Islamic Saudi Academy
Islamic Saudi Academy
عربي  
 
 
 
 

English
English - Grade 9
English - Grade 10
English - Grade 11
English - Grade 12
AP English
English Elective - Journalism
English Elective - Speech Communication

Science
Biology - Grade 9
Chemistry - Grade 10
Physics - Grade 11
AP Biology
AP Physics

Math
Algebra I/Geometry - Grade 9
Algebra II/Geometry - Grade 10
Algebra II/Geometry - Grade 11
Pre-Calculus - Grade 12
Finite Mathematics
Advanced Math
Advanced Placement Calculus

Arabic
Arabic - Grade 9
Arabic - Grade 10
Arabic - Grade 11
Arabic - Grade 12

Arabic as a Second Language (ASL) Program
ASL High School I
ASL High School II
ASL High School III

Islamic Studies
Religion - Grade 9
Religion - Grade 10
Religion - Grade 11
Religion - Grade 12

Social Studies
Modern World History
- Grade 9
Global Studies - Grade 10
United States History - Grade 11
Economics and Psychology - Grade 12Electives

 

Computer
Computer Applications - Beginner
Computer Applications - Advanced
Computer Programming I
Computer Programming II

 

English - Grade 9: English 9 is a combination of world literature of most genres, literary-based writing with emphasis on the complete writing process, and vocabulary study. Students are introduced to significant literary works from a variety of cultures and eras, from 1000 AD to the present. Knowledge of literary terms and forms are applied to the student's own writing and to the analysis of literature. Study of the research process continues, with 9th graders focusing on thesis statements, outlining, and organization. A research paper on Greek mythology leads in to The Odyssey, providing students with the necessary background.
Because students transitioning out of ESL enter regular English at the 9th grade level no matter what their actual grade level, the composition of these classes can be fairly complex. The department attempts to deal with the diversity in background by grouping students in such a way as to help them best deal with the requirements of the class, especially if they are seniors attempting to graduate.

Objective

  • Writing
  • Literary forms: novel, short story, drama, poetry
  • Grammar: review parts of speech, capitalization and punctuation, complete sentences, phrase and clauses.
  • Vocabulary and spelling

Text

Elements of Literature 9
Elements of Language 9
Hemingway, The Old Man and the Sea
Steinbeck, Of Mice and Men
Lee, To Kill a Mockingbird
Shakespeare, Romeo and Juliet
Homer, Odyssey
Hamilton, Mythology
Orczy, The Scarlet Pimpernel
Shostack, Vocabulary Workshop, Level D

Back


English - Grade 10:
English10/ Literature Composition II is designed to strengthen students' skills in listening, speaking, writing, reading, and language. The focus is to teach students: to read more analytically and critically; to write about literature and personal experiences using the composing process research topics and produce a short research paper; to read independently from a prescribed list of classics in preparation for college entrance; to develop listening and reading skills; to expand vocabulary through extensive reading and independent study; to use the conventions of language correctly both in speaking and writing.
Through a variety of activities in the classroom and in the media center, students will engage in oral presentations, both individual and group; writing from different points of view to different audiences; responding to literature in different forms; independent reading and discussion of books; field trips to enhance cultural experiences.

Objectives

  • Writing
  • Literary forms: autobiography, nonfiction, drama, novel, poetry, fiction
  • Grammar: Parts of speech, clauses, phrases, sentences/fragments/run-ons, editing exercises
  • Vocabulary: SAT prep, literaryworks and vocabulary text
  • Computer - Word processing; optional - Power Point for presentations

Texts

Vocabulary for the College Bound, Books A and B
Elements of Literature10
Elements of Language10
Lord of the Flies
A Separate Peace
Jane Eyre
Count of Monte Cristo
Julius Caesar
Silas Marner
Raisin in the Sun
Antigone

Back


English - Grade 11: American Literature Composition III is designed to strengthen students' skills in listening, speaking, writing, reading, and language. The focus is to teach students to analyze American literature in the context of American history and culture; to understand authors' social and philosophical perspectives; to write about literature and personal experiences using the composing process; to develop viable thesis statements, conduct appropriate research, and produce a research paper; to read independently from a prescribed list of classics in preparation for college entrance; to expand vocabulary through extensive reading and independent study; to use the conventions of language correctly both in speaking and writing.
Through a variety of activities in the classroom and in the media center students will engage in oral presentations, both individual and group; respond to literature in differ forms; develop logical arguments based on substantive and relevant evidence; formulate interpretive questions; and read and discuss various forms of literature.

Objectives

  • Writing
  • Literary forms: nonfiction. drama, novel, poetry, fiction, biography
  • Grammar: colons and semicolons, commas, quotation marks and underlining dashes and parentheses
  • Vocabulary: SAT prep, literary works and vocabulary text
  • SAT prep: analogies and reading comprehension

Texts

Vocabulary for the College Bound, Books C and D
Elements of Literature II
Elements of Language II
The Crucible
The Scarlet Letter
The Red Badge of Courage
The Great Gatsby Our Town
The Glass Menagerie
Death of a Salesman
Walden
Frederick Douglass

Back

English - Grade 12: 12th grade English is a survey of World/British Literature with a strong emphasis on compositional skills. Students will gain an understanding of the historical, cultural and literary significance of the works they are reading. By the end of the term, they will be able to relate literary works and authors to major themes and issues of their eras. Students will gain a greater appreciation of how these works are relevant to their own lives.
Students will perfect such skills as synthesis, comparative analysis, evaluation,
rhetoric, Internet/print research, and documentation. As much as possible, an attempt will be made to integrate the curriculum with other disciplines.
Students will enhance their English skills in a variety of activities such as interpretive reading, individual research, class lecture/group discussions, viewing of audio-visual material, oral presentation/speech, dramatic performance, response journals and creative writing.


Objectives

  • Poetry- epic, narrative, lyric and dramatic
  • Drama: Greek, Shakespearean, Modern
  • Narrative prose and fiction. myth, legend, novel and short story
  • Nonfiction: essay, biography/autobiography, literary criticism
  • Outside reading
  • Appreciation of stylistic differences, especially as pertains to translated works
  • Understanding cultural/historical bias
  • Development of comparative analysis, synthesis and evaluation
  • Analyzing/evaluating the film adaptation of a novel

Texts

Elements of Literature 12
Elements of Language 12

Novels chosen from the English department reading list
Outside reading chosen by the students
Vocabulary Workshop Level G, Shostak

Back

English-AP: The AP curriculum has the same objectives as the 12th -Grade curriculum- however, more emphasis is placed on the development of critical thinking skills and complex analysis. Students are expected to work independently and achieve a higher level of academic excellence. The volume of reading and writing is greater than in the regular 12th grade class. Students are expected to make reading cards for all the books/plays they have read during high school and make frequent associations between the old and new material, paying particular attention to stylistic and thematic and similarities/differences.
Students will be tested periodically on literary and grammatical terms which they will need to know for the AP exam. Frequent AP practice tests will be administered throughout the year, culminating in the AP exam in May.


