Social Studies
Social Studies Course Offerings
- Ancient Civilizations
- African American Studies
- Economics Advanced Placement: Macro/Micro
- European History- Advanced Placement
- Gender Studies
- History of the Holocaust
- Human Behavior
- Human Rights
- Human Geography- Advanced Placement
- Law and Justice
- Native American Studies
- Psychology- Advanced Placement
- Sociology
- U.S. Government- Advanced Placement
- U.S. History
- World History
Ancient Civilizations
Course Level: | College Preparatory |
Credits: | 5 |
Suggested Grade Level: | 10 – 12 |
Prerequisite: | None |
NJ Course Code: | 04-058-G |
This course studies societies during the Ancient and Classical periods. It begins with an introduction to the social sciences of archeology and anthropology, with an emphasis on the thinking skill of inference from a body of information. From there, Ancient Civilizations trace the evolutionary development of humankind, concentrating on the technological and sociological characteristics of our ancient ancestors. Finally, the bulk of the course continues in a chronological sequence, analyzing the political, environmental, economic, religious and societal components of the cultures of the ancient Middle East, the Indian Subcontinent, Classical Greece and Rome. A great majority of the workload for this elective is focused in the classroom where the expectation for students is to come prepared to meet the goals of the days' lessons through active engagement, participation, and group/independent-thinking activities/assessments. Both primary and secondary texts and documents of rigor and challenge are used, including many documents found/retrieved by students independently in class via multiple forms of technology. Students will be exposed to a variety of historical techniques with emphasis placed on critically thinking like a historian, the manipulation of information, and the development of proper historical research and writing.
African American Studies
Course Level: | College Preparatory |
Credits: | 2.5 |
Suggested Grade Level: | 9 – 12 |
Prerequisite: | None |
NJ Course Code: |
This course encourages a greater appreciation of African-American culture and historical presence in the World. Students will learn about Africa's beginnings, Kingdoms, enslavement, and the African-American experience beyond the American Civil Rights. Along with uplifting and empowering accomplishments of various African-Americans, students will have the opportunity to engage in field trips to the National Museum of African American History, as well as an international journey to the great land of South Africa to view and analyze historical events and situations through a new lens.
Economics Advanced Placement: Macro/Micro
Course Level: | Advanced Placement |
Credits: | 5 |
Suggested Grade Level: | 11 – 12 |
Prerequisite: | Previous successful experience in an Honors/AP level course |
NJ Course Code: | 04-204 |
The purpose of AP Macroeconomics is to give students a thorough understanding of the principles of economics that apply to an economic system as a whole. Such a course places particular emphasis on the study of national income and price-level determination and also develops students' familiarity with economic performance measures, the financial sector, stabilization policies, economic growth and international economics. Students interested in careers in banking, finance, business management, economic forecasting, politics, international relations, and law will find these challenging courses particularly relevant to college and career preparation.
The purpose of AP Microeconomics is to give students a thorough understanding of the principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the economic system. It places primary emphasis on the nature and functions of product markets and includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy.
Product and resource markets under competitive and/or non-competitive conditions are analyzed. Behavior of the firm in the determination of price, output, and employment of factors of production is also examined. This course includes an introduction to international economics.
European History- Advanced Placement
Course Level: | Advanced Placement |
Credits: | 5 |
Suggested Grade Level: | 11 – 12 |
Prerequisite: | |
NJ Course Code: | 04-056 |
The study of European history since 1450 introduces students to cultural, economic, political, and social developments that played a fundamental role in shaping the world in which they live. Without this knowledge, we would lack the context for understanding the development of contemporary institutions, the role of continuity and change in present-day society and politics, and the evolution of current forms of artistic expression and intellectual discourse. In addition to providing a basic narrative of events and movements, the goals of the AP program in European History are to develop (a) an understanding of some of the principal themes in modern European History, (b) an ability to analyze historical evidence and historical interpretation, and (c) an ability to express historical understanding in writing.
It is recommended that AP European History students have completed U.S. History I Honors (full year) with a minimum B final exam and final grade, U.S. History II Honors (full year) with a minimum B final exam and final grade, English I Honors (full year) with a minimum B final grade, and English II Honors (full year) with a minimum B final grade.
