Course of Instruction 2012-2013 by King's Academy

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013

Table of Contents INTRODUCTION .............................................................................................................. 3 MISSION STATEMENT ................................................................................................... 4 GUIDING PRINCIPLES .................................................................................................... 4 GRADUATION REQUIREMENTS .................................................................................. 5 TAWJIHI EQUIVALENCY ............................................................................................... 6 FOUR-YEAR CURRICULUM PLAN .............................................................................. 8 GLOBAL ONLINE ACADEMY (GOA) ........................................................................... 9 Fall 2012 GOA Courses .................................................................................................. 9 Spring 2013 GOA Courses ........................................................................................... 13 ATTENDANCE POLICY ................................................................................................ 17 ACADEMIC HONESTY POLICY .................................................................................. 19 DEPARTMENT OF COMMUNICATION, RHETORIC & THE LITERARY ARTS (CRLA) ............................................................................................................................. 21 DEPARTMENT OF COMPUTER SCIENCE ................................................................. 28 DEPARTMENT OF ETHICS, PHILOSOPHY & RELIGION (EPR) ............................. 31 DEPARTMENT OF FINE & PERFORMING ARTS...................................................... 35 DEPARTMENT OF HISTORY & SOCIAL STUDIES .................................................. 43 DEPARTMENT OF MATHEMATICS ........................................................................... 50 DEPARTMENT OF PHYSICAL & LIFE SCIENCES.................................................... 55 DEPARTMENT OF WORLD LANGUAGES ................................................................ 60

King’s Academy Course of Instruction 2012-2013 (May 2012)

INTRODUCTION A lifelong love of learning, an abiding sense of respect and responsibility, a vigorous interest in a well-balanced life and global citizenship – these are the values that distinguish a King’s Academy education. The King’s Academy curriculum is just one way in which the school shapes the lives of its students, but it is perhaps the most critical. This course catalogue bases itself on the philosophical foundations of the school and on the idea that learning is exciting and central to the experience of being a King’s Academy student. King’s Academy students participate in all aspects of life on campus, and their academic endeavors reflect the school’s commitment to overall excellence. The curriculum at King’s Academy encourages the mastery of learning skills and promotes the development of intellectual curiosity and creativity in every discipline. Students achieve clarity of thought, a base of knowledge and confidence in their ability to articulate ideas, formulate questions, solve problems logically and express themselves creatively. The King’s Academy curriculum, both in its breadth and depth, encourages students to take an active role in their own academic development. Under the guidance of faculty, King’s Academy students plan a course of study around their interests and abilities, fulfilling various requirements and readying themselves for the colleges and universities of the world that await them.

King’s Academy Course of Instruction 2012-2013 (May 2012)

MISSION STATEMENT In a setting that is rich in history and tradition, King’s Academy is committed to providing a comprehensive college-preparatory education through a challenging curriculum in the arts and sciences; an integrated co-curricular program of athletics, activities and community service; and a nurturing residential environment. Our students will learn to be independent, creative and responsible thinkers within an ethical community that encourages young men and women of diverse backgrounds and beliefs to excel, to cherish one another and to prepare for leadership.

GUIDING PRINCIPLES Respect Tolerance is a beginning, but it is not sufficient. What we hope to instill in our students is an empathetic understanding of one another and a sense of respect that traverses all student relationships, be it between each other, towards their teachers and families or with regard to the community as a whole. Love of Learning We do not want our students to perceive their education as simply utilitarian – one that is a mere instrument for their future success. Instead, we hope to foster in them a genuine love of learning for its own sake and a desire to acquire knowledge in and for itself. Responsibility Along with the privileges of being part of King’s Academy come responsibilities. Students will learn that they are stewards of what they receive and that it is their responsibility to pass on this stewardship to others, such as younger students and the community as a whole. By extension, students at King’s Academy will have a lifelong responsibility to use their education to help and enhance possibilities for others. A belief in and commitment to social service as well a striving for social justice for others less fortunate will form an essential part of the ethos of the school. Integrated Life We do not aim to teach students what to think but rather how to think. Students’ belief systems are a personal matter between their families and themselves. Whatever our students’ beliefs, King’s Academy stresses that balance is critical to human well-being. What we at King’s strive to teach our students is how to integrate all aspects of their lives – academic, social, spiritual and physical – in the context of a boarding school environment in which we learn not only about the world but about ourselves. Global Citizenship King’s Academy is first and foremost a Jordanian school. But it is also a regional school, and ultimately a school of the world. The student body will be diverse geographically, economically, ethnically and religiously and we aim to raise in our students an awareness of different peoples. We will impart to them universal values, applicable in all cultures and at the same time encourage their unique sense of belonging to the Middle East.

King’s Academy Course of Instruction 2012-2013 (May 2012)

GRADUATION REQUIREMENTS In order to receive a diploma from King's Academy, a student must have:    

fulfilled the graduation requirements with at least five equivalent yearlong courses every year not been on academic probation for two consecutive terms in the senior year no outstanding disciplinary problems completed necessary release forms

Every King's Academy student will take at least:        

    

Four years of CRLA English Four years of CRLA Arabic Four years of mathematics Three years of physical and life sciences (four years recommended), with advanced laboratory courses taught in the 11th and 12th grades A one-year course on world history, geography and civics in the 9th grade A one-year course on Islamic civilization and the history of the Middle East in the 10th grade At least one additional yearlong course or three term-long courses from the Department of History and Social Studies in the 11th or 12th grade For our Muslim students, two years of Islamic theology in the 9th and 10th grades, and one additional two-term course either in the 11th or 12th grades (as per Ministry of Education guidelines); for our Christian students, two years of Christian theology in the 9th and 10th grades A one-term course on world religions A one-term elective course from the Department of Ethics, Philosophy and Religion (EPR) At least two years of a world language (Chinese, French or Spanish) for students entering as freshmen. At least one year--a three-term course--from the Department of Fine and Performing Arts One term-long course of Introduction to Computers in the 9th grade, followed by one additional term-long course from the Department of Computer Science

King’s Academy Course of Instruction 2012-2013 (May 2012)

TAWJIHI EQUIVALENCY Students intending to attend a Jordanian university or gain certain professional licenses in Jordan can obtain a certificate of Tawjihi equivalency in lieu of taking the national Tawjihi examination. To obtain equivalency, students must complete one of the following examination options, in addition to King's Academy requirements, by the time of their graduation: Option 1: A combined total of seven Advanced Placement (AP) exams and/or SAT II exams with scores of at least 3 on each AP, and at least 450 on each SAT II. Option 2: Five Advanced Placement (AP) exams, with scores of at least 3 on each and one A-level or Tawjihi exam in Arabic (obtaining a minimum score of D in the A-level or 50 percent in the Tawjihi exam). Option 3: Seven SAT II exams, with a score of at least 450 on each exam. To obtain equivalency in the Tawjihi science stream for the first three options, students must take three SAT II science subjects and obtain a minimum score of 450 or three AP science subjects including Math SAT II level IIC or AP Calculus and obtain a minimum a score of 3 out of 5. In options 1-3, students cannot repeat the same subject exams between AP Exams and SAT II exams. Note: To calculate the Tawjihi equivalency GPA, the Ministry of Education will combine 50 percent of the 12th grade GPA and 50 percent of the results on SAT II and/or AP Exams. Option 4: Four AP Exams only To obtain equivalency in the Tawjihi science stream the student should: 1. Take AP Calculus or AP Physics or AP Chemistry or AP Biology in addition to another scientific AP exam and obtain a minimum score of 3 out of 5 2. Achieve a score of 3 or higher on any other two AP Exams To obtain equivalency in the Tawjihi literary stream the student should: 1. Take any four literary AP Exams and obtain a minimum score of 3 out of 5 or Arabic (A-level or IB BS or B or Tawjihi level three or four, obtaining a minimum score of D in the A-level or 50 percent in the Tawjihi exam) Option 5: Three AP Exams and two SAT II exams To obtain equivalency in the Tawjihi science stream the student should: 1. Take AP Calculus or AP Physics or AP Chemistry or AP Biology in addition to another scientific AP Exam and obtain a minimum score of 3 out of 5 2. Achieve a score of three or higher on any other AP Exam 3. Take any two SAT II exams available and obtain a minimum score of 450

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

To obtain equivalency in the Tawjihi literary stream the student should: 1. Take any three literary AP exam and obtain a minimum score of 3 out of 5 or Arabic (A-level or IB BS or B or Tawjihi level three or four, obtaining a minimum score of D in the A-level or 50 percent in the Tawjihi exam) 2. Take any two SAT II exams available and obtain a minimum score of 450 Option 6: Two AP exams and four SAT II exams To obtain equivalency in the Tawjihi science stream the student should: 1. Take AP Calculus or AP Physics or AP Chemistry or AP Biology in addition to another scientific AP Exam and obtain a minimum score of 3 out of 5 2. Take any four SAT II exams available and obtain a minimum score of 450 To obtain equivalency in the Tawjihi literary stream the student should: 1. Take any two literary AP Exams and obtain a minimum score of 3 out of 5 or Arabic (A-level or IB BS or B or Tawjihi level three or four, obtaining a minimum score of D in the A-level or 50 percent in the Tawjihi exam) 2. Take any four SAT II exams available and obtain a minimum score of 450 Note: To calculate the Tawjihi equivalency GPA for those students using options 4-6, the Ministry of Education will count the results on the SAT II and/or AP Exams only.

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

FOUR-YEAR CURRICULUM PLAN

King’s Academy Course of Instruction 2012-2013 (May 2012)

GLOBAL ONLINE ACADEMY (GOA) In 2011, King's Academy joined a consortium of leading independent schools across America as the founding members of the Global Online Academy (GOA). Of the 10 institutions to launch the GOA, King's is the only international member. Spanning the United States, the remaining nine schools include Albuquerque Academy in New Mexico, Catlin Gabel School in Oregon, Cranbrook Schools in Michigan, The Dalton School in New York, Germantown Friends School in Pennsylvania, Head-Royce School in California, Lakeside School in Washington, Punahou School in Hawaii and Sidwell Friends School in Washington, DC. The 2012-2013 school year marks the Global Online Academy’s first full set of course offerings. You and other students in grades 9-12 from top independent schools around the world can now take online classes with one another. In addition to giving you access to exciting new courses, we also hope to create truly global classrooms in which you will learn alongside peers with diverse backgrounds and experiences. These courses are designed, developed, and taught by teachers from our schools and you will receive credit for the course through your school. All of the courses listed below are one semester in length. If you are interested in taking a GOA course, please first consult your academic advisor and discuss the choice with your parents or guardians. Then, fill out the Global Online Academy registration form and turn it in to your designated school administrator. If you have questions about any of the current course offerings or if there’s a course you’d like the academy to offer in the future, please email hello@globalonlineacademy.org FALL 2012 GOA COURSES An Introduction to Bioethics Ethics is the study of what one should do as an individual and as a member of society. In An Introduction to Bioethics, students will evaluate ethical issues related to medicine and the life sciences. The National Institute of Health’s (NIH) Exploring Bioethics curriculum will be used as a foundation for this course. During the semester, students will explore real-life ethical issues, including vaccination policies, organ transplantation, genetic testing, human experimentation, and animal research. Through reading, writing, and discussion, students will be introduced to basic concepts and skills in the field of bioethics, will deepen their understanding of biological concepts, will strengthen their critical-reasoning skills, and will learn to engage in respectful dialogue with people whose views may differ from their own. In addition to journal articles and position papers, students will be required to read Rebecca Skloot’s The Immortal Life of Henrietta Lacks. Instructor: Alyson Solomon, Germantown Friends School

King’s Academy Course of Instruction 2012-2013 (May 2012)

Comparative Government: Campaigns and Elections (2012) This course introduces students to the comparative method of understanding power by studying the political systems of seven nations: the United States, the United Kingdom, Russia, China, Nigeria, Mexico, and Iran. Students use these case studies to gain insight into international relations and other political science subfields and concepts; histories, institutions, political processes, and current events will be covered through a variety of readings and sources. In the fall 2012 semester, elections will be emphasized and the 2012 American election will be studied as it happens in comparison with other electoral systems. Students will be prepared for the Advanced Placement Comparative Government exam, if they choose to take it. Instructor: Colleen Kyle, Lakeside School Declaring Our Humanity: Applying Philosophy to Modern Global Issues Declaring Our Humanity is an applied philosophy course that will use the Universal Declaration of Human Rights (UDHR) as a way of connecting pressing contemporary issues with broadrange philosophical ideas and controversies, drawn from multiple traditions and many centuries. We will also reverse our gaze and ask whether we must consider the declaration itself differently, and perhaps more critically, in light of recent political events like the global economic downturn and the sweeping revolutions of the Arab Spring, as well as new developments in fields as diverse as biology, cognitive science, and political theory. In Declaring Our Humanity we will use the UDHR to provide a framework for examining the world in which we live now, a world that is markedly different from the one envisioned in that document 63 years ago. In addition to introducing students to the work of philosophers as diverse as Confucius and Martin Heidegger, this course also aims to be richly interdisciplinary, incorporating models and methods from diverse fields including history, journalism, literary criticism, and media studies. The topics we will explore in this class include the institution of slavery in the 21st century; the use of torture by Western countries during the War on Terror; the questions that new technologies raise for the rights to property, privacy, and freedom of speech; the deepening problem of global poverty; and the hope (and fear) inspired by the emergence of new populist movements around the globe. Declaring Our Humanity also aims to use the resources available to it as an online course in order to foster maximum student independence and collaboration. Instructor: Tristan Chirico, Kingâ&#x20AC;&#x2122;s Academy Digital Photography: Global Perspectives Through the Lens Photography can be a powerful and persuasive tool. This course is designed for students to learn how to give an emotional context to social, political, environmental, and global issues through photography. Students will learn how to set up and execute specific types of photographs, as well as about vocabulary, equipment, and camera settings. Students will be given opportunities to interpret specific global issues through their own photos. Students will be expected to spend time setting up and taking photographs and will write descriptions and reflections about their photographs and the photographs of others in the class. Note: Students must have access to a digital camera. Instructor: Rick White, Jakarta International School Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

