HISTORY

“History cannot give us a program for the future, but it can give us a fuller understanding of ourselves, and of our common humanity, so that we can better face the future.”

Robert Penn Warren (1905-1989) American writer and teacher As Professor Warren notes, history helps to tie us to our collective humanity, and during this very important chapter in our history, can there be a more important connection? Our students learn to appreciate as well as to critique historical events. To read mindfully, to write effectively, to think objectively, to research accurately, and to speak authoritatively: these are the goals we have for our students as they come to understand the past on their way to a bright future.

>>MIDDLE SCHOOL

Upper Prep: Geography and Culture

In this course, students become familiar with the questions and tools of the geographer. Their study of the world helps them to better understand the relationship between people and the earth. The course looks at how the physical environment has influenced people and how people have changed the earth. Using the UN Sustainable Development Goals, students also explore what it means to be a global citizen in the twenty-first century. Students study relationships between countries, develop greater cultural understanding and look at how international politics play a part in addressing world issues. Writing assignments vary from creative pieces to analytical essays. Readings include textbook selections, literature, and current articles. Students express their learning through writing, maps, graphs, and oral presentations. The year concludes with students researching a country of their choice and looking at the geography and history of the country as well as current events and representing that country during a UN activity.

Form 1 Expedition of English, History, and Science Course: What is the Power of Water?

This expedition-based interdisciplinary course will be team-taught by science, history and English teachers. This course will occur during the fall semester of 2020.

Overview

In this expedition course, students in Form 1 will explore the Connecticut River watershed as we pursue the question, “What is the Power of Water?” From the icy mountain tributaries in the Berkshires to the saltwater estuaries near the Long Island Sound, students will conduct hands-on experiments along the riverbanks and interview various stakeholders who live and work next to rivers like the Farmington and Connecticut. As an interdisciplinary course and through the lenses of science, history and literature, students will examine and explore both the literal and figurative power of water.

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Content

Students will explore the history of settlement, conflict and industrialization in Connecticut and along the river. They will also learn about the history of enslavement in Connecticut, and the state’s role in the slave trade, understanding how this history influences systemic racism today. As readers and writers, they will examine the inspiration that rivers have furnished for myth and literature. As scientists, they will conduct hands-on experiments and collect data across the Connecticut River watershed. Ultimately, students will synthesize their experience to tell their own stories of the river through the lens of a podcast, app, or literary magazine. Then in a culminating showcase, students will share their findings with the community.

Experience

In this course, students will use the Connecticut River as a classroom. While learning about subject material on campus, they will also have regular opportunities for place-based learning along the river and its watershed. By taking part in trash pickups, river and stream restoration, field tests, and dam removals, students will play their part in improving the life of the river. By studying artifacts and historical documents, they will understand how the river influenced the lives of past residents. And by writing about their own experiences, students will find their own lifelong connections to the river. Students will keep personal expedition journals, recording flora and fauna, along with writing their own narratives, poems and creative responses. Following the study of water, the Form 1 history class will pick up in the second semester with the United States government and westward expansion. Students will continue to write formal essays and critically examine the founding documents of the U.S. This will lead to learning about the system of enslavement in the 1800’s and to the divisions that led to the Civil War. Throughout this semester, students will analyze the systems and ideas that have guided America’s journey, and will see this journey through multiple perspectives.

Form 2: Political Ideology and the Twentieth Century

In this course, students explore America’s emergence as a modern nation with special attention to current events and their relationship to the past. Students examine major issues of the twentieth century as America evolved from an isolated agrarian nation to an international superpower in the atomic age. The course begins with an exploration of political ideology, focusing largely on how liberals and conservatives approach certain issues and problems. The goal is to understand different ideologies and then connect them to both past and present issues. We build on the theme of perspective, which is central to the Form 1 course and the study of history as a whole. Throughout the country’s history, has the “American Dream” been equally attainable for all citizens? Other topics include America’s urban and industrial growth, isolationism and imperialism, evolving political institutions, rapid social change and the ongoing struggle for civil rights. In the process, students analyze contemporary global and local issues and America’s place in the world. Students will also study the rise of leaders and new systems in different countries such as Josef Stalin in the USSR and Adolf Hitler in Germany. By evaluating primary-source materials such as documents, letters, political cartoons and video footage, as well as literature and a variety of secondary sources, students engage fully in the learning process. With step-by-step guidance from teachers, students complete a fully documented research paper on a topic of their choice. Skills such as the insertion of footnotes using MLA (Modern Language Association) guidelines will prepare students for the researching and writing demands that they will face throughout their academic careers.