More information can be found about this course at www.collegeboard.com.
Gender Studies
Course Level: | College Preparatory |
Credits: | 2.5 |
Suggested Grade Level: | 9 – 12 |
Prerequisite: | |
NJ Course Code: |
This course begins with a survey of basic concepts of feminist theory and the subsequent development of gender theory. Students will assess the definition of femininity and women's unique participation in the development, operation, and advancement of society. Students will explore the inherent and social constructions of masculinity and how these notions evolve into elastic social norms. The congruence between gender and sexual orientation will be studied. Projects will investigate representations of gender in television and film and their reciprocal impact on society. Students will be taught to critically examine effective legal policy, the impact of social institutions on gender, and the development of gender equality activism. A relevant selection of current topics including race, class, religion, economics, education, sports, and health will be examined through readings and discussions. Students will also compare contemporary manifestations and perceptions of gender in non-Western societies through the context of established gender theory.
History of the Holocaust
Course Level: | College Preparatory |
Credits: | 2.5 |
Suggested Grade Level: | 9 – 12 |
Prerequisite: | None |
NJ Course Code: |
The History of the Holocaust and Genocide course is an in-depth study of the Holocaust and other modern genocidal events in the 20th century. The Holocaust was an event that impacted all aspects of life, including culture, society, politics, ethics, science, and religion. Students will study the causes, course, and consequences of the Holocaust, examining the history from a variety of perspectives (perpetrators, victims, bystanders, witnesses, resisters and rescuers), and will be asked to consider the moral/ethical choices made by members of each group. While studying the history of Nazi Germany's attempt to annihilate Europe's Jewish communities and the associated murder of Europe's non-Jewish "undesirables," this course will also examine the present worldwide genocides, with the idea that learning from the past may serve as a basis of hope for preventing genocide in the future. Lessons will combine historical background with an interdisciplinary exploration through film, literature, documentaries, testimonies, and propaganda. This course will culminate with a trip to Central Europe, where students will see first-hand some of the most devastating, powerful, and moving Holocaust remembrance sites in the world. Students must be enrolled in the course or have completed the course to be eligible for this trip.
Human Behavior
Course Level: | College Preparatory |
Credits: | 2.5 |
Suggested Grade Level: | 11 – 12 |
Prerequisite: | None |
NJ Course Code: | 04-254-E |
This semester course will expose junior and senior students to the fundamental principles of Psychology: including founding psychologists, important theories, psychological development, psychological disorders and their treatment. Units covered will include an Introduction to Psychology and its uses, Development, Personality, Psychological Disorders, and Psychological therapy. Topics will include Infancy and Childhood, Adolescence, Motivation and Emotion, Theories of Personality, Psychological Tests, Gender Roles, Stress and Health, Psychological Disorders, and Methods of Therapy. A great majority of the workload for this elective is focused in the classroom where the expectation for students is to come prepared to meet the goals of the days' lessons through active engagement, participation, and group/independent-thinking activities/assessments. Both primary and secondary texts and documents of rigor and challenge are used, including many documents found/retrieved by students independently in class via multiple forms of technology. Students will be exposed to a variety of orthodox and unorthodox theories with emphasis placed on critically thinking like a psychologist, evaluating pertinent and ancillary information, and the development of proper research, diagnoses/evaluation, and critical writing
Human Rights
Course Level: | |
Credits: | 2.5 |
Suggested Grade Level: | 9 – 12 |
Prerequisite: | |
NJ Course Code: |
Few issues in the world today are as important, or impact the lives of as many people, as the issue of human rights. From ISIS in the Middle East, to political repression in China, to allegations of torture by the CIA right here in the United States, basic human rights are endangered or violated all over the world. And all over the world, individual citizens work every day to protect those human rights—liberty, equality, and justice, freedom from fear and freedom from want-- from abuse. In this course, students will identify universal human rights—the freedoms, protections, and opportunities that all human beings are entitled to—and will examine how our understanding of those rights has evolved over time. They will also explore the ways and instances in which those human rights have been violated, both in the past and in contemporary society, in the United States and around the world. Finally, students will identify actions that have been and are being taken to protect, defend, and extend human rights around the world, and will develop their own action project to advance, in whatever way they choose, that work.
