Social Studies

"The capacity to learn is a gift; the ability to learn is a skill; the willingness to learn is a choice." -Brian Herbert

ELA/Social Studies group begin Third Term

Third Grade

This term, students became global investigators in a high-interest social studies unit centered around the mystery of the stolen Hope Diamond. As they worked to solve the case, students developed geographic literacy by studying countries and cultures across all seven continents, uncovering clues and making connections to real-world locations and historical contexts (Knowledge, Comprehension; Across Disciplines, Big Ideas).

Each week, students researched countries from different continents, using maps, informational texts, and digital tools to gather evidence and eliminate suspects. Through this, they built a strong foundation in world geography, cultural diversity, and intercontinental relationships (Application, Analysis; Multiple Perspectives, Patterns). They deepened their understanding of global connections while strengthening their critical thinking and reasoning skills.

Students also engaged in close reading of historical documents and articles related to the Hope Diamond’s past, discussing its legendary curse and the ethical questions surrounding it. They participated in thoughtful debates on whether the diamond belongs in a museum, a private collection, or returned to a mine, developing arguments supported by evidence and presenting multiple sides of the issue (Evaluation, Synthesis; Ethics, Unanswered Questions, Multiple Perspectives).

Throughout the unit, students moved beyond memorization and applied higher-order thinking by analyzing cause and effect, identifying change over time, and exploring how geography and history intertwine in both mystery and truth. The immersive experience helped students develop a global mindset while practicing research, collaboration, and communication skills essential to real-world problem-solving.

Third term

This term, students embarked on a geographic journey beginning with the detailed layout of a castle, learning to interpret and create maps on a small scale. This hands-on introduction helped them understand essential map elements such as legends and symbols, fostering their ability to decode information and navigate spatial relationships (Knowledge, Comprehension; Details, Rules).

Building on this foundation, students expanded their skills to larger-scale maps, exploring the global coordinate system of latitude and longitude to locate places precisely on Earth’s surface. They practiced using compass roses to understand direction and developed proficiency in map reading and navigation (Application, Analysis; Patterns, Systems).

Through engaging activities, students connected these concepts to real-world geography, recognizing how maps serve as tools to visualize and communicate information about places and spaces. They applied critical thinking to compare different types of maps, analyze how map features influence interpretation, and ask thoughtful questions about the role of maps in history and society (Evaluation, Synthesis; Multiple Perspectives, Big Ideas, Cause and Effect).

By the end of the unit, students demonstrated a strong grasp of spatial thinking and map literacy, equipped to explore the world with both curiosity and confidence.

Fourth grade

This term, students became digital explorers as they developed their geographic knowledge and spatial thinking skills through a series of engaging Google Earth and Google Maps scavenger hunt challenges. These interactive tasks required students to navigate global landmarks, analyze satellite imagery, and interpret map features such as coordinates, elevation, and physical terrain (Knowledge, Comprehension; Details, Patterns).

Each challenge pushed students to apply critical thinking and problem-solving as they searched for specific locations, followed map clues, and answered questions that connected physical geography to cultural, historical, or environmental significance (Application, Analysis; Cause and Effect, Rules). Students compared landscapes, climates, and human-made structures around the globe, strengthening their understanding of how geography shapes the way people live (Synthesis; Multiple Perspectives, Across Disciplines).

The scavenger hunts sparked curiosity and creativity as students asked “big questions” about unfamiliar places, investigated landforms, ecosystems, and population patterns, and made connections between global locations and current events (Evaluation; Unanswered Questions, Change Over Time).

By the end of the unit, students had virtually visited every continent, zoomed in on wonders of the world, and developed a deeper appreciation for the complexity and diversity of our planet. Their work demonstrated not just geographic literacy, but also the 21st-century skills of digital navigation, collaboration, and critical inquiry that are essential for global learners today.

Third Term

This term, students explored economic concepts through the lens of the Utah Jazz basketball team and its impact on the surrounding community. They investigated how a major sports franchise influences local businesses, employment, and city development, applying economic principles such as supply and demand, revenue, and economic ripple effects (Application, Analysis; Cause and Effect, Systems).

