ST. ANNE'S EPISCOPAL SCHOOL SOCIAL STUDIES CURRICULUM

The goals of the social studies program are:

The strands of civics, economics, current events, geography and history are incorporated at each grade level in an age appropriate way. Research projects occur in most grades. Social studies is integrated into the other subjects as is appropriate. Each grade builds on the skills and content learned in the previous year, and many topics introduced in the earlier grades are emphasized in the latter ones.

PRE-KINDERGARTEN AND KINDERGARTEN

SOCIAL STUDIES

Nurturing a positive self- concept is the primary goal in the early years. Therefore, the focus of the social studies curriculum at this stage is on the individual child. Beginning with what is most familiar, students learn to appreciate their uniqueness as individuals and realize their place in their family, school, community and world. As these young students begin to make connections and develop relationships with people within the school, a basic understanding of cultural differences and similarities becomes more apparent. A beginning awareness of global diversity develops, as well, through guided explorations of other cultures. These students acquire a beginning sense of geography and history. There are ample opportunities for hands-on explorations and learning through discovery.

PRE-KINDERGARTEN - CONTENT, OBJECTIVES AND SKILLS

THEMATIC UNITS:

ME

MY FAMILY

MY SCHOOL

MY COMMUNITY

MY WORLD

OTHER CULTURES

HOLIDAYS

SENSE OF GOVERNMENT AND DEMOCRACY

SENSE OF PAST/PRESENT/FUTURE

KINDERGARTEN - CONTENT, OBJECTIVES AND SKILLS

THEMATIC UNITS:

ME

MY FAMILY

MY SCHOOL

MY COMMUNITY

MY WORLD

OTHER CULTURES

HOLIDAYS

SENSE OF GOVERNMENT AND DEMOCRACY

SENSE OF PAST/PRESENT/FUTURE

FIRST GRADE SOCIAL STUDIES

First graders look at the world as observations of their immediate surroundings, their neighborhood, and their community. The first grade program focuses on the child's self-concept, self-esteem, and the values of kindness, cooperation, respect, and teamwork within the realm of the classroom, the school and the larger community. This study encompasses strong values training, highlighting and acknowledging feelings, and identifying appropriate ways of dealing with such emotions. The concept of citizenship is studied, both within the context of the school community, and the local community. Opportunities for involvement in local communities are fostered through partnerships. Each child's uniqueness is celebrated in the study of family, home and community. As differences and similarities are recognized and acknowledged within and outside the classroom, a curiosity and appreciation for diversity develops.

OBJECTIVES

CONTENT

My Family, My Friends, My Home and My School

Maps of the School and the Community

Living in a Community

Friends and Family Far Away - Alaska, England, Germany, Italy, Sweden, Mexico, Israel, Africa, U.S., France

SKILLS

SECOND GRADE SOCIAL STUDIES

Second graders are capable of considering the world as larger than their immediate surroundings, and stemming from more than just their personal past. They are ready to learn more about the world and take their place in it. Current events, history and economics are introduced in more depth than the earlier years. The symbolic representations of maps and globes become accessible and useful when locating and organizing information. Their thirst for what is fair leads students naturally into lessons on justice, stewardship, and community. A thread running throughout the entire social studies curriculum and the second grade year is a search for identity, both individually and collectively. Knowledge of resources, options, and likely outcomes helps students make choices that lead to growth, development and actualization of potential. This is a time to question, understand, and get involved!

OBJECTIVES

CONTENT

Formulate and analyze the characteristics of the St. Anne's community

Recognize identities as stewards of time, talents, and treasures

Learn about Delaware

Justice leads to peace

SKILLS

THIRD GRADE SOCIAL STUDIES

At the third grade level students participate in situations and activities that enable them to gain knowledge, establish their own sense of curiosity about the world, appreciate diversity, and celebrate their heritage. Third graders become more aware of national and global issues, and develop verbal, analytical and research skills to explore such topics. Students understand the rights and responsibilities needed to be good citizens.

OBJECTIVES

CONTENT

SKILLS

FOURTH GRADE SOCIAL STUDIES

American Studies provides the broad theme for the fourth grade social studies curriculum. This inter-disciplinary program focuses on the geography and history of America. Students locate major cities, landforms and resources in the United States. Fourth graders explore the human and physical characteristics that help define the American identity. Emphasis is placed on the interaction of humans to the environment, and the events that shape history. An exploration of the process through which regions form and change promotes opportunities for historical research, and provides occasions to reflect on future events.

OBJECTIVES

CONTENT

SKILLS

FIFTH GRADE SOCIAL STUDIES

THE EMERGENCE OF CIVILIZATION

The fifth grade social studies course focuses on the foundations of civilization, beginning with the geographical and communication challenges faced by the first civilizations. The students gain a perspective of cultures from Egypt, Sumer, Phoenicians & Lydians, Judaism, India, Hinduism & Buddhism, China, Greece and Rome

OBJECTIVES

CONTENT

SKILLS

SIXTH GRADE SOCIAL STUDIES

AMERICAN HISTORY – BEGINNINGS TO 1850

The sixth grade course in American history examines the origins, birth, and development of our nation.  The curriculum has a dual focus: students gain a basic understanding of the important people and events that left their mark on early American civilization and National identity.  Students are evaluated on their ability to acquire and use skills, comprehend historical events and express objective knowledge.   

