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 most departments undertake a revision of some portion of the curriculum to improve the reading materials, activities, scope and sequence, or skill development of the students in the course. Each course then becomes a blend of traditional elements essential to the scope of the program combined with activities or areas of interest specific to the teachers in the department.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
The Middle Division English program nurtures students’ growth as readers, writers, and thinkers. The study of English in the Middle Division is both recursive and progressive. Each yearstudents read closely, discuss purposefully, and write frequently, so the experiences of oneyearbecomethe foundationforgrowthinthenext.
Students read and discuss novels, short stories, essays, memoirs, poems, and plays, which provide models and promptsforwritingassignments.AnalyticalwritingisacornerstoneoftheMDEnglish experience. Our grammarcurriculum,whichbuildsfromyeartoyear,focusesonconceptsthathelp studentsimprovetheirwriting.
Literature representing a wide range of voices and experiences is intentionally selected. English teachers work closely with the MD Librarian to select titles for book clubs and independent reading. During the summer, students read three books - a grade level read, a division-wide read, andatitlefromourselectedbooklistofhigh-interestYA(YoungAdult)titles.
Students actively read and perform one of Shakespeare’s plays each year. Training andclosework with Royal Shakespeare Company's education team have helped us develop dynamic curricula. Students approach Shakespeare’s texts actively, and ourclassroomstransformintorehearsalspaces where they can interpret characters’ actions, discuss Shakespeare’s language, and stage their own scenes.
In the sixth grade, students strengthen their reading skills and practice literary analysis. Reading includes New Kid by Jerry Craft, Lizzie Bright and the Buckminster Boy byGarySchmidt,and Flying Lessons and Other Stories, Edited by Ellen Oh. Students engage in a book club unit in which they divide into reading groupsbydifferentYAnovels,andconductstudent-ledliteraturecirclestoexplore the reading. Writing in the sixth grade includes personal responses, character descriptions,short analytical responses, and analytical essays. Students write throughscaffoldeddirections,firstcreating analytical paragraphs, graduating to full essays. Sixth-grade grammar is centered on subjects and predicates, the parts of speech, sentence structure, and punctuation. Students read and perform Shakespeare’s A Midsummer Night’s Dream, discussing themes of power and agency, while experimentingwithactingchoicesthathelpthemexplorethestoryandcharacters.
English7
The seventh grade curriculum reviews and then dives more deeply into the skills introduced in the sixth grade: close reading, creating interpretations oftheliterature,andanalyticalandcreativewriting. Students study and write poetry in an intensive poetry unit where they study structure, voice, and technique. Seventh grade reading also includes novels such as Aristotle and Dante Discover the Secrets of the Universe by Benjamin Alire Sáenz and, as in the sixth grade, a variety of titles that students read in book clubs, using literary circles to delve into their analysis. 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 Shakespeare study focuses on Romeo and Juliet, both as drama and 3
literature. Students continue to apply acting techniques to support their exploration of the play, while divingdeeplyintoShakespeare’slanguageandthemes.
English8
The eighth grade curriculum is writing-intensive. Students write creative nonfiction and memoir, using essays and vignettes from a wide range of contemporary authorsasmodels.Theyreadnovels that reflect a wide variety of voices, experiences, and backgrounds, which become the basis for different types of analytical writing. Current titlesinclude The Poet X byElizabethAcevedoand All The Light We Cannot See by Anthony Doerr. Students are expected to write more fluidly and precisely than in seventh grade, creating unique analysis of the 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, their construction and application, and the finer points of punctuation. OurShakespearestudyfocuseson Much Ado About Nothing,wherestudentssynthesize the practices and experiences from past years in order to understand, cut,andperformscenesfrom theplay.
History
Through inquiry, both experiential and source-based, as wellastheuseoftechnology,theMDHistory Department seeks to develop culturally competent, civic-minded, and intellectually engaged learners. We prepare our diverse community of students to critically interpret the past in order to better understandourworldtoday.DigitaldevicesareusedaslearningtoolsinallMDHistoryclassrooms.