Human Geography- Advanced Placement
Course Level: | Advanced Placement |
Credits: | 5 |
Suggested Grade Level: | 10 -12 |
Prerequisite: | |
NJ Course Code: |
AP Human Geography presents high school students with the curricular equivalent of an introductory college-level course in human geography or cultural geography. Content is presented thematically rather than regionally and is organized around the discipline's main sub elds: economic geography, cultural geography, political geography, and urban geography. 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.
By the end of the course, students should be more geoliterate, more engaged in contemporary global issues, and more multicultural in their viewpoints. They should have developed 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, among others. Students should 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.
More information can be found about this course at www.collegeboard.com.
Law and Justice
Course Level: | College Preparatory |
Credits: | 2.5 |
Suggested Grade Level: | 10-12 |
Prerequisite: | None |
NJ Course Code: | 04-165-E |
Law and Justice is a course which requires students to critically think about legal and judicial issues. Students are placed in problem situations and are expected to be analytical and creative as they search for a viable solution. A great majority of the workload for this elective is focused in the classroom where the expectation for students is to come prepared to meet the goals of the days' lessons through active engagement, participation, and group/independent-thinking activities/assessments. Both primary and secondary texts and documents of rigor and challenge are used, including many documents found/retrieved by students independently in class via multiple forms of technology. Students will be exposed to issues ranging from the first amendment to the fourteenth amendment, as well as evaluating pertinent and ancillary information, the development of proper research, trial work, role-playing, real-world observation experiences, and synthesized writings.
Native American Studies
Course Level: | College Preparatory |
Credits: | 2.5 |
Suggested Grade Level: | 9 – 12 |
Prerequisite: | None |
NJ Course Code: |
This course approaches Native American experience from a sympathetic yet unromantic cultural perspective. We begin with the premise that Native Americans were active agents in producing their history both before and after the European invasion of North America--not just victims of white oppression and/or abstract social forces. Topics include cultural diversity in North America on the eve of European colonization; the dynamics of early Indian-European encounters in different regions of North America; the role of slavery in Native American societies and in Indian-European relations; the political and spiritual dimensions of accommodation and resistance to Euro-American expansion in the eighteenth century; the construction and reconstruction of Indian identities in the era of the American Revolution; forced Indian Removal; and the nineteenth-century struggles for the Great Plains and the Great Basin. Emphasis will be placed on current scholarly debates and varieties of historical analysis. Students are encouraged to think independently, and student participation in class discussions (both online and face-to-face) is essential to the success of the course. Written work, like class discussions, will focus on the wide-ranging and intellectually challenging assigned readings.
Psychology- Advanced Placement
Course Level: | Advanced Placement |
Credits: | 5 |
Suggested Grade Level: | 11-12 |
Prerequisite: | |
NJ Course Code: |
AP Psychology is the equivalent of an introductory psychology course at the college level. The content of the course is organized into nine core topics of psychology which include scientific foundations, biological bases of behavior, sensation and perception, learning, cognitive psychology, developmental psychology, motivation, emotion, and personality, clinical psychology, and social psychology.
Students will learn a systematic approach to studying behavior and mental processes along with foundational research in the field of psychology. Students will apply their knowledge of psychology theories to help explain everyday behavior and even experience psychological phenomena first hand. The course's broad offerings allow students to gain a better understanding of this expansive and fast-growing field. Students should expect high rigor and speed throughout this course.
More information can be found about this course at www.collegeboard.com.
Sociology
Course Level: | College Preparatory |
Credits: | 2.5 |
Suggested Grade Level: | 11 – 12 |
Prerequisite: | None |
NJ Course Code: | 04-258-G |
This course is designed to help students understand the relationship between sociology and other social sciences and to teach students that sociology is the formal study of society. It will explore the methodology of social scientists. Students will develop an understanding of their social environment by exploring the nature of human relationships in our complex society. Among the areas to be studied are cultural variations and values, group and individual needs, social class systems, social change, socialization, and modern day social problems. A great majority of the workload for this elective is focused in the classroom where the expectation for students is to come prepared to meet the goals of the days' lessons through active engagement, participation, and group/independent-thinking activities/assessments. Both primary and secondary texts and documents of rigor and challenge are used, including many documents found/retrieved by students independently in class via multiple forms of technology. Students will be exposed to a variety of orthodox and unorthodox theories with emphasis placed on critically thinking about one's and others' societal environments, evaluating pertinent and ancillary information, and the development of proper research, evaluation, and critical writing/synthesis.
