CRANBROOK KINGSWOOD MIDDLE SCHOOL FOR BOYS ..., Exams of Algebra

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CRANBROOK KINGSWOOD

MIDDLE SCHOOL FOR BOYS

COURSE GUIDE

OVERVIEW

Academically, middle school students are encouraged to try their best in all phases of a challenging and varied program that emphasizes traditional academic areas, as well as art, music, physical fitness and knowledge of an expanding self.

Written assignments, short and long-term projects, class discussions, oral presentations, daily quizzes, tests and homework aid teachers in evaluating individual student achievement.

Technology is integrated across the curriculum at all grade levels. In each grade, specific subjects are charged with teaching and reinforcing specific skills and applications. Computer ethics are taught at all levels. Sixth graders receive an introduction to the computers at the start of the year.

PROGRAM OUTLINE

Grade Six: English French/Latin/Spanish Performing Arts/Music Mathematics/Pre-Algebra Human Development Physical Education Science Visual Arts Study Hall Social Studies

Grade Seven: English French/Latin/Spanish Performing Arts/Music Mathematics 7/Pre-Alg./Alg. I Human Development Physical Education Science Visual Arts Study Hall Social Studies

Grade Eight: English French/Latin/Spanish Performing Arts/Music Mathematics 8/Alg. I/Geometry Human Development Physical Education Science Visual Arts Study Hall Social Studies

EXPLANATION OF COURSE DESCRIPTION

Course Title Course Number Grade(s) for which course is open

Course Description: course objective, course content, teaching modes, requirements of typical assignments, materials used.

MATHEMATICS

The Middle School Math Program is committed to placing students in classes where they will thrive and be challenged to the best of their abilities. We do not have any remedial math classes. Teachers will be available for extra help to students experiencing difficulties.

The Math 6, Math 7, Pre-Algebra 8 pathway provides a rich mathematical experience with significant guidance and support. A major goal in this sequence is continual review and reinforcement of basic math as well as new concepts, thus creating a comprehensive program that prepares students for Algebra I in the ninth grade.

The Honors 6, Pre-Algebra, Algebra I pathway is designed for students who are developmentally ready for the challenges of a complete algebra curriculum in eighth grade. It is a challenging curriculum requiring more outside preparation and student independence. Students following this sequence are expected to keep at least a B- average to advance to the next class.

The Pre-Algebra, Algebra I, Geometry pathway is designed for those students who have already mastered the math skills and problem solving strategies central to the study of Pre-Algebra when they enter in sixth grade. This pathway requires students to meet the challenges of an algebra curriculum in seventh grade, and the developmental readiness for Geometry in eighth grade. This intensive study of mathematics requires significant outside preparation. Students following this sequence are expected to keep at least a B average to advance to the next class.

Math placement is not an exact science. We work very hard to place each student in a math class where he will thrive and be challenged. However, developmental changes in students require us to be flexible, and students may need to change pathways. We believe the best fit is found when school, parent, and student work together.

MIDDLE SCHOOL MATHEMATICS

Math 6 Honors Math 6

Math 7 Pre-Algebra (6 & 7)

Pre-Algebra 8 Algebra I (7 & 8)

Geometry 8 (8)

Math 6 200 6

Students will review the four basic operations dealing with whole numbers, decimals and fractions. Emphasis is placed on ratio, proportion and percentage problems, as well as metrics, number theory and equation solving. Plane and solid geometry are thoroughly discussed. Probability and statistical concepts are introduced. Problem solving is emphasized throughout the course. A discovery approach will be used through hands-on activities in group, cooperative and individual situations.

Honors Math 6 202 6

Students will spend less time reviewing basic operations and move more quickly into number theory and equation solving. Emphasis is placed on ratio, proportion and percentage problems, as well as metrics, number theory and equation solving. Plane and solid geometry are thoroughly discussed. Probability and statistical concepts are introduced. Problem solving is emphasized throughout the course. A discovery approach will be used through hands-on activities in group, cooperative and individual situations. At the end of the first trimester, Students with an average below B- may have their placement re-evaluated in order to continue this course.

Pre-Algebra 6 204 6

Students with solid computational skills study pre-algebra. Emphases in this course include using variables and evaluating expressions, solving equations and inequalities, computing with integers and rational numbers, and graphing. Other important topics are problem-solving strategies, percent, geometry, statistics and probability. At the end of the first trimester, students with an average below B may have their placement re-evaluated in order to continue this course.