Grassroots History of China This course explores Chinese history from the grassroots perspective of Xiakou Village in western Sichuan Province. By intensively considering one place in the context of China as a whole, the course explores how contemporary issues of sustainability, development, and social justice are connected to local history at the grassroots level in the Chinese countryside. This multidisciplinary course uses the interpretive lenses of history, anthropology, folklore, and cultural geography to approach the past in one place. The course will focus on modern China over the course of the semester. Students will explore how the villagers of Xiakou understand their history, how a local understanding of history reflects or differs from historical narratives based on the nation state, and what methods can be used to encounter the historical experience of everyday people. Instructor: John Flower, Sidwell Friends School The Hispanic Experience According to the 2010 Census, there are now more than 50 million documented Hispanics living in the United States, of whom more than 28 million are Spanish speakers, and there are more than 400 million Spanish speakers worldwide. What does it mean to be Hispanic or Latino in 2011? Why do some identify as “Hispanic” while others feel that “Latino” is a more suitable term? Is there a common Hispanic experience or are there as many different experiences as there are Hispanics/Latinos? What is the Hispanic experience like on a local, national, and international level? How are Hispanics/Latinos viewed/perceived and treated locally and globally? Students in this hands-on, seminarstyle course will explore the answers to these essential questions by researching the Hispanic make-up of their home cities, states, and countries. The course is designed for students from around the world to teach each other about their local Hispanic communities while working together to discover differences, looking for connections and/or common threads among the experiences and populations. Finally, students will make projections about what the Hispanic experience will be like in years to come. The primary language of this course is Spanish. Students who enroll should be students studying Spanish at the third-year level or higher. Instructor: Lauren Reggero-Toledano, Catlin Gabel School Japanese Language Through Culture This course is a unique combination of Japanese culture and language, weaving cultural comparison with the study of basic Japanese language and grammar. While examining various cultural topics such as literature, art, lifestyle, and economy, students will learn the basics of the Japanese writing system along with basic vocabulary (limited to nouns and adjectives). Students will learn the Japanese language by examining different cultural topics every two weeks. The ultimate goal of this course is to raise awareness and appreciation of different cultures through learning the basics of the Japanese language. Participating students being from different parts of the world is an advantage, for this can bring additional meaningfulness to our communication: real greetings to people in other parts of the world, real introductions to each other’s culture and heritage, and first-hand learning of other cultures from each other. Vocabulary is limited in order to cover broad grammar concepts. The focus of this course will be 60 percent on language and 40 percent on culture. King’s Academy Course of Instruction 2012-2013 (May 2012)

This course is good for beginning-level high-school students or as a supplemental class for students currently taking beginning Japanese. Instructor: Ayako Anderson, Noble and Greenough School Medical Problem Solving In this course students will collaboratively solve medical mystery cases as experienced by students in medical schools. Students enhance their critical thinking skills as they examine data, draw conclusions, diagnose, and treat patients. Students will use problemsolving techniques in order to understand and appreciate relevant medical/biological facts as they confront the principles and practices of medicine. Students will explore anatomy and physiology pertaining to medical scenarios and gain an understanding of the disease process, demographics of disease, and pharmacology. Additional learning experiences will include studying current issues in health and medicine, analyzing personal health and lifestyle, interviewing a patient, and creating a community-service action plan. Prerequisites: Biology Instructor: Darcy Iams, Punahou School Multivariable Calculus Multivariable Calculus will extend the principles and techniques of a first course in calculus to higher dimensions. Students will study vector algebra and functions, matrices, curves in space, arc length and curvature, and velocity and acceleration. Student will also learn, partial differentiation, local extrema, exact differentials, chain rule, directional derivative and gradient. As a continuation of integral calculus students will study double integration and triple integration, line integrals, volume and other applications. This course is meant for students who successfully completed (B+ or better) a first year AP (or equivalent) calculus course. Students must have access to a computerized 3D graphing utility (such as Grapher (standard utility on Mac computers) or Autograph, and must be comfortable using learning to use new technology relatively independently. Instructor: Aran Glancy, The Dalton School Using Geographic Information Systems to Solve Global Issues GIS (Geographic Information Systems) is a multidisciplinary, multifaceted tool used to understand and visualize problems. Through creative visual thinking and analysis, questioning social assumptions, and using evidence to reason and explain concepts, solutions to seemingly insurmountable problems are often found. This course is designed to have students learn the basics of thinking with maps and data using basic GIS analysis techniques. After gaining insight into how GIS impacts decisions everywhere, students will identify, analyze, and solve a local or global problem. By mapping data and information students will begin linking information to solve problems. Innovation is the natural outcome of visualizing information, questioning assumptions, using data and evidence to reason, and then explaining and supporting oneâ&#x20AC;&#x2122;s inquiry. When people use GIS, they see more, understand more, and engage more with the subject matter. Students are the thinkers, doers, and policy makers of the future. Learning how to formulate ideas grounded in fact has the capacity to change the world. The ability to understand and experience scholarly inquiry and face complex challenges will provide

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

the foundation for informed leadership. Instructor: Gayle Wilson, Albuquerque Academy SPRING 2013 GOA COURSES 9/11 September 11, 2001, was a tragedy that must be understood on multiple levels. Locally, it radically altered New York City, leaving physical and psychological scars. Nationally, it shook a superpower, prompting widespread fear, confusion, and new policies that highlighted the tension between freedom and security. Internationally, it rewrote diplomatic relationships, launching the War on Terror and spurring many human-rights concerns. While 9/11 was a starting point for all of this, it was also an end point, the product of decades of global transformations. This class situates 9/11 where it belongs, at the center of an extended narrative, amidst the contemporary trends of post-imperialism, globalization, and terrorism. Instructor: Dave Whitson, Catlin Gabel School Environmental Economics Why do corporations have economic incentives to pollute? In a world of scarce resources, why do some firms create products that are not intended to last? Why did the Copenhagen Climate Change forum fail? And why are we running out of fish? Economics can answer the “whys”, and perhaps even provide the solution to our environmental problems. This course is an inquiry-based unit of study that requires students to investigate, conduct experiments, share data on line, analyze, and make conclusions. Students will be asked to create market-based solutions to solve current local and global environmental problems and challenges. Instructor: Jen Olmsted, Jakarta International School French Hip-Hop This course will focus on the theme of France’s evolving multicultural identity in the 21st century and its struggle to blend the principles of the Old France with the plurality of the New France. It will also explore France’s conflicted attitude toward American culture. Students will study hiphop both as an art form (verbal, visual, musical) and as a social force expressing the values of a misunderstood generation emerging from the suburbs and trying to find its place in society. After a brief overview of the current social, political, and religious climate in France (through discussions based on articles, book excerpts, and films), students will react to a variety of hiphop artists and their approach to their situation. Students will work as journalists and select an area of focus for their research. They will then write their own articles, raise questions, start debates, and post comments on blogs. Students will also explore their own identity through original work in the target language: hip-hop songs, poems, stories, slam, and videos. Prerequisite: At least three years of high-school French Instructor: Veronique Brau, Lakeside School

King’s Academy Course of Instruction 2012-2013 (May 2012)

Global Health What makes people sick? What are the best ways to mitigate health disparities? Using an interdisciplinary approach to address these two questions, this course hopes to improve students’ health literacy through an examination of the most significant publichealth challenges facing today’s global population. Topics addressed will be the biology of infectious diseases; the statistics and quantitative measures associated with health issues; the social determinants of health; and the role of organizations (public and private) in shaping the landscape of global health policy. Additionally, students will learn about the biology and epidemiology of certain diseases and use illness as a lens through which to examine critically such social issues as poverty, gender, and race. Potential readings include The Ghost Map by Steven Johnson; Sizwe’s Test by Johnny Steinberg; and the essays of Paul Farmer, Steve Gloyd, and Atul Gawande. Student work will include analytical and creative writing; problem sets; peer review, critique, and discussion; and online presentations. Writing in this course involves students’ personal reflections on their understanding of the workings of disease in society, write-ups of epidemiological studies, journal entries, grant proposals, and descriptive narratives of the dynamics of illness. Instructor: Jake Clapp, Lakeside School iPhone/iPad App Development Learn how to build apps for the iPod, iPhone, and iPad in Objective-C and publish them in the App Store. Students will work much like a small startup: collaborating as a team, sharing code, and learning to communicate with each other throughout the course. Individual projects will differ, but there is an emphasis on collaboration. When students finish this course, they will have had the experience of being integrally involved in a project team. Students will understand the fundamentals of object-oriented programming, transferable to any modern programming language. Students will learn the valuable skills of creativity, collaboration, and communication in the service of creating something incredibly cool, difficult, and worthwhile. Note: For this course, it is required that students have access to a computer running the most current version of Mac OS X. An iOS device that can run apps (iPod Touch, iPhone, or iPad) is also highly recommended. Prerequisites: Some prior programming experience in C or Java is very helpful Instructor: Douglas Kiang, Punahou School Media Studies Media studies is a rich interdisciplinary subject that builds a bridge between the creation of visual arts and the analysis of texts in subjects such as English or history. Students in this course will develop the ability to question what a given visual text is trying to say, how it goes about saying it, and what impact the medium has on the message. There are natural connections between the close reading of visual texts and the careful consideration of issues of race, class, gender, religion, sexual orientation, age, nationality, and ability that emerge when one looks closely at the media that surround us. The central textbook for the course will be Media and Culture: An Introduction to Mass Communication (Bedford/St. Martins). The course will be organized into concepts in communication studies, analysis of print media (e.g., photography), analysis of King’s Academy Course of Instruction 2012-2013 (May 2012)

advertising media (e.g., print, television, Internet), and analysis of film (documentary and narrative film). Student work will include readings, films, research, lectures, presentations, discussions, writing, and hands-on activities. Instructor: Meg Goldner Rabinowitz, Germantown Friends School Modern Ethical Dilemmas Modern Ethical Dilemmas asks you to think deeply about some of the major ethical challenges of the modern world and to learn the language and philosophical underpinnings of major world philosophies. The purpose of this course is, in the inimitable words of broadcast television pioneer Fred W. Friendly, “not to make up anyone’s mind but to open minds, and to make the agony of decision making so intense that you can escape only by thinking.” Topics we will address include moral philosophies, including the Ethics of Virtue, Utilitarianism, Kantianism, and Social Contract Theory; moral fallacies; ethics and religion; ethics and community; the ethics of selfishness; business ethics; media ethics; and moral dilemmas that come up in daily life. Our aim is to be both philosophical and abstract but also concrete. We will explore realworld problems, from those that exist in our daily lives to those that involve nations and famous people. By semester’s end you will have acquired an appreciation for how ethical dilemmas are woven through every life path. You will also be able to perceive clearly where ethical dilemmas exist around you, and you will develop language and critical thinking skills to make the pondering of ethical issues an integral part of your life. Instructor: Karen Bradley, Head-Royce School Urban Studies How do cities work? Who does the work? Who are they working for? What are the answers to these questions for your city? Students in this class will explore the answers to these questions within the context of urban planning, sustainability, leadership, and civic engagement. This class will address these issues through experiential and service learning. It is a hands-on, seminar style course designed for students from around the world to work together to engage their respective communities and help address various urban issues through the completion of a plan which students will develop for a client. Throughout this course students will evaluate and better understand their leadership style. They will learn about the role of urban planning in shaping their region and how to work as a professional by engaging in a planning-related, client-based, service-learning project. In the long term, the hope is that students will continue doing the good work of an engaged citizen who cares about their community as they move on—to college, the workforce, and into leadership roles. Instructor: George Zaninovich, Catlin Gabel School Playwriting 2.0 Using a diverse set of contemporary American playwrights, we will examine their skill, form, and structure and use those conversations to inform the creation of original student work. Our list of plays will include (but not be limited to) works about other countries and cultures. The global diversity of our classroom will enable us to explore the implications of American writers’ telling stories about other places, even as we gain a deeper appreciation for the complexity of American experience itself. In any given week, King’s Academy Course of Instruction 2012-2013 (May 2012)

students will be responsible for analytical and creative writing assignments that will allow us to consider each play as both literary work and creative inspiration. Analytical assignments will range from short journal prompts to longer thesis driven essays. Through a series of writing games and exercises we will work collaboratively to write and develop stories with the goal that every student will end the course with a fully realized one-act play. By the end of the course, students will have a better appreciation for the reading and writing of plays. A course that combines the analytical and creative elements of reading and writing offers a rare opportunity for students to think as both scholar and artist, and this course will be an opportunity for students to get feedback and insights from all over the world, allowing them to gain perspective beyond their immediate community. Instructors: Greg Puppione and Alban Dennis, Lakeside School

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

ATTENDANCE POLICY Regular attendance at school is essential for academic success at King’s Academy. A student’s grade may be affected by excessive absences. Attendance is recorded at the beginning of each class period. According to Jordanian law and the policies of King’s Academy, no more than 21 absences in a year-long course, or seven absences per term, are allowable for completion of a course and for a final grade to be granted for the course. Failure to meet this rate of attendance will result in loss of credit for the term and removal from the course. Students who are removed from a course due to excessive absences will be required to either take the course the following year or in an accredited summer school or correspondence program. All absences whether excused or unexcused, with the exception of school-sponsored activities, count as part of the maximum allowable absences during a term. Excused Absences King’s Academy has defined which situations can be considered excused absences:     

Illness (requires a doctor’s report if the student is absent for more than two days)* Death in the immediate family Observation of a religious holiday not normally observed at school School-sponsored activities Extenuating circumstances beyond the control of the student to be determined by the headmaster.

*Students have two days after returning from an absence to present a note. After two days the absence will be unexcused. All notes are brought to the attendance office. If a student needs to leave school early during a school day, the student must first report to the Office of Student Life which will then obtain/confirm parent permission by phone or email. Leaving early during the week requires the permission of the appropriate class dean. Absences from school or class for the following reasons will be considered excused, allowing the student to make up missed work and assignments for credit, the deadlines for submission of which are at the discretion of the classroom teacher:     

Illness Family emergencies Religious observances Traditional national observances College interviews, entrance exams

King’s Academy Course of Instruction 2012-2013 (May 2012)

Students attending school-sponsored activities or programs must have prior approval from their class dean to miss class. Students are asked to notify their teachers in advance if they know they will be absent from school; it is the studentâ&#x20AC;&#x2122;s responsibility to obtain and complete all work missed during an absence. The faculty will not be obligated to provide make-up work for students who are absent from class for reasons other than those listed above.

