MENLO SCHOOL • SINCE 1915

Matthew Nelson's Global Issues class plays an international trade game to simulate free markets.

Academics

Upper School History

The History Department aims to instill in students an appreciation for the significance of the past, present, and future, and their interconnectedness and responsibility towards them.

Video: History at Menlo

Exploring the past to impact the future.

The Upper School History Department strives for students to become active and discerning participants in their local and global communities and empowers them to critically analyze and engage with the world around them.

By the time of graduation, students will possess the knowledge and skills to understand and appreciate past peoples, ideas, and events, while also maintaining an informed understanding of current events throughout their lives.

Upper School History Course Sequence

  • 9th grade: All students take Modern World History.
  • 10th grade: All students take U.S. History.
  • 11th grade: Juniors take two semesters of coursework from the History Department’s wide range of elective offerings (see courses below). 
  • 12th grade: There is no requirement to take a History class senior year although many students choose to take an additional history elective during this year. 

Upper School History Course Offerings

Grade: 1112

Adv. Topics in History (H): Modern Europe

“Europe is a miracle.” Many observers of the geographical concentration of cultural and linguistic diversity on this tiny continent have shared this sentiment from a 2019 interview with French President Emmanuel Macron. How can peoples who spent centuries at each other’s throats come together in the 21st century to iron out economic and political cooperation for mutual benefit? What is their responsibility today to the colonies they exploited for national gain in the past? Take this advanced class if you want to break it all down. The discipline of history demands patience for rigorous skill exercise in reading and evaluating sources, attending to the narrative details of 500 years of Europe’s history, conducting research and frequent analytical writing assignments. Although this class will go a long way in preparing a student for the AP European History exam, our priority is lively engagement in learning. This class will be time and effort well spent, as historian Carl Becker maintains: “the value of history is, indeed, not scientific but moral. It enables us to control, not society, but ourselves – a much more important thing; it prepares us to live more humanely in the present and to meet rather than to foretell the future.”

Prerequisites: A- or higher in US History or B+ or higher in US History (Honors). This class is open to juniors and seniors.

Grade: 12

Advanced Topics in History (H): Government and Politics

Our 3rd Vice President murdered our First Secretary of the Treasury in a duel, and 11% of all US presidents have been assassinated, so is 2024 really shaping up to be the most contentious political race in the nation’s history? Find out in AT Government, where we won’t so much study politics and government as much as we will attempt to live it. The fast-paced, two-semester course will rigorously examine the origins, development, and structure of the American government and political system, including the judiciary’s increasing role in safeguarding civil liberties, the intricate dynamics between state and federal authorities, and the ongoing evolution of civil liberties interpretation. We will cover Congress’s structure and legislative processes, the Executive Branch’s powers, and its federal governance role, leaving students prepared to ace the AP Gov exam should they choose to take it in May. Great emphasis is given to current political controversies, the 2024 Election, and understanding the impact of recent Supreme Court interpretations of the Constitution. Students are expected to participate in substantive discourse, conduct analytical research, and develop strong argumentative skills in both written and spoken formats. Your voice and opinions matter, and will guide and shape the direction of the course, through roundtable discussions, fiery debates, and creative blog entries.

This class is for seniors only.

Grade: 101112

Current Affairs and Civil Discourse (2S)

We are living through history, and they say journalism is the first draft of history writing. So we’ll try to understand the period we are living through – political ferment and polarization, the challenge to post-WW II liberal world order, racial reckoning, etc – as first-draft historians. Most of the readings will be from newspapers and periodicals, and we will listen to podcasts and TV news segments. The course will end with a research project of the student’s choosing. No prerequisite – open to all juniors and seniors and to sophomores, if space is available.

Honors option available to juniors and seniors. 

Open to seniors and juniors, and sophomores if space is available.

