HORACE MANN SCHOOL

Middle Division Curriculum Guide

Grades 6, 7 and 8

2022 - 2022 This curriculum guide summarizes the various courses and choices offered by each Middle Division department. Courses have been designed to match the educational and developmental needs of students in each grade level, as well as the skills essential to future courses in that area of study. The Middle Division curriculum is dynamic; each summer most departments undertake a revision of some portion of the curriculum to improve the reading materials, activities, scope and sequence, or skill development of the students in the course. Each course then becomes a blend of traditional elements essential to the scope of the program combined with activities or areas of interest specific to the teachers in the department.

Department chairs are responsible for the curriculum offerings of their respective departments. Please feel free to contact them with your questions and comments.

Department Chair/Director Extension

English Drew Samuels 3712

History Eva Abbamonte 3986

Mathematics Quentin Brooks 3734

Science Jodi Hill 3936

World Languages MaryBeth Donnelly 3883

Arts: Music Timothy Ho 3736

Arts: Theatre/ Dance Alison Kolinski 3782

Arts: Visual Arts Anna Hetherington 3747

Computer Science and Robotics Sam Gruen 3919

Physical Education Robert Annunziata 3820

Clubs & Student Activities Caitlin Hickerson 3743

ICIE Candice Powell-Caldwell 4015

John Dorr Nature Lab Nick DePretert 3677

Library Rachael Ricker 3855

Service Learning Caitlin Hickerson 3743

2 English

The central goal of the Middle Division English program is to nurture students’ individual growth as readers, writers, and thinkers. The department chooses engaging texts for students to discuss and explore, including novels, short stories, essays, memoirs, poems, and plays. The literature provides models to emulate and subjects for creative and expository writing assignments, ranging from original short stories and poems to personal and analytical essays. Students also increase their vocabulary by studying new words in the readings. To keep students writing regularly, teachers give frequent small assignments. With some projects, teachers use a workshop format where both students and teachers provide feedback during the drafting process. Our grammar curriculum, which builds year over year, focuses on concepts that help students improve their writing. To further encourage writing, we publish a large and professionally produced middle-school literary journal, Muse. Our primary goal for the publication is to create a forum where many students can experience the satisfaction of being a published author. In order to encourage independent reading, each classroom is equipped with a library of books—including YA novels, classic fiction, and contemporary nonfiction on a wide range of topics—which students may borrow. English teachers also work closely with the Katz Library MD librarian; the MD reading room in the library is a space devoted to our Middle Division students with a large collection of literature selected and displayed especially for them. During the summer students are required to read at least three books. Two of these may be chosen from our large booklist or any other book with parental permission. The third book is chosen from a selection of high-interest YA titles provided by the HM librarians. Early in the school year, the students break into reading groups headed by a teacher who also read that book. Every student in the Middle Division has the opportunity to actively read and perform Shakespeare. Our approach is influenced by Horace Mann’s partnership with the Royal Shakespeare Company. Training and close work with RSC acting and education professionals has allowed us to develop dynamic curriculums. Students approach Shakespeare’s texts actively as our classrooms transform into active rehearsal spaces where the words come alive. Overall, the study of English in the middle division is both recursive and progressive. Each year students read closely, discuss purposefully, and write frequently, so the experiences of one year become the foundation for growth in the next.

Requirement: Continuous enrollment in English is required in grades six, seven, and eight.

English 6 Students begin the year with Seedfolks, a brief novel about a diverse group of characters who turn a vacant city lot into a thriving garden. Students investigate the central metaphor of the garden and write an original ghost chapter. A short-story unit, in which students are introduced to the main literary elements and explore the art of annotating, provides an opportunity for students to try their hand at literary analysis. Sixth-grade grammar encompasses the building blocks of the English language, including subjects and predicates, the parts of speech, and punctuation usage. In the second trimester, students read and study Mildred Taylor’s Roll of Thunder, Hear my Cry. They discuss and debate the major themes of the book, both verbally and in writing. Students may also participate in student-run book clubs. The third trimester is dedicated to poetry and drama. Students read a collection of contemporary and classic poems selected by their teacher. Each student writes a portfolio of original poems developed over the course of multiple drafts. Students read and perform Shakespeare’s A

3 Midsummer Night’s Dream, experimenting with acting choices and methods in class to understand this play. The unit culminates in a theatrical performance of speeches from the play.

English 7 The seventh-grade curriculum focuses on the development of skills introduced in the —close reading, analytical thinking, making connections, and writing, both analytical and creative. The first trimester begins with The Absolutely True Diary of a Part-time Indian, by Sherman Alexie. This challenging autobiographical novel looks unblushingly at adolescent life and how the things that seem to separate us can ultimately bring us closer. Students then read Jacqueline Woodson’s Brown Girl Dreaming, a memoir told through verse. In addition to a study of Civil Rights movement context, the book is used as a jumping-off point for the study of poetry. Students experiment with how imagery, figurative language, and the multiple meanings of words and phrases can enrich writing. They write original poetry in response to poems they read, teacher prompts, and most importantly, their own thoughts and feelings. Our Shakespeare study focuses on Romeo and Juliet, both as drama and literature. They continue to apply acting techniques from 6th grade while diving more deeply into Shakespeare’s language and story. Our grammar study begins with a review of the concepts presented in sixth grade and moves into material that increases student understanding of the English language and helps them to write more complex and interesting sentences. The final text for the year is William Golding’s Lord of the Flies. Students work with the literary and humanistic concerns of this classic and respond to the novel and its ideas analytically and creatively.

English 8 The eighth-grade curriculum opens with Harper Lee’s To Kill a Mockingbird. We work closely with this rich text, studying character, theme, voice, and historical connections. Students write frequently, including analytic and personal essays, character monologues, and personal responses. Eighth-grade grammar builds on concepts introduced in and continues with the study of phrases and clauses and their construction and application. Our second unit is an in-depth study of memoir. Students read a number of short memoirs selected by the teacher and examine their structure, language, and perspective. After much individual experimentation and collection of meaningful life experiences, each student then writes an autobiographical vignette. Our Shakespeare study focuses on The Tempest, where students synthesize the concepts and experiences from past years in order to perform monologues and scenes from the play.

English 8 Electives For the last six weeks of the school year, students choose an English elective based on their interests and the choices available. Recent topics have included playwriting, storytelling, The Great Gatsby, food writing, vampire literature, and writings from the Civil Rights era. Teachers create these courses to provide a special experience arising from their own passions and expertise.

Graphic Novels and Comics (This course is offered as part of the 8th Grade Arts rotation) Starting with Scott McCloud's Understanding Comics, students will be introduced to the graphic novel format including the history, techniques, structures and analytical terms. This is a reading-intensive course and students will be exposed to a wide variety of graphic novel genres including non-fiction, memoir, comics, manga, fantasy, web-comics and graphic adaptations. A final project allows students to use what they've learned to create their own comic.

