Course Catalog

This survey course is the first part of a two-year program that follows the New York State syllabus for Global History and Geography. In the ninth grade, the course begins with an introduction to the essential elements of historical analysis, geography and the social sciences, which serve as methodological foundations for the study of ancient, medieval and early modern civilizations in Asia, Africa, Europe and the Americas. Chronology is occasionally suspended in favor of a broad treatment of the rise and fall of diverse civilizations. Women’s studies themes appear prominently throughout the course. An honors section is offered for qualifying students. This course ends in a school examination standard to all sections of the course.

This survey course follows the New York State syllabus for Global Studies, building on the ninth grade curriculum and continuing a chronological approach to the study of the world’s regions. This survey course will commence with the Renaissance and continue until the fruition of modern society. The significant themes of history with their causal relationships, and the impact of economics, social conditions, cultures, and geography on historic development, are explored and analyzed. An honors section is offered for qualifying students. This course ends in a Regents Exam.

In this course, students analyze the development of the American government from the colonial period to modern times. Through document-based questions, essay format, reports, and multiple-choice exams, students develop interpretive skills and explore divergent viewpoints. This is a college-level course. In May, the students take the AP exam. They must also take the Regents examination in June for diploma credit. The AP examination is mandatory; however, it is not the basis of the final grade.

The course follows the New York State syllabus for the 11th grade. The course begins with an examination of the constitutional foundations of American government, with special emphasis on the influence of the Enlightenment, the Declaration of Independence and the roots of American democracy, followed by a thorough the study of the essential principles of the Constitution. Building upon these foundational elements, the students then apply this knowledge to the chronological investigation of key historical events and time periods including the Federal Era, Jacksonian Democracy, the Civil War, Imperialism, and Civil Rights. Rooted strongly in the impact of social, economic and political forces on history, students develop an appreciation of the complicated cultural fabric of the United States. This course ends in a Regents examination.

Dual Enrollment Option, University at Albany University in the High School Program, additional fees required in Fall & Spring semesters:

AHIS 100 - American Political & Social History I - Fall Semester (3 credits)

This course introduces students to the history of the U.S. from the first European settlement of North America through the crisis of the Civil War with an emphasis on the development of political, constitutional, economic, social, and cultural institutions. Major themes include: impetus for colonization, the development of democracy and the market economy and the problems of sectionalism and slavery.

AHIS 101 - American Political & Social History II Spring Semester (3 credits)

This course examines United States history from 1865 through the present with an emphasis on the development of political, constitutional, economic, social, and cultural institutions. During this period, Americans sought to reconstruct their nation after the ravages of the Civil War, struggled with the question of who should enjoy the rights of citizenship, extended the borders of the nation, and became a leader in world affairs. We will explore major topics such as westward expansion and imperialism; urbanization; the Great Depression and New Deal; the effects of WWI and WWII on the nation; the rise of mass culture; the movements for civil rights, women's rights, gay and lesbian rights, and environmentalism; the rise of conservatism; and the War on Terror.

In AP European History, students analyze the historical development of Europe from the early modern period of the Renaissance and Reformation to modern times. Through primary and secondary source analysis, document-based questions, essay format responses, reports, and multiple-choice exams, students develop interpretive skills and explore divergent viewpoints. This is a college-level course. In May, the students take the AP exam. The AP examination is mandatory; however, it is not the basis of the final course grade.

The study of Government will examine modern day elections, presidential decisions, legislative actions, and United States Supreme Court decisions. The study of Economics will examine concepts in macro- and microeconomics, such as scarcity, supply and demand, business organizations, labor, taxes, international trade, and the workings of the stock market. Application of these ideas culminates in a student project.

This year long senior elective is open to those students who have demonstrated a deep understanding of United States History in their Junior year.  The course is a sociological study of the United States’ ongoing struggle to provide civil rights to and protect civil liberties for all of its people. The course materials will focus on groups who have been denied rights because of their race, gender, or class; the themes that seem to repeat themselves throughout the various struggles; and the methods by which the various groups have attempted to achieve equality. Utilizing an interdisciplinary approach allows students to apply different critical lenses to the material that is covered, while making connections between history, literature, art, movies, music, science, and religion. The seminar set up will allow students to perform independent research and service learning which they will then present to the class and the school, as well as allowing them to express themselves in reflection papers and projects.

This year-long elective course is open to Seniors who desire to explore the American judicial system. During the course students will study Criminal Law and Procedure, Constitutional Law, Employment Law, Family Law, Torts, and Contracts. Students will analyze diverse law-making institutions; the roles which judges, lawyers, and citizens play in the legal system; the ethical responsibilities of attorneys; the effects that laws have on society; and how anyone can utilize the system to bring about change. The Bill of Rights is examined in relationship to contemporary issues, including the role of juveniles, the penal system, and law-related careers. Speakers, debates, legal briefs and media analysis are components of the course that aims at deepening the students’ understanding of the workings of democracy in American government.

Dual Enrollment Option, University at Albany University in the High School Program, additional fees required in Fall & Spring semesters:

AHIS 259 - History of Women & Social Change - Fall Semester (3 credits)

This course introduces students to the political, economic, social, and cultural forces that have shaped the lives of women in America from the Colonial Period to the late 20th century. It takes a roughly chronological approach to the analysis of women’s lives and women’s activism.

AHIS 220 - Public Policy in Modern America - Spring Semester (3 credits)

This course explores the history of public policy in twentieth-century America, focusing on four different public policy issues during the semester: poverty, health care, foreign policy, and immigration. The course’s lectures and readings will focus on several questions. How and why does change come on a given public policy issue? (Conversely, why does change in public policy not occur?) What role do politics play in public policy- making? How do “average” Americans contribute to the policy-making process? How does public policy making differ between issues that are domestically-oriented in comparison with those that are globally-oriented? What type of leadership is most effective in the public policy-making process? Finally, can the study of history help public policymakers today – or help us better understand public policy issues today?