Grade: 101112

Economic Theory (1S)

Are you interested in applying your analytical skills to the ways businesses and consumers make decisions about production and consumption? Are you curious about how governments try to influence inflation, unemployment, economic growth, and international trade? We’ll explore the first of these questions, also known as microeconomics, in the first quarter of the class. The second question concerns macroeconomics, which we’ll focus on in the second quarter. Together they will prepare you for an introductory-level college class. They will also give you the tools you need to learn about environmental and development economics if you decide to continue with Menlo’s spring-semester economics class. 

Honors option available to juniors and seniors. Juniors who use the class to fulfill their History graduation requirement will perform independent research projects culminating in a formal research paper.

Open to seniors and juniors.

Grade: 101112

Election 2024 (1S)

The likely Biden-Trump rematch is being called the most consequential election showdown in generations. In this class we will find out why: what are the issues? What are the stakes? What will the outcome mean for the future of our democracy and the US role in the world? In this semester-long class we will not only follow the presidential election closely – the rhetoric, the strategies, and the coverage – but also learn about the mechanics and architecture of American campaigns and elections – money, media, advertising, polling, interest groups, and political parties. We will also cover the contest for control of the House and the Senate.

Note: Honors option available to juniors and seniors.

Open to juniors and seniors and sophomores if space is available.

Grade: 101112

Environmental and Development Economics (2S)

This class will teach you to apply basic microeconomic and macroeconomic theory to some of the most pressing real-world economic problems of our time. Environmental economics covers the past, present, and likely future costs and benefits of policies that seek to limit the environmental impact of human economic activity. Through looking at a series of case studies, you will learn to compare the cost of taking action to the cost of failing to do so. Development Economics focuses on how different countries, and different groups of people within them, grow richer or poorer over time. We will also examine the ways that governments act to increase or restrict opportunities for economic mobility in areas like taxation, education, and migration. 

Honors option available to juniors and seniors. Juniors who use the class to fulfill their History graduation requirement will perform independent research projects culminating in a formal research paper.

Prerequisite: Economic Theory 

Open to seniors and juniors. 

Grade: 101112

Ethnic Studies I: Race, Ethnicity, Nationality and Power in America (1S)

Embark on a transformative journey through the lens of Ethnic Studies, where we deconstruct the historical and contemporary constructions of race, ethnicity, and nationality, and their impact on marginalized communities. This interdisciplinary exploration weaves together history, sociology, and psychology to illuminate the path towards social justice and educational equity. At the heart of this course lie three guiding principles:

1.) Knowledge and Love of Self: through critical analysis: we equip you with the tools to embrace your unique heritage and celebrate the richness of diverse experiences.

2.) Self-Determination: we empower you to reclaim your narrative and understand how social forces shape your identity.

3.) Solidarity: we foster a community of understanding and action, recognizing the interconnectedness of our struggles and building bridges across cultures.. We also work hard at unmasking the social construction of identity and decoding the complex tapestry of race, ethnicity, and nationality, unraveling their artificial constructs and reclaiming our authentic selves. We trace the roots of Ethnic Studies and journey through the history of this critical lens, understanding its evolution and its role in social movements that fight for equality. We will amplify the voices of Native American and Latinx Communities to gain nuanced perspectives on the historical and ongoing struggles for humanization and equality faced by these marginalized groups.

A bonus feature – this class comes with dual enrollment through San Francisco State University’s Step to College program that lets you earn 3 Cal State transferable credits – all for free! These credits count towards both your high school diploma and your future college degree. No prerequisite – open to all juniors and seniors and to sophomores, if space is available.

Honors option available to juniors and seniors. 

Open to seniors and juniors, and sophomores if space is available.

