Middle School Curriculum Guides 23-24

Shady Hill School

CURRICULUM GUIDE Grade V - Grade VIII

178 COOLIDGE HILL • CAMBRIDGE , MA 02138 • 617-520 -5260 • WWW.SHS.ORG

Shady Hill School

curriculum guide Grade V • 2023-2024 Modern and Ancient China Teachers: Arrarte, Culpepper, Daly, and Eisenberg Naturally embedded in any academic curriculum are human themes. In keeping with Shady Hill traditions, in all subjects we integrate themes regarding character, values, respect for self and others, and the responsibility children have as members of the community. Some of the topics include: taking ownership of one’s actions, resolving conflicts without focusing on blame, understanding other points of view, listening skills, and working cooperatively with others.

We address these topics in the Grade V curriculum in several ways. In the study of literature, we look at how the protagonists’ choices shape their lives and the story as a whole. In Central Subject, we look at the Chinese culture from multiple perspectives. Group work is a constant exercise in being responsible for both one’s own work and that of the team. In addition, we conduct exercises and activities designed to develop fifth graders’ abilities as members of a community and as lifelong learners.

178 COOLIDGE HILL • CAMBRIDGE , MA 0213 8 • 617- 520 - 526 0 • W W W.SHS .ORG

this culture, students take field trips to local museums, Chinatown, and visit with Chinese scholars and artists.

Throughlines:

• In what ways do geographic features and natural resources of an environment affect where people choose to live?

• Why is the daily life of a community often influenced by the natural environment and belief system?

• How does a belief system emerge from people’s need to understand and explain their world?

• How do charismatic leaders shape a society’s culture and have a powerful influence on a nation’s destiny?

• Why was ancient China a successful society that thrived and survived for thousands of years, and in what ways does it continue to influence people today?

Literature, Readings, and Writing

Central Subject literature texts may include: The Monkey King, In the Year of the Boar and Jackie Robinson, Dragon’s Child, Confucius: The Golden Rule, Kite Rider, The Year of the Tiger, Tales from a Chinese Grandmother, and excerpts from Confucius’ Analects and the Dao De Jing.

Central Subject: Modern and Ancient China

The year begins with a study of geography. We look closely at important geographic features as well as thematic maps.

Concurrently, students study modern China with an emphasis on food, education, and entertainment. As the year progresses, we read Chinese creation myths and examine early dynasties. During this time students develop an understanding of and appreciation for how cultural belief systems arise and evolve over time. Students consider the historical importance of ritual and tradition through a close look at the emergent philosophies of Confucianism and Daoism. Investigating the reign of the first emperor, Qin Shi Huangdi, enables students to consider the role and influence of charismatic leaders upon a society.

Beginning midyear, students conduct group and personal research to explore the many aspects of daily life in modern and ancient China. To further enrich their understanding of the topics, students engage in a variety of handsonprojects such as mapping, calligraphy, and kite making.

To allow students to directly experience the legacy of

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Other books read in small groups or in a whole class setting may include: Maniac Magee, Anything But Typical, Liar and Spy, Rules, Out of My Mind, as well as selected biographies and poetry.

In addition to a half hour of independent reading at home every night, there are several periods of silent reading per week. Students read books from a variety of genres including historical fiction, biography, realistic fiction, science fiction, fantasy, and adventure.

Reading skills such as isolating salient information, building vocabulary, making comparisons, skimming, and drawing conclusions are taught through literature and research. The students participate in individual, small group, and whole class work. Discussions and assignments focus on setting, character development, point of view, and theme.

There is an emphasis on the process of writing. The curriculum includes both expository and creative writing.

Research papers are written using developmentally appropriate research techniques.

GR ADE V

2021–2022

Mathematics

The Middle School mathematics program guides students in constructing new mathematical knowledge built upon deep understanding and prior learning. Fifth grade math students begin the year with four weeks of Inspirational Math curriculum based on the lessons, videos, and philosophy of Stanford University researcher Jo Boaler. Students become familiar with brain research that supports the beliefs that math is about thinking deeply, not about speed or judging performance, and that creativity and visual thinking are important. Further, we emphasize from the very beginning that having a growth mindset, or believing in your ability to succeed, is critical. After the first weeks of setting the tone, students further explore concepts and strategies for thinking about geometry, multiplication, algebraic problem solving, data analysis, pattern analysis, division, fractions, decimals, and percent, all of which are introduced during the Weeks of Inspirational Math. Through identifying patterns and a variety of challenge problems, students learn to think flexibly before formalizing algorithms in multiplication and division.

When studying algebra, they learn to use number lines to model “jump size” and “steps” when solving problems, and

make posters at the conclusion of each day’s challenge to explain their problem-solving methods. The number line modeling in this unit segues into the formal study of division, which culminates in learning the “short” division algorithm. We begin a study of fractions by taking a closer look at the Big Ideas about fractional representation and take on exploration of fraction estimation, equivalence, size ordering, redistribution, and addition through making paper quilts and a two-week poster project: Sub Sandwich unit.

Additionally, students practice modeling fractions on number lines and pie graphs and learn strategies for adding, subtracting, multiplying and dividing fractions. Through the late spring, we introduce decimals by connecting them to what students already know and understand about place value. Percentages are studied as they relate to decimals and in the context of real-world use. Late in the year, students revisit volume, area, perimeter, and the coordinate grid.

Throughout the year, students are provided the opportunity to strengthen their logical thinking through puzzles and challenges, and they are encouraged to explore the beauty of repeating patterns found in mathematics.

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Science

(three 45-minute classes every week) Fifth Grade Science begins with a study of simple machines.

Students perform experiments, complete engineering design challenges, and investigate models and simulations to understand the essential question, “How do machines change the nature of work?” Engineering projects like designing a catapult and building an original wind turbine to power a light give students hands-on experience solving real-world problems. Students follow this up with an exploration of the topic of energy. After learning about different forms of energy and how energy transfers, students design original Rube Goldberg chain reaction machines. The energy unit culminates in a research project that allows students an opportunity to explore the pros and cons of various energy sources. In the spring they investigate acids and bases and learn about the pH scale. During this unit, students have ample opportunity to work in groups, follow a procedure, and make meaning from data. Segueing into a unit on water chemistry, students learn about the unique properties of water and look critically at the problem of ocean acidification. Finally, students take their learning outside to complete an in-depth investigation of the wetlands at Shady Hill. By transporting their knowledge of

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the pH scale and looking closely at the living things in the ecosystem, students learn how to assess the health of our wetlands. Fifth Grade science also includes a unit on puberty and human reproduction. Before this unit begins, families are provided with an overview of the topics studied, as well as a bibliography of possible resources. Throughout the year, students focus on science skills such as collaboration, science writing, and experimental design.

