In our Social Studies explorations we examine and discuss issues of culture; systems and cycles; individuals, groups and institutions; and time, continuity, and change. We study these themes in a number of ways -- primarily through observations, first-hand research, surveys, field trips, interviews, etc. We discuss and share our findings in morning meetings. We illustrate and solidify what we've learned through various class projects (dioramas, models, writing projects, art projects, plays, etc.).

Understanding systems is central to our first and second grade curriculum. To start off, we always share about ourselves as individuals -- our likes and dislikes, and aspects of ourselves that make us special, and then we move into discussions and activities about our families -- graphing commonalities and differences, sharing favorite rituals, and stories. Joanie’s lunchtime stories begin with her remembrances of growing up in a large family and move into tales from around the world.

Already this year, in studying about ourselves, we’ve mapped our bedrooms and designed ideal playrooms; shared events we celebrate, categorized them, and created a graph that we’ll use to discuss customs we share and those that are special to our families. We made lists of things we know how to do and noted basic information about ourselves to use in a project with our Special Friends in the fifth and sixth grade.

From this first circle of a familiar group system we move to consideration of the next concentric circle -- our school. This gives us the opportunity to look at some of its systems -- who does what, where do they do it, and how do the physical systems of the school support them in doing their jobs.

We will consider the aspects of a city. What is needed to help people live and work together? What are their housing, transportation, health, and educational needs? What systems are needed to provide for everyone?

Last year, following up on children’s interests, we visited a neighborhood bank and a local veterinarian. Both visits gave the children a “behind the scenes” look at how community members help and support us. This year we will visit other places in our community, reinforcing how interwoven we all are! As our conversation about community develops, we’ll decide with the kids where we want to visit.

We then move to studying a wider system, often determined by the children’s interests. Studies of past and present cultures such as Ancient Egypt, China, Ghana, and Nigeria help us figure out how things worked a long time ago and how civilizations grew. These studies allow us to learn about the component parts of a civilization -- about rulers and kingdoms, about how cities get built and how children are raised, and about how art and architecture explain meaning in people’s lives. The countries vary from year to year based on student interests, available primary source visitors, and field trip opportunities.

By sharing books, slides, and precious objects we will help each other open our minds to another country with different ways of doing things based on people’s needs, desires, and resources. Through literature, research, math, arts, and science we help each other answer questions like: How do people live? What is the land like? What are different cities like? What are families like? What is school like? What games do kids play? How do they celebrate? How are other countries different from the United States? How are our countries the same?

Our goal is to develop the awareness that there are many ways to live, and often these ways are affected by environment, resources, and history. As we did last year, we will have visitors come to class to help us in first hand understanding. We hope to help students gain a meaningful understanding of a different culture, as well as a beginning understanding of the possible impacts of historical events on people’s lives.