This curriculum guide summarizes the various courses offered by each Middle Division department. Courses have been designed to match the educational and developmental needs of students in each grade level, as well as the skills essential to future courses in that area of study. The Middle Division curriculum is dynamic; each summer departments undertake a revision of some portion of the curriculum to improve the reading materials, activities, scope and sequence, or skill development of the students in the course. Each course then becomes a blend of traditional elements essential to the scope of the program combined with activities or areas of interest specific to the teachers in the department.Materialsandtopicsaresubjecttochangeasdeterminedbytheteachingteams.
Department chairs are responsible for the curriculum offerings of their respective departments.Please feel free to contact them with your questions and comments, or contact MD Dean of Faculty Eva Abbamonteatext3986.
English
TheMiddleDivisionEnglishprogram,simultaneouslyrecursiveandprogressive,nurturesstudents’ growth as readers, writers, and thinkers. Students read closely, discuss purposefully, and write frequently,sotheexperiencesofoneyearbecomethefoundationforgrowthinthenext.
The novels, short stories, essays, memoirs, poems, and plays, provide models and prompts for students’ writing assignments. Analytical writing, a cornerstone of the MD English experience, is balanced by personal essays, reflective responses, poetry, screenplays, and fiction. Our grammar curriculum, which builds from year to year, focuses on concepts that help students improve their writing.
Students actively read and perform one of Shakespeare’s plays each year. Training andclosework with the Royal Shakespeare Company's education team havehelpedusdevelopdynamiccurricula. Students approach Shakespeare’s texts actively, and ourclassroomstransformintorehearsalspaces where classes interpret characters’ actions, discuss Shakespeare’s language, and stage their own scenes.
In the sixth grade, students strengthen their reading skillsandpracticeliteraryanalysis.Writinginthe sixth grade includes personal responses, character monologues, short analytical responses, and analytical essays. Students write with scaffolded directions, first creating analytical paragraphs, then graduating to full essays. Sixth-grade grammar is centered on subjects and predicates, the parts of speech, sentence structure, and punctuation. Students learn and apply the Royal Shakespeare Companyrehearsalspacemethodstoperformandinterpret A Midsummer Night's Dream.
Booksreadandanalyzedbyour6thgradershaveincluded:
The Crossover byJasonReynolds
The House in the Cerulean Sea byTJKlune
Flying Lessons and Other Stories editedbyEllenOh
New Kid byJerryCraft
Lizzie Bright and the Buckminster Boy byGarySchmidt
English7
In the seventh grade, students dive more deeply into the skills introduced in the sixth grade: close reading to analyze literature, and analytical and creative writing. Students discuss and write poetry, studying structure, voice, and technique. Grammar study begins with a review of the concepts presented in sixth grade and develops as the writing demands become more complex and varied. Our Shakespeareunitfocuseson Romeo and Juliet,bothasdramaandliterature.Studentscontinuetoapply acting techniques to support their exploration of the play, while diving deeply into Shakespeare’s languageandthemes.
Booksreadandanalyzedbyour7thgradershaveincluded:
Inside Out and Back Again byThanhhaLai
Animal Farm byGeorgeOrwell
Aristotle and Dante Discover the Secrets of the Universe byBenjaminAlireSáenz
The Strange Case of Dr. Jekyll and Mr. Hyde byRobertLouisStevenson
If You Come Softly byJacquelineWoodson
English8
The eighth grade curriculum is writing-intensive. Students write creative nonfiction, using essays and vignettes from a wide range of contemporary authors asmodels.Theyreadnovelsthatreflecta wide variety of voices, experiences, and backgrounds, which become the basis for analytical, reflective, and creative writing. Students are expected to write more fluidly and precisely than in seventh grade, creating unique analyses of literature. Eighth grade grammar strengthens concepts studied in sixth grade, builds on those learned in seventh, and continues with the study of phrases and clauses, along with finer points of punctuation. Our Shakespeare study focuses on Much Ado About Nothing, where students synthesize the practices and experiences from past yearstoanalyze, cut,andperformscenesfromtheplay.
Booksreadandanalyzedbyour8thgradershaveincluded:
The Poet X byElizabethAcevedo
All The Light We Cannot See byAnthonyDoerr
Everything I Never Told You byCelesteNg
Lord of the Flies byWilliamGolding
Dracula byBramStoker
History
The MD History Department seeks to develop culturally competent, civic-minded, and intellectually engaged collaborative learners. We prepare our diverse community of students to interpret the past in order to better understand our world today through analytical reading and writing, discussions, and presentations.Weaimtocultivatecriticalthinkerswhovaluemultiplepointsofview.
The New York Experience: From Complex Societies to Commercial City
The sixth grade course is the first part of a two-year sequence that explores United States history through the lens of the New York experience. The first half of the course focuses on the origins of complex societies and the evolution of power structures during the classical and pre-modern periods, comparing societies in Europe, Asia, Africa, and the Americas. The second half of the course continues with a studyofcolonialAmericaandtheearlyUnitedStates,focusingontheoriginsofNew York City and the role played by social constructs such as race, class, ethnicity, and gender in the development of the city and the nation. Students acquire and develop the skills of the historian, including critically analyzing sources, developing and presenting oral and written arguments, and conducting research. Students read andanalyze Chains byLaurieHalseAnderson,aworkofhistorical fiction that explores the experiences of an enslaved Black girl in New York CityduringtheAmerican Revolution. Students also engage in several collaborative projects and complete a trip to a local museumorhistoricalsitetouseNewYorkCityasalearninglaboratory
History7
The New York Experience: From Commercial City to World Metropolis
The seventh grade course is the second part of the two-year sequence that explores United States history through the lens of the New York experience, fromtheNewNationandCivilWartotheGreat Depression and beyond. Over the course of the year, students develop a rich appreciation for the breadth and depth of the legacy that the city continues to leave. We examine theroleplayedbysocial constructs such as race, ethnicity, gender, and class in the evolution of New York City as a proving ground for visionary public works projects, as a laboratory for national social legislation, and as a cultural and intellectual trendsetter for the nation. Students study the stories of hidden New Yorkers such as the conductors on the Underground Railroad, the legions of immigrants who helped to forge the city into a metropolis that is both cosmopolitan anddistinctlyAmerican,andactivistNewYorkers whohelpedmakeNewYorkCitymorediverseandinclusive.Studentscontinuetodeveloptheskillsof the historian, including critical analysis of sources, developing and presenting written arguments, and conducting research. Taking their learning beyond the classroom, students visit local historical sites, research related topics and individuals in New York history, and explore how current events relate to the themes and social constructs studied in the course. Students utilize role plays in order to better understand the motives and actions of historical figures and to relate them to the issues that face our worldtoday
History8
The Legacy of the Ancient World
The eighth grade course focuses on the enduring legacy of India, China, and the Middle East to the modern world. Readings include a variety of primary sources such as excerpts from the Bhagavad Gita, The Analects, the Torah, the New Testament,andthe Qur’an.Studentsreadcompleteversionsof India’s famous epic, the Ramayana, the words of the Buddha in the Dhammapada, and Lao-tzu’s spiritual classic, the Tao Te Ching. A “Living Color Experience” accompanies each unit, requiring students to identify the legacy of the past in the present by viewing contemporary media, visiting museum exhibits and religious sites, reading contemporary works of fiction, or sampling Indian, Chinese, or Middle Eastern cuisines. The year features a series of art history lectures and a triptothe Metropolitan Museum of Art where studentsareintroducedtoHinduandBuddhistsculpture.Students practice their analytical skills by researching topicsfromhistoryandcurrentevents.Theydemonstrate mastery in library and researchskills,usingNoodleTools,anonlinecitationandnote-takingtool.They expresstheirunderstandingofhistoricaltopicsinanalyticalwriting.
