Academics

How does a history teacher engage youth who seem obsessed by the "here and now" into caring about events that happened long before they were born? At MPH one teacher placed the American flag across the classroom entrance on the first day of his constitutional law class, challenging students to make a decision; step on the flag or jump over it. The discussion that followed about the choice each student made set the stage for a semester-long dialog on the power of symbols. Another instructor regularly challenges his students to define the term "modernity" and to present an argument as to when the "modern world" began. This discussion unwinds over the course of the entire year.

Beyond these deceptively simple yet powerful approaches, the History and Societal Studies Department addresses major topic areas and stresses the importance of social, ethnic, and cultural variety throughout history. The Department is devoted to analyzing how humankind has structured its societies over time, thereby giving students the chance to understand humans and the world they have created. The curriculum encourages open-minded and creative thinking, and helps students develop a sense of respect and understanding for a variety of views, values, and traditions, while simultaneously giving students the tools to articulate and defend their beliefs.

The Department accomplishes this broad agenda by employing a range of learning approaches that enables students to assimilate information effectively and to critically appraise diverse ideas from the sweep of human history. Combining tried and true practices with new experiences, the department continually refreshes its approach to curriculum. The faculty, both full-time and adjunct, always looks for new and exciting ways to "spice up" the curriculum. New courses appear frequently, reflecting the intellectual flexibility of the faculty, as well as its deep commitment to providing a challenge to enquiring young minds.

One example of this would be the Department's eagerness to participate in the pilot program of Regis University's "Democracy Lab." The online course will allow our students to dialog with their peers from across the country about current issues. In addition to purely academic approaches, the exchange program with the Soroe Academy in Denmark offers our students the opportunity for first-hand experience with family and school life in an independent school in Europe. Finally, our History Club affords motivated students the chance to deepen their knowledge of select fields by tapping into the wealth of faculty expertise, as well as the chance to publish their own work in a nationally recognized journal, The Concord Review.

World History I (1 academic credit)(Grade 9)
In World History I, students examine major historical developments in selected regions of the world from ancient times to the 15th century. Through a global perspective and thematic approach, the course examines the connections between historical time periods and different regions of the world. Topics of study include the development of river civilizations, states, and empires; world religions and their impact on society; technology and trade; and the exchange of cultural ideas and practices. To connect various historical themes to the present, notable current events are incorporated when applicable. In addition to developing an historical knowledge base, the course fosters the development of students’ research skills, critical thinking, and written expression. Major forms of assessment include papers, oral presentations, tests, and project.
Text: Ways of the World: A Brief Global History, Robert Strayer

World History - Intensive (1 academic credit)(Grade 10)
This “intensive” survey of world history is designed for the student who wishes to challenge him or herself above the level covered in the standard World History II class. The course will cover the entirety of world history – from prehistory and the origins of civilization, up to the contemporary world. The course is taught thematically and places emphasis on broad structures and underlying parallel currents across civilizations, rather than on a wealth of specific detail. The first half of the course will repeat the material covered in ninth grade history, but with an altogether different approach and a different textbook. A supplementary book of primary documents will also be required.

The level of work and amount of reading in Intensive World History will be markedly higher than that in the other World History II sections. While it does not bear the AP designation, students completing this course will have been exposed to both the material covered in the AP World History exam, and to the methods of assessment used on that exam. As a result, students would be prepared to take that exam in May and could do so, if they wished. Taking the AP exam is NOT, however, a requirement of the course.

Text: Ways of the World: A Brief Global History, Robert Strayer Worlds of History. A Comparative Reader, Kevin Reilly

World History II (1 academic credit)(Grade 10)
In World History II, students examine the development of world society from the Enlightenment, the French and Industrial Revolutions to the present. The course fosters a thorough understanding of global political, economic, and cultural development. An important goal is student understanding of both short- and long-term connections between the events of past history and the effects of those events. The course is structured thematically rather than focusing exclusively on famous figures, events, or regions. Such an approach helps students gain a deeper understanding of causes and effect in human affairs, and the interrelationships of different aspects of society and culture. Important, notable current events may be integrated into daily lessons. Students have regular reading homework assignments, written work, and oral presentations, all designed to improve vital research and communication skills. The coursework culminates in the completion of a major research paper on a subject of the students’ own choosing, due at the end of the year. World History II is taught at a fast-paced, college-preparatory level.
Text: Ways of the World: A Brief Global History, Robert Strayer

