K-5 Curriculum Detail

English/Social Studies

  • GRADE K SOCIAL STUDIES / THEMES

    In Grades K-5 the social studies curriculum is integrated and theme-centered.  In-depth studies of central themes provide the background for the acquisition of necessary academic skills as well as opportunities for boys to engage in independent research on topics of interest to them.  The theme studies are generally derived from social studies and science content.
     
    The theme curriculum in Kindergarten is generated by the interests of the students and varies from year to year.  One year the boys might investigate the desert, underground, and castles while another year might find them immersed in the ocean, the rainforest, and how things are made.  The concept of community is the focus of each investigation.  
     
    Knowledge that the boys have acquired during their Kindergarten investigations is shared with parents through informal classroom visits, letters from the teachers, and occasional formal presentations. 
     
    Concepts:
    • community (the focus of every investigation)
    • their world extends beyond home
    • other cultures and traditions are interesting and deserve respect
    • people hold different jobs within a community
    • interdependence within a community
    • people, animals, and plants adapt to new influences.
     
    Themes:
    • the community of the school (the building and various employees including the nurse, the Director of the Shaker Campus, the maintenance, and kitchen staff) whom the boys interview to find out what they do and how their job relates to the operation of the school as a whole.  This introduces the students to our University School community
    • other themes grow out of the students’ interests and include varied investigations.
    • castles and knights and Medieval life
    • Japanese feudal life

  • GRADE 1 SOCIAL STUDIES / THEMES

    In Grades K-5 the social studies curriculum is integrated and theme-centered.  In-depth studies of central themes provide the background for the acquisition of necessary academic skills as well as opportunities for boys to engage in independent research on topics of interest to them.  The theme studies are generally derived from social studies or science content.
     
    Theme-related activities give the boys many opportunities to develop skills appropriate to their age and level of maturity.  Explorations and themes are broad in scope and basic core disciplines are easily and logically integrated.

     

    Concepts
    • change
    • culture
    • community
    • diversity 
     
    Themes:
    During the theme Fairy Tales and the Changing World boys look at their world in a special way, through fairy tales, as they explore the concepts of change, patterns and culture.  They employ their powers of direct observation throughout the theme to witness changes in their world including the metamorphosis of a butterfly and plant life cycles.  The exploration presents numerous concrete learning experiences including dramatic play, painting, drawing, music-making and movement. 

    Boys will examine:
    • the elements of a fairy tale
    • how fairy tales began as oral storytelling
    • how fairy tales have evolved throughout the years
    • the diversity of countries and cultures represented in the origins of fairy tales
    • important lessons taught through fairy tales
    During our theme Celebrating our Cultures, Celebrating America boys explore the idea that our country is a nation of many different cultures from around the world. This theme is designed to build diversity awareness as we celebrate our cultures. 
    Boys will understand:
    • what is unique about their own culture as well as those of others
    • the diversity of people in Cleveland, our country and our world
    • the movement of cultures and the motivation for moving
    • choices people make when leaving their homes
    • change as it relates to cultural assimilation and adaptation
    • the history and significance of our American symbols
     
    The Exploring Cleveland: A Community Coming Together theme broadens the students’ understanding of community and their relationship to the larger community in which they live. 

    Boys will understand and appreciate:
    • what defines a community form the classroom to the City of Cleveland
    • community structures, roles and systems
    • the history of Cleveland including how it was founded and how it has grown and changed
    • the importance of Cleveland’s natural and man-made resources
    • the chief uses of Cleveland’s resources
    • how Cleveland’s resources affect the community
    • the interdependence of people within a community
    • how people affect change in a community

  • GRADE 2 SOCIAL STUDIES / THEMES

    In Grades K-5 the social studies curriculum is integrated and theme-centered.  In-depth studies of central themes provide the background for the acquisition of necessary academic skills as well as opportunities for boys to engage in independent research on topics of interest to them.  The theme studies are generally derived from social studies content.
     
    Second Graders investigate the forty-first parallel which runs through the state in which they live as well as the countries of Turkey and Japan, the exploration of and pioneer migration to the western United States, and the arts through their “Traveling the Forty-First Parallel”, “Westward Ho / Lewis and Clark” and “Creations” themes.  Through these theme studies, students build a foundation for understanding that there is an interconnectedness between seemingly unrelated events and people in history; that people change and are changed by their environment; that where we live influences the way we live; and that all people develop ways to express their understanding of the world. 
     
