The primary purpose of the social studies department is citizenship education. It seeks through its course offerings and pedagogical methods to build and enhance within Overlake students cultural, historical, geographical, and political literacy in order that they may become well-informed and active participants in a democratic society. The chosen curriculum addresses the needs and demands of the increasingly global community by emphasizing world history, America's evolving historical role in world history, and the inter-relatedness of nations. All courses strive to make meaningful connections between the past and present. The Department challenges students with a rigorous curriculum that stresses authentic application of content with assignments and projects designed to enhance thinking, skills, and knowledge. In addition to acquiring information, the Department also challenges students to apply learned knowledge to current and future world problems.
Three years of social studies are required for graduation: World History 9, World History 10, and U.S. History. Students may take U.S. History in either grade eleven or twelve.
Social Studies 5: Ancient Civilizations
Fifth grade social studies is designed to work in tandem with fifth grade English to create a humanities class with an integrated approach to the study of language arts and history. With myths, stories, and ancient civilizations as the focus, students consider the following essential questions:
- What is a story and what elements are universal to all stories?
- Why are stories and myths important to cultures around the world, including ancient cultures?
- How is history in itself a kind of story?
- How are the stories of ancient people relevant to modern culture? What might we learn?
- Why it is important to know who is telling the story, whether the story is fictional or historical?
For social studies, students will explore the geography and history of the ancient world cultures of Sumer, Mesopotamia, Egypt, China and Greece. Beginning with the dawn of human civilization and a brief survey of early hominids, students will focus on the concept of seven cultural universals, a construct by which historians determine whether or not a group of people constitute a civilization. By examining the belief systems, government, technology, food supply, arts, social structure, and writing system of these ancient people, students will compare life in modern America with that of various ancient civilizations. Students will also make literary connections through various texts, including short stories, myths, non-fiction reading, and novels. Learning activities include simulations and individual and small group assignments. Students will also complete one major research paper on an ancient civilization not covered in class. Finally, students will practice formal and informal presentations throughout the year in order become more confident speakers.
Social Studies 6: American History
The sixth grade social studies curriculum chronologically studies American stories that begin with the people already settled on the continent before the European invasion over 500 years ago through the rise of US industry and the building of American power and wealth after the Civil War.
The curricular year is broken up into themed learning units with the following topics:
- Physical geography of North America and settlement patterns of First Americans
- Exploration and colonization by Europeans
- Establishment of independence through rebellion and war
- Establishment of a nation through Constitutional law
- Expansion of territorial boundaries and population growth from immigration
- Fighting for individual and group freedoms and rights and national conflict
- The rise of industry and technology post-Civil War
- Washington and Northwest history as case-studies
Within a well-defined curriculum, this class provides tremendous freedom for the students’ interests and learning styles while stimulating growth across multiple intelligences. Issues around identity, cultural assimilation, and citizenship are lenses of the course, including the relationship between individuals and government, the rights and responsibilities of citizens, and the roles active citizens play in affecting change. We begin to debate some of the big questions over the course of the year and take a serious look at how history impacts us as well as how we impact history. Current events (or history in the making) are constantly connected to the past and the future to help students construct a global framework of understandings.
Readings come from a variety of textual resources and from narratives that capture the sense and feel of historical periods and change. Students participate in a wide variety of independent, individual and cooperative projects throughout the school year. Projects are designed to hone the students’ research and presentation skills, raise their self-confidence, personally connect the student and his/her family to the fabric of American history, and develop creative abilities through visual and verbal expression.
Social Studies 7: World Geography
Seventh grade social studies is a cultural and physical geography course designed to open students up to the world and how it works. The course is grounded in physical geography, and we spend the early portion of the year solidifying our understanding of landforms, maps and where things are. After that, our exploration of the world and world cultures takes off, and we approach various regions of the world with the same questions: What is the physical layout of this area? What are some of the cultural characteristics of the area? What are the connections between these two ideas?
In addition to this regional approach to cultural and physical geography, students in the course are expected to keep a close eye on current events, as they are discussed in class on a regular basis. There are also research and writing projects throughout the year on various topics. Some of the learning units include: Fundamentals of Physical Geography; Refugees and Human Rights; Geography, Culture and Recent History in South, Southeast and East Asia, Africa, the Middle East, Europe, and Latin America.
Social Studies 8: Civics & Citizenship
The goal of eighth grade social studies is to foster a sense of informed and active citizenship. The course will begin with an examination of what a democratic system looks like through active and cooperative exercises. We will explore the issue of how information is disseminated in a democratic state and we will conduct a critical study of how information is delivered in our society through the study of historical and contemporary propaganda. We will then focus on the political and legal system created by the US Constitution, as well as the individual rights spelled out in that document. Investigations into governments at the local, state, and national level will include participatory projects that explore historical as well as current political and social issues.
