Middle School Curriculum

6th Grade art focuses on exploring materials (drawing, painting, printmaking, and ceramics) and developing an appreciation for lifelong artistry.  Students will develop their creativity and problem solving skills while learning artistic techniques and historical connections. The elements of art and principles of design will be emphasized in each unit. Students will begin to see how the creative process relates to all disciplines, and come to know art as a tool of communication and self­-expression. They will begin to understand the value of reflection and critical judgment in their own art and the work of others.

1 semester, alternating days: A/B schedule (45 days)

UNIT 1: Drawing
General Timeline: 5 weeks

Enduring Understanding:
Artists demonstrate an openness in trying new ideas, materials, methods, and approaches in making works of art and design.

Essential Questions: 

• What are the benefits for an artist to draw from observation vs. memory?
• How can art be used for art expression?
• What are ways emphasis can be used in art?
• Why is it important for artists to experiment with materials and processes?
• Why is it important for an artist to identify a light source?

Key Vocabulary: DCE Art Vocabulary definitions

• Positive and negative space
• Emphasis 
• Rules of thirds
• Focal point
• Line - weight & variety
• Blending
• Cross hatching
• Highlights, Midtones, Shadows
• Light source
• Observational drawing
• Value 
• One-point perspective

Academic Standards and Learning Outcomes:

• CREATE (1.1)- INVESTIGATE: I can engage in critical thinking, problem solving and research.
• I can understand the difference between positive and negative space.
• CREATE (1.2)- PLAN: I can develop original concepts by practice, experimentation, and revision.
• I can use emphasis in a composition to draw the viewer’s eye to a focal point.
• I can use the rule of thirds to organize a composition. 
• CREATE (1.3)- MAKE: I can develop unique, well crafted works of art utilizing choice of media, tools, and techniques.
• I can create an observational drawing and render forms by representing the highlights, midtones, and shadows on an object.
• I can render forms and create a range of values by using blending and cross hatching shading techniques. 
• I can render forms in one point perspective.
• RESPOND (3.1)- DESCRIBE: I can objectively describe “the facts” of a work of art (elements of art and subject).
• I can objectively describe “the facts” famous works of art (elements of art and subject).
• RESPOND (3.2)- ANALYZE: I can objectively examine parts of a work of art to understand how they work together (principles of design)
• I can form an opinion about a specific historical work of art. 

Suggested Activities/projects:

• Positive/Negative space Zentangle with Emphasis
• Sphere-shading using highlights, midtones, shadow
• Observational drawing (fake fruit, shoes, origami,  forms)
• One point perspective drawing- buildings

UNIT 2: Painting
General Timeline: 4 weeks

Enduring Understanding:
Artists use color to communicate without words.

Essential Questions: 

• How do artists use color/color schemes to communicate a mood?
• Why is it important to understand color relationships on the color wheel?

Key Vocabulary: DCE Art Vocabulary definitions

• Color wheel
• Review: Primary colors, Secondary colors, Tertiary 
• Analogous, complementary, neutral, warm, cool, and monochromatic(tints and shades) color schemes
• Mood 
• Contrast

Academic Standards and Learning Outcomes:

• CREATE (1.1)- INVESTIGATE: I can engage in critical thinking, problem solving and research.
• I can understand color mixing referencing the color wheel.
• I can differentiate between different painting mediums. 
• CREATE (1.2)- PLAN: I can develop original concepts by practice, experimentation, and revision.
• I can recognize and apply specific color schemes to a work of art.
• CREATE (1.3)- MAKE: I can develop unique, well crafted works of art utilizing choice of media, tools, and techniques.
• I can create contrast in a work of art. 
• PRESENT (2.1)-DEVELOP MEANING & COMMUNICATE: I can develop, refine, and convey meaning through the production and presentation of artistic work.
• I can communicate a mood or feeling in my art.

Suggested Activities:

• Experiment with color mixing, values scales
• Painting based on a chosen color scheme 

UNIT 3: Printmaking 
General Timeline: 3 weeks 

Enduring Understanding:
An artist's use of skills and techniques is a continual, repetitive learning process.

Essential Questions: 

• Why would an artist use printmaking vs. another medium?
• What determines good craftsmanship in a print?
• What processes do professional artists use to set them apart from others?

Key Vocabulary: DCE Art Vocabulary definitions

• Gouge 
• Brayer 
• Relief printing 
• Ink 
• Positive/Negative space
• Composition
• Line- weight, variety
• Emphasis
• Balance
•  

Academic Standards and Learning Outcomes:

• CREATE (1.1)- INVESTIGATE: I can engage in critical thinking, problem solving and research.
• I can recognize the importance of positive and negative space in printmaking.
• CREATE (1.2)- PLAN: I can develop original concepts by practice, experimentation, and revision.
• I can create a plan for a printmaking design.
• CREATE (1.3)- MAKE: I can develop unique, well crafted works of art utilizing choice of media, tools, and techniques.
• I can understand how to create a relief print. 
• I can use expressive lines in a relief print.
• I can organize a composition using emphasis and balance. 
• PRESENT (2.3)- SHARE: I can select and exhibit artwork for presentation, portfolio development, and/or preservation.
• I can prepare a print for presentation. (matting, title, numbered, date, artist statement)
• RESPOND (3.3)- INTERPRET: I can subjectively interpret meaning and content
• I can write an artist statement to express the meaning of my art.
• CONNECT (4.2)- CAREER CONNECTIONS: I can research or experience options in art and design careers. 
• I can differentiate fine art printmaking vs. printmaking in advertising or other design careers.

