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MMS
Social Studies
Use the links below to explore social studies content for each of our four
grade levels:
5th Grade Social Studies
Grade five social studies curriculum focuses around a regional study of North America based on various historical themes. Each
unit of study consists of three sections - history, geography,
and life today, taught in sequence, which provides a unit structure
with a stable platform for students to discover, interpret, and internalize
information.
Our program seeks to help
students connect concepts from the state and district social studies content
standards to the real world. Students are continually encouraged to strive to
recognize the importance of historical thinking and historical knowledge in
their own lives and in the world in which they live. Aside from the essential
content covered in each activity and unit, our curriculum promotes the use of
critical thinking and problem solving skills. Students are encouraged to
begin viewing themselves as active, positive participants within society.
Below, are some examples
of unit activities from 5th grade social studies:
- Investigation of various
primary sources
- Field trip to Mystic Seaport
- Participation in a Classroom
Constitutional Convention where students compose constitutions for
the classroom, focusing on students’ rights and organization of powers.
- Study of the Oregon Trail, which includes writing trail
journals from the point of view of a 12-year-old on the trail.
- Participation in a cross-team
debate comparing the American and Mexican perspectives on the
Mexican-American War.
6th Grade Social Studies
The social
studies program in the sixth grade is essentially a study of world geography
and cultures. We try to promote understanding of global issues with a focus
on "essential questions," which are applied to every area of the
world studied. These questions include:
- How are the lives of the
people in this region similar to and different from our lives?
- How are the lives of people
in this region affected by the geography and resources of their land?
- What events are occurring in
this region and will these events have an impact on the global
community?
- How do people in this region
view us?
- How will my knowledge and
understanding of this region affect my decisions in the future?
We are guided through our
study of the various areas of the world by the "Five Themes of
Geography," which are listed below:
- "Location - Absolute and
Relative" refers to latitude and longitude and where somewhere is
compared to somewhere else that we might know.
- "Place" describes
what it is like there - natural and human features, such as plains,
mountains, cities, towns.
- "Region" identifies
an area according to its outstanding characteristics, such as climate,
cultural traits, economic activities, natural boundaries, or landforms.
- "Human/Environment
Interaction" is the way humans interact with, adapt to, and change
their surroundings.
- "Movement" refers
to the way areas of the earth are connected by transportation, trade,
and communication.
Our social studies units
of study in the 6th grade include:
- Geography Skills - the
vocabulary that will be used throughout the year, practice with latitude
and longitude, movements of the earth, sun, moon, etc.
- Through The Eyes of Our
Ancestors - a personal, family connection to another country
- The Former Soviet
Union
- Latin America
- China
- Japan and Korea
- The Middle
East
- Africa
- Southeast Asia
- India and its Neighbors
- World Religions
We attempt to provide
some coverage of many areas of the world, knowing full well that we are
merely introducing students to knowledge of geography and world cultures, in
the hope that they will have the desire to learn more in the future. Over the
course of the year students will read, write, work on maps, participate in
group projects, follow current events via the Internet and with newspapers
and magazines, conduct independent research, hear guest speakers, see slide
presentations, and view occasional videos.
Our I.C.E. days provide
frequent opportunities to relate the social studies curriculum to other
subject areas, with activities in art, mathematics and language arts. Our social studies program is
enriched by the presence and participation of community members from many
diverse countries and cultures.
7th Grade Social Studies
Social Studies in
grade seven is a study of ancient times. The year begins with prehistory and
ends with the early Renaissance, a great deal of history in one year! Each
student receives a textbook that we use weekly. To help guide the students,
they receive assignment sheets for each unit that clearly outline
expectations: chapter reading, project expectations and dates, and quiz and
test dates. Students are encouraged to choose projects which meet their
learning styles, talents, and available time.
As well as the study of
ancient cultures, students also discuss current events daily. They are
expected to take notes and take part in discussions and these events are
quizzed at the end of the week. We hope that this will broaden our students’
understanding of the world and happenings around them.
During the year students
take part in a variety of hands-on activities which complement our units.
These include a salted archaeological dig, a field trip to Higgins Armory in Worcester to study the
armor collection, along with a visit to All Saint’s Church, which is a great
example of medieval architecture. Finally in the spring, the medieval unit
culminates with a medieval fair with all the lords, ladies, nobles, and
peasants in their medieval finery. Please come join us for any of our
activities or festivities.
8th Grade Social Studies
During the eighth
grade year, students examine six topics from the late 18th century
and the 19th century and participate in a decade study of the 20th
century. The American Revolution and New Government units include colonial
unrest which led to the Revolution, the Revolution, and the new governments
(Articles of Confederation and the Constitution) that developed after
independence. A focus of this unit is a full-day Model Congress simulation in
which students attempt to pass bills which affect their daily life in school.
The Westward Movement
unit includes the territorial growth of the United States from 1776-1848 as
well as the exploration and settlement of the west by whites and the effects
of this settlement on Native Americans. The farm to factory movement and its
effects on society begins the study of the Industrial Revolution. This unit
also includes the development of the factory system in America, and
the contrast between the working and living conditions of factory workers and
the captains of industry. The focus of the Reform unit is on the efforts to
reform society in the19th century, especially the abolitionist movement and
the women’s rights movement.
The Civil War unit
includes the causes of the Civil War, the war itself, and Reconstruction. In
the Immigration unit, students examine the push and pull factors which encouraged
large numbers of immigrants to come to the country, the immigration process
and the experiences of immigrants, and the growth of American cities as a
result of immigration. Two highlights of this unit include an Ellis Island
simulation and a field study to New York City
and Ellis Island. The Decades of the 20th
Century unit provides an overview of the century and an in-depth study of one
decade.
Throughout the year,
students will participate in class activities and discussions to help them
understand both the interrelationships between people and events and the
overlapping chronology of the topical units. Wherever possible, students will
examine and analyze primary documents to learn about history in a real and
immediate way. In addition, the study of current issues is ongoing throughout
the year through daily class discussions, a weekly activity/quiz each Monday
and a one week Year in Review mini-unit.
Essential questions guide
each unit of study in 8th grade social studies:
- How did the everyday life of
Americans during this era compare with my life today?
- How did the physical
geography and natural resources affect the growth of our country and how
have we altered this geography and used these resources?
- What people held power during
this time period and how did they treat those who did not hold power?
- How did our government react
to the many problems and challenges it faced from within our country and
from foreign events?
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