Grade: 101112

Ethnic Studies II: Challenging the Status Quo through Critical Praxis and Direct Action (2S)

Witness the power of collective action in the fight for human and civil rights. This course spotlights the inspiring stories of marginalized groups, particularly African Americans and Asian Americans, who have organized to resist oppression and affirm their human and civil rights. We’ll delve into real-world examples of direct action and grassroots organizing, analyzing their strategies, successes, and ongoing challenges. Through case studies, historical investigations, and contemporary movements, you’ll gain valuable insights into the power of collective agency and its impact on social change. Key features of this course include: dual enrollment in a college course; direct action and grassroots organizing to explore the tools and strategies used by marginalized groups to advocate for their rights; African American and Asian American focus in which we’ll learn about the historical and contemporary struggles of these communities for equality and justice; case studies and historical analysis of specific examples of successful and ongoing movements for social change; critical thinking and advocacy skills in which we’ll develop our abilities to analyze social issues, evaluate solutions, and advocate for positive change. No prerequisite – open to all juniors and seniors and to sophomores, if space is available.

Honors option available to juniors and seniors.

Open to seniors and juniors, and sophomores if space is available.

Grade: 101112

Global Issues for Global Citizens (1S or 2S)

From global poverty to human trafficking, from climate refugees to animal poaching, from war crimes to child marriage – the problems on this planet are many. But, there are ways you and I can work with other like-minded cosmopolitans and humanitarians to solve them. This course seeks to empower you to understand global issues in all their complexity and to take action. You will study the role of global governance institutions (e.g., the United Nations with its Sustainable Development Goals), non-governmental organizations (NGOs), terrorism and security, global public health, environmental policy, international trade, foreign aid and development play on the global stage. Our class activities, along with guest speakers, will help us understand that there is no “one size fits all” to the vexing issues that face our planet and us. But, this course is as much experiential as it is academic! You will participate in the Youth Philanthropy Project (YPP) - a unique opportunity to advocate for a cause you are passionate about in collaboration with an NGO of your choosing. Over the past seven years of the Global Issues class, students have won over $70,000 for their NGOs from the generosity of the HAND Foundation and the Koum Family Foundation. For more information about the YPP, read this article about last year’s finalists and the NGOs they represented. Join our class so you too can be part of the good we are doing for the world! No prerequisite – open to all juniors and seniors and to sophomores, if space is available.

Note: Honors option available to juniors and seniors.

Prerequisites: Open to seniors and juniors, and sophomores if space is available.

Grade: 101112

Humanities I: Renaissances (1S)

Why do humans often look to the past as they try to envision a better future, and what role can the arts play in driving social change? The French word “Renaissance,” or rebirth, has been used to describe this revival of art forms from older times in order to move society in a better direction. Our course begins with the Italian Renaissance of the 16thC, when artists (like Michelangelo) and thinkers (such as Machiavelli) reached back to the legacy of the Ancient Greco-Roman Classical World to develop a worldview that accommodated the growing powers of people outside the traditional power centers of the Catholic Church or traditional nobility. We then turn to the concept of Renaissance in 17thC Mughal India and Ming China (field trips to the Taj Mahal and Forbidden City, anyone?), where leaders of a different ethnicity than their citizens used the arts to consolidate their empires. The course concludes with a look at how the concept of renaissance nourished African-American artists and thinkers in the 20thC Harlem Renaissance (Langston Hughes is one example) and 21stC Afro-Futurism (think Black Panther) movements. Our interdisciplinary, Humanities-focused approach relies on the analysis of artistic primary sources (literature, art, music, and philosophical texts), informed by a study of their historical context. You will also produce works of art, literature or music to demonstrate your understanding of the course content.

Who is eligible to take this course for history credit? Students in Grades 10-12. Students taking this course for History credit may elect the Honors designation.

Who is eligible to take this course for English credit? Students in Grades 11-12. This course does not carry an Honors option for English credit.