Objectives

  • The same as 12th grade English
  • Emphasis on structural analysis of poetry
  • Emphasis on literary terms as they apply to prose and poetry
  • Emphasis on the careful analysis of close reading

Texts

  • Prentice-Hall Literature (British Literature)
  • Prentice-Hall Literature (World Literature)
  • AP preparation book
  • Novels chosen from the English department reading list (suitable for AP)
  • Outside reading chosen by the students

Back

English Elective-Journalism: Journalism is a one-semester elective. The purpose of this course is to expose students to different media, both print and broadcast. It includes an overview of the history of American journalism, as well as an introduction to the various types of writing found in newspapers and yearbooks. Issues such as style, editing, newspaper & yearbook design, and advertising are also discussed.
The course begins with a brief history of American journalism and a discussion of the rights and responsibilities of a journalist. Court cases which have a bearing on freedom of speech as applied to school newspapers are provided to stimulate student debate. Since students are expected to keep up with current events both reading daily newspapers and watching the news are required. This provides the student with a basis for discussion, analysis and comparison. Students are requested to bring in articles from various sources as models for their own writing.

Objectives

  • History of American journalism
  • Rights and responsibilities of journalists
  • Style and editing: copy reading, proofreading
  • Grammar: active vs. passive voice, agreement in tense and num correct spelling and punctuation
  • News writing
  • Sports writing
  • Feature writing
  • Editorial writing
  • Column writing
  • Headline writing
  • Yearbook copy
  • Newspaper design
  • Advertising

Texts

Hall, High School Journalism
Hinman & Winski, Journalism: Writing for Publication

Back

English Elective-Speech Communication: Speech Communication is a one-semester elective. The purpose of this course is to expose students to the communication process and the many ways it impacts their lives. It includes an overview of the communication system including nonverbal communication, interpersonal relationships and public speaking. Issues such as interviewing, using language effectively, presenting speeches, speaking to inform or persuade, debating and radio television are also discussed. As this is the complimentary course to the one-semester course in Journalism, radio and television are covered last and act as an introduction to journalism.
This course begins with the communication process, both verbal and nonverbal. A brief discussion of the physical aspects involved in producing sound is also included. The course then proceeds through the various types of communication including formal and informal communication, self-concept and communication, etc.

Objectives:

  • Understanding communication
  • Sending verbal and nonverbal messages
  • Generators of sound and improving vocalization
  • Correcting articulation problems
  • Listening and evaluating
  • Self-analysis of communication skills
  • Interpersonal communication
  • Speaking informally
  • Interviewing
  • Public speaking
  • Speaking to inform or persuade
  • Debate
  • Parliamentary procedure
  • Radio and television

Texts

Verderber, Speech for Effective Communication
Various speeches both written and presented on video

Back

Biology-Grade 9

The ISA Biology curriculum is aimed to provide high school students with a detailed understanding of living systems.  Biology is a laboratory-oriented course designed to give students a background in biological concepts as well as experience in using the methods of scientific inquiry.  The course focuses on the life processes that occur within the cell, the anatomy and physiology of complex multicellular organisms, and the ways by which life forms reproduce, develop, and adapt to conditions in their environment.

Students will be involved in doing experimental/research projects, either independently or in teams.

 Objectives

 Content

Characteristics of Life. (Introducing Biology & its branches).

The scientific method (Tools& Techniques used for Inquiry in Biology).

Key concepts in Biochemistry, Cytology, Genetics, Taxonomy, Microbiology, Botany, Zoology & Evolution (Time permitting).

 Skills 

  1. Students will plan & conduct biological investigations using the scientific method.

  2. Students will investigate & understand the following:

a)      Biochemical principles essential for life.

b)      Relationships between cell structure & function.

c)      Common mechanisms of inheritance & protein synthesis.

d)      Bases for modern classification systems.

e)      Life functions of monerans, protests, fungi, plants, animals & humans.

f)        History of biological concepts.

g)      How populations change through time.

h)      Dynamic equilibria within populations, communities, &ecosystems.

  1. Students will observe and or dissect organisms when applicable & possible.

Materials

  1. Text: Prentice Hall Biology- Miller & Levine.  With all the technology associated with the textbook.
  2. CDs & Videotapes (Library Media Center).
  3. Microscopic slides, preserved specimens & models available in the lab.
  4. Dissection tools & specimens

 Methods of Evaluation

  1. Tests & Homework assignments
  2. Research & Science Fair Projects
  3. Class-work which includes lab-work & dissections.

Back

Chemistry-Grade10


COURSE DESCRIPTION:

The 3rd year secondary school course at ISA is chemistry. This course introduces (although it actually continues on a base which has been introduced in the fifth grade physical science course) the students to the chemical nature of the world. It is designed to enable the students to acquire an understanding of how chemical theory is developed and how a chemist thinks and works. Students will apply the scientific process of observing, classifying, measuring, predicting, hypothesizing, collecting, and interpreting experimental data, and drawing conclusions. This course will be helpful to students completing science projects.

PREREQUISITE:

An advanced knowledge of science and mathematics is required. This includes completion of science through biology as offered at ISA and enrollment in mathematics at the level of Algebra 11 or Integrated Math Level 11 at ISA.

GOALS:

  • The students will learn and employ safe laboratory techniques and will use a variety of equipment.
  • The use of the scientific method of problem solving will be emphasized and utilized.
  • Designing and performing experiments and displaying the results and
    conclusions will be learned.
  • The students will explore areas of interest and career opportunities in chemistry.
  • Topics in biochemistry, nuclear chemistry, organic chemistry, and environment chemistry will be included as appropriate to broaden the student's knowledge of the applications of chemistry.

Back

Physics-Grade 11

COURSE DESCRIPTION:

The Physics standards emphasize a more complex: understanding of experimentation, the analysis of data, and the use of reasoning and logic to evaluate evidence. The use of mathematics, including algebra, inferential statistics, and trigonometry, is important, but conceptual understanding of physical systems remains a primary concern. Students build on basic physical science principles by exploring in depth the nature and characteristics of energy and its dynamic interaction with matter. Key areas covered by the standards include force and motion, kinetic molecular theory, energy transformations, wave phenomena and the electromagnetic spectrum, light, electricity, fields, and non-Newtonian physics. The standards stress the practical application of physics in other areas of science and technology and how physics affects our world.

