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1 | Course Name | Transcript Abbrevation(s) | Archive | Semester(s) | UC Area | UC Area Type | Type of Course | Typical Grade Level | Course Description | |||||||||||||||||
2 | 20th Century Film and History (CP) | 20th Century Film & History (CP) | 1 Semester | G | History / Social Science | College Prep | 11-12 | This course has three main goals. First, this course is designed to orient student to film as historical documents. What issues emerge when we evaluate film as historical evidence? What are the films strengths and weaknesses as a historical record? What perspectives does the film offer about 'truth' and 'reality'? How does film present issues of race, gender, and class? Film is subject to the same standards of skepticism as any primary document, yet it also offers a unique ability to reflect on 'reality' in ways that other primary documents do not. Opening students to these challenges will provide them with a greater appreciation for the way in which historians scrutinize and evaluate evidence. Second, this course is designed to motivate students to penetrate various topics in modern world history in greater depth. Knowledge of modern history is provided in support of each film, but the possibilities for further research and analysis remain. Finally, this course is designed to improve students' research and writing skills. Through constant interaction with the films as a historical resource, students develop their own voice with respect to analyzing the past. | ||||||||||||||||||
3 | African American Studies (CP) | African Amer Studies (CP) | 1 Semester | G | History / Social Science | College Prep | 10-12 | The purpose of this course is to explore and develop an understanding of the role and contributions of African Americans to the growth of the United States. This course offers opportunities to explore black identity through nuanced narratives. Using primary sources, scholarly articles and analysis students will explore fundamental questions centered on the humanity and lived experiences of African Americans. What are the legacies of the Black Diaspora? Who is considered black or African American? How did enslavement undermine democratic principles? How do the cultural expressions of African Americans define society? How did sports provide a source of pride? While acknowledging the shared experiences of diasporic people, this course aims to teach Black histories that recognize Black humanity. | ||||||||||||||||||
4 | American Government (CP) | American Govt (CP) | 1 Semester | A | Civics / American Government | College Prep | 12 | Students in grade twelve pursue a deeper understanding of the institutions of American government. They compare systems of government in the world today and analyze the history and changing interpretations of the Constitution, the Bill of Rights, and the current state of the legislative, executive, and judiciary branches of government. An emphasis is placed on analyzing the relationship among federal, state, and local governments, with particular attention paid to important historical documents. Government is not limited to the study of politics and society; it also encompasses participation in classrooms and schools, neighborhoods, groups, and organizations. Not all participation is beneficial. This course framework makes frequent reference to civic virtues and principles that guide participation and to the norm of deliberation (which means discussing issues and making choices and judgments with information and evidence, civility and respect, and concern for fair procedures). What defines civic virtue, which democratic principles apply in given situations, and when discussions are deliberative are not easy questions, but they are topics for inquiry and reflection. In civics, students learn to contribute appropriately to public processes and discussions of real issues. Their contributions to public discussions may take many forms, ranging from personal testimony to abstract arguments. They will also learn civic practices such as voting, volunteering, jury service, and joining with others to improve society. Civics enables students not only to study how others participate, but also to practice participating and taking informed action | ||||||||||||||||||
5 | AP African American Studies | AP African Amer Studies | 2 Semesters | A | U.S. History OUHSD-Elective Graduation Credit | Advanced Placement | 11-12 | Overview The course framework provides a description of what students should know and be able to do to qualify for college credit and/or placement, and thus what they may be expected to demonstrate on the AP Exam. The course framework includes the following components: 1 SKILLS The skills are central to the study and practice of African American Studies. Skills will be used on the Individual Student Project and the AP exam: Applying Disciplinary Knowledge, Source Analysis, and Argumentation. 