Social Studies

Our Middle School social studies courses introduce ancient societies, geography, and United States history in ways that bring life to both historical and modern events. Students begin honing their skills as readers, writers, and analysts. Teachers encourage students to think about history by analyzing the past while including current events that foster student awareness of being productive citizens of their country and of the ever-changing global community in which they live.

Social Studies 6

This course surveys the ancient civilizations of the Eastern Hemisphere: the Fertile Crescent, Egypt, India, China, Greece, and Rome. This survey is accomplished through a study of the geography and history of each cultural region. We also tie this into the study of presentday countries and current events of these regions.

Social Studies 6 Course Standards

1. Students can identify how scientists learn about early humans and the distant past.

2. Students can compare and contrast life in the Old Stone Age and life in the New Stone Age.

3. Students can name the six aspects of culture.

4. Students can list and describe the eight features of early civilizations.

5. Students can explain why early civilizations settled along rivers and how they developed into wealthy societies.

6. Students can identify the five major world religions and their origins.

7. Students know the history and geography of early civilizations, including Mesopotamia, Egypt, India, China, Greece, and Rome.

8. Students know the lasting achievements of early civilizations, including Mesopotamia, Egypt, India, China, Greece, and Rome.

Social Studies 7

Students will learn about the social, cultural, geographical, political, economic, and technological changes of the various regions around the world. They will examine the interactions among civilizations as well as the exchange of ideas, beliefs, technologies, and commodities. Students will use knowledge of geographic locations, patterns, and processes to show the interrelationship between the physical environment and human activity. Students will explore the relationship of global geography, history, and current global issues facing the world. Students will use design thinking to gain deep empathy for the global community and create authentic opportunities for social action.

Social Studies 7 Course Standards

1. Students can describe and identify the major physical features of the Earth, weather and climate patterns, natural resources, land cover around the world, and how these have impacted human history.

2. Students can analyze data using various tools so they can better understand the Earth, its processes and people, places, and environments.

3. Students can examine how geography influences cultures around the world.

4. Students can examine various religious, belief, economic, and political systems throughout the world.

5. Students can examine, in-depth, a particular global issue.

6. Students can examine the forces that have shaped nations/empires throughout history.

7. Students can describe how trade and globalization affected cultures throughout history.

8. Students can examine how local traditions and outside influences shaped cultures over time.

9. Students can analyze the motivations for the movement of people throughout history.

10. Students can analyze the specific geographic, political, economic, and cultural structures that exist in the various regions around the world.

11. Students can examine current issues in each region and trace historical roots.

Social Studies 8

This course is a study of United States history from the colonial period through the 21st century. The main theme is how and why democracy has developed throughout American history. Students learn about American heritage through class discussions, written assignments, small group work, and active learning experiences.

Social Studies 8 Course Standards

1. Students understand what a democracy is, how it works, and evaluate how America’s democracy has changed throughout our history.

2. Students understand how political parties were formed by Thomas Jefferson and Alexander Hamilton, and how Andrew Jackson brought about political change.

3. Students can identify the major reform movements of the mid-1800s.

4. Students can identify the major causes of the Civil War.

5. Students understand the changes that Reconstruction brought to American society.

6. Students understand the many ways that the Progressive Era improved life for Americans.

7. Students can identify the effects of the United States becoming a world power around the turn of the 20th century.

8. Students understand the effect that World War II had on the Cold War.

9. Students identify the role that the civil rights movement had on the growth of democracy.

10. Students understand current events in context with our past history.

World Languages

The world language program seeks to lay the foundation for the student’s future proficiency in the target language and a deeper understanding of cultures.

During their Middle School experience, students take French, Latin, or Spanish as a core course. Classes meet five days week, allowing students to complete at least the first year of an Upper School world language course.

Modern language classes, conducted primarily in the target language, emphasize listening comprehension and speaking skills while incorporating beginning reading and writing. Cultural awareness is also developed. Latin classes, conducted in English, teach students to read Latin with confidence and provide understanding of and appreciation for ancient Roman life, culture, and history.

• Spanish I MS

• Spanish II Honors MS

French 6

Classes meet five days a week, allowing students to complete the first year of an Upper School French course over the three-year period.

Classes are conducted primarily in French and emphasize listening comprehension and speaking skills while also developing reading and writing skills. Cultural awareness of the French-speaking world is also emphasized, with a focus on Paris and the Île de France region.

French 6 Course Standards

* See French I MS Course Standards

French 7

Classes are conducted primarily in French and emphasize listening comprehension and speaking skills while continuing to develop reading and writing skills. Cultural awareness of the French-speaking world is also emphasized, with a focus on Canada's Quebec and Western France.

French 7 Course Standards

* See French I MS Course Standards

French I Ms

By the end of this year, students will have finished the equivalent of one year of Upper School French. Classes are conducted primarily in French and emphasize listening comprehension and speaking skills while continuing to develop reading and writing skills. Cultural awareness is also developed, with a focus on Sénégal. After this year, students will continue with French II or French II Honors in the Upper School based upon teacher recommendation.