Suggested Activities:

• Foam printing
• Block printing- 1 color relief 
• Blick readycut

UNIT 4: Ceramics
General Timeline: 6 weeks

Enduring Understanding:
Artists have expressed experiences and ideas in art throughout time and across cultures. 

Essential Questions: 

• How can an artist manipulate clay?
• Why is it important to understand the stages of clay?
• How do artists use both sculptural and functional pieces?

Key Vocabulary: DCE Art Vocabulary definitions

• Slip and score
• Coil
• Slab 
• Modeling 
• Kiln
• Glaze
• Leatherhard 
• Greenware 
• Bisqueware 
• Glazeware 
• Wedging 
• Texture

Academic Standards and Learning Outcomes:

• CREATE (1.1)- INVESTIGATE: I can engage in critical thinking, problem solving and research.
• I can understand the various stages of clay in order to create a successful project. 
• CREATE (1.2)- PLAN: I can develop original concepts by practice, experimentation, and revision.
• I can plan out a 3D design using a 2D image or drawing
• I can properly prepare and use clay by wedging and sealing their projects. 
• I can choose glazes to enhance my artwork.
• CREATE (1.3)- MAKE: I can develop unique, well crafted works of art utilizing choice of media, tools, and techniques.
• I can create a form using coils and slabs.
• I can properly join two pieces of clay using the slip and score method.
• I can use various tools and techniques to create texture in my ceramic art.
• I can use proper glazing techniques.
• CONNECT (4.3)- CULTURAL, SOCIAL, AND HISTORICAL AWARENESS: I can compare purposes of art in a variety of social, cultural, and historical contexts
• I can understand how ceramic processes have evolved throughout history.
• I can create a work of art that incorporates culture, social, or historical influences. 
• RESPOND (3.3)- INTERPRET: I can subjectively interpret meaning and content
• I can write an artist statement to express the meaning of my art.

Suggested Activities:

• Cake boxes

Building off Grade 6, students will develop their drawing and painting skills by exploring more advanced art materials. Students will refine their ability to use drawing and painting techniques to organize and depict ideas, feelings, and moods. They will spend time drawing from direct observation and learn the techniques of one- and two-point perspective. Students will continue to study work created by individual artists and relate it to their own artwork in portraiture, landscape and still life. They will also practice how to critique a work of art using age-appropriate vocabulary.

This 3D course will focus on enriching students’ understanding and abilities in the art making process. Students will develop their knowledge about the elements and principles of design, creativity, problem solving, and critical thinking. In works of art there are many problems that have various solutions, each different from the other but equally credible. An emphasis will be placed on creative thinking and problem solving. Using a variety of materials and techniques, students will build a deeper understanding of mixed media. Students will review and intensify their study of the elements and principles of design in a variety of media.  Students will work primarily in sculpture and ceramics, but also explore three-dimensional art in drawing.

Welcome to Computer Skills! Here, students will learn about how the technology we use every day works. From learning what parts make up a computer to learning about how the Internet works, we will cover a variety of topics including hardware, computer applications, digital citizenship, keyboarding, and more.

Do you want to take a course filled with hands-on activities and projects while learning all about technology at the same time? Well, this is the class for you! Come in and learn about how to critically think through and solve problems with your own unique solutions. Robotics, 3D Printing, CAD Design and programming are topics that will be covered in this class.

Wit & Wisdom® is our English curriculum. It builds knowledge of key topics in history, science, and literature through the study of excellent texts. By reading and responding to stories and nonfiction texts, we will build knowledge of the following topics:

Module 1: Resilience in the Great Depression 
We will study one of the worst economic situations in United States history, the Great Depression. We will explore the hardships families faced and the triumphs they endured during that period?

Our class will ask these essential questions:

• What makes Bud a survivor?
• What hardships did people face during the Great Depression?
• How is Bud transformed by his journey?
• What sustained people’s spirits during the Great Depression?
• How does hardship alter the characters’ perspectives in Out of the Dust?
• What makes the characters in Out of the Dust survivors?
• How can enduring tremendous hardship contribute to personal transformation?

Our class will read these texts:

Novels

• Bud, Not Buddy, Christopher Paul Curtis
• Out of the Dust, Karen Hesse

Historical Account

• “The Drought,” PBS American Experience
• “Hoovervilles,” History.com
• “Hoover’s Prodigal Children: Hungry Times on Mean Streets,” Errol Lincoln Uys

Poetry

• “Mother to Son,” Langston Hughes Music
• “It Don’t Mean a Thing If It Ain’t Got That Swing,” Duke Ellington and Irving Mills

Our class will examine these works of art:

Photography

• Kentucky Flood, Margaret Bourke-White
• Migrant Mother, Dorothea Lange

Our class will watch these videos:

• “1930s GM Sit-Down Strike,” History.com
• “Black Blizzard,” History.com
• “Migrant Mother Photo,” History.com

Module 2: What Makes a Hero?  We will study what makes a hero. Is it simply courage, or something more? What traits do all of us share with the most famous heroes in literature?

