and activities include conflict resolution, negotiation, mediation, and assertiveness training. Readings come from many disciplines and include authors like Alan Watts, Ronald Reagan, Martin Luther King Jr., Chief Seattle, and Langston Hughes, among others. The last part of the course is devoted primarily to a community service project. Students research and choose community service organizations to work at for six weeks of the second semester. In addition to this community-based work, weekly meetings with the teacher and with the class as a whole occur.

1262 – Western Philosophy (One semester) (offered in 2011-2012)
Grades 11 – 12

This elective examines the main philosophical thinkers and ideas to promote self-reflection and the examination of ideas that are taken for granted. The course begins with the study of the roots of Western philosophical tradition in ancient Greece and explores the themes that were established as central problems for subsequent philosophical inquiry. Later, the course takes a look at the development of early Christian philosophy, concentrating in particular on St. Augustine, and concludes with the study of the rich and resilient system of metaphysics developed by medieval scholastics, particularly Aquinas. The survey continues with the study of the philosophy of religion, different attempts to prove the existence of God, and the explanations for the existence of evil in the world. Students then proceed to the study of moral philosophy, in particular the ideas of Socrates, Mill, and Kant, in order to understand better how we develop moral frameworks for our lives. The course concludes with an analysis of the philosophy of science in order to show that even “concrete” ways of understanding the world can be challenged philosophically. As a final project for each semester, students choose a project or write a paper on an area of interest to them.

 

1264 – 20th Century Conflict(One semester) (offered in 2012-2013)
Grades 11 – 12

This course attempts to give the student an appreciation of the role of war and conflict in the 20th century. As such, the course seeks to complement the Peace Studies course by analyzing the roots of various types of conflicts, from the world wars to regional insurgencies and from international conflicts to inter-ethnic ones. The course examines a variety of 20th century conflicts, including the two world wars, regional wars, proxy wars, and wars related to colonialism and decolonization, with a special emphasis on ethnic conflict from the Armenian genocide to the Holocaust, and struggles in the former Soviet Union, Yugoslavia, and Rwanda. In addition, students study the success and failure of such organizations as the League of Nations and the UN in preventing war. Finally, the course looks at philosophical attempts to understand, prevent, and limit war. The course utilizes a variety of source materials including historical and literary texts, newspapers, audiovisual sources, and films, to foster critical thinking about conflict and its causes and consequences.

1268 – Greece and Rome (One semester) (offered in 2012-2013)
Grades 11 – 12

This course will investigate the major political, social, economic and cultural developments in the Mediterranean Basin from the Bronze Age to c. 500 C.E. In addition to the traditional narrative of political history, warfare and imperial expansion, we will also consider issues such as slavery, gender attitudes, religion, “daily life,” and, most importantly, the nature and reliability of the ancient evidence. Indeed, the course reading and discussion materials will be heavily based on primary Greek and Latin sources in translation.

The course will be essentially divided into two halves: a traditional narrative and a comparative, thematic component that will address broad issues in the history of the Classical Mediterranean. In this half of the course we will explore matters in greater depth and detail than in the first half, making sure to note changes and continuities both within and between the cultures of Greece and Rome. Ultimately, it is hoped that, on the one hand, students will gain an appreciation of the Greek and Roman contributions to Western Civilization while, on the other hand, a deep awareness of the strangeness and unfamiliarity of ancient culture.

1270 – Introduction to Urban Studies (One semester) (offered in 2011-2012)
Grades 11 – 12

This course will approach the concept of the city from an historical, literary, theoretical and practical perspective. Based on thorough discussion of readings from a variety of sources we will examine such issues as the historical development of cities, the city in the modernist imagination (specifically via films such as Metropolis and City Lights), the impact of technology on urban development, the problems of suburbanization and sprawl, and the potentialities and pitfalls posed by globalization. In addition to class work we will take advantage of our location near Springfield, Holyoke and Northampton to discuss and analyze the challenges faced by smaller cities that have seen their traditional manufacturing bases decline. Particular attention will be paid to issues of urban diversity, historic preservation, downtown revitalization, the “greening” of urban space, transportation and the promises provided by the “Knowledge Corridor”. Of necessity the course will be rather sweeping in scope, but through focused readings we will concentrate on issues pertaining to recent issues in the development of urban areas in the United States with particular attention to our nearby urban-suburban environments. Field trips to downtown Springfield, the Holyoke Canalwalk and Northampton Center will allow students to see the relationship between theory and action in the utilization of urban space. As a final project students (in lieu of an exam) will examine some aspect of local urban-suburban environment and analyze a particular problem in depth, using the historical and theoretical frameworks acquired over the course of the semester. Students will be able to take advantage of local resources such as the Museum of Springfield History and the Pioneer Valley Planning Commission in acquiring source material. As a field Urban Studies is multi-disciplinary; therefore, in their project students will have the opportunity to apply their learning from other courses in the fields of History, English, Environmental Science and Mathematics to address a variety of issues pertaining to the growth, development and sustainability of the Springfield-Holyoke-Northampton region within specific historical, demographic and environmental contexts.

1272 – Current Events, Current Issues (One semester – year-long option)
Grades 11 – 12

Grade 10 – Department Approval

This course is designed to develop, in upper school students, the good habit of paying attention to the world outside of themselves. In recent decades, the number of sources of information for local, regional, and global events has exploded; in addition, the time it takes to disseminate this information has been reduced to mere minutes or even seconds. This provides our young people with an unprecedentedly rich body of material with which to work each day. Using databases and other media, students will develop their knowledge of current events in a wide variety of fields and geographic locations. As they broaden their knowledge of contemporary culture and society, students must face the challenge of evaluating sources of information to determine their reliability. Therefore, this evaluation will be a constant theme in the course.

Students will be required to participate regularly, both verbally and through short “low stakes” writing assignments. They will also be expected to prepare longer essays based upon the material that they have been exposed to. One major essay of five pages’ minimum length will be required per quarter. In lieu of a final exam students will be required to prepare a final presentation, with oral, visual, and written components. These presentations will be based upon issues of particular interest to each individual student.

Ultimately, a primary goal of the class is to produce well-rounded and well-informed thinkers who appreciate the diversity of human experience, recognize the major challenges of our times, and have given thought to how these challenges might be met by the members of their own generation.

1230 –American Culture

Grades 9 – 12

The American Culture course explores how history and circumstance have shaped the values which define the U. S. today. Students study the effect of major historical events such as colonization, immigration, and the settlement of the West on the development of traditional American values. Then they go on to trace the continuing influence of these values on various aspects of American culture including politics, education, entertainment, the media, and consumerism. In addition, students study the regional geography of the U. S. and explore the people, industry, and natural resources of each region. They also learn about American journalism and discuss events of current importance as they occur. Students are expected to participate fully in daily class discussions.