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 and analyze Chains by Laurie Halse Anderson, anageappropriate work of historical fiction that explores the experiences of an enslaved Black girl in New York City during the American Revolution.Studentsalsoengageinseveralcollaborativeprojectsandcompletea triptoalocalmuseumorhistoricalsitetouseNewYorkCityasalearninglaboratory
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 topics from history and from current events. They demonstrate mastery in library and research skills, using NoodleTools, an online citation and note-takingtool.Theyexpresstheirunderstandingofhistoricaltopicsinanalyticalwriting.
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 in sixth grade followed by a thorough and rigorous two-year program of algebra in seventh and eighth grades, called Math 7 and Algebra 1 8. Students not demonstrating readiness for the standard, grade level course will take the B-level courseforthatyear.StudentsleavetheMiddleDivisionwitha 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 rangeofproblems.
All incoming sixth, seventh, and eighthgrade students must take a math assessment to determine the correct math level. Those not demonstrating readiness will be placed in the B-level course for their respective grade.The math assessment will also serve as a qualifying testforthosestudentsinterested in bypassing the standard grade level course. Onlythosestudentswithexceptionalperformanceonthe mathassessmentwillqualifyforthebypasstestanddecisionswillbediscussedwithfamiliesfirst.
Math6
The Math 6 course is a comprehensive program that places a major emphasis on building a solid foundation of skills, concepts, and problem-solving experiences. Our emphasis is on integrating previous knowledge with new concepts to help students progress from arithmetic to the broader thinking of algebra. Students have opportunities to use their knowledge in new and exciting ways so that they learn to think critically and become effective problem solvers. In addition to classwork and daily homework assignments, cooperative learning activities supplement the curriculum. Our first semester focuses on a review of the decimal system and skill-building and concept development with decimal operations. We then move on to number theory,discussingfactors,multiples,lowestcommon multiple,andgreatestcommonfactorinpreparationforareviewoffractionconceptsandoperations.
During the second semester, students explore the concept and uses of ratio and proportion. They then apply this knowledge tosolveproblemsinvolvingpercent.Next,studentsareintroducedto“TheOther Side of Zero”: operations with integers and coordinate graphing. Students also explore geometry, focusingontheareaandperimeterofpolygonsandcircles,endingtheyearwithaTacoTruckproject.
Math6B
Math 6B is designed for incoming students not demonstrating readiness for Math 6, asdeterminedby their performance on the math assessment. The course will focus on reinforcing and/or re-teaching previous topics in which students lack the requisite skill and then progress to the core of thestandard Math 6 topics. Through the use of smaller class sizes, this course features greater flexibility in instructionalmethodsthantheMath6course.
Math7
This course is the first half of a traditional Algebra I course. It includes simplifying and evaluating variable expressions, order of operations, use and understanding of the properties of real numbers, solving multi-step equations, and formulas. A variety of word problems are solved algebraically throughout the year. Number line and coordinate graphing skills are increased. Basic operations with exponents and polynomials are studied. A solid foundation of arithmetic skills is essential for this course.
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 will focus on reinforcing and/or reteaching previous topics in which students lack the requisite skills and then progress to the core of thestandardMath7topics.Throughtheuseofsmaller class sizes, this course features greater flexibility in instructional methods than the Math 7 course. Students completing Math 7B, can move to either Algebra 1 or Algebra 1 8B, pending performance anddepartmentapproval.
Algebra18
The year begins with a thorough review of the material studied in the Math 7 course. Topics such as functions, coordinate graphing, and polynomials continue to be investigated on more abstract levels. Factoring, quadratic equations, algebraic fractions, systems of equations, inequalities, irrational numbers, and the quadratic formula are taught duringthisyear.Wordproblemsremainanintegralpart ofthecourse.
