A challenging course designed for motivated students who enjoy learning through a variety of sources. Through related film, literature, art, and current events, students will focus on the dynamic events that shape our global world today. Major themes will include: The Russian Revolution through the Cold War, Europe at War and the Atomic Bomb, Colonialism and Imperialism in Africa and India, China After Mao and the Cultural Revolution, and The Arab/Israeli Conflict: From the Holocaust to the Current Conflict.

EXPECTATIONS FOR STUDENTS:

1) STUDENTS SHOULD EXPECT A FAIR AMOUNT OF INDEPENDENT AND CLASS READING. STUDENTS SHOULD BE PROFICIENT AND MOTIVATED READERS. Selections cover a wide range of cultures and time periods and have been compiled by the American Library Association. Student interest and choice will be encouraged; book critiques, graded discussions, or other related project work will be required. 2) Long and short term assignments. 3) Student directed project work and class presentations and debates will be required on all major units of study.

ASSESSMENT:

Assessment is based on individual work, group work. class participation, writing exercises, oral presentations, unit tests, creative projects, book critiques, and other traditional methods that measure content understanding and skill development.

KEY STANDARDS:

 Vital Results: 1.4 Reading Range of Text, 1.15 Speaking

 Fields of Knowledge: 6.7 Geographical Knowledge, 6.2 Nature of Conflict, 6.11 Types of Government

0.5 Credit - Semester

SUMMARY:

This course is designed as a survey of global history, geography and English. The major focus will be on how geography shapes the events of today and the cultural history of the major regions of the world through selected readings. Regions of study will include: Russia, China and India: The Asian Giants, Africa South of the Sahara, The Modern Middle East, and Australia. This class moves at a slower pace so students can expect direct instruction on study skills, reading comprehension, and constructing paragraphs that are both clear and concise.

EXPECTATIONS FOR STUDENTS:

1) Participation in class and group work. 2) Creative projects and class presentations.

3) Class assignments that are both short and long term.

ASSESSMENT:

Assessment is based on class participation, work completion, creative projects, oral presentations, tests and quizzes, map work, and other traditional methods that measure content and understanding.

KEY STANDARDS:

 Vital Results: 1.15 Speaking, 1.4 Reading Range of Text

 Fields of Knowledge: 6.7 Geographical Knowledge, 6.14 Concepts of Cultures

0.5 Credit - Semester

SUMMARY:

A study in some depth of the major events, movements, and trends in European history from 1600 to the present. Major topics are:

Exploration and Colonization (Canada and Latin America), Absolute Monarchy to Constitutional Monarchy, Philosophies in the Age of Enlightenment, the French Revolution, the Napoleonic Era, Nationalism, Background of World War I, and an analysis of present - day Europe. The political, economic, social, and cultural institutions of Europe are studied in some detail. Current events and book critique reports are required. Special student oriented projects will be presented and taught by the students from various units.

EXPECTATIONS FOR STUDENTS:

(1) Book Critique (biography, autobiography, European historical connections). (2) Students are expected to present creative projects from various units. (3) Critiquing of own and other (student) work. (4) Homework – long and short term assignments. (5) Participation – being an active member of a group. (6) Active role playing of various historical characters.

ASSESSMENT:

Assessment is based on individual work, group work, class participation, writing exercises, oral presentations unit tests, creative projects, book critiques and other traditional methods that measure content, understanding and skill development.

KEY STANDARDS:

 Vital Results: 1.4 Reading range of text, 1.8 Artistic dimension, 1.15 Speaking

 Fields of Knowledge: 6.7 Geographical Knowledge, 6.20 Nature of conflict, 6.11 Types of government

0.5 Credit - Semester

SUMMARY:

American History is a full year, semesterized course in which students will investigate the social, political and economic issues that have faced this country since the writing of the Constitution. Students will read a variety of texts, primary and secondary sources and period specific literature to develop an holistic view of our nation’s history. Emphasis will be placed on reading, writing and research skills. The ability of students to generate and support original arguments and opinions will also be an important part of the class.

EXPECTATIONS FOR STUDENTS:

(1) Students should complete all readings, approximately 25 pages per week (average). (2) Students should complete all homework, approximately three per week (average). (3) Students should participate actively in reporting and reflecting on the above works during all class periods where review, practice and discussions occur (almost daily). (4) Students should produce papers and projects, including individual and group works, consistent with the challenging expectations of the teacher. (5) Students should successfully complete and pass quizzes and tests, as well as semester exams.

ASSESSMENT:

Chapter and Unit quizzes and tests as well as student/teacher co-evaluations of projects are the basis for scoring, assessment and evaluation of students’ and teacher's performance.

