Middle School course of study 2019-2020
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Middle
School
course of study 2019-2020
1
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Gilman School is a
diverse community dedicated
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to educating boys in mind, body, and spirit
through particular emphasis upon academic
excellence, athletic participation, and aesthetic
appreciation. Gilman seeks to produce men of
character and integrity who have the skills and
ability to make a positive contribution to the
communities in which they live and work.
==
i
Statement of
Philosophy
Gilman School’s educational philosophy recognizes the critical
importance of developing boys in mind, body, and spirit. Each Gilman
boy should have an excellent academic experience, a vigorous athletic
program, a cultivated appreciation of the arts, and significant attention
to issues of character and spirit in order to realize his full potential and
become a contributing member of society.
mind
Gilman School’s academic program stretches boys to achieve their highest potential
through excellent teaching, high standards, and continuing encouragement. Gilman
School’s core curriculum is designed to promote a strong work ethic, effective oral
and written communication, critical thinking, creative problem-solving, aesthetic
appreciation, and the enjoyment of intellectual pursuits. Beyond the core curriculum,
boys are offered a wide variety of elective courses and other activities in which they can
pursue diverse personal interests in a focused manner.
body
Gilman School promotes physical fitness and health through required participation in
athletics. In addition to teaching healthy habits of exercise, participation in competitive
team sports develops important qualities, such as teamwork, resilience, discipline,
humility, self-control, and good sportsmanship.
spirit
The term “spirit,” as Gilman School intends it, is broadly defined to include issues of
religion and character.
Gilman recognizes the importance of spiritual matters, not only in an abstract, academic
sense, but also in observation and practice to form an integrated personality.
Above all else, Gilman School helps boys evolve to become men of character. The
qualities of integrity, honor, leadership, humility, and service to others cannot be fostered
separately by specific programs, but instead must be woven into all aspects of the School
community. To that end, Gilman School emphasizes a strong and comprehensive honor
system, a community service program, an assembly program that promotes respect for the
dignity and rights of each individual, and significant leadership opportunities.
ii
Objectives
The Middle School seeks to help each student strengthen his self-
concept, to nurture his inherent love of learning, and to prepare him for
the challenges of the Upper School and beyond. Accordingly, the Middle
School program, both in its curricular and extra-curricular components, is
designed to achieve the following goals:
mind
• P
rovide developmentally appropriate core courses, stressing the improvement of skills
that enhance the process of learning.
• M
eet individual needs of students by incorporating multiple teaching strategies,
technology, and support programs.
• E
nable students to develop strong organizational and preparation habits, research
skills, and technology fluency.
• D
evelop students’ communication skills and creative expression across subject areas
through writing, speaking, technology, and the fine and performing arts.
• Improve comprehension skills and stimulate a love of reading.
• Further develop writing skills across the curriculum.
• Challenge students with increasing opportunities for guided independent learning.
body
• Encourage a sense of sportsmanship, teamwork, and self-discipline.
• Promote physical fitness, coordination, and lifelong wellness.
• Develop basic athletic skills, in both individual and team settings.
• P
rovide a variety of physical activities and appropriate levels of competition
in order to build self-confidence.
spirit
• H
elp students embrace and understand the value of personal honor, integrity, and
ethical behavior.
• P
romote community responsibility and involvement, with an awareness of the world
beyond Gilman through learning and leadership in service to others.
• Provide support and guidance for all students.
• Create an environment for exploring and celebrating diversity.
• Challenge students to become more adept at decision-making and problem-solving.
• P
romote and reinforce extended relationships and communications among all
members of the school community.
iii
Table of Contents
Curriculum Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Language Arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Mathematics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Modern Foreign Language. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Latin. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Talk. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Design & Woodworking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
General Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Instrumental Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Drama. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Journalism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Library. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Athletics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
iv
Curriculum
Summary
sixth grade sev en th g r ad e eighth g r ad e
Language Arts Language Arts Language Arts
Mathematics Pre-Algebra Algebra
Geography United States History Ancient History
Introduction to Life Science Introduction to
Experimental Methods Physical Science
French or Spanish French or Spanish French or Spanish
Talk I Talk II Talk III
General or General or Latin
Instrumental Music Instrumental Music
Electives (Required) Electives (Required) Electives (Pick 2)
Art Art Art
Design and Design and Design and
Woodworking Woodworking Woodworking
Drama Public Speaking Journalism
Technology Leadership Technology
Finance FIRST Tech
Challenge Robotics
Laser Cutting,
3D Printing, and
Green Screen
Masterwork Analysis/
Composition or
Instrumental Music
Physical Education Athletics Intramural – Athletics Intramural –
Sports Program Interscholastic Interscholastic
1
l a n g ua g e a r t s
The Middle School sentences so that they can demonstrate
a mastery of grammatical concepts in
Language Arts their own written expression. Most
compositions pass through several
program strongly stages from brainstorming activities,
emphasizes reading rough draft, and response group,
to final draft, often with the use of
and its relationship laptop computers in the classroom.
to effective thinking, The teaching of written expression
is balanced by instruction in public
writing, and speaking. speaking — such as oral reports,
Language Arts
storytelling, class instruction, dramatic
We know that study skills are best
recitation, and more — all of which are
learned in context rather than in
integrated with literature study and
isolation. Our students are presented
various research and study skills needed
with literary works to be studied both
for success in Upper School.
as superior examples of the various
genres for analysis of literary structure Supplementary Reading: In each of
and writing techniques, as well as the Middle School years, students are
vehicles for class discussion of values, required to read at least eight books
ethics, and the problems of moral of choice outside of class. At each
decision-making. level, boys are asked to read books
from certain categories to assure
Readings serve as the springboard
diversification in their selections.
for both expository and imaginative
This program is monitored through
compositions, as students explore the
the homeroom advisory groups, under
writing process and learn the forms
the general supervision of the Middle
of literary expression by participating
School Librarian.
in them. The formal instruction in
vocabulary is derived from experience
with classical roots as well as the
course
of study
literature read at each level. Students
gain understanding through the study
of hundreds of Greek and Latin roots
and affixes, practice with context clues,
2019-2020
synonyms and antonyms, word-origins,
dictionary skills, and the synthesis of
sentences and longer compositions in
Grade 6 Language Arts
which these words are used.