Math 7 210 7

Students continue the study of integers, decimals and fractions with regard to the four basic operations. Expansion on topics presented in Math 6 includes number theory, solutions of equations and inequalities, metric measurements, ratio, proportion, percent, rational and real numbers, and statistics and probability. Geometry is expanded to include solid as well as plane, with emphasis on areas and volumes. Practical application, which includes estimation and problem solving in real-life situations, is a major focus of this course.

Pre-Algebra 7 212 7

Students with solid computational skills study pre-algebra. Emphases in this course include using variables and evaluating expressions, solving equations and inequalities, computing with integers and rational numbers, and graphing. Other important topics are problem-solving strategies, percent, geometry, statistics and probability. At the end of the first trimester, students with an average below B- may have their placement re-evaluated in order to continue this course.

SCIENCE

The Middle School Science Program emphasizes learning through a combination of teacher- directed lessons and interactive lab activities. Throughout their three years students learn ways to improve their critical thinking skills and their understanding and application of the scientific method. Students are provided with constant opportunity to use their skills of observation, prediction, measurement and drawing conclusions. An emphasis is placed on integrating classroom technology into appropriate lessons and labs. The Cranbrook campus provides teachers the opportunity to leave the classroom and visit other unique locations for lessons. These sites include the Cranbrook campus, the Cranbrook Institute of Science and other regional points of interest.

Science 6 400 6

This is a life and environmental science course focusing on topics such as ecology, cell biology, nutrient cycles, biomes, classification and heredity. Great emphasis is placed on the young scientist and improving his reading, writing and organizational skills.

Science 7 410 7

The focus of this course is on earth science. Specific topics include rock and mineral classification, the fossil record, plate tectonics, atmosphere, weather and climate. Discussion of relevant current events is incorporated throughout the year.

Science 8 420 8

This is an introductory course in chemistry and physics. Major areas of study include matter, atomic structure, the periodic table, chemical formulas and reactions, motion, forces, energy, work, power and simple machines.

SOCIAL SCIENCE

The Middle School Social Science Program promotes a deepened understanding of the heritage of civilization, cultural diversity, democracy and civic responsibility, global interdependence, and relationships between humans and their natural environments.

Students gain competence at processing information, reasoning, expressing their thoughts and participating in society. They become equipped to participate responsibly in the political process of a free society and to work cooperatively with their fellow citizens.

Students develop a heightened respect for the rights and dignity of all. They learn to consider various solutions to social problems, to make rational judgments about public issues, and to act in accordance with the values of a democratic society.

Global Studies I 500 6

This course introduces students to the five themes of geography: location, place, human- environment interaction, movement and region. Physical geography (major land and water forms), cultural geography (adaptation to the environment), economic geography (use of resources), and map skills will be taught in the context of global regions (North America, South America, South Asia, Central Asia, and East Asia) with reference and comparison to our lives in the United States. Emphasis is placed on the development of study skills, critical thinking skills, and cooperative group skills.

Global Studies II 510 7

A continuation of Global Studies I, this course reinforces the five themes of geography and explores the geography and culture of places and people throughout the world. Students particularly examine the regions of Africa, the Middle East, Europe, Oceania, Australia and the Pacific Islands. Students emerge with knowledge of global regions, people, and cultures, and an understanding of the interconnectedness of the people and places of the world. Daily practice and application, as well as projects and activities, reinforce and develop study skills, critical thinking skills, cooperative skills, and communication skills.

American Studies 520 8

In eighth grade American Studies, students explore the historical, political, economic and social factors that shaped our country. They review the American Constitution and government, and they will cover America as a new nation through the Civil Rights Era of the 1960’s. Analysis of primary and secondary sources, text reading, small group activities, research projects and simulations are employed throughout the year. Technology will be implemented in both teaching and learning processes. The overall focus is on the development of analytical thinking and social science skills.

HUMAN DEVELOPMENT

The goal of the Human Development Program is to instill in students healthy behaviors based on their understanding of the interdependence of their biological, psychological and social needs.

Human Development 6 930 6

Human Development 6 serves as an introduction to a comprehensive three year health program. This course is designed to teach students about important issues that are confronted during adolescence. The curriculum focuses on the physical as well as emotional changes that accompany this stage of life. The lessons encourage questioning, self-exploration, and classroom discussion. The overall theme of the semester is making positive choices and developing decision-making skills. The course explores a variety of topics including journal writing, the dimension of health, self-concept, hazards of tobacco and alcohol use, the dynamics of addiction, and adolescent physical development.

