2024-2025 MBS Middle School Curriculum Guide

Middle School Curriculum Guide & Programs 2024 -2025

TABLE OF CONTENTS MBS Mission and Values______________________________________________________ 2 Curricular Philosophy of MBS__________________________________________________3 The Morristown Beard Advisor System__________________________________________ 5 Community Service__________________________________________________________ 5 Signature Programs and Practices______________________________________________7 Grade Level Trips____________________________________________________________ 8 Academic Policies___________________________________________________________ 8 6th Grade Sample Course List____________________________________________ 10 7th Grade Sample Course List____________________________________________ 10 8th Grade Sample Course List____________________________________________ 11 Middle School Schedule_________________________________________________ 11 English____________________________________________________________________12 History and Social Sciences__________________________________________________ 13 Mathematics_______________________________________________________________ 14 Science___________________________________________________________________ 16 World Languages___________________________________________________________ 16 Art & Design Electives_______________________________________________________ 17 Performing Arts Electives____________________________________________________ 19 Wellness__________________________________________________________________ 20 General Electives___________________________________________________________ 20 Quarterly Courses__________________________________________________________ 21 Sports & Fitness____________________________________________________________ 22 MBS Middle School Faculty___________________________________________________24

MIDDLE SCHOOL CURRICULUM GUIDE & PROGRAMS

2024-2025

MBS Mission and Values OUR MISSION Within a culture of support and collaboration, Morristown Beard School students discover and develop their individual pathways to academic success and personal fulfillment while becoming enlightened, morally responsible citizens of the world.

OUR VALUES The bedrock of our curriculum is to provide rigorous academic preparation for college and beyond. Equally, we encourage all members of the MBS community to cultivate a life guided by moral principles. At MBS, we value: Personal Responsibility is the foundation of character. It requires integrity, personal accountability, and the highest moral standards in all communication, decision-making, and actions.

Awareness Of Diverse Perspectives enhances all aspects of learning. The more students encounter, understand, and respect other points of view, the more deeply engaged they become, both academically and socially.

Empathy is a powerful force in creating positive interactions.

Engagement in all aspects of school life encourages risk-taking, creates a more fulfilling educational experience, and enhances personal growth.

Tenacity is essential in overcoming obstacles as it redefines failures as necessary steps of the learning process.

Independence Of Mind allows us to question trendy or conformist thinking, and helps us as individuals to examine critically our decisions and assumptions.

Humor And Humility are central components of the resilience required to meet the inevitable challenges we encounter not only in school, but also in life. At MBS, we value the ability not to take ourselves too seriously, even when we are engaged in the most serious of endeavors.

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Curricular Philosophy of MBS Ensuring the growth and well-being of our students lies at the center of all our decisions at MBS. We maintain a balanced approach to rigorous academics, enriching co-curricular and extra-curricular activities, and an engaging family and community life. As students pursue their individual paths to academic success in our community of learners, they are guided by highly-dedicated teachers who are fully versed in the latest educational research, with particular emphasis on the following key practices in all subject areas: CRITICAL THINKING facilitates greater understanding of complex topics and situations. Students learn to ask questions, identify problems, synthesize key concepts, and design creative solutions in pursuit of knowledge.

RISK-TAKING is encouraged. Our educational program recognizes this as a valid learning modality, even when an investigation does not proceed as expected. Play and a sense of fun are key components in nurturing appropriate intellectual risk-taking.

WRITING is a means of thinking and developing thoughts, not just a way to record pre-existing ideas. Analytic and reflective writing should not be the exclusive domain of the traditional text-based disciplines, but should be actively encouraged across the curriculum.

QUANTITATIVE REASONING is valued as a means of logical processing both in and beyond the math classroom. Developing a sound quantitative mindset is crucial to understanding, critiquing, and drawing conclusions in our increasingly data-intensive culture.

INNOVATIVE CONNECTIONS across disciplines inspire original approaches to solving problems and prepare students for life beyond the classroom.

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Within the framework of the school's curricular philosophy, the Middle School is committed to implementing the following practices across our academic, co-curricular and extra-curricular offerings.

GROWTH MINDSET All students are capable of intellectual and personal growth in any subject, provided they are nurtured as they develop strategies for managing their time, focusing their attention, and persevering through challenges. Teachers in the MBS Middle School are committed to working with students to devise and implement strategies that serve their goals and ambitions.

SKILL DEVELOPMENT Sixth, seventh and eighth grade are foundational years in developing thinking skills. The Middle School is committed to building students' habits of mind and providing opportunities for students to practice analytical, writing and quantitative skills. These values are embedded across our academic classes in everything from the anchor texts selected for English to the core topics in math to the scaffolding of instruction and assignments.

COLLABORATION As students transition from childhood to adolescence, they are increasingly capable of complex social interactions and team-based activities. Collaborative skills such as communication, conflict resolution, and shared problem-solving not only enhance academic learning but also prepare students for real-world challenges. Working together on projects and in classroom settings helps students appreciate diverse perspectives and builds empathy.

SOCIAL AND EMOTIONAL LEARNING The years from sixth through eighth grade are essential as students search for identities, defining themselves in terms of new relationships and roles with peers and adults. Both within and beyond the classroom, learning in middle school is fundamentally social and emotional: deepening their awareness of self and others, students form a sense of how they might contribute to and flourish in the world. Social and emotional learning is at the core of class activities, the advisory program, and the everyday life of the MBS Middle School. Our students cultivate strategies for speaking up on behalf of themselves and others, and they learn how to productively address friends and peers over differences of opinion and disagreements.