COURSE OUTLINE

  • Motion - Kinematics in One Dimension Direction - Three Dimension
  • Motion and Force - Dynamics
  • Gravitation - Circular Motion
  • Vibrations, Waves, and Sound
  • Temperature - Kinetic Theory
  • Heat
  • Laws of Thermodynamics
  • Electricity, Charge, Field, Potential, Energy, Currents, Instruments.
  • Magnetism
  • Electromagnetic Waves
  • Electro-Magnetic Induction Faradays Law

GOALS
The students:

  • Will investigate and understand how to plan and conduct investigations in which
    the components of a system are defined;
  • Will investigate and understand how to analyze and interpret data.
  • Will investigate and understand how to demonstrate scientific reasoning and logic.
  • Will investigate and understand how applications of physics affect the world.
  • Will investigate and understand that the kinetic molecular theory can be applied to solve quantitative problems involving pressure, volume, and temperature.
  • Will investigate and understand that energy can be transferred and transformed to provide usable work.
  • Will investigate and understand how to use models of transverse and longitudinal waves to interpret wave phenomena.
  • Will investigate and understand that different frequencies and wavelengths in the electromagnetic spectrum are phenomena ranging from radio waves through visible light to gamma radiation.
  • Will investigate and understand how light behaves in the fundamental processes of reflection, refraction, and image formation in describing optical systems.
  • Will investigate and understand how to use the field concept to describe the effects of electric, magnetic, and gravitational forces.
  • Will investigate and understand how to diagram and construct basic electrical circuits and explain the function of various circuit components.
  • Will investigate and understand that extremely small quantities are not necessarily described by the same laws as those studied in Newtonian physics.

Back

AP Biology

The AP Biology course is designed to be the equivalent of a college introductory biology course usually taken by biology majors during their first year. After showing themselves to be qualified on the AP Examination, some students, as college freshmen, are permitted to undertake upper level courses in biology or to register for courses for which biology is a prerequisite. Other students may have fulfilled a basic requirement for a laboratory-science course and will be able to undertake other courses to pursue their majors.
AP Biology should include those topics regularly covered in a college biology course for majors. The college course in biology differs significantly from the usual first high school course in biology with respect to the kind of textbook used, the range and depth of topics covered, the kind of laboratory work done by students, and the time and effort required of students. The textbooks used for AP Biology should be those also used by college biology majors. The kinds of labs done by AP students must be the equivalent of those done by college students.
The AP Biology course is designed to be taken by students after the successful completion of a first course in high school biology), and one in high school chemistry as well. It aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the rapidly changing science of biology.

Course Description

The AP Biology Development Committee conducts surveys in which professors at colleges regularly receiving the most AP candidates respond to a questionnaire asking them to describe the content of their introductory biology courses for biology majors. The AP course description that follows was developed by the AP Biology Development Committee after a thorough analysis of survey results.
The AP Biology Examination seeks to be representative of the topics covered by the survey group. Accordingly, goals have been set for percentage of three areas:

  • Molecules and Cells, 25 percent;
  • Heredity and Evolution, 25 percent; and
  • Organisms and Populations, 50 percent.

The two main goals of AP Biology are to help students develop a conceptual framework for modern biology and to help students gain an appreciation of science as a process. The ongoing information explosion in biology makes these goals even more challenging. Primary emphasis in an Advanced Placement Biology course should be on developing an understanding of concepts rather than on memorizing terms and technical details. Essential to this conceptual understanding are the following: a grasp of science as a process rather than as an accumulation of facts; sonar experience in scientific inquiry; recognition of unifying themes that integrate the major topics of biology; and application of biological knowledge and critical thinking to environmental and social concerns.
The following guidelines are offered to help teachers and their students focus on unifying themes and key concepts.
Topics, concepts, and themes all give structure to an AP Biology course. Topics are the subject areas in biology. An example of a topic is "cellular respiration." Concepts are the most important ideas that form our current understanding of a particular topic. In a conceptual approach to the topic cellular respiration, for example, it is important to understand how membranes couple ATP synthesis to the energy released by electron transport. This key concept stands above discrete "facts," such as the role of a particular cytochrome in electron transport. Emphasizing concepts over facts makes the content of a biology course less overwhelming and more meaningful. A biology course has more structure and meaning when the key concepts for each topic are placed in the broader context of unifying themes.

Back


AP Physics

The Courses

  • Two AP Examinations in Physics, identified as Physics B and C, are offered. These examinations are designed to test student a Physics B and Physics C courses. These courses are intended to be representative of courses commonly offered in colleges and universities, but they do not necessarily correspond precisely to courses at any particular institution. The aim of an AP secondary school course in physics should be to develop the students' abilities to do the following:
  • Read, understand, and interpret physical information - verbal, mathematical, and graphical.
  • Describe and explain the sequence of steps in the analysis of a particular physical phenomenon or problem; that is,
    • describe the idealized model to be used in the analysis, including simplifying assumptions where necessary,
    • state the principles or definitions that are applicable,
    • specify relevant limitations on applications of these principles,
    • carry out and describe the steps of the analysis, verbally or mathematically, and
    • interpret the results or conclusions, including discussion of particular cases of special interest.
  • Use basic mathematical reasoning - arithmetic, algebraic, geometric trigonometric, or calculus, where appropriate - in physical situation or problem.
  • Perform experiments and interpret the results of observations, including making an assessment of experimental uncertainties.
  • In the achievement of these goals, concentration on basic physics principles of physics and their applications through careful and selective treatment of well-chosen areas is more important than superficial and encyclopedic coverage of many detailed topics. Within the general framework outlined, teachers may exercise some freedom in the choice of topics.

Physics B

The Physics B course includes topics in both classical and modern physics. A knowledge of algebra and basic trigonometry is required for the course; the basic ideas of calculus may be introduced in connection with physical concepts, such as acceleration and work. Understanding of the basic principles involved and the ability to apply these principles in the solution of problems should be the major goals of the course.

Physics C

In the typical C course, roughly one-half year 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-year of the C course, the primary emphasis is on classical electricity and magnetism. Calculus is used freely in formulating principles and in solving problems.

Back

Algebra I/Geometry - Grade 9: Course 1 In Integrated Mathematics. Course I (Math 9), the study of algebra and geometry are integrated with topics of logic, statistics, and probability. In this integrated approach, students learn mathematics as a whole, and not as compartmentalized areas of instruction. The concepts of algebra and geometry are presented in logical sequence to show the relationships between the two. Course I focuses on algebra and its connection to geometry.
Course I is presented to the students in the following sequence: (1) logic and algebra skills; (2) application of logic and algebra skills to the basics of geometry; (3) real numbers and measurement with geometry applications; (4) polynomials and factoring with applications to geometry; and (5) application of algebra and geometry to probability, statistics, and coordinate geometry.
Teaching techniques include a daily warm-up, lecture and demonstration, group work instruction when needed. (Cooperative learning), note taking, class work, one-to-one instruction when needed, and use of technology (calculators, computers) when appropriate. Nightly homework is given to implement and practice ideas learned each day.