Middle School Technology Use

Today’s technology is well suited to support Shady Hill’s emphasis on creative, student-centered, project-based learning. Using the shared laptop cart, class sets of iPads and campus-wide wireless network, Fifth Grade students employ a range of software and internet-based programs that enable collaboration, research, data collection, digital storytelling, and mastery of skills. Examples of the types of software that students use over the course of the year include: Inspiration, iMovie, Garage Band, Comic Life, Keynote, Google Earth and Google SketchUp; as well as Internet-based programs such as Voicethread, Quizlet, Google Docs, and Sheppard Software. By integrating technology into the classroom and the existing curriculum, as opposed to teaching it as a stand-alone course, students

GRADE V

2023–2024

are able to learn new ways to demonstrate their knowledge while gaining an understanding of the practical application of the tools themselves.

Library

(one 45-minute period per week) Students meet with a librarian to explore books and discuss a wide-range of issues around literature to support their independent reading. Time in the library is used to hone general library skills, develop basic research strategies, study a myriad of issues around information literacy, and share a love of reading with the group. In addition to regularly scheduled classes, students also visit the library as needed to work on specific research projects throughout the year.

Shop

(two 45 minute periods per week) In Grade V, students move into the middle school shop. A design course prepares each student to create a piece of furniture, either a table or a bench. Students are required to consider both functional and decorative aspects of their designs as they bring their projects to life, and they are encouraged to collaborate and assist each other with their work. They are trained in the use of a wide variety of hand and power tools including jigsaws, drill presses, and the lathe. The furniture unit is followed by a bird carving project and free choice activities at the end of the year.

Studio

Performing Arts

(two 45-minute periods per week) Each Fifth Grade class meets two times a week for 45 minutes of General Music. In addition, students may elect to participate in the Middle School Chorus or Silver Jazz Band.

In Grade V music, students develop musicianship skills through singing, movement and learning instrumental

ensembles on classroom percussion instruments. Making music as an ensemble, through listening and cooperation, is emphasized via the exploration of “Ensembles Around the World.” Specific units include bucket drumming, ukulele ensemble, Balinese Gamelan, Chinese luogu (gong and drum) music, Jazz, Celtic music, and Latin American music.

In conjunction with a mid-year Chinese New Year celebration, students learn four or five Chinese folk or popular songs. Central Subject may also be reinforced with an exploration of Chinese Classical instruments such as the dizi, pipa and guzheng, or with students composing using jianpu notation. Music literacy is developed through audiation, repetition of patterns, and use of rhythm and tonal syllables, as outlined in Feierabend's Conversational Solfege. Students sing on solfege with hand signs, using movable do and la-based minor, and use takadimi syllables for rhythms.

Middle School Chorus meets during one recess period each week. Silver Jazz Band meets on Wednesdays for 1 hour after the regular school day. These ensembles perform several times during the school year at school assemblies.

(two 45-minute periods per week) Fifth Graders have studio instruction with Kirk Goetchius.

While the classes complete different projects, students receive continued instruction in painting, drawing, ceramics, relief printmaking and sculpture, working from still-life, nature, and the imagination. Several projects incorporate the central subject of Ancient China, such as Chinese ink painting and clay models of bronze vessels.

Through drawing and painting studies and experimentation with different media, students strengthen their observation and recording skills and gain familiarity and competence in many mediums.

Physical Education

(Three 45-minute periods per week) The Fifth Grade Physical Education curriculum places emphasis on strengthening students sport specific skills and knowledge, fostering teamwork and collaboration, and instilling lifelong movers. Students are met where they are in their development with fun activities, drills, and small-sided games to further develop the skills that translate across a variety of sports and physical activities – generally including, but not limited to those offered in the Grade VI-VIII PE elective and athletics programs. Throughout the year, students learn to value the attitudes, beliefs, and behaviors that are important for people to have as responsible community members, and more specifically as responsible team players. Students learn to work together in groups, respect each other's differences, and communicate effectively to achieve common goals.

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Through drawing and painting studies and experimentation with different media, students strengthen their observation and recording skills and gain familiarity and competence in many mediums.

Physical Education

(Three 45-minute periods per week) The Fifth Grade Physical Education curriculum places emphasis on strengthening students sport specific skills and knowledge, fostering teamwork and collaboration, and instilling lifelong movers. Students are met where they are in their development with fun activities, drills, and small-sided games to further develop the skills that translate across a variety of sports and physical activities – generally including, but not limited to those offered in the Grade VI-VIII PE elective and athletics programs. Throughout the year, students learn to value the attitudes, beliefs, and behaviors that are important for people to have as responsible community members, and more specifically as responsible team players. Students learn to work together in groups, respect each other's differences, and communicate effectively to achieve common goals.

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Through drawing and painting studies and experimentation with different media, students strengthen their observation and recording skills and gain familiarity and competence in many mediums.

Middle School Community

(Three 45-minute periods per week) Assembly is a regular time designated for Middle School students, faculty and staff to build and maintain community.

A variety of activities are scheduled during this time, from classroom sharing and performances by visiting artists and outside speakers, to gatherings of Affinity Groups and Social Justice Spotlight curriculum to PODs, a small group of students representing each Middle School Grade.

Daily morning meetings take place in Gradehead classrooms every morning and provide opportunities for school and division related announcements and student sharing. This informal meeting allows Gradeheads to welcome students every morning, build community, and prepare students for the day.

GR ADE V

2021–2022

Shady Hill School

curriculum guide Grade VI • 2023–2024 Africa Teachers: Hesko, Humphrey, Iaccarino, & Morgan Naturally embedded in any academic curriculum are human themes. In keeping with Shady Hill School’s traditions, we aim to integrate within all subjects, themes including character, values, respect for self and others, and the responsibility children have as members of the community.