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Global Cities: Issues in Context and Solutions Today

In this thematic course, students will research and study current and relevant societal issues present in global cities today. Students will explore the historical roots of political, economic, social, environmental, cultural, technological, and artistic developments across the world to learn about the challenges of today and to develop real-world solutions based on the United Nations Sustainable Development Goals. In addition to learning traditional research, writing, analytical, and communication skills as historians, students will apply what they have learned in a culminating project as they study and explore the city of Hartford. Required for all students in Form 3.

Modern World Studies

This course chronologically and thematically examines western and non-western histories from 1500 - 2000 where students investigate the key elements of the modern era and the impact and significance of nationalism in defining today. Along with major events, personalities, philosophical ideas and scientific developments, this course examines the social, political, religious, economic and military aspects of selected regions in the modern world. This course includes in-depth analysis of primary and secondary sources, rigorous test preparation, extensive research essay writing, and current-day problem-solving, and asks students to make connections and develop arguments regarding themes across the centuries. Students expand their understanding of varied historical cultures with the overall goal of developing a greater appreciation for the differences among the peoples who inhabit our ever-changing world. Required for students in Form 4.

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The history of the United States is investigated through a thematic and project based model. The course focuses on a treatment of major themes in American political, social, cultural, economic, religious and military history. The course begins with a study of Public History and the notion of historical memory. It then follows a researchorientated consideration of various topics in U. S. History, from Pre-Columbian North America to the end of the 20th Century. Among the recurring themes is the question “what does it mean to be an American”? The course centers on student investigation of various topics in United States History through both individual and group projects. The depth of study is based on the student’s willingness to look beyond the surface of issues and ideas from the past in order to develop a means to look more carefully at the events in their own lives. They learn to ask questions of themselves and their assumptions in order to find greater meaning in the decisions of those that preceded them. As Faulkner said, “the past isn’t dead, it isn’t even past.” Required for students in Form 5. Under special circumstances and with departmental approval, a student may take this course during their Form 4 or Form 6 year.

AP® U.S. History

The history of the United States, from pre-Columbian to present, is studied with frequent use of primary-source materials and varying historiography. Because all students in AP® U.S. History take the AP® Exam in May, the demands for reading, writing and research go beyond those in the regular sections. Students taking this course must expect additional summer reading to prepare for the class and must commit significant extra time to U.S. History during the year. An extensive and fully documented term paper is required. Students enrolled in this course must take the Advanced Placement® United States History Examination in May. Open to students in Form 5 after consultation with their Modern World Studies teacher and with department approval.

AP® Economics

An introduction to fundamental microeconomic and macroeconomic theory gives students a basic background in the subject. Students begin by examining the development of capitalism and exploring basic economic concepts such as supply, demand and opportunity cost. After this introduction, the focus moves to the behavior of individual firms and individual markets, concentrating on profit-maximizing habits in the economy. Graphic analysis, the use of economic models and the economic philosophies of Smith, Marx, and Keynes are emphasized. Students use these ideas when examining measures of economic performance such as GDP, inflation, and unemployment. Graphic models are used frequently to measure the health of the economy and then to formulate corrective monetary and fiscal policies. The course concludes by looking at the impact of international trade on the economy. Students enrolled in this course must take the Advanced Placement® Microeconomics and Macroeconomics Examinations in May. Open to students in Form 6.

AP® Political Science

What are the essentials of the American political culture? What are the elements defining both social cohesion and

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political involvement? The course begins with a study of America’s Enlightenment philosophical roots and moves to a detailed study of the formation and evolution of the Constitution. Primary source material is emphasized for the study of Hobbes, Locke, Kant, Rousseau and Marx. In preparation for the AP exam, the emphasis turns to the contemporary workings of the federal government, the organization of political parties, the demographics of voting patterns, and the role of media and interest groups in creating the American political culture. The course also studies the significant implications of e-politics and how social media and big data bases influence how democracy works. Assessments include short essays, a research essay, and reading reviews designed to study the AP content. Students enrolled in this course must take the Advanced Placement® United States Government and Politics Examination in May. Open to students in Form 6.

HISTORY ELECTIVES

Elective: Economics (Fall)

This course explores the choices and decisions people make about how to use the world’s limited resources. Students will acquire the knowledge and skills to gather, analyze, and apply information and ideas, make decisions, and act as responsible members of society. The goal of this course is to equip students with knowledge that is strongly rooted in economic principles so they will be able to differentiate among economic models, understand issues pertaining to global and national economics, gain insight into choices businesses make, and learn the importance of managing personal finances in planning for future financial security. Overall, this course aims to get students interested in the nature of economic reasoning. Open to students in forms 4-6.

