History and Social Sciences

H

istory and social science courses at Buxton aim to fulfill several interconnected goals: to ensure that students acquire a solid working knowledge of political, social and cultural history; to train students in the skills of critical reading and analysis; to educate students to understand and evaluate competing arguments and to present their opinions in a clear and reasoned way, and to create engaged, informed citizens.

Students acquire a critical understanding of the society around them, learn to appreciate its complexity, grasp the ethical stakes involved in its design, and comprehend that design as historically constructed. With that understanding, they can begin to see themselves as historical actors and agents. The annual All-School Trip, in which the entire faculty and student body travel together to a North American city to study that city intensively for a week, is one of the most pivotal components of a Buxton student’s historical education.

The Junior Thesis

An important part of each student’s junior year is the Junior Thesis and Project. The thesis is an opportunity for independent research, creative expression, and learning how to plan and execute a long-term project. Students pick a topic that interests them and spend much of the year researching and writing an ambitious paper about it. Additionally, students are asked to produce a creative piece to complement their academic work. Thesis topics have included the history and practice of ballet, the work of the controversial director Elia Kazan, the tradition and significance of Japanese tea ceremonies, and the history of the Middle East. Creative projects have ranged from staging original one-act plays to doing dance demonstrations to preparing a special meal for the entire school.

The Western Tradition

To understand where we are, we have to know where we came from, and much of American culture
has European roots. This course will continue the survey of the intellectual and cultural heritage of
Europe that we began in September with the Middle Ages. It will draw from Art, Literature,
Philosophy, Music and Religion to give students a fuller sense of the development of European
ideology and culture. Although it will be a full-year survey, it will be divided into semesters, and
students can take either semester by itself. The Spring will begin with the Scientific Revolution and
will continue up to the present, addressing the French Revolution, industrialization, romanticism,
imperialism, and the main social and political movements of the 19th and 20th centuries.

Psychology

The course will essentially have two overlapping parts.  One will be an introduction to what psychology is, historical influences in the field, and the neuroscience behind the curtain of psychology.  We will learn about influential philosophies, psychologists, and studies in the field that have shaped the way we understand the mind.  In order to place these ideas in context, we will also study the structures and functions of the brain, nerves and nervous systems.  The second part will look at topics within the field of psychology.  These topics may include memory, sleep, development, learning, intelligence, sensation and perception, disorders, drugs, and psychological health.  The topics we explore may be subject to change depending on interest.  Throughout the course we will have a variety of experiments that we reenact or mimic, discussions on how these topics are relevant in our lives, and projects to create and perform our own experiments.

 

United States History (required of all Juniors who have not yet completed an American History course)

How did the United States end up like this? That is the basic question of this course. But also: how do we know what has happened in the past, in this place? And: did it have to happen that way? And finally: why does it matter? Historians Lisa McGirr and Eric Foner have called U.S. history an act of “collective self-discovery,” and that will be our mission. To work together to understand the place where—for better and for worse—we all currently live. Our studies will take us from the first peopling of the land over 10,000 years ago to the current day, with a focus on the United States since its founding in the 18th century. We will also regularly interrupt our chronology to study civic and political institutions in this country today, as well as the role of the historian in recording, studying, shaping, manipulating, publicizing, remembering, memorializing, celebrating, lamenting, telling, and retelling America’s past for America’s present.

Look at “Us” and Look at “Them”: Exploring Anthropology and its Possibilities (9th-10th)

Exploring Anthropology hopes to provide a survey of the discipline by exposing the class to a range
of topics, communities, and problems that Anthropology tackles. This course will take up a practice
of deep looking and deep reflection in order to understand the world we live in, its intricacies and its
complications — using Anthropological methods as a means to that end. Taking a discipline that has
a history of “othering” and exoticizing,, we will try to imagine Anthropology’s possibilities for
looking at “others” and looking at ourselves. While surveying the discipline and its subfields, we will
ask — does Anthropology provide us with a useful toolkit to tackle the problems and issues we care
about? In this exploration we will critique, question and unpack the discipline, and to use the tools it
gives us to do the same for the world we’ve inherited.

American History, Part 2

This course will cover the history of the United States from Reconstruction to the present
with a particular focus on popular culture, the rise of consumerism, and the intersections between
ideology and daily life. We will approach history chronologically, speeding through some periods to
spend more time with particularly rich topics such as the transformation of American society at the
turn of the twentieth century and American society and politics in the Cold War. We will have a
very brief textbook as a spine of the course, but mostly we will depend on original sources and
scholarly articles.

Power and Participation in US Politics

This semester, we will explore the question “What political power in the United States?”. This course
will place an emphasis on political participation, both as an individual and as organizations. We will
look at examples from the recent past, to determine what makes one successful in politics, and what
does not. This course will not focus solely on Political Parties, but will also touch on
youth movements, labor unions, grassroots advocacy groups, and more.

