● Humanities

HUMANITIES: HISTORY & SOCIAL SCIENCES

These course offerings are designed to provide students with an understanding of history and its legacy for current national and world affairs. In ninth grade, students begin their inquiry with an exploration of how and why Europe emerged as the leading economic, political and military power by the dawn of the twentieth century and the consequences of its rise. In tenth grade, students continue with an examination of twentieth century global conflicts and struggles for human rights, followed by a study of United States history during their junior year. Beyond those requirements, students are encouraged to pursue advanced study through semester-length courses. All courses help students further develop the skills of critical reading, historical thinking, thoughtful discussion, and effective writing.

Yearlong Required Courses

Why Europe? US History (Honors)

Semester Required Course

Modern World History

Yearlong Courses

AP Comparative Government and Politics APArt History

Fall Semester Courses

Spring Semester Courses

The Economics of Social Innovation Good Neighbors? US Foreign Ethical Leadership and Social Innovation Policy, Immigration and Latin America Civic in Action The Economics of Social Innovation Popular Memory: History through Movies

YEARLONG REQUIRED COURSES (2 credits)

WHY EUROPE? The Story of Europe’s Rise to Power (Required for 9th graders)

This course spans from the fourteenth century to the onset of World War Two. These centuries were marked by a significant increase in global activity that connected peoples across continents as never before. This time period also resulted in the rise of European dominance around the world, which marked the dawn of modern society. While Europe's ascent created the mold of how to become an industrialized, militarized, and imperialist power, some historians argue that there was nothing inevitable or predestined about Europe's global power. Students will explore how and why Europe emerged as the leading economic, political, and military power by the dawn of the twentieth century. In addition, students will examine the consequences of Europe's rise to dominance for the peoples of the Americas, Africa, Asia, and Europe. A variety of original documents supplement the texts and aid students in developing the essential skills of careful reading, analytical thinking, research, and writing.

UNITED STATES HISTORY (Required for 11th graders)

Students will examine the conflicts, events, and persons important to the expansion of democracy in the United States. Assignments include debates, seminar discussions, essays, research, creative projects, and document-based questions. We will utilize a variety of primary sources to help students engage the diverse experiences of people past and present. In addition to further developing the skills of analytical writing and critical thinking, students will become more adept at demonstrating the significance of an event by showing how it is connected to enduring issues, contextualizing primary sources, and making inferences from them, and identifying patterns of continuity and change. Prerequisite: Modern World History

HONORS UNITED STATES HISTORY

We invite students who want an additional challenge in U.S. History to earn the distinction of Honors. Throughout the year, students will engage in a long-term project that extends and enhances the required coursework in U.S. History. As a result, students will gain a more in-depth understanding of critical issues and cultivate their independent thinking and research skills. Prerequisite: Modern World History

SEMESTER REQUIRED COURSE (1 credit)

MODERN WORLD HISTORY (Required for 10th graders. Offered both semesters)

This semester-long course will explore the major issues and turning points of world history by examining events from the 1930s through the Cold War era. By reading a variety of primary and secondary sources, students will examine historical concepts and events of the twentieth century including world war, holocaust and genocide, nationalism, fascism, communism, human rights, and movements of independence. An emphasis will be placed on enhancing students’ analytical skills and understanding of world history through discussion, debate, research, and writing. Prerequisite: Why Europe?

YEARLONG COURSES (2 credits)

AP COMPARATIVE GOVERNMENTAND POLITICS (Open to 11th and 12th graders; preference given to seniors)

This political science course is about power – for example, how people get it, use it, lose it and why – in six countries: the U.K., Russia, China, Iran, Mexico, and Nigeria. Topics include authoritarianism, political change, elections, globalization, and democratization. Students explore the social, economic, and political issues that are behind the news stories we see from around the world. While the United States is not a focus of this course, by the end of our time together, students will be better equipped to understand and evaluate the issues facing it. The course prepares students for the Advanced Placement exam in May. Our coursework is consistent with an introductory college course.