Math
The Mathematics Department in the Horace Mann Middle Division offers students a three-year curriculum designed to increase the skills and understanding of all students and to provide extra challenge to the mostcapableandavidmathstudents.ThestandardsequenceofcoursesincludesMath 6 followed by a thorough and rigorous two-year program of algebra in seventh and eighth grades, called Math 7 and Algebra 1 8. Students leave the Middle Division with a very solid foundation in arithmetic and algebra integrated with other areas of mathematics including geometry and mathematical modeling. Throughout the three-year sequence, there is an emphasis on developing strong skills, understanding and applying concepts to new situations, and solving a wide range of problems.
Please also note that placement in MD math classes is based solely on the MD math curriculum and program The Middle Division does not offer credit for classes completed in programs outside of the school (ex, Russian School of Mathematics, or summer/yearlong courses offered by universities)
PlacementofNewStudents:
All incoming sixth, seventh, and eighthgrade students must take a math assessment to determine the correct math level. Rising 7th and 8th gradestudentswhoarenotyetdemonstratingreadinessfortheir respective grade could be placed in our B-level course.The math assessment will also serve as a qualifying test for those students interested in bypassing the standard grade level course. Only those students with exceptional performance on the math assessment will qualify for the bypass test. All studentsandfamilieswilllearnoftheirplacementwhentheyreceiveschedulesinAugust.
Math6
The Math 6 course is a comprehensive program that emphasizes building a solid foundation of skills, concepts, and problem-solving experiences. Our emphasis is on integrating previous knowledge with new concepts to help students progress from arithmetic to the broader thinking of algebra. Students have opportunities to use their knowledge in new and exciting ways so that they learn to think critically and become effective problem solvers. In addition to classwork and daily homework assignments, cooperative learningactivitiessupplementthecurriculum.Ourfirstsemesterfocusesona review of the decimalsystemandskill-buildingandconceptdevelopmentwithdecimaloperations.We then move on to number theory, discussing factors, multiples, lowest common multiple, and greatest commonfactorinpreparationforareviewoffractionconceptsandoperations.
During the second semester, students explore the concept and uses of ratio and proportion. They then apply this knowledge to solve problems involving percentages. Next, students are introduced to “The OtherSideofZero”:operationswithintegersandcoordinategraphing.Studentsalsoexploregeometry, focusingontheareaandperimeterofpolygonsandcircles,endingtheyearwithaTacoTruckproject.
Math7
Math 7 is the firsthalfofatraditionalAlgebraIcourse.Itincludessimplifyingandevaluatingvariable expressions, order of operations, use and understanding of the properties of real numbers, solving multi-stepequations,andformulas.Avarietyofwordproblemsaresolvedalgebraicallythroughoutthe year. Number line and coordinate graphing skills are increased. Basic operations with exponents and polynomialsarestudied.Asolidfoundationofarithmeticskillsisessentialforthiscourse.
Math7B
Math 7B is designed forstudentsnotdemonstratingreadinessforMath7,asdeterminedeitherbytheir performance on the math assessment (for incoming students) or their performance in Math 6 or 6B. The course focuses on reinforcing and/or reteaching previous topics in which students lack the requisite skills and then progresses to the core of the standard Math 7 topics. Through the use of smaller class size, this course features greater flexibility in instructional methods than the Math 7 course. Students completing Math 7B, can move to either Algebra 1 8 orAlgebra18B,dependingon performanceanddepartmentapproval.
Algebra18
The year begins with a thorough review of the material studied in Math 7. Topics such as functions, coordinate graphing, and polynomials continue to be investigated on more abstract levels. Factoring, quadratic equations, algebraic fractions, systems of equations, inequalities,irrationalnumbers,andthe quadraticformulaaretaughtduringthisyear.Wordproblemsremainanintegralpartofthecourse.
Algebra18B
Algebra 1 8B is designed for students not demonstrating readiness for Algebra 1 8, as determined by their performance in Math 7 or on the placement test for new students. The course focuses on reinforcing and/or re-teaching previous topics in which students lack the requisite skills and then progresses to the core of the standard Algebra 1 8 topics. Through the use of smaller class size, this course features greaterflexibilityininstructionalmethodsthantheMath8course.Studentscompleting Algebra 1 8B, can move either to Geometry or Geometry And Problem Solving (9th Grade), dependingonperformanceanddepartmentapproval.
Algebra18Honors
(Prerequisites: Math 7, teacher recommendation, performance on a placement test, and departmental approval)
The Algebra 1 8 Honors course is formed around a core of the topics covered in Algebra 1 8 with numerous extensions and in-depth explorations. Students will be expected to participate in collaborative work and group discussions, as well as learn to use a variety of technologies to investigate different approaches to modeling algebraic problems. Theyearfinisheswithafinalproject of the students’ own creation, exploring a topic of their choice, culminating in a detailed presentation to their peers. The most successful students in Algebra 1 8 Honors are those who have a genuine interest in and enthusiasm for mathematics, are highly organized anddiligentintheirworkhabits,and thrive in a challenging environment. Students completing Algebra 1 8 Honors, can move either to GeometryHonorsorGeometry(9thGrade),dependingonperformanceanddepartmentapproval.
BeyondAlgebra:AdvancedConceptsinMathematics
This course is designed for students who have taken a full year of Algebra Honors or the equivalent (for new students) and have received departmental approval. The course will focus on mathematical concepts and ideas not traditionally covered in ourmiddledivisionmathcurriculum,includingbutnot limited to: Probability and Statistics(explorationofdescriptiveandanalyticaldata);SpatialReasoning (two and three dimensional geometry); Business Math(financialplanning)usingreal-worldexamples. The purpose of this course is to provide students with an enriching, challenging math experience through the use of project-based learning, independent work, collaborative work, and deeper level mathematical thinking and problem-solving. Students completing this course will take high school math placement tests and, depending on performance and department approval, will continue into the appropriateUDcourses.
Science
In MD science, students learn concepts in Earth Science, Biology, and Chemistry Our courses are lab-based, meaning ideas are illustrated and reinforced through hands-on labs and activities Students are encouraged to “think like scientists” and use data gathered and observations made to engage in further inquiry as well as to answeranalysisquestionsandwriteconcludingstatements
Requirements: Science6:TheStudentasExplorer
Science7:TheStudentasNaturalist
Science8:TheStudentasScientist
Science6
The Student as Explorer
The sixth grade curriculum combines topics in astronomy, physicalscience,andlifescienceinastudy of things as large as the universe and as small as microscopic life and a molecule of water Students learn about the universe and our galaxy, the motions of the Earth, and its relationship to the sun and solar system. They study thepropertiesofwaterandmethodsforwaterpurificationandtreatment.Ina study of microscopic life, they see the structureandadaptationsofprotists.Theyearendswithastudy ofoceanographyandinvertebrates.