U.S. Government- Advanced Placement
Course Level: | Advanced Placement |
Credits: | 5 |
Suggested Grade Level: | 10-12 |
Prerequisite: | Students who have either taken other AP or Honors Social Studies courses |
NJ Course Code: |
Students will be immersed in an analytical perspective on government and politics in the United States. This course includes both the study of general concepts used to interpret U.S. government and politics and the analysis of specific examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. government and politics. Students will become acquainted with the variety of theoretical perspectives and explanations for various behaviors and outcomes associated with the development and sustainability of the United States Government. *Prerequisite – Students who have either taken other AP or Honors Social Studies courses.
The following goals and topics and some questions that should be explored in the course (as taken directly from the College Board course description) are as follow:
• know important facts, concepts, and theories pertaining to U.S. government and politics
• understand typical patterns of political processes and behavior and their consequences (including the components of political behavior, the principles used to explain or justify various government structures and procedures, and the political effects of these structures and procedures)
• be able to analyze and interpret basic data relevant to U.S. government and politics (including data presented in charts, tables, and other formats)
• be able to critically analyze relevant theories and concepts, apply them appropriately, and develop their connections across the curriculum
Students will be expected to complete a summer assignment as part of course requirements. This assignment will be due at the first class meeting in September. More information can be found about this course at www.collegeboard.com.
U.S. History
- U.S. History I
- U.S. History I- College Prep
- U.S. History I Honors
- U.S. History II
- U.S. History II College Prep
- U.S. History II Honors
- U.S. History II Advanced Placement
U.S. History I
Course Level: | General |
Credits: | 5 |
Suggested Grade Level: | 10 |
Prerequisite: |
Refer to the Level Placement Policy. |
NJ Course Code: |
This course provides students with essential understandings of the various social, economic, religious, and political forces interwoven in the formation and early development of the United States and its government. Students should expect engaging, bell-to-bell instruction, purposeful and focused activities, and authentic skills-based formative and summative assessments. Much of the workload for U.S. History I is focused in the classroom where the expectation for students is to come prepared to meet the goals of the days' lessons through active engagement and participation. Students will receive homework based upon the need to further demonstrate the understanding of concepts or skills as indicated through the curricular learning objectives. Both primary and secondary texts and documents are used to foster academic reading skills and strategies. Students study historical issues of major significance, including interpretations of the Articles of Confederation, the U.S. Constitution, women's rights, slavery, immigration, and the emergence of an industrial America poised to continue expansion after a destructive civil war. It is highly recommended that students who enroll in U.S. History I General also enroll in English II General.
Amistad Commission Mandate
The mandate requires the teaching of the African slave trade, slavery in America,the vestiges of slavery in this country and the contributions of African‐Americans to our society. Evidence is found in all grade bands in the district’s K to 12 social studies curricula, [e.g., units about slavery, civil rights, Contemporary United States History (Era 14)].
U.S. History I- College Prep
Course Level: | College Preparatory |
Credits: | 5 |
Suggested Grade Level: | 10 |
Prerequisite: | |
NJ Course Code: | 04-102-E |
This course provides students with more in-depth understandings of the various social, economic, religious, and political forces interwoven in the formation and early development of the United States and its government. Much of the workload for U.S. History I CP is focused in the classroom where the expectation for students is to come prepared to meet the goals of the days' lessons through active engagement, participation, and independent-thinking activities/assessments. Both primary and secondary texts and documents of greater rigor and challenge are used, including many documents found/retrieved by students independently in class via multiple forms of technology. Students need to embrace more individual responsibilities in the classroom, as well as at home when homework is assigned to further assess student progress. Students study historical issues of major significance, including interpretations of the Articles of Confederation, the U.S. Constitution, women's rights, slavery, immigration, and the emergence of an industrial America poised to continue expansion after a destructive civil war. It is highly recommended that students who enroll in U.S. History I CP also enroll in English II CP.
