Middle School Curriculum Guide Year "A" Year "A"

ABIQUA MIDDLE SCHOOL CURRICULUM GUIDE Abiqua Academy Middle School offers a unique instructional model guided by HEART designed to highlight the unique capabilities of adolescent aged students. Beginning on day one of a child’s Abiqua middle school experience, students are inducted into a guide group. Students will stay in their same guide group, characterized by one of eight well known animals; Buffalo, Elk, Eagle, Salmon, Otter, Orca, Wolf, Hawk, throughout their time as a middle school student. Guide groups emphasize HEART, focus on team building and the creation HEART Skills of a cohesive, safe middle school environment for every child, beginning Honor with the overnight trip at the beginning of the year and guide group Empathy discussion and challenges. Guide groups are typically between 6-8 Accountability students and allow students a safe zone for personal discussions in which Respect every voice can be heard. Teamwork Abiqua’s grade 5 – 8 middle school program is split between two groups of students, with grades 5 – 6 working together as they travel from class to class, known as the MAC (Mature Adolescent Class) group. Grades 7 – 8 are assembled together and work with each other in each of their core classes of science, social studies, and language arts – the seventh and eighth grade students are affectionately referred to as the YAC (Young Adolescent Class) group. Each day is broken into nine class periods. All middle school students begin each day with their guide group, discussing a myriad of issues from social behavior to appropriate technology use. At this point, students head to their next class, math. Program design allows for math to occur at the same time for each middle school student, therefore allowing us to level math by ability, rather than by age or grade. Your child will be in the math class that is the most appropriate based on your child’s ability. After the math class hour, students will move between their core classes (science, language arts, and social studies) as well as specialist classes (P.E., Music, Spanish, and Art) for the remainder of the school day (8:15 – 3:30 pm). All Classes will use RenWeb as our online Letter Percentage Letter Percentage Grade of Mastery Grade of Mastery gradebook and primary homework communication tool. You and your child will A 100-92% C+ 78-79% receive login credentials to access Abiqua’s A- 90-92% C 73-77% RenWeb portal. You may use this tool to view B+ 89-88% C- 70-72% upcoming assignments, current graded tasks, as B 83-87% D 60-69% well as an overview of your child’s academic B- 80-82% F <59% progress. At back to school curriculum night, each middle school teacher will distribute class specific syllabi which will detail the types of assignments in each class and how they will be graded, among other specifics.

Middle School Students have a couple of elective classes from which to choose for their courses each Fall. Students may choose between three music classes; band, guitar, or choir. The six instruments Abiqua will offer in the band program are the clarinet, saxophone, flute, trumpet, trombone, and snare drum. Students in 5th grade will have the opportunity to take a 5th grade only seminar class which will focus on organization, digital literacy, and study skills. Students in grades 6-8 may choose between a STEM elective or a Creative Art option. These classes are ungraded, enrichment for middle school students. STEM Class (science, technology, engineering, and mathematics) STEM class will meet twice a week during the school year. It will prepare students for competing in MATHCOUNTS and the regional Intel Science Fair.

 MATHCOUNTS is a middle school math competition which takes place in January for students throughout the Willamette Valley.

 Students will prepare a science fair project for the regional Intel Science Fair competition, which occurs in March/April. This requires a parent & child commitment to participating in the science fair on a Saturday and funding the costs of this project. Toward the end of the year, students will participate in an engineering class. This class will be taught by Mr. Dittman and Mr. French and will span the duration of the school year, occurring twice a week. Creative Art Classes Creative Art Classes will consist of two courses, each for one semester.

 The student spends one semester with Ms. Thomas in a Dramatic Storytelling class. In this course, students will explore the power of dramatic performance through the art of storytelling. Students will study the history of storytelling, the elements of stories, components of characterization, and methods for dramatizing stories. As a culminating activity, students will prepare and present a dramatic piece for an audience.

 The alternate semester is with Mrs. Moyano in a Mixed Media course. This class investigates a variety of art-making genres and technical applications that challenge form and content. Multi-media applications may range from mixed media assemblage and digital processes to alternative modes such as Collaboration or Installation Art. Students as individuals will adopt these ideas and methods for their own work, continuing the development of formal and technical skills in relation to a personal evolution. Historical and contemporary precedents will be introduced. Possibilities for collaboration with other disciplines will be encouraged throughout the course.

The middle school master schedule and the curriculum for each of your child’s classes follows. Year "A" Year "A"

Middle School Thematic Curriculum Year "A"

Grades 5/6 – Mature Adolescent Class (MAC) Page 8 Theme: Heroes Through Time Year "A"

Middle School Thematic Curriculum Year "A"

Grades 7/8 – Young Adolescent Class (YAC) Theme: Power of Change Year "A"

Middle School Team

David Dittman – Middle School Science ([email protected]) Dan Gordon - 7/8th Grade Social Studies ([email protected]) Kristen Free - Middle School Spanish ([email protected]) Janice James - 5/6 Language Arts ([email protected])

Josh Hannah - 5/6 Social Studies ([email protected]) Madison Hall - Choir ([email protected]) Tara Heikila - Middle School Math ([email protected]) Coach Fraser - Middle School Physical Education ([email protected]) Monica Moyano - Middle School Art ([email protected]) Andrew Norman – Middle School Music: Band & Guitar ([email protected]) Olivia Thomas - 7/8th Grade Language Arts ([email protected])

Communication You can reach teachers via e-mail or phone before or after school or during prep hours. We are also available by appointment if the need arises. We appreciate all communication regarding anything that may affect your child’s abilities to learn in class.

Your child's teachers will communicate with you through email and phone as needed throughout the year. Please keep in mind that emails sent over the weekend may not be received until the next school day. Year "A" Fifth and Sixth Grade Social Studies – Mr. Josh Hannah MAC Social Studies Standards for “Heroes Through Time” Fifth and sixth grade social studies at Abiqua is an inclusive study of culture; people, places and environments; individual development and identity; groups and institutions; power, authority and governance; production, distribution and consumption; science, technology and society; global connections and civic ideals and practices. As students explore the past through a variety of inquiry- and play-based activities, they come to understand and appreciate their current place in the world. Students will examine primary sources and unravel historic conspiracies, develop and create skits and board games, and participate in interactive writing and art projects that require a close examination of the past and foster the development of a multicultural, multiethnic world view.

Essential Questions • How do geopolitical boundaries influence the development of culture? • How does religion influence cultural systems? • How do humans act upon and react to physical environments? • What contributions have different cultures provided to the world at large? • What is our place in the world today, and what can we do to make our world a better place? • Which, if any, persons across history demonstrate HEART? Global Studies

• Ancient Greece: history, political organization, and relevant persons of note including lawgivers, philosophers, and mythological figures. • Rome: history, the Pax Romana, transition from democracy to empire, the collapse of Classical thought, and relevant persons of note including generals, emperors, and mythological figures. • Medieval Europe: history, the Christianization of Europe, papal authority, how countries were built, and relevant persons of note including conquerors, monarchs, and popes. • Renaissance Europe: history, humanism and individualism, the birth of the middle class, the rediscovery of Classical thought, and relevant persons of note including explorers, monarchs, and scientists. • New World: history of the Inca, Maya, and Aztec peoples, the Spanish invasion and its repercussions, and relevant persons of note including monarchs, conquistadors, and human rights activists. • Enlightenment Europe/Age of Piracy: history, imperialism and colonization, revolution and the rebirth of Western democracy, and relevant persons of note including revolutionaries, monarchs, philosophers, and explorers.

Skills Students will be able to:

• Describe important cultural contributions and events of various ancient civilizations • Evaluate ways human beings view themselves in and over time • Analyze interactions of individuals, groups, and institutions over time Year "A" • Analyze the geographic, political, economic, religious, and social structures of civilizations

Anthropology/Archeology

• Ancient Greece: mythology and its role in the spread of “Greekness;” student-led inquiry into famous structures from ancient Greece. • Rome: Roman construction projects and infrastructure; the spread of the Pax Romana and its contributions to Roman culture as a “melting pot” • Medieval Europe: the role of Christianity in developing a European identity; castles, their layout, and their functions • Renaissance Europe: the birth and structure of the modern city • New World: the culture and achievements of native peoples; temples, burial sites, and pyramids • Enlightenment Europe: inclusivity and human rights; new technologies that enabled world-spanning travel and empire

Skills Students will be able to:

• Evaluate the layout of an ancient, man-made structure to determine its cultural significance • Find relevant data on ancient structures including their origins, purpose, and preservation • Design and plan out structures of cultural significance from the perspectives of multiple ancient civilizations • Read and understand maps of archeological sites to discover the location and function of specific structures

World Geography

• Ancient Greece: the relationship between geography and the political development of city-states • Rome: the growth and management of an empire; how diverse peoples came together under a Roman identity • Medieval Europe: the creation of state borders; how kingdoms grew into countries • Renaissance Europe: the creation of European states, a “shrinking world” and the new accessibility of travel • New World: how geography influenced the growth and development of New World cultures • Enlightenment Europe: imperialism and its repercussions

Skills Students will be able to:

• Use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. • Describe culture and experiences that influence people's perceptions of places and regions. • Analyze how human actions modify the physical environment over time • Understand, manage and create effective oral, written and/or multimedia communication in a variety of forms and contexts Year "A" Fifth and Sixth Grade Language Arts – Ms. Janice James Fifth & Sixth Grade Language Arts Heroes Through Time

The core of the English language arts curriculum for grades 5 and 6 is built on the strong foundation of the lower school program while encouraging greater curiosity, independence, and autonomy for the emerging adolescent. The language arts program is comprehensive in nature growing the reader, writer, speaker and listener within each child.