4 History

Through inquiry, both experiential and source-based, as well as the use of technology, the MD History Department seeks to develop culturally-competent, civic-minded, and intellectually engaged learners. We prepare our diverse community of students to critically interpret the past in order to better understand our world today.

Requirements: 6th grade: The Experience: From Origins to Commercial City 7th grade: The New York Experience: From Commercial City to World Metropolis 8th grade: The Legacy of the Ancient World

6th grade - The New York Experience: From Origins to Commercial City The sixth grade course is the first part of a two-year sequence that explores United States history through the lens of the New York experience. The first half of the course focuses on the origins of complex societies and the evolution of power structures during the classical and pre-modern periods, comparing societies in Europe, Asia, Africa, and the Americas. The second half of the course continues with a study of colonial America and the early United States, focusing on the origins of New York City and the role played by racism and anti-racism in the development of the city and the nation. Students will acquire and develop the skills of the historian, including critical analysis of sources, developing and presenting oral and written arguments, and conducting research. Students read and analyze Chains by Laurie Halse Anderson, an age appropriate work of historical fiction that explores the experiences of an enslaved African American girl in New York City during the American Revolution. Students engage in several collaborative projects and complete a trip to a local museum or historical site to use New York City as a learning laboratory. Digital devices are used as learning tools in the classroom.

7th grade - The New York Experience: From Commercial City to World Metropolis The seventh grade course is the second part of the two-year sequence that explores United States history through the lens of the New York experience, from the New Nation and Civil War to the Great Depression and beyond. Over the course of the year students develop a rich appreciation for the breadth and depth of the legacy that the city continues to leave. We examine the role played by social constructs such as race, ethnicity, gender, and class in the evolution of New York City as a proving ground for visionary public works projects, as a laboratory for national social legislation, and as a cultural and intellectual trendsetter for the nation. Students study the stories of hidden New Yorkers such as the conductors on the Underground Railroad, the legions of immigrants who helped to forge the city into a metropolis that is both cosmopolitan and distinctly American, and activist New Yorkers who helped make New York City more diverse and inclusive. Students continue to develop the skills of the historian, including critical analysis of sources, developing and presenting written arguments, and conducting research. Taking their learning beyond the classroom, students visit local historical sites, research related topics and individuals in New York history, and explore how current events relate to the themes and social constructs studied in the course. Students utilize role plays in order to better understand the motives and actions of historical figures and to relate them to the issues that face our world today. Digital devices are used as learning tools in the classroom. 5 8th grade: The Legacy of the Ancient World The course focuses on the enduring legacy of India, China, and the Middle East to the modern world. Readings include a variety of primary sources such as excerpts from the Bhagavad Gita, The Analects, the Torah, the New Testament, and the Qur’an. Students read complete versions of India’s famous epic, the Ramayana, the words of the Buddha in the Dhammapada, and Lao-tzu’s spiritual classic, the Tao Te Ching. A “Living Color Experience” accompanies each unit, requiring students to identify the legacy of the past in the present by viewing contemporary media, visiting museum exhibits and religious sites, reading contemporary works of fiction, or sampling Indian, Chinese, or Middle Eastern cuisines. The year features a series of art history lectures and a trip to the Metropolitan Museum of Art where students are introduced to Hindu and Buddhist sculpture. Students practice their analytical skills by researching topics from history and from current events. They demonstrate mastery in library and research skills, using NoodleTools, an online citation and note taking tool. Digital devices are used as learning tools in the classroom.

6 Math

The Mathematics Department in the Horace Mann Middle Division offers students a three-year curriculum designed to increase the skills and understanding of all students and to provide extra challenge to the most capable and avid math students. The standard sequence of courses includes Math 6 in 6th grade followed by a thorough and rigorous two-year program of algebra in 7th and 8th grades, called Math 7 and Algebra 1 8. Students not demonstrating readiness for the standard, grade level course will take the B-level course for that year. Students leave the middle division with a very solid foundation in arithmetic and algebra integrated with other areas of mathematics including geometry, statistics, probability, data analysis, and mathematical modeling. Throughout the three-year sequence there is an emphasis on developing strong skills, understanding and applying concepts to new situations, and solving a wide range of problems. Math and science teachers work closely together to ensure that students have the appropriate mathematical knowledge for use in the study of science.

Requirements: 6th grade: Math 6 or Math 6B 7th grade: Math 7 or Math 7B 8th grade: Algebra 1 8 or Algebra 1 - 8B or Algebra 1 8 Honors

Note: In special cases, students may bypass one course, allowing them to take Math 7 in grade 6, Algebra 1 8 in grade 7, or Geometry in grade 8.

Placement of New Students: All incoming 6th and 7thgraders must take a Math Assessment in order to determine readiness for the standard grade level math course (Math 6, Math 7). Those not demonstrating readiness will be placed in the B-level course for their respective grade. The Math Assessment will also serve as a qualifying test for those students and/or parents interested in bypassing the standard grade level course and taking the following one (Math 7 in the 6th grade, for example). Only those students with exceptional performance on the Math Assessment will qualify for the Bypass Test.

Math 6 The Math 6 course is a comprehensive program that places a major emphasis on building a solid foundation of skills, concepts, and problem-solving experiences. Our emphasis is on integrating previous knowledge with new concepts to help students progress from arithmetic to the broader thinking of algebra. Students have opportunities to use their knowledge in new and exciting ways so that they learn to think critically and become effective problem solvers. In addition to class work and daily homework assignments, extra-credit work and cooperative learning activities supplement the curriculum. Our first trimester focuses on a review of the decimal system and skill building and concept development with decimal operations. We then move on to number theory, discussing factors, multiples, lowest common multiple, and greatest common factor in preparation for a review of fraction concepts and operations.

During the second and third trimesters, students explore the concept and uses of ratio and proportion. They then apply this knowledge to solve problems involving percent. Next, students are introduced to “The Other Side of Zero”: operations with integers and coordinate graphing. Students also explore

7 geometry, focusing on the area and perimeter of polygons and circles, ending the year with a unit focusing on probability and statistics.

Math 6B Math 6B is designed for incoming students not demonstrating readiness for Math 6, as determined by their performance on the Math Assessment. The course will focus on reinforcing and/or re-teaching previous topics in which students lack the requisite skill and then progress to the core of the standard Math 6 topics. Through the use of smaller class sizes this course will feature greater flexibility in instructional methods than the Math 6 course.

Math 7 This course is the first half of a traditional Algebra I course. It includes simplifying and evaluating variable expressions, order of operations, use and understanding of the properties of real numbers, solving multi-step equations, and formulas. A variety of word problems are solved algebraically throughout the year. Number line and coordinate graphing skills are increased. Operations with exponents and polynomials are studied. A solid foundation of arithmetic skills is essential for this course.

Math 7B Math 7B is designed for students not demonstrating readiness for Math 7, as determined either by their performance on the Math Assessment (for incoming students) or their performance in Math 6 or 6B. The course will focus on reinforcing and/or reteaching previous topics in which students lack the requisite skills and then progress to the core of the standard Math 7 topics. Through the use of smaller class sizes, this course will feature greater flexibility in instructional methods than the Math 7 course. Students completing Math 7B must continue to Algebra 1 8B.