Amistad Commission Mandate
The mandate requires the teaching of the African slave trade, slavery in America,the vestiges of slavery in this country and the contributions of African‐Americans to our society. Evidence is found in all grade bands in the district’s K to 12 social studies curricula, [e.g., units about slavery, civil rights, Contemporary United States History (Era 14)].
U.S. History I Honors
Course Level: | Honors |
Credits: | 5 |
Suggested Grade Level: | 10 |
Prerequisite: | Students must meet the Honors Policy Criteria. |
NJ Course Code: | 04-102-H |
This course provides students with the most in-depth understanding of the various social, economic, religious, and political forces interwoven in the formation and early development of the United States and its government. Both primary and secondary texts and documents of greater rigor and challenge are used, including many documents found/retrieved by students independently in class via multiple forms of technology. Honors students must meet the highest demands in academic responsibility, class discussion, computer/technology proficiency, research skills, evidence-based argumentation, creative note taking, and dedication to reading assigned texts. The environment of the Honors course is largely student-led and student-centered. Successful Honors students are inquisitive, self-motivated, and possess a strong, consistent work ethic. Students study historical issues of major significance, including interpretations of the Articles of Confederation, the U.S. Constitution, women's rights, slavery, immigration, and the emergence of an industrial America poised to continue expansion after a destructive civil war. It is strongly recommended that students enrolled in U.S. History Honors are also enrolled in English II Honors.
Amistad Commission Mandate
The mandate requires the teaching of the African slave trade, slavery in America,the vestiges of slavery in this country and the contributions of African‐Americans to our society. Evidence is found in all grade bands in the district’s K to 12 social studies curricula, [e.g., units about slavery, civil rights, Contemporary United States History (Era 14)].
U.S. History II
Course Level: | General |
Credits: | 5 |
Suggested Grade Level: | 11 |
Prerequisite: | Refer to the Level Placement Policy. |
NJ Course Code: |
The US and The World History (a.k.a. US History II) course provides students with essential understandings of the various social, economic, religious, and political forces interwoven in the expansion of the United States and its evolution from hemispheric influence to a global superpower in the Twentieth Century, all resulting in significant changes to the global landscape, political stage, and world economy. Students should expect engaging, bell-to-bell instruction, purposeful and focused activities, and authentic skills-based formative and summative assessments. Much of the workload for U.S. History II is focused in the classroom where the expectation for students is to come prepared to meet the goals of the days' lessons through active engagement and participation. Students will receive homework based upon the need to further demonstrate the understanding of concepts or skills as indicated through the curricular learning objectives. Both primary and secondary texts and documents of appropriate rigor and challenge are used, including many documents found/retrieved by students independently in class via multiple forms of technology. Students study historical issues of major significance, including Progressivism, women's rights, segregation and discrimination, immigration, world wars, economic collapse, social reform, and the domestic turbulence of civil disobedience, assassinations, drugs, unpopular war, economic strength, and the importance of an educated electorate to democracy.
Holocaust Commission Mandate
The curricula address issues of bias, prejudice and bigotry, including bullying through the teaching of the Holocaust and genocide for all children in grades K to 12. The implementation of this mandate will be found in the district’s K to 12 social studies curriculum,specifically in standard 6.3 (K to 4 and 5 to 8) and during the appropriate time periods in grades 9‐12 (standard 6.1, Era 11 and 6.2, Era 4)
Amistad Commission Mandate
The mandate requires the teaching of the African slave trade, slavery in America,the vestiges of slavery in this country and the contributions of African‐Americans to our society. Evidence is found in all grade bands in the district’s K to 12 social studies curricula, [e.g., units about slavery, civil rights, Contemporary United States History (Era 14)].
LGBT+ A board of education shall include instruction on the political, economic, and social contributions of persons with disabilities and lesbian, gay, bisexual, and transgender people.
