Curriculum

Advanced Chinese is mainly designed to advance heritage learners’ reading and writing skills. It also helps students to polish their pronunciation in the standard dialect of Chinese. The course aims to develop heritage learners’ reading and writing proficiency to be as fluent as their listening and speaking level. The course also coaches students to gradually be independent learners in their Chinese studies through the method of “read, reflect, and write”. The selection of the content is based on students’ background, interests, and needs. Moreover, one of the goals is to guide heritage learners as they seek out their cultural roots and deepen their personal, cultural experience in China.

Students must have fully completed Algebra I and Geometry and need a teacher recommendation to be placed in Algebra II. This is a rigorous and competitive course that contains some of our top math students. The focus is on polynomials, operations and simplifying rational expressions, working with the graphing calculator and other graphing devices to explore functions and transformations. Students engage with radians and degrees, connecting the unit circle and the graphs of periodic functions to one another. Working both independently and cooperatively, students seek to solve word problems and other challenging material.

Advanced Ensemble is offered to students with experience playing a musical instrument. It provides an opportunity for your musicians to perform in a small orchestral setting. Goals are to develop a cohesive musical group working to establish fundamental technique, good intonation, and a keen musical sense of performing together as a team.

The goal of the Algebra I curriculum is to develop sound critical thinking and flexible problem solving skills while best preparing students for the rigors of their next math course. This course is designed to be completed in one year. It focuses on developing competency in reading, writing, and manipulating algebraic notations. The topics of study include the use of variables and exponents, evaluating and solving algebraic expressions, equations and inequalities, operations with polynomials, graphing linear equations, solving quadratic equations, and working with algebraic fractions. This approach to education puts an emphasis on discovery, independence, freedom of choice, and cooperative learning.

Students must have fully completed Algebra I and Geometry and need a teacher recommendation to be placed in Algebra II. This is a rigorous and competitive course that contains some of our top math students. The focus is on polynomials, operations and simplifying rational expressions, working with the graphing calculator and other graphing devices to explore functions and transformations. Students engage with radians and degrees, connecting the unit circle and the graphs of periodic functions to one another. Working both independently and cooperatively, students seek to solve word problems and other challenging material.

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Ninth graders at Indian Mountain take Applied Biology, which we regard as gaining an understanding of the scientific processes and mechanisms that impact the human population living on Earth and, reversely, the impact that our population has on Earth’s systems. In addition to being a study of living systems, this course touches upon a myriad of key science disciplines including environmental science, ecology, oceanography, climate science, and human health.

Aligning with themes within other core courses, Applied Biology utilizes current events and the Sustainable Development Goals of the United Nations as a gateway to foundational science understanding and skills. Students delve into topics such as infectious diseases and consider the ethics behind genetic engineering. They study plant biology and human nutrition and contemplate how to feed a global population. They learn about keystone species and analyze the impact of population decline on other species within an ecosystem. Throughout the year, opportunities present themselves for students to follow their own interests as well as to work collaboratively with their peers.

Applied Biology aims to give students a relevant lens through which to learn about the science of today to address the problems of tomorrow.

Beginner Ensemble is offered to students with little or no experience playing a musical instrument. It provides an opportunity to young musicians to perform in a small orchestral setting. Goals are to develop a cohesive musical group working to establish fundamental technique, good intonation, and a keen musical sense of performing together as a team.

The eighth-grade curriculum increases the emphasis on reading, writing, and communication through the study of literature, vocabulary, and grammar. Persuasive writing skills are interwoven with the literature. Learning how to write the five-paragraph essay is emphasized as a major component of the eighth grade curriculum. In the fall, the students are introduced to the genre of tragedy and the heroic ideal. Throughout the year, the study of literature and development of writing skills are supplemented with grammar and vocabulary work. The study of grammar begins with a brief review of the parts of speech and the verb types, followed by the study of commas and sentence types. Expansion of student vocabulary is achieved through the use of the book, Vocabulary Energizers II. The literature studied and texts utilized include: Brown Girl Dreaming, Things Fall Apart, House on Mango Street, Antigone, When The Emperor Was Divine, Maus I & II, Macbeth, and The Great Gatsby.

Ethics is designed to be an introduction to the basic questions and issues of ethical philosophy and relies heavily on discussions in small group settings. Among the topics considered were Utilitarianism, Contractarianism, and altruistic behavior.

Eighth grade Life Skills is an enrichment course entitled “Human Relationships and Sexuality.” Classes meet twice a week during the fall term for a total of twenty classes. Throughout the course, students will explore a variety of topics including personal values, decision-making within relationships, male/female anatomy, reproduction, abstinence, contraception, sexually transmitted infections (including HIV/AIDS), sexual orientation, and sexuality in the media. Classes will consist of discussions, participatory activities, group work, multimedia presentations, and selected readings. Altogether, this course is full of vital information that we hope students will carry with them for years to come.

In the eighth grade history program, Modern United States and World History, students build upon the skills introduced in the seventh grade to examine the twentieth century. During the eighth grade students investigate the domestic and international issues that have shaped the world, giving the class a perspective from which to better understand the present day U.S. and its place in the world. Supplementing the course are map studies, documentary videos, first-hand accounts and related current event articles. This course also emphasizes the development of research and writing techniques through note taking, tests, essays, and a term paper.

The year will be divided into three main sections of study. The first section is entitled Social Movements. In this unit we will look at how people are able to affect great changes in society. We will study the American Civil Rights Movement, and its intersection with other American struggles for justice. Students will be introduced to and explore the lives of a wide range of leaders of the Modern Civil Rights Movement. Through our investigations of de-colonization in India and Africa, we will also learn of social justice leaders on the international stage, such as Mohandas Gandhi, and Nelson Mandela, as well as the role of the many anonymous individuals who fought to make the world a more just place.