APART HISTORY (Open to 11th and 12th graders; preference given to seniors)

In this course, students will ask the question: What is art and how can we use it to examine our past and present? Course explorations will include a careful examination of art, how art is made, an analysis of art and our reactions to art. Students will be exposed to a vast array of images and sculptures from varying cultures dating from a Global Pre-history (e.g. Stonehenge 2500 BCE-1600 BCE) to a more Contemporary list of works such as Julie Mehretu’s, “Stadia II, 2004”. Using the textbook Gateways to Art, students will be expected to actively participate in the classroom in order to truly enhance their visual and analytical skills to connect works of art to a variety of societies, philosophies, events and historical eras. While there are no academic prerequisites for this course, students should bring a considerable interest in the humanities and a willingness to engage in meaningful class discussion. The course prepares students for the Advanced Placement exam in May.

FALL SEMESTER COURSES (1 credit)

CIVICS IN ACTION (open 12th graders)

Civic engagement is at the heart of our Quaker mission at Moses Brown as we seek to prepare students to be active, culturally literate, and ethical citizens and leaders in our local, national and global communities. In the Humanities in particular, we educate our students about the history of the United States and the expansion and contraction of democracy—which is still taking place today. This course provides students with the opportunity to identify, research and draft public policy initiatives for a local, state or national issue. Each year, the policy initiatives change depending on students’ interests. The course also follows local, state and national politics in order for students to see basic civic principles in action and to become informed and engaged citizens. During the fall 2020 semester, students in Civics in Action will examine the midterm elections, as well as the Rhode Island gubernatorial election. Prerequisite: U.S. History.

ECONOMICS OF SOCIAL INNOVATION ((Open to 10th, 11th, & 12th graders)

Businesses can do well by doing good, and Rhode Island has a thriving community of small businesses who prove this axiom to be true. This course engages students in becoming a part of that community while learning the essential processes of entrepreneurship and social innovation. Students will work closely with local entrepreneurs of socially minded enterprises in solving authentic problems that are immediate to their business. In tackling real-world problems, students will develop real world skills as they research, interview important constituents, create possible plans, and make formal pitches to business owners. Students will gain an understanding of strengths they bring to teams and cultivate effective strategies by working in small groups. In partnership with the Social Enterprise Greenhouse, students will develop a broader sense of the connections between people, businesses, industries, and economies. Students are responsible for sharing and assessing weekly local, national, and international business news, and will go well beyond readings from the Harvard Business Review, Stanford Social Innovation Review, and Forbes to apply what they have learned. Prerequisite: None

ETHICAL LEADERSHIPAND SOCIAL INNOVATION: Utilizing Peer Leaders to Foster

Community Relationships (open to 12th graders--application required)

The transition to high school is a formative time in students’ lives. As the oldest members of the student body, seniors can play a significant role in welcoming ninth graders to the upper school and imparting the philosophy, culture and values of the Moses Brown community. But how does one become an ethical leader? What are the qualities of an ethical leader? What types of actions do ethical leaders take? Students of this course will discuss these essential questions and work to hone the following skills: active listening, asking open-ended questions, including all members of a group, giving clear directions, and fostering discussions. Additionally, Peer Leaders will help introduce Ninth Grade Immersion by teaching ninth graders about the concepts of social innovation and engaged scholarship. Working in pairs, Peer Leaders will practice the activities that they will present to the ninth graders, which will center on topics such as MB school culture, diversity, equity and inclusion, health and wellness, time management, and decision-making. After leading an activity with their Ninth Grade Program class, Peer Leaders will reflect on their practice as a group and develop skills for improving as ethical leaders. Through their work with ninth graders, Peer Leaders will model the qualities expected of all Moses Brown students: respect, integrity, acceptance and kindness.