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

ACADEMIC HONESTY POLICY King’s Academy has prepared this statement because we want to emphasize to all of you, our students, the importance of academic honesty. We recognize that King’s Academy students are generally committed to achieving success through honest effort. However, since one or another of you may be tempted to make use of the work of others without citing, we want to clarify such use. We ask that you read, reflect upon and be guided by this document. Here is the definition of the word plagiarize that comes from Webster’s Collegiate Dictionary: to steal and pass off (the ideas or words of another) as one's own: use (another’s production) without crediting the source. And here is a workable definition of the word citation: the giving of credit, usually in the form of a footnote, for another’s ideas or words used in a piece of academic work. Finally, here is Webster’s definition of the word paraphrase: a restatement of a text, passage, or work giving the meaning in another form. In light of those definitions, and their implications, we present the following: 

You may not, without citation, include in your academic work ideas that are not your own. Do not “lift” ideas from Sparknotes or other such sites. (Be advised: It is not hard for us to find such “lifts.”)

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You may not, without citation, copy passages, paragraphs or sentences – or even phrases from the writings of others, whatever the source. If you paraphrase another’s words, you must be careful not to plagiarize. It will likely be better simply to quote the person. When in doubt, consult with your teacher.

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You may not, without citation, copy passages, paragraphs or sentences or even phrases from a site such as Wikipedia, to which you have gone for background information.

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You may not submit as if it were your own the work of another student or that of a friend, whether peer or adult (including tutors and relatives). You may receive only general, not specific help from another.



You may not submit your own work for one course to satisfy the requirements of another course. While doing so is not plagiarism per se, it constitutes academic dishonesty in that the teacher assumes that any work a student hands in is new work.



You may not introduce into discussion ideas that are not your own. While in this

King’s Academy Course of Instruction 2012-2013 (May 2012)

case the plagiarism is less definitive, the impact on discussion is distinctly negative: students and teachers alike come to doubt the ideas of the student who uses an outside source to come up with those ideas. Each of the above forms of academic dishonesty undermines a central goal of the educational process: that you learn to think for yourself and gain confidence in your own ideas. Each also undermines the relationship between you and your teacher because you are implicitly asking that teacher to evaluate something that belongs to someone else. Trust between you and your teacher is central to a successful educational experience; once you break that trust, the experience is compromised. The above acts of academic dishonesty all violate the academic culture of the school. If you commit such an act, you can expect to appear before the Disciplinary Committee. You are now on your own. Ignorance, haste, carelessness or the pressure of other work are not acceptable excuses for academic dishonesty. â&#x20AC;¨ [Adapted in March 2009, from the Academic Honesty Statement of Phillips Exeter Academy, Exeter, NH, 03833, USA.]

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

DEPARTMENT OF COMMUNICATION, RHETORIC & THE LITERARY ARTS (CRLA) It is the aim of the Department of Communication, Rhetoric and the Literary Arts (CRLA) to develop students' ability to use and appreciate the English and Arabic languages, both orally and in written discourse, to cultivate their facility for verbal analysis and persuasive writing and to introduce them to the major forms of literary expression. During their years at King's Academy, students progress systematically towards these goals by writing regularly for their courses and by participating periodically in formal declamations that will help them express themselves confidently in public speaking situations and prepare them for a life of cultural interactions, academic pursuits and political and social engagement. Students extend their knowledge of the grammatical and literary complexities of language as well as of its development, structure and beauty. Students study both English and Arabic in separate year-long courses for four years each. Because Kingâ&#x20AC;&#x2122;s Academy attracts and welcomes students from around the world, for many of whom English is a second or third language, the CRLA department seeks to ensure that all students entering the school have the opportunity to receive any additional support they may need. To this end, the regular four-year English program is supplemented with an additional series of English courses (English Language and Composition) which students may be asked to take before embarking on the study of a third language. Similarly, students with limited exposure to the Arabic language and who need to develop a firmer grounding in the fundamentals of Arabic are required to enroll in Arabic Enhancement Seminar (AES). This is offered at the four levels of schooling and prepares the students until they are ready to join the regular Arabic class of the grade. Finally, for students with no background in the study of Arabic, the CRLA department offers a four-year course in Arabic as a Second Language (ASL). CRLA courses emphasize clarity of thought and expression, logical analysis and a close reading of literary texts, including fiction, essays, poetry and drama. Students study a broad array of writings and perspectives from a variety of traditions and historical periods. Class discussions encourage students to develop their own thinking skills, interpretations and voices. Because the student body is diglossic and bilingual, it is imperative that students are well prepared in both languages. Hence, the two departments are housed together and have regular meetings to discuss shared curricular materials and academic concerns.

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

CRLA-ENGLISH Language and Composition This course is designed to develop the language skills students need to succeed not only in their English literature classes, but in all the academic work that requires them to be proficient readers, writers, speakers, listeners and thinkers. Language and Composition focuses on the essential skills and understandings that students need to thrive academically: how to gather, develop, organize and express ideas clearly and effectively. An examination given at the end of the school year determines their readiness to leave the course, at which time they will have the opportunity to enroll in the other world language courses offered at the school. Course length: One year Prerequisite: Placement exam and/or teacher recommendation Introduction to Literary Genres This course introduces 9th grade students to a world literature curriculum in which they encounter literary texts from different times and cultures, allowing them to explore narrative, verse and drama in their specific historical contexts. Students review the fundamentals of English grammar and syntax, expand their vocabularies to enhance their facility in reading and sense of diction, and become familiar with different genres of writing and the range of imaginative literature. Course length: One year Arabic Literatures in a Global Context This 10th grade course, which is taught in conjunction with the Department of History and Social Studies 10th grade course and CRLA-Arabic, provides students with the opportunity to study a variety of Arabic literary works that complement the material they explore in related courses. In addition, students participate in a number of language exercises involving debate and rhetoric, both oral and written. Course length: One year World Literature in English In this 11th grade course, students concentrate on literature written in the English language as it emerged in the United Kingdom, the United States and throughout the world. The emphasis is on writing, close readings of texts and the elements of literary analysis. This course prepares students to take the SAT Subject Test in literature. Course length: One year Readings in World Literature This course concentrates on a variety of texts from around the world. In their fourth year of English study, 12th grade students will have become discerning, passionate readers of literature whose facility in English allows them to express themselves lucidly and persuasively in oral and written discourse. Course length: One year

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

Honors English Honors English courses in grades 10, 11 and 12 are designed for students who have demonstrated the motivation, self-discipline, ability and academic readiness sufficient to read and explore more difficult texts in greater depth and complexity. Honors courses accommodate the needs of students who have demonstrated that they are ready to read more challenging texts and meet more challenging expectations, particularly in their written work. Course length: One year Prerequisite: Students must receive a recommendation from their current English teacher to be eligible to take an entrance exam intended to demonstrate their readiness to thrive in an honors course. The department will recommend students for the course based on their entrance exams, academic readiness and motivation as demonstrated by disciplined work habits. AP Language and Composition This course is designed to prepare students to develop the reading, writing and thinking skills necessary to meet the challenge of the Advanced Placement examination in Language and Composition, which tests studentsâ&#x20AC;&#x2122; abilities to demonstrate a deep understanding of how authors use the principles and elements of rhetoric and language to develop meaning. Students enrolled in this course are challenged to read difficult nonfictional texts from a variety of disciplines, and to write for a variety of audiences and purposes in various genres. Course length: One year Prerequisite: Students must receive a recommendation from their current English teacher to be eligible to take an entrance exam intended to demonstrate their readiness to thrive in an Advanced Placement curriculum. The department will recommend students for the course based on their entrance exams, academic readiness and motivation as demonstrated by disciplined work habits. AP Literature and Composition This course is designed to prepare students to develop the reading, writing and thinking skills necessary to meet the challenge of the Advanced Placement examination in Literature and Composition, which tests studentsâ&#x20AC;&#x2122; abilities to demonstrate a deep understanding of how authors use language to convey meaning. Students enrolled in this course are challenged to read difficult works in a variety of genres and to develop the analytical skills necessary to develop a deep understanding of and appreciation for the subtleties and nuances of complex texts. Course length: One year Prerequisite: Students must receive a recommendation from their current English teacher to be eligible to take an exam intended to demonstrate their readiness to thrive in an Advanced Placement curriculum. The department will recommend students for the course based on their entrance exams, academic readiness and motivation as demonstrated by disciplined work habits.

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

CRLA-ARABIC Introduction to Literary Genres This course introduces 9th grade students to the various Arabic literary genres through exposure to a variety of works. Students encounter poetry, fiction, epistles and biographies from different literary periods of Arab history. Specific focus is directed at the pre-Islamic age and its famed Mu’allaqat, as well as the main literary figures and characteristics of that era. Students also read contemporary novels, including Ivy Tree by Mohammad Abdul Halim Abdallah, short stories from Mikhail Nuaymeh’s Kan Ma Kan (“Once Upon a Time”) and the play The Elephant, Oh King of the Times by Sa’adallah Wannous. Finally, students refine their writing skills while working with “Al Khatera” – topical essays developed around an idea or a thought. Language skills, integrated through context, include more complex spelling and grammatical/syntactical applications, as well as some metrical exercises in poetry. Course length: One year Prerequisite: Placement exam Literature and Literary Appreciation This course offers 10th grade students exposure to a wide variety of literary texts with the aim of cultivating their abilities in literary analysis, criticism and appreciation. Students experience a variety of readings that cover several genres: the rich heritage of gnomic literature with its proverbs and aphorisms, philosophical essays, selections from Arab narrative poetry and the epistolary tradition. Emphasis is placed on the Ummayad age through the study of the Andalusian Muwashahat and their lyrical stanzas, as well as some outstanding writers from that epoch. Additionally, two contemporary literary works are studied: Ghassan Kanafani’s novella Men in the Sun and Ahmad Shawqi’s poetic drama Antara. Finally, students hone their skills in essay writing, debate and oral communication. Course length: One year Prerequisite: Placement exam for new students; faculty recommendation and department consent for returning students Literary Analysis Delving deeper into newer, more modern literary forms, this course introduces 11th grade students to autobiographical works, oration, extended critical literary essays, poetry, fiction and epistles. Students learn the basic elements of these genres and refine their analytical writing skills. The course focuses on expanding students’ knowledge of major poets and authors of the Abbasid age, including the Fatimi, Mamluki and Ayyoubi literary periods, with readings of the Maqamat and their comparative and contrastive verse. Students explore Hanna Mina’s End of a Courageous Man, and Heinrik Ibsen’s A Doll’s House in translation, the study of which may culminate in a stage performance. Course length: One year Prerequisite: Faculty recommendation and department consent

King’s Academy Course of Instruction 2012-2013 (May 2012)

Selected Literary Topics Senior students in this section study the approaches of authors in modern and contemporary Arabic literature, focusing on literary forms such as free verse, overseas or emigrant literature, poetic drama and literature in translation. They also study texts related to everyday themes and issues. For example, they read Charlotte Brontë’s Jane Eyre in translation and playwright Tawfik al Hakim’s Almalek Oudeeb (“Oedipus the King”) – which offers dramatic enrichment possibilities – as well as some short stories, both in Arabic and in translation. This course content also aims to enhance writing skills by focusing on the analytical essay. Course length: One year Prerequisite: Faculty recommendation and department consent Honors Arabic Honors Arabic courses in grades 9, 10 and 11 are designed for students who are gifted in the Arabic language, and who have demonstrated the necessary motivation, selfdiscipline, ability and academic readiness. Students expand upon the regular grade level curriculum and read literary works of different genres in greater depth and with more profound analysis. Course length: One year Prerequisite: An excellent mark on the placement test prior to grade 9. For grades 10 and 11, a minimum average of A- in previous Honors Arabic courses, or an A in standard grade Arabic, in addition to department consent Advanced Arabic (A-Level) Senior students gifted in Arabic read and write in preparation for the GCE Advanced Level Arabic exam. The course places special emphasis on literary text comprehension, translation from and into Arabic and English, using grammar to supply diacritical marks to texts and the study of issues related to Arab history, culture and art. In addition, students read three novels: The Thief and the Dogs by Naguib Mahfouz, Kalilah Wa Dimna by Ibn Al Muqaffa’ and The Lamp of Um Hashim by Yahya Haqqi. It is the expectation that those enrolled in this course will sit for the A-Level British examination. Course length: One year Prerequisite: Successful completion of 11th Grade Honors Arabic, a minimum average of B+ in the regular 11th Grade Arabic course, or having passed the placement exam Arabic Enhancement Seminar (AES) The AES courses (3, 5, 7, and 9 to 12) are designed for students who are native speakers of Arabic but are not yet competent enough to join the regular Arabic class for their respective levels. They are also for those students who may enroll without the benefit of sufficient years of Arabic in their previous schools, whether in Jordan or abroad. Levels 3 - 7 expose students to vocabulary and language suited to each level, starting from a simple approach in the 3rd Level and advancing to more difficult standards of reading, writing, vocabulary and expression – both oral and written. This is done through audio visual materials, in-class exchange, research and reading. By Level 7, students’ vocabulary, grammar, language, oral and writing skills are established so that they can move on to the next level. Level 7 concludes with an introduction to literature. King’s Academy Course of Instruction 2012-2013 (May 2012)

