Gilman School is a diverse community dedicated to educating boys in mind, body, and spirit through particular emphasis upon academic excellence, athletic participation, and aesthetic appreciation. Gilman seeks to produce men of character and integrity who have the skills and ability to make a positive contribution to the communities in which they live and work.
Middle School Philosophy
In Gilman’s Middle School, students develop study and learning skills that will prepare them for Upper School, college, and beyond. Boys begin to spread their wings and discover their interests in an encouraging, cooperative, and caring environment. During their years in this division, they develop the confidence to take risks, embrace responsibility, and cultivate a genuine love of learning.
The Middle School curriculum is robust. Each year, a student enrolls in Language Arts, Math, Science, Social Studies, a modern language, a sequential Talk course, and other required classes as determined by his grade level. Latin is added in the eighth grade. Boys may also take Visual Arts, Design & Woodworking, Technology, Music, and communication skills courses, and all participate in physical education/athletics.
Varied extracurricular activities and clubs provide myriad opportunities for boys to try something new outside of class.
Objectives
Gilman’s Middle School seeks to help each student strengthen his self-concept and nurture his inherent love of learning. Accordingly, the Middle School program, both in its curricular and extracurricular components, is designed to achieve the following goals:
MIND
• Provide developmentally appropriate core courses, stressing the improvement of skills that enhance the process of learning.
• Meet individual needs of students by incorporating multiple teaching strategies, technology, and support programs.
• Enable students to develop strong organizational and preparation habits, research skills, and technology fluency.
• Develop students’ communication skills and creative expression across subject areas through writing, speaking, technology, and the fine and performing arts.
• Improve comprehension skills and stimulate a love of reading.
• Further develop writing skills across the curriculum.
• Challenge students with increasing opportunities for guided independent learning.
BODY
• Encourage a sense of sportsmanship, teamwork, and self-discipline.
• Promote physical fitness, coordination, and lifelong wellness.
• Develop basic athletic skills, in both individual and team settings.
• Provide a variety of physical activities and appropriate levels of competition in order to build self-confidence.
SPIRIT
• Help students embrace and understand the value of personal honor, integrity, and ethical behavior.
• Promote community responsibility and involvement, with an awareness of the world beyond Gilman through learning and leadership in service to others.
• Provide support and guidance for all students.
• Create an inclusive environment in which our community can learn about and celebrate its diversity.
• Challenge students to become more adept at decision-making and problem-solving.
• Promote and reinforce extended relationships, interpersonal skills, and communications among all members of the school community.
Page 3 gives a visual summary of the class schedule for Middle School students. On the pages that follow, you’ll find class descriptions and texts used. Next to each course name, the duration of the class — full year, semester, or trimester — is indicated as well as how many cycle days out of six the class meets.
CURRICULUM SUMMARY
FIFTH GRADE
Language Arts
Mathematics 5
Social Studies
General Science
SIXTH GRADE SEVENTH GRADE EIGHTH GRADE
Language Arts
Mathematics 6
Geography
Earth Science
Language Arts
Mathematics 7
United States History
Life Science
Language Arts
Mathematics 8
Ancient History
Introductory Physical Science
French or Spanish French or Spanish French or Spanish French or Spanish Talk Talk Talk Talk
General Music and Band
General Music or Band
Study Hall Technology
Study Hall
General Music or Band Latin
Study Hall
ADDITIONAL COURSES
One Trimester Each
Design and Woodworking
Reading, Information, and Study Skills (RISS)
Design and Woodworking
Study Hall
Band (optional)
Student Selects One Elective Below to Take for Full Year
Design and Woodworking Design and Woodworking
Music: Masterwork Analysis/Composition
Physical Education/ Sports Program Physical Education/ Sports Program
Intramural or Interscholastic
Intramural or Interscholastic
LANGUAGE ARTS
When Middle School students navigate the Language Arts curriculum, they develop strong critical thinking and communication skills, recognizing the intersectionality of grammar, vocabulary, literature, and writing concepts in the English language. They explore modern and classical texts representing various genres and voices, which foster age-appropriate, thematical contemplations on the world in which they live. Routine vocabulary and grammar development enhances oral and written communication skills, which teachers assess through well-organized and edited expository essays and other creative projects. During the four years of Middle School, teachers build vertically on these foundations, resulting in sophisticated thought, discussions, and writing. By blending traditionally successful resources with contemporary methodology, technology, and professional expectations, students leave this program thoroughly prepared for Upper School English.
Supplementary Reading: In each of the Middle School years, students are required to read at least eight books of choice outside of class. At each level, boys are asked to read books from certain categories to assure diversification in their selections. This program is monitored through the homeroom advisory groups, under the general supervision of the Middle School Librarian.
GRADE 5 LANGUAGE ARTS (FULL YEAR 5/6)
The fifth grade Language Arts curriculum establishes a practical foundation with reading, writing, and grammar skills that provide proper footing for sixth grade expectations. Students develop their reading comprehension skills through various novels, including age-appropriate texts, like “City of Ember” by Jeanne DuPrau, “Number the Stars” by Lois Lowry, “True Confessions of Charlotte Doyle” by Avi, and “A Long Walk to Water” by Linda Sue Park. They also present personal literary choices to the class through a program called Book Talks, where the boys share about a book they recommend, incorporating cliffhangers into the presentation to spark interest in their peers. Students develop applicable communication skills surrounding these texts with thorough discussion, writing, and vocabulary development.
