History, Religion and Society

Grade 7 Humanities seeks to expose students to different aspects of cities around the world and invite them to generate and ponder questions related to the relationship between humans and places and the impact that critical points in the history of a city can have on individuals, societies and the world. From the beginning of the year, students are transformed into globetrotters and through a variety of artworks, photography, audiovisuals, nonfiction and primary sources readings, they identify and investigate selected challenges that cities have faced over time and still experience in the 21^st century. In addition to the exploration of different cities, students undertake a challenge that cities face and, through research and collaboration, they imagine, brainstorm, implement and present their solution. Ultimately, the course aims to provide students with opportunities to question, collaborate with others, acquire and practice effective communication, reflect, and develop writing skills.

Islamic studies aim to reinforce an understanding of the fundamentals of Islam. In this project-based learning course, students gain a deep understanding of their role as human beings and of how to be productive Muslims. Students are introduced to the values of Islam through their work on projects that represent some contemporary problems that they choose to solve in light of Islam. They are trained on 21^st century skills to help them to achieve their goal.

Course length: One semester
Note: The alternative course, Islamic Studies (in English), is for students with no previous knowledge of the subject or whose Arabic proficiency does not allow them to take it in Arabic

Grade 8 Humanities explores the question: what does it mean to be human? In order to approach the question, students explore ethics, history, politics and more. They examine classical philosophers (and paintings of them) while studying Greek art and culture. They research freedom, justice, and the difference between humans and animals. For example, is it moral to kill an elephant for its tusks or shoot a gorilla who poses a threat to a human life? Students ask about the impact of dehumanization, from the excesses of Communism to the humanitarian crises at borders around the world. What does 19th century imperialism have to do with your passport? Every week, students sit around the Harkness table, reading, writing, researching and engaging in debate. By the end of the course, students develop these skills and tactics to approach art, literature, history, philosophy and politics as early-career scholars.

Islamic studies aim to reinforcing our understanding of the fundamentals of Islam. In this course we will gain a deep understanding of our role as human beings and how to be productive Muslims. In order to achieve this, this course will be a project-based learning. Students are introduced to the values of Islam through working on projects that represent some contemporary problems that they will choose to solve in light of Islam. They will be trained on the 21 century skills to help them to achieve their goal.

Course length: One semester
Note: The alternative course, Islamic Studies (in English), is for students with no previous knowledge of the subject or whose Arabic proficiency does not allow them to take it in Arabic

This course examines the development of a number of societies during the period from antiquity to circa 1200. Those societies may include Mediterranean, European, Asian, and Mesoamerican societies. Course materials include a wide array of historical and literary texts that provide insight into key events, themes and ideas. Topics may include the civilizations of classical Greece and Rome, the culture of late antiquity, the rise and spread of Islamic civilizations, the nature of medieval civilization in Europe, and the origins and development of several major world religions (to include Hinduism, Judaism, Buddhism, Christianity and Islam). Significant time is also spent with the cycles of civilizations both in China and in India. This course provides students with a foundation of core skills, including source analysis, discussion and debate, inquiry-based research, and analytical writing and presentation.

Note: Required of all freshmen

This course serves as an introduction to the core principles and practices of the Muslim religion. In the first year, students focus on the following topics: the Qur’an, the Hadith, the doctrine of Islam, lessons from the life of the Prophet Mohammed (peace be upon him), concepts of Islamic jurisprudence, and Islamic morals and principles. Besides these topics, students are trained on multiple skills, such as annotation, reflection, critical thinking, and designing questions with different levels. This course fulfills Jordanian Ministry of Education requirements for Muslim students.

Course length: One semester
Note: The alternative course, Islamic Studies (in English), is for students with no previous knowledge of the subject or whose Arabic proficiency does not allow them to take it in Arabic

This course examines the development of a number of societies during the period from circa 1200 to the present. Those units may include Middle Eastern, European, Asian, African, and Mesoamerican societies. Course materials include a wide array of historical and literary texts that provide insight into key events, themes and ideas. The course also emphasizes the constant revisiting of beliefs, religions, and philosophies by the world’s people. Topics may include the transformation of societies through the Renaissances, the Reformations, the Scientific and Commercial Revolutions as well as the Enlightenment. Renewal and reform of religions is also considered. In addition, students examine the rise of nationalism, the advent of the Industrial Revolution, imperialism and the cataclysms and progress of the 20^th century. Special attention is paid throughout to events and forces within the Middle East to include the formation of the Ottoman and Safavid Empires, Muhammad Ali’s reforms in Egypt, Ottoman reforms in the 19^th century and the consequences of the interaction between the Middle East and the wider world during the 20^th century. This course provides students with a foundation of core skills, including source analysis, discussion and debate, inquiry-based research, and analytical writing and presentation.

