Social Studies


6th Grade - Dimika Smith
7th Grade - Heidi Owens-Golfin
8th Grade - Laura Nigoghosian


World Geography: Grade 6 Course Overview

This course introduces students to the physical and human geography of the world. Beginning with a spatial perspective, students explore different ways in which the earth has been represented, how geographers use specific tools and technologies in geographic inquiry, and some of the limitations of these tools. They explore patterns of natural and human characteristics. Students will explore how humans have used, adapted, or modified their environment and the consequences. Students will examine a variety of global issues that emanate from human activities such as migration and settlement, culture and cultural diffusion, population and demographic changes, and resource use. Students investigate how local, national, and international governments and groups respond to contemporary issues. Students will use different spatial scales to study human patterns and global issues. 

World Civilizations: Grade 7 Course Overview

This course introduces students to major world historical events and patterns from eras 1- 3. An emphasis will be placed on “Early World History” and the development of human societies through:

  • Place
  • Space
  • Language
  • Social Institutions (Polity, Economy, Religion)

An emphasis on ones’ place in the world, vs. the “Other”. A core focus for Early World History will be to expose repeated themes of human development  that recur throughout human history.

Integrated United States History: Grade 8 Course Overview

The purpose of this course is to increase the student’s understanding of the development of the United States of America as a democratic nation. The course is organized chronologically. Students study United States History from the writing of the Constitution through Reconstruction. Geography, civics/government, and economics content is integrated within the historical context. Using significant content knowledge, research, and inquiry, the students analyze an issue and propose a plan for civic action. They develop reasoned arguments and write a persuasive civic essay addressing issues from the past within a historical context. Where appropriate, they make comparisons to relevant contemporary issues.