Middle School Tour Materials
Next steps Thank you for exploring Blake. We hope your visit offered new insights and your interest in Blake for your child continues. Below are next steps in the admissions process. n
Apply to Blake I f you have not already applied for admission to Blake, we encourage you to do so. Links to our online application for the 2024–25 school year can be found on the admissions page of the Blake website (blakeschool.org/admissions). The firstround application deadline for admission next fall is January 31, 2024.
n Schedule Screening (Pre-K to grade 5) or Testing (grades 6–12) for Your Child nce you submit an application, you can schedule O screening or testing for your child. Applicants from Pre-K to grade 5 schedule an on-campus screening through Blake’s admissions portal. Applicants to grades 6 through 12 can register for the Secondary School Admissions Test at ssat.org.
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Schedule a Visit for Your Child nce you submit an application, we will reach out O to you to schedule a visit for your child. Spending a day (or part of a day for our youngest applicants) at Blake is a terrific way for students to experience classroom and social life here.
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Apply for Financial Assistance e welcome your interest in financial assistance W to afford Blake. You can find information about our financial assistance program and application on the Blake website. The deadline for submitting an application for financial assistance is January 31, 2024.
Please call the Admissions Office at 952-988-3420 if you have questions.
110 Blake Road South • Hopkins, Minnesota 55343 tel 952-988-3420 • fax 952-988-3455 • www.blakeschool.org
Thank you for considering Blake. Our goal is to create a personalized, warm and enjoyable experience for every family as they discover what their child can become at Blake. We are happy to answer any questions, so feel free to contact us. Joe Silvestri Director of Admissions and Financial Assistance School: (952) 988-3422 Mobile: (612) 437-5259 JSilvestri@BlakeSchool.org Tony Andrade Associate Director of Admissions Grades 6–12 Admissions Coordinator School: (952) 988-3424 Mobile: (612) 916-2046 TAndrade@BlakeSchool.org Lynn Loew Assistant Director of Financial Assistance Grades 2–5 Admissions Coordinator School: (952) 988-3423 Mobile: (612) 368-5420 LLoew@BlakeSchool.org Laura Mark Assistant Director of Admissions for Early Childhood Education, Grades Pre-K–Grade 1 School: (952) 988-3570 Mobile: (612) 368-5420 LMark@BlakeSchool.org
8-Day Cycle Sample 6th Grade Schedule DAY 1
DAY 2
DAY 3
DAY 4
Science
Math
Music
VWTC*
DAY 7
DAY 8
English
Spanish
PE
VWTC*
Social Studies
English
Science
Math
Music
VWTC*
Spanish
PE
Science
Math
Social Studies
Morning Break
9:50
10:05
DAY 6
Landing Pad
8:30
8:40
DAY 5
Spanish
PE
Science
Math
Music
11:15
Lunch/Recess Block (“Flexible Release”)
11:40
12:20
Social Studies
English
Spanish
PE Tutorial
1:30
2:10
3:20
Music
VWTC*
Social Studies
English
Launch Pad *VWTC = Visual Arts, Wood Studio, Theater, Computer Science
Sample Reading List Middle School
GRADE 6 READING WORKSHOP
GRADE 7 READING WORKSHOP
GRADE 8 READING WORKSHOP
Texts include such titles as: ► The Circuit
Texts and materials include such titles as:
Texts and materials include such titles as:
► Pax
► Of Mice and Men
► Night
► It Ain’t So Awful, Falafel
► Animal Farm
► Luna
► The Real Boy
► Quiet Power: The Secret Strengths of Introverted Kids
► Darius the Great is Not Okay
► Bomb: The Race to Build—and Steal— the World’s Most Dangerous Weapon
► This Time Will Be Different
► The Girl Who Drank the Moon ► Insignificant Events in the Life of a Cactus ► A Good Kind of Trouble ► Free Lunch
► The Omnivore’s Dilemma ► World without Fish
► Long Way Down
► The 57 Bus: A True Story of Two Teenagers and the Crime that Changed Their Lives
► Other Words for Home
► Listen Slowly
► Woke: A Young Poet’s Call to Justice
► The Astonishing Life of Octavian Nothing
► Unbound
► White Rose ► With a Star in My Hand: Rubén Darío, Poetry Hero ► Ordinary Hazards: A Memoir by Nikki Grimes ► Sister Heart, Morgan, Sally ► This Promise of Change: One Girl’s Story in the Fight for School Equality
► On the Come Up ► After the Shot Drops ► I Was Their American Dream ► Leaving Home, Hazel Rochman and Darlene McCampbell, eds. ► Works students select for independent reading
► Nothing But the Truth ► The Borden Murders: Lizzie Borden and the Trial of the Century ► Works students choose for independent reading ► Various short stories and poems
► Additional texts that reflect group and individual student interests as well as various short stories and poems
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MIDDLE SCHOOL VISION he Mission of the Blake Middle School is to inspire enthusiasm for learning and to nourish each early T adolescent’s intellectual and emotional development in a supportive and diverse community grounded in the following core values: respect, love of learning, integrity and courage. Our program and strong partnership among students, families and faculty will empower our middle schoolers to become well-rounded, lifelong learners who are able to see through multiple perspectives in order to understand and improve their world. HE SCHOOL CLIMATE T Based upon respect for the uniqueness and potential of each student, the Blake School will maintain a supportive community in which a unified and coherent academic and non-academic program functions. We will: ● Foster a positive self-concept, emotional maturity, personal integrity, a sense of responsibility and respect for others. ● Create open relationships between students and teachers. ● Make possible the development of mutual cooperation and a healthy attitude toward competition. ● Contribute a sense of tradition and continuity. ● Support risk-taking. ● Strengthen moral and civic values. ● Build high standards of conduct. ● Enhance aesthetic understanding.
OBJECTIVES Within this climate, attainment of the following major objectives is possible: CADEMIC EXCELLENCE A Our tradition of academic excellence will be maintained and furthered by the attainment of objectives in the following areas ● Student Body: Blake will seek and maintain a diverse student body made up of students with high academic potential and many individual strengths. ● Faculty and Administration: Blake will attract and retain a superior, highly qualified and diverse teaching staff and administration who are committed to the school’s goals. ● Curriculum: The curriculum will challenge all students to strive for excellence and attain their highest potential through an integrated, sequential, and age-appropriate curriculum of skills, knowledge and values. ● Athletics and other Co-Curricular Activities: These programs will complement the academic program while emphasizing group effort and cooperation, as well as encouraging participation and the development of individual skills. ● Resources: Blake will provide adequate resources to support the previous four areas. IVERSITY D The School will acknowledge and cultivate the uniqueness and potential of each person in the school community. ● Each person in the school community appreciates and will be appreciated for their own uniqueness and potential through both individual and group experiences. ● Each person will appreciate the positive value of diversity in our community. ● The school will develop programs that benefit our diverse community. ORTH OF THE INDIVIDUAL STUDENT W The School will help students achieve a positive self-concept and will recognize their potential. ● The student will demonstrate self-awareness. ● The student will develop and use interpersonal and group interaction skills. ● The student will demonstrate self-confidence.
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EDUCATIONAL LEADERSHIP hrough climate, student body, curriculum, and faculty and administration, the school will provide leadership T within the greater public and independent education community. ● The student body will distinguish itself through scholarship, accomplishments, and community involvement. ● The curriculum, evaluated on an annual basis, will incorporate what is best in educational theory. ● The administration and faculty will take initiative in developing and offering unique programs and/or educational approaches both within the school and to the wider community.
GRADE LEVEL TEAMS he Middle School is divided into three grade level teams. Each team of teachers meets weekly to discuss the T academic and social-emotional progress of individual students and the grade as a whole. Advisors serve as the primary advocate for their students. If families have general questions or concerns about their child’s progress, they are encouraged to contact their child’s advisor.
DAILY SCHEDULE he Middle School has adopted an 8-day, 70-minute, rotating block schedule to meet the developmental needs of T our students. Features include: ● Time between class periods to allow for students to ease in and out of their learning experiences and be in the best position to be ready to learn ● A morning “landing pad” and afternoon “launch pad” - in advisory groups - for transition in and out of the school day ● A mid-day recess block to allow students time to simply play and engage with their peers in a more unstructured way. Student clubs and affinity groups reside in our recess block as well. ● 70-minute class periods that allow for greater depth of learning and opportunity for more in-person formative assessment on project-based learning. ● A cascading class schedule to allow students the opportunity to engage in their classes at various points during the day.
CURRICULUM he contents of this curriculum guide are designed to give an overview of the Blake Middle School courses, T their objectives and contents. The Middle School is organized in both a grade level and departmental manner. The healthy balance of these two enables us to have a strong curriculum, while paying close attention to the developmental needs of our students. Each department works within the framework of the Blake School’s philosophy and objectives and the Middle School philosophy.