(full year 9/10)
Grammar and writing mechanics
As a significant entry year to Gilman
are taught as integral parts of the
Middle School, the sixth-grade
Language Arts program. The goal of
Language Arts experience focuses
grammar study is to make students
on the foundation of key skills in
more comfortable with the structure of
literature, grammar, vocabulary, and
2
l a n g ua g e a r t s
writing. The subsequent seventh- and historical context, in-depth exploration, to express their written word in the
eighth-grade curricula allow students and reading comprehension skills context of formal oratory presentations,
to build upon this foundation with a throughout these texts. debates, and unique artistic or
consistently vertical mindset. Emphasis technological projects.
on the relationship between the four The grammar and vocabulary curricula
components of Language Arts allows establish a strong foundation regardless Ultimately, this rigorous course renders
for age-appropriate development that of student background. In accord with boys prepared for Language Arts 7 and
places boys on a trajectory equipped to Rules of the Game: Grammar Through eventually Upper School English. At
meet rigorous Upper School English Discovery 1, the boys learn identification the conclusion of the program, each
expectations. and classification of all eight parts of student should be able to comprehend
speech in a sentence as well as basic and dissect appropriate literature of
The literature curriculum helps sentence structures, punctuation, and various genres, label and classify every
students comprehend the basics of capitalization. Additionally, Vocabulary part of speech in a sentence, memorize
scholarly analysis. The boys start the from Classical Roots (Book A) emphasizes and correctly use new vocabulary, and
year examining the elements of short the role of Greek and Latin root words create a strongly organized and edited
story, specifically plot, character, in memorization and application of expository paragraph of literary analysis
setting and atmosphere, irony, various new words. The boys continue as well as assorted creative compositions.
symbol, and theme, in the context with these book series throughout all With stringent class routines and
of multicultural short stories, which three years of Middle School Language effective assessments, the course covers
emphasize the school’s mission Arts, and the traditional approaches to the foundations of the English language
statement on equity and inclusion. grammar and vocabulary significantly for all sixth-grade boys.
In this unit, students enjoy classic enhance their writing ability.
short stories by noted writers, such
as Langston Hughes and Melissa de Language Arts 6 appropriately focuses texts =======
la Cruz. Once the boys cement these on organizing, composing, and editing Rules of the Game: Grammar Through
concepts, they apply their analytical various modes of writing. With both Discovery 1. Educational Publishing
skills to the memorable play The Diary hand-written journal entries and word- Services.
of Anne Frank, C.S. Lewis’s timeless processed compositions, the boys create
a plethora of expository paragraphs and Vocabulary from Classical Roots (Book A).
novel Chronicles of Narnia: The Lion, the
creative writing assignments. Often the Educational Publishing Services.
Witch, and the Wardrobe, and Gilman
graduate Walter Lord’s A Night to writing allows students to demonstrate A Night to Remember.
Remember. Teachers routinely highlight their detailed comprehension of the Walter Lord (nonfiction).
various literary studies in the course.
The Diary of Anne Frank. Frances
They are also offered the opportunity
Goodrich and Albert Hackett (drama).
Chronicles of Narnia: The Lion, the
Witch, and the Wardrobe. C.S. Lewis.
Grade 7 Language Arts
(full year 9/10)
For the second year in the Gilman
Middle School program, the seventh-
grade Language Arts experience
focuses on furthering key skills in
literature, grammar, vocabulary, and
writing. The subsequent eighth-grade
curriculum allows students to build
3
l a n g ua g e a r t s
upon this effort with a consistently
vertical mindset. Emphasis on the
relationship between the four
components of Language Arts allows
for age-appropriate development
texts =======
that places boys on an equipped
trajectory towards rigorous Upper Vocabulary from Classical Roots (Book
School English expectations. B). Educational Publishing Services.
Rules of the Game: Grammar Through
The literature curriculum allows Discovery 2. Educational Publishing
students to comprehend deep Services.
scholarly analysis. The boys start the
year revisiting the elements of a short Language Arts 7 appropriately focuses Little Worlds. Longman Publishing
story in the context of the Little Worlds on organizing, composing, and editing (short-story collection).
anthology, which builds sequentially various modes of writing. With both Animal Farm. George Orwell (drama).
upon the sixth-grade year. In this text, hand-written journal entries and
Poems: American Themes.
students enjoy classic short stories by word-processed compositions, the boys
William C. Bassel, Ed.
renowned writers, such as Edgar Allan create a plethora of expository essays
Amsco School Publishing.
Poe and Ray Bradbury. Once the boys and creative writing assignments,
cement these concepts, they apply their including original short stories, Chasing Lincoln’s Killer.
analytical skills to the timeless allegory personal poems, and imaginative James L. Swanson.