Grade: 101112

Humanities II: Self-Portraits (2S)

What historical factors contributed to the birth of the self-portrait as a genre in 15thC Western Europe and its explosion in popularity in modern times? How does this trend towards elevating self-representation in the arts and media relate to our current moment, when social justice calls for visibility and representation of diverse identities? In what ways can we see the self-portrait as a form of agency and resistance?To answer these questions about the history and significance of self-representation, we first study the birth of the self-portrait during the European Renaissance. We then read Oscar Wilde’s queer landmark novel The Picture of Dorian Gray(1891) and learn about Freudian idand its influence on the Modernist self-portraits of the 20thC. The 4th quarter is devoted to British feminist Virginia Woolf’s extended essay “A Room of One’s Own” (1929) and Korean-American author Michelle Zauner’s memoir Crying in H Mart(2021). Our interdisciplinary, Humanities-focused approach relies on the analysis of artistic primary sources (literature, art, music, and philosophical texts), informed by a study of their historical context. You will also produce works of art, literature or music to demonstrate your understanding of the course content.

Who is eligible to take this course for history credit? Students in Grades 10-12. Students taking this course for History credit may elect the Honors designation.

Who is eligible to take this course for English credit? Students in Grades 11-12. This course does not carry an Honors option for English credit.

Grade: 101112

In Gods We Trust (1S)

Get ready for an eye-opening journey through the heart of America’s religious tapestry! In this exciting new course, we will learn about the historical development of the beliefs and practices of the three dominant religions in our country – Jews, Christians, and Muslims – in the context of our Constitution’s First Amendment’s guarantees of freedom of and from religion. Whether you’re religious, a skeptic, “or spiritual but not religious,” all are welcome to critically examine how these religions influence contemporary debates about religion’s role in government, policy, sports, and media. Because religion is alive, ever-changing, and practiced, we will engage with faith leaders from all three traditions and visit places of worship. We will not shy away from any of the vital questions: How do these religions provide meaning and purpose in people’s lives? How do individuals from these religious backgrounds navigate their religious identities within America? What role do these religions play in division, conflict, and violence in U.S. society? How do these religions intersect with contemporary issues such as electoral politics, civil rights, immigration, gender and sexuality, and global conflict? What are the historical and contemporary examples of interfaith dialogue and cooperation? Through various projects, including organizing a Menlo School interfaith summit, we will grow in our religious literacy and intercultural competence while having a lot of fun doing it! No prerequisite – open to all juniors and seniors and to sophomores, if space is available.

Honors option available to juniors and seniors. 

Open to seniors and juniors, and sophomores if space is available.

Grade: 101112

Modern Political Rhetoric (2S)

The United States is on the verge of one of the most consequential elections in American history. Seize the moment to become more politically aware and more confident in discussing politics. Improve your advocacy for political and social causes that are important to you. Now is the time to become the politico you were always meant to be! This course blends the study of political science and rhetorical analysis to assess the power of political persuasion to make history. To start, you will develop your own campaign to influence your peers regarding an issue important to you using a variety of expert-verified tactics and strategies. Then, by centering two key moments in modern American history – the HIV/AIDS fight of 1981-1996 and the modern environmental movement from 1969 to the present – you will study what it takes to bring about sustainable change across America. Through this historical inquiry, we will engage politicians and other political operatives to understand how to become effective change-makers with public language in social media, speeches, social movements, art, and other mediums. In successfully completing this course, you will become more knowledgeable about how political change is made and how you can become an ambassador for the change you’d like to see in our country.

Note: Honors option available to juniors and seniors.

Open to seniors and juniors, and sophomores if space is available.

This class is part of the Climate Concentration and counts toward the program’s requirement.

Grade: 9

Modern World History

The course begins with a look at how global trade led to an explosion of wealth and cultural production in the Ottoman Empire, Mughal India, Qing China, and Europe in the 17th and 18th centuries. We then examine how the 19th-century world was shaped by topics such as Enlightenment ideals, nationalism, industrialization, imperialism, and reactions against these developments. The second semester focuses on the 20th century and the continuing tension between integration in a global, mostly Western-dominated system and the preservation of local traditions. The two world wars, decolonization, and the challenges facing the world in the 21st century are also major topics. Emphasis is placed on developing students’ skills in discussion, analytical writing, and conducting research.