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TABLE OF CONTENTS ENGLISH OVERVIEW GRADE 6 GRADE 7 GRADE 8 STUDIO & PERFORMING ARTS OVERVIEW CHORAL MUSIC INSTRUMENTAL MUSIC: BAND & ORCHESTRA THEATER VISUAL ART WOOD STUDIO COMPUTER SCIENCE OVERVIEW COMPUTER SCIENCE 6 COMPUTER SCIENCE 7 COMPUTER SCIENCE 8 COMPUTER SCIENCE 8E MATHEMATICS OVERVIEW SEQUENCES MATH 6 (GRADE 6) PRE-ALGEBRA (GRADE 7) ALGEBRA 1 (GRADE 8) HONORS ALGEBRA I (GRADES 7-8) HONORS ALGEBRA II (GRADES 7-8) - offered in 2022-23, 2024-25 HONORS GEOMETRY (GRADES 7-8) - offered in 2023-24, 2025-26 MODERN & CLASSICAL LANGUAGES (MCL) OVERVIEW FRENCH & SPANISH FRENCH/ SPANISH NOVICE FRENCH / SPANISH INTERMEDIATE A FRENCH / SPANISH INTERMEDIATE B FRENCH / SPANISH INTERMEDIATE C/D CHINESE CHINESE NOVICE CHINESE INTERMEDIATE A CHINESE INTERMEDIATE B CHINESE INTERMEDIATE C/D LATIN LATIN NOVICE LATIN INTERMEDIATE A LATIN INTERMEDIATE B 3
PHYSICAL EDUCATION & WELLNESS OVERVIEW GRADE 6 & 7 & 8 PHYSICAL EDUCATION PROGRAM GRADE 6 & 7 & 8 WELLNESS SCIENCE OBJECTIVES GRADE 6 GRADE 7 GRADE 8 SOCIAL STUDIES OBJECTIVES GRADE 6: Modern Global Issues & Geography GRADE 7: U.S. Constitutional Studies (1776-1920) GRADE 8: The U.S. & the World Today (1920 to Present) STUDENT SERVICES COUNSELING SERVICES LEARNING SUPPORT SERVICES LIBRARY AND MAKERSPACE LIBRARY MAKERSPACE AND INNOVATIVE LEARNING DIGITAL CITIZENSHIP OBJECTIVES FOR THE LIBRARY AND MAKERSPACE PROGRAMS
ENGLISH OVERVIEW S English teachers attune their instruction to the learning needs of the whole student to: M Support The Growth Of Reading, Writing, Speaking, Listening, And Media Literacy ● Develop skills in reading challenging materials matched to age and ability ● Strengthen critical thinking through study, discussion, and written responses to literature ● Find joy and meaning in establishing the habits of lifelong readers and writers ● Write frequently in narrative, informative, argumentative, analytical, and poetic modes, striving for clarity and effectiveness of expression ● Draft, revise, and edit with effective grammar, mechanics, and usage ● Enhance speaking and listening skills through formal presentations and informal discussions ● Use and analyze multimedia materials for research, outside reading, and relevant class projects ● Craft and support an argument Develop Intercultural And Global Competence In Our Use Of Reading, Writing, And Discussion As Actions ● Generate and practice meaningful ways to use language and literature to dismantle systemic racism, sexism, heterosexism, and other forms of oppression in the many communities to which we belong ● Engage across many kinds of difference through reading and writing to empathize with perspectives and experiences we know less about ● Identify and discuss implicit and explicit biases in the written and spoken word ● Explore what it means to use language and literature to do anti-racist work and to oppose all forms of injustice we encounter 4
eachers help students achieve these goals by a variety of methods ranging from direct classroom teaching to T individualized instruction. We teach and reteach skills as needed. Teachers and students set the highest appropriate standards. Students will ● Take responsibility for their own learning ● Pursue individualized assignments, independent work, or research projects, based on their ability and interest ● Share their ideas and respond constructively to others ● Use class and tutorial time wisely ● Organize their schedules and work to complete assignments and meet deadlines
GRADE 6 he overall goal of this course is to develop global and intercultural competency. In pursuit of this, we will examine T global issues, develop and practice research techniques, nurture solid writing skills, teach critical reading and comprehension strategies, and explicitly teach and practice critical and creative thinking. CRITICAL AND CREATIVE THINKING OMMUNICATION AND PARTICIPATION C ● Ask critical, open-ended questions that help Use a reading/article/text for class discussion ● clarify and better understand a topic ● Present ideas in a logical, appropriate fashion ● Identify root causes ● S upport ideas with evidence from the text ● Draw conclusions from data ● Discuss literature in a meaningful way ● Understand bias ● Participate effectively in literature circles ● Form opinions based on exploration and ● Develop writing fluency/stamina evidence ● Respectfully debate points and change opinions based ● Attack difficult problems on logical evidence ● Think like an innovator – create a system, ● Participate responsibly in small group work object, or text that addresses a problem ● Contribute positively to class discussion ● Seek creative solutions for social change ● Listen actively ● Understand how the past impacts the present ● Assume good intent to make predictions about the future ● Interact, collaborate, and publish with peers, experts, or RESEARCH SKILLS others employing a variety of digital environments and ● Identify how to learn about various topics media ● Use available resources to answer questions ● Communicate information and ideas effectively to ● Read more complex material, both fiction and multiple audiences using a variety of media and formats nonfiction ● Develop cultural understanding and global awareness by ● Seek out multiple perspectives engaging with learners of other cultures ● Determine the main idea of an article ● Contribute to project teams to produce original works or ● Formulate thesis statements/identify a solve problems problem NOTE-TAKING, ORGANIZATION & STUDY SKILLS ● Source materials by evaluating their ● Summarize reading material reliability, identifying their influences, naming ● Take clear, logical notes their biases, and critiquing the difference it ● Manage your time makes when an author includes or excludes ● Use an organizational system to keep a record of information learning ● Analyze primary and secondary sources ● Put information provided by a teacher or article into their ● Gather information from a variety of sources own words ● Paraphrase, summarize, and directly quote ● Determine the main idea of an article from a source and know when to use which method
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VOCABULARY OBJECTIVE ● Analyze context clues ● Increase vocabulary comprehension and usage ● Use word attack strategies to explore and learn vocabulary
TEXTS AND MATERIALS ● Vocabulary.com subscription, word lists drawn from class readings + individualized word study
GRAMMAR, MECHANICS, AND USAGE OBJECTIVE ● Identify parts of speech ● Identify parts of a sentence ● Use correct punctuation ● Identify and construct proper agreement
EXTS AND MATERIALS T Rules of the Game Book Iby Page, Guthrie and Sable Selections from Everyday EditingandMechanicallyInclined, both by Jeff Anderson
READING WORKSHOP OBJECTIVE ● Predict ● Visualize ● Make inferences ● Identify main ideas in an article ● Apply a range of comprehension strategies ● Identify story elements ● Identify and explore themes in literature and life ● Increased reading comprehension ● Make text-to-text, text-to-self, and text-to-world connections ● Read a novel and identify literary elements
TEXTS AND MATERIALS ● The Circuit ● Pax ● It Ain’t So Awful, Falafel ● The Real Boy ● The Girl Who Drank the Moon ● Insignificant Events in the Life of a Cactus ● A Good Kind of Trouble ● Free Lunch ● Unbound ● Long Way Down ● Other Words for Home ● Woke: A Young Poet's Call to Justice ● White Rose ● With a Star in My Hand: Rubén Darío, Poetry Hero ● Ordinary Hazards: A Memoir by Nikki Grimes ● Sister Heart, Morgan, Sally ● This Promise of Change: One Girl’s Story in the Fight For School Equality ● Additional texts that reflect group and individual student interests as well as various short stories and poems
WRITING WORKSHOP EXPOSITORY REATIVE C ● Write a well-organized paragraph with a topic Use indirect characterization to reveal a character ● sentence, body, and conclusion ● Write in various genres including poetry, short story, ● Support an argument literary essay, personal narrative ● Write strong topic sentences ● Write thesis statements TEXTS AND MATERIALS ● Use knowledge of sentence parts to write ● Units of Study in Writing, Grade 6 varied sentence structures 6
GRADE 7 READING WORKSHOP OBJECTIVE ● Develop comprehension skills ● Identify various genres and artistic forms ● Apply literary terms ● Explore values and themes through literature and life ● Strengthen discussion and listening skills through the study of literature ● Continue to practice independent reading ● Apply methods of annotation to prepare for discussion and recognize themes COURSE TOPICS ● Genre study ● Review of comprehension skills including visualization, summary, prediction, making inferences, and connections (text, self, world) ● Behaviors to look for in discussion
TEXTS AND MATERIALS ● Of Mice and Men ● Animal Farm ● Quiet Power: The Secret Strengths of Introverted Kids ● Bomb: The Race to Build--and Steal--the World’s Most Dangerous Weapon ● The Omnivore’s Dilemma ● World without Fish ● The 57 Bus: A True Story of Two Teenagers and the Crime that Changed Their Lives ● Listen Slowly ● The Astonishing Life of Octavian Nothing ● Nothing But the Truth ● The Borden Murders: Lizzie Borden and the Trial of the Century ● Works students choose for independent reading ● Various short stories and poems
VOCABULARY OBJECTIVE ● Analyze context clues ● Increase vocabulary comprehension and usage ● Use word attack strategies to explore and learn vocabulary
TEXTS AND MATERIALS ● Vocabulary.com subscription, word lists drawn from class readings + individualized word study
GRAMMAR O ● BJECTIVE ● Understand the principles of grammar, usage, and mechanics ● Apply these principles to student writing EXTS AND MATERIALS T Sentence Combining for Middle School– Kilgallon Everyday EditingandMechanically Inclined– Jeff Anderson
COURSE TOPICS ● Parts of speech ● Capitalization ● Use of commas and end punctuation ● Use of apostrophes ● Use of verbs ● Sentence and paragraph structure
WRITING WORKSHOP OBJECTIVE ● Write frequently ● Write clearly and competently for a variety of purposes and in a variety of forms
POSSIBLE FORMS OF WRITING ● Paragraphs ● Analytical essays ● Personal essays ● Research-based informational texts 7
● W ork towards mastery of the revising and ● Short stories editing process ● Poetry ● Develop the ability to make judgments about ● Persuasive speeches what constitutes good writing ● Advertisements ● Write freely and creatively in journal entries LEMENTS OF WRITING E ● Use an appropriate medium for publication ● Thesis statements that make an argument and sharing ● Topic sentences with claims ● Develop confidence in sharing original work ● Support of topic sentences POET IN RESIDENCE ● Single-word and phrase transitions ● Every winter, 7th graders work for two weeks ● Mechanics with a published poet who facilitates and ● Variations in sentence structure inspires their growth as poets ● Editing sentence boundary errors (fragments, ● This work culminates in Poetry Night, an splices, and run-on sentences) evening of live poetry reading by students TEXTS AND MATERIALS RESEARCH SKILLS ● U nits of Study in Writing, Grade 7 ● Develop proficiency at using online databases ● Use a variety of web-based sources to find and appropriately use information ● Evaluate the quality of an online source MEDIA LITERACY: BOOKS TO FILM ● Examine specific aspects of filmmaking ● Compare a specific book with a film version paying close attention to directorial choices
GRADE 8 READING WORKSHOP OBJECTIVE EXTS AND MATERIALS T ● Analyze and interpret literature in various genres Night ● ● Identify literary concepts in writings ● Luna ● Read with increasing comprehension ● D arius the Great is Not Okay ● Encourage independent reading ● On the Come Up ● Learn to actively participate in discussions using textual ● This Time Will Be Different evidence ● After the Shot Drops ● Literary Signposts –– Students will learn to ask a ● I Was Their American Dream variety of questions about their reading paying ● Leaving Home, Hazel Rochman and particular attention to Darlene McCampbell, eds. ● Contrasts & Contradictions––Why is the character ● Works students select for acting this way? independent reading ● Aha Moments––What is the character realizing or understanding in this moment? ● Tough Questions––What are the characters confronting or asking of themselves? ● Words of the Wiser––What are the conclusions the characters are drawing about their experiences? ● Again and Again––What are the patterns here? Why does this keep happening? ● Memory Moment––Why might this flashback or recollection be important here? 8