Algebra18B
Algebra 1 8B is designed for students not demonstrating readiness for Algebra 1 8, as determined by their performance inMath7.Thecoursewillfocusonreinforcingand/orre-teachingprevioustopicsin which students lacktherequisiteskillsandthenprogresstothecoreofthestandardAlgebra18topics. Through the use of smaller class sizes, this course features greater flexibility in instructional methods than the Math 8 course. Students completingAlgebra18B,canmoveeithertoGeometryorGeometry AndProblemSolving(9thGrade),pendingperformanceanddepartmentapproval.
Algebra18Honors
(Prerequisite: Math 7, teacher recommendation, and departmental approval)
The Algebra 1 8 Honors course is formed around a core of the topics covered in Algebra 1 8 with numerous extensions and in-depth explorations. Students will be expected to participate in collaborative work and group discussions, as well as learn to use a variety of technologies to investigate different approaches to modeling algebraic problems. 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 will be those who have a genuine interest in and enthusiasm about mathematics, are highly-organized and diligent in their work habits, 8
and thrive in a challenging environment. Students completing Algebra 1 8Honors,canmoveeitherto GeometryHonorsorGeometry(9thGrade),pendingperformanceanddepartmentapproval.
BeyondAlgebra:AdvancedConceptsinMathematics
This course is designed for students who have taken a full year of Algebra 1 or Algebra Honors and have received departmental approval. The course will focus on mathematical concepts and ideas not traditionally covered in our middle division math curriculum, including but not limited to: Applied Statistics (exploration of descriptive and analytical data) and Probability (examining combinations, permutations, mutually exclusive events, and multiplication counting principle) using real world happenings. 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, pending performance and department approval, will continue intotheappropriateUDcourses.
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, its relationship to the sun andsolar system. Theystudythepropertiesofwaterandmethodsforwaterpurificationandtreatment.Inastudy of microscopic life, they see the structure and adaptations of protists. The year ends with a study of oceanographyandinvertebrates.
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 foranactivity,howtofollowwrittendirections,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 and water and plants leads directly toresearch 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 separate trip to the Bronx Zoo to study primates. Throughout the course, students are encouraged to raise questions as they investigate and collaborate with classmates in designing new experiments.
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.
Thecoursesare:
ExtremeBiology
MedicalSciences
MarineScience:AdventuresUndertheSea
ScienceintheKitchen
OurDynamicPlanet
ExtremeBiology
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 uponsemestergradesandtherecommendationoftheteacher Themostsuccessfulstudentsin 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, or Spanish“TotalBeginners;”Eighthgradestudents new to Horace Mann are placed in a class after consultationwiththeWorldLanguageChair Students new to Horace Mann should inform the WorldLanguagesDepartmentChairintheMiddleDivisionto ensurecorrectplacement.
This course introduces students to the academic study of French language andaspectsoffrancophone cultures. Immediate surroundings - home, school, friends, meals, travel, and sports - are the focal points forvocabularyacquisitionandalsothebasisforsimpleoralandwrittenexpression.Studentsare encouraged to consider French as a living, spoken language and to develop authentic pronunciation and speech patternsthroughactiveparticipationinoralclasswork.Severalprojectsrelatedtolanguage and/or civilization are an integral part of the year’s activities, and students begin to learn cultural highlightsofthefrancophoneworld.
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 about 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.
FrenchMD3Honors
(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, andtonegotiatetheir 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 about 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 to solidify their fluency throughcommunication 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 thegroundworkforthepossibilityofamoreformalelectivestudyinseventhgrade.From reading stories about how the Romans lived, students acquire historical and cultural knowledgeabout antiquity. Students learn to decode a Latin sentence, recognize and understand Latin grammar forms, and build upon their 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, howtoexpresshowtheyarefeeling,andhowtodiscusstheweather.