Note: Required of all sophomores

The second year of Islamic Studies builds on the foundation laid by the first year of study by expanding the students’ perspective to include early Islamic history, Islamic law and theology and aspects of Islamic civilization. Students delve into an analysis of the five pillars of Islam, in addition to learning about the attributes of God, the concept of Apostasy and other essential topics of Islamic theology, such as Prophethood and how to follow the examples and manners of the previous prophets and messengers. Students also study various topics in the context of contemporary society across the Muslim world. This course fulfills Jordanian Ministry of Education requirements for Muslim students.

Course length: One semester
Prerequisites: Islamic Studies III; the alternative course, Islamic Studies III (in English), is for students who have taken the 9^th grade course in English

This course serves as a gateway to scientific discovery in the field of psychology. Students are equipped to debunk psychological myths, wade through the nature vs. nurture debate, and understand how World War II contributed to the field of human experimentation. Students learn about how they learn, how their brain can help or hinder their learning, and what atypical development actually means. By the end of the course, students will be able to make connections between psychology and all area of their lives.

Note: Open to 11^th and 12^th graders
Prerequisites: Department consent

Plato remarked that “if you do not take an interest in the affairs of your government, then you are doomed to live under the rule of fools”. Students in Government Models learn to well appreciate Plato’s prescient words, understanding that a government is indeed only as good as its citizens are informed and active; that is, a people essentially get the government that they deserve. Government Models provides a comprehensive overview of not only the fundamental concepts of government itself — including but not limited to federalism, checks and balances, liberalism vs. conservatism, and authoritarianism vs. libertarianism — but also the cultural forces that shape various political systems across the world, such as the mainstream media, polling, special interest groups, political parties, and political campaigns and elections. Current events, both within the Middle East and throughout the Western World, are fully integrated into the curriculum such that students remain abreast of real time global issues and developments. Students are challenged to analyze and engage with a host of controversial topics from immigration and taxation policies to abortion and same-sex marriage through thought-provoking articles and Harkness discussions. Course instruction is also supplemented through viewing a select few political films and reading King Abdullah II’s “Our Last, Best Chance” and George Orwell’s “Animal Farm”. If you are a young male or female who wishes to gain a political foundation towards being an active, informed citizen of the world, then Government Models was designed specifically for you!                                                                           

Note: Open to 10^th, 11^th and 12^th graders
Prerequisites: Department consent

World Religions is a class that asks big questions: What does it mean to be good? How ought we to treat one another? Why does evil exist? What happens after death and how does that shape the way we live our lives in the meantime? Over the course of the semester, students study the wisdom of a variety of religious traditions, looking for their respective answers to these ultimate questions, making comparisons, and drawing unique connections. They look at how religions function and relate to politics, social movements, economics and art. Students engage a variety of materials from different methodological perspectives, seeking to balance our position as outside scholars of religious practices with an empathetic understanding of practitioners’ experience. Students learn to interpret religious texts, art, and history. They cultivate their communication skills through writing assignments and class discussion, and use what they learn to better understand the role that religion continues to play on the world’s stage. Students study Indian and East Asian religions, such as Hinduism, Buddhism, Confucianism and Taoism, as well as the Abrahamic monotheisms, Judaism, Christianity and Islam.

Course length: One semester
Note: This course is open to 10^th, 11^th and 12^th graders

Do you want to learn how to live a happier, more fulfilling life? Do you want to learn how to achieve long-term financial security? Do you want to learn how to contribute to the betterment of your community? In this course, students read and discuss scientific literature and conduct their own investigations into topics related to personal and communal wellbeing drawn primarily from social science disciplines such as psychology and economics. The course begins with a focus on personal wellbeing, covering topics such as the science of stress, the science of happiness, mindfulness and meditation, sleep, exercise, diet and nutrition, and the psychological effects of emerging technology, as well as topics related to personal finance such as financial stress, saving, investing, credit and debt, financial risk and financial security. During the second semester, students look at community wellbeing and sustainability as they learn about the dynamics of collective action and the factors that produce positive community outcomes. Other topics include environmental economics and sustainability, socioeconomic inequality, and avenues for change and development. Although some course topics are preset, space is left for student-suggested topics to encourage student-directed inquiry and learning. Throughout the investigation of the course topics, skills such as inquiry, introspection, data fluency, and financial literacy will be emphasized.