2 COURSE CONTENT The required course content is organized into four thematic units that move across the instructional year chronologically and provide a suggested sequence for the course. Themes are: MIGRATION AND THE AFRICAN DIASPORA: Migration is a key theme in African American Studies. AP African American Studies explores the role of migration (forced and voluntary) in the development of African diaspora communities and the evolution of African American communities in the United States. The concept of “diaspora” describes the movement and dispersal of a group of people from their place of origin to various, new locations. The concept of the African diaspora refers to communities of African people and their descendants who have relocated beyond the African continent, including the Americas, Europe, and Asia. This concept holds Africa as the point of origin for the shared ancestry of diverse peoples of African descent. In different ways over time, Africa has been a symbol that influences the cultural practices, artistic expression, identities, and political organizing of African Americans in the United States and the broader African diaspora in divergent ways. INTERSECTIONS OF IDENTITY: AP African American Studies examines the interplay of distinct categories of identity (such as race, ethnicity, class, nationality, gender, region, religion, and ability) with each other and within society. African Americans and Black communities throughout the African diaspora are not a monolith, and the course emphasizes the various ways categories of identity operate together to shape individuals’ experiences and perspectives. In line with the discipline of African American Studies, students should develop the skill of considering how the intersections of identity impact the sources, debates, and historical processes they explore. CREATIVITY, EXPRESSION, AND THE ARTS: AP African American Studies emphasizes creativity, expression, and the arts as a lens for understanding the experiences and contributions of African American communities in the past and present. The course offers students direct encounters with an array of Black art, literature, music, and performance from early African societies through the contemporary moment. In each unit, students analyze various approaches within and purposes for African American expression such as African influences on religious expression and language, the use of photography, poetry, and biography to advocate for justice, debates about the roles of Black writers, artists, and actors in society, and a celebration of Black beauty through Afrocentric hairstyles and dress. Students are encouraged to examine the context and audience of African American forms of expression, particularly their global influence and the ways they have changed over time. RESISTANCE AND RESILIENCE: The themes of resistance and resilience spiral throughout the AP African American Studies course. Each unit highlights a range of methods that African Americans have innovated to resist oppression and assert agency and authenticity politically, economically, culturally, and artistically. These methods often emerged from distinct experiences, perspectives, and approaches for resisting oppression, finding joy, and building community. Students examine examples such as resistance to slavery and the slave trade, the formation of clubs and businesses that advocated for women’s rights and economic empowerment, and movements to preserve and celebrate Black history and cultural traditions. Throughout the course, students are encouraged to identify how various forms of resistance and resilience evolve within Black communities in the United States, and in connection to the broader African Diaspora. | ||||||||||||||||||
6 | AP European History | AP European History | 2 Semesters | A | World History / Cultures / Historical Geography | Advanced Placement | 10 | This course is designed to introduce students to the cultural, economic, political and social developments in European history that have played a fundamental role in shaping the world in which they live. Within this scope they will trace the rise of democratic ideas and develop an understanding of the historical roots of current world issues. In addition to providing a basic narrative of events and movements, the goals of this program are to develop three important skills: first, an understanding of some of the principle themes which run through the history of Western Civilization, second, an ability to analyze historical evidence, and finally an ability to analyze and express historical understanding in writing. | ||||||||||||||||||
7 | AP Human Geography | AP Human Geography | 2 Semesters | A | World History / Cultures / Historical Geography | Advanced Placement | 9 | The purpose of AP Human Geography is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice. | ||||||||||||||||||
8 | AP Macroeconomics | AP Macroeconomics | 1 Semester | G | History / Social Science | Advanced Placement | 12 | The course will give students a thorough understanding of the principles of economics that apply to an economic system as a whole. Particular emphasis will be placed on the study of national income and price determination and also will develop familiarity with economic performance measures, economic growth, and international economics. | ||||||||||||||||||
9 | AP Microeconomics | AP Microeconomics | 1 Semester | G | History / Social Science | Advanced Placement | 12 | Microeconomics—Advanced Placement will provide students with a thorough understanding of the principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the larger economic system. It placed primary emphasis on the nature and functions of product markets, the study of factor markers, and of the role of government in promoting greater efficiency and equity in the economy. | ||||||||||||||||||
10 | AP Psychology | AP Psychology | 2 Semester | G | History / Social Science | Advanced Placement | 12 | This course is designed to introduce students to the empirical study of the behavior and mental processes of human beings and other animals. In their journey through the different subfields of psychology, students learn about psychological facts, principles, phenomena, ethics and methods of research, and the history and systems of psychology. | ||||||||||||||||||
