SOCIAL SCIENCE DEPARTMENT HANDBOOK

SOCIAL SCIENCE DEPARTMENT

HANDBOOK

2012-2013

S A I N T I G N A T I U S C O L L E G E P R E P A R A T O R Y

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SOCIAL SCIENCE DEPARTMENT HANDBOOK

2012-2013

TABLE OF CONTENTS

TABLE OF CONTENTS ................................................................................................................................... 3 PHILOSOPHICAL AND THEORETICAL FOUNDATIONS................................................................. 6

STATEMENT OF PHILOSOPHY ....................................................................................................................... 7 CATHOLIC SOCIAL DOCTRINE...................................................................................................................... 8 DEPARTMENT GOALS................................................................................................................................... 9

DEPARTMENT MANAGEMENT............................................................................................................ 11 DEPARTMENT STRUCTURE......................................................................................................................... 12

Department Chairperson ...................................................................................................................... 12 Level Coordinators ............................................................................................................................... 12 Special Duties ....................................................................................................................................... 12

DEPARTMENT PROCEDURES....................................................................................................................... 13 Faculty Supervision and Professional Development ............................................................................ 13 Curriculum Development...................................................................................................................... 13 Department Management...................................................................................................................... 13 Textbook Selection ................................................................................................................................ 13 Criteria for Honors and Advanced Placement Enrollment .................................................................. 14 Course Syllabi....................................................................................................................................... 14 Semester and Final Exams.................................................................................................................... 14

DEPARTMENT CURRICULUM.............................................................................................................. 15 COURSE OF STUDY ..................................................................................................................................... 16

Required Courses.................................................................................................................................. 16 Elective Courses.................................................................................................................................... 16

SPECIAL PROGRAMS ................................................................................................................................... 17 Study Skills Program............................................................................................................................. 17 Advanced Placement Program ............................................................................................................. 17

Selection Criteria ................................................................................................................................................ 18 Advanced Placement Credit ............................................................................................................................... 18

Library Orientation............................................................................................................................... 18 Summer Reading ................................................................................................................................... 18

TEXTBOOKS ............................................................................................................................................... 19 World History 1 .................................................................................................................................................. 19 US History AP.................................................................................................................................................... 19 US History .......................................................................................................................................................... 20 American Government ....................................................................................................................................... 20 American Government AP ................................................................................. Error! Bookmark not defined. European History................................................................................................................................................ 20 Economics .......................................................................................................................................................... 20 Introduction to Psychology................................................................................................................................. 20 AP Psychology ................................................................................................... Error! Bookmark not defined.

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WORLD HISTORY 1 .................................................................................................................................... 22 Course Description: ............................................................................................................................................ 22 Course Curriculum: ............................................................................................................................................ 22 Special Themes:.................................................................................................................................................. 22 Course Outcomes:............................................................................................................................................... 24

WORLD HISTORY 2 .................................................................................................................................... 26 Course Description: ............................................................................................................................................ 26 Course Curriculum: ............................................................................................................................................ 26 Special Themes:.................................................................................................................................................. 26 Course Outcomes:............................................................................................................................................... 27

US HISTORY............................................................................................................................................... 29 Course Description: ............................................................................................................................................ 29 Course Curriculum: ............................................................................................................................................ 29 Course Outcomes:............................................................................................................................................... 30

US HISTORY AP......................................................................................................................................... 31 Course Description: ............................................................................................................................................ 31 Course Curriculum: ............................................................................................................................................ 31 Course Outcomes:............................................................................................................................................... 32

AMERICAN GOVERNMENT ......................................................................................................................... 33 Course Description: ............................................................................................................................................ 33 Course Outcomes:............................................................................................................................................... 33

AMERICAN GOVERNMENT AP.................................................................................................................... 35 Course Description: ............................................................................................................................................ 35 Course Curriculum: ............................................................................................................................................ 35 Course Outcomes:............................................................................................................................................... 35

ECONOMICS................................................................................................................................................ 38 Course Description: ............................................................................................................................................ 38 Course Curriculum: ............................................................................................................................................ 38 Course Outcomes:............................................................................................................................................... 38

EUROPEAN HISTORY .................................................................................................................................. 39 Course Description: ............................................................................................................................................ 39 Course Curriculum: ............................................................................................................................................ 39 Special Themes:.................................................................................................................................................. 40 Course Outcomes:............................................................................................................................................... 40

INTRODUCTORY PSYCHOLOGY................................................................................................................... 42 Course Description: ............................................................................................................................................ 42 Course Curriculum: ............................................................................................................................................ 42 Course Outcomes:............................................................................................................................................... 42

AP PSYCHOLOGY B.................................................................................................................................... 44 Course Description: ............................................................................................................................................ 44 Course Curriculum: ............................................................................................................................................ 44 Course Outcomes:............................................................................................................................................... 44

AP PSYCHOLOGY A ................................................................................................................................... 46 Course Description: ............................................................................................................................................ 46 Course Curriculum: ............................................................................................................................................ 46 Course Outcomes:............................................................................................................................................... 46

INSTRUCTION AND ASSESSMENT METHODOLOGIES ................................................................ 48 EVALUATION.............................................................................................................................................. 49

Grades and Grading Policy .................................................................................................................. 49 Policies for Midterm and Semester Examinations................................................................................ 50

METHODS OF INSTRUCTION ....................................................................................................................... 51 HUMAN RESOURCES .............................................................................................................................. 52

FACULTY.................................................................................................................................................... 53 Mr. David Bowe ................................................................................................................................................ 53 Mr. Eric Castro................................................................................................................................................. 53 Mr. Arthur Cecchin.......................................................................................................................................... 53

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Mr. Justin Christensen..................................................................................................................................... 53 Ms. Danielle Devencenzi................................................................................... Error! Bookmark not defined. Ms. Katy Dumas ............................................................................................... Error! Bookmark not defined. Mr. Yosup Joo................................................................................................... Error! Bookmark not defined. Ms. Kate Kodros ............................................................................................... Error! Bookmark not defined. Mr. Owen Maguire ........................................................................................................................................... 54 Ms. Yolanda Medina Zevas ............................................................................................................................. 54 Mr. John Stiegeler ............................................................................................................................................ 54 Mr. Robert Vergara ......................................................................................................................................... 55 Mr. Julius Yap……………………………………………………………………………………………… 56

APPENDIX................................................................................................................................................... 56 A MULTIPLE- CHOICE PRIMER ................................................................................................................... 57

The Exam .............................................................................................................................................. 57 Specifics ................................................................................................................................................ 57 Guessing................................................................................................................................................ 59

DEPARTMENT AP RESULTS..................................................................ERROR! BOOKMARK NOT DEFINED. US History................................................................................................Error! Bookmark not defined.

Pass by Numbers ................................................................................................ Error! Bookmark not defined. Pass by Percent ................................................................................................... Error! Bookmark not defined.

American Government .............................................................................Error! Bookmark not defined. Pass by Numbers ................................................................................................ Error! Bookmark not defined.

Psychology ...............................................................................................Error! Bookmark not defined. Pass by Numbers ................................................................................................ Error! Bookmark not defined. Pass by Percent ................................................................................................... Error! Bookmark not defined.

Department Totals ...................................................................................Error! Bookmark not defined. Pass by Numbers ................................................................................................ Error! Bookmark not defined. Pass by Percent ................................................................................................... Error! Bookmark not defined.

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P H I L O S O P H I C A L A N D

T H E O R E T I C A L F O U N D A T I O N S

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STATEMENT OF PHILOSOPHY

THE SOCIAL SCIENCE DEPARTMENT endeavors to produce a learning environment where young men and women, in the tradition of Saint Ignatius, become aware of their responsibilities to God, themselves, and their fellow human beings and creation.

