Monterey Trail H.S.

 

Coming Soon... Social Science Department Picture

 

 
Social Science Courses | Social Science Teachers | Email Contacts | MTHS Home

Monterey Trail High School
Yvette Rios-Siemers, Department Lead
2008-2009 Social Science Courses

  • World Geography

    World Geography is intended to present the world’s geographic regions and to relate that knowledge to events in today’s rapidly changing world. Contemporary issues confronting the world today, such as world trade, problems of developing nations, urbanization, environmental pollution, and conservation of the world’s resources are addressed. Students develop certain basic geography skills. These include map reading and place name identification along with the interpretation of charts and diagrams. As students gain a global perspective of geography, they become increasingly aware of their role as a global citizen today.

  • Honors World Geography

    This course will have the same curricular focus as the two-semester college preparatory World Geography course. The increased academic rigor of this course is based on additional reading and writing assignments that will challenge the students in using complex critical thinking skills. As in all honors classes, excellent attendance and participation is mandatory. Students may be placed in this course based upon a process that includes submitting a letter of intent, a writing sample or project, a parent permission response, and an application, as well as attendance at a student/parent meeting. This course meets the district geography graduation requirement.

top of page

  • World History and the Modern World

    The connection between the past and the future will continue to form our lives. In World History, students again recognize the growing interdependence of people and cultures throughout the world. Students examine major turning points in the shaping of the modern world from the late eighteenth century to the present. Literature is incorporated to shed light on the life and times of the people and helps explain how and why things turned out as they did in the world today. This course meets the district’s World History requirement and the UC History requirement.

  • Advanced Placement World History

    This course traces the development of world history from the emergence of cities to the present, focusing on the period after 1000 A.D. and emphasizing the analytical and writing skills necessary for success in a college level history course. To this end, the course devotes considerable time to the critical evaluation of primary and secondary sources, analysis of change and continuity over time, and the historical process and contacts between people in different societies. In assigned readings and class discussions, there will be an emphasis on critical thinking. Attention will be given to the skills necessary to take the AP World History exam in the spring.

    top of page
  • U.S. History

    U.S. History focuses on the study of modern American history, in accordance with the state framework. This is an 11th grade social science course. The class begins with a review of United States history from the nation's beginnings to the start of the 20th century. Connecting with past learning will highlight the initial segment of the class. The primary focus of the course will be 1900 America to the present. Students will participate in the examination of; the Progressive Era, The Jazz Age, world wars and cold wars, depression, civil rights, Watergate, and America today. An in-depth investigation of historical events and periods, the fostering of multicultural awareness, the recognition of ethical, civic, and democratic values present in American history, and the development of a historical perspective in relation to contemporary events represent the major aspects of the course. Literature, music art, primary readings, videos, simulations and other activities will be used to enhance the subject.

  • Advanced Placement U.S. History

Advanced Placement U.S. History offers an intensive U.S. History program designed for students who wish an accelerated learning experience that may qualify high school work for college credit. Using many sources, documentary materials and statistical tables, the course provides students with the analytic and factual skills necessary to deal critically with problems and issues in American history. A special emphasis of the course will be the development of critical writing skills necessary for the essay portion of the AP examination.

top of page
  • Economics

    • Economics introduces the basic principles of all economic systems with special emphasis on a market-based system. Economics is a graduation requirement. Specific topics include the basic principles of decision-making, scarcity, opportunity, cost, and the principles of supply and demand. These principles are examined from individual, national, and international perspectives. The course is designed to give students the necessary tools to analyze their own personal decision making as well as to evaluated the decisions of an individual firm, or the nation as a whole.

  • American Government

    American Government is designed to prepare students to assume their rights and repsonsibilities as citizens, which is required for graduation. To achieve this, various branches and key agencies from the local to the national level will be studied. Civil rights, affirmative action, and the ERA, and the criminal justice system will be emphasized. Resource speakers will be utilized to help students understand the major issues, which affect government today and the process by which political decisions are made.