Levels 9 - 12 study a simplified and shorter version of the corresponding, regular grade level syllabi, with less focus on the conventions and techniques of writing poetry. In addition, students read a variety of story selections in order to improve their language, sentence structure and modes of expression. Special attention is given to the expansion of each studentâ&#x20AC;&#x2122;s vocabulary and idiomatic skills. Upon the successful completion of this course, students are integrated into the regular Arabic curriculum the following year. Course length for each Level: One year or less Prerequisite: Placement exam for new students; faculty recommendation and department consent for returning students Arabic as a Second Language (ASL) The ASL courses cater to non-native speakers of Arabic and for students facing significant problems in reading, writing and expressing themselves in Arabic. The department offers four levels, which can be broadened to suit individual learning. Through written and oral placement tests, the studentâ&#x20AC;&#x2122;s level is assigned upon admission into the Academy. Students are able to move on to a higher level during the school year according to their progress in their language skills. Methodologies used are similar to those implemented in World Languages. Level 1 In this level, students learn the Arabic alphabet and a reasonable repertoire of vocabulary, along with some major grammatical rules. Students then work to compose short conversations in Arabic related to everyday situations. Course length: One year Prerequisite: Placement exam Level 3 This level exposes students to longer conversational texts and detailed grammatical structures. During this stage, students engage in short, guided writing and role playing. Students should also able to write short descriptive paragraphs at this stage. Course length: One year Prerequisite: Placement exam for new students; faculty recommendation and department consent for returning students Level 5 In this level, students are exposed to longer texts and a wider range of vocabulary through more informative and cultural materials. They are also introduced to the aesthetic genre of Arabic poetry, which enables them to begin appreciating Arabic literature more deeply. Special attention is paid to functional learning of the language and to fluency of speech, as well as to listening skills. Course length: One year Prerequisite: Placement exam for new students; faculty recommendation and department consent for returning students

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

Level 7 This final level teaches students to analyze poetry and prose. Students work to broaden and deepen their comprehension of more complex Arabic texts. In addition, they continue to hone their writing skills while working within the structure of analytical and descriptive writing. Those who successfully complete this course either join the AES or the regular stream, depending on the recommendation of the teacher. Course length: One year Prerequisite: Placement exam for new students; faculty recommendation and department consent for returning students

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

DEPARTMENT OF COMPUTER SCIENCE Computer science education means far more than learning how to use a computer, building a spreadsheet or even creating a webpage. It’s about problem solving, computational thinking and abstract reasoning across a broad range of subjects. A fundamental understanding of computer science enables students to be not just educated users of technology, but the innovators capable of using computers to improve the quality of life for everyone. The first aim of the Department of Computer Science is to assist students in learning logical reasoning, algorithmic thinking, design and structured problem solving--all concepts and skills that are valuable well beyond the computer science classroom. The second aim of the department is to encourage students to move beyond the fundamentals and hence, following Introduction to Computer Science, students are required to take one additional term of computer science, in the 10th, 11th or 12th grade, with the opportunity to pursue further computer science courses in which they learn effective programming methods, design skills and advanced use of various software applications. The Department of Computer Science also supports students in developing the computerbased skills that will allow them to enhance how they learn, how they think and how they articulate their ideas. For many students, this means working in a networked environment with mostly web-based tools and standard applications such as email, word processing and spreadsheets. Hence, students in the 9th grade are required to take Introduction to computer science (one term-long course), which covers fundamental concepts and skills. More importantly, this requirement reflects the school’s belief that as they acquire computer literacy, students should also become fluent in the resources, techniques and ethics of 21st century internet research and usage. Introduction to Computer Science All 9th grade students at King’s Academy are enrolled in this course, which serves to fulfill one of the requirements of the Jordanian Ministry of Education. It meets the need of students to understand and learn how to use the various applications and skills necessary for them to be successful in their studies throughout their high school careers. This course is designed to introduce students to the breadth of the field of computer science through an exploration of engaging and accessible topics. Rather than focusing the entire course on learning particular software tools or programming languages, the course focuses on the conceptual ideas of computing and helps students understand why certain tools or languages might be utilized to solve particular problems. The goal of this course is to develop in students the computational thinking practices of algorithm development, problem solving and programming within the context of problems that are relevant to the lives of today’s students. Students will also be introduced to topics such as interface design, limits of computers and societal and ethical issues. Course length: One term

King’s Academy Course of Instruction 2012-2013 (May 2012)

Introduction to Programming This one-term course provides students with a general understanding of what computer programming is all about. Students learn essential programming/analysis skills to break a problem down into discrete steps and use various programming constructs to solve the problem by addressing those individual steps. The 3D interactive programming environment, Alice, is used in this course. For the most part, students learn to program not by listening to a teacher or watching the instructor do examples, but by doing programming themselves. This course is very hands on and students are programming in class regularly. Topics include problem solving, programming languages, storyboarding, pseudocode, functions, expressions, control structures and object-oriented design and programming. Upon completing the course, students will have a good basis for further study of computer programming and better general problem-solving skills. Course length: One term Introduction to Flash Game Programming This term-long course introduces core concepts of computer programming in the context of computer games. The course covers concepts and skills in problem solving and programming not limited to game programming, but also applicable to other application context. Students will use Adobe Flash, the ubiquitous Web multimedia and programming platform that serves many different purposes: a drawing program; an animation program; and a full-featured, modern programming language powered by the increasingly sophisticated scripting language known as ActionScript. ActionScript is a great language for beginners to learn to program games as it allows easy incorporation of graphics, animation, and sound. In addition, the syntax of ActionScript 3.0 is very similar to other programming languages. Learning ActionScript 3.0 also lays a foundation for students to learn other programming languages. Course length: One term Prerequisite: Introduction to Programming and approval of department head Website Design and Development This course provides students with a basic introduction Website design and development using HTML, PHP, and SQL for data storage and retrieval. Students will learn fundamentals of HTML and commercial Web-creation software packages; scanners and digital video cameras; and use of digital resource creation-and-manipulation programs. In addition to basic web design and coding, students will also learn basic database design principles while creating simple interactive websites. Course length: One term Introduction to Java Programming (Pre AP course) This course aims to introduce students to the fundamentals of computer programming like data storage principles and the main control structures of procedural programming languages. Students are expected to develop and improve their skills and problem-solving techniques. The course uses the Java language to help the students be prepared for the more advanced programming courses such as the AP computer science course. Course length: One term Prerequisite: Introduction to Programming or its equivalent and department consent Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

AP Computer Science This course is based on AP Computer Science A which is equivalent to the first semester of a college level computer science course. The course involves developing the skills to write programs or part of programs to correctly solve specific problems. AP Computer Science also emphasizes the design issues that make programs understandable, adaptable, and when appropriate, reusable. At the same time, the development of useful computer programs and classes is used as a context for introducing other important concepts in computer science, including the development and analysis of algorithms, the development and use of fundamental data structures, and the study of standard algorithms and typical applications. In addition, an understanding of the basic hardware and software components of computer systems and the responsible use of these systems are integral parts of the course. The course uses Java as a tool to help learn the methodology of object-oriented programming and problem-solving techniques through the development and usage of algorithms. Course length: One year Prerequisite: Introduction to Programming or its equivalent and department consent

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

DEPARTMENT OF ETHICS, PHILOSOPHY & RELIGION (EPR) At the core of the King’s Academy mission is a commitment to fostering an educational environment in which students from many different cultures can explore, share and thereby enrich one another’s values. At the same time, the school maintains a dedication to cultivating in students a thoughtful and impassioned loyalty to their own traditions, beliefs and personal commitments. In the Department of Ethics, Philosophy and Religion (EPR), Islamic and Christian Theology courses go far beyond the requirements of the Ministry of Education to deal with the entire spectrum of religious education, including theology, law, history, visual culture and contemporary social issues. The gateway course, World Religions, employs the guiding principles of global citizenship, responsibility and respect as it engages in the academic study of varying religious beliefs, practices and traditions throughout the world. The course seeks to instill a sense of compassion and curiosity in the minds of students that allows them to enhance their appreciation for and responsibility towards their own religion and those of others. In all courses, the department takes as a starting point the dictum that education is philosophy in action, and seeks to produce students who are not only well-versed in the theories of prominent ethicists and philosophers, but also fully committed to philosophical and ethical practice. As in all other disciplines, this department aims to foster academic rigor, exactitude and a mastery of materials, but it does not turn to external exams as a means of verifying how much is accomplished in the classroom. One of the central aims of the department is to produce young men and women intent upon discovering, for themselves, what it means to live a good life, and to prepare them for the longest and most exacting external exam: a life of self-reflection. Introduction to World Religions Religion has enriched cultures and civilizations since the beginning of recorded history. It has shaped humanity’s triumphs, its struggles, its deepest concerns, questions and emotions. Often the root of breathtaking human creativity, religion is sometimes misused for horrifying destructive ends. For these reasons and others, the study of world religions acquires greater urgency in our global civilization. This course introduces the five major religions of the world—Hinduism, Buddhism, Judaism, Christianity and Islam—from a historical and anthropological perspective. To that end, the belief systems of these five religions are discussed with maximum openness and with as little judgment as possible. By examining the religious beliefs, practices and images of others in this manner, we hope to understand what religion means to its adherents and how it shapes their lives. Course length: One term Prerequisite: Open to 10th, 11th and 12th graders Introduction to Ethics The course introduces students to the most common positions in moral philosophy, including Ethical Relativism, Utilitarianism, and Kantian Ethics. During the course, students critically examine the contributions of some leading moral philosophers such as Socrates, Kant, Bentham, al-Ghazali and ‘Abd al-Jabbar to the field of ethics. From this King’s Academy Course of Instruction 2012-2013 (May 2012)

theoretical foundation, students are able to generate questions, explanations and possible solutions in response to different moral dilemmas. The course also enables students to formulate, communicate and write ideas clearly with due regard for academic honesty and integrity. Course length: One term Prerequisite: Open to 10th, 11th and 12th graders First Questions in Philosophy Some questions perpetually baffle, excite or antagonize great thinkers and everyday folk alike. The mysteries of good and evil, proper behavior and good government, thought and perception, beauty, time and language—these are issues that philosophers, theologians, politicians and countless others have tried to resolve. This course introduces students to the way philosophers have dealt with these great questions, while encouraging a spirit of philosophical inquiry. As students approach these major topics, they also begin to assemble a philosopher’s toolkit: acquiring familiarity with formal argumentation, critical thinking skills and essay writing, as well as a conversancy with classic logical fallacies. Course length: One term Prerequisite: Open to 10th, 11th and 12th graders Sufism Sufism is a mystical trend in Islam, and mysticism is an integral aspect of every religious tradition. The course investigates the historical origins of Islamic mysticism or Sufism and the nature of the long-standing relationship between certain Sufi traditions and other trends in Islam. It traces the evolution of Sufism from personal spiritual practice and experience to the establishment of Sufi brotherhoods, which spread throughout the Islamic world. Students learn how Sufism influenced various aspects of diverse cultures and traditions, including European and Middle Eastern philosophy, poetry, literature, music and art. Students also examine some essential elements of Sufi thought in the works of mystical authors, including Tagore, Jibran, Ibn al-Farid, Ibn ‘Arabi, Farid alDin al-Attar, al-Yashruti, Kierkegaard and Spinoza. Course length: One term Open to 10th, 11th and 12th graders (taught in Arabic) Declaring our Humanity: A Philosophical Perspective on the UDHR and Contemporary Global Issues This course uses the Universal Declaration of Human Rights (UDHR) to provide a framework for examining today’s world, a world that is markedly different from the one envisioned in that document. The course also ask whether the UDHR should be considered differently, and perhaps more critically, in light of recent political events such as the global economic downturn and the sweeping revolutions of the Arab Spring, as well as developments in fields as diverse as biology, cognitive science and political theory. Declaring Our Humanity attempts to be a course in “applied” philosophy, using the UDHR as a means of making a connection between pressing contemporary issues and a broad range philosophical ideas and controversies, drawn from multiple traditions and King’s Academy Course of Instruction 2012-2013 (May 2012)

many centuries. To achieve this end, it also aims to be a richly interdisciplinary, incorporating models and methods from diverse fields including history, journalism, literary criticism and media studies. The topics explored in this class include the survival of the institution of slavery into the 21st century, the use of torture by the United States and other Western countries in the war on terror, the complex relationship between the internet and free speech, the deepening problem of global poverty, and the hope (and fear) inspired by the emergence of new populist movements around the globe. Course length: One term Prerequisite: Course open to juniors and seniors only; permission of instructor required Islamic Studies 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. Students study and learn to recite a number of designated Qur’anic verses. This course fulfills Jordanian Ministry of Education requirements for Muslim students. Course length: One year Prerequisite: 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. Islamic Studies II 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 study the practice and beliefs of Islam and understand it in the context of contemporary society across the Muslim world. This course fulfills Jordanian Ministry of Education requirements for Muslim students. Course length: One year Prerequisite: Successful completion of Islamic Studies I; the alternative course, Islamic Studies (in English), is for students who have taken the 9th grade course in English Islamic Studies III This course continues to build upon what the students have learned during the first two courses and expands their knowledge of the prophet’s bibliography, the holy Qur’an, the Hadith, Islamic jurisprudence and Islamic civilizations. Course length: Two terms Prerequisite: Successful completion of Islamic Studies II; the alternative course, Islamic Studies (in English), is for students who have taken the 9th grade course in English

King’s Academy Course of Instruction 2012-2013 (May 2012)

Christian Theology I This course provides an introduction to the history and beliefs of the Christian religion, based primarily on the study of the Bible and historical texts. Students read excerpts from the Bible, analyze its structure and become acquainted with various translations that have been made throughout history. Readings from the Bible emphasize attention to author, audience, background, purpose and timeframe of each book. Through study of the dominant figures and events in the Bible, students extrapolate the lessons conveyed and the basis for doctrine and practice. The course uses a variety of biblical resources and maps to convey the historical, cultural and social context. Course length: One year Christian Theology II Based on the foundation set in Christian Theology I, this course surveys major developments in the history of Christian theological thought through a critical examination of key theological concepts as they relate to worship and the evolution of the Christian faith. The course covers the books of the New Testament, the influence of Greek philosophy, the early church councils and the emergence of fundamental Christian doctrines (Trinity, Grace, and the Incarnation). The distinctive features of Eastern Orthodoxy are also covered, as is the history of and theological basis for the division between the eastern and western churches. Medieval and Reformation theology is discussed, as well as emergence of Protestantism, the Evangelical movement and the state of Christianity in the modern world. Students gain an informed understanding of the Christian faith through a deeper understanding of its background and history. Course length: One year Prerequisite: Successful completion of Christian Theology I