Content

  • Introduction to logic
  • Operations and Numbers
  • Introduction to Algebra
  • Using Formulas and Inequalities
  • Geometric Relationships
  • The Real Numbers
  • Measurement and Geometry
  • Polynomials
  • Factoring
  • Introduction to Probability
  • Introduction to Statistics
  • Introduction to Coordinate Geometry

Text

Integrated Mathematics Course 1, Glencoe

Back

Algebra I/Geometry - Grade 10: In Math 10 the study of Algebra and Geometry are integrated along with the topics of Logic, Statistics and Probability. Students are introduced to two-column proofs and the use of logic and theorems to solve any given problem. This prepares them for formal proof in Euclidean Geometry and coordinate proofs. Techniques are taught to solve a system of linear equations and perform different operations on rational expressions. Teaching starts with a daily warm-up, lecture and note taking, class work and one to one instruction when needed. Nightly homework is given to implement ideas learned every day.

Content

  • Introduction to Logic
  • Introduction to Euclidean Geometry
  • Geometry with coordinates. Congruence in Triangles
  • Applications of congruent triangles
  • Similarity
  • Using coordinates
  • Solving Quadratic Equations
  • Introduction to Trigonometry
  • Probability and Statistics

Text

Integrated Mathematics Course 2, Glencoe

Back

Algebra II/Geometry - Grade 11: In integrated math11 course, courses the study of Algebra and Geometry are integrated along with other topics such as statistics and probability.
Prerequisite material for this course is previous course in basic Algebra and Geometry.
The following topics of course 3 are in correlation of the specific NCTM Standards.

Objectives
The objective of this integrated mathematics approach is getting the students to learn
mathematics as a whole and not as compartmentalized area of instruction.

Content

  • Polymomial and Rational Expressions factoring
  • Complex Numbers
  • Relations and functions
  • Transformation Geometry
  • Exponential and logarithmic functions
  • Circles, circular functions and their application
  • Trigonometric identities and equations
  • Probability and the Binomial Theorem
  • Statistics
  • Sequences and series
  • Matrices
  • Polynomials, Complex numbers and DeMoivre's Theorem
  • Mathematical Induction

Text

Integrated Mathematics Course 3, Glencoe

Back

Pre-Calculus - Grade 12: This course is designed as the last step before the study of calculus. The core pre-calculus topics of functions, graphs, trigonometry, and their applications and connections are studied in depth. A student who successfully completes this course should be able to concentrate on the concepts of calculus with the confidence that his or her algebra skills will be at his or her fingertips when needed.

Objectives
Content

  • Linear and Quadratic Functions
  • Polynomial Functions
  • Inequalities
  • Exponents and Logarithms
  • Analytic Geometry
  • Trigonometry
  • Polar Coordinates
  • Sequences and Series
  • Matrices

Text

Advanced Mathematics, by Richard Brown

Back

Finite Mathematics: The Finite Math topics include sets, number theory, basic algebra, matrix methods, linear programming, finance, counting, probability, expectation, descriptive statistics, and game theory. You will encounter numerous applications in a broad spectrum of fields (business, science and technology). The use of graphing calculators is extensive.

Objectives
The objective of Finite Math is to develop analytical skills and problem solving skills. The problem solving questions consist of real life applications. It is useful in science, and technology, but it is especially useful in business.

Content

  • Solving Systems Equations
  • Matrices
  • Combinatorics
  • Binomial Theorem
  • Probability
  • Application of Probability
  • Statistics
  • Mathematics of Finance

Text

Finite Mathematics

Back

Advanced Math:The course provides a deeper investigation of selected topics in mathematics and problem solving techniques.

Prerequisite: strong Math11 or Math 12.


Objectives
The major objective is to develop:

  • Problems solving techniques
  • Mathematical reasoning using the Socratic inquiry method combined with Polya's ideas of "How to solve it".
  • Relations between various math branches.

Contents

  • From Geometry: Extended Pythagorean theorem (Law of Cosines without Trigonometry), median theorems, Heron's Formula, power of a point, locus problems, constructions.
  • From Trigonometry: Identities, special equations and inequalities, Mollweide formulas - trigonometric series.
  • From Linear Algebra: Systems of equations (Determinant, Matrices, Gauss Jorolan method), Introduction to vector spaces.
  • From Analytic Geometry: Vectors, conic sections, systems of nonlinear equations. Space analytic geometry.
  • From Algebra: Mathematical Induction, binomial expansion, sequences -series-limits, identities, rational equations -inequalities, complex numbers, De Moivre's Theorem roots of unity.
  • From Statistics: Combinatorics, Probability, Baye's Rule, Normal Curve and more if there is time.
  • From Competitions: AHME, AIME, Problems from past Math Olympiads.

Texts

Introductory Analysis, by Dolciani & Surgenfrey

How To Solve It by Polya

Back

Advanced Placement Calculus:: Advanced Placement Calculus is a college course offered to selected high school students with above average math ability. The course emphasizes a multirepresentational approach to Calculus (algebraic, geometrical, numerical, graphical, and analytical).

Objectives
Students should be able to use functions and the techniques of differentiation - integration
to pose and solve problems beyond algebra, geometry analytical geometry.


Contents

  • Differential Calculus
  • Functions: Domain, Range, monotonicity, limits, continuity.
  • Derivatives: Average rate of change, instantaneous rate of change, geometric interpretation, velocity, differentiation techniques, applications to graphing and max-min problems -related rates. Approximation.
  • Integral Calculus: Antide-rivatives, indefinite integrals and elementary differential equations, definite integrals, Riemann sums. fundamental theorem of calculus, techniques of antidifferentiation (basic); Applications of integration to areas and volumes; The Mean value theorems of Differential and Integral Calculus, Approximations Graphics Calculator techniques.

Texts

  • Calculus - A New Horizon (Howard Auton)
  • Calculus (Larson/Hostetler / Edwards)
  • Calculus - For advanced placement (N.M. Haralambis)
  • AP Publications (College Board)


Back


Arabic - Grade 9

Introducing students to formal linguistic knowledge as well as individual thinking skills.

Objectives

  • Quranic Texts and stories, Prophet Sayings
  • Prose and poetic extracts from the works of different poets and writers and thinkers from Saudi Arabia and from other parts of the Islamic World.
  • Paying attention to the appropriation of such texts to the mental abilities and understanding of students
  • Paying attention to correct and precise reading, understanding and recitation of such texts
  • Explanation of Single words and expressions of such texts
  • Quizzes - questions for discussion
  • Language application - Language skills

Other objectives

  • Introducing students to the use of the dictionaries to find the meanings of words that students find difficult to understand from within the texts.
  • Using some words in sentences
  • Using different forms of the words - singular and plural forms
  • Correct use of verbs and its derivatives
  • Appreciation of words meanings and phrases and expressions - Synonyms and Autonyms
  • Close coordination between the language parts: grammar, dictation and writing, speaking, as well as the coordination between the Arabic Language and Islamic Studies.
  • Training students to write essays, and research papers.
  • Introducing students to a variety of topics - Scientific, literary, cultural as well as lives of Prominent Figures - Islamic and International - in addition to topics performing to cooperation, Peace, Love and apperception of work, Reading and Individual free thought
  • Introducing and training students to understand and appreciate the beautiful aspects of the texts

Grammar


Grammatical Rules chosen from selected traditional literary works of writers and thinkers beginning with easy texts (orally) leading to the more difficult. Selection from Quranic Verses and the Prophets' Sayings.