The second section of study is entitled War and Conflict. In many ways, war has been the defining characteristic of the 20th century, and we will spend the fall term analyzing many of these conflicts, starting with the Spanish-American War, moving through the two World Wars, and concluding with the Cold War. Rather than focusing solely on the United States, we will use these conflicts as a lens to view the larger world.

After taking the final exam, the year concludes with the eighth grade research paper. Students, choose the topic they wish to explore in greater depth, and by the end of the year, will have completed a high-quality, high school level paper.

Eighth graders at Indian Mountain take Lab Science, which centers around chemistry and engineering. Throughout the first two terms, students focus on matter and its physical and chemical properties. Through a great deal of experimentation and lab work, (hence the name: Lab Science) students gain an understanding that matter cannot be created or destroyed but rather cycles through different phases and forms based on what else is in its environment, including energy. Utilizing the data generated by their lab work, students practice analyzing results, graphing, and drawing conclusions. Additionally, writing scientifically, which is detailed yet concise, is emphasized.

The third term is reserved for an introduction to engineering, where they investigate the nature of function and design. In teams of two or three, students build an underwater ROV from scratch. Because the nature of this project demands it, by the end of the year, students are just as comfortable measuring a liquid in a graduated cylinder as utilizing a power drill or soldering a pin on a circuit board. The culminating affair is an Olympics-style contest where underwater ROVs participate in individual and team events.

Lab Science aims to give students a window through which to see the possibilities of further application of these fields of science as well as a mirror with which to see themselves doing that science.

The Eighth Grade Study Skills focuses on two main topics. First and foremost is the research process. As the students work their way through term papers and assignments in other courses, they learn methods and techniques that support these assignments and other work to come in future courses. Time is spent investigating effective and efficient means to conduct internet research, how to find pertinent information in gathered sources and how to organize materials and information. The class also learns ways to enhance a paper through proper formatting and the introduction of graphics. The second topic of the course is preparation for comprehensive exams. Review and study techniques are covered.

This class is intended for second language learners who need an additional year of ESL instruction after taking ESL Writing and Reading classes, as well as incoming eighth grade international students. Students in this class need to have advanced intermediate to advanced level English proficiency. In Bridge class, students follow the mainstream eighth grade English class curriculum; however, it is modified so that they can complete assignments independently. They use the mainstream eighth grade English textbooks except for the vocabulary textbook: instead, they strive to master new vocabulary from their grammar and reading books. Students are expected to improve their reading, writing, listening and speaking skills in Bridge class; participation is expected during every class. Evaluations include regular quizzes and tests, as well as the SLEP and ITP (Institutional Testing Program) TOEFL test given in the spring.

This class is intended for second language learners who need an additional year of ESL instruction after taking ESL Writing and Reading classes, as well as incoming eighth grade international students. Students in this class need to have advanced intermediate to advanced level English proficiency. In Bridge class, students follow the mainstream eighth grade English class curriculum; however, it is modified so that they can complete assignments independently. They use the mainstream eighth grade English textbooks except for the vocabulary textbook: instead, they strive to master new vocabulary from their grammar and reading books. Students are expected to improve their reading, writing, listening and speaking skills in Bridge class; participation is expected during every class. Evaluations include regular quizzes and tests, as well as the SLEP and ITP (Institutional Testing Program) TOEFL test given in the spring.

This class is intended for second language learners who are attending IMS for the first time. Students learn and practice the intermediate/ advanced intermediate level grammatical structures and apply them in their speaking and writing. They progress from writing grammatically correct sentences to structured paragraphs and five paragraph essays. In addition, students write poetry, narrative fiction, and summaries. They are expected to participate in class discussions and to improve their listening skills. It is the goal of this class to prepare students for mainstream English class or ESL Bridge class the following year. Evaluations include regular quizzes and tests, as well as placement and cumulative testing using the Cambridge Michigan English Placement test.

ESL History covers American history from the pre-colonial era through the Civil War. Using Contemporary’s American History 1: Before 1865, students study Native American cultures, the age of exploration, the colonial period, the American revolution, the Constitution, the growth of the United States, and the Civil War

The course is designed to help students expand their vocabulary and grammar, develop their study and writing skills, and become comfortable making presentations to their classmates. Assessments include class participation and performance on nightly work, quizzes, tests, and projects.

First year international students take this class in addition to ESL Writing and Grammar Class. Students begin the year by completing Level 4 Focus reading and skills textbook, and advance to reading historical fiction, plays, poetry, and essays at their instructional reading level. They learn vocabulary words from their reading and from a comprehensive textbook, Vocabulary in Use. It is the goal of this class to provide ESL students with the practice and skills they will need to comprehend materials being read in mainstream or ESL Bridge class the following year. Evaluations include regular quizzes and tests, as well as placement and cumulative testing using the Cambridge Michigan English Placement test.

In the fifth grade students apply artistic processes and skills, using different kinds of paint, clay, foam board, and collage materials to communicate meaning and intent in original works of art. They develop creative skills in problem solving, communication, and time management that contribute to lifelong learning. All of these components of art making are combined in a safe and fun environment that encourages creativity and creative risk taking.

The Fifth Grade Chorus class is designed to encourage students to get on their feet and sing with enthusiasm. Everyone practices good posture, pronunciation, and performance techniques. Students are required to memorize the lyrics and melodies of the songs chosen for concerts. The curriculum explores the folk songs of America: songs of the workplace, spirituals, and songs of hearth and home.

The Fifth Grade English curriculum provides students with opportunities to become more critical readers and writers. They engage different genres of literature that focus on a range of themes, including but not limited to identity, social inequalities, and the power of relationships. Through small-group and whole-class discussions, students practice constructive dialogue with their peers while also developing their ability to annotate as they learn how to thoughtfully articulate insights and observations about a literary text. They become more confident in various modes of expressive, analytical, and imaginative writing assignments that emphasize prewriting, drafting, and revision. The spelling curriculum deepens and expands a word-specific knowledge base that is fundamental to meaningful communication. The literature studied and texts utilized: The Birchbark House, Esperanza Rising, The Pants Project, and Spelling Connections.