The curriculum is activity-based. With every concept, there are opportunities for hands-on activities and experiments. In the lab setting, students learn how to work cooperatively, how to determine the purpose of an activity, how to follow writtendirections,howtomakeobservations,howtorecorddata in a chart or data table, and how to make line graphs from this data, how to summarize learning in a conclusion,andhowtocompletealabreport.
There are many additional learning opportunities that take advantage of the enthusiasm of sixth graders,includingcreativeexpression,research,computerresearch,projects,andfieldtrips.
Science7
The Student as Naturalist Science 7 is a skills-based course that emphasizes and reinforces those skills directly related to investigating the natural world. Throughout the year, Life Science topics such as plants, seeds, rain forests, genetics, and evolution are integrated with Earth Science units on weathering, soil, erosion, water systems, landforms, and maps. Our study of soil, water, and plants leads directly to research about rainforests. Traditionally, students spend two days and an overnight at John Dorr Nature Laboratory conducting ecological fieldwork and collecting data from a forest study At a later date, they take a trip to the Bronx Zootostudyprimates.Throughoutthecourse,studentsareencouragedto raisequestionsastheyinvestigateandcollaboratewithclassmatesindesigningnewexperiments.
Science8
Student as Scientist
Eighth grade science features different courses that incorporate a working application of core content in chemistry and physics. Each course explores the fundamentals of physics and chemistry through a specific lens.CorephysicstopicsarebasedonNewton’slawsofmotionandtheconservationofmatter and energy Corechemistrytopicsincludeatomicstructureandphysicalandchemicalbehaviorandthe
Periodic Table as the tool students use to predict these properties.Inaddition,theylearntopredictthe products of the major types of chemical reactions and explore their applications. In coordination with the Math Department, every opportunity is taken to introduce mathematics as an essential toolforthe scientist’swork,includingthealgebraicexpressionofphysicallawsanddataanalysisingraphs.
Students will gain an understanding of extremophiles and their environments. We begin with introductory chemistry, which is applied to our study of extremophiles in order to gain an understanding of the life functions of these organisms in terms of biochemistry. Extremophiles are organisms that live in places you would not expect to find life such as deep-sea vents, caves, andsalt lakes. We study the unique body structures and functions that allow extremophiles to adapt to and surviveintheirenvironments.
Next, students will gain an understanding of the science in science fiction. We study the history of science fiction throughout literature and film. We establish a timeline of science fiction, describe and discuss the scientific ideas that did become reality, and take a look at science fiction vs. science fantasy. We also explore whether science fiction influences advancements in science and technology today.Studentsreadasciencefictionbookandcreateapresentationbasedontheirbook.
Lastly, wewillstudyarelativelynewfieldofscience,astrobiology,whichisalookatthepossibilityof life on other planets. Using their knowledge of extremophiles and theideasfromsciencefictionabout life on other planets, students look at the possibilities for life (most likely bacterial) outside of Earth. Basic Newtonian physics will be introduced in order to better understand the space travel needed to exploretheseplanetsandmoons.
MedicalSciences
This class will include the study of the human body, common microbes that affect the body, and an introduction to the understanding of the science behind crime detection. Students are enriched by exploring human body systems and examining common microbes-howtheyaffectthebody,andhow the bodyrespondstothediseasesthattheycause.Wealsoinvestigatethehistoryofhumanbiologyand research famous diseases that have made an impact on history Students learn basic microbiology techniques, such as culturing bacteria and Gram Staining for microscopic identification. They also conduct dissections to enhance their understanding of the body systems they have studied. For each body system we study, students investigate how this information could be used by forensicsscientists tohelpsolvecrimes.Thisinvolveslearningseveralnewlabtechniquessuchasfingerprintandhairand bloodanalysis.
MarineScience:AdventuresUndertheSea
This course is an introduction to key marine science ideas and will allow students to gain an understanding of the marine environment through the lens of chemistry, physics, and biology Exposure to the relationships between the abiotic and biotic features oftheoceanwillhelpstudentsto recognize the complex world that exists in our oceans. Students will apply concepts in physical, chemical, and biological aspects of oceanographyastheylearnaboutthethreatsfacingouroceansand explore climate and conservation solutions. We begin diving deep into the biochemistry of the ocean, exploring the properties of seawater, oxygen production, carbon cycling, calcification, and ocean acidification. Next, we explore the human and climate change impact on the world’s oceans. We consider several connections to the ocean: culture, biodiversity, foodsecurityandeconomictrade,and ocean tourism among others. Students learn about different conservation, protection, adaptation, and mitigation practices through research and case studies around the world. Lastly, we study ocean physics, which focuses on varied topics such asthestructureanddynamicsofoceancirculation,water mass formation through temperature and pressure changes in ocean layers, and forces that power the tides.Newtonianphysicswillguidestudentinvestigationintotheseandotherphysicalphenomena.
ScienceintheKitchen
This course offers a unique blend of culinary arts and food science. Students apply principles of physics, engineering, and chemistry to cooking. They learn a variety of important cookingtechniques through first-hand experience, while also being taught about the science of food. We begin with an introduction to chemistry, which covers the chemical, physical, and biological properties of food components including proteins, lipids, carbohydrates, and pigments. Next, we explore food culture, which involves beliefs about food, foodways, culinary practices, and eating habits. Students learn about cultural food practices, preparations, and traditions in areas all over the world. Lastly, westudy food physics, which covers how food dissolves, stretches, breaks, and flows, and how temperature affects the physics of food. Newtonianphysicsisintroducedinordertobetterunderstandthetoolsand techniquesneededtotransformfoodintoediblemasterpieces.
OurDynamicPlanet
Explore the deepest reaches of Earth’s inner structure, the outer extremes of the atmosphere that surrounds us, and all the matter and energy in between. Welcome to Our Dynamic Planet, a course designed to demonstrate the complex and ever-changing nature of our world. In this course, students learn concepts in chemistry and physics as they explore geology and meteorology. These disciplines aim to understand the vastly complex phenomena that humans have observed in the lithosphere, hydrosphere, and atmosphere for thousands ofyears.Thiscourseincorporatestheeighthgradescience corecontenttopicsinchemistryandphysics.
Geology provides an understanding of Earth’s rocks andmineralsandthestoriestheytellusaboutour planet’s past. Scientists study Earth’s past in an effort to understand how the planet is constantly changing. Explorations of sedimentology, mineralogy, and plate tectonics will demonstrate how the principlesofgeophysicsandgeochemistryareusedtointerpretEarth’sgeosphere.
Meteorology examines the processes active in Earth’s atmosphere that govern weather patterns and climate change. The atmosphere is a complex system inwhichmanyprocessesareactive,andphysics and chemistry provide the fundamental principles necessary for understanding its behavior. Students learnaboutthedifferentlayersoftheatmosphereandhowtheyaffecttheweather.
Finally, we tie our understanding of these variedtopicstogetherwithaunitonnaturaldisasters,where we examine the causes and effectsofearthquakes,tsunamis,volcaniceruptions,hurricanes,tornadoes, thunderstorms, and othernaturalphenomena.Studentsdiscusshowpeoplecanprepareforandrespond tonaturaldisasters,andexaminetheimpactofhumanactivityontheEarth'snaturalsystems.
WorldLanguage
The Middle Division World Languages program comprises three languages, French, Spanish, and Latin, and entails a 3-year learning sequence in grades six, seven, and eight. Through an introduction/development/mastery process, students build upon their initial knowledge, steadily increase vocabulary, grasp more advanced structures, manage more complex functions, and gradually acquire mastery of all four skill areas - speaking, listening comprehension, writing, and reading comprehension.