Human Development 7 940 7

Human Development 7 examines the aspects of overall health (physical, social, mental, and emotional) and focuses on an overview of the human body and how all of the body systems work. Emphasis is then placed on physical fitness, nutrition, and eating habits, and how they affect the body systems and one’s overall health and wellness.

Human Development 8 950 8

Human Development 8 is designed to build upon the curriculum from sixth and seventh grade. A holistic approach to the topics is taken, meaning that not only the physical but also the social and emotional impacts are explored. The primary focus of the semester is human reproduction including anatomy, labor and the birth process. In addition, infectious diseases, including sexually transmitted disease, and noninfectious diseases such as cancer and heart disease are thoroughly discussed. Students also address emotional health and explore ways to deal with stress. These complex themes are framed in terms of personal health advocacy, prevention and making positive choices in life.

VISUAL ARTS

Visual Art 6 800

This course gives students a hands-on exposure to a variety of studio-arts, both two-dimensional and three-dimensional. The students practice basic techniques and psychomotor skills that lead to the completion of projects in a number of studio areas. Throughout the semester various aspects of historical and cultural works of art and artists are integrated into a format that reinforces particular assignments.

Visual Art 7 810

This course continues student involvement in the variety of studio arts begun in the sixth grade. Additional control and understanding of concepts is promoted in the seventh grade projects. Historical and cultural works of art and artists are integrated into a format that reinforces particular assignments throughout the semester.

Visual Art 8 820

In the eighth grade, preparation for the studio experience of the upper school program intensifies. Student hone skills learned previously are introduced to work that requires artistic problem solving and continue their exploration of historical and cultural works of art to reinforce particular assignments. Students leave this course with the background to choose an appropriate studio art concentration.

PERFORMING ARTS

All students enrolled in performing arts classes are expected to participate actively in classroom rehearsals and, in most cases, to perform music and theatrical selections in public. Plays and vocal and instrumental music are selected primarily for the quality of the literature. Interest in the appreciation of diversity not only allows but encourages reading stories of all races, religions, and nationalities and singing their songs and playing their music. Better understanding comes through sharing the musical heritages and interests of others.

Intermediate Band A750 (Coed) 6 7 8

This ensemble continues to build upon the fundamentals of instrumental music. Designed to strengthen the technique and knowledge of an instrument, Intermediate Band is considered the typical progression for students coming from elementary and middle school band programs. This ensemble only performs in the Spring Festival Concert. Percussion is available to students by instructor's approval only. Please note that very few, if any, percussion positions are typically available in the Intermediate Band program for students new to the school. Beginners should not sign up for this class. Prerequisite: one to two full years of playing experience, instructor’s approval.

Tri-Arts 700/708/716 (Boys) (Gender Specific Classes) 6 7

This class provides exposure to three performing art genres. Students will participate in one trimester each of Cranes (music appreciation/singing), Dynamic Moves (yoga) and drama. Students can only sign up for this class for two out of their three middle school years. Students in the Tri-Art classes do not perform.

A survey course, Drama explores introductory theatre concepts, beginning with the study of body language and gesture and expanding to facial expression and vocal inflection. Along the way, students participate in a variety of theatre games designed to reinforce these ideas. Students are given brief introductions to basic stage terminology, theatre history, and technical theatre. The trimester culminates with a final performance project.

In Dynamic Movement, students learn skills to foster their total well-being through the development and understanding of the powerful mind/body connection of yoga and movement. Class content includes breathing and mindfulness techniques, yoga poses and relaxation tools all designed to build strength, focus and flexibility. Students gain self-awareness as they work cooperatively through the creative process of movement.

Cranes is a middle school music appreciation course with an emphasis on singing. The basics of musicianship, sight-reading, music theory and history are incorporated throughout the trimester. In addition to introductory vocal technique, boys learn to sing together in unison and two-part harmony. Music studied represents a variety of styles which appeals to boys of this age as well as accommodates their changing vocal ranges. Finally, students study pitch and rhythmic notation, plus common musical terms and symbols.

Drama 706 (Gender Specific Classes) 7 8

This class concentrates on the fundamentals of drama and provides an in-depth study of a variety of dramatic theatre styles. Several areas of concentration include contemporary and classical drama, improvisation, scene study, character study and stage movement. Students in this class will collaborate in a final project with the Dramatic Video Production class.