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Added for Historic Transcripts Only

Latin 5 is a full year Latin course for the 5th grade. The course uses the text Minimus in its exploration of the Latin language, Roman culture, daily life, and mythology. Connections between English and Latin are stressed within the course through Latin derivation of English vocabulary and similarities between English and Latin grammar. The course aims for a cursory introduction to the Latin language through the study of a family living in the village of Vindolanda, situated in Roman Britain along Hadrian’s wall. The book is supported by primary archaeological sources as evidence of the life and communications of people living in this settlement.

Fifth grade Life Skills is an enrichment course that meets twice a week during the spring term. Throughout the term, students explore a variety of topics including: the changes of puberty, body image, building self esteem, nutrition, and the importance of exercise. Classes consist of participatory activities, group discussions, and selected readings. Through the class, students improve their understanding of how their bodies are growing and changing and develop skills for making healthy decisions about their bodies and health.

The goal of the fifth grade math program is to solidify, through review, the basic operations with whole numbers and decimals. The students are then introduced to the four operations with fractions. Units on geometry and measurement conclude the year’s work. A clear and thorough record of student achievement is maintained in each student’s notebook.

Math games and brainteasers are also employed to improve the student’s ability to think mathematically, notice patterns and solve problems logically. The class also emphasizes the practice of mental math activities.

The fifth grade science classroom is centered around the exploration of the world around us. It is our intent that lively discussions and hands-on experiences out of doors cultivate a love of science discovery.

Students begin the year with an introduction to the scientific method. They further develop their skills of observation in a year-long field study of Indian Mountain and the organisms that live on and around campus. Through their study of local ecosystem students make connections between what they are learning in the classroom and what they observe in the natural environment. Connections are also made with the social studies curriculum. Students learn about humans’ interactions with their physical world, while studying biomes and regions of planet Earth.

Reading assignments and vocabulary exploration are enhanced by hands-on activities in order to facilitate comprehension. Short- and long-term research projects, many inspired by the students’ own questions, develop their familiarity with tools such as Google slides, and build presentation and collaboration skills. Students leave fifth grade science empowered to solve real life problems in their changing world and to take action to preserve and defend the sustainability of their planet.

Fifth grade social studies begins the year by inviting fifth graders into the world of the upper campus, and orienting them to the skills and tools required to understand themselves as learners. Students develop and master the skill of creating and presenting slideshows on Google Slides. One recurring project that draws on these skills is the Newscaster project, in which students pick a current event and create a slideshow in order to educate their peers about the event. This project recurs four times over the course of the year, and requires students to work on becoming researchers and presenters, using images for storytelling. Students also focus on using models like Howard Gardner’s Theory of Multiple Intelligences in order to understand their strengths as students, and advocate for their own learning. As the year progresses, fifth graders shift their focus to world geography, building a foundation of map skills and focusing on the five themes of geography: location, place, region, movement, and human- environment interaction. Many group and individual projects, as well as map quizzes and tests, help fifth graders to understand the fundamentals of geography that will be crucial for history classes later in the scope and sequence of their experience at IMS. Interdisciplinary connections between science work in biomes and social studies work in the natural and human elements of geography are also explored.

Meeting once a week, Fifth grader use writing workshop as a supplement to their English class to continue to build their developing writing skills.

Foundations of Mathematics I seeks to provide a variety of successful learning experiences for each student to encourage growth and a positive attitude towards mathematics. Hands-on activities and short- and long-term projects that suit various learning styles enhance the program. Appropriate cross-curricular activities are also included.

Students start with a review of whole numbers, operations and place values. They then learn about measurement, including customary and metric systems, and measurement of time. Measurement is connected to the study of geometry as students learn area, perimeter, surface area, and volume. Students also explore ratios, proportions and percents, probability and statistics, and beginning algebraic equations.

A main goal of our math program is to expand students’ problem solving skills. Through activities which require mental math, paper and pencil computation, visual thinking, estimation, decision making, communication, and analysis, students gain skills in attempting various strategies, explaining the processes they use to arrive at their solutions.

Foundations of Mathematics II focuses on the development of sound critical thinking and flexible problem solving skills. It is a course that begins the shift from the concrete realm of arithmetic into the abstract area of algebra. The focus of this course is to develop genuine understanding through a blend of problem based learning and explicit instruction, where an emphasis is placed on making connections between old and new concepts. Topics covered include operations with fractions, proportional reasoning, percent problems, algebraic expressions and equations, probability, and the measurements of geometric shapes and solids. Most students who complete this course will take Foundations of Mathematics III in the fall, although a student may be ready for Algebra I at the recommendation of the teacher.

Foundations of Mathematics III offers a bridge between Foundations of Mathematics II and Algebra I for those students who are still transitioning between the concrete realm of arithmetic and the abstract concepts of algebra. The focus of this course is to develop genuine understanding through a blend of problem based learning and explicit instruction, where an emphasis is placed on making connections between old and new concepts. Topics covered include properties of exponents, linear equations, functions, data analysis, systems of equations, congruence and similarity of geometric figures, the Pythagorean theorem and surface area and volume of geometric solids. The successful completion of this course will provide students with the mathematical foundation needed to take Algebra I in the fall.

The general studio art curriculum focuses on creativity but with an emphasis on more ambitious projects. Utilizing techniques that are studied in seventh grade such as painting, drawing, and sculpture, students are expected to further refine their skills. Assignments will continue to encourage experimentation and invention. Projects are designed to develop a relationship between arts, culture, history, and other academic subjects.