These opportunities lay the groundwork for our school-wide efforts to promote diversity, inclusion and social justice.

PURPOSEFUL TECHNOLOGY MBS recognizes that we live in a digital age. Though technology permeates the experience of students, overuse or misuse can be tempting. In the Middle School, students not only learn through technology, but learn how to use technology to serve them as they solve problems, research, communicate, collaborate, and create. Using technology under the guidance of our faculty, MBS students discover both the utility and limitations of these learning tools as they learn to appreciate the horizons that they open.

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The Morristown Beard Advisor System Middle School Advisory is a place where students, parents, and teachers work together for the benefit of the whole child.

During the Advisory period our students and advisors engage in discussions and activities aimed to address community, self-awareness, and leadership. Our students work individually and collaboratively on their social-emotional and academic growth using guided activities that are developmentally appropriate. Our advisors are dedicated, grade-specific teachers committed to mentoring and supporting their advisees throughout their years at MBS. OUR WORDS AND GUIDING QUESTIONS 6th Grade: Community

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What connections can we make to one another?

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How can we help one another?

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What are some ways I can contribute to our MBS community? Beyond?

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What can we learn from those around us? How can we help each other be seen? Heard?

7th Grade: Self-Awareness

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What does it mean to take ownership?

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What does it mean to be self-aware? Why are mistakes crucial in acquiring self-awareness?

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Why is it important to have self-acceptance?

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How can words/actions be impactful on yourself? On others?

8th Grade: Leadership

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What is your role as an 8th grader in the MBS community?

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How can you find ways to improve and grow as a person?

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How can you build trust?

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How do you know when to lead and when to follow?

Community Service SCHOOL-WIDE EFFORTS: As part of our efforts to educate for good citizenship, our students participate in community service throughout their Middle School experience. Our advisory program and Middle School Meetings raise awareness and provide a forum for discussion and learning about the role of service in our community. Our program aims to help our students become participatory citizens and effective members of our School community through service.

LEADERSHIP AS SERVICE: We believe that serving in a voluntary leadership capacity is service to the School and enhances adolescent development. ●

SGA (Middle School Student Government Association) collaborates with our Director of Student Life to run the Middle School Meeting, plan student events, and represent the student body. All Middle School students have the opportunity to be elected into our SGA class leader roles.

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Crimson Ambassadors host and tour prospective students. Middle school students who are interested go through an application process to be Crimson Ambassadors.

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The Crimson Leadership Groups include students enthusiastic about engaging in Diversity, Equity, Inclusion, and Belonging (DEIB) initiatives. These groups include GLOW, Spectrum and affinity groups. Their collective mission is to ensure that every middle school student feels valued and embraced as an essential member of our community. With a strong focus on community-building, the Crimson Leadership Committee actively reflects on the essential elements contributing to a thriving and inclusive environment. After identifying areas they can enhance, they apply a well-structured, step-by-step approach to implementing their innovative ideas. A core objective is to allow students to practice using their voices effectively. The committee aims to foster a culture of positive change and active participation within the school by empowering them to express their thoughts, concerns, and ideas. This Crimson Leadership Committee values inclusivity and welcomes all middle school students to be part of this important initiative. Students will be selected for this committee using a self-nomination process.

SERVICE INITIATIVES:

By Grade ●

6th The Interfaith Food Pantry / Advisory visits (Morristown)

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7th Morristown Neighborhood House / Advisory visits (Morristown)

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8th LifeTown- friendship Circle / Advisory visits (Livingston)

Other Middle School initiatives ●

Veterans Day Cards/Letters

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Pumpkin Decorating Contest (fundraiser)

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Breakfast bag initiative for NJ Nourish

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Pajama, cocoa, and book drive for Neighborhood House

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Middle School-wide food drives

Schoolwide ●

Thanksgiving Food Drive (Food Pantry, Morristown)

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Winter Holiday Toy Drive (Morris County Park Commission, Morristown)

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Signature Programs and Practices The MBS Middle School’s Signature Programs complement the core curriculum, giving students focused exposure to areas essential for academic success, for self-understanding, and for navigating the world. Our Signature Programs are characterized by purposeful developmental play, creative thinking, skill development, and student-directed inquiry. They serve as a starting point for fulfilling the promises of our mission statement as they lay the groundwork for students to carve their individual pathways to success. Each program receives dedicated time in the schedule.

CENTER FOR INNOVATION AND DESIGN Each year in the MBS Middle School, students are provided with opportunities to learn in the Center for Innovation & Design, including the makerspace, artisan studio, computational design studio and environmental systems lab. There, students are encouraged to learn through imaginative, hands-on, collaborative projects and to encounter the fundamentals of the design thinking process that will serve them throughout their time at MBS and beyond.

Artisan Studio Computational Design Studio Environmental Systems Lab Makerspace EXPERIENTIAL LEARNING: LEARNING BEYOND THE CLASSROOM WALLS During each year of the Middle School program, our students and teachers delve into the world beyond MBS through off-campus classes, visits, trips, community service projects, and other outreach programs. Our historic location, adjacent to the picturesque Frelinghuysen Arboretum and Whippany River, affords the opportunity for students to get outside while the learning continues. Meanwhile, community service initiatives in downtown Morristown allow our students to connect with the institutions and sociocultural diversity of the area. In addition, we endeavor to plan grade-level field trips that are anchored in our curriculum.

