Upper School History

Core Courses in the History curriculum of The Haverford School include the following:

• Ancient World History
• Modern World History
• United States History/*

All graduates of The Haverford School must have completed at least three years of history courses. 

Ancient World History

Form III
This Third Form course is, at its core, an introduction to topics in ancient and classical civilizations. With a strong focus on historical analysis and foundational skills in the freshman year, the course will systematically address: effective reading of texts; note-taking, from both reading and class; writing the analytical essay; research techniques using library tools and methods; interpreting maps and other visual presentations; and making oral presentations, both formal and informal. The format of the course will include seminars, lectures, films/video, project-based learning, and other presentations.

MODERN WORLD HISTORY

Form IV
In a survey of world history from the 13th century to the present, this yearlong Fourth Form course will ask
two intersecting and complementary questions: what is “modern,” and what processes made/are making the world modern? The course centers on the development and interaction of western and non-western civilizations over this period, examining significant ideas, events, and persons from the multiple perspectives of political, economic, and social history. The students will approach modern world history both chronologically and thematically, using the six themes of

1. Interaction between societies
2. Change and continuity over time
3. Technology and demography
4. Social structure
5. Cultural and intellectual developments
6. States and political identities.

The course uses and refines the academic skills taught in Third Form Ancient History. Debates, historical trials (World War I), research papers, analytical essays, reflections, and oral presentations are among the methodologies used in this course.

UNITED STATES HISTORY

Form V
This yearlong Fifth Form course covers the breath of American history from colonization to the present. Political, economic, and diplomatic developments are at the heart of the course, but social and intellectual
history is covered as well. The course combines a traditional chronological approach with an emphasis on selected themes and topics including: the development of the United States as a world power; the socioeconomic, racial, and ethnic diversity of American society; the development of the American political tradition (sectionalism, citizenship); and the role of government in the regulation of the economy. Readings include narrative history, news articles, primary sources, and other supplementary materials.

UNITED STATES HISTORY*

Form V
Prerequisite
This is an advanced version of the classic survey course in United States History. The course provides a
foundation for a sophisticated appreciation of the history of the United States, beginning with the
settlement of the colonies and ending with the present day. Events are studied within the historical contexts of
chronology and geography. Students will acquire a critical lens for the understanding of contemporary issues,
such as the tension among liberty, equality, and justice. College-level texts, advanced work with primary and
secondary sources, and work in historiography are hallmarks of the course.

The History Department offers single-semester electives for Form VI and V. Electives vary from year to year and
are subject to change based on student interest during the course request process, however recent offerings include the following:

AFRICAN AMERICAN STUDIES (F)

Form VI & V
In the course, we consider African-descended people's social, political, economic, and cultural experiences in the United States. It introduces the fiercely contested journey from the margins to the center of intellectual discourse, which is critical to provide a framework to understand the revival of civil rights. Particular attention will be paid to the development and evolution of the field of African American history, using race, class, gender, sexuality, and religion as essential categories of analysis. We will use student experiences to frame historical contexts of colonial independence, plantation and Antebellum South, Reconstruction, the Nadir period, the Civil Rights era, and the Cold War. Some questions to be tackled include: Are racial and gendered exclusions of African Americans wired into America's historical legacies and present-day practices? What problems are posed by under-privileging African American history?

CONTEMPORARY INTERNATIONAL RELATIONS (S)

Form VI & V
The 21st century has been characterized by rapid change and increasing globalization, impacting individuals in societies in unprecedented ways and creating complex global political challenges. This one semester survey course explores the intricacies of how global leaders in the international community must balance past interactions and future projections while making present choices. Using specific case studies and current events, as well as participating in a semester-long online simulation while competing for class credit, students will confront IR concepts in real time. Topics will include different political theories, decision-making, the role of international organizations, and major geopolitical moments that have shaped the current world order.

EUROPEAN DICTATORS* (F)

Form VI
Prerequisite
This is a one-semester advanced course for Sixth Form students. It will focus on 20th-century Europe between the world wars with special attention to the rise of totalitarianism and the conditions and events that paved the way to power for Benito Mussolini in Italy, Joseph Stalin in the USSR, Adolph Hitler in Germany, and Francisco Franco in Spain. In addition to traditional history books such as European Dictatorships: 1918-1945, we will make use of memoirs such as Orwell’s Homage to Catalonia, Levi’s Christ Stopped at Eboli, Solzhenitsyn’s One Day in the Life of Ivan Denisovich, Picasso’s Guernica, and films like the Christopher Isherwood-inspired Cabaret and Leni Riefenstahl’s classic and chilling documentary Triumph of the Will. 

GLOBAL FINANCIAL MARKETS (F & S)

Form VI & V
Global Financial Markets and Investments will provide students with a firm understanding of the concepts and practices associated with making sound investments and navigating financial decisions in adulthood. We will contemplate topics such as world markets and related indices, financial statements, financial instruments, personal finance, financial institutions, and financial crises ofthe past and present.On a weekly basis, students will also evaluate particular current events and examine the positive or negative results on stock price and the broader economy.

GOVERNMENT & POLITICS (S)

Form VI & V
This course will present an introduction to the study of government and politics and will prepare students to become active and engaged citizens. Our studies will begin with the many forces that influenced the writing oftheUnited States Constitution. From there, we will learn about the organization of the federal government, including the political, media, and electoral forces that dictate its behavior, before discussing various issues arising from current demographic, economic, and politicaltrends. Throughout, the course will also focus broadly on current events and deeply on certain issues of immediate import. This course will make use of news organizations, periodicals, political scientists, and various data journalism experts and will culminate in a final research project.