Algebra 1 8 The year begins with a thorough review of the material studied in the Math 7 course. Topics such as functions, coordinate graphing, and polynomials, continue to be investigated on a more abstract level. Factoring, quadratic equations, algebraic fractions, systems of equations, inequalities, irrational numbers, and the quadratic formula are taught during this year. Word problems remain an integral part of the course.

Algebra 1 8B Algebra 1 8B is designed for students not demonstrating readiness for Algebra 1 8, as determined by their performance in Math 7. The course will focus on reinforcing and/or re-teaching previous topics in which students lack the requisite skills and then progress to the core of the standard Algebra 1 8 topics. Through the use of smaller class sizes, this course will feature greater flexibility in instructional methods than our standard courses. Students completing Algebra 1 8B will continue to Geometry with Problem Solving (9th Grade).

Algebra 1 8 Honors (Prerequisite: Math 7, teacher recommendation and departmental approval) The Algebra 1 8 Honors course is formed around a core of the topics covered in Algebra 1 8 with numerous extensions and in-depth explorations. Students will be expected to participate in collaborative work and group discussions, as well as learn to use a variety of technologies to investigate different approaches to modeling algebraic problems. The year finishes with a final project of the students’ own creation, exploring a topic of their choice, culminating in a detailed presentation 8 to their peers. The most successful students in Algebra 1 8 Honors will be those who have a genuine interest in and enthusiasm about mathematics; are highly organized and diligent in their work habits; and thrive in a challenging environment.

9 Science

Requirements:

Science 6: The Student as Explorer Science 7: The Student as Naturalist Science 8: The Student as Investigator

Science 6: The Student as Explorer The sixth grade curriculum combines topics in astronomy, physical science, and life science in a study of things as large as the universe and as small as microscopic life and a molecule of water. Students learn about the universe and our galaxy, the motions of the Earth, its relationship to the sun and solar system. They study the properties of water and methods for water purification and treatment. In a study of microscopic life they see the structure and adaptations of protists. The year ends with a study of oceanography and invertebrates.

The program is activity-based. With every concept there are opportunities for hands-on activities and experiments. In the lab setting students learn how to work cooperatively, how to determine the purpose for an activity, how to follow written directions, how to make observations, how to record data in a chart or data table, how to make line graphs from this data, how to summarize learning in a conclusion and how to complete a lab report.

There are lots of additional learning opportunities that take advantage of the enthusiasm of sixth graders, including creative expression, research, computer research, projects and field trips.

Science 7 - The Student as Naturalist The theme of the Science 7 curriculum is “The Student as Naturalist.” This is a skills based course that emphasizes and reinforces those skills directly related to investigating the natural world. Throughout the year, Life Science topics such as plants, seeds, rain forests, genetics, and evolution are integrated with Earth Science units on weathering, soil, erosion, water systems, landforms, and maps. Our study of soil and water and plants lead directly to research about rainforests. Traditionally, students spend two days and an overnight at John Dorr Nature Laboratory conducting ecological fieldwork and collecting data from a forest study and take a separate trip, at a later date, to Zoo to study primates. This year, Dorr is transforming and transporting its program to our Bronx campus. Throughout the course, students are encouraged to raise questions as they investigate and collaborate with classmates in designing new experiments.

Science 8 - The Student as Investigator The science classes will be taught in the form of different electives. All electives will explore the fundamentals of physics and chemistry through a specific lens. Core physics topics are based on Newton’s laws of motion and the conservation of matter and energy. Core chemistry topics include atomic structure and physical and chemical behavior; the Periodic Table is the tool students use to predict these properties. In addition, they learn to predict the products of the major types of chemical 10 reactions and explore their applications. Every opportunity is taken to introduce mathematics as an essential tool for the scientist’s work, including the algebraic expression of physical laws and data analysis in graphs. The electives being offered are:

The Science of Entertainment Enter the world of entertainment - a world driven by the human desire to discover more intriguing ways to pass the time. You may think that the major driving force behind innovation stems from individuals in lab coats, but the truth is our constant search for new forms of entertainment is equally important.

We begin by delving into the mysteries of alchemy and how this pastime sparked the development of modern chemistry. We’ll also explore theatrical special effects, art, and cooking and see how an understanding of chemistry brings us greater joy. Newtonian physics is investigated through building models of amusement park rides; we’ll evaluate the factors that can make a ride a relaxing experience or a venture fit only for the biggest thrill seekers.

Extreme Biology In the first trimester, students will gain an understanding of extremophiles and their environments. We will begin with introductory chemistry, which will be applied to our study of extremophiles in order to gain an understanding of the life functions of these organisms in terms of biochemistry. Extremophiles are organisms that live in places you would not expect to find life such as deep sea vents, caves and salt lakes. We will study the unique body structures and functions that allow extremophiles to adapt to and survive in their environments.

In the second trimester, students will gain an understanding of the science in science fiction. We will study the history of science fiction throughout literature and film. We will establish a timeline of science fiction, describe and discuss the science ideas that did become reality, and take a look at science fiction vs. science fantasy. We will also explore whether science fiction influences advancements in science and technology today. Students will read a science fiction book and will do a presentation based on their book.

In the third trimester, we will study a relatively new field of science, astrobiology, which is a look at the possibility of life on other planets. Using their knowledge of extremophiles and the ideas from science fiction about life on other planets, students will look at the possibilities for life (most likely bacterial) outside of Earth. Basic Newtonian physics will be introduced in order to better understand the space travel needed to explore these planets and moons.

Medical Sciences This class will include the study of the human body, common microbes that affect the body and an introduction to the understanding of the science behind crime detection. Students will be enriched by exploring human body systems and examine common microbes, how they affect the body, and how the body responds to the diseases that they cause. We will also investigate the history of human biology and research famous diseases that have made an impact in history. Students will learn basic microbiology techniques, such as culturing bacteria and Gram Staining for microscopic identification. They will also be doing dissections to enhance their understanding of the body systems that they have studied. For each body system that we study, the student will investigate how this information could be

11 used by forensic scientists to help solve crime. This will involve learning several new lab techniques such as fingerprint, hair and blood analysis

12 World Language

Requirement: Enrollment in a world language in grades six, seven, and eight.

The Middle Division World Languages program comprises two languages, French and Spanish, and entails a 3-year learning sequence in grades 6, 7 and 8. Through an introduction/development/mastery process, students build upon their initial knowledge, steadily increase vocabulary, grasp more advanced structures, manage more complex functions and gradually acquire mastery of all four skill areas - speaking, listening comprehension, writing and reading comprehension.

The study of the culture(s) where the world language is spoken is a vital part of the curriculum; cultural elements - geography, history, customs and traditions- are integrated throughout each year of study. At the end of the 3-year program, students will have acquired a wide range of interrelated cultural material and the ability to demonstrate their knowledge both orally and on paper.

