FORMING INFORMED, EMPATHETIC CITIZENS

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February 24, 2026

For information on admission to Notre Dame Prep, please click here.

A deep dive into Notre Dame Prep’s social studies curriculum, a subject regarded as “critical to sustaining an informed democracy and a globally competitive workforce.”

At a time when civic literacy, historical understanding and global awareness are increasingly essential, Notre Dame Preparatory School has built a social studies curriculum that is both expansive and focused. From inquiry-driven learning in the lower school to advanced coursework in history, economics, law and psychology in the upper school, the program reflects a clear commitment to educating students as informed citizens, critical thinkers and morally grounded leaders.

Social studies, as defined by the National Council for the Social studies, is “the study of individuals, communities, systems and their interactions across time and place that prepares students for local, national and global civic life.” That definition serves as a guiding principle across Notre Dame Prep’s three divisions, where social studies is not treated as a peripheral subject, but as a core discipline central to the school’s Catholic mission and academic vision.

Inquiry begins early: social studies in the lower school

In the lower school, social studies is embedded within the International Baccalaureate Primary Years Program, where learning is concept-driven, interdisciplinary and grounded in student inquiry. Rather than moving sequentially through isolated topics, students explore enduring questions through six transdisciplinary themes: Who We Are; Where We Are in Place and Time; How We Express Ourselves; How the World Works; How We Organize Ourselves; and Sharing the Planet.

Third grade offers a representative example. Students engage with strands that include continuity and change through time, social organization and culture, human systems and economic activities and the relationship between human and natural environments. The emphasis is not on memorizing dates or definitions, but on developing understanding.

This approach aligns with the IB philosophy of depth over coverage and student agency. Learning begins with curiosity and students are encouraged to ask questions, conduct research and apply their learning in meaningful ways. Social studies concepts are woven into literacy, science and the arts, reinforcing connections across disciplines.

By introducing global perspectives early, the program helps students see themselves as part of a broader human community. That foundation is consistent with Catholic teaching on human dignity and solidarity, values that are intentionally reinforced as students examine cultures, communities and shared responsibility.

Middle school: Individuals and Societies

As students transition to the middle school, the IB Middle Years Program Individuals and Societies framework deepens their engagement with history, geography, economics and civics. The subject group emphasizes inquiry, research and critical analysis, while also encouraging students to appreciate cultural diversity and the complexity of human systems.

Middle school history teacher Felicia Falvo said the IB framework changes how students experience the subject.

“Social studies is important because it teaches students how to navigate and understand the world around them,” Falvo said. “It builds critical thinking and empathy by exploring different cultures, histories and perspectives, ultimately preparing students to be informed, engaged and responsible global citizens.”

As the year progresses, Falvo sees students respond especially well to collaborative and inquiry-based learning.

“Instead of memorizing dates and names, which can easily be found online, students are building their abilities to be inquirers,” she said.

That emphasis on inquiry reflects one of the central aims of the IB: preparing students to analyze information, evaluate sources and tolerate uncertainty. Students collect and interpret data, examine original source material and learn to recognize that historical understanding is often debated and shaped by perspective.

A seamless progression across divisions

NDP social studies teacher and former department chair Heidi Newby said the program’s coherence across divisions is intentional.

“Across all three divisions, we really strive for students to be active learners and active participants in the learning process,” Newby said. “Because we use different curriculum models, we are able to pick and choose specific approaches to facilitate learning, adapt what we are doing and ensure that students feel welcome.”

A central goal, she said, is the formation of global citizens.

“We want students to understand that they are part of many different communities and that they have roles, rights and responsibilities within those communities,” Newby said. “We also want students to recognize that history is more than just dates, figures and facts.”

That philosophy is especially evident in the upper school, where students encounter one of the most extensive social studies offerings in the region.

Upper school foundations: World and American History

All freshmen begin with World Cultures, a required course that spans early human history through modern globalization. The course emphasizes disciplinary thinking, claims testing, informational reading and analytical writing, while helping students connect historical developments to contemporary global challenges.

Sophomore year brings United States History, which examines American history from Reconstruction through the early 21st century. Students study political, economic and social transformation, with particular attention to continuity, conflict and reform. Advanced students may opt for AP U.S. History, which follows the College Board framework and emphasizes historical reasoning and evidence-based writing.

Upper school teacher Rosalee Loria notes that history instruction focuses on analysis rather than recall.