Students must have completed an approved Algebra I program to place into Geometry. This course is covered in one academic year. A strong emphasis is placed on the importance of step-by-step proofs and other topics, such as parallel and perpendicular lines, relationships with triangles, polygons and quadrilaterals, right triangles and trigonometry, area, surface area and volume. Students are encouraged to become independent learners through challenging homework questions and in-class collaborative activities.

Guitar I is an introductory level course exploring both popular and classical music. Chords and melodies are taught using a combination of tablature and standard notation.

Guitar II is a continuation of the Guitar I course that explores both popular and classical music. Chords and melodies are taught using a combination of tablature and standard notation.

This course is designed as a fast paced, one year algebra program. The students in this course working both independent and cooperatively to master and apply the foundational skills necessary to find success in future math courses. Students will work through functions using rational numbers, make connections with both algebraic and graphical representations of the work, solve second degree (quadratics) equations and use introductory trigonometry.

This honors level course is for students who are mathematically and intellectually ready for a faster-paced class. Honors: Foundations of Mathematics II focuses on the development of sound critical thinking and flexible problem solving skills. In this course students will begin shifting from the concrete realm of arithmetic into the abstract area of algebra. The focus of this course is to develop genuine understanding through a blend of problem based learning and explicit instruction, where an emphasis is placed on making connections between old and new concepts. Because of the faster pace students will study properties of exponents, linear equations, congruence and similarity of geometric figures, the Pythagorean theorem and surface area and volume of geometric solids, in addition to all of the topics found in the regular section of this course. The successful completion of this course will provide students with the mathematical foundation needed to take Algebra I in the fall.

Students must have completed an approved Algebra I program to place into Honors Geometry. This course is taught in one academic year. Emphasis is placed on the importance of step-by-step proofs and other topics, such as parallel and perpendicular lines, relationships with triangles, polygons and quadrilaterals, right triangles and trigonometry, area, surface area and volume. The Honors section explores these topics in greater depth, often involving more complex proofs and the detailed relationship between geometry and trigonometry. Honors students have skills that allow them to learn both independently and collaboratively.

The intensive studio art studio is a culmination of skills learned in seventh and general studio classes. While previous classes present an overview of many skills and mediums, the Intensive Studio class focuses on a select few techniques or materials, allowing students to delve deeply in to an area of study. Students may study woodworking for a whole term before switching to printmaking, or ceramics for example. Projects tend to be more conceptual in nature and students are expected to be self-directed with an increased ability to carry out more complex ideas. Upon completion of the Indian Mountain School art program, students are expected to have a solid understanding of essential art making skills including drawing, basic color theory, 3D construction, and ceramics.

Introduction to Latin is a presentation of the language with two primary goals. First, is to prepare the student for the study of Latin at the secondary school level. In this regard, the student is exposed to basic concepts of acquiring a second language such as vocabulary acquisition, word declentions, verb conjugation and a working knowledge of inflection. Intro to Latin stresses basic grammar, syntax and translation skills. The second goal of the course is to support students in general language acquisition, drawing the important connections between English and its Latin roots. Instruction is geared towards students with a variety of learning styles. Topics on Roman society are discussed, especially the impact of the language, as well as the history of Roman culture upon our society. By the end of this ninth grade class, students should be prepared to begin the study of Latin in high school.

Introduction to the SDGs class is centered on providing a basic understanding of the United Nations Sustainable Development Goals. These seventeen objectives, unanimously adopted by the UN member states in 2015, are designed to address social justice issues such as the reduction of poverty and equity, to environmental concerns, such as climate change and the protection of species and biomes. As course content, we make use of video lessons from a course offered by Columbia University’s Earth Institute in conjunction with the Sustainable Development Solutions Network (SDSN), as well as teacher generated lessons. In addition, the students gain some insight into the importance of data science by exploring the Gapminder website and associated tools. Given that the SDGs are informing the curriculum in a number of the other ninth grade courses and in anticipation of the Poquonook Solutions Project in the spring, the hope is that this class provides useful background information, allowed students to practice certain skills they will use during the project, and helped students see the connections between their academic work and issues in the world beyond Indian Mountain.

Language Acquisition and Development (LAD) is designed to strengthen students understanding of language, and to reinforce their skills in the areas of reading fluency, reading comprehension, word attack skills, vocabulary recognition and usage, grammatical concepts, and other rudiments of language. Throughout the year, students will study short stories, articles, short essays, and other literature to deepen their understanding of the material and be able to analyze, interpret, and converse constructively about what they have read. Vocabulary words will mostly derive from the context of assigned reading, and punctuation and grammar will complement reading-based coursework. Assessments will include a variety of informal writing assignments, creative projects and quizzes.

Language Acquisition and Development (LAD) is designed to strengthen studentsí understanding of language, and to reinforce their skills in the areas of reading fluency, reading comprehension, word attack skills, vocabulary recognition and usage, grammatical concepts, and other rudiments of language. Throughout the year, students will study short stories, articles, short essays, and other literature to deepen their understanding of the material and be able to analyze, interpret, and converse constructively about what they have read. Vocabulary words will mostly derive from the context of assigned reading, and punctuation and grammar will complement reading-based coursework. Assessments will include a variety of informal writing assignments, creative projects and quizzes.

Language Acquisition and Development (LAD) is designed to strengthen studentsí understanding of language, and to reinforce their skills in the areas of reading fluency, reading comprehension, word attack skills, vocabulary recognition and usage, grammatical concepts, and other rudiments of language. Throughout the year, students will study short stories, articles, short essays, and other literature to deepen their understanding of the material and be able to analyze, interpret, and converse constructively about what they have read. Vocabulary words will mostly derive from the context of assigned reading, and punctuation and grammar will complement reading-based coursework. Assessments will include a variety of informal writing assignments, creative projects and quizzes.