Through a variety of resources, methodologies, hands-on exercises and activities, students extend and improve their world language skills. Written assignments reinforce what has been learned in class, and periodic testing allows teachers and students to evaluate progress. By the end of the 3-year sequence, students are reasonably comfortable in many concrete speaking situations, can read relatively fluently and write with a fair degree of competence.

Students choose either French or Spanish in sixth grade and, in most cases, will continue the study of the language through the eighth grade. Placement in the accelerated section for 7th and 8th grade will be based upon final course grade and the recommendation of the teacher. The most successful students in this section will be those who have a genuine interest in and enthusiasm about languages, are highly organized and diligent in their work habits; and thrive in a challenging environment. Their grades should be in the A range all year.

Sixth and seventh grade students new to Horace Mann with no prior language learning experience will be placed in a beginner’s class: MS I French or Spanish “Total Beginners;” Eighth grade students new to Horace Mann placed in a class after consultation with the World Language Chair. Students new to Horace Mann should inform the World Languages Department Chair in the Middle Division to insure correct placement.

13 French

French Beginner and French MS1 This course introduces students to the academic study of French language and aspects of francophone cultures. Immediate surroundings - home, school, friends, meals, travel, and sports - are the focus points for vocabulary acquisition and also the basis for simple oral and written expression. Students are encouraged to consider French as a living, spoken language and to develop authentic pronunciation and speech patterns through active participation in oral class work. Several projects related to language and/or civilization are an integral part of the year’s activities, and students begin to learn cultural highlights of the francophone world. Students participate in the National French contest.

For this course, students will be placed in one of two sections. The MS1 Beginner level section is intended for students who have either limited or no experience with the language. The MS1 section is intended for students with one or more years learning the language.

French MS2 In the second year of the sequence, students build upon the base they have already acquired, extending their vocabulary and working to become more comfortable in speaking, interpreting, and writing situations. Students continue to acquire vocabulary to navigate real-life situations including eating at restaurants, shopping for clothing, and reading and interpreting signs and advertisements while traveling. Communication in French continues to be stressed, and students continue their exploration of francophone countries and their cultures in a more in-depth manner. Projects, often of an interdisciplinary nature, are part of the coursework. All students participate in the National French contest for the second year.

French MS2 Accelerated (Prerequisite: French Beginner or French MS1, teacher recommendation and departmental approval) The French MS2 Accelerated course is formed around a core of the topics covered in French MS2. This course is conducted at a fast pace with numerous extensions and in-depth explorations. Students build upon the base they have already acquired, extending their vocabulary to navigate real-life situations and developing their writing by adding precision, detail, and accurate grammar. Projects, often of an interdisciplinary nature, are an integral part of the coursework. The most successful students in French MS2 Accelerated will be those who have a genuine interest in and enthusiasm about French, are highly organized and diligent in their work habits, and thrive in a challenging environment. All students participate again in the National French contest for the second year.

French MS3 (Prerequisite: French MS2 or French MS2 Accelerated, teacher recommendation and departmental approval)

14 By the third year of the sequence, students have amassed a large vocabulary and have studied many of the structures of basic French grammar. This year, students will synthesize the skills they have acquired in order to navigate complex situations, and to negotiate their needs and wants in a francophone environment. They will expand upon their knowledge of, and appreciation for francophone cultures by researching and interpreting realia and creating artifacts that synthesize their discovery and knowledge. Projects, often of an interdisciplinary nature, are part of the coursework. All students participate again in the National French contest for the third year.

French MS3 Accelerated (Prerequisite: French MS2 or French MS2 Accelerated, teacher recommendation and departmental approval) The French MS3 Accelerated course is formed around a core of the topics covered in French MS3. This course is conducted at a fast pace with numerous extensions and in-depth explorations. Students will synthesize the skills they have acquired in order to navigate complex situations, and to negotiate their needs and wants in a francophone environment. They will also continue to strengthen and refine their writing skills by further developing their ideas, organizing them more logically, and employing accurate grammar. Projects, often of an interdisciplinary nature, are part of the coursework. The most successful students in French MS3 Accelerated will be those who have a genuine interest in and enthusiasm about French, are highly organized and diligent in their work habits, and thrive in a challenging environment. All students participate again in the National French contest for the third year.

15 Spanish

Spanish Beginner and Spanish MS1 In this introductory course, students learn the fundamentals of spoken and written Spanish through oral and written activities based on their immediate world of school, home, friends, leisure and family. Oral communication is stressed in the classroom and students are encouraged to use, in a practical way, all the language they learn. Cultural studies include awareness of the large Spanish-speaking world, the language differences that characterize different countries and the particular customs and traditions that define them. Creative projects are part of the year’s coursework. Students participate in a national Spanish contest.

For this introductory course, students will be placed in one of two sections. The MS1 Beginner level section is intended for students who have either limited or no experience with the language. The MS1 section is intended for students with one or more academic years learning the language.

Spanish MS2 During the second year of study, students continue to build upon the basics learned in MS1 and begin to master a higher level of oral and written Spanish. A more sophisticated oral expression is stressed as students’ vocabulary and language structures increase in complexity. By the end of the second year, more Spanish grammar has been covered and students have been exposed to advanced beginner/ intermediate level reading material. They have also had a fair amount of practice in oral and written communication. The study of the Spanish-speaking world continues, and special emphasis is placed on various Spanish-speaking countries that form part of this year’s cultural studies and the basis of student projects. Students participate in a national Spanish contest again.

Spanish MS2 Accelerated (Prerequisite: Spanish Beginner or Spanish MS1, teacher recommendation and departmental approval) During the second year of study, students continue to build upon the basics learned in MS1 and begin to master a higher level of oral and written Spanish. A more sophisticated oral expression is stressed as students’ vocabulary and language structures increase in complexity. By the end of the second year, much of Spanish grammar has been covered, students have been exposed to more advanced reading material and they have had a fair amount of practice in oral and written communication. The study of the Spanish-speaking world continues, and special emphasis is placed on various Spanish-speaking countries that form part of this year’s cultural studies and the basis of student projects. Students participate in a national Spanish contest again.

Spanish MS3 (Prerequisite: Spanish MS2 or Spanish MS2 Accelerated, teacher recommendation and departmental approval)

16 In the third year of Spanish, students learn to negotiate more grammatically complex situations through role-play and other oral activities that will help them solidify their fluency through communication skills. Their reading materials include leveled texts appropriate for their age group. One of the projects for this year is an oral group presentation of the elements of an altar for Day of the Dead celebrations. The history and geography of multiple Spanish-speaking countries make up a large portion of the cultural sections of this year’s class work.

Spanish MS 3 Accelerated (Prerequisite: Spanish MS2 or Spanish MS2 Accelerated, teacher recommendation and departmental approval) In the third year of Spanish, students learn to negotiate more grammatically complex situations through role-play and other oral activities that will help them solidify their fluency through communication skills. Their reading materials include excerpts from Spanish literature as well as leveled texts appropriate for their age group. One of the projects for this year is an oral group presentation of the elements of an altar for Day of the Dead celebrations. The history and geography of multiple Spanish-speaking countries make up a large portion of the cultural sections of this year’s class work. This is a fast-paced class conducted primarily in Spanish, in which students are asked to participate using the target language. Topics from the regular level Spanish curriculum are studied in greater depth, and additional topics are taught. While more work will be expected from the accelerated student, the fun challenges will solidify their already strong language skills.