In GRADE VI we build on ideas introduced in previous years to address concerns that 11- and 12-year-olds are typically beginning to confront: assumptions, stereotyping, peer pressure, inclusion/exclusion, community service, and social justice. Because we are especially mindful of the important developmental transitions experienced by sixth graders, we link much of our curriculum to the central theme of “rites of passage.” Throughout the year, students earn beads that symbolize their achievements in meeting certain social, emotional, academic, and physical challenges. These accomplishments promote a sense of individual progress for each child and enhance the cohesiveness of the entire age group.

178 COOLIDGE HILL • CAMBRIDGE , MA 0213 8 • 617- 520 - 526 0 • W W W.SHS .ORG

Central Subject: Africa

Many of the topics relevant to sixth graders arise in our discussions of the literature we study. While we teach about literary technique, history, grammar, and African cultures, we also examine decisions made by characters in literature and history regarding their attitudes towards and treatment of others.

Dispelling stereotypes and assumptions about Africa is our base in beginning our Central Subject. Through group activities and discussions, the goal is to identify practical applications of these lessons for students to use in the classroom, on the paths and playgrounds, and in their lives outside of school.

Throughlines • How do I know who I am? What do I need to be my best self?

• Who or what determines the value or worth of a person, service, or object?

• What factors influence the way(s) we view the world? How might we understand an unfamiliar world view?

• What are resources? How do they shape cultures and how are they shaped by culture?

• What is power? Who holds it? Why?

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History and Geography

Throughout the curriculum, we focus on the diversity of the continent, emphasizing reflecting upon and challenging stereotypes about Africa. During the year we also integrate folktales and the oral tradition, the arts, and aspects of daily life of various African cultures.

The year is broken into several large units of study, with geography as a point of emphasis in the early part of the year.

As the year progresses, classes study civilizations of Ancient and Medieval Africa, followed by an examination of colonialism and more recent regional history, issues, and cultures. Students do several research projects both individually and in groups.

Central Subject References

A Visual Geography of Africa, C.T. Quinn-Young; Africa, Dowdon; Africa, McDougal, Littell; A Guide to African History, Davidson; African Myths & Legends, K. Alnott; Great Rulers of the African Past, Dobler & Brown; African Studies, Univ. of Illinois Press; Royal Kingdoms of Ghana, Mali, Songhay, McKissack; Ancient African Kingdoms, Shinnie; The Kingdoms of Africa, Koslow; African Kingdoms of the Past, Mann; Glorious Age of Africa, Chu & Skinner; 52 Days By Camel, Raskin, Pearson; Africa, a special presentation of Nature and National Geographic

GRADE VI

2023–2024

(documentary series and companion text); and several series for research: Heritage Library of African Peoples; Cultures of the World, Cavendish; Through African Eyes, edited by Leon Clark; Exploration into Africa, Ibazebo.

Literature and Writing

In literature we focus on novels that teach about African cultures, reflect themes within our Central Subject, or meet the goals of our literacy curriculum. Through our fiction study we encourage students to make textual connections, read for deeper meaning, and enjoy the process of supporting and sharing their observations. Discussion, written assignments, and projects provide opportunities for students to demonstrate understanding of beginning literary concepts: plot development, character, style, theme and figurative language. Basic reading comprehension skills are reinforced through the study of a variety of genres, including folktales, short stories, myths and poems. Books that may be used are: Chike and the River, Achebe, Tristan Strong Punches a Hole in the Sky, Mbalia, Akata Witch, Okorafor, Tuck Everlasting, Babbitt; Roll of Thunder, Hear My Cry, Taylor; The Giver, Lowry; An African Child, Laye; Sundiata: An Epic of Old Mali; Locomotion, Woodson; Home of the Brave, Applegate; Mzungu Boy, Mwangi; A Long Walk to Water, Park; The Ear, The Eye And the Arm, Farmer; The African Mask, Rupert, and other works of African fiction. Independent outside reading is also required.

Mathematics The Sixth Grade math curriculum closes out the study of arithmetic while exploring geometric concepts and building models for integers and algebraic reasoning. Students will demonstrate mastery of all operations with fractions, decimals and whole numbers, while continuing the exploration of percents. Number theory comprises primes, factors, multiples and Venn diagrams. The study of geometry covers angle measurement, classification of geometric figures, area, perimeter, volume, and coordinate graphing. All topics integrate problem solving and algebraic reasoning so that students can see the connection between different elements of math both in the classroom and in the real-world.

Students engage in a variety of writing activities. We emphasize research and expository writing skills in sixth grade writing assignments. We work with students on note taking, outlining, study and research skills, critical thinking, paragraph structure and narrative cohesion. In creative writing, students write fiction, including folktales, personal narratives, and poetry. Students are encouraged to engage in ongoing dialogue about their work with their peers and teachers. Writing classes focus on specific aspects of the craft, including vocabulary, grammar, mechanics, plot development, supporting ideas with evidence, and organization of ideas.

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Science

This course emphasizes the use of the Shady Hill outdoor campus, as well as our conviction that the best way to understand our complex planet Earth is to begin by paying close attention to one’s home in nature. Students learn about the natural environment in order to see how all parts are interconnected. Observational techniques and careful record keeping are practiced. Students then share information with the whole group to allow them to practice communication skills and increase their understanding of the entire area.

Studies begin with a survey of trees as examples of living things. The rocks and soil of the area are then examined along with plate tectonics in order to connect how the nonliving parts of the natural community affect the living parts, and how things change over time. Topographic maps are used to learn about the landscape. Students consider the reasons for large-scale geographic change, both natural and man-made. After experimenting to derive laws of motion and designing experiments to mimic effects of seasonal sunlight, students support and defend different ideas of planetary motion. This leads to how changes in celestial objects affect us on Earth. In the spring, classes spend time examining climate data, looking at adaptations through bird watching, and other similar activities, to come to a better understanding of the larger topics of evolution and climate change.

