Social Studies

In accordance with the Massachusetts History and Social Studies Curriculum Frameworks, the Social Studies department presents core academic content, concepts, and skills in history and social sciences that are essential to the study of democracy and to the development of educated and responsible citizens. In an effort to foster informed and reasoned adherence to the ideals of a free society the department will follow the ten guiding principles as enumerated in the Frameworks. Those principles are:

An effective history and social science education teaches students about the legacy of democratic government.
An effective history and social science education incorporates diverse perspectives and acknowledges that perceptions of events are affected by race, ethnicity, culture, religion, education, gender, gender identity, sexual orientation, disability, and personal experience.
Every student deserves to study history and social science every year, from pre-kindergarten through grade twelve.
An effective history and social science education teaches students to think historically.
An effective history and social science education integrates knowledge from many fields of study.
An effective history and social science education builds students’ capacities for research, reasoning, making logical arguments, and thinking for themselves.
An effective history and social science education improves reading comprehension by increasing students’ content knowledge.
An effective history and social science education incorporates the study of current events and news/media literacy.
An effective history and social science education teaches students about using data analysis and digital tools as research and presentation techniques in the social sciences.
An effective history and social science education develops social and emotional skills.

The central ideas, events, people, and works that have shaped our world, for good or ill, are not at all obsolete. Instead, the quicker the pace of change, the more critical it is for us to study and understand them. Without this knowledge, citizens remain helpless to make wise judgments about that which secures or endangers personal freedom.

By becoming skillful and competent in history and social science, students understand ideas central to the vision of the 18th century founders that hold us together as a nation. They know how democratic ideas have been turned into institutions and practices. This knowledge coupled with an understanding of the current condition of the world and how it got that way, prepares one to act upon the challenges to democracy in our own day.

The graduation requirement in this history and social science program is the completion of three major courses (4.50 credits) in grades 9-12. Those requirements include one year of World History and two years of United States History. There are multiple paths students can take to meet these requirements. In addition, all students are required to complete two Civics Action Projects, one in 8th grade, and one in 11th grade. This project is a non-partisan, student-led project in which students will evaluate and analyze political institutions and policies, and take informed and intentional action with the goal of systems change. In addition to the graduate requirements, students are encouraged to continue to enhance their critical thinking skills by enrolling in a variety of electives offered by the department.

Final course offerings are dependent upon student enrollment numbers and teacher availability.

Faculty

Ms. Tristan Williams - Department Chair

Mr. Brian Blake

Mr. Shane Brennan

Mr. Ed Fiorentino

Mr. Jared Hatch

Mr. Colin Kulis

Mr. Patrick Ledwell

Ms. Regina Ledwell

Mr. Cliff Miller

Mr. Brion Reichers

UNITED STATES AND MASSACHUSETTS GOVERNMENT AND CIVIC LIFE (129/130)

Grade 8: Standard and Advanced

(Year)

In this class, students will study the roots and foundations of U.S. democracy while also learning the skills to practice their involvement in government and civic life. Students study how democracy has evolved over time through analyzing primary documents, such as the United States and Massachusetts Constitutions; how and why government institutions developed; how government evolves through legislation and court decisions; and how individuals exercise their rights and civic responsibilities to maintain a healthy democracy in the nation and the Commonwealth.

Students will read about, debate, analyze and practice the following topics; the development of Federal and State governments, the three branches of government and related institutions, citizen rights and responsibilities, the Constitution in practice, Supreme Court precedents, state and local government practice and issues, freedom of the press and media literacy. They will be prepared to discuss complex and controversial issues and ideas with people of different views and practice speaking and writing with clarity and respectfulness. Students will learn to analyze social and news media sources while evaluating factual content, bias and point of view. This class will develop and practice the skills and habits of citizen civic engagement and learn the institutions, history and power structure needed to understand and be an active participant in democratic society and government.

A major part of this course is participation in the Civics Action Project. This project is non-partisan, student-led and based on action civics—a process of applying civic knowledge, skills, and dispositions to mobilize change leading to systems impact. To complete the project, students will examine themselves and civic identity, identify a pressing issue within their community, research and investigate the issue, develop an action plan to achieve system impact, take action, and finally 6-reflect on and showcase their project.

MODERN WORLD HISTORY (101/102)

Grade 9: Level 2 and Honors

(Year) 1.50 credits

The goal of this course is for the students to understand themselves and others in time and place. Students will examine the last three centuries with a critical eye to understand contemporary society and why our world looks the way it does today. By learning how people have discovered, identified and tried to contend with essential questions of human affairs through time and across borders, students will have the opportunity to understand and appreciate different points of view.