Mini-Boat Project: One of the most unique and defining experiences outside of the Middle School classroom doesn’t

involve actually going anywhere. Instead, our sixth-graders learn about weather, geography, and oceanography by following the travels of one tiny and very well-stocked vessel! Throughout the school year, a five-foot mini-boat equipped with sensors and tracking devices, travels the ocean, landing occasionally, so that students can gather data that will help them develop a sense of the magnitude and complexity of our big, blue planet.

LEARNING FOR ENHANCED CURRICULAR ENGAGEMENT The Middle School provides dedicated time for students to hone skills that will be necessary for their educational development and success.

ENGLISH WORKSHOP Even as students in Middle School are figuring out who they are in the world, they are asked to communicate their ideas, express themselves, and discover who they are on the page. Middle School writing demands students gain rapid familiarity with a range of modes, audiences, and occasions. In English Workshop, a supplemental class

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offered for a single semester in seventh and eighth grades, students are given space to nurture their reading interests, and encouraged to explore a range of writing styles and occasions with space for self-reflection.

ORGANIZATIONAL SKILLS As students transition from elementary school to high school, it is crucial that they develop skills that will support their learning. In Organizational Skills, a quarterly course offered in 6th and 7th grades, students will learn various helpful, fun ways to improve their study and organizational habits. These skills will be anchored in each student's learning style and study preferences and will include organization, time management, note-taking, homework completion, long-term assignment completion, preparation for formal assessments, and test-taking strategies.

Grade Level Trips Field trips are an opportunity for students to bond together as a class and further their understanding of a course of study.

The Middle School is committed to fall and spring trips each year. Past trips have included: 6th grade: Sandy Hook and Ellis Island 7th grade: Philadelphia (Constitution Center and Franklin Institute) 8th grade: Washington D.C.

Academic Policies The Middle School program responds to the unique developmental needs of young adolescents. Students participate in a variety of areas of study and activities that emphasize active engagement in learning. One of the major goals of the program is to create a climate where curiosity, integrity and creative expression are valued.

Middle School students are required to complete five core courses, as well as electives and quarterly classes in the arts, Wellness, Organizational Skills, or English Workshop.

GRADES & COMMENTS The School uses letter grades ranging from A through F for core curriculum classes. Grades ranging between A and C- are considered acceptable, while grades below a C- are of concern and may lead to a student being placed on Academic Probation.

The School sends grades four times per year and comments three times a year– typically about 10 days after the end of each quarter.

1st Quarter (Interim) grades and comments 1st Semester (Final) grades and comments 3rd Quarter (Interim) grades and comments 2nd Semester (Final) grades, comments when needed

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In addition to regularly scheduled grades and comments, teachers may send Parent Communication Forms for either excellent or substandard performance. Students who need more frequent monitoring are sometimes placed on Progress Reports.

HOMEWORK GUIDELINES Students are typically assigned an average of 1.5 hours of studying and/or homework per night. It is each student’s responsibility to make sure they have all the materials and directives necessary to complete their assignments. Late, incomplete, or carelessly done homework will negatively affect a student’s average. Parents will be notified of recurrent patterns of inconsistent homework submission.

HONOR ROLL & HIGH HONOR ROLL The School has two honor rolls for academic achievement. ●

Honor Roll – for students with a minimum GPA of 3.5.

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High Honor Roll – for students with a minimum GPA of 3.8.

Both honor rolls are based on semester grades, not end of year grades.

The National Junior Honor Society recognizes students in eighth grade who have demonstrated outstanding scholarship, leadership, service, character, and citizenship. Students receiving this honor are inducted at the Moving Up ceremony.

OUR SCHEDULE The Middle School schedule is designed to meet the needs of growing adolescent children. Our students begin their day in homeroom with their advisors. Collaborative period is a designated time to work with teachers, collaborate with classmates and begin homework. We close the school day with sports and activities. We are committed to offering our students ample opportunities on the playing field and believe that good sportsmanship is an integral part of cultivating character.

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Sample Course Lists and Schedule: 6th Grade Sample Course List Period

Class

Period 1

English 6

Period 2

Performance art, digital art, visual art or other elective

Period 3

Math Foundations or Introduction to Integrated Math A

Period 4

Quarterly rotation: Wellness, Organizational Skills 6, Vocal Ensemble, Art and 2D Design

Period 5

Geography

Period 6

Science 6

Period 7

Language Exploration

Period 8

Rotation of Advisory, MS Meeting, Collaborative Period, Clubs

7th Grade Sample Course List Period

Class

Period 1

English 7

Period 2

Performance art, digital art, visual art or other elective

Period 3

Introduction to Integrated Math A or Introduction to Integrated Math B

Period 4

Science 7

Period 5

Quarterly rotation: Wellness, English Workshop 7, Art and 3D Design or Organizational Skills 7 (New Students Only)

Period 6

History, Society and Civics 7

Period 7

World Language (French, Latin or Spanish)

Period 8

Rotation of Advisory, MS Meeting, Collaborative Period, Clubs

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8th Grade Sample Course List Period

Class

Period 1

English 8

Period 2

Performance art, digital art, visual art or other elective

Period 3

Intro. to Integrated Math B or Integrated Math 1

Period 4

Science 8

Period 5

U.S. in 21st Century World History

Period 6

Quarterly rotation: Wellness, English Workshop 8, Makerspace: Creative Problem Solving or MS Music Production

Period 7

World Language (French, Latin or Spanish)

Period 8

Rotation of Advisory, MS Meeting, Collaborative Period, Clubs

Middle School Schedule

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Departmental Offerings English Mission Statement: As students travel their own unique paths through our curriculum, they develop the skills to navigate challenging texts, think critically, and express themselves confidently in both written and spoken word.