Dramatic Video Production (Gender Specific Classes) 7 8

In this class, students will develop skills and techniques for creating a variety of video project types. Students will act in and edit audition monologue videos, tutorials, and short films, using a range of acting, filming and editing techniques and tools. This project oriented class will introduce students to the entire production process from scripting and storyboarding, to cinematography, editing, and special effects.

Actor’s Workshop: (Coed) 7 8

This course is designed to foster a student’s growing appreciation and knowledge of dramatic performance. It will deepen the students’ understanding of script analysis, character development, physical discipline, and emotional interpretation. All benchmarks will be reached through extensive study of text, exploration through acting games, and performance workshops of various monologues and scenes of both comedic and dramatic value. Emphasis will be placed on healthy interpersonal communication, experimental interpretation of text, and discovering one’s own artistic integrity to come to a creative end product. Students are required to participate in a culminating end of year public showcase of their work. Prerequisite: instructor’s approval.

Music Workshop 718 (Boys) 7 8

In this class, students will develop their understanding and knowledge of music by learning basic music skills and composing music on computer software. Students will study different musical genres, instruments, and forms and will learn how to read music at a basic level. They will analyze, arrange, produce, and compose various styles of original songs on the computer using the Sony Acid Music Studio software, including making their own voice recordings. Music skills acquired throughout the year will be incorporated into their compositions. Due to the popularity of this offering, students without prior enrollment in this course will be given preference.

PHYSICAL EDUCATION

900 6 910 7 920 8

All boys participate in physical education. Emphasis is on participation, sportsmanship, and skill development rather than competition. We utilize the fitness room to teach and reinforce the importance of cardiovascular health and the importance of regular exercise in maintaining overall health and wellbeing. The program includes specific activities associated with health and fitness and may include the following activities:

badminton basketball flag football floor hockey

kick-ball lacrosse soccer softball

swimming tennis ultimate frisbee volleyball

David Mogill Mathematics, Oakland University, B.S.

Brewster Moore English University of Michigan, B.A. Cornell University, J.D.

Christopher Norred Social Science Michigan State University, B.A., M.A.

Christopher Paris Social Science Social Science Department Coordinator University of Michigan, B.A., M.A.

Gordon Powell Mathematics Mathematics Department Coordinator Michigan State University, B.S., M.A.

Pamela Savage-Marr Science Eastern Michigan University, B.S. Oakland University, M.Ed.

Paulina Shaw Spanish Central Michigan University, B.A., M.A.

Bailey Smith Visual Art College for Creative Studies, B.F.A.

B Curtis Williams English Princeton University, B.A.

GIRLS’ CAMPUS

Geri Brandimarte Social Science Oakland University, B.A., M.A.

Linda Curry Social Science Wayne State University, B.S., M.S.L.S.

Candace Day Latin University of Michigan, B.A. Wayne State University, M.A.

Debra Dietrich Social Science, French University of Michigan, B.A.

Katherine Georges English English Department Coordinator Indiana University, B.A.

Linda Flaga Counselor Oakland University, B.A., Wayne State University, M.A., Ph.D.

Debra Kridler Mathematics Western Michigan University, B.A.

Andrea Lorey Science Wittenberg University, B.A. Wayne State University, M.A.

Susan Ludwig Mathematics Michigan State University, B.A.

Cindy McGee Librarian/Media Specialist and Makerspace Coordinator University of Michigan, B.A. Wayne State University, M.L.I.S.

Cheryl Mizerny English Eastern Michigan University, B.S., M.A.

Jocelyn Moellering French; Music Workshop World Languages Department Coordinator Pincipia College, B.A. School for International Training, M.A.T.

Richard Munoz Spanish Université d’Avignon, D.E.U.G.

Marjorie Olt Mertz Science Science Department Coordinator Cornell University, B.S. Columbia University, M.S., M.A.T.

Kathryn Rediers Dance I and II Wayne State University, B.S.

Ashlie Smith Science Michigan State University, B.S. Wayne State University, M.A.T

Greer Spangler English Sweet Briar College, B.A. Wayne State University, M.A.T.

Robert Thies Visual Arts Visual Arts Department Coordinator St. Olaf College, B.A. Saginaw Valley State, M.Ed.

Jane Williams Mathematics Princeton University, B.A.