Back

Arabic - Grade10


Arabic Literature
Objectives:

Introduce students to the history and extracts of the Arabic literature during the Pre Islamic, Islamic and Umayyad Periods.

First Session

  • Literature - Definition, Foundations, objectives of teaching it, Literary studies
  • Pre Islamic period - (Jahily) Poetry
  • Al Muallakat
  • Pre Islamic Prose - Speeches - words of wisdom - Sayings


Second Session

  • Early Islamic Period - Impact of Islam
    • Resources and Origins of Islamic Literatures
    • The Holy Quran - Prophets' sayings
    • Poetry - Examples
    • Prose - Rhetoric, Messages and Letters
  • The Umayyad Period
    • Poetry during the Umayyad period
    • Prose during the Umayyad period, Rhetoric and writings.

Grammar
Objectives:


Training students on correct expression, correct of vocal and writing styles, Understanding the language of Quran

Reading
Objectives:

Correct reading with understanding - Correct pronunciation and good reading, mental literary and linguistic development

Back

Arabic - Grade11

Arabic Literature

Objectives

Exposing students to literary works during the Abbasid era, as well as an overview of literature in Andalusia (Al Andalus) and later eras, with the purpose of students acquire literary appreciation.

First Session

  • The Abbasid Era - Political, social and cultural perspectives.
  • Poetry - Aspects and issues.
  • Prose - Characteristics, development and style.

Second Session

  • Fanaticism poetry during the Crusades - Issues, Al Bahaa Zuhair, and Al Imad Al Asfahani poetry.
  • Literature in Andalusia - Political, Social and Cultural perspectives
  • Prose - Characteristics and goals.
  • Literature in the following decades.

Grammar

Examples taken from the Holy Quran to train students read its verses fluently and correctly; as well as some samples of Arabic Poetry from different decades; in addition to renowned sayings and their occasions, with the focus on linking literature with understanding grammaticalrules to help students use the language in a correct way and understanding the language and style of the Holy Quran.

Back

Arabic - Grade12

 

Arabic Literature
Objectives:

Study and analysis of modern literary works of poetry and prose - Student must have studied the Literature of past decades - Pre Islamic era, Islamic era, The Umayyad and Abbasids, and later decades.

First Session

  • Arabic poetry - Lyrics, Dramatic and fanatic poetry.
  • Literary Trends in Modern Poetry.
  • Modern Prose - Development, Essays, Rhetoric, Narrative, Plays (Drama).

Second Session

  • Modern Literature in Saudi Arabia
  • Modern Saudi Prose
  • Modern Saudi Poetry

Grammar

Using the Verses of the Holy Quran to Study Grammar and to understand the meaning and the goals of the Quranic Verses through correct reading and pronunciation.

Objectives:


Educating students focusing on the understanding of Islam, to be proud of being Muslim, directing them towards high ethics and lofty morals in life, in addition to self-reliance, cooperation and respect for others. Training students to face the challenges they may encounter in life, be responsible citizens in an environment of peaceful coexistence.

Back

ASL High School I

II. Objectives: The main goals of ASL High School I are to:

 Encourage the student to be interested in, and excited about, learning Arabic.

  • Develop the student’s ability to comprehend spoken Arabic.
  • Develop the student’s ability to orally communicate in Arabic.
  • Prepare the student to begin reading in Arabic.
  • Prepare the student to begin writing in Arabic.
  • Further develop the student’s ability to comprehend spoken Arabic.
  • Develop the student’s ability to orally communicate in Arabic in a variety of situations.
  • Develop the student’s ability to read a wide variety of Arabic texts.
  • Develop the student’s ability to write Arabic for a variety of purposes.

II. Skills: Upon the completion of ASL High School I, the students will be able to:

  1. Listening:
  •   Recognize and distinguish the various sounds of the Arabic alphabet.
  • Understand and follow simple directions in Arabic.
  • Understand simple stories read or told to them in Arabic.
  • Understand and follow increasingly complex directions in Arabic.
  • Understand and respond to Arabic conversations.
  1.  Speaking:
  •   Pronounce the sounds of the letters in the Arabic alphabet.
  • Count in Arabic.
  • Use basic Arabic vocabulary (i.e. – the colors, days of the week, months of the year, etc.).
  • Describe their daily activities in Arabic.
  • Role-play situations in Arabic (i.e. – a conversation between a store owner and a customer, between a parent and a child, or between two neighbors).
  • Converse with their classmates and teachers in Arabic.
  1.  Reading:
  •   Identify the letters of the Arabic alphabet.
  • Apply Arabic phonics to identify the initial, medial, and ending sounds of words.
  • Match Arabic words to their pictures.
  • Read basic Arabic words.
  • Read simple Arabic sentences.
  • Recognize the Arabic numerals.
  • Identify the main idea of the Arabic texts they read.
  • Read aloud Arabic poems and prose.
  • Read Arabic texts silently to them self.
  • Begin reading a wider selection of Arabic texts and literature.
  • Demonstrate increasing fluency (measured by speed and accuracy) reading Arabic.
  1.  Writing:
  •   Write using correct Arabic directionality (i.e. – from right to left, and from up to down).
  • Write the letters of the Arabic alphabet.
  • Begin writing simple words in Arabic.
  • Write the Arabic numerals.
  1. Spelling:
  •   Demonstrate the ability to correctly spell increasingly difficult words.
  1.  Grammar:
  • Distinguish between the masculine and feminine forms of words.
  • Distinguish between the singular, dual, and plural forms of words.
  1.  Composition:
  •   Answer written questions in Arabic.
  • Translate spoken Arabic into written form.
  • Write about their daily activities in Arabic.
  • Provide longer written responses in Arabic to Arabic stories and texts.
  1.  Handwriting:

  Write following the rules of naskh (Arabic handwriting).

 III. Evaluation: Throughout ASL High School I, the students will be assessed through:

  •  Class participation.
  • Oral presentations.
  • Reading comprehension tests.
  • Reading fluency tests (i.e. – their ability to read aloud smoothly and accurately).
  • Spelling tests.
  • Grammar tests.
  • Composition tests.
  • Handwriting assignments.