Animal Farm by George Orwell, James L. Civil War research papers. Often, the
Swanson’s thrilling nonfiction Chasing writing allows students to demonstrate
Lincoln’s Killer, and Poetry: American their detailed comprehension of the Grade 8 Language Arts
Themes, which features historic poets, various literary studies in the course. (full year 9/10)
like Langston Hughes and Robert Frost. Additionally, they are offered the
Each of these works thematically or opportunity to express their written
word in the context of formal oratory For the final year in the Gilman
chronologically coincides with the U.S.
presentations, debates, and unique Middle School program, the eighth-
History curriculum. Teachers routinely
artistic or technological projects. grade Language Arts experience
highlight historical context, in-depth
focuses on furthering key skills in
exploration, and reading comprehension
This rigorous course renders boys literature, grammar, vocabulary,
skills throughout these texts.
prepared for Language Arts 8 and and writing. The progression of the
The grammar and vocabulary curricula ultimately Upper School English. At Middle School curriculum allows the
build upon a strong foundation from the conclusion of the program, each boys to build upon their sixth- and
the sixth-grade experience. In accord student should be able to comprehend seventh-grade foundations. Emphasis
with Rules of the Game: Grammar and dissect appropriate literature on the relationship between the four
Through Discovery 2, the boys review of various genres, examine sentence components of Language Arts allows
all parts of speech, examine sentence structures as well as functions of for age-appropriate development that
structures, and learn functionality of words and phrases, memorize and prepares boys for rigorous Upper
words and phrases in the sentence. correctly use new vocabulary, and School English expectations.
Vocabulary from Classical Roots (Book create a strongly organized and edited
expository three-paragraph essay of The literature curriculum allows
B) emphasizes the role of Greek and
literary analysis as well as assorted students to comprehend deep scholarly
Latin root words in memorization and
creative compositions. With stringent analysis. The boys’ year includes
application of various new words. This
class routines and effective assessments, Greek mythology in Edith Hamilton’s
traditional approach to grammar and
the course covers the foundations of noteworthy anthology and the timeless
vocabulary significantly enhances their
the English language for all seventh- play The Tragedy of Julius Caesar by
writing ability.
grade boys. William Shakespeare, both in accord
4
l a n g ua g e a r t s
with their Ancient History coursework. Language Arts 8 appropriately focuses and correctly use new vocabulary,
In addition to these ancient texts, the on organizing, composing, and editing and create a strongly organized and
students examine classic literature like various modes of writing. With both edited expository five-paragraph essay
Lord of the Flies by William Golding and hand-written journal entries and word- of literary analysis as well as assorted
Ray Bradbury’s Fahrenheit 451. Teachers processed compositions, the boys create creative compositions. Complementary
routinely highlight historical context, a plethora of expository essays and skills in research, note-taking,
in-depth exploration, and reading creative writing assignments. Often the and oratory presentation are also
comprehension skills throughout these writing allows students to demonstrate thoroughly developed. With stringent
texts. their detailed comprehension of the class routines and effective assessments,
various literary studies in the course. the course covers the foundations of
The grammar and vocabulary curricula Additionally, they are opportunities the English language for all eighth-
build upon a strong foundation for boys to express their written grade boys.
from the sixth and seventh-grade word in the context of formal oratory
experience. In accord with Rules of presentations, debates, and unique
the Game: Grammar Through Discovery artistic or technological projects. Many texts =======
3, the boys review key elements of of these writing projects also include Vocabulary from Classical Roots
the previous year, examine verbals, significant research expectations, (Book C). Fifer and Flowers.
learn functionality of dependent including the Fahrenheit 451 Great
clauses in the sentence, and review Rules of the Game: Grammar Through
Debate project that examines the
various sentence types. Vocabulary from Discovery 3. Educational Publishing
relevancy of Bradbury’s social
Classical Roots (Book C) emphasizes the Services.
commentary on contemporary society.
role of Greek and Latin root words Mythology. Edith Hamilton
in memorization and application of This rigorous course renders boys
Lord of the Flies. William Golding
various new words. This traditional prepared for Upper School English. At
(novel).
approach to vocabulary and grammar the conclusion of the program, each
greatly enhances the students’ writing student should be able to comprehend The Tragedy of Julius Caesar.
ability as they approach a challenging and dissect appropriate literature William Shakespeare (tragic drama).
curriculum in Upper School. of various genres, examine sentence Fahrenheit 451. Ray Bradbury
structures as well as functions of (science-fiction novel).
words, phrases, and clauses, memorize
5m at h e m at i c s
The Middle School The curriculum is designed to mirror
the National Council of Teachers
Mathematics program
Mathematics
of Mathematics standards with a
special emphasis on placing children
consists of six in problem-solving situations. The
interrelated courses, program is spiraled, indicating that
the same topic is addressed in all
two per grade level, three years but at an increasing level
designed to meet the of complexity. For example, a sixth
grader learns why you find common
needs of youngsters denominators when adding 3⁄7 and 2⁄5.
with a range of A seventh grader explores the complete
rational number system with a problem
mathematical talents. like this: .777 + 3⁄5 + 31%. Finally, an
eighth grader discovers that adding
This two-tiered structure rational algebraic expressions, + ,
accommodates differing growth behaves in the same fashion as the sets
patterns along the concrete/operational he explored in grades six and seven.
to formal/abstract continuum. The
enriched programs challenge the most Each math period provides
talented students through advanced opportunities to think, write, question,
problem-solving, data analysis, answer, and react. Students frequently
and critical thinking, rather than work with a partner to brainstorm
acceleration.
6m at h e m at i c s
course In preparation for their eighth-grade
“Lottery” experience, students are
of study exposed to open-ended problem-solving
2019-2020 situations where they are required to
write about their observations and
propose solutions.
Grade 6 Mathematics No Text: Materials provided by teacher.
(full year 9/10)
strategies for new problem situations. In this course, students make the
Grade 7 Pre‑Algebra
Children look forward to the many transition from elementary school
(full year 9/10)
occasions when they are performing arithmetic to formal mathematical
at the board. Calculators are used as thinking. They operate within many In this course, students become
exploratory tools. During his stay in number systems and begin to see the proficient at the skills they will need
the Middle School, a student might relationships among these number sets. for success in Grade 8 Algebra I:
take a partner quiz, tessellate, build a The children apply their skills to word operating with integers, exploring
Twang board, roll dice, design a mod problem situations and explore both algebraic expressions, and solving
art project, construct a perpendicular elements of geometry and real-world simple equations. They firmly establish
bisector with a compass, present a measurement geometry. Additionally, the relationship among number sets
lottery problem solution, or become a they intuitively explore probability. and become comfortable making
Hex champion. decisions when operating in the
No Text: Materials provided by teacher.
rationals. The students apply their
Each child will master three major
skills to word-problem settings and
objectives: achieve arithmetic and
real-life geometry. In addition, students
algebraic basic skills excellence, explore
Grade 6 continue their computer awareness by
new topics at an intuitive level, and
Enriched Mathematics participating in a two-week PYTHON
develop a wonder for mathematics.