United States History (1 academic credit)(Grade 11)
This course traces the path of United States history from the pre-colonial period to modern times through a thematic format, with emphasis on key concepts such as American documents, western expansion, the American Industrial Era, and the role of America in the 20th and 21st centuries. The two major textbooks listed below are used to provide the student with background material that is then amplified in class through primary source documents, court cases, period literature, artwork, and music, as well as contemporary film and documentary segments that illuminate the specific period of study. The course provides a full and challenging survey of American culture and stresses the development of a shared American identity as it has emerged from collective experiences. Students are expected to complete written papers of varying length (including a specific research work each quarter), and to participate in class discussions, debates, and oral presentations

Texts: The American Nation, John A. Garraty; Ten Days that Unexpectedly Changed America, Steven M. Gillon

AP Economics comprises two one-semester courses that are the equivalent of the traditional introductory courses in Micro Economics and Macro Economics at the college level.The courses follow the AP curriculum guide and prepare the motivated student to succeed on the AP exams in Micro and Macro Economics. Students scoring a 4 or 5 on the AP exam may be exempted from an introductory course in Economics in college, at the discretion of the college they attend.

Requirements for the “AP: Designation”

Students who wish to qualify for the “AP” designation on their MPH transcripts must meet the following conditions:

1) They must earn at least a “B-“ (80%) in the course.

2) They and their parents must sign the “AP” contract.

3) They must take the AP exam(s) on the scheduled day in May.

Students who do not meet these requirements will have the course title “Microenconomics” or “Macroeconomics” on their transcripts.

In Macro Economics, students examine the economy as a whole. Students learn the many ways with which we measure aggregate economic activity in the United States (with frequent comparisons to other nations). Students study the business cycle and its effects both from an historical perspective as well as with reference to current economic activity. Students examine aggregate supply and demand, the U. S. banking system, and the creation of money in the banking system. Students then examine the role that government plays in moderating the extremes of the business cycle through the administration of monetary and fiscal policy, mentioning the multiplier effect in both cases. The actions of currency and interest rate fluctuations are an important part of this discussion.

Text: Principles of Economics, N. Gregory Mankiw, Fort Worth, Texas: 19

AP Economics comprises two one-semester courses that are the equivalent of the traditional introductory courses in Micro Economics and Macro Economics at the college level. The courses follow the AP curriculum guide and prepare the motivated student to succeed on the AP exams in Micro and Macro Economics. Students scoring a 4 or 5 on the AP exam may be exempted from an introductory course in Economics in college, at the discretion of the college they attend.

Micro Economics (1st semester)(½ credit)

This course begins with an introduction to Economics as a field of study; students study the concepts of supply, demand, and market equilibrium as well as the benefits of free trade in a global economy.

Micro Economics examines the theoretical behavior of the individual consumer as an economic individual and how the individual attempts to maximize his or her level of satisfaction. Students study the public sector in depth, examining tax policy and the classification of "public" versus private goods. The course also discusses the individual firm's behavior in various market structures: perfect competition, oligopoly, and monopoly, for example. We also study the business firm's primary motivations, which include the maximization of profits. The course makes significant use of graphs and models of the market in order to understand economic behavior of individuals and firms.

Text: Principles of Economics, N. Gregory Mankiw, Fort Worth, Texas: 1998, Dryden Press

Advanced Placement Modern European History(1academic credit)(Grade 12)

Modern European History is a survey course concentrating on Europe since 1450. In pace, breadth, and depth, it is collegiate in nature. It examines the developments in the arts and literature, the sciences, religion, politics, economics, and Europe's relationship with the global community. The curriculum places emphasis upon relating modern Europe and its current issues to its historical roots. Primary source material underpins much of this examination. Students should expect extensive reading, frequent writing, and regular assessment. This course prepares students for the mandatory AP test in Modern European History. All students are held to a high standard in the following ways: written work must demonstrate serious analysis of the material and well-supported interpretation; written work is also expected to show the presence of original analysis and thought; test answers must be drawn from auxiliary readings.

Text: A History of Modern Europe: From the Renaissance to the Present, John Merriman.