Students study the rise of the nation state in Europe and the Americas, and efforts to create new forms of government. Specific events include the American and French Revolutions, the impact of industrialization, the rise of capitalism, the conflicts and wars that resulted from the competition for global resources and the rise of independence movements.

Students analyze global relations in the context of imperialism and efforts to reconcile differences through international relations and through institutions like the United Nations. Throughout the course, students explore historical events with the purpose of making connections with contemporary events, connections that will lead to a discovery of a wealth of history lessons that can be learned from and carried forward.

A variety of social science skills are developed. Students engage in reading for comprehension, analysis and writing skills. They prepare short essays, presentations, and practice 21st century skills.

Honors Option:

Honors level students should be leaders in class discussions, willing to take academic risks, display solid writing skills and be expected to work independently. In addition to the expectations outlined in level 2, honors students’ written work will be more rigorous and will be corrected to a higher standard.

AP HUMAN GEOGRAPHY (137)
Grade 9: Advanced Placement
(Year) 1.50 credits

AP Human Geography introduces high school students to college-level introductory human or cultural geography. The content is presented thematically rather than regionally and is organized around the discipline’s main subfields: economic, cultural, political, urban and rural. The approach is spatial and problem oriented. Case studies are drawn from all world regions with an emphasis on understanding the world in which we live today. Historical information serves to enrich analysis of the impacts of phenomena such as globalization, colonialism and human-environment relationships on places, regions, cultural landscapes and patterns of interaction.

Some topics with which students will engage include: problems of economic development and cultural change; consequences of population growth and international migration; struggles over political power and control of territory; conflicts over the demands of ethnic minorities and the role of women in society; explanations of why location matters to agricultural land use, industrial development and urban problems; and role of climate change and environmental abuses in shaping the human landscapes on Earth.

The goal for the course is for students to become more geo-literate, more engaged in contemporary global issues and more informed about multicultural viewpoints. They will develop skills in approaching problems geographically, using maps and geospatial technologies, thinking critically about texts and graphic images, interpreting cultural landscapes and applying geographic concepts such as scale, region, diffusion, interdependence and spatial interaction. Students will see geography as a discipline relevant to the world in which they live; as a source of ideas for identifying, clarifying and solving problems at various scales; and as a key component of building global citizenship and environmental stewardship.

UNITED STATES HISTORY I: (105/106)

THE REVOLUTION THROUGH PROGRESSIVISM (1763-1914)

Grade 10: Level 2 and Honors

(Year) 1.50 credits

Students will examine the historical and intellectual origins of the United States during the Revolutionary and Constitutional eras. The important political and economic factors that contributed to the Revolution as well as the consequences of the Revolution, including the writing and key ideas of the U. S. Constitution will provide the foundation for this course. Other topics to be studied in U.S. History I will be America’s westward expansion, the establishment of political parties, and economic and social change in the new nation. One main focus of the course is the study of the growth of sectional conflict in the emerging nation, the resultant Civil War and the consequences of the Civil War, including Industrialism.

Students will develop a variety of skills in an effort to meet the course objectives. Specific concepts and skills include, but are not limited to: long and short-term cause and effect relationships, distinguishing fact from opinion, interpretation of historical maps, charts and graphs, primary sources, distinguishing intended from unintended consequences, gathering and assessing evidence, historical context and the language skills necessary to become an independent learner.

Instructional strategies and materials include: discussions, readings, role-playing, lectures, cooperative learning, audio-visual programs, and research.

Honors Option

Honors is intended for those students with a serious interest in history and a willingness to apply themselves to a rigorous course of study with high expectations. In addition to those skills outlined in level 2, directed-documents essays are utilized to develop expository writing skills. A variety of discussion techniques are employed to further develop listening and speaking skills. A broad selection of texts and readings, monographs, primary sources and selected audio-visual materials augment skill development. Quizzes and tests are designed to reflect depth of understanding and particular emphasis is placed on expository writing assignments.

UNITED STATES HISTORY II: WWI THROUGH GLOBALIZATION (109/110)

Grade 11: Level 2 and Honors

(Year) 1.50 credits

This course introduces students to major developments in U.S. History from 1900 to the present. Students will analyze the causes and consequences of the Industrial Revolution, westward expansion and America’s growing role in diplomatic relations. Students study the goals and accomplishments of the Progressive movement and the New Deal. Students also learn about the various factors that led to America’s entry into World War I and World War II as well as the consequences of these wars on American life. Finally, students will study the causes and course of the Cold War, important economic and political changes during the Cold War, including the Civil Rights movement, and recent events and trends that have shaped modern-day America.