The learning environment is designed to teach students to develop a lifelong love of the social sciences and to learn both as individuals and in learning communities. Recognition of individuals obligations to contribute to the common good – the essence of Catholic teachings on social justice – is enhanced by a firm foundation in the social sciences.

As a result of learning history and other social sciences each student will be able to:

form a basic knowledge of history and the other social sciences and use that knowledge to develop a sense of solidarity with humankind;

learn how to apply this knowledge to the lifelong task of understanding the forces transforming our global civilization and our individual lives;

use this insight and knowledge to solve problems of social justice in our school, community, country and the world;

think independently and creatively, show initiative and the ability to apply Ignatian principles to complex social, historical and economic problems, developing skills and motivation needed to work in learning communities; and

realize that Catholic social teaching provides a sound and relevant basis for approaching contemporary social problems.

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CATHOLIC SOCIAL DOCTRINE

1) Sin’s effects are manifested in exploitative economic relationships and unjust social structures and policies as well as in individual acts of injustice.

2) All human beings have certain inalienable social and economic as well as political rights: the right to gainful, productive employment if one is able to work; the right of wage-earners to form associations for purposes of collective bargaining in accordance with the common good of society; the right to decent housing and basic medical care; the right to education commensurate with one’s talents; the right to financial security in sickness, disability, and old age.

3) The ownership, production, and distribution of wealth within a nation should serve the common good of all members of society, not just the interests of a privileged elite.

4) The national economy should be regulated so that it functions for the benefit of all members of society; economic efficiency and growth are not ends in themselves.

5) International economic relationships should serve the common welfare of humankind; all nations are entitled to an equitable share of the world’s goods as well as respect for their right of self-determination.

6) The rules of the international economic system pertaining to trade treaties, commodity prices, corporate practices, and monetary agreements should be evaluated with a view to making them more just.

Sources:

Leo XII Rerum Novarum (1891) Pius XI Quadragesimo Anno (1931) John XXIII Pacem in Terris (1953)

Mater et Magistra (1961) Vatican II Gaudium et Spes (1965) Paul VI Progressio Populorum (1967)

Octogesima Adveniens (1971) John Paul II Laborem Exercens (1981)

Sollicitudo Rei Socialis (1987) Centesimus Annus (1991) Catechism of the Catholic Church, § 1877-1948, 2234-2246, 2401-2463 (1992; second edition 1997)

US Catholic Bishops Economic Justice for All: Catholic Social Teaching and the U.S. Economy (1986; tenth anniversary edition, 19961)

1 The new and expanded edition of the landmark pastoral letter of the American bishops includes both the tenth anniversary statement (A Decade After Economic Justice for All) and A Catholic Framework for Economic Life.

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DEPARTMENT GOALS

THE GRADUATE AT GRADUATION should …

1. be able to locate all the major countries of the contemporary world on a map and have at least a rudimentary knowledge of their political, social, and economic systems as well as historical development.

2. have developed an ongoing and ever-widening and deepening interest in current events in our country and world.

3. have acquired a fundamental understanding of political science, sociology and economics and be able to apply this knowledge to analysis of past and present problems of human society.

4. be aware of the tremendous ecological problems confronting humankind and develop a sense of individual and collective moral responsibility for the condition of the Earth as our habitat.

5. be able to interpret past and present social problems in the light of his/her Christian faith and consequent commitment to justice.

6. have been influenced to overcome narrowly nationalistic perspectives so as to develop a sense of solidarity with all humankind in accordance with his/her Christian commitment to justice.

7. have some understanding of the proposition that it’s impossible to develop insight into the nature of man/woman as a social being without studying every major civilization.

8. have basic knowledge of the origin, evolution, structure, and significance of all major civilizations (Europe, Russia, China, Japan, India, Southeast Asia, Africa, Islam, America and Latin America.)

9. be thoroughly familiar with the American political system and have an understanding of events and periods of American history so as to be able to fulfill his/her obligations as a citizen.

10. have been persuaded of the desirability of cultivating the virtue of patriotism.

11. have developed some capacity for rational analysis and critical judgment of the opinions of others, even those of experts in the social sciences.

12. be able to tolerate plural and opposing interpretations of historical and social problems.

13. be able to use social media as a vehicle for responsibly expressing one’s voice in society.

14. indicate mastery of the social scientific method by having composed research papers with notes and bibliography.

15. be able to express himself or herself articulately in debate, discussion, and public speaking activities.

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16. have mastered a method of note-taking.

17. be capable of outlining and summarizing what he/she has read.

18. be familiar with fundamental catholic social doctrine as formulated in the following documents: “On Human Work” (1981), “On Social Concern” (1987), “Centesimus Annus” (1991), “Economic Justice for All: Pastoral Letter on Economic Social Teaching and the US Economy” National Conference of Bishops, (1986).

19. be able to integrate the study of man/woman in society into a larger framework of knowledge and life in that he/she sees some relationship between the social sciences and the following areas: theology and religion, the fine arts, the physical sciences and mathematics, philosophy, English language and literature, the foreign language he/she has studied, the community service he/she has performed through the school.

20. have been encouraged to make a lifelong commitment to attain self-fulfillment by using knowledge, skills and attitudes acquired in study of the social sciences to serve others in American society and possible elsewhere in the world.

21. be able to apply principles of moral reasoning to historical situations and contemporary social problems.

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D E P A R T M E N T M A N A G E M E N T

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DEPARTMENT STRUCTURE

The Social Science Department is organized by grade level. meetings are held as a department as a whole and in committees represented by teachers of each grade level.

DEPARTMENT CHAIRPERSON

The department chairperson is chosen by a vote of the members of the department and approved by the principal. The Chairperson works directly under the supervision of the Assistant Principal for Academics. The responsibilities of the chairperson are in three specific areas: supervision and professional development, curriculum development, and department management. (Specific duties and requirements are printed in the Faculty Handbook.)

LEVEL COORDINATORS

Faculty members are chosen by the department chair to organize grade level committees and conduct meetings on topics pertinent to specific grade levels. Level coordinators then report back to the entire department. textbook selection, summer reading choices, course objectives, and honors criteria are examples of issues referred to level meetings before full department consideration.

SPECIAL DUTIES

As needs require, duties are assigned to department members by the department chairperson to perform certain support services for the department. Taking department minutes, cataloging audio-visual materials, and ordering textbooks are examples of these special duties.

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DEPARTMENT PROCEDURES

FACULTY SUPERVISION AND PROFESSIONAL DEVELOPMENT

The Department Chair, working in close consultation with the Assistant principal of Academics, will observe classroom instruction and make recommendations for professional development for each department member. All tenured faculty will be visited at least once per year. Non-tenured faculty will be visited four times per year. New faculty will be visited at levels appropriate to their needs from weekly to monthly during their first year.

The Department Chair will also work in consultation with the Faculty Development Board when each member comes before the Board for review.

CURRICULUM DEVELOPMENT

The Department Chair will organize the department and appropriate levels of the department to conduct annual reviews of the curriculum being offered by the department. Such reviews are the appropriate way for the department to revise and refine its objectives, propose new courses or textbook changes, and to evaluate the success of the department in achieving the outcomes of the Graduate at Graduate Document and Expected School-wide Learning Results.

The Department Chair, level coordinators, and all department members share the responsibility of keeping current in major developments in their subject area. All members are encouraged to exchange pertinent information on curriculum, methodology, and current events with other members of the department.

DEPARTMENT MANAGEMENT

The following duties are the management responsibilities of the Department Chair:

calendar and conduct monthly department meetings.

represent the department on the Academic Council.

prepare an annual budget and monitor monthly expenses.

consult on teaching assignments and hiring.

oversee selection process for Advanced Placement courses

serve as liaison with other schools and organizations.

supervise the ordering of textbooks from the bookstore.

consult on awarding of graduation awards.