The 6 + 1 Writing Traits curriculum enhances the creative writing experience. Meanwhile, the InferCabulary program takes an inference-based approach to novel and grade-level vocabulary. Ultimately, Gilman students enter sixth grade prepared to read thought-provoking literature and communicate clear critical thoughts about that literature, primarily through their writing and dialogue.
TEXTS
• City of Ember. Jeanne DuPrau
• The True Confessions of Charlotte Doyle. Avi
• Number the Stars. Lois Lowry
• A Long Walk to Water. Linda Sue Park
GRADE 6 LANGUAGE ARTS (FULL YEAR 5/6)
At this stage, Language Arts instruction centers on developing a solid foundation in literature, grammar, vocabulary, and writing.
The literature curriculum allows students to comprehend the basics of scholarly analysis. The boys begin the year examining the elements of short stories, specifically plot, character, setting and atmosphere, irony, symbol, and theme, in the context of multicultural short stories. In this unit, students enjoy classic short stories by noted writers, such as Langston Hughes and Melissa de la Cruz. Once the boys cement these concepts, they apply their analytical skills to contemporary works and timeless classics. Teachers highlight historical context, in-depth exploration, and reading comprehension skills throughout these texts.
The grammar and vocabulary curricula establish a strong foundation where boys learn identification and
classification of all eight parts of speech in a sentence as well as basic sentence structures, punctuation, and capitalization. The role of Greek and Latin root words in memorization and application of various new terms is also emphasized. The traditional approaches used to learn grammar and vocabulary significantly enhance students’ writing ability.
By the end of the year, boys are able to comprehend and dissect appropriate literature of various genres, label and classify every part of speech in a sentence, memorize and correctly use new vocabulary, and create a strongly organized and edited expository paragraph of literary analysis and assorted creative compositions.
TEXTS
• Rules of the Game: Grammar Through Discovery 1. Educational Publishing Services.
• Vocabulary from Classical Roots (Book A). Educational Publishing Services.
• The Boys in the Boat (Young Readers Adaptation). Daniel James Brown (nonfiction)
• Ghost. Jason Reynolds.
• Chronicles of Narnia: The Lion, the Witch, and the Wardrobe. C.S. Lewis.
GRADE 7 LANGUAGE ARTS (FULL YEAR 5/6)
Seventh graders focus on advancing important skills in literature, grammar, vocabulary, and writing. By emphasizing how these four areas of Language Arts connect, the program encourages age-appropriate development and equips students to handle the demands of future English classes with confidence.
The literature curriculum begins with a review of short story elements, which builds on concepts introduced in sixth grade. Students engage with classic short stories by celebrated authors such as Edgar Allan Poe and Ray Bradbury. Once these foundations are solidified, students apply their analytical abilities to a number of works. Each text aligns thematically or chronologically with the U.S. History curriculum, and teachers emphasize historical context, careful analysis, and reading comprehension throughout the year.
The grammar and vocabulary curricula has boys reviewing all parts of speech, examining sentence structures, and learning the functionality of words and phrases in the sentence.
Language Arts 7 focuses on organizing, composing, and editing various modes of writing. Boys create many expository essays and creative writing assignments,
including original short stories, personal poems, and imaginative Civil War research papers.
By the end of the year, students can understand and analyze literature across multiple genres, explore sentence structure and the roles of words and phrases, learn and apply new vocabulary accurately, and produce wellorganized, polished three-paragraph expository essays alongside a variety of creative writing pieces.
TEXTS
• Vocabulary from Classical Roots (Book B). Educational Publishing Services.
• Rules of the Game: Grammar Through Discovery 2. Educational Publishing Services.
• Animal Farm. George Orwell (drama).
• Poems: American Themes. William C. Bassel, Ed. Amsco School Publishing.
• Chasing Lincoln’s Killer. James L. Swanson.
GRADE 8 LANGUAGE ARTS (FULL YEAR 5/6)
Eighth graders focus on refining essential skills in reading, grammar, vocabulary, and writing. By highlighting the connection among the four areas of Language Arts, the program supports age-appropriate growth and positions students for success in meeting the demanding expectations of Upper School English.
The literature curriculum enables students to engage in in-depth scholarly analysis. Teachers highlight historical context, in-depth exploration, and reading comprehension skills throughout their study of the selected texts.
The grammar and vocabulary curricula build upon a strong foundation established in earlier grades. Boys review crucial elements learned in the previous year, and they examine verbals, learn the functionality of dependent clauses in the sentence, and review various sentence types. The role of Greek and Latin root words in the memorization and application of various new words is emphasized. This classic focus on vocabulary and grammar greatly strengthens students’ writing skills as they prepare for the demands of Upper School.