Advanced Placement United States History (1 academic credit)(Grades 11-12)
The Advanced Placement course in United States history provides students with the analytic skills and factual knowledge necessary to deal critically with the problems, issues, and events in American history. The course covers pre-colonial America to modern times. This survey prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. In addition to the main text, numerous outside readings are required. Students learn to assess historical materials -- their relevance to a given interpretive problem, their reliability, and their importance -- and to weigh the evidence and interpretations presented in historical scholarship. The course prepares students to take the mandatory AP exam in May.
Text: The American Nation, Carnes, Mark C. and Garraty; Ten Days that Unexpectedly Changed America, Steven M. Gillon

East Asian Studies (1/2 academic credit)

This course is designed for those who want to learn more about Eastern Asia, and focuses specifically on China, Japan, and Korea. Students will gain an in-depth understanding of these East Asian countries by experiencing direct encounters with their cultures in the form of discussion, guest speakers, field trips and hands-on cultural activities. The histories of the three major countries will be covered as part of an effort to help students understand their present-day context. The class will cover topics including social, economic, political, and cultural aspects, and will use a variety of multimedia resources.

Model United Nations (MUN) (1st semester) (½ academic credit)

MUN is a course in which students examine a range of international topics, as well as prepare to represent assigned countries at MUN conferences throughout the year. The course has regular lessons on international economics and law, parliamentary procedure, public speaking, current events, political science in general, and research skills. The class sends delegations to participate at local, statewide, and national or international conferences. Students are required to attend and to write resolutions proposing solutions to global problems and to submit those resolutions for consideration at conferences. Participants lobby to have their resolutions accepted for debate, they debate various resolutions in committees, and they endeavor to win approval of their resolutions. This course requires extensive research, refinement of ideas, and writing. Students displaying a superior degree of dedication, demonstrated ability, dependability, good behavior, and initiative may be invited on a year-by-year basis to participate in a national or an international MUN. Students are required to attend a specified number of local or regional conferences.

Sociology (1st semester) (1/2 academic credit)

Ever wonder what make a video go viral.  Sociologists do too.  Sociology is the study of society. C. Wright Mills coined the term‘sociological imagination’ to describe the ability to see relationships betweensocial forces and individual actions and outcomes.  During the semester we will develop a sociological imaginationto explore societal factors and the relevance to everyday life.  We will take a hands on approach todevelop our sociological imagination through a class research project.  In the process we will learn anddevelop basic qualitative and quantitative research skills. 

The objective of this course is to provide you with anopportunity to explore the field of Sociology through actively engaging in aresearch project. 

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Jacksonian America (1 academic credit)

Jacksonian America is a seminar that examines American life in the period spanning roughly 1820 until 1850. Discussions involve political, social, and economic history, including the topics of Jacksonian democracy and its innovations, social reform movements, women's suffrage, and abolitionism. Secondary readings are taken from such authors as Arthur Schlesinger, Howard Zinn, Mary Beth Norton et al., Whitney Cross, Richard McCormick, and Samuel Hopkins Adams. A selection of primary source readings forms the core of the reading assignments. Special attention is paid to the importance of Central New York during this time of ferment. Students write a series of short papers, and may write a longer research paper.

The Middle East: Inside the Culture, Politics and Media (1/2 academic credit)

This course deals with current events and the complex issues of the region known as the Middle East.By examining the past and the deeply-rooted cultural issues of the region, we hope to attain greater understanding of current events and ongoing turmoil.We will examine such regional and international questions,the political economy, and identity issues including ethnicity, nationality, religious revival, family community affairs.This introductory class will be taught in a lecture and discussion manner, but will be supplemented with guest speakers and current articles from the media.

The Modern Presidency (1st semester)(½ academic credit)

In the twentieth century, the role of the President of the United States changed, at times gradually and at times dramatically. In this course, we will examine the programs by which four presidents attempted to change American law, custom and society, and examine what factors influenced the success or failure of those programs. Students examine primary and secondary source readings to evaluate the administrations of Theodore Roosevelt, Franklin Roosevelt, Lyndon Johnson and Richard Nixon. Specific topics include pure food and drug laws, the New Deal, the Great Society, and Watergate. Students write a series of short papers at the beginning of the semester and complete a longer paper on a topic of their choosing at the end of the semester.

