History

The Cuban educator Jose Martí stated, “In order to know what is, it is necessary to know what was.” Ninth grade World History is based upon that assertion. In this course, students are provided with an introduction to the nature of history as a discipline as we research major global developments that have shaped our world from the Enlightenment through the end of the Second World War. Students will become proficient in analyzing primary and secondary source material to assess the causes, course, and consequence of important events. Students will also be expected to further their skills as historians, with the goal of developing a personal point of view as to why things happened, and to argue that point of view successfully. This includes evaluating economic, political, and social factors as they have influenced, and continue to influence, our historical development. Students are expected to be motivated and seek to understand themselves in our rapidly changing world. This course will involve students in a dynamic investigation of their world. It is an intellectual, analytical journey, with a deep, personal, emotional component that encapsulates our VMS mission and nurtures empathy. 

The past is studied to better understand the present, and in United States History, this is achieved by focusing on life for people of all backgrounds, spanning the pre-Columbian period to today. The course offers an analytical survey of the political, economic, and social forces that have shaped the nation. Moving chronologically through key eras, the course highlights evolving notions of American identity and values while examining the competing interests of diverse groups. Students will investigate both the barriers to power and the opportunities that have defined the country’s history. By engaging with a variety of learning methods, students will connect current events and issues to historical roots to better understand one’s responsibilities as an American. Through critical reflection, students will consider how the nation’s past informs its present and develop an appreciation for citizenship, recognizing each generation’s role in shaping and strengthening American democracy in the ongoing effort to “form a more perfect Union.”

Advanced Placement United States History is a college-level course for students seeking to immerse themselves in the study of the American experience. This fast-paced course uses discussions of readings, essay writing, and collaborative and investigative methods to gain the knowledge and skills necessary to be successful on the AP exam. Students refine their analytical abilities and critical thinking skills and gain a sophisticated understanding of historical and geographical context, make multicultural comparisons, and interpret changing historical frameworks.

Per the College Board, “AP Human Geography is an introductory college-level human geography course. Students cultivate their understanding of human geography through data and geographic analyses as they explore topics like patterns and spatial organization, human impacts and interactions with their environment, and spatial processes and societal changes.” In this thematic course, topics are organized around the main subfields of human geography: economic geography, cultural geography, political geography, and urban geography. The course will employ case studies from around the world to help students understand both the history of different regions and the contemporary problems of our world today. Other topics to address include “globalization, colonialism, and human–environment relationships on places, regions, cultural landscapes, and patterns of interaction.” This rigorous course will require students to spend a great deal of time outside of class learning the content and reinforcing the necessary skills to find success on the AP test. 

The USA, Great Britain, and the Soviet Union were stalwart allies in 1941: united in combat to defeat the scourge of Nazism. With the defeat of Nazism in 1945, many believed that such a dark and horrifying period would give birth to a new world: of peace, prosperity, and a universal respect for human rights. Yet, by May of 1947 the world was formally dividing into opposing camps, increasingly arming themselves for future conflict. Why? This course will examine how and why World War II allies became Cold War enemies. We will then move on to analyze the spread of the Cold War in Europe, Asia, the Middle East, Africa, and Central and South America. Understanding the major tenets of Cold War historiography is an essential aspect of this study. Assessments will range from formal position papers, to class presentations, to debates and Harkness Discussions. Students will have a culminating project researching, analyzing, and presenting an original analysis of an area of interest specifically related to the Cold War.

We’ve all seen the "Based on a True Story" caveat added to historical movies. However, Hollywood is in the business of breaking box-office records, not selling history textbooks or historical accuracy. If a story is too messy, it’s streamlined. If a hero isn't sellable enough, they rewrite their past. This raises a massive question: If we’re getting our history from movie screens, what are audiences actually learning, and what is being erased either for convenience, dramatization, or intentional retelling? Through research, students will consider what gets changed, amplified, or left out in the process.

In this course, students will look past the special effects and moving soundtracks to find the real histories buried underneath. We’ll dive into the histories of several G77 nations (a UN coalition created for “developing” nations) during the 20th and 21st centuries. These regions are often treated as mere "backdrops" for Western heroes and storylines, yet they are emerging as key global players. Students will learn the historical setting around multiple genocides, foreign involvement in the Middle East, and social revolutions, then compare the cinematic version to the messy, complicated truth. Students will develop critical thinking skills as they learn to distinguish between dramatic retellings and historical facts, understanding not just what happened, but why it matters. 

