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Little Red Schoolhouse

Lower School teachers have been thinking together about the goals we set for social studies, in particular the conceptual goals that underlie our projects, trips and written tasks. As much as in literacy or math, we design a program to reflect students’ developmental orientation. We meet them where they are, tapping into their interests and curiosity within the framework of their realm of understanding. For example, we know that the younger child learns through concrete, personal experience – a trip or interview is a springboard for extended learning as your child reflects, questions, draws and writes about an exciting experience, turning it into new and deeper understanding. As the student matures and her worldview broadens, she extracts more and more information from books and symbolic communication, linking this to direct, interactive experience. Eventually, around Third Grade, students are ready to leave what we call the ”here and now” and enter the world of “long ago and far away;” to study those things that cannot be visited directly, tasted or touched. Thanks to the experiential foundation of their earlier years, eight and nine year olds are prepared to appreciate the flow and evolution of history and to conceptualize a timeline leading from then to now.

1

Upper East Side

Rudolf Steiner School

2

Nightingale-Bamford School

3

Spence School

4

Solomon Schechter School of Manhattan

5

Ramaz School

6

Hewitt School

7

La Scuola D'Italia Guglilemo Marconi

8

Marymount School Of New York

1

Midtown

United Nations International School

2

Cathedral High School

3

Browning School

4

Beekman School

1

Upper West Side

Trinity School

2

Professional Children's School

3

Calhoun School

4

Manhattan Day School

5

York Prep

6

Dwight School

7

Heschel School

8

The Beacon School

1

Harlem+

St. Bernard's School

1

Lower Manhattan

Stuyvesant High School