Latin 1A is the first half of a traditional high school first year Latin course taught over two years. Latin 1A stresses vocabulary acquisition, a working knowledge of inflection, basic grammar, and syntax and translation skills. Topics on Roman society are discussed, especially the impact of Latin language and culture upon our society. By the end of the first year, the class has studied four conjugations of verbs in all six tenses of the active voice, five declensions of nouns, adjectives, and the uses of all six cases.

Latin IB, the second half of the two-year program, begins with a thorough review of the material covered in IA. Once the class has demonstrated a solid understanding of the basics, the course moves on to more difficult concepts, including the passive voice, demonstrative pronouns, adjectives, and participles. Passage translation becomes more prevalent, and more emphasis is placed on reading involving Roman mythology and history like in Ovid’s Metamorphoses. Latin IB also studies a Roman author that each student gets to choose, research and even pretend to be. The class ends the year by creating their own Roman frescoes out of plaster and chalk. The successful completion of the two-year course earns credit for Latin 1 at the secondary school level.

In Latin II, students continue to build upon their foundations of grammar and vocabulary. They learn independent and dependent uses.of the subjunctive mood while expanding their understanding of the uses of nouns. Gerunds, gerundives, and new grammatical constructions are also practiced. Students use Ritchie’s Fabulae Faciles as their text. Here they read translations of Greek myths in Latin. In the spring term, students will explore excerpts of Latin from classical authors, as they begin the transition to reading authentic Latin literature.

In Latin III, students continue to build upon their foundations of grammar and vocabulary. They learn independent and dependent uses.of the subjunctive mood while expanding their understanding of the uses of nouns. Gerunds, gerundives, and new grammatical constructions are also practiced. Students use Ritchie’s Fabulae Faciles as their text. Here they read translations of Greek myths in Latin. In the spring term, students will explore excerpts of Latin from classical authors, as they begin the transition to reading authentic Latin literature.

Learning and the Brain is a general survey class focused primarily upon the “learning process” and principle topics associated with the acquisition, interpretation, organization, storage, and retrieval of information. Students are asked to continually reflect on their own learning process, their unique pattern of strengths and weaknesses, and the similarities and differences between their process and that of others in the class. Controversial topics, such as learning styles, laterality, multiple intelligences, and the like, are presented during class discussions in an effort to promote students’ critical thinking skills. Near the midpoint of the term, students complete an Executive Functioning Self-Assessment (adapted from the work of George McCloskey) to further examine their own strengths and weaknesses as it relates to the areas of attention, engagement, memory, efficiency, etc. The course concludes the term with studies of classical and operant conditioning, schedules of reinforcement, sensation, perception, and other related topics.

Mandarin IA is a basic introductory language course. The course begins with an introduction of the phonetic and writing systems of Mandarin. This includes consonants, vowels, tones, the logic used in the creation of Chinese characters, the movements of writing strokes, and the rules of stroke order. Students will be able to hold conversations on the following topics at the novice-low to novice-mid level: greeting, introduction, age, nationality, school, grade, family members, address, days of a week, current date, favorite food, and ordering in a restaurant. The vocabulary learned in the course is approximately 300 characters.

Mandarin IB is an elementary language course for beginners. After learning Chinese in Mandarin IA at IMS or equivalent, the students will continue to develop their language skills on the following topics at the novice-high level: colors, clothing, friends, sports, pets, languages, shopping, routines of a day and ongoing actions, weather, directions, and trips. Approximately 250 new characters will be learned in the course. The learners are expected to have learned approximately 500 characters in total upon course completion. The students will be able to use complete sentences, hold simple conversations about everyday topics, as well as ask and answer questions on familiar topics.

Mandarin II is an intermediate language course. After studying Chinese in Mandarin IA and IB at IMS or equivalent, the students will continue to develop their language skills on the following topics: school experiences, hobbies, career, giving tours of the school campus, neighborhood, and a student’s own house, as well as organizing events with invitations. Approximately 200 new characters will be learned in the course. The students are expected to have learned approximately 700 characters in total upon completion of the intermediate-mid level. The students will be able to use sentences or series of sentences to hold conversations on familiar topics and handle short social interactions in everyday situations.

Mandarin III is an upper-intermediate language course that prepares students to develop their competency towards an advanced level. After studying Chinese in Mandarin IA, IB, and II at IMS or equivalent, the students will continue to develop their language skills on the following topics: online shopping, family gatherings, social and festival events, nature and environmental protection, sickness and healthcare, tourism, and exploring Chinese Culture. The students are expected to have learned approximately 1000 characters in total upon completion of the upper-intermediate level. The students will be able to express themselves, share points of view in discussions, and communicate in paragraph-length conversations on familiar topics as well as some new social and academic topics.

Middle School Ensemble is offered to students with little or no experience playing a musical instrument. It provides an opportunity to young musicians to perform in a small orchestral setting. Goals are to develop a cohesive musical group working to establish fundamental technique, good intonation, and a keen musical sense of performing together as a team.

Mountain Voices is a singing class where the songs are chosen from the age of great doo-wop, film songs of many decades, and contemporary hits and performs in public throughout the year. The students practice all the fundamentals of good singing: breathing deeply, staying on open vowels, maintaining good posture, memorizing lyrics and melodies, and perfecting techniques of successful performance. The goal is to have fun, achieve beautiful sounds, and learn to communicate as “one voice.”

Music Appreciation class works to bring music to life by providing an approach to perceptive listening, an introduction to musical elements, as well as an in-depth study of the various instruments, the use of forms, and musical time lines. The class aims to stimulate curiosity and musical enthusiasm.

9th grade history is a survey of political philosophy, ethics, sociology, and economics, and how these fields of study each inform human solutions for the modern world. The syllabus is designed to provide a historical foundation on which to build a contemporary and empathetic understanding of sustainability (specifically, as outlined by the United Nations Sustainable Development Goals) in political, socioeconomic, and environmental contexts. Using pre-civilization, antiquity, and the current geopolitical landscape as vehicles for these conversations, the course seeks to develop individual and collaborative compassion, a capacity for analysis and persuasion, and a solutions-driven mindset to serve students both in their ninth grade and in future studies of history and human interaction.