We will explore current issues of civic importance. Students will learn that citizenship involves forms of civic engagement that go beyond the simple act of voting. The course will ask students to do considerable analytical work through their written and oral expression. They will be asked to develop their note-taking skills, as well as their ability to read critically. Students will conduct extensive research to support their ideas and will also have the opportunity to express them in a variety of written and oral forms throughout the year including a formal debate and many individual and group oral discussion opportunities. Students will be asked to continually work on exploring a variety of perspectives, challenge their own opinions, and consider many points of view. Students will be challenged to write persuasive pieces as well as pieces that show the learning process through the deep analysis of issues connected to a topic of discussion. Students will be asked to be engaged with current events and issues, and will have many opportunities to consider their stands on issues that affect us all. Most importantly, students will not only be asked to consider issues of civic importance, but will also be challenged to take action in a variety of ways. The ability to work well individually as well as in groups will be of great importance to the overall success of students in the course.
World History 9: Development of World Civilizations
In the 9th grade we examine the development of early human societies, as well as how those societies have adjusted to environmental, political, social, economic, or other pressures over time. In the first semester we will focus on the rise of two ancient empires, Rome and China, as a way to thinking more deeply about the nature of power in society. In the second semester we will look at the Middle Ages and early modern era, a time when civilizations around the world are drawn together through an increasingly complex global network fueled by religious expansion, overseas exploration, international trade and war. We will conclude by looking at the power of the new ideas about both the individual and society that emerged from this period.
World History 10: The Modern World
In this course, students will gain an extensive knowledge of major changes and events of the 19th and 20th centuries in different parts of the world. Through varied and engaging activities in class and major assignments, they will improve their skills in thinking, writing, discussing, presenting and researching. By the end of the course, students will have gained an improved understanding of the political, social and economic developments in various parts of the world from 1800 to 1960. We will focus on particular themes – equality, justice, how major changes occur and make links between what has happened in the past with events happening at the present time.
Honors United States History
World History 9 and 10
This course is a chronological and thematic study of significant developments in the social, economic, and political history of the United States with a focus on the twentieth and twenty-first centuries. Instead of attempting to survey all of American history, we will examine selected events and developments in depth. The core work of the course will consist of reading and analyzing first-hand accounts of past events. Class activities will include discussions, role plays, and simulations. The goal of the course is to help students develop critical thinking and argumentative writing and speaking skills.
AP U.S. Governments and Politics
The AP U.S. Government and Politics course challenges students to analyze and interpret the intentions of the various institutions that comprise the American political system and the U.S. government. The practical and theoretical understanding of policy-making and power as it pertains to Constitutional principles, federalism, political parties, interest groups and the media, and individual rights and liberties serves as the foundation of the course. Students will explore concepts through projects, case studies, and written assessments in conjunction with preparation for the final AP exam in May.
AP Microeconomics is a year-long, basic college level course that introduces the principles of economics as they apply to the functions of individual economic decision makers. The course develops students' familiarity with the operation of product and factor markets, distribution of income, market failure, and the role of government in promoting greater efficiency and equity in the economy. We will use a range of resources including graphs, charts and data analysis to describe and explain economic concepts. We will also make use of resources in the community for case studies, field trips and guest speakers. Students will also research and present to the class on particular aspects of economy.
Africa: Success and Challenges
We often receive negative views and images of Africa from the media, without really understanding the complex issues affecting that continent. We less frequently hear about the successes and developments in African politics and society since the 1960’s. This course looks a spectrum of sources on Africa to understand the continent in greater depth – the history, economies and politics, social change and the arts – with the aim of answering the following questions. Why has development been such a challenge in some countries? How have some nations achieved success and what are the prospects for the future? What social changes have occurred since independence? What are examples of music, literature and the arts and how do these reflect the changes of the last 50 years? Students will have the opportunity to study one country in depth to help understand the many facets of its society and development.
The Middle East: Success and Challenges
The Middle East has undergone much change, conflict, and success in the last 100 years. Even within the last year there have been significant political and social changes. At the same time, the region is marked by enduring traditions and dramatic contrasts. In order to understand contemporary issues affecting the Middle East, it is necessary to study the region in depth. To help with this, we will focus on the following questions. What are the differences in the major faiths, political views, economies and societies? What have been the causes of conflict? Why have some conflicts been so difficult to solve? What have been the major successes in recent decades? Students will have the opportunity to study one country in depth to help understand the many facets of its society and development.