Our class will ask these essential questions:

• How does Ramayana: Divine Loophole exhibit the genre expectations of the monomyth, a story of an extraordinary, but flawed individual who struggles, changes, and impacts the world for good?
• How does The Odyssey exhibit the genre expectations of the monomyth?
• How do translations of The Odyssey and Ramayana expand our understanding of these texts?
• How does the monomyth genre persist in and influence the stories we tell?
• What is the significance and power of the hero’s journey?

Our class will read these texts:

• Myths
• The Odyssey, Gillian Cross and Neil Packer
• Ramayana: Divine Loophole, Sanjay Patel

Articles

• “The Hero’s Journey Outline,” Christopher Vogler
• “A Practical Guide to Joseph Campbell’s The Hero with a Thousand Faces,” Christopher Vogler

Our class will watch these videos

• “The Mythology of Star Wars,” Bill Moyers and George Lucas
• “Sanjay’s Super Team,” Sanjay Patel
• “What Makes a Hero?” Matthew Winkler

Module 3: Narrating the Unknown: In Module 3, students work across multiple texts and genres to construct a complex picture of life and struggle in Jamestown, assessing the forces—both internal and external—that brought the near demise of the colony. We will ask the question: How did the social and environmental challenges in the unknown world of Jamestown shape its development and decline?

Our class will ask these essential questions:

• How do the settlers respond to the challenges of their journey to the unknown?
• Who has the greatest impact on Samuel’s development during his time in Jamestown?
• How do the settlers’ and the Powhatans’ responses to the challenges of Jamestown impact its development and decline?
• How does the art and science of observation contribute to a more complete narrative of Jamestown’s developmentand decline?
• How did the social and environmental factors in the unknown world of Jamestown shape its development and decline?

Our class will read these texts:

• Historical Fiction Novel (Literary)
• Blood on the River: Jamestown 1607, Elisa Carbone Scientific Account (Informational)
• Written in Bone: Buried Lives of Jamestown and Colonial Maryland, Sally Walker

Our class will examine these paintings

• Nighthawks, Edward Hopper
• The Lighthouse at Two Lights, Edward Hopper
• Lighthouse Hill, Edward Hopper

Our class will read this article:

• “Rethinking Jamestown,” Jeffery Sheler

Our class will listed to this speech

• “Address to Captain John Smith,” Chief Powhatan

Our class will view this video

• “Innovation in Plain Sight,” Amy Herman

Module 4: Courage in Crisis: In Module 4, students work across multiple texts to construct a complex understanding of what it means to endure hostile environments and respond heroically to positively impact others. We will ask the question: How can the challenges of a hostile environment inspire heroism?

Our class will ask these essential questions:

• How do Shackleton and his crew respond to the hostile environment of Antarctica?
• How does Armstrong’s portrayal of Shackleton and his crew develop the concept of heroism?
• How do Malala and her community respond to the hostile environment in Pakistan?
• How does Yousafzai and McCormick’s portrayal of Malala develop the concept of heroism?

Our class will read these texts:

• Historical Account (Informational)
• Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the Endurance, Jennifer Armstrong
• Memoir
• I Am Malala: How One Girl Stood Up for Education and Changed the World, Malala Yousafzai and Patricia McCormick

Our class will examine this painting

• Snow Storm: Steam-Boat off a Harbour’s Mouth, Joseph Mallord William Turner

Our class will read this article

• “The Golden Hoard: An Ancient Afghan Treasure Is Recovered,” Rachel Galvin

Our class will examine this artifact

• Bactrian Gold Crown

Our class will view these videos

• Lost Treasures of Afghanistan, National Geographic
• “Malala Yousafzai Nobel Peace Prize Speech,” Malala Fund

Wit & Wisdom® is our English curriculum. It builds knowledge of key topics in history, science, and literature through the study of excellent texts. By reading and responding to stories and nonfiction texts, we will build knowledge of the following topics:
Module 1: Identity in the Middle Ages. In Module 1, students are introduced to the daily lives of medieval Europeans. Immersed in the Middle Ages (500–1500 AD), students focus on identity and character and the impact of society on both.

Our class will ask these essential questions:

• How does society influence identity and experience?
• What do The Canterbury Tales reveal about identity and storytelling?
• In The Midwife’s Apprentice, how does the protagonist’s identity change over time?
• What elements make for an engaging historical narrative?

Our class will read these texts:
Novels

• Castle Diary, Richard Platt
• The Midwife’s Apprentice, Karen Cushman
• The Canterbury Tales, Geoffrey Chaucer, retold by Geraldine McCaughrean

Poetry

• “Identity,” Julio Noboa Polanco

Our class will examine these works of art

• Joachim Among the Shepherds, Giotto di Bondone
• Pilgrims Leaving Canterbury, From Lydgate’s Siege of Thebes
• The Three Living and The Three Dead, Master of the Dresden Prayer Book

                                 
Module 2: Americans All. In Module 2, students will explore how we react when faced with war.  The World War II experiences of Japanese Americans and Native Americans show how the war affected Americans in different ways. Students ask: How did World War II affect individuals?