  • Advanced Placement U.S. Government and Politics

    Advanced Placement U.S. Government and Politics is designed for students who want to complete the equivalent of a one-semester college introductory course in American Government and Politics. Students will engage in an intense study of the constitutional foundation of American government; the citizen base of politics; political parties and interest groups; the institutions of the national, state, and local governments; the policy-making process; and civil rights and civil liberties. This class will require extensive reading, writing, and research.

top of page

  • African American Studies

    African American Studies is a one term course in which students examine African American history, culture, traditions, achievements and its impact on the shaping of the modern world. The course will follow the California State framework; will include current issues and topics such as African Diaspora, Reconstruction of the South, Harlem Renaissance, and Civil Rights Movement. Skills such as critical thinking, reading, writing, problem-solving, note taking, and oral interpretation will be emphasized. The content presented in this course will increase the awareness of African Americans struggles and their accomplishments in the United States.

  • Chicano/Latino Studies

    • Chicano/Latino Studies provides students with a focused study of Chicano/Latino literature. Complementing existing World History and U.S. History curricula, Chicano/Latino Studies delves deeper into connections between literature, history and society, raising issues related to the Chicano/Latino experience in the United States. Students will become aware of the Chicano/Latino struggles and contributions to American life. The course will integrate applicable language arts standards and will also be supported through the use of films, field trips, guest speakers, and special activities.

  • Cultural Studies

    • This course will deal with a number of topics such as the histories of African Americans, Latinos, Filipinos, Chinese, Japanese, Native Americans, and women in the United States. Racism, prejudice, stereotyping, and other forms of discrimination will also be examined. The student will become aware of minority struggles and contributions of minority groups to American life. A major part of the course will consist of films, field trips, guest speakers, and special cultural activities. Meets UC and CSU Elective requirement.

  • Psychology I

    • Psychology will be a program of study that will enable students to have a better understanding of human behavior. They will develop a better understanding of their own behavior and learn how their actions relate to the behavior of others. Units that will be covered include: Introduction to Psychology, learning principles and applications, memory and thought, adolescence and adulthood, and personality theories. Projects of each student’s own design will be due at the end of the semester. Elective credit only, Psychology I meets UC and CSU Elective requirement.

  • Psychology II

    • Psychology II explores the topics of: Psychology and society, human relations, careers in psychology, adjustment in the family, adulthood and aging, mental retardation, drugs and behavior, and suicide. In addition to obtaining useful insights into specific topics related to the field of psychology, students will further develop the necessary research and writing skills for success at the university level. Projects of each students own design will be due at the end of the semester. Elective credit only, Psychology II meets UC and CSU Elective requirement.

  • Sports Psychology
    • Sports Psychology introduces the students to mental skills that will enhance performance, make athletic participation more enjoyable and rewarding and learn skills that can be transferred to other aspects of their lives. Specific skills to be covered in this class include goal setting and strategies to achieve goals, visualization and imagery techniques, team building, dealing with injuries, and controlling momentum. Many of the skill taught can also have a positive impact on academic success in such areas as test taking and work experience.
  • Women's Studies
    • Women's Studies is an elective course designed to introduce students to the history of the women's rights era in the United States beginning with the abolitionist movement to the roles of women in today's society. This class is aligned with the CA State Content Standards in World History and U.S. History. Students will analyze women of different racial and social groups throughout women's suffrage reform. They will compare and contrast the working conditions, roles of women, and the image of women in the media/arts from the early 1900 to today.
  • You and the Law
    • You and the Law explores the following units: Criminal law and Juvenile Justice, Tort law, Consumer law, Family law, Housing law, Constitutional issues, and individual rights and liberties. This course is a one-semester social science elective that introduces students to criminal and civil justice concepts.
 
top of page
California State Academic Content Standards in Social Science

Monterey Trail High School
2008-2009 Social Science Teachers

Click on Teacher's name to move to their page.