U.S. History II College Prep
Course Level: | College Preparatory |
Credits: | 5 |
Suggested Grade Level: | 10 |
Prerequisite: | |
NJ Course Code: | 04-102-E |
The US and The World History (a.k.a. US History II) course provides students with essential understandings of the various social, economic, religious, and political forces interwoven in the expansion of the United States and its evolution from hemispheric influence to a global superpower in the Twentieth Century, all resulting in significant changes to the global landscape, political stage, and world economy. Students should expect engaging, bell-to-bell instruction, purposeful and focused activities, and authentic skills-based formative and summative assessments. Much of the workload for U.S. History II is focused in the classroom where the expectation for students is to come prepared to meet the goals of the days' lessons through active engagement and participation. Students will receive homework based upon the need to further demonstrate the understanding of concepts or skills as indicated through the curricular learning objectives. Both primary and secondary texts and documents of appropriate rigor and challenge are used, including many documents found/retrieved by students independently in class via multiple forms of technology. Students study historical issues of major significance, including Progressivism, women's rights, segregation and discrimination, immigration, world wars, economic collapse, social reform, and the domestic turbulence of civil disobedience, assassinations, drugs, unpopular war, economic strength, and the importance of an educated electorate to democracy. It is highly recommended that students who enroll in U.S. History II Honors also enroll in English II Honors.
Holocaust Commission Mandate
The curricula address issues of bias, prejudice and bigotry, including bullying through the teaching of the Holocaust and genocide for all children in grades K to 12. The implementation of this mandate will be found in the district’s K to 12 social studies curriculum,specifically in standard 6.3 (K to 4 and 5 to 8) and during the appropriate time periods in grades 9‐12 (standard 6.1, Era 11 and 6.2, Era 4)
Amistad Commission Mandate
The mandate requires the teaching of the African slave trade, slavery in America,the vestiges of slavery in this country and the contributions of African‐Americans to our society. Evidence is found in all grade bands in the district’s K to 12 social studies curricula, [e.g., units about slavery, civil rights, Contemporary United States History (Era 14)].
LGBT+ A board of education shall include instruction on the political, economic, and social contributions of persons with disabilities and lesbian, gay, bisexual, and transgender people, in an appropriate place in the curriculum of middle school and high school students as part of the district’s implementation of the Core Curriculum Content Standards in Social Studies.
U.S. History II Honors
Course Level: | Honors |
Credits: | 5 |
Suggested Grade Level: | 11 |
Prerequisite: | Students must meet the Honors Policy Criteria. |
NJ Course Code: |
In this course, students will explore US history since the end of the Age of Imperialism to the Modern Era. Students will learn about broad themes in the history of modern America, including immigration, race and ethnicity, social and political reform, mobility and population growth, contested meanings of freedom, industrialization, cycles of prosperity and recession, popular culture, modernity, and rights movements. Students will also develop ways of thinking historically through critical analysis of primary and secondary sources; setting events, documents and people in their historical contexts; and crafting interpretations and historical narratives from the “raw material” of the past. In this course, students should expect to do much more than memorize facts or dates – they will be busy actively doing history, not passively learning about history.
Holocaust Commission Mandate
The curricula address issues of bias, prejudice and bigotry, including bullying through the teaching of the Holocaust and genocide for all children in grades K to 12. The implementation of this mandate will be found in the district’s K to 12 social studies curriculum,specifically in standard 6.3 (K to 4 and 5 to 8) and during the appropriate time periods in grades 9‐12 (standard 6.1, Era 11 and 6.2, Era 4)
Amistad Commission Mandate
The mandate requires the teaching of the African slave trade, slavery in America,the vestiges of slavery in this country and the contributions of African‐Americans to our society. Evidence is found in all grade bands in the district’s K to 12 social studies curricula, [e.g., units about slavery, civil rights, Contemporary United States History (Era 14)].
LGBT+ A board of education shall include instruction on the political, economic, and social contributions of persons with disabilities and lesbian, gay, bisexual, and transgender people, in an appropriate place in the curriculum of middle school and high school students as part of the district’s implementation of the Core Curriculum Content Standards in Social Studies.
U.S. History II Advanced Placement
Course Level: | Advanced Placement |
Credits: | 5 |
Suggested Grade Level: | 11 |
Prerequisite: | U.S. History Honors I or II or by administrative approval. |
NJ Course Code: | 04-104 |
The AP Program in United States History is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with problems and materials in United States history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should 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. An AP United States History course will thus assist students to develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in an essay format.