Our class will ask these questions:

• What does being Navajo mean to the protagonist of Code Talker?
• How does Ned’s Navajo identity provide strength during times of challenge?
• What did the Wakatsukis experience during World War II and how did it affect them?
• How did World War II affect individuals?

Our class will read these texts:
Memoir

• Farewell to Manzanar, Jeanne Wakatsuki Houston and James D. Houston Novel
• Code Talker, Joseph Bruchac Biography
• “Benjamin O. Davis, Jr.,” Alexis O’Neill Historical Account
• “Navajo Code Talkers,” Harry Gardiner
• “Pearl Harbor and World War II,” Brandon Marie Miller and Mark Clemens
• “Relocation Camps,” Craig Blohm
• “World War II Internment of Japanese Americans,” Alan Taylor

Articles

• Pearl Harbor Headlines Music
• “A Beautiful Dawn,” Radmilla Cody

Our class will examine these works of art:

Photography

• Manzanar from Guard Tower, Ansel Adams
• Photograph of Flag Raising on Iwo Jima, 02/23/1945, Joe Rosenthal
• Roy Takeno, outside Free Press Office, Ansel Adams
• School Children, Ansel Adams

Posters

• “Americans All”
• “United We Win”

Module 3: Language and Power.  In Module 3, students have many rich and engaging opportunities to explore the power of language to inspire, persuade, and control. Throughout, students ask: What is the power of language?

Our class will ask these questions:

• How and why does language inspire?
• How and why does language persuade?
• How and why is language dangerous?
• How and why does language influence thought and action?

Our class will read and view these texts:

Novel (Literary)

• Animal Farm, George Orwell Poetry
• “B’ (If I Should Have a Daughter),” Sarah Kay (text and video)
• “‘Hope’ is the thing with feathers—,” Emily Dickinson (text and video)
• “Dreams,” Langston Hughes (text and video)
• “Caged Bird,” Maya Angelou (text and video)
• “First They Came for the Communists,” Martin Niemoller

Speeches

• Inaugural Address, John F. Kennedy (text and video)
• Address to the United Nations Youth Assembly, Malala Yousafzai (text and video)
• “I Have a Dream,” Martin Luther King Jr. (text and video)

Articles

• “‘Ask Not...’: JFK’s Words Still Inspire 50 Years Later,” Nathan Rott
• “Thanks to Malala: Top 3 Ways Malala Has Changed the World,” Alex Harris
• “Is Martin Luther King’s ‘I Have a Dream’ the Greatest in History?” Emma Mason
• “How Advertising Targets Our Children,” Perri Klass

Historical Accounts

• Excerpts from “Friedrich Engels, Revolutionary, Activist, Unionist, and Social Investigator,” Rosalie Baker
• Excerpts from “Grandeur at Abu Simbel,” Steven Snape
• Excerpts from “Let’s Tour the Temple,” Ramadan B. Hussein

Book Reviews

• “In 1946, the New Republic Panned George Orwell’s Animal Farm,” George Soule
• Review of Animal Farm, Michael Berry
• Review of Animal Farm, Bapalapa2, student reviewer
• “Why You Should Read Animal Farm,” Kainzow, blogger

Video

• Video versions of poems and speeches
• Mini BIO—Joseph Stalin
• Advertisements Propaganda Posters

Our class will view photographs of ancient architecture and sculpture

• The Temple at Abu Simbel
• Great Sphinx at Giza

Module 4: Fever.  In Module 4, students explore a powerful moment in American history, the yellow fever epidemic in Philadelphia in 1793, and use this crisis to explore human responses and to ask and investigate research questions. Throughout, students ask: How can times of crisis affect citizens and society?

Our class will ask these questions

• In what context did the yellow fever epidemic of 1793 emerge?
• What were the effects of the unfolding crisis on Philadelphia and its citizens?
• What did the crisis reveal about Philadelphia’s citizens and society?
• How did people respond to the crisis?
• What is the story of the year?

Our class will read and view these texts:

Novel (Literary)

• Fever 1793, Laurie Halse Anderson Historical Account
• An American Plague, Jim Murphy Paintings
• The Artist in His Museum, Charles Willson Peale Websites
• “Yellow Fever,” U.S. National Library of Medicine
• “Q&A,” Jim Murphy

Video

• Philadelphia: The Great Experiment, History Making Productions

In FACE, students will discover more about themselves and their future through career exploration and consumerism.  This will include different hands-on activities including participating in a job interview and food labs.  These activities will encourage learning through self-exploration, reading, financial literacy, and teamwork.

Students will also learn about responsibility through human growth and development.  We will cover topics such as values, puberty, relationships, abstinence, and future plans.

In our dynamic seventh-grade skills-based health program, we're on a mission to empower students for lifelong well-being. We focus on social-emotional learning, helping students uncover their strengths and passions, build resilient life skills, and make informed choices. We also provide hands-only CPR and First Aid training, preparing them to be real-life heroes. Through our program, students learn that health is not just a personal right but a communal responsibility, shaping their actions and their community.  Join us in this exciting journey to well-being!
Outcomes (What students are learning):

• I can explain, identify, or analyze conflict factors/resolution skills that affect my life.
• I can apply resolution strategies to advocate for myself and the community.
• I can use content information from units to make realistic predictions, apply to modern-day scenarios, and/or connect to other historical or present events.
• I can analyze what will influence my health and decisions.
• I can communicate appropriate refusal and expressive thoughts and emotions.
• I can use evidence to support, explain, and contribute to a deeper understanding of the topic.