Reading and Literature The reading program provides research-based instruction utilizing academic best practices in education and learner verified results. Students are taught specific comprehension skills and strategies in conjunction with compelling literature. Comprehension strategies such as clarifying, summarizing, and predicting are modeled, practiced and reviewed in literature. In addition, literary analysis skills involving plot, theme, conflict, and characterization are modeled, clarified, and practiced. From the beginning, the emphasis is on reading and responding to quality literature around thematic connections that promote understanding and discussion. Students make connections between their reading and other core classes through the universal and research based themes.

Vocabulary The vocabulary program Wordly Wise is the foundation for learning and improving word usage. Through independent and teacher led instruction, students improve vocabulary and reading comprehension. Studies have shown that the key to increasing vocabulary is exposure to new words, not an innate ability to learn from context. Consistent instruction and practice allows students to read increasingly challenging texts with fluency and improves their working vocabulary

Spelling The research-based program Sitton Spelling is used to help students discover the complexities of words and language. Sitton emphasizes words for reading, writing, speaking, thinking, and spelling using an integrated communications approach. Units have two main parts: Build Skills and Word Experiences and Assess Words and Skills. Build Skills and Word Experiences focuses on how all words work. Students make discoveries about elements of language and its correct use to form a solid word-skills foundation. In Assess Words and Skills, the focus changes from general word work to specific word work. Words tested and targeted for mastery are researched, high-frequency writing words and are introduced in frequency-of-use order. Students learn how to proofread and then develop a proofreading habit in their everyday writing.

Writing Students progress from personal forms of writing to more reflective and analytical academic forms throughout the program. Beginning with personal writing, students are given many opportunities for writing while progressing through academic forms, and arriving at research papers. Through reading and analyzing good literature, students learn to recognize good writing. Built around the Six Traits of Writing Model: Ideas, Organization, Word Choice, Voice, Conventions, and Sentence Fluency students learn about the traits by which their work will be assessed. Then they learn to apply the traits to their own work, first assessing it for strengths and weaknesses, then revising it as needed. When students learn to assess they learn to think like professional writers, take responsibility for their own revising, and make meaningful changes in their writing. Year "A" Grammar and Usage Write Source, IXL and other research-based curriculums are used to teach grammar. Opportunities for students to advance their writing and grammar proficiency are taught explicitly and implicitly. Lessons for each skill allow students to participate in self-directed instruction and practice while expanding their knowledge of how these skills relate to the writing process.

Content  Use narrative techniques, such as dialogue, Literature pacing, and description, to develop The student will: experiences, events, and/or characters.  Be able to identify the protagonist's heroic  Use a variety of transition words, phrases, journey and clauses to convey sequence and signal  Know that heroic journey narratives usually shifts from one time frame or setting to have a dual nature: physical and another. emotional/spiritual  Use precise words and phrases, relevant  Strengthen literal reading comprehension descriptive details, and sensory language to and inferential thinking convey experiences and events.  Understand and identify author  Provide a conclusion that follows from the suggestions, foreshadowing, and metaphor narrated experiences or events.  Strengthen nonfiction reading strategies Informative/Expository Writing including pre-reading captions and pictures,  Write informative/explanatory texts to bolded and italicized words, graphs, examine a topic and convey ideas, headings, subheadings, summaries, content concepts, and information through the questions selection, organization, and analysis of  Margin note fiction and nonfiction relevant content.  Learn successful strategies for collaborative  Introduce a topic; organize ideas, concepts, group work, enhancing both their own and information, using strategies such as metacognition and their reliability to others definition, classification,  Learn successful speaking strategies for comparison/contrast, and cause/effect; delivering an oral report to the class include formatting (e.g., headings), graphics  Write book responses and work (e.g., charts, tables), and multimedia when collaboratively with peers useful to aiding comprehension. Writing  Develop the topic with relevant facts, The student will: definitions, concrete details, quotations, or Narrative Writing other information and examples.  Write narratives to develop real or  Use appropriate transitions to clarify the imagined experiences or events using relationships among ideas and concepts. effective technique, relevant descriptive  Use precise language and domain-specific details, and well-structured event vocabulary to inform about or explain the sequences. topic.  Engage and orient the reader by  Establish and maintain a formal style. establishing a context and introducing a  Provide a concluding statement or section narrator and/or characters; organize an that follows from the information or event sequence that unfolds naturally and explanation presented. logically. Persuasive/Opinion Writing  Write arguments to support claims with clear reasons and relevant evidence. Year "A"  Introduce claim(s) and organize the reasons  Semicolon to avoid confusion and evidence clearly.  Apostrophe to show singular possession  Support claim(s) with clear reasons and  Apostrophe to show plural possession relevant evidence, using credible sources  Apostrophe to show contraction and demonstrating an understanding of the  Dialogue – quotation marks around topic or text. person’s exact words  Use words, phrases, and clauses to clarify  Dialogue - end marks inside end quote the relationships among claim(s) and  Dialogue - comma following speaker tag reasons. before dialogue  Establish and maintain a formal style.  Dialogue - comma inside end quote  Provide a concluding statement or section  Dialogue – comma before & after dialogue that follows from the argument presented. tag that interrupts The student will:  Dialogue – new paragraph each time  Be able to use the heroic journey to speaker changes structure a fictional narrative  Correctly use commas in their own writing  Be able to use the heroic journey to create  Identify and correct run-on sentences and a reflective personal narrative comma splices in their own writing  Use Google docs to draft, peer respond, and  Write correctly punctuated dialogue revise essays and poems  Correctly write the possessive forms of  Write essay prose with sensory detail, singular nouns, plural nouns, and pronouns phrase variety, sentence variety, and  Write utilizing the following brushstrokes: correctly punctuated dialogue syntactic variation including complex  Write free verse poetry with creative line sentences with dependent clauses first; breaks, sensory detail, figurative language, appositive and absolute phrases; participial and careful word choice phrases at the beginning of sentences;  Learn to recognize and react to proofreader correctly punctuated dialogue; sensory marks detail; and figures of speech (simile,  Write with increased sophistication and metaphor, personification, and hyperbole) polish Speaking and Listening Vocabulary & Conventions The student will: The student will learn, practice and review:  Engage effectively in a range of  Capitals to start sentences & with proper collaborative discussions (one-on-one, in nouns & important words groups, and teacher-led) with diverse  End punctuation partners on grade 6 topics, texts, and  Components of a complete sentence issues, building on others' ideas and (subject and verb) expressing their own clearly.  Commas to join dependent clauses to  Come to discussions prepared, having read independent• clauses (prepositional and or studied required material; explicitly draw appositive phrases & interrupters) on that preparation by referring to evidence  Commas with lists on the topic, text, or issue to probe and  Commas before coordinating conjunctions reflect on ideas under discussion. when joining independent clauses  Follow rules for collegial discussions, set  Colon specific goals and deadlines, and define  Semicolon to join two independent clauses individual roles as needed.  Semicolon & comma w/conjunctive adverb Year "A"  Pose and respond to specific questions with  Determine the meaning of words and elaboration and detail by making comments phrases as they are used in a text, including that contribute to the topic, text, or issue figurative and connotative meanings; under discussion. analyze the impact of a specific word choice  Review the key ideas expressed and on meaning and tone demonstrate understanding of multiple  Analyze how a particular sentence, chapter, perspectives through reflection and scene, or stanza fits into the overall paraphrasing. structure of a text and contributes to the  Interpret information presented in diverse development of the theme, setting, or plot. media and formats (e.g., visually,  Explain how an author develops the point of quantitatively, orally) and explain how it view of the narrator or speaker in a text. contributes to a topic, text, or issue under  Compare and contrast the experience of study. reading a story, drama, or poem to listening  Delineate a speaker's argument and specific to or viewing an audio, video, or live version claims, distinguishing claims that are of the text, including contrasting what they supported by reasons and evidence from "see" and "hear" when reading the text to claims that are not. what they perceive when they listen or  Present claims and findings, sequencing watch. ideas logically and using pertinent  Compare and contrast texts in different descriptions, facts, and details to forms or genres (e.g., stories and poems; accentuate main ideas or themes; use historical novels and fantasy stories) in appropriate eye contact, adequate volume, terms of their approaches to similar themes and clear pronunciation. and topics.  Include multimedia components (e.g.,  By the end of the year, read and graphics, images, music, sound) and visual comprehend literature, including stories, displays in presentations to clarify dramas, and poems. information.  Adapt speech to a variety of contexts and Writing & Communication Skills tasks, demonstrating command of formal  Review and practice the writing process English when indicated or appropriate. o Prewriting o Writing Skills o Revising Literature and Reading Skills o Editing  Cite textual evidence to support analysis of o Publishing what the text says explicitly as well as  Understand how to use the six traits of inferences drawn from the text. effective writing  Determine a theme or central idea of a text o Ideas and how it is conveyed through particular o Organization details; provide a summary of the text o Voice distinct from personal opinions or o Word Choice judgments. o Sentence fluency  Describe how a particular story's or drama's o Conventions plot unfolds in a series of episodes as well  Understand components of an essay as how the characters respond or change as o A clear, compelling thesis the plot moves toward a resolution. o Concise accurate topic sentences that make assertions furthering the thesis Year "A" o Examples that illuminate the main sources and refocusing the inquiry points of the topic sentences when appropriate. o Explanations of how the examples o Gather relevant information from prove the assertions of the topic multiple print and digital sources; sentences assess the credibility of each source; o Transitions between paragraphs and quote or paraphrase the data o Summative paragraphs tying up and conclusions of others while main points of the thesis and avoiding plagiarism and providing pointing the reader outside the basic bibliographic information for boundaries of the essay to life sources. outside o Draw evidence from literary or o Conduct research projects to answer informational texts to support a question, drawing on several analysis, reflection, and research. Speaking & Listening Skills  Engage effectively in discussions with diverse partners on topics, texts, and issues, building on others' ideas and expressing their own clearly.  Come to discussions prepared, having read required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.  Follow guidelines for collegial discussions.  Pose and respond to specific questions.  Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.  Interpret information presented in diverse media and formats.  Delineate a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.  Present findings, sequencing ideas logically and using descriptions, facts, and details; use appropriate eye contact, adequate volume, and clear pronunciation.  Include multimedia components and visual displays in presentations to clarify information.  Adapt speech to a variety of contexts and tasks.

