Over the course of the 2008-2009 school year, we sought to answer four key questions about Barnesville’s social studies program:
1. What are we doing? Using the curricular maps created by the faculty, we reviewed our current social studies curriculum from our reestablished Early Childhood (three-year-olds) through eighth grade. We examined the topics explored, textbooks used, and timing of subject introduction.
2. What are others doing? We explored what’s “out there” by examining national standards as well as programs from peer school”. In addition, we observed how our students place as they reach their secondary schools of choice, and surveyed both alumni and their parents
3. What do we want (and need) to do? This was an opportunity for our faculty and division administrators to dream and consider where they’d like to see the program grow.
4. What are our plans for change and growth? At the conclusion of the year, we celebrated our successes and made plans for the future.
The Social Studies Task Force has completed its curricular review. We have assembled a formal list of recommendations and target completion dates for each of the following topics.
1. AIMS recommendations and plans
In 2004, The Barnesville School underwent an accreditation visit by the Association of Independent Schools of Maryland (AIMS). The visiting committee made explicit commendations and recommendations for each academic program. Their recommendations are given below in italics, along with the Task Force’s plans to address these recommendations.
• evaluate the breadth of the content covered in the social studies curriculum to determine whether covering fewer topics at greater depth would better serve the needs of the students.
Curricular review (Fall 2009)
After review of the School’s social studies curriculum at each grade level, it was determined that changes would be made in the fifth and eighth grade curricula, beginning in the 2009-2010 school year, in order to address this recommendation. The fifth grade will cover the historical time span starting with the U.S. Constitution and ending with World War I, also incorporating current events. Eighth grade will begin at World War I and teach up through the 1980’s.
• reevaluate the progression of skills and content to address overlaps or disconnects in the curriculum and to reconsider age-appropriateness of content and expectations at each grade level
Scope and sequence (completed)
Members of the Task Force have created a scope and sequence which merges the Maryland State Department of Education’s voluntary curriculum with Barnesville’s social studies curriculum (see attached). Embedded in this document is a vertical skills ladder which addresses research skills necessary to meet Barnesville’s social studies objectives across the grade levels. The Task Force also examined the curricular connections and possible overlaps between fourth and fifth grade social studies and found that the fourth grade curriculum flows logically into the fifth grade curriculum. The sequence in the fourth grade creates a solid foundation for more in-depth study the following year.
• look for opportunities to integrate other disciplines (such as music, movement, and technology) into the social studies curriculum in meaningful ways
Interdisciplinary integration (completed)
The Committee found integration of the social studies curriculum into Spanish, art, and music courses in the following ways:
Spanish - In the early grades, students learn about language differences and make comparisons between the cultural traditions of Spain, Mexico and the U.S. In the second grade children are introduced to all the Spanish speaking countries. In third and fourth grades each unit of the Spanish textbook connects with social studies.
Fifth through eighth grades use the textbook “Paso A Paso.” Each unit compares an aspect of a Hispanic culture with U.S. culture. For Fall 2009, there will be a multi-unit approach learning about the Incas in Spanish and Art in preparation for the Peruvian Exchange Program which involves our seventh and eighth graders. This study compliments the social studies curriculum which learns ancient civilizations in the sixth grade. In seventh and eighth grade the students examine Hispanic heritage with a cultural research project. The upper grades expose the younger grades to their research by hosting a Hispanic Heritage Festival.
Music - In general, music transmits both culture and history. Traditional folk songs are at the core of the music curriculum. American history is revealed in the vocabulary, poetry and lasting tunes handed down by past generations. In addition, there are some specific appropriate times to integrate with the social studies curriculum. For example, first graders learn the song Cielito Lindo in conjunction with their study of Mexico. In the fourth grade, music from the geographical regions of the U.S. is taught in music classes at the same time the Regions are taught in social studies classes. In the fifth grade the study of the Civil War and Western expansion of the U.S. are highlighted through a dramatic play with songs and PowerPoint presentations. In the Exploratory Renaissance unit in the seventh grade students learn a Renaissance dance which is performed in period costumes at the Holiday Show. In their study of the Roaring Twenties, eighth grade history students learn the Charleston.