Key Units/Topics

• Mental & Emotional Wellness 
• Healthy Decision Making with Alcohol, Tobacco, and Other Drugs
• Nutrition
• Human Growth & Development 
• First Aid/CPR

Primary Resources:

• Scholastic Choice Magazine
• Second Step

Wisconsin Standards for Health Education
 

Standard: The Number System

• Representing portions in multiple ways (percent, decimal, fraction)
  • Fractions: dividing
  • Decimals: multiplying, dividing

Standard: Geometry

• 2D: area & perimeter of rectangles, triangles, parallelograms, irregular shapes
• 3D: surface area & volume of rectangular prisms w/ fractional side lengths

Standard: Ratios & Proportional Relationships Ratios:

• Ratios: write & interpret ratios
• Ratios: scale ratios up and down to solve problems
• Ratios: rates, finding unit rates

Standard: Expressions & Equations 

• Algebra: write and simplify/evaluate numerical expressions 
• Algebra: write algebraic expressions, write and solve one-step equations
• Algebra: expressions using the Order of Operations (by circling terms)

Standard: Statistics 

• Data displays: histograms, bar graphs, dot plots, and box plots
• Mean, median, mode, range
• Developing an understanding of statistical thinking

• Students will explore topics such as:
• Proportional relationships, unit rates and percentages
• Operations with positive and negative numbers
• How to simplify expressions, solve equations, and solve inequalities
• How to find the area, perimeter, surface area and volume of 2D and 3D shapes
• Scale drawings/proportional shapes
• How to develop and use probability models

For students who have successfully completed Honors Math 620.
Students who were grade-level advanced in 6th grade have the option to continue advanced math studies by taking Pre-Algebra with the approval of their 6th grade teacher.  This course is only available for students who have demonstrated proficiency on the 7th grade Common Core State Standards.   

The course is instructed using a problem-solving approach designed to connect mathematics to other disciplines while working in a curriculum aligned to the Common Core State Standards.  Students will work both individually and collaboratively learning both the skills and applications necessary to succeed.  

This class will explore topics such as:

• Formulating and reasoning with expressions and equations
• Modeling bivariate data with a linear equation
• Solving linear equations and systems of linear equations
• Understanding what a function is and using them to describe quantitative relationships
• Analyzing two- and three- dimensional space and figures using distance, angle, similarity, and congruence
• Understanding and applying the Pythagorean Theorem

Students must maintain a B average or better to continue in grade-level advanced courses.

Full Year Commitment

Woodwinds — MUS650 – Flute, Oboe, Clarinet, Alto Sax

Brass — MUS651 - Trumpet, French Horn, Trombone, Baritone, Tuba

Percussion —MUS652 – by audition only

This is a fantastic opportunity and a fun way to learn about music while learning to play an instrument. This course is open to all students, including those who have not had any experience playing a band instrument. Small and large ensemble experiences will be available, and students will be involved in a variety of concerts throughout the year. Home practice is encouraged for success in an instrumental music course. If you are interested in playing percussion you will be given an opportunity to try out. NOTE: Students will need to obtain an instrument for this course. (Baritones and tubas are available to rent through the school for $60.00 for the school year).

Perform Respond Music Literacy

• Performing: Students perform with appropriate interpretation and with technical accuracy in a manner appropriate to the music and level.
• Responding: Students evaluate and describe the music they are performing and their performance using appropriate music vocabulary.
• Music literacy: Students demonstrate an understanding of standard notation. Symbols for pitch, rhythm, dynamics, tempo.

Unit Titles:	Key Topics:	Resources (titles of books, apps, etc.)
Winter Concert	Rhythm, melody,	Band music from files and method book. Ningenius, Essential elements Interactive
Spring Concert	Rhythm, melody, harmony, balance,	Band music from files and method book. Ningenius, Essential elements Interactive. Solo/duet literature in files
May Concert	Rhythm, melody, harmony, balance, blend	Band music from files and method book. Ningenius, Essential elements Interactive. Solo/duet literature in files

 

Concerts are outside of the school day.

 

Beginning Strings 
Strings class is a full-year commitment

This course is open to all students, including those who have not had any experience playing violin, viola, cello, or string bass. Students will learn to read and understand music while they learn to play their chosen instrument. Small and large ensemble work will be offered. All students will be required to perform at two or three evening concerts throughout the year.  Note: Parents and students will need to obtain a violin or violas for this course. Cellos and basses are available through school for $60.00 for the school year. If there is a shortage of school cellos, parents may need to rent a home practice instrument through a local store. Home practice is necessary for success in an instrumental performance course. 

Upper Strings — MUS653 – Violin, Viola
Lower Strings — MUS654 – Cello, Bass
 

This class is a full-year commitment

This course is an exploratory, non-performance music class. Students will learn to read and create music, explore music from cultures around the globe, study the roots of American music, and discover the role of music in the media.