Essential Questions

 How has myth helped civilizations make sense of the world?  How can people born into unearned power behave heroically?  Are heterosexual white men more heroic than other people?  Where is heroism more evident: in an individual’s compassion and quiet public service to her community or in her public attainment of fame and fortune?  Why are heroic journey quest narratives told?  How can our own lives be viewed as heroic journeys?  What’s more heroic: revenge or mercy?  When we read history books and holy books, are we reading nonfiction?  What does it mean to be an effective reader/writer/speaker/listener? Year "A"

Textbooks/Resources  Write Source  Wordly Wise  Rebecca Sitton Spelling  Novel Units & Literature Units resource books  Six Traits of Writing Model  Poetry, essays, articles, and speeches  Short stories, plays, and films  Multi-media sources  Literary selections encompass a variety of classical and modern works, including: The Odyssey, portions of the Trojan War, King Arthur and the Knights of the Round Table, Arabian Nights, Robin Hood, Crispin: Cross of Lead, Tale of Despereaux, Door in the Wall, The Midwife's Apprentice, Catherine, Called Birdy, A Midsummer Night’s Dream, Treasure Island, Holes, Julie of the Wolves, Island of the Blue Dolphins, A Wrinkle in Time, The Giver, The Outsiders

15 Year "A" Fifth and Sixth Grade Science – Mr. David Dittman

Fifth and Sixth Grades Science Standards Heroes Through Time

The fifth and sixth grade science curriculum is inquiry based and features open ended investigations focused on core concepts. The Heroes Through Time theme year focuses on earth science studies with physical science enhancements throughout the year. A scientific research question will focus our laboratory task time with the goal of understanding and explaining rationale behind scientific phenomena. Students will work in class throughout the year to create their own comprehensive science interactive notebook. Thematic studies for the fifth and sixth grade students include a Heroes Through Time theme. In science, students begin by studying astronomy in our Ancient Heroes component in which we study famous peoples who have made major contributions to astrological science. This component blends into our next one, Early Heroes and study Earth processes and history. We transition to World Heroes studying Weather & Climate while leading into our year end study of The Hero Within (our students!). The curriculum Heroes Through Time is designed to move students through higher order thinking as well as concrete and abstract knowledge. Students will learn to identify and organize information, compare, contrast, and analyze, interpret and illustrate, hypothesize, synthesize, judge and justify using techniques such science laboratory tasks, accurate 3D model building (multi-step), digital presentation tool use (Prezi, iMovie, PPT, etc.), academic research, iPad animation, quantitative observations, qualitative observations, compare & contrast, kinesthetic movement modeling, academic review competitions (jeopardy style, knockouts, etc.), foldable graphic organizers, Cornell notes, informational brochure or poster as well as additional learning tools and objectives.

Essential Questions:  What major scientists contributed to our current understanding? How has our understanding changed over time?  What evidence do we have that supports current scientific theory?  Explain how the science behind the concept works (in your own words).  How can we create a product that represents scientific principles?  How can we apply our understanding of scientific principles in a different context?  Rationale: When students find heroes of their world through exploration of historical peoples and processes, they engage in a deeper understanding of place as global citizens.

16 Year "A" Ancient Heroes Astronomy

The Student Will:  Observe, describe, predict, and explain with models, patterns of the apparent motion of the sun, the moon, the stars in the sky and the Milky Way galaxy.  Understand Newton’s law of universal gravitation: between any two objects in the universe there is an attractive force, gravity, which grows greater as the objects move closer to each other.  Understand the solar system consists of the sun and a collection of objects, including planets, their moons, and asteroids that are held in orbit around the sun by its gravitational pull on them.  Understand astronomical distance is measured in light years. Understand the solar system appears to have formed from a disk of dust and gas, drawn together by gravity.  Identify o Kinds of stars (ex: sun): giants, dwarfs, pulsars Supernova; black holes. o Constellations: visual groupings of stars, for example, Big Dipper, Orion. o Galaxies (Milky Way is our galaxy; the Andromeda Galaxy is next closest). o Quasars are the most distant visible objects (because they are the brightest).  Explain eclipses of the sun and the moon. o Understand the Earth’s spin axis is fixed in direction over the short-term but tilted relative to its orbit around the sun. o Understand the seasons are a result of that tilt and are caused by the differential intensity of sunlight on different areas of Earth across the year. Early Heroes Earth Processes & history

The Student Will:  Understand all Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms.  Understand the planet’s systems interact over scales that range from microscopic to global in size, and they operate over fractions of a second to billions of years. These interactions have shaped Earth’s history and will determine its future.  Know the geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale.  Based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart. o Know that tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches.  Evidence for long-term movement of plates includes fit of continents and matches of rock types, fossils, and structures; ocean floor age and topography; ancient climate

17 Year "A" zones; locations of earthquakes, volcanoes, and mountain ranges; magnetic directions in ancient rocks.  The present features of earth come from its ongoing history. After the sun was formed, matter cooled creating the planets. The continents were once joined (Pangaea).  Describe the layered structure of the earth. o Crust: surface layer of mainly basalt or granite, 5 to 25 miles thick o Mantle: 1,800 miles thick, rock of intermediate density, moves very slowly o Outer core: liquid iron and nickel o Inner core: solid iron and nickel, 800 miles thick, about 7,000 degrees C  Describe crust movements. o The surface of earth is made up of rigid plates that are in constant motion. o Plates move because molten rock rises and falls under the crust causing slowly flowing currents under the plates (convection currents). About 1 to 4 inches (5- 10 centimeters) per year. o Earthquakes cause waves (vibrations) which have: focus, the point below the surface where the quake begins and epicenter, the point on the surface above the focus. . Severity of ground shaking is measured on the Richter scale o Volcanoes usually occur where plates are pulling apart or coming together, but some occur at holes (hot spots) in the crust away from plate boundaries.  Know water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. Understand global movements of water and its changes in form are propelled by sunlight and gravity.  Understand variations in density due to variations in temperature and salinity drive a global pattern of interconnected ocean currents.  Understand water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations.  Know the composition of seawater: dilute solution of salts which come from weathering and erosion of continental rocks. Sodium chloride is the main salt.  Understand currents, tides, and waves. o Define surface currents: large circular streams kept in motion by prevailing winds and rotation of the earth; Gulf Stream (North Atlantic), Kuroshio (North Pacific). o Understand tides are caused by gravitational forces of the sun and moon; there are two tides daily. o Understand waves are caused by wind on the ocean’s surface. . Know water molecules tend to move up and down in place and not move with the wave. Crest and trough, wave height and wavelength, shoreline friction . Tsunamis: destructive, fast-moving large waves caused mainly by earthquakes

18 Year "A" World Heroes Weather & Climate

The Student Will:  Know weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. o Because these patterns are so complex, weather can only be predicted probabilistically o The ocean exerts a major influence on weather and climate by absorbing energy from the sun, releasing it over time, and globally redistributing it through ocean currents.  Understand the complex patterns of the changes and the movement of water in the atmosphere, determined by winds, landforms, and ocean temperatures and currents, are major determinants of local weather patterns.  Understand humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.  Understand the environmental impact of fossil fuels: carbon dioxide and global warming theory, greenhouse effect, oil spills, acid rain Heat and Energy Transfer  Define the six forms of energy: mechanical, heat, electrical, wave, chemical, nuclear. o Define heat & temperature: how vigorously atoms are moving and colliding o Heat energy can be transferred: conduction, convection, radiation  Understand the many forms of energy are interchangeable, for example, gasoline in a car, windmills, and hydroelectric plants.  Identify the sources of energy: for example, heat (coal, natural gas, solar, atomic, geothermal, and thermonuclear), mechanical motion (such as falling water, wind) o Define fossil fuels: a finite resource (carbon, coal, oil, natural gas.)  Define nuclear energy (uranium, fission, nuclear reactor, radioactive waste) and understand risks associated with nuclear power plants: safety and accidents (for example, Three Mile Island, Chernobyl)  Understand physical change through energy transfer o A change of phase is a physical change (no new substance is produced). o States of matter (solid, liquid, gas) in terms of molecular motion . In gases, loosely packed atoms and molecules move independently and collide often. Volume and shape change readily. . In liquids, atoms and molecules are more loosely packed than in solids and can move past each other. Liquids change shape readily but resist change in volume. . In solids, atoms and molecules are more tightly packed and can only vibrate. Solids resist change in shape and volume. . Matter can be made to change phases by adding or removing energy.