VOCABULARY OBJECTIVE ● Understand, learn, and use high-frequency, academic and conceptual words found in our texts ● Practice using words in writing assignments ● Use context clues and analyze word parts COURSE TOPICS ● Etymology ● Dictionary skills ● Use of thesaurus
TEXTS AND MATERIALS ● Merriam-Webster Dictionary ● Vocabulary.com subscription, word lists drawn from class readings + individualized word study
WRITING WORKSHOP OBJECTIVE ● Write in various genres including essays, poetry, and memoir ● Support an argument with quotations from a text ● Write and deliver a persuasive speech ● Write for authentic purposes and audiences ● Develop writing conventions (mechanics, usage, punctuation, spelling) COURSE SKILLS ● Utilize all stages of the writing process (brainstorming, outlining, drafting, editing, and revising) ● Develop a thesis statement ● Support claims with evidence ● Use of single-word and phrase transitions ● Develop sentence variety ● Develop an authentic purpose for each piece of writing ● Organization and fluidity of writing within each composition ● Establishing clear tone through precise diction
RESEARCH SKILLS ● Develop proficiency at using online databases ● Use a variety of web-based sources to find and appropriately use information ● Evaluate the quality of an online source ● Take notes in point form ● Reference sources appropriately TEXTS AND MATERIALS ● Sentence Composing for Middle School, Kilgallon ● Texts include Units of Study in Writing, Grade 8
STUDIO & PERFORMING ARTS OVERVIEW he arts invite students to engage in self-expression, while developing critical thinking skills through study, T dialogue, performance, evaluation and exhibition of personal and professional artworks. EQUENCE & STRUCTURE OF BLAKE MIDDLE SCHOOL ART CLASSES S Blake Middle School offers three branches of music: Choir, Band, and Orchestra, and three artistic disciplines: Theatre, Visual Art, and Wood Studio. All students meet in their elected music class for the entire year, and for a quarter for each artistic discipline. ● All 6th, 7th, and 8th grade students rotate through a sequence of Theater, Visual Art and Wood Studio, engaging with each for a quarter, the fourth quarter includes our Computer Science courses. ● In 8th grade, students continue their music course and a required Computer Science course. For their remaining electives, students will select three quarter-length courses from among four choices: theater, visual art, wood studio, and/or an additional quarter of computer science. 9
HORAL MUSIC C The Middle School choral program focuses on a three-year curriculum in which singers study and perform secular and sacred music from diverse global choral traditions and historical periods. The program offers two intermediate-level large ensembles: Chorum, primarily treble range, and Chorale, with a mixed vocal range. A third ensemble, Choristers, is an accelerated large ensemble of mixed vocal range. Choristers members demonstrate a high degree of musical independence, vocal maturity, music literacy, and the ability to sing unaccompanied while maintaining tonality and rhythmic integrity. ll choral students expand their musical skills through study of vocal technique, unison and part songs, sight A singing, and ear-training using solfège. The MS choral director gives particular attention to the care and use of the voice during the years that it’s developing most rapidly. The director chooses repertoire to fit the particular voicing of each choir, covering a wide range of ability levels and changed, changing, and unchanged voices. Special consideration is given to choosing repertoire that develops musicianship and showcases the maturing adolescent voice. INSTRUMENTAL MUSIC: BAND & ORCHESTRA The Middle School instrumental music program focuses on developing students’ literacy, sense of ensemble, expressive abilities, and technical skills through large-group rehearsals and small-group sectional lessons. Both experienced and beginning instrumentalists grow in the areas of focus, discipline, and teamwork while studying and performing repertoire covering a variety of periods and styles. Instrumental three band ensembles (Novice Band, Blue Band, Green Band) and two string ensembles (Blue Orchestra and Green Orchestra). Placement in ensembles is by the instructor, based on ability level, past performance and record of consistent and positive rehearsal contribution. Note: students without previous instrument experience are encouraged to register for Novice Band, Blake’s beginning band which is open to all students regardless of past musical experience. ll ensembles meet regularly and perform at least twice each year. Class time alternates between full ensemble A and small-group sectionals with instrumental specialists. Complementary activities may include jazz band and guest conductor/clinicians, and the annual Solo Festival for Novice Band students. With the exception of French horn, tuba, and euphonium players in band, band and string students are required to furnish their own instrument and related accessories. Students are expected to practice regularly at home and are encouraged to study privately outside of school. HEATER T The Middle School theater program offers students experience with pantomime, voice, playwriting, theater history, scene study, production design, and audition technique. Grade 6 students use pantomime to bring original plots and characters to life, perform an original choral ode with their peers, and collaborate on a shadow puppet performance of an ancient myth for the final project. Grade 7 theater artists hone their skills as young actors and playwrights. Students focus on characterization, monologues plays in the Rashomon storytelling format, and writing original, student-written, two-character plays. Eighth grade theater class mirrors a real-world theatrical production process from auditions and casting, to performing and production design. ISUAL ART V The Middle School Visual Arts program builds upon artistic skills and knowledge acquired in the Lower School, focusing on developing students’ ability to see and perceive through the lens of an artist. The overall course features student-centered and project-based learning. Students learn a working knowledge of art vocabulary and art history from diverse cultural and stylistic perspectives. In grade 6, students acquire techniques and skills in several media while exploring the elements and principles of art, increasing personal confidence in their abilities. Grade 7 students explore drawing and develop painting skills in the media of watercolor and acrylic. In Visual Art 8, projects are geared toward 3D work and focus on sculptural
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lements. In addition, the class provides experimentation with mixed media and new styles of painting. These e assignments build a solid foundation for the wide array of art classes offered at The Upper School. OOD STUDIO W Wood studio offers a three-year introduction to wood and alternative materials as a design medium. Students design and create 3D forms with an emphasis on visual communication, safe and appropriate woodworking techniques, and hand tool processes. Students learn the elements of functional design while still producing artwork that is interesting and represents personal creativity. Class projects provide opportunities to develop problem-solving skills in 3-D design and craft. Objectives include developing safe and appropriate tool techniques, an appreciation of quality design and craft, the ability to express ideas through design, pride in their creative abilities, and effective collaborative and teamwork skills. In grade 6, students learn various hand tools and carving techniques. Students investigate ways that cultural practices, values, and symbol systems can be transmitted through a body of artwork. In grade 7, the focus remains on safety while learning intermediate to advanced woodworking techniques. Wood Studio 8 focuses on visual problem solving, safe and appropriate tool use, and more advanced woodworking projects.
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COMPUTER SCIENCE OVERVIEW he Middle School computer science program introduces students to computational thinking practices and T programming. Each year students take a required quarter of CS which pairs a programming concept with a broader global question or application. 8th grade students may also opt in to the 8E course for a second quarter of CS class. OMPUTER SCIENCE 6 C What Makes a Computer & Game Design This course introduces students to the core concepts of computer science: problem solving, and algorithmic thinking. Students consider the definition of a computer as a tool that uses input, output, storage, and processing and are asked to look for how they interact with computing devices in their daily lives. They are then invited to imagine how these devices could be designed to solve problems that people interact with each day. In the second half of the course, students use the JavaScript programming language to creatively express themselves through the design of games and animations. OMPUTER SCIENCE 7 C Impact of the Internet & Web Design In Web Development, students consider programming as a medium for sharing data and news, and as an outlet for creative expression. They look at web development from the role of a software engineer by considering what the course content is and how they can use code to present it on a web page. They then transition to considering web development from the perspective of a web designer. Students consider what makes a web page appealing to look at and intuitive to interact with. By the end of the course, students create websites about a subject of their choosing that use multiple computer languages to control the structure (HTML) and style (CSS) of their pages. OMPUTER SCIENCE 8 C User Driven Design & App Design This course focuses on the design process and how programming may look different when you’re designing an app to meet the needs of someone else. Students work with partners to develop an app in the Apps for Good project that addresses an issue related to one of the UN Global Goals for Sustainable Development. They explore variables and conditional statements, developing more complex programming knowledge and completing mini-projects along the way. At the end of the course, they return to their App for Good, adding additional features to enhance the interactive elements. Throughout the course, students learn practices like empathy research, card prototyping, and iterative software development modeled after agile practices. OMPUTER SCIENCE 8E C Topics in Computing In this elective Computer Science course, students delve further into intermediate topics, building on their knowledge from the first quarter of eighth grade. Utilizing the Problem Solving Process, students explore various subjects, such as physical computing, artificial intelligence, and machine learning. Throughout the course, students will examine the interplay between computing, technology, individuals, communities, and society as a whole.
MATHEMATICS OVERVIEW he Middle School mathematics curriculum consists of courses and activities designed to contribute to both the T common and special mathematical needs of Middle School students. The curriculum stresses the development of (1) accuracy and facility in performing fundamental mathematical computations, (2) the ability to analyze and 12
olve problems at varying levels of complexity, (3) an understanding of the nature and structure of mathematics s so that students can apply basic principles to new situations, and (4) the ability to understand and use a variety of approaches and strategies. The curriculum includes the concepts and processes of modern mathematics upon which technical and scientific progress depend. Students are continually encouraged to draw conclusions, both specific and general, from the given information.