TEXTBOOK SELECTION

Textbooks are reviewed annually as a part of the curriculum review. If a suggestion is made for a change of textbook, the level coordinator will convene a committee to examine possible alternatives and make a recommendation to the entire department. The department adoption is subject to administrative review. Once adopted by the department, a textbook will be used for a minimum of three years.

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CRITERIA FOR ADVANCED PLACEMENT ENROLLMENT

The Department Chair will supervise the setting of criteria and the selection of students for Honors coursework. The process begins with the formulation of criteria at the appropriate level meeting followed by full department discussion and vote. Procedures for applying for inclusion in honors courses will be published in the course catalog and conveyed to the students by their current social studies instructor. Criteria are reviewed annually. Students who fail to meet the criteria may appeal to the Department Chair for approval to enroll in the course.

Students enrolled in Advanced Placement courses are required to take the Advanced Placement examinations unless granted a waiver by their teacher.

COURSE SYLLABI

A copy of each Course Syllabus is due to the Department Chair before the first course meeting. Each Syllabus must include a Course Description, Contact Information for the Instructor, and the grading policy for the course. The grading policy must indicate whether and how Quarter and/or Semester grades will be rounded off to the nearest percent.

SEMESTER AND FINAL EXAMS

Two copies of each Semester and Final Exam are due to the Department Chair before the day of that exam. Additionally, at least 50% of each Semester and/or Final Exam must be in essay form.

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D E P A R T M E N T C U R R I C U L U M

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COURSE OF STUDY

The Social Science Curriculum consists of both required and elective courses. Six semesters of social science coursework is required for graduation from Saint Ignatius College Preparatory. In addition, elective offerings are provided for Junior and Senior students who wish to focus their study of the social sciences in a particular subject or in a specific area.

REQUIRED COURSES

The following courses in the Social Sciences are required for graduation from Saint Ignatius:

COURSE TITLE DURATION GRADE LEVEL

World History I two semesters ninth grade

World History II one semester tenth grade

American History2 two semesters eleventh grade

American Government3 one semester twelfth grade

ELECTIVE COURSES

The following elective courses are available to Juniors and Seniors:

COURSE TITLE DURATION PREREQUISITE

Economics one semester no prerequisite

Intro to Psychology one semester no prerequisite

A.P. Psychology B one semester 3.4 cumulative GPA

A.P. Psychology A two semester 3.2 cumulative GPA

European History4 one semester no prerequisite

2 Students may elect Advanced Placement American History if they have a 3.2 cumulative GPA and the approval of the Department Chair.

3 Students may elect a one semester or two semester elective in Advanced Placement American Government if they have a cumulative 3.2 GPA and the approval of the Department Chair.

4 College credit available through the University of San Francisco.

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SPECIAL PROGRAMS

STUDY SKILLS PROGRAM

The Study Skills Program is part of the first semester of the freshman World History course at Saint Ignatius. After meeting with teachers of freshmen throughout the school, a list of basic skills was drawn up that teachers agreed should be taught and practiced in the ninth grade.

Using the National Association of Secondary Schools Principals’ Study Skills Program, ninth grade social science teachers have integrated instruction in the following skills into the Freshman World History course. The following basic skills are taught to all freshman at Saint Ignatius during the first semester of ninth grade:5

Use of Time/ Keeping a Schedule

Notebooks

Listening Skills

Note-taking methods

Listening and Taking Notes

Reading and Taking Notes

How do you study? Motivation

Taking Tests: Objective6

Taking Tests: Essay

Vocabulary Development

Memory Development

Problem Solving Skills

ADVANCED PLACEMENT PROGRAM

The Social Science Department is enthusiastically committed to offering Advanced Placement courses in American History, American Government, and Psychology to students who meet minimum qualifications and indicate strong motivation for advanced work.

The department views Advanced Placement courses as honors courses which require students to go beyond the basic survey course in both content and skills. However, the goal of successfully completing the Advanced Placement examination should in no way diminish the attention to the attitudinal objectives found in the course descriptions.

5 The Study Skills syllabus is included in the Appendix.

6 The official Multiple-Choice Primer is included in the Appendix.

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SELECTION CRITERIA

Students are encouraged to consider Advanced Placement courses if they have achieved a 3.2 GPA in previous social science courses. Students who fall below this criteria may petition the Department Chair for selection for the course with approval of their current social science teacher. Counselors will be consulted in borderline cases for their recommendation. In addition, a written essay will be required of all applicants to assess their ability and motivation to attempt Advanced Placement work.

ADVANCED PLACEMENT CREDIT

Advanced Placement courses will be designated as honors courses at each grade level for the purpose of offering an additional grade point. Students who enroll in the Advanced Placement courses are required to sit for the examination in May. Failure to appear for the examination will result in the loss of the additional grade point.

Application of Advanced Placement grades for college credit is under the jurisdiction of each college or university. Students should consult current college catalogues (available in the College Resource Center) to determine the Advanced Placement policy of the college of their choice. Advanced Placement scores are forwarded to colleges after graduation by Educational Testing Services, Inc.

Results from Advanced Placement examinations may be found in the Appendix of this handbook.

LIBRARY ORIENTATION

The Social Science Department will facilitate the orientation of all freshman to the Alfred S. Wilsey Library. Freshmen teachers will schedule class periods in the library for the librarians to introduce students to the books, computer equipment, and services available in the Library. In the tenth, eleventh, and twelfth grades, social science teachers will require at least one research product using the materials in the library. If new library materials become available, then teachers may be asked to incorporate instruction in the use of these materials into their course.

SUMMER READING

During the summer months, the Social Science Department requires each student to read a book chosen by the department to enrich their understanding of the coursework they will undertake the following year.

1) Incoming freshmen are introduced to different cultures in preparation for their World History 1 course by choosing one of the following: (some read all three)

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Nectar in a Sieve, by Kamala Markandaya

Iron and Silk , by Mark Salzman

Things Fall Apart, by Chinua Achebe

The Examination, by Malcolm Bosse

2) Sophomores who begin their World History 2 course with World War I are required to read:

All Quiet on the Western Front, by Erich Remarque

3) Juniors who will take a course in American History will read:

The Jungle, by Upton Sinclair

4) Seniors, who are required to take one semester of American Government, will read:

The Right to Privacy, by Caroline Kennedy

In Our Defense: The Bill of Rights in Action , by Ellen Alderman and Caroline Kennedy

TEXTBOOKS

WORLD HISTORY 1 & 2

TEXTBOOK World History: Patterns of Interaction

AUTHOR(S) Beck, Roger B., and others PUBLISHING INFORMATION McDougal Littell: A Houghton Mifflin Company,

1999 ISBN 978-0-618-69008-4

US HISTORY AP

TEXTBOOK The American Pageant, 13th Edition

AUTHOR(S) Bailey, Thomas A., and Kennedy, David M.