History of Food
We all love to eat and food fills a large part of our daily lives and social interactions. Food connects us to the earth and to others. It reflects our health, our status, and our environment. In this class we will study how different foods shaped past civilizations and how they continue to shape our current world. We will explore our families’ and cultures’ foods, and of course, we will eat food. The class will explore many facets of the production, preparation, and consumption of food. We will look at the relationships between food and culture, economics, and technology. The course will be global in scope focusing on foods from around the world.
Future Studies: Life in the Coming Years
Most social studies courses explore the past. This course explores the future. What will the coming decades be like? How will current and newly developing technologies alter not only our daily lives but perhaps what it means to be human? How will an internet a billion times more powerful than today’s empower humanity? What changes might virtual reality bring? What happens when machine intelligence surpasses human intelligence? Given that the coming decades will likely bring the greatest changes in human history so far, what do you need to know to better understand our rapidly changing world? What challenges, dangers, and opportunities lie before us and what skills might you need to successfully navigate the future? Although we will explore multiple areas of coming change, most of the course will focus on technological changes based on current expert predictions for the next 20 years and less certain theories about the decades beyond.
The Cold War
From 1945 until 1990 the high level of political tension between the USSR and USA brought the world close to nuclear war on a number of occasions. A succession of American Presidents and Russian leaders were rivals for control of various parts of the world, often threatening one another but fortunately using bluster or compromise, rather an actual attack, to avert a final conflict. This course takes you through the global rivalries and conflicts from 1945 to 1990. We look at the causes of the Cold War, the nature of the conflict and the means by which allies were obtained. We will look at the major conflicts and wars that the superpowers influenced or fought in – the Berlin Blockade and building of the Wall, Korea, Vietnam and Cuba. We will also study the technology of the nuclear arsenals and the capabilities of both sides. We will study the impact of American and Soviet influence in Latin America, Africa and Asia. Finally, you will understand the importance of “people power” in the 1960’s to 1980’s both within the USA and the Soviet bloc, as well as the individuals and trends that influenced the demise of communism in 1989-90.
The Age of Genocide
This course is about the crime of genocide, and the world that enables such a crime to exist. What drives a person or a state to large-scale murder of innocents based on race or ethnicity alone? What drives a person or a state to look away as such a crime is committed? What drives a person or a state to act to save others facing torture, abuse and death at great personal risk? These and other such questions will form the foundations of the class.
In this semester, we will explore some of the most important examples of genocide in the 20th and 21st centuries, looking for clues to help us comprehend genocide and the responses to it. This is not a ‘comparative genocide’ class. This course is about the act of genocide and its causes, and the responses to it, by victims, perpetrators, bystanders and upstanders.
This is a class about human rights on the most basic level. It is about some of the most heinous crimes against humanity ever committed, and about the responses, or lack of responses, to those crimes. This course is about responsibility, justice and citizenship on a global scale. This is a class for students of history looking for more than just “what happened,” but who also ask the painful question: “How could this have happened?”
Gender Roles in the Contemporary World
The world has experienced rapid technological, political and cultural change over the last century, and in many places those changes have led people to question, challenge or discard completely traditional beliefs about gender and sexuality. In this course we will examine how these historical events and trends have shaped people’s understanding of what it means to “be a man” or to “act like a lady” in regions across the globe. To what extent has the process of industrialization and urbanization destabilized traditional gender and family roles? How do shifting ideas about race, religion and ethnicity in any one region affect ideas about gender roles? And, finally, what have been the effects of the modern feminist and gay rights movements? We will explore these and other questions over the course of the semester.
To be a global citizen requires an understanding of global issues. To gain that understanding requires examining more than just what appears on the news each night. In this class we will look at events from around the world, not just from a ‘what’s happening now’ viewpoint but through in-depth analysis including cultural, historic, economic and political perspectives. Our ultimate goal is to see how issues and people relate to each other and how the events in one part of the world affect those in a different part. At the same time the class encourages students to apply their own ideas and opinions to different situations so they can be more confident and thoughtful global citizens going forward.
Introduction to Psychology
The study of psychology is the study of the how we think, feel and behave. This course is designed to give students an introduction to this subject by examining the major psychological perspectives including Behavioral, Cognitive and Social-cultural. This class will cover topics such as development, perception, learning, motivation and personality. Through reading, demonstration and experimentation, students will gain a better understanding of who they are and how they function. They will also learn how broad the field is and how it applies and can be applied to their own lives.