SEQUENCES he mathematics sequences in the Middle School include a regular mathematics sequence and an honors T mathematics sequence. The regular mathematics sequence at The Blake School is comparable to an enriched mathematics sequence in many public schools and prepares students for success in mathematics at college. Especially in Algebra 1, the regular sequence is both challenging and fast paced. Students in this sequence will typically complete an introductory course in calculus before graduation from the Upper School. ONORS PROGRAM IN MATHEMATICS H In seventh grade, a small group of students are offered the opportunity to enroll in Honors Algebra I rather than in Math 7. These students will progress to Honors Algebra II or Honors Geometry in eighth grade and will typically complete two years of college-level calculus and/or statistics before graduation from the Upper School. The requirements for placement into the course are: ● CTP-5 scores for Quantitative Aptitude at the 90th percentile or above using Independent School norms ● Grade of A in the 6th grade math course ● Strong performance on problem solving assessments ● An ability and willingness to learn mathematics independently and an enthusiasm for tackling and solving never-before-seen mathematics problems prior to their explication ● Strong performance in other academic areas, with no indication that taking on additional challenge in math will cause issues in other academic areas ● Teacher recommendation, especially as it relates to love of mathematics, study habits, quality of work, and the ability to quickly grasp new concepts Qualified students taking Math 7 in Grade 7 may be offered the opportunity to enroll in Honors Algebra I in Grade 8. These students will typically complete one year of college-level calculus or statistics, or both, before graduation from the Upper School. The requirements for placement into the course are: ● Standardized test (CTP-5) scores for Quantitative Aptitude must be above or near the 80th percentile using Independent School norms ● Grades of A are expected in the Math 7 course ● Strong performance in other academic areas, with no indication that taking on additional challenge in math will cause issues in other academic areas ● Strong performance on problem solving assessments ● Teacher recommendation, especially as it relates to love of mathematics, study habits, quality of work, the ability to quickly grasp new concepts, and to solve problems and learn mathematics independently All honors students are required to easily maintain an 83% average during the year. If a student fails to do so, they will be required to enroll in the regular mathematics sequence. ecause students mature mathematically at different times, the mathematics program is designed so that B students not selected for the honors sequence in the Middle School will have multiple opportunities at the Upper School to enter the honors sequence, as appropriate. INAL EXAMS IN MATHEMATICS & SUMMER WORK F Final exams in mathematics are given in some courses at the end of each year. Eighth grade students are expected to pass final exams at an 80% level or above. For honors students, 83% is the minimum acceptable final exam grade. Teacher recommendation, as well as a student’s quarter grades and exam grades, will be used to determine whether summer work will be required in order for a student to be successful in mathematics the following year. 13
BJECTIVES OF THE MIDDLE SCHOOL MATHEMATICS PROGRAM O The student will increase his/her ability to: ● Perform arithmetic computations ● Use algebraic manipulation and techniques ● Visualize and use geometric relationships ● Analyze and solve problems ● Analyze statistical data and solve simple probability questions The student will be encouraged to: ● Estimate/approximate numerical answers ● Use computers and calculators appropriately ● Use the metric system The student will develop adequate study skills in mathematics so that he/she will be able to effectively: ● Read a mathematics textbook and use it as a resource ● Use correct mathematical terminology and symbols ● Use class time effectively ● Do homework carefully and thoughtfully using various approaches to problem solving The student will develop attitudes which lead to: ● An appreciation and enjoyment of mathematics ● An awareness of the role of mathematics in society ● Confidence in his/her ability to use mathematics effectively ATH 6 (GRADE 6) M TEXTS:Math in Focus: The Singapore Approach, Course1, Houghton Mifflin; Teacher-created materials REVIEW: CONCEPTS OF ALGEBRA ● Review of decimal computation ● Variable ● Review of fraction computation ● Formula ● Review of metric and customary measurement ● Order of operations ● Review of problem solving with model drawing ● Number lines PROPORTIONAL REASONING ● Positive and negative numbers ● Ratio GEOMETRY ● Rate ● Area of polygons: triangle, parallelogram, trapezoid ● Percent ● Circles: circumference & area ● Fraction, decimal, percent ● Area of Composite shapes ● Percent of a quantity ● Surface area of solids ● Percent of change ● Volume of solids NUMBER THEORY INTRODUCTION TO STATISTICS & MEASURES OF ● Factors/multiples/divisibility CENTRAL TENDENCY ● Primes/composites ● Mean ● Prime factorization ● Median ● Powers/roots ● Mode ● Range ● Problem solving with statistics
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RE-ALGEBRA (GRADE 7) P TEXTS:Math in Focus: The Singapore Approach, Course2, Houghton Mifflin; Teacher-created materials THE REAL NUMBER SYSTEM ● Rational/Irrational Numbers ● Real Numbers ● Significant Digits RATIONAL NUMBER OPERATIONS ● Operations with Integers ● Operations with Rational Numbers ● Operations with Decimals ALGEBRAIC EXPRESSIONS ● Adding/Subtracting Algebraic Terms ● Simplifying Algebraic Expressions ● Expanding Algebraic Expressions ● Factoring Algebraic Expressions ● Writing Algebraic Expressions ● Real-World Problems ALGEBRAIC EQUATIONS AND INEQUALITIES ● Understanding Equivalent Equations ● Solving Algebraic Equations ● Solving Algebraic Inequalities ● Real-World Problems DIRECT AND INVERSE PROPORTIONS ● Representing Direct Proportions Graphically ● Solving Direct Proportion Problems ● Understanding Inverse Proportions
ANGLE PROPERTIES AND STRAIGHT LINES ● Complementary, Supplementary and Adjacent Angles ● Alternate Interior, Alternate Exterior and Corresponding Angles ● Interior and Exterior Angles (with Triangles) SQUARE ROOTS ● Simplifying square roots ● Basic operations with square roots ● Pythagorean Theorem VOLUME AND SURFACE AREA OF SOLIDS ● Volume of Cylinders, Cones, Spheres and Pyramids ● Surface Area of Pyramids, Cones, Cylinders, Spheres ● Real-World Problems - Composite Solids STATISTICS ● Interpreting Quartile and Interquartile Range ● Stem-and-Leaf Plots ● Understanding Box Plots and Mean Absolute Deviation ● Understanding Random Sampling Methods ● Making Inferences About Populations PROBABILITY (as time permits) ● Defining Outcomes, Events and Sample Space ● Finding Probability of Events ● Approximating Probability and Relative Frequency ● Developing Probability Models
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LGEBRA 1 (GRADE 8) A TEXTS:Math in Focus: The Singapore Approach, Course3 Book A, Houghton Mifflin; Variables and Patterns, Connected Mathematics Project; Frogs, Fleas and Painted Cubes, Connected Mathematics Project EXPONENTS ● Exponential Notation ● Product and Quotient of Powers ● Power of a Power ● Power of a Product and the Power of a Quotient ● Zero and Negative Exponents ● Real World Problems: Squares and cubes SCIENTIFIC NOTATION ● Understanding Scientific Notation ● Adding and Subtracting in Scientific Notation ● Multiplying and Dividing in Scientific Notation ALGEBRAIC LINEAR EQUATIONS ● Solving Linear Equations with One Variable ● Identifying the Number of Solutions to a Linear Equation ● Understanding Linear Equations with Two Variables ● Solving for a Variable in a Two-Variable Linear Equation LINES AND LINEAR EQUATIONS ● Finding and Interpreting Slopes of Lines ● Understanding Slope-Intercept Form ● Writing Linear Equations ● Sketching Graphs of Linear Equations ● Real-World Problems
SYSTEMS OF LINEAR EQUATIONS ● Solving Systems of Linear Equations Using Algebraic Methods ● Real-World Problems ● Solving Systems of Linear Equations by Graphing ● Inconsistent and Dependent Systems of Linear Equations FUNCTIONS ● Understanding Relations and Functions ● Representing Functions ● Understanding Linear and Nonlinear Functions ● Comparing Two Functions POLYNOMIALS AND QUADRATIC EQUATIONS ● Adding and Subtracting Polynomials ● Multiplying Polynomials ● Identify and Multiply Special Products ● Factor by Reverse Distribution ● Factor Trinomials ● Factor Difference of Two Squares ● Factor Perfect Square Trinomials ● Factor Using Mixed Techniques ● Graph Using x-Intercepts and Vertex ● Solve Quadratics by Factoring ● Solve Quadratics Using the Quadratic Formula ● Solve Quadratics by Completing the Square
ONORS ALGEBRA I (GRADES 7-8) H TEXTS:Math 1(problem set from Phillips Exeter Academy);Art of Problem Solving: Introduction to Algebra; Teacher-created materials Students in Honors Algebra I will demonstrate a broader and deeper understanding of the Algebra I curriculum. Applications and assignments will be more advanced, and independent problem solving will be emphasized. ADDITIONAL TOPICS WILL INCLUDE APPLICATIONS ● A more comprehensive study of literal equations ● linear models and formulas ● system of linear equations ● Connecting y-intercepts to initial values ● linear programming ● Using the point-slope form of the equation of a line ● geometry models ● Absolute-value inequalities ● compound interest ● Rational and irrational numbers ● absolute value models ● Solving quadratic equations using completing the ● quadratic models square ● exponential models ● Solving quadratic equations using factoring ● exponential growth and decay ● Using the discriminant to graph quadratics and ● projectiles solve problems ● falling objects ● Solving more-complex rational expressions and ● scientific notation equations ● direct and inverse variation ● Long division of polynomials
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ONORS ALGEBRA II (GRADES 7-8) - offered in 2022-23, 2024-25 H TEXTS: Hawkes Intermediate Algebra; Teacher-createdmaterials TOPICS WILL INCLUDE: ● Real numbers, algebra, formulas, and problem ● Powers, roots, and radical equations solving ● Exponential and logarithmic functions ● Equations, inequalities and absolute values ● Polynomials and polynomial functions ● Systems of equations and inequalities and ● Rational functions three-variable systems ● Quadratic relations and translations of conics (as ● Matrices and determinants time permits) ● Quadratic equations ● Relations, functions and transformation of graphs ONORS GEOMETRY (GRADES 7-8) - offered in 2023-24, 2025-26 H TEXTS: Introduction to Geometry, Art of Problem SolvingIncorporated; Teacher-created materials Honors Geometry is a rigorous, proof-based, deductive mathematics course that teaches students to think formally and logically. The emphasis is on understanding why (the underlying structure of mathematics, proof, logic, and formal conceptual systems). Students will participate in creating a geometry axiom system by proposing and proving theorems and will develop an understanding of the beauty of mathematics, an idea of how mathematicians think, and an appreciation for elegance in formal mathematical proofs. TOPICS WILL INCLUDE: ● Intro to geometry, mathematical formalism, equivalence relations ● The coordinate plane, points, lines, planes, measures of segments, segment relationships, rays, angles, classifying angles, right angles, perpendicular lines ● Inductive reasoning and conjecture, if-then statements, symbolic logic, converse, inverse, contrapositive, logic proofs, postulates, the axiomatic method, small axiom systems, independence and consistency of axioms, deductive reasoning, properties from algebra and, two-column proofs using segments and angles ● Parallel lines, transversals, using parallel lines, proving lines parallel, slopes of lines, parallels and distance, formulations of the parallel postulate ● Classifying triangles, angle measure in triangles, congruent triangles, tests for congruent triangles, isosceles triangles, introduction to spherical geometry ● Special segments in triangles, right triangles, 9-point circle, Fermat point, Ceva, Morley, and Napoleon’s Theorems, collapsing compass, constructions, indirect proof and inequalities, inequalities for sides and angles of a triangle, triangle inequality, inequalities with two triangles, world’s hardest geometry problem ● Parallelograms, tests for parallelograms, properties and proofs for rectangles, squares, rhombi, trapezoids, midpoint quadrilaterals Properties of proportions, equivalent proportions, applications of proportions, similar polygons, similar triangles, proportional parts of similar triangles, applications (pirate treasure, pantograph, golden rectangle) ● Geometric mean, AM-GM inequality, harmonic mean, Pythagorean Theorem and its proofs and extensions, special right triangles, trigonometry, applications of trigonometry, Law of Sines, Law of Cosines, three problems of antiquity, intro to unit circle trigonometry, surveying ● Parts of circles, angles, arcs, and chords of circles, inscribed angles, tangents, Power of a Point, special segments in a circle, arc length, sector area, cyclic quadrilaterals ● Polygons and polyhedra, Platonic and Archimedean solids and their duals, Euler’s Formula in 2- and 3-dimensions, angles of polygons, area of parallelograms, triangles, rhombi, and trapezoids, areas of regular polygons, area and circumference of a circle, geometric probability in 1- and higher dimensions, dissection paradoxes ● Surface area of prisms, cylinders, pyramids and cones, volume of prisms, cylinders, pyramids and cones, surface area and volume of spheres, intro to volumes of solids of revolution ● Analytic geometry, coordinate proof, vectors, parametric equations (as time permits) ● Locus and systems of equations, intersection of loci, transformations of the plane, isometries, composition of transformations, reflections, translations, rotations, dilations, applications of transformations, reflection in a circle
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MODERN & CLASSICAL LANGUAGES (MCL) OVERVIEW ur Middle School language program offers four languages: Chinese, French, Latin and Spanish. All students O are expected to take the same language for three years. In the Middle School Modern and Classical Languages programs, students develop the understanding that language learning and intercultural competence are lifelong journeys. Our curriculum offers courses and activities designed to develop the confidence and the language proficiency needs of Middle School students in a supportive environment, whether they begin learning a new language in 6th grade or they come from a French, Spanish, or Chinese immersion program. Blake’s language programs enable our students to acquire intercultural communicative competence and advanced levels of language proficiency in a language other than English. Proficiency refers to the degree of skill with which a person can use a language to understand, speak, read and write in real-life situations. INTERCULTURAL COMMUNICATIVE COMPETENCE By the end of our MS MCL program, students should be able to: ● Identify common products and practices related to home and community life of other cultures and their own ● Compare products and practices related to everyday life, personal interests, and studies in other cultures and their own ● Interact at a survival level with peers in the target culture in familiar everyday situations and show interest in basic cultural similarities and differences ● Recognize that significant differences in behaviors exist among cultures and use appropriate learned behavior ANGUAGE PROFICIENCY L The Middle School three-year course progression for students beginning the study of a new language in 6th grade is: Novice, Intermediate A, then Intermediate B. Students who arrive at Blake with advanced levels of language proficiency will take a placement exam before placing in a course that meets their language needs.Pleasenote that a minimum enrollment is needed to run advanced levels (Intermediate C/D) as well as Novice classes. hen looking at the following proficiency targets for French, Spanish, Chinese, and Latin, it is important to keep W in mind that different learners develop language proficiency at different rates as the result of a variety of factors. These targets are intended to provide Blake students and their families with informed guidance.