11 | AP Government and Politics United States | AP US Gov & Pol | 1 Semester | A | Civics / American Government | Advanced Placement | 12 | AP U.S. Government and Politics provides a college-level, nonpartisan introduction to key political concepts, ideas, institutions, policies, interactions, roles, and behaviors that characterize the constitutional system and political culture of the United States. Students will study U.S. foundational documents, Supreme Court decisions, and other texts and visuals to gain an understanding of the relationships and interactions among political institutions, processes, and behaviors. Underpinning the required content of the course are several big ideas that allow students to create meaningful connections among concepts throughout the course. Students will also engage in skill development that requires them to read and interpret data, make comparisons and applications, and develop evidence-based arguments. In addition, they will complete a political science research or applied civics project. | ||||||||||||||||||
12 | AP US History | AP US History | 2 Semesters | A | U.S. History | Advanced Placement | 11 | This course deals with the social, political, cultural, and economic history of the United States from the colonial development to the present and to an awareness of the future. This course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in United States history. Students will assess historical materials including their relevance to a given interpretive problem, their reliability, and their importance. This course prepares students to take the Advanced Placement United States History examination. | ||||||||||||||||||
13 | AP World History | AP World History | 2 Semesters | A | World History / Cultures / Historical Geography | Advanced Placement | 10 | AP World History: Modern is a challenging year-long course equivalent to an introductory college survey course. The course is structured around the investigation of six themes woven into nine key concepts covering four historical periods ranging from ca. 1200 CE to the present. The key concepts support the investigation of historical developments within a chronological framework, while the themes allow students to make crucial connections across the time periods and across geographical regions. One purpose of the class is to prepare students for successful placement into higher-level college and university courses. The course is also designed to develop skills of analysis and thinking in order to prepare students for success in the twenty-first century. Students will analyze historical developments, analyze primary and secondary sources, and develop an argument supported by textual evidence. All students are encouraged to demonstrate their mastery of the course goals by taking part in the College Board AP World History: Modern Examination in May. | ||||||||||||||||||
14 | California History (CP) | California History (CP) | 1 Semester | G | History / Social Science | College Prep | 11-12 | California History is a course for students to explore the history and geography of our state and of Ventura County. The course will cover the pre-colonial and Spanish colonial period, California as part of Mexico, statehood during the 19th and 20th centuries, and local history. Students will have the opportunity to study the major influences on history, culture, politics, and economics of California. By the end of the course students should be able to identify major events in the chronological history of the state and connect California history and geography to the social, political, and economic issues the state faces today. | ||||||||||||||||||
15 | Chicana/o/e Perspectives in US History | Chicano-US History (CP) | 2 Semesters | A | History / Social Science | College Prep | 11-12 | Chicano history is US History. This course will engage students in a year-long exploration of the experiences, contributions, and struggles of the Chicano people in the United States of America. The course is a historical investigation that begins with the critical connection to and exploration of the ancient MesoAmerican past and its significant relationship to and influence on contemporary American society. From there, students will investigate historic moments and movements spanning European colonialism, its impact on Indigenous peoples of the hemisphere, the creation of the mestizo (Indigenous, African, Asian, and European) identity, and the unique, yet interrelated experiences of the Chicano peoples to the broader population in the United States. Teachers have the latitude to incorporate Latino history case studies, including Central, South America, and the Caribbean. Students will examine foundational texts in Ethnic Studies and Chicano Studies as a lens from which to explore the history of the United States, with an emphasis on the period from Reconstruction to the present. Students will investigate the intersection between ethnicity, culture, nationality, race, and gender and how these aspects of our identities shape and are shaped by dominant systems. The course will facilitate learning about how the social construct of identity, particularly race, is created, contested, and altered by historic and economic processes. The course will engage students through both the exploration of “big ideas” and intensive inquiry. Critical concepts will anchor the examination of historical events, people, and places. *Can be taken for OUHSD US History Graduation Credit | ||||||||||||||||||
16 | Criminal Justice (CP) | Criminal Justice (CP) | 1 Semester | G | History / Social Science | College Prep | 11-12 | The Criminal Justice and Law curriculum provides students with an overview of the criminal justice and legal systems. Students will learn how and why the criminal justice system functions. Students will explore diverse areas of criminal law, constitutional and civil rights, and how the system functions for adults and juveniles. Students will apply critical thinking and problem solving techniques by researching historical and political causes for legal issues and present on findings to essential questions, work in teams to analyze, reason, negotiate and develop questions for further study. Students will examine how the U.S. legal system compares with legal and political systems, philosophies, and practices of other countries. Students will learn about advocacy and policy by researching how individuals and groups, including young people, can take action to reform our legal system. | ||||||||||||||||||