 IV. Textbooks:

  • El-Arabiyya Lil’na’shaeen Book 1
  • El-Arabiyya Lil’na’shaeen Book 2

Back

ASL High School II

I. Objectives: The main goals of ASL High School II are to:

  • Further develop the student’s ability to comprehend spoken Arabic.
  • Further develop the student’s ability to orally communicate in Arabic in a variety of situations.
  • Further develop the student’s ability to read a wide variety of Arabic texts.
  • Further develop the student’s ability to write Arabic for a variety of purposes.

II. Skills: Upon the completion of ASL High School II, the students will be able to:

  • Listening:
    • Understand and follow increasingly complex directions in Arabic.
    • Understand and respond to Arabic conversations and discussions.
  • Speaking:
    • Role-play situations in Arabic (i.e. – a conversation between a store owner and a customer, between a parent and a child, or between two neighbors).
    • Converse with their classmates and teachers in Arabic.
    • Share personal events and experiences in Arabic.
    • Participate in class discussions in Arabic.
  • Reading:
    • Read aloud Arabic poems and prose.
    • Read a wider selection of Arabic texts and literature.
    • Demonstrate increasing fluency (measured by speed and accuracy) reading Arabic.
  • Writing:
    • Spelling:
      • Demonstrate the ability to correctly spell increasingly difficult words.
    • Grammar:
      • Recognize and use the nominative case.
      • Recognize and use the accusative case.
      • Recognize and use the genitive case.
    • Composition:
      • Answer written questions in Arabic.
      • Translate spoken Arabic into written form.
      • Write about their daily activities in Arabic.
      • Provide written responses in Arabic to Arabic texts.
      • Write in Arabic for a wider variety of purposes (i.e. – personal letters, business letters, essays, short stories).
  • Handwriting:
    • Write following the rules of naskh (Arabic handwriting).

 III. Evaluation: Throughout ASL High School II, the student will be assessed through:  

  • Class participation.
  • Oral presentations.
  • Reading comprehension tests.
  • Grammar tests.
  • Composition tests.
  • Individual and/or group projects.

IV. Textbooks:

 

  • El-Arabiyya Lil’na’shaeen Book 3
  • El-Arabiyya Lil’na’shaeen Book 4

Back

 ASL High School III

  I. Objectives: The main goals of ASL High School III are to:

 

  • Further develop the student’s ability to comprehend spoken Arabic.
  • Further develop the student’s ability to orally communicate in Arabic in a variety of situations.
  • Further develop the student’s ability to read a wide variety of Arabic texts.
  • Further develop the student’s ability to write Arabic for a variety of purposes.

   

II. Skills: Upon the completion of ASL High School III, the students will be able to: 

  1. Listening:
  • Understand and follow increasingly complex directions in Arabic.
  • Understand and respond to Arabic conversations and discussions.
  1. Speaking:
  • Converse with their classmates and teachers in Arabic.
  • Share personal events and experiences in Arabic.
  • Participate in class discussions in Arabic.
  1. Reading:
  • Read a larger selection of Arabic texts and literature.
  • Demonstrate increasing fluency (measured by speed and accuracy) reading Arabic.
  1. Writing:
    • Spelling:
      • Demonstrate the ability to correctly spell increasingly difficult words.
    • Grammar:
      • Recognize and use the possessive case.
      • Recognize and use the vocative case.

    • Composition:
  • Answer written questions in Arabic.
  • Translate spoken Arabic into written form.
  • Provide written responses in Arabic to Arabic texts.
  • Write in Arabic for a variety of purposes (i.e. – personal letters, business letters, essays, short stories).
  • Write about personal events and experiences in Arabic.

    • Handwriting:
  • Write following the rules of naskh (Arabic handwriting).

 III. Evaluation: Throughout ASL High School III, the student will be assessed through:  

  • Class participation.
  • Oral presentations.
  • Reading comprehension tests.
  • Grammar tests.
  • Composition tests.
  • Independent writing assignments (i.e. – essays).
  • Individual and/or group projects.

 IV. Textbooks:

 

  • El-Arabiyya Lil’na’shaeen Book 5
  • El-Arabiyya Lil’na’shaeen Book 6

ASL ASSESSMENT & EXIT POLICY

  • Students will receive only 1 grade for ASL- teachers should split this grade 40% tests, 40% homework, 20% participation and projects. (Similar to other English subjects.) There is no separate grade for grammar, composition, etc.

HIGH SCHOOL ASL:

  • High School ASL students (7-12 th grade) have 6 levels which need to be completed successfully before they are mainstreamed back into regular Arabic class. Each level is approximately 1 semester long - teachers should cover 2 levels per year.
  • High School ASL will be designated as ASL I, ASL II, ASL III.
  • Students who complete ASL I, II and III will be placed in regular Arabic class (whatever grade level they are in.)
  • Only ASL students who are in 9 th grade or lower will be admitted to the academy from now on. (10 th or 11 th graders, e.g., cannot get 4 Arabic credits to graduate on time)
  • If a student receives a passing grade in ASL I, II or III, (60 or above), then the next year they will be scheduled for the next level. Teachers cannot move students back to an easier level if the students have passed with 60 or above. (Teachers should be sure that their ASL grades reflect the fact that the students have completed that level.)
  • Students can be moved up a level at any time - if the teacher and dept. head agree.

Back

Islamic Studies Program

The Islamic Saudi Academy is a subsidiary of the Ministry of Education for the Kingdom of Saudi Arabia. Hence, it follows the Islamic Studies curriculum which has been set forth by the Kingdom.
The Islamic Studies curriculum is one of the most important subjects taught at the Academy, as it aims to build a strong Muslim student population with strong morals and values. These morals and values will produce young men and women who will succeed in this life and in the Hereafter.

Objectives:

  • Providing students with a general base of knowledge which will help them face daily challenges and inquiries.
  • Developing the students' various talents and abilities so that they may give back to their communities and society after graduation.
  • Providing students with a learning environment which emphasizes respect towards oneself and others, and is based on compassion and cooperation.
  • Providing students with background on local Muslim communities and their needs and wants, so that the student may provide his/her community with these needs.
  • Instilling the values of responsibility in our students and encouraging them to be proactive and positive in their actions and attitudes to others of different faiths and beliefs.
  • Developing students with virtuous personalities who believe in Allah (God) as their Lord, Islam as their Way and the Qur'an as their guiding light.
  • Preparing students to be responsible youth who will work proactively to build the future.

To actualize these goals and objectives, we have developed a curriculum which teaches the following subjects:
Qur'anic Studies(Tajweed and Tarteel): Recitation.
Tawhid: Islamic Creed.
Fiqh: Islamic Law and Jurisprudence.
Hadith: Prophetic sayings and actions.
Tafseer: Qur'anic Exegesis (Meaning of the Qur'anic verses).