Students also learn to appreciate and tell their own stories by exploring those of others, and in doing so, they develop awareness of themselves, their communities, and the human condition.

ENGLISH 6 In addition to developing skills in reading, writing, vocabulary, and grammar, students in English 6 learn how to annotate effectively, identifying themes and symbols as they discuss plot and character development.

Students learn to use a writing process (planning, drafting, revising, publishing) with respect to the construction of individual sentences that are then linked to create cohesive, well-organized paragraphs. By mid-year, students begin to write analytical responses and use rubrics for revision that facilitate a growing sense of autonomy and confidence. Teachers carefully introduce iPad use so that students learn techniques of working with paper as well as electronic texts in both their reading and writing. Students engage in individualized vocabulary study through Membean. Texts include short stories, poems and longer texts, such as Look Both Ways, Our Town, The Outsiders, and Refugee.

ENGLISH 7 English in Grade 7 continues to deepen and broaden habits of critical thinking introduced in Grade 6. Close reading of literature enhances students' understanding of the world in which they live and to understand the complexity of life through effective study of characterization. As students begin to comprehend the ways in which authors create, they respond to such close reading through regular annotation, writing, and class discussion. Study of grammar continues to occur within the context of reading and writing along with the use of specific exercises. Students engage in individualized vocabulary study through Membean. Ongoing use of writing and revision rubrics reinforces the understanding of writing as a process, particularly with respect to the creation of analytical essays. Independent thinking is encouraged through the use of expository and creative journaling.

Texts include short stories, poetry, and longer texts, such as The Alchemist and New Kid. ENGLISH WORKSHOP 7 In addition to their Grade 7 English class, students rotate through English Workshop 7, a semester-long course designed to enhance writing and reading skills. After analyzing expository, descriptive, narrative, and persuasive writing students will develop a portfolio of their own writing by the end of the semester. A major component of Workshop 7 this year is the student reading club. Under the guidance of their teacher, small groups of students will select texts, create reading assignments, and establish weekly discussion topics.

ENGLISH 8 Students in Grade 8 deepen their skills in literary analysis with continuing emphasis on the decisions authors make when creating theme, character, and plot. The emphasis on authorial intent is further promoted through the creation and revision of analytical essays that require strong thesis statements, appropriate

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use of evidence, and the discovery of subtextual levels of literary meaning. Shorter writing assignments promote robust patterns of thinking that are both critical and creative. Students engage in individualized vocabulary study through Membean. Study of grammar continues within the context of reading and writing along with the use of specific exercises. Students are encouraged to work autonomously and with confidence as a means of prefiguring expectations in the Upper School. Texts include short stories, poetry, and longer texts, such as Night and Romeo and Juliet.

ENGLISH WORKSHOP 8 In addition to the Grade 8 English class, students rotate through English Workshop 8, a semester-long class designed to enhance skills in reading, writing, and public speaking. Areas of focus in the first half of the course include note-taking and annotation, essay and paragraph planning, and the incorporation and analysis of textual evidence. Students also practice the key skills of proofreading and revision for clarity and precision. Focus in the second half of the course shifts to other modes of writing such as persuasive and narrative, as well as public speaking. Through analyzing a range of famous speeches, students learn the elements of successful persuasive speaking, paying keen attention to what speakers say and how they say it.

Students then build skills and confidence by creating and delivering a series of their own speeches of varying lengths and styles.

History and Social Sciences Mission Statement: By linking the past and present, the Morristown Beard History Department fosters skills essential to the understanding of the human experience, while guiding students on their individual paths to becoming engaged and empathetic global citizens.

GEOGRAPHY 6 introduces some of the basic concepts and skills that are expanded upon in Grades 7 and 8.

The course is designed to help students better understand themselves and the world in which they live as they examine the physical and human aspects of the Eastern and Western Hemispheres. Students learn about the world’s people, places and environments through hands-on activities, mapping labs, oral presentations, cross-curricular real world simulations, and using technology to communicate with others around the globe.

There is a strong emphasis on the writing process.

HISTORY, SOCIETY, AND CIVICS 7 Students in seventh grade History, Society, and Civics focus on decoding artifacts from the past to make sense of the world they live in. Moving from the personal to the global, and from the Ancient World to recent American history, they learn how the past lives on in the present. The year culminates with an investigation of the US constitution as a living artifact, undergoing amendment and reinterpretation since its inception, shaped by and actively giving shape to American society.

THE US IN 20TH CENTURY WORLD HISTORY 8 Students in eighth grade “The US in 20th century World History” consider American history in relation to 20th century conflicts and social movements around the globe. Relating the national to the international, students will learn to understand history from a global perspective. Over the year, students will focus on pivotal 20th century

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conflicts and social movements, while sharpening their abilities to ask questions, conduct research, and analyze forces of change in the world.

Mathematics Mission Statement: The Morristown Beard School Mathematics Department produces students fluent in quantitative and abstract reasoning. We emphasize the importance of constructing and evaluating sound arguments while focusing on connections within and beyond mathematics. Within this framework we aim to cultivate resilience, critical thinking, creativity, and intellectual curiosity.

Middle School Mathematics courses stress an understanding of mathematics as fundamental to making reasonable interpretations of human and scientific affairs. The math program reinforces the skills and concepts necessary for future study as well as for integration with other content areas. Beginning with a real-world approach, students are taught to use math skills for data analysis, to understand basic algebraic and geometric concepts, to use statistical analysis across topics, and to think critically. A placement test is used to determine which level of mathematics is appropriate for our incoming students. A strong foundation in basic skills is critical to success, and students should be fluent with basic addition, subtraction, multiplication and division of whole numbers, fractions and decimals.