Note: Open to 11^th and 12^th graders

Archaeology, the study of the human past through material remains, often captures our popular imagination. Indiana Jones famously considers the field’s hallmarks to be “fortune and glory,” but what does the work of archaeologists look like off the silver screen? This course provides students with a means to enter the trenches — both literal and metaphorical — of major issues in the history of archaeology. How can we juxtapose evidence for Neanderthal burials with our own sense of identity as a species? Why and how did agriculture appear independently in at least seven regions of the globe? Is it ethical to claim that artifacts “belong in a museum”? Students approach these and other debates through case studies, supported by background in major archaeological methods, techniques, and theory. The course also incorporate Q&A with professional archaeologists and field trips to Jordanian museums and monuments. 

Note: Open to 11^th and 12^th graders

What is Islam? What is modernity? What does one have to do with the other? What are the ways in which Muslim thinkers and activists have responded (and continue to respond) to the challenges presented by modernity and modernism? What has been the experience of different Muslim communities and intellectuals? This course focuses on reinforcing the foundation built in previous courses as well as providing answer to the broad question of how societies, predominantly influenced by Islamic traditions, might find a home in the modern world on their own terms. It also explores Muslim voices in Europe and North America and tracks new trajectories of renewal and reform in the West, where Muslims live as small but increasingly significant minority communities.

Course length: One semester
Note: Open only to 11^th and 12^th graders

This course provides a way for students to begin to theorize their relationship with their cell phone. Throughout, students deconstruct the interconnecting aspects of the device, including materials, function, cultural and social effect, economic impact, and overall prevalence in a globalized world. At the end of the course, students effectively conceptualize what they are holding when they hold their cell phone. Over the course of a year, students evaluate the cell phone through three perspectives; the device, their community, and the world system. First, they empirically analyze the cell phone as a material object. Students take apart a cell phone and identify how each part works. After this, connections to the materials, functions, and their communities are explored. Students evaluate the socio-cultural impacts of cellular devices, emphasizing the role of generational psychology, cultural constructs, linguistics, sex and gender. During the second half of the course, students apply their digital ethnography skills to investigate issues pertaining to global contexts. Students explore and analyze topics of data security and privacy. At each phase, students write an ethnography to analyze the interconnected perspectives (device, community, world). For the conclusion of the course, students design an exhibit that captures their community’s relationship with the cell phone and its effect on the global system.

Note: Open to 11^th and 12^th graders

The first two decades of the 21^st century have brought with them a remarkable increase in global prosperity, technological advances, and interconnectedness, on both the personal and transnational scales. While these changes have been largely beneficial, they have also created numerous moral and philosophical questions that would have been unimaginable even fifteen years ago. At a time when humanity has the capacity to carry out actions on grand scales, to create and destroy, we must never stop asking ourselves what is right, what is good, and what is true. The study of philosophy aims to answer precisely those questions. What would Plato, the pursuer of truth and beauty at their highest forms, make of Photoshop and Instagram? How might Aristotle, so deeply concerned with human happiness and flourishing, react to the current entertainment industry? Or, in the wake of contemporary privacy issues, what would Machiavelli do with your data? These are not abstract hypotheticals, they are questions that our modern leaders, and future leaders, need to be asking. In this course, students survey the history of philosophical practice and learn to apply it to the pressing questions of the 21^st century. Through writing, individual and group projects, and collaborative discussion, students consider the impact of philosophy technology, world poverty, animal rights, abortion, euthanasia, human rights, just and unjust wars, capital punishment, and issues of sex, race and gender. 

Note: Open to 11^th and 12^th graders

In the 1970s when Edward Said wrote his text “Orientalism” he took the first step in exposing a long tradition of western historians telling Middle Eastern history from a western point of view. While we generally consider the colonial era to be over, its repercussions, and the ideas that grew out of it, continue to have a direct impact on our lives, especially in the Middle East. To this day, history is largely Eurocentric, and the idea of “modernization” is still deeply rooted in “westernization”. The first semester considers the historical phenomenon of Orientalism, looking at colonialism, imperialism, and scholarly rhetoric present in and concerning the Middle East and specifically Arab culture. Students read Orientalism, and apply the concepts discussed to significant works and historical moments such as Lord Cromer’s Farewell address in Egypt, and the Seven Pillars of Wisdom. The second semester looks at modern day scholarship, media and popular culture, and question the impact of Orientalist, Colonial, and Imperial thought on our current lives. Through this work, students learn how to interact with all sorts of primary and secondary sources, synthesize information, develop their skills of reading, writing, and analysis and learn how to look at history through a critical lens. 