This course also focuses on organizing, composing, and editing various modes of writing. Boys create many
expository essays and creative writing assignments, allowing them to demonstrate their comprehension of the various literary studies. Additionally, they express their throughts through the written word, formal oratory presentations, debates, and unique artistic or technological projects.
By the end of the year, students are able to understand and analyze literature across multiple genres, study sentence structures and the functions of words, phrases, and clauses, master and apply new vocabulary, and produce well-organized, polished five-paragraph literary analysis essays alongside a variety of creative writing pieces. The course also develops complementary skills in research, note-taking, and oral presentation.
TEXTS
• Vocabulary from Classical Roots (Book C). Fifer and Flowers.
• Rules of the Game: Grammar Through Discovery 3. Educational Publishing Services.
• Mythology. Edith Hamilton.
• Lord of the Flies. William Golding (novel).
• The Tragedy of Julius Caesar. William Shakespeare (tragic drama).
• Fahrenheit 451. Ray Bradbury (science-fiction novel).
MATHEMATICS
The Middle School Mathematics program consists of two levels within each grade in order to meet the needs of a range of mathematical talents. The two levels are referred to as regular and enriched. We choose to use the term enriched rather than accelerated because we do not accelerate through the content. We prefer not to refer to our program as one with “tracking” because the movement between these two settings is fluid so we can place each student in the proper learning environment.
A good way to characterize the difference between the regular and enriched classes is to consider the type of teaching and the amount of guided practice provided: The enriched setting will include more exploration and there will be less direct teaching. The pace moves quickly and there is more in-depth discussion and application. In the regular setting, students will be given a more direct style of teaching and offered more guided practice to ensure their understanding. While the enriched classroom will delve deeper into the material while also moving slightly faster, there are only a few units where the regular curriculum differs from the enriched curriculum.
GRADE 5 MATHEMATICS (FULL YEAR 5/6)
This course requires students to hone their accuracy and delve deeper into critical skills involving numeracy. Students who understand the need for common denominators will now use their knowledge of prime and composite numbers to find the best common denominator. Moving into fractions, decimals, and percents, students will be able to fluidly convert between the three to master this important everyday skill. In addition to converting and operating among decimals, fractions, and percentages, students will participate in The Stock Market Game™ to gain exposure to real-world applications of these concepts. By combining more than one skill and asking students to express their answers in different formats, we are expanding their thinking and reasoning skills while improving their communication skills.
GRADE 6 MATHEMATICS (FULL YEAR 5/6)
The sixth grade experience ushers the students from the concrete, operational arithmetic toward the formal, abstract continuum of mathematics. Units include the following topics: complex order of operations, integer operations, set theory, non-measurement geometry, inequalities, probability, fractions, decimals, percents, proportions, and measurement geometry. Students may have the opportunity to look at Arabic art in compass constructions, laying the groundwork for geometric proofs while also using mathematics as a means to appreciate art and other cultures. Throughout the sixth grade experience, we introduce the abstract representation with algebraic expressions at an age-appropriate level. Additionally, we ask them to explain their thought process and justify their reasoning through a series of higher-level thinking exercises.
GRADE 7 MATHEMATICS (FULL YEAR 5/6)
The seventh grade experience expounds on the concepts from the year before. With the addition of more strategic problem-solving, students work on their quantitative literacy and explore the rational number system by focusing on various statistics of real-world problems. They tackle three-dimensional geometry, explore Python computer programming, and expand their knowledge of probability by exploring permutations and combinations. The enriched students will investigate finite systems in which 9+5=1. During this year, students begin to work on concepts in Algebra I including simplifying expressions, solving linear equations, algebraic inequalities, and graphing on the coordinate plane. Students will also gain exposure to a variety of high school concepts including the language of angles, geometric proofs, and trigonometry.
GRADE 8 MATHEMATICS (FULL YEAR 5/6)
The eighth grade experience is a robust Algebra I curriculum that prepares the students for Algebra II in the Upper School. Students solve and graph linear equations with greater complexity. They use graphing calculators to create linear regression models and explore quadratic functions. After mastering systems of equations, they tackle polynomials, factoring, solving quadratic equations, irrational numbers, and solving rational algebraic equations. They derive the quadratic formula, rationalize algebraic denominators, and start graphing quadratic equations.
Our program is spiraled throughout the four years so topics are revisited at an increasing level of complexity. Because we do not accelerate, our students are developmentally ready to master our three objectives: employ their arithmetic and algebraic skills to execute with accuracy, explore new topics at an intuitive level, and develop an appreciation for mathematics. Throughout the four grades, students are given openended problem-solving activities. Whether in partners or individually, they are required to write about their observations, propose solutions, and justify their answers. Students in the eighth grade enriched section frequently complete robust week-long assignments that require them to employ deductive and inductive reasoning to analyze a situation and create a formula to predict the outcome. Our hope is to produce students who can think strategically, collaborate with classmates, and confirm their answers so they can feel confident in their ability to tackle future endeavors.
TECHNOLOGY
The Middle School Innovation Lab (iLab) is available for curriculum integration in many subjects, offering students hands-on opportunities to explore design thinking, creativity, and problem-solving through real-world applications, with guidance and support from the technology teachers. Additionally, all students in the Middle School are required to complete a Digital Citizenship course with a parent/guardian annually, ensuring they are equipped with the knowledge to safely and responsibly navigate various aspects of the digital world.