MATH FOUNDATIONS is a study of basic mathematical skills while challenging students with some abstract algebraic concepts. The course introduces students to number properties and integer operations, integrating

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negative numbers with a study of other rational numbers. Through a mix of problem solving, logic challenges, and word problems, Math Foundations emphasizes critical thinking in preparation for more advanced courses.

The course challenges students to show and explain work, demonstrating that process and end-product are equally important.

INTRODUCTION TO INTEGRATED MATH PART A course is part one of a two-year introductory course that concludes with Part B. In Part A, students work with rational numbers to ensure that they can apply all operations fluently and begin to create a bridge between concrete operations and more abstract algebraic expressions and equations. Students work with the coordinate plane to make the connection between concrete operations and graphing. Students continue to use rational number operations in application with ratio, rate, unit rate, percent and probability. A study of data allows students to make sense of information from the real world and how to express that information to others graphically, numerically and in written form. Students use a variety of means of expression to justify, explain and model mathematics as they make sense of problems and persevere in solving them.

INTRODUCTION TO INTEGRATED MATH PART B course is part two of a two-year introductory course that begins with Part A. In Part B, students continue their work with rational numbers by synthesizing them with an in-depth study of expressions, equations, exponents and radicals. Students apply those skills and concepts in a study of geometry including angle relationships, the Pythagorean theorem, and two- and three-dimensional measurement. Finally, to prepare for the subsequent course work, students learn to solve, write and graph multi-step equations and inequalities. Students use a variety of means of expression to justify, explain and model mathematics as they make sense of problems and persevere in solving them.

INTEGRATED MATH 1 initiates the Integrated Math sequence by engaging students in foundational concepts, skills and habits of thought. Pedagogical techniques are eclectic and diverse to allow for different ways of learning math. The course covers foundational algebraic and geometric concepts that will be built upon in subsequent courses. Algebraic topics covered include basic equations and inequalities, absolute value, linear equations and graphs, and systems of equations. Geometric topics include introduction to proofs, coordinate geometry, midpoint and distance formulas, and special angles on parallel lines.

INTEGRATED MATH 2 continues the Integrated Math sequence by building on the foundational concepts acquired in Math 1. Students will encounter thought-provoking problems in a variety of contexts that require strong connections between algebra and geometry. Principle topics covered through problem solving and exploration include right triangle trigonometry, quadratic functions, methods of proof, polygons, transformations, and rational expressions. Each topic requires an added level of sophistication and abstraction as students obtain a higher level of mathematical fluency.

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Science Mission Statement: At MBS, students are inspired by the wonders of the world. Our program prepares students for civic responsibility and global stewardship through experiential learning and by developing their understanding of the power and limitations of scientific investigations. Students deepen their critical thinking and acquire quantitative and qualitative tools necessary to make responsible and informed decisions as scientists and citizens.

From Grades 6 through 12, the MBS Science Curriculum asks students to approach science as a process of active, hands-on inquiry, requiring close observation, the elaboration of theories, the design and construction of experiments, analysis of data, and an ongoing, revisionary pursuit of the truth. The Middle School Science program introduces students to science as an open-ended, self-critical process, laying the foundations for success in Upper School science classes and providing them immediate gratification as they begin to see the complexity and mystery of the world around them.

SCIENCE 6 introduces students to the fundamentals of the laboratory, experimentation, and the stages of scientific inquiry through a series of hands-on tasks and projects. As the year progresses, students are introduced to the fundamental units of biology, and then to an understanding of biological and environmental systems.

Students pay special attention to the ecology of water and the environmental impact of water use, forging close connections with their work in Geography 6.

SCIENCE 7 is designed to deepen students’ grasp of the fundamental concepts of scientific inquiry and enhance their ability to think critically. Throughout the year students will explore a range of topics including biology, physics, and earth science. Students will engage in various hands-on projects and experiments that emphasize the core skills of scientific investigation such as forming coherent hypotheses, conducting systematic observations, and effectively interpreting data. Students will also learn to apply these processes in real-world contexts, fostering a practical understanding of how science impacts everyday life.

SCIENCE 8 introduces students to botany, challenging them to think through problems of form and function of cells and organisms from a new perspective, with opportunities for local fieldwork. Students build on their knowledge of plant life to gain new understanding of environmental crisis and resilience. During the year, students are also introduced to the fundamental principles of physics. As in previous years, strong emphasis is placed on the experimental process, observation, and the analysis of data.

World Languages Mission Statement: The World Language Department believes meaningful communication is fundamental to all language learning. We practice the language in context, developing cultural awareness as well as linguistic competencies. Students learn about what can be said in a world language as well as how to say it. Our program embraces progress while acknowledging that learning a language involves cycles of acceleration and adjustment.

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The Middle School World Language Program is designed to develop students’ communicative abilities while cultivating cultural awareness and an appreciation of diverse perspectives. Student-centered classroom practices promote engagement while introducing students to various interwoven aspects of linguistic competency (oral, aural, grammatical, lexical and cultural). Students are exposed to basic lexical and structural features of French, Spanish or Latin while learning about Francophone, Hispanophone, and ancient cultures and practices, respectively. In the case of French and Spanish, making use of the language in communicative settings is emphasized. This includes acquisition of vocabulary in context, development of good pronunciation and active use of the target language to successfully communicate in a variety of common situations. Students of Latin are exposed to the basic structure of the language via many of the same practices as students of French and Spanish, relying upon level-appropriate Latin readings as the primary centerpiece for communication.