The study of the culture(s) where the world language is spoken is a vital part of the curriculum; cultural elements - geography, history, customs, and traditions- are integrated throughout each yearof study. At the end of the 3-year program, students will have acquired a wide range of interrelated culturalmaterialandtheabilitytodemonstratetheirknowledgebothorallyandonpaper.
Using a variety of resources, methodologies, hands-on exercises, and activities, students extend and improve their world language skills. Written assignmentsreinforcewhathasbeenlearnedinclass,and periodic assessments allow teachers and students to evaluate progress. By the end of the 3-year sequence, students are reasonably comfortable in many concrete speaking situations, can read relativelyfluently,andcanwritewithafairdegreeofcompetence.
Students choose either French, Spanish, or Latin in sixth grade and will continue the study of the language through the eighth grade. Placement in the honors section for seventhandeighthgradeswill be based on semester grades and the recommendation of the teacher The most successful students in these sections will be those who haveagenuineinterestinandenthusiasmaboutlanguages,arehighly organized and diligent intheirworkhabits,andthriveinachallengingenvironment.Theirgradesmust beinthehighArangeallyear
Sixth and seventh grade students new to Horace Mann with nopriorlanguagelearningexperienceare placed in a beginner’s class: MD I Latin, French Beginner, or Spanish Beginners. Eighth grade students new to Horace Mann are placed in a class after consultation with theWorldLanguageChair Students new to Horace Mann should contact the World Languages Department Chair in the Middle Divisiontoensurecorrectplacement.
This course introduces students to the academic study of the French language and aspects of francophone cultures. Immediate surroundings - home, school, friends, meals, travel, and sports - are the focal points for vocabulary acquisition and also the basis for simple oral and written expression. Students are encouraged to consider French as a living, spoken language and to develop authentic pronunciation and speech patterns through active participation in oral class work. Several projects related to language and/or civilization are anintegralpartoftheyear’sactivities,andstudentsbeginto learntheculturalhighlightsofthefrancophoneworld.
For this course, students will be placed in one of two sections. The MD 1 Beginner level section is intendedforstudentswhohaveeitherlimitedornoclassroomexperiencewiththelanguage.TheMD1 sectionisintendedforstudentswithoneormoreacademicyearslearningthelanguage.
FrenchMD2
In the second year of thesequence,studentsbuilduponthebasetheyhavealreadyacquired,extending their vocabulary and working to become more comfortable in speaking, interpreting, and writing situations. Students continue to acquire vocabulary to navigate real-life situations including eating at restaurants, shopping for clothing, and reading and interpreting signs and advertisements while traveling. Communication in French continues to be stressed, and students continue their exploration of francophone countries and their cultures in a more in-depth manner Projects, often of an interdisciplinarynature,arepartofthecoursework.
FrenchMD2Honors
(Prerequisite: French Beginner or French MD 1, teacher recommendation, and departmental approval)
The French MD 2 Honors course is formed around a core of the topicscoveredinFrenchMD2.This course is conducted at a fast pace with numerous extensions andin-depthexplorations.Studentsbuild upon the base they have already acquired, extending their vocabulary to navigate real-life situations and developing their writing by adding precision, detail, and accurate grammar. Projects, often of an interdisciplinary nature, are an integral part ofthecoursework.ThemostsuccessfulstudentsinFrench MD 2 Honors are those who have a genuine interest in and enthusiasm for French, are highly organizedanddiligentintheirworkhabits,andthriveinachallengingenvironment.
FrenchMD3
(Prerequisite: French MD 2 or French MD 2 Honors, teacher recommendation, and departmental approval)
By the third year of the sequence, studentshaveamassedalargevocabularyandhavestudiedmanyof the structures of basic French grammar. This year, students synthesize the skills theyhaveacquiredin order to navigate complex situations and to negotiate their needs and wants in a francophone environment. They expand upon their knowledge of, and appreciation for francophone cultures by researching andinterpretingrealiaandcreatingartifactsthatsynthesizetheirdiscoveryandknowledge. Projects,oftenofaninterdisciplinarynature,arepartofthecoursework.
(Prerequisite: French MD 2 or French MD 2 Honors, teacher recommendation, and departmental approval)
The French MD 3 Honors course is formed around a core of the topicscoveredinFrenchMD3.This course is conducted at a fast pace with numerous extensions and in-depth explorations. Students will synthesize the skills they have acquired in order to navigate complex situations and to negotiate their needs and wants in a francophone environment. They will also continue to strengthen andrefinetheir writing skills by further developing their ideas, organizing them more logically, and employing accurate grammar Projects, often of an interdisciplinary nature, are part of the coursework. The most successful students in French MD 3 Honors are those who have a genuine interest in and enthusiasm for French, are highly organized and diligent in their work habits, and thrive in a challenging environment.
Spanish
SpanishBeginnerandSpanishMD1
In this introductorycourse,studentslearnthefundamentalsofspokenandwrittenSpanishthroughoral and written activities based on their immediate world of school, home, friends, leisure, and family Oral communication is stressed in the classroom and students are encouraged to use all the language they learn. Cultural studies include awareness of the large Spanish-speaking world, the language differences that characterize different countries, and the particular customs and traditions that define them.Creativeprojectsarepartoftheyear’scoursework.
For this introductory course, students are placed in one of two sections. The MD 1 Beginner level section is intended for students who have eitherlimitedornoclassroomexperiencewiththelanguage. TheMD1sectionisintendedforstudentswithoneormoreacademicyearslearningthelanguage.
SpanishMD2
During the second year of study, students continuetobuilduponthebasicslearnedinMD1andbegin to master a higherleveloforalandwrittenSpanish.Amoresophisticatedoralexpressionisstressedas students’ vocabulary and language structures increase in complexity By the end of the second year, more Spanish grammar has been covered and students have been exposed to advanced beginner/ intermediate level reading material. They have also had a fair amount of practice in oral and written communication. The study oftheSpanish-speakingworldcontinues,andspecialemphasisisplacedon various Spanish-speakingcountriesthatformpartofthisyear’sculturalstudiesandthebasisofstudent projects.
SpanishMD2Honors
(Prerequisite: Spanish Beginner or Spanish MD 1, teacher recommendation, and departmental approval)
During the second year of study, students continuetobuilduponthebasicslearnedinMD1andbegin to master a higherleveloforalandwrittenSpanish.Amoresophisticatedoralexpressionisstressedas students’ vocabulary and language structures increase in complexity. By the end of the second year, much of Spanish grammar has been covered, students have been exposed to more advanced reading material, and they have had a fair amount of practice inoralandwrittencommunication.Thestudyof the Spanish-speaking world continues, and special emphasis is placed on various Spanish-speaking countriesthatformpartofthisyear’sculturalstudiesandthebasisofstudentprojects.
SpanishMD3
(Prerequisite: Spanish MD 2 or Spanish MD 2 Honors, teacher recommendation, and departmental approval)
InthethirdyearofSpanish,studentslearntonegotiatemoregrammaticallycomplexsituationsthrough role-play and other oral activities that will help them solidify their fluency through communication skills. Their reading materials include leveledtextsappropriatefortheiragegroup.Oneoftheprojects
for this year is an oral group presentation of the elements ofanaltarforDayoftheDeadcelebrations. The history and geographyof multiple Spanish-speaking countries make up a large portion of the culturalsectionsofthisyear’sclasswork.