Students will focus on the following concepts from the Massachusetts State Frameworks: historical understanding including chronology of events and cause and effect, geographic place and its impact on the human environment, basic economic concepts, rights and responsibilities of citizenship, and the role authority and power play in the evolution of US History over the past 100 + years. Three concepts, power, interdependence and equality, are spiraled through each unit to provide continuity and understanding.

Students will be asked to develop a variety of skills, such as interpretation and construction of historical timelines, maps, charts and graphs; distinguishing historical fact from opinion, and intended from unintended consequences. Further emphasis will be placed on the development of the student’s reading, writing, speaking and research skills.

Instructional strategies and materials include discussions, readings, lectures, role-playing activities, question and answer, cooperative learning, audio-visual programs and technology-based activities.

Honors Option:

Honors is intended for those students with a serious interest in history and a willingness to apply themselves to a rigorous course of study with high expectations. This course focuses on a deeper understanding of the state’s standards than US History Since 1900 level 2 but is not as demanding as Advanced Placement US History.

Students will be expected to identify historical connections and hypothesize long term trends. Essay assignments are assigned to develop expository skills. The course is student-centered and encourages informed dialogue and the seminar format.

AP U.S. HISTORY (111)

Grades 11-12: Advanced Placement

(Year) 1.50 credits

Advanced Placement is intended for those students with a serious interest in history. Students recommended should be able to identify relations in readings and show direction and change in long term trends. Students need good writing skills since expository writing is an essential activity. The course fosters a critical appreciation of American traditions and institutions, toleration of differing viewpoints and respect for history's complexities and ambiguities.

AP US History is a chronological survey of American history since 1492 with emphasis on the post-Civil War period. In addition to exposing students to the historical content, the course will train students to analyze and interpret primary sources, including documentary material, maps, statistical tables, and pictorial and graphic evidence of historical events. Students will learn to take notes from both printed materials and lectures or discussions to write essay examinations, and to write analytical and research papers. They will be able to express themselves with clarity and precision and know how to cite sources and credit the phrases and ideas of others. The course is also linked to the History, Geography, Economic and Civics/Government Strands of the Massachusetts Frameworks. The above mentioned units should be completed by mid-May; thereafter, students will be working on special projects.

This course uses college level texts and readings, primary sources and selected audio-visual materials. Written work constitutes an integral part of skill development. Essay assignments are given to develop expository skills. This is a student-centered course which emphasizes informed dialogue and the seminar format. Students are expected to take the Advanced Placement Examination in May, and those who do so will be exempted from the course final examination.

MAJOR ELECTIVES

ANCIENT WORLDS Japan

Level 2 (226); Honors (103)

ANCIENT WORLDS China

Level 2 (177); Honors (089)

2025-2026:

Semester 1: Japan

Semester 2: China

Grades 9-12: Level 2 and Honors

(Semester) .75 credit

The ancient world was a time of excitement and of danger. The world was newer and full of unexplored wonders. It was also a time of danger and mystery, when cruel God-Kings decided the fate of millions and savage rites were performed for even crueler Gods. Every semester the students and the teacher will explore one or two different societies that existed in this time period (3000 BC-1000 AD). We will examine not only their wars and adventures, but also their entertainment, art and when possible their lost languages and mysterious writing systems. The realms of the Gods and demons will also be explored, with an emphasis on the rites and magic used to satisfy and control these dangerous beings.

The idea behind Ancient Worlds is to introduce students to the events, peoples and ideas that existed between 3000 BC and 1000 AD. This time period is crucial for the development of modern society both in cultural terms and in technological terms. As part of the course, the students will make connections between the philosophies (both secular and religious), events, arts, and architecture of the society under study and their counterparts in the modern world. Join us as we explore Ancient Worlds!

The class will read original texts, observe and recreate the art of the period, discuss important events, learn how to pass notes in dead languages, and use technology to explore the ruins and objects left behind by these societies. The class will be assessed through a series of short papers, a small number of standard tests, a creative project and a final exam.

MEDIEVAL WORLDS (112)/(113)

Grades 10-12: Level 2 and Honors

(Semester) .75 credit

What happens after civilizations fall apart and the world becomes iron and chaos? Warlords and barbarians clash over the mighty ruins of the golden age, and people and cultures struggle to survive and grow in a world without order. Every semester, the students and the teacher will focus on one culture that existed in the medieval world (400-1400 AD). Some of the cultures examined will be the survivors from the collapse of the ancient world struggling to hold on to their existence, while others will be the societies that emerged from the wreckage of that collapse. We will examine not only the battles they fought against each other, but also their stories and sagas, art and when possible their lost languages. The class will read original texts, observe and recreate the art of the period, discuss important events, learn how to pass notes in dead languages, and use technology to explore the ruins and objects left behind by these societies. The class will be assessed through a series of short papers, a small number of standard tests, a creative project and a final exam. The idea behind Medieval Worlds is to introduce students to the events, peoples and ideas that existed in the crucial thousand year period between 400 AD and 1400 AD. Every major society that exists today emerged from the wreckage of the medieval world, and in many ways, still bears the scars from this traumatic time period. As part of the course, the students will make connections between the philosophies (both secular and religious), events, arts, and architecture of the society under study and their counterparts in the modern world.