19 Year "A" o Expansion is adding heat energy to a substance, which causes the molecules to move more quickly and the substance to expand. o Contraction is when a substance loses heat energy, the molecules slow down, and the substance contracts. o Water as a special case: water expands when it changes from a liquid to a solid. . Changing phases: condensation; freezing; melting; boiling o Each substance has its own melting and boiling point . The freezing point and boiling point of water (in degrees Celsius and Fahrenheit) . Distillation: separation of mixtures of liquids with different boiling points. The Human Body (review)  Know the circulatory and lymphatic systems o Lymph, lymph nodes, white cells, tonsils o Blood pressure, hardening and clogging of arteries o The immune system fights infections from bacteria, viruses, fungi. o White cells, antibodies, antigens. o Vaccines, communicable and non-communicable diseases, epidemics. o Bacterial diseases: tetanus, typhoid, tuberculosis; antibiotics like penicillin, discovered by Alexander Fleming. o Viral diseases: common cold, chicken pox, mononucleosis, rabies, polio, AIDS. Science Biographies  Learn the contributions of scientists o Galileo (“Father of modern science” who provided scientific support for Copernicus’s sun-centered universe) o Isaac Newton (known for advances in physics; outlined laws of gravity and invented the telescope) o Alfred Wegener (known for theory that the continents were once joined together and split apart to form the continents; now known as “the continental drift”) o Percy Lavon Julian (biologist and inventor who developed synthetic cortisone to treat arthritis pain) Science Skills  Understand science as inquiry  Apply the scientific inquiry method o Research Question o Background Information o Hypothesis o Investigation o Collect & Represent Data o Analyze and Conclude  Understand technological design  Understand personal and social perspectives of science  Gain understanding of the history and nature of science.  Understanding that science is a human endeavor, that science is evaluated by results of scientific investigation and theory 20 Year "A"  Develop and evaluate possible solutions with respect to how well they meet the criteria and constraints of a problem Developing Possible Solutions • Use systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. • Understand a solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem Defining and Delimiting an Engineering Problem  Understand the more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.

21 Year "A" Seventh/Eighth Grade Social Studies – Mr. Dan Gordon Abiqua Middle School Social Studies Power of Change

Abiqua YAC (7th-8th) Social Studies is an integral part of an integrated curriculum that includes Language Arts, Music, Mathematics, Science, Spanish and other classes. It incorporates many different strands of social studies, including history, geography, economics, political science, international relations and current events. It is taught as a “pre-Advanced Placement/International Baccalaureate” class, preparing students for the rigors of honors level high school programs.

The Power of Change Essential Questions:  What does it mean to be an effective reader/writer/researcher?  How can reading and writing empower the individual and transform the world?  How do you build and write an effective persuasive essay?  How can persuasive speaking or writing promote change in our world?  How is effective debate used in our political institutions and government?  How does the study of economics lead to an understanding of today’s world?  How does an understanding of economics help you as an individual in your adult life?

A) Compensation Matters 1. Geography-Maps a. General Map and Atlas skills b. Reading Map Keys c. Reading Atlas Table of Contents and Index d. Using Topographical Maps e. Using Political Maps f. Using Relief Maps 2. Geography-Identification a. Old World Boundaries b. Physical Features of North America c. Physical Features of South America d. Physical Features of Central America e. States and Capitols f. States and Nicknames

22 Year "A" 3. Social Studies Skills The students will be able to demonstrate the ability to do the following:

a. Computer Research b. Hard Copy Research c. Discrimination in Research Sources d. Reading Charts, Graphs, Maps, Cartoons e. Synthesis and Analysis of Data f. Writing Research Based Essays g. Interpreting History h. Taking and Use of Notes i. Creating Chronologies j. Citing Sources k. Distinguishing Between Cause and Effect l. Using Varying Viewpoints m. Market Research n. Writing Business Prospectus’ o. Creating Investment Portfolios

4. Social Studies Content a. Economic Systems of North America Natives b. History of Compensation c. Sociological Implications of Minimum Wage d. Theory of Investment e. Wants vs. Needs f. Creating Budgets g. History of Immigration Through an Economic Lense h. Linking Current Events Economically to Curriculum i. Economic Terminology B. Morphing Marketplace 1. Geography Skills The students will be able to demonstrate the ability to do the following:

a. Using Maps and Atlas’ As Sources b. Interpreting History Through Topography and Climate c. Using Geography to Explain the Rise of Cities d. Using Geography to Explain Economic Patterns

2. Social Studies Skills The students will be able to demonstrate the ability to do the following:

a. Computer Research b. Hard Copy Research c. Discrimination in Research Sources d. Reading Charts, Graphs, Maps, Cartoons e. Synthesis and Analysis of Data f. Writing Research Based Essays g. Interpreting History h. Taking and Use of Notes 23 Year "A" i. Creating Chronologies j. Citing Sources k. Distinguishing Between Cause and Effect l. Using Varying Viewpoints 3. Social Studies Content a. Developing a Business Prospectus b. Market Analysis c. Cost vs Benefit Analysis d. Business Projects e. Advertising and Marketing f. Industrial Revolution g. Robber Barons/Captains of Industry h. Unions i. Labor Wars j. Progressivism k. Economic Terminology

C. Spice of Life 1. Geography Skills The students will be able to demonstrate the ability to do the following:

a. Using Maps and Atlas’ as sources b. Interpreting History through Topography and Climate c. Using Geography to explain historical trends d. Using Geography to explain Economic Developments 2. Geography Identification

a. Physical Features of Africa, Asia, Europe and South America b. Political boundaries and country identification 3. Social Studies Skills The students will be able to demonstrate the ability to do the following:

a. Computer Research b. Hard Copy Research c. Discrimination in Research Sources d. Reading Charts, Graphs, Maps, Cartoons e. Synthesis and Analysis of Data f. Writing Research Based Essays g. Interpreting History h. Taking and Use of Notes i. Creating Chronologies j. Citing Sources k. Distinguishing Between Cause and Effect l. Using Varying Viewpoints

24 Year "A" 4. Social Studies Content a. How Economics Drive: Politics, Exploration, Alliances, and Conflicts b. Projected Economic World Leaders c. Manufacturing vs Service Economies d. How CraigsList and E-bay have changed the marketplace e. Projected Resource needs f. Inventors and Inventions that revolutionized economics

Textbooks/Resources:  Simulations  Multiple Social Studies Textbooks  Historical Novels: Fiction and Non-Fiction  Films, plays, interviews, lectures, graphics, art, music, cartoons and posters  Primary Documents  Newspapers  On line economic sites (NYSE, NASDAQ, etc.)

Assessment  Tests/Quizzes  Projects  Writing  Teacher assessment and anecdotal notes  Presentations  Speeches  Group activities  Debates  Maps  Portfolios

25 Year "A" Seventh & Eighth Grade Language Arts – Ms. Olivia Thomas Abiqua Middle School Language Arts The Power of Change

A) Change Matters 1. Reading: Literature Circles + Double-Entry Diaries a. Who Moved My Cheese? –Discuss what change means and how to deal with it. b. Chew on This –Study changes in food production and consumption. c. Oliver Twist –Economics in history: examine social commentary on the Poor Law Amendment Act of 1834, street children, and child labor. 2. Writing a. Writing process: medieval stories b. Technical writing i. Thank-you notes ii. Friendly letters (including international pen pal letters) iii. Business letters iv. Invitations c. Expository writing i. Paragraph structure ii. Rube Goldberg projects + paragraphs iii. Research: science-related essay + source citation d. Class writing: journals, freewrites, responses to literature, note-taking, reading reflections, online discussions, response to prompts, drafts based on 6 Traits, blogs 3. Grammar a. Parts of speech: verbs i. Active vs. passive voice ii. Moods: indicative, imperative, interrogative, conditional, subjunctive iii. Verbals: gerunds, participles, infinitives b. Sentences i. Sentence parts ii. Sentence problems c. Punctuation i. Periods ii. Question marks iii. Exclamation points 4. Language Arts Skills a. Assessments: writing, spelling, grammar, reading; memory exercises; penmanship b. Spelling practice, tests, skills/rules c. Etymology: Word Roots d. Vocabulary: Wordly Wise + literature connections exercises e. Literature response and analysis exercises; literature discussions; reading quizzes f. Weekly “Book Look,” Editor-in-Chief practice, poetry analysis g. Oliver Twist: compare/contrast movie with book; watch play if possible