Founding Social Science Department Chair 2004

 

I am very happy to accept the challenge of opening a new high school. Monterey Trail High School will become a very special place through the hard work of a dedicated staff and a motivated student body.

 

- Ron Setzer

Martin Billings

  • African American Studies
  • World History

 

Education is freedom.

Bill Cuthbertson

  • Economics
  • World Geography
  • Honors Human Geography

As a Social Science teacher, I have always believed that it is important to teach ideas and concepts, not just facts. It's the responsibility of the students to develop their own conclusions. I don't want students to just repeat the information that I told them. I want students to take the ideas that they have learned and create their own views.

"Teachers open the door, but you must enter by yourself"

~ Chinese Proverb

Tova Clemmensen

"The object of teaching a child is to enable him to get along without a teacher."

~Elbert Hubbard

Nicole Duarte

  

Justin Harman

My passion for teaching is to make sure student’s interests, thoughts and ideas are validated in order to encourage them to seek out knowledge so that they may become life long learners.

Jaime Luke

  • You and the Law
  • Psychology I

"I wanted to become a teacher because I felt as though my adolescence was missing an educated, supportive, and caring role model. When I teach, I allow students to question and find answers for themselves. This way they are able to own that knowledge. Sometimes I am successful and sometimes my efforts need modification, but my overall goal is to let every student experience their full potential as learners."

Lee Majewski

  • World History
  • American Government
  • Economics

RESPECT IS EARNED

WHY I BECAME A TEACHER:

I became a teacher to help, assist, and guide students to reach their full potential. I view my role in education as an advocate; an advocate for students, an advocate for the parents of those students, and an advocate for education. Education is a two way street. I learn from the wisdom, experiences, and enthusiasm of my students, and hope to impart those same things to my students.

Ken Manfredi

  • Sports Psychology
  • World History

I find tremendous joy in teaching history.  Teaching is a responsibility that requires me to be a life-long learner and is a vehicle for me to share with students  the value of studying history.  I enjoy the challenge of teaching students how to develop and improve the skills necessary to read, write, and think independently. 

One quote that reflects my passion for studying history comes from the wise French historian of Philosophy Etienne Gilson, "History is the only laboratory we have in which to test the consequences of thought." 

Yvette Rios-Siemers

  • World History
  • Women's Studies
  • Cultural Studies
  • Chicano/Latino Studies

As a teacher I feel it is my job to listen, motivate and educate. I am unable to educate unless I create clear high expectations for every student who comes through my door. My passion for teaching comes from watching my students learn and learning from my students.

It is the teacher’s responsibility to motivate and inspire.

It is the student’s responsibility to question and learn.

Yvette Rios~Siemers

Stephen Templeton

  • U.S. History
  • American Goverment
  • Advanced Placement American Government
  • Economics

History shows us that change is inevitable unless you’re at a vending machine.

Lucky Tran

Students can only learn so much from their own experiences and by reading a book. The rest of it has to come from someone who has something to teach and to pass on. Not only do teachers teach their subjects but also pass on vital information and advice that are helpful for students.

Trang Tran

  • Advanced Placement World History

The mediocre teacher tells.  The good teacher explains.  The superior teacher demonstrates.  The great teacher inspires.  ~William Arthur Ward

 

Maryville Poe

  • Psychology II
  • U.S. History
  • Advanced Placement U.S. History

It might be a good idea if the various countries of the world would occasionally swap history books, just to see what other people are doing with the same set of facts. 

~Bill Vaughan

Seeing through someone else's eyes is yet another vast important part of deeply understanding through unbiased perspective. The key to teaching is not just about facts and information but how to use it to bring about change for the greater good.

 

top of page

Social Science Teachers' E-mail Contact:
MTHSHome
top of page
Page was last updated on Thursday, September 18, 2008