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Copyright Wooster School 2005
History
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There are four general points which underscore the kindergarten through high school curriculum in the History Department. It is the objective of the lower school, middle school, and high school history faculty:
To engender in students a disciplined awareness of human culture and its diversity in both the past and present.
To establish that there are some limitations to our understanding of cultures other than our own, both past and present.
To develop the empathetic faculties by which we will better perceive events and situations from points of view different from our own with reference to race, culture, politics, economics, and gender.
To consider the past and the present as mutually instructive fields of inquiry which cannot be investigated in isolation.
In addition to specific content areas of study at individual grade levels, the teachers in each division utilize specialized teaching methodologies appropriate to the age group with whom they are working. These methodologies are explained in the prose introducing each division.
Importantly, teachers in the history department have undergraduate (and in some cases advanced degrees) in the social sciences. The faculty, in addition to their passion for teaching, share with students their passion for history. The academic exuberance of the faculty is contagious, providing students with inspiration and igniting their curiosity.
The Social Studies curriculum in grades one through five consists of two eight week thematic units where the focus is on depth rather than breadth. The inquiry based thematic units requires that student learn to think as historians, archeologists, philosophers, strategists, consumers, and economists.
Thematic units offer students the opportunity to engage in meaningful explorations of related concepts. Students are provided with ample time to live with an idea and to observe, compare, experiment, and discover relationships. In kindergarten, there are two major thematic units interwoven into the curriculum. These topics are integrated throughout the day and explored and expanded upon across the entire year. In each of the grades one through five, the faculty has selected four major topics of inquiry. Taken together, these units constitute the broad outline of the social studies and science curricula. Some of these topics begin as explorations in science; others center on history, geography, or the study of other cultures. Most of these topics, however, involve several disciplines and include music, technology, and art.
Students use literature,
primary and secondary sources, field trips, guest speakers, hands-on projects,
and technology to incorporate an understanding of and an appreciation for other
cultures, periods in history, and geographical regions. Social studies
topics reflect
Teachers encourage students to be delighted, intrigued, and inspired by the past and to see how the past effects their personal present and future.
Grade 1: Prehistoric Time & Connecticut
Grade 2: Colonial America &
Ancient
Grade 3: Revolutionary
Grade 4: A New Nation & Greek Civilization
Grade 5: Reconstructing America & Middle Ages
The kindergarten social studies curriculum centers around developing a sense of the diverse classroom community; what it means to be a part of the community.
In the beginning of the year the children learn about one another's family. They discover each other's culture, where they live, and their family celebrations. The multicultural nature of the classroom library ensures that all children see themselves and their families reflected in the literature read in class. The children learn about the kindergarten community; it's rituals, roles, and celebrations. Expanding to the broader school community, the children explore the campus, the roles of the faculty and staff working on campus, and how community members work together to create a supportive school community. Using the block area, the students 'build' their own communities, working cooperatively to create the structures most familiar to them.
GOALS:
Recognize that each family is unique and has its own identity.
Create graphs to illustrate different family characteristics.
Share and discuss literature which represents different cultures.
Understand the roles and responsibilities inherent in being a member of the kindergarten community.
Learn to cooperate and listen respectfully to the ideas of others.
Design and build block structures in small groups.
GOALS:
The study of the State of
OBJECTIVES:
Identify the use of a map and globe
Identify the four cardinal directions and a compass rose
Locate the state of
Identify and discuss what a state capital is and its purpose
Discuss what makes
Discuss the role
Identify "firsts" (i.e. settlers, inventors, etc.)
Identify famous historical landmarks
and people in
Discuss the lifestyle of Native
American tribes living in
Record and graph local weather patterns
PREHISTORIC TIME
GOALS:
First graders explore the role of historians, anthropologists, paleontologists, and geographers as they develop an understanding of prehistoric time, with the primary focus on the Mesozoic period. They discover ways to learn about history without written records. They practice critical reading and critical thinking skills as they gather information that is at times conflicting. From a geographical perspective, students consider the physical processes that shaped the patterns of the earth's surfaces.
OBJECTIVES:
Discuss the different periods: Mesozoic, Triassic, Jurassic, and Cretaceous
Create a timeline illustrating which dinosaurs lived in each period
Define carnivore and give examples of carnivorous dinosaurs
Define herbivore and give examples of herbivorous dinosaurs
Define extinct and how it relates to habitat
Make two types of fossils
Discuss the current theories about dinosaur extinction
Explore different types of dinosaurs and categorize them by physical characteristics
COLONIAL
GOALS:
Second graders begin their study
of American history by considering the origins of the
OBJECTIVES:
Examine how the early colonists survived and evolved into a self-sufficient society.
Explain the significance of the Mayflower Compact.
Discuss the relationship between the pilgrims and the Native Americans.
Understand how the arrival of the European traders and settlers impacted the lives of the Native Americans.
Name some of the Native
American tribes of
Explore the native American reverence for nature.