17 | Economics (CP) | Economics (CP) | 1 Semester | G | History / Social Science | College Prep | 12 | This one semester course will study economic concepts and how they relate to the world, the nation, the business, and the individual. Included is the economic importance to students as present and/or future employees, consumers, savers, investors, and citizens. | ||||||||||||||||||
18 | Economics Research & Writing | Econ Res & Writing (H) | 1 Semester | G | Interdisciplinary | Honors | 11-12 | The IB Economics Research & Writing Seminar is an intensive, college-preparatory honors course designed to deepen students’ analytical, research, and academic writing skills through the lens of real-world economic inquiry. Specifically tailored to support students enrolled in IB Economics SL, this course empowers students to complete a full-scale economic research project modeled on the Internal Assessment (IA), but with broader depth and academic expectations aligned to first-year college coursework. Students engage in a structured research process that mirrors the standards of AP Research and university-level seminars. They learn to evaluate complex economic issues using theoretical frameworks, develop original economic arguments supported by empirical data, and communicate their findings with precision—both in writing and oral defense. The course challenges students to construct and critique economic models, assess stakeholder impacts, and address ethical implications in policy analysis. By the end of the course, students will produce a sophisticated economic commentary, deliver a formal capstone presentation, and curate a research portfolio that reflects their intellectual growth. More than just a support course, this seminar cultivates the habits of mind and academic rigor necessary for success in advanced social science disciplines, while meeting the highest criteria for UC honors-level elective designation. | ||||||||||||||||||
19 | Ethnic Studies (CP) | Ethnic Studies (CP) | 1 Semester | A | U.S. History | College Prep | 9 | Ethnic Studies is an interdisciplinary social science course that seeks to, in the words of the California History-Social Science Framework, “address content considered missing from traditional curriculum and to encourage critical engagement” through the analysis and critique of history as it relates to historically disenfranchised groups. Ethnic Studies encourages students to explore the historic struggles, current experiences, and perspectives of people of color, including where the axes of racial and ethnic identity intersect with gender, class, sexuality, and other components of what may define an individual or community. Through engagement, inquiry, analysis, reflection, and critique, students in the Ethnic Studies course will develop a more inclusive understanding of the United States and its past by examining dominant narratives and critical or counter-narratives; centering the history of people of color in the United States, California, and Ventura County, and their relationship to systems of power. Ethnic Studies attempts to develop students’ awareness of civic and social responsibility, justice, and their ability to be agents of change in their communities. Ethnic Studies challenges “racism, discrimination, and oppression and the systems that continue to perpetuate inequality” (California History-Social Science Framework). | ||||||||||||||||||
20 | Geography (CP) | Geography (CP) | Archived | 1 Semester | G | History / Social Science | College Prep | 9 | The course covers a study of man's use of the earth. Emphasis will be placed on building geographic skills and knowledge. Students will study geology, climate, regional resources, ecological issues, population distributions and relationships to current events. Throughout the course, the student will increase knowledge of place names and identification. | |||||||||||||||||
21 | Geography for Tourism (CP) | Geography for Tourism (CP) | Archived | 1 Semester | G | History / Social Science | College Prep | 9 | Geography for Tourism introduces students to the importance of geography in the hospitality and tourism industry through the study of travel or “destination” geography. Students explore the world’s geographic regions, focusing on the factors that create desirable travel destinations: weather and climate, physical features, cultural elements, historical interest, and tourist attractions. Students study the ways that the tourism industry promotes destinations, and they learn about current trends in travel. Finally, students learn about careers in the hospitality and tourism industry that are particularly dependent on a deep knowledge of geography. Students apply their understanding of these factors to a detailed analysis of one country from a travel geography standpoint as the culminating project of the course. Acting as researchers for a travel website, students develop portfolios on their country with the following components: an introduction with a detailed description of the country’s geography; a climate profile; a historic timeline; a cultural heritage summary; a map identifying top tourist attractions within the country; two thematically different tour itineraries; and a list of travel tips and warnings. | |||||||||||||||||