The first trimester investigates early man and the Neolithic Revolution, exploring the economic and sociological factors that led to the first permanent settlements and civilizations, as well as the effects of permanent human settlement. Greece and Rome provide the underpinnings of the second trimester; students will use extensive primary source material and comparative analytics to learn how and why people are governed. The Harkness-style discussion model will be used extensively in each term, and students will write persuasive essays and complete summative group projects in debate and summit formats to assess skill development and understanding of material. In the final term, students will incorporate what they have learned throughout the year and in other disciplines to create a morally defensible and practical solution to a global sustainability challenge.

In Design and Coding class students explore the rudiments of the computer language, Swift, via the Playgrounds app on their iPads. This is a language developed by Apple for the creation of apps for their devices. The more overarching aim of this course was for students to engage in the Design Thinking process, which includes ideation, selection, sketching, and prototyping. Students engage in the various aspects of this process as they develope ideas for a product that uses recycled materials. Within this framework, students discuss affordances and signifiers as principles of design. They become critics of good and bad design. In the ideation process, they learn how to cross-ideas and use associations to innovate. Some students also explore the possibilities of the Reality Composer app for prototyping in augmented reality. At the culmination of the course, students present pitches in three minute videos for the object they would like to produce before an audience of teachers and peers. They prepare multiple sketches of the object and provide a detailed explanation of how it would work, what ages and genders they are targeting, and what problem or issue the product would address in the lives of their target group.

The IMS English Department has––at least for the last decade or so––encouraged students to treat their interaction with every text in the syllabus like an investigation. What is this novel, short story, play, excerpt, podcast, or piece of longform journalism really about? How is this central subject signaled (subtly or overtly) by the author/writer/creator of the work in question? Is the author levying a judgment? If so, what is it? What’s the relevance of this assertion to the way we think and live? The focus has always been on active reading and rigorous engagement with the texts considered. This year, as the English and History departments prepare to merge and adopt a unified humanities model in 2022-2023, the lines of inquiry we’ll follow will be largely the same in both disciplines. We’ll strive to adequately and accurately define terms such as “power,” “justice,” “identity,” “equity,” “perspective,” “alterity,” “privilege,” and “morality.” Then we’ll seek to sufficiently unpack and account for the relationships extant between these concepts, as the students come to understand how their interaction and interplay, their causality and influence, dictate the social structure of societies and civilizations.
Expression has long been at the forefront of what we do. Being articulate in discussion and eloquent on the page have always been paramount learning goals. When it comes to written work, the modes of expression that receive the lion’s share of attention are persuasive/expository, introspective, and creative writing: the stylistic (and pedagogical) emphasis is, respectively, on clarity and concision in the first case; candor and earnestness in the second; observation, detail, vividness, and narrative elements in the last. The goal is to endow students with the analytical acumen to dissect and distill sophisticated content and the technical mastery to trenchantly convey their views and beliefs about said content.

Global Citizenship is a ninth grade course designed to touch on the overall concept of global citizenship and related ideas. During the term the topics explored include the definition of citizenship, what happens to the concept of citizenship when the word “global” is added, and what are human rights and where do they come from. The class also presents some basics about the functioning of the United Nations. In addition to discussions in the classroom, the students followed an online curriculum designed by the Asia-Pacific Centre and UNESCO for the Ban ki-moon Centre for Global Citizens. Class trips have included a visit to the headquarters of both the UN and of UNICEF.

Substance Use and Abuse is the title and focus in the ninth grade winter term. In addition to information about brain functioning, stress, addictive substances, treatment, and legal issues, discussion centers on making decisions regarding substance use.

The Poquonook Solutions Project is the capstone effort of the broader, year-long ninth grade focus on the United Nations Global Goals for Sustainable Development. Named after the School’s most significant geographic feature, the mountain, the project is one that engages the students in purposeful, project based learning. During the last month and a half of their time at IMS, small teams of 9th graders use the framework of the SDGs to identify a real world issue, and then work to develop a real world solution to that issue. Employing research, design, and presentation skills, the team members collaborate as they work toward the Poquonook Solutions Symposium, during which they present their efforts to a panel of outside sustainability experts, who assess the solutions’ viability and relevance with an eye toward implementation.

Seventh graders at Indian Mountain take Earth and Space Science. The program investigates the following: geology, including studies of rocks, minerals, and plate tectonics, earthquakes and volcanoes; meteorology; astronomy, including the origins of the universe and the life of stars; and mapping, as well as the impact that humans have made on the Earth and solar system. A major focus of the course is to give the students a sense of scale, time, and perspective regarding the earth, its history and its place in the universe.

Lab work is done as often as possible, and much time is devoted to discussion of how and why things work the way they do. Considerable emphasis is placed on the processes that occur in the lithosphere, atmosphere and deep space. Other skills that are stressed include highlighting, writing, note-taking, and organization. Digital presentation, data analysis, and public speaking are all key skills focused on in class. As in every science course at IMS, creativity, curiosity, and independent thought are fostered throughout Earth and Space Science.

Earth and Space Science aims to give students a sense of understanding about the physical place in which they find themselves currently and in the future, here on Earth as well as within the universe. It also aims to give the students a sense of how to protect our planet for future generations.

The seventh grade art curriculum focuses on creativity and learning various art making techniques, such as painting, printmaking, ceramics, drawing, and sculpture. Assignments encourage experimentation and invention and are designed to develop a relationship between arts, culture, history, and other academic subjects.

In the seventh grade history course, Early United States History, students begin their study of the principles and guidelines on which this nation was founded and built. A main goal is for the students to view American history as not just a series of events, but also to understand their causes and consequences in the development of the United States. Through outlines, quizzes, tests and a term paper, this course also emphasizes the development of reading, note-taking, writing, research and other organizational skills.

