SSFS Middle School Curriculum Guide: 2012-2013 by Sandy Spring Friends School

Sandy Spring Friends School Middle School Curriculum Guide 2012-2013 School Year

Table of Contents General Information

Arts

English

Successful Scholars

MS Statement of Philosophy ................................... 1 MS Faculty and Staff ................................................ 2 Academic Program Overview .................................... 4 Advisory Program .................................................... 4 Community Service in the Middle School ............... 5 Signature Trips ......................................................... 6 Electives ...................................................................... 6 Student Leadership Opportunities ........................... 7 Student Support Services .......................................... 8 Diversity Philosophy Statement ................................... 9 Transitioning to Middle School ............................... 9 Sixth Grade English ............................................... 12 Seventh Grade English ........................................... 12 Eighth Grade English ........................................... 13

Social Studies

Sixth Grade Social Studies ...................................... 15 Seventh Grade Social Studies ................................... 15 Eighth Grade Social Studies .................................. 16

Mathematics

Sixth Grade Mathematics ...................................... 17 Seventh Grade - Algebra, Part I .................................. 18 Seventh Grade - Pre-Algebra .................................. 18 Eighth Grade - Algebra I ........................................ 19 Eighth Grade - Algebra I, Part 2 ............................... 19

Science

Sixth Grade Science ............................................... 20 Seventh Grade Science .............................................. 21 Eighth Grade Science .............................................. 21

Spanish and French Languages

Spanish - Sixth Grade .............................................. 23 Spanish - Seventh Grade .......................................... 23 Spanish - Eighth Grade ............................................ 24 French - Sixth Grade .............................................. 24 French - Seventh Grade .......................................... 24 French - Eighth Grade ............................................ 25

Technology

Technology Skills ................................................... 26

Sixth Grade Offerings Music, Drama, Art .......................................... 28 Chorus, Instrumental Ensemble ....................... 28 Seventh Grade Offerings Music, Drama, Art .......................................... 29 Weaving, Movement ....................................... 29 Chorus, Instrumental Ensemble ...................... 29 Eighth Grade Offerings Music, Drama, Art .......................................... 30 Movement .......................................................... 30 Chorus and Instrumental Ensemble ................ 30

Successful Scholars Program ............................. 31

Peaceful Conflict Resolution

Peaceful Conflict Resolution ........................... 32

Physical Education, Health, & Athletics

Health Education ........................................ Physical Education ........................................ Athletics .......................................................... Sports Offerings ..............................................

33 35 35 36

General Information MIDDLE SCHOOL STATEMENT OF PHILOSOPHY Sandy Spring Friends Middle School is a community of learners who value the Quaker testimonies of simplicity, equality, service learning, stewardship of the environment, integrity and peace. Following the belief that there is that of God in everyone, we hear, respect, and sustain each voice in our school community. At Sandy Spring Friends Middle School, all students, teachers, administrators, staff, and families are partners in learning. Through open and honest communication, we provide a relevant educational program designed to be a vibrant and robust experience. Our Middle School faculty believes in the development of academic skills through holistic, nurturing, and often non-traditional approaches. Students are encouraged to challenge their hearts, minds, and bodies and take academic risks in an atmosphere of support and safety. Additionally, the curriculum exposes and educates students to the many diverse cultures found within the wider community. Recognizing that experience shapes character, students are provided opportunities for leadership, artistic expression, athletic competition, meaningful community service, and extended field trips. The program is not just a preparation for the years to follow, but is itself a whole and purposeful experience. Sandy Spring Friends School students depart the Middle School with a strong collection of academic and life skills, willing to trust the next step on a path towards the Upper School and beyond. Founder Brook Moore states that the cornerstones of community can be found in the three Râ&#x20AC;&#x2122;s: Respect, Responsibility, and Reverence. With these values, our students are prepared to make thoughtful choices and to develop into individuals who contribute positively toward our community and to the world.

General Information MIDDLE SCHOOL FACULTY & STAFF, 2012-2013 ADMINISTRATIVE STAFF

Toni Evans Middle School Science B.A. Earlham College, IN

Thomas Gibian Head of School B.A. College of Wooster, OH M.B.A. Wharton School, University of PA

Aimee Farley Middle School Social Studies B.S. Illinois State University, IL

David Hickson Assistant Head of School for Academic Innovation B.A. Oberlin College, OH M.Ed. Arcadia University, PA

Ellen Hartge Middle School Weaving B.A. University of Maryland, Baltimore

Jen Cort Head of Middle School B.S. Catholic University, Washington, DC M.S.W. Catholic University, Washington, DC

Lisa Lodivici Middle School Health Education/PE B.S. Salisbury University, MD M.S. Towson University, MD

Sheri Jobe MS Administrative Assistant B.A. Hampton University, VA M.Ed. University of Manchester, UK

Ted McAdams Middle School Drama B.A. Hampshire College, MA M.F.A. Catholic University, Washington, DC Graduate of LAMDA (London Academy of Music & Dramatic Arts)

Montanna Wilson Assistant Head of MS and Curriculum Coordinator B.A. Trinity College, CT M.S. University of Pennsylvania

Kristin McCarthy Middle School Spanish Intern B.A. College of Notre Dame of Maryland M.A. American University, Washington, DC

ADMISSIONS

Tony McCudden Middle School Mathematics B.A. University of Melbourne, Australia M.A. Notre Dame of Maryland, MD

Suzannah Hopkins Director of MS Admissions B.A. Ithaca College, NY M.A. Johns Hopkins University, MD

Ashlee McKinnon Middle School Movement B.A. University of Maryland, College Park M. Div. Princeton Theological Seminary, NJ

TEACHING FACULTY Heidi Butterworth Middle School Math B.A. Colgate University, NY M.A.T. Notre Dame of Maryland, MD

Ligia Molina-Gorton Middle School Spanish B.A. University of Iowa

Trish Cope Middle School Science B.A. Earlham College, IN

Lisa Penkowsky â&#x20AC;&#x2122;83 Middle School English B.A. University of Maryland, College Park M.Ed. George Washington Univ., Washington, DC

Johanna Cowie Assistant Librarian B.S. New York University, NY

Steve Powers Athletic Director B.A. University of Maryland

Liz Donelson Middle School French B.A. Wake Forest University, NC M.A. New York University, NY

Eric Powell Middle School Science B.S. Bridgewater College, VA

General Information MIDDLE SCHOOL FACULTY & STAFF, 2012-2013 Michelle Puhl-Price Middle School Fine Arts, After School Program Co-Coordinator B.S. Frostburg State University, MD Tyler Rieth Middle School Music B.A. Cornerstone University, MI Rex Riley ’80 Middle School Technology Coordinator B.S. University of Maryland, College Park M.Ed. University of Virginia Patrick Salmasi Middle School English B.A. Florida State University Victoria Trapani Middle School Social Studies B.A. University of Maryland B.S. University of Maryland Francis Zell ’00 Middle School Physical Education B.A. St. Mary’s College of Maryland

STUDENT SUPPORT SERVICES Lauren Keller Middle School Counselor B.A. University of Wisconsin, Madison M.S. Johns Hopkins University, MD Patti Lemere Middle School Learning Specialist B.A. University of South Carolina M.A. George Washington University, Washington, DC Mary K. Fry Registered Nurse and Nurse Practitioner B.S.N. Pennsylvania State University M.S.N. University of Maryland Gail Willie Registered Nurse B.S.N. University of Maryland

General Information ACADEMIC PROGRAM OVERVIEW The SSFS Middle School educational philosophy is based on the beliefs of the Society of Friends that students should be provided with opportunities and encouragement to acquire knowledge, develop positive habits, and gain a deeper awareness of their spiritual self. All students study English, social studies, science, mathematics, French or Spanish, arts, technology, health, study skills, peaceful conflict resolution, successful scholars and physical education. Teachers challenge students to reach their academic potential, to continually search for truth, to learn to care for the environment, to become lifelong learners, to develop integrity, to show respect for oneself and others, and to show cooperation and responsibility. We believe that learning is interconnected, and the process may well be as important as the product. As such, we support those opportunities for learning that may occur beyond the classroom. Each grade level and subject has a specific curriculum for academic as well as personal growth. Throughout the year, students have integrated curriculum which occurs during the Interdisciplinary period. A key component of each student’s academic experience is the advisory program. All students are assigned an Advisor and are part of an Advisory group. Sixth graders are in Advisory groups with other sixth graders and a sixth grade faculty member. Seventh and eighth grade advisories are mixed.