SpanishMD3Honors
(Prerequisite: Spanish MD 2 or Spanish MD 2 Honors, teacher recommendation, and departmental approval)
InthethirdyearofSpanish,studentslearntonegotiatemoregrammaticallycomplexsituationsthrough role-play and other oral activities aimed to help them solidify their fluency through communication skills. Their reading materials include excerpts from Spanish literature as well as leveled texts appropriate for their age group. One of the projects for this year is an oral group presentation of the elements of an altar for Day of the Dead celebrations. The history and geographyof multiple Spanish-speaking countries make up a large portion of the cultural sections of this year’s class work. This is a fast-paced class conducted primarily in Spanish, in which students are asked to participate using the target language. Topics from the regular level Spanish curriculum are studied in greater depth, and additional topics are taught. While more work is expected from thehonorsstudent,thefun challengeswillsolidifytheiralreadystronglanguageskills.
Latin
LatinMD1
In this introductory course, students gain exposure tothebasicgrammaticalprinciplesandstructureof Latin, laying the groundwork for a more formal study in seventh grade. From reading stories about how the Romans lived, students acquire historical and cultural knowledge about antiquity. Students learn to decode a Latin sentence, recognize andunderstandLatingrammarforms,andbuildupontheir vocabulary. The class focuses on making connections between Latin words and English derivatives. Students learn basic conversation skills in Latin such as how to greet each other, how to expresshow theyarefeeling,andhowtodiscusstheweather.
LatinMD2
This is the second of a three-yearsequencethatcoverstheessentialfeaturesofgrammarandsyntaxso that students can read Latin texts with comprehension. Students study a variety of Roman authors, including Catullus, Virgil, and Horace. They explore Latin’s legacy to the Englishlanguagethrougha study of Latin roots, English derivations, and famous Latin quotes. They attain confidence in nouns, pronouns, and adjective declensions as well as verb conjugations in the present, imperfect, and future tenses. Students learn todistinguishbetweentheactiveandpassivevoice,theinfinitiveandimperative forms,anddirectandindirectstatements.
LatinMD3
In 8th grade, students complete the equivalent of Upper Division Latin 1. They learn the 4th and 5th noundeclensions,mastertheperfect,pluperfect,andfutureperfecttenses,activeandpassive,andlearn all forms of participles and infinitives and how they are used in Latin. They continue to explore the relationship between Latin and English vocabularies, and they read edited stories about Vergil's Aeneas, famous essays by Roman philosophers, as well as dramatic retellings of mythology and stirring tales of war and courage. By the end of the year, students are ready to begin, in 9th grade, UpperDivisionLatin2.
The fundamental goal of the Arts is to provide all Middle School students with the ability to meaningfully process and express their growing sense of self andtheworld.Weprovidestudentswith tools that allow them to channel their imagination through various creative means. The Arts help students develop into thoughtful, respectful, joyful individuals. The Theatre/Dance,Music,andVisual Arts Departments offer a rich array of courses pedagogically tailored to the developmental stage of each grade level. Throughout their years in the Middle Division, students can experience the joy of making art in all media: photography, painting, sculpting, music, acting, dancing, filmmaking, backstage theatre tech, as well as learning art history! Students become artistically literate andrealize theimportanceofcollaboration,self-discipline,prioritization,andgoingbeyondone’scomfortzone.
Requirements:
6th grade Arts: The sixth grade Arts Cycle offers three semester-length classes in which students are scheduled by the registrar. A year-long Music Performance Group counts as two of the three classes, alsoscheduledbytheregistrar.
7th grade Arts: The seventh grade Arts Cycle offers four semester-length classes inwhichstudentsare scheduled by the registrar A year-long Music Performance Group counts as two of the four classes. StudentsinsuchgroupsalsotaketwootherArtsclasses,placedbytheregistrar
8th grade Arts: The eighth grade arts cycle requires four semester-length classes. We do our best to accommodate student preferences in Music, Theatre/Dance, and Visual Arts, when possible. A year-long Music Performance Group or Advanced Dance Ensemble counts as two of the fourclasses. StudentsinsuchgroupsalsotaketwootherArtsclasses,placedbytheregistrar
SixthGradeCourses
Chorus6
Sixth grade Chorus students will develop the fundamental skills necessary to perform effectively as a member of a choral ensemble, as they explore a wide range of music including folk songs, jazz standards, worldmusic,musicaltheater,andAmericanpopularmusic.Standardperformancepractices, sight-reading, and ear training will be developed, along with such basic group vocal techniques as vocaltone,breathing,balance,diction,andblend.
Performance6
Performance 6 is an introduction to the Performing Arts at Horace Mann. Over the course of their semester in Performance 6, studentswillexploremovement,voiceandspeech,andstagecraftallinthe pursuit of storytelling. Each section will work towards a performance to be shared with the school community
VisualArts6
Art is integral tothehumanexperience.Inthiscourse,weintroducestudentstothebasicfundamentals of painting, drawing, ceramics, photography, film, sculpture, and printmaking and then compare their efforts to the iconic works that have defined civilizations. The goal is to show our students howartis
not simply an accessory to life but is in fact the most accurate mirror and creator of civilization. We wanttoshowstudentsthatcultureiscreatedbyindividualsjustlikethemselves.
SeventhGradeCourses
SteelPan7
SteelPan7studentswilllearnavariedrepertoireofmusicastheycontinuetoexpanduponthemusical conceptsandbasicsteeldrummingskillsdevelopedduringSteelPan6.TheabilitytointerpretWestern musical notation will be focused upon, as will the playing of the various percussion instruments used to accompany steel pan bands. Students will implement strategies to effectively function as a self-directed and unified group while studying the construction,classifications,andhistoryofthesteel pan.
Theatre7
Theatre 7 builds on the theatrical foundation introduced in Performance 6. Over the course of the semester, students can expect to develop performance skills through voice and speech, movement, script analysis, and character creation. Students work together as an ensemble, exploreimprovisation, and collaboratetocreateperformancesfromdifferenttheatricalgenresandhistoricaleras.Eachsection canexpecttoshareitsfinalperformancewiththeschoolcommunity
Dance7
Dance 7 continues to build off movement elements learned in Performance 6 and delves more deeply into dance vocabulary, codified dance techniques, and exploration of various styles. Dance sections consist of structured warm-ups, center work, and a series ofcombinationswithanemphasisplacedon developing performance skills. Students learn to express themselves through body and voice. This classconcludeswithafinalperformance.
VisualArts7
Students explore the work of artists from around the world, from across cultures, and from different periods. Visual thinking skills, basic studio techniques, and hand dexterity are all used to make and refine two and three-dimensional art. Class art projects focus on the media of drawing, painting, printmaking, collage, paper-mache, building and assemblage, photography, and mixed media experiments.
EighthGradeCourses
The courses below typically run during the eighth grade arts cycle; however, are subject to change basedonteacheravailabilityandclasssize.Student'spreferenceisconsideredduringscheduling.
SteelPan8
In Steel Pan 8, students refine their general musicianship while participating in a cohesive music ensemble. Steel Pan 8 students will continue to improve specific skills in steel pan and percussion dexterity as well as reading Westernmusicnotation.SteelPan8studentslearnandperformafusionof
American Popular Music is a musical overview of the composers, performers, performances, songs, musical trends, and historical events that have shaped the American musical landscape over the past century. Through the study of such musical topics asTinPanAlley,Broadway,PopularJazz,Country, and popular music between1960 and the present, students develop a deeper understanding of music anditsrelevancetoAmericanculturalshiftsandotherartforms.
