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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.

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.

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.

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.

Mandarin IA is an introductory course designed to familiarize students with Mandarin Chinese phonetics, writing systems, and basic conversation skills. Students will learn about consonants, vowels, tones, stroke order, and character creation, along with essential vocabulary, approximately 150 characters and 250 words. The course focuses on novice-low to novice-mid level conversations, including greetings, personal information, family, numbers, dates, and experiences related to learning Chinese. Cultural topics such as China’s geography, population, address conventions, and practices related to numbers and names will also be covered.

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.

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.

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.

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.

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.