The Islamic Saudi Academy has a total of thirteen Islamic Studies teachers, six of them in the Boys' School and seven in the Girls' School. The head of the Islamic Studies Department is Dr. Dawood Abdul Rahman.

Back

Islamic Religion - Grade 9

Qur'anic Memorization: Surat al Muzzammil and Surat al Furqan.
Qur'anic Recitation: Surat al Anfal and Surat al Tawba
Tawhid (Islamic Creed): Students study the following topics:

  • Riyaa (Pretentiousness) and its evils
  • Believing in the Attributes of Allah SWT and Respecting them.
  • Avoiding the act of ridiculing the Qur'an and what it teaches.
  • The Rules of Intercession: What is accepted and what is rejected.

Hadith (Prophetic sayings and actions): Students study hadiths which deal with the following topics:

  • The Rules of Cleanliness
  • Prayer
  • Behavior in the masjid.
  • Actions which erase sins
  • The Description of the Beleivers
  • Humility and magnanimity.
  • Limits of Gender Interaction.

Fiqh (Islamic Law and Jurisprudence): Students study the lawful and prohibited boundaries in food, drink and dress.
Tafseer (Qur'anic Exegesis): Students study the following topics from various Qur'anic verses:

  • Family Law (Marriage and Divorce).
  • Manner of cooperating with other Muslims
  • Benefit of donating to the needy for the sake of Allah.
  • Rules of trade and business
  • Issues of the Seerah (Life of the Prophet)
  • The migration
  • Brotherhood between the Muhijirun and the Ansar.

Back

Islamic Religion - Grade 10


Qur'anic Memorization: Surat Maryam
Qur'anic Recitation: Surat Maryam, al Mu'minun, al Anbiyaa, al Nur.
Tawhid: Students study:

  • Authentic sources of Islamic creed
  • Authentic methodology of understanding Islamic Creed.
  • Proofs for the Oneness of God and the Qur'anic methodology for proving the existence of God.
  • Students study God's Noble Names and Attributes.
  • True servitude to God.
  • Requirements for good deeds to be accepted by God.

Hadith: Students study sayings which emphasize the following prophetic morals and values:

  • Honesty
  • The Value of Time and time management
  • Education and its great importance
  • The Rights of Muslims over each other.
  • The Rights of Parents
  • The Harms of Smoking

Fiqh: Students study the following topics:

  • Islamic Penal Code
  • Prohibition of Murder and the murderer's punishment
  • Prohibition of adultery and the adulterer's punishment
  • Prohibition of slander
  • Prohibition of Drugs and alcohol
  • Prohibition of Stealing
  • Prohibition of terrorizing civilians

Tafseer: Students study the meanings of various verses which cover the following topics:

  • Caring for and Respecting our Parents
  • Supporting each other and avoiding division and rancor among Muslims.
  • Understanding and following the example of virtuous predecessors in Islamic history.
  • The history of historical nations which disobeyed God and their punishment.
  • Remembering the blessings of God on us.
  • The description of heaven and hell in the Hereafter.

Back

Islamic Religion - Grade 11

Qur'anic Memorization: Surat al Kahf
Qur'anic Recitation: Surat al Kahf, Ibrahim, al Anfal, Hud
Tawhid: Students study the following topics:

  • Believing in the Hereafter
  • Description of the events of the Hereafter

Hadith: Students study different events in the Life of the Prophet (pbuh) including:

  • Persecution faced by the Prophet (pbuh) in calling people to Islam.
  • Stories of the Companions in sacrificing for the sake of God.
  • The Muslim's Distinct Personality.
  • Islamic Family Rules
  • Respecting Women in Islam

Fiqh:

  • Family Law: marriage, divorce, ruj'a (spouses returning to each other).
  • Spousal relations.
  • Islamic Penal Code
  • Prohibiting adultery
  • Prohibiting sodomy and homosexuality
  • Prohibition of suicide
  • Prohibition of stealing and burglary

Tafseer:

  • Students study the sources of Tafseer, how it was revealed and collected
  • Meccan and Medinite revelations
  • Naskh (abrogation of certain verses) in the Qur'an
  • Verses which cover Islamic Creed, Belief in the Hereafter, Usury, Debt, the Unity of Muslims,
  • Reward in the Hereafter.

Back

Islamic Religion - Grade 12

Qur'anic Memorization: Surat Yusuf
Qur'anic Recitation: Surat al Baqara and Surat Yusuf.
Tawhid: Students study the following topics:

  • Reasons for deviation from the authentic Islamic Creed.
  • Methods for remediating this deviation.
  • Different types of Shirk (associating partners with God)
  • Different types of Kufr (disbelief).
  • Ignorance and deviation from the path of Allah
  • Magic/Sorcery and its evils.
  • Fortune-telling and its evils.
  • Importance of implementing Divine rulings.
  • Importance of following the Messenger
  • Avoiding innovations in religion and superstition

Hadith: Students study:

  • The Sources of Hadith and its different types (different narrators, different narrations, authentic and weak hadiths)
  • Islamic culture and the Life of the Prophet and his companions
  • Manners of visiting and inviting others over.
  • Increasing spirituality and patience.

Fiqh: Students study in detail:

  • Family Law
  • Marriage and its pillars, requirements
  • Prohibitions in marriage (people we cannot marry)
  • Spousal relations
  • Pregnancy and Nursing
  • Child Support
  • Types of divorce
  • Udda: (waiting time before divorce)

Tafseer: Students study verses which cover the following topics:

  • Trustworthiness and its importance
  • Obeying the messenger
  • Commanding what is good and prohibiting against what is evil
  • Description of the Hypocrites, and avoiding these attributes.
  • The Lawful and Prohibited in food, drink and actions.
  • Islamic view of Jesus (pbuh).
  • Verses which prove the existence of God.
  • Qur'anic stories.
  • Story of Moses (pbuh) with Pharoah.
  • Verses which deal with natural phenomena (such as thunder).
  • Being good to one's parents.

Back

Modern World History - Grade 9

Modern World History is a chronological survey of the development of civilization from the time of the Renaissance to the present. It is a continuation of Ancient World History, our eighth grade course. It concentrates on the rise of Europe to a dominant position in the world with an additional emphasis on the contributions and impact of the Islamic world in the development of world history. Modern World History continues the development of student skills in reading comprehension, writing, vocabulary, and evaluating.

OBJECTIVES:

Content:

  • To study the history of the world, and particularly of Western Europe, between the Renaissance and the post-World War 11 era with emphasis on the following areas:
    • The historical developments of the Renaissance and the Age of exploration
    • The historical developments of the Reformation
    • The impact of European expansion into the Americas, Africa, and Asia
    • The basics of Judaism, Christianity, Islam, Buddhism, and Hinduism
    • The scientific, political and economic changes of the 16 , 17 and 18" centuries
    • The political developments of Europe in the 19" century
    • The effects of the Industrial Revolution
    • The major historical events of the 20'h century
    • How to use historical research and geographical analysis
  • To make students aware of the interconnected nature of the economic, social, political,
    intellectual, and spiritual aspects of society.
  • To study the modernization process. with the aim of comparing Europe's modernization to that of other areas in the world.
  • To emphasize the impact of Arab and Islamic contributions to developments In world history.