(full year 9/10) programming unit.
Arithmetic basic skills excellence might
include simplifying the following No Text: Materials provided by teacher.
expression: -6 + 21 x –3. In Algebra I, In this course, the most mathematically
the boys will perform a multiplication talented sixth graders are challenged
of polynomials such as: (x + 3)(x + 7). to think Why? Why is finding common
We will explore topics intuitively. For denominators when adding fractions
Grade 7
example, the boys will have a chance to identical to lining up decimal points
Enriched Pre‑Algebra
create a tessellation project. By creating when adding decimals? Why are
(full year 9/10)
the project, each boy will discover for you guaranteed that given any two
himself how various shapes interact locations in space there is always a In this course, seventh graders
and tile across a surface. As the boys third between them? The students investigate finite and infinite systems
develop a wonder for math, they will explore the rational number system from a formal standpoint. For the
want to work independently at home. and the relationships among its first time in their mathematical
For example, a boy might figure out subsets. The students are introduced to experience they’re asked to consider
how to transform a trapezoid into a algebraic concepts and a wide variety of the circumstances under which 9+5=1.
parallelogram, and thus, produce the elemental and measurement geometry Through a series of fascinating systems
formula for calculating the area of a concepts. Additionally, they intuitively (Army commands, rotations of a square,
trapezoid. explore probability. electrical circuitry, etc.) they explore
the world of properties in finite
settings, and use this knowledge to
7m at h e m at i c s
Grade 8
Enriched Algebra I
(full year 9/10)
In this course, eighth graders
conclude their three-year
enriched math sequence.
Students complete the entire
algebra program in an enriched
fashion, as designated in the
regular Algebra I curriculum
guide, i.e. linear equations
and inequalities, systems
of equations, solutions to
verbal problems, graphing,
polynomials, factoring, solving
quadratic equations, rational
algebraic expressions, and
irrational numbers. In addition,
they explore relations and
functions and investigate still
another new system — complex
numbers. A major component
of this course, accomplished
create a mathematically constructed Grade 8 Algebra I throughout the year on a
art project. The boys begin their formal (full year 9/10) monthly basis, is problem-solving.
algebraic education by simplifying This journal-writing exercise, known
expressions, solving linear equations, as “The Lottery,” permits students to
and attacking word problems. The In this course, students complete their independently explore the notion of
students continue their computer Middle School math experience with deductive and inductive reasoning,
awareness by participating in a project- a formal look at Algebra I. Students alternative solutions, and creative
oriented PYTHON programming unit. solve and graph linear equations, problem-generating.
They also continue their practice of inequalities, and systems of equations.
approaching problems strategically Graphing calculators are used No Text: Materials provided by teacher.
and intuitively by engaging in written pedagogically. Next, they explore the
assignments that require them to
observe patterns, make predictions,
new set of polynomials — operating,
factoring, and solving equations. Then = = = =
propose solutions, and justify their they translate those skills to rational
decisions. algebraic expressions. The course
concludes with a look at still another
No Text: Materials provided by teacher. new set — irrational numbers.
No Text: Materials provided by teacher.
8technology
Grade 6 Computer Grade 8 FIRST Tech
(full year 2/10) Challenge Robotics
(one semester elective 4/10)
Technology
This course is designed to develop
21st century skills through a series of This course is designed for eighth
carefully crafted STEAM modules. graders who have previous robotics
Over the course of the year, students experience and are interested in
will explore robotics using EV3 Lego learning about Tetrix Robotics and
Mindstorms kits, investigate the Java Programming. Students will build
principles of coding, and venture into and program a robot for a FIRST Tech
the world of circuits and breadboards Challenge Competition in January.
using SparkFun Inventor kits. Each student in the class will be
responsible for a different component
Students will develop a core of the robot and for documenting their
set of essential skills beyond work in an Engineering Notebook
STEAM, including: collaboration, that will be judged as part of the
communication, critical thinking, competition. Grading will be based on
perseverance, and problem-solving. class participation, contributions to
These dynamic skills will serve as the Engineering Notebook, teamwork,
a springboard for discovering new and willingness to learn about
interests and developing individual building and programming.
talents along lines of excellence
Grade 8 Laser Cutting,
Grade 8 Technology 3D Printing, and Green Screen
(one semester elective 4/10) (one semester elective 4/10)
The eighth-grade technology elective Students will create three projects:
is a semester-long course designed to one laser cut project, one 3D printed
introduce students to film production project, and one Green Screen iMovie
as a medium for creative expression. project. Students will use Adobe
During the first quarter, students Illustrator, Tinkercad, and DoInk
acquire basic camera skills and begin to create their projects. One of the
production on a short film that three projects must be researched
introduces the anatomy of filmmaking, and designed to better the local or
from storyboarding through post- global community. Grading will be
production editing. Later in the based on class participation, a short,
semester, students produce a music written reflection on each project, the
video that calls upon them to refine creativity of the three projects, and
their filmmaking skills and to apply willingness to learn new technologies.
them along creative lines. In the late
spring, these projects are screened for
the entire Middle School.
9science
Science in the Middle with nutrition, which leads into the
Digestive and Excretory unit. In the
School is an exciting eighth grade we move on to a Physical
Science Laboratory course focusing on
mixture of learning by chemistry and formal lab report skills.