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

DEPARTMENT OF FINE & PERFORMING ARTS Central to the philosophy of the Department of Fine and Performing Arts is the belief that artistic sensibility is a vital part of a well-rounded education. The department's courses are designed to nurture an appreciation for art in all its forms and to provide students with the opportunity to discover the joy that comes with creating and performing. In this department, students explore the study and conscious production of sounds, colors, shapes, forms and movements, engaging human awareness within the specific arts of theater, dance, visual arts and music. While a few courses are devoted to art appreciation, most of the courses in this department focus on artistic creation, performance and exposure to different forms of expression. Special emphasis is placed on local and regional artistic traditions such as mosaics, music and ceramics. Students are introduced to the department, and to the formal study of the arts at King's Academy, through three term-long courses. After attaining familiarity with the forms and techniques of artistic creation, students are able to pursue a variety of different artistic endeavors during their time at King's. In cases where students enter school with an already developed artistic ability, they may qualify for a higher-level course in the arts, or the introductory courses may be amended to meet their interests. These introductory courses recognize that students are coming to King's Academy with different backgrounds in the arts, and the school's program of instruction is therefore able to accommodate their experience and interests. The schoolâ&#x20AC;&#x2122;s ambitious arts program is not limited to the classroom. Co-curricular opportunities abound, with performance groups, gallery exhibitions, concerts and theatrical presentations. Accordingly, there is co-curricular time set aside in the afternoons for artistic activity. Students interested in private instruction in vocal and instrumental music are able to arrange lessons through the department. Introduction to Performing Arts (IPA) This course is designed to develop studentsâ&#x20AC;&#x2122; basic technical skills, and to encourage thoughtful engagement with many types of performance. It covers essential concepts common to dance, music and theater including principles such as physical coordination, observation, memory, breath control and rhythm. After obtaining a strong grasp of these fundamentals, students are introduced to more advanced concepts, including dance choreography, memorization and performance of dramatic scenes, as well as elements of music composition and theory. Although this is a prerequisite course for Theater I only, it is a great introductory course to take for students interested in any of the disciplines of performing arts. Course length: One term

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

Theater I This course is practically oriented, allowing each student the opportunity to direct and act in numerous short scenes. These scenes are drawn from classic dramatic texts including Sophocles, Shakespeare, Moliere, Chekov, Ibsen and Pinter. This practical work is augmented by lecture discussion sessions aimed at building theater vocabulary, developing an understanding of acting technique and introducing the fundamentals of theatrical production. Although the primary focus of the course is on acting, students also begin to interact creatively with elements of stagecraft including costuming, lighting, sound and set design. Course length: One term Prerequisite: Successful completion of Introduction to Performing Arts (IPA) or department consent Theater II Theater II is an upper-level course in which students examine drama thoughtfully and in depth. Although the class is practically oriented, allowing students to act every day, it also focuses closely on the history and development of theater. In addition to studying and performing scenes from classic dramatic texts, students read excerpts from works by major writers on theater and acting theory, including Artaud, Brecht and Stanislavski. Students also have the opportunity to alternate between the roles of actor and director, fully exploring multiple aspects of performance. Course length: One term Prerequisite: Successful completion of Theater I Advanced Theater Tutorial Advanced Theater Tutorial is an intensive, practically oriented arts course for students with considerable acting experience. Students prepare and perform a mixture of scenes, monologues and one-act plays related to a particular theme or author. Potential focuses may include Commedia dell’Arte (comedy of the art of improvisation), political theater, improvisation, pantomime, acting for the camera and playwriting. Students may repeat this course each term, and are encouraged to do so. Course length: One term (full year highly recommended) Prerequisite: Entry into this course is based on department consent following an interview with the student Theater Co-Curricular Each term, a group of very committed King’s Academy students put on a full length theatrical production. In the past, we have produced a wide range of plays including Christopher Durang’s The Actor’s Nightmare, William Shakespeare’s A Midsummer Night’s Dream, Arthur Miller’s The Crucible, and Timberlake Wertenbaker’s Our Country’s Good. The co-curricular theater program is intended to complement academic theater classes by allowing students to employ the skills they have learned in a productoriented environment. Participants have the opportunity to be involved in all aspects of the production, including acting, assistant directing, stage-managing and costuming. Note: Students who wish to be a cast member of the play must audition each term

King’s Academy Course of Instruction 2012-2013 (May 2012)

Dance I This course places its primary emphasis on creativity and introduces students to basic concepts of contemporary dance, while also encouraging each individual to develop a unique, individualized movement vocabulary. Through the study of technique and improvisation, students expand their physical range and expressive capabilities and heighten spatial awareness. They also investigate concepts such as momentum, spiraling, breathing, alignment, musicality and timing. Students ultimately learn to apply the various aspects of dance to the composition of original, cohesive and exciting public presentations. Course length: One term Dance II Dance II continues to nurture each studentâ&#x20AC;&#x2122;s original voice in dance, while examining other movement styles. Rather than mastering one specific dance style such as salsa, hip hop or ballet, students briefly examine elements from these styles, as well as others, to quickly analyze and adapt to each movement style or concept and to then incorporate them into their own technique. Other styles and concepts students may encounter during this course (depending on availability) are break dancing, dabkeh, acrobatics, African dance, Kabuki, swing, Feldenkrais technique, Alexander technique, yoga and Bartenieff fundamentals. Ultimately, the goal of this course is to develop a strong and flexible mind and body that the students can utilize to create innovative and original dance works. Course length: One term Prerequisite: Dance I or department consent Advanced Dance Tutorial Advanced Dance Tutorial is an advanced level course for experienced dance students. Students may repeat this course each term, and are encouraged to do so. The focus changes with each trimester â&#x20AC;&#x201C; depending on student interest and guest artist availability. Concepts that may be examined include text and movement, animation and silent movies, dancing for the camera, guerilla dancing, contact improvisation and sight-specific choreography. In the past, students from this class have performed under the direction of such acclaimed choreographers as Elizabeth Johnson, Young Seung Lee, Yuko Mitsuishi and Yoshiko Chuma. They have also performed alongside artists from the USA, Japan and Palestine in the Amman Contemporary Dance Festival, one of the premiere dance festival in the region. Course length: One term (full year highly recommended) Prerequisite: Entry into this course is based on department consent following an interview with the student Afternoon Dance Company This dance company is a non-credit course that meets three afternoons per week during the co-curricular slot. Students spend the first 30 minutes of class warming up and learning various techniques and the second 30 minutes creating new and exciting dances together. This term-long course is open to beginners as well as advanced dancers. Students have an opportunity to perform for the larger community if they so choose. Course length: One term (full year highly recommended) Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

String Ensemble (I, II, III) This course is open to both beginners and to students who have had previous instrumental experience. Each student may choose to specialize in one of the offered stringed instruments. Students meet in sectional rehearsals with the instructor twice a week. In the third class, students meet together to play in a string orchestra ensemble. Students explore the required levels of music theory, ear training, music appreciation and music history relating to their specialized level. This course may be repeated as many times as the student wishes. Course length: One term each Evening Orchestra Evening Orchestra is designed for instrumentalists with previous playing experience who aim to play in a larger ensemble and focuses on developing individual playing skills in a group setting. Students learn the techniques of playing together, while focusing on listening skills and musical awareness. This course meets two evenings per week with one required musicianship class during the school day. Course length: Full year Prerequisite: Successful completion of String Ensemble III or department consent Chamber Singers This course introduces students to vocal techniques which include posture, breathing and vocal production, along with ensemble techniques such as listening, voice blend and awareness of balance. These techniques develop students’ skills as ensemble singers and ultimately as soloists. Students are also exposed to different styles and genres of singing such as classical, Arabic, world, jazz and more. Course length: One term (full year highly recommended) Prerequisite: Department consent Evening Choir This course is a year-long evening commitment. Students registered for this course are asked to take one musicianship class along with the once-a-week evening choir commitment. During the musicianship class, students are introduced to a variety of musical learning activities such as reading, music appreciation and one-on-one vocal technical training sessions. The evening classes include an introduction to a variety of repertoire and styles of singing and is open to any member from King’s Academy. Course length: Full year Music Appreciation: From Folk Tunes to iTunes This course is offered in the winter term of each academic year and focuses on a different topic each class. Topics range from folk tunes, jazz, minimalism, rock ’n’ roll, opera, Broadway, hip hop, electronic dance music, techno, world music and iTunes. Students may repeat this course each year. Course length: One term

King’s Academy Course of Instruction 2012-2013 (May 2012)

Introduction to Studio Art This course is designed to provide students with the means to think, feel, talk about art and understand the world around them in unique ways. Through a variety of drawing and painting lessons, mostly based on perception, students study line, shape and form, focusing on light, tonal drawing and perspective in black and white and color. Students learn to apply the elements and principles theory on 2D and 3D shapes made out of clay, plaster and wood. The purpose of this course is to promote lifelong participation in the arts by developing skilled artists, critics and historians of the arts. In order to do this, students must be immersed in opportunities to learn about the arts, perform and create in one or more of the art forms and learn to analyze and critique the arts. Students build on sequential learning experiences that encompass art history, criticism, drawing, painting, ceramics and production through the curriculum units in the area of drawing and painting, history of art, ceramics and sculpture. Course length: One term Drawing and Painting I In this course, students learn drawing techniques as well as explore a variety of drawing media (ink, pastel, mixed media, etc.). Drawing focuses on black and white or monochromatic rendering from life, pictures, masterworks and imagination. Painting includes wet media with processes such as transparent and opaque painting and focuses on the operations of color, with an introduction of basic water color and acrylic principles and techniques. Students are required to paint eight to ten paintings covering a wide range of themes and styles. Course length: One term Prerequisite: ISA or permission of instructor Drawing and Painting II This course expands on the painting techniques and principles that were introduced in Painting I. Students are required to have some painting experience and to have a basic understanding of paint handling and color theory. Exercises are designed to challenge students to increase their technical and conceptual repertoire. Course length: One term Prerequisite: Drawing and Painting I or permission of instructor Advanced Drawing and Painting In this course, students work on their own projects within a certain theme. Each student should submit a proposal for the project with sketches explaining materials needed, different phases and a time line for each phase. Students will be expected to exhibit their work in the annual art show. This course provides the opportunity for students to pursue AP Studio Art: 3-D Design in their junior and senior year if they wish. Course length: One term Prerequisite: Drawing and Painting II or permission of instructor

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

AP Studio Art: Drawing AP Studio Art: Drawing is a rigorous but potentially rewarding process, in which students work towards submitting a well-polished portfolio in drawing for AP recognition. This full-year course is designed for students who have advanced talent and interest in visual art. The course helps them improve their technical methods, learn the functions of elements and principles of art, and help them to become creative thinkers who will contribute creatively and critically to their culture through the making of art. The AP process is a two-year commitment: in the first year, students take Advanced Drawing and Painting and in the second year, they work in AP Studio Art building and submitting a portfolio. Course length: One term Prerequisite: Advanced Drawing and Painting and permission of instructor; open to juniors and seniors only Ceramics I Ceramics develops basic skills in the creation of 3D forms and pottery from clay. This course teaches students the basics of hand building techniques. Pinching, coil building, additive sculpture, slab building and combinations of these may also be introduced. Students use various decorative techniques, in addition to learning how to glaze and how to research ceramics. They will create four to five pieces of ceramics and develop a ceramics vocabulary. Course length: One term Ceramics II This course provides the use of the wheel, and students learn to throw the basic forms that include cylinders, bowls, plates and bottles. Students work with surface treatments including paint, textures, colored slips and glazes, and non-firing stains. Ceramics history and appreciation is included in the course. Course length: One term Sculpture I Sculpture I is an overview of basic skills used to create three-dimensional works of art. With an emphasis on studio production, this course is designed to develop higher-level thinking, art-related technical skill, art criticism, art history and aesthetics. Course length: One term Prerequisite: ISA or permission of instructor Sculpture II This course introduces students to 3-D design principles such as form, structure, volume, visual balance, surface treatment, texture, composition, movement and scale. Students gain exposure to a variety of materials and the techniques - as well as the tools employed â&#x20AC;&#x201C; with which to sculpt. A visual vocabulary is developed through an understanding of the creative process, personal aesthetic and conceptual intent. Course length: One term Prerequisite: Sculpture I or permission of instructor

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

Advanced 3-D Art In this course, students continue the study of three-dimensional artwork through an investigation of various materials and the application of techniques. Those who came into this class from sculpture continue developing their expertise in that area while also being introduced to ceramics and other approaches to three-dimensional art. A similar statement can be made about students entering from the ceramics perspective. Students will be expected to exhibit their work in the annual art show. This course provides the opportunity for students to begin AP Studio Art: 3-D Design in their sophomore or junior year if they wish. Course length: One term Prerequisite: Ceramics II, Sculpture II or permission of instructor AP Studio Art: 3-D Design AP Studio Art is a rigorous but potentially rewarding process, in which students work towards submitting a well-polished portfolio for AP recognition. Students will continue to develop the artistic skills that they have developed in ceramics or sculpture. The AP process is a two-year commitment: in the first year, students take advanced 3-D Art and in the second year, they work in AP Studio Art building and submitting a 3-D portfolio. Course length: One term Prerequisite: Sculpture II, Ceramics II and permission of instructor; open to juniors and seniors only Printmaking This course is designed as an introduction to traditional methods of printmaking. Students design and construct basic relief, intaglio, and paleographic techniques. The unique quality of the graphic aesthetic is emphasized along with the ability to produce original multiples through hands-on methods in print. Course length: One term Introduction to Design This course introduces students to design which is more than just a question of fashion or taste, but rather a way of asking fundamental questions to solve complex problems. Students are challenged to achieve a breadth of stronger design solutions in various media, including Photoshop, Adobe Illustrator and GeoSketch, by exploring projects along the full continuum of design disciplines: branding, advertising, editorial dsign, creative interactive projects, video and motion graphics. Course length: One term AP Studio Art: 2-D Design AP Studio Art: 2-D design is a rigorous but potentially rewarding process, in which students work towards submitting a well-polished portfolio for AP recognition. This fullyear course is intended to address two-dimensional (2-D) design issues that involves purposeful decision making. Students are expected to end up with a portfolio that demonstrates mastery of 2-D design through any two-dimensional medium or process, including, but not limited to, graphic design, digital imaging, photography, collage, fabric design, weaving, illustration, painting and printmaking. The AP process is a two-year Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

commitment: in the first year, students take Drawing and Painting and Introduction to Design, and in the second year, they work more independently in AP Studio Art, building and submitting a portfolio. Prerequisite: Completion of advanced level art course and permission of instructor Animation This course introduces students to the basic concepts of animation. Using stop motion, pixilation and computer programs such as Flash and Photoshop, students learn how to make a story board and how to use the camera, drawings and the computer to create animation. All students complete one final project: their own animated story to be shown to the class and to a Kingâ&#x20AC;&#x2122;s Academy audience. Course length: One term Prerequisite: ISA or permission of instructor Design Technology The 21st century has seen an enormous increase in the use and availability of digital technology. This course is similar to Introduction to Design and will deal with similar problems in design, but with a special emphasis on digital technology and media, including Paint Studio, Photoshop, Adobe Illustrator and GeoSketch. Projects range from logo design to branding, graphic design and architectural rendering. Course length: One term