17 Latin

Latin MS1 This is the first of a three year sequence offered in the Middle Division. Students who choose Latin start with a review of basic English grammar, and then work at translating short sentences that gradually become more and more complex. The students learn the first three declensions of nouns, the first and second conjugations of action verbs in the present tense, as well as the verb to be. They read simple stories in Latin, and they explore the relationships between Latin vocabulary and the English words we use today. The sixth graders also discover bits about Roman history, Roman mythology, and Roman daily life.

Latin MS2 7th grade continues the sequence with the study of third declension nouns including i-stems, third declension adjectives, and personal and relative pronouns. Students also master the imperfect and future tenses, figure out the differences between the active and passive voice, and learn infinitive forms and imperatives. Along the way, they increase their Latin vocabulary and their knowledge of English derivatives and become more and more skillful at translation. Stories that students read are simplified versions of real Latin works and often reference the Iliad and tales from Roman mythology.

Latin MS3 In 8th grade, students complete Latin 1.They learn the 4th and 5th noun declensions, master the perfect, pluperfect, and future perfect tenses, active and passive, and learn all forms of participles and infinitives and how they are used in Latin. They continue to explore the relationship between Latin and English vocabularies, and they read edited stories about Vergil's Aeneas, famous essays by Roman philosophers, as well as dramatic retellings of mythology and stirring tales of war and courage. By the end of the year, students are ready to begin, in 9th grade, Latin 2

18 Arts: Music, Theatre, and Visual Arts

The fundamental goal of the Arts is to provide all Middle School students with the ability to meaningfully process and express their growing sense of self and the world. We provide students with tools that allow them to channel their imagination through various creative means. The Arts help students develop into thoughtful, respectful, joyful individuals. The Theatre/Dance, Music, and Visual Arts Departments offer a rich array of courses pedagogically tailored to the developmental stage of each grade level. Throughout their years in the Middle Division, students can experience the joy of making art in all media: photography, painting, sculpting, music, acting, dancing, filmmaking, backstage theatre tech, as well as learning art history! Students become artistically literate and realize the importance of collaboration, self-discipline, prioritization, and going beyond one’s comfort zone.

Requirements:

The 6th grade Arts Cycle offers five electives, two per trimester, in which students are placed by the registrar. Students in a year-long Music Performance Group also take three other Arts electives, placed by the registrar.

The 7th grade Arts Cycle offers six electives, two per trimester, in which students are placed by the registrar. A year-long Music Performance Group counts as three of the six electives. Students in such groups also take three other Arts electives, placed by the registrar.

The 8th grade arts cycle offers four electives, two per semester, of the students’ choosing. If a student is in a year-long Music Performance Group, they enroll in two other electives, of the students’ choosing.

19 Sixth Grade Courses

Steel Drum 6 Students will develop the fundamental musical skills necessary to play the steel drums both independently and as a member of an ensemble. Through the study of beginning steel drum pieces, students will practice proper steel drum playing technique, as they learn basic musicianship skills, analyze musical forms and develop a basic understanding of rhythm and rhythmic notation/dictation.

Chorus 6 6th Grade Chorus students will develop the fundamental skills necessary to perform effectively as a member of a choral ensemble, as they explore a wide range of music including American patriotic and folk songs, jazz standards, world music, musical theatre and American popular. Standard performance practices, sight-reading and ear training will be developed, along with such basic group vocal techniques as vocal tone, breathing, balance, diction and blend.

Theatre and Dance 6 DaTh6 is split into two segments: dance and theatre. The theatre section introduces students to the basics of theatre through history, storytelling, acting & ensemble games, improvisation, and character creation. The dance section consists of a structured warm-up, center work and a series of combinations with an emphasis placed on developing performance skills. Both sections conclude in a final live performance.

Visual Arts 6 Art is integral to the human experience. In this course we introduce students to the basic fundamentals of painting, drawing, ceramics, photography, film, sculpture, and printmaking and then compare their efforts to the iconic works that have defined civilizations. The goal is to show our students how art is not simply an accessory to life but is in fact the most accurate mirror of a civilization. We want to show them that culture is created by individuals, individuals just like themselves.

20 Seventh Grade Courses

Steel Drum 7 Steel Drum 7 students will learn a varied repertoire of music as they continue to expand upon the musical concepts and basic steel drumming skills developed during Steel Drum 6. The ability to interpret Western musical notation will be focused upon, as will the playing of the various percussion instruments used to accompany steel drum bands. Students will implement strategies to effectively function as a self-directed and unified group, while studying the construction, classifications and history of the steel drum.

Theatre Performance and Theatre Tech 7 ThPerTech7 is split into two segments: tech and theatre. From in front of the curtain to behind the scenes, this course is designed to foster a greater appreciation of performance and production in the theatre. After first expanding theatrical vocabulary, theatre performance and technical design are examined through improvised or devised theatre, the elements of drama, and the three design fields of lighting, sets and costumes. Students will have the opportunity to develop their concepts through various tech projects and improvisation exercises.

Dance and Public Speaking 7: Expressing yourself through body and voice The Dance 7 component will further refine dance vocabulary, techniques and performance skills through a variety of dance styles. In Public Speaking 7, after learning to become better listeners students will learn how to lead an audience. Students will develop their voices and their ability to analyze speech and speech delivery. Students will engage with speech writing and the presentation of their own speeches.

Visual Arts 7A Visual Arts 7A is a trimester course for seventh-grade middle division students, designed as a continuation of their studies in the visual arts. Visual Arts 7A students will explore the work of artists from around the world, from across cultures and from different periods. Visual thinking skills, basic studio techniques and hand dexterity will all be used to make and refine two and three-dimensional art. Class art projects will focus on the mediums of drawing, painting, printmaking, collage, paper-mache, building and assemblage, and mixed media experiments.

Visual Arts 7B Visual Arts 7B is a continuation of the Visual Arts 7A program with a focus on the artist as a storyteller. Students will explore how artists have used symbols in addition to the elements of art such as color, value, form, line, and texture to craft a visual narrative. Class projects will include traditional art materials, both 2D and 3D, as well as digital and mixed media.

Sculpture 7 Sculpture 7 introduces middle school students to the various materials, methods and ideas of the 3D world of the visual arts. Topics from nature, contemporary life and art history are the inspiration for projects that range from clay figures, cardboard houses and straw bridges, to papier-mâché animals and fiber mobiles. In this class students learn all about the concepts and skills of sculptural art, and get to make cool stuff!

21 Eighth Grade Courses

Steel Drum 8 Steel Drum 8 students will refine their drumming skills and improve their musicianship while learning to work as a cohesive ensemble. Through the study of basic music theory and performance practices, students will develop a working knowledge of Western staff notation. Steel Drum 8 students will learn and perform steel band arrangements in a variety of genres including Calypso, Reggae and American Pop.

