In my last post, I limned out (“limned” is a delightful word that means “hastily sketched,” originally from the word “illuminated”) the big picture of our K-12 social studies curriculum: a Big History scope and sequence in which first graders engage ancient history, second graders medieval history, third graders modern history, and fourth graders recent history (and the future).
After this grand tour of all human (and universal) history, fifth graders then start back at the beginning, and take another four-year trip. And then, after two such tours, our high school freshmen will journey out a third and final time.
But I was remiss: I didn’t mention the actual things they might be studying. I’ll jump into that tomorrow.
To lay the foundation — and clear up some possible misunderstandings — it might be helpful to lay out the specific scope of each year. To toss around phrases like “medieval history”…
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