The themes of study in the AP United States History course are American diversity, American identity, culture, demographic changes, economic transformations environment, globalization, politics and citizenship, reform, religion, slavery and its legacies in North America, and war and diplomacy. These themes provide broad parameters for the course and may be expanded or modified for instruction. Teachers and students should also feel free to develop their own course themes as they look at the American past through a variety of lenses and examine U.S. History from multiple perspectives.
Students will be expected to complete a summer assignment as part of course requirements. This assignment will be due at the first class meeting in September. More information can be found about this course at www.collegeboard.com. Students must also meet the Honors Policy Criteria.
This course may be used as a substitution for U.S. History II.
World History
- World History 9
- World History 9 College Prep
- World History 9 Honors
- World History Advanced Placement
World History 9
Course Level: | General |
Credits: | 5 |
Suggested Grade Level: | 9 |
Prerequisite: | |
NJ Course Code: |
This 9th grade, entry-level course provides students with an understanding of human development in a global context. A thematic, conceptual approach follows a chronological sequence from 1450 to the current globalization of science, technology, and culture. Students should expect engaging, bell-to-bell instruction, purposeful and focused activities, and authentic skills-based formative and summative assessments. Much of the workload for World 9 is focused in the classroom where the expectation for students is to come prepared to meet the goals of the days' lessons through active engagement and participation. Both primary and secondary texts and documents are introduced and used to foster academic reading skills and strategies. Students study historical issues of major significance, including the fall of European feudalism, the Renaissance, and the Enlightenment, major empires, mercantilism and the slave trade, political revolutions and independence movements, western dominance and world wars, environmentalism, and the impact of communication and technological progress. This course is recommended for students who are also taking English I.
Holocaust Commission Mandate
The curricula address issues of bias, prejudice and bigotry, including bullying through the teaching of the Holocaust and genocide for all children in grades K to 12. o The implementation of this mandate will be found in the district’s K to 12 social studies curriculum,specifically in standard 6.3 (K to 4 and 5 to 8) and during the appropriate time periods in grades 9‐12 (standard 6.1, Era 11 and 6.2, Era 4)
Amistad Commission Mandate
The mandate requires the teaching of the African slave trade, slavery in America,the vestiges of slavery in this country and the contributions of African‐Americans to our society. o Evidence is found in all grade bands in the district’s K to 12 social studies curricula, [e.g., units about slavery, civil rights, Contemporary United States History (Era 14)].
World History 9 College Prep
Course Level: | College Preparatory |
Credits: | 5 |
Suggested Grade Level: | 9 |
Prerequisite: | None |
NJ Course Code: | 04-053-E |
This course provides students with a greater understanding of human development in a global context. A thematic, conceptual approach follows a chronological sequence from 1450 to the current globalization of science, technology, and culture. Both primary and secondary texts and documents are used, including many documents found/retrieved by students independently in class via multiple forms of technology. Students need to embrace more individual responsibilities in the classroom, as well as at home when homework is assigned to further assess student progress. Students will study historical issues of major significance in relation to modern politics, cultural influences, and a world economy. Topics may include: the fall of European feudalism, the Renaissance and the Enlightenment, major empires, mercantilism and the slave trade, political revolutions and independence movements, western dominance, and the impact of communication and technological progress. This course is recommended for students who are also taking English I CP.
Holocaust Commission Mandate
The curricula address issues of bias, prejudice and bigotry, including bullying through the teaching of the Holocaust and genocide for all children in grades K to 12. The implementation of this mandate will be found in the district’s K to 12 social studies curriculum,specifically in standard 6.3 (K to 4 and 5 to 8) and during the appropriate time periods in grades 9‐12 (standard 6.1, Era 11 and 6.2, Era 4)
Amistad Commission Mandate
The mandate requires the teaching of the African slave trade, slavery in America,the vestiges of slavery in this country and the contributions of African‐Americans to our society. oEvidence is found in all grade bands in the district’s K to 12 social studies curricula, [e.g., units about slavery, civil rights, Contemporary United States History (Era 14)].