26 Year "A" B) Change in Store 1. Reading: Literature Circles + Double-Entry Diaries a. Book choice –Book review + character/plot/style analysis project. b. Cannery Row –Study character development, relationships, and the motivation behind characters’ actions through a story of the hardships and relationships making up the fabric of a Depression-era community in Monterey, California. c. Fish! –Study and implement ways to create positive changes in work environments. 2. Writing a. Persuasive writing i. Letter to the editor ii. Oliver Twist essay and editorial cartoon iii. Advertising unit: understand, analyze, and create an ad campaign plan b. Creative writing i. Poetry unit: figurative language and sound effects, types of poetry, rhythm, diction, structure, process of interpretation, poetry evaluation ii. Class poetry book c. Class writing: journals, freewrites, responses to literature, note-taking, reading reflections, online discussions, response to prompts, drafts based on 6 Traits, blogs 3. Grammar a. Parts of speech: nouns & pronouns i. Concrete, abstract, and collective nouns; proper & common nouns; usage ii. Pronoun person & number; indefinite pronouns; pronoun agreement; usage b. Sentences i. Sentence variety ii. Combining sentences (coordinating, subordinating, correlative conjunctions) c. Punctuation i. Commas ii. Semicolons & colons iii. Quotation marks 4. Language Arts Skills a. Spelling practice, tests, skills/rules b. Etymology: Word Roots c. Vocabulary: Wordly Wise + literature connections exercises d. Literature response and analysis exercises; literature discussions; reading quizzes e. Weekly “Book Look,” Editor-in-Chief practice, poetry analysis f. Collaborate & synthesize materials for team presentations g. Use tech tools for advertisement study & presentations h. Research skills

27 Year "A" C) Change Makes the World Go ‘Round 1. Reading: Literature Circles + Double-Entry Diaries a. Out of the Dust –Explore the effects of post-World War over-cultivation of the Great Plains: the Dust Bowl. b. Animal Farm –Study the progression towards and impact of Stalinist economics/politics. 2. Writing a. Narrative writing + short story focus: Animal Farm-based fables on a current event b. Technical writing i. Instructions manual project with Science ii. Résumés iii. Cover letters iv. Applications c. Timed essay practice d. Class writing: journals, freewrites, responses to literature, note-taking, reading reflections, online discussions, response to prompts, drafts based on 6 Traits, blogs 3. Grammar a. Parts of speech: adjectives, adverbs, & prepositional phrases i. Comparative & superlative adjectives; usage ii. Comparative & superlative adverbs; usage iii. Preposition identification; usage as an adjective or an adverb b. Sentences i. Sentence types ii. Expanding & modeling c. Punctuation i. Apostrophes ii. Hyphens iii. Dashes, parentheses, & ellipses 4. Language Arts Skills a. Spelling practice, tests, skills/rules b. Etymology: Word Roots c. Vocabulary: Wordly Wise + literature connections exercises d. Literature response and analysis exercises; literature discussions; reading quizzes e. Weekly “Book Look,” Editor-in-Chief practice, poetry analysis f. Compose strong questions & lead group discussions—Hillocks’ Hierarchy g. Computer-based skills assessments h. Synthesize science-based project with technical writing

28 Year "A" Seventh & Eighth Grade Science & Health – Mr. David Dittman Seventh and Eighth Grade Science Standards Power of Change The seventh and eighth grade science curriculum adheres to the Power of Change theme. Science studies focus students on physical science topics of chemistry and physics. Throughout the year students will build realistic models and vehicles to demonstrate understanding of science concepts. Students work with their science interactive notebook to contain much of their written work as well foldable interactive pieces. Students focus on the ways in which energy and matter change throughout their many forms and develop and understanding of why these changes take place. Thematic studies for the seventh and eighth grade students is centered on three revolving topics; Changes of Yesterday, Changes of Today, and Changes of Tomorrow. The first area of focus is on our Change Matters theme in which students will study atomic structure and explore chemical reactions. Next, students will begin to study Change in Store which leans into the connection between energy and wave particle transfer. Finally, students end the year applying their skills with an in depth look at physics application to real-life scenarios. The curriculum Power of Change is designed to move students through higher order thinking as well as concrete and abstract knowledge. Students will learn to identify and organize information, compare, contrast, and analyze, interpret and illustrate, hypothesize, synthesize, judge and justify using techniques such science laboratory tasks, accurate 3D model building (multi-step), digital presentation tool use (Prezi, iMovie, PPT, etc.), academic research, iPad animation, quantitative observations, qualitative observations, compare & contrast, kinesthetic movement modeling, academic review competitions (jeopardy style, knockouts, etc.), foldable graphic organizers, Cornell notes, informational brochure or poster as well as additional learning tools and objectives.

Textbook Resources: Prentice Hall Science Explorer Series: Chemical Building Blocks, Chemical Interactions, Motion, Forces, and Energy, Electricity and Magnetism, Sound and Light, The Nature and Science of Technology Essential Questions:  What major scientists contributed to our current understanding? How has our understanding changed over time?  What evidence do we have that supports current scientific theory?  Explain how the science behind the concept works (in your own words).  How can we create a product that represents scientific principles?  How can we apply our understanding of scientific principles in a different context?  Rationale: Understanding past changes, recognizing present changes and preparing for future changes empowers us to excel in a changing world. o Changes of Yesterday o Change Today o Changes of Tomorrow 29 Year "A" "Change" Matters (Matter of Fact) Chemical Reactions & Atomic Structure The Student Will:  Observe substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. o The total number of each type of atom is conserved, and thus the mass does not change. o Some chemical reactions release energy, others store energy.  Review the structure of atoms: protons, neutron, and electrons. o Define molecules: compounds are formed by combining two or more elements and have properties different from the constituent elements.  Know early theories of matter. o The early Greek theory of four elements; Later theories of Democritus: everything is made of atoms and nothing else (“atom” in Greek means that which can’t be cut or divided); atoms of the same kind form a pure “element.”  Know the start of modern chemistry. o Lavoisier and oxygen: the idea that matter is not gained or lost in chemical reactions; John Dalton revives the theory of the atom; Mendeleev develops the Periodic Table, showing that the properties of atoms of elements come in repeating (periodic) groups. o Niels Bohr develops a model of the atom in shells that hold a certain number of electrons. Bohr’s model, plus the discovery of neutrons, helped explain the Periodic Table: atomic number, atomic weight, and isotopes. Chemical Bonds and Reactions  Know to get a stable outer shell of electrons, atoms either give away, take on, or share electrons.  Understand chemical reactions rearrange the atoms and the electrons in elements and compounds to form chemical bonds.  Know when single atoms combine with themselves or with other atoms, the result is a molecule. o O2 is a molecule of oxygen. NaCl is a molecule of salt, and because it has more than one element is called a compound.  Define Different kinds of bonds. o Ionic bond. Atoms like sodium that have just one or two extra electrons are very energetic in giving them away. Elements with the same number of extra or few electrons can join with each other to make an ionic bond. Example: NaCl, table salt. o Metallic bond. In the metallic bond, electrons are not given away between elements, but are arranged so that they are shared between atoms. Pure metals show this sharing, and the atoms can rearrange themselves in different ways, which explains why you can pound metals into different shapes. o Covalent bond. Some atoms share electrons in a definite way, making them very stable and unreactive. Examples are H2 and O2. Carbon, which can take up or

30 Year "A" give away 4 electrons in covalent bonds, can help make molecules that can adopt almost any shape. It is the basis of life.  Understand kinds of reactions. o Oxidation: a chemical reaction that commonly involves oxygen. More generally, oxidation is a reaction in which an atom accepts electrons while combining with other elements. The atom that gives away electrons is said to be oxidized. o Examples: rusting of iron, burning of paper. Heat is given off in rapid oxidation. o Understand reduction: the opposite of oxidation. Reduction involves the gaining of electrons. An oxidized material gives them away and heat is taken up. o Understand how a catalyst helps a reaction, but is not used up.  Know acids: for example, vinegar, HCl, H2SO4; sour; turn litmus red.  Know bases: for example, baking soda; bitter; turn litmus blue o pH: ranges from 0-14; neutral = 7, acid = below 7, base = above 7  Observe reactions with acids and bases. o In water solution, an acid compound has an H ion (a proton lacking an electron), and the base compound has an OH ion (with an extra electron). o When the two come together, they form HOH (water) plus a stable compound called a “salt.” o How chemists describe reactions by equations, for example: HCl + NaOH = NaCl + H2O "Change" in Store - Energy in Store Motion & Wave Energy The Student Will:  Know motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed.  Understand a system of objects may also contain stored (potential) energy, depending on their relative positions.  Understand temperature is a measure of the average kinetic energy of particles of matter. The relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present.  Define the term “heat” as used in everyday language refers both to thermal motion (the motion of atoms or molecules within a substance) and radiation (particularly infrared and light). In science, heat is used only for this second meaning; it refers to energy transferred when two objects or systems are at different temperatures  Understand temperature is not a measure of energy; the relationship between the temperature and the total energy of a system depends on the types, states, and amounts of matter present. Wave Properties  Know a simple wave has a repeating pattern with a specific wavelength, frequency, speed, crest, trough, amplitude and amplitude.  Know a sound wave needs a medium through which it is transmitted.  Waves transfer energy by oscillation without transferring matter; matter disturbed by a wave returns to its original place.