CRIMINOLOGY (169/170)

Grades 10-12: Level 2 and Honors

(Semester) .75 credit

This semester elective is an introduction to the study of crime using multiple social sciences such as sociology, psychology, and political science as lenses. Students will understand the purpose of laws and analyze the many ways the government deals with and defines crime. Students will first understand the legal framework and then proceed to analyze a variety of statistics and theories behind criminal behavior.

Some of the many topics to be studied will include profiling the criminal mind, law-making and the court system, citizen rights and responsibilities, social institutions, criminal behavior, criminal law and criminal justice, policing, juvenile delinquency, and prisons. Students will be expected to discuss assigned readings and complete efficient research. Teaching methods will include experimentation, discussion, Socratic seminars, reading analysis, lectures, role-playing, research and presentations.

Honors Option: Honors level work in an upper grade level class requires students to consistently exhibit strong class communication skills and high quality written work. Honors level students should expect to substantially contribute to all class activities, as well as being willing to personalize class concepts and take intellectual risks in applying sociological theories to real life. Honors level students will often have more homework and longer assignments. It is important that honors level students are also active listeners, able to consider and respectfully respond to other’s comments and always exhibit a reliable work ethic.

ECONOMICS (173/174)

Grades 10-12: Level 2 and Honors

(Semester) .75 credit

Contemporary Economics introduces students to key concepts and principles of the American economic system and relates these concepts and principles to students’ future economic roles. Content includes the following: a survey of economic systems as societies decide what to produce, how and for whom; a study of the role of supply and demand, prices and profits in a market economy; and understanding of the organization and role of business firms in terms of how decisions are made as they respond to market structures. Further topics studied in this course are an understanding of economic performance indicators, along with fiscal (taxation) and monetary (money and banking) responses to market failures and what these mean in terms of poverty, employment, and other quality of life indicators. World trade, exchange rates and Third World development are additional topics for study.

Instructional methods include class discussion, inquiry, lectures, and audio-visual materials. Skill development concentrates upon critical analysis and application of concepts to assignments and activities. Course materials include an assigned textbook, and reprints from contemporary economics journals as well as other readings.

ADVANCED PLACEMENT MACROECONOMICS (253)

Grades 11-12

(Year) 1.5 credits

As part of the Advanced Placement Program, this course makes demands on students “equivalent to those of an introductory year in economics at the college freshman level.” Students enrolled in this will focus on a thorough understanding of the principles of economics that apply to an economic system as a whole.

This course explores the general scope of economics. It explores the American enterprise system, economic principles, economics of supply/demand, labor and industry, the Federal Reserve System, governmental fiscal policies, and the comparison of economic systems of major countries and economics philosophies to develop an understanding of the impact of global trade.

EUROPEAN HISTORY (191/143)

Grades 10-12: Level 2 and Honors

(Semester) .75 credit

In many ways, the modern world is a creation of Europe. This may not be politically correct, but it is essentially true. Politically, the world is dominated by liberal democracies, totalitarian dictatorships and nationalistic regimes, all of which emerged in Europe first and are grounded in the European Enlightenment and Romantic movements of the 18th and 19th century. Economically the world economy with its stock markets and driving consumerism has its beginnings with the Atlantic economy created by Europe in the 16th and 17th centuries. The critiques of this system in the forms of Socialism and Marxism emerged in Europe in response to the Industrial Revolution in the 19th century. Socially, the artistic bedrock upon which the world judges art and music and allows for the importance of the individual artist, for the most part is a product of European cultural developments dating back to the Renaissance. The understanding of European history is very important, in order to understand the modern world. Beginning with Europe’s emergence from the political and economic chaos of the Middle Ages in the Renaissance and continuing up to Europe’s partial unification under the European Union following the Cold War, the class will examine the amazing six hundred years that forms the basis of so much of our world today.

PHILOSOPHY AND RHETORIC (153/154)

Grades 9-12: Level 2 and Honors

(Semester) .75 credit

Did you ever stop to wonder why you have to go to school? Perhaps you have always wanted to know why the things that you do are judged to be either right or wrong or good or evil? Perhaps you have noticed great conflict in our society of late and have been curious to know its source? If any of the answers to these questions are yes, then you are a potential student of Philosophy! Congratulations, this is the class for you!