LatinMD2
This is the first of a two-year sequence, offered in the Middle Division, that covers the essential features of grammar and syntax so that students can read Latin texts with comprehension. Students who elect to take Latin study avarietyofRomanauthors,includingCatullus,Virgil,andHorace.They explore Latin’s legacy to the English language throughastudyofLatinroots,Englishderivations,and famous Latin quotes. They attain confidence in noun, pronoun, and adjective declensions as well as verb conjugationsinthepresent,imperfect,andfuturetenses.Studentslearntodistinguishbetweenthe activeandpassivevoice,theinfinitiveandimperativeforms,anddirectandindirectstatements.
LatinMD3
In 8th grade, students complete Latin 1. They learn the 4th and 5th noun declensions, master the perfect, pluperfect, and future perfect tenses, active and passive, and learn all formsofparticiplesand infinitives and howtheyareusedinLatin.TheycontinuetoexploretherelationshipbetweenLatinand English vocabularies, and they read edited stories about Vergil's Aeneas, famous essays by Roman philosophers, as well as dramatic retellings of mythology andstirringtalesofwarandcourage.Bythe endoftheyear,studentsarereadytobegin,in9thgrade,Latin2.
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 exploreawiderangeofmusicincludingAmericanpatrioticand folk songs, jazz standards, world music, musical theater, and American popular music. Standard performance practices, sight-reading, and ear training will be developed, along with such basic group vocaltechniquesasvocaltone,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 canexpecttosharetheirfinalperformancewiththeschoolcommunity
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.Studentspreferenceisconsideredduringscheduling.
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
musical arrangements that blend african-diasporic genres (calypso,reggae,funk,R&B,andSoul)with popularstyles.
RecordingStudioTechnology8
This course offers an introduction to modern music creation and studio technology using Apple’s Garageband. The class learns the basics of digital recording, the utilization of the MIDI standard (Musical Instrument Digital Interface), and the fundamentals of sound synthesis. Each student composes a series of short projects, after which we use an excerpt from a classic film and replace all the audio, creating our version of the dialogue, the sound effects,andthemusicsoundtrackallinsync withtheoriginalpicture.
AmericanPopularMusic
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 production, which can include monologue and scene work, playwriting, storytelling, and theatrical design and stagecraft. A field trip to see a Broadway performance is included as part of the course. 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 the nervous system. Research has shown that regular yoga practice increases mental clarity, boosts memory, reduces stress, and improves overall health and wellbeing.
Public Speaking
Students have an opportunity to explore their talent as a speech maker; 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 is provided and taught during class demos. 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.
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; 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 Division Chorus is open to allMiddleDivisionstudentswholovetosing.Thegrouprehearses and presents several concerts throughout the year andmayperformatassembliesandMiddleDivision events. Each member of the chorus is expected to prepare their music for rehearsals and must participateinallperformancestoreceivecredit.
HorizonsEnsemble(Grades6 mayaudition)
(Prerequisite: Audition and approval of instructor)
The Horizons Ensemble is designed to prepare you withtheskillsandknowledgeyouneedtoflourish in the HM band program. This ensemble is meant to be a bridge between elementary band programs and middle school band. Elementssuchastone,technique,sight-reading,breathing,ensembleplaying, intonation,articulation,andprojectionwillbeaddressed.
ChamberOrchestra(Grades6mayaudition)
(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)
Concert Band is a wind ensemble that performs several times throughout the school year The class focuses on developing a mastery of fundamental concepts related to instrumental performance. Students must be able to read music before and are expected to practice outside of class. All students ofthisensembleareexpectedtotakeprivatelessonsandparticipateinconcerts.
HMStrings(Grades7and8mayaudition)
(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 enable studentstosharethejoyofmusicmakingbothonandoff 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. All students of thisensembleare expectedtoparticipateinallconcertsanddressrehearsals.
AdvancedDanceEnsemble
(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 in 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, Engineering, and Robotics 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
Grades 6-8: First Lego League Challenge
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, Athletics, and Health
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 complexmotorandsportactivities;
● 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 P.E. uniforms (t-shirts, shorts, sweatpants, sweatshirt) are available through the physical education department.