SIXTH GRADE LANGUAGE EXPLORATION cultivates an awareness of diverse perspectives through an interdisciplinary examination of language and culture through the lenses of French and Spanish as well as geography, art, history and other disciplines with a focus on global citizenship and community. Students spend time studying French and Spanish in a highly communicative, supportive, and contextualized framework, focusing on a theme in the context of each language. The themes are: French: How does the food you eat shape who you are and your community?

Spanish: How do ecosystems impact the sustainability of a community?

Students also engage in several integrated lessons in which they grapple with the intersection of language, culture, identity, and community.

FRENCH, LATIN OR SPANISH A focuses on the development of strong basic communication skills in many routine topics such as greetings, introductions, personal and family identity, basic needs and wants, likes and dislikes, introduction to food, time and weather, school life and leisure activities. Students practice the four foundational language skills (listening, speaking, reading and writing) as they strive towards competency in the above areas. Language is taught through the lens of culture, and as such, cultural themes and backdrops frame the language experience. Upon completion, it is expected that the student communicate with limited flexibility in vocabulary and structure, using high-frequency words and rote phrases.

FRENCH, LATIN OR SPANISH B provides a continuation of the endeavor begun in French, Latin or Spanish A, spiraling many of the structures and topics to lay a strong base for further development in the Upper School program. Upon completion, it is expected that the student communicate with emerging flexibility in vocabulary and structure, using high-frequency vocabulary words, rote phrases and simple sentences.

Art & Design Electives Mission Statement: Art and Design Department is a multi-disciplinary program, providing students the technology, resources and mindset to creatively move from abstraction to artifact.

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ARCHITECTURE AND DESIGN will introduce students to the fundamentals of architectural drawing, design and model making. Students will use the laser cutter to create a personal sketchbook for creating a library of observations, and learn the fundamentals of mechanical drawing including isometric, axonometric and perspective drawing. Students will also study several notable architectural projects from around the world with an emphasis on sustainability. The class will culminate in a hands-on design project incorporating elements of model making and woodworking.

DIGITAL SKETCH & DRAW explores digital drawing and art using Wacom drawing tablets, Adobe Photoshop and Adobe Illustrator. Students will be encouraged to seek creative ways of using technology to prepare projects and assignments. Color psychology, character design and drawing techniques will be the main focus of this class. Design for blogging, portfolio setup and logo design will be studied. The core software for this class will be Adobe Photoshop and Adobe Illustrator, though the exploration of other software and how to use design and art software will be a focus.

DIGITAL VIDEO STORYTELLING is designed to equip students with the skills necessary to develop and then create short video projects. Students progress through project-based experiences that help them to write, critique, film, edit, and produce cinema rooted in a story that they develop. Assessment will consist of photography presentation and critiquing, individual and group presentations (both traditional and media-based), and use of digital technologies.

DRAWING ON THE RIGHT SIDE OF THE BRAIN is designed for students to learn about and begin to master the skill of observational drawing. The course is designed for the student who wants to be able to draw objects and make them look “real.” Using various dry media (graphite, charcoal, pastels), students will master looking at three-dimensional subjects placed in front of them and replicating them on a page.

JEWELRY FABRICATION & DESIGN is an introductory course in which students learn basic principles of design and jewelry fabrication, while working with copper, brass, and silver filled wire & sheet. Students will also be encouraged to incorporate nonmetal objects into their work. They can expect to learn how to cut, drill, file and hammer metal. Wire work, chain maille, and installing manufactured rivets will also be covered. Students will develop a plan, taking into consideration design elements such as composition, movement, balance, aesthetics, and wearability.

PHOTOGRAPHY PRINCIPLES explores the art and science of capturing light through hands-on projects, with the goal of answering the question, “how can you use a camera creatively?” Students will build a camera obscura, learn the basics of optics with lenses and lasers, and develop cyanotypes. Using digital cameras, the students will creatively experiment with forced-perspective, black and white, motion blur, high-contrast and colored lighting, and other effects.

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Performing Arts Electives Mission Statement: The Performing Arts Department fosters critical thinking, discipline, and a sense of community, all in a creative and rigorous environment. Through a variety of performance and learning opportunities, students discover and cultivate an enduring connection to the intrinsic value of the performing arts in the human experience.

MIDDLE SCHOOL BAND students engage with music in a wide variety of styles. This class provides young musicians with the opportunity to increase their individual musical ability while also working as the member of a playing ensemble. Through classes and performances, they develop knowledge of the elements of music, the proper technique required for each individual instrument, and music reading skills. Students perform in concerts on stage in Founders Hall. One year of being in an instrumental program or private instruction is the prerequisite for this course.

MIDDLE SCHOOL DANCE is for students interested in dance technique and performance. Students will gain an increased understanding of their individual range of movement, and develop balance and coordination.

Students perform in both the Winter and Spring Dance Concerts.

MIDDLE SCHOOL TAP ATTACK combines traditional tap dance technique found in 42nd Street and Singin' in the Rain with the energetic contemporary style of STOMP and TAP DOGS to provide students with the opportunity to raise the roof and make some noise! They develop focus and rhythmic intelligence, while also increasing physical stamina and coordination. Students will perform in the Winter or Spring Middle School Performing Arts Showcase.

MIDDLE SCHOOL STRINGS ENSEMBLE offers students an introduction to basic string technique.

Students will gain dexterity and develop tone as they study and perform music of varying periods. Ideal for students with previous string experience, as well as those who play other instruments and desire an introduction to the world of strings. The ensemble performs in various concerts on stage in Founders Hall.