FRENCH & SPANISH At the end of the school year, students in the following French or Spanish Levels should be able to: FRENCH/ SPANISH NOVICE ● Listening:often understand words, phrases, and simplesentences related to everyday life. They can recognize pieces of information and sometimes understand the main topic of what is being said. ● Reading:understand familiar words, phrases, and sentenceswithin short and simple texts related to everyday life. They can sometimes understand the main idea of what they have read. ● Speaking:communicate on very familiar topics usinga variety of words and phrases that they have practiced and memorized. ● Writing:write short messages and notes on familiartopics related to everyday life. FRENCH / SPANISH INTERMEDIATE A ● Listening:understand the main idea in short, simplemessages and presentations on familiar topics. They can understand the main idea of simple conversations that they hear. ● Reading:understand the main idea of short and simpletexts when the topic is familiar. ● Speaking:participate in conversations on a few familiartopics using simple sentences. They can handle a few short social interactions in some everyday situations by asking and answering simple questions. ● Writing:write briefly about most familiar topicsand present information using a series of simple sentences. 18
FRENCH / SPANISH INTERMEDIATE B ● Listening:understand the main idea in messages ona variety of topics related to everyday life and personal interests and studies. They can understand the main idea in conversations that they overhear. ● Reading:understand the main idea of texts relatedto everyday life and personal interests or studies. ● Speaking:participate in conversations on a numberof familiar topics using simple sentences. They can handle short social interactions in everyday situations by asking and answering simple questions. ● Writing:write on a variety of familiar topics usingsome connected sentences. FRENCH / SPANISH INTERMEDIATE C/D ● Listening:understand the main idea in messages andpresentations on a variety of topics related to everyday life and personal interests and studies. They can understand the main idea and details in conversations that they overhear, even when something unexpected is expressed. ● Reading:easily understand the main idea of textsrelated to everyday life, personal interests, and studies. They can sometimes follow stories and descriptions about events and experiences in various time frames. ● Speaking:participate in conversations on familiartopics using sentences and series of sentences. They can handle short social interactions in everyday situations by asking and answering a variety of questions. They can usually say what they want to say about themselves and their everyday life. ● Writing:write on a wide variety of familiar topicsusing connected sentences.
CHINESE It is important to understand that proficiency expectations for Chinese are different from those of Romance languages. Aspects such as the nature of its writing system, grammar, and tonality are some of the factors that contribute to a different set of benchmarks for Chinese. At the end of the school year, students in the following Chinese Levels should be able to: CHINESE NOVICE ● Listening:recognize some familiar words and phraseswhen they hear them spoken. ● Speaking:communicate on very familiar topics usinga variety of words and phrases that they have practiced and memorized. ● Reading:recognize 200 to 250 characters. They canidentify memorized words and phrases when they read. ● Writing:copy learned familiar words, characters,or phrases. CHINESE INTERMEDIATE A ● Listening:often understand words, phrases, and simplesentences related to everyday life. They can recognize pieces of information and sometimes understand the main topic of what is being said. ● Speaking:communicate and exchange information aboutfamiliar topics using phrases and simple sentences, sometimes supported by memorized language. They can sometimes handle short social interactions in everyday situations by asking and answering simple questions. ● Reading:recognize an accumulation of 400 to 450 characters.Theycan understand learned or memorized words and phrases when they read. ● Writing:write lists and memorized phrases on familiartopics. CHINESE INTERMEDIATE B ● Listening: understand words, phrases, and simple sentencesrelated to everyday life. They can recognize pieces of information and understand the main topic of what is being said. ● Speaking: participate in conversations on a few familiartopics using simple sentences. They can handle a few short social interactions in some everyday situations by asking and answering simple questions. ● Reading: recognize an accumulation of 800 to 1000characters. Understand familiar words, phrases, and sentences within short and simple texts related to everyday life. They can sometimes understand the main idea of what they have read. ● Writing: write short messages and notes on familiartopics related to everyday life. CHINESE INTERMEDIATE C/D ● Listening: understand the main idea in short, simplemessages and presentations on familiar topics. They can understand the main idea of short, simple conversations that they overhear. ● Speaking: participate in conversations on a numberof familiar topics using simple sentences. They can handle short social interactions in everyday situations by asking and answering simple questions. 19
● R eading: recognize an accumulation of 1000 to 1500 characters. Understand the main idea of short and simple texts when the topic is familiar. ● Writing: write briefly about most familiar topicsand present information using a series of simple sentences.
LATIN The primary focus of the Latin program is to prepare students to read authentic Latin texts. LATIN NOVICE ● Forms:1st, 2nd and 3rd declension nouns, 1st/2dndand 3rd declension adjectives, present active and passive verb endings ● Grammar:transitive, intransitive and passive kernels,adverbs, prepositional phrases, adjectives, case uses, complementary infinitives ● Mythology:the Olympians, the Trojan War, Aeneas ● Culture:Gladiators, Roman architecture LATIN INTERMEDIATE A
● F orms:complete indicative verb chart, verb to be,comparative adjectives, relative pronoun, present active and passive infinitive ● Grammar:linking kernel, adverbial dependent clauses,verbal noun and objective infinitives, relative clauses, comparison ● Mythology:Greek Heroes ● History:the Kings of Rome, the Punic Wars, the Fallof the Republic. LATIN INTERMEDIATE B
● F orms:present active participles, perfect passiveparticiples, superlative adjectives, perfect and future infinitives, deponent verbs ● Grammar:participial clauses, indirect statements,ablative absolutes ● Culture:Pompeii, Roman food, Roman Baths, 1st centuryCE daily life ● History:the Emperors, the eruption of Mt. Vesuvius
PHYSICAL EDUCATION & WELLNESS OVERVIEW he mission of The Blake School’s Physical Education & Wellness program is to prepare students to live healthy, T productive, and physically active lives. Students are empowered to view physical education and wellness as an essential lifelong process that fosters character, physical fitness, self-discipline, and informed decision-making. Through development of physical, cognitive, and affective skills, students are exposed to a variety of activities in a dynamic, safe, and supportive atmosphere in which every student is challenged and given the opportunity to be successful. he comprehensive goal of the program is to develop physically educated individuals who have the knowledge, T skills and confidence to enjoy a lifetime of healthful physical activity. nduring Understanding 1: Movement Forms E The focus of this enduring understanding is development of the movement/physical skills needed to enjoy participation in physical activities. Mastering movement fundamentals establishes a foundation to facilitate continued motor skill acquisition and gives students the capacity for successful and advanced levels of performance to further the likelihood of participation on a daily basis. nduring Understanding 2: Development of Motor Skills E This enduring understanding connects what is done in the physical education class with the lives of students outside of the classroom. While participation within the physical education class is important, what the student 20
oes outside the physical education class is critical to developing an active, healthy lifestyle that could help d prevent a variety of health problems among future generations of adults. Students make use of the skills and knowledge learned in physical education class as they engage in regular physical activity outside of the physical education class. nduring Understanding 3: Physical Activity E The goal of this enduring understanding is to develop an awareness of the intrinsic values and benefits of participation in physical activity that provides personal meaning. Physical activity provides opportunities for self-expression and social interaction and can be enjoyable, challenging, and fun. These benefits develop self-confidence and promote positive self-image, thereby enticing people to continue participation in activity throughout the lifespan. nduring Understanding 4: Physical Fitness E The intent of this enduring understanding is for students to have both the ability and willingness to accept responsibility for personal fitness leading to an active, healthy lifestyle. Students develop higher levels of basic fitness and physical competence as needed for many work situations and active leisure participation. Health and performance-related fitness components include cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition. nduring Understanding 5: Responsible Personal and Social Behavior E Focus in this area is the achievement of self- initiated behaviors that promote personal and group success in activity settings. These include safe practices, adherence to rules and procedures, etiquette, cooperation and teamwork, ethical behavior in sport, and positive social interaction. Key to this standard is developing respect for individual similarities and differences through positive interaction among participants in physical activity. Similarities and differences include characteristics of culture, ethnicity, motor performance, disabilities, physical characteristics. RADE 6 & 7 & 8 PHYSICAL EDUCATION PROGRAM G All middle school students will participate in a variety of activities, which focus on our 5 Enduring Understandings. Students will also focus on wellness related items, aquatics, ice rink activities, physical fitness, cooperative activities, traditional sports, outdoor education, and an introduction to weight training. RADE 6 & 7 & 8 WELLNESS G Every Blake student will have one quarter of Wellness during the course of the year. The 6th, 7th, and 8th grade Wellness curriculum provides students the opportunity to gain a better understanding of the social-emotional topics that are integral to their physical, mental, and emotional development. Students will reflect upon and evaluate their personal wellness choices, the factors that influence them, and gain a deeper understanding of themselves and their peers in the process. Students will work with one another across the differences inherent in our experiences, values, and identities. ossible Wellness units include topics such as identity development, values clarification, social and emotional P health, school/study strategies, mental health & stress management, help-seeking strategies, friendship/communication skills, developmental relationships, puberty, physical health, consent & healthy relationships, chemical health, and developing empathy and self worth.