22 | Honors Social Science Colloquium | Hon Human Geog Colloq Hon Econ SL Colloquium Hon Euro Hist Colloquium Hon US History Colloq Hon Psych Colloquium Hon Hist HL2 Colloquium Hon Macro Econ Colloq Hon Seminar Colloquium Hon Wrld Hist Colloquium Hon US Gov&Pol Colloq Hon Research Colloquium | 1 Semester | G | History / Social Science | Honors | 11-12 | Honors Social Science Colloquium will incorporate learning to develop skills and cultivate interest in the academic enterprise. This course will engage students with Advanced Placement or International Baccalaureate curriculum focused on social science or history topics of a conjunction course to deepen the understanding of the topics and solidify critical thinking and research skills. Through higher order thinking activities, students will participate in substantial reading and writing, develop oral and listening skills, and apply the College & Career Readiness Anchor Standards when analyzing historical, economic, government or geographic facts and concepts. Students will be provided with the opportunity to examine primary sources, such as documentary material, pictorial and graphic materials, maps, political cartoons, statistical tables, and works of art. In addition, students will be provided with exposure to both factual narrative and to the interpretations from the perspectives of a variety of different writers and historians. Students will also be provided with the opportunity to develop analytical and interpretive writing skills, practicing short-answer questions as well as document-based and long essay questions similar to items on high-stakes exams (e.g. Advanced Placement, International Baccalaureate, PSAT, SAT, CAASPP). | ||||||||||||||||||
23 | Economics IB SL | IB Economics SL | 1 Semester | G | History / Social Science | Int'l Baccalaureate | 12 | The IB Economics/AP Macroeconomics course is designed as a general introduction to the subject. The main areas are microeconomics and macroeconomics, international economics and development. Special emphasis is given to the study of national income and price determination, internationalism and development and an attempt is made to relate what is covered in class to students’ experiences and the real world. Specific examples of topics could include anything from unemployment and inflation, to problems of less developed countries. | ||||||||||||||||||
24 | IB Economics Research & Writing | Econ Res & Writing (H) | 1 Term | G | Interdisciplinary | Int'l Baccalaureate | 11-12 | The IB Economics Research & Writing Seminar is an intensive, college-preparatory honors course designed to deepen students’ analytical, research, and academic writing skills through the lens of real-world economic inquiry. Specifically tailored to support students enrolled in IB Economics SL, this course empowers students to complete a full-scale economic research project modeled on the Internal Assessment (IA), but with broader depth and academic expectations aligned to first-year college coursework. Students engage in a structured research process that mirrors the standards of AP Research and university-level seminars. They learn to evaluate complex economic issues using theoretical frameworks, develop original economic arguments supported by empirical data, and communicate their findings with precision—both in writing and oral defense. The course challenges students to construct and critique economic models, assess stakeholder impacts, and address ethical implications in policy analysis. By the end of the course, students will produce a sophisticated economic commentary, deliver a formal capstone presentation, and curate a research portfolio that reflects their intellectual growth. More than just a support course, this seminar cultivates the habits of mind and academic rigor necessary for success in advanced social science disciplines, while meeting the highest criteria for UC honors-level elective designation. | ||||||||||||||||||
25 | History of the Americas IB HL1 | IB History HL 1 | 2 Semesters | A | U.S. History | Int'l Baccalaureate | 11 | The nations of the Americas have collectively shaped modern world history. The purpose of the International Baccalaureate History of the Americas (Higher Level) course is to develop the candidates’ understanding of the growth of the nation-states of the Americas: the United States, Canada, and the countries of Latin America, including Central America and the Caribbean. The history of the Americas is a distinct set of narrative pathways that interconnect the nations of the region not only with their mother nations and the Old World, but also with each other through a network that includes political and economic forces, culture, technology, and conflict. The history of the Americas is a unique record of ideological and physical struggles, innovations, and attempts to improve the human condition. It is a record of the maintenance of traditions and attempts to develop new ones. The history of the Americas is paradoxical: a “new” history with roots in the ancient heritage of the indigenous peoples, and the integration, segregation, and synthesis of diverse peoples and ideas of Europe, Africa, and Asia. The history of the Americas is at once revolutionary and conservative. | ||||||||||||||||||
26 | History of the Americas IB HL2 | IB History HL 2 | 2 Semesters | A | U.S. History | Int'l Baccalaureate | 12 | IB Hist World HL 2 is the second year of a two year course that attempts to bring about a much broader, internationally minded understanding of the world. The course is also designed to encourage the students to dig deeper into the topics as opposed to just memorizing facts and events. It is a more holistic model of learning about the history of our world. | ||||||||||||||||||
