Educational Programs at Orchard House
History
Fifth Grade: World History (Early Humans-500 CE)
We begin the year by studying prehistory or the time before the invention of writing. Through discussions and skits, the class learns about the unpredictability of human evolution, the characteristics of various human species, and the development of civilizations. Our focus then shifts to the beginning of history in Mesopotamia. Subsequent units are on Egypt, India, China, and Greece. Students learn about the impact of geography, the role of women, significant turning points, and different belief systems. Through projects, presentations, debates, and creative activities that involve skits and art they develop an active interest in history and begin to think critically about what they are learning. They also develop note-taking, researching, computer, sequencing, discussion and cooperative learning skills.
Sixth Grade: World History (500-1500 CE)
As a bridge to our study of the Middle Ages, we begin the year with the rise and fall of Ancient Rome. Our focus then narrows to the Byzantine or Eastern Roman Empire, followed by units on the Islamic Empire, West Africa, China, Japan, and Feudal Europe. Through the use of primary sources, discussions, role-playing, and other creative activities, the class examines the development and significance of distinct forms of social, economic, and political organization. By studying famous – and not so famous – events and people, students grasp the importance of geography, technological innovations, "golden ages," political institutions and values, gender relations, and human agency. From note taking and reading assignments to map-reading and test preparation, students learn to collect and organize information, distinguish between what is useful and tangential, and restate facts and ideas accurately and purposefully.
Seventh Grade: U.S. History (Pre-Contact-1850s)
To understand the context for European settlement in the Americas, we begin the year with the Renaissance. Our focus then shifts to the European discovery of the New World. The students learn about Viking expeditions to Newfoundland, Portuguese voyages around the tip of Africa, and the impact of the Spanish conquistadors in South America and French explorers further north. We then discuss the arrival of English settlers, comparing developments in Virginia and New England. After examining what it was like to live in the English colonies, students study the causes and onset of the American Revolution. Documents like the Declaration of Independence and Constitution are analyzed in detail. The class also learns about the trials and tribulations of the New Nation and significant social, economic, and political developments in the antebellum U.S. By comparing and contrasting themes, recognizing historical patterns and multi-causality, and interpreting and evaluating primary sources, students make the transition from the descriptive to the analytical. With two research papers, they also learn to organize, analyze, and present information on paper.
Eighth Grade: U.S. History (1860s-1960s)
We begin with the Civil War and Reconstruction and then move in succession to units on the West, late nineteenth century industrialization, African-Americans in the postwar South, the Progressive Era, foreign policy, the Russian Revolution, and social, political, and economic developments in the U.S. between the 1920s and 1960s. In discussions and written assignments, the girls are encouraged to engage in a sustained analysis of what actually happened. Connections are made between the past and present, as well as the U.S. and the rest of the world. In addition, geo-political topics like the Palestinian Crisis or the African diamond trade are researched and discussed at length. Throughout the course, there is a special emphasis on interpreting primary sources and writing research papers. Activities range from analyzing photographs, correspondence, and lyrics to discussing the credibility of first hand narratives and the impact of propaganda. Students not only gain historical knowledge, but also become more aware of their own identities, more appreciative of current events, and more discerning about future choices.