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Middle School Technology Use

Today’s technology is well-suited to support Shady Hill’s emphasis on creative, student-centered, project-based learning. Using the shared laptop cart, class sets of iPads and campus-wide wireless network, sixth grade students employ a range of software and internet-based programs that enable collaboration, research, data collection, digital storytelling, and mastery of skills. Examples of the types of software that students use over the course of the year include: Inspiration, iMovie, Garage Band, Comic Life, Keynote, Google Earth and Google SketchUp; as well as Internet-based programs such as Voicethread, Quizlet, Google Docs, and Sheppard Software. By integrating technology into the classroom and the existing curriculum, as opposed to teaching it as a standalone course, students are able to learn new ways to demonstrate their knowledge while gaining an understanding of the practical application of the tools themselves.

GRADE VI

2023–2024

Library

In support of their independent reading, students are introduced to a wide variety of literature styles through class discussions, individual exploration, and librarian-led booktalks. Together, teachers and students hone research skills using both digital and print resources, learning how to identify, evaluate, and synthesize information in all of its formats. Mini-lessons and large group activities reinforce the work of the classroom, offering plenty of opportunities to investigate both personal interests and their academic life.

Performing Arts

Each Sixth Grade class meets for music twice per week for 45 minutes of General Music. In addition, students may elect to participate in the Middle School Chorus or Silver Jazz Band.

Sixth graders experience the music of Africa, grow as ensemble musicians, and learn to express their own musical ideas primarily through the World Music Drumming curriculum. The year begins with ensemble-drumming activities (Question-Answer-Question-Echo, Call-Response) and an introduction to the concept of layering and complementary parts. The complexity of these drum ensembles grows over the course of the year, building to difficult 3-against-2 polyrhythms. Students also grow in their ability to create their own compositions in this style, using small-group work to experiment with creating complementary parts. Students explore a wide variety of African song literature over the course of the year. While the focus of the year is on learning an oral tradition, students continue developing music literacy through the use of Conversational Solfege. This involves the practice of audiation, repetition of patterns, and use of rhythm and tonal syllables. Students sing on solfege with hand signs using movable do and la-based minor, and use takadimi syllables for rhythms. They also practice reading musical notation as they transfer the ensembles they have learned to xylophones in the spring semester. Rites of Passage is a culmination of student work which includes an original instrumental ensemble created collaboratively by each class.

Students exercise their musicianship, creativity and listening skills in the composition and execution of these ensembles; in addition, they develop their ability to work in teams, communicate their ideas, and compromise.

Shop

In Grade VI, students design and carve a mask project. We begin with an examination and discussion of mask making across cultures, both modern and primitive. Students arrive at their designs by exploring symbolism and the transformative nature of masks through drawing. They are required to consider the meaning and symbolic value of their designs and are encouraged to develop a character or story that their mask exhibits. The work requires training in and proficient use of hand and power tools including saws, drills, a wide variety of carving tools, and the lathe. Upon completion of their mask, students may choose another project if time allows.

Studio

Sixth Graders have studio instruction with either Kirk Goetchius or Aparna Agrawal. While the classes complete different projects, students continue to build skills and a personal language in art making through observation and landscape drawing, portrait and textural painting, and sculpture — all in various materials. Sixth graders work on elements of design, leading to textured acrylic paintings inspired by traditional African architectural motifs and use clay to make vessels, sculptural objects and learn the basics of throwing pots on the wheel. Students are encouraged to discover which mediums interest them the most and to use the longer periods, and their growing maturity, to develop skills in those areas.

Middle School Chorus meets once per week during the school day. Silver Jazz Band meets on Wednesdays for 1 hour after the regular school day. These ensembles perform several times during the school year at school assemblies.

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Physical Education and Athletics Students in Grades VI, VII and VIII have opportunities to engage in and deeply explore rich and diverse physical activities during the school day. Shady Hill offers Yoga, Fitness, and Sports and Games as electives during select trimesters. We believe our Middle School Physical Education program brings choice and balance, and an overall robust experience to our oldest students without an after school commitment. Students may choose to participate in PE electives or athletics, but never both at the same time.

The athletics program provides students in grades six, seventh, and eighth with the opportunity to study a single sport in depth each season, with the goal of developing sport-specific skills and learning team strategies and concepts, while fostering fairplay, school spirit, and fun. We have a three-tiered program– Thirds, Junior Varsity, and Varsity levels. This structure allows us to better meet students where they are in their athletic development. We encourage all students to go out for Shady Hill teams (cross country, flag football, soccer, volleyball, basketball, ice hockey, fencing, lacrosse, track and field, and ultimate frisbee), whether they have several years of experience or no experience at all. There is a level of playing and learning that is right for each student-athlete, and at the end of the program, our middle schoolers will be stronger, more prepared, and confident competitors.

Middle School Community

Assembly is a regular time designated for Middle School students, faculty and staff to build and maintain community.

A variety of activities are scheduled during this time, from classroom sharing and performances by visiting artists and outside speakers, to gatherings of Affinity Groups and Social Justice Spotlight curriculum to PODs, a small group of students representing each Middle School Grade.

Morning Meetings

Weekly meetings of Grades V-VIII, led by Grade VIII students, provide opportunities for school and division related announcements, class sharing and brief performances.

This informal blend of news, information and entertainment builds community spirit and Middle School unity. In addition, these meetings feature Eighth Grade “declamations” of original written compositions.

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GRADE VI

2023–2024

Shady Hill School

CURRICULUM GUIDE Grade VII • 2023–2024 The Early American Experience Teachers: Langdon, Obeid, Payne, & Radlauer Naturally embedded in any academic curriculum are human themes. In keeping with Shady Hill School’s traditions, we aim to integrate within all subjects themes regarding character, values, respect for self and others, and the responsibility children have as members of the community.

The Grade VII Central Subject focuses on Early America, weaving together instruction in English, history, and world geography. We explore Throughline questions around concepts of leadership, responsibility, truth, and community.

Students work in several class structures: whole class, small cooperative groups, pairs, and individually. We emphasize the processes of inquiry, research, and analysis, with students contributing their findings in writing and orally to the shared classroom community.