27 | Mexican History and Culture (CP) | Mex History & Culture (CP) | 2 Semesters | G | History / Social Science | College Prep | 11-12 | The overall goal of the History of the Mexican American Experience course is to educate students about Mexican American history. The course is designed to develop students’ understanding of Mexican American history, including relevant elements of early Mexican history. The course content is also connected to state history-social science subject matter standards. | ||||||||||||||||||
28 | Psychology (CP) | Psychology (CP) | 1 Semester | G | History / Social Science | College Prep | 12 | In this introduction to Psychology course students will study human behaviors and mental process. The course introduces the following topics: History, Perspectives, Research Methods, Biopsychology, Cognition. Individual variation, and Social Psychology. The purpose of this course is to introduce the student to the content, terminology, methodology, and application of the discipline. This survey course contains an introduction followed by four units based on the physiological, cognitive, behavioral, and affective domains of psychology. This elective course stresses the application of academic content to the student’s life. | ||||||||||||||||||
29 | Sociology (CP) | Sociology (CP) | 1 Semester | G | History / Social Science | College Prep | 12 | The purpose of this course is to introduce sociological perspectives by defining and illustrating sociological concepts. The scientific method, the impact of culture, the role of socialization and social stratification are discussed. Social problems such as crime, aging, environment, and cities are evaluated. | ||||||||||||||||||
30 | U.S. History and Public Health (H) | US Hist & Pub Health (H) | 2 Semesters | A | U.S. History | Honors | 11 | The purpose of U.S. History and Public Health is to analyze the significant periods of U.S. history while building and establishing a foundation of practical knowledge in healthcare applications. Students will study thematic events in history as a pathway to understand the context and scope of public health on both the individual level and within the public sector. Students will analyze the cause and effect relationship between events throughout U.S. history, and the country’s approach to health and medical care. Examples include the Great Depression and how the U.S. government changed policies to improve the health of the citizens as well as the impact of the Civil and World Wars and how battlefield medicine improved health care of the citizens. Students will use their analysis of the integrated curriculum that includes traditional texts, primary source health and history documents, as well as public sources to demonstrate their skills and knowledge in U.S. history through the lens of healthcare. On completion of the course, students will be completing their eleventh grade U.S. history requirement while being prepared for the advanced health course in their CTE Health Care pathway. | ||||||||||||||||||
31 | US History (CP) | US History (CP) | 2 Semesters | A | U.S. History | College Prep | 11 | U.S. History is a year-long college preparatory course designed to review and further develop students’ historical knowledge and academic skills. The course examines the subject of U.S. history as a record of a diverse people’s successes and failures as they attempt to actualize the ideals set forth by the Founders. Students will build on knowledge and skills they have learned in previous courses. The U.S. History course curriculum reflects standards, the state history-social science framework, and exemplifies cultural responsiveness to students’ backgrounds and lived experiences, while also being inclusive of local history as a reflection of national or regional events wherever possible. Through a process of research and inquiry, students will utilize primary and secondary sources to learn about the significant ideas, people, and events that have shaped the United States. The U.S. History course further develops students’ understanding of the American past through the development of reading, writing, listening, and speaking abilities; by reinforcing the intellectual and practical skills of a historian; and the introduction of more sophisticated American history course material that acknowledges both the similarities and differences within the diverse American experience of race and ethnicity, class, and gender distinctions; and with the intent of engaging students as critical and creative thinkers, prepared for college, career, and adult citizenship/civic engagement. | ||||||||||||||||||
32 | US History (H) | US History (H) | 2 Semesters | A | U.S. History | Honors | 11 | U.S. History is a year-long college preparatory course designed to review and further develop students’ historical knowledge and academic skills. The course examines the subject of U.S. history as a record of a diverse people’s successes and failures as they attempt to actualize the ideals set forth by the Founders. Students will build on knowledge and skills they have learned in previous courses. The U.S. History course curriculum reflects standards, the state history-social science framework, and exemplifies cultural responsiveness to students’ backgrounds and lived experiences, while also being inclusive of local history as a reflection of national or regional events wherever possible. Through a process of research and inquiry, students will utilize primary and secondary sources to learn about the significant ideas, people, and events that have shaped the United States. The U.S. History course further develops students’ understanding of the American past through the development of reading, writing, listening, and speaking abilities; by reinforcing the intellectual and practical skills of a historian; and the introduction of more sophisticated American history course material that acknowledges both the similarities and differences within the diverse American experience of race and ethnicity, class, and gender distinctions; and with the intent of engaging students as critical and creative thinkers, prepared for college, career, and adult citizenship/civic engagement. | ||||||||||||||||||