Students analyzed data on ticket sales, merchandise, and tourism to understand how the team’s presence contributes to the regional economy. They evaluated both the positive and negative effects on neighborhoods, local government, and small businesses, encouraging critical thinking about economic equity and community wellbeing (Evaluation; Ethics, Multiple Perspectives).

Through research and discussion, students connected their findings to broader economic themes, including consumer behavior, economic growth, and public policy. They synthesized information from various sources to debate questions such as how sports teams can serve as catalysts for urban development or gentrification (Synthesis, Evaluation; Big Ideas, Unanswered Questions).

This unit cultivated students’ ability to apply economic reasoning to real-world situations, fostering an understanding of the complex relationships between sports, economics, and community dynamics.

Fifth grade

This term, students deepened their understanding of civic government by exploring the branches of government and the foundational Bill of Rights through a rigorous lens of close reading, sourcing, contextualization, and corroboration of texts. They practiced analyzing primary and secondary sources, carefully considering the author’s perspective and the historical context to build a well-rounded understanding of how government functions and protects citizens’ rights (Analysis, Evaluation; Multiple Perspectives, Context).

Students engaged in critical thinking and discussion, comparing documents from different time periods and sources to uncover how the roles of the executive, legislative, and judicial branches intersect and balance one another (Synthesis; Systems, Rules). They examined the Bill of Rights in depth, interpreting its articles and debating their relevance and application in modern society, encouraging ethical reasoning and connections to current events (Evaluation; Ethics, Change Over Time).

Throughout the unit, students honed higher-order skills by evaluating evidence, questioning sources, and synthesizing information across texts to construct informed arguments about government structure and individual rights. Their work emphasized the importance of historical context and critical inquiry in understanding how laws are made and upheld, preparing them to become thoughtful, informed citizens (Application, Evaluation; Big Ideas, Unanswered Questions).

Third Term

This term, students delved into the fascinating world of codes and ciphers, exploring their vital role in shaping historical events and the course of history. They learned about various encryption methods—from simple tools like the Caesar cipher wheel and Morse code to more sophisticated spy techniques used during the American Revolution. Students studied the famous Culper Spy Ring, which aided George Washington by secretly transmitting critical information that helped turn the tide of war (Application, Analysis; Rules, Patterns).

By analyzing these historical examples, students understood how secret codes and ciphers influenced military strategies and political decisions. They examined how espionage and encryption played a pivotal role not only in wartime communications but also in diplomacy and intelligence gathering (Evaluation, Synthesis; Multiple Perspectives, Cause and Effect, Big Ideas).

Through hands-on practice encoding and decoding messages using methods such as substitution ciphers, cipher wheels, and Morse code, students sharpened their logical reasoning and problem-solving skills. They also engaged in ethical discussions about secrecy, privacy, and the power of information throughout history (Evaluation; Ethics, Unanswered Questions).

This unit encouraged students to synthesize knowledge from history, mathematics, and technology, gaining a deep appreciation for the complexity and impact of cryptography in shaping human events.

Sixth grade

This term, students explored the complex historical period of World War II and the Cold War through a multifaceted, inquiry-based approach. They began by engaging in rationing challenges, simulating the daily realities of civilians on the home front. This hands-on activity deepened their understanding of why resources were limited, the social and economic impacts of rationing, and the resilience required during wartime (Application, Analysis; Cause and Effect, Ethics).

Students further developed their quantitative reasoning by analyzing historical data on price changes of essential goods over time, calculating rates of change, and comparing these trends to average incomes. This mathematical exploration provided insight into the economic pressures families faced during and after the war, linking history with real-world financial literacy (Analysis, Synthesis; Patterns, Change Over Time).

In their examination of the Cold War, students close read primary source documents and influential speeches, practicing sourcing and contextualization to uncover the multiple perspectives surrounding this tense geopolitical conflict. They debated ideological differences and explored the symbolism and significance of the Berlin Wall as a powerful representation of division and conflict between East and West (Evaluation, Synthesis; Multiple Perspectives, Big Ideas, Systems).

Throughout the unit, students applied higher-order thinking to synthesize information from diverse sources, analyze historical impacts, and reflect on the human experiences behind major global events. Their investigations fostered a deep appreciation for the complexities of war, peace, and the ongoing effects these eras have on today’s world (Evaluation; Unanswered Questions, Ethics, Change Over Time).

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