Back

Global Studies - Grade 10

Global Studies is an in-depth geography course which emphasizes demographics and development. This unique course gives students a much needed look at the world today and the forces that have shaped it. The Ist quarter is an introduction to the field of geography and all that it encompasses. Students learn about the worlds' ubiquitous and non-ubiquitous resources and how those resources are manipulated by humans for both their needs and wants. Resources and their use are linked to cultural and religious systems. Population growth and its impact are studied in depth. The students are introduced to the worlds' different economic systems and the institutional frameworks that allow those systems to function. Once these concepts are all introduced, the course becomes a survey of different world regions, using the level of economic development as an index. Additionally, the students learn to discern patterns in such things as population distribution, urban development, resource use and culture, and economic systems and government. Major current world issues are debated and students learn to form educated opinions on such matters as population growth and resource use. Reading comprehension is stressed, as many new concepts and new vocabulary are introduced in this course. Students are encouraged to develop their own opinions and ideas based on the information presented.


OBJECTIVES

Content:

  • To study the regions of the world using their level of economic development as the index.
  • To study the components that determine the standard of living of a region; such as life expectancy, access to healthcare, types of economic activities, etc.
  • To study the scope and sequence of geography
  • To study the world's population equation and the forces that impact it
  • To discern the relationship between the level of technology in a region and population growth.
  • To study the history of a region as it relates to the level of development in that region
  • To study the interdependent nature of the environment, culture, demographics, economics and development

Materials 

  1. Richard G. Boehm : World Geography (Glencoe McGraw Hill, 2003)
  2. James S. Fisher: Geography and Development: A World Regional Approach, 1995.
  3. Dushkin, McGraw-Hill: Global Studies, Annual Editions Series, various Editions.
  4. World Bank Atlas, 35th Edition, the World Bank, 2003.
  5. Series: Everything you need to teach (Europe, Asia, Africa) Inspired Educators, 2001.
  6. Lets’ Review: Global History & Geography, Third Edition, Barrons Educational Series, 2001.
  7. Atlas of the Middle East, National Geographic society, 2003.
  8. Zheng Ping, China’s Geography: Natural Conditions, Regional Economies, Cultural Features, China Intercontinental Press, 1999.

Methods of Evaluation 

  1. In-class discussion: student preparedness and ability to articulate
  2. In-class testing with objective, analytical and opinion essay writing
  3. Short quizzes to check for comprehension
  4. In-class debated where students prepare to support a position
  5. Research papers

 

Back

UNITED STATES HISTORY - GRADE 11

United States History is a chronological survey of the United States from the time of European Exploration in 1492 through the present day. There is an in-depth study of the Constitution at the time of its inception and how it has changed during the last 200 years. Students examine the significant themes of US History and attempt to discern what has ultimately made the US the world power it is today. Content is chosen carefully and selectively in order to provide adequate time for a study of the twentieth century. The overall goal is to encourage an understanding of the present day events by looking at their historical background. The focus is not only on political history but includes social and economic history as well. There is a significant emphasis on the history of minority groups in the US including African Americans, immigration and women.

The course is academically rigorous. Students are encouraged to perform beyond the common recitation of facts. They must think critically and independently. There is a stress on writing and research skills. Additionally, reading comprehension is stressed.

Objectives

Content:
During each period the following strands are examined-. culture, government, minorities,
women, geography and economics.

  • European contact with North American and Native American culture
  • The Colonial Era
  • The Revolutionary and Constitutional Period
  • Antebellum America
  • The Civil War
  • American Society 1865-1900
  • The Imperial Age and World War I
  • The 1920's and the Great Depression
  • World War 11
  • The Cold War and 1950's
  • The 1960"s and 1970's
  • The 1970's and 1980's

*Advanced Placement U.S. History is also offered in the 11th grade to students seeking to earn college credit. A national AP Exam is administered in May.


Back

Economics and psychology- 12th Grade Electives
(semester courses: 1/2 year, 1/2 credit each)

Economics

This elective course is designed to introduce 12th grade students with the Economic concepts and vocabulary that will help them succeed in college courses. Material is selected carefully in order to cover the most pertinent information in a limited time period. Emphasis is given to economic theory and comparative systems, and students research great economic thinkers. Most basic economic principles are covered. Students are introduced to mathematic concepts and models, the banking system, and get to design their own company as their special project.

OBJECTIVES:

Content:

  • To study the factors of production and the production process
  • The identify the role of human capital in the production process
  • To understand the variables that effect the marketplace
  • The history of economics: foundations of communism, socialism and capitalism
    (including great economic theorists such as Adam Smith, Karl Marx, etc.)
  • The mechanisms that control a free marketplace such as supply and demand, and the price system

Psychology

This course is a semester course designed to Introduce the student to the field of psychology and
Help him/her succeed at the college level. Students survey the broad scope of the field and learn the
scientific nature of psychological experiments and research. There is an emphasis on the theoretical nature of psychology and the different "approaches" of the various schools of thought. The nature/ nurture debate is related to personality development and behavioral disorders. There is a brief history of psychology and of the most famous psychologists and their contributions to the field.

OBJECTIVES:

Content:

  • The relatively short history of the field of psychology: 1800-present
  • The elements of a clinical experiment
  • The elements and methods of psychological research
  • The Psychoanalytic, Behaviorist, Cognitive, Evolutionary and Humanist theories on psychology
  • Social psychology and the effects of stress
  • The human life span and developmental stages
  • The origin, development and treatment of psychological problems and disorders
  • The development of personality and the nature/nurture debate
  • The origins of human intelligence and the nature/nurture debate

Skills:

  • To teach students to read with greater comprehension
  • To expand working vocabulary
  • To teach students the basic evolution of the field of psychology and our knowledge of human behavior
  • To have students be able to set up and execute a simple psychological experiment
  • To have students be able to identify the basic theories in psychology and discuss the basic belief systems of each of those theories
  • To recognize the great psychologists of the 20th century and their ideas
  • To have students recognize the many facets of human behavior
  • To have an understanding that people are created differently, are motivated differently, and learn and interpret differently
  • To increase the students' awareness of themselves and their own motivations; and to increase their ability to deal with stress and take care of themselves both physically and emotionally

Back

 


Main Campus (Grades 2 - 12) 8333 Richmond Highway Alexandria, VA 22309 (703)780-0606
West Campus (Grades JK - 1) 11121 Pope's Head Rd Fairfax, VA 22030 (703)691-0000