PhysicalEducation
Each student is scheduled to a three-cycle rotation of various seasonal sport 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 athleticandtraditionalphysicaleducationopportunities.
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 tryout 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
Boys7Soccer
Girls7-8Soccer
GirlsTennis
Winter Spring
Boys7Basketball
Boys8Basketball
Girls7Basketball
Girls8Basketball
CoedCrew
BoysSwimming
GirlsSwimming
Girls7Volleyball Wrestling
Girls8Volleyball
MixedWaterPolo
Health
Baseball
BoysLacrosse
GirlsLacrosse
GirlsRugby
Softball
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. In active, 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 theirfullestpotentialandassurethattheybecomeproductive,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)
The 6th grade Seminar on Identity (SOI) course aims to foster an understanding of identity at the individual level, to jumpstart discussion ofidentityatthestructurallevel,andtoidentifytoolstobegin to respond to injustice. The class provides the building blocks to begin examining the relationship between identity, social-emotional awareness, andallyship.Duringthefirsthalfofthecourse,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 UnitedStates.Thisworkisdonethroughprimarysources, media analysis, and story exchanges. The course concludes with a conversation on the importance of allyship.
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 overnight fieldstudystylelab 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 sharedwiththeHarvardForest,andusedinawiderdatacollection 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, and 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 on having worked together and having relied on one another It is bornof 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, that nothing less willdo.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 which encourages a love of literature and fosters a heightened imagination. In addition, reviews of titles that Middle Division students might enjoy are featured in our library catalog under Latest Reviewsathttps://na.accessit.online/HRC00/.
The Middle Division Reading Room, features bean bag chairs for leisure reading, laptops, chromebooks and iPads for student use, aswellasadedicatedMiddleDivisioncollectionwithfiction, 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 20 databases that feature reference articles, newspaper articles, and primary sources that are appropriate for Middle Division research projects. The space is used for individual and group work, library instruction, and reading programs and is staffed after schoolMonday–Fridayuntil5:45PM.
ServiceLearning
The philosophy oftheServiceLearningProgramintheMiddleDivisionistoprovidestudentswiththe opportunity to support the work of local organizations, learn about the wider community, and encourage students to reflect upon how they are affected by the act of performing service. The sixth grade partners with theMercyCenterfortwograde-wideactivitiesandtheseventhgradepartnerswith New York Common Pantry, volunteering at the Bronx location. Eighth graders must perform a set number of activities sponsored by Horace Mann. Some of the projects occur off campus during the week, and others occur on weekends both on and off campus. All eighth graders are notified of their optionsinlateSeptember/earlyOctoberandstudentssignupbyregisteringonFamilyID.
While we encourage all students to perform service regularly as part of their lives, we only “credit” service done in projects sponsoredbytheServiceLearningProgrambecauseweviewserviceasaway of buildingasenseofcommunityhereatHoraceMann.Wealreadyhaveestablishedrelationshipswith many service providerssuchastheNewYorkCommonPantry,theBronxJewishCommunityCouncil, Mercy Center, and the Kingsbridge Heights Community Center. Students in all grades reflect ontheir serviceinadvisoryusingSELactivitiestostructuretheirconversations.
In addition to organizing activities to meet the Service Learning requirement, the Service Learning Program also workswithHMLeadtocoordinatedivision-wideserviceprojects.Pastexamplesinclude a soup drive for the New York Common Pantry, coat drives for NY Cares, toy drives for survivorsof domesticviolence,andtoiletriesdrivesformenandwomenintransitionalhousing.
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, Model UN, Robotics, and Science Olympiad. Middle Division faculty and Upper Division students help facilitate student clubs. Clubs are not a requirement,butarestronglyencouraged
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$60perlesson,foratotalof$1,500ayearfor25lessons.
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.