PUBLISHING INFORMATION McDougal Littell: A Houghton Mifflin Company, 1998

ISBN 978-0-618-47940-5

ADDITIONAL MATERIALS FAST TRACK TO A 5

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CP US HISTORY

TEXTBOOK The America Vision Student Edition

AUTHORS Appleby, Brinkley

ISBN 0-07-860719-2

OPTIONAL www.ushistory.org

AP & CP AMERICAN GOVERNMENT

TEXTBOOK American Government and Politics in the Information Age

AUTHOR(S) Paletz, Owen and Cook

PUBLISHING INFORMATION Flatworld Knowledge

WEBSITE http://catalog.flatworldknowledge.com/bookhub/reader/7667?e=paletz_1.0-ch00about

EUROPEAN HISTORY

TEXTBOOK A History of the Modern World, 10th Edition

AUTHOR(S) Palmer, R.R., and Joel Colton

PUBLISHING INFORMATION McGraw-Hill, 1995

ISBN 0-07-040826-2

ECONOMICS

TEXTBOOK Economics: Choices and Challenges

AUTHOR(S) Meek, Sally

PUBLISHING INFORMATION McDougal Littell: A Houghton Mifflin Company, 1995

ISBN 0-8123-8775-9

AP PYSCHOLOGY AND INTRODUCTION TO PSYCHOLOGY

TEXTBOOK Introduction to Psychology

AUTHOR(S) Stengor, Charles

PUBLISHING INFORMATION Flatworld Knowledge

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WEBSITE http://catalog.flatworldknowledge.com/bookhub/reader/5821?e=stangor-5588-20111213-065915-886287

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WORLD HISTORY 1

GRADE LEVEL: 9 LENGTH: Two Semesters

COURSE DESCRIPTION:

As historian William McNeill in a report to the American Historical Association in 1985 stated, “democratic citizenship and effective participation in the determination of public policy require citizens to share a collective memory, organized into historical knowledge and belief.” Saint Ignatius offers the course World History as a way of developing a “universal collective memory” that binds us together with other peoples with whom we share planet Earth.

COURSE CURRICULUM:

The following themes will be emphasized to help students make connections across time and place. The eight themes are Power and Authority, Religious and Ethical System, evolution, Interaction with Environment, Economics, Cultural Interaction, Empire Building, and Science and Technology. These themes are coordinated with those of the text and serve throughout the course as unifying threads, helping students to put what is particular about each period or society into a larger framework. Units are broken into eras and global significance is emphasized along with regional development.

The eras include: 1) Beginnings of Civilization: Prehistory to 200 BC

2) New Directions in Government and Society: 2000 BC to 700 AD

3) An Age of Exchange and Encounter: 500 to 1000

4) Connecting Hemispheres: 900-1800

5) Absolutism to Revolution: 1500-1900

6) Industrialism and the Race for Empire: 1700-1914

SPECIAL THEMES:

The biological and cultural processes that gave rise to the earliest human communities.

The processes that led to the emergence of agricultural societies around the world.

The major characteristics of civilization and how civilizations emerged in Mesopotamia, Egypt and the Indus valley.

How agrarian societies spread and new states emerged in the third and second millennia BCE.

The political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE.

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Major trends in Eurasia and Africa from 4000 to 1000 BCE.

Innovation and change from 1000-600 BCE; horses, ships, iron, and monotheistic faith.

The emergence of Aegean civilization and how interrelations developed among peoples of the eastern Mediterranean and Southwest Asia, 600-200 BCE.

How major religions and large-scale empires arose in the Mediterranean basin, China, and India 500 BCE – 300 CE.

The development of early agrarian civilizations in Mesoamerica.

Major global trends from 1000 BCE – 300 CE.

Imperial crises and their aftermath, 300-700 CE.

Causes and consequences of Islam and how it spread in Southwest Asia, North Africa, and Europe.

Major developments in East Asia and Southeast Asia in the era of the Tang dynasty, 600-900 CE.

The search for political, social and cultural redefinition in Europe, 500-1000 CE.

The development of agricultural societies and new states in tropical Africa and Oceania.

The rise of centers of civilization in Mesoamerica and Andean South America in the first millennium CE.

major global trends from 300-1000 CE.

The maturing of an interregional system of communication, trade, and cultural exchange in an era of Chinese economic power and Islamic expansion.

The redefining of European society and culture, 1000-13000.

The rise of the Mongol empire and its consequences for Eurasian peoples.

The growth of states, towns and trade in Sub-Saharan Africa between the 11th and 15th centuries.

Patterns of crisis and recovery in Afro-Eurasia, 1300-1450.

The expansion of states and civilizations in the Americas 1000-1500.

Major global trends from 1000 to 1500 CE.

How the transoceanic interlinking of all major regions of the world from 1450-1600 led to global transformations.

How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750.

How large territorial empires dominated much of Eurasia between the 16th and 18th centuries.

Economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas, 1550-1750.

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Transformations in Asian societies in the era of European expansion.

Major global trends from 1450-1770.

The causes and consequences of the political revolutions in the late 18th and early 19th centuries.

The causes and consequences of the agricultural and industrial revolutions, 1700-1850.

The transformation of Eurasian societies in an era of global trade and rising European power, 1750-1850.

Patterns of nationalism, state-building, and social reform in Europe and the Americas, 1830-1914.

Patterns of global change in the era of Western military and economy domination, 1800-1914.

Major global trends from 1750-1914.

COURSE OUTCOMES:

After successful completion of this course, the student will be able to:

Demonstrate basic geographical knowledge about the modern world.

Explain the significance of geography in the study of historical events.

Indicate assimilation of factual information.

Analyze patterns of historical duration and patterns of historical succession.

Comprehend historical narrative.

Take adequate notes on material presented in and engendered in class.

Participate in class discussions, debates, and simulation exercises.

Benefit from cooperative learning.

Compare and contrast interpretations of history.

Identify bias and distortion in historical writing.

Analyze documents and other primary sources.

Distinguish facts from opinion.

Form his/her own opinions on historical issues.

Present oral and written reports based on his/her own research.

Write reflection papers on historical themes and problems.

Assess the reliability of sources.

Utilize library and electronic sources for research.

Connect historical themes to current events.

Write coherent paragraphs and essays.

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Interpret political cartoons.

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WORLD HISTORY 2

GRADE LEVEL: 10 LENGTH: One Semester PREREQUISITE: World History 1

COURSE DESCRIPTION:

Study of cultural, political, geopolitical, intellectual, aesthetic, and religious factors involved in human development since the beginning of World War I in 1914. Mastery of basic factual material as well as ability to analyze and interpret that material will be required. Students develop a formal thesis and write a research paper defending that thesis.

COURSE CURRICULUM:

The following content areas correspond to Chapters 27-37 of the textbook. Students will be expected to develop an understanding of world history from chronological, topical, and regional perspectives.

1) World War I (1914-1918)

2) Russia in Revolution (1825-1939)

3) Shifts in World Power (1900-1939)

4) The Years between the Wars (1918-1939)

5) World War II (1939-1945)

6) Europe in the Cold War Era (1945-1990s)

7) Change and Conflict in Asia (1945-1990s)

8) Nationalism in Africa and the Middle East (1945-1990s)

9) The Americas in the Modern World (1945-1990s)

10) The Global Village (1945-Present)

11) From the Cold War to a New Millennium (1985-Present)

SPECIAL THEMES:

History of ideas and ideational systems: liberalism, conservatism, social democracy, Fascism, National Socialism (Nazism), Marxism-Leninism

Political Progress: from dictatorship to democracy

Economic Development: from agriculture to industry to a postindustrial economy; the triumph of free-market capitalism vs. the failure of socialism

Geopolitics: 1914-1918; 1918-1939; 1939-1945; 1945-1991; since 1991

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The Global Economy

The End of History: final triumph of freedom, free markets, and democracy?

American Hegemony vs. a possible multi-polar world?

Religion and Society

The future of religion in general and Christianity in particular.

Art as an expression of ideology.

Rationality vs. Irrationality

Knowledge vs. Ignorance

Truth vs. Error

Social Justice vs. Economic Exploitation

Human solidarity vs. Communal enmity

The Holocaust

Multiculturalism vs. ethnic nationalism and racism

Whither China?

The Russian Problem

Further development of the European Union

The future of genetic engineering

Problems of Africa south of the Sahara

COURSE OUTCOMES:

By the end of the course, the students should be able to:

Indicate assimilation of factual information

Take adequate notes on material presented and engendered in class.

Participate in class discussions, debates and simulation exercises.





Distinguish fact from opinion.