MIDDLE SCHOOL ADVISORY PROGRAM A Sandy Spring Middle School Advisory serves as a community within a community. All students are assigned an advisor and are part of an advisory group. Sixth graders are in advisory groups with other sixth graders and a sixth grade faculty member. Seventh and eighth grade advisories are mixed. There is much thought and care put into matching each student with an adult whose job it is to serve as a guide through the student’s challenges and successes while they are in our middle school. The advisory program is a key component in each student’s academic, extracurricular and social experience at Sandy Spring Friends School. The advisor serves as a student advocate, supporting their advisees in school endeavors and helping them to achieve the appropriate balance between academic and extracurricular activities. The advisor is often the first point of contact for any concerns or questions one may have about their child’s progress in school. Advisors help to coordinate information between parents and a student’s team of teachers. Advisory Curriculum Students meet in their advisory group every morning, every afternoon and for 35 minutes once a cycle. During a given advisory period, students may participate in activities such as: advisor group planning, Quakerism study and discussion, tutorial, meetings with individual students or academic organization. There are also times when an advisory will spend less structured time together over lunch.

General Information COMMUNITY SERVICE IN THE MIDDLE SCHOOL As part of the commitment to our Quaker beliefs, students are given many opportunities to participate in service throughout the year. Projects include food and clothing drives, the collection of toys and bedding for animal shelters, preparing food and assembling hygiene kits for the homeless, an ongoing relationship with Friends House, and raising money for Aunt Hattie’s Place. In addition, the Middle School participated in the inaugural Olney Middle Schools Community Project, collecting toys, games, DVDs and other items needed in the pediatric wards and emergency rooms of Montgomery General Hospital and Children’s Hospital. Middle schools in the Olney area will continue to work together, giving students from public and private middle schools a chance to come together to serve the community in a variety of upcoming projects. Every other year, a group of students participate in a June service trip, which in the past included clearing trails and other work in national parks. Our service program continues to grow so that our students learn to be contributing members of both their community and the world. Friends House Middle School students have had a valuable relationship with Friends House, our local senior home, over the past decade, finding meaning and life in these important connections with their elders. Through our community service program, members of the Heart and Hand Committee, the Event Planning Committee, as well as other Middle School student committees, continue to maintain a Middle School presence in the lives of the residents of Friends House. Students engage in a variety of activities meant to provide residents of Friends House with assistance in the garden, companionship, and fun. The Heart in Hand Committee This Middle School Committee, meeting throughout the school year, is involved in many community service projects. Researching the problem of hunger in America, committee members have added hands-on help by making a casserole for the Caring with Casseroles program and participating in the School-wide canned food drive. A subcommittee calling themselves “Heart and Paw” has also collected old towels, bedding and gently used animal toys, donating them to local animal shelters. Other projects have included creating a coloring-activities book for The Children’s Inn at NIH and making Linus blankets for children in hospitals. In addition, the Heart and Hand Committee sponsors the yearly UNICEF collection program in the Middle School. Advisory Activities During the winter holiday season, advisories choose a service activity to participate in as a group. In the past school year, Middle School advisories collected a storage units worth of food, infant and toddler supplies, clothing and household goods for Sarah’s House, a facility for women and children fleeing abusive homes located at Fort Meade. In the past, advisories have collected school supplies for Mi Refugio in Guatemala, worked with Heifer International, and assembled hygiene kits for S.O.M.E. Middle School Service Trips The Middle School offers a bi-annual service trip for 7th and 8th grade students. Since the initiation of the summer service trips in 2008, the Middle School has gone to the Rocky Mountains (Colorado), Acadia (Maine), and The Great Smoky Mountains National Parks (Tennessee). On these trips, 7th and 8th graders camp out in national parks and do community service projects such as trail maintenance, gardening, campsite clean-up, and invasive species removal. All this is completed while enjoying the company of friends and teachers. 5

General Information SIGNATURE TRIPS The intent of signature trips is to have one meaningful, longer, and memorable field trip for each grade, each year. The trip becomes a focal point for each grade and for each group of students. Though correlated to various aspects of the curriculum, the focus of the trips is not solely academic, but also serves to build the class and school community. These experiences have become a traditional and highly-anticipated part of each school year. Currently, the 8th grade has such an experience in the two-night Assateague trip, which occurs every year in October. The trip culminates the classroom work for the first month and a half of school in both science and English. The students present their research and experiences in an evening performance, which typically occurs about two weeks after the trip. Each May, the 7th grade spends two nights and three days exploring the Gettysburg battlefield, culminating their study of the Civil War. The 6th grade plans a spring overnight trip to southern Maryland each year as part of a Chesapeake Bay Project. They study the environment and natural history of the Bay, as well as the history of the Chesapeake Bay region both before and after European settlement.

ELECTIVES Students may choose to participate in either tutorial, Athletics or an Elective. Electives have three meetings per cycle. Elective offerings change each trimester giving students the opportunity to participate in a variety of activities. Elective offerings may be physically active (such as Outdoor Games and the Fun Run club), academically-focused (such as Mandarin or Robotics), or artistically-focused (such as the Middle School play).

General Information STUDENT LEADERSHIP OPPORTUNITIES In the Middle School, students have opportunities for leadership on committees, as representatives on FLAME (Friends Leading And Mentoring Everyone), as clerks of the Student Meeting for Business (Governance Committee), and on other various school-wide or local committees (i.e. Traditions Committee (school-wide), Climate Committee (MS committee). Additionally, students may also have opportunities to attend conferences related to peace, Quakerism, and diversity during the school year. Committees Once a cycle, students participate in student committees. Students organize themselves into various committees whose goals include making our Middle School community a better place. The students nominate and select clerks to lead the committees for one school year as well as determine their charges and objectives for the school year using the Quaker process. Committees may include Community Service, Governance, Student Ambassadors, Climate, Multicultural, Event Planning, George Fox, Sports Stewardship, and Heart in Hand. About once every two months, the student clerks from the committees will make a presentation in Student Meeting for Business to update the community on the work of their committees. Students on the Governance Committee run the Student Meeting for Business, help guide committees, and serve as troubleshooters if a concern arises. FLAME Two students from each grade (one male and one female) are nominated and selected to serve on FLAME for one year. This body serves as the student government for the Middle School. Students selected as grade representatives have many leadership roles within their individual grades as well as within the entire community. The group meets about once a month. FLAME meetings are run by the Governance Committee. Additional duties may include running class meetings, listening to classmates, making class announcements, bringing student concerns to the attention of the faculty, serving on the Standards Committee, and helping new students. Governance Committee Each May students nominate and select a student clerk, co-clerk, and recording clerk for the following school year. The clerk serves as leader of the Governance Committee, runs Student Meeting for Business (SMFB), and leads and makes announcements in Collection. The co-clerk serves on the Governance Committee, helps the clerk with all his/her duties, and takes the place of the clerk if he/she is absent. The co-clerk position is essentially a clerk-in-training position and is therefore only open to rising 6th graders because after the co-clerk completes his/her year in training, he/she becomes clerk for the next school year. The recording clerk also serves on the Governance Committee, is responsible for taking notes and recording all necessary events that occur in SMFB, FLAME meetings, and class meetings, and helps the clerk and co-clerk with all other leadership responsibilities. The recording clerk must be nominated from the 7th grade. Climate Committee Each year the Middle School forms a Climate Committee to review, evaluate, and/or suggest ways to improve the climate and culture of the Middle School. The committee is made up of faculty, administrators, students, and parents. The committeeâ&#x20AC;&#x2122;s charge is to represent the different voices of the Middle School in the area of school climate as it relates to student behavior, the atmosphere/ethos of the school, and value and character education. Two students from each grade (one male, one female) are nominated and selected through Quaker process to serve on this committee. 7