THE MIDDLE SCHOOL MUSICAL THEATRE CLASS gives students the opportunity to learn about the rich history of the American musical theater, while pursuing specialized performance training in acting, singing, and dancing. Through the production of an hour-long musical, they will develop musicality, spatial awareness, and collaborative skills, and also learn to create sustainable and motivated characters for the stage. The musical will be chosen specifically for the students in the class to help them cultivate these skills, and will be performed at the end of the semester.

PIANO BASICS In this course, students will use the controller keyboards and student workstations in the Center for Innovation and Design to learn the basics of keyboard playing in a group setting. From simple chords and melodies, to keyboard harmony, elementary music sequencing (using Apple’s Logic Pro X software), and traditionally-notated piano repertoire, students will work to acquire foundational skills applicable to any musical style.

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Wellness Mission Statement: Wellness education at Morristown Beard aims to produce a positive attitude toward lifelong wellness addressing biological, social and psychological dimensions of health, through developing the skills needed to promote overall well-being emphasizing self-care and decision-making.

WELLNESS 6 addresses three key topics: how we stay healthy, how we stay safe in the real and virtual worlds, and what happens to our body during puberty. The healthy living discussions include learning about nutrition, exercise, and hygiene. Students explore personal safety by reading and discussing the concepts of internet safety, peer pressure, bullying, teasing, and friendship. A unit of study is on puberty, the physical and emotional changes that occur as well as dealing with stress during this time. Through participation and various digital presentations students synthesize and demonstrate their learning.

WELLNESS 7 focuses on a variety of topics centered on personal safety, decision making, and adolescent development. Our personal safety discussions will include discussions on “street smarts” and online safety, including understanding our digital footprints and preventing and dealing with cyber-bullying. Students will examine and refine their decision making with units on ethics and stress management. In the unit on adolescent development, our sessions will emphasize hygiene and the physical changes associated with adolescence including puberty and brain development.

WELLNESS 8 In eighth grade Wellness, students will deepen their understanding of many of the concepts explored in seventh grade, focusing on personal safety, decision-making, and adolescent development. In addition, we will delve into new areas, including communication skills, managing relationships, resolving conflicts and developing a growth mindset that is resilient and seeks challenges. We will also spend time considering the students’ impending move to the Upper School, discussing the changes they can anticipate, and ways to prepare.

General Electives THE ART OF STORYTELLING is a course in which students will explore the history of storytelling traditions from cultures around the world. Students will learn how to “tell a tale” and hone their speaking skills by adapting their own experiences into entertaining and engaging spoken-word stories. Video and audio recording will be incorporated into projects, allowing students to save and share their work by the end of the course.

MINDFULNESS FOUNDATIONS Students will be introduced to beneficial life skills, including self-awareness, through the practice of mindfulness. Students will develop and strengthen their ability to focus, recognize and manage their emotions, and empathize in their relationship with themselves and others. The course will include mindful coping skills such as deep breathing exercises, journaling, guided and self-guided meditation, meditative walking and drawing.

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INTRODUCTION TO CODING AND ROBOTICS is a course designed to equip students with essential programming fundamentals and practical skills in a dynamic learning environment. Utilizing the platform Scratch, students will first delve into coding by creating interactive media such as animations, movies, and simple video games. As the course progresses, students will apply their acquired coding skills to program robots. By the end of the course, students will have a solid foundation in programming and a practical understanding of how coding integrates with robotics.

Quarterly Courses SIXTH GRADE: ART AND 2D DESIGN: Projects will focus on 2-dimensional design, line, pattern and the other elements of art through a variety of 2D mediums. Students will discover the fundamentals of composition, color, and the creative process while unleashing their creativity. From there students will learn to conceptualize and draw objects in 3 dimensions on 2D surfaces from different angles and perspectives.

ORGANIZATIONAL SKILLS 6 is a quarter-long course in which students will learn various helpful, fun ways to improve their study and organizational habits. The course begins with activities that help students identify their own unique learning style and study preferences. Classroom lessons and activities will show students how to leverage their individual strengths in order to improve organizational skills. Specific skills taught will include: organization, time management, note-taking, homework completion, projects/long-term assignment completion, preparation for formal assessments (quizzes and tests), and test-taking strategies.

VOCAL ENSEMBLE allows students the opportunity to participate in a vocal music program focusing both on developing ensemble singing skills, as well as improving general musicianship. The group sings music of various styles, ranging from pop to American folk music, as well as more traditional choral pieces. The Vocal Ensemble performs in both the Winter and Spring Vocal/Instrumental Concerts.

WELLNESS 6 (see course description) SEVENTH GRADE: ART AND 3D DESIGN: Projects will build upon the skills learned in 6th grade and introduce students to creating art in 3 dimensions with a number of sculpture projects. These will include, but are not limited to cardboard, styrofoam, recycled materials, and paper mache, all culminating in a 3D printing project to prepare them for the Makerspace.

ENGLISH WORKSHOP 7 (see course description) ORGANIZATIONAL SKILLS 7 is a quarter-long course in which students will learn various helpful, fun ways to improve their study and organizational habits. These strategies and tips will include focus areas such as

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organization, time management, note-taking, homework completion, projects/long-term assignment completion, preparation for formal assessments (quizzes and tests), and test-taking strategies. At the start of the course, students will select one area where they would like to improve their study habits and then create a plan to tackle and improve that area. Midway through the quarter and again at the end of the quarter, they will assess how well they achieved that goal. Students will not be assigned graded homework for every class. They might be asked, however, to go home, check out their study spaces, discuss studying and productivity with their parents, or participate in other activities for the next class.