Note: Open to 11^th and 12^th graders

This interdisciplinary course brings together the fields of politics, economics, sociology, history, geography, religion, culture and urban studies. Students learn to better understand and analyze current events and their historical contexts from a global perspective, making connections across several disciplinary fields. Units of the course include economic development, race and ethnicity, urban studies, culture, political geography, and climate change and the Anthropocene. At its core, the course analyzes interactions between societies and the interaction and relationship between humans and the environment. In addition to preparing for the Advanced Placement test, students will read, analyze and write critical essays on complex real world issues. Finally, the course strives to encourage students to think critically and engage with the guiding principles of King’s Academy: respect, love of learning, responsibility, an integrated life, and global citizenship. Through case studies from across the globe and analysis of current issues students gain a better understanding of themselves and the world around them.

Note: Open to 11^th and 12^th graders
Prerequisites: Department consent

This course introduces students to the study of the human mind. Students learn about the biological basis for human emotions, personality traits, behavior, thought and learning processes. Special emphasis is placed on the study of human relationships (e.g. love and family relationships). In addition, students explore the role of psychology in phenomena such as racism, prejudice and various phobias. They have an opportunity to discuss and debate ethical dilemmas in psychology for instance: should mood-based illnesses like depression be considered actual illnesses? To supplement this course of study, students engage in the works of influential psychologists such as Freud and Jung, with emphasis on their contributions to the contemporary understanding of human behavior. Students enrolled in this course are expected to sit for the AP Psychology Exam in May.

Note: Open only to 11^th and 12^th graders
Prerequisites: Department consent

The advanced course in Comparative Government and Politics is based on college-level introductory comparative government courses that focus on the comparative study of political institutions and processes in different regions of the world. This course provides an introduction to the essential questions and concepts used by political scientists to examine various state systems and investigates the functions of a state, relationships between citizens and the government, separation of powers, democracy and electoral systems, government-parliament relations, and fundamental questions of social and political rights. In the course, students examine the political and constitutional systems of Great Britain, China, Nigeria, Mexico, Russia and Iran and use these examples to draw conclusions about global trends in government and politics. Enrolled students are expected to sit for the AP Comparative Government and Politics Exam in May.

Note: Open only to 11^th and 12^th graders
Prerequisites: Department consent

This course surveys major developments in the political history of the region from the late 19^th century to the present day while equipping students with many of the tools historians use to interrogate, analyze, and debate the past. Student gain in fluency in historiographical themes and conventions so that they can situate their knowledge of current events in appropriate historical contexts. The course begins with the modernization of Egypt under Mehmet Ali Pasha and the imperial reform efforts of the late Ottoman state and ends with the national independence movements in the colonial Middle East in the wake of the Second World War. The second term of the course focuses on the genesis of the Palestinian-Israeli conflict, the rise of Nasserism in Egypt, and the Arab Cold War up to the consequential defeat of 1967. The third term probes the three Persian Gulf Wars, the Oslo Peace Process and its disintegration, and the Arab Uprisings of 2011 to the ongoing civil and proxy wars in Syria and Yemen. Students engage closely with an array of primary and secondary sources and weigh multiple perspectives on historical questions so that they may confidently assert their own reasoned arguments supported by evidence. Students also hone their critical writing skills, participate in lively class discussions, collaborate on and present projects in pairs and teams, and reflect on their learning and growth as scholars and residents of a region very much at the epicenter of current world affairs.

Note: Open only to 11^th and 12^th graders
Prerequisites: Department consent

In this course, students explore the modern history of Jordan starting from the 1916 Arab Revolt all the way to the present. Through an exploration of primary and secondary sources, students uncover the history of the Arab Revolt, the intermittent period before the formation of Jordan as an independent kingdom and during the British Mandate, the lives and accomplishments of Jordan’s monarchs, and the political, economic, diplomatic, military and social developments in Jordan during the latter 20^th century, including the 1948 Arab-Israeli War, Six Day War, Battle of Karameh, Black September, the Israel-Jordan Treaty of Peace, and the Arab Spring in the context of regional and global influences that contributed to and influenced these major developments. The course incorporates a number of projects, mini-research papers, interactive classroom activities, field trips to historical and political sites, collaborations with Jordan Model Parliament, visits to government libraries and museums, guest lectures from government and non-government officials. The course ends with a capstone research project.