The text for this course is America: Pathways to the Present. The class begins with an introductory review of several important skills: map use, note-taking, outlining and how to read a text. This is followed by a brief look at the native peoples of North America and the Age of Exploration. The term concludes with a study of European colonization, with a particular focus on the English colonies.

In the winter the students examine life in the thirteen English colonies, the breakdown of British/colonial relations, and the American Revolution. Winter term concludes with the development of the independent American government, and in-depth study of the Constitution.

The spring term begins with a study of the growing young nation, the strengthening of the federal government, and the expansion of democracy during the Jacksonian period. Much of the middle part of this term is devoted to research and writing of a term paper as the class studies the westward expansion, the Mexican War, and the problems of maintaining the balance between the North and South. The year concludes with a study of the Civil War.

The seventh-grade course blends vocabulary development, analysis, grammar, and creative writing. Students write several essays over the course of the year, both expository and creative in nature, in which content and syntax are critically analyzed. Another element of the curriculum is the accrual of sound study habits and self-discipline. Our study of grammar begins with a review of parts of speech and the elements of a sentence and continues to extend the study of punctuation, including commas and semicolons. Students grapple with the theme of identity; coming to terms with who they are, the community they live in and the identities of those around them. The literature studied and texts utilized: The Last Cuentista (summer reading), Ghost Boys, Little Worlds, Animal Farm, Of Mice and Men, Citizen, Poet X, Vocabulary Energizers and Writing and Grammar.

The seventh grade winter course is entitled, Emotions and Relationships. Students explore communications skills, conflict management, tolerance, relationships with friends and family, and gender roles.

Public speaking class begins with the students reflecting on the typical feelings and fears surround speaking in front of others. The elements of public speaking (content, intent, audience, delivery, etc) are reviewed and students are asked to watch and review several examples. Students take turns practicing many of these elements in several different class activities, while receiving and provided feedback on delivery and presentation. In the final weeks of the term, students study rhetorical devices, watch and review several famous speeches, and then write and deliver their own original work in the Assembly Hall.

The Eighth Grade Study Skills focuses on two main topics. First and foremost is the research process. As the students work their way through term papers and assignments in other courses, they learn methods and techniques that support these assignments and other work to come in future courses. Time is spent investigating effective and efficient means to conduct internet research, how to find pertinent information in gathered sources and how to organize materials and information. The class also learns ways to enhance a paper through proper formatting and the introduction of graphics. The second topic of the course is preparation for comprehensive exams. Review and study techniques are covered.

In the sixth grade, art students learn to look at and respond to works of art, objects in nature, events, and the environment. They also learn to use the vocabulary of the visual arts to express their observations. Students use a variety of media to create increasingly complex original works of art reflecting personal choices and increased technical skill. All of these components of art making are combined in a safe and fun environment that encourages creativity and creative risk taking.

The Sixth Grade Chorus class continues the work of the fifth grade, with a concentration on international songs. Students investigate their family roots, and compile a list of countries of origin. Songs are selected that represent the always varied, and often fascinating, backgrounds of our students. Each year, the sixth graders get a chance to sing in Irish, English, French, Spanish, Russian, Italian, Korean, Czech, or any combination of these and many more languages. It brings the students closer together.

Fifth grade social studies begins the year by inviting fifth graders into the world of the upper campus, and orienting them to the skills and tools required to understand themselves as learners. Students develop and master the skill of creating and presenting slideshows on Google Slides. One recurring project that draws on these skills is the Newscaster project, in which students pick a current event and create a slideshow in order to educate their peers about the event. This project recurs four times over the course of the year, and requires students to work on becoming researchers and presenters, using images for storytelling. Students also focus on using models like Howard Gardner’s Theory of Multiple Intelligences in order to understand their strengths as students, and advocate for their own learning. As the year progresses, fifth graders shift their focus to world geography, building a foundation of map skills and focusing on the five themes of geography: location, place, region, movement, and human- environment interaction. Many group and individual projects, as well as map quizzes and tests, help fifth graders to understand the fundamentals of geography that will be crucial for history classes later in the scope and sequence of their experience at IMS. Interdisciplinary connections between science work in biomes and social studies work in the natural and human elements of geography are also explored.

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The sixth-grade humanities curriculum covers ancient cultures spanning the Fertile Crescent to the Roman Republic, and explores themes of systems of control and governance, inventions and discoveries, and varying examples of human expression. As a course that spans both History and English, 6th grade humanities also provides a foundation for academic writing, with a focus on grammar and sentence structure, as well as expanding vocabulary. Creative and analytical writing assignments help to connect the history and English curricula. By the end of the year, 6th graders will develop a thesis and defend it with textual evidence. The literature studied and texts utilized: Holes, Hatchet, God-King, The Boy Who Harnessed the Wind, I am Malala, Percy Jackson and the Lightning Thief, Julius Caesar, and Spelling Connections.

Sixth grade Life Skills is an enrichment course that meets twice a week during the spring term. Throughout the term, students explore a variety of topics including: decision making skills, drug and alcohol education, peer pressure, bullying, and stereotypes. The format of the class encourages group discussion. Through the class, students improve their ability communicate effectively with one another and to make positive choices about relationships and their health.

In 6th grade science the main area of study is human biology and health. Under an umbrella theme of “unity,“ the biology class investigates the major organ systems of the body, their functioning and interaction.

Textbook, laboratory experiments, note taking, discussion and writing activities are integrated during this study. The biology text itself incorporates social studies and literature materials in each chapter. Formal laboratory reports of class experiments are introduced in this class. Note taking skills are also reinforced as students develop study guides and chapter outlines needed for tests and for reference throughout the year.

