History

Open to: 9th grade
Meetings per ten day rotation: Five 80 minute periods 
Prerequisites: None
The Cuban educator Jose Martí stated, “In order to know what is, it is necessary to know what was.” This course 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 to 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.

Open to: 10th grade 
Meetings per ten day rotation: Five 80 minute periods 
Prerequisites: World History 
We study the past to better understand the present, and in United States History we do just that, focusing on life for folks of all backgrounds spanning the pre-Columbian period to today. This course is an analytical survey of the political, economic, and social factors in the development of the United States. The course moves chronologically through different eras in American history; honing in on notions of American character and values and studying competing interests of people from diverse backgrounds. The course examines the obstacles to power and the dynamic opportunities found in the country’s past. Through a variety of learning styles, we will connect current events and issues to their historical roots to better understand our responsibilities as Americans. Students will think critically about where the nation has come from, why America is as it is today, and learn an appreciation for the meaning of citizenship in which each generation takes its turn (re)creating, defending, and improving American democracy “to form a more perfect Union.” 

Open to: 11th grade  (Please note: Students who elect into this course will not be able to elect into any other thematic course their 11th grade year. They may do so their Senior year first semester)
Meetings per ten day rotation: Five 80 minute periods 
Prerequisites:  World History and U.S. History. Students must complete their 10th grade year with an A- or higher in US History (year-end grade). Students must be recommended by the previous history teacher and approved by the Department Chair. Students must submit a completed application and writing sample from their current history class by the designated due date. Students must also complete the summer assignment.

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. 
 

Open to: 11th and 12th grade
Meetings per ten day rotation: Five 80 minute periods 
Prerequisites: World History and U.S. History 
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.

Open to: 11th and 12th grade
Meetings per ten day rotation: Five 80 minute periods 
Prerequisites: World History and U.S. History 
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. 
 

Open to: 11th and 12th grade
Meetings per ten day rotation: Five 80 minute periods 
Prerequisites: World History and U.S. History 
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. 

Open to: 11th and 12th grade
Meetings per ten day rotation: Five 80 minute periods 
Prerequisites: World History and U.S. History 
Societies have used borders to define land areas and control populations since before the emergence of modern nation states. Through conflict, societal constructs, and modern geopolitical diplomacy, borders have become central to our global society. This course will explore the origins, meaning, and impacts of borders through a multinational lens, seeking to understand a diverse range of perspectives. Social, cultural, ideological, political, economic, and environmental factors will be explored for each of our case studies. While modern geopolitics may decimate shifts in the curriculum, we intend to explore the following borders: Northern Ireland/The Republic of Ireland, United States/Mexico, China/Tibet, Israel/Palestine. We will also explore efforts to transcend borders, including Pan-Americanism, The European Union, and the African Union.  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.

Open to: 11th and 12th grade
Meetings per ten day rotation: Five 80 minute periods 
Prerequisites: World History and US History 
This course will take a comparative world history approach to the 1960s, exploring the global rebellions, political and social, that shaped the modern world. While many of the trends of counterculture and rebellion are global in nature, this course will take a case study approach, focusing on the way that protest, rebellion, and responses to these changes shaped domestic and global politics in the United States, Latin America, and Europe. Students will be given the opportunity, and encouraged, to explore similar themes in other geographies during independent research projects, helping us get a clearer view of how these societal changes were in fact global in nature
 

Open to: 11th grade
Meetings per ten day rotation: Five 80 minute periods 
Prerequisites: World History and U.S. History 
This course will explore the diverse stories of what is commonly referred to as the trans-Mississippi American West. It will begin with the peopling of the American continent and quickly move into case studies of specific peoples who established thriving cultures in the Rocky Mountains and western plains. Students will explore the interactions between humans and the environment as well as the interactions between various cultures, ethnicities, and races. The central themes of the course will focus on the way violence, conquest, and shifting societal narratives about the land and peoples of the American west shaped the evolving American identity.
 

Open to: 11th grade
Meetings per ten day rotation: Five 80 minute periods 
Prerequisites: World History and US History
The Irish poet and playwright Oscar Wilde famously commented that “The problem is the English can’t remember history, and the Irish can’t forget it.” English rule over Ireland dates back to the 12th century, followed in the 16th century by Queen Elizabeth I's policy of encouraging large-scale immigration of Scottish Protestants to the north of Ireland in order to displace Irish Catholics. Thus began the ascendancy of an Anglo-Irish Protestant minority over an Irish Catholic majority in Ireland. 
The 20th century witnessed a sustained campaign in Ireland to break the link with Great Britain, which was met in the north with a campaign to maintain the link, or union, with Great Britain. These campaigns amount to what is commonly referred to as ‘The Troubles,” taking the lives of over 3,500 people. This course will examine the conflict and its importance from different perspectives: Republican, Nationalist, Unionist, and Loyalist, as well as successive British and Irish governments. Our focus will be to work towards an understanding of the factors that led to the Good Friday Agreement (1998) in order to gain greater insight and appreciation of the factors, and sacrifices, that enable conflict resolution in a modern context. This course will culminate in individual student research projects (and presentations) which analyze the origin and evolution of a chosen global conflict, that then map out a detailed path toward conflict resolution. 
 

Open to: 12th grade
Meetings per ten-day rotation: Varies
Prerequisites: History 9-12, English 9-12
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 our duty to others? Where do we 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.