178 COOLIDGE HILL • CAMBRIDGE , MA 0213 8 • 617- 520 - 526 0 • W W W.SHS .ORG

Central Subject (CS) The Early American Experience

Focusing on the period from 1500 to 1789, we examine the causes, developments, and problems of colonization, settlement, and growth. After studying some pre-contact Native American cultures and the Age of Exploration in Europe, we examine the confluence of events happening around the world in the early 1500s, as the European and American cultures came into contact. We study the Colonial period, particularly the growth and development of the thirteen English colonies and look closely at the events that led to the American Revolution and the Declaration of Independence. Sources include reproduced primary and secondary documents, library and classroom books, maps, websites, films, field trips, works of art, and guest speakers.

While studying these historical periods, we read novels that relate both thematically and historically. Students practice the skills of reading, literary analysis, and writing and learn to pull salient information from primary and secondary sources, make generalizations, see different perspectives, compare ideas, and draw conclusions. We teach reading from both literary and historical points of view. Both in writing and in class discussions, we emphasize the importance of supporting opinions and ideas with textual evidence. We link students’ writing with authors’ uses of genre (essays, historical and realistic fiction, science fiction, research papers, and poetry), plot, character development, theme, and style/voice. We balance research, expository and

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imaginative writing, emphasizing clarity and organization.

We focus on technical skill in writing throughout the Seventh Grade curriculum, assessing students’ skills from their assigned work and targeting lessons focused on those needs. We teach grammar skills and vocabulary using lessons from workbooks, other written resources, as well as an online platform.

Seventh Grade includes a yearlong geography unit in which students learn to identify countries, capitals, landforms, and water bodies throughout the world. The year culminates with students producing a map of the world that displays their understanding of the location of continents, countries, and/or physical features and features a theme that each student selects.

Throughout the year, we draw connections among modern, Colonial, and personal contexts. In addition to our curricular focus, we emphasize systems of organization and time management, personal decision-making, and cooperative working skills in the Seventh Grade. There is a systematic approach to the teaching of effective education; all classes meet in small groups to discuss topics ranging from homework to bullying to human sexuality.

In Seventh Grade, students receive letter grades for the first time at Shady Hill. Daily assignments, tests, quizzes, projects, and papers are graded. Students receive consistent and regular feedback on their work. Students’ self-assessment plays an important part of the process. We generally require several drafts of long-term projects and encourage reflection on goals and standards before major assignments.

GRADE VII

2023–2024

Central Subject Literature and References

A History of US (Volumes 1-3) Hakim; The World Made New, Aronson, A History of the United States, Boorstin; Apple in the Middle, Quigley; Twelve Angry Men, Rose; Long Way Down, Reynolds; The Crucible, Miller; The Martian Chronicles, Bradbury; Chains, Anderson; Colonial Comics New England:1770-1775, Rodriguez; To Spoil the Sun, Rockwood, Blood on the River, Carbone; Answering the Cry for Freedom: Stories of African Americans and the American Revolution, Woelfle; Rules of the Game 2, Page et al.; Classical Roots B, Fifer & Flowers; and Junior Scholastic magazine.

Mathematics

The Middle School mathematics program guides students in constructing new mathematical knowledge built upon deep understanding and prior learning. The program provides students with meaningful learning experiences through discovery and exploration, complemented by the formalization of requisite algorithms and skill work. Students work both independently and collaboratively in class. They develop skill in problem solving and further their ability to communicate and justify their reasoning. They are encouraged to represent their thinking in both oral and written form. Students make connections between mathematical ideas and real-world experiences. The use of manipulatives and technology allows students to move from concrete to abstract thinking in the ongoing development of mathematical ideas.

Seventh Grade Math makes connections between arithmetic and algebra. Students build upon their algebraic reasoning by applying symbolic notation to graphs, word problems, patterns, and geometry. At the start of the year, they learn to generate and solve linear equations, and they come to master operations of negative numbers and exponents. The geometric topics of area, perimeter, surface area and volume develop visual reasoning while providing contexts for computational and algebraic practice. Proportional reasoning provides students a chance to view math visually while furthering their understanding of percentages. The course also includes data analysis and probability. Throughout, students are asked to apply these skills to solve rigorous problems that model real-world situations. The class is differentiated so as to allow every student access to mathematics and to ensure challenge for those who are ready to tackle non-routine problems.

Science

In Seventh Grade science, students develop an understanding of the human body and how it works, through study of the various organ systems, including the reproductive system. In conjunction with each system, students explore topics of health and wellness including mindful nutrition, diseases and disorders, and the effects of drugs on the body. Laboratory work, careful observation, record keeping, study skills, and data analysis are emphasized. Students will also complete several creative and collaborative projects that allow them to pursue areas of interest. We use the texts Human Biology and Health, published by Prentice Hall and It’s Perfectly Normal, by Robie Harris in addition to many supplemental materials

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World Languages

In Grade 7, students choose among the study of French, Mandarin or Spanish.

French I at Shady Hill is a study of French culture through its language. The four language skills – listening, speaking, reading and writing – are developed concurrently throughout the year through the use of sheltered immersion combined with a mastery approach. Students must demonstrate a high level of competence with any given set of skills before moving on. As a result, by the end of the first trimester, French is well on its way to becoming the primary language of the classroom.

The goals for the first year student are: to develop a broad basic vocabulary relating to life at home, at school and in the community; to explore the differences between American and French cultures in everyday interactions; to compare and contrast various aspects of basic French and English rules of grammar and forms of verbal expression; to become aware of and increasingly comfortable generating an authentic accent; and ultimately to develop real communicative competencies in the target language.

To further these goals, students engage in a wide range of activities and projects and interact with a broad variety of published and teacher generated materials, including videos, songs, games, realia, and art/writing projects.

Spanish I at Shady Hill is an introduction to Hispanic cultures through its language. The four language skills – listening, speaking, reading, and writing – are developed concurrently throughout the year with an emphasis on speaking and listening. By the end of the first trimester, Spanish is well on its way to becoming the primary language of the classroom. During the first year, the focus will be on Chapters 1-4 of the Descubre textbook. With this text, the language is taught in context with numerous supplementary materials that support the development of each skill. The goal in the first year is to provide students with a strong grammatical foundation and a broad range of vocabulary.