Recording Studio Technology 8 This course offers an introduction to modern music creation and studio technology using Apple’s Garageband. The class will learn the basics of digital recording, the utilization of the MIDI standard (Musical Instrument Digital Interface), and the fundamentals of sound synthesis. Each student will compose a series of short projects, after which we will use an excerpt from a classic film, and replace all the audio, creating our version of the dialogue, the sound effects, and the music soundtrack all in sync with the original picture.

American Popular Music American Popular Music is a musical overview of the composers, performers, performances, songs, musical trends and historical events that have shaped the American musical landscape over the past century. Through the study of such musical topics as Tin Pan Alley, Broadway, Popular Jazz, Country, and popular music between1960 and the present, students will develop a deeper understanding of music and its relevance to American cultural shifts and other art forms.

Theatre 8: Theatre Games This course explores performance in the spirit of collaboration, improvisation, and play through theatre games. Students will learn the basics of acting and the rules of the stage by participating in a series of games designed and developed by a variety of theatre artists. At semester’s end, students will lead and demonstrate such theatre games in a live performance.

Theatre 8: Tech Students in Theatre Technology 8 explore the basics of what goes on behind the scenes of a theatrical production. Students will learn the basics of scenic and lighting design, and gain hands-on knowledge of scenic construction and theatrical electrician methods. Tech 8 students will have the opportunity to work on The Horace Mann Theatre Department main stage productions.

Dance 8 The exploration of dance will be discovered through a survey of various dance genres: contemporary, jazz, musical theatre, hip-hop, ballet and/or tap. The goal for all students is to develop coordination, flexibility, balance, strength, rhythm and mental focus. The class is designed to instill the joy of dance, and to provide the opportunity for self-expression through movement. The dancers will perform a choreographed piece at semester’s end.

Yoga 8 This class will consist of three components: ● Yoga Postures (asanas) to enhance strength, balance, and fexibility 22 ● Breathing Exercises to calm, energize or focus the body/mind ● Mindfulness Meditation to enhance concentration and balance the nervous system Research has shown that a regular yoga practice increases mental clarity, boosts memory, reduces stress and improves overall health and wellbeing

Public Speaking 8 After having dabbled in oratory in 7th grade, students will have an opportunity to take a deeper dive into Public Speaking in 8th grade to develop their technique and gain more experience putting their skills into practice. Classwork is modeled after events developed by the National Speech and Debate Association including: Extemporaneous Speaking, Original Oratory, and Dramatic Interpretation.

Ceramics 8 This is an introductory course for students interested in learning how to work with clay. We will explore the elements of hand building ceramics: coiling, pinching, and slab throwing while using texture, form and space to create functional pottery. Basic surface, glaze and fring techniques will be covered along with a brief introduction to the history of ceramics.

Darkroom Photo 8 Photography is all about capturing light. In this class we will begin to learn how to translate the world around us into visually interesting photographs full of texture and meaning. We will experience both the magic of the wet darkroom and the many possibilities that the digital camera and computer offer us as photographic artists. Completed class projects will concentrate on photograms, pinhole photography, digital cameras and digital darkroom.

Digital Photo 8 This course goes way beyond the “selfie” to engage the viewer and image-maker. Using traditional photo concepts, updated to the digital realm, students explore what it is to make a powerful and expressive image. Work in digital manipulation and crafting, after the capture, is explored and developed.

Filmmaking 8 This introductory filmmaking class teaches students everything they need to know to start making original short films. Students work either on their own or in crews to shoot and edit multiple narrative and documentary films. Students learn to collaborate on set as they make their visions come to life. Filmmaking equipment and post-production software is provided and taught during class demos. The end-of-year assembly includes a short film festival that showcases some work from the class.

Painting & Design 8A Students will explore painting styles and related art disciplines from around the world, from naturalism and geometric abstraction to textiles, fashion illustration, logos, picture books, sculpture and model-making, and a dash of animation. Selected mediums from watercolor to acrylic will be used to complete in-class assignments.

Painting & Design 8B Painting & Design 8B is a continuation of Painting & Design 8A where students will create a portfolio of personal work while learning about the concepts, skills, and essential themes of contemporary visual art. Subjects and topics will focus on aspects of modern culture, imaginative ideas, and the natural

23 world around us. Teamwork and doing your personal best is both encouraged and expected and will create a fun and creative studio environment.

Sculpture 8 Students will explore several types of three-dimensional art forms, from plasticine and cardboard, wood constructions and papier-mâché to materials like fabric, wire and straws, while learning about the concepts, skills and important artists of this powerful branch of the visual arts! Subjects and themes will focus on aspects of contemporary culture, imaginative ideas, and the natural world around us. Teamwork and doing your personal best is both encouraged and expected and will create a fun and creative studio environment.

Visual Literacy: LOOKING GOOD FROM THE PARTHENON TO BEYONCÉ The Parthenon, Snap stories, Egyptian Pyramids, Instagram filters, the Mona Lisa, Beyoncé music videos; all seemingly different objects, yet all comprise our visual world. We are all both makers and consumers of images, yet very few of us learn visual literacy, and how to navigate the world of art. This course will explore the subconscious ways we are manipulated by images, how the history of art informs our understanding of the world, and how we can be more aware, critical, and in charge of our visual experience! We’ll consider art in NYC collections, we’ll look at canonical masterpieces, and contemporary ads, always thinking about looking and what makes it good!

Students are permitted to choose one of the following non-arts semester courses in place of a fourth semester of arts in the arts cycle.

Podcasting Students will explore the world of podcasts, including writing and recording their own episodes.

Computer Science Expedition Physical computing and text based programming will be the core of the curriculum as we go beyond the general studies of robotics. The study of languages like SWIFT, JAVA SCRIPT, PYTHON and C/C++ will be encountered during the exploration. Activities will use autonomous devices and internet digital space with easy to use software suites. Students will continue to experience teamwork, creativity, problem solving and communication skills while having fun.

Leadership through Service There are many ways one can be of service, but at its heart, it is when an individual or group invests the time, energy, and ideas to make a positive impact on the community. In order to make the greatest impact, one must understand and develop one’s self, understand the needs of the community, and have the conviction to meet that need with the combined strengths of a committed group. We will begin the course by participating in self-assessment exercises, and then explore types of service and role models, with the goal of identifying the type of service and roles that match the strengths of the participants. Next we will focus on relationship building, specifically focusing on empathy, risk-taking, listening, and responding. Throughout, we will be looking at community needs inspired by the students’ academic classes. The course will culminate in a student-led project that seeks to meet an identified need. Students will be given homework and quizzes on fact-based material and the final portfolio will 24 be graded on a pass/fail basis. This is a discussion- and project-based course that will allow a self-directed student to take learning beyond books. Participation in this course will fulfill the 8th grade service requirement.