Every semester the students and the teacher will use the Socratic Method to explore different philosophical debates and topics. We will examine not only eternal debates such as what the nature of reality is and our relationship to that reality, we will also connect these classical arguments to our own lives and the society that we live in today. We will also examine the various philosophers themselves over time, such as Socrates, Aquinas and Nietzsche, in order to understand not only their world view, but to make our own world view clearer as a result.

The class will read original texts, debate philosophical questions, discuss important events, and learn how to grasp more clearly philosophical concepts by learning basic concepts of Rhetoric and Logic. The class will be assessed through a series of short papers, a small number of standard tests, a creative project and a final exam. Join us as we explore your mind!

PSYCHOLOGY (125/126)

Grades 10-12: Level 2 and Honors

(Semester) .75 credit

This course introduces students to a wide variety of topics by examining individual and group behavior. Psychology will allow you to better understand yourself and the world in which you live. Contemporary problems and issues will be examined within a psychological framework. Unlike most other high school classes, your personal experiences and participation are relevant and important for successful active class discussion and analysis.

Units and concepts include learning, perception, consciousness, cognition, child development, personality, psychological disorders, therapy and social psychology. Students apply psychological knowledge to questions such as "Why am I different from everyone else?" and "Why do people think and behave in a particular way?” Experiments are used frequently to examine topics such as conditioning, memory, learning styles, right/left brain theories and human relationship with technology.

Psychology class fosters a critical appreciation for multiple theories of human development and how the human personality is shaped by the controlling mechanisms that surround them. Teaching methods include cooperative group work, experimentation, discussions, readings, lectures, role-playing, research and audio-visual presentations.

Honors Option: Honors level work in a junior/senior heterogeneous class requires students to consistently exhibit strong communication skills and high quality written work. Honors level students should expect to often start and lead class and group discussions, as well as be willing to personalize and take intellectual risks in applying psychological theories to life. Honors level students will often have more homework and longer assignments.

Honors level students should also be active listeners able to consider and respectfully respond to other’s comments and exhibit a reliable work ethic in all class assignments. Honors level students must be motivated to do work that is of excellent quality.

AP PSYCHOLOGY (119)

Grades 11 -12: Advanced Placement

(Year) 1.50 credits

This is a college-level class for juniors and seniors interested in rigorous study of the human mind and behavior. This course will develop critical thinking, study skills and analytic habits of mind needed in college, and students will take the AP exam in May. Students are exposed to psychological facts, principles, and phenomena associated with each of the major subfields within psychology and will perform experiments, test theories and question conventional wisdom about human behavior. The major content areas covered are as follows: history and approaches, research methods, biological perception, consciousness, learning, cognition, emotion, motivation, child development, personality, intelligence, mental disorders and treatment options, and social influences. Students will be assessed with tests, essays, presentations, discussion, behavioral journal writing, and experiment creation and write-ups.

SOCIAL PSYCHOLOGY (128/132)

Grade 9-12 Level 2 and Honors (IP)

(Semester) .75 credit

This course is an in-depth look at the many careers in the fields of mental health and Psychology. The goal of this course is for students to comprehend fully what a career in Psychology is like on a day to day basis. Throughout the course, students will go through a variety of simulations and use a variety of hands on therapy and counseling tools to experience the many different scenarios mental health professionals deal with regularly. Students will also conduct research both locally and nationally to see what resources/careers are available in mental health. We will also look at contemporary issues in the field of Psychology and students will have a Psychology book club assignment where they are to read/research about a modern issue in the field. Students will also hear from experts in the fields of Psychology, including therapists, counselors, neuroscientists and social workers.

Students will develop a variety of skills in an effort to meet the course objectives. Specific skills include, but are not limited to: critical reading skills, the ability to participate in class discussions, ability to apply ideas/theories learned to their own story and examples from psychology, research, the ability to observe people in natural and experimental conditions and collect data, and experimental design.

Instructional strategies and materials include: discussions, readings, modeling of activities, simulations, and hands on learning.

Assessments are project based activities that will be more hands-on for students interested in these fields. Students will also learn research techniques to learn more about their local communities and about career options.

Honors Option: Honors level work in a junior/senior heterogeneous class requires students to consistently exhibit strong communication skills and high quality written work. Honors level students should expect to often start and lead class and group discussions, as well as be willing to personalize and take intellectual risks.Honors level students will often have more homework and longer assignments.