GRADE 5 READING, INFORMATION, AND STUDY SKILLS (RISS) COURSE INTEGRATION (TRIMESTER 5/6)
As a part of this course, students will explore concepts related to information literacy such as evaluating reliable vs. unreliable sources and checking author credentials. Additionally, they will learn how to correctly cite original authors, giving credit as needed for work that is not their own. See page 29 for details on the RISS curriculum.
GRADE 6 TECHNOLOGY (FULL YEAR 1/6)
This course is designed to develop twenty-first-century skills through a series of carefully crafted STEAM modules. Over the course of the year, students will explore robotics using EV3 Lego Mindstorms kits, investigate the principles of coding, and venture into the world of circuits and breadboards using SparkFun Inventor kits. Additionally, students will have an opportunity to engage in creative activities utilizing the 3D printers and laser cutter.
Students will develop a core set of essential skills beyond STEAM, including collaboration, communication, criticalthinking, perseverance, and problem-solving. These dynamic skills will serve as a springboard for discovering new interests and developing individual talents.
GRADE 7 MATH COURSE INTEGRATION (FULL YEAR 5/6)
Within their math course, seventh graders will complete a unit of study coding in the Python language. The culminating project of this unit uses mathematical thinking to design, code, and 3D print a snowflake. See page 8 for details on the math curriculum.
GRADE 8 ROBOTICS ELECTIVE (FULL YEAR ELECTIVE 2/6)
This course is designed for eighth graders who have previous robotics experience and are interested in learning about Tetrix Robotics and Java Programming. Students will build and program a robot for a FIRST Tech Challenge Competition in January. Each student in the class will be responsible for a different component of the robot and for documenting their work in an engineering notebook that will be judged as part of the competition. Grading will be based on class participation, contributions to the engineering notebook, teamwork, and willingness to learn about building and programming. Following the competition, students will continue to engage in projectbased learning activities related to coding, programming, and other maker technologies. Grading will be based on class participation, a short, written reflection on each project, the creativity of the projects, and willingness to learn new technologies.
SCIENCE
Science in the Middle School is an engaging blend of reading, discussion, and hands-on laboratory work. In fifth grade, students investigate matter, energy, Earth’s systems, ecosystems, and energy sources for plants. They further explore reproduction and the physical and mental changes of puberty, all while strengthening their skills in investigation, data analysis, and scientific communication. Sixth grade broadens their scientific journey with studies of Earth’s composition and surface, weather, astronomy, and ecology. In seventh grade, the focus turns to life science, beginning with the cell and its functions and extending through the circulatory, respiratory, immune, lymphatic, skeletal, and muscular systems, before concluding with nutrition and the digestive and excretory systems. By eighth grade, students transition into Physical Science, where they develop the ability to design experiments, interpret data, and write formal lab reports in a true laboratory setting.
GRADE 5 GENERAL SCIENCE (FULL YEAR 5/6)
In fifth grade science, students investigate questions about matter, energy, and Earth’s systems. They learn that matter is made of tiny particles, the weight of matter is conserved during changes, and new substances can form from combinations. Students develop an understanding of the reproductive system, as well as, the mental and
physical changes they may experience during puberty. Students explore energy sources for plants, and how matter moves through ecosystems. They analyze patterns in shadows, day length, and seasonal star appearances. Emphasizing hands-on models and data analysis, the curriculum fosters skills in investigation, argumentation, and effective communication to deepen understanding of core scientific concepts.
GRADE 6 EARTH SCIENCE (FULL YEAR 5/6)
The development of scientific skills begins in sixth grade with a strong emphasis on the scientific method and the language associated with the process of science. Students learn to identify and apply these methods through hands-on laboratory activities. Using the metric system, they explore fundamental concepts such as mass, volume, and density while mastering the proper use of lab equipment, including the triple beam balance, metric ruler, and graduated cylinder. These experiences provide a foundation for accurate measurement and data collection in the lab.
The year begins with an introduction to essential lab techniques, which are applied across topics such as the Earth’s surface, weather and climate, and astronomy. Throughout the year, emphasis is placed on the correct use of scientific terminology while reinforcing critical skills such as unit conversion, decimal place value, and writing clear, well-supported conclusions. The course integrates Earth Science concepts with practical lab applications, ensuring students engage in meaningful, hands-on learning experiences.
The course begins by exploring the characteristics of living organisms, with a focus on life at the cellular level. Students create their own slides using Elodea, an aquatic plant, to observe and identify organelles within the cell — a skill they continue to develop throughout the year. As part of their studies, students learn and practice scientific
sketching and labeling techniques, which are applied across all units of Life Science.
Each unit combines rigorous content with hands-on laboratory work. Students apply concepts learned from their textbook and class discussions to microscopic observations, reinforcing their understanding through detailed lab reports and essay-style homework responses. Answering conclusion questions on lab reports helps them synthesize their findings and develop critical thinking skills.