31 Year "A"  Know two kinds of waves: transverse (for example, light) and longitudinal (for example, sound) o Common features of both kinds of waves: . Speed and frequency of wave determine wavelength. . Wave interference occurs in both light and sound.  Understand the Doppler effect occurs in both light and sound. o Sound waves: longitudinal, compression waves, made by vibrating matter, for example, strings, wood, air  Know while light and radio waves can travel through a vacuum, sound waves cannot. Sound waves need a medium through which to travel.  Understand speed of waves o Sound goes faster through denser mediums, that is, faster through solids and liquids than through air (gases). o At room temperature, sound travels through air at about 340 meters per second (1,130 feet per second). o Speed of sound = Mach number. Supersonic booms; breaking the sound barrier.  Understand frequency. o Frequency of sound waves measured in “cycles per second” or Hertz (Hz). o Audible frequencies roughly between 20 and 20,000 Hz. o The higher the frequency, the higher the subjective “pitch.” . Amplitude or loudness is measured in decibels (dB). . Very loud sounds can impair hearing or cause deafness. o Resonance, for example, the sound board of a piano, or plates of a violin Electromagnetic Radiation  Understand when light shines on an object, it is reflected, absorbed, or transmitted through the object, depending on the object’s material and the frequency (color) of the light.  Understand the path that light travels can be traced as straight lines, except at surfaces between different transparent materials (e.g., air and water, air and glass) where the light path bends.  Understand a wave model of light is useful for explaining brightness, color, and the frequency-dependent bending of light at a surface between media. o However, because light can travel through space, it cannot be a matter wave, like sound or water waves. o Most waves, such as sound and water waves, transfer energy through matter, but light belongs to a special kind of radiation that can transfer energy through empty space.  Understand the electromagnetic spectrum. o From long waves, to radio waves, to light waves, to x-rays, to gamma rays. o Called “electromagnetic” because the radiation is created by an oscillating electric field which creates an oscillating magnetic field at right angles to it, which in turn creates an oscillating electric field at right angles, and so on, with both fields perpendicular to each other and the direction the wave is moving.

32 Year "A" o The light spectrum: from infrared (longest) to red, orange, yellow, green, blue, violet (shortest).  Understand speed in a vacuum of all electromagnetic waves including light: 300,000 km per second, or 186,000 miles per second; a universal constant, called c.  Understand refraction and reflection. o Refraction: the slowing down of light in glass causes it to bend, which enables lenses to work for television, photography, and astronomy. o How Isaac Newton used the refraction of a prism to discover that white light was made up of rays of different energies (or colors). o Reflection: concave and convex reflectors; focal point. Information Technologies and Instrumentation  Understand digitized signals (sent as wave pulses) are a more reliable way to encode and transmit information. "Change" Makes the World Go Round Forces & Energy Transfer The Student Will:  Understand when two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object.  Understand for any pair of interacting objects, the force exerted by the first object on the second object is equal in strength to the force that the second object exerts on the first, but in the opposite direction (Newton’s third law).  Understand the motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion.  Understand all positions of objects and the directions of forces and motions must be described in an arbitrarily chosen reference frame and arbitrarily chosen units of size. In order to share information with other people, these choices must also be shared. Conservation of Energy and Energy Transfer  Demonstrate when the motion energy of an object changes, there is inevitably some other change in energy at the same time. o The amount of energy transfer needed to change the temperature of a matter sample by a given amount depends on the nature of the matter, the size of the sample, and the environment. o Energy is spontaneously transferred out of hotter regions or objects and into colder ones. Physics  Understand motion o The velocity of an object is the rate of change of its position in a particular direction. Unbalanced forces cause changes in velocity. o Speed is the magnitude of velocity expressed in distance per unit of time. o Changes in velocity can involve changes in speed or direction or both.

33 Year "A" . Average speed = total distance traveled divided by the total time elapsed. o Formula: Speed = Distance/Time (S = D/T).  Understand forces o The concept of force: force as a push or pull on an object. Examples of familiar forces (such as gravity, magnetic force)A force has both direction & magnitude. o Measure force: expressed in units of mass, pounds in English system, Newtons in metric system o If an object is subject to two or more forces at once, the effect is the net effect of all forces. . If forces are in balance, net effect is zero and no movement. . The motion of an object changes in speed or direction if the forces on it are unbalanced, having net effect other than zero.  Understand work o In physics, work is a relation between force and distance: work is done when force is exerted over a distance. . Equation: Work equals Force x Distance (W = F x D). . Common units for measuring work: foot-pounds (in English system), joules (in metric system; 1 joule = 1 newton of force x 1 meter of distance).  Understand Energy o In physics, energy is defined as the ability to do work. o Energy as distinguished from work. . To have energy, a thing does not have to move. o Work is the transfer of energy. . Two main types of energy: kinetic and potential. o Some types of potential energy: gravitational, chemical, elastic, electromagnetic o Some types of kinetic energy: moving objects, heat, sound and other waves . Energy is conserved in a system.  Understand Power o In physics, power is a relation between work and time: a measure of work done (or energy expended) and the time it takes to do it. o Equation: Power equals Work divided by Time (P = W/T), or Power = Energy/Time o Common units of measuring power: foot-pounds per second, horsepower (in English system); watts, kilowatts (in metric system) Density and Buoyancy  Understand buoyancy o When immersed in a fluid (i.e. liquid or gas), all objects experience a buoyant force. o The buoyant force on an object is an upward (counter-gravity) force equal to the weight of the fluid displaced by the object. o Density = mass per unit volume. o Relation between mass and weight (equal masses at same location have equal weights).  Calculate density of regular and irregular solids from measurements of mass and volume 34 Year "A" o The experiment of Archimedes o How to predict whether an object will float or sink Science Biographies The student will  Learn the contributions of scientists. o Albert Einstein (physicist whose theories of relativity allowed great advancements in the study of space, matter, energy, time, and gravity) o Dorothy Hodgkin (chemist who determined the structure of vitamin B12) o James Maxwell (scientist who created mathematical equations that expressed the basic laws of light, electricity, and magnetism) o Marie Curie (advances in science of radioactivity; discovered the elements polonium and radium) Science Skills  Understand science as inquiry  Apply the scientific inquiry method o Research Question o Background Information o Hypothesis o Investigation o Collect & Represent Data o Analyze and Conclude  Understand technological design  Understand personal and social perspectives of science  Gain understanding of the history and nature of science.  Understanding that science is a human endeavor, that science is evaluated by results of scientific investigation and theory  Develop and evaluate possible solutions with respect to how well they meet the criteria and constraints of a problem Developing Possible Solutions • Use systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. • Understand a solution needs to be tested, and then modified on the basis of the test results in order to improve it. There are systematic processes for evaluating solutions with respect to how well they meet criteria and constraints of a problem  Demonstrate that a solution needs to be tested, and then modified on the basis of the test results, in order to improve it.  Optimize the Design Solution o Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of the characteristics may be incorporated into the new design. o The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution. 35 Year "A" Defining and Delimiting an Engineering Problem  Understand the more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that is likely to limit possible solutions.

36 Year "A"

Fifth through Eighth Grade Spanish – Mrs. Kristen Free Middle School Spanish Course Overview From kindergarten through eighth grade, Abiqua provides experiences that prepare students to be active members of the global community. We know that the world of their future will be expansive and diverse; demanding empathetic and creative citizens who seek to problem solve through finding collaborative answers to challenging questions.

We believe that learning a language is more than grammar and vocabulary. The vision of Abiqua’s Spanish studies is to enable students to communicate in a language other than English, gain knowledge and understanding of another culture, connect with other disciplines and acquire new information, develop insight into the nature of language and culture, and participate in multilingual communities at home and around the world. Studying other cultures enables children to learn responsible citizenship by understanding that there are different approaches to life and perspectives on the world.

Middle School students participate in a high school-level Spanish curriculum in which they complete Spanish 1 and Spanish 2 over the course of four years. Students who complete these courses leave prepared and confident to enter Spanish 3 as freshmen in high school. Additionally, students participate in the National Spanish Exams, the most widely used tests of Spanish in the United States. These exams are online standardized assessment tools that measure proficiency and achievement of students who are studying Spanish as a second language. Abiqua provides a challenging yet comfortable atmosphere in which students can explore the possibilities that arise from communicating with and understanding the language and cultures of Spanish-speaking communities.

Spanish 1 and Spanish 1.5 Students in Spanish 1and Spanish 1.5 begin to develop their ability to understand simple spoken and written Spanish. At the same time, they learn to communicate orally and in writing in a culturally appropriate manner about familiar topics that include self, school, food, pastimes, family, house, clothing, and stores. Vocabulary and basic grammatical structures are taught within the context of everyday topics. Culture is embedded throughout the course and relates directly to the topics studied.