SOCIAL ASSISTANCE CAREER EXPLORATION AND SIMULATION (162)

Grades 10-12: Honors (IP)

(Semester) .75 credit

This course will introduce students to the many and varied careers available in the Social Assistance and Human service Sector. The course will begin with an overview of the field of Human Services and the career options available. Students will be introduced to the fields of mental health, philanthropy, law, corrections, policy (advocacy and legislation), government agents and administrators and technology- in particular how all of these fields intersect to implement Human Services and Social Assistance. With the introduction of each field, students will meet and interact with industry professionals. These industry professionals will partner with students during the final step in the course-the simulation. Prior to this step, students will take on the role of an industry professional-they will research the roles, responsibilities and regulations related to each role(in partnership with an industry professional).

The course ends with a simulation-students will be briefed on several different Human Service scenarios(real scenarios experienced by industry professionals). Students will come to consensus on which scenario they will tackle in their simulation. During the final weeks of the course, students will problem solve and navigate all of the agencies and regulations involved in order to ensure a positive outcome for the subject of the simulation.

AFRICAN AMERICAN STUDIES (167)

Grade 10-12: Level 2

(Semester) .75 credit

This course is designed to introduce students to the major themes, issues, and debates in the African American experience. Topics covered include African kingdoms, colonial and antebellum slavery, the abolition movement, the Civil War, emancipation, Jim Crow segregation, racial violence, black culture, the modern freedom struggle, popular culture and political movements. History, literature, art, and music will inform the curriculum.

POLITICAL SCIENCE (165) (166)

Grades 9-12: Level 2/Honors

(Semester) .75 credits

Welcome to Political Science! The purpose of this class is twofold: the first is to examine, over the space of 90 days, the different styles of political leadership. Using treatises on leadership such as The Prince and The Art of War, as well as examining real politicians in action, you will grasp the qualities of successful political leadership and learn to recognize poor political leadership. In a republic such as ours, these skills are necessary as we use our voting power

every two, four, and six years to elect our leaders. We need to be able to distinguish between

good leadership and bad leadership. In addition, should you wish to become a leader in our

republic, this knowledge of past leaders and their techniques are crucial to your success. The second purpose is to take the skills acquired from a study of the techniques of leadership and

apply them to your own personal life. The person most suited to make decisions about your life is you! In other words, you will use these techniques to take control over the course of your own life, thereby benefiting.

The class of Political Science will introduce students to the philosophies, world views, and ideologies that form the reality of human politics, not only on the international and national level, but also on the interpersonal level. As part of the course, the students will read and discuss the philosophies and proponents for coercive, persuasive, and exemplary political leadership as well as examine real world examples. The class may be assessed through a series of short papers, a small number of standard tests, a creative project, and a final exam.

HONORS CONTEMPORARY GLOBAL ISSUES (159)

Not offered 2025-2026

Grade 12: Honors

(Semester) .75 credit

This course is designed for students who want to challenge their own thinking skills and are willing to question assumptions. They also must engage in independent research and make classroom presentations. This course provides students with the opportunity to examine the impact of contemporary institutions in our society upon the individual as interpreted by various authors.

Course content includes issues and problems (selected according to timeliness of events) within the political, economic, sociological and psychological arenas. Emphasis is placed upon analyzing the complexity and interdependence of contemporary issues by examining the underlying values of our institutions and, thus, society's. Included is emphasis on the potential influence of institutions on the individual and an awareness of the dimensions of change. Students will examine contemporary issues in technological and environmental globalism, the economic and sociological impact of black markets, the tipping point of fads, epidemics and crime, as well as debating the solution to related problems. Concepts examined include: values, social process, ethnocentrism, equality, freedom, social mobility, politics, deviance, and others.

Materials are selected to provide a variety of viewpoints and interpretations and to stimulate an examination of students' cultural and institutional biases. At least five non-fiction books are required reading. Selected works from a variety of contemporary social critics and observers form the basic readings for the course. No core text is used.

CONTEMPORARY EASTERN RELIGIONS (178) (197)

Grades 9-12: Level 2 and Honors

(Semester) .75 credits

Religions and religious philosophies have always been and still are an integral part of human societies and have been the basis of much of the art, culture and politics that have come to make up human history. In addition, religions have often formed the framework of peoples lives and provided meaning through both good times and bad.

This class will examine the theologies or philosophies underlying modern Eastern religions in order to understand their world views. The class will read and discuss original scriptures and texts such as the Vedas or the Bhagavad Gita, observe and discuss the art movements inspired by the Eastern religions such as Zen, and explore the architecture and objects which are the physical manifestations of these faiths. Temples such as the Todai-ji will be explored and objects such as mandalas will be examined. The class will be assessed through a series of short papers, a small number of standard tests, a creative project and a final exam.