French I MS Course Standards

1. Students can recognize key words and detect the main ideas in authentic texts from familiar and/or highly contextualized sources such as schedules, menus, bills, signs, and announcements, especially when supported with visual cues, prior knowledge, and cognates.

2. Students can recognize key words and determine the main ideas in sentence-length speech from familiar and highly contextualized sources such as ads, announcements, and individual utterances.

3. Students can use a variety of high-frequency words, rote phrases, and practiced sentences to negotiate simple communicative tasks and straightforward social situations related to family, origin, school, sports, weekend activities, and clothing in culturally appropriate ways.

4. Students can ask pragmatic questions related to familiar and practiced topics such as weekend activities, school, family, food, sports, and clothing.

5. Students can respond to simple, direct questions and/or requests related to familiar topics such as weekend activities, school, family, food, sports, and clothing.

6. Students can greet and introduce themselves and say good-bye in the target language using culturally appropriate greetings, gestures, and behaviors in various social situations.

7. Students can produce lists, short notes, and postcards, as well as provide basic information such as name, age, birthday, origin, telephone number, etc., on forms, surveys, and other documents in the present tense.

8. Students can present information about themselves and familiar topics through lists of words, rote phrases, and simple practiced sentences related to weekend activities, school, family, food, sports, and clothing in the present tense.

9. Students can begin to recognize and appreciate the differences that exist in cultural behaviors and perspectives from around the world.

10. Students build, reinforce, and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and solve problems creatively.

Latin 6

Latin classes, conducted in English, teach students to read Latin with confidence. The sixth grade course places emphasis on fundamentals of English and Latin grammar. Derivatives and cognates play key roles in vocabulary acquisition. Students are also provided with an understanding of and appreciation for ancient Roman life, culture, and history.

Latin 6 Course Standards

* See Latin I MS Course Standards

Latin 7

Latin classes, conducted in English, teach students to read Latin with confidence. The seventh grade course places emphasis on advanced English and Latin grammar. English and Latin vocabulary acquisition continues. Along with Roman life, culture, and history, students are introduced to primary source documents in Latin and from Greek.

Latin 7 Course Standards

* See Latin I MS Course Standards

Latin I Ms

Latin classes, conducted in English, teach students to read Latin with confidence. The eighth grade course continues an emphasis on advanced English and Latin grammar, as well as advanced forms of English and Latin vocabulary. Students work extensively with Latin translation and English to Latin construction. Next year, students will continue their study in the Upper School with Latin II or Latin II Honors based upon teacher recommendation.

Latin I MS Course Standards

1. Students can hear and comprehend simple questions or statements on familiar topics and in context.

2. Students can follow the narrative of a simple story being read aloud.

3. Students can understand familiar words, phrases, and sentences within short and simple authentic texts related to everyday life.

4. Students can understand the main idea of written materials and distinguish grammatical structures to comprehend the message of written simple texts.

5. Students can present information about familiar items in one’s environment orally and in writing.

6. Students can discuss modern daily activities and/or the daily activities of the classical culture.

7. Students can describe familiar items in the immediate environment orally and in writing.

8. Students can observe, discuss, and produce types of artwork, crafts, or graphic representations made within the classical culture.

9. Students can determine words that originate from Latin, as well as recognize loaned words, phrases, mottoes, and abbreviations adopted by the English language.

10. Students build, reinforce, and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and solve problems creatively.

Spanish 6

The sixth grade Spanish class blends students from varied experiences with the language, ranging from minimal exposure to consistent exposure since kindergarten. The classes combine students from these diverse experiences into one classroom using methods designed to form a safe community of second-language learning. In seventh grade, students will continue with Spanish 7 or Spanish I Honors based upon teacher recommendation.

Spanish 6 Course Standards

* See Spanish I MS Course Standards

Spanish 7

Students will continue their study from the sixth grade year with the ultimate goal of completing the high school Spanish I class by the end of their eighth grade year. Classes are conducted to a high degree in Spanish with emphasis on listening, speaking, reading, and writing skills. The pace is more deliberate, allowing more repetition and practice in order to gain mastery and proficiency of the language to a higher degree.

Spanish 7 Course Standards

* See Spanish I MS Course Standards

Spanish I Ms

Eighth grade students will continue with this course from the sixth and seventh grade years, providing the student with the opportunity to complete the equivalent of Spanish I at the Upper School level. Vocabulary and grammar skills with more difficult verb conjugations are studied, and there is continued emphasis on listening comprehension and structured and spontaneous speaking. Based upon success in the class and teacher recommendation, students would have the option of continuing in Spanish II or Spanish II Honors during their freshman year.

Spanish I MS Course Standards

1. Students can recognize key words and detect the main ideas in authentic texts from familiar and/or highly contextualized sources such as schedules, menus, bills, signs, and announcements, especially when supported with visual cues, prior knowledge, and cognates.

2. Students can recognize key words and determine the main ideas in sentence-length speech from familiar and highly contextualized sources such as ads, announcements, and individual utterances.