General Information STUDENT SUPPORT SERVICES Consisting of registered Nurses, Learning Specialists and Counselors, the Middle School Student Support Program: • Aims to assist students requiring help; • Strives to maintain confidentiality on all forms, including electronic and written communication, conferences and phone conversations as outlined; • Serves the Student Resource Teams (SRT) and seeks out the advice of these teams when necessary; • Addresses health, learning, and counseling issues; • Provides referrals to outside resources including therapists, psychiatrists, pediatricians, academic tutors, and/or organizational tutors when situations arise beyond the capability of the student support position. Student Resource Team The Student Resource Team (SRT) meets weekly and works to coordinate resources and services to support individual student needs (academic, behavioral and/or social). Parents and faculty may consult the SRT. Members of the SRT include the Middle School Head, Assistant head, Learning Specialist, Counselor and when necessary, School Nurse. Other members of the faculty and staff may participate in SRT discussions, as needed, to best identify the needs of individual students. Learning Specialist The Middle School Learning Specialist works with students, teachers and parents on a variety of levels developing strategies to meet the individual learning styles of students. This includes support for students who have been diagnosed with learning dif¬ference issues, those seeking extend their learning, and support for all students and faculty with more general learning issues. If you think your child is struggling, the Learning Specialist can help in a number of ways: classroom observations; recommending, reviewing and interpreting psycho-educational testing; and informing parents about support services such as tutoring and speech and language support. The Learning Specialist also teaches a Successful Scholars class to each grade level. Students attend for one trimester in which the Learning Specialist helps implement study skills and may teach a variety of topics, like study tips, learning styles, note taking, time management, memory strategies, and organization. Tutoring during the school day may be accommodated in the Middle School. Parents who would like tutoring to take place during the school day should contact the Learning Specialist. Counselor Informal counseling for a student or his or her family is available through the School Counselor. A student can confidentially self-refer or be referred to the Counseling Office by a Middle School teacher, advisor or the Middle School Head. Parents are contacted in cases when the counselor feels a student needs to be referred to an outside professional. The Counselor consults closely with the Middle School Learning Specialist to accommodate the needs of specific students. The School Counselor also oversees instruction of the Middle School health classes which cover a variety of life skills and health topics.

General Information DIVERSITY PHILOSOPHY STATEMENT The Middle School Diversity Committee is guided by the Quaker belief that there is that of God in all persons, and as such, seeks to facilitate efforts in the Middle School to create and sustain a respectful and inclusive community. Recognizing that diversity enriches all of us, the Committee’s primary goal is to support the inclusion of diversity into the day-to-day curricular quilt of the Middle School program. Specifically, we will encourage and support dialogue, generate and distribute materials, and oversee formal assess¬ments of the divisional climate. The Middle School Diversity Committee will help to maintain a community where all mem¬bers can thrive without regard to race, gender, ethnicity, religion, sexual orientation, family structure, or economic background.

TRANSITIONING TO MIDDLE SCHOOL The goal of the Middle School Transition Program is to provide a series of activities and events for parents and students in an effort to ease the transition for both students and parents to the Middle School. For those families who are new to Sandy Spring Friends School, additional opportunities are offered that help acclimate families to both the Sandy Spring Friends School community, as well as the Middle School. Some of these events are outlined below. Information Evenings Parents of current SSFS 5th graders are invited to special sessions of Open House to hear about Middle School programs including, but not limited to: • Academics • Arts • Athletics • Advisory • Student Support • Student Leadership Opportunities • Behavioral Expectations • Quakerism Visits Rising 6th grade students and prospective students are given the opportunity to visit the Middle School and are given a tour of the Middle School building and are introduced to the 6th grade teachers. There is also an opportunity for students to ask questions of the Middle School Administration. Spring Events In May, a special joint coffee and conversation with Lower and Middle School is held to introduce rising 6th grade parents to the Middle School. The Middle School Head, Assistant Head, Counselor, and Learning Specialist introduce themselves, welcome parents, and describe the transition process for rising 6th graders. Questions pertaining to the upcoming transition are answered. Also in May, the Admissions Department holds a reception for families who are new to the Middle School community. Rising 6th graders and their families are invited to attend. This gives families the opportunity to become acquainted. Students engage in ice breaker activities, and families have the opportunity to meet and speak with faculty.

General Information First Friends Program All families who are new to SSFS receive a “First Friend.” The Admission Office created the First Friend program as a way to help new families build connections to our community. A student’s first friend introduces him/her to returning classmates, and connects new parents with returning parents. Middle School New Parent Orientation On the first day of school, all new parents to the Middle School are welcomed with an orientation program. The purpose of this meeting is to give new parents information about coming events and general administrative information about the Middle School. Student Orientation On the first day of school, all Middle School Students attend Orientation activities in their assigned Advisory Groups. This usually includes technology education, time with Middle School Administration, and team building activities with the PE faculty. In addition, students have assigned lunch seating during the opening days of school. New students sit with their first friend, helping to foster this important relationship. Students who are new to Sandy Spring Friends School meet with the counselor both as a group, and individually during the opening weeks of school, to help ensure that any support needed is provided.

English ENGLISH COURSES The primary goal of the English department is to help students become effective communicators who are ready for the rigors of the Upper School English program. The development of writing, listening, reading, and speaking skills is an essential part of our program. Students in grades six through eight are introduced to a wide variety of literature as a way to foster a life-long interest in reading and learning. Students study different genres as they move closer to critical analysis of literature and work progressively on research skills. In seeking to enhance the rigor of the Middle School as well as to promote 21st-century skills for our students, the English and Social Studies classes will combine into a Humanities program beginning with the 2013-2014 school year. Teachers in both departments have worked together to build a collaborative and comprehensive curriculum that fosters the development of themes, essential questions, and writing and thinking skills. These efforts will help to make the curriculum covered in both classes more relevant for students, and to demonstrate the interconnectedness of the disciplines in life and society. In addition, skills-based lessons (i.e. reading, writing, and thinking) will take place in interdisciplinary units to further promote the idea of these links, as well as to reinforce this instruction.

