In the fifth grade, students begin to develop the research skills of the archeologist/anthropologist through their study of ancient civilizations. By digging into the past, students work to understand the particular value systems that defined the culture being studied. As they move beneath the surface of this history, they also realize that this inquiry is necessarily filtered through the particular perspective of our own culture and time; in this way students come to see how the past speaks to and with the present.

Fifth grade social studies begins with a hands-on "Civilization Simulation" based on the book Guns, Germs, and Steel by Jared Diamond.Through this project, students discover the role of geography on the rise and development of civilizations. Students also focus on the important role played by the domestication of plants and animals and the impact of epidemic diseases on civilizations. The simulation culminates in a study of a few specific ancient civilizations, including Mesopotamia, Egypt, and Greece.

These civilizations are examined through the lense of a set of "cultural universals." Readings and activities focus on helping students to gain an understanding of the geography, history, culture, society, arts, science, religion and mythology of these civilizations. Students learn how ancient civilizations’ contributions in technology, science and government affect life today. They read and discuss texts, create timelines, make maps, illustrate key concepts, write research reports and take field trips. The study of ancient food production at the beginning of the year also leads to a study of modern food production and the complexities surrounding its impact on our civilization.

The fifth grade literature program includes assigned novels, short stories, and non-fiction. Students also track and reflect upon their independent reading throughout the year. The reading selections have a connection both to social studies and a social justice theme. In Reading Workshop, students go beyond the story line, reaching a deeper understanding of character, plot, description, dialogue and other writing techniques and subtleties. Small group, student-led reading discussions further enhance students' personal connections to and understanding of the texts.

Through independent writing projects, students develop research skills, organizational strategies, and expository writing techniques. Students are taken step-by-step through the process of completing research papers and literary essays throughout the year. Writing workshop lessons help students generate ideas and organize personal narrative pieces, fiction, and memoir. In addition to vocabulary and spelling programs, students focus on a range of writing mechanics fundamentals through formal study. Writing mechanics are also developed through class exercises connected to authentic writing assignments and through the editing of student writing. Class presentations help students improve their oral communication skills.

Some selected readings: Omnivore's Dilemma (Michael Pollan), Chew on This (Eric Schlosser), The Breadwinner (Deborah Ellis), The Circuit (Fransisco Jimenez), and The Adventures of Ulysses (Bernard Evslin).

In the sixth grade, students study the middle ages through a careful investigation of Europe and the Middle East. In doing so, they explore the idea of simultaneity and how culture is transmitted across and through civilizations. Through their inquiries, students explore how ideas are transmitted between cultures and how the infusion of these ideas informs a particular culture's world view. In this manner, a strictly linear view of history gives way to one that is dynamic and regularly contested.

Social Studies: In sixth grade, students study medieval Europe and the Islamic empires. These two societies are examined from several points of view – the influence of religion, governing systems, daily life and the cultures’ lasting impact. Students participate in activities that help them understand these cultures and their interrelationships. They analyze the cultures’ differences and similarities, drawing conclusions that help them better understand how civilizations evolve.

Language Arts: Sixth graders read materials to reinforce the cultures studied in social studies. Other readings include selections from award winning young adult literature, historical epics, poems and short stories. Students are challenged to read at least 25 independent reading books in 6th grade. They are encouraged to read a variety of genres. Writing workshop assignments are guided and designed to incorporate students’ topic choices. Students build on their fifth grade experience as they explore more formal approaches to essay writing and research skills. Students’ grammar, vocabulary and punctuation skills are developed through directed lessons and writing assignments. Some past class readings include the following: Beowulf, Shabanu, Arabian Nights, and Arthurian Legends.

In the seventh grade, students explore pre-colonial America up to the writing of the U.S. Constitution. Seventh graders read books to reinforce the cultures studied in social studies, including historical fiction, novels, and plays. Students learn the significant elements of each genre and are able to make more sophisticated literary analysis. They also engage in literature circle work, responding to prompts from teachers and to each other on a digital platform. Each of these texts connects with some of the themes we explore throughout the year: individual identity; community; and utopia versus dystopia. As the year progresses, students rotate texts. Throughout the year, students are assigned structured and unstructured expository writing exercises and creative writing projects.