    Concepts
    • interconnectedness between seemingly unrelated events and people in history
    • people change and are changed by their environment;
    • where we live influences the way we live
    • all people develop ways to express their understanding of the world
    • there are patterns of behavior and survival in all cultures that can be compared to our own
     
    Themes
    Traveling the Forty-First Parallel  includes:
    • investigating patterns in boys’ lives here at University School
    • exploring the Amish culture and comparing it to ours
    • visiting an Amish community
    • widening the boys’ horizon as they travel along the 41st Parallel and explore the cultures of  Turkey and Japan
    •  observing patterns in the lives of children in those environments
     Westward Ho includes:
    • the Lewis and Clark Expedition
    • political transactions between leaders of different countries
    • map studies including identification of land acquisitions and changes in the movement of people across America
    • survival through adaptation and cooperation
    • mapping territories
    • creating time lines
    • small group research of a variety of animals from the Lewis and Clark Expedition
    • creation of  three dimensional animals
    Creations includes
    • study of how and why people create throughout history
    • research of famous artists, scientists, inventors and writers of the Impressionist period
    • studies of Italy and France
    • global awareness
    • learning raps culture through song
    • role playing a variety of scenarios
    • experimenting with a variety of creative techniques and styles
    • creating a piece of work (painting, sculpture, poem) in the style of the artist researched.

  • GRADE 3 SOCIAL STUDIES / THEMES

    In Grades K-5 the social studies curriculum is integrated and theme-centered. In-depth studies of central themes provide the background for the acquisition of necessary academic skills as well as opportunities for boys to engage in independent research on topics of interest to them. The theme studies are generally derived from social studies content. Third grade themes have the following concepts underlying the content:

    Concepts:
    • interdependence between indigenous people and their environment
    • interaction between cultures (and the ramifications of those interactions)
    • the need people have to explore their immediate environment and the wider world
    • the development by all cultures of intellectual life including social, political, religious and artistic endeavors
    • Ohio, U.S and world geography.
    Themes

    Native Americans includes:
    • an exploration of the woodland environment
    • a study of the Iroquois Indians
    • field trips to explore our local woodland environments
    • Field trip to Camp Whitewood to simulate a day in the life of a Native American boy
    • investigation of indigenous plants
    • field trip to the Natural History Museum to see firsthand the artifacts and habitat of early Ohio Indians
    • Woodland Indian culture, beliefs, lifestyle, family structure, and art
    • research of a Native American culture from another region of the country to compare their lifestyle to that of the Iroquois

    Ancient Egypt includes:
    • a rich exploration of an ancient culture bound by definite geographical features
    • the geography of ancient Egypt which illustrates the dependence of the country on the Nile River
    • the influence of both the river and the desert on the development of the culture.
    • elements of Egyptian culture including mummies, pyramids, hieroglyphics, pharaohs, and peasants.
    • A field trip to the Cleveland Museum of Art to observe ancient Egyptian artifacts

    Australia includes:
    • the culture of the Aborigines
    • the consequences of European settlement (compared and contrasted to their study of Native Americans)
    • the wide variety of environmental areas in Australia (desert, coral reef, and rainforest)
    • a wide variety of interesting and unique animals to research.
    • a field trip to the Australian exhibit at the Cleveland zoo

  • GRADE 4 SOCIAL STUDIES / THEMES

    In Grades K-5 the social studies curriculum is integrated and theme-centered.  In-depth studies of central themes provide the background for the acquisition of necessary academic skills as well as opportunities for boys to engage in independent research on topics of interest to them.  The theme studies are generally derived from social studies content. 
     
    Boys will be able to see connections among disciplines and among learning experiences.  They identify and pursue individual interests within an academic context.  They work cooperatively and share and extend discoveries, accept challenges, identify problems and develop alternative strategies to solve them. 
     
    In Fourth Grade, social studies content is taught through the integrated theme studies of Ancient China and Whaling - A Way of Life.  These in-depth studies provide opportunities for boys to become deeply involved in the study of a particular topic and give them a reason to learn basic social studies concepts.  They also provide a context and a rationale for students to learn the skills necessary to conduct research, which is an integral feature of every theme. The general concepts emphasized and information covered include:

    Concepts:
    • interdependence between indigenous people and their environment
    • interaction between cultures (and the ramifications of those interactions)
    • the need people have to explore their immediate environment and the wider world
    • the development by all cultures of intellectual life including  social, political, religious and artistic endeavors
    • world geography as well as a variety of cultures
    • societies that have their roots in ancient cultures must adapt to technological changes
    • the extended family has been the basis of community cohesiveness
    • from artifacts it is possible to learn about ancient culture and subsequent historical trends.
    • the growth of civilization has been dependent upon access to waterways.
    • industry has developed from natural resources.
    Ancient China includes:
    • China's regional diversity and how it affects the lives and work of the Chinese people of yesterday and today
    • the vast geography and China's topography
    • extremes in land features
    • climates
    • ways of life
    • ancient time periods rich in cultural development
    • monuments of the past
    • the Imperial power, architecture, and splendor of China's early empires
    • geographical influences
    • regional environment boards
    • community cooperation
    • inventions from early dynasties
    • balance between nature and man
    • Chinese beliefs have controlled the people's behavior.
    • the practices of storytelling
     Whaling: A Way of Life includes:
    • developing an understanding of the interdependence of all living things
    • sensitivity to and awareness of the fragile nature of ecosystems
    • gathering information in a variety of ways
    • a field trip to the whaling museum in Nantucket, Massachusetts
    • a focus on some specific math and science skills
    • a series of experiments using salt water to illustrate its effect upon the ecosystem of the whale
    • specific characteristics of matter
    •  Nightbirds on Nantucket, an historical mystery that illustrates much of the adventure and drama of the golden age of whaling
    • travel to Nantucket, Mystic Seaport and Cape Cod for a week-long excursion