25 Music Performance Groups

Middle Division Chorus Grades 6, 7 & 8 may audition (Prerequisite: Audition and approval of instructor) Middle Division Chorus is open to all middle division students who love to sing. The group rehearses and presents several concerts throughout the year and may perform at assemblies and Middle Division events. Each member of the chorus is expected to prepare their music for rehearsals and must participate in all performances to receive credit.

Horizons Ensemble Grades 6 & 7 may audition (Prerequisite: Audition and approval of instructor) The Horizons Ensemble is designed to prepare you with the skills and knowledge you need to flourish in the HM band program. This ensemble is meant to be a bridge between elementary band programs and middle school band. Elements such as tone, technique, sight-reading, breathing, ensemble playing, intonation, articulation, and projection will be addressed.

Chamber Orchestra Grades 6, 7 & 8 may audition (Prerequisite: Audition and approval of instructor) Chamber Orchestra is composed of strings players of intermediate musical ability. The group performs a variety of works in different styles, and presents at least two concerts a year. Members are expected to take private lessons on their chosen instrument and to participate in all dress rehearsals and concerts.

Concert Band Grades 6, 7 & 8 may audition (Prerequisite: Audition and approval of the instructor) Concert Band is a wind ensemble that will perform several times throughout the school year. The class will focus on developing a mastery of fundamental concepts related to instrumental performance. Students must be able to read music before and are expected to practice outside of class. All students of this ensemble are expected to take private lessons and participate in concerts.

HM Strings Grades 6, 7 & 8 may audition (Prerequisite: Audition and approval of the instructor.) HM String rehearses and performs masterpieces from the Baroque, Classical, Romantic, and Contemporary eras, and its members experience firsthand some of the great musical compositions of Western culture. Two concerts a year enable students to share the joy of music making both on and off campus. All orchestra members are expected to take private instrumental instruction to continue their growth as musical artists and to participate in concerts.

Private Music Lessons (Lessons meet once per week.) Arranged through the Music Department office, private music lessons are available to students in all grades. Lessons are given once a week, by professional musicians on the staff of the department, and are available on all instruments, including voice. All students taking private lessons are expected to practice diligently and come to their lessons prepared. The fee is $60 per lesson, for a total of $1,500 a year for 25 lessons.

26 Computer Science and Robotics Required Courses:

Robotics 6 Robotics 7 Robotics 8

Objectives

Robotics is becoming a larger part of the world in which we live. These courses will introduce students to mechanical design, construction, programming and teamwork. The mission is to help students internalize and deepen their understanding of Science, Technology, Engineering, and Math in an interdisciplinary manner. The key skill the students will take away from these courses is the importance of problem solving and collaboration with a team in connection with the technical knowledge.

Computer Science Expedition (This course is ofered as part of the 8th Grade Arts rotation.) Physical computing and text based programming will be the core of the curriculum as we go beyond the general studies of robotics. The study of languages like SWIFT, JAVA SCRIPT, PYTHON and C/C++ will be encountered during the exploration. Activities will use autonomous devices and internet digital space with easy to use software suites. Students will continue to experience teamwork, creativity, problem solving and communication skills while having fun.

27 Physical Education

Physical Education is a life-management course that is designed to teach young people about positive behaviors and attitudes that will impact on total development: physical, social, and emotional. Through information learned, students will be better prepared to reach goals, develop effective personal management skills, improve self-esteem, maintain positive relationships, and live healthy and productive lives. All Middle Division students are required to participate in Physical Education Courses, even if they have significant outside sports commitments.

As a result of a quality 6-8 physical education experience, students will:

● Acquire the knowledge and skills necessary to perform basic motor and manipulative skills and attain competency in a variety of physical activities and proficiency in a few select complex motor and sport activities.

● Recognize the benefits of engaging in regular physical activity.

● Demonstrate responsible personal and social behavior while engaged in physical activity.

● Understand that participation in physical activity promotes inclusion of diverse people.

● Understand that physical activity provides the opportunity for enjoyment, challenge, self-expression, and communication.

Requirements: Continuous enrollment in physical education is required in grades six, seven and eight. Students in grades 6-8 are not permitted to use out-of-school activities for physical education credit. Horace Mann P.E. Uniforms (t-shirts (2), shorts, sweatpants, sweatshirt) will be available through the physical education department.

6th Grade: Students will rotate seasonally into four gender specific sport offerings.

Fall: (Boys) Football, Track & Field, and Soccer. (Girls) Field Hockey, , Soccer and Volleyball.

Winter: (Boys) Wrestling, , Fitness and . (Girls) Games, Basketball, Track & Field and Health.

Spring: (Boys) , , Tennis and Health. (Girls) Softball, Lacrosse, Swimming and Fitness.

6th Grade Health: Students learn about healthy choices, nutrition and exercise effects on the body, puberty and human development. All sixth graders will learn the changes that occur for both male and female during puberty, learn the anatomy of the male and female reproductive system, and learn about human development. Age appropriate information is given in a safe and engaging learning environment. 28 7th and 8th Grade: Students are provided with an opportunity to participate in a program designed to offer interscholastic athletic and traditional physical education opportunities.

Interscholastic Athletics: Each student has been scheduled for a double period of physical education and lunch. Essentially, a merger of both grades takes place to allow for equal opportunity to select and then tryout for the seasonal sport of their choice. Tryouts and ultimately cuts are necessary to assure quality programming for those making teams as well as those either not making the squad or not interested in participating in interscholastic athletic competition.

Fall Winter Spring Field Hockey Boys 7 Basketball Baseball Football Boys 8 Basketball Boys Lacrosse Boys 7 Soccer Girls 7 Basketball Girls Lacrosse Boys 8 Soccer Girls 8 Basketball Softball Girls 7-8 Soccer Coed Crew Boys Tennis Girls Tennis Coed Swimming Coed Outdoor Track Girls 7 Volleyball Wrestling Girls 8 Volleyball Coed Water Polo Coed Cross Country

Physical Education: Each student is scheduled to a three-cycle rotation of various seasonal sport and fitness activities throughout each trimester. Students are allowed to select the activity they would like to participate in during the first and second cycle. Intramural competition is scheduled for the third cycle and provides the opportunity for students to improve skills, have squad practice and play league competition within the school day.

29 Clubs

Middle Division clubs offer opportunities for our students to explore their interests, hone their talents, and get to know one another better. Most clubs occur during Middle Division lunch periods (D and E period), but some clubs have elected to meet after school to provide longer meeting times. Many club offerings are student-generated, and change every year. We offer several competition-based clubs, including Science Olympiad, Robotics, Math Team, Debate, and Model UN. Affinity spaces* are also made available to students as well. Middle Division faculty and Upper Division students help facilitate student clubs. Clubs are not a requirement, but are strongly encouraged.

