In Adv. Topics in Government, 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.

Prerequisites: A- or higher in US History or B+ or higher in US History (Honors).

This class is open to juniors and seniors. 

“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.

This class is organized along two parallel tracks. One is a survey of major events in American economic history from the mid-1700s to today. The other is a focus on five specific themes: banking and financial bubbles; laissez-faire vs. government regulation; economic growth; free vs. unfree markets; and the role of incentives in economic decision-making. This class introduces you to skill sets that will be useful in college and beyond, including basic statistical analysis and economic modeling. Along with economic history itself, you will get an introduction to the intersection of politics and economics called Political Economy. You will also have the opportunity to hone your reading, writing, speaking, and research skills.

Honors option available to juniors and seniors.

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

California is far and away the nation’s largest, most culturally diverse state. 12% of the nation’s population lives here. It is an economic powerhouse—if it were an independent country, it would be the world’s fifth-largest economy. But how did it get that way?

The answer to that question is less obvious than it might seem. Today’s California was homeland for millennia to the biggest, most diverse population of Native American people in what is today’s United States, but the arrival of European colonists sent the region’s fortunes tumbling. California became an impoverished holding of the Spanish empire and then a remote province of Mexico before being annexed by the U.S. in 1848. The discovery of gold and the subsequent rush for treasure pushed California to statehood, but even that growth soon slowed. Not until 1900 did the great surge of California’s growth actually begin. Why did it start then? And what accounts for the state’s dizzying success and its immense political, economic, and cultural importance today?

We will explore how today’s California took shape by looking at its history from the pre-Columbian period to the present. By the end of the course, students will be able to explain what makes California unique within both the United States and global history, and assess competing interpretations of its development. Major themes will include migration and immigration, technology and landownership, political reform, and cultural change.

Note: Honors option available to juniors and seniors.

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

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.

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.

Open to seniors only. 

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.

Prerequisite: Economic Theory 

Open to seniors only. 

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.

Honors option available to juniors and seniors. 

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

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.

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), 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 ten years, students in the Global Issues class have won over $80,000 for their NGOs from the generosity of the HAND Foundation and the Koum Family Foundation. This project equips you with change-making skills that will empower you to seek the change so hard-fought in our world today. Join our class so you too can be part of the good we are doing for the world!

Note: Honors option available to juniors and seniors.

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

What are the historical roots of the current tensions between the U.S. and countries such as Russia, China, North Korea, and Iran? How did the conflict in Afghanistan compare to the war in Vietnam? Has the NATO alliance run its course? Take this class if you would like to explore these and other questions in American diplomatic history. You will deepen your understanding of international relations by keeping up with today’s news while also exploring expert opinions about the past. Your reading and writing skills will improve with regular practice, and you will produce a formal research paper.

Honors option available to juniors and seniors.

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

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.

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.

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.

This course will trace the history of Japan from the Meiji Restoration through its empire-building project of the twentieth century and beyond. Crucially, we will place Modern Japan in relation to the West and its East Asian neighbors, China and Korea, to investigate how these interactions impacted its transformation into an empire. How did Japan’s history engender one of the most developed economies and democracies in the world and how is the nation negotiating its status today? Students will examine the rise of Japan as a major power in the early twentieth century, the political impact of WWI on Japanese society, and Japanese cultural and military expansionism in the 1930s and 1940s. What was at the crux of Japan’s wartime aims? How does the rest of Asia’s historical memory of this period continue to influence Asian politics? How did Japan understand pan-Asianism and what are the larger historiographical debates surrounding this era? The latter portion of the course will focus on the aftermath of total war, Japan’s postwar boom, and Japanese-United States relations against the backdrop of the Cold War.

Note: Honors option available to juniors and seniors.

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

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.

“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. 

“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. 

