The Lovett School Middle School Social Studies Curriculum
20th Century United States History 6th grade U.S. History The Lovett School Vision for Learning Lovett offers experiences that inspire our students to love learning. We encourage them to think critically, communicate effectively, engage creatively, and collaborate purposefully. We provide the opportunities and resources that help our students develop independence and self-direction and extend their learning beyond the walls of the classroom as they grow intellectually, emotionally, physically, aesthetically, morally, and spiritually. Course Description United States History in the middle school focuses on domestic and international affairs from the late 19th century to post-war America. Students examine the geographic, economic, social, and political growth of our nation into a superpower. Emphasis is on students’ understanding of the underpinnings and consequences of U.S. policy after the Civil War. Using current events, technology, role play, and simulation activities, U.S. History encourages interaction and participatory learning. Essential Questions 1. How do the historic foundations of our government impact its operation today? 2. How did economic and industrial growth affect the national landscape, as well as our growth and standing as a world power? 3. How did immigrants participate in the evolution of the United States into a world power and how do they continue to impact society and the economy today? 4. Why has the United States been involved in multiple international conflicts over the last century and how did our involvement impact our status as a world power? 5. How do social movements arise and which factors lead to their success or failure? Assessment 1. Traditional Tests and Quizzes 2. Debates 3. Computer Simulations 4. Persuasive Essays 5. Oral Presentations 6. Keynote Presentations 7. Google Maps 8. Documentary Style Film 9. Podcast Radio Show 10. Posters/Visual Presentations
11. Journal Entries 12. Historical Fiction Writing 13. Fall Semester Exam and Spring Semester End-of-the-Year Project Skills Benchmarks 1. Understand the purposes of government and the basic constitutional principles of the US republican form of governments. 2. Understand how individuals, groups and international organizations influence government. 3. Understand, represent, and interpret chronological relationships in history. 4. Identify and analyze various perspectives and interpretations of historical issues and events. 5. Identify, research, and clarify an event, issue, problem, or phenomenon of significance to society. 6. Understand how the U.S. government relates to and interacts with other nations. 7. Gather, evaluate, and use research information to support analysis and conclusions. 8. Students will be able to analyze and interpret political cartoons and historical photographs. 9. Communicates understanding through writing, utilizes writing techniques introduced in sixth grade English classes. Units 1. Introductory Unit: Foundations of Government— a. American Independence b. The United States Constitution 2. A Growing America a. Americans Move West b. The Industrial Age c. Immigrants and Urban Life 3. The Beginning of Modern America a. America as a World Power b. World War I 4. Boom Times and Challenges a. Roaring Twenties b. The Great Depression c. World War II 5. Postwar America a. Early Years of the Cold War b. The Civil Rights Movement c. The Vietnam War
Textbooks and Resources 1. Deverell, William and Deborah Gray White. ​United States History: Civil War to the Present. Austin: Holt & McDougal, 2012. Text and Online edition.
Updated September 2016
Global Issues 7th grade Social Studies The Lovett School Vision for Learning Lovett offers experiences that inspire our students to love learning. We encourage them to think critically, communicate effectively, engage creatively, and collaborate purposefully. We provide the opportunities and resources that help our students develop independence and self-direction and extend their learning beyond the walls of the classroom as they grow intellectually, emotionally, physically, aesthetically, morally, and spiritually. Social Studies 7 - Global Issues Course Description In Global Issues, it is our mission to provide relevant and purposeful learning experiences for all students. Instruction will provide students with the opportunity to: ● understand the relationship of global geography, history, and current global issues facing the world. ● use their skills appropriately within and across disciplines. ● learn to work independently, cooperatively, and collaboratively in real-world situations. ● communicate effectively. ● participate in varied assessments, thus ultimately becoming willing, inquisitive, and productive thinkers who develop a passion for learning. ● use Design Thinking to gain deep empathy for the global community and create authentic opportunities for social action.
Essential Questions 1. If there are supposed to be fundamental human rights, how do we ensure those rights for all? 2. With a growing global population and increased migration, how should resource inequality be addressed, if at all? 3. How can studying the past help us to prevent genocides and conflicts in the future? Why do genocides continue to take place in the world today? Why do conflicts persist in the world today? 4. How can we use Design Thinking to create potential solutions for global problems? How does empathy ensure that we create human-centered solutions?