SCIENCE ur Science courses within each grade level work towards a vertically-aligned curriculum, with each content area O and skill development geared towards two major transfer goals and multiple overarching understandings, with key indicators of success within the context of Earth, life and the physical sciences.
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OBJECTIVES RANSFER GOALS T The student will: ● Use scientific principles in order to understand, explore, and work on solving problems in the world. ● Use scientific reasoning in order to communicate their evolving knowledge of the world. VERARCHING UNDERSTANDINGS: O The student will understand ● That scientific theories are supported by conclusions from data that are obtained through repeatable experimentation. ● That data can be presented in a variety of visual modes, including graphs, tables, figures; and should be in order to be effective. ● That an adequate experiment is controlled, repeatable and mitigates error. ● That Science, Technology, Engineering, and Math are interdisciplinary and that design framework and concepts from these disciplines are tied together. ● That Informative data is collected through experimentation and is relevant to the question one is trying to answer. ● That science can be used to develop solutions for complex real-world problems. ● And recognize that science is an iterative process. INDICATORS The student will be able to: ● Relate concepts of science to their day-to-day lives. ● Design and follow sequential steps in support of an experiment ● Create data tables that will support analysis of numerical and graphical data ● Recognize connections between Science, Technology, Engineering, and Math in their design process. ● Draw conclusions from what was observed and measured during an experiment, and effectively communicate using evidence-based statements. ● Communicate results in an effective manner in various formats (numerically, visually, textually). ● Determine the use of quantitative vs qualitative data. ● understand that science is not a linear process (Failure is a success - it informs and directs you), it is improving upon your models as you gain new data and new information. ach grade level explores topics within areas of science and engineering and utilizes design and E solution-based thinking approaches within the topic areas listed below. GRADE 6 Earth’s Atmosphere ● ● Seasons ● Cell Structure ● Human Body System
GRADE 7 Forces ● ● Motion ● Energy ● Engineering: Design/Build
GRADE 8 CHEMISTRY (SEMESTER 1) ● Matter ● Physical Interactions and Phases ● Chemical Interactions ENVIRONMENTAL SCIENCE (SEMESTER 2) ● Earth System Science ● Geochemical Cycles and Energy Flow ● Human Impact on Environment ● Climate Science & Mitigation
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SOCIAL STUDIES he Middle School Social Studies program is based on an inquiry approach to learning about communities -- T locally, regionally, nationally, and globally -- in order that students are equipped with skills, content knowledge, and habits to know how to read and interpret current issues and topics that are meaningful to their lives. Students will practice knowing how to ask and answer “How did we get here?” through the lens of various social and political issues in our world.
OBJECTIVES ● ● ● ● ● ● ● ● ● ●
rapple with essential questions G Ask and develop their own questions Build their knowledge base to contextualize new information through timelines and maps Closely read for comprehension, vocabulary development, and critical thinking Evaluate types of sources and credibility of information Write evidence-based arguments Collaborate in healthy, shared social spaces Seek out and honor multiple perspectives Appropriately cite all sources Engage in respectful academic conversations about issues in the past and in the modern world
RADE 6: Modern Global Issues & Geography G With an emphasis on themes of human geography, students will examine case studies from current events that investigate populations and identities, peace & conflict, sustainability, and human rights. They will begin developing formal disciplinary research, writing, and speaking skills. Essential Questions: ● What are my identities? ● How do my identities impact how I see the world and how others see me? ● How does geography impact the histories and root causes of modern conflicts and violence? ● Where can we find examples of peace-makers? ● What are different systems for distributing and developing the world’s resources? ● How do we manage our resources on this planet responsibly? ● What are human rights? ● Whose job is it to protect human rights? RADE 7: U.S. Constitutional Studies (1776-1920) G Building a foundational civic understanding of constitutional principles, students will examine key federal actions related to themes of land/treaties, enslavement, definitions of citizenship, and economic rights. Topics will include US-Dakota War/Minnesota Statehood, Civil War & Reconstruction, the Industrial Revolution, and Expansion/Empire. Essential Questions: ● How are native land & people treated in the Constitution? ● Was the Constitution doomed to fail America on the issue of slavery? ● Who is a citizen? How does that answer change in 1787? 1831? 1857? 1870? 1887? 1901? ● Should the rights of the Constitution follow the flag in territorial conquest? ● Whyshould I learn to carefully read the direct languageof these hard, old documents: the Declaration of Independence, the US Constitution and the Bill of Rights, excerpted texts of federal legislation and treaties, and opinions of the Supreme Court?
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RADE 8: The U.S. & the World Today (1920 to Present) G Students will understand how American history, memorials, and narratives of America's past are ongoing partisan battlefields in the struggle to make good the promises we have made to ourselves and in the way we project ourselves to the rest of the world. Topics will flex with world events, but will also include historical context for World World II, the Cold War, The Civil Rights Movement, The Reagan Revolution, and 9/11 and The War on Terror. Students will travel to Washington DC for4 days (Tuesday - Friday) the 3rd week in April. Essential Questions: ● Is the United States a superpower? ● What, if any, is our obligation to lead and support people and nations around the world? ● What rights does the U.S. government owe the people who live here? ● What happens when only some people experience these rights? ● How do political parties help or hurt democracy in America? ● What role does the media play in partisanship? ● What is a historical narrative? ● Who tells the dominant story about US history, and how can we make sense of multiple national narratives? ● How do we memorialize the past in shared public spaces?
STUDENT SERVICES he Blake Student Services Department promotes and embraces an environment that is supportive and safe for T all. The counselors and learning specialists who make up this department nurture personal and academic growth, wellness, self-awareness and self-advocacy so students can participate effectively in an academically rigorous and engaging environment. The Student Service Department is also committed to strengthening connections and supporting students in the context of school and family relationships. The department understands and recognizes the diverse experiences and multiple identities represented at Blake and seeks to advocate for all.
COUNSELING SERVICES ounseling services may be provided in school-wide, classroom, small group and individual settings. C Developmental guidance (preventive) curriculum is delivered to all students in a given grade or developmental stage, while intervention strategies aim to support a small group or individual student manage a challenging episode. Students may self-select to see the school counselor, or may be referred by a teacher, administrator or a parent/guardian. If a student’s needs are beyond the scope of the school counselor’s role or expertise - the family will be given resources for counseling services outside of Blake. It is important to know that the school counselor is available to and often works with students managing the very typical range of pre-adolescent and adolescent issues that many young people need assistance in navigating. The Middle School Counseling Program aims to provide education, guidance, support and a non-judgemental space for students to explore the following types of typical developmental tasks: INDIVIDUAL DEVELOPMENT To help the child achieve self-confidence, understand physical and identity development, to recognize feelings and emotions, manage stress and anxiety, and to develop healthy patterns of behavior. Counseling activities or conversations will provide an opportunity for the child: ● To understand, accept, express, and cope with emotions ● To understand one’s own ongoing identity development and accept self as a unique person ● To learn how feelings affect behavior 24
T ● o cope effectively with stressful situations ● To develop resilience, responsibility and independence ● To enhance confidence, self-awareness and self-advocacy INTERPERSONAL RELATIONSHIPS To help the child relate effectively and positively to fellow students, family members and others in the community. Counseling activities will provide an opportunity for the child: ● To understand, accept and negotiate differences among people ● To build and maintain healthy relationships with others ● To resolve conflicts effectively ● To develop active communication skills ● To develop pro-social behaviors INTELLECTUAL/EDUCATIONAL To support student engagement with Blake’s educational program which develops intellectual potential, intercultural appreciation and positive attitudes toward learning. Counseling and Advisory activities will provide an opportunity for the child: ● To develop skills in problem-solving and decision-making ● To develop positive attitudes toward learning as a lifelong process ● To identify values and set goals ● To develop skills for effective expressions of values, opinions and goals ● To discover, understand and pursue interests and talents ● To develop skills for self-awareness and intercultural competence s stated in our family handbook, school counselors balance their primary obligation for confidentiality to students A with the recognition that parents/guardians have the inherent right to be the guiding voice in their children's lives. Counseling relationships require an atmosphere of trust and confidence. As such, school counselors respect students' right to privacy in an effort to support students appropriately. Limits to confidentiality exist in order to reduce the risk of danger to the student or others. School counselors will break confidentiality in the following cases: ● To prevent or address serious or forseeable harm to self. ● To prevent or address serious or forseeable harm to others. ● To report suspected physical or sexual abuse or neglect. tudents and families are encouraged to be in contact with the middle school counselor to learn more about S in-school support or resources within the larger community.
LEARNING SUPPORT SERVICES ithin its academically rigorous program, the Blake Middle School will strive to provide services to support the W needs of students with diagnosed and documented learning disabilities and Attention Deficit Disorders. The school will make every reasonable accommodation to help these students succeed. It is important to note that students requiring extensive tutoring or accommodations may not flourish in Blake’s environment. he primary goals of the Middle School learning specialists are to enhance the community’s awareness and T understanding of learning disabilities and Attention Deficit Disorders, optimize students’ skill sets, allowing them to achieve their full potential within Blake’s curriculum. Learning specialists also assist students in developing self-advocacy skills as they move toward greater independence.
25
In order for students to receive services or request accommodations in the Blake Middle School, families are asked to share written documentation with the learning specialists. The school will then determine what accommodations may reasonably be made by Blake. These accommodations may include some combination of the following: ● Allowing additional time for tests and quizzes as needed. ● Providing opportunities for test taking in the Middle School Learning Center when appropriate ● Allowing and encouraging students to use learning tools in the classroom and for preparation of assignments. Such learning tools could include assistive technology. Because teachers will hold the same expectations for all students, grading practices reflect expectations of the same level of mastery for all students. he determination of accommodations offered to each child is the sole domain of the school and will be based on T our interpretation of the documentation provided and what we can reasonably do in service to each of our students. If a student needs significant, additional support from a Middle School learning specialist, the family may be provided with a list of recommended tutors or learning coaches to access at the family’s expense. Please reach out to our Director of Financial Assistance should assistance be needed. The primary duties of the learning specialists will include the following: ● working with the classroom teachers to prescribe programs and strategies for students with special academic needs ● assuming responsibility, after consulting with the faculty and administration, for necessary in-service training of classroom teachers regarding learning strategies for students with special academic needs ● delivering services that are beyond the classroom teacher’s expertise to individuals or groups of students ● teaching students compensatory strategies such that they become independent learners within the Blake Middle School The learning specialists may play a significant role in meeting with students regularly (one or two times per week as indicated by documentation or demonstrated need), monitoring skill development and academic progress, and serving as a consultant to teachers, families and administration to help them best meet the needs of all learners.