KEY STANDARDS:

Vital Results: 1.3 Reading Comprehension, 1.4 Reading Range of Text, 1.8 Writing Reports, 1.9 Narratives, 1.11 Persuasive, 1.12 Personal Essays, 2.2 Problem Solving Process, 2.3 Types of Problems, 4.3 Cultural Expression, 4.4 Effects of Prejudice

Fields of Knowledge: 6.5 Traditional and Social Histories, 6.13 Human Rights, 6.19 Governments and Resources, 6.22 Conflict and Social Theory

0.5 Credit - Semester

SUMMARY:

This course is designed for students who wish to pursue college-level American History as high school juniors or seniors. At the conclusion of this course, students may elect to take a three-hour exam created by The College Board Advanced Placement Division. Students taking this test may be awarded college credit by their receiving post-secondary school. This course features a span of history beginning with European Colonization and concludes with contemporary issues in American governance. Extensive primary source research is performed weekly in this course. Intensive teacher-led seminars and discourses occur daily and extensive class-work and homework is routine.

Prerequisite - Students must provide a writing sample and must receive Social Studies Department approval before registering.

EXPECTATIONS FOR STUDENTS:

(1) Students are expected to secure on and off-campus library materials frequently. (2) Students are expected to complete an average of five hours of homework per week. (3) Students will read, in the year, a complete college-level American History survey textbook. (4) Students will complete one term paper (or its equivalent) four times in the year.

ASSESSMENT:

Chapter reading tests and quizzes and homework assignments are scored and their values are averaged with research paper grades.

KEY STANDARDS:

 Vital Results: 1.3 Reading Comprehension, 1.4 Reading Range of Text, 1.8 Writing Reports, 1.9 Narratives, 1.11 Persuasive, 1.12 Personal Essays, 2.2 Problem Solving Process, 2.3 Types of Problems, 4.3 Cultural Expression, 4.4 Effects of Prejudice

 Fields of Knowledge: 6.5 Traditional and Social Histories, 6.13 Human Rights, 6.19 Governments and Resources, 6.22 Conflicts and Social Theory

1.0 Credit Year

SUMMARY:

This full-year, two credit course explores the social history of the United States. Students will survey a selection of primary texts (Melville, Thoreau for example) while using Howard Zinn's A People's History of the United States to give perspective on the topics chosen for study. Students will study important ideas and periods in our history using standard texts, related literature and film. These are supplemented by a number of specific investigations chosen by the teachers and the students. This class, meeting for a double period each day, combines credit for junior English and social studies (U.S. History).

EXPECTATIONS FOR STUDENTS:

(1) Homework: both long and short term assignments are made for reading, writing and projects. The student is expected to do their own monitoring of due dates. (2) Participation: active class involvement is a critical component of the course. (3) Papers: creative as well as traditional responses are expected. (4) Projects and presentations: every unit includes some type of extended investigation with an accompanying report to the class or the teachers.

ASSESSMENT:

Project presentations, written and oral reflections, class participation, self-evaluation, and objective measures of performance are the basis of a student's grade. One grade is given for both English and U.S. History.

KEY STANDARDS

Vital Results: 1.5 Writing Dimensions, 1.7 Responses to Literature, 2.7 Information,

4.5 Continuity and Change

Fields of Knowledge: 5.2 Times and Cultures, 5.9 American Literature, 6.3 Analyzing Knowledge, 6.4 Historical Connections, 6.25 National Identity

0.5 Social Studies Credit - Semester

0.5 English Credit - Semester

SUMMARY:

History Seminar is a one-semester course open to seniors which challenges the scholar to pursue his or her interests in history to greater depth than they have in previous courses. Individual and group interests are examined and explored through extensive research, analysis and discussion. Topics for investigation are determined collaboratively with the instructor, although special emphasis is placed on students’ interests and needs. As research papers are the principle products, advanced research and writing skills are prerequisites. Students will practice using MLA guidelines to cite sources, and gain experience to prepare them for college level research writing.

EXPECTATIONS FOR STUDENTS:

(1)Students will be asked to read quite extensively in areas of their own interests and students will be asked to reflect openly with their teacher and peers about their readings. (2) Students will be asked to reflect and write extensively about their discoveries and students will be asked to review the writings of their peers and react openly to same.

ASSESSMENT:

Two Research Term papers are required, as are selected short papers. Assessment is also based on student participation in seminar discussion and grades are determined collaboratively with the instructor.

KEY STANDARDS:

 Vital Results: 1.6 Writing Dimensions, 1.18 Research, 1.9 Informational Sources

 Field of Knowledge: 5.5 Point of View, 6.4 Historical Connection

0.5 Credit - Semester

SUMMARY:

This course is an elective for Juniors and Seniors and will provide a basic understanding of economic laws and systems, concentrating on those of the United States. Practical information on saving and investing will be presented during the second quarter, which will enable students to create a realistic personal investment portfolio. The first semester's project centers around "investment" in the stock market.