Spanish 1 Content Students will learn: 1. Greetings and basic phrases 37 Year "A" 2. Infinitives 3. Negatives 4. Expressing agreement and disagreement 5. Concordance of adjectives 6. Definite and indefinite articles 7. Word order 8. Subject pronouns 9. Present tense conjugations of regular –ar, -er, and –ir verbs 10. The verb estar 11. Plurals of nouns, articles, and adjectives 12. Using the words gusta and encanta 13. The verb ser Spanish 1 Skills Students will be able to: 1. Greet and introduce each other in Spanish 2. Follow simple classroom directions 3. Spell words in Spanish 4. Tell time and the date 5. Talk about weather and seasons 6. Communicate about things they like to do 7. Discuss their personalities and those of others 8. Talk about the school day 9. Discuss basic foods and beverages 10. Talk about activities they engage in to maintain good health

Spanish 1.5 Content Students will learn: 1. Vocabulary about leisure activities and places in the community 2. The verb ir 3. Asking and answering questions 4. Vocabulary about sports and activities outside of school 5. Extending, accepting, and declining invitations 6. Using ir + a + infinitive to discuss future plans 7. Stem-changing verbs 8. Using the verb tener for various expressions 9. Possessive adjectives 10. “Yo-Go” verbs 11. Distinguishing between the verbs ser and estar 12. Describing, comparing, and contrasting 13. The superlative 38 Year "A" 14. Affirmative tú commands 15. The present progressive 16. Demonstrative adjectives

Spanish 1.5 Skills Students will be able to: 1. Read, talk, and write about leisure activities, schedules, and places to go 2. Exchange information about weekend plans 3. Understand, discuss, and exchange information about invitations and responses 4. Discuss descriptions and relationships of family members and celebrations 5. Talk about write about, and compare bedrooms 6. Discuss chores, houses, and apartments 7. Exchange information while giving advice

Spanish 2 and Spanish 2.5 Students in Spanish 2 and Spanish 2.5 continue to hone their skills as they further explore the language and culture of Spanish speaking people. Students continue to develop their ability to understand spoken and written Spanish. At the same time, they learn to communicate orally and in writing in a culturally appropriate manner about a variety of familiar topics that include self, school, daily routines, shopping, community, and emergencies. Vocabulary and grammatical structures are taught within the context of everyday topics. Culture is embedded throughout the course and relates directly to the topics studied. Spanish 2 Content Students will learn: 1. Adjectives of nationality 2. Vocabulary about their classes, rules, and extracurricular activities 3. Stem-changing verbs in present tense 4. Affirmative and negative words 5. Hay que/Se prohíbe + infinitive 6. Vocabulary about shopping, clothing, and daily routines 7. Comparisons of equality 8. saber and conocer 9. Hace + time expressions 10. Reflexive verbs in present tense 11. Uses of ser and estar 12. Possessive adjectives - long form 13. Preterite of regular -ar,-er, -ir verbs 14. Preterite of irregular -car, -gar, -zar verbs 15. Demonstrative adjectives 16. Use of adjectives as nouns 39 Year "A" 17. Direct object pronouns

Spanish 2 Skills Students will be able to: 1. Locate Spanish-speaking countries on a map and produce their capitals 2. Communicate about classes and classroom rules, activities, and school work 3. Communicate about after-school activities 4. Identify some famous Spanish-speaking people 5. Identify customs and school rules in Spanish-speaking countries and compare them to those in the U.S. 6. Identify after-school activities in Spanish-speaking countries and compare them to those in the U.S. 7. Communicate about daily routines 8. Communicate about getting ready for a special event 9. Identify special events in Spanish-speaking countries and compare them to those in the U.S. 1. Communicate about shopping for clothing

Spanish 2.5 Content Students will learn: 1. Vocabulary about community and navigating using directions 2. Preterite of ir, ser 3. Preterite of hacer, tener, estar, poder 4. Present tense of salir, decir 5. Irregular affirmative tú commands 6. Vocabulary about childhood and family celebrations 7. The imperfect tense: regular and irregular verbs 8. Indirect object pronouns 9. Verbs that use indirect object pronouns 10. Reciprocal verbs 11. Use of preterite and imperfect 12. Vocabulary about natural disasters and medical accidents 13. Preterite of oír, leer, creer, and destruir 14. Preterite of venir, poner, decir, and traer

Spanish 2.5 Skills Students will be able to: 1. Communicate about what they did in places in the community 2. Ask for and give directions for getting to places 3. Discuss what they did when they were children 40 Year "A" 4. Communicate about what they were like as children 5. Communicate about past family celebrations and holidays 6. Discuss disasters, rescues, and emergencies (past and present) 7. Communicate about accidents, injuries, and medical treatments (past and present)

41 Year "A"

Fifth through Eighth Grade Music -- Mr. Andrew Norman Middle School Music: Guitar Overview

Abiqua’s Middle School Guitar class is driven to produce competent, professional musicians. The Guitar class is working out of the Hal Leonard guitar curriculum, the method developed and standardized by Guitar Center Lessons nationwide. This program is designed to train professional, competent guitar players through an understanding of theory, technique, and music history. Active Listening is the other huge component of the guitar class, training students to listen intently and intentionally to music, analyzing, comprehending, and appreciating music from an informed position. Students will leave this class with an ability to read and perform music in any genre that interests them, using the practice techniques discussed in class to further their playing career on their own.

Guitar Content Students will learn:

1. How to read both Treble Clef and Tab 2. Music Theory 1. Time Signature 2. Note Values 3. Open Chords 4. Barre Chords 5. Major, Minor, and Pentatonic Scales 3. Active Listening 4. Individual and Group Rehearsal Techniques

Guitar Skills Students will be able to:

1. Sight-read and perform 2. Practice competently and effectively 3. Analyze music that they listen to 4. Improvise using basic blues-rock concepts

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Middle School Music: Band Overview

Abiqua’s Middle School Band Program is driven to produce competent, professional musicians. The Band is working from two books: Essential Elements 2000, and Bach and Before for Band. Essential Elements is a pedagogically structured band method book, introducing students to basic elements of theory and practice techniques, as well as instrument care and maintenance. Again, the focus is to produce competent and professional musicianship. Bach and Before is a series of chorale pieces written as exercises to be performed as a group or smaller combos, allowing students to put what they've taken from Essential Elements into practice. I hope to add the use of Rubanks Scale and Technique in the spring, a book that hammers home the importance of scales and warm-up techniques, particularly for woodwind players. This class is also engaged with the active listening assignments and discussion that the guitar class participates in.

Band Content Students will learn:

5. How to read the clef specific to their instrument 6. Theory 1. Time Signature 2. Note Values 3. Concert and relative pitch 4. Basic Transposition 5. Major and Minor scales 6. The Circle of Fifths 7. Active Listening 8. Individual and Group Rehearsal Techniques

Band Skills Students will be able to:

5. Sight-read and perform 6. Practice competently and effectively 7. Analyze music that they listen to

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Fifth through Eighth Grade Art – Mrs. Monica Moyano ABIQUA VISUAL ARTS CURRICULUM This visual arts curriculum reflects the 2000 Visual Arts Standards of Learning and identifies the content and skills that are essential components of a high quality visual arts program for each grade level. Objectives are identified for kindergarten through grade eight and for four secondary visual arts courses, and are designed to be cumulative. They progress in complexity by grade level from kindergarten through the sequence of secondary courses.

Throughout a student’s visual arts education, specific content strands or topics are included. These strands are visual communication and production, cultural context and art history, judgment and criticism and aesthetics. It is through the acquisition of these concepts, content, and skills that the goals for the visual arts can be accomplished. A comprehensive visual arts education program provides students with multiple means of expression as well as analytical skills to evaluate information conveyed by images and symbols.

The curriculum for a given grade level or course includes comprehensive instructional objectives. The objectives work at an instructional strategy and assessment method. Lesson often go beyond the stated objectives and are tailored to the students learning needs.

GOALS The visual arts objectives are intended to support the following goals that will enable students to:

• Select and use art media, subject matter, and symbols for expression and communication; • Know the elements of art and the principles of design and how they are used in the visual arts; • Solve visual arts problems with originality, flexibility, fluency, and imagination; • Understand the relationship of the visual arts to history, culture, and other fields of knowledge; • Use materials, methods, information, and technology in a safe and ethical manner; • Perceive, reflect upon, and evaluate the characteristics, purposes, and merits of their work and the work of others; • Identify, analyze, and apply criteria for making visual aesthetic judgments; and • Develop an aesthetic awareness and personal philosophy regarding nature, meaning, and value in the visual arts.

STRANDS Visual Communication and Production

This strand is divided into four interrelated areas: Elements of Art, Principles of Design, Processes and Skills, and Activities. Each area reflects the knowledge and concepts required to meet the cognitive and psychomotor needs of students at each grade level or course of study. Through careful articulation and ordering of the objectives, students are provided a high level integrated curriculum of study in visual communication and production.

44 Year "A" Students will develop and communicate ideas by choosing and evaluating subject matter and symbols. They will develop fluency in visual, oral, and written communication using art vocabulary and concepts. Through art production, students will express ideas and feelings in two-dimensional and three-dimensional art forms and gain respect for their own work and the work of others. Students also will demonstrate safe and ethical practices in the use of art materials, tools, techniques, and processes.

Cultural Context and Art History

Students will see the visual arts in relation to history and culture through the investigation of works of art from different times and different places. Through the study of works of art and the artists who produced them, students will learn to appreciate the role the visual arts play in communicating historical and cultural beliefs and ideals.

Judgment and Criticism

Students will examine works of art and make informed judgments about the works of art based on established visual arts criteria. Through the understanding of visual arts principles and processes, they will be able to use a variety of thinking frames to analyze the visual qualities and interpret the meaning of works of art. They will also employ critical evaluation skills in the production of their works of art.

Aesthetics Students will reflect on and analyze their personal responses to the expressive and communicative qualities of works of art. They will understand that their background, knowledge, and experiences influence their feelings and emotions. Through the examination of issues related to the visual arts, students will draw conclusions and reflect on the nature, meaning, and value of art based on their dual roles as both creator and viewer of art.

Visual Literacy

Students will develop visual perception skills through the study, interpretation, production, and comprehension of visual imagery. Through viewing selected works of art and other graphic images, students will develop and produce a visual language to facilitate the communication of ideas and to accompany written and oral communication. Each noted work of art in this strand is followed by a list of questions to guide student discussion, interpretation and study of the work.