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

DEPARTMENT OF HISTORY & SOCIAL STUDIES History rests on the collective memory of cultures and societies, accounting for their core values while also examining the impact of past decisions on present circumstances. Without history, one cannot undertake any sensible inquiry into the political, social or moral issues of contemporary society. The study of history opens students to opportunities necessary to develop a comprehensive view of the world and an understanding of societies including those whose traditions and values differ from their own. King's Academy believes that an understanding of world history fosters the kind of tolerance, empathy, respect, critical thinking and civic courage required by an increasingly pluralistic society and inter-dependent world. The Department of History and Social Studies at King's Academy uses the methods of the humanities—research, analysis and interpretation—to promote learning and the understanding of a shared historical past. The department's interdisciplinary approach begins with the study of the concepts of present individual and communal cultural identities. It then moves to methods for evaluating the past, and concludes with an examination of positive citizenship in the world. The goal is to recreate the context of an era so that students can identify and understand struggles, debates and accomplishments of that period. Possessing the facts of history, students can then engage with the past, weaving together these facts into interconnected patterns, and emerge with an understanding not only of what happened, but why it happened. Courses foster a sense of how it must have felt to stand in another historical era. In addition, students, especially in advanced courses, discuss issues of historiography—that is not only what happened and why it happened, but the different ways in which history can be narrated and the uses to which these different narratives are put. World History This course helps students recognize the ways in which their own outlook has been shaped by world events. Course curriculum begins with a study of geography as historically conceived, differentially understood and currently realized—in short, how it applies to our lives in the 21st century. Upon this foundation, students build a comprehensive knowledge of the history of the world, using cultural artifacts from ancient times to current day, including personal letters, works of art, architecture, political documents, memoirs and films. Using these historical tools, students analyze the evolution of turning points that have helped to shape civilizations and examine the parallel cultural and social transformations that underlie the modern world. In the second half of the course the emphasis shifts to the Middle East, allowing students to see the world’s history with an emphasis on this region, one of the primary axes of the world. The course concludes with an examination of the life and career of Ibn Khaldun (13321406), the well-traveled North African who became a model for social scientists. Ibn Khaldun was apparently the first scholar anywhere to look for patterns and structures in history. Course length: One year

King’s Academy Course of Instruction 2012-2013 (May 2012)

History of the Middle East in the Context of the World This course discusses the totality of Middle Eastern history in the context of the world, emphasizing the world in which our students live and operate as global citizens. One of the major themes of the year should be continuity and transformation in our world. Viewing the Middle East as “the crossroads of civilization,” the course begins with the events of the 2011 “Arab Spring” and uses the historian’s lens to try to make sense of what has transpired in the Middle East in the last year. Students learn that they need deeper understandings of history in order to make sense of their contemporary world, so they study the era in which their grandparents have lived. Ultimately, they come to understand again that they need even more history to better understand their grandparents’ lives. The course then returns to the era of 14th century Arab-Muslim historian Ibn Khaldoun, and moves forward, returning in the spring to the events and transformations and unfinished work of 2011-2012. The course innovatively highlights developments in the Arab world, but not by seeing this region in a vacuum. The course explores how this region fits in with other currents of the world in terms of the Indian Ocean trade routes, the conquest/fall of Constantinople, the Islamic imperial revival, the triumphs and challenges with the Americas, Africa and Asia from 1450-1750, the trade and development of coffee and coffeehouses, global imbalances and the making of the modern world from 1750-1945, the impact of Imperialism in Africa, Asia and the Middle East, world wars, global depression and revolutions from 1914-1945, and the world since the second world war, emphasizing the new nations and old societies of the Middle East. . Students see how the revolutions of the 18th and 19th centuries gave way to the diplomatic and social convulsions of the 20th century. This course has been designed to help students recognize the ways in which their own outlook has been shaped by world events. Course length: One year History of the 20th Century This course is designed to illuminate two significant forces of the 20th century: the intricacies of diplomacy and foreign policy in a world of zealous nationalists and the power and influence the media has had on the shaping of Western history and worldview. The course opens in the late 1890s, an era which propelled America to the forefront of world affairs for the first time. Students move from an understanding of Victorian sensibilities to the paradigm breakers of the early 20th century: Einstein, Freud, Picasso and Emma Goldman. Students study the geopolitics of the age which plunged nations into the Great War, and see how the rise of communism and fascism created a teetering balance of political ideologies in the post-war world. After a study of the Second World War, focus shifts to the post WW II rise of powers beyond the Western tradition. The course ends with a study of the turn of the 21st century. Course length: One year Prerequisite: Department consent; open only to seniors American Studies American Studies is a three-term offering in the Department of History for students in grades 11 and 12. Students may take the course term by term, or as a year-long course, as each term relates to the others but can also stand alone thematically. The overarching goal of the course is to look at a series of themes and issues that have arisen within and King’s Academy Course of Instruction 2012-2013 (May 2012)

come to define the American consciousness from the perspectives of both history and literature. Term 1 focuses on American exceptionalism, nationhood and the role of the frontier. Term 2 digs into the conflict presented by slavery to American ideals of freedom and equality. And finally, Term 3 focuses on America and its role in global politics. The course is designed to be a critical look at America from the outside: a study of not only the country’s founding principles, but also the ways in which those principles have affected America’s sense of itself, and informed its actions on the world stage. Course length: One, two or three terms AP World History This course surveys the history of the world, but rather than simply covering prehistoric times to contemporary history through conventional classroom methods, students explore history as historians do; by engaging in the extensive examination and analysis of primary sources in order 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 them improve their critical reading and composition skills. It is the expectation that those enrolled in the course will sit for the AP World History exam in May. Course length: One year Prerequisite: Department consent AP United States History This course surveys the history of the United States from the earliest European colonial impulses to the beginning of the 21st 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 AP 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. It is the expectation that students enrolled in this course will sit for the AP United States History exam in May. Course length: One year Prerequisite: Department consent AP Art History This course allows students to 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, and thereby deepen their understanding of art, architecture, painting and sculpture, as well as the civilizations from which these forms of expression were born. Since this is an AP course, it emphasizes the sharpening of writing skills and the habits of mind of effective thinking, speaking, reading and writing. It is the expectation that students enrolled in this course will sit for the AP Art History exam in May. Course length: One year Prerequisite: Department consent King’s Academy Course of Instruction 2012-2013 (May 2012)

AP Human Geography AP Human Geography introduces students to the systematic study of patterns and processes that have shaped human understanding, use and alteration of the Earthâ&#x20AC;&#x2122;s surface. Students employ spatial concepts and landscape analysis to analyze human social organization and its environmental consequences. They also learn the methods and tools geographers use in their science and practice. Over the course of the year, students work to develop skills aligned with five college-level goals based on the National Geography Standards. These topics include: nature and perspectives, population, cultural patterns and processes, political organization of space, agricultural and rural land use, industrialization and economic development, and cities and urban land use. The course includes in-depth reading, case studies, projects and assessments. It is the expectation that students enrolled in this course will sit for the AP Human Geography exam in May. Course length: One year Prerequisite: Department consent AP Economics In this course which covers both macroeconomics and microeconomics, students gain a keener understanding of how scarcity and rational economic decision making shape individual decisions within a nationâ&#x20AC;&#x2122;s economic system and various market systems. 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, trading possibilities line, free trade, supply and demand, exports and imports, and production. It is the expectation that students enrolled in this course will sit for the AP Macro and Micro Economics exams in May. Course length: One year Prerequisite: Department consent AP Microeconomics This year-long AP Microeconomics course is designed for students who might struggle with the pace and demands of a full AP Economics course. Unlike AP Economics which ends in writing two separate AP exams (one micro and one macro-economics), AP Microeconomics ends in one AP Exam. The course looks at the individual person, firm and industry to better understand how people manage scarce resources like land labor and capital. Students learn about market systems and supply and demand to help them grasp how and why economic choices are made, and how scare resources are distributed. Complex mathematics is not critical for the successful completion of this course. An understanding of how to solve basic formulas and work out percentages suffices. Course length: One year Prerequisite: Department consent AP Psychology 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 Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

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. Course length: One year Prerequisite: Department consent AP Macroeconomics Macroeconomics takes us into a deeper understanding of a Nation’s economy. Nations seek to measure the health of their economies through a number of statistics. Total production in a country is measured by Gross Domestic Product, and the price level or inflation rate tells us if the income we make is purchasing as much of this production as it did before. We purchase this output with an income generated from the resources we own and sell, including our own labor. We then spend our income to support the production within the country. What we don’t spend becomes savings, and savings then becomes investment. Banks and financial institutions provide the means for savings and investment. The amount we are willing to invest and save depends on interest rates. The central back in a country manipulates interest rates. Central banks also print currency. Governments in control of central banks then manipulate currency production, interest rates, government spending and finally taxes to boost economies in recession and to slow economies that are at full employment. So you see macroeconomics exposes the insides of an economy so that we can understand how everything works. A nation’s economy is a vicious circle of production, spending, saving, investment and back around again. Take the course and all will be revealed. Course length: One year AP Modern European History This course 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 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 the students’ critical reading and composition skills. It is the expectation that students enrolled in the course will sit for the AP Exam in May. Course length: One year AP Comparative Government and Politics The AP 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 King’s Academy Course of Instruction 2012-2013 (May 2012)

systems, government-parliament relations, and fundamental questions of social and political rights. Throughout 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. It is the expectation that students enrolled in the course will sit for the AP exam in May. Course length: One year Prerequisites: Department consent The United States and the Middle East This course examines the history of contact between the United States and the Middle East since 1900. In keeping with King’s Academy’s guiding principle of global citizenship, students gain a better understanding of the interconnected histories of the Middle East and the United States, particularly the effects of US involvement in the area. The course follows the chronology of US-Mideast relations, focusing on key events such as the 1956 Suez War, the 1974 oil embargo and 9/11. Current events are also analyzed. Among the sources used are news articles, excerpts from books and political cartoons. Assessment is technology based. Students are expected to keep a journal about the course in the form of a blog. They are also asked to build a website on US-Mideast relations. The final assessment involves creating a 10-minute documentary about one key event in the history of US-Mideast relations, which requires using video editing software. Videos are podcasted and shown to the school community. The course is open to juniors and seniors. Course length: One term The Modern Middle East: Continuity and Transformation This elective course surveys the main issues of debate in modern Arab society, including social, economic, intellectual and political. This course focuses on key turning points in the 20th century and familiarizes participants with the historical roots, development, dynamic structure and problems of how peace, dignity and security are envisioned in the Middle East. The course explores peace proposals, both existing and possible, evaluating their shortcomings and their merits. Moreover, this course examines changes in definitions of identity, modernist thought, nationalism and views of the West in the Arab world. Students analyze representative samples of these trends, including novels, memoirs, treatises and films. Course length: One term History of Freedom This course examines the history of this abstract concept from the birth of liberty in classical Greece to how it has influenced the events of Arab Spring. This course rests on the premise that ideas change history. Arguably, no idea in the history of the world has been more influential than freedom. The course enables students to penetrate definitions of freedom, and deal with the political, economic, social, cultural, and moral dimensions of this concept. Students spend the year tackling difficult questions such as: What is freedom? Where did the idea come from? Is it a right, or something that must be earned? Is freedom the same as equality? How do we decide who takes part in a free society and who does not? What responsibilities come with freedom? What risks? Students discover that people have struggled with these questions for thousands of years and that the King’s Academy Course of Instruction 2012-2013 (May 2012)

abstract concept of freedom offers few definitive answers to these difficult questions. The course examines 10 seedtimes of freedom, along with the people and events that helped shape the character of each. A great deal of time is spent discussing how the key thinkers of these periods affect the world today, and what it means to be a citizen of a free country. The seedtimes studied are: Ancient Greece, Rome, Islamic Golden Age, Age of Enlightenment and the US Declaration of Independence, US Civil War, Holocaust, India, South Africa, Palestine and Arab Spring. Course length: One term Power of the People The Arab Spring and the energy of youth is a constant reminder that we live in a world where understanding the social science of civic participation is essential. The political and social arena of the Middle East is changing drastically and the demand for reform has grown stronger. Entire populations have brought about tidal changes. It is more important than ever that students understand what their civic responsibilities are, how governance works and how reform can be a positive process in any given society. This course is a survey of the different forms of political systems, rules of law and governance of different states through time and within the Middle East and the world. It also examines the rights and duties of citizens within each political system. It takes a closer look at the legislative and judicial processes of Jordan and how reform can be brought about in a constructive manner. Course length: One term The Peace to End All Peace This course explores the legacies of the various peace treaties that concluded World War I as to how they resonated throughout the 20th century and continue today. This is not a course on the war itself, but rather, on the crises and decisions made by the Allies after the conclusion of the war. How is the world today shaped by these crises and decisions? The course focuses on the creation of the modern Middle East, but also explores the quagmire that became modern Yugoslavia, the work of economists such as John Maynard Keynes who sought to grapple with the problems of the war, the concept of mandates and colonies, the power and rivalries of the British and the French, the retreat of Russia from the world stage and the emergence of the United States as the world’s leading creditor nation. The course also offers an unusual feature in exploring the history of this political legacy in terms of music, exploring the preponderance of requiem music and how various folk music is “discovered” by western musicologists. Course length: One term