  • GRADE 5 ENGLISH/SOCIAL STUDIES

    In Fifth Grade, English and social studies continue to be treated as an integrated discipline and continue the theme-based learning from grades K-4.  Boys can connect different aspects of experience through these integrated themes, and they explore the richness of a topic through multi-disciplinary study. Themes provide an engaging arena for skill development, and they build upon and expand children's interests.  Using these themes as our basis for research, we will integrate the language arts skills of oral and written language with the social studies components of geography, history, economics, and sociology.  Whenever possible, the work the students are doing in math, science, art, music, computer, language, library, and technology class will be incorporated into our theme studies.
     
    Along with our theme studies we incorporate a few "traditional" approaches toward teaching English.  We supplement our studies with a standard English text and a spelling/vocabulary workbook.  The boys are tested regularly on the material in these books.
     
    The Fifth Grade English program includes: 
    • reading a variety of fiction and non-fiction material, both theme-related and independently chosen 
    • using class discussions, dramatics, written responses and formal tests to enable students to refine their comprehension and deepen their understanding of the material 
    • writing for a variety of purposes, including responding to questions, recording their thoughts in journals, creating their own stories, and writing research reports. 
    • teaching grammar and writing skills formally
    • showing evidence of their skills acquisition in their writing  using a text for both spelling and mechanics/usage/grammar
    As students enter the departmentalized setting in grade five, they continue the integrated theme-centered social studies curriculum they have been exposed to in grades K-4.  These in-depth studies provide opportunities for boys to become deeply involved in the study of a particular topic and give them a reason to learn basic social studies concepts.  They also provide a context and a rationale for students to learn the skills necessary to conduct research, which is an integral feature of every theme.
    • the basic needs of man are unchanging
    • although individuals have similar basic needs, they meet them in different ways determined by the geography of the region and the resources available
    • present cultures are products of the past
    • cultures in ancient civilizations included organized economic, social, military and religious systems.

    The themes for grade five are Ancient Greece, Mexico: Past and Present and The American Revolution. 

    The study of these civilizations is particularly appropriate for fifth grade students.  The students are still influenced by fantasy.  Much of their outside reading deals with heroism, monsters, battles, animals, and survival.  As such, they can easily relate to the study of mythology, war and ancient heroes.  They are also able to identify with the daily lives of modern and ancient peoples.  Theme related research allows the boys both the freedom to explore their own questions and the responsibility to articulate and to disseminate their feelings.

    From their group and individual research the boys are able to understand the following concepts of civilizations.

Offering Curriculum Well Beyond Other Private Elementary Schools in Cleveland, Ohio

WHERE BOYS BUILD CHARACTER AND DYNAMIC TEACHERS FOSTER A LOVE OF LEARNING 
 
As one of the leading private elementary schools in Cleveland, Ohio, University School’s Lower and Middle Schools (kindergarten-grades 8) is a close-knit community of engaged students energized by teachers who provide exceptional instruction and attention.
 
At US, a student’s sense of integrity develops through the mentoring of caring and talented teachers, who live our mission by creating a setting where every boy “is known and loved.”  True to our motto: “Responsibility. Loyalty. Consideration,” we speak consistently with students about honesty, fairness, and treating each other with kindness and respect.
 
Our dynamic faculty has a deep understanding of boys and their learning styles. They respond to the interests of the students and are creative and innovative in the classroom.  Teachers are advisors, mentors, role models, and tireless supporters of the boys they teach.
 
In the Lower School, we unleash a boy’s imagination and love of learning with a theme-based curriculum while building the essential tools for academic success. Middle School boys begin to pose moral questions, build critical thinking skills, and learn persuasive writing and public speaking.
 
US offers endless opportunities for students to explore and develop their own interests and talents inside and outside of the classroom. A student may be on the soccer team while acting in the school play; he may be a swimmer as well as a cellist in the orchestra; he may play baseball and also sing in the choir.
 
Students come to better understand themselves as global citizens through real-world experiences in Cleveland and trips overseas.  They develop leadership and public speaking skills serving as House captains and on the leadership council, tutoring younger boys, and participating in the Eighth Grade Speaking Contest.
 
As you research private elementary schools in Cleveland, Ohio, please contact University School today to schedule a visit and see for yourself how US can make a difference in your son’s life!

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