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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.

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.

Mandarin III is an upper-intermediate course designed to advance students toward a higher proficiency level. Building on Mandarin IA, IB, and II or equivalent experience, students will explore topics such as Chinese given names, the great thinkers Zhuangzi and Confucius, four-character idioms, the Spring Festival, and Beijing opera. By the end of the course, students are expected to have learned approximately 650 characters, enabling them to recognize up to 1800 words. They will engage with selected Chinese texts on cultural topics, and will be able to express themselves, participate in discussions, and communicate in paragraph-length conversations on both familiar and some new social and academic subjects.

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.

In Latin III, students continue to build upon their foundations of grammar and vocabulary. They learn independent uses of the subjunctive mood while expanding their understanding of the uses of nouns. New grammatical constructions are practiced and previously learned grammar is reviewed. Students begin the fall using Ritchie’s Fabulae Faciles as their text. Here they read translations of Greek myths in Latin. Students will swiftly transition to reading classical and medieval authors. They will study rhetorical and literary devices and learn to analyze Latin texts and parse complex passages. The focus of the course is on reading and understanding Latin as students transition to reading unaltered poetry and prose.

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.

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.

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.

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.