English SIXTH GRADE ENGLISH

The sixth grade curriculum focuses on exposing students to the elements of theme and symbolism in literature of varying genres. They write about these elements and their observations and thoughts throughout the year in their journals, and further hone these skills as they complete a variety of writing assignments including literary analysis, reviews, creative writing, and persuasive writing. The Six Traits of Writing program is used in English, as well as in other content areas, in order to help students achieve proficiency in all areas of writing. They also are given multiple ways to express their thoughts and interact with literature through exciting, peer-driven discussions and multimedia presentations. Interactions with and employment of technology is a key facet of sixth grade English, especially with our involvement in the iPad pilot program. Vocabulary and spelling are essential skills emphasized in the sixth grade, as well as grammar and mechanics. The goal for sixth grade students in these areas is to gain confidence and independence in written expression, with the ability to recognize errors and self-edit as much as possible. All of the texts and materials chosen for this class aim to address the needs of students with a variety of learning styles. We seek to allow students to be challenged, to question, and to explore. Texts: Literature - Grade 6 (Holt McDougal) - e-book Literature: The Breadwinner by Deborah Ellis I, Juan de Pareja by Elizabeth Borton de Treviño The Circuit: Stories from the Life of a Migrant Child by Francisco Jimenez The Giver by Lois Lowry

SEVENTH GRADE ENGLISH

The seventh grade curriculum is designed to continue the study of literary genres, the study and application of vocabulary and grammar, and the practice of expository, persuasive, and creative writing skills. Along with learning how to write essays through continued use of the Six Traits of Writing, the students continue to develop an understanding of critical analysis of literature. Students practice public speaking skills, work on cooperative and independent projects, and learn the basics of research and reporting. There is an emphasis placed on student-selected books, and students are encouraged to spend time reading their chosen books each night. A variety of assessment strategies include portfolios, essays, projects, dramatic performance, and tests and quizzes. Seventh grade English should prepare students to enter the eighth grade with confidence in their interpretive and compositional skills. Literature: The Shakespeare Stealer by Gary Blackwood (summer reading) The Misfits by James Howe America Street: A Multicultural Anthology of Stories edited by Anne Mazer A Midsummer Night’s Dream by William Shakespeare Soldier’s Heart by Gary Paulsen 12

English EIGHTH GRADE ENGLISH

The eighth grade curriculum continues developing the students’ knowledge and ability to write about and analyze various genres of literature. The students continue with vocabulary, review of grammar and mechanics, and sharpening reading comprehension skills. Students in the eighth grade are expected to know how to identify and construct several different essay forms, and they will write at least one research paper during the school year. The Six Traits of Writing program continues to be used in eighth grade English. Students will also refine their public speaking and media literacy skills and their work on cooperative and independent projects. Each year, opportunities for interdisciplinary studies with other academic departments are included in the curriculum. In the past these have included a Science/English Ocean Study, and an English/Social Studies unit. Students continue to be responsible for a variety of assessments, including portfolios, essays, research papers, projects, and tests and quizzes. Texts: Vocabulary for Achievement (2nd Course), Great Source Books: Accompanying literature is chosen carefully to reflect our changing world and to fully engage the students as they discover themselves. Themes include coming of age, diversity, and exploring one’s identity. The Outsiders by S.E. Hinton Parrot in the Oven by Victor Martinez My Antonia by Willa Cather A Raisin in the Sun by Lorraine Hansberry Maus, Book 1: A Survivor’s Tale by Art Spiegelman To Kill a Mockingbird by Harper Lee

Social Studies SOCIAL STUDIES COURSES Students of social studies will gain an appreciation of both the scope of human history and the variety of cultures that make up the peoples of the world. Throughout Middle School, they will develop and refine their research and writing skills. The use of primary sources and interdisciplinary work with literature make the study of history and world cultures richer and more immediate. In the sixth grade, the importance of geography in the development of current world cultures is the curricular focus. The seventh and eighth grade study American History from the pre-colonial period through the present, with special focus in seventh grade on the workings of the American government. Finally, throughout the year students discuss and analyze local, national, and international current events. In seeking to enhance the rigor of Middle School as well as promote 21st century skills for our students, the English and Social Studies classes intend to become a Humanities program beginning with the 2013-2014 school year. Teachers in both departments have collaborated on building their curriculum to complement each other in the development of themes, essential questions, and writing and thinking skills. These efforts will help to make the curriculum covered in both classes more relevant for students, and to demonstrate the interconnectedness of the disciplines in life and society. In addition, skills-based lessons (i.e. reading, writing, and thinking) will take place in interdisciplinary units to further promote the idea of these links, as well as to reinforce this instruction.

Social Studies SIXTH GRADE SOCIAL STUDIES

The objectives of sixth grade social studies are two-fold. The academic focus in sixth grade is on cultural and physical geography. Through reading, research, and map projects, students will learn about both the land and the people of planet Earth. Physical geography skills will be complimented by exposure to the daily life, arts, and religion of the worldâ&#x20AC;&#x2122;s people. In addition, basic research and writing skills will be further developed to prepare students for more advanced work as they progress through middle and upper school. Texts: Nystrom Desk Atlas Exploring Our World: People, Places, and Cultures Special Topic: Stowaway by Karen Hesse (summer reading) Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance by Jennifer Armstrong Ties that Bind, Ties that Break by Lensey Namioka

SEVENTH GRADE SOCIAL STUDIES

Seventh grade social studies focuses on American history through 1865. Topics covered include the original Native American societies, European exploration and colonization of the Americas, the original thirteen English colonies, the American Revolution, the creation of the U.S. Constitution, the New Republic, manifest destiny and westward expansion, slavery, abolition, states rights, and the Civil War. A special unit on the government of the United States is presented while students study the writing of the Constitution. In addition, students research notable Supreme Court cases and participate in a pro/con discussion in class. Long-term projects, in-class debates, and role-playing are among the varied activities in which students engage. Emphasis is placed on critical thinking and oral and written expression. Cross-curricular connections with English class are incorporated at various points in the year. Study of the Civil War is accompanied by seventh grade signature overnight trip to Gettysburg. Text: Creating America Special Topic: Trouble Donâ&#x20AC;&#x2122;t Last by Shelley Pearsall Blood on the River by Elisa Carbone The Adventures of Tom Sawyer by Mark Twain

History EIGHTH GRADE SOCIAL STUDIES

Eighth grade social studies will begin with post-Civil War U.S. history. Topics covered include Reconstruction, westward expansion, industrialization and the rise of big business, the Progressive Era, WWI, the Roaring Twenties, the Great Depression and the New Deal, WWII and the Holocaust, the Cold War, the Civil Rights Movement, the Vietnam War, Watergate, 9/11 and 21st Century challenges. Long-term projects, in-class debates, and role-playing are among the varied activities in which students engage. Emphasis is placed on critical thinking and oral and written expression. Cross-curricular connections with English class are incorporated at various points in the year. Text: Creating America Special Topic: The Autobiography of Miss Jane Pittman by Ernest J. Gaines (summer reading) Night by Elie Wiesel Animal Farm by George Orwell

Mathematics MATHEMATICS COURSES The Middle School mathematics curriculum focuses on helping students develop from concrete thinkers to understanding the abstract underpinnings of algebraic structures. The program recognizes that students differ in terms of their conceptual development and that development is not an even process for all individuals. Sixth grade math classes are heterogeneously grouped; homogeneous groupings formally begin in seventh grade. Students’ placement is assessed throughout the school year through multiple forms, including pencil-paper tests, short-term projects, performance assessments, and formally in the 7th and 8th grades in the middle and at the end of the year. All students are asked to stretch their minds by not only learning new topics and applying them, but by applying them in new situations, which allow teachers to assess the depth of their understanding. Helping students to develop good mathematical study skills and learning strategies is an integral element of each course.