Science
reading, discussion, and
active participation in course
laboratory work. of study
In the sixth grade, we begin scientific
discovery through the study of
2019-2020
many topics including: the Earth’s
composition and surface, Weather, Grade 6 Introduction
Astronomy, and Ecology. In the seventh to Earth Science
grade, we focus on the human body and (full year 7/10)
its systems, beginning with the cell and
its function, and progressing through
the organ systems: Circulatory and The foundation of scientific skills
Respiratory, Immune and Lymphatic, begins in the sixth grade with emphasis
Skeletal and Muscular, and concluding on the scientific method as well as thescience
engineering design process. The boys Grade 7 Life Science texts =======
identify the parts of each method and (full year 8/10) Biology (iBook). Miller and Levine.
apply them in laboratory activities.
Pearson Publishing.
Using the metric system, we explore
the concepts of mass, volume, and The seventh-grade Life Science course
density while practicing the techniques begins by defining what it means
necessary to correctly use a triple beam to be living, focusing on life at the Introductory
balance, a metric ruler and a graduated cellular level. Students make their Physical Science
cylinder. These activities allow students own slides of Elodea, an aquatic plant, (full year 8/10)
to learn proper usage of the lab for use in identification of organelles
equipment. within the cell. This identification
continues throughout the year when The eighth-grade course is a laboratory-
During all of the units in sixth-grade viewing slides of cells. The boys begin based class that investigates the
science, there is an emphasis on using learning the proper technique involved development of the atomic theory of
proper techniques for note-taking and in scientific sketching and labeling. matter throughout the year’s work. The
bibliography-writing when compiling Sketching is used throughout the year boys work in partnership with another
research on specific topics that directly in all units of Life Science. student to prepare, carry out and
relate to our classroom work. There is analyze the results of each lab activity.
concentration on the proper method Each unit focuses on a combination We begin the year with an introductory
of scientific reading and the use of of rigorous content and thorough lab that focuses on heating baking
scientific terminology. Lab activities laboratory work. The boys begin to soda in order to separate it into the
and lab reporting reinforce the use apply the concepts learned through three states of matter. This leads to a
of units of measurement, decimal their textbook and class discussions discussion of solids, liquids and gasses,
place value and writing skills for lab to the samples seen through the and how to measure the amount of
conclusions. microscope. This application is seen each. We continue throughout the
in the completion of the conclusion year taking substances apart using
This course focuses on applying lab questions on each lab report and on many methods such as: heat, solubility,
skills with Earth Science concepts. essay questions done for homework boiling point, freezing and melting
Students will spend time integrating assignments. point, fractional distillation and
concepts they learn with genuine fractional crystallization.
hands-on learning activities. We begin After the midterm exam, we change our
the year with an introduction to focus from life at the cellular level to Through this lab work, students
proper lab techniques, and use those human body organ systems. Students gain knowledge of the characteristic
skills throughout the entire year, are able to understand how each system properties of matter used to identify
focusing on topics such as the Earth’s is controlled by individual cells, tissues and tell materials apart. They apply
surface, Weather and Climate, and and organs, and how these complex newly learned concepts in their lab
Astronomy. We finish the year with systems are able to come together to report writing, class discussions and
a short study on Ecology. The boys form a fully functional organ system. problem-solving. Note-taking skills
learn about ecosystems on a global, are reinforced during the post-lab
Students are introduced to dissection
national and local level and then discussions as a source of material for
methods at the end of the course of
apply their knowledge of a healthy review and study for evaluations.
study when they are guided through
ecosystem to examine the stream that
the dissection of a frog. The purpose of
runs through campus.
this dissection is to identify the systems texts =======
found within the frog and compare them
Introductory Physical Science. 9th Edition
texts ======= to human systems. This is a voluntary
(iBook). Science Curriculum, Inc.
activity where boys may participate or
Earth & Space: iScience (e-book).
McGraw-Hill Publishing.
complete an alternative activity.
= = = =
11social studies
Throughout the Social Studies The first course is the sixth-grade
Social Studies
program, there is an emphasis on Eastern Hemisphere geography class.
improving the following skills: reading, This is followed by a study of U.S.
writing (from single-sentence answers historical figures and events in their
to multi-paragraph essays and projects), historical context throughout seventh
note-taking and organization, analysis, grade. The Middle School social
using and creating maps, research, studies curriculum concludes with an
artistic expression, public speaking, and examination of the ancient Greek and
teamwork. Roman civilizations in eighth grade.
Along with these skills,
course
students master a large
of study
body of information
that makes them more
2019-2020
informed citizens and Grade 6 Geography
prepares them for (full year 7/10)
future studies in the
Our sixth-grade geography students
humanities. explore the world using a thematic
approach focusing primarily on
five themes of geography: place,
location, regions, human-environment
interaction, and movement. Students
will learn where places are located,
and why human and natural features
occupy particular locations. Students
will examine how geographic regions
are formed and change over time. They
will also work to gain an understanding
of how humans relate to their
environment and how the movement
of people and ideas influence places
around the globe. Geography gives
students the opportunity to gain a more
thorough understanding of our ever-
changing world. The study of geography
also includes the examination of
physical geography, landforms, climates
and cultures of Asia, Europe, the
Middle East and Africa.