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This course is a discussion of the experiences and accomplishments of Black communities and individuals throughout Connecticut history despite the barriers they have faced and overcome across time. This hidden and significant history has shaped the lives and current realities of Connecticut residents today. To explore, recognize and process the connections between past and present, students will discuss, debate, and research events in Connecticut’s conflicted and hidden history of marginalized communities through local learning, active reading, essay writing, and project development. Topics will include the roles of Black Governors in the 18th century, the complicated history of the Amistad, Sarah Harris and the Prudence Crandall School, voter suppression and voting rights of the 19th century, Black southern migration and town transformations from 1917 - 1941, and various activist movements throughout Connecticut’s history. This class will also visit local sites including walking tours of historic Hartford and engage with local experts in this field of study. This course will be the first of a series of Hidden Voices of Connecticut offered by the history department. Open to students in Forms 4-6.

Elective: History of Religions (Fall)

To give students an increased understanding and awareness of the world’s diversity, this course offers a historical overview of six of the world’s major religions: Buddhism, Hinduism, Confucianism, Islam, Judaism and Christianity. Students examine basic philosophical similarities and differences by comparing the tenets and dogmas put forth by these religions and their followers. The course incorporates the works of one of the foremost religious thinkers, Huston Smith, through his writings and his video series “The Wisdom of Faith.” The conclusion of this course examines the issue of hatred in the context of religious history. Students must participate actively in discussion and are responsible for classroom presentations and a major research project. Open to students in Forms 5-6.

Elective: Humanism and the Renaissance (Fall)

The phenomenon known as the Renaissance would be inspiring no matter where and when it occurred. That it happened hard upon the 14th century calamities of war, famine and the Black Death makes it even more so. A French word meaning “rebirth,” the Renaissance refers to a period of intellectual, cultural, and artistic flowering that occurred in Italy between about 1350 and 1600, and spread throughout Europe and the world. The “rebirth” (Rinascimento in Italian) referred to the revival of classical Greco-Roman culture and values, but it occurred with a decidedly Christian tone. The major values of humanism and individualism, derived from Greek and Roman literature, art, and philosophy, epitomized Italian Renaissance culture and worldview. Other values marking this period were secularism (more emphasis on this world than the afterlife), materialism (accumulation of wealth and goods), civic humanism (devotion to one’s city state), naturalism (the appreciation of nature and the desire to reproduce it realistically), and “virtù” (the requirement that one develop all of one’s talents to the fullest). Italy was the birthplace of the Renaissance for many reasons -- its geographical location, its numerous city-states with their merchant “princes,” the wealth and power of the Popes, and the ubiquitous material reminders of the old Roman empire. In addition to the causes and consequences of Renaissance, we will study the fascinating and talented individuals who made their mark on history: artists like Michelangelo, DaVinci, Raphael, and Giotto, their patrons such as Julius II, the Warrior Pope, and the wealthy Medicis of Florence, scientists like Galileo, explorers like

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Columbus, writers Petrarch and Dante, political philosopher Machiavelli, even the fanatical preacher Savonarola, who ordered the “Bonfire of the Vanities” and ruled Florence before he was excommunicated and burned at the stake. The course will consist of lectures, including by expert KO teachers from other disciplines, use of primary and secondary sources, viewing of images of art and architecture, videos, discussion, group and individual projects and a museum field trip. Open to students in Forms 4-6.

Elective: American Law (Spring)

The bedrock on which all societies rest is the rule of law. This course examines the way the American legal system operates. Students begin by learning how law is made in legislatures and courts. Then the class studies the way in which general legal principles are applied to specific facts through the study of various actual and hypothetical cases. The students gain an understanding of the trial process and conduct a mock trial in front of a jury of their peers as their final project. Open to students in Forms 4-6.

Elective: Contemporary China (Spring)

Film as a visual media creates all kinds of questions about how observers construct history and learn about culture. This course explores contemporary Chinese life and 20th century history as seen through the director’s lens. The content is built around a series of Chinese language films centering on social themes and political issues. The themes include the challenging lives of migrant workers, environmental issues, the contemporary urban experience, international tensions, economic inequities, globalization questions, rural society and the rural and urban gap, Chinese nationalism, Chinese schools and education, and women and society. Readings on specific issues related to each film are assigned, and the assessments include short papers and other projects. The films include Beijing Bicycle, To Live, The Story of Qu Jui, Coming Home, Shower, Flowers of War, Back to 1942 and others. Open to students in Forms 4-6.