World History 9 Honors
Course Level: | Honors |
Credits: | 5 |
Suggested Grade Level: | 9 |
Prerequisite: | Students must meet the Honors Policy Criteria. |
NJ Course Code: | 04-053-H |
This course accommodates students ready for an accelerated program of study, and an in-depth, detailed understanding of human development in a global context. A thematic, conceptual approach follows a chronological sequence from 1450 to the current globalization of science, technology, and culture. Both primary and secondary texts and documents are used, as well as Document-Based Questions. Students will study historical issues of major significance in relation to modern politics, cultural influences, and a world economy. Topics may include: the fall of European feudalism, the Renaissance and the Enlightenment, major empires, mercantilism and the slave trade, political revolutions and independence movements, western dominance, and the impact of communication and technological progress.
Honors students must meet increased academic responsibility in homework, class discussion, computer/technology proficiency, research skills, evidence-based argumentation, creative note taking, and reading hours. Successful Honors students are inquisitive, self-motivated, and possess a strong, consistent work ethic. It is strongly recommended that students enrolled in World History Honors are also enrolled in English I Honors.
Holocaust Commission Mandate
The curricula address issues of bias, prejudice and bigotry, including bullying through the teaching of the Holocaust and genocide for all children in grades K to 12. The implementation of this mandate will be found in the district’s K to 12 social studies curriculum,specifically in standard 6.3 (K to 4 and 5 to 8) and during the appropriate time periods in grades 9‐12 (standard 6.1, Era 11 and 6.2, Era 4)
Amistad Commission Mandate
The mandate requires the teaching of the African slave trade, slavery in America,the vestiges of slavery in this country and the contributions of African‐Americans to our society. oEvidence is found in all grade bands in the district’s K to 12 social studies curricula, [e.g., units about slavery, civil rights, Contemporary United States History (Era 14)].
World History Advanced Placement
Course Level: | Advanced Placement |
Credits: | 5 |
Suggested Grade Level: | 10 – 12 (9 by Application) |
Prerequisite: | Students must meet the Honors Criteria Policy. |
NJ Course Code: | 04-057 |
The purpose of the AP World History course is to develop greater understanding of the evolution of global processes and contracts, in interaction with different types of human societies. This understanding is advanced through a combination of selective factual knowledge and appropriate analytical skills. The course highlights the nature of changes in international frameworks and their causes and consequences, as well as comparisons among major societies. The course emphasizes relevant factual knowledge deployed in conjunction with leading interpretive issues and types of historical evidence. The course builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Periodization, explicitly discussed, forms an organizing principle for dealing with change and continuity throughout the course. Specific themes provide further organization to the course, along with the consistent attention to contacts among societies that form the core of world history as a field of study.
The themes of study in the AP World History course are dynamics of change and continuity, patterns and effects of interactions: trade, war, diplomacy, and international organizations; the effects of technology, economics, and demography on people and the environment; systems of social structure and gender structure, cultural, intellectual, and religious developments; and changes in political cultures and political organizations. These themes provide broad parameters for the course and may be expanded or modified for instruction. Teachers and students should also feel free to develop their own course themes as they look at the human past through a variety of lenses and examine World History from multiple perspectives.
Students will be expected to complete a summer assignment as part of course requirements. This assignment will be due at the first class meeting in September. More information can be found about this course at www.collegeboard.com.
Department Chair
Thomas Reszka
thomas.reszka@motsd.org
973-927-2208 ext. 7450
Department Staff Members
Ms. Bentley
ext:7653
jessica.bentley@motsd.org
Mr. Cotter
ext: 7634
ronan.cotter@motsd.org
Ms. Craig
ext:7638
laurie.craig@motsd.org
Mr. Ferry
ext: 7631
doug.ferry@motsd.org
Mr. Gilbert
ext: 7632
michael.gilbert@motsd.org
Mr. Grzywacz
ext: 7619
daniel.grzywacz@motsd.org
Mrs. Hamilton
ext: 7699
jennifer.hamilton@motsd.org
Mrs. Hamilton
ext: 7426
jessica.hamilton@motsd.org
Mr. Mayer ext: 7639
jeremy.mayer@motsd.org
Mrs. Pawlyk
ext:7636
melissa.pawlyk@motsd.org
Mr. Phillips
ext: 7635
scott.phillips@motsd.org
Mr. Pieper
ext: 7637
john.pieper@motsd.org
Mr. Redmond
ext: 7448
ian.redmond@motsd.org
Ms. Sulsona
ext: 7602
kelli.sulsona@motsd.org