LIBRARY AND MAKERSPACE he Library and Makerspace programs support the Middle School curriculum by fostering and nurturing creativity, T innovative thinking, and interdisciplinary connections through reading, inquiry, and creation. These programs strive to cultivate community and belonging through informal connections and formal programming.
LIBRARY he Library program encourages Middle School students to further develop their skills as researchers and to T foster a love of learning. The Teacher Librarian collaborates with faculty to integrate these objectives into courses with a focus on research using curated print and online resources effectively. The library also offers programming each year with a community-building focus such as an active library council, book clubs, and a summer reading program. Students come to view the library as an ongoing source of support that they can access throughout the school day.
MAKERSPACE AND INNOVATIVE LEARNING he Makerspace provides a vibrant learning environment in which students can create, innovate, and learn the T principles of design. Students are welcome to come to the Makerspace for Recess and X-Block to engage in self-directed learning. Faculty also work with technology integrationists to collaborate on classroom and school-wide projects. Some of the resources available include 3D printers, laser cutters, robotics, and video production tools. 26
DIGITAL CITIZENSHIP igital citizenship in the Middle School focuses on how students interact with technology through the lens of D Blake’s core values. Library and Makerspace staff work with teachers and administration to lead monthly lessons that teach ethical and responsible use of technology, including social media and its effects on students’ social-emotional health.
OBJECTIVES FOR THE LIBRARY AND MAKERSPACE PROGRAMS ● ● ● ● ● ●
esearch using multiple types of sources and formats of information R Know how to gather information and be able to think critically about who wrote it and why it exists Be critical users of media and develop skills to suss out misinformation Be responsible and ethical users of media, technology, and information Develop different types of literacies including media, information, and digital literacy Articulate ideas for fabrication and create a plan to construct a physical representation of their ideas using an iterative process ● Participate as a team member to make collaborative decisions
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Mission and Values OUR MISSION Blake engages students with a dynamic, academically challenging education in a diverse and supportive community committed to pluralism and a common set of values. Students pursue an integrated program of academic, artistic and athletic activities, preparing for college, lifelong learning and purposeful lives as community and global citizens.
COMMITMENT TO PLURALISM A vibrant learning environment springs from a diverse school community. For this reason, Blake seeks and values students, families and employees with a wide range of backgrounds, identities and life experiences. Individually and collectively, we strive for understanding across differences in an inclusive environment where everyone can belong, contribute and thrive.
CORE VALUES ► RESPECT We respect, support and care for each other, ourselves and our environment. We demonstrate respect by welcoming difference, developing empathy and seeking inclusiveness.
► LOVE OF LEARNING Curiosity, creativity and critical thinking inspire our passion for learning. We listen, understand, question and grow—as individuals, community members and global citizens.
► INTEGRITY We expect all community members to speak and act honestly, ethically and fairly.
► COURAGE We value both intellectual and personal courage, ensuring that all are encouraged to question and be questioned. We honor courage in both word and action by fostering intellectual independence, introspection and resilience.
blakeschool.org
54 COMMUNITIES REPRESENTED BY BLAKE STUDENTS
2020–21
program
Financial Assistance What is the mission of Blake’s financial assistance program? Blake seeks a talented, motivated and economically diverse student body and believes the cost of tuition should not be a barrier to prospective families. Our financial assistance program ensures that students from all socio-economic backgrounds can have access to a Blake education.
What does “financial assistance” mean? This is the term used to describe funding provided to families so that they can pay tuition, afternoon programming fees and other costs associated with full participation at Blake. Financial assistance grants are based on a family’s “demonstrated need,” as determined by Clarity and the Blake Financial Assistance Committee.
What is “demonstrated need”? This term is defined as the difference between Blake’s tuition and the amount a family can afford to pay. Demonstrated need is based on many factors (income, family size, expenses, debt, etc.) and is based solely on a family’s individual circumstances. For those who qualify, grants tend to be between 20% and 80%, although some families receive grants outside of this range.
Is financial assistance just for very low income families? No, Blake is committed to assisting families from various income levels, as long as a family demonstrates need. Any family concerned about affording Blake’s tuition is encouraged to contact our financial assistance office at 952-988-3422.
How can I get a sense of whether I will qualify for need-based financial assistance? The Blake website offers a Financial Assistance Estimator tool, which offers a family a general sense of whether they will qualify for assistance and for how much.
What percent of Blake students receive financial assistance? About 25% of all Blake students (PK–12) receive financial assistance. In total, Blake awarded $8.6 million in financial assistance grants for the current school year.
Does Blake offer merit scholarships? No, the school only offers need-based financial assistance. Academic, athletic or artistic scholarships are not available.
blakeschool.org/admissions
If I do not qualify for need-based support for my first child at Blake, can I re-apply when a second child applies? Yes. It is common for a family to not qualify for financial assistance when paying one tuition but then qualify for support once child #2 or #3 enrolls. Our assessment evaluates the total amount of PK-12 and college tuition a family can afford. Often a family can afford one full tuition but needs support when additional children enroll.
What does financial assistance cover? The award is meant to make sure that all Blake students can fully participate in all aspects of the school program. The initial award reflects the cost of tuition and afternoon programming for pre-kindergarten and kindergarten. The costs of books, transportation, Extended Day instruction and other expenses may be covered as they arise.
Do I have to repay financial assistance awards? No, repayment is not required. All Blake financial assistance awards are grants, not loans.
When will I receive a decision about financial assistance? Families are informed of financial assistance decisions at the same time they are notified of admission decisions.
Do I have to reapply for financial assistance each year? Yes. We want to ensure that financial assistance is only going to families who need it, so each family must complete a new application to financial assistance each year. However, if a family’s financial situation hasn’t changed, the family can expect to receive a financial assistance award similar to the previous year.
How do I apply for financial assistance? You can find instructions at Blake’s website. The deadline to apply is January 31.
What if I am separated or divorced? Blake requires all parents/guardians to fully complete the financial assistance process even in the case of divorce or separation. In these circumstances, divorced or separated parents file separate financial assistance forms. If a parent/guardian no longer has contact with a child, applicant families are encouraged to initiate a conversation with the Blake financial assistance office.
Is family financial information kept confidential? Yes, all information is secured and held in the strictest confidence. Financial assistance applications are reviewed only by members of Blake’s small Financial Assistance Committee.
For additional questions or for more information, please contact Director of Admissions & Financial Assistance Joe Silvestri at 952-988-3422 or jsilvestri@blakeschool.org.
Athletics General Information
SCHOOL COLORS: ROYAL BLUE, KELLY GREEN, WHITE NICKNAME: Bears ATHLETIC CONFERENCE: Independent Metro Athletic Conference (Blake, Breck, Minnehaha Academy, Mounds Park Academy, Providence Academy, St. Paul Academy & Summit School) ATHLETICS OFFICE: tel. 952-988-3800
SPRING
WINTER
FALL
SEASON
Most Upper School students participate on
BLAKE OFFERS:
35
at least one Blake athletic team and many are three-season athletes. Upper School students may compete in any of the below sports. Varsity, junior varsity and c-squad teams are created in response to the demand and skill level of student participants.
varsity sports and annually fields around
82
Seventh and eighth grade students may
teams
SPORT
compete in any of the below sports that are offered at the Middle School level. They may also petition to try out and participate on a varsity and/or JV team, whether a Middle School level is offered or not.
BOYS Varsity
JV
CC Running
X
Football Soccer
GIRLS MS
Varsity
JV
X
X
X
X
X
X
X
X
X
X
X
X
X
Swim & Dive
X
X
Tennis
X
X
X
X
Volleyball
X
X
X
X
Alpine Ski
X
X
Basketball
X
X
Fencing
X
Hockey
C
X
X
X
X
X
X
X
X
X
X
X
X
X
Nordic Ski
X
X
X
X
Swim & Dive
X
X
Yoga
X
Baseball
X
Clay Target
X
Golf
X
X
Lacrosse
X
X
X
X
C
MS
X
X X
X X X
X
X
X
X
X
X
X
Softball
X
Synchro. Swim
X
Tennis
X
X
Track & Field
X
X
Ultimate Frisbee
X
X
X X
X X
BLAKE ALUMNI AROUND THE GLOBE ► An education at Blake opens the door to an extensive Alumni network. ► Blake alumni far and near are living purposeful lives as community and global citizens. ► The five states with the most alumni include Minnesota, California, New York, Florida and Colorado. ► Blake alumni encompass all former students of Blake, Northrop, Highcroft and The Blake School, including those who left prior to graduation. Once you’ve attended Blake, we always have a place for you.
210 82
27
11
48
34
5483
125
22
12
38
364
142
71
17
29 36 907 17
► Alumni engagement opportunities: Alumni Board Class Representatives Regional networking events Online alumni directory
305
122 79
36
3
221
20
33
74 4
144
5
38
100
9
44
100
17 6
225
63
38
43
21
246
16
79
100
15
357
Top five alumni states in brown 17
Nearly 200 alumni live outside the United States. The country with the most alumni outside of the U.S is the United Kingdom, followed by Canada.
19
1
Stay up to date with Blake alumni news and events on social media www.facebook.com/blakeschoolalumni. Fall 2021
PROFILE 2022–2023 OVERVIEW
BLAKE BY THE NUMBERS
Founded in 1900, Blake is a coeducational, independent, nonsectarian day school serving 1,366 students on campuses in Wayzata (Pre-K to 5), Hopkins (Pre-K to 8) and Minneapolis (9 to 12). In small classes and through comprehensive curriculum, students from a variety of backgrounds and lived experiences find common ground in shared values. Blake provides ample opportunities for students to develop outside of the classroom. They not only become critical thinkers but also leaders, artists, athletes and citizens of the world.