Theatre8
Theatre 8 is a course designed to continue developingtheperformanceskillsintroducedinthe6thand 7thgrades.In8thgrade,studentsfocusonimprovisationbeforemovingontodevisingtheatreandplay rehearsal and production, which can include monologueandscenework,playwriting,storytelling,and theatrical design and stagecraft.AfieldtriptoseeaBroadwayperformanceisoftenincludedaspartof thecourse.Eachsectioncanexpecttosharetheirfinalperformancewiththeschoolcommunity.
Dance8
The exploration of dance continues to be discovered through a survey of various dance genres: contemporary, jazz, musical theatre, hip-hop, ballet, and/or tap. The goal for all studentsistodevelop coordination, flexibility, balance, strength, rhythm, and mental focus. The class is designed to instill the joy of dance and to provide the opportunity for self-expression through movement. The dancers performachoreographedpieceatthesemester’send.
Yoga 8
This class consists of three components: yoga postures (asanas) to enhance strength, balance, and flexibility; breathing exercises to calm, energize, or focus the body/mind; and mindfulness meditation to enhance concentration and balance in the nervous system. Research has shown that regular yoga practice increases mental clarity, boosts memory, reduces stress, and improves overall health and well-being.
Public Speaking
Students have an opportunity to explore the art of persuasive speaking to develop their technique and to gain more experience putting their skills into practice. Classwork covers events developed by the National Speech and Debate Association including Extemporaneous Speaking, Original Oratory, and Dramatic Interpretation; as well as toasts, poetry, joke-telling, monologues, and more. Public Speaking is your chance to be heard.
Ceramics 8
This is an introductory course for students interested in learning how to work with clay. Students explore the elements of hand-building ceramics: coiling, pinching, and slab throwing while using texture, form, and space to create functional pottery. Basic surface, glaze, and firing techniques are covered along with a brief introduction to the history of ceramics.
Photo8
Photography is all about capturing light. In this class, we begin to learn how to translate the world around us into visually interesting photographs full of texture and meaning. We experience both the magic of the wet darkroom and the many possibilities that thedigitalcameraandcomputerofferusas photographic artists.Completedclassprojectsconcentrateonphotograms,pinholephotography,digital cameras, and digital darkroom. Using traditional photo concepts,updatedtothedigitalrealm,students explore what it is tomakeapowerfulandexpressiveimage.Workindigitalmanipulationandcrafting, afterthecapture,isexploredanddeveloped.
Filmmaking8
This introductory filmmaking class teaches students everything they need to know to start making original short films. Students work either on their own or increwstoshootandeditmultiplenarrative and documentary films. Students learn to collaborate on set as they make their visions come to life. Filmmaking equipment and post-production software are providedandtaughtduringclassdemos.The end-of-yearassemblyincludesashortfilmfestivalthatshowcasessomeworkfromtheclass.
Painting&Design8
Students explore painting styles andrelatedartdisciplinesfromaroundtheworld,fromnaturalismand geometric abstraction to textiles, fashion illustration, logos, picture books, sculpture and model-making, and a dash of animation. Selected mediums from watercolor to acrylic are used to complete in-class assignments. Other media, such as photography and collage, may be introduced, depending on student interest. Students create a portfolio of personal work while learning about the concepts,skills,andessentialthemesofcontemporaryvisualart.
Textiles8
This introductory textile art class teachesstudentstocreatebothfunctionalandartobjects,exploringa range of techniques including weaving, embroidery, and sewing. Other techniques such as feltingand soft sculpture may be introduced. Students will draw inspiration bothfromtraditionalcrafttechniques and traditions, as well as from contemporary makers. Students will gain an understanding of how artists and designers develop ideas and insights, draw from and change art forms, and re-use and repurposematerials.
Sculpture8
Students explore several types of three-dimensional art forms, from plasticine and cardboard, wood constructions, and papier-mâché to materials like fabric, wire, and straws, while learning about the concepts, skills, and important artists of this powerful branch of the visual arts! Subjects and themes will focus on aspects of contemporary culture, imaginative ideas, and the natural world around us. Teamwork and doing your personal best arebothencouragedandexpectedtocreateafunandcreative studioenvironment.
VisualLiteracy
Looking Good From The Parthenon To Beyoncé
The Parthenon, Snap stories, Egyptian Pyramids, Instagram filters, the Mona Lisa, Beyoncé music videos are all seemingly different objects, yet all comprise our visual world. We are both makers and consumers of images, yet very few of us learn visual literacy, and how to navigate the world of art. This course explores the subconscious ways we are manipulated by images, how the history of art informs our understanding of the world, and how we can be moreaware,critical,andinchargeofour visual experience! We consider art in NYC collections and look at canonical masterpieces and contemporaryads,alwaysthinkingaboutlookingandwhatmakesitgood!
Podcasting
Exploraceions In Podcasting
Students use the medium of podcasting to explore issues of race in our world. Podcasts have become an influential tool for bringing less popular and less understood stories to light In our time together, we identify various elements of effective podcasts. We also listen to and discuss stories and research topics of interest to us. Our work culminates in a multiple-episode, class podcast highlighting the complexities of race, and underscoring just how woven into our society race is.
PerformanceGroups
MiddleDivisionChorus(Grades6,7,and8mayaudition)
(Prerequisite: Audition and approval of instructor)
Middle DivisionChorusisanauditionedensembleopentoMiddleDivisionstudentsinallgrades.This year-long course centers around the nurturing of individual and group singing techniques, including posture, breathing, vocal timbre, choral blend, andlyricdiction,alongwiththedevelopmentofabasic understanding of music theory, sight reading, and musical literacy. The repertoire consists of a wide range of music that includes Western classical music, art songs, spirituals, folk songs, pop music, works from musical theater, and the music of the Pacific Islands. Middle Division Chorus performs2 or3eveningconcertsperyear,withfestivalperformanceopportunitiesinselectyears.
HorizonsEnsemble(Grades6mayaudition)
(Prerequisite: Audition and approval of instructor)
(Prerequisite: Audition and approval of instructor)
Chamber Orchestra is composed ofstringsplayersofintermediatemusicalability Thegroupperforms a variety of works in different styles and presents at least two concerts each year Members are expected to takeprivatelessonsontheirchoseninstrumentandtoparticipateinalldressrehearsalsand concerts.
ConcertBand(Grades7and8mayaudition)
(Prerequisite: Audition and approval of the instructor)
(Prerequisite: Audition and approval of the instructor.)
HM Strings rehearses and performs masterpieces from the Baroque, Classical, Romantic, and Contemporary eras, and its members experience firsthand some of the great musical compositions of Western culture. Two concerts a year enablestudentstosharethejoyofmusic-makingbothonandoff
campus. All orchestra members are expected to take private instrumental instruction to continue their growthasmusicalartistsandtoparticipateinconcerts.
SteelPanEnsemble(Grade8mayaudition)
(Prerequisite: Audition and approval of the instructor)
Steel Pan Ensemble is a year-long course that presents several concerts throughout the year and may perform at assemblies and Middle Division events. The class focuses on developing a mastery of concepts related to steel pan and percussion. Students are expected to be committed to learning Western music notation, however, it is not a requirement to audition.Allstudentsofthisensembleare expectedtoparticipateinallconcertsanddressrehearsals.