12social studies
An emphasis on skill development Following this introduction to civics Martin Luther King, Jr.:
is established, especially with in the United States, the students will A Photobiographic Story of a Life.
regard to reading, writing, research, read about Frederick Douglass and his Amy Pastan. DK Publishing.
organization, note-taking, and study heroic struggle to achieve freedom and
skills. Geography students will learn to equality for African Americans in the
use a variety of maps and to interpret United States during the 1800s. As the Grade 8 Ancient History
data and draw conclusions based on a students research the Civil War and (full year 8/10)
collection of sources. Reconstruction they will encounter the
Thirteenth, Fourteenth, and Fifteenth
Amendments to the Constitution. These This course seeks to provoke each
texts ======= amendments bring to life what Frederick student’s interest in the origins of
World Geography Eastern Hemisphere. Douglass struggled for during his western civilization, and explores
myWorld Interactive, lifetime. However, these amendments the impact of Greek and Roman
Pearson Education, Inc., 2019. did not expand rights for all people in civilizations on our own American
the United States. As the students will experience. To facilitate the fulfillment
The Nystrom Desk Atlas.
see, the Women’s Suffrage Movement of these goals, high priority is given to
Herff Jones Nystrom.
wanted women to be included in these cooperative learning, the development
definitions and had to fight until the of strong reading skills, productive
1920s for women to receive the right note-taking and research skills, and
Grade 7 to vote. This part of the curriculum the ability to write analytically and
United States History will include a research project followed persuasively. Focus is also given to the
(full year 7/10) by the creation of a children’s book development of a variety of studying
describing portions of the Women’s and test-taking techniques.
The seventh-grade history course Suffrage Movement. Our seventh-grade
The Ancient History curriculum
revolves around the central ideal upon students will meet with and present
complements that of the Language
which the United States was founded, their books to first-grade students.
Arts and Latin departments to explore
“…that all men are created equal…”
As the year draws to a close, the students coordinated curriculum opportunities,
Those six words from the Declaration
will study the Civil Rights Movement which utilize students’ varying
of Independence provide a theme
and its leaders in order to understand interests and strengths. Examination
and checkpoint for students as they
why, in the 1950s and 1960s, people were of Greek and Roman culture, warfare,
progress through different time periods
still fighting for rights that had already and government expose students to the
in American history. In addition,
been included in the Constitution. We themes and ideas representative of life
the course is designed so that events
will focus on the life of Dr. Martin in the ancient Mediterranean world,
are studied largely in the context of
Luther King, Jr. as our guiding light and connections are drawn between
the people who helped shape them.
through this portion of the curriculum. ancient democracies and the Republic
Course content is used for continued
Once again, the students continue to of the United States.
development of each student’s reading,
examine the founding ideal of equality
writing, note-taking, and research skills.
and the ongoing struggle to make it a
texts =======
Students begin the year learning about reality in America.
The Greeks: An Illustrated History.
the historical context surrounding the
Diane Harris Cline. National
ratification of the Constitution. As the
students learn about democracies of
t e xts ======= Geographic.
Ancient Greece, Rome, and England, The Life of Frederick Douglass: The Romans: From Village to Empire:
they will discover the similarities A Graphic Narrative of a Slave’s A History of Rome from Earliest Times
between those governments and Journey from Bondage to Freedom. to the End of the Western Empire,
the U.S. Government while also David F. Walker. Ten Speed Press. 2nd Edition. Mary T. Boatwright,
investigating the function and With Courage and Cloth: Winning Daniel J. Gargola, Noel Lenski,
structure of the U.S. Constitution and the Fight for a Woman’s Right to Vote. Richard J. A. Talbert.
Bill of Rights. Ann Bausum. National Geographic
Children’s Books.m o d e r n f o r e i g n l a n g ua g e
The Middle School Language and self-correction, test preparation,
curriculum emphasizes competence and memorization of verb forms and
in four language skills — speaking, vocabulary. Teachers often employ
Modern Foreign Language
aural comprehension, reading, music to enhance memory and
and writing — through a carefully retention.
sequenced three-year program. Cultural
themes provide the content around Instruction, even at the introductory
which these four skills are developed. level, is predominantly in the target
Conversation, grammar instruction, language. Throughout Middle School,
and vocabulary are structured around students are actively engaged in
textbook readings, short stories, producing and navigating the language
dialogues, videos, audio recordings, as they expand and enhance their
and popular songs. Movies, computer communication skills.
programs, and websites are also used
in instruction. Students are exposed to
various aspects of the target language Grade 6/7 French A or
civilization, including language in an Spanish A (full year 8/10)
authentic context, familiar/formal
address, geography, monumental
cities, schools, family life, free-time Beginning students in French and
activities, art, classical and popular Spanish study elements of the language
music, and cuisine. These topics serve with a strong emphasis on basic oral
as a springboard for projects and and written sentence construction
writing assignments that range from and aural and reading comprehension.
paragraphs to full compositions and Initially, the program concentrates
oral presentations. on the alphabet and phonics, subject
pronouns, the present tense of regular
and select irregular verbs, articles,
Various cultural classroom commands, the negative,
themes are explored and basic prepositions. Grammar is
introduced in tandem with simple
with a goal of vocabulary themes such as classroom
encouraging Gilman objects, the calendar, weather and
seasons, numbers, colors, time, and
students to travel and school subjects.
to appreciate their role Throughout the remainder of the year,
as world citizens. the daily life of a typical French- or
Spanish-speaking teenager provides
Additionally, the development of the core of the cultural content of the
study skills is a significant aspect course, with units on schools, leisure
of the language program. Faculty activities, and sports. In addition to
assign regular homework and teach these themes, geography, holidays,
techniques in the organization, peer and famous people are explored, as
14m o d e r n f o r e i g n l a n g ua g e
well as art, music, and cuisine. These to make exaggerated gestures when Grade 7/8 French B or
themes are woven into the grammatical learning the pronouns — is a key Spanish B (full year 8/10)
content of the course, as students begin element, especially initially. Further,
to attack more complex concepts, in evaluating students’ progress,
including question formation, teachers give significant weight not Intermediate language study continues
contractions, adjective agreement, only to quizzes/tests and writing to develop the four language skills
the near future tense, the use of the assignments, but also to the quality and while broadening the cultural themes
infinitive, and more. frequency of student contributions to introduced in Level A. After a review of
oral discussions through full-sentence the previous year’s grammar, students
Students will engage in a dialogue responses, questions, or comments. acquire mastery of new irregular verbs
project, a poster project, iPad and stem-changing verbs. Possessive
presentations, and brief writing adjectives, the past tense, object
assignments. These activities provide r e s our c es ==== pronouns, and an in-depth look at
a creative vehicle for using the Teacher-generated Canvas pages articles form the core of the grammar
vocabulary and structures reinforced curriculum. Likewise, students explore
Duolingo (duolingo.com)
daily through verb and vocabulary a wide variety of other concepts,
assignments, workbook exercises, and Quizlet (quizlet.com) expanding on phonics, the negative,
worksheets. This work also fosters an adjective agreement, and question
WordReference.com
exploration of French- or Spanish- formation. Study skills are continually
(wordreference.com)
speaking cultures. emphasized, with increasing student
D’accord!, Vista Higher Learning
independence as a goal.