This will allow them to express themselves in the target language while talking about: everyday activities, life at school and in the community, the family, and pastimes. We will do this through a variety of verbal presentations.

Through the cultural readings and video components of the text, students are able to explore the differences between American and Hispanic cultures in everyday situations. At home students will continue to develop their skills with the Descubre online workbook. With the features of a

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traditional workbook, students will practice reading and writing skills; additionally, students will practice speaking and listening skills. Many of the activities provide instant feedback. This real-time feature enables students to see which areas need their attention and to work at their own pace.

Mandarin I This is a beginning Mandarin course intended for students with little or no prior knowledge of any Chinese dialect or written Chinese. It is based on the Beijing dialect and is the official language of the People’s Republic of China. The course builds up students’ basic conversational skills in Chinese. Pinyin, a Romanization of Chinese, is the tool for understanding written dialogues from the textbook. The students will learn basic conversational skills like introducing themselves, talking about their family and gaining and providing important information like age, grade and nationality, etc. Class instruction emphasizes situational activities and performances. Each unit will include reading, speaking, listening, and writing the language, as well as games and varied activities to learn about Chinese culture.

At the end of first-year Mandarin, students will be able to comprehend short, spoken dialogues and written passages with familiar vocabulary, talk about simple everyday activities and introduce oneself and family to others.

Students are expected to learn how to write 100 characters and be able to utilize 200 words in conversation, and be knowledgeable of the principles (e.g., stroke orders, basic radicals, etc.) of character writing. They will be able to discuss topics of general interest beyond daily routines, such as presenting a short story and describing cultural traditions in general terms.

GRADE VII

2023–2024

Middle School Technology Use

Today’s technology is well suited to support Shady Hill’s emphasis on creative, student-centered, project-based learning. Using a laptop cart, class sets of iPads and campuswide wireless network, Seventh Grade students employ a range of software and internet-based programs that enable collaboration, research, data collection, digital storytelling, and mastery of skills. Examples of the types of software that students use over the course of the year include: Google Docs, Inspiration, iMovie, Garage Band, Comic Life, Keynote, Google Earth and Google SketchUp, as well as Internet-based programs such as Voicethread, Quizlet, Seterra, and Shepperd Software. By integrating technology into the classroom and the existing curriculum, as opposed to teaching it as a stand-alone course, students are able to learn new ways to demonstrate their knowledge while gaining an understanding of the practical application of the tools themselves.

Library

Library time for seventh graders includes librarian book recommendations, book discussions, research instruction, and quiet reading, an independent reading program supported by the librarians but overseen by the gradehead.

Students also meet with a librarian on a flexible basis for research support and instruction using both print and digital resources.

Visual and Performing Arts

The Arts are presented in Seventh and Eighth Grade as a three-term program, “StudioSpaces,” taught by Shady Hill School music, studio and shop teachers as well as several professional artists and musicians from outside the school community. Students enroll in a variety of courses in both Visual and Performing Arts before leaving Shady Hill.

StudioSpaces courses vary from year to year, but may include: Improv Comedy, Filmmaking, Rock Band, HipHop Songwriting, Intro to Guitar, Costume Design, Ceramics, Photography, Drawing, Sculpture, Animation, Design, Shop, and Oil Painting.

The Winter Musical is a StudioSpaces course which requires an additional time commitment. Students in the cast of the Musical rehearse occasionally on Wednesday and Friday afternoons, and on some Saturdays throughout the Winter Term. All participants will be required to be at some after-school rehearsals in the two weeks immediately prior to performances.

Ensembles

Middle School Chorus meets once per week during the school day. The Gold Jazz Band, for experienced seventh and eighth grade musicians, meets once weekly for rehearsal after dismissal for one hour. These students also perform several times during the school year at school assemblies, evening concerts, and some off-campus venues.

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Physical Education and Athletics

Students in Grades VI, VII and VIII have opportunities to engage in and deeply explore rich and diverse physical activities during the school day. Shady Hill offers Yoga, Fitness, and Sports and Games as electives during select trimesters. We believe our Middle School Physical Education program brings choice and balance, and an overall robust experience to our oldest students without an after school commitment. Students may choose to participate in PE electives or athletics, but never both at the same time.

Athletics The athletics program provides students in grades six, seventh, and eighth with the opportunity to study a single sport in depth each season, with the goal of developing sport-specific skills and learning team strategies and concepts, while fostering fairplay, school spirit, and fun. We have a three-tiered program- Thirds, Junior Varsity, and Varsity levels. This structure allows us to better meet students where they are in their athletic development. We encourage all students to go out for Shady Hill teams (cross country, flag football, soccer, volleyball, basketball, ice hockey, fencing, lacrosse, track and field, and ultimate frisbee), whether they have several years of experience or no experience at all. There is a level of playing and learning that is right for each student-athlete, and at the end of the program, our middle schoolers will be stronger, more prepared, and confident competitors.

Middle School Community One assembly per week

Assembly is a regular time designated for Middle School students, faculty and staff to build and maintain community. A variety of activities are scheduled during this time, from classroom sharing and performances by visiting artists and outside speakers, to gatherings of Affinity Groups and Social Justice Spotlight curriculum to PODs, a small group of students representing each Middle School Grade.

Morning Meetings

Daily morning meetings take place in Gradehead classrooms every morning and provide opportunities for school and division related announcements and student sharing. This informal meeting allows Gradeheads to welcome students every morning, build community, and prepare students for the day.

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GRADE VII

2023–2024

Shady Hill School

CURRICULUM GUIDE Grade VIII • 2023–2024 The United States and Immigration Teachers: Coleman, Davidson, FitzGerald, Quigley, and Roy Naturally embedded in any academic curriculum are human themes. In keeping with Shady Hill School’s traditions, we aim to integrate within all subjects themes regarding character, values, respect for self and others, and the responsibility children have as members of the community.

The Grade VIII course in Central Subject examines events in American history from multiple perspectives, especially those of immigrants and migrants.

Throughout the course, students look for ways to connect the past with the present and to connect the people they are studying with themselves. Students learn to develop thoughtful opinions that are supported and illustrated with concrete evidence, as well as expressed with clarity and insight.

