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Our Current Curriculum is in Progress
We are tirelessly working to develop the activities and resources necessary to launch our first curriculum. Please check out our outlines and frameworks below.
What is a Humanities curriculum exactly?
We would rather show than tell.
In addition to standard lesson plans, we equip our teachers with an Eight Minute Update: The Procedures and Background for Today's Lesson. Click the video to watch the Eight Minute Update for one of our social studies lessons related to early humans and the modern need for mindfulness.
In this lesson, we help students understand the concept of mindfulness, and how mindfulness can help us to support ourselves and others.
Introduction Question: What motivates you- opportunities for success or fear of failure?
Exit Slip: How can your motivations support individuals in your community?
Coming Soon: 7th Grade World History
We are currently working to launch the first in a series of year-long curriculums intended for middle school students. As students learn more about world history in the Middle Ages, they also explore topics related to interpersonal connections and self-expression.
Sixth Grade:
Ancient World History
Seventh Grade:
Medieval World History
Eighth Grade:
Early American History
Unit Outlines for Pilot Program
Unit 1: Transition to the Middle Ages
Guiding Question: How do the words we use impact the meaning of what we say?
Students consider the importance of language as they learn more about the Middle Ages, what that term means, and why that term has changed over time.
Citizenship Focus: Mindfulness
Skills Focus for Project Based Learning: Personal Brand and Mission Statement
CA Content Standards: 7.1 Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
Unit 2: Europe in the Middle Ages
Guiding Question: How can we care for people in meaningful ways?
Transitioning from communication to care, students are asked to examine interpersonal relationships and consider how our actions impact the people around us as they are introduced to different governing norms in Feudal Europe.
Citizenship Focus: Dialectical Behavioral Therapy
Skills Focus for Project Based Learning: Business Plan Outline
CA Content Standards: 7.6 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
Unit 3: Early Civilizations of MENA
Guiding Question: How can we create inclusive communities?
Building upon prior units, students are asked to extend their learning to their larger communities as they study the development of a centralized government in the Arabian Peninsula.
Citizenship Focus: Action and Commitment Therapy
Skills Focus for Project Based Learning: Marketing Plan and Tools
CA Content Standards: 7.2 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
Unit 4: African Civilizations in the East and South
Guiding Question: How are communities shaped by their environments?
While learning about the biodiverse continent of Africa, students are asked to consider how our environments shape our communities.
Citizenship Focus: Strengths Assessments
Skills Focus for Project Based Learning: Strengths, Weaknesses, Opportunities, and Threats Analysis
CA Content Standards: 7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Unit 5: West African Empires
Guiding Question: How do communities impact each other?
Students explore the significance of considering events from multiple perspectives, as well as how our personal narratives impact the way we see ourselves and others, as they learn more about the rich history of medieval West African Empires.
Citizenship Focus: Compassion and Responsible Decision Making
Skills Focus for Project Based Learning: Focus Groups and Feedback
CA Content Standards: 7.4 Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
Unit 6: Medieval Dynasties of China
Guiding Question: What are some barriers to equality?
Students compare and contrast the leadership styles of multiple dynasties, considering the strengths and shortcomings of each. In doing so, students gain a deeper appreciation for the supports individuals need to overcome adversity, and why equitable practices are often necessary to achieve equality.
Citizenship Focus: Perspective and Empathy
Skills Focus for Project Based Learning: Intro to UX Design
CA Content Standards: 7.3 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
Unit 7: Early Japan
Guiding Question: How can we create change within established systems?
Is revolution necessary? As students study both political and social reform movements in Japan, they are encouraged to think of ways to enact change within established systems.
Citizenship Focus: Overcoming Adversity
Skills Focus for Project Based Learning: Innovation and Problem Solving
CA Content Standards: 7.5 Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
Unit 8: South American Civilizations
Guiding Question: How do we determine our impact?
What is a legacy and are we in control of ours? While studying South American civilizations, students consider the environmental, political, and social factors that influence our potential.
Citizenship Focus: Citizenship
Skills Focus for Project Based Learning: Long Term Planning
CA Content Standards: 7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
Unit 9: Mesoamerican Civilizations
Guiding Question: How do we establish our identities?
Students consider the factors that influence their own identities as they gain an appreciation for the unique qualities that define the cultural identity of several Mesoamerican civilizations.
Citizenship Focus: Establishing Personal Identities
Skills Focus for Project Based Learning: Research and Development
CA Content Standards: 7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
Unit 10: North American Cultures
Guiding Question: How can we establish our communities?
As students study the history of different indigenous groups, they consider what it means to live sustainably, and how environmental factors impact how we can best support our community.
Citizenship Focus: Developing Community
Skills Focus for Project Based Learning: Preventing Burnout
CA Content Standards: 7.7 Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
Unit 11: Transition to the Modern Era
Guiding Question: Why is it important to grow and change?
As students consider bias, representation, and how history changes over time, they are asked to reflect on why it is important to be open to change. In doing so, students consider which ideas are worth promoting, as well as how they might promote these ideas in their personal lives.
Citizenship Focus: Promoting Ideas
Skills Focus for Project Based Learning: Adapting to Industry Demands
CA Content Standards: 7.8 Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance. AND 7.9 Students analyze the historical developments of the Reformation.
Unit 12: Early Globalization
Guiding Question: How do you define success?
Success is not productivity, but what is it? While examining the impacts of mercantilism and early colonial practices, students attempt to answer this question for themselves.
Citizenship Focus: Preserving Ideas
Skills Focus for Project Based Learning: Remaining Dedicated to Organizational Values
CA Content Standards: 7.10 Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions. AND 7.11 Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).