| Social Studies |
Grade 9 World History
Ninth Grade History thematically and chronologically examines the ancient and middle eras that shaped the modern western world. The major influences to western thought, art, literature, science, and governance are explored. Major topic areas include the connections and similarities of the Ancient Greek, Roman, and Byzantine empires; the rise of Islam and its impact on the Mediterranean region; characteristics of the Middle Ages and the rebirth experienced in the Renaissance and Reform movements. The following units are studied: Ancient Greece and Rome, Europe after the fall of Rome, the rise of Islam, and Europe’s transition to the modern world.
Grade 10 United States History (1820 to 1980)
Tenth Grade History takes a thematic approach towards the study of United States history. It is designed to recap key ideas of America’s founding covered in 8th grade and then examine the continuing conflicts and compromises that have engendered America’s development in the 19th and 20th centuries. Key comparisons from the past to the present are explored in areas such as Black American’s struggle for equality from the Antebellum period through the Civil Rights movement to affirmative action programs; Western expansion, boom and bust cycles; conflict with native peoples and the creation of a uniquely American character; the role immigration played and continues to play in the development of the nation; the tension between labor and industry; and the emergence of the United States as a world power.
Grades 11 and 12
IB Geography Year 1& 2 (HL and SL)
The IB Geography course encourages students to develop their knowledge, skills and understanding of a wide range of places and environments at various scales, from local to global, and in different parts of the world. They explore interactions within and between physical and human processes, and understand how these interactions create geographical patterns and help change places and environments. Students investigate the factors, including people’s values and attitudes that influence the decisions made about places and environments. It is hoped that they will appreciate that human actions, including their own, may have unintended environmental consequences and that change sometimes leads to conflict. They also explore concepts such as ‘development’, ‘sustainable development’ and ‘globalization’ and how these concepts affect the planning and management of environments and resources. They identify geographical questions and issues and carry out field investigations of local geographical phenomena. They formulate hypotheses’, collect field evidence, critically analyze primary and secondary sources of evidence, present well-argued summaries of their investigations, and reach substantiated conclusions.
IB History Year 1& 2 (HL and SL)
Year 1 19th/20th Century Europe
The IB History course begins with the regional option which extends from the latter half of the 18th century to the First World War. Students examine key political, economic, and social events that affected Europe. Themes covered include causes, course, and effects of the French Revolution and the implications on Europe’s monarchies; establishment of nation-states, particularly Germany and Italy; the importance of nationalism in contrast to liberalism in 19th century Europe; imperialism and the scramble for Africa; and the causes and events leading to World War I.
Year 2 20th Century World Topics
IB 20th Century World course takes an in-depth focus on three major theme areas: 1) Causes, Practices and Effects of War, 2) The Rise and Rule of Single Party States, and 3) The Cold War. The historical events and figures presented in this course have had a profound influence on the problems and triumphs in the current world. Students reflect on the role of the historian and employ skills of analysis and synthesis, and interpret bias in primary source documents. Diploma candidates complete an Internal Assessment (IA) independent research paper in History.
IB Information Technology in a Global Society Year 1& 2 (HL and SL)
Information Technology in a Global Society is a course that studies the impact of information technology on individuals and society. It explores the advantages and disadvantages of the use of digitalized information at the local and global levels. Although ITGS shares methods of critical investigation and analysis with other social sciences, it also considers ethical questions found in the study of philosophy. Students come in contact with IT on a daily basis because it is so pervasive in the world we live in. This widespread use of IT inevitably raises questions concerning social and ethical considerations. ITGS offers an opportunity for a systematic study of these issues.
Electives Courses: Not all electives are offered every year.
Pre-IB Geography
Pre-IB Geography enables students to acquire and develop a range of subject specific as well as general skills and techniques in preparation for the IB geography course. Geography investigates how people understand and manage both their own human society and the physical world around them. During the semester students conduct two main projects on ‘Development’ and ‘Coasts and Tourism’. These projects require students to collect data; use simple instruments and equipment for measuring and recording; interpret data; identify bias, meaning and purpose; use evidence to analyze data; and communicate outcomes.
Economics
The Economics elective course examines the basic economic problems and decisions that give rise to economics as a discipline, such as: How does supply of goods meet demand? What controls the price of goods? Who controls the trade of goods? And who protects producers and consumers in an increasingly competitive world? These, and many more questions, will be explored using case studies that highlight the growing interdependence and increased globalization of economies. Discussion will focus on economic growth and development as a model for global prosperity and students will have to analyze global trade in the context of our complex globalized economic world order.
Model United Nations
After two devastating world wars, the United Nations has been the champion of peace and prosperity for the world. Over the past five decades, international cooperation has brought great advances in nearly every area of the globe. Yet daily, fierce ethnic rivalries menace societies from within, environmental degradation threatens the earth, famine devastates populations, and conflicts between nations challenge mankind. The Model United Nations course is intended to let students understand the structure, function, purpose, and importance of the United Nations. Students will explore the issues and challenges that face the UN, and they will understand the various perspectives of different nations. From the course, delegates will be selected to participate in an inter-school Model United Nations conference.
20th Century African History (African History: Since 1900)
The African History course examines the nature of African states, societies and economies from the colonial period to the present, seeking the historical context for contemporary African dynamics. Some questions of interest include: How have development projects changed Africa? What are the myths and realities of neo-colonialism? How have Africa's political traditions supported quests for national stability? How have all these affected men's and women's lives?
ACST History
The proposed one-semester course, to be offered both Fall and Spring terms, is designed to contribute to the preparation of the ACST 50th Anniversary celebration during the 2009-2010 academic year. Students may enroll for one or both of the terms.
Semester I: ACST History I
The Semester I course will focus on gathering, transcribing, and editing the oral and written “memories” from past and present members of the ACST community. Students will design the investigation; learn the techniques of taking oral histories and designing questionnaires; establish a working list of current and former ACST students, teachers, staff, and parents; contact them (via email, internet social networking sites, or by post) with general information about the planned celebration and a request for recollections of their ACST experiences; and finally, collate and edit the material collected in preparation for the Semester II course. Students will be assessed on their performance at each step of the process. Students who enroll in this course will have good organizational skills, an eye for detail, perseverance, and a desire to participate in and contribute to this historic celebration.
Semester II: ACST History II
The Semester II course will focus on production of a written “history”, to be published as part of a souvenir 50th Anniversary Book and CD (formats to be decided by the ACST Anniversary Committee). Students will complete the collection of information, as needed, including photographs and memorabilia from ACST’s past. In collaboration with the ACST Anniversary Committee, and in consultation with the relevant technical specialists, students will design and prepare the Anniversary Book for publication. As in the Semester I course, students will be assessed on their performance at each step of the process. Students who enroll in this course will have good organizational skills, an eye for detail, perseverance, and a desire to participate in and contribute to this historic celebration.