AdvancedDanceEnsemble(Grades7and8mayaudition)
(Prerequisite: Audition and approval of instructor)
The purpose of this course is to give dancers with previous or advanced dance skills an elevated experience that furthers their dance education and allows them to thrive. Advanced Dance Ensemble dancers must have trained in dance for at least three years outside of school and have mastered a foundational knowledge of technical alignment, dance vocabulary, strength, and flexibility. Advanced Dance Ensemble emphasizes the strong technical aspects of Ballet, Tap, Jazz, Hip-Hop, Modern, and Contemporary as well as other world dance influences. Training includes warm-up, alignment, stretching and strengthening exercises, and combinations with an emphasis on technical prowess and performance. This class will perform asapartoftheWinterDanceConcertandtheBuzzellBasketball Gameseachyearandmayalsoperformatassembliesandenteracompetitioninthespring.
Computer Science and Engineering
We live in a world where technology influences and shapes nearly every aspect of our lives Students are learning and growing in an ever-evolving technological landscape To that end, the Computer Science and Engineering Department aims to educate students through the lens of technology rather than the technology itself Further, students will explore the ethical uses of technology, as well as gain a foundational literacy of technology use
Required Courses:
6th Grade: Block-Based Programming and Lego Robotics
7th Grade: Web Application Development
8th Grade: Introduction to Object-Oriented Programming
Extracurricular Programs:
Grades 6-8: FIRST Robotics: First Lego League Challenge (FLL)
Grades 7-8: FIRST Robotics: First Tech Challenge (FTC)
6th Grade: Block-Based Programming and Lego Robotics
Block-based programming exposes students to the general concepts of object-oriented programming without the upfront complexity of learning a specific programming language This programming method allows students to explore the process of programming applications in a rich graphical environment that focuses on creative outcomes rather than the strict syntactical structure of a formal programming language Students will use these skills to program Lego robots of their own design Further, students will explore the iterative process of hardware and software design through the engaging Lego Spike platform
7th Grade: Web Application Development
Web application development has been at the forefront of technological innovation since the inception of the Internet in the latter part of the 20th century It is critical for students to understand the design and development process of websites and applications, but more importantly, how web applications impact the manner in which students engage with others. Students will gain a foundational understanding of the Internet and how web applications are conceived and deployed.
8th Grade: Introduction to Object-Oriented Programming
Students in this course begin to transition into more formal programming languages, such as Java and Python, through the Processing IDE (Integrated Development Environment). Processing expands on the work of Scratch by bridging the gap between block-based programming and object-oriented programming in an intuitive web-based graphical interface. Students who complete this course are well-prepared to continue their study of computer science as they progress into their final years of secondary education in the Upper Division.
Physical Education is a life-management course that is designed to teach young peopleaboutpositive behaviors and attitudes that impact their total development: physical, social, and emotional. Through information learned, students are better prepared to reach goals, develop effective personal management skills, improve self-esteem, maintain positive relationships, and live healthy and productive lives. All Middle Division students are required to participate in Physical Education Courses,eveniftheyhavesignificantoutsidesportscommitments.
● Acquire the knowledgeandskillsnecessarytoperformbasicmotorandmanipulativeskills, attaining competency in a variety of physical activities and proficiency in a few select complexmotorandsportsactivities;
● Participate in aquatic programming designed to enhance water safety knowledge, improve swimmingskills,andallowstudentstosafelyexperienceavarietyofaquaticactivities.";
● Understand that physical activity provides the opportunity for enjoyment, challenge, self-expression,andcommunication.
Requirements:
Continuous enrollment in physical education is required in grades six, seven, and eight. Students in grades 6-8 are not permitted to useout-of-schoolactivitiesforphysicaleducationcredit.HoraceMann does not require P.E. uniforms but students should dress appropriately to participate in physical activities.
PhysicalEducation
Each student is scheduled to a three-cycle rotation of various seasonal sports and fitness activities throughout each quarter. Students have the opportunity to request activities and take one rotation of aquaticseachyear.
Students are provided with an opportunity to participate in a programdesignedtoofferinterscholastic athleticortraditionalphysicaleducationopportunities.
InterscholasticAthletics
Each student has been scheduled for a double period of physical education and lunch. Essentially, a merger of both grades takes place to allow for equal opportunity to select and then try out for the seasonalsportoftheirchoice. Tryouts and ultimately cuts are necessary to assure quality programming for those making teams as well as those either not making the squad or not interested in participating in interscholastic athletic competition.
Fall
BoysCrossCountry
GirlsCrossCountry
FieldHockey
FootballBoys8Soccer
Winter Spring
Boys7Basketball
Boys8Basketball
Girls7Basketball
Girls8Basketball
Baseball
BoysLacrosse
GirlsLacrosse
GirlsRugby
Boys7Soccer CoedCrew Softball
Girls7-8Soccer
GirlsTennis
BoysSwimming
GirlsSwimming
Girls7Volleyball Wrestling
Girls8Volleyball
MixedWaterPolo
Health
BoysTennis
BoysTrack&Field
GirlsTrack&Field
MixedUltimate
BoysVolleyball
Students in the Middle Division take Health each year. Each grade level’s curriculum is designed with an eye on child development while remaining current with what students are presently facing. Inactive, student-centered classes, students are provided with the tools needed to successfully navigate changing bodies, shifting demands on their attention and time, and mounting social pressures. Each course encourages students to value and engage in lifelong healthy lifestyles, allowing them to reach their fullestpotentialandensurethattheybecomeproductive,responsible,healthystudents.
6th GradeHealth:
Students learn about healthy choices, nutrition, and exercise effects on the body, puberty, and human development. All sixth graders learn about the changes that occur during puberty, the anatomy of the reproductive system, and human development. Age-appropriate information is given in a safe and engaginglearningenvironment.
7th GradeHealth:
The goal of theseventhgradecourseistoreduceriskbehaviorsandincreasehealthyhabits,promoting strong bonds between students and their families, schools, and community. Students explore topics such asnutrition,drugs(includingtobaccoandalcohol),bodyimage,relationships,anxiety/depression, self-esteem,mindfulness,andsleep.
8thGradeHealth:
The eighth grade health course further builds on the knowledge gained in the previous two years of health, exploring more choices and outside influences students of this age experience. Topics include gender identity and sexuality, vaping, and the growing challenges of peer pressure. The curriculum remainsflexibletoaddresscurrenttrends,whetherinsocialmediaorotherlifestyleconcerns.
SeminaronIdentity(Grade6)
Seminar on Identity 6 (SOI 6) aims to foster an understanding of identity at the individual level, jumpstart discussion of identity at the structural level, and identify tools to begin to respond to injustice. The class provides the building blocks to begin examining therelationshipbetweenidentity, social-emotional awareness, and allyship. During the first half of the course, students delve into identity formation, starting to build the foundation for deeper conversations. During the second half, students examine specific core cultural identifiers--like race and gender--and their relationship to systems of oppression in the United States. This work is done through readings, media analysis, and storyexchanges.Thecourseconcludeswithaconversationontheimportanceofallyship.