How can you engage meaningfully in politics when disagreements run deep? What does civic and ethical engagement look like when public trust in institutions is low and partisan polarization feels like the norm? How are these trends manifested in other countries? Is genuine rapprochement, or easing of tensions, between Red and BlueAmerica desirable—and if so, how possible is it? This course, at the intersection of politics, philosophy, history, and psychology, aims to cultivate political wisdom by uncovering the often unspoken and even unconscious assumptions that shape how we interpret current events. You will first study the development of major political philosophies (ideologies) from around the world, using these frameworks to examine core assumptions about power and who should wield it, the ideals we should pursue, and differing views of democracy, freedom, and human nature. You will then apply these perspectives to contemporary issues and trends. Special attention will be given to both liberal and illiberal worldviews.

Note: Honors option available to juniors and seniors.

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

What shapes who we become and why do people respond so differently to the same experiences? How do early relationships influence personality across the lifespan? Where should we draw the line between normal variation in behavior and psychological disorder, and who gets to decide?

This one-semester seminar introduces students to the scientific study of human development, personality, stress and coping, and mental disorders. Students examine how psychologists seek to explain human behavior through empirical research, diagnostic frameworks, and competing theories of treatment. Emphasizing both theory and application, the course challenges students to analyze primary psychological research, evaluate real-world controversies in mental health, and communicate their thinking through sustained discussion and formal writing. Using the scientific method as a guiding framework, students design experiential projects, produce APA-style research work, and engage with current debates surrounding the etiology, diagnosis, and treatment of psychological disorders. As Ivan Pavlov advised, students are encouraged not merely to record psychological facts, but to “penetrate the mystery of their origin.”

Note: Honors option available to juniors and seniors.

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

How do psychologists ask questions about the mind and how do they answer them? What distinguishes scientific explanations of behavior from intuition, common sense, or anecdote? How do experiments, observations, and data shape what we think we know about human thought and action?

This one-semester seminar offers an advanced introduction to psychology with a focus on the core concepts, methods, and evidence that define the discipline. Students examine foundational topics including the historical development of psychology, the biological bases of behavior, learning and motivation, sensation and perception, cognition and language, social behavior, development, individual differences, and mental health. Rather than emphasizing diagnosis or treatment, the course centers on how psychological knowledge is generated, tested, and evaluated. Using the scientific method as a guiding framework, students engage in experiential investigations, analyze primary research, and practice communicating psychological ideas through discussion and analytical writing. The course culminates in the design of an original experimental study presented as an APA-style research proposal. As psychologist Kurt Lewin observed, “There is nothing so practical as a good theory.”

Note: Honors option available to juniors and seniors.

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

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.

“If there is no struggle, there is no progress” Frederick Douglass, 1857.

This yearlong honors course is for 10th graders who have a passion for American history and are ready to enlist their time, effort, and talents in advancing their critical reading and writing skills, and are looking to challenge and elevate their historical thinking. In choosing this course, students are signing up for high expectations for class participation and engagement with course materials, activities, and assignments. This course is for those who are curious about how our past shapes our present world and care deeply about political, economic, social and cultural change and continuity over time. This class will require students to analyze the causes and long-term effects of important historical events, including the formation of our institutions and ongoing struggles to achieve “a more perfect union” and to connect these events to the systems that affect Americans’ lives today. Students will be encouraged to think critically about how America functions as a nation, and how it relates to and influences other nations on the global stage.

Prerequisite: Recommendation from 9th grade Modern World History teacher.

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.

Gender is an inescapable aspect of war. According to intellectual and critic Susan Sontag, “men make war”; yet, throughout history, people have complicated prescribed or fixed gender roles during wartime. In this class, we will challenge ourselves to consider how war has shaped and transformed these roles and how the sexual histories of war and genocide have been documented and remembered. This course will ask students to interrogate the binary roles women and men have played during times of conflict throughout World War I and World War II. How have women’s and men’s participation in war been represented historically? In what historical contexts did women become part of resistance or act as perpetrators? How does queerness intersect with gender in the history and scholarship of war? How do gendered bodies and sexuality figure into the history of war’s violence? This history seminar will draw on a number of disciplines and fields, such as anthropology, international relations and women’s/gender studies, to evaluate scholarly discourse on cross-cultural topics dealing with gender and the history of militarism in the twentieth and twenty-first century.

Note: Honors option available to juniors and seniors.

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