SIXTH GRADE MATHEMATICS

This diversified program helps students take the first steps from concrete to abstract thinking. Students review fundamental computational skills and work together to solve many “real life” problems in the areas of decimals, fractions, percentages, proportions, graphing, measurement, probability, geometry, and estimation. Calculator use is de-emphasized so that students develop mental math skills and are able to set up problems with appropriate operations, use a variety of techniques to approach and work on problems, and understand the underlying mathematical components of a problem. In the spring, each student’s grades and classroom performance are assessed to help determine placement for seventh grade. Texts: Mathematics Grade 6, Scott Foresman

Mathematics SEVENTH GRADE MATHEMATICS

Seventh grade math courses are designed to develop thinking and problem-solving skills commonly utilized in adult life and to prepare students to pursue higher level math. Acquisition of these skills is often developmentally based and some students benefit from exploring topics at different times in order to create a firm foundation for future classes. Pre-Algebra The Pre-Algebra curriculum is an introduction to basic algebra concepts and a review of arithmetic algorithms. The topics covered include solving simple and complex equations in one variable; operations with positive, negative, decimal, and rational numbers; ratios; proportions; percentage; geometric shapes; and formula applications. Additionally, short projects assigned throughout the year reinforce the understanding of course content. Helping students to develop good mathematical study skills and learning strategies is an integral part of this course. Text: Pre-Algebra, Prentice Hall Mathematics Algebra 1, Part 1 This course is designed to enable students with a particular strength in mathematics to explore basic algebra concepts at a deeper level. Algebraic content mirrors roughly the first half of the Algebra 1 course. Topics covered will include pre-algebra skills, solving equations for one and two variable equations, and graphing on the Cartesian plane. Students will have the opportunity to explore real life applications for each topic they study. Students will be placed in this class by achieving consistently excellent results on unit tests in the 6th grade; and by showing mastery of the 6th grade curriculum end of year cumulative assessment. Text: Larson Algebra I, Holt McDougal

Mathematics EIGHTH GRADE MATHEMATICS

All eighth grade students take an Algebra 1 course. As in all classes at Sandy Spring, discovery and practical applications are emphasized. Students are thus able to expand their algebraic skills through extensive problem solving and graphic interpretation. Algebra I The Algebra 1 curriculum is a survey of basic algebra concepts that provides students with a solid foundation for Upper School mathematics. Topics covered include solving equations for one and two variable equations, graphing on the Cartesian plane, solving systems of equations, combining and factoring polynomials, and finding roots of quadratic equations. Helping students to develop good mathematical study skills and learning strategies are also an integral part of this course. Text: Larson Algebra I, Holt McDougal Algebra I, Part 2 This rigorous algebra course is designed for students who successfully completed Algebra 1, Part 1 in the 7th grade. Topics covered include solving systems of linear equations and inequalities, combining and factoring polynomials, simplifying rational expressions, evaluating radical expressions, and analyzing linear and quadratic equations. Text: Larson Algebra I, McDougal Littell

Science SCIENCE COURSES Middle School science combines hands-on experience with discussion-based lectures, and research techniques. The National Science Education Standards and Benchmarks in Science Literacy provide a framework for this inquirybased program. Each year, Middle School science topics include life science, earth-atmospheric science and physical science curricular studies. Students perform experiments as they become familiar with scientific tools and methodology in a problem-solving environment. Projects are strategically integrated with other courses such as: English, history, art, and mathematics to increase student awareness of science relevance in other disciplines.

SIXTH GRADE SCIENCE COURSES

In sixth grade there is an emphasis on laboratory investigations which enable students to learn through first hand observations. Techniques for analyzing data, research, and note-taking skills are important components of their learning as well. Students discover concepts about atoms, states of matter, compounds, and acids and bases. A study of streams gives students a chance to test the water quality and understand some of the impact human activities have on the Earth’s water supply. Students continue to deepen their sense of environmental awareness by exploring geology topics including formation of Earth’s landforms as well as weathering and erosion. Students investigate how we sense the world around us, and how the skeletal, muscular, and nervous systems work together to help our bodies carry out necessary functions. Students will demonstrate their learning through written assessments, lab activities, and projects such as building atomic models and creating power point presentations. Texts: Prentice Hall: Science Explorer: Earth’s Water

Science SEVENTH GRADE SCIENCE COURSES

Seventh grade topics include atmospheric fundamentals and climate change, different forms of energy, cell and human physiology, and infectious disease. Students examine evidence that provides clues to past climate, investigate factors that lead to climate change, and evaluate claims about Earthâ&#x20AC;&#x2122;s climate future. Types of energy, electrical production, and energy resources are investigated to provide a backdrop for understanding the impact of human resource use on the biosphere. Bacteria and viruses are introduced and their role as pathogens leads to investigation of how the immune, circulatory and respiratory systems function and help ward off disease. Group and individual projects allow for creative exploration of topics in greater depth and breadth. Examples are researching energy resources and infectious disease topics, making three-dimensional models, and building and racing solar cars. Text: Prentice Hall: Science Explorer: Weather and Climate

EIGHTH GRADE SCIENCE COURSES

Eighth grade science begins with an oceanography unit that is integrated with English and art and includes a special focus on the zonal ecology of barrier islands. Students learn about the chemical and physical properties of ocean water, ocean floor features, ocean zones, water movement, the adaptations of living things to the marine environment, and human impact on marine ecosystems. This first unit culminates with an overnight trip to Assateague Island where the students study the zonal ecology from the beach to the bay. Building on their understanding of the chemical nature of water, students explore the chemical structure of other ionic and covalent compounds. They write chemical formulas and balance chemical equations. This foundation is useful when they subsequently study molecular genetics and nutrition. Studies of heredity and reproduction, together with their understanding of marine ecosystems, serve as a backdrop for the investigation of the evolutionary process demonstrated so vividly on the Galapagos Islands. Students apply their knowledge of plant reproduction to start plants from seed in the greenhouse, transplant them to the community garden, and investigate nutrients supplied by the plants for a healthy diet. The year ends with a unit on astronomy that features an ad campaign designed by students to attract extraterrestrial tourists to our solar system. Students also produce Power-point presentations celebrating the contributions of African-American scientists and inventors to the world of science. Text: Science Interactions: Level Red, by Glencoe (Reference Only, Classroom Copies Available) Double Helix by Nancy Werlin

Spanish and French Languages SPANISH AND FRENCH LANGUAGE COURSES The Middle School French and Spanish programs are both exploratory and preparatory. They are designed to pique student interest in language study and increase awareness of other languages and cultures. French and Spanish at all levels are taught through cooperative games and interactive participation, as well as visits to the computer lab to use language-learning software. In the sixth grade, students select either French or Spanish, initiating a three-year study of their chosen language. They will cover a level one curriculum over the course of three years. Students with a language waiver are appropriately accommodated with the help of the Middle School Learning Specialist. Sixth, seventh and eighth grade students in French and Spanish gradually develop their speaking and listening comprehension skills. They also work on a sequential study of grammar and reading comprehension. Upper School French and Spanish placement is determined in the spring of the students’ eighth-grade year and is based upon performance in the language and teacher recommendation. Please see the Rising SSFS 9th Graders link on the Upper School Global Languages Department webpage for further information regarding Upper School placement. For the ninth consecutive year, French and Spanish students will participate in a community service program with a Guatemalan School, “Mi Refugio,” which was founded and is run by a Sandy Spring Friends School graduate. Middle School students will view a video and can voluntarily bring in art supplies and other items for children who live in extreme poverty in Guatemala City. Several times each year, Spanish and French students combine their classes to experience important cultural events such as Day of the Dead, the International Lunch, Mardi Gras, and Cinco de Mayo. Students also learn French and Spanish holiday songs and carol around campus. At the end of their seventh or eighth grade year, students will have the option to travel to a French or Spanish-speaking country. These trips offer the opportunity to understand, appreciate and respect the cultures and traditions of the countries visited, and provide an authentic experience in the target language.