SixthGradeProgram
All sixth-grade students participate in an August orientation program. The residential program is designed to assist students in their transition into the Middle Division. With support from Middle Division faculty, Dorr faculty and student mentors from theUpperDivisionleadMDstudentsthrough a variety of activities and experiences to help them learn about the social and academic life of the school. Students attend the program in their advisory group. The time spent together as an advisory group with their mentors from UD nurtures a sense of belonging among the students and builds friendship groups. The creation of advisory groups is a deliberate and collaborative effort between Dorr, the Lower Division, Admissions, MD Deans, Guidance & Counseling, and the Head of MD. ThesearesharedinMay.
SeventhGradeProgram
All seventh-grade students come to Dorr with their science class for an overnightfieldstudy-stylelab program in the fall. Students collaborate on an exhaustive plot studyofDorr’swoodlandsfocusingon soil health, tree health, climate change, and ecology. The data collected is used in the science classroom as part of a specific lab report, and Dorr retains the information for use in a longitudinal study of its forest habitats which is shared with the Harvard Forestandusedinawiderdatacollection oftheNorthEastUSA.
EighthGradeProgram
As with other MD Dorr programs, participation in the 8th-grade Dorr experience is a requirement for graduation. The residential program is designed to create a sense of community among students through adventure-based activities that facilitate their growth and understanding of themselves as capable, self-determining individuals. The challenge for the students is the drawing together of individualswithdisparatethoughts,feelings,experiences,andvaluesintoasupportivegroup.
Tasks that students accomplish during the program are fundamental to their everyday living. They involve cooking meals, washing dishes, learning skills in problem solving and communication, learning to climb and belay others as they climb the Cooperative Adventure Tower, organizing supplies, and implementing plans or other activities such as overnight backpacking, mountain biking, hiking,orcanoeing.
A community cannot be imposed. It cannot be asked for It is a result not of working together and relying on one another, but of having worked together and having relied on one another It is born of experience. Students learn to rely on each other in times of challenging hardship, and they value the differences among them as strengths to be nurtured in the community rather than disparities causing division. Students learn to recognize that mutual success hinges on mutual concern, and that nothing lesswilldo.Thenurturingofthatrecognitionisthegoaloftheprogram.
The Library Department believes that research skills must be learned within a meaningful context. Consequently, the research process is introduced to students in grades 6-8 through library instruction classes coordinated with departmental courses. Print and electronic resources arepresented,aswellas techniques for gathering, evaluating, and crediting information sources. Because resources and strategies used vary by discipline and subject matter, library classes are tailored to specific assignments.
The Library Department also offers several reading clubs and programs that cater to Middle Division students including Readers' Forum, the Horace Mann Mock Newbery, and asummerreadingprogram that encourages a love of literature and fosters a heightened imagination.Inaddition,MiddleDivision studentscanwritetheirownreviewsofbooksthatwillappearinouronlinecatalog.
The Middle Division Reading Room features bean bag chairs for leisure reading, laptops, Chromebooks, and iPads for student use, as well as a dedicated Middle Division collection offiction, non-fiction, and reference titles targeted towards 6-8 grade levels. Middle Division studentsalsohave access to a leisure reading collection of downloadable ebooks, audiobooks, and magazines through SORA. The library subscribes to just over 50 databases that feature reference articles, newspaper articles, and primary sources, many of which are appropriate for Middle Division research projects. The space is used for individual and group work, library instruction, and reading programs and is staffedafterschoolMonday–Fridayuntil5:45PM.
ServiceLearning
The philosophy oftheServiceLearningProgramintheMiddleDivisionistoprovidestudentswiththe opportunity to support the work of local organizations, learn about the wider community, and reflect upon how they are affected by the act of performing service. Volunteering and learning about social issues creates lasting change in our communities while allowing students to learn about topics with a hands-on perspective. Sixth and seventh-grade students participate in service learning through the Advisory Program. Sixth grade students partnerwithTheMercyCentertolearnaboutthepurposeand function of community centers. Seventh grade students build on this knowledge and partner with Bronx-based community refrigerators like the Friendly Fridge, where they explore how community organizations address topics of Food Insecurity and Food Justice. Eighth-grade students must participate in one in-school and one out-of-school service-learning activity coordinated by the Center for Community Values & Action. These activities allow studentstodelveintotheirinterestsinservice and engage in volunteer opportunities alongside upper-division students, allowing for mentorship throughservice.
In the Middle Division, Service-Learning projects help build community among students and faculty members even as they provide support to others. Reflections are crucial to the service-learning experience and occur throughout each project. Reflections allow students to consider what theyknow andwanttoknowandtothinkcriticallyaboutwhattheycandowithnewfoundinsights.
Students interested in participating in service initiatives and volunteering outside their gradewide projects or requirements are invited to join the Middle Division Service-Learning Committee, a dynamic group of student leaders who liaise between their peers and the Middle Division Service Learning Office. This committee collaborates closely to brainstorm and organize service learning initiatives and spearheads events thatraiseawarenessaboutvariouscausesandvolunteeropportunities each month. The students hone a range ofskills,includingpublicspeaking,leadership,andteamwork. In addition to working within their division and withpeers,committeememberscollaboratewiththeir Upper Division counterparts on service learning initiatives. This collaboration fosters cross-division communicationandmentorshipthroughservice.
Clubs
Middle Division clubs offer opportunities for our students to explore theirinterests,honetheirtalents, and get toknowoneanotherbetter.Mostclubsoccurduringlunchperiods(DandEperiods),butsome clubs elect to meet after school to provide longer meeting times. Many club offerings are student-generated and change every year. We offer several competition-based clubs that tend to run regularly, including Debate, HM Lead, Math Team,ModelUN,andRobotics.MiddleDivisionfaculty and Upper Division students advise and/or facilitate student clubs. Participation in clubs is not required,butisstronglyencouraged
PrivateMusicLessons
(Lessons meet once per week.)
Arranged through the Music Department office, private music lessons are available to students in all grades. Lessons are given once a week, by outside professional musicians, and are available on all instruments, including voice. All students takingprivatelessonsareexpectedtopracticediligentlyand cometotheirlessonsprepared.Thefeeis$90perlesson,foratotalof$2,250ayearfor25lessons.
Students throughout their time at Horace Mann are exposed to engaging activities that teach core computer science and engineering concepts through the lens of hands-on experiences. Middle Division students have the opportunity to participate in the First Lego League Challenge. This extra-curricular activity allows students to solve sophisticated engineering challenges and compete with other students throughout the New York City Metropolitan area and beyond. Students interested in participating in First Lego League Challenge are placed on a team and charged with the task of building and programming Lego-based robots to perform discrete tasks. The benefits of this experience are immeasurable, and students develop skill sets that support their learning in numerous aspects of their academic lives at Horace Mann.
AffinitySpaces
Students have the opportunity to participate in various identity-based Affinity Spaces, which are optional andledbyfaculty.TheseSpacesconveneonceamonthduringlunchperiods(D&Eperiods). Affinity Spaces serve as community resources, fostering resilience, connection, and self-awareness.
They provide a supportive environment for students who share a common identity, allowing them to cometogether,converse,andreflectontheirexperiencesrelatedtothatidentity.
When students feel positive about their own identities and receive understanding and support from those aroundthem,theyaremorelikelytoexpresstheirauthenticselves.Thisconfidenceenablesthem to share their unique talents and insights, benefiting both themselves and the broader community. At Horace Mann School, we believe that every student deserves affirmation and a strong sense of belonging.