EXPECTATIONS FOR STUDENTS:

Students are expected to demonstrate involvement, knowledge, interest and learning and complete quality work on time. In order to pass students must complete a Stock Market Project.

ASSESSMENT:

Evaluation is based on an individual's work, participation, group work, homework, papers, oral presentations, tests and other traditional methods that measure content and understanding.

KEY STANDARDS:

 Vital Results: 1.3 Reading Comprehension, 1.18 Research, 2.2 Problem Solving Process, 3.7 Personal Economics

 Fields of Knowledge: 6.1 Causes and Effects in Human Societies, 6.16 Knowledge of Economic Systems, 6.17 Impact of Economic Systems, 6.18 Applying Economic Knowledge

0.5 Credit – Semester

SUMMARY:

This course is designed for seniors who are interested in improving their understanding of the field of psychology, as well as improving their own personal communication skills. Personal reflection, classroom discussion, and creative learning with practical life skills application is emphasized. A primary aim of the class is to help students understand themselves better through increased self awareness. Learning includes the following areas: Interpersonal and Communication Skills, Personality Development, Mental Health and Illness, Relationships, Psychological Theory, Emotional Awareness, and other topical issues.

EXPECTATIONS FOR STUDENTS:

(1) Regular attendance (class is extremely difficult to make up). (2) Completion of assignments on time (NO late work is accepted.) (3) Make connections from the classroom activities to everyday life. (4) Participation (both individually and on teams). (4) Journals (5) Projects, Experiments, and Presentations (Including creation of Symbolic Brain and Children’s Book). (6) Students will exercise personal responsibility and act accordingly.

ASSESSMENT:

Grades are based on a point system, with success based upon thoughtful completion of assignments, experiments, tests, quizzes, essays, projects, class participation, and journal writing. Because of the nature of this course, participation is critical. Discussions and teamwork are essential components of this class. Failure to participate in class could result in a low, or failing grade. Come prepared to contribute! Because the nature of the course is experiential, it is essential that every effort be made to attend class regularly. It is not always possible to make up missed classes, so failure to come to class can seriously impact student grades.

KEY STANDARDS:

Vital Results: 3.3 Respect, 3.4 Development, 3.5 Healthy Choices, 3.7 Making Decisions,

3.10-3.13 Relationships, 1.15, 1.16 Expression, 1.13, 1.14 Listening Standards

Fields of Knowledge: 6.14 Diversity and Unity Standards, Conflict and Social Theory Standards

0.5 Credit Semester

SUMMARY:

Sociology is a continuation of the program begun in Psychology. The focus of Sociology is on the group. Learning focuses on the process of socialization, crime and deviance, gender issues, intolerance, advocacy, group dynamics, family and divorce, parenting, death and dying, human sexuality, alcoholism in the family, abuse, plus other current or topical issues.

EXPECTATIONS FOR STUDENTS:

Students can expect to participate in discussions, role plays, debate, journal writing, film viewing, and guest speaker presentations as well as field trips whenever possible. Any of the above materials or activities may include mature subject matter and/or deal with serious issues. Due to personal circumstances, some students may find certain topics to be difficult, or sensitive to deal with. It is important that students demonstrate personal responsibility and act accordingly. Because of the nature of this course, participation is critical. Failure to participate could result in a low, or failing grade.

ASSESSMENT:

Assessment is based on a student’s work; both individually and on teams. Grades will be given on the following: (1) Participation (may include debates about controversial issues, in which students are encouraged to argue both sides of an issue.) (2) Journals (3) Essays, reflective papers, research paper(s), (4) Quizzes, tests, final exams (5) Projects and Presentations (6) Completion of experiments.

KEY STANDARDS:

Vital Results: 3.3 Respect, 3.4 Development, 3.5 Healthy Choices, 3.7 Making Decisions,

3.10-3.13 Relationships, 1.15, 1.16 Expression, 1.13, 1.14 Listening Standards

Fields of Knowledge: 6.14 Diversity and Unity Standards, Conflict and Social Theory Standards

0.5 Credit - Semester

SUMMARY:

This course offers students an opportunity to explore the contributions of women to literature, history, and art. An emphasis on the diversity of women will be provided, with pedagogy centering around experiential learning and exploration of gender identity. Topical women’s issues are also explored, with the student challenged to think critically and analyze social and political movements.

EXPECTATIONS FOR STUDENTS:

Students are expected to participate and contribute thoughtfully to all classroom discussions, assignments and activities. Regular attendance is a must and completions of assignments on time is required. There are no late assignments accepted. Students will be encouraged to make connections between their learning and everyday life, and community connections will be created and facilitated by students in class. Projects, including individual research and community connections projects, are an essential element of class.