This course challenges you to become both a film critic and a historian, asking: What obligation do filmmakers have to the truth? How do you balance compelling storytelling versus authentic events? Who gets to tell the story of what happened in the past?  How does cinema shape our collective memory? This course is intended for a mature audience and will require time outside of class for film viewing.  

According to the most recent United States Census, 50.8% of those residing in the U.S. are female, yet women are often inadequately represented in the United States history curriculum. This feeds the false message that women have been passive observers throughout this country’s evolution and perpetuates the current stereotype that women today have less to offer. This course aims to change the narrative of the history of women in the United States. We will explore how women’s social, political, economic, and legal status have evolved in the United States as a result of activism, historical developments, and exposure to various cultures. It will seek to incorporate the voices of a diverse range of women and men who helped drive vast, overlapping social movements in pursuit of civil rights, power, liberation, peace, and more. This course is inclusive to all genders where diversity of opinions are valued. Social and cognitive maturity is required, as students will be challenged and rewarded in their learning, critical thinking and development as a learner who is comfortable with discourse. Coursework will explore historical and contemporary sources of various mediums (texts, primary and secondary sources, scholarly essays, images, and videos), and students will be expected to engage in analysis, interpretation, and critical judgment through readings, discussions, research, and personal and analytical essays.

Is there such a thing as right and wrong? What is your duty to others? This course is designed to introduce students to the concepts of ethics and how these ideas are applied in modern society. Through a study of world religions and philosophical schools of thought ranging from Socrates to David Foster Wallace, the course will investigate many of the ideas and belief systems that have helped formulate the modern conception of ethics. Students will learn a practical approach to apply ethics to everyday life through a combination of Harkness discussions, primary and secondary source readings, films, and literature. 

With a focused examination of the world's trajectory after the events of 9/11 in "Post-9/11 Dynamics," this high school course invites students to explore the political, social, cultural, and technological shifts that have shaped the contemporary global landscape. Through in-depth discussions, case studies, and critical analysis, students will navigate the complexities of the War on Terror, the Arab Spring, the rise of cyber warfare, the impact of climate change, and the challenges and opportunities presented by globalization. The course will spotlight key geopolitical developments such as the Iraq and Afghanistan conflicts, the evolution of terrorism, and the emergence of new power dynamics in international relations. As students examine primary sources and engage with diverse perspectives, they will hone their analytical skills and gain a nuanced understanding of the interconnected nature of contemporary issues. The course encourages students to reflect on the implications of historical events, fostering a sense of historical consciousness and an appreciation for the ongoing evolution of our world. "Post-9/11 Dynamics" aims to empower students to critically assess the current state of global affairs and envision the future. By grappling with the complex challenges and opportunities of the 21st century, students will develop the skills necessary for active and informed participation in a rapidly changing world. 

The United States incarcerates more people than any other country in the world. In this course, students will examine American punishment and social control from historical, theoretical, and contemporary perspectives. They will consider the changing ideologies and practices of state-sponsored punishment that have led to the expansion of imprisonment and other forms of penal supervision in the United States. Students will spend a significant amount of the course examining the evolution of the United States notions of punishment and justice. Drawing on theoretical accounts of punishment, historical examinations of prison and parole, and contemporary studies of criminal law and sentencing, students will consider social control as it plays out via institutionalized contexts, namely prisons and asylums, as well as alternative sanctions, such as coerced treatment. Students will identify the major phases of penal development and consider mass imprisonment as both a reflection and cause of racial and economic inequality. Students will follow past and current political and social movements that have resulted in the rise and fall of incarceration. 

In the 12th grade Humanities Capstone Seminar, students will explore essential questions that are at the core of the human condition through an interdisciplinary lens. This course will help students explore core topics related to happiness, ethics, and purpose. Diverse and interdisciplinary sources will be used to explore questions including but not limited to: What is truth? Is there such a thing as right and wrong? What is one’s duty to others? Where does one derive purpose, meaning, happiness, and well-being? Students will explore these questions through literature, psychology, sociology, and philosophy. Students will learn through a combination of seminar style discussions, lectures, primary and secondary source readings, films, and literature. Students will be assessed through regular response papers, analytical essays, and facilitation of group discussions.