At the same time, students begin to develop critical reading, thinking, and writing skills.  They are taught to identify historical cause-and-effect relationships and draw connections between the course material and our modern world.  Central to the course is the question: “What is an American?”  Throughout the course, students are encouraged to answer this broad, subjective question based on evolving perspectives throughout our nation’s history as well as their own experiences.

 OBJECTIVES

 CONTENT

The course utilizes a variety of social science approaches to early American history.  Students use their knowledge of economics, government, history, religious beliefs, and social classes to understand and analyze the origins of America.  Major units in the course include:

In addition, substantial attention is given to the issues and ideas that play a role in today’s America.  Through frequent current events assignments and topical discussions, students are encouraged to consider the world around them, on every level, ranging from topics affecting their homes and families to events that alter the course of our entire nation.

SKILLS

Students’ knowledge of American history is facilitated and reinforced through the acquisition and development of a set of skills that will serve them throughout their academic career.  The course emphasizes the following skills:

 SIGNATURE PROJECTS

Students in the sixth grade participate frequently in a variety of small projects designed to enhance the student’s connection to the course material and provide a fun and educational outlet for interdisciplinary extensions.  In addition, throughout the course of the year, major units culminate in substantial projects that require students to both synthesize information as well as present it in a thoughtful and creative manner.  Sixth grade signature projects include:  

        Students explore Native American civilizations through an integrated unit on  Native American life.  A major part of this unit is the tribal research project,
        which calls  on students to envision themselves as members of a given tribe and become familiar with all aspects of that society.   Through research and a
        variety of linked activities, students experience what life was like in America before the  arrival of Europeans.

Students plan and convene a recreation of the Constitutional Convention in Philadelphia in 1787.  Students take on the identity, dress, agenda, and positions of actual delegates and decide on important matters of government and society that confronted the new nation.

In the mid-1800s, America was not one nation so much as it was an alliance of three vastly different regions: North, South, and West.  As the culminating project of a unit on these regions, student work in groups to research, write and publish a complete newspaper reflecting the issues that were important to a given region. 

Seventh Grade Social Studies

AMERICAN HISTORY – 1850 TO PRESENT

The course continues to develop skills and approaches introduced in the sixth grade, using modern American history as a vehicle to explore a variety of important social, political, economic, and cultural topics.  Students hone critical thinking and writing skills, applying them to the notable people, events and ideas that shaped the development of the USA from a divided, relatively inconsequential nation to the global superpower we know today. 

 Students continue to explore the question, “What is an American?” but with an increasingly sophisticated understanding of the diverse perspectives, experiences, and beliefs that affect any answer to that question.  Addressing contemporary issues that confront our nation, students are challenged to chart a positive, sustainable course for America’s future, both on the individual and societal level.

 OBJECTIVES


CONTENT
The course utilizes a variety of social science approaches to modern American history.  Students use their knowledge of economics, government, history, religious beliefs, and social classes to understand and analyze the division, reunification, growth and world leadership of the United States of America.  Major units in the course include:

SKILLS
Students’ knowledge of American history is facilitated and reinforced through the acquisition and development of a set of skills that will serve them throughout their academic career.  Seventh graders are given increasing responsibility in terms of leadership and topic development.  The course emphasizes the following skills:

SIGNATURE PROJECTS

Students in the seventh grade participate frequently in a variety of small projects designed to enhance the student’s connection to the course material and provide a fun and educational outlet for interdisciplinary extensions.  In addition, throughout the course of the year, major units culminate in substantial projects that require students to both synthesize information as well as present it in a thoughtful and creative manner.  Seventh grade signature projects include:

 Language Arts and Social Studies faculty team up for an examination of mid-19th century reform writings.  Students will use historical background information    from social studies class to examine the abolitionist and women’s rights writings of Sojourner Truth, Frederick Douglass, William Lloyd Garrison, Abigail Adams among others.  The lab culminates with student producing their own piece of reform literature.

Each March, students will be assigned one of the 42 men who have held the highest political office in America.  Their task is to research all aspects of their Presidents’ and tenures and produce a thorough five page research paper detailing their lives and accomplishments.  Each student then prepares to debate other students and establish his or her President as the best President in American history.  Debates are held in a bracketed format, and the champions from each section debate live at school meeting.

Community service is a prevalent theme in the course, and an important responsibility of all citizens.  As a culminating project designed to encourage students to see their potential as citizens, students choose a local charity or non-profit organization that they would like to assist.  Students then work closely with the leaders of those organizations and familiarize themselves with all aspects of their work.  Each student prepares a presentation that demonstrates the value of that organization’s mission and the necessity of that organization’s work in our community.  Students then share their presentations with their peers, and peers grade the presentations.  In years past, a generous grant from the Sunshine Lady Foundation has enabled us to give financial contributions to all participating organizations, with special awards for the top three presentations.

EIGHTH GRADE

WORLD CULTURES

This course covers the cultures of the world. Study includes an overview of the history and geography of each continent, and representative countries are studied in greater depth. The students also discuss and debate international current event issues.

OBJECTIVES

CONTENT

SKILLS