King’s Academy Course of Instruction 2012-2013 (May 2012)

DEPARTMENT OF MATHEMATICS At King’s Academy, there is an appreciation for the intrinsic value of the study of mathematics: its power lies not with the mere manipulation of numbers, but in developing a mental discipline for approaching the solution of problems with a methodical, rational approach that is readily applicable to other disciplines. So, for example, when the processes used in proving geometric theorems are taught, what is stressed is the approach’s application to demonstrating theses in English or historical research. Starting with a set of given information, how do you systematically support a conclusions with data that is known? Leveraging a solid basis of mathematical knowledge and expertise in fundamental skills, the focus of the curriculum is the development of critical thinking by incorporating an ever increasing number of word problems of greater complexity as students transition from introductory to advanced courses in mathematics. King’s Academy has adopted a well-tested and proven course program that moves from Algebra I to Geometry and Algebra II to establish the basic mathematical thought processes and skills in both computation and visualization. Having completed those, students have a variety of higher level math courses from which to choose, including precalculus, calculus and AP Calculus AB or BC. Mathematics is one of the tools at the school’s disposal to prepare students to meet challenging problems in their future lives. Algebra I This is a course in first-year algebra with emphasis on such topics as the properties of the real number system, solving first degree sentences in one variable, the fundamental operations involving polynomial and rational expressions, systems of linear equations in two variables, fractions, factoring, ratio, proportion, variation, exponents, roots, quadratic equations, the trigonometry of right triangles and problem solving. All of the material of a typical first year of algebra is completed as well as a variety of enrichment topics. Course length: One year Prerequisites: Department consent Integrated Mathematics Integrated Mathematics weaves together numeric, algebraic, geometric and statistical curricula to enable students from a range of math backgrounds to tackle challenging problems with a variety of approaches. The emphasis is on abstract thinking and communicating ideas mathematically. The algebra topics of study include writing, solving and graphing linear equations and inequalities, solving and graphing systems of linear equations, operations involving polynomials and factoring, solving quadratic equations, and exponents and radicals, while the geometry topics of study include the properties of lines in a plane, triangles, polygons, similar polygons and right triangles including trigonometric ratios, circles, area and volume. Course length: One year Prerequisites: Department consent

King’s Academy Course of Instruction 2012-2013 (May 2012)

Geometry This course is designed to provide students with a robust and rigorous foundation in mathematical skills and concepts via the twin pillars of algebraic manipulation and Euclidean geometry. Beginning with introductory logic, the course inextricably interweaves geometric and algebraic concepts with the ever present deductive process. Students use both intra and interdisciplinary topics and projects to enrich their education, creating verve for the subjects that will extend throughout their mathematics career. Course length: One year Prerequisites: Department consent Algebra II Fundamental to the study of advanced Algebra is the thorough development of the concept of functions. Course material includes an emphasis on slope as an average rate of change, introduction of inverse functions, exponential and logarithmic functions, polynomial functions, rational expressions and functions, radical expressions and functions, the introduction of imaginary numbers, right triangle trigonometry and matrices, and an overview of statistics and probability. A graphing calculator is required. Course length: One year Prerequisites: Completion of Algebra I and Geometry or Integrated Mathematics Pre-Calculus Pre-Calculus is not a specific, discrete study in mathematics, but rather a course that focuses upon establishing the student's knowledge and skills in preparation for undertaking more advanced math studies. While many of the topics introduced in Algebra II are revisited, they are covered in greater depth and breadth. Included are more challenging studies in functions, analysis of their domains and ranges, recognition of families of curves and their transformations, the study of conic sections, advanced trigonometry, arithmetic and geometric series, and statistics and probability. A graphing calculator is required and integral to the course as methods of solution include algebraic, numeric and graphical approaches. Course length: One year Prerequisites: Algebra II and department consent Pre-Calculus Honors Pre-Calculus Honors includes all of the material studied in the regular pre-calculus course as well as limits, continuity and an introduction to derivatives. The purpose of the course is to prepare students to undertake the completion of both AP Calculus AB and BC in one school year. By necessity, the pace of instruction is faster than the regular course. No material from the regular course is omitted or abbreviated; students should be prepared to expend nearly as much effort outside of the classroom as they would in an AP course. A graphing calculator is required. Course length: One year Prerequisites: Algebra II or Algebra II Honors and department consent

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

Functions, Statistics, and Trigonometry (FST) Designed to supplement the material presented in Algebra II, FST completes the study of the elementary functions; linear, quadratic, exponential, logarithmic and trigonometric. Additionally, the course develops some material from finite mathematics including an introduction to probability and statistics, and additional applications of trigonometry. The topics cover a wide range of mathematics and are designed to significantly enhance students' ability to undertake the study of advanced statistical applications. Throughout the entire course, modeling of real phenomena is emphasized. A graphing calculator is required. Course length: One year Prerequisites: Algebra II and department consent Calculus This course covers all of the first semester as well as some of the second semester topics of a college-level calculus survey course. Included are studies in limits and continuity, derivatives and integrals and selected applications of them and an introduction to differential equations. Pre-calculus topics are reviewed when appropriate to ensure contextual presentation of new material. A graphing calculator is required. Course length: One year Prerequisites: Pre-Calculus or Functions, Statistics and Trigonometry and department consent AP Calculus AB A rigorous and challenging course comparable to courses in colleges and universities, AP Calculus AB is designed for students with excellent mathematical skills who seek college credit, college placement or both from institutions of higher learning. Based on the College Board Advanced Placement AB syllabus, the course approaches the calculus concepts (limits and continuity, derivatives and integrals and their applications) from multiple perspectives – graphically, analytically, numerically and verbally. A graphing calculator is required. After the completion of this course, students are expected to take the AP Exam. Course length: One year Prerequisites: Pre-Calculus or Pre-Calculus Honors and department consent AP Calculus BC Designed as an extension of Calculus AB rather than an enhancement, AP Calculus BC includes, along with all Calculus AB topics, additional topics such as: integration by parts and by tables, improper integrals, Euler’s Method and L’Hôpital’s Rule, infinite series, parametric equations, and polar coordinates and polar graphs. A graphing calculator is required. After the completion of this course, students are expected to take the AP Exam. Course length: One year Prerequisites: Pre-Calculus, Pre-Calculus Honors, or AP Calculus AB and department consent AP Statistics This course follows the College Board Advanced Placement syllabus and is designed to King’s Academy Course of Instruction 2012-2013 (May 2012)

introduce students to the major concepts and tools for collecting, analyzing and drawing conclusions from data. Students are exposed to four broad-conceptual themes: exploring data (describing patterns and departures from patterns), sampling and experimentation (planning and conducting a study), anticipating patterns (exploring random phenomena using probability and simulation) and statistical inference (estimating population parameters and testing hypotheses). A graphing calculator is required. After the completion of this course, students are expected to take the AP Exam. Course length: One year Prerequisites: Pre-Calculus or Functions, Statistics, and Trigonometry and department consent Applications of Problem Solving Problem solving has been defined as knowing what to do when you don’t know what to do. Applications of Problem Solving will be an extension of the basic ideas taught in entry level Algebra and Geometry courses. Students will explore interesting puzzles, games, and problems with real world and pure math applications. On a daily basis, students will discuss, teach others and debate different methods of approaching a selection of various problems. This course is for students who have a curious mind and want to further explore the true beauty of mathematics. Applications of Problem Solving will provide students an opportunity to enhance their presentation, debating and critical thinking skills, with the latter of the three being especially helpful in preparation for the SATs. Course length: One term Prerequisites: Algebra II Descriptive Geometry “How can a solid having three dimensions be exactly represented upon a surface having but two dimensions? This is the problem which Descriptive Geometry seeks to answer.” Clarence A. Waldo The main goal of the Descriptive Geometry course is building up three-dimensional imagination and thinking which are very important for architecture, engineering, design, and in art. A specific set of procedures will be introduced during the course, and at the end of the course the student will be able to develop an auxiliary view, project successive auxiliary views, solve for various projections, construct a point view of a line and an edge view of a plane surface, develop a drawing of the intersection of two planes and the intersection of cylinder/prism/sphere and a plane surface. Course length: One term Prerequisites: Algebra II Mathematical Modeling: Numbers in Context Applying the Mathematics We Know to Study Real World Data The course will focus on exploring one of the essential questions of mathematics and science: how can we fit mathematical models to phenomena and relationships that exist in our world? In the course, we will study and collect real data – like the temperature of the world over the past thousands of years, or the population of Jordan over the past King’s Academy Course of Instruction 2012-2013 (May 2012)

century, or the acceleration due to gravity of an object at different spots on the earth â&#x20AC;&#x201C; and attempt to fit models that can be used to accurately predict real world phenomena. The course will have a heavy focus on learning how to use a variety of technologies, and try to teach students not only how to do mathematics, but how to make important decisions using mathematics. Course length: One term Prerequisites: Algebra II Introduction to Statistical Reasoning and Probability Topics covered include sampling and experimentation, descriptive statistics, probability, binomial and normal distributions, estimation, basic probability models, combinatorics, discrete and continuous probability distributions, and an introduction to linear regression. Course length: One term Prerequisites: Algebra II

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

DEPARTMENT OF PHYSICAL & LIFE SCIENCES The study of science at King's Academy instructs students in the fundamentals of investigating phenomena in the world through systematic observation, the gathering of empirical evidence and the quantitative analysis of data. Students learn how to amass a body of objective knowledge about the world through the formulation of scientific hypotheses and their validation through experimentation, thereby creating an understanding of the laws and mechanisms that govern specific fields of inquiry from human biology to solid-state physics. King’s Academy offers a comprehensive range of science courses. Freshmen start their journey by taking a one-year introductory course in biology. In their sophomore year students experience the joy of chemistry in an introductory course. Upon completion of these two introductory courses, in addition to courses offered by the Department of Mathematics, students would be prepared to take more rigorous courses in their junior and senior years, such as advanced placement courses in biology, chemistry and environmental sciences. Students are also required to take one year of introductory physics, which prepares them for taking an advanced physics course. In their upper class years, King's Academy students are expected to sit for AP and SAT tests in the sciences; upon graduation, they will possess a scientific literacy that enables them to think critically not only about the material questions of science, but also about current issues in the various fields some of which include bioethics, genetic testing, global warming and nuclear power—which attest to the potential of science and technology as well as their limitations. Introduction to Biology This course is intended to familiarize 9th grade students with the major concepts of biology. After successful completion of this course, students will be prepared to study concepts in more detail in advanced courses. Students explore fundamental topics in biology, with particular emphasis on cell biology, comparative anatomy and physiology, and the diversity of life. Evolution, energy cycles and modern issues in biology are themes that run throughout the course. Course length: One year Introduction to Chemistry In this introductory course for sophomores, students become familiar with principles of chemistry through experimentation. The study of the fundamental properties of matter allows for the development of quantitative models of chemical systems. Students investigate atomic theory, chemical bonding, periodicity, kinetics, equilibrium, acid-base behavior and oxidation reduction reactions by direct lab experience. This course is designed for students enrolled in math courses lower than Algebra II. Course length: One year Prerequisites: Consent from both the Department of Physical and Life Sciences and the Department of Mathematics

King’s Academy Course of Instruction 2012-2013 (May 2012)

Chemistry In this course, students become familiar with principles of chemistry through experimentation. The study of the fundamental properties of matter allows for the development of quantitative models of chemical systems. Students investigate atomic theory, chemical bonding, periodicity, kinetics, equilibrium, acid-base behavior, and oxidation reduction reactions by direct lab experience. Students enrolled in this course are expected to take the SAT Chemistry test upon its completion. Course length: One year Prerequisites: Successful completion of or parallel enrollment in Algebra II Honors Chemistry This course is an accelerated version of the regular chemistry course. Students who have taken the regular chemistry course will not be admitted into the honors course at a later point. Students enrolled in this course are expected to take the SAT Chemistry test upon its completion. Course length: One year Prerequisite: Students are eligible for Honors Chemistry only if they have earned an average of A- or higher in the first two terms of their 9th grade science course. Successful completion of or parallel enrollment in Algebra II is also a prerequisite Biology This course builds upon the concepts studied in Introduction to Biology in order to prepare 11th and 12th grade students for college. Topics covered include biochemistry, cells, ecology, heredity, microbes, evolution and classification, diversity of organisms, and plants and organ systems. Students enrolled in this course are expected to take the SAT Biology test upon its completion. Course length: One year Honors Biology This course is an accelerated version of the Biology course, and as such, students explore the same concepts as the regular course but progress through topics at a faster pace and in greater depth. Students enrolled in this course are expected to take the SAT Biology test upon completion of the course. Course length: One year Prerequisite: Students are eligible for Honors Biology only if they have earned an average of A- or higher in the first two terms of their 9th grade science course Physics The purpose of this course is to explore and investigate the classical laws governing the physical universe. Students examine and seek to explain various physical phenomena based on these fundamental laws. The course exposes students to the following topics: kinematics, thermodynamics, waves and optics, electricity, magnetism, and atomic and nuclear physics. Students enrolled in this course are expected to take the SAT Physics test upon its completion. Course length: One year Prerequisite: Successful completion of Algebra II Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