Following the midterm exam, the focus shifts from cellular biology to human body systems. Students examine how individual cells, tissues, and organs interact to form complex systems that work together to sustain life. This approach deepens their understanding of the human body’s structure and function.
The course concludes with an introduction to dissection, where students have the opportunity to dissect a frog. This hands-on experience allows them to identify organ systems and compare them to those of humans. Participation in the dissection is voluntary, with an alternative activity available for those who opt-out.
TEXTS
• Biology (iBook). Miller and Levine. Pearson Publishing.
GRADE 8 INTRODUCTORY PHYSICAL SCIENCE (FULL
YEAR 5/6)
This course is a laboratory-based class that investigates matter by focusing on the skills of observation, measurement, graphing, and data interpretation. It emphasizes the use of scientific language while citing actual data as evidence in reports and responses. Additionally, students investigate the reasoning behind why measurements and calculations may be imperfect and how those imperfections ultimately affect the analysis.
Laboratory techniques, collaborations among classmates, and the process of conducting labs and writing lab reports are emphasized throughout the year. Through laboratory work, students gain knowledge of the characteristic properties of matter. The students learn to identify and distinguish materials, and, in some cases, they may separate mixtures. Class discussions, problem-solving tactics, and notetaking skills support the mission of producing scientists.
TEXTS
• Introductory Physical Science. 9th Edition (iBook). Science Curriculum, Inc.
SOCIAL STUDIES
Throughout the Social Studies program, there is an emphasis on improving the following skills: reading, writing (from short answer responses to multi-paragraph essays and projects), note-taking and organization, analysis, using and creating maps, research, artistic expression, public speaking, and teamwork. Along with these skills, students master a large body of information that makes them more informed citizens and prepares them for future studies in the humanities.
GRADE 5 SOCIAL STUDIES (FULL YEAR 5/6)
The fifth grade history curriculum teaches that democracy in the U.S. wasn’t the original plan — it developed over time because of events that transpired. Students begin by watching “Guns, Germs, and Steel,” which explains how geography and luck helped some groups become powerful. They then learn about the first English settlements, like Jamestown and Plymouth, to understand the struggles the settlers faced and how their choices shaped early America.
Students also study conflicts like the Pequot War and King Philip’s War, and how fear and tension led to the Salem Witch Trials. They explore how different colonies
were started for different reasons — some for money, like New York, and some for religion, like Massachusetts. They learn about England’s history, too, and how it influenced colonization. The year ends with the Seven Years’ War, which helped lead to the American Revolution and the rise of George Washington.
TEXTS
• Making of the 13 Colonies Book 2. Joy Hakim, Oxford University Press
GRADE 6 GEOGRAPHY (FULL YEAR 5/6)
Our sixth grade geography students explore the world using a thematic approach focusing primarily on the five themes of geography: place, location, region, humanenvironment interaction, and movement. Students will learn where places are located, and why human and natural features occupy particular locations. Students will examine how geographic regions are formed and change over time. They will also work to gain an understanding of how humans relate to their environment and how the movement of people and ideas influence places around the globe. Geography gives students the opportunity to gain a more thorough understanding of our everchanging world. The study of geography also includes the examination of physical geography, landforms, climates and cultures of Asia, Europe, the Middle East and Africa.
An emphasis on skill development is established, especially with regard to reading, writing, research, organization, note-taking, and study skills. Geography students will learn to use a variety of maps and to interpret data and draw conclusions based on a collection of sources.
The seventh grade history curriculum centers around the founding American ideal that “all men are created equal.” This theme serves as a guide as students explore key moments in U.S. history and the people who shaped them. The course begins with the ratification of the Constitution and introduces students to the foundations of American government by comparing it to the democracies of Ancient Greece, Rome, and England. Students study the structure and function of the U.S. Constitution and Bill of Rights, while also developing important academic skills like reading, writing, and research.
The curriculum then moves into the 1800s, focusing on the life of Frederick Douglass and the fight for equality during and after the Civil War. Students explore the impact of the 13th, 14th, and 15th Amendments and examine how they failed to expand rights for all, especially women. This leads into the Women’s Suffrage Movement, during which students research and create
children’s books to teach younger students about the fight for voting rights. The year ends with a study of the Civil Rights Movement, focusing on Dr. Martin Luther King, Jr., as students continue to reflect on how the ideal of equality has been pursued — and challenged — throughout American history.
TEXTS
• The Life of Frederick Douglass: A Graphic Narrative of a Slave’s Journey from Bondage to Freedom. David F. Walker. Ten Speed Press.
• With Courage and Cloth: Winning the Fight for a Woman’s Right to Vote. Ann Bausum. National Geographic Children’s Books.
• A Time to Break the Silence: The Essential Works of Martin Luther King, Jr. for Students. Martin Luther King, Jr., Beacon Press.
GRADE 8 ANCIENT HISTORY (FULL YEAR 5/6)
The eighth grade Ancient History course seeks to provoke each student’s interest in the origins of western civilization, and explores the impact of Greek and Roman civilizations on our own American experience. To facilitate the fulfillment of these goals, high priority is given to cooperative learning, the development of strong reading skills, productive note-taking and research skills, and the ability to write analytically and persuasively. Focus is also given to the development of a variety of studying and test-taking techniques.