Form his or her own opinions on historical issues.

Present oral and written reports based on his or her own research.




Use electronic as well as conventional means to present fruits of research.

Formulate a thesis statement for a research paper.

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Demonstrate mastery of the form, methodology, and composition of a research paper.

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COLLEGE PREPARATORY UNITED STATES HISTORY

GRADE LEVEL: 11 LENGTH: two semesters

COURSE DESCRIPTION:

The study of political, social, economic, cultural, religious, and ideological factors involved in the development of American Civilization from its origins to the present. Students will study from a college level textbook, write essays on a regular basis, research historical events and interpretations individually and in groups. Students may take the Advanced Placement test in May.

COURSE CURRICULUM:

1) Discovery and Settlement of the New World (1492-1650)

2) America and the British Empire (1650-1754)

3) Colonial Society in the Mid-Eighteenth Century

4) Fine Arts in Colonies

5) The Road to the American Revolution (1754-1775)

6) The American Revolution (1775-1783)

7) The Constitution and the New Republic (1776-1800)

8) Fine Arts in Early-National Period

9) The Age of Jefferson (1800-1816)

10) Nationalism and Economic Expansion

11) Sectionalism: Northeast, South, West

12) The Age of Jackson

13) Territorial Expansion and Sectional Tension

14) The 1850s: Toward Civil War

15) The War for Southern Independence

16) Reconstruction to 1877

17) The New South and the Last of the Western Frontier

18) Industrialization and Corporate Consolidation

19) Urban Society

20) National Politics in the Gilded Age (1877-1900)

21) Fine Arts in Gilded Age

22) American Foreign Policy(1867-1916)

23) The Progressive Era

24) The First World War

25) The 1920s: Tradition vs. Change

26) The Great Depression

27) The New Deal

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28) Diplomacy and Isolation in the 1930s

29) The Second World War

30) Truman and the Cold War

31) Fine Arts: Mid-century US

32) Eisenhower and Modern Republicanism

33) Kennedy’s new Frontier; Johnson’s Great Society; Counter-Culture

34) The Vietnam War

35) America in Decline

36) The Rise of Conservatism

37) The Reagan Revolution

38) Clinton; the New Democrat

COURSE OUTCOMES:

After successfully completing this course, the student should be able to:

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ADVANCED PLACEMENT UNITED STATES HISTORY

GRADE LEVEL: 11 LENGTH: two semesters PREREQUISITE: 3.20 or higher cumulative GPA; Grades of B or higher in World

History 1 and 2

COURSE DESCRIPTION:

The study of political, social, economic, cultural, religious, and ideological factors involved in the development of American Civilization from its origins to the present. Students will study from a college level textbook, write essays on a regular basis, research historical events and interpretations individually and in groups. Students are required to take the Advanced Placement examination in May to receive honors credit for this course.

COURSE CURRICULUM:

1) Discovery and Settlement of the New World (1492-1650)

2) America and the British Empire (1650-1754)

3) Colonial Society in the Mid-Eighteenth Century

4) The Road to the American Revolution (1754-1775)

5) The American Revolution (1775-1783)

6) The Constitution and the New Republic (1776-1800)

7) The Age of Jefferson (1800-1816)

8) Nationalism and Economic Expansion

9) Sectionalism: Northeast, South, West

10) The Age of Jackson

11) Territorial Expansion and Sectional Tension

12) Creating an American Culture

13) The 1850s: Toward Civil War

14) The War for Southern Independence

15) Reconstruction to 1877

16) The New South and the Last of the Western Frontier

17) Industrialization and Corporate Consolidation

18) Urban Society

19) Intellectual and Cultural Movements (1865-1900)

20) National Politics in the Gilded Age (1877-1900)

21) American Foreign Policy(1867-1916)

22) The Progressive Era


24) The 1920s: Tradition vs. Change

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25) The Great Depression

26) The New Deal

27) Diplomacy and Isolation in the 1930s


29) Truman and the Cold War

30) Fine Arts: Mid-century US

31) Eisenhower and Modern Republicanism

32) Kennedy’s new Frontier; Johnson’s Great Society

33) The Vietnam War

34) America in Decline

35) The Rise of Conservatism

36) The Reagan Revolution

37) Clinton; the New Democrat

COURSE OUTCOMES:

After successfully completing this course, the student should be able to:

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COLLEGE PREPARATORY AMERICAN GOVERNMENT

GRADE LEVEL: 12 LENGTH: One Semester

COURSE DESCRIPTION:

A study of the American government system. The study will include origins, functions, strengths, and weaknesses of our system. The study is a participatory one as the student will engage in the system so he or she can see how it actually works.

COURSE OUTCOMES:

By the end of the course, the American Government student will:

Be able to analyze specific case studies relating to the government process.

Become familiar with the various institutional groups, beliefs, and ideas that make up the American political system.

Understand the origins of political beliefs and behaviors of individuals.

Evaluate voting patterns.

Understand the factors that influence why citizens differ from each other in terms of political beliefs.

Understand the effects of laws on society.

Understand public policy formulation.

Understand the Catholic Church’s position on certain economic, social, and political issues.

Interpret how general concepts of politics affect American government.

Understand the constitutional underpinnings of democracy in the United States.

Understand political parties.

Understand why interest groups play such an important role in American politics.

Be able to conduct a campaign for a candidate, preparing the convention, making a commercial, and doing polling.

Be able to write acceptable legislation that could be passed in the Congressional Process.

be able to predict the outcome of a case dealing with the Bill of Rights.

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UNDERSTAND THE EFFECTS OF LAWS ON SOCIETY.







Understand how presidential action affects American society.

Understand how congressional action affects American society.

Understand how federal court action affects American society.

Understand how bureaucratic action affects American society.

Understand how judicial interpretation has affected the development of civil liberties and civil rights.

Understand how the three branches of government interact with each other and how that effects American Politics.

(Skill)

Read complex essays and articles that relate to politics.

Use the Library and Internet for research.

Evaluate graphs, charts, cartoons, and other mediums that relate to politics.

Take notes.

Be proficient in test taking.

Write a persuasive essay on government issues.

Express themselves in oral form about government issues.

(Attitude)

Work in a group where compromise is necessary to accomplish a task.

Recognize that in his/her search for growth they need to understand other political points of views.

Express not only where they stand on the political spectrum but understand the ideas of others on the spectrum.

Be able to develop a curiosity about economic and social issues as they relate to politics.

Recognize the need for their participation in the political system.

Develop a sense of passion for victims of political injustice.

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ADVANCED PLACEMENT AMERICAN GOVERNMENT

GRADE LEVEL: 12 LENGTH: One Semester PREREQUISITES: Overall GPA of 3.4 in previous Social Science course work.

Students are required to take Advanced placement examination in order to receive honors credit.

COURSE DESCRIPTION:

This course introduces the students to the American political system. It also prepares the students to take the advanced placement American Government examination in the spring. It involves teaching both general concepts used to interpret American politics. These concepts involve not only rules behind government action but also the subjective beliefs behind politics. It requires students to become familiar with the various institutions, groups, beliefs, and ideas that make up the American political reality. Role-playing and simulations are used to enhance the student’s understanding of how our government functions.

The course covers the underpinnings and theories behind the writing of the Constitution, political beliefs and the media, political parties, elections and interest groups, public policy formation, civil rights and civil liberties and the three branches of government.

COURSE CURRICULUM:

1) Underpinnings of the Constitution

2) Political Ideology, Behavior and the Media

3) Political Parties, Elections, and Interest Groups

4) Congress, President, Bureaucracy, and the Courts

5) Civil Rights and Civil Liberties

6) Public Policy Formation

COURSE OUTCOMES:


(Content)

Analyze specific case studies relating to various institutional groups, beliefs, and ideas that make up the American political reality.