Students investigate the structural organization of the human body through its systems: skeletal, digestive, circulator, respiratory, excretory, nervous and reproductive. The counseling center works with the class during the reproduction unit to help discuss and explain this sensitive subject. The counseling department and the organization FCD (Freedom from Chemical Dependency) also works closely with the class to inform them of the dangers associated with drugs, alcohol and tobacco.

Creative research projects assigned to coincide with each unit, give students a chance to work in cooperative groups, usually feature Internet research and other computer-generated sources.

Fifth grade social studies begins the year by inviting fifth graders into the world of the upper campus, and orienting them to the skills and tools required to understand themselves as learners. Students develop and master the skill of creating and presenting slideshows on Google Slides. One recurring project that draws on these skills is the Newscaster project, in which students pick a current event and create a slideshow in order to educate their peers about the event. This project recurs four times over the course of the year, and requires students to work on becoming researchers and presenters, using images for storytelling. Students also focus on using models like Howard Gardner’s Theory of Multiple Intelligences in order to understand their strengths as students, and advocate for their own learning. As the year progresses, fifth graders shift their focus to world geography, building a foundation of map skills and focusing on the five themes of geography: location, place, region, movement, and human- environment interaction. Many group and individual projects, as well as map quizzes and tests, help fifth graders to understand the fundamentals of geography that will be crucial for history classes later in the scope and sequence of their experience at IMS. Interdisciplinary connections between science work in biomes and social studies work in the natural and human elements of geography are also explored.

Spanish 1 is offered to ninth grade students who have come to IMS with some previous experience with the language, but lack some important foundational elements of the first year curriculum. As a high school level course, the pace is necessarily rigorous. This class completes all the major grammatical components of Spanish 1A and 1B in one year. A priority is placed on consistently high work habits, with frequent assessments to assess the student’s steady progress. Successful completion of this course prepares a student to advance to the next level of Spanish in secondary school.

Spanish 1A is an introductory course and the rough equivalent to the first half of Level 1 Spanish in high school. The class begins with verbal practice in greetings, introductions and to introduce rules for pronunciation. Throughout the year this course covers foundational rules of grammar primarily in the present tense. Lessons related to school, food, family and daily activities help build a foundation in basic vocabulary. Daily activities include all four modalities: speaking, listening, reading and writing. Class participation is encourage through verbal exercises. A variety of cultural units are studied in order to bring a relevance to the student as they explore the richness in the lives of the people of Latin America and Spain. Successful completion of this course advances the student to the next level, Spanish 1B.

Spanish 1B is a continuation of introductory course and is the rough equivalent to the second half of Level 1 Spanish in high school. The class begins with a thorough review of the present tense and related grammar units, reinforcing the foundation that was begun in Spanish 1A. Vocabulary lessons related to ordinal numbers, places in town, superlatives and comparatives, and reflexive verbs add to the strength of this foundation. Being about to speak about events in the past as well as to respond to instructions are key components to the Spanish 1B curriculum. For this reason, the major units studied at this level concentrate on the preterit (past) tense and the imperative verb tense. Daily activities stress all four modalities: speaking, listening, reading and writing. The cultural units studied in Spanish 1B will vary, depending on the specialization of the teacher. In the past, topics have included peninsular cuisine, pre-Colombian history, and how to bargain in the marketplace. These lessons help bring relevance to the student as they explore the richness in the lives of the people of Latin America and Spain. Successful completion of this course advances the student to the next level, Spanish 2.

Spanish II is a second-year Spanish course that follows the successful completion of Spanish 1A and 1B. As a high school level course, the pace is necessarily rigorous. The emphasis is on solidifying the foundational concepts taught in the Level I course, while building the student’s mastery through the study of advanced verb tenses. This class is taught primarily in the target language and students are expected to participate only in Spanish. Skills that emphasize reading, writing, listening, and speaking are woven into every lesson. Cultural studies include the history of Mexico, the diversity found in different regions of the Spanish-speaking world, and the culinary contribution of Spanish and Latin American kitchens to the world palate. Upon successful completion of Spanish II, student are prepared to advance to Level III at IMS or in secondary school.

Spanish III is a third-year Spanish course that follows the successful completion of Spanish II. The curriculum follows a standard high school level Spanish III course, and for this reason is taught entirely in Spanish. During the fall term, a thorough review of the advanced verb tenses learned in Spanish 2 help to set up the student for their active participation in class discussions. Students are evaluated on their ability to incorporate the comprehensive grammar learned during the previous year into meaningful conversations spanning a variety of sources. Listening and speaking exercises are a major part of the course, as is the written analysis of the selected reading. Authentic sources from around the Spanish-speaking world, including news articles, poetry and short stories, are employed to help students strengthen and internalize more deeply their knowledge of grammar and idiomatic structures in Spanish.

Students dive into many creative and collaborative projects throughout the school year in STEAM. During the Fall term students begin by developing their computer skills, and learn how to use the internet safely. Students navigate the ins and outs of both My IMS as well as Google programs and learn how to use these skills inside the classroom. In addition, topics such as cyberbullying, privacy, and how to safely share information online were all addressed. Once students demonstrate a solid understanding of these platforms and skills it is then time for them to apply them, think critically, and collaborate with their classmates during many different projects and units. Students work both independently and at their own pace using Tynker.com an online program to learn the beginnings of the computer languages of Java and Python through interactive lessons. Furthermore, in small groups students re-created their own version of the show “Shark Tank” and invented a new product and presented their sales pitch to their classmates. During the Animation Unit students channeled their creativity and mathematical thinking while learning the various steps of the animation process. Students began by analyzing a few Pixar Short films and wrote definitions of ‘animation’ that evolved over the course of the term as they gained a further understanding of the process. Students learned the math and science behind the art of animation using “Pixar in a Box,” a collaboration between Pixar and Khan Academy, and completed interactives that demonstrated their understanding of the process.