POPULAR MEMORY: HISTORYTHOUGH MOVIES (Open to 10th , 11th, & 12th graders)

Most Americans learn about the past through movies and television. These historicized dramas create a popular memory of the past that is powerful and problematic. This course will examine how fictionalized visual media that incorporate bygone eras, historical events or historical figures can present rich tools for learning about the past and diminish understanding of it. As Americans contend with what the U.S. is and what it should be, is popular memory an obstacle or an opportunity? Course topics may include war, the West, political leaders, the Civil Rights Movement, economic crises, and how politics work.

SPRING SEMESTER COURSES (1 credit)

GOOD NEIGHBORS? U.S. FOREIGN POLICY, IMMIGRATION, AND LATIN

AMERICA (open to 10th, 11th , and 12th graders)

One can hardly turn on the news or scroll through social media today without seeing something related to immigration on the southern U.S. border. Americans are inundated with opinions, images and stories about immigration policy. The complexities of U.S.-Latin America relations--especially regarding immigration--cannot be easily understood in a sound bite or a Tweet. In this course, students will explore the complex cultural, political, economic and military relationships that have existed between the U.S. and Latin American countries such as Mexico, Honduras, the Dominican Republic, Guatemala and Nicaragua. The course will culminate in students designing their own U.S. immigration policy.

ECONOMICS OF SOCIAL INNOVATION (Open to 10th, 11th & 12th graders)

See description above.

HUMANITIES: RELIGION, ETHICS AND PSYCHOLOGY

As a Friends School, we are committed to teaching about religion, nurturing spirituality in our students, and creating space in our curriculum and daily life that allows for pluralistic dialogue about religion. Friends’ testimony of equality invites us to remember that each person is worthy of equal respect. Seeking to understand religions and their practitioners allows us to demonstrate this respect for peoples whose beliefs may be different from our own.

For centuries Friends have been letting their lives speak through the everyday practice of living out their testimonies. At MB, we often refer to these testimonies as Simplicity, Peace, Integrity, Community, Equality, and Stewardship/Service. The study of Ethics and Psychology allow students to examine the world in which they live and consider the governing personalities and behaviors of human beings as they navigate their way through the world. Through the study of Religion, Ethics and Psychology, we are uniquely situated to help to revive the ancient Greek concept of eudaimonia, or living well, by helping students to develop their own ethical frameworks.

Religious Studies is the semester-long required course that introduces sophomores to the academic study of religion. Each year, we offer a variety of semester-length courses in religion, ethics, and psychology for students in 11th and 12th grades (with options for sophomores with permission of the instructor).

Yearlong Courses

AP Psychology

Fall Semester Courses

Religion, Conflict, and Identity in the Middle East The Psychology of Race (not offered 2022-2023)

Semester Required Course

Religious Studies

Spring Semester Courses

Contemporary Ethics Media, Culture, and Politics in the US

REQUIRED SEMESTER COURSE (1 credit)

RELIGIOUS STUDIES (offered both semesters)

Religious Studies is a semester-long course for sophomores which introduces students to the academic study of religion. We introduce five religious’ traditions: Judaism, Christianity, Islam, Hinduism, and Buddhism. We pay particular attention to the plurality of traditions within each religion and learn from scholars as well as practitioners about the lived experience of these religions. Students will use research, critical thinking, and problem solving to explore dilemmas presented by religion’s relationship with society. As a final project, students will have the opportunity to dive deeply into a religious tradition and topic of their choosing. This course will enable students to become active, skillful, and ethical participants in dialogue about religion in the classroom, the home, on social media, and in other spaces of the public sphere.

YEARLONG COURSE (2 credits)

AP PSYCHOLOGY (Open to 11th and 12th graders; preference given to seniors)

The AP Psychology course is designed to introduce students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students will be exposed to the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They will also learn about the ethics and methods psychologists use in their science and practice. The aim of this course is to provide the student with a learning experience equivalent to that obtained in most college introductory psychology courses. In addition, the course is intended to prepare students to take the AP exam in the spring. The goal is for students to gain terminology, practices, and understandings that further their individual growth, learning and interest in Psychology. Students will be well prepared to take the AP Exam in the spring.