Honors Physics This course is an accelerated version of the regular physics course, and as such, is intended to replace the regular course, not as the next course in a sequence. Students who have taken Physics will not be admitted into Honors Physics at a later point. Students enrolled in this course are expected to take the SAT Physics test upon its completion. Course length: One year Prerequisite: Students are eligible for Honors Physics only if they have earned an average of A- or higher in the first two terms of chemistry or biology. They must also have earned an average of A- or higher in Algebra II AP Biology This laboratory course is designed for students with proven interest and ability in science. Students investigate topics of cell structure and function, genetics and ecology. All subject matter is presented within the context of modern evolutionary theory and human interaction with the environment. Reading and discussion of current scientific literature is also an integral part of the course. Students enrolled in this course are expected to take the AP Biology exam in May. Course length: One year Prerequisite: Successful completion of Introduction to Biology, basic knowledge of chemistry and department consent AP Chemistry This course explores the major topics in modern inorganic chemistry at the first-year college level. Through extensive lab work, independent reading and class discussion, students investigate topics in atomic structure, nuclear chemistry, bonding, equilibrium, kinetics and electrochemistry. Students enrolled in this course are expected to take the AP Chemistry exam in May. Course length: One year Prerequisite: Successful completion of Chemistry, Algebra II and department consent AP Physics B The AP Physics B course includes topics in both classical and modern physics. A solid understanding of algebra and basic trigonometry is required for the course. Curriculum seeks to cover similar college courses. Accordingly, AP Physics B covers five general areas of study: Newtonian mechanics, fluid mechanics and thermal physics, electricity and magnetism, waves and optics, and atomic and nuclear physics. Students enrolled in this course are expected to take the AP Physics B exam in May. Course length: One year Prerequisite: Successful completion of Physics, Algebra II and department consent AP Physics C This course is designed to simulate college-level study for those students who show particular strength in mathematics. Half of its curriculum is devoted to mechanics. Use of calculus in problem solving and in derivations is expected to increase as the course progresses. In the second half of the course, the primary emphasis is on classical electricity and magnetism. Calculus is used freely in formulating principles and in Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

solving problems. Students enrolled in this course are expected to take the AP Physics C exam in May. Course length: One year Prerequisite: Successful completion of Physics, completion or parallel enrollment in AP Calculus and department consent Marine Biology This course explores the relationships and interactions between marine organisms and their environment. Topics covered include chemistry of oceans; tides, waves and ocean currents; plankton, plankton communities and nekton; the ecology of coral reefs; marine invertebrates, fish, reptiles, birds and mammals; marine productivity and fisheries; and marine pollution and conservation. Students engage in a variety of activities both in the classroom and in the field. Course length: One term Astronomy This course serves as a comprehensive survey of the universe as we know and understand it. Students conduct observations of the night sky using on-campus and remote telescopes. Topics covered in this course include the formation and development of stars, solar systems and planets, the nature of light, optics, and historical astronomy. Course length: One term Investigating Biological Cases This course is designed to enable students to solve case studies using various methods and/or resources such as lab work, field investigations, interviews, group work, presentation and other methods students wish to employ at their own discretion, with minimal guidance and supervision from the instructor. Students in this course depend heavily on their computers and utilize the library as a major resource center for this course. Evaluation consists of three areas: rubrics on the performance and presentation of their work, peer-evaluations and self-assessment questionnaires. Course length: One term Prerequisites: Prior experience in programming and department consent Microbiology The microbiology course covers the study of microorganisms and their relationship to health, ecology and related fields. This course includes both a laboratory and lecture component with the lab component being an integral part of the course and reinforcing what the students have learned in class. Course length: One term Prerequisites: Introduction to Biology and Chemistry Introduction to Biotechnology Introduction to Biotechnology integrates the fundamental concepts of life and physical sciences together with the basic laboratory skills necessary in the biological sciences. This course may serve as either the second course in the Biotechnology Research and Development pathway or as an independent science elective. The course introduces students to the fundamentals of biotechnology, current trends and careers in Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

biotechnology, and the business, regulatory, and ethical aspects of biotechnology. The knowledge and skills gained in this course will provide students with a broad understanding of biotechnology and its impact on society. Introduction to Biotechnology is intended to meet the needs of a diverse body of learners. The target audience includes all students who choose postsecondary education, providing them with foundational concepts and established laboratory protocols in a broad spectrum of disciplines such as biology, chemistry, biochemistry, biotechnology, microbiology, molecular and cell biology, genetics, and immunology. In addition, the course has the potential to foster scientific literacy and to provide entry into the biotechnology career field. Course length: One term Prerequisite: Successful completion of Introduction to Biology; only juniors and seniors can take this course Projects in Environmental Engineering and Design Students will design and build functional, full-size projects using alternative energy technologies. Specifically, students will explore environmental engineering procedures and practices through hands-on application of solar and wind power technologies. Projects may include solar-powered laptop computer charging stations to be placed around campus, underwater submersible robots (AUVâ&#x20AC;&#x2122;s) designed for water quality monitoring, a solar-powered water purification system, a mid- to large-scale wind generator prototype, designing and building a full-sized solar/hydrogen hybrid car, and/or student-generated project ideas approved by the instructor. Students will interact and learn from professionals through guest lectures, mentorships and internships in a unique curriculum that utilizes the latest technology and equipment. Course length: One year Prerequisite: Successful completion of one-year biology and chemistry courses and parallel enrollment in a physics year-long course; only juniors and seniors can take this course

Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

DEPARTMENT OF WORLD LANGUAGES In the Department of World Languages, students pursue a rigorous and practical study of one of three major world languages â&#x20AC;&#x201C; Chinese, French or Spanish. Keeping in mind the objectives of an AP curriculum and following the recommendations of the Common European Framework of Reference (CEFR) for foreign language teaching and learning, the department has established a pedagogical structure based on three main levels of communicative competency: basic user, independent user and proficient user. In accordance with an action-oriented approach that considers languages preeminently as tools for social interaction and communication, instruction and assessment are proficiency-based, centered on the integrated performance of the four traditional language skills of listening, speaking, reading and writing. In addition, these courses underscore the role of culture and the tacit aspects of non-verbal aspects of communication within a linguistic system. Advanced coursework includes the study of literary texts and literary analysis in the vernacular. In order to provide students with as much exposure to the language as possible, classes are taught in the target language from the most basic level onwards. Finally, each year, selected students may participate in a summer study-abroad program, affording them the opportunity to immerse themselves fully in the culture of their chosen language. Elementary French I-101, Elementary French I-102 Elementary Spanish I-101, Elementary Spanish I-102 Course length: One year for complete and false beginners Elementary French II Elementary Spanish II Course length: One year for breakthrough-level students These courses aim to enable beginners and breakthrough-level students, respectively, to become basic users of these foreign languages. For this purpose, these courses look to develop studentsâ&#x20AC;&#x2122; abilities from the very beginning in three dimensions: as social agents; students progressively acquire the knowledge and skills that allow them to carry out basic tasks relating to immediate needs and to participate in simple social interactions exchanging information on everyday activities and personal issues, as intercultural speakers; students start familiarizing themselves with basic elements of the new cultural system conveyed by the target language and begin to build their intercultural awareness, and as autonomous learners; students are taught how to use strategies and techniques that allow them to plan and control their learning process. Methodologically, both course levels aim to familiarize students from the very first stages with a task-based approach to foreign language teaching and learning. The main focus of coursework is on bringing authentic communicative contexts into the classroom and using the foreign language as a tool for completing real tasks and for real communicative purposes. Kingâ&#x20AC;&#x2122;s Academy Course of Instruction 2012-2013 (May 2012)

Note: Elementary French and Spanish I-101 are for total beginners who have not taken any French or Spanish previously, while Elementary French and Spanish I-102 are for students who have either taken the languages before but for a short period of time, or students who have been unable to pass the placement test to the level above. Elementary French and Spanish I-102 help such students review and strengthen their knowledge and basis of the languages and give structure to their fragmentary and dispersed knowledge, while also building on their communicative competency through the integration of the four skills (listening, speaking, reading and writing). Intermediate French I Course length: One year Prerequisite: Successful completion of Elementary French II Intermediate Spanish I Course length: One year Prerequisite: Successful completion of Elementary Spanish II Intermediate French II Course length: One year Prerequisite: Successful completion of Intermediate French I Intermediate Spanish II Course length: One year Prerequisite: Successful completion of Intermediate Spanish I These courses lead to the achievement of the threshold level—the lowest level of general foreign language ability that is academically recognized. Students who reach this level in French or Spanish dispose of the minimal means needed to transact the business of everyday life and to make social contact with those they meet, for example, while traveling in a country where French or Spanish is the native language. These courses aim to broaden students’ linguistic, cultural and strategic knowledge and skills in order to enable them to carry out less simple tasks relating to needs that go beyond basic survival and that embrace a larger array of communicative settings. Students are also taught how to deal with basic intercultural situations and how to identify their language learning needs as well as those resources and strategies that may help them in the process of “learning to learn.” Task-based learning activities (e.g. establishing classroom rules, relating anecdotes about a trip, inventing a gadget to solve an everyday-life problem, editing a newspaper, participating in a debate on the future of the environment, etc.), which require the actual use of the target language, reflect the communicative expansion that the T-Level represents and strengthen students’ motivation by providing them with an immediate sense of accomplishment and utility. For basic users, these intermediate courses represent two successive stages leading to the completion of the next level of communicative competency.

King’s Academy Course of Instruction 2012-2013 (May 2012)

AP French AP French focuses on developing student proficiency in the language and aims at preparing students for the different components of the AP French Exam which they are expected to take in May upon completion of the course. The objectives of the course are:  The development of student fluency in oral description of a picture or a scene, and opinion making and giving in a limited timeframe. The aim is to have students gather and utilize all their oral communication skills in a short time, obliging them to use their full potential in speaking.  The ability to complete a text with missing words or logical links, which can only be reached through extensive reading in the target language in addition to the observation of the language structures in authentic documents and texts (literary extracts, press articles, etc.).  The improvement of student writing skills as this is a major part of the AP exam. In order to give students a comprehensive understanding of what is expected from them in the AP exam, the course stresses self-assessment regarding students’ own production and according to precise criteria that help them know where they stand in the grading scale for the exam. Course length: One year Prerequisite: Successful completion of Intermediate French II Intermediate Spanish III/AP Spanish The course aims to enable students to become fully independent users of the Spanish language. They have at their disposal an expanded range of grammar and vocabulary as well as greater control of discourse and conversational strategies and wider socio-cultural awareness. This allows them to be more flexible in dealing with the unexpected and with the normal complexities of daily living, including use of Spanish in their fields of interest or for study purposes. Therefore, an important part of coursework focuses on exposing learners to various kinds of oral and written texts (articles, reports, interviews, documentaries, TV debates, movies, literary extracts etc.) on contemporary topics, which involve argumentation and expression of opinion. Accordingly, the course syllabus at this stage is flexible and open to negotiation in order to accommodate the specific interests of the students. Listening and reading comprehension activities are integrated into taskbased projects that also stress writing skills (e.g. elaborating the electoral program of a new political party, preparing the presentation of a product, etc.). Students gradually realize a more nuanced vision of Hispanic cultural references. This course is a combined level and prepares students for the AP Spanish Language exam. Course length: One year Prerequisite: Successful completion of Intermediate Spanish II French: Le Monde Francophone This course explores current events from a variety of French-speaking cultures around the world. Students read news websites and blogs, listen to radio programs, watch news videos and summarize and report events to the class (all in French). Concurrently, students explore the history, current news, the music, literature, the way of life within the French speaking countries.

King’s Academy Course of Instruction 2012-2013 (May 2012)

These experiences will offer students the opportunity to deepen their understanding of global diversity, and collaborative and individual diversity and will help them develop their own critical thinking. Assessment of learning will be based on conversations with the instructor and classmates, and collaborative and individual projects and presentations. Course length: One term (can also be taken over three terms) Prerequisite: Open to students who have taken two years of high school French or who obtain department consent after a level assessment; this course does not exempt students from the two-year language requirement Elementary Chinese I This course is designed for students who have no prior knowledge of the Chinese language, and is intended to train students in using basic Mandarin Chinese both orally written. Students are initially introduced to pinyin—a more simplified Romanization of the written language—and basic strokes as guides for pronunciation and writing. Pinyin is gradually replaced as students become familiar with Chinese characters and vocabulary. Chinese culture is an integral part of this course. Course length: One year Elementary Chinese II This course aims to expand conversational skills, reading practice and grammatical constructions. The course develops students’ reading and writing skills and emphasizes effective spoken communication. Pinyin is gradually omitted. Chinese culture is continually taught as an integral element of the course program. Course length: One year Prerequisite: Successful completion of Elementary Chinese I or an equivalent proficiency Intermediate Chinese I This course continues to focus on the expansion of conversational skills, reading and writing practice and grammatical constructions. The use of Chinese characters takes over the use of pinyin. Cultural components represent a significant part of the course content. Course length: One year Prerequisite: Successful completion of Elementary Chinese II or an equivalent proficiency Intermediate Chinese II This course builds on skills learned in Intermediate Chinese I and works to build confidence in speaking and writing. Students learn how to use complex sentence constructions to describe a variety of situations about the world around them. Pinyin is used only for learning how to pronounce new vocabulary, otherwise all reading and writing is in simplified characters. Cultural norms and Chinese history are also investigated. Course length: One year Prerequisite: Successful completion of Intermediate Chinese I or an equivalent proficiency King’s Academy Course of Instruction 2012-2013 (May 2012)

Chinese Independent Study This course aims to develop a communicative competency in Chinese with a special emphasis on conversational skills. It also aims to enable students to tackle more challenging reading and writing tasks and to help them broaden their vocabulary. Cultural and social influences on expressions and styles are discussed. Instruction takes place solely in Chinese. Course length: One year Prerequisite: Understanding the teacher’s instructions in and communicating in Chinese and recognizing approximately 1000 characters Chinese: Intercultural Investigations Is it ok to belch in public? Do you shake hands or bow when you first meet someone? Are there any universally accepted customs among all cultures? How do we navigate on this planet where we increasingly interact with people whose fundamental understanding of the world may be different from ours? These are a few of the questions this course aims to get students pondering through the use of personal experiences, professional case studies, and historical examples of where culture clash has caused serious repercussions. Students are asked to examine how cultures interact with each other and how they can become more aware of their own cultural biases when dealing with people from around the globe. The course asks students to shelve some of their preconceptions on which is the “right” way of doing things in favor of looking at the many different approaches people have developed to deal with similar situations. Course length: One term

King’s Academy Course of Instruction 2012-2013 (May 2012)