“History is all about asking the ‘why,’ and I think that is so important for critical thinking,” Loria said. “We try to show students that history is not a bunch of dates but a story, one that is nuanced and complex.”

Civics, economics and the responsibilities of citizenship

Courses in economics and government are required for graduation, reflecting the school’s emphasis on civic literacy. Economics introduces students to macroeconomic and microeconomic principles, while American Government focuses on constitutional foundations and civic participation.

Upper school teacher Nick Kator said these courses are vital especially in today’s climate.

“For Americans, we must know and understand the Constitution and how the government is supposed to function,” Kator said. “I take it as my responsibility to help create informed, moral and caring future voters and adult citizens.”

That perspective echoes national concerns about civic education. Writing for the National Council for the Social Studies, former U.S. Secretary of Education Arne Duncan warned that marginalizing social studies is “educational neglect” and argued that the discipline is “critical to sustaining an informed democracy and a globally competitive workforce.”

Advanced study: AP, IB and specialized electives

Notre Dame Prep offers a wide range of advanced and elective courses that allow students to pursue specialized interests. These include AP Comparative Government and Politics, AP Macroeconomics, AP Psychology, Law, Forensic Psychology, Urban Studies and Historical Perspectives in Visual Media.

John Smith, upper school social studies teacher and department chair, said courses such as Law and Forensic Psychology resonate because of their real-world relevance.

“Students are often highly engaged when we analyze criminal profiling, witness testimony reliability and the psychological factors behind aggressive behavior,” Smith said, noting that the class AP Psychology plays a foundational role in that engagement.

“It provides students with a scientific lens to understand their own development, personality and mental processes,” he said. “Perhaps most importantly, this class allows us to destigmatize mental health by discussing psychological disorders and treatments through a clinical and empathetic lens.”

For students in the IB Diploma Program, the two-year IB History HL sequence offers a rigorous, globally focused examination of 20th-century history. Newby said upcoming updates to the IB history curriculum will further emphasize conceptual understanding and multiple perspectives.

“It will be more conceptual with broader global perspectives,” she said. “IB provides a framework for content but allows teacher autonomy when choosing subjects, which provides for a greater student learning experience.”

Faith, inquiry and the common good

Throughout the program, Catholic identity remains a guiding force. Faculty consistently reference the integration of faith and reason, encouraging students to examine historical and contemporary issues through the lens of Catholic Social Teaching.

Department chair Smith said social studies provides a natural space for that integration.

“Students learn to apply principles such as the common good, the dignity of work and a preferential option for the poor to real-world historical and contemporary issues,” he said.

Newby added that classrooms are intentionally open and respectful.

“We examine current and historical events through the lens of Christian people, upright citizens and academic scholars,” she said.

Preparing students for an interconnected world

International research underscores the importance of this approach. A report from the UNICEF Office of Strategy and Evidence – Innocenti emphasizes that strong civic education helps young people understand complex social and political systems and prepares them to participate responsibly in democratic life.

At Notre Dame Prep, that preparation begins in the earliest grades and culminates in advanced, college-level study. The result is a social studies program designed not simply to inform students, but to form them — intellectually, ethically and spiritually.

As Smith said, “Social studies is not just about memorizing dates and facts; it is about teaching students how to think, how to care and how to act as responsible leaders in an ever-changing world.”

For information on admission to Notre Dame Prep, please click here.

Comments or questions? mkelly@ndpma.org

About Notre Dame Preparatory School
"At Notre Dame Prep, we inspire our students to become the best versions of themselves. We challenge them through an experience of academic excellence, focused on active, project-based learning. We invite them to explore a world of opportunities beyond the classroom. We guide them as they grow in spirituality within a community strong in its Catholic and Marist identity."

Notre Dame Preparatory School is a private, Catholic, independent, coeducational day school located in Oakland County. Notre Dame Preparatory School's upper school enrolls students in grades nine through twelve and has been named one of the nation's best 50 Catholic high schools (Acton Institute) four times since 2005. Notre Dame Prep's middle and lower schools enroll students in pre-kindergarten through grade eight. All three schools are International Baccalaureate "World Schools." NDP is conducted by the Marist Fathers and Brothers and is accredited by the Independent Schools Association of the Central States and the National Association of Independent Schools. For more on Notre Dame Preparatory School, visit the school’s home page at www.ndpma.org.