178 COOLIDGE HILL • CAMBRIDGE , MA 0213 8 • 617- 520 - 526 0 • W W W.SHS .ORG

Central Subject (CS): The United States and Immigration

Students begin the year with the exploration of the themes of identity, belonging, and values that tie societies together.

They explore their own values in their This I Believe projects and read The House on Mango Street, a coming of age story of a girl who comes to understand her relationship to her community. Building from the foundation of self-awareness and community values, students then explore group governance, using the U.S. Constitution as a primary text.

Students read Lord of the Flies as an example of how groups establish leadership, divide power, and create and enforce rules. This leads to discussion of questions such as:: What are the needs of a nation? What makes a good leader? Does a society need rules? What is it like to be an outsider? Students also explore the historical evolution of racist thought in America during this same period using Stamped: Racism, Antiracism, and You. During the winter, students examine the shifting U.S. policy towards Native Americans in the 19th century and consider the legacy of such policy in the 20th and 21st centuries.

With that foundation firmly in place, we then segue into a study of immigration over time, exploring topics from the Great Waves of Immigration (1840-1920) to current events and policies about immigration. We read several books that feature first-person immigrant narratives in a variety of formats (see literature selections below), investigating the changing political and social fabric of the nation.

Eighth Grade students begin the spring term with a case study exploration of the incarceration of Japanese Americans during World War Two. We read and analyze Julie Otsuka’s When the Emperor Was Divine as we explore the text of Executive Order 9066, alternating our focus between individual family stories and larger-scale impacts on communities, all while discussing themes of justice, legacy, and ties to current events. Students take these themes and ideas and apply them to their Oral History Projects, in which they interview someone with first-hand experience of immigrating to the United States.

We end the year by using Lorraine Hansberry’s A Raisin in the Sun to ground our exploration of Black American History, from Reconstruction through the Great Migration through the Black Power Movement and into current events.

The year culminates with several major student projects, including their Social Justice Action Projects, Research Papers, and Portfolio Presentations.

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Throughout the year, the Eighth Grade experience includes several opportunities to explore what it means to be a community member and to experiment with various leadership models. Eighth graders partner with Lower School classes to build connections across the ages of the school.

Central Subject Literature and References Literature selections that ground our year include: The House on Mango Street by Sandra Cisneros, Lord of the Flies by William Golding, Borders by Thomas King; assorted immigrant narratives (including excerpts from A Map is Only One Story edited by Nicole Chung and Mensah Demary, as well as one or more of the following: When Stars Are Scattered by Omar Mohamed and Victoria Jamieson, Everything Sad is Untrue by Daniel Nayeri, Ink Knows No Borders edited by Alyssa Raymond and Patrice Vecchione, and Sanctuary by Abby Sher and Paola Mendoza), When the Emperor Was Divine by Julie Otsuka, and A Raisin in the Sun by Lorraine Hansberry. In addition to reading various historical documents and first-hand accounts, we use Stamped: Racism, Antiracism, and You by Ibram X. Kendi and Jason Reynolds throughout the year. We also utilize the Pollyanna Racial Literacy Curriculum as well as resources from Facing History and Ourselves and Learning for Justice to supplement the readings to provide a chronological and thematic understanding of United States history and current events.

GR ADE VIII

2021–2022

Algebra

The Middle School mathematics program guides students in constructing new mathematical knowledge built upon deep understanding and prior learning. The program provides students with meaningful learning experiences through discovery and exploration, complemented by the formalization of requisite algorithms and skill work.

Students work both independently and collaboratively in class. They develop skill in problem solving and further their ability to communicate and justify their reasoning.

They are encouraged to represent their thinking in both oral and written form. Students make connections between mathematical ideas and real-world experiences.

The use of manipulatives and technology allows students to move from concrete to abstract thinking in the ongoing development of mathematical ideas.

The Eighth Grade math curriculum consists of a full year of algebra. The course focuses on the integration of graphs, patterns, word problems, and algebraic representation. We seek to emphasize depth of understanding so that students will retain the algebra they study. All eighth graders will dive deeply into linear relationships, proportions, and inequalities. They will study quadratic equations and see contexts for exponential growth. We are using a differentiated curriculum to offer challenging material to students who are ready to wrestle with novel problems and take on the additional topics of exponential equations, radical equations, and rational equations.

own experiments to answer questions. For example: How does changing the size of a balloon affect the distance a balloon car can travel? Students work collaboratively to collect and analyze data in order to draw conclusions based on their qualitative and quantitative evidence.

Students learn how to use a variety of measurement tools, as well as how to apply the rules of significant digits in reporting and calculating with measurements. Students analyze and interpret data, make various types of graphs, and complete a variety of creative projects. The students also learn how to communicate their ideas effectively in different formats. They develop skills in crafting data-driven arguments both in writing (analytical lab reports) and in oral, multimedia presentations (scientific symposia).

Science

Pace: Physical and chemical exploration is a course designed to introduce students to the exciting world of chemistry, physics, and robotics, both at the lab bench and in the world around them. This discoverybased course focuses on physical science topics, such as motion and forces, density and buoyancy, physical and chemical changes, and matter and atomic theory. The course emphasizes experimental and engineering design and challenges students to think deeply about the kinds of questions that can be answered experimentally. Like scientists, students are problem solvers, designing their

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World Languages French II at Shady Hill is a study of some of the various cultures of the francophone world through their shared linguistic heritage. The four basic language skill areas of listening, speaking, reading and writing continue to be developed at the same time that students explore the interconnection between culture and language.

Second year students build upon the foundation of skills that they constructed during the previous year, layering on the conversational vocabulary associated with new communicative contexts and mastering more advanced grammatical and verbal constructions. Materials are pulled from a wide variety of sources such as taped interviews, CDs of songs, excerpts of newspaper articles, magazines, web sites and children's books and videos.

As in the previous year, each six-week unit revolves around a developmental question or statement, which is accompanied by a number of linguistic and grammatical objectives. As real communicative competency is the ultimate goal, lessons are presented almost exclusively in French, and students engage in a wide variety of activities, which are all designed to encourage the growth of all four of the language skill areas.

Regular exchange throughout the academic year of pen pal letters with middle school students at the Collège Pasteur in St. Rémy, France allows Shady Hill students to hone their newly acquired reading and writing skills in French, and the cultural contact is a pleasure for all students on both sides of the Atlantic.