Assessment: 1. Formative 2. Summative 3. Map assessments 4. Oral and visual presentations in front of both large and small groups 5. Problem-based 6. Journal writing 7. Active classroom participation 8. Design challenges 9. Semester exams Skills Benchmarks 1. Students will be able to properly research, cite, and format all assignments in MLA style with credible sources. 2. Students will use the Design Thinking process to develop possible solutions for global issues. 3. Students will understand the Universal Declaration of Human Rights and relate it to all global issues which are studied. 4. Students will effectively communicate and present solutions, ideas, and projects to various audiences. Units ● Unit 1: Introduction to Research, Global Issues, and Design Thinking; I am Malala novel study ● Unit 2: Human Rights ● Unit 3: Genocide ● Unit 4: Washington D.C. Memorial Study ● Unit 5: Washington D.C. Interdisciplinary Unit ● Unit 6: Water ● Unit 7: Migration ● Unit 8: Gender Rights ● Unit 9: Food and Population ● Unit 10: Sustainability Interdisciplinary Unit ● Unit 11: Quality of Life ● Unit 12: Taking Action ● Countries of the World - Map (Maps are woven into each unit of study)
Textbooks and Resources 1. Skelton, Laura, et al. Exploring Global Issues: Social, Economic, and Environmental Interconnections. Seattle: Facing the Future, 2013. Print.
2. Smith, Dan. The Penguin state of the world atlas. Completely rev. and updated 9th ed. New York: Penguin Books, 2012. Print. 3. Yousafzai, Malala, and Christina Lamb. I Am Malala: The Girl Who Stood up for Education and Was Shot by the Taliban. N.p.: Little, Brown and Company, 2013. Print. Updated August 2016
Civics 8th grade Social Studies Course Description Civics challenges students with relevant and purposeful real-world problems by introducing the question: “How can students, as informed citizens, empathetically affect positive change in their world?” The primary goal in Civics is to provide effective and meaningful learning experiences that extend beyond classroom walls. Students apply civic concepts to social issues facing teens specifically and Americans generally. Students apply academic knowledge and intellectual creativity to the analysis of issues such as healthcare reform, teen bullying, poverty, education and other contemporary issues. In this way, class instruction provides students with the opportunity to tackle authentic problems from local, regional and national perspectives. Civics students discover real-world problems through both creative and interactive activities including observations, brainstorming sessions, simulations, research, experimentation, and above all, team collaboration. Through the process and model of “Design Thinking”, students take action by prototyping their ideas into creations or policies that could conceivably change the world in which they live. Empowered by their decision-making abilities, students are motivated by being able to choose paths of study that are relevant to their lives. By drawing upon their interests, talents, and experiences, these authentic learning activities help students become more fully aware of their connections to world around them. Essential Questions “How can we as informed citizens empathetically make positive impacts on society?” 1. Why is the discovery process integral to identifying, exploring and researching issues? 2. Why is ideation crucial to discovering issues, identifying problems, and finding potential solutions to a problem? 3. What are the most effective and efficient forms of presenting solutions to a problem? 4. How does one gather and develop empathy? How does one use empathy to gain perspective and develop social-emotional intelligence? 5. In solving a problem, why and how should “experts” in the field of study be consulted? 6. Why is research instrumental in understanding and solving problems? 7. Why are prototyping and experimentation essential to? How does feedback and experimentation contribute to the process of prototyping? 8. How can collaboration be useful in finding the solution to a problem? 9. How does reflection contribute to the overall discovery and research process? 10. Which decision-making strategies are most effective for analyzing issues?
Skills Benchmarks 1. Students will be able to effectively research topics and recognize credible academic sources using both online and print sources. 2. Students will be able to properly cite research using MLA Advanced formatting. 3. Students will develop the skill of collaboration in both small and large groups. 4. Students will successfully present their ideas verbally in front of large groups comprised of both students and adults. 5. Students will demonstrate a thorough knowledge of major civic concepts and governmental foundations. 6. Students will investigate current events and relate those topics to their personal world. 7. Students will become more proficient in digital organization through the use of Google Apps and other technological resources. 8. Students will utilize digital resources such as Noodle Tools, Google Apps, Keynote, Creative Commons, iMovie, and online academic databases. 9. Students will be able to analyze relevant issues using a variety of learning strategies including debate, persuasive writing, research and public speaking. 10. Students will be able to effectively analyze visual sources. 11. Students will consistently utilize executive functioning skills to best prepare them for Upper School. 12. Students will continually work to develop and/or enhance social-emotional intelligence. Units 1. American Dream 2. Foundations of Government 3. Federalism and the Constitution 4. Bill of Rights 5. Legislative Branch 6. Executive Branch 7. Judicial Branch 8. Civil, Criminal, and Juvenile Law 9. Citizens and the law 10. Social Action Project Assessment 1. Narrative, persuasive and reflective essays 2. Oral and visual presentations in front of both large and small groups 3. Socratic defense of a selected social issue 4. Public Service Announcements 5. Traditional assessments 6. Analysis of art in relation to essential Civic issues 7. Social Issue project where students will present and defend their year-long research before peers, faculty and experts. 8. Active classroom participation
Resources a. Remy, Richard C., et al. Civics Today: Citizenship, Economics and You. United States: Glencoe, 2010. b. UpFront. New York Times Student Edition. Updated August 2016