Spanish and French Languages SPANISH Sixth Grade Sixth grade Spanish classes have two different levels. Spanish 6s (supplemented) is for students with extensive prior experience with the language. Students placed into 6s must demonstrate competency in both oral and written Spanish. Spanish 6 is for students with little or no prior experience with the language, or students who might benefit from additional review and support in one or more areas. All sections cover the same content throughout the year, although 6s moves at a slightly faster pace. All sections are taught primarily in the target language addressing a variety of learning styles. Students start from basic Spanish skills such as alphabet sounds, numbers, days of the week, and months, and move through the textbook. They are also exposed to cultural experiences such as researching aspects of a Spanish-speaking country, learning recipes, reading translated excerpts from literature and, when possible, meeting someone from the country being studied. Students actively participate with physical responses to teacher-led directions and develop hearing and speaking skills. Classes use skits, games, dialogues, puzzles and food preparation and tasting. These activities reinforce students’ reading, writing, speaking and listening skills. Computer activities include visiting cultural and languagelearning websites such as quizlet.com and gameguroo.com, as well as using software programs such as Rosetta Stone to increase computer and Spanish skills. Text: ¿Cómo te va? Glencoe McGraw-Hill, Middle School Spanish 2007 edition, red (textbook, workbook and student tape manual), lessons 1-20. Harper Collins Spanish Concise Dictionary Seventh Grade Seventh grade Spanish classes have two different levels, Spanish 7 and Spanish 7s (supplemented) to accommodate students of various comfort levels and skills. New students are given a placement test and are often required to do summer work so that their transition into our program is smooth. Both sections of Spanish start with an extensive review of concepts and vocabulary covered in sixth grade, then move rapidly into the seventh grade curriculum. All sections cover the same content throughout the year, although 7s naturally moves at a faster pace. All sections are taught primarily in the target language addressing a variety of learning styles. Students actively participate with physical responses to teacher-led directions and develop hearing and speaking skills. Classes use skits, games, dialogues, and puzzles. These activities reinforce students’ reading, writing, speaking and listening skills. Computer activities include cultural on-line websites, language-learning website such as quizlet.com and gameguroo. com, and software programs such as Rosetta Stone. Text: ¿Cómo te va? Glencoe McGraw-Hill, Middle School Spanish 2007 edition, green (text, workbook, and student tape manual), preliminary lessons and units 1-6. Harper Collins Spanish Concise Dictionary 23

Spanish and French Languages Eighth Grade Eighth grade Spanish classes have two different levels, Spanish 8 and Spanish 8s (supplemented) to accommodate students of various comfort levels and skills. New students are given a placement test and are often required to do summer work so that their transition into our program is smooth. All sections begin the year with an extensive review of concepts and vocabulary covered in the sixth and seventh grades, then move rapidly into the eighth grade curriculum. All sections cover the same content throughout the year, although 8s naturally moves at a faster pace. All sections are taught primarily in the target language addressing a variety of learning styles. Students actively participate with physical responses to teacher-led directions and develop hearing and speaking skills. Classes use skits, games, dialogues, puzzles and food preparation and tasting. These activities reinforce students’ reading, writing, speaking and listening skills. Computer activities include cultural on-line websites, language learning websites such as quizlet.com and gameguroo.com, and software programs such as Rosetta Stone. Text: ¿Cómo te va? Glencoe McGraw-Hill, Middle School Spanish 2007 edition, blue (text, workbook, and student tape manual), preliminary lessons and units 1-6. Harper Collins Spanish Concise Dictionary

FRENCH Sixth Grade In sixth grade, students begin their formal study of French. Students entering the program with prior experience with the language are accommodated in a variety of ways depending on their skill set and goals. The class is taught primarily in the target language addressing a variety of learning styles. Students start from basic French skills such as alphabet sounds, numbers, days of the week, and months, and move through the first units in the textbook. Students actively participate with physical responses to teacher-led directions and develop listening and speaking skills. They also begin to learn basic grammar and writing skills. Equal emphasis is placed on writing, listening, speaking, and reading. Class activities include skits, interviews, interactive games, group work, and songs. Students visit the computer lab to use language-learning software such as Rosetta Stone, do research on the Internet, visit French websites, and practice vocabulary and grammar on language-learning websites such as quizlet.com and gameguroo. com. Students also watch French films, listen to French music, prepare and eat French food, and speak with Frenchspeaking visitors to the classroom when possible. Text: Discovering French-Bleu (text, workbook and CD ROM) Dictionary: Larousse’s French-English English-French Dictionary Seventh Grade In seventh grade, students begin the year with a thorough review of material from sixth-grade French before moving rapidly into the seventh-grade curriculum. New students are usually required to do summer work so that their transition into our program is smooth. Class is conducted primarily in the target language addressing a variety of learning styles. Students have daily lessons to practice their speaking, reading, writing, and listening skills. In-class activities include skits, games and projects. Students also visit the computer lab where they use language-learning software such as Rosetta Stone or visit French websites and language-learning websites such as quizlet.com and 24

Spanish and French Languages gameguroo.com. Cultural awareness is developed through watching French films, listening to French music, tasting French food, and, when possible, inviting French speakers to class. Students with prior experience with the language are accommodated in a variety of ways depending on their skill set and goals. Text: Discovering French-Bleu (text, workbook and CD ROM) Dictionary: Larousse’s French-English English-French Dictionary Eighth Grade In eighth grade, students begin the year with a thorough review of material from sixth and seventh-grade French before moving rapidly into the eighth grade curriculum. New students are usually required to do summer work so that their transition into our program is smooth. Students with prior experience with the language are accommodated in a variety of ways depending on their skill set and goals. Class is conducted primarily in the target language addressing a variety of learning styles. Students have daily lessons to practice their speaking, reading, writing, and listening skills. In-class activities include skits, games and projects. Students also visit the computer lab where they use language-learning software such as Rosetta Stone, visit French websites, and visit language-learning websites such as quizlet.com and gameguroo.com. Cultural awareness is developed through watching French films, listening to French music, tasting French food, and, when possible, inviting French speakers to class. Eighth graders also go to a French crêperie for dinner, visit a nearby grocery store to research French products, and enjoy breakfast at a local French bakery. Text: Discovering French-Bleu (text, workbook and CD ROM) Dictionary: Larousse’s French-English English-French Dictionary

Technology MIDDLE SCHOOL TECHNOLOGY SKILLS COURSE The Middle School maintains two computer labs that are each equipped with 20 Desktop computers running Windows 7. In addition, they are equipped with a LCD projector for large screen presentations as well as a sound system. The Middle School also maintains digital still cameras, Flip video cameras, and digital voice recorders. Software packages that are commonly used include Microsoft Office (Word, Excel, and PowerPoint), Adobe Creative Suite (Photoshop, InDesign, and Dreamweaver), and Internet browsing (Firefox, Chrome, Internet Explorer.) The goals of the Technology Skills classes are to increase general understanding on how to produce work using computer and current technologies in such a way as to enhance their use for other classes. Topics include hardware of computers, and cameras, understanding the functions of productivity software such as Word, Excel, and PowerPoint, multimedia programs such as Photoshop, MS MovieMaker, and Dreamweaver, and successful data searching using Search Engines, and databases. Each grade’s classes will build on the previous year’s work. The topics covered will be revisited each year using a spiral learning approach where the topics are covered in more and more depth each time they are revisited. This allows students to take what they learn and apply it in their other classes and come back ready to learn each topic in a more refined and detailed manner. Topics of the 6th, 7th, and 8th Grade Technology Skills class during the upcoming school year include: • Basic knowledge of computer hardware • Formatting and layout features of MS Word • Functions and graphing in MS Excel • Design and presentations with MS PowerPoint • Taking and downloading photos using digital cameras • Basic photo manipulation using Adobe Photoshop • Taking video using digital video cameras • Video editing using MS MovieMaker • Search strings manipulation in internet search engines • Internet safety and etiquette