Mandarin II This continuation of Mandarin I is designed to increase general comprehension and facility with the language. The class introduces Chinese language and culture while teaching communication in both spoken and written Chinese. Students will gain additional proficiency in their four skills of listening, speaking, reading, and writing.

Practical objectives enable students to use Chinese in the classroom, on the playground, and in the local community.

We use the second level textbook in the Ni Hao series.

Chinese characters are used extensively throughout the text and are accompanied by Pinyin which acts as a guide to pronunciation and is gradually phased out as the student becomes familiar with the characters and vocabulary. This level introduces more than 300 words and phrases and there are 120 written characters to be learned. By the end of the course, students should be able to talk about birthdays, daily routines, house plans, clothing, weather and to hold

PAGE 4

conversations when going shopping, visiting Chinese families, making phone calls and going to restaurants. They will also be able to express opinions, arrange an outing and write a message, note or diary entry. Grammar is introduced and practiced in innovative and interesting ways with a variety of learning styles in mind. Culture is sprinkled throughout the course in an attempt to help the learner focus on the Chinese-speaking world and their culture, people, geographical locations and histories. Multimedia applications are utilized in class and encouraged for students to use for their individual and group projects.

Spanish II at Shady Hill continues its study of Hispanic

cultures through its language. The four language skills – listening, speaking, reading, and writing – are developed concurrently throughout the year, with an emphasis on speaking and listening. Spanish is the primary language of the classroom.

During the second year, the focus will be on Chapters 5-9 of the Descubre textbook. With this text, the language is taught in context with numerous supplementary materials that support the development of each skill. The goal in the second year is to focus more on advanced grammatical topics and to expand the range of vocabulary allowing students to express themselves and discuss everyday activities. Through the cultural readings of the text, students are able to explore the differences between American and Hispanic cultures in everyday situations. The students are expected to speak and present in the target language on a weekly basis. There will be a special emphasis on project sharing.

At home students will continue to develop their skills with the Discubre online workbook. With the features of a traditional workbook, students will practice reading and writing skills; additionally, students will practice speaking and listening skills; many of the activities provide instant feedback. This real-time feature enables students to see which areas need attention and to work at their own pace.

GRADE VIII

2023–2024

Middle School Technology Use

The school gives each student a computer to use throughout the year. Students use a variety of programs as tools to build and complement their understanding in most classes.

Teachers place emphasis on how to use technology to organize their work, research information, communicate responsibly and generally hone academic skills. Teachers post assignments to Google Classroom, and the Google Suite of applications serves as the foundation of tools for student use.

Library Library time for Eighth Graders includes librarian book recommendations, book discussions, research instruction, and Quiet Reading, an independent reading program supported by the librarians but overseen by the Gradehead. Students also meet with a librarian on a flexible basis for research support and instruction using both print and digital resources.

Visual and Performing Arts

The Arts are presented in Seventh and Eighth Grade as a three-term program, “StudioSpaces,” taught by Shady Hill School music, studio and shop teachers as well as several professional artists and musicians from outside the school community. Students enroll in a variety of courses in both Visual and Performing Arts before leaving Shady Hill.

StudioSpaces courses vary from year to year, but may include: Improv Comedy, Filmmaking, Rock Band, HipHop Songwriting, Intro to Guitar, Costume Design, Ceramics, Photography, Drawing, Sculpture, Animation, Design, Shop, and Oil Painting.

The Winter Musical is a StudioSpaces course which requires an additional time commitment. Students in the cast of the Musical rehearse occasionally on Wednesday and Friday afternoons, and on some Saturdays throughout the Winter Term. All participants will be required to be at some after-school rehearsals in the two weeks immediately prior to performances.

Ensembles: Middle School Chorus meets once per week during the school day. The Gold Jazz Band, for experienced seventh and eighth grade musicians, meets once weekly for rehearsal after dismissal for one hour. These students also perform several times during the school year at school assemblies, evening concerts, and some off-campus venues.

Physical Education and Athletics

Students in Grades VI, VII and VIII have opportunities to engage in and deeply explore rich and diverse physical activities during the school day. Shady Hill offers Yoga, Fitness, and Sports and Games as electives during select trimesters. We believe our Middle School Physical Education program brings choice and balance, and an overall robust experience to our oldest students without an after school commitment. Students may choose to participate in PE electives or athletics, but never both at the same time.

The athletics program provides students in grades six, seventh, and eighth with the opportunity to study a single sport in depth each season, with the goal of developing sportspecific skills and learning team strategies and concepts, while fostering fairplay, school spirit, and fun. We have a three-tiered program- Thirds, Junior Varsity, and Varsity levels. This structure allows us to better meet students where they are in their athletic development. We encourage all students to go out for Shady Hill teams (cross country, flag football, soccer, volleyball, basketball, ice hockey, fencing, lacrosse, track and field, and ultimate frisbee), whether they have several years of experience or no experience at all. There is a level of playing and learning that is right for each student-athlete, and at the end of the program, our middle schoolers will be stronger, more prepared, and confident competitors.

Middle School Community One Assembly Per Week

Assembly is a regular time designated for Middle School students, faculty and staff to build and maintain community.

A variety of activities are scheduled during this time, from classroom sharing and performances by visiting artists and outside speakers, to gatherings of Affinity Groups and Social Justice Spotlight curriculum to PODs, a small group of students representing each Middle School Grade.

Morning Meetings

Daily morning meetings take place in Gradehead classrooms every morning and provide opportunities for school and division related announcements and student sharing. This informal meeting allows Gradeheads to welcome students every morning, build community, and prepare students for the day.

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Shady Hill School admits qualified students of any race, color, national or ethnic origin, ancestry, sex, religion, disability, gender identity, sexual orientation, or any other status protected by applicable law, and extends to them all the rights, privileges, programs, and activities generally accorded or made available to students at the School. The School does not discriminate on the basis of race, color, national or ethnic origin, ancestry, sex, religion, disability, gender identity, sexual orientation, or any other status protected by applicable law in the administration of its educational, admissions, financial aid, athletic, and other policies and programs.