Grade: 101112

Philosophy I (1S)

“The unexamined life is not worth living.” (Socrates)

First and Second Semester Philosophy differ: First Semester Philosophy is primarily focused on exploring and understanding the landscape of philosophical ideas throughout history and learning about the various theories and philosophers regarding a range of philosophical topics.

In this course, we examine such questions as: What is the meaning of life? The purpose of life? Who decides, and how do we do so? What is the connection between my mind and body (and soul?)? What does it mean to be an “authentic” person? How do I know whether God exists? Can this be proven? What is the role of belief and faith in examining this issue? What is art? What is good art? What do I know, and how can I know it? How does language frame our reality? In what way am I truly free to choose what I do? What factors influence my choices, i.e. advertising, nature & nurture, my DNA, etc.? What is “fairness”? How can we maintain a just and fair society? What does it mean to behave ethically? In exploring these and other issues the student will learn the approach taken by some of the greatest thinkers throughout history. From a skills perspective, philosophy students should expect to develop the ability to decipher the logical structure of an argument and, in doing so, determine whether an argument is both valid and cogent as well as to understand various logical fallacies and pitfalls. In addition, students will hone their ability to write clearly and creatively, defending their own position on various abstract “big picture” issues in both written and spoken form. No prerequisite – open to all juniors and seniors and to sophomores, if space is available.

Note: Honors option available to juniors and seniors.

Open to juniors and seniors, and sophomores if space is available. 

Grade: 101112

Philosophy II (2S)

“The unexamined life is not worth living.” (Socrates)

First and Second Semester Philosophy differ: Second Semester Philosophy is primarily discussion-based so the student should be prepared to participate in classroom discussions focused on various contemporary and historically rooted philosophical ideas and theories.

In this course, we examine such questions as: What is the meaning of life? The purpose of life? Who decides and how do we do so? What is the connection between my mind and body (and soul?)? What does it mean to be an “authentic” person? How do I know whether God exists? Can this be proven? What is the role of belief and faith in examining this issue? What is art? What is good art? What do I know and how can I know it? How does language frame our reality? In what way am I truly free to choose what I do? What factors influence my choices, i.e. advertising, nature & nurture, my DNA, etc.? What is “fairness”? How can we maintain a just and fair society? What does it mean to behave ethically? From a skills perspective, philosophy students should expect to develop the ability to decipher the logical structure of an argument and, in doing so, determine whether an argument is both valid and cogent as well as to understand various logical fallacies and pitfalls. In addition, students will hone their ability to write clearly and creatively, defending their own position on various abstract “big picture” issues in both written and spoken form. Lastly, students will learn to read closely and critically in order to decipher the position of a philosophical paper, how it is defended, and what their own position on that issue is (and why). No prerequisite – open to all juniors and seniors and to sophomores, if space is available.

Prerequisites: Open to juniors and seniors, and sophomores if space is available. 

Grade: 101112

Psychology I: Relationships and Groups (1S)

This course is about unpacking psychological theory and research relevant to your transition to adulthood and life in college. It’s about you. This course first looks at research that helps us understand how relationships start, how they change, and why they end. Next, we look at the psychology of social groups - how do group situations change how we think and act? How do groups shape identity and the people we learn to become? We will answer these questions by learning relevant research and theory connected to your own lived experience. 

Honors option available to juniors and seniors.

Open to juniors and seniors, and sophomores if space is available. 

Grade: 101112

Psychology II: Applied Psychology (2S)

This course is about learning the psychology behind issues that matter most to you and sharing those findings with people who need to hear them. The first unit of the course begins with a wide scope and introduces students to the ‘greatest hits’ from a range of psychological fields. We preview the psychology of mental health and social media, sports performance, memory and learning, developmental stages, persuasion, and human relationships. The second unit reviews research methods in the field of psychology - how do psychologists ethically design research to answer the big questions of their field? In the final unit, students will develop their own questions and design small research studies to answer them. Students will then share their findings with a target audience that could benefit from their investigation. If you are interested in this course at the honors level, it is recommended (but not required) to first take Psychology I. Open to all juniors and seniors and to sophomores, if space is available.