The idea behind Contemporary Religions is to introduce students to the philosophies, world views and ideologies that form a core part of the human experience, not only throughout human history, but for a vast majority of humanity today! As part of the course, the students will use philosophy, art and architecture to compare and contrast different belief systems in order to understand what they have in common as well as to understand the amazing diversity in humanity's response to the most fundamental questions of human existence. Join us as we explore Contemporary Religions!

CONTEMPORARY WESTERN RELIGIONS (179) (198)

Not offered 2025-2026

Grades 9-12: Level 2 and Honors

(Semester) .75 credits

Religions and religious philosophies have always been and still are an integral part of human societies and have been the basis of much of the art, culture, and politics that have come to make up human history. In addition, religions have often formed the framework of people’s lives and provided meaning through both good times and bad.

This class will examine the theologies or philosophies underlying modern Western religions in order to understand their world views as well as on their impact on Western societies and the world in general. Varied and widespread ideas and movements such as Theories of Innate or Natural Rights, Progressivism, and Conservatism as well as many more, all have their origins in of the three modern Western or Abrahamic religions. The class will read and discuss original scriptures and texts such as the Sermon on the Mount or the Surahs, observe and discuss the art movements inspired by the Western religions such as Baroque or Renaissance art, and explore the architecture which are the physical manifestations of these faiths. Churches such as the Santa Maria Maggiore or the Umayyad Mosque will be explored. The class will be assessed through a series of short papers, a small number of standard tests, a creative project, and a final exam.

The idea behind Contemporary Religions is to introduce students to the philosophies, world views, and ideologies that form a core part of the human experience, not only throughout human history, but for a vast majority of humanity today. As part of the course, the students will use philosophy, the arts, and architecture to compare and contrast different belief systems in order to understand what they have in common as well as to understand the amazing diversity in humanity’s response to the most fundamental questions of human existence. Join us as we explore Contemporary Religions!

WORLD WAR II AND THE HOLOCAUST

Level 2 (150); Honors (108)

Grades 10-12: Level 2 and Honors

(Semester) .75 credits

What brought Europe to experience the rise of the Nazis, the Holocaust, and countless millions dead, all in thirty years? This course will examine this and other questions by looking at the social, cultural, and political aspects surrounding the World Wars and the Holocaust. Students will study the rise of radical and reactionary governments in Europe such as Hitler’s Germany, the causes and effects of World War I and II, the evolution of the Holocaust, and what this era means for Europeans and the world.

The period of the World Wars provides us with valuable lessons on the human condition. Compassion, cruelty, anger, forgiveness, responsibility, our constraints and capabilities, will all be considered as we analyze individual and group choices then and now. In addition, the class will explore issues of government and the importance of democracy.

This class will utilize various texts, film, class discussion, debate, period propaganda, accounts from perpetrators and victims, individual and group projects, political cartoons, as well as current technology. Students will be expected to critically analyze material with a mature, empathetic attitude.

ORAL HISTORY AND BIOGRAPHY (309)

Grades 11-12: Honors

(Semester) .75 credits

This course allows students the opportunity to be practitioners of history. The course is divided into three broad topics: doing oral history (project planning and interviewing), interpreting oral history (issues of memory and narrative), and using oral history (putting oral history to work in the world). Topics addressed throughout the course include legal and ethical issues, digital media, and activism. Students will have the opportunity to connect with and interview members of the community. But, more importantly, it will create a library of local history, preserving and documenting the stories of our community.

This course is an excellent opportunity for students interested in pursuing a career in history, communications or journalism.

INTEREST ELECTIVES

CURRENT EVENTS

Grade 8 (184)

(Quarter)

Grades 9-12: Level 2 (131)

(Semester) .5 credits

This course examines social, political and economic issues and conflicts in the contemporary world. The issues chosen for consideration in this course vary from year to year and require students to explain the conditions and motivations which contribute to conflict and cooperation between and among societies and nations. Students describe and analyze the effects of technology on the global community and study the causes, consequences and possible solutions to persisting contemporary issues such as human rights, health, national security, resource allocation, economic development and environmental quality. They also explore the historical background of these issues to develop an understanding of the relationship and tensions between national sovereignty and regional/global interests. Integral to this process is an examination of the role and function of regional, international, and multinational organizations.

Current Events provides an understanding of the historical roots of today's complex and ambiguous world power system. Interdependence, political control, command and market economies, revolution and technological change are the fundamental concepts emphasized.

Course materials include various texts, cartoons and readings from selected journals and newspapers. Skill development emphasizes research, oral presentation and critical thinking. Students are required to demonstrate their comprehension of course information and concepts through participation in a variety of class activities.

