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 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; focusing 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 and 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 Aor higher in U.S. 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 

What is truth? 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, both Abrahamic and otherwise, as well as various 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.

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

In this course, we will explore sport-related issues and sport-society issues from a sociological perspective. Through lectures, films, class discussions, and student presentations we will examine the roles of sport within historical and contemporary social systems, and ways in which sport reflects and enhances individual, collective, and national agendas and identities. We will also critically analyze various topics, including violence, cheating, and technology while focusing on “mega sporting events,” the media, and eSport. Additionally, by using sport as a lens to examine class, gender, and race, we will illuminate the manners in which sport is entangled in sociocultural, political, and economic forces.

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

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.

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

Why do civilizations collapse? This course considers the ways in which climate has influenced the development of human societies. Societal collapse is well-documented in the prehistoric and early historic records of Mesopotamia, China, Mesoamerica, North America, and the Andes. How do these civilizations’ downfalls compare and contrast? There is historical debate about the nature of these events (environmental degradation prior to and at the time of collapse, the level of resilience, megadroughts, etc.). This course will examine archaeological and historical records to look at societies’ vulnerabilities, resiliencies, and adaptations in the face of contending claims of abrupt climate change and anthropogenic (human-made) effects. We then will take our knowledge to apply it to the modern day. Are we on the same track? What lessons can we draw from the past for the present? What are the narratives of “collapse” and “decline”? Students will have a culminating project analyzing the patterns of civilization collapse.

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.