The Ancient History curriculum complements that of the Language Arts and Latin departments to explore coordinated curriculum opportunities, which utilize students’ varying interests and strengths. Examination of Greek and Roman culture, warfare, and government expose students to the themes and ideas representative of life in the ancient Mediterranean world, and connections are drawn between ancient democracies and the Republic of the United States.
TEXTS
• The Greeks: An Illustrated History. Diane Harris Cline. National Geographic.
• The Romans: From Village to Empire: A History of Rome from Earliest Times to the End of the Western Empire, 2nd Edition. Mary T. Boatwright, Daniel J. Gargola, Noel Lenski, Richard J. A. Talbert.
MODERN AND CLASSICAL LANGUAGES
The Middle School Modern and Classical Languages Department consists of three language offerings: French, Spanish, and Latin. When students enter the Middle School, they choose between French and Spanish. In eighth grade, Latin is added to the schedule. Our program focuses to a large extent on developing reading, writing, listening, and speaking skills in the target language. Teachers also incorporate rich cultural experiences through lessons, projects, festivals, and global trips.
GRADE 5 FRENCH OR SPANISH (FULL YEAR 5/6)
Students are offered a proficiency-driven program in print and in digital format aligned with The American Council on The Teaching of Foreign Languages (ACTFL). It is designed for children and is truly communicative and culturally immersive. Vocabulary and grammar are presented in an accessible, age-appropriate way. High-quality videos, audio, and songs are also part of the experience. A project-based approach with cultural elements is also integrated throughout each unit.
In Spanish, students follow Alba y Gael in order to learn about daily life in a Spanish-speaking country; they visit Gael’s home, join his birthday party, and learn about his extracurricular activities.
In French, students follow the Cousteau family, utilizing greetings and salutations and discussing daily life. In addition, students learn about transportation and all things related to a home.
The ultimate goal is to develop a comfort in our students’ speaking and writing skills as they move on to increased rigor in the next level of their language-learning journey.
GRADE 6 FRENCH OR SPANISH (FULL YEAR 5/6)
As students graduate to the sixth grade curriculum, grammar is introduced in tandem with simple vocabulary themes such as classroom objects, the calendar, weather, seasons, higher numbers on the number line, time, and school subjects.
Throughout the remainder of the year, the daily life of a typical French- or Spanish-speaking teenager provides the core of the cultural content of the course, with units on schools, leisure activities, and sports. In addition to these themes, geography, holidays, and famous people are explored, as well as art, music, and cuisine. These themes are woven into the grammatical content of the course as the students begin to attack more complex concepts, including question formation, contractions, adjective agreement, the near future tense, the use of the infinitive, and more.
Students will engage in a dialogue project, a poster project, iPad presentations, and brief writing assignments. These activities provide a creative vehicle for using the vocabulary and structures reinforced daily through verb and vocabulary assignments, workbook exercises, and worksheets. This work also fosters the exploration of French- or Spanish-speaking cultures.
Classes are instructed in the target language. Faculty teach vocabulary through pantomime, dramatizations, SmartBoard activities, props, photos, and songs. Learning depends largely on active student engagement in lessons.
Thus, the physical involvement of the student — for example, coaching him to make exaggerated gestures when learning the pronouns — is a key element, especially initially. Further, in evaluating students’ progress, teachers give significant weight not only to quizzes/tests and writing assignments, but also to the quality and frequency of student contributions to oral discussions through fullsentence responses, questions, or comments.
GRADE 7 FRENCH OR SPANISH (FULL YEAR 5/6)
Intermediate language study continues to develop the four language skills — reading, writing, speaking, and listening — while broadening the cultural themes introduced in sixth grade. After a review of the previous year’s grammar, students acquire mastery of new irregular verbs and stemchanging verbs. Possessive adjectives, the past tense, object pronouns, and an in-depth look at articles form the core of the grammar curriculum. Likewise, students explore a wide variety of other concepts, expanding on phonics, the negative, adjective agreement, and question formation. Study skills are continually emphasized, with increasing student independence as a goal.
In French/Spanish 7, culture acts as the vehicle for presenting grammar and vocabulary. The theme of teenage life is expanded to the entire family. Other topics include music, geography, meals, shops, and neighborhoods. Practical situations, such as buying groceries, ordering in a restaurant, and receiving guests, are also included. Again, these themes provide opportunities for projects, iPad presentations, and writing assignments that supplement the daily practice.
In the classroom, teachers continue to present material predominantly in the target language and encourage several full-sentence contributions from each student daily. The use of visual aids continues; however, whereas the visual mode is the fundamental characteristic of the sixth grade classroom, students are expected to become less dependent on visuals as their listening comprehension increases. Dialogues, movies, media, and popular songs are vehicles for promoting listening comprehension, and students tackle increasingly complex readings.
The ongoing development of sound study skills, which a student can bring to all disciplines, remains a constant throughout the course.