Understand how current events relate to the government process.

Understand the origins of political beliefs and behaviors of individuals.

Evaluate voting patterns.

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Understand the factors that influence why citizens differ from each other in terms of political beliefs.

Understand the effects of laws on society.







Understand how presidential action affects American society.

Understand how congressional action affects American society.

Understand how federal court action affects American society.

Understand how bureaucratic action affects American society.

Understand how judicial interpretation has affected the development of civil liberties and civil rights.

Understand how the three branches of government interact with each other and how that effects American Politics.

(Skill)

Read complex essays and articles that relate to politics.

Use the Library and Internet for research.

Evaluate graphs, charts, cartoons, and other mediums that relate to politics.

Take notes.

Be proficient in test taking.

Write a persuasive essay on government issues.

Express themselves in oral form about government issues.

(Attitude)

Work in a group where compromise is necessary to accomplish a task.

Recognize that in his/her search for growth they need to understand other political points of views.

Express not only where they stand on the political spectrum but understand the ideas of others on the spectrum.

Be able to develop a curiosity about economic and social issues as they relate to politics.

Recognize the need for their participation in the political system.

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Develop a sense of passion for victims of political injustice.

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ECONOMICS

GRADE LEVEL: 11 & 12 LENGTH: One Semester

COURSE DESCRIPTION:

This course introduces students to the fundamental principles of economic theory and practice. Students develop a working definition of economics and are introduced to the laws of supply and demand. They also study a variety of political systems and their effect on economic theory. Types of businesses are explained along with the concepts of pricing, gross national product, inflation, taxation, and selected economic indicators.

COURSE CURRICULUM:

1) Economics and Choice

2) Market Economies at Work

3) The American Economy

4) Monitoring and Managing the Economy

5) The Global Economy

COURSE OUTCOMES:

The course will cover the twenty standards of economics, developed by the National Council on Economic Education. The specific learning objectives are printed at the beginning of each chapter of the textbook. Along with the basic skills taught in all social science courses, the Economics course specializes in the following areas:

read and work with graphs and tables.

solve problems dealing with supply, demand, and pricing curves.

locate current events articles about economic issues of competition and monopoly.

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EUROPEAN HISTORY


COURSE DESCRIPTION:

Study of political, social, economic, intellectual, religious, aesthetic, and geopolitical components of European development since 1300, with emphasis on Ireland, Great Britain, France, Germany, and Russia. Familiarity with the basic facts of modern history is presumed; ability to analyze, discuss, and explain historical problems and issues is expected. Seniors may gain three units of college credit from the University of San Francisco by completion of this course.

COURSE CURRICULUM:

The following content areas correspond to the chapters of the textbook. Students will be expected to develop an understanding of European history from chronological, topical, and regional perspectives.

1) The Rise of Europe

2) The Upheaval in Christendom (1300-1560)

3) Economic Renewal and Wars of Religion (1560-1648)

4) The Establishment of West European Leadership

5) The Transformation on Eastern Europe (1648-1740)

6) The Struggle for Wealth and Empire

7) The Scientific View of the World

8) The Age of Enlightenment

9) The French Revolution

10) Napoleonic Europe

11) Reaction versus Progress (1815-1848)

12) Revolution and the Reimposition of Order (1848-1870)

13) The Consolidation of Large Nation-States (1859-1871)

14) European Civilization (1871-1914)

15) Europe’s World Supremacy


17) The Russian Revolution and the Soviet Union

18) The Apparent Victory of Democracy

19) Democracy and Dictatorship


21) The Postwar Era: The Age of Superpowers

22) Empires into Nations: The Developing World

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23) A World Endangered: The Cold War

24) A world Transformed

SPECIAL THEMES:

History of Ideas and Ideational Systems: from religionism to liberalism (deviations: Fascism, national Socialism, Marxism-Leninism)

Political progress: from monarchy to plutocracy to androcracy to democracy

Economic Development: from agriculture to industry to a postindustrial economy; from feudalism to free-market capitalism (deviation: socialism in Russia and eastern Europe)


Art as Expression of Ideology

Basic History of Ireland, Great Britain, France, Germany, and Russia

Geopolitics: 1618-1648; 1648-1815; 1815-1871; 1871-1945; 1945-1991; since 1991


The future of religion in general and Christianity in particular.

Art as an expression of ideology.

Rationality vs. Irrationality

Knowledge vs. Ignorance

Truth vs. Error

Social Justice vs. Economic Exploitation

Human solidarity vs. Communal enmity

The Holocaust

COURSE OUTCOMES:

By the end of the course, the students should be able to:

Indicate assimilation of factual information

Take adequate notes on material presented and engendered in class.

Participate in class discussions, debates and simulation exercises.





Distinguish fact from opinion.

Form his or her own opinions on historical issues.

Present oral and written reports based on his or her own research.

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Use electronic as well as conventional means to present fruits of research.

Formulate a thesis statement for a research paper.

Demonstrate mastery of the form, methodology, and composition of a research paper.

42

INTRODUCTORY PSYCHOLOGY


COURSE DESCRIPTION:

This course is designed to give each student a general overview of the field of Psychology. Students are exposed to psychological facts, principles and phenomena associated with the major subfields within psychology. Students learn about methods psychologists use in research, the perspectives from which psychologists examine behavior, and the psychology of the mind.

COURSE CURRICULUM:

1) Critical Thinking

2) Biological Roots of Human Behavior

3) Human Development

4) Learning and Memory

5) Motivation

6) Personality Theory

7) Social Psychology

COURSE OUTCOMES:

After completing this course students should be able to:

understand psychology as a discipline and identify the different perspectives from which psychologists examine behavior and mental processes.

describe the important characteristics of scientific research.

show how psychologists use the three basic research methods: description, correlation, and experimentation.

answer some commonly asked questions about psychology.

describe the structure of neurons and describe how they communicate.

present the major divisions of the nervous system.

identify the structures of the brain and discuss their respective functions.

identify the major issues in developmental psychology.

trace the course of prenatal development, capacities of newborns and cognitive and behavioral development throughout childhood.

understand the major tasks and milestones of adolescence and adulthood.

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present the principles and processes of classical and operant conditioning and observational learning.

understand memory as an information processing system, and be able to describe the processes of encoding, storage and retrieval.

present basic concepts of motivation and discuss the basis of hunger and major eating disorders.

understand sexual motivation, including common sexual dysfunction’s.

describe the psychoanalytic perspective on personality and discuss strengths and weaknesses of Freud’s ideas.

describe the trait perspective, humanistic perspective, and social-cognitive perspective.

understand attribution theory and research on the relationship between attitudes and action.

understand the literature on conformity and social influence.

discuss how cultural and ethnic differences shape our social identities and behavior.

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AP PSYCHOLOGY B

GRADE LEVEL: 11 & 12 LENGTH: One Semester PREREQUISITE: 3.4 cumulative GPA

COURSE DESCRIPTION:

This course is designed to introduce students to the systematic and scientific study of the behavior of human beings and animals. Students are exposed to the psychological facts, principles, and phenomena associated with the major sub-fields within psychology. Students will learn about the methods psychologists use in both their science and practice. An all-day field trip is taken once in the semester. Expected workload is three to five hours of reading, studying, and written work per week.

COURSE CURRICULUM:

1) Introduction to Psychological Science and Statistical Reasoning

2) Biological Roots of Human behavior


4) Sensation, Perception, and Consciousness

5) Learning, Memory, Language, and Intelligence

6) Motivation and Emotion


8) Psychological Disorders and Therapy


COURSE OUTCOMES:


Understand psychology as a discipline and identify the different perspectives from which psychologists examine behavior and mental processes.

Describe the important characteristics of the scientific approach and psychologists’ research methods.