Note: Open to 11^th and 12^th graders
Prerequisites: Departmental consent

The lectures and readings in this course are designed to familiarize students with some of the most critical topics in economics today. The course is divided into four parts: econometrics, behavioral economics, environmental economics, and entrepreneurship – private and social. During the first semester, students are introduced to the core concepts of econometrics and data analysis. They take ownership of the basic statistical tools to better understand academic research in economics, to utilize data analysis in their own projects, and to generate data-driven conclusions. After this, they investigate the core concepts in behavioral economics, emphasizing the role of psychology, rationality and ethics, utilizing innovative lab experiments and computer simulations. During the second half of the year, students apply their skills in econometrics and behavioral economics to investigate issues pertaining to global warming. Finally, students explore and analyze environmental remedies spearheaded by social and private entrepreneurial projects. Along the way, students will identify an empirically testable research question, situate the question within the academic literature, construct a theoretical argument and a testable hypothesis, and develop and conduct research design to test that hypothesis.

Note: Open only to 11^th and 12^th graders
Prerequisites: Department consent

This course surveys the history of the world, but rather than simply covering the 13^th century to contemporary history through conventional classroom methods, students explore history as historians do; by engaging in the extensive examination and analysis of primary sources to gain a better understanding of past events, figures and phenomena. Students should expect regular reading and writing assignments throughout the year, as the course aims to help improve their critical reading and composition skills. Enrolled students are expected to sit for the AP World History: Modern exam in May.

Note: Open to 10^th, 11^th and 12^th graders
Prerequisites: Department consent

This course surveys the history of the United States from the earliest European colonial impulses to the beginning of the 21^st century. The course is interdisciplinary in its scope, and multicultural in its exploration of the formation and evolution of the United States. Students engage in the extensive examination and analysis of primary sources in order to gain a better understanding of past events, figures and phenomena. As with the other advanced history courses, students should expect regular reading and writing assignments throughout the year, as the course aims to help them improve their critical reading and composition skills. Students enrolled in this course are expected to sit for the AP United States History exam in May.

Note: Open to 11^th and 12^th graders
Prerequisites: Department consent

In this course students study world history through the artistic images created by humankind — its scope spanning from prehistoric cave paintings to artistic works of the year 2000. Students see the history of the world unfold within its intellectual, social, religious, economic and cultural context, deepening their understanding of art, architecture, painting and sculpture, as well as the civilizations from which these forms of expression were born. As this is an AP course, it emphasizes the sharpening of writing skills and the habits of effective thinking, speaking, reading and writing. Students enrolled in this course are expected to sit for the AP Art History exam in May.

Note: Open to 11^th and 12^th graders
Prerequisites: Department consent

In this course, which covers both microeconomics and macroeconomics, students gain an understanding of how scarcity and rational economic decision-making can shape individual decisions within a nation’s economic system and various market systems. In the microeconomics portion, individual households, firms and industries become the focal point for understanding laws, principles and models that give meaning to economic systems. The course also explores the vagaries of international trade, labor intensive goods, land intensive goods, capital intensive goods, gains from trade, free trade, trading possibilities line, supply and demand, exports and imports, and production. The macroeconomics portion focuses on National Accounting, and on how nations solve their economic problems of recession or inflation. Lastly, the concepts of why nations trade is explored by looking at exchange rates and specialization of countries. Enrolled students enrolled are expected to sit for the AP Macro and AP Micro Economics exams in May.

Note: Open to 11^th and 12^th graders
Prerequisites: Department consent

Aligned with one of the most challenging and rigorous of all of College Board’s classes, AP European History, Advanced European History surveys the history of Europe from the late Middle Ages to contemporary history. The course emphasizes the evolution of political, economic, social, philosophical, artistic and scientific trends. As in other AP-level history courses, students engage in the extensive examination and analysis of primary sources in order to understand the complexity and multiple perspectives of past events, figures and phenomena. There is intensive reading and writing throughout the year as the course strives to hone students’ critical reading and composition skills. Students enrolled in the course are expected to sit for the AP Modern European History Exam in May.

Note: Open to 10^th, 11^th and 12^th graders
Prerequisites: Department consent

This interdisciplinary course in the social sciences brings together the fields of history, politics, political economy, sociology, anthropology and legal studies. The seven disciplinary fields included in the course are history and memory, political economy and labor, politics of culture, law, international development, political studies, and refugees and Palestinian diaspora. This is not a comprehensive course on Palestine; rather, it provides students the opportunity to understand the different ways to study, research and write about Palestine. In this course, students read, analyze, and synthesize college level texts. They analyze the specific ways the authors use research questions, strategies and methodologies when writing on Palestine. They learn how to evaluate multiple points of view on complex issues from different disciplines. In the final section of the course, students work with the instructor to choose a topic of research and then specify the disciplinary lens in order to do research, write an academic essay, and give an oral presentation. As in AP Capstone, students are required to analyze sources and evidence, construct an evidence-based argument, understand and analyze the context, and then submit an essay and give an oral presentation.

Note: Open to 12^th graders