Native American Studies (2nd semester)(½ academic credit)

This course provides an introduction to the culture, history, and contemporary issues of the indigenous peoples of North America, specifically the U.S. and Canada. During this course, students discuss the origins and cultures of Native peoples prior to European contact, the contributions of Native peoples to North American culture and societies, and the impact of European colonialism and American/Canadian government policy on Native cultures. Students also examine current issues such as tribal sovereignty and land claims, casino gambling, and pop images of Native peoples in sports and the media, as well as the ever-changing question of just who is considered Native American. (Offered every other year in the second semester, alternating with Anthropological Fieldwork).

New York State and Local Government (1st semester) (½ academic credit)

Each level of government within the United States' federal system is charged with fulfilling specific roles and performing specific duties for their citizens, and the largest of these is the New York State Government. This course examines all the various state and local agencies and municipalities that have an impact on our daily life. There is an examination of the role and impact of local municipal governments, the state jurisdictions, the voting process, and the federal system, as well as "lawmaking" decisions of the Supreme Court. There is discussion of the role of citizens in this process and how changes can be made to laws for the betterment of all. A number of short (two to four page) papers are required. Offered even numbered (election year) Fall Semesters, open to students in grades 10 - 12.

Text: New York State Government by Robert B. Ward and readings provided by the instructor.

Philosophy (1st semester) (½ academic credit)

In this course, students examine the central questions of Western philosophy by turning to their original articulation in the writings of the ancient Greek thinkers. The questions addressed concern the makeup of the world; humanity's relation to its god(s); the nature of virtue; the possible immortality of the human soul; the source of political strife; and what it means to lead a properly human life. Students read and discuss selections from the Pre-Socratics, Plato, Aristotle and Aristophanes.

United States in the Post-WWII World (1st semester)(½ academic credit)

This course is an in-depth examination of post-WWII America primarily through three points of emphasis - Foreign Policies, Domestic Policies, and Social Movements. Examples of these points of emphasis include the Marshall Plan, Vietnamization, Cold War politics, the Great Society, W.I.N., “Trickle-Down Economics”, the rise of suburbia, the Anti-war movements, and the Personal Computer Revolution. This course uses contemporary newspaper and magazine articles and primary source documents whenever possible. A number of short (two to four page) papers are assigned as well as a major research paper. Offered odd-numbered Fall Semesters. Recommended for Grade 12.

Texts: Present Tense, Michael Schaller and Major Problems in US History Since 1945, Robert Griffith

MPH Spring 2012 Elective: The North American City

This elective will examine a variety of North American cities in an engaging, interdisciplinary way. Students will experience, over the course of the semester, the urban, social and cultural history and geography of each city, as well as encounter the literary and film productions each city has inspired. Throughout the semester, the students will engage with and discuss a variety of materials and sources from each city, with the objective of providing the student with both an understanding of the socio-cultural differences of each city and the city’s relevance to the broader American historical narrative.

This course models many classes taught at college level now - interdisciplinary in nature, thematic in direction, and learning holistically about the interaction of history, geography, literature and film in the United States. It will give students a taste of how collegiate courses are organized and conducted. Due to this interdisciplinary, college-type approach, the target student demographic will be juniors and seniors (as the course will complement and parallel the AP American history).

Assessments would largely be writing focused, but the class would also provide students the opportunity to orally present materials and will culminate with a small research project of a city of their choice.

Possible examples of cities and the relative literature and movies could include:

New York, NY

Novel: Michael Gold - Jews Without Money

Movie: Once Upon a Time in America

Chicago, IL

Novel: Upton Sinclair - The Jungle or Richard Wright - Native Son

Movie: The Untouchables

New Orleans, LA

Novel: Tennessee Williams - Vieux Carré or Nelson Algren - Walk on the Wild Side or Josh Neufeld - A.D.: New Orleans After the Deluge (non-fiction graphic novel)

Movie: A Streetcar Named Desire or The Cincinnati Kid

Los Angeles, CA

Novel: Nathaniel West - The Day of the Locust

Movie: LA Confidential

Syracuse, NY

Novel: Alice Sebald - Lucky or Laurie Halse Anderson - Speak

Movie: The Express

Other cities that could be included/considered:

Toronto, Canada

Mexico City, Mexico

Philadelphia, PA