Describe the biological roots of human behavior.

Explain the major tasks and milestones of human development from birth to death.

Be able to summarize the results and implications of research on the nature-nurture issue and be able to summarize the current views on continuity and discontinuity, as well as stability and change.

Explain the difference between sensation and perception, and describe the sensory processes for all five senses.

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Present the biologic and cognitive processes of learning, memory, and language, and discuss the nature of intelligence.

Describe the current research on motivation, including the basis for hunger and the major eating disorders, and sexual motivation and the dynamics of sexual orientation.

Present research and the two major theories on emotional expression and discuss experiences of fear, anger, and happiness.

Explain current personality theory based on Freud’s ideas, the trait, humanistic, and social-cognitive perspectives.

Describe the prevalent psychological disorders, the classifications of the DSM-IV, and current psychotherapy and psychopharmacological treatment options.

Describe the major findings on aggression, altruism, and physical attraction.

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AP PSYCHOLOGY A

GRADE LEVEL: 11 & 12 LENGTH: Two Semesters PREREQUISITE: 3.2+ cumulative GPA

COURSE DESCRIPTION:

This course is designed to introduce students to the systematic and scientific study of the behavior of human beings and animals. Students are exposed to the psychological facts, principles, and phenomena associated with the major sub-fields within psychology. Students will learn about the methods psychologists use in both their science and practice. The class methodology makes extensive use of video, group work, experiments, and demonstrations. An all-day field trip is taken each semester. Expected workload is three to four hours of reading, studying, and written work per week.

COURSE CURRICULUM:

1) Introduction to Psychological Science and Statistical Reasoning

2) Biological Roots of Human behavior


4) Sensation, Perception, and Consciousness

5) Learning, Memory, Language, and Intelligence

6) Motivation and Emotion


8) Psychological Disorders and Therapy


COURSE OUTCOMES:


Understand psychology as a discipline and identify the different perspectives from which psychologists examine behavior and mental processes.

Describe the important characteristics of the scientific approach and psychologists’ research methods.

Describe the biological roots of human behavior.

Explain the major tasks and milestones of human development from birth to death.

Be able to summarize the results and implications of research on the nature-nurture issue and be able to summarize the current views on continuity and discontinuity, as well as stability and change.

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Explain the difference between sensation and perception, and describe the sensory processes for all five senses.

Present the biologic and cognitive processes of learning, memory, and language, and discuss the nature of intelligence.

Describe the current research on motivation, including the basis for hunger and the major eating disorders, and sexual motivation and the dynamics of sexual orientation.

Present research and the two major theories on emotional expression and discuss experiences of fear, anger, and happiness.

Explain current personality theory based on Freud’s ideas, the trait, humanistic, and social-cognitive perspectives.

Describe the prevalent psychological disorders, the classifications of the DSM-IV, and current psychotherapy and psychopharmacological treatment options.

Describe the major findings on aggression, altruism, and physical attraction.

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I N S T R U C T I O N A N D

A S S E S S M E N T M E T H O D O L O G I E S

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EVALUATION

Evaluation is an ongoing process for the Social Science department members. It occurs at all levels from formal administrative evaluation to the evaluation of the faculty by student survey. Evaluation is used by students, teachers, and administrators to refine methods by which we approach the goals set forth in the Graduate at Graduation document.

At the department level, evaluation occurs in many forms. Formal class observation, review of course descriptions and objectives, review of midterm and semester examinations, conferences between department chair and teachers, and review of student evaluations provide for ongoing evaluation of instruction. In addition, level meetings and department meetings provide opportunities for self-evaluation and peer review in the effectiveness of meeting student needs and department objectives.

Results of Advanced Placement examinations, scores from S.A.T. and A.C.T. testing, and subject examinations such as S.A.T. II, provide outside criteria for evaluation of Social Science courses at Saint Ignatius.

At the classroom level, evaluation occurs as the teacher monitors student progress through formal testing, observes behavior, conducts discussions, and corrects assignments. All of these methods provide opportunities for the teacher to refine the course and focus on the achievement of objectives.7

GRADES AND GRADING POLICY

The Department has agreed that course objectives should be set so that minimum achievement of these objectives will result in a grade of B being assigned to a student. In a college preparatory curriculum, the grade of B is a college recommending grade.

Each teacher develops a written grading policy for each class and explains it to the students on the first day of class. The Department scale for the assignment of grades is as follows:

A B C D F

90-100% 80-89% 70-79% 60-69% 59% or less

In addition to report cards distributed four times per year, teachers are required to provide interim reports to counselors for students who have experienced academic difficulty. Any student in danger of receiving a grade of less than C on a report card, must receive a Course Status Report midway through the grading period. This report will indicate causes of deficiency and positive suggestions for improvement. Copies of this report are sent to the parent, counselor, and the Assistant Principal for Academics.

7 Methods for evaluation of student progress are listed in the Appendix.

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POLICIES FOR MIDTERM AND SEMESTER EXAMINATIONS

Midterm examinations are 55 minutes in length. Semester examinations are 75 minutes in length. All midterm and semester examinations must include an essay component that is at least 50% of the examination. All tests are to be corrected and returned to the students for further study unless exemption is granted by the Assistant Principal for Academics. Two copies of each midterm and final is due to the Department Chair no later than the day on which the test is given.

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METHODS OF INSTRUCTION

Social Science courses at Saint Ignatius involve the following pedagogical methods:

1) Analysis and criticism of secondary sources

2) Analysis and criticism of art and architecture, and map skills

3) Book reviews

4) Computer-based simulations and presentations

5) Concentrated reading exercises

6) Current event projects

7) Debates and trials

8) Discussions: class, groups, and pairs

9) Document analysis

10) Explication and discussion of social justice

11) Internet searches

12) Journalizing

13) Lecture, combined with questioning and discussion

14) Multi-media projects

15) Newspaper and magazine articles, political cartoons, documentary and news shows for discussion of current and historical issues

16) Note-taking

17) Objective tests

18) Oral Reports by students (individual and cooperative)

19) Outlining and summarizing

20) Reflection papers

21) Research papers

22) Simulation or role-playing exercises with emphasis on empathetic understanding and pluralistic interpretation

23) Socratic presentation by teacher

24) Subjective tests8

25) Utilization of film and film clips in connection with class topics

26) Utilization of library and internet center resources

8 Written responses should comprise at least 50% of Social Science testing.

52

H U M A N R E S O U R C E S

53

FACULTY

MR. DAVID BOWE

CLASSES TAUGHT AP US History, World History 2 SERVICE YEARS 5

UNDERGRADUATE University of California, Santa Cruz, 2000, BA History CREDENTIAL University of California, Santa Cruz

GRADUATE STUDIES

MR. ERIC CASTRO

CLASSES TAUGHT AP Psychology, World History I SERVICE YEARS 14

UNDERGRADUATE San Francisco Sate University, 1997, Interdisciplinary Social Science

CREDENTIAL University of San Francisco, 2001 GRADUATE STUDIES MA, University of San Francisco, 2001, Interdisciplinary

Leadership

MR. ARTHUR CECCHIN

CLASSES TAUGHT AP US History, CP US History SERVICE YEARS 39

UNDERGRADUATE University of San Francisco, 1967, History CREDENTIAL University of San Francisco, 1973

GRADUATE STUDIES MA, University of San Francisco, 1973, History

MR. JUSTIN CHRISTENSEN

CLASSES TAUGHT AP American Government, World History 1, World History 2

SERVICE YEARS 9

UNDERGRADUATE University of California, Berkeley, 2003, BA Political Science and Social Welfare

CREDENTIAL Harvard University 2004 GRADUATE STUDIES Harvard University, 2004, Ed.M. Teaching and Curriculum