ASSESSMENT:

Assessment is based on a student’s work, both individually and on teams. Grades will be given based upon a point system and thoughtful completion of the following elements: (1) Participation (2) Reflective Papers (3) Research Paper/s (4) quizzes, tests, final exams (5) Projects and presentations (6) Book Critique and Discussion activities (7) Teaching and sharing of knowledge

KEY STANDARDS:

Vital Results: 1.3 Reading Comprehension, 1.7 Responses to Literature, 1.15 Speaking, 4.3 Cultural Expression, 4.4 Effects of Prejudice

Field of Knowledge: 6.1 Causes and Effects in Human Societies, 6.23 Identify Changes, 6.24 Identity Construction, 6.13 Human Rights, 6.20 Nature of Conflicts, 6.5 Traditional and Social Histories, 5.5 Point of View, 5.3 Universal Themes

0.5 Credit Semester

SUMMARY:

This one semester course is designed to expose students to a variety of public speaking opportunities and help students develop confidence in their ability to present to a group. Students will actively develop and present different types of oral presentations. The skills stressed are researching, writing, argumentation and summarizing. Students will also be exposed to and engage in informal and formal debates on a variety of topics both assigned and chosen by them. Students are expected to perform to a variety of audiences during the semester.

EXPECTATIONS FOR STUDENTS:

(1) Reading: Students read from a variety of sources for different purposes and assess the content and information for their use. (2) Writing: Outlines and notes are expected before and after many of the presentation assignments. (3) Presentations: Students need to be ready to present and to utilize good presentation skills. (4) Critiquing: Substantive commentary including constructive criticism of peers. (5) Participation: Active participation in the activities of the class.

ASSESSMENT:

Assessment is provided for each scheduled presentation and students are expected to evaluate their own participation. Among the criteria emphasized are preparation, delivery, overall effort and collaboration with others in the class. In addition, students are required to perform in an interscholastic public speaking event.

KEY STANDARDS:

Vital Results: 1.14 Critique, 1.16 Speaking, 2.11 Elaboration, 3.3 Respect

Field of Knowledge: 5.5 Point of View, 6.2 Uses of Evidence and Data

0.5 credit - semester

SUMMARY:

World Geography is a one-semester course exposing students to political, physical and cultural aspects of various regions throughout the world. The first segment of the class focuses on the “Five Themes of Geography; location, place, interaction, movement and region. The main emphasis of this section is the understanding of the basic skills and tools needed to be a successful geographer. The remainder of the semester will focus on the application of the five themes to particular regions. The class will “travel” to the turbulent Middle lands, historic Europe, and the impoverished areas of Sub-Saharan Africa. The course will culminate with a unit on the Geography of Vermont and the students will be expected to showcase their recently acquired knowledge as cartographers, anthropologists, and historians.

EXPECTATIONS FOR STUDENTS:

(1) Students will be expected to complete all assignments on time. Some assignments will be daily and some will be long range projects. Nightly readings will be assessed with quizzes the following day. (2) Class periods will be used for discussion of topics and readings and all students are expected to participate actively and positively. (3) Students will be required at times to present current events of relevance to the subject matter. (4) Students will work in small groups on several different projects. Teamwork and the equitable division of labor will be their responsibility and will be graded accordingly. (5) Geography is a course best learned on a cumulative level. Therefore, students will be expected to apply past lessons to current topics where appropriate. (6) Students will be required to take a final exam at the end of the semester that will cover any and all topics discussed.

ASSESSMENT:

Assessment is based on the student’s participation is class, attendance, individual work and work in groups.

KEY STANDARDS:

Vital Results: 2.1 Abstract and Creative Thinking, 2.2 Problem Solving

Fields of Knowledge: 6.1 Causes and Effects in Human Society, 6.2 Identify and Interdependence, 6.7 Geographical Knowledge, 6.11 Types of Government, 6.13 Human Rights

0.5 Credit Semester

SUMMARY:

Money (and the lack of it) are themes throughout this semester, as unemployment, marketing, taxes, banking, the national deficit, international trade and economic development are discussed in ways that affect students. As a long-term project, students will analyze a world problem on a local scale. (It is possible to take Economics II without taking Economics I with approval from the instructor.)

EXPECTATIONS FOR STUDENTS:

Students are expected to demonstrate involvement, knowledge, interest and learning and complete quality work on time. In order to pass, first semester students must complete a Stock Market Project while second semester students must present an Economics Analysis Project.

ASSESSMENT:

Evaluation is based on an individual's work, participation, group work, homework, papers, oral presentations, tests and other traditional methods that measure content and understanding.

KEY STANDARDS:

Vital Results: 1.3 Reading Comprehension, 1.18 Research, 2.2 Problem Solving Process, 3.7 Personal Economics

Fields of Knowledge: 6.1 Causes and Effects in Human Societies, 6.16 Knowledge of Economic Systems, 6.17 Impact of Economic Systems, 6.18 Applying Economic Knowledge

0.5 Credit Semester