Elective: Global Issues: Building Global Citizenship through Cross Cultural Awareness (Spring)

In order to become aware of the wider world and their role as global citizens, students in Global Issues will learn about important international events, tracing these events from their historical roots to current day. Global Issues is an interdisciplinary course that combines the study of history, political science, and anthropology in order to provide a framework for analyzing modern-day events. These issues are ones that directly impact the United States, such as our changing role in a globalized world, our depleting natural resources, our relationship with the Middle East, and our capacity in the global community when it comes to upholding human rights. There is no textbook for Global Issues, as we will use current event articles, scholarly journals, and documentaries for context. Class time is divided among lectures, films, discussions of current events, creative projects, formal debates, student presentations, as well as opportunities for students to pursue topics and activities of their own choosing. There will be a strong emphasis on building skills such as problem solving, collaboration, reading, analytical thinking and writing, and clear communication through writing and presentations. Open to students in Forms 4-6.

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This course explores both the domestic and foreign issues that so significantly influenced social change in America during the polarized decade of the 1960s. From the Kennedy election and administration through Nixon’s first term, the focus is on issues such as the Civil Rights Movement, the Vietnam War and the anti-war movement, and the search for racial, social, and sexual equality within the United States. Students are required to prepare regular inclass presentations as well as written assignments. Open to students in Forms 5-6.

Elective: Tribalism: Us vs. Them (Spring)

We like to think that we think for ourselves - that our individual beliefs and the choices we make are the result of careful reasoning and our own free will. Not so fast. Tribalism: Us vs. Them is an interdisciplinary course that draws from the fields of social psychology, political science, and neuroscience to explore the extent to which our beliefs and choices are influenced by our tribal minds and how we are hardwired to favor our “in group” at the expense of an “out group.” This course will examine the biological origins of tribalism and how it can simultaneously lead to both group harmony and conflict. We will then use this framework to explore the roots of prejudice, implicit and explicit bias, and political and ethnic conflict in the world. Case studies will include an exploration of the rise of White Supremacy in America, nationalist responses to the threat of globalization, and an in-depth study of the origins of the Rwandan Genocide of 1994. Students are expected to keep up with the reading assignments and participate in class discussions. Assessments will include 2-3 in-class essays, a research paper, and a final culminating project of the student’s choice. Open to students in Forms 5-6.

Elective: International Human Rights

When the Allies liberated the Nazi concentration camps at the end of WWII, they encountered the remnants of modern and methodical state-sponsored genocide. They responded by trying perpetrators for “war crimes,” creating the United Nations and promulgating the Universal Declaration of Human Rights (UDHR). The UDHR marked the first time that the rights and freedoms of individuals were articulated in such detail and made applicable to everyone, everywhere. This course will begin with an overview of Hitler’s rise to power and the steps along the way to the “final solution.” The class will then study other cases of genocide as well as other human rights abuses, both current and historical. Each student will conduct independent research on an on-going UDHR violation and propose practical solutions. Students will deliberate their findings in class, and have the opportunity to apply their knowledge at a Model UN conference. The course will use primary sources, secondary sources, first-person accounts, photographs, video, and web sites. Assessments will include tests, essays, debates and a research paper. Open to students in Forms 4-6. This course will not be offered in 2021-2022.

Elective: Voices of the World: Listening to Many

What is music? Why do all cultures create, experience, and share music? How can we use music to gain a better understanding of the human condition? By examining a wide variety of musical traditions, this course will enable students to gain a greater level of appreciation for the importance of music in the overall development of world

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cultures. Starting with non-Western music, students will make connections between various cultures and styles ranging from Taiko drumming (Japan), to Tuvan throat singing (Tibet/Mongolia), to the reggae and ska traditions of the islands (Caribbean/Hawaiian). During the second half of the course, students will learn about the development of traditional Western music, relating earlier styles (Gregorian and Madrigal) to more contemporary genres (Classical/Folk/Spiritual/Rock). Students will be expected to listen to music outside of class and to keep journals about what they hear and read. They will also participate in numerous discussions and interact with local artists and their instruments. The course will conclude with student projects and presentations that will draw from a variety of academic disciplines. Open to students in Forms 4-6. This course will not be offered in 2021-2022.

Elective: American Culture through Sight and Sound

Through the examination of music and musicians of the recent past, students will study the correlations between music, musical styles and societal development in the United States over the past century. By looking at the wide variety of American music (from Tin Pan Alley and Ragtime to Rock ‘n Roll and a whole lot in between), students will be exposed to the rich and diverse links between music and culture, and how they shaped each other. Students will also have an opportunity to delve into special music genres of their individual choosing (i.e. film scores, Broadway, Hip-Hop, etc.) Students will be expected to listen to music outside of class and to keep journals about what they hear and read. They will also participate in numerous discussions and interact with local artists and their instruments. The course will conclude with student projects and presentations that will draw from a variety of academic disciplines. Open to students in Forms 5-6. This course will not be offered in 2021-2022.

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