Identify the causes for all the
migration to
Investigate the natural resources
available to the Native Americans and the colonists in
ANCIENT
GOALS:
The study of Ancient Egypt sets the stage for further studies of ancient civilizations in the upper elementary grades. Students begin with a study of geography, how cultures utilize the natural resources available to them and how a culture is influenced by the physical features of their environment. Students consider how life today compares to life over 3,000 years ago. Throughout this study, students are encouraged to examine the aspects of this past civilization which are still evident in our own culture.
OBJECTIVES:
Describe the climate and
geography of
Identify animals native to
Locate and label the
Explain the importance of the
Understand the importance of the scribe and the materials used for recording life, specifically hieroglyphics
Explain the intricate caste system by describing various jobs
Understand the role of farmers in the caste system and the disparity with their importance to the community
Understand the various tools, animals, and inventions used by Egyptian farmers
Explain how some plants were used for medicinal purposes
Understand the embalming process, the use of canopic jars and the meaning of the carvings on Egyptian tombs
Identify the materials used to make clothing and paper, linen, animal products, flax and papyrus
Understand the natural
resources in
Describe the various homes lived in by Egyptians and how they reflected the various levels of the caste system
Identify various jewels and metals commonly used by the Egyptians and understand where and how they were used
Identify some of the major gods
and goddesses of
Explore the mathematical inventions of the Egyptians and how math was used to create the pyramids
Identify the most famous pharaohs, their dynasties, and tombs
Understand the Egyptian fascination with vanity and the afterlife
Understand the role of recreation and sport in the Egyptian society
REVOLUTIONARY
GOALS
The third graders extend their
understanding of American history, focusing on the events leading to the
Revolutionary War and the signing of the Declaration of Independence.
They discuss how change and diversity can cause conflict among people.
OBJECTIVES:
Examine the causes of the American Revolutionary War.
Identify the thirteen original colonies and each capital.
Take notes from primary and secondary sources and use this information to construct a timeline
Recognize the paradox of the pilgrims seeking religious freedom for themselves, yet were unwilling to extend religious tolerance to others.
Describe the Boston Tea Party,
Boston Massacre, and Intolerable Acts as representative of the relationship
between
Discuss the leadership styles of King George III and some of the signers of the Declaration of Independence.
Describe why the Declaration of Independence is viewed as a living document with implications for each generation.
Discuss George Washington's role in defining the presidency.
Discuss how the constitution
was written to create a new government for the
GOALS
Students study
OBJECTIVES
Locate and identify
Understand the influences of climate and terrain on Japanese life
Experience spoken Japanese and learn about the Japanese writing system
Use Japanese myths and legends to gather information about Japanese beliefs and cultural values
Discuss the ways World War II
affected the relations between
Recognize that there exist
stereotypical views of
Examine Japanese artifacts to
learn about the culture of
Consider the reverence and respect that the Japanese bestow upon the elderly and ancestors.
A NEW NATION
GOALS
This American history unit
considers our nations growth from 1800 through the Civil War. The focus is on
issues of expansion and growth, conflict, liberty, and human rights. Emphasis
is placed on how the country not only changed physically during these years but
socially and politically as well. Students are asked to consider how the growth
during this time period changed our nations identity. By the middle of the 19th
century the
OBJECTIVES
Utilizing notes taken from primary and secondary sources, construct a time line.
Identify the characteristics of
the different regions of the
Name and locate the major
physical features of the
Name and locate the 48 contiguous states.
Explain the importance of the
Explain the Indian Removal Act of 1830 and the Trail of Tears.
Explain how the Homestead Act of 1862 promoted the permanent and productive settlement of the West.
Understand the significant land
acquisitions: Mexican Cession and
Understand the events leading to the Civil War.
Recognize the importance of the
Battle of Gettysburg and
Compare and contrast the North and South during the mid-1800's vis-à-vis slavery, agriculture, and industry.
Describe the impact of the Dred Scott decision, the Missouri Compromise, the Mason Dixon Line, and the election of President Lincoln.
ANCIENT
GOALS
Students are exposed to an historical and cultural experience throughout this unit. Students are directed to primary and secondary sources to gather historical information. They examine artifacts and read the stories of Ancient Greece to learn about the culture of the people during this period. Students are continually examining how their culture has been impacted and shaped by the culture of Ancient Greece.
OBJECTIVES
Understand how Greek myths provide an historical record
Recognize, write, and pronounce the Greek alphabet
Understand the context of the English language and its roots in Greek language
Study the etymology of Greek vocabulary words
Identify the major geographical
features of
Identify examples of Greek influences in twentieth century life
RECONSTRUCTING
GOALS
Students continue their study
of American history by focusing on the early 1900's through the Civil War. By
working with primary and secondary sources, students look at changes in our
country and construct a timeline. They investigate the Reconstruction
Era, the African-American experience, economics, the Dust Bowl, the Depression,
World Wars, Constitutional amendments, the
OBJECTIVES
Discuss the three branches of government. Debate the strength of states' versus federal rights and powers.
Identify industrialists and their impact on society and the nation.
Explain the necessity for added amendments of the Constitution, particularly #13, #14, and #15.
Describe the role, necessity, and impact of child labor.
Draw a timeline of women's struggle for franchise and equality under the law.
Define the great depression and explain its ramifications for the nation.
Investigate the causes and effects of the two World Wars.
