History (7)
Seventh-grade history focuses on how cultures affect one another and how the spreading of ideas influences the development of culture. Students examine the nature of cause and effect in history and the advantages and challenges associated with increased connectivity within the world. They begin by building a true understanding of their own culture(s) as a way to gather insight and perspective and the course then focuses on four slices of history that illustrate the dynamics of how cultures influence those they come in contact with.
In the first trimester of seventh-grade history, students are introduced to the “Four Worlds”: political, economic, social, and cultural, each having its own set of actors, each with various sources of power and influence, each with different and often conflicting priorities. Students also read the “Nacirema” article and discuss cultural assumptions and the role of professional historians.
China and the Mongol Empire
Students begin their exploration of how the dissemination of information affects the world by studying the culture of ancient China and how its inventions of the compass, gunpowder, paper, and movable type helped shape the world around us. They examine how the Pax Mongolica created safety and stability along the Silk Road, in turn leading to increased trade and communication between the East and West.
Islam and the Mali Empire
Students look at how Islam embraced trade and built upon the knowledge of both the East and the West. They explore the geography of the Middle East and North and West Africa and study the origins, expansion, and contributions of Islam (such as an improved compass) as well as the trade and wealth of the Mali Empire.
Students begin their exploration of how the dissemination of information affects the world by studying the culture of ancient China and how its inventions of the compass, gunpowder, paper, and movable type helped shape the world around us. They examine how the Pax Mongolica created safety and stability along the Silk Road, in turn leading to increased trade and communication between the East and West.
Islam and the Mali Empire
Students look at how Islam embraced trade and built upon the knowledge of both the East and the West. They explore the geography of the Middle East and North and West Africa and study the origins, expansion, and contributions of Islam (such as an improved compass) as well as the trade and wealth of the Mali Empire.
Age of Exploration (Europe, the Americas, Africa, and Asia)
After the fall of Constantinople to the Ottoman Turks, Europeans had to look for other passages to ports in the East. Students explore the trade and economic factors that led European governments to seek new trade routes to Asia, and how this process came to shape the modern world. Through this unit, students learn basic economic fundamentals and the social and cultural impacts of exploration in Europe, Africa, the Americas, and Asia.
After the fall of Constantinople to the Ottoman Turks, Europeans had to look for other passages to ports in the East. Students explore the trade and economic factors that led European governments to seek new trade routes to Asia, and how this process came to shape the modern world. Through this unit, students learn basic economic fundamentals and the social and cultural impacts of exploration in Europe, Africa, the Americas, and Asia.
Printing, Questioning, and Concluding
Students analyze the impact of the printing press on Europe and explore the impact of the paper and movable print, first developed in China. The class examines the Protestant Reformation and how the ability to print quickly, cheaply, and in multiple languages sparked curiosity in Europe, leading to the Scientific Revolution and the Enlightenment and shaping the world of today.
Cultural Heritage Project
Each student conducts research, writes, and creates a display about her family heritage and/or the history of her community. The project is both a culmination of our study of cultures from around the world and a celebration of the rich cultural diversity and experiences in the school community.
Each student conducts research, writes, and creates a display about her family heritage and/or the history of her community. The project is both a culmination of our study of cultures from around the world and a celebration of the rich cultural diversity and experiences in the school community.
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Burke's admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.