Students have multiple experiences throughout the year to work on formal essays and research paper writing skills. Students also continue to work on drafting, editing, and revising their writings as they develop a more sophisticated approach to the writing process. Students’ grammar and punctuation skills continue to be developed through directed lessons and writing assignments. Texts used include Joy Hakim’s Making Thirteen Colonies and From Colonies to Country, Howard Zinn’s A Young People’s History of the United States, and numerous primary source materials (documents, texts, photographs, paintings, etc.). Some selected readings include: Lois Lowry’s The Giver, Arthur Miller’s The Crucible, William Golding’s Lord of the Flies, George Orwell’s Animal Farm, Ray Bradbury’s Fahrenheit 451, Laurie Halse Anderson’s Chains, and William Shakespeare’s "Tragedy of Romeo and Juliet."

In the seventh grade, students explore pre-colonial America up to the writing of the U.S. Constitution. Their exploration is driven not by a rote study of important dates and events, but by the various perspectives that inform our understanding of these events as European, Native American, and African cultures come into contact. The question is regularly raised as to whose view is being represented and, perhaps more crucially, what views are missing. As they begin to synthesize these often conflicting views, a more nuanced sensitivity to the challenges of the American experiment in democracy emerges. In this way, the idea of "cultures in contact" informs the students' study of colonization and independence.

Seventh graders cover the colonization of North America, early exploration, European settlements, interactions with Native Americans, Africans in the Americas, development of communities, growth of the independence movement, and the creation of a new nation with a formal government. Their study is guided by the essential questions:  What makes an individual a member of a community? And, why is tolerance necessary in a pluralistic community?

Some culminating projects include: a research paper and interactive project for a Colonial Museum;·a comparative study of Puritan intolerance and the McCarthy era; and a Supreme Court role-play that requires students to use the Constitution to craft their arguments.

In eighth grade humanities, students wrestle with issues of social justice that are the legacy of our nation's journey. In addition to their social justice work (see social studies description), students develop their skills in reading comprehension, literary analysis and writing by exploring a wide range of genres, including short stories and poetry. Their appreciation of literature is enhanced by class discussions and Socratic Seminars. Students become active thinkers and effective communicators through daily and long- term writing assignments. Their expository skills are developed through writing editorials, critical book reviews, and persuasive essays. Students write in a variety of other styles as well – literary analysis, biography, poetry, and research papers – with increased expectations regarding style, voice and argument. Students’ grammar and mechanics continue to develop through directed lessons.

Some selected readings: Warriors Don't Cry by Melba Beals, To Be A Slave by Julius Lester, Lincoln: A Photobiography and FDR by Russell Freedman, Freedom’s Unfinished Revolution by The American Social History Project, The Absolutely True Diary of a Part-Time Indian by Sherman Alexie, Night by Elie Wiesel, and To Kill A Mockingbird by Harper Lee.

In eighth grade humanities, students wrestle with issues of social justice that are the legacy of our nation's journey. They begin with an exploration of school segregation and the Brown v. Board of Education Supreme Court case, which serves as a critical lens for their subsequent investigations of civil and human rights. They then turn back in time to understand the precursors for the modern Civil Rights Era by learning about slavery in North America, the Civil War, the Reconstruction Era, the Progressive Era, WWI and WWII. As they examine each time period, they consider how individuals and groups have pushed for equality, and freedom. In addition, students identify trends in present-day events, ideas and institutions so they may understand the history’s relevance.

In order to not just learn about social justice, but to take action themselves, students participate in a five-month long endeavor, the Social Justice Project. Students select a civil and/or human right that they believe is important and embark on research and action on behalf of that issue in collaboration with New York City social justice organizations. Students learn to do real activist work in the field. They volunteer, conduct interviews, attend meetings, conferences and demonstrations, host speakers, write blogs and opinion editorials, and, finally, teach their peers about taking action.