3. Students can use a variety of high-frequency words, rote phrases, and practiced sentences to negotiate simple communicative tasks and straightforward social situations related to family, origin, school, sports, weekend activities, and clothing in culturally appropriate ways.

4. Students can ask pragmatic questions related to familiar and practiced topics such as weekend activities, school, family, food, sports, and clothing.

5. Students can respond to simple, direct questions and/ or requests related to familiar topics such as weekend activities, school, family, food, sports, and clothing.

6. Students can greet and introduce themselves and say good-bye in the target language using culturally appropriate greetings, gestures, and behaviors in various social situations.

7. Students can produce lists, short notes, and postcards, as well as provide basic information such as name, age, birthday, origin, telephone number, etc., on forms, surveys, and other documents.

8. Students can present information about themselves and familiar topics through lists of words, pragmatic phrases, and simple practiced sentences related to weekend activities, school, family, food, sports, and clothing in the present tense.

9. Students can begin to recognize and appreciate the differences that exist in cultural behaviors and perspectives from around the world.

10. Students build, reinforce, and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and solve problems creatively.

Spanish I Honors Ms

Seventh graders are recommended for this course and it culminates with the completion of the equivalent of two years of high school-level Spanish by the end of the eighth grade year. To that end, the target language will be used in the classroom whenever possible by teacher and students alike. Attention will be given to both proficiency and grammatical accuracy. The pace is significantly enhanced and the homework load is increased. Characteristics of an accelerated candidate include: facile vocabulary acquisition and retention, spontaneous verbal skills with class participation, expressing clear thoughts in the target language, and a comfortable understanding of grammatical content. Prerequisite: Sixth grade teacher’s recommendation. Students would continue with Spanish II Honors in eighth grade based upon teacher recommendation.

Spanish I Honors MS Course Standards

1. Students can recognize key words and detect the main ideas in authentic texts from familiar and highly contextualized sources such as schedules, menus, bills, signs, and announcements, especially when supported with visual cues, prior knowledge, and cognates.

2. Students can recognize key words and determine the main ideas in sentence-length speech from familiar and highly contextualized sources such as ads, announcements, and individual utterances.

3. Students can use a variety of high-frequency words, rote phrases, and practiced sentences to negotiate simple communicative tasks and straightforward social situations related to family, origin, school, sports, weekend activities, and clothing in culturally appropriate ways.

4. Students can ask rote and formulaic questions related to familiar and practiced topics such as weekend activities, school, family, food, sports, and clothing.

5. Students can respond to simple, direct questions and/or requests related to familiar topics such as weekend activities, school, family, food, sports, and clothing.

6. Students can greet and introduce themselves and say good-bye in the target language using culturally appropriate greetings, gestures, and behaviors in various social situations.

7. Students can produce lists, short notes, and postcards, as well as provide basic information such as name, age, birthday, origin, telephone number, etc., on forms, surveys, and other documents.

8. Students can present information about themselves and familiar topics through lists of words, rote phrases, and simple practiced sentences related to weekend activities, school, family, food, sports, and clothing in the present tense.

9. Students can begin to recognize and appreciate the differences that exist in cultural behaviors and perspectives from around the world.

10. Students build, reinforce, and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and solve problems creatively.

Spanish Ii Honors Ms

Eighth graders in this course are provided with the opportunity to complete the equivalent of Upper School level Spanish II. Vocabulary and grammar become significantly more difficult, reading and writing are further developed, and a higher emphasis is placed on listening skills and speaking opportunities through more spontaneous speeches/“charlas” and presentations. More opportunities are presented for the application of learned language skills at a higher level. Students will become more independent through creative and imaginative interactions.

Prerequisite: Completion of Spanish I Honors in seventh grade and teacher recommendation. Based upon success in the class and teacher recommendation, students could have the option of continuing in Spanish III or Spanish III Honors during their freshman year in the Upper School.

Spanish II Honors MS Course Standards

1. Students can recognize key words and phrases and comprehend the main ideas as well as some supporting details in paragraph-length texts related to familiar and contextualized sources such as schedules, labels, recipes, bills, fliers, advertisements, forms, and catalogs – especially when supported with visual cues, prior knowledge, and cognates.

2. Students can recognize key words and phrases and determine the main ideas in paragraph-length speech related to familiar and contextualized sources such as ads, announcements, and individual utterances.

3. Students can convey meaning through a variety of high-frequency words, pragmatic phrases, and original simple sentences when responding to uncomplicated communicative tasks and straightforward social situations related to family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

4. Students can ask and respond to simple questions and requests for information in familiar and straightforward social situations related to familiar topics such as family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

5. Students can produce simple messages, letters, requests for information, descriptions, and notes through strings of simple sentences when writing or speaking about family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs in the present, near future, and simple past.

6. Students begin to be able to provide short practiced descriptions about past events related to family, home, daily routines, weekend activities, personal preferences, shopping, diet, celebrations, and basic medical needs.

7. Students can recognize and appreciate the differences that exist in cultural behaviors and perspectives from around the world.

8. Students build, reinforce, and expand their knowledge of other disciplines as they use the language to acquire knowledge, develop critical thinking, and solve problems creatively.