HISTORY OF SCIENCE, SEX, & CULTURE* (F & S)

Form VI
Prerequisite
This course will focus on issues of gender and sexuality from the late 19th century to the present. With particular attention to how science has transformed understandings of human sexuality, reproduction, and sexual difference, we will consider such questions as: How have biological understandings of male and female bodies changed? How did wars and epidemics change the stakes of sex for families, nations, and medicine? How did race, class, religion, and age inflect discussions about masculinity, femininity, and sex? Topics will include the history of eugenics, public health programs, social movements (i.e., Civil Rights, Women’s Rights, Disability Rights, LGBTQ), “the pill”, prostitution, Men’s health, regulation of pornography, and assisted reproduction.

HISTORY OF SPORT (S)

Form VI & V
This course will explore the historical development of sport from ancient times to the present. We will investigate sport as a site in which issues of nationalism, race, class, gender and sexuality were reinforced and also challenged. While the scope of the course is broad, it will primarily focus on key debates and turning points of Western sportin the 19th-21st centuries. Topics will include: violence and sport, sports activism, amateurism vs. professionalism, youth sports pipelines, commercialization of sport, Title IX, performance enhancement and its regulation, and evolving athletic technologies (from the artificial limb to Nike Vaporfly shoes). Beyond reading secondary literature, analyzing primary documents, watching documentary films, and participating in discussions and small projects, each student will also lead a class discussion and perform original research and writing (or create a final multimedia project) on a topic of their choice.

SOCIAL PSYCHOLOGY (F & S)

Form VI & V
This course for Fifth and Sixth Form students examines the principles of social psychology: that is, how individuals think, feel, and behave in regard to other people and how individuals’ thoughts, feelings, and behaviors are affected by others. The course will concentrate on the process of social thinking, such as motivation, leadership, conformity, obedience and persuasion, and social relations, including aggression, altruism, prejudice and attraction. General principles of coping, grouping identities, and social stress will be discussed. In addition to readings from the text, the course will include discussions of “case studies,” film presentations and journal writing

THE GLOBAL SOUTH: A HISTORY OF HUMAN RIGHTS* (S)

Form VI
Prerequisite
On December 10, 1948, 56 members of the newly created United Nations voted to adopt the Universal Declaration of Human Rights, creating an international framework that recognized “the inherent dignity and the equal and inalienable rights of all members of the human family.” Students will examine recent and seminal historiography on the development and experiences of Africans, South Asians, and Latin Americans, often referred to as the Global South. Students will analyze and evaluate major historical questions on the origins, evolution, and institutionalization of the Global South and its culture. Synthesizing primary and secondary sources across communities in Africa, Asia, and Latin America students will evaluate the effectiveness of the political, social, and economic ideologies and institutions in the struggle to attain full and equal global citizenship. Other concepts include the international division of labor, demand for raw materials, economic development and underdevelopment, and economic independence. This course traces the global history that led to the 1948Declaration and introduces students to the recent historiography ofthe Global South and human rights, a field that has emerged over the past twenty years.

THE CIVIL WAR ERA* (F)

Form VI
Prerequisite
This one-semester advanced course for Sixth Form students will cover the military, political, economic, social, and cultural dimensions of the Civil War era of roughly 1820-1876. This course will focus on helping students improve their reading, writing, and discussion skills and will feature several creative projects. Our readings will be a mix of primary sources and selections from important secondary sources such as: Fateful Lightning: A New History of the Civil War & Reconstruction by Guelzo; The American Civil War: A Military History by Keegan; Been in the Storm So Long: The Aftermath of Slavery by Litwack; and Divided Houses: Gender and the Civil War by Clinton & Silber.

The Haverford School’s history program distinguishes itself by treating students as historians—asking them to investigate evidence, develop arguments, engage in debate, and connect the lessons of the past to the challenges of the present. Through a curriculum built around critical reading, research, writing, and discussion, students develop the skills to analyze complex issues and communicate informed perspectives. Rather than simply studying history, Haverford students actively practice the work of historians through signature experiences such as the Archaeology Project, where a museum curator provides historical relics for students to research and interpret; the World War I Trials, where students take on the roles of ambassadors and participate in a mock trial to explore diplomacy, conflict, and competing perspectives; and the Haverford Assembly, where students research and debate Supreme Court cases while examining constitutional questions and civic issues. Advanced opportunities in thesis-oriented research allow students to pursue individual historical questions, conduct original research, and produce sustained scholarly work. These experiences reflect Haverford’s commitment to developing curious, thoughtful, and articulate graduates who can evaluate evidence, engage respectfully with different viewpoints, and use historical understanding to become informed citizens and leaders.

The program extends beyond the classroom through signature experiences such as the Davis R. Parker Memorial History Lecture, which brings accomplished historians, authors, and public figures to campus to engage students in conversations about history, leadership, and civic responsibility. Recent Haverford news stories highlight the School’s commitment to connecting students with meaningful conversations about the world around them, reinforcing the importance of historical awareness, empathy, and informed citizenship. Through research opportunities, interdisciplinary electives, and experiential learning experiences, Haverford students graduate prepared to analyze complex issues, understand diverse perspectives, and use the lessons of history to become thoughtful leaders who can shape the future.

A Haverford history education extends far beyond content knowledge: students learn to think critically, question assumptions, engage with evidence, and understand history as an ongoing conversation that shapes the present and future. Alumni describe how Haverford teachers helped them develop a deeper appreciation for historical inquiry and the importance of perspective. The School's history program asks students to actively investigate the past through primary sources, research, debate, and evidence-based writing. Through thesis-oriented research, experiential projects, and classroom discussions, Haverford students graduate prepared to analyze complex issues, communicate thoughtful arguments, and engage as informed citizens and leaders in their communities.