Note: Honors option available to juniors and seniors.

Open to juniors and seniors and sophomores if space is available. 

Grade: 101112

Pursuit of Happiness: The Psychology, Anthropology, and Philosophy of Happiness (1S or 2S)

According to the United States Declaration of Independence, the right to pursue happiness is self-evident. Yet it is not self-evident that we Americans are generally happy. How can we pursue happiness? How might we lessen stress and discomfort and discover greater ease?In exploring responses to these and related questions, this course surveys philosophies and religious paths that emphasize the practice of happiness rather than its pursuit. These include the classical Greek philosophy of Stoicism, elements of Hinduism, Taoist philosophy, and, in particular, lineages in Buddhist practice and philosophy. We also examine literature from positive psychology as well as elements of indigenous and Western religions. Within the scope of this content there are four primary aims: to understand the development of each tradition within its distinct historical and cultural context; to compare and contrast wisdom teachings and practices; to consider the relevance of traditions in light of contemporary research in psychology, ethics, biology, and related fields; finally, the course encourages students to try out different contemplative trainings and to reflect on their effects

Honors option available to juniors and seniors. 

Prerequisites: Open to seniors and juniors, and sophomores if space is available.

Grade: 101112

Refugees I (1S)

While we tend to associate the term “refugee” with recent images of people in crowded boats traversing the Mediterranean, it is clear that all of human history is a story of migration and movement, starting as early as the Neolithic-era movement of populations from the Mediterranean into Europe nearly 9000 years ago. Outside of the Neolithic era, we will also consider a number of other time periods during the medieval and early modern eras and events, including the religiously-motivated movement and exile of persecuted populations out of Europe as well as what historians consider to be the Age of Mass Migration (1850–1913) and explore the historiography on the subject. Students will sharpen their primary source analysis skills, expand their argumentative writing toolkit, and conduct independent research. Honors students will become experts in the topics by reading and presenting selections from additional readings and will consult substantially more sources than non-Honors students in the culminating research projects

Note: Honors option available to juniors and seniors.

Open to juniors and seniors and sophomores if space is available. 

Grade: 101112

Refugees II (2S)

The news and social media are often filled with the deeply emotional and often jarring stories of individuals fleeing their homes. To deepen our perspectives on the issue, this elective will examine the powerful forces that motivate migration at a range of scales from political conflicts to environmental hazards in the post-World War II era. We will consider the trends in international migration and its impacts using examples from Europe, the Mediterranean region, and more. While there are many positive impacts of migration, such as cultural diversity and economic growth, tensions can arise, since international migration not only changes the ethnic composition of populations, but also challenges the concept of the nation-state due, in part, to how it impacts national identity. Students will sharpen their primary source analysis skills, expand their argumentative writing toolkit, and conduct independent research. Honors students will become experts in the topics by reading and presenting selections from additional readings and will consult substantially more sources than non-Honors students in the culminating research projects.

Open to juniors and seniors, and sophomores if space is available. 

Grade: 10

US History

This course examines the factors that led to America’s transformation from a relatively weak, divided, and isolated collection of colonies into the dominant nation of the twentieth century. In this course we will study the foundations of the United States; The Civil War and Reconstruction; Industrialization and Immigration at the turn of the 20th century; U.S. Imperialism; the Roaring Twenties and the Great Depression; the impact of both World Wars on America’s government, economy, and society; the Cold War; and the Civil Rights Movement. Readings and class activities are structured to provide students with an opportunity to hear a variety of voices, explore differing and often opposing interpretations of history, and develop the tools necessary to define and support their own point of view. Special emphasis is placed on historical thinking and reading skills, media literacy, and the careful analysis of primary and secondary sources, as well as historical writing. Course requirements include several analytical essays and an independent research project.

Honors option available.

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