WELLNESS 7 (see course description) EIGHTH GRADE: ENGLISH WORKSHOP 8 (see course description) MAKERSPACE: Creative Problem Solving. Students in this course will work through design challenges and solve problems by prototyping and making in any number of materials. They will be encouraged to ask repeatedly, “What else could this be?” and “What else could this do?” Along the way, they will expand their imaginations, sharpen their observation skills, and learn to critique with positivity and focus.

MS MUSIC PRODUCTION This course, using the resources of the Center for Innovation and Design (CID), explores the process of modern music production. Students will receive training in Apple’s Logic Pro Digital Audio Workstation as they learn how to craft beats and basslines as part of original composition projects. Each student will use their own individual workstations in CID 2 which include piano keyboards and MIDI pad controllers. Students will also learn how to multi-record vocal tracks using the Audio Studio in CID 3. Completed songs will then be uploaded and shared with the MBS community.

WELLNESS 8 (see course description)

Sports & Fitness The primary goal of the MBS Middle School Athletic Program is to provide a sports program that emphasizes the development of the student-athlete academically, emotionally, socially, and physically. Coaches stress the virtues of sportsmanship, commitment, integrity, and teamwork in a supportive and empathic environment.

Student-athletes learn the values of participating in sports and physical activities. In the Morristown Beard Middle School Athletic Program, students will learn to value and appreciate honest competition based on the rules of the game. Student-athletes will learn to respect the sport they play and all who grant that opportunity to play. This includes, but is not limited to, teammates, coaches, officials, opponents, and fans.

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The fitness program includes speed and agility training as ways to improve running/sprinting form and technique.

Students learn to improve their first step and gain stride length. Agility drills are also utilized to develop overall quickness. Strength and flexibility exercises help students become stronger while keeping a focus on building and maintaining flexibility. Planks, squats, push-ups, and sit-ups are used to gain strength without using weights, while flexibility is achieved through exercises such as static stretching and dynamic stretching and yoga.

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MBS Middle School Faculty (List current as of August 2024) Kathryn Ashby - Science M.A., Lesley University, Cambridge Massachusetts B.S., Lesley University, Cambridge Massachusetts

John Girvin - Performing Arts D.M.A., University of Southern California M.M., University of Southern California M.A., New York University

Carolyn Baldacchini - Performing Arts M.M., The Juilliard School B.M., The Juilliard School

Brandon Jefferson - Center for Teaching & Learning M.Ed., Grand Canyon University B.A., High Point University

Jaimie Bass - Art and Design Chair M.A., Ramapo College of New Jersey M.A., Boston University B.A., The College of New Jersey

Kathryn Kao - History M.Ed., Bankstreet College of Education M.F.A., New York University B.A., Brandeis University

Rose Borowsky - Assistant to the Head of Middle School

Benjamin Krauss - Performing Arts Chair M.A., The Aaron Copland School of Music at Queens College B.A., Vassar College

Alonda Casselle - Head of Middle School M.A., California State Northridge M.Ed., Pepperdine University B.A., California State Northridge

Nikki Liese - English M.A., University of Saint Joseph B.A., University of Saint Joseph

Danielle Coiro - Science M.S., Fairleigh Dickinson University B.S., Ithaca College

Joe Lodato - History B.S., Misericordia University

Andrea Deventer - Performing Arts B.F.A., Philadelphia College of Performing Arts

Zachary Mazouat - Art and Design B.A., The College of New Jersey

Peter Donahue - Art and Design M.A., Seton Hall University B.A., Seton Hall University

Allyson McElduff - English B.A., Middlebury College

Jennifer Dubeck - Mathematics B.S., University of Maryland Haley Duggan - Center for Teaching & Learning M.Ed., Harvard University B.Ed., Boston College

Kimberly Young Pottratz - Director of the Center for Teaching & Learning Psy.D., Fairleigh Dickinson University M.A., Kean University B.A., Vassar College

Jeanine Erickson - Art and Design M.A., Montclair State University B.A., Montclair State University

Jim Ruttman - Performing Arts B.A., St. Mary’s College

Jackie Forte - English B.A., Eastern Connecticut State University

Archana Sankar - Science PGCE, Open University, United Kingdom M.Sc., Mumbai University, India B.Sc., Mumbai University, India

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Ken Schmidt - Science M.A., Cornell University B.S., Cornell University Mike Sturgeon - Director of Middle School Athletics B.S., Seton Hall University Lisa Swanson - History M.A., Clark University B.A., Wheaton College Shakeh Tashjian - Math M. Ed., George Washington University B.A., Johns Hopkins University Juan Tejeda - World Languages M.A., The University of Texas at Austin B.A., The University of Texas at Austin Kenneth Tousignant - Mathematics B.S., Siena College Samuel Tuttle - Wellness Teacher, Guidance Psy.D., George Washington University M.A., New York University B.A., University of Massachusetts Kathryn Vignola - World Languages M.A., Arizona State University B.A., Columbia University Deanna Whelan - Learning Systems Specialist; Academic Technology; Design Arts and Sciences M.A., The George Washington University B.A., Rutgers University Katie Ziegler - World Languages M.A.,University of Massachusetts Amherst B.A., Bates College Jason Zuck - English B.A., William Paterson University

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Within a culture of support and collaboration, Morristown Beard School students discover and develop their individual pathways to academic success and personal fulfillment while becoming enlightened, morally responsible citizens of the world.

70 Whippany Road Morristown, NJ 07960 973.539.3032 www.mbs.net