*When we gather as a school community, we bring many different perspectives, experiences, and sources of wisdom. The different ways we identify ourselves and live in the world create this diversity of thought and experience. When we create a time and place for people who share a similar identity to come together to talk and think about what it’s like to have this identity, this is called an affinity space. Affinity spaces are meant for people who self-identify in a certain way and are not meant for outsider observation. “Self-identify” means that you are deciding how to define who you are, not anyone else. Also, affinity spaces are not meant for others to listen in. A person who supports another person but doesn’t share the identity is called an ally. Sometimes it’s nice to have allies in the room; sometimes it’s nice just to talk with people who identify the way you do.

In order to create affinity spaces where we can have these important conversations and make these important connections, we have to be brave and understanding. We have to be brave enough to step away and let our friends have conversations without us and let go of our fears of exclusion. We have to be understanding that just as much as we want space to talk with other people who “get” us, our friends want the same thing, too.

It may seem like affinity groups separate us. Actually, they make our connections stronger. Affinity spaces are community resources that build resilience, connection, and self-awareness. When we feel good about who we are and are supported and understood by the people around us, we are more likely to be ourselves and feel confident enough to share our gifts and our wisdom - something that is good for the individual and good for the community because Horace Mann School believes that every student deserves protection, respectful treatment, and equal access to educational opportunities.

30 Office of Identity, Culture and Institutional Equity

Seminar on Identity (grade 6)

The 6th grade Seminar on Identity (SOI) course aims to foster an understanding of identity at the individual level, to jumpstart discussion of identity at the structural level and to identify tools to begin to respond to injustice. The class will provide the building blocks to begin examining the relationship between identity, social-emotional awareness and allyship. During the first half of the course, students will delve into identity formation, starting to build the foundation for deeper conversations. During the second half, students will examine specific aspects of identity like race and gender and also the intersections of identity through readings, film screenings and open dialogue. The course will wrap up with allyship and what to do next.

31 John Dorr Nature Laboratory

Sixth Grade Program

All sixth-grade students must participate in this orientation program. The three-day program, which occurs in August prior to the opening of school, is designed to assist students in their transition into the Middle Division.

Faculty from the Middle Division, Dorr, and student mentors from the Upper Division lead the students through a variety of activities and experiences to help them learn about the social and academic life of the school. The time spent together as an advisory group with their UD mentors nurtures a sense of belonging among the students and builds friendship groups.

Students attend the program in their advisee group, which is composed of ten to twelve students. The Office of Middle Division Deans and Guidance organizes the advisee groups in late May.

Seventh Grade Program

All seventh-grade students come to Dorr with their science class for an overnight field-study style lab program in the fall. Students collaborate on an exhaustive plot study of Dorr’s woodlands focusing on soil, tree health, and ecology. The data collected is used in the science classroom as part of a specific lab report, and Dorr retains the information for use in a longitudinal study of its forest habitats.

Eighth Grade Program

As with other MD Dorr programs, participation in the 8th Grade Dorr experience is a requirement for graduation. The eight-day eighth grade program is designed to create a sense of community among the students through adventure-based activities that facilitate the growth and understanding in them as capable, self-determining individuals. The challenge for the students is the drawing together of individuals with disparate thoughts, feelings, experiences, and values into a supportive group.

The tasks that the students accomplish during the program are fundamental to their everyday living. They involve cooking meals, washing dishes, learning skills in problem solving and communication, learning to climb and belay others as they climb the Cooperative Adventure Tower, and organizing and implementing a three-day backpacking trip.

A community cannot be imposed. It cannot be asked for. It is a result not of working together and relying on one another, but on having worked together and having relied on one another. It is born of experience. It is the camaraderie that springs from respect and affection for one’s companions. Students learn to rely on each other in times of challenging hardship, and they value the differences 32 among them as strengths to be nurtured in the community rather than disparities causing division. The students learn to recognize that mutual success hinges on mutual concern, that nothing less will do. The nurturing of that recognition is the goal of the program.

The students are divided into ten randomly selected groups of fifteen to eighteen participants. Students may not choose their group, and attendance in the program is a mandatory part of the curriculum.

33 Library

The Library Department believes that research skills must be learned within a meaningful context. Consequently, the research process is introduced to 6th, 7th and 8th grade students through library instruction classes coordinated with departmental courses. Print, non-print and electronic resources are presented, as well as techniques for gathering, evaluating, and crediting information sources. Because resources and strategies used vary by discipline and subject matter, library classes are tailored to specific assignments.

The Library Department also offers several reading clubs and programs that cater to middle division students including Readers' Forum, the Horace Mann Mock Newbery and a summer reading program which encourage a love of literature and foster a heightened imagination. In addition, reviews of titles that middle division students might enjoy are featured on our library web page under Recommended Reading at http://library.horacemann.org.

The Middle Division Reading Room, located within the larger Katz Library space, features soft seating for leisure reading, laptops for student use, and group work spaces as well as a dedicated middle division collection with fiction, non-fiction and reference titles targeted towards 6-8 grade levels. The space is used for individual and group work, library instruction, reading programs and is staffed after school Monday – Thursday until 5:45PM.

34 Service Learning

The philosophy of the Service Learning Program in the Middle Division is to provide students with the opportunity to support the work of local organizations,, learn about the wider community, and encourage students to reflect upon how they are affected by the act of performing service. The sixth grade partners with the Mercy Center for two grade-wide activities and the seventh grade partners with New York Common Pantry, volunteering at the Bronx location.. Eighth graders must perform a set number of activities sponsored by Horace Mann. Some of the projects occur during the week off campus, and others occur on weekends both on and off campus. All eighth graders are notified of their options in late September/early October and students sign up by registering on Family ID.

While we encourage all students to perform service regularly as part of their lives, we only “credit” service done in projects sponsored by the Service Learning Program because we view service as a way of building a sense of community here at Horace Mann. We already have established relationships with many service providers such as the New York Common Pantry, the Bronx Jewish Community Council, Mercy Center, and the Kingsbridge Heights Community Center. Students in all grades reflect on their service in advisory using SEL activities to structure the conversation.

In addition to organizing activities to meet the Service Learning requirement, the Service Learning Program also works with HM Lead to coordinate division-wide service projects. Past examples include a soup drive for the New York Common Pantry, coat drives for NY Cares, toy drives for survivors of domestic violence, and toiletries drives for men and women in transitional housing.

Leadership through Service (This course is offered as part of the 8th Grade Arts rotation.) There are many ways one can be of service, but at its heart, it is when an individual or group invests the time, energy, and ideas to make a positive impact on the community. In order to make the greatest impact, one must understand and develop one’s self, understand the needs of the community, and have the conviction to meet that need with the combined strengths of a committed group. We will begin the course by participating in self-assessment exercises, and then explore types of service and role models, with the goal of identifying the type of service and roles that match the strengths of the participants. Next we will focus on relationship building, specifically focusing on empathy, risk-taking, listening, and responding. Throughout, we will be looking at community needs inspired by the students’ academic classes. The course will culminate in a student-led project that seeks to meet an identified need. Students will be given homework and quizzes on fact-based material and the final portfolio will be graded on a pass/fail basis. This is a discussion- and project-based course that will allow a self-directed student to take learning beyond books. Participation in this course will fulfill the 8th grade service requirement.

35