Arts MIDDLE SCHOOL ARTS COURSES The Sandy Spring Friends School mission statement specifically mentions an enriched program in the arts. For us, this is related to our belief in the development of the whole child. As a result, we provide a diverse and broad arts program and require students to take classes in more than one subject area. Arts classes in the SSFS Middle School provide opportunities for all students to be involved regardless of experience or ability. They provide an outlet for students to express their creativity and knowledge of the world by giving students the skills to communicate their knowledge in ways other than writing, both within the arts program and in other classes as well. We believe that the arts provide a larger cultural context for other academics. Through their participation, students engage in an exploration of themselves. They are encouraged to discover gifts that may not be recognized elsewhere, broaden their horizons, and shine individually. In addition, students also learn valuable group skills. They are asked to appreciate the unique talents of others, work collaboratively and cooperatively, and appreciate the interdependence of group members. Through our arts program, we build community spirit and allow our students to let their lives speak. In sixth grade, all students participate in music, drama, and art classes. They learn about each subject for one quarter. In the fourth quarter the sixth grade will re-visit each of the arts classes and help to create a interdisciplinary art performance titled The 6th Grade Workshop. Seventh and eighth grade students are given a choice of arts classes. They are each expected to take two different semester length classes each year. Seventh grade offerings are music, drama, art, movement and weaving. Eighth grade offerings are music, drama, art, and movement. During the second trimester, all students have the option to perform in or work on the annual middle school play. In addition, chorus and instrumental ensemble are available to all Middle School students.

Arts SIXTH GRADE ARTS OFFERINGS Music Students in sixth grade improve their music skills through the playing of the recorder as well as a variety of other instruments. Students learn the basics of music notation and practice music writing skills. Sixth grade students study and listen to a wide variety of music with an emphasis on major periods, styles, and composers. Drama Through theatre games and exercises we explore our focus, concentration, listening, and improvisation skills. Our goal is to develop each person as a storyteller, and to begin exploring the tools we all need for effective communication. Art Using a variety of 20th century artists and their works, the sixth grade students increase their art appreciation and develop a sense for two and three-dimensional art. Many forms of art are experimented with and we develop several projects based on the artists we study. The goal is to give the students background knowledge of the tools and techniques used in the visual arts. They learn the basics of color theory and develop skills in mixing hues, shades, and tints. The students are shown how to organize their thoughts and to develop bright and imaginative ideas. Chorus and Instrumental Ensemble All students in sixth grade participate in chorus. Students perform in Middle School concerts as well as a variety of other school events. Students who play band or orchestra instruments are welcome to join our instrumental ensemble.

Arts SEVENTH GRADE ARTS OFFERINGS Music Seventh grade music students participate in the playing of a variety of instruments, including handbells. Students study and play music representing a number of different styles and have opportunities to create their own original music. The skills of writing music and the use of music notation are practiced throughout the class. Students listen to various types of music with an emphasis on improving their music listening skills as well as their overall understanding of music. The class performs music for handbells at a Middle School concert at the end of the semester. Drama Seventh grade drama provides opportunities for self-exploration and expression through the dramatic arts, helping the students identify and define the necessary elements for effective communication. Students have the opportunity to write and perform original monologues and scenes that inform the audience of thoughts, ideas, and stories that the students feel are important or interesting. They engage in improvisation games and exercises that help build selfconfidence and stimulate creativity. The final weeks of the course are spent preparing for their public performance, comprised of samples of student work, and presented at the end of the semester. Art Shape, form, and space are the main goal in seventh grade visual art. In those areas the students learn about the three different types of sculpture and understand the process of perspective. At the beginning of the semester the students learn how perspective was started in the Renaissance and discover how it has influenced art. In perspective there are a set of guidelines and the students develop a strong knowledge of the various techniques by drawing random shapes in space. As they gain more confidence the students begin designing cities and illustrating their names. The bulk of the artwork is in three-dimensional sculpture. Weaving Beginning weaving class is open to seventh graders to explore the use of the four-harness floor loom. They begin by learning to warp a loom and weaving a sampler which exposes them to a variety of weaves. Next they plan and weave a project of their choice. The class explores various fibers, colors, textures, and weaving patterns. Students can weave as many projects as time allows, and are encouraged to enter their finished projects in competition at the Maryland Sheep and Wool Festival in May. Movement The movement class explores a variety of American Dance styles ranging from modern to swing to breakdancing and improvisation. Students will investigate the elements of dance, create original movement composition and choreography, and learn about world renowned dance pioneers and their influence on the Art form. Students will present their choreographic works during the Arts Performance Evening. Chorus and Instrumental Ensemble All seventh grade students are welcome to join chorus. Seventh graders who play band or orchestra instruments are welcome to join instrumental ensemble. Both groups perform at Middle School concerts as well as a variety of other school events.

Arts EIGHTH GRADE ARTS OFFERINGS Music Eighth grade music students participate in the playing of handbells as well as a variety of other instruments. Students study and play music representing a number of different styles and have opportunities to create their own original music. The skills of writing music and the use of music notation are practiced throughout the class. Students listen to various types of music with an emphasis on improving their music listening skills as well as their overall understanding of music. The class performs music for handbells at a Middle School concert at the end of the semester. Art The eighth grade Visual Art class will have the opportunity to review and enhance their natural abilities in drawing and painting while learning many useful techniques that will broaden their knowledge and increase their confidence. The class will also work in ceramics, printmaking, sculpture and textiles. There will be a deeper study of artists from many genres that will help influence the studentsĂ˘â&#x201A;Źâ&#x201E;˘ themes in their own art work. Movement The movement class explores a variety of American and International Dance styles ranging from modern to Bollywood to West African and improvisation. Students will investigate the elements of dance, composition and choreography, and eventually prepare an independent project, which is a chance to research a dance culture of interest and present it to the class. At the end of each semester, the students will present their choreographic works during the Arts Performance Evening. Drama Eighth Grade Drama increases the focus on self-exploration. Students are encouraged to explore and express their feelings on important issues through original monologues, skits, improvisations and dramatic play. Acting terms and basic theatre vocabulary are introduced, as well as beginning to analyze and research character creation. At the end of each semester, the seventh and eighth grade drama students join together in two public performances, one during a school assembly and the other as part of the Middle School Arts Evening. Chorus and Instrumental Ensemble All eighth grade students are welcome to join chorus. Eighth graders who play band or orchestra instruments are welcome to join instrumental ensemble. Both groups perform at Middle School concerts as well as a variety of other school events.

Successful Scholars MIDDLE SCHOOL SUCCESSFUL SCHOLARS PROGRAM As part of the 6th, 7th, and 8th grade curricula, Successful Scholars is taught by the Learning Specialist. The focus of this trimester-long course is learning strategies for success, including organization skills, managing long term assignments, time management, and test-taking and note-taking skills. The intent of the course is to encourage each student to take ownership of his or her part in the learning process and to continue on the path of being a successful scholar.