MS. DANIELLE DEVENCENZI

Current Department Chair (2010-Present)

CLASSES TAUGHT World History 1, World History 2, CP American Government SERVICE YEARS 10

UNDERGRADUATE Santa Clara University, 2001, Political Science CREDENTIAL CLAD Credential

GRADUATE STUDIES MA Teaching, University of San Francisco, 2003

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MS. KATY DUMAS

CLASSES TAUGHT World History I, Economics SERVICE YEARS 9

UNDERGRADUATE Santa Clara University, 1998, BS Anthropology CREDENTIAL University of Hawaii, 2002

GRADUATE STUDIES University of Hawaii, MA Teaching, 2002

MR. YOSUP JOO

CLASSES TAUGHT AP Psychology, Introduction to Psychology SERVICE YEARS 5

UNDERGRADUATE Stanford University, BS Psychology CREDENTIAL University of San Francisco, CLAD Credential 2012

GRADUATE STUDIES University of San Francisco, MA Teaching

MS. KATE KODROS

CLASSES TAUGHT World History 1 & 2 SERVICE YEARS 25

UNDERGRADUATE Santa Clara University, 1975, BA History CREDENTIAL University of San Francisco, Secondary Teaching Credential,

1976 GRADUATE STUDIES University of San Francisco, MA Education, 1984, Pupil

Personnel Credential 1984

MR. OWEN MAGUIRE

CLASSES TAUGHT CP US History, World History I SERVICE YEARS 6

UNDERGRADUATE CREDENTIAL

GRADUATE STUDIES

MS. YOLANDA MEDINA-ZEVAS

CLASSES TAUGHT World History 1, CP US History SERVICE YEARS 1

UNDERGRADUATE University of California, Davis 1999, BA History and Spanish CREDENTIAL

GRADUATE STUDIES Notre Dame De Namur 2007, MA Teaching History

MR. JOHN STIEGELER

CLASSES TAUGHT World History I &2, AP Government, European History SERVICE YEARS 28

UNDERGRADUATE Santa Clara University, 1978, BA History CREDENTIAL

GRADUATE STUDIES MA, San Francisco State University, 1994 Modern European

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History

MR. ROBERT VERGARA

CLASSES TAUGHT World History 1, CP US History SERVICE YEARS 31

UNDERGRADUATE University of San Francisco, BA History 1982 CREDENTIAL

GRADUATE STUDIES University of San Francisco, MA Private School Administration, 1999

MR. JULIUS YAP

CLASSES TAUGHT AP US History SERVICE YEARS 33

UNDERGRADUATE San Jose State University, BA History CREDENTIAL

GRADUATE STUDIES San Jose State University MA Education

56

A P P E N D I X

57

A MULTIPLE- CHOICE PRIMER

THE EXAM

Although there are similarities between studying for a multiple-choice exam and an essay exam, there are many more differences. Like an essay, preparing for multiple-choice exams still requires purposeful notes, well-reviewed tests, and active daily learning. But whereas an essay exam requires focused and in-depth study on a narrow range of topics, studying for a multiple-choice exam requires breadth. For this reason, many instructors criticize multiple-choice exams, saying the essay is a truer indicator of what students actually know – but multiple-choice exams are the most frequently used type of objective question on standardized tests. In order to maximize the efficiency of your studying for this type of assessment, you ought to review the material several times before the exam. Use your notes and text markings, aided by regular rehearsal, to quickly review large amounts of material. In the multiple-choice format, a question or statement is posed; this section is called the stem. Three to five choices follow, which either answer the question or complete the statement. It is up to you to eliminate the incorrect choices and find the correct one. Look at the following multiple-choice example on Sigmund Freud:

Stem 1. According to Freud, the three parts of human consciousness are a. the ego, the id, and the libido. b. the id, the alter-ego, and the ego.

choices c. the id, the ego, and the superego. d. the child, the adult, and the parent.

If you know something about Freudian psychology, you know that the correct answer is c. You either write c on your answer sheet or darken c on your answer grid. SPECIFICS

1. Read the stem and try to answer the question or complete the statement from memory without looking at the choices. Often times people are only confused by the choices, especially if more than one of the choices are very nearly correct.

2. After having read the stem and either answered the question or completed the

statement, then look at the choices. If you see your answer as a choice, mark that as your answer. Otherwise read each choice as if it were a separate true-false statement. In the previous example, you would have read “According to Freud, the three parts of the human consciousness are the ego, the id, and the libido.” Then you would determine whether this statement is true or false.

3. If you determine the statement to be false, draw a line through it (if you are allowed

to mark on the exam), as in the following: According to Freud, the three parts of the human consciousness are

58

a. the ego, the id, and the libido. By crossing out, you eliminate choices. You also save yourself time by preventing your eyes from returning to incorrect choices.

4. Continue to eliminate incorrect choices until you find the correct answer. In some

difficult questions, two choices may appear correct to you. If this happens, reread the stem to pick up any shades of meaning in the words; then reconsider the two choices. Look at the following question on short-term memory, from which two choices have already been eliminated:

The best example of the use of short-term memory is a. reciting key points in reading material. b. repeating a phone number just told to you. c. understanding what categorization means and using this information

on an essay exam. d. remembering the name of a friend whom you have not seen for eight

years.

You can eliminate c and d, because both are examples of information that has been stored in long-term memory for a long time. Both a and b, however, refer to recently learned information. In rereading the stem, note that the question is asking for the best example of short-term memory. Reciting helps put information into long-term memory, so b is the best answer, You need to use your best skills in logic and critical reading when you come upon two choices that both seem correct.

5. Question choices that include absolute terms of qualification, such as “always,”

“never,” and “only” are frequently incorrect because they need to be true in every case, and few statements are always true. Look at the following question on categorization:

Which statement best describes categorization? a. Categorization and association are never both used to learn new

information. b. Categorization is always used to learn disorganized information. c. Categorization is an unsuccessful learning technique. d. Categorization is an effective learning technique used by students in

several disciplines to learn new material.

You would be correct in omitting both a and b as correct answers because the qualifiers “never” and “always” insist that these statements be true in every case. If you can think of just one exception for each choice, you can eliminate that choice.

6. Look for choices that give complete information. Although incomplete answers may

not be false, they often do not qualify as the best answer. For example:

Which statement gives the best definition of rehearsal? a. Rehearsal is a learning process involving rereading.

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b. Rehearsal is a learning process involving rewriting. c. Rehearsal is a learning process that helps put information into long-

term memory. d. Rehearsal is a learning process that may use all of the senses to place

information into long-term memory. Although choices a, b, and c are all partially correct, choice d is like the main idea for the preceding choices, so it is the best choice.

7. Qualifiers like “not,” “except,” and “but” in the stem can completely change the

meaning of the question. Instructors who carefully design multiple-choice questions often make “all of these” or “both a and b” correct choices. “None of these” is sometimes used as a filler choice, when the test maker has run out of interesting choices. Look at the following question on neural traces and see how the option “both a and b” is thoughtfully designed as the correct choice:

A neural trace is a. a mark on the cerebrum. b. also called a memory groove. c. only induced by drugs. d. both a and b

Had you not read all of the choices, you could have marked a as the correct choice. GUESSING

1. If two answers are similar, except for one or two words, choose one of these. 2. If two answers have similar sounding or looking words (like “intermediate” and

“intermittent”), choose one of these answers. 3. If the answer calls for a sentence completion, eliminate the answers that would not

form a grammatically correct sentence. 4. If two quantities are almost the same, choose one. 5. If answers cover a wide range (4.5, 66.7, 88.7, 90.1, and 500.11), choose one in the

middle. 6. If there is no penalty for guessing and none of the above techniques work, close your

eyes and go for it.

Documents

SOCIAL SCIENCE DEPARTMENT HANDBOOK