33 | History of Women in America (CP) | Women in History (CP) | 1 Semester | G | History / Social Science | College Prep | 11-12 | This course focuses on women’s lives and experiences in American history. It traces a number of interrelated themes from the early 19th century to the present, including the changing conditions and ideas about women’s roles in society, and the ongoing political struggle to gain increased civil and political rights. The course will also explore how and why historians have approached women’s history differently. An in-depth investigation of the interaction of society, women and the community in American history from 1600 to the present. Special emphasis is placed on the ways gender, ethnicity and class influence the role of women in the community with respect to legal rights, sexuality, attitudes and perceptions. This course will examine these issues through oral history, ethnocultural readings and chronology. The question of how race, gender and class interplay will be the focus through class lectures, essays, discussions, historiography and filmstrips/movies. | ||||||||||||||||||
34 | World History (CP) | World History (CP) | 2 Semesters | A | World History / Cultures / Historical Geography | College Prep | 10 | World History is a year-long college preparatory course designed to review and further develop students’ historical knowledge and academic skills. The course is specifically designed to cover the California History-Social Science Framework for 10th grade World History, Common Core State Standards, and 21st Century learning skills. Students will analyze the major political, economic, religious, social, intellectual, environmental and artistic developments and their correlations throughout World History from 1750 through Post-9/11. | ||||||||||||||||||
35 | Positive Psychology (CP) | 1 Semester | G | History / Social Science | College Prep | 11-12 | This is an introductory course to the field of Positive Psychology. Positive Psychology is the scientific study of human happiness, well-being, and strength of character. The following topics will be covered: defining and measuring happiness; interpreting beliefs; developing healthy self-esteem; mindfulness, focus, and appreciation; learned optimism; intrinsic versus extrinsic motivation; resilience and post-traumatic growth; perfectionism; creativity; setting goals and forming positive habits; and social support structures and healthy relationships. Students will engage in detailed analysis of these concepts and gain an understanding of the research behind them. | |||||||||||||||||||
36 | Social Justice (CP) | 1 Semester | G | History / Social Science | College Prep | 9-12 | In this course, students explore multiple definitions of social justice and methods used to promote social change. Students begin by evaluating how self and group identities shape individual perception and communities by investigating social identities and the agents of socialization. Students evaluate power dynamics by analyzing the distribution of wealth and power. Students investigate how public policy is developed to identify how lawmakers, community organizations, lobbyists, and popular movements shape policy and create a platform to affect social change. Students examine the historical importance and the contemporary relevance of struggles to overcome inequality and injustice. Students apply their understanding of social justice by identifying existing issues present in their own school and community. Students evaluate emerging social justice movements on a local, state, national, and global level by studying social justice issues, movements, pedagogy, and case studies. | |||||||||||||||||||
37 | IB World Religions SL | IB World Religions SL | 2 Semesters | G | History / Social Science | Int'l Baccalaureate | 11-12 | The IB Diploma Program World Religions course (Standard Level) is an academic course focusing on the analysis and empathy-based understanding of major global religions. It covers nine main religions, promoting awareness of religious issues in modern contexts. The program’s aims include fostering an analytical approach to religion, developing informed perspectives on religious diversity, and encouraging global appreciation of spiritual beliefs and movements. This course serves to create an understanding of world religions and how other people, throughout the world, view and understand religion. There is an expectation of a maturity level for the student who takes this class, a level that will require tolerance and open-mindedness when learning and discussing other religions. The World Religions class will study five different world religions throughout the course of study. After an overview of key concepts of the five religions, two of the religions will be studied much more in-depth. By the end of the course, students will have completed a 1,500-1,800 self-study/investigative research paper on an aspect of one of the religions. The IB World Religions course is a systematic, analytical yet empathetic study of the variety of beliefs and practices encountered in nine main religions of the world. The course seeks to promote an awareness of religious issues in the contemporary world by requiring the study of a diverse range of religions. Religions are studied in such a way that students acquire a sense of what it is like to belong to a particular religion and how that influences the way in which the followers of that religion understand the world, act in it, and relate and respond to others. | ||||||||||||||||||
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