Chorus is a full-year commitment

Students in 6th grade chorus will learn vocal techniques, ensemble singing, part singing and score reading/sight singing. Music from a variety of historical periods and styles will be studied and performed.  Three performances a year give students an opportunity to demonstrate their vocal skills and knowledge of musical styles. Attendance at evening concerts is required as part of the course.

Band is a full-year commitment
 
Seventh grade band is comprised of students who have completed one year (or more) of previous band instruction. Students will refine the skills and concepts necessary for performing with an instrument.  A variety of musical styles will be studied and performed. Classes will meet in a full band setting every other day. Attendance at three evening performances is a required part of the course curriculum.  Home practice is necessary for success in an instrumental performance class. Note: Students will need to obtain an instrument for this class. Students will read and learn about music while they develop skills to perform on their chosen band instrument in small brass groups and larger band groups. Rehearsal, concert and stage etiquette will be experienced through great performances.

• Intermediate Band —MUS750 (second-year students)
• Percussion — MUS753 – by audition only

Strings 
Strings class is a full-year commitment

Intermediate Strings is comprised of students who have completed one year (or more) with their chosen instrument. Beginning Strings is for students with no prior experience playing a strings instrument. These courses will refine skills, teach students new finger patterns, and introduction them to position work and vibrato. All students will be required to perform at two or three evening concerts throughout the year. Note: Parents and students will need to obtain violins and violas for this class. Cellos and basses are available through the school for $60.00. If there is a shortage of cellos, parents may need to rent a home practice instrument. Home practice is necessary for success in an instrumental performance class.

• Intermediate Strings — MUS756 (second-year students)
• Beginning Upper Strings — MUS757 – Violin, Viola
• Beginning Lower Strings — MUS758 — Cello, Bass
   

Chorus class is a full-year commitment

Students in 7th grade choir will study, practice, and refine the concepts needed to perform in a vocal ensemble. Music from a wide variety of historical periods and styles will be performed.  Concerts in the fall and spring give students an opportunity to demonstrate their vocal skills and knowledge.  During the winter, students will prepare for and perform in the Solo and Ensemble Festival.  Attendance at evening concerts and Solo and Ensemble is a required part of this class.

The DCE Middle School physical education staff is committed to a comprehensive quality program.  The physical education curriculum is based on lifetime fitness and traditional physical education activities.  Our goal is to provide successful experiences for both 6th and 7th grade students in a wide range of activities.

The curriculum will be an exploratory model designed to challenge and enhance the overall educational experience for all students at the Middle School.  The curriculum is based upon a two-year cycle (Cycle A / Cycle B) which alternates every other year. Units will vary in length and depth depending on the needs and abilities of the students.

In 6th grade science, our main focus will be in learning about the disciplines of science, including chemistry, physics, and ecology.  Throughout the course of this year, your learner will grow their knowledge in a variety of different topics of study regarding the nature of matter and the smallest building blocks of life, waves, light, and sound, electromagnetic radiation, Newton’s laws of motion, and ecological principles that drive our environment. 

Next Generation Science Standards
 

Science Process Skills

• Metric Measuring (length, mass, volume)
• Data Tables and Graphing
• Dichotomous Key Classifying
• Engineering Tomorrow- Bridge Building
• Eau Claire River Slides & Trip

Motion & Forces

• Potential and kinetic energy
• Everyday Forces: gravity, friction & magnetism
• Newton’s Laws of Motion
• National Geographic’s -  Newton’s Laws
• Generation Genius Newton’s Laws of Motion
• Marble Run Kits
• Lego Car kits
• Engineering Tomorrow -  Machine Learning (Catapults)

Matter

• States of Matter
• Properties of Matter
• Changes in Matter
• Chemical Equations
• Law of Conservation of Matter/Mass
• Generation Genius Properties of Elements
• Generation Genius Law of Conservation of Mass
• Glencoe Nature of Matter Textbook
• Designer Compounds

Ecology

• Ecosystems (biotic and abiotic factors)
• Native and Invasive Species
• Food chains, webs and pyramids
• Seek App
• Glencoe Ecology Textbook
• Project Wild’s Oh Deer!
• Owl Pellets
• Owls - Birds of Prey video
• Eau Claire River Trip: Dip Nets, Secchi Tubes, Vernier LabQuests probes, magnifiers, waders, 

Electricity & Magnetism

• Series & Parallel Circuits
• Insulators & Conductors
• Static Electricity
• Electric & Magnetic Fields
• Electromagnets
• Engineering Tomorrow Electric Vehicles
• Snap Circuits
• Generation Genius Electricity & Circuits
• National Geographic Magic of Light and Sound

Waves & Light

• Properties of Waves
• Electromagnetic Spectrum
• Behaviors of Light
• Reflection and Refraction (mirrors & lenses)
• Digital and Analog signals in communication
• National Geographic 
• Glencoe Waves, Sound & Light Textbook
• Generation Genius EM Spectrum

In 7th grade science, our main focus will be on Life Science, which is concerned with the study of living organisms including biology, botany, zoology, and physiology.  Throughout the course of this year, your learner will grow their knowledge in a variety of different topics of study regarding what life is defined as being, how that applies to both plants and animals, DNA and mitosis, as well as some of the major organs of the human body.