Art - Art is fully integrated with the social studies curriculum from grades one through six. In first grade children take part in an extensive study of Mexican artifacts. In second grade children learn about art and folklore of Native Americans and the country of Japan. Third graders explore the definition of “culture” and study African art and contemporary western artists influenced by African art. Fourth graders learn about Early American art and artifacts and create art about regions of the United States. Fifth graders learn about diversity in American art and about some famous American artists who worked in the time periods from 1800 – 2000. Sixth graders learn about art from ancient civilizations. Seventh graders make artifacts which pertain to the great religions of the world. In conjunction with their study of Christianity they take part in a unit on Renaissance art. Eighth graders explore contemporary social justice issues in some of their art.
Technology - Technology is integrated into the social studies curriculum in a variety of ways. In fourth grade the students are required to research a specific state and create a PowerPoint presentation. In fifth through eighth grade the students research a variety of topics using technology and write research papers using many databases and tools on the computer. Websites are used to present topics to students in the classroom, as well as having students use interactive websites while studying a specific topic in social studies. United Streaming website is used quite extensively in most grade levels to present a variety of social studies topic enrichment.
Research Skills - The Barnesville Research Guide is a school-wide teacher guide for the research process that encourages students to take ownership of research by setting goals for the questioning, planning, gathering, recording, organizing, writing, and reflecting steps of the research cycle. The Barnesville School strives to make every academic activity from simple reports which present factual information to answer specific questions to a research paper which requires a thesis statement that is supported or refuted by the student in Middle School.
The Barnesville School requires students to demonstrate integrity in their work. In our Lower School students follow a modified grade level appropriate bibliographic citation format. This continues in the Middle School with increasing expectations for compliance with Modern Language Association style, MLA. In the Middle School electronic citation tools, such as NoodleTools and Expert Space, are being piloted for student use in creation of note cards and work cited pages.
2. Further topics, plans, and areas of exploration
A. Annual alumni / parent of alumni survey (complete)
In our survey of 9th and 10th grade Barnesville alumni and their parents, we inquired both about general preparation for secondary school and specific preparation for social studies. A strong majority of the respondents lauded Barnesville’s overall preparation in academics, social fit, independence, organization, and athletics. There were many positive responses specific to social studies, including our teaching of historical events, geography, note-taking, and research. Areas with fewer positive responses, leading to a discussion of our current curriculum, were current events, U.S. government, public speaking, and essay writing.
B. County / state / national curriculum comparison & analysis (complete)
In examining the Maryland State Voluntary Curriculum, we observed the advantages of developing a “skills ladder” for our curriculum, and have since created one as part of our scope and sequence. Our review of the Montgomery County curriculum was not as fruitful, as portions of their published curriculum had not been updated in the past 10 years. We briefly compared our curriculum to that of Frederick County, Howard County, and Harford County. Finally, we reviewed the National Council for the Social Studies Curriculum Standards, and noted that our current curriculum is well aligned to these standards.
C. Ethics education (Fall 2009)
For the upcoming school year, we will be offering a weekly ethical decision making course to one or more grades in the middle school. Mrs. Roos, Mr. Huber, and middle school faculty are responsible for its implementation. As part of this consideration, the group received an overview of professional development opportunities and curricular resources made available by the Red Cross, as presented by Laurie Hundertmark (3rd & 5th grade parent).
D. Technology – use of laptops / netbooks in Middle School (Winter 2009)
Also for the upcoming school year, we will be establishing a standing Technology Committee, chaired by Mr. Snider. The first task of the group is to consider the possible integration of laptops or netbooks for one or more middle school grades. Mr. Snider and Mr. Seraile will be making a recommendation and plan for possible implementation by the end of the calendar year.