Greek Tragedy

Drama was an artform that held sway over social and civic life in Ancient Greece. The plays, or,
tragedies, from this time period–5th Century (500-401) B.C.E.–deal especially with characters from
prevailing mythologies, presented in harrowing spectacle before a transfixed audience. Some 2,400
years later, these plays still hold up in modern contexts. They have been reimagined in media such as
sculpture, painting, and music, and have been adapted and readapted as theatrical and dance
performances. In this class we will look at a selection of the ancient Greek tragedies as both written
and performative literature; we will investigate how these plays were presented and adapted from
their inception down to the twenty-first century; and, being inevitably citizens of the present, we will
consider how efficacious these plays are for confronting our world in the year 2020.

Testimonials

  • "Buxton has given me the freedom to be the person I want to be, make the art I want to make, and learn the things I want to learn. At Buxton we learn not only in the classroom, but in the community. We learn how to be good to each other and how to support each other. Buxton has so much to offer students, both inside the classroom and outside of it."
    Sadie
    Sadie Great Barrington, MA
  • “At Buxton you get to focus on what you want to be learning; whether it is social skills or in-depth studying- you learn to take responsibility of your education.”
    Francis Magai
    Francis Magai Troy, NY
  • “Living your education means to not only learn things, but to use what you learn in your everyday life.”
    Naima Nigh
    Naima Nigh Mexico
  • “To me, living your education means to be independent, to take charge, to not be afraid of asking for help, to learn from your peers, to love to learn, to take what you have learned from a loving environment and take it into the world.”
    Kat Hallowell
    Kat Hallowell New Hampshire
  • “Your education is more than just your time in class, it’s your life as a whole. Learning is not limited to a teacher teaching you something in a classroom.”
    Cynder Johnson
    Cynder Johnson Missouri
  • “To me, at Buxton, it’s not boundaries that you make, but the ones you break through.”
    Roy Malone
    Roy Malone New York, NY
  • “At Buxton, I can choose what I want to do with my education. I can design my own path and invest my time studying topics that I’m really interested in.”
    Nora Mittleman
    Nora Mittleman New York, NY
  • “At Buxton you can experience your intellectual development in a community that accepts your perspective of the world.”
    Ben Nigh
    Ben Nigh Mexico
  • “I felt instantly at home when I stepped on the campus. At Buxton, we are in school 24/7. We learn things in the classroom, but we really learn valuable things outside of the classroom. We learn how to work with others and respect each other’s spaces. Our education surrounds us and we learn new things everyday.”
    Emily Woodside
    Emily Woodside Albany, NY
  • “I chose Buxton over public school because I think I function better in a smaller environment. You’re able to get to know students and faculty on a deeper level, which is rare.”
    Charlie Starenko
    Charlie Starenko Williamstown, MA
  • “Students should be happy when they are learning. They should not feel like studying is a burden to them. You learn things from your living space and environment - you are learning every second you are living.”
    Jiayi Cao
    Jiayi Cao China
  • “Buxton has shown me that it is possible to forge close bonds with teachers as well as students. It also gives you the ability to try new things in an environment where there is no judgment.”
    Kristhal Ayala
    Kristhal Ayala Puerto Rico
  • “I chose Buxton for a small community-based education with focus on the individual as part of the world at large, along with the learning settings.”
    Katie McAvoy
    Katie McAvoy Boston, MA
  • “I love the atmosphere and how tightly knit the community is. At Buxton you take what you learn in the classroom and use it in everyday life - you learn from the world around you and see how you can make it better.”
    Cheyanne Williams
    Cheyanne Williams Boston, MA
  • “At Buxton you bring your education into everything you do, and learn important, relevant things that you can utilize all the time.”
    Rebecca van der Meulen
    Rebecca van der Meulen New Lebanon, NY
  • "In the last year, Buxton has become my home. It has provided me with a place where self-exploration is encouraged in and out of the classroom. I have made unbreakable bonds with faculty and my peers."

    Aurora
    Aurora Albany, NY
  • "To me living your education means enjoying it to the fullest. Do the things that make you uncomfortable, like activities, clubs, or sports you wouldn't normally participate in. Like the saying goes, "you miss 100% of the shots you don't take."

    Adrian
    Adrian Boston, MA
  • "Buxton has given me room to fully realize what inspires me and the resources to create it. The next big grade is no longer a constant worry. I have more space to be and do what I want."

    Lola
    Lola Williamstown, MA
  • "Buxton has given me the freedom to be the person I want to be, make the art I want to make, and learn the things I want to learn. At Buxton we learn not only in the classroom, but in the community. We learn how to be good to each other and how to support each other. Buxton has so much to offer students, both inside the classroom and outside of it."

    Sadie
    Sadie Great Barrington, MA
  • “A sense that everybody matters, that you are in a community where everyone can make a difference and reach their full potential, where you are interdependent and you work together, and most importantly where you understand that you can do whatever you want to do and whatever it is that you do, you have got to make a difference. I think that, more than anything, defines my experience at Buxton.”
    Peter Shumlin
    Peter Shumlin Governor of Vermont, Buxton Alumni

Live your education at Buxton

Start typing and press Enter to search