Learning Standards 

• NGSS Standards
• MS-LS1 From Molecules to Organisms: Structures and Processes
• MS-LS3 Heredity: Inheritance and Variation of Traits

Data Collection and Analysis

• i2 method
• Data collection
• Data analysis
• Media BSCS

Fast Plants / Pollinator Study

• Growth and Development
• Pollinator Field Study
• Fast Plants

Traits of Living Organisms

• Respond to Stimuli
• Organization (made of cells)
• Grow and Develop
• Energy (get and use)
• Reproduction
• Glencoe Science “Life’s Structure and Function” 
• Generation Genius “Living vs. Non-Living Things”
• Generation Genius “Classification of Living Things”
• Generation Genius “Bacteria & Viruses”
• Amoeba Sisters “Characteristics of Life”
• Cells
• Cell Theory
• Cell Organelles
• Cellular Division (Mitosis)
• Microscope Skills
• Diffusion and Osmosis
• Glencoe Science “Life’s Structure and Function” 
• Generation Genius “Plant & Animal Cells”
• Generation Genius “Multicellular Organisms”
• Amoeba Sisters “Introduction to Cells”
• Amoeba Sisters “Diffusion” and “Osmosis”

Human Body

• Skeletal
• Circulatory
• Digestive
• Chicken Embryology, Hatching, Behavior Study
• Frog Dissection
• Glencoe Science “Human Body Systems” 
• Generation Genius “Structure of Living Things”
• Generation Genius “Comparative Anatomy”
• Amoeba Sisters “Human Body Systems Functions Overview”

DNA / Genetics

• Structure of DNA
• Punnett Squares
• Process of Mitosis
• Amoeba Sisters “Punnett Squares”
• Amoeba Sisters “Mitosis”
• Generation Genius “Variation of Traits”
• Generation Genius “Genes & Mutations”

Additional Information

• LS1: Scientific Knowledge and Concepts
• LS2: Communicating Like a Scientist
• LS3: Science Process Skills

The philosophy of Middle School Social Studies and World Studies is to have students think critically, like a historian, about the world around them. We want students to leave Middle School with skills that enable them to understand and recognize connections with the past and present and use this knowledge to shape their future.

Introduction to Social Studies 
This class is designed to introduce students to the different aspects of social studies. 

Geography

• Continents/Oceans
• City/County/State/Country
• Parts of a Map
• Latitude/Longitude
• Purpose of a Map
• Landforms

Resources

• Teacher Created Materials
• Study Guide
• Quizlet
• NewsELA
• GimKit/Blooket
• Discovery Education 
• Country Reports
• Seterra Geography
• Map Skill Stations
• GimKit/Blooket

Research

• Primary/Secondary Sources
• Identifying Reliable Sources
• Claim and Reasoning
• Citations/Bibliographies
• Searching Google Efficiently
• Plagiarism 
• Identify and Understand Statistics

Resources

• Teacher Created Materials
• Study Guide
• Quizlet
• NewsELA
• GimKit/Blooket
• Primary Secondary Source Pairing Activity
• Junior Scholastic Articles
• Website Credibility Lesson
• NoodleTools

Culture

• Understanding Different Cultures
• What is Culture
• Culture Wheel
• Cultural Customs

Resources

• Teacher Created Materials
• Study Guide
• Quizlet
• NewsELA
• GimKit/Blooket
• Nacirema Activity
• CultureGram
• World Factbook

History

• Cause and Effect
• What is History? 
• Measuring Time
• Historical Writing
• Domino Effects: WWI
• Timelines
• Understanding Historical Events

Resources

• Teacher Created Materials
• Study Guide
• Quizlet
• NewsELA
• GimKit/Blooket
• Encyclopedia - Britannica 
• Cause/Effect Card Sort
• PBS
• History Textbook

Political Science

• Types of Government
• Branches of Government
• Checks and Balances
• Senate vs House of Reps

Resources

• Teacher Created Materials
• Study Guide
• Quizlet
• NewsELA
• GimKit/Blooket
• Quizlet
• Government Skits
• Government Sorts
• National Geographic
• Britannica Kids
• Cow Governments

Economics

• Want vs Need
• Supply vs Demand
• Goods vs Services
• Advertisements
• Product Creation
• Logos and Slogans
• Incentives

Resources

• Teacher Created Materials
• Study Guide
• Quizlet
• NewsELA
• GimKit/Blooket
• Economic Passages
• PBS Learning Media
• Finance Activity
• Advertisement Creation Project
• Logo Challenge

World Country Project - Selected Country

• Geography
• Culture
• History
• Political Science
• Economics

Resources

• The World Factbook
• Culture Gram
• Country Reports

The philosophy of Middle School Social Studies and World Studies is to have students think critically, like a historian, about the world around them. We want students to leave Middle School with skills that enable them to understand and recognize connections with the past and present and use this knowledge to shape their future.

Middle School World Studies Mission Statement
Our goal is to guide students to think critically about past and present cultures. We want students to be engaged learners that use and acquire resources to help them gain knowledge and communicate their learning.