Trace the progress of the civil rights movement.
Discuss the necessity for and
significance of the
THE MIDDLE AGES
GOALS
Students study the Middle Ages and the Renaissance in western Europe. Through research, reading, writing, speaking, and thinking students synthesize all the information gathered and consider all the ramifications and implications and the effect on the colonization of the new World.
OBJECTIVES
Construct a three-dimensional castle or cathedral which accurately display the structures of the period
Locate the empires of
Identify Crusade and trade routes
Recognize the role of the church at this time
Explain what miracle plays teach about the culture of the Middle Ages
Diagram and explain feudalism
Explain the reason behind creating family shields and banners
Use primary and secondary sources to create a timeline for 500 to 1500 AD
Differentiate between Gothic and Roman architecture
Discuss class distinctions and the roots of the Middle Ages
Investigate the lives of saints and heretics
Explain chivalry and its history
Create a sonnet or prologue with a Canterbury Tale
Design gargoyles reflecting the artistic influences of the period
The history curriculum in the Middle School has been designed based on three general assumptions: that students are preparing for college, that students expect a rigorous academic experience, and that students understand that the expectations of their work and performance increase significantly as they grow older.
The amount of work and the
demands of time plus the high standards for academic achievement make for a
rigorous academic experience. The small classes and close teacher
interaction with students require that each student be sufficiently prepared to
be fully engaged with the class material and class discussions. Ideally,
students will begin to recognize their responsibility to think globally as they
interpret the information and will be well prepared for study in the
The expectations on students are commensurate with their age and maturity level both in terms of their chronological age and grade in school. The bar continues to be raised throughout the year, from year to year and from division to division. Students continue to build study skills throughout their middle school years. Such skills include efficient note taking, time management, interpreting large bodies of information, writing coherent prose, evaluate information sources, and organizing and writing research papers.
Building upon the experience presented in the lower school, students in grades 6-8 are able to be successful learners because they understand the three basic areas of effective learning, preparation and study:
I. General Sense of History and Geography
Students:
understand chronological sequence and causation
acquire factual knowledge
demonstrate accuracy when discussing historical data
understand how historical sequencing and events influence one another
understand how current time is influenced by the past and influences the future
understand diversity and relativity of historical perspectives and interpretations
understand how people in various regions of the world experience similar events in different ways
comprehend interdisciplinary connections
develop a sense of place (how to read and interpret maps)
understand geography from cultural, economic, and political perspectives
understand how geographic contexts contribute to the development of a society
understand how context influences the ways people see the world
II. Reading, Research and Analysis
Students learn:
to read effectively and efficientlyfor comprehension with close attention to nuance
what to do when encountering difficult reading
to read to infer and extend meaning by identifying the main points and by distinguishing supportive statements from illustrative detail
about the scientific method (what do we know? and How do we know it?)
the skills associated with the scientific method:
to recognize hypotheses within the text and understand evidence
to evaluate the quality and relevance of the material used to build and support an argument
Information Literacy: (ability to find information) using a variety of sources (library and internet) and assess the quality and reliability of the information
to generalize while recognizing personal biases and identifying fallacies
various research methodologies (quantitative and qualitative data analysis)
to take note effectively
to identify key components of a lecture
to identify important and relevant pieces of information
how to use notes after the lecture
how to prepare an outline with coherent sections and subsections
why note taking and the subsequent organization of information is necessary
III. Orientation Toward Learning
Students:
use a variety of communication skills that show they understand the class material
exercise written, oral, and visual communication
become good communicators and attentive listeners to the questions and concerns of others
accept criticism by others and answer questions with an attentive, positive attitude
make the connection between general knowledge and personal observations and experiences
make connections across disciplines (e.g. Economics and everyday life, sociology and geography)
integrate and use knowledge from across different discipline (social studies and other disciplines)
relate historical, geographic, and sociological materials to a sense of self
become comfortable with ambiguity
demonstrate a variety of skills necessary for success in college:
taking personal responsibility for their work
doing homework and reading assignments
completing written assignments on time
exercising efficient/effective time management techniques
WORLD GEOGRAPHY
GOALS
This class includes the study of the physical, human, and economic geography of the planet and the interrelationships among the three areas. Students learn to understand and interpret maps and globes, build and use vocabulary, understand how the human population and growth affects the earth, and acquire a sense of basic geography. Students develop their research skills and computer skills.
TOPICS
Introduction to geography (What is geography? How the elements of geography relate:
Longitude and latitude
Cardinal direction/compass rose
Hemispheres
Continents and oceans
Globes and maps
Landforms
Water forms
Weather and climate:
Definitions and differences
Why weather and climate vary
Weather recording
Climate zones of the world
Natural Phenomenon:
Definition and type
Power point research project
Regions of the
Historical geography
Why does the
Renewable and non-renewable resources
Endangered species
Life on the Serengeti
Sub-regions:
Rain Forest deforestation
Forms of government
Maps of
Exploration
Population growth and distribution
WORLD CULTURES
GOALS
The emphasis is to engage
students in global studies and provide opportunity for students to think and
study about world history and geography. The development of civilizations
is examined beginning with the ancient civilizations of