Classes are instructed in the target textbook (e-book or hard copy),
language. Faculty teach vocabulary Supersite, and hard copy workbook. As in French/Spanish A, culture acts
through pantomime, dramatizations, as the vehicle for presenting grammar
Descubre 1, Lengua y cultura del mundo
SmartBoard activities, props, photos, and vocabulary. The sixth-grade theme
hispánico. Vista Higher Learning
and songs. Learning depends largely on of teenage life is expanded to the
(online textbook, Supersite, and hard
active student engagement in lessons. entire family. Other topics include
copy workbook).
Thus, the physical involvement of the music, geography, meals, shops, and
student — for example, coaching him neighborhoods. Practical situations,
such as buying
groceries, ordering
in a restaurant, and
receiving guests,
are also included.
Again, these themes
provide opportunities
for projects, iPad
presentations, and
writing assignments,
which supplement the
daily practice.
In the classroom,
teachers continue
to present material
predominantly in the
target language and
encourage several full-
sentence contributions
from each student
15m o d e r n f o r e i g n l a n g ua g e
daily. The use of visual aids continues; Grade 8 French C on the cinema. French C students may
however, whereas the visual mode is the or Spanish C explore the music of La Marseillaise,
fundamental characteristic of the Level (full year 8/10) a movie such as Au Revoir les Enfants,
A classroom, students are expected to Impressionist art, the French monarchy,
become less dependent on visuals as or gothic architecture. Similarly,
their listening comprehension increases. In Level C, students continue to expand Spanish C students may explore
Dialogues, movies, media, and popular and refine their proficiency in the four indigenous cultures, current political
songs are vehicles for promoting language skills. After a thorough review systems in the Spanish-speaking world,
listening comprehension, and students of Level B curriculum, the class will ecotourism, the encounter between
tackle increasingly complex readings. pursue the effective use of the past Spain and the Americas, Picasso,
tense, interrogative constructions, and Dalí, Velásquez, Rivera, Orozco, and
As in Level A, the ongoing development demonstratives. French students will Siqueiros, and more.
of sound study skills, which a student also study the imperfect, while Spanish
can bring to all disciplines, remains students will simply be introduced These complementary themes often
constant throughout the course. to it. In Spanish, the boys study the form the basis for more sophisticated
accent rules so that they can determine writing tasks. Teachers work to help
whether a word requires an accent students hone their composition,
res o urces ==== when a syllable is added to its end. creative expression, and critical
Teacher-generated Canvas pages This might involve the adding an –es thinking skills.
Duolingo (duolingo.com) to a noun or a pronoun to a command,
In addition, as in previous levels, the
an infinitive, or a present participle.
Quizlet (quizlet.com) quality and frequency of classroom
Level C language students strive to
participation are paramount to student
WordReference.com master the negative and indefinite
progress.
(wordreference.com) words, adjective agreement, commands,
D’accord! Vista Higher Learning demonstratives, and question formation
textbook (e-book or hard copy), to expand their language skills. r esour c es ====
Supersite, and hard copy workbook. Teacher-generated Canvas pages
Students continue their studies
Descubre 1, Lengua y cultura del mundo of the cultures of French- and Duolingo (duolingo.com)
hispánico. Vista Higher Learning Spanish-speaking peoples. Studies
Quizlet (quizlet.com)
(online textbook, Supersite, and hard include monumental cities, modes
copy workbook). of transportation and travel savvy. WordReference.com
Complementing these themes, teachers (wordreference.com)
may also introduce units based on ¡Avancemos! — text (hard copy or
literature, history, art, music, science, e-book) and workbook — McDougal
or math, and students may choose to Littell with accompanying
research topics of personal interest. interactive website (classzone.com).
By using the target language to learn
about a myriad of topics, students
expand their language proficiency. The = = = =
French C students explore the city of
Paris, modes of transportation, the
life of Charles de Gaulle, and a unit
16l at i n
Latin course
of study
the material that students are learning
in other subjects. Frequent activities
on topics of Roman art and culture
All eighth graders are
required to take one year
2019-2020 complement the timeline of Roman
events that students examine in
their Ancient History class. The
of Latin. Those who opt memorization of Latin vocabulary
to continue with Latin Grade 8 Introductory Latin strengthens the comprehension of
in the Upper School (full year 7/10) English vocabulary from classical roots
will find this course a which is an integral part of Language
useful introduction to Arts. The Language Arts reading list
more advanced studies Eighth grade Latin is an introductory
also introduces students to topics of
in the language. Those course that familiarizes students with
classical mythology and literature; these
who choose to study a the basic grammar, vocabulary, and
topics are then expanded upon in Latin.
different language in translation skills of the Latin language.
