H i story
HISTORY It is the goal of the History Department to empower students who can read, write, think and speak with both clarity and thoughtfulness. It is our collective hope that Landon students will develop an appreciation for historical reflection based on empathy towards and inquiry into the myriad contours of history that our program provides. Department philosophy: The History Department fully recognizes that we are teaching in an ever-changing context. The rate at which information is disseminated, and the speed and ease with which it can be accessed, is unprecedented. Ease of accessibility to myriad forms of information will only continue to increase going forward. To that end, we have three areas upon which we focus. Firstly, we consider the fundamentals of historical inquiry to be paramount. Specifically, reading comprehension, expository writing, factual retention, geography, and an awareness of current events are systematically and progressively taught throughout the history program. Secondly, the seemingly endless reach of the internet, and emergent digital technologies, create both advantages and challenges for the 21st century student of history. Lastly, we believe firmly in the relevance and importance of Landon’s mission statement, Honor Code and Civility Code, and that the study of history can be augmented by applying the principles of said statements. Fundamental skills: The primary skills required for the study of history are trained systematically and cyclically throughout our curricula. Identifying a thesis, generating evidentiary support, transitional sentences, and the ability to package the same into a cogent piece of historical analysis are skills presented to students, in an age-appropriate fashion, at each grade level. Similarly,
the close reading of both secondary and primary sources is emphasized throughout the curriculum. Students are taught to identify topic sentences and supporting details and use quality historical writing as a model for their own work. Historical geography is taught as both a discrete area of inquiry and within the context of whatever historical era is being taught at any given moment. With an eye to the further study of geography, teachers in the History Department make ample and frequent use of current events in class discussions to further illustrate historical trends and events. We believe that this is where some of the deepest, most relevant connections are made. Digital technology: Students in the early 21st century enjoy unprecedented access to information, and their ability to access more information faster and with greater mobility continues to grow and will likely do so for the foreseeable future. It is our belief that helping students maximize these opportunities, while doing so safely and responsibly, is critical. Members of the History Department make excellent use of internet-based and digital technologies while presenting information in class. Landon Mission Statement, Honor Code and Civility Code: The principles laid out in these three documents are the foundational guidelines of life at Landon School. The study of history provides an almost infinite supply of
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points of entry into fruitful discussions about the ideas and aspirations identified in these statements and codes. History Department teachers actively seek to make links between the lessons espoused in Landon’s core philosophies and the content they deliver in class.
LOWER SCHOOL Grade 3
Grade 3 boys start with a sense of location and history close to home. The year is dedicated to the study of Maryland. Boys learn geography, history, and the themes that they will encounter in Grades 4 (population and cultural changes) and Grade 5 (historic events in U.S. history through the buildup to the Civil War) through the lens of Maryland. There is a comprehensive field trip experience tied to the study of Maryland.
Grade 4
Grade 4 boys learn about global and ancient civilizations over the course of history to better understand their own identities and those of others. The course incorporates history, hands-on learning and projects, opportunities for discussion on current events and the practice of essential executive function skills particularly while undertaking research projects.