GRADE 8 FRENCH OR SPANISH (FULL YEAR 5/6)
In French/Spanish 8, language students continue to expand and refine their proficiency in the four language skills. After a thorough review of the seventh grade curriculum, the class will pursue the effective use of the past tense, interrogative constructions,
and demonstratives. French students will also study the imperfect, while Spanish students will simply be introduced to it. In Spanish, the boys study the accent rules so that they can determine whether a word requires an accent when a syllable is added to its end. This might involve adding an -es to a noun or a pronoun to a command, an infinitive, or a present participle. Eighth grade language students strive to master the negative and indefinite words, adjective agreement, commands, demonstratives, and question formation to expand their language skills.
Students continue their studies of the cultures of French- and Spanish-speaking peoples. Studies include monumental cities, modes of transportation, and travel. Complementing these themes, teachers may also design units based on literature, history, art, music, science, or math, and students may choose to research topics of personal interest. By using the target language to learn about a myriad of topics, students expand their language proficiency. The French 8 students explore the city of Paris, modes of transportation, the life of Charles de Gaulle, and a unit on the cinema. They also may explore the music of La Marseillaise, a movie such as “Au Revoir les Enfants,” Impressionist art, the French monarchy, or Gothic architecture. Similarly, Spanish 8 students may explore indigenous cultures, current political systems in the Spanish-speaking world, ecotourism, the encounter between Spain and the Americas, Picasso, Dalí, Velásquez, Rivera, Orozco, and Siqueiros, and more.
These complementary themes often form the basis for more sophisticated writing tasks. Teachers work to help students hone their composition, creative expression, and critical thinking skills.
In addition, as in previous levels, the quality and frequency of classroom participation are paramount to student progress.
RESOURCES FOR ALL FOUR YEARS
• Teacher-generated Canvas pages
• Duolingo (duolingo.com)
• Quizlet (quizlet.com)
• WordReference.com (wordreference.com)
• D’accord!, Vista Higher Learning Supersite (an online, interactive text and hard copy text), and paperback consumable workbook
• Descubre 1, Vista Higher Learning Supersite (an online, interactive text and hard copy text) and paperback consumable workbook
• Klett World Languages (an online interactive and hardcopy text) and paperback consumable workbook
GRADE 7/8 SPANISH PREP (FULL YEAR 5/6)
Available to seventh or eighth graders new to Gilman, this course is designed to provide a springboard for students to join their peers in grade-level classes as eighth or ninth graders. This course operates in a faster speed; however, due to the small group setting, students are able to learn the material with tremendous support and success.
All eighth graders are required to take one year of Latin. Those who opt to continue with Latin in the Upper School will find this course a useful introduction to more advanced studies. Those who choose to study a different language in the Upper School will nevertheless benefit from the rich content of vocabulary, cultural background, and language skills acquired during the course of the year.
GRADE 8 INTRODUCTORY LATIN (FULL YEAR 5/6)
Eighth grade Latin is an introductory course that familiarizes students with the basic grammar, vocabulary, and translation skills of the Latin language. Students learn the principal forms of verbs, nouns, and other parts of speech, and then put these forms into practice through reading and translating Latin. Over the course of the year, they will build up a vocabulary of more than 350 of the most frequently used Latin words. They will also become familiar with reading progressively longer passages about families in Pompeii and Roman Britain.
The scope of the Middle School Latin program goes well beyond the language itself. The text integrates grammar and syntax, vocabulary, and the culture of ancient European civilizations that remain part of our heritage today. The eighth grade curriculum is also designed in such a way that Latin reinforces the material that students are learning in other subjects. Frequent activities on topics of Roman art and culture complement the timeline of Roman events that students examine in their Ancient History class. The learning of Latin vocabulary strengthens the comprehension of English vocabulary
from classical roots which is an integral part of Language Arts. The Language Arts reading list also introduces students to classical mythology and literature; these topics are then expanded upon in Latin. In reading about the Pompeian family, students broaden their Latin vocabulary and demonstrate an understanding of the perspectives of ancient culture as revealed in the practices of the people.
Furthermore, the very skills that are acquired in Latin — grammar, vocabulary, sentence structure, and translation — are the same skills that must be applied to the study of Modern Languages. Because it is the historical root of all the Romance Languages, Latin provides an invaluable basis for the study of French and Spanish. Students in Latin use their knowledge of vocabulary, grammar and syntax, mythology, and history in order to improve their language abilities, as well as to draw connections between ancient traditions and those of modern day.
TEXTS
• Cambridge Latin Course Units 1 and 2 (Stages 1–20) (iBook).
TALK
The intent of the Talk curriculum is to provide a structured program of human values education and a forum for discussion of issues related to positive human interaction and constructive community involvement.
In all grades, course objectives include:
• linking the student, the school, and the family in ways that reinforce the importance of mutual respect, open communication, and adult-child understanding
• enhancing each student’s self-concept and his understanding of how he can best relate to the world around him
• appreciating and affirming the uniqueness of each individual and the diversity of our community
• developing in each student ethical futures in his decision-making
GRADE 5 TALK (FULL YEAR 1/6)
The Talk class is Gilman’s signature social-emotional learning (SEL) course designed to support boys in their transition to Middle School. Through a blend of largegroup lectures and small-group sessions, students explore a range of age-appropriate topics that lay the foundation for strong emotional health, self-awareness, social connection, and responsible decision-making.