In reading about the Pompeian family,
the Upper School will Students learn the principal forms of
students broaden their Latin vocabulary
nevertheless benefit from verbs, nouns, and other parts of speech,
and demonstrate an understanding
and then put these forms into practice
the rich content by translating from Latin into English.
of the perspectives of ancient culture
as revealed in the practices of the
of vocabulary, Over the course of the year, they will
people. Furthermore, the very skills
build up a vocabulary of more than
that are acquired in Latin — grammar,
cultural 350 of the most frequently used Latin
vocabulary, sentence structure, and
words. They will also become familiar
background, with reading progressively longer
translation — are the same skills that
must be applied to the study of Modern
and language passages about families in Pompeii and
Languages. Because it is the historical
Roman Britain.
skills acquired root of all the Romance Languages,
The scope of the Middle School Latin Latin provides an invaluable basis
during the program goes well beyond the language for the study of French and Spanish.
course of the itself. The text integrates grammar and Students in Latin use their knowledge
syntax, vocabulary, and the culture of of vocabulary, grammar and syntax,
year. ancient mythology, and history in order to
European improve their language abilities, as well
civilizations as to draw connections between ancient
that remain traditions and those of modern day.
part of our
heritage
texts =======
today. The
eighth-grade Cambridge Latin Course Units 1 and 2
curriculum (Stages 1-20) (iBook).
is also
designed in
such a way
= = = =
that Latin
reinforces
17ta l k
Talk
The intent of the diversity of our community; Religions, will be used to study the
(d) developing in each student ethical similarities and differences of the
Talk curriculum futures in his decision-making. world’s major religions.
is to provide
a structured course texts =======
program of of study Insignificant Events in the Life of a
2019-2020
Cactus. Dusti Bowling.
human values
education and Grade 7 Talk II
a forum for Grade 6 Talk I (full year 3/10)
(full year 3/10)
discussion of
Talk II is a yearlong course, meeting
issues related to Meeting three times a cycle, in groups three times a cycle, for groups of
positive human of no more than ten students with a approximately eight students with a
teacher-facilitator, this yearlong course teacher-facilitator. The curriculum’s
interaction and addresses the issues young adolescents general objective is to encourage
are faced with in today’s society students to develop positive human
constructive and in the Gilman community. The values and to become constructive
community principal issues and concepts discussed participants in their communities.
are: the Middle School Handbook; Specifics include: group dynamics;
involvement. community service; global learning; self-concept development; parent-
In all three grades, course honesty and honor; communication; child interaction; relationships;
objectives include: (a) linking the interaction of children and adults; discrimination and prejudice; the
the student, the school, and the individual and collective integrity and decision-making process; substance
family in ways that reinforce responsibility; family elder interview; abuse prevention; human development;
the importance of mutual human reproduction and development; and school issues.
respect, open communication, peer relationships and pressures;
jealousy and bullying; temptations, The student’s Talk Journal, in which he
and adult-child understanding;
choices, decisions, and consequences; writes regular entries during class and
(b) enhancing each student’s
self-concept and self-discipline; and into which all his written homework
self-concept and his
understanding world religions. assignments are inserted, becomes a do-
understanding of how he
it-yourself “text,” covering all aspects of
can best relate to the world
The actual text for the course is the the course’s work.
around him; (c) appreciating
student’s own journal, which will
and affirming the uniqueness Project Alert, a nationally recognized
include journal entries, homework
of each individual and the program for drug education, forms
assignments and feedback. At the end
of the year, each student will take his the backbone of the substance abuse
Talk I Journal home. The text, World unit. Project Alert provides students
with current scientific information
18ta l k
The course is
designed to
challenge eighth
graders regarding
the attitudes they
take, the decisions
they make and
the ways that they
relate to peers,
faculty, parents, and
younger students.
The centerpiece
of the course is a
curriculum from The
Institute for Global
Ethics that provides
students with models
on cigarettes, alcohol, marijuana and faithfulness, honesty, love, respect for for making decisions
other psychoactive drugs and the self and others, and the goodness of based on a foundation of values.
effects of their use/abuse. The program life.” In addition, a variety of videos Students will learn to distinguish
encourages students to make well- are used to present or reinforce the between a “right vs. wrong” decision
considered, positive choices in their course’s concepts. and a “right vs. right” decision; i.e. a
lives. Both through an investigation true ethical dilemma. Dilemma analysis
of positive human values and and dilemma resolution are explored
through training in resistance skills, t e xts ======= using real-life situations the boys are
the program works to strengthen a Game Changer. Tommy Greenwald. likely to encounter. Students will also
student’s ability to resist cultural forces revisit the Project Alert curriculum
that lure many to be involved in the with “booster lessons” designed to build
use of these substances. The idea of a Grade 8 Talk III on the seventh-grade Talk curriculum
student helping a fellow student to deal (full year 2/10) and their decision-making skills
with the challenges posed by tobacco, related to drugs and alcohol. Issues of
alcohol and other drugs is encouraged. transition, both into their role as eighth
Project Alert uses a variety of videos, Meeting two times a cycle in groups graders as well as the challenges of
handouts, visuals, and skits to help of no more than ten students with transitioning into Upper School will
train students. a teacher-facilitator, this yearlong also be a significant part of the course.
course addresses some of the issues
During the second semester, students that adolescents face as they finish
will explore values and ethics as they their final year in the Middle School. texts =======
relate to human development and While many of these issues, such as Handouts from Building Decisions
sexuality. Love and Sex in Plain Language values and decision-making, drug and Skills. The Institute for Global Ethics.
(Eric Johnson), will be one of the alcohol awareness and relationships
resources used. The text was chosen Booster Lessons 2 & 3 from Project
sound familiar, in Talk III these issues
for this course primarily because Alert.
are focused to support eighth graders in
Mr. Johnson, a veteran educator and their position as leaders of the Middle All American Boys. Jason Reynolds and
dedicated member of the Society School who are soon to transition into Brendan Kiely (summer reading).
of Friends (Quakers), presents the the Upper School.
facts of human sexual development
“in a framework of values: caring,
= = = =
responsibility, self-control, the family,
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