77%
16
faculty with advanced degrees
9:1
average class size
student-adult ratio
OUR STUDENTS
35+ 55
local communities represented
36%
identify as Students of Color
35+
languages spoken at home
26% 26%
receive financial assistance
96%
advance from Blake Middle to Upper School
538
enrolled in Upper School (grades 9-12)
37%
Upper School admit rate
GRADUATION REQUIREMENTS
POST-AP COURSES
22 credits in seven disciplines:
• Computer Science • English • Math • Modern & Classical Languages • Social Studies/History • Science • Visual, Performing Arts & Debate Other courses include:
• 5 AP courses in Humanities • 15 honors and AP courses in STEM • 4 AP courses in Modern
& Classical Languages • Independent Study, by application • Senior Seminar: Communication & Society: Senior Capstone Course Enrollment in and advancement in honors and AP courses in math, science and social studies requires a minimum grade or departmental approval.
English
• All senior electives offered at post-AP level
Math
• Advanced Topics:
Conjectures, Refutations & Proofs
• Advanced Topics: Graph Theory & Network
• Advanced Topics: Linear Algebra with Topics in Multi-variable Calculus
Modern & Classical Languages
GLOBAL LEARNING
• Academic immersion
• Advanced Topics:
courses are led by Blake faculty who partner with local organizations. Destinations have included China, Sierra Leone, Cuba, Vietnam, Morocco, India, U.S.-Mexico border and Rwanda.
Chinese Culture & Literature
• Advanced Topics: Hispanic Theater & Film
• Advanced Topics: LeMonde Francophone
• Advanced Classics: Age of Augustus and Empire
• Advanced Classics: Politics & Poetry
Social Studies
• Through Global Online Academy (GOA), a consortium of leading independent schools, students learn about real-world topics in a global community.
• Blake partners with
• Advanced Topics:
School Year Abroad, the High Mountain Institute, the Alzar School and other organizations for off-campus study.
Research
• Advanced Hispanic
Culture & Literature
UPPER SCHOOL CO-CURRICULARS Athletics
Student Leadership
Affinity Groups
80% of Upper School students participate in at least one of 32 sports on 75 different athletic teams. (Students commute from the Upper School to Blake’s athletic facilities in Hopkins.)
Forum, student government; Community Judiciary Board; Student InterAction Committee (SIAC); peer counselors; Bear-to-Bear peer tutoring.
Student-led spaces for identitybased affirmation and support. Specific groups focus on gender, sexuality, religion, race, ethnicity, family structure and ability.
Academic Clubs
Clubs & Organizations
Visual & Performing Arts Includes two choral ensembles, two instrumental ensembles and three annual stage productions. Students lead an average of six curated gallery shows and attend 47 debate tournaments per year.
Student Publications Spectrum, award-winning student newspaper; Flash, literary arts magazine; yearbook.
DECA, Quiz Bowl, Science Olympiad, math team, robotics, mock trial, ModelUN, debate.
Service Learning 25% of Upper School students choose to participate in Community Service Board committees and/or Service Path Recognition where they volunteer for at least 100 hours in one year.
Approved and sponsored by the student government. Groups focus on creative writing, history, politics, languages, chess, arts, finance, e-sports, rocket science, the environment and more.
Grade Interpretation
GRADE POINT AVERAGE 2022 3.57 131
GPA* Class size
2021 3.58 134
2020 3.55 132
A 4.00 A– 3.67 B+ 3.33 B 3.00 B– 2.67 C+ 2.33 C 2.00 C– 1.67 D+1.33 D 1.00 F no credit
Blake does not rank students or weight grades. Blake discloses suspensions per college request. *Includes all Blake courses taken during the academic year beginning in ninth grade through junior year.
STANDARDIZED TESTING & AWARDS ACT Median Score
2022
2021
2020
30.1
30.4
30.8
712 722 1434
682 690 1372
683 701 1384
Composite
SAT Mean Score EBRW Math Composite
ACT Average Comparison
SAT Average Comparison
36
1450
34
1400
The Blake Class of 2021
32
30.5
1295
1300 1250
28
1200
26
1150
24 20
1374
1350
30
22
The Blake Class of 2021
1100 21.4
1059
1050
20.00
1000
NATIONAL ’20
MN ’20
BLAKE ’21
NATIONAL ’20
MN ’20
BLAKE ’21
Number of Test Takers ACT 2022 114
2021 119
2020–21 AP Exam Scores SAT 2022 27
2020 118
National Merit Semifinalists/Finalists Commended National Hispanic Scholar Total Percent of class AP Scholars (3 exams) Scholars: Honors (4 exams) Scholars: Distinction (5+ exams) National AP Scholars (7+ exams) Total
2022
2021 21 2021
2020 27 2020
7 18 0 25 19% 16 14
7 16 3 26 20% 24 19
15 8 1 24 18% 17 16
23
18
28
0 53
2 63
3 64
Biology Calculus AB Calculus BC Chemistry English Language English Literature European History French Lang & Lit Latin Literature Physics I Physics C, Mechanics Physics C, E & M Spanish Lang & Lit Statistics U.S. Gov’t & Pol U.S. History
Total Tests
Score: 4
Score: 5
32 35 26 20 18 32 60 6 14 18 15 14 37 13 29 89
8 8 9 12 4 9 17 3 0 6 9 2 16 5 5 22
6 7 8 5 9 7 14 3 0 0 4 3 8 5 10 11
COVID-19: Blake shifted to remote learning for the fourth quarter of 2019–2020. Blake started 2020–2021 in a hybrid model, with half of the student body in the building each day. On Nov. 5, 2020, Blake moved to full remote learning and then resumed the hybrid model on January 19, 2021. In the 2021–22 academic year, Blake returned to full in-person teaching and learning. Students received letter grades for all courses and school years.
MISSION Blake engages students with a dynamic, academically challenging education in a diverse and supportive community committed to pluralism and a common set of values. Students pursue an integrated program of academic, artistic and athletic activities, preparing for college, lifelong learning and purposeful lives as community and global citizens.
COMMITMENT TO PLURALISM A vibrant learning environment
springs from a diverse school community. For this reason, Blake seeks and values students, families and employees with a wide range of backgrounds, identities and life experiences. Individually and collectively, we strive for understanding across differences in an inclusive environment where everyone can belong, contribute and thrive.
CORE VALUES Respect Love of Learning Integrity Courage
ADMINISTRATION Anne E. Stavney, Ph.D. Head of School Joseph J. Ruggiero, Ph.D. Upper School Director
COLLEGE COUNSELING Sara Kyle Director of College Counseling skyle@blakeschool.org Jim Mahoney Associate Director of College Counseling jmahoney@blakeschool.org Nora Main Associate Director of College Counseling nmain@blakeschool.org Wendy Erickson College Counseling Coordinator werickson@blakeschool.org CJ Jones College Counseling Liaison cjeckhardt@blakeschool.org Amanda Minoff College Counseling Liaison aminoff@blakeschool.org
ACCREDITATION
COLLEGE MATRICULATION 2018-2022 Five or More Graduates Babson College 5 Boston College 5 Boston University 9 Brown University 7 University of California-Los Angeles 8 Carleton College 11 University of Chicago 7 Colby College 6 Colgate University 13 University of Colorado-Boulder 12 Colorado College 6 Cornell University 5 Dartmouth College 6 University of Denver 8
Gustavus Adolphus College Indiana University-Bloomington Lafayette College Loyola Marymount University Macalester College Miami University, Oxford University of Michigan-Ann Arbor Middlebury College University of MinnesotaTwin Cities New York University Northwestern University University of Pennsylvania University of Puget Sound
5 6 5 7 17 6 6 13
Hamline University Hampton University Harvard University Harvey Mudd College Haverford College University of Hawaii at Manoa High Point University Hobart William Smith Colleges Hofstra University College of the Holy Cross Howard University Iowa State University University of Iowa Johns Hopkins University University of Kansas Kenyon College Knox College Lake Forest College Lawrence University Lehigh University Lewis & Clark College List College - JTS Louisiana State University Luther College Marist College Marquette University Massachusetts Institute of Technology University of Miami Michigan State University Michigan Technical University Montana State University Montclair State University University of North Carolina at Chapel Hill University of North Dakota Northeastern University Northland College University of Notre Dame Occidental College Ohio State University Oregon State University Pennsylvania State University Pepperdine University Pitzer College Pomona College Princeton University Providence College
1 1 4 2 1 1 1 2 1 3 1 1 1 2 1 4 2 2 2 2 4 1 1 2 1 2 2 1 1 1 1 1
42 7 14 5 5
Purdue University SMU St. John’s University St. Olaf College University of St. Thomas Tufts University Tulane University Wake Forest University Washington University in St. Louis Wellesley College Whitman College University of Wisconsin-Madison Yale University
6 7 7 15 5 12 13 7
Reed College Rensselaer Polytechnic Institute Rice University Rollins College College of Saint Benedict University of San Diego Santa Clara University School of the Art Institute of Chicago Scripps College Skidmore College Smith College University of Southern California St. Catherine University St. Lawrence University Stanford University Swarthmore College Syracuse University University of Tampa TCU Texas A & M University-College Station The New School Trinity College Trinity College Dublin Trinity College Dublin/ Columbia University Trinity University Union College United States Air Force Academy United States Merchant Marine Academy University of St. Andrews Valparaiso University Vanderbilt University Vassar College University of Vermont Villanova University University of Virginia Washington and Lee University University of Washington-Seattle Wesleyan University Wheaton College Whittier College William & Mary Williams College The College of Wooster
1 2 4 1 1 3 4 2 4 3 2 3 2 1 4 1 4 1 3 1 1 2 2
16 6 6 17 14
One to Four Graduates American University Amherst College Arizona State University University of Arizona Augsburg University Bard College Barnard College Baruch College Bates College Bentley University Bowdoin College Bradley University Brandeis University Bryn Mawr College California Polytechnic State UniversitySan Luis Obispo University of California-Berkeley University of California-San Diego University of California-Santa Barbara Carnegie Mellon University Case Western Reserve University Chapman University Claremont McKenna College Clemson University Columbia College Chicago Columbia University Connecticut College Culinary Institute of America Dalhousie University Davidson College Denison University DePaul University Drake University Duke University Durham University University of Edinburgh Elon University Emory University Flagler College Fordham University Fort Lewis College George Washington University Georgetown University Georgia Institute of Technology Gonzaga University Grinnell College Hamilton College
2 2 4 2 2 1 4 1 3 1 2 1 1 1 1 4 4 2 3 1 4 1 1 1 2 1 1 1 2 1 4 1 4 1 1 1 4 1 3 1 1 3 1 1 1 4
1 2 4 1 3 3 1 1 2 2 3 3 1 1
Independent Schools Administration of the Central States (ISACS)
The Blake School • 511 Kenwood Parkway, Minneapolis, MN 55403 • 952-988-3744 • CEEB 241635
2 1 1 1 1 1 1 2 3 1 2 2 1 1 3 2 1 1 4 1