Peaceful Conflict Resolution PEACEFUL CONFLICT RESOLUTION Peaceful Conflict Resolution (PCR) is taken each year of Middle School and is taught by the Counselor. Students will learn communication and listening skills to better understand and improve social interactions and strategies for resolving conflict peacefully and within the context of the Quaker approach to conflict resolution. Bullying prevention, respectful and courteous behavior, and the monthly value themes will be explored in this trimester course.

Physical Education, Health, and Athletics MIDDLE SCHOOL PHYSICAL EDUCATION, HEALTH, AND ATHLETICS At Sandy Spring Friends School we believe that physical education and athletics play an integral part in the development of young adults. At the Middle School level, we provide a diverse program where the integrity and fundamental values of individuals are of primary concern. All students are given the opportunity to participate and develop their abilities in order to maintain a lifelong affinity for exercise. With each experience, we encourage students to improve both their fitness and skill levels, while providing an environment that will foster a better sense of self. Learning and opportunities for play are offered through challenging and skill-building games and contests in both physical education and athletics.

Health Health meets for one trimester in place of Physical Education. Health is taught at every grade level at SSFS, with the content building on prior knowledge at each grade level. In addition to core content, health skills including selfmanagement, goal setting, decision making, accessing reliable information, analyzing internal and external influences, interpersonal communication, and advocacy are discussed and practiced throughout the three-year health curriculum. All health topics are discussed through the use of text books, class discussions, worksheets and videos. Students enrolled in Health will receive a letter grade and effort mark. Upon completion of this course, students rotate back to Physical Education while the next group rotates to Health. Sixth Grade In 6th grade students learn information that will guide them in formulating a personal wellness plan. We will discuss a variety of topics including total health and wellness, developing good character and a positive self-concept, interpersonal skills (like communication, decision making, and conflict resolution), as well as physical fitness, and nutrition. The following topics will be addressed in the sixth grade Health class: • • • •

Physical, emotional, mental and social changes during puberty Anatomy and physiology of the reproductive system Menstrual cycle, fertilization and pregnancy Gender roles

Seventh Grade In 7th grade the main focus is on the physical, emotional, and social problems associated with substance abuse (tobacco, alcohol, and other drugs). Refusal skills, making good decisions and resisting peer pressure will be emphasized throughout the lessons. We will also discuss the importance of having good mental and emotional health. Building on prior knowledge from sixth grade, students will gain a better understanding of what mental and emotional health is and how it may vary over time. Students will identify and put in to practice protective factors that will help 33

Physical Education, Health, and Athletics maintain balance in our personal mental/emotional health. Lastly, students will demonstrate ways to maintain good mental/emotional health. The following topics will be addressed in the seventh grade Health class: • Sexual health, reproduction and identity • Accurate vs. inaccurate informational sources • Risks, realities and responsibilities of engaging in sexual activity Eighth Grade In 8th grade students a better understanding of the physical, emotional, and social problems associated with substance abuse, focusing on illicit drugs. Refusal skills, making good decisions and resisting peer pressure will be emphasized throughout the lessons. Students will also gain an understanding of the term body image and how a positive body image is an important component of self-esteem. Through the use of various activities students will analyze media messages and how these messages may impact the perception of themselves. The physical, emotional/mental, and social problems associated with eating disorders will be explored. Each grade level finishes with lessons related to Human Sexuality. While research shows that parents are middle schoolers’ primary sexuality educators, our goal is to provide lessons that support the information you offer at home. We believe it is important to counteract negative messages about sexuality portrayed in the media, promote a healthy attitude about human sexuality, and to help students navigate through early adolescence - a time of significant change in growth and development. The following topics will be addressed in the eighth grade Health class: • Sexual decision making, values and boundaries • Separating myths from reality • Characteristics of healthy and unhealthy relationships • Double standards for men and women • Gender vs. biological sex

Physical Education Physical education classes meet three times within the six day rotation, and each class period is fifty-five minutes in length. Students are taught the rules and skills of a variety of sports, activities and games. Fitness and wellness concepts are also introduced and revisited throughout the year. Each trimester students will participate in a series of units. Each trimester and year, the curriculum within each unit will change and progress. For 34

Physical Education, Health, and Athletics example, the soccer unit in 6th grade covers basic positions and strategy while in 7th grade more advanced techniques and team tactics are taught. All students will participate in the “Fitnessgram” fitness test developed by the Cooper Institute of Aerobics. This test focuses on “healthy fitness” zones rather than sportrelated fitness. The “Fitnessgram” also has an interactive component in which students can track and record their physical activity both in and out of school. This is done by developing a baseline at the beginning of the year and then tracking the progress of the individual student as the class progresses from 6th to 8th grade. Students will be given an SSFS PE T-shirt and SSFS shorts and are asked to wear these items for PE class. If the weather is chilly, students will be able to wear sweat pants and sweat shirts. Shoes must be non-marking athletic shoes. Although not required, it is recommended that students keep an extra pair of athletic shoes in their locker. All of these items are available at the SSFS bookstore. Students are given five minutes before and after class to change in and out of appropriate attire. Each student will be issued a locker in the locker rooms. Students are graded on preparation, participation, coachability and effort. These criteria are designed to foster a sense of understand and learning in students at SSFS. Students are not graded on their athletic ability.

Athletics

Athletics at Sandy Spring Friends School are an integral part of the educational experience. All students are encouraged to participate in the athletic program at the level most appropriate to them. Our mission is to provide student athletes with the opportunity to electively represent the school and compete interscholastically in a variety of sports. It is our hope that all student athletes who move on from the Middle School will possess the following characteristics: great sportsmanship, integrity, self-sacrifice, loyalty, communication skills, and a strong work ethic. SSFS athletics provide a supportive atmosphere in which coaches challenge the intellectual and physical abilities of our athletes. It is our hope that the experience of playing Middle School sports at SSFS is one in which students have fun and build their own self-esteem in a positive, nurturing environment. Our sports offerings are based on the numbers of students who sign up. The goal for the MS program is to provide team opportunities for middle school students at a level appropriate for their ability, knowledge, and experience of the game. While there are no “cuts,” teams will be determined by age and ability. Our sports offerings are based on the numbers of students who sign up. The Teams may be comprised in one of the different ways listed below. We are members of the Potomac Valley Athletic Conference (PVAC). 35

Physical Education, Health, and Athletics Conventional Breakdown: If a team is the correct size for a given sport, the coach may elect to include everyone in each game and practice. Core and rotating group: If a team is large, the athletic department may elect to develop one core team with the more experienced players and two or more different groups of developing players. The entire team would practice together. However, the core team and only one of the rotating groups would travel to a given game. The groups would alternate so that each rotating group attends the same number of games. “A” Team and intramural Team: If a team is large, the athletic department may elect to institute an “A” team made up of more experienced players and an intramural team made up of developing players. The “A” team would play in a competitive league with other schools. The intramural team would practice separately of the “A” team and not play against other schools. This can be seen as a developmental team aimed to give beginner players the experience necessary to play competitively the following year.

Sports Offerings Fall Coed Cross-Country Girl’s Soccer Boy’s Soccer Girl’s Volleyball Outdoor Challenge (Non-competitive) Project Dance (Non-competitive) Winter Girl’s Basketball Boy’s Basketball Wrestling-Intramural Outdoor Challenge (Non-competitive) Project Dance (Non-competitive) Spring Girl’s Lacrosse Boy’s Lacrosse Boy’s Baseball Girl’s Softball Outdoor Challenge (Non-competitive) Project dance (Non-competitive)

Physical Education, Health, and Athletics