Assessment

Assessment provides useful and accurate information about student learning. It employs practices and methods that are consistent with learning goals, curriculum, instruction, and current knowledge of how students learn in the visual arts education environment. Visual arts educators assess and document student learning using methods that could include structured and informal observations and interviews, projects and tasks, exhibitions, portfolio development, journals, and multiple-choice and short-answer methods.

Classroom assessment measures and increases learning. It is integrated with curriculum and instruction so that teaching, learning, and assessment constitute a continuous process. By documenting and evaluating student work, teachers obtain information for understanding student 45 Year "A" progress and can guide future instruction. Also, assessment provides opportunities for self-reflection and evaluation by the student.

Vocabulary

Terms for selected media, styles, art movements, and art expressions reflect the concepts, techniques, and skills for each grade level and course of study. Students will use these terms in oral, written, and visual communication.

Safety

Safety is given the highest priority in implementing the pre K-8 instructional program for visual arts. Correct and safe techniques, as well as wise selection of resources, materials, and equipment appropriate to age levels, are carefully considered with regard to the safety precautions for every instructional activity. Safe visual arts classrooms require thorough planning, careful management, and constant monitoring of student activities. Grade 5

I. Art of the Renaissance • The shift in world view from medieval to Renaissance art, a new emphasis on humanity and the natural world • The influence of Greek and Roman art on Renaissance artists (classical subject matter, idealization of human form, balance and proportion) • The development of linear perspective during the Italian Renaissance The vantage point or point-of-view of the viewer Convergence of lines toward a vanishing point, the horizon line • Observe and discuss works in different genres—such as portrait, fresco, Madonna—by Italian Renaissance artists, including i. Sandro Botticelli, The Birth of Venus ii. Leonardo da Vinci: The Proportions of Man, Mona Lisa, The Last Supper iii. Michelangelo, Ceiling of the Sistine Chapel, especially the detail known as The creation of Adam iv. Raphael: The Marriage of the Virgin, examples of his Madonnas (such as Madonna and Child with the Infant St. John, The Alba Madonna, or The Small Cowper Madonna)

• Become familiar with Renaissance sculpture, including Donatello, Saint George Michelangelo, David • Become familiar with Renaissance architecture, including The Florence Cathedral, dome designed by Filippo Brunelleschi St. Peter’s in Rome • Observe and discuss paintings of the Northern Renaissance, including i. Pieter Bruegel, Peasant Wedding ii. Albrecht Dürer, Self-Portrait (such as from 1498 or 1500) iii. Jan van Eyck, Giovanni Arnolfini and His Wife (also known as Arnolfini

46 Year "A" Wedding)

II. American Art: Nineteenth-Century United States • Become familiar with the Hudson River School of landscape painting, including Thomas Cole, The Oxbow (The Connecticut River Near Northampton) (also known as View from Mount Holyoke, Northampton, Massachusetts, after a Thunderstorm)Albert Bierstadt, Rocky Mountains, Lander’s Peak • Become familiar with genre paintings, including George Caleb Bingham, Fur Traders Descending the Missouri William Sidney Mount, Eel Spearing at Setauket

Note: perspective, review from grade 3 foreground, middleground, and background; and, for contrast, examine paintings that do not attempt to create an illusion of depth, for example, Madonna and Child on a Curved Throne (see Visual Arts 4: Art of the Middle Ages). Visual Arts

III. Art of Japan • Become familiar with The Great Buddha (also known as the Kamakura Buddha) Landscape gardens Grade 6

I. Art History: Periods and Schools

The focus here is intended to combine art history with analysis of specific illustrative works. Introduce the idea of classifying Western art by periods and schools, with major characteristics of each period and school. Timelines may help students situate the periods and schools. Note that the periods and characteristics are not absolute distinctions but generally helpful categories (to which there are always exceptions) often used in discussions of art. The following topics extend to the mid-nineteenth century. In later grades, students will examine late-nineteenth and twentieth-century art movements.

A. Classical Art: The Art of Ancient Greece and Rome • Observe characteristics considered “classic”—emphasis on balance and proportion, idealization of human form—inThe Parthenon and the Pantheon The Discus Thrower and Apollo Belvedere B. Gothic Art (ca. 12th - 15th centuries) • Briefly review the religious inspiration and characteristic features of Gothic cathedrals. C. The Renaissance (ca. 1350-1600) • Briefly review main features of Renaissance art (revival of classical subjects and techniques, emphasis on humanity, discovery of perspective) and examine representative works, including Raphael, The School of Athens Michelangelo, David (review from grade 5) D. Baroque (ca. 17th century) • Note the dramatic use of light and shade, turbulent compositions, and vivid emotional expression in El Greco, View of Toledo (also known as Toledo in a Storm) Rembrandt: a self-portrait, such as Self-Portrait, 1659 E. Rococo (ca. mid- to late-1700’s) 47 Year "A" • Note the decorative and “pretty” nature of Rococo art, the use of soft pastel colors, and the refined, sentimental, or playful subjects in Jean Honoré Fragonard, The Swing F. Neoclassical (ca. late 18th - early 19th century) • Note as characteristic of Neoclassical art the reaction against Baroque and Rococo, the revival of classical forms and subjects, belief in high moral purpose of art, and balanced, clearly articulated forms in Jacques Louis David, Oath of the Horatii G. Romantic (ca. late 18th - 19th century) • Note how Romantic art is in part a reaction against Neoclassicism, with a bold, expressive, emotional style, and a characteristic interest in the exotic or in powerful forces in nature, in Francisco Goya, The Bullfight Eugene Delacroix, Liberty Leading the People Caspar David Friedrich, The Chalk Cliffs on Rugen H. Realism (ca. mid- to late-19th century) • Note the Realist’s characteristic belief that art should represent ordinary people and activities, that art does not have to be uplifting, edifying, or beautiful, in Jean Millet, The Gleaners Gustave Courbet, The Stone Breakers • Become familiar with examples of American realism, including i. Winslow Homer, Northeaster ii. Thomas Eakins, The Gross Clinic iii. Henry O. Tanner, The Banjo Lesson Grade 7

I. Art History: Periods and Schools The guidelines here continue the organizational scheme established in sixth grade, which combined art history with analysis of specific illustrative works. Timelines may help students situate the artists, periods, and schools. Note that the periods and characteristics are not absolute distinctions but generally helpful categories (to which there are always exceptions) often used in discussions of art.

A. Impressionism • Examine characteristics of Impressionism in Claude Monet: Impression: Sunrise, Bridge Over a Pool of Lilies Pierre Auguste Renoir, Luncheon of the Boating Party Edgar Degas, a ballet painting such as Dancing Class Mary Cassatt, The Boating Party B. Post-Impressionism • Examine characteristics of Post-Impressionism in Paul Cezanne: a still life such as Apples and Oranges, a version of Mont Sainte Victoire, The Card Players Georges Seurat and pointillism: Sunday Afternoon on the Island of the Grande Jatte Vincent van Gogh: The Starry Night, one of his Sunflowers, a self-portrait such as Self-Portrait [1889] Paul Gauguin: Vision After the Sermon, Hail Mary (Ia Orana Maria) Henri Toulouse-Lautrec, At the Moulin Rouge Art Nouveau as a pervasive style of decoration C. Expressionism and Abstraction • Examine representative artists and works, including i. Henri Matisse: Madame ii. Matisse, The Red Room iii. cutouts such as Beasts of the Sea iv. Edvard Munch, The Scream v. Marc Chagall, I and the Village

48 Year "A" vi. Pablo Picasso’s early works, including Family of Saltimbanques • Cubism i. Pablo Picasso, Les Demoiselles d’Avignon ii. Marcel Duchamp, Nude Descending a Staircase • Picasso after Cubism: Girl Before a Mirror, Guernica Grade 8

I. Art History: Periods and Schools

The guidelines here continue the organizational scheme established in sixth and seventh grades, which combined art history with analysis of specific illustrative works. Timelines may help students situate the artists, periods, and schools. Note that the periods and characteristics are not absolute distinctions but generally helpful categories (to which there are always exceptions) often used in discussions of art. A. Painting Since World War II • Examine representative artists and works, including i. Jackson Pollock and Abstract Expressionism: Painting, 1948 ii. Willem de Kooning, Woman and Bicycle iii. Mark Rothko, Orange and Yellow iv. Helen Frankenthaler, Wales v. Andy Warhol and Pop Art: Campbell’s Soup Can, Marilyn vi. Roy Lichtenstein, Whaam vii. Romare Bearden, She-Ba viii. Jacob Lawrence, a work from his Builder series or Migration of Negroes series B. Photography • Examine representative artists and works, including i.Edward Steichen, Rodin with His Sculptures “Victor Hugo” and “The Thinker” ii. Alfred Steiglitz, The Steerage iii. Dorothea Lange, Migrant Mother, California iv.Margaret Bourke-White, Fort Peck Dam v.Ansel Adams, Moonrise, Hernadez, New Mexico vi.Henri Cartier-Bresson, The Berlin Wall vii.20th-Century Sculpture • Examine representative artists and works, including i. Auguste Rodin: The Thinker, Monument to Balzac ii. Constantin Brancusi, Bird in Space iii. Pablo Picasso, Bull’s Head iv. Henry Moore, Two Forms v. Alexander Calder, Lobster Trap and Fish Tail vi. Louise Nevelson, Black Wall vii. Claes Oldenburg, Clothespin

viii. Maya Lin, Vietnam Veterans Memorial 49