FALL SEMESTER COURSES (1 credit)

RELIGION, CONFLICT, AND IDENTITY IN THE MIDDLE EAST (open to 11th and 12th graders, 10th graders with permission of the instructor)

This course will explore the relationship between religion, politics, economics, and culture in the modern Middle East. Focusing on the region from the late nineteenth century until the current day, the course will encourage students to look beyond popular and often misleading explanations of the contemporary conflicts. The goal of the course is to demonstrate how shifting political landscapes and economic conflicts are the roots of religious violence and extremism. We will begin by examining the historical relationship between the Middle East and the three largest monotheistic traditions, Judaism, Christianity, and Islam. We will then examine how colonialism and the creation of modern nation states impacted the region and the division of religious groups. We will study the rise of Islamic fundamentalism, particularly in Egypt and Saudi Arabia, the rise of al-Qaeda and ISIS, the Syrian Civil War, the Sunni/Shi’a divide, and the history of Israel/Palestine. Throughout the course, we will pay particular attention to how the United States’ government and citizens understand and react to events in the region. We will also critique the popular narrative of religious divisions as the root of the conflicts both within the Middle East and between the Middle East and the West.

THE PSYCHOLOGY OF RACE (open to 10th, 11th & 12th graders) (offered in 2023-2024)

Since the early twentieth century, psychologists have both affirmed and questioned the concept of race. This course will examine the ways psychology has grappled with the idea of “race” in the 20th and 21st century. The first half of the semester will focus on the construction and promotion of race based ideologies of the early twentieth century. We will consider ways that African American and other social scientists and psychologists worked to dismantle harmful constructions of race while examining the impact of race on American society. The second half of the semester will examine our current understanding of racial identity development and the enduring problem of racial biases in schools and in society. Current psychologists of race seek to understand the impact of implicit and uncovered bias in our schools and have found the consequences to include a range of issues including low self-esteem, lowered academic performance and depression. A full understanding of how race and racism operates in our society is empowering and a necessary tool to counteract and disrupt systems of inequality. Students will consider ways to support their own developing identities. The central questions of the course are: What is the most current definition and meaning of race and racism among psychologists? How has psychology promoted as well as denied measures of exclusion? How can students better understand social movements such as #blacklivesmatter and #blackgirlmagic, through the lens of psychology? These topics and others will be examined through reading, discussion, journaling, and individual research projects throughout the semester. This course will use a student-centered approach to learning and foster critical thinking and discussion skills as well as academic research and writing.

*This course is offered in alternating years. It will not be offered for the 2022 – 2023 school year

SPRING SEMESTER COURSES (1 credit)

CONTEMPORARY ETHICS (open to 10th, 11th & 12th graders)

Ethics is a branch of philosophy that raises questions about how we should live. In this class, we will explore major branches of ethical thought, such as utilitarianism, libertarianism, Kantian ethics, and virtue ethics. The following questions will ground our work together: Are there universal moral laws, or does morality depend on culturally specific times and places? What is justice? What are our responsibilities to one another? Do we value the happiness of the many over individual happiness? What is freedom? What is the common good? What role does the state have in regulating moral decisions? What virtues should we develop in modern society? How can we apply the ethical theories of philosophers in our daily lives? We will work to understand the theoretical foundations of ethics so that we can tackle modern day ethical dilemmas and questions, working through topics such as fair labor practices and war. We finish the course by reading Just Mercy by Bryan Stevenson to interrogate the current criminal justice system in the United States.

MEDIA, CULTURE, AND POLITICS IN THE UNITED STATES (Open to 10th, 11th, & 12th graders)

In this course, we will consider how media sources reflect and reproduce fundamental structures in our society and examine how popular media depicts the intersection of race, class, and gender, particularly as current events unfold. Drawing on current social scientific research, we will tackle such questions as: How are stereotypes both reflected in and produced by the traditional media and the ever-evolving social media landscape? What possibilities and challenges does the new media landscape present? What does it mean to be responsible consumers and producers of media in the twenty-first century?