Back to Basics
-Review of geography concepts including continents and oceans, map reading skills, latitude and longitude and types of maps.
-Research skills.
Study Guide; Discovery Education Social Studies TechBook; Teacher-selected Internet resources
Subscription databases (Newsela, etc.) 
Birth of Civilizations
Characteristics of civilizations; Geography, Religion, Achievements, Politics (Government), Economics and Social Structures of various ancient civilizations.
Study Guide; Discovery Education Social Studies TechBook; Teacher-selected Internet resources
Subscription databases (Newsela, etc.) 
Europe
-An overview of the geography and history of Europe with a focus on religion, major achievements, government, economics, and social structure. 
-Examine current events impacting the continent today. 
Study Guide; Discovery Education Social Studies TechBook; Teacher-selected Internet resources
Subscription databases (Newsela, etc.) 
Latin America
-An overview of the geography and history of Latin America with a focus on religion, major achievements, government, economics, and social structure. -Examine current events impacting the continent today. 
Study Guide; Discovery Education Social Studies TechBook; Teacher-selected Internet resources
Subscription databases (Newsela, etc.) 
North Africa & Southwest Asia
-An overview of the geography and history of North Africa & Southwest Asia with a focus on religion, major achievements, government, economics, and social structure. -Examine current events impacting the continent today. 
Study Guide; Discovery Education Social Studies TechBook; Teacher-selected Internet resources
Subscription databases (Newsela, etc.) 
Southeast Asia
-An overview of the geography and history of Southeast Asia with a focus on religion, major achievements, government, economics, and social structure. -Examine current events impacting the continent today. 
Study Guide; Discovery Education Social Studies TechBook; Teacher-selected Internet resources
Subscription databases (Newsela, etc.) 
Oceania
-An overview of the geography and history of Oceania and Australia with a focus on religion, major achievements, government, economics, and social structure. -Examine current events impacting the continent today. 
Study Guide; Discovery Education Social Studies TechBook; Teacher-selected Internet resources
Subscription databases (Newsela, etc.) 

The sixth-grade technology education course is designed to create technologically literate students.  In this course, students will learn how to build, communicate, improve, and examine products effectively and efficiently.  These skills will be accomplished through a variety of project-based units that require students to design solutions, think critically, and problem solve.

The 7th grade Technology Education class is designed to prepare students for work in a technological world. From those who build and manufacture things, to those who design and fix equipment of all types, the world needs people capable of solving challenges by utilizing their knowledge and skills.  Students will have fun while learning how to safely use tools and machines to solve problems.

This course is a full year, every other day, introduction to the French language and culture. Basic speaking, listening, reading and writing skills are practiced.    

Learning Standards: Wisconsin Standards for World Languages

Introduction to French
Where French is spoken in the world, greetings/introductions of self/others, alphabet, cognates, numbers, calendar talk including days of week/months of the year, weather/seasons

Resources:

• Discovering French Today! Bleu,
• Canvas, Quizlet, Quizizz, Blooket, Gimkit, YouTube, teacher created resources

Hobbies
Preferences of hobbies, conjugation of regular -ER verbs in affirmative/negative, asking and responding to questions

Resources:

• Discovering French Today! Bleu,
• Canvas, Quizlet, Quizizz, Blooket, Gimkit, YouTube, teacher created resources

Personal Identity 
Adjectives to describe self and others using the verb ETRE, stating preferences using the verbs AIMER, ADORER, PREFERER, interrogative expressions

Resources:

• Discovering French Today! Bleu,
• Canvas, Quizlet, Quizizz, Blooket, Gimkit, YouTube, teacher created resources

School Life
School subjects including preferences, daily schedule, time, French education system with comparison/contrast

Resources:

• Discovering French Today! Bleu,
• Canvas, Quizlet, Quizizz, Blooket, Gimkit, YouTube, teacher created resources

Café as a gathering place
Importance of the café in French culture, ordering foods/drinks, prices (review of numbers) 

Resources:

• Discovering French Today! Bleu,
• Canvas, Quizlet, Quizizz, Blooket, Gimkit, YouTube, teacher created resources

Any additional/optional Information
Ex: Grading Scale/ Academic Honesty Policy

Secondary SBG Grading Scheme (MSDistrict policy on Academic Honesty

This is a full-year every-other-day introduction to the Spanish language.  Students will be briefly introduced to the Spanish language and culture. Only students who excel in Spanish I (earning a B or better) will be considered eligible for Spanish II.  Those earning lower than a B will take full year Spanish I at the DCE Junior High.

This is a full year every other day class introduction to the German language.  Students will be briefly introduced to the German language and culture. Only students who excel in German IA (earning a grade B or better) will be considered eligible for German II.  Those earning lower than a B will take full year German I at the Junior High.
Link to Learning Standards 

Wisconsin ELA CORE Standards

Me

• Talk about me
• Numbers 0-10,000
• Verb - to be
• Adjectives

Family

• Talk about my family
• Days/Months/Years/Dates
• Possessives pronouns
• Nominative Case

Freetime Activities

• Verbs/Sentence structure
• Free time activities
• Likes/dislikes

School

• School supplies
• Nominative Case
• Accusative Case
• School subjects
• Talk about school
• School Culture/Education System

Resources: Deutsch Aktuell/Internet/Quizlet

MS Grading Scale