Instructional methods include class discussion, inquiry, guest speakers, and issues interpretation using a variety of media sources.

DEBATE (134)

Grades 10-12: Level 2

(Semester) .5 credits

This course introduces students to the principles and practices of debate. Debate emphasizes the development of skills in critical thinking, organization, leadership, responsibility for teamwork and creative investigation of selected topics. No prior experience in debate is required.

Students will analyze topics from various points of view, develop an argument in a carefully designed framework and practice teamwork skills. Students will be able to transfer skills acquired from debate to practical, real-life situations. Through hands-on activities, students learn to use library indexes and the internet to research, locate and use government documents and understand how and why current laws are enacted.

Concepts include: debate format, basic elements of debate process and types of propositions. Topics are chosen mutually by the teacher and students to reflect current issues and concerns.

This course will foster appreciation for differing viewpoints, courage to defend a position and open-mindedness as the basis for reasoned thought and opinion, all through engaging in civil discourse.

BUSINESS AND ENTREPRENEURSHIP (654)

Grades 10-12 Level 2

(Semester) .5 credits

Students explore qualities of individual enterprise. They develop skills needed to advance in an ever changing work environment. Specifically, students develop competencies in decision making, long-range planning, effective communication, accountability, responsibility, and continuing education. This course is designed for students who wish to concentrate on strategies for career development through ownership/management of their own businesses. Although individual skills are emphasized, the focus of the course is on development of a business plan, including the following: determination of the type of business enterprise, legal considerations, location selection, financing, steps in getting the enterprise started, marketing strategy, and interaction with successful entrepreneurs.

INTRODUCTION TO BUSINESS & MARKETING (254)

Grades 9-12

(Semester) .5 credits

Introduction to Business and Marketing is recommended as a foundation course to a Business & Information Technology sequence. Students learn the functions of American and international business organizations in the global economy. Activities emphasize the roles of the consumer, marketer, and producer. Students learn the basics of the private enterprise system and are introduced to careers in business, including the opportunities of entrepreneurship and world trade.

TELEVISION, CULTURE, AND SOCIETY (060)

Grades 8

(Quarter)

This course introduces students to a wide range of news and media sources and provides them with the skills to evaluate each critically. Course content includes theories of communication, characteristics of media, uses of media in different societies and the rapidly changing nature of media. Students examine the ways in which media affects society and the individual. Movies, television shows, documentaries, advertisements, magazines, radio, and web and blog sites will all be analyzed for their cultural meaning. Specifically, students learn the complexities and subtleties of message preparation and reception. Discussion and analysis of the media through newspapers, magazines, radio, television, social media and the emerging platforms constitute the essence of this course. Students learn new techniques of information gathering. Classroom activities and discussion are supplemented by selected readings. Course materials include selected readings, a broad spectrum of newspapers and magazines and a variety of non-print media. Instructional methods include class discussion, guest speakers, experiments and inquiry and analysis of the news through a variety of sources.

LEGENDS AND MYTHS (116)

Grade: 8

(Quarter)

Grades 9-12 (###)

(Semester) .5 credits

What stories define humanity? Throughout history, every civilization has had its own extraordinary heroes. Tales told around the fire or in the marketplace were passed down from generation to generation, becoming legend. From King Arthur to Sinbad the Sailor, Gilgamesh to Odysseus, Mulan to Sleeping Beauty, these stories explore what it means to be human, and continue to influence the imagination today. Every semester, the students and the teacher will focus on one particular legend or myth from the past. We will examine the original texts, historical context, and later reinterpretations of the stories up to the present day. Art, novels, movies, political movements–these and more have been inspired by traditional legends and myths of a culture. The class will be assessed through a series of short papers, a small number of standard tests, a creative project, and a final exam. The idea behind Legends and Myths is to introduce students to the stories that shaped civilizations and continue to inspire people around the world today. The students will make connections between the stories and cultures of the past and the modern world.

CULTURE AND SOCIETY THROUGH ESPORTS (847)

Grade: 8

(Quarter)

Competitive gaming (eSports) has grown to become a billion dollar industry which has created the possibility of lucrative careers for players and scholarships to play eSports at the collegiate level. The class will explore the history of gaming and serve as an introduction to the world of eSports. Students will focus on self management, goal setting and decision making skills, as well as encouraging strong group collaboration, communication and problem solving. Students will have the opportunity to explore career options in the emerging field of esports, in addition to exploring media coverage and financial aspects of the industry. Play will focus on the games approved by the Massachusetts School Administrators' Association ( MSAA) eSports program: League of Legends, SMITE and Rocket League. Students will have the opportunity to join the DYRHS eSports team and compete against other schools throughout Massachusetts.

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