Grounded in core counseling practices and aligned with national SEL standards, the program promotes open dialogue, identity development, and communitybuilding. Topics include friendship, emotional regulation, empathy, healthy communication, peer pressure, conflictresolution, puberty and the brain, and self-leadership. Each session is designed to be interactive, engaging, and tailored to the developmental needs of fifth grade boys.
By the end of the year, students will have a deeper understanding of themselves, their relationships, and the Gilman values of integrity, respect, and responsibility — equipping them with the tools to thrive socially and emotionally as they move through Middle School.
GRADE 6 TALK (FULL YEAR 1/6)
In groups of no more than 10 students with a teacherfacilitator, this course addresses the issues young adolescents are faced with in today’s society and in the Gilman community. The principal issues and concepts discussed are: honesty and honor; communication; the interaction of children and adults; individual and collective integrity and responsibility; human development; peer relationships and pressures; jealousy and bullying; temptations, choices, decisions, and consequences; self-concept and self-discipline.
GRADE 7 TALK (FULL YEAR 1/6)
The general objective for this class is to encourage students to develop positive human values and to become constructive participants in their communities. Specific topics include the following: group dynamics, self-concept development, parent-child interaction, relationships, discrimination and prejudice, the decisionmaking process, substance abuse prevention, human reproduction and development, and school issues. The class encourages students to make well-considered, positive choices in their lives.
GRADE 8 TALK (FULL YEAR 1/6)
In groups of no more than 10 students with a teacherfacilitator, this course addresses some of the issues that adolescents face as they complete their final year in Middle School. While many of these topics — such as values and decision-making, drug and alcohol awareness, and relationships — sound familiar, this class focuses through the lens of supporting eighth graders in their position as leaders of the Middle School who are soon to transition into the Upper School.
The course is designed to challenge students regarding the attitudes they take, the decisions they make and the ways that they relate to peers, faculty, adults, and younger students. Students will learn to distinguish between a “right vs. wrong” decision and a “right vs. right” decision; i.e. a true ethical dilemma. Dilemma analysis and dilemma resolution are explored using real-life situations the boys are likely to encounter. Issues of transition, both into their role as eighth graders as well as the challenges of transitioning into Upper School, will also be a significant part of the course.
VISUAL ARTS
The Visual Arts curriculum provides opportunities for students to articulate their ideas through various mediums. In addition to making works of art, students learn how to critique, analyze, and interpret visual artifacts. With lessons that build upon concepts and skills across grade levels, students develop and strengthen habits for sustained focus, imagination, observation, and articulating their decision-making process. The art studio provides an atmosphere where students of all abilities can learn from each other, discover something about themselves, and create work that reflects their time and place in this world. Students in grades 5 through 7 take Visual Arts for a trimester. In eighth grade, boys may elect to take Art as a yearlong elective.
GRADE 5 ART (TRIMESTER 5/6)
Lessons at this level are designed to foster artistic habits in students for years to come. They will maintain a sketchbook for journaling, planning ideas, and frequent drawing exercises. Imagery from art history and contemporary sites is utilized as a reference in developing their work. Students create informed projects that focuses on skill-building and nurtures their creative ideas.
GRADE 6 ART (TRIMESTER 5/6)
Sixth grade art students will learn to visualize and express their ideas through various mediums, including watercolor, oil pastel, and acrylic paints. Emphasis is placed on observation, creative ideas, abstraction, color theory, and proper techniques when working with art tools. Students will maintain a sketchbook for drawing, writing, and the development of class projects and homework assignments. Students who aspire to develop their interests in art further can work in the Art room during study hall periods throughout the year to engage in advanced lessons and projects.
GRADE 7 ART (TRIMESTER 5/6)
Seventh grade art students will enhance their criticalthinking skills by observing their visual world closely. They are encouraged to document their observations using a camera and then using those images as a reference for their work. Students strengthen their communication skills by expressing ideas and perspectives verbally, in written form, and through the interpretation and creation of art. Personal sketchbooks are used to explore drawing, writing, and the development of class projects. Students who aspire to further grow their interests in art can work in the Art room during study hall periods throughout the year to engage in advanced lessons and projects.
GRADE 8 ART ( YEARLONG ELECTIVE 2/6)
This course is designed for motivated art students considering the Studio Art track offered in the Upper School, allowing them to explore art and artmaking on an appropriately sophisticated level. Students will be presented with rigorous and engaging lessons focusing on portraiture, perspective, and observational still-life studies using pastels, acrylic paint, and other traditional drawing mediums. Students will begin to create art that results from careful observations and introspection. Students must keep a sketchbook for ideas, class notes, and homework assignments.
DESIGN & WOODWORKING
The Middle School Design & Woodworking program is a multi-year continuum of lessons and activities designed to stimulate a coordinated effort of the mind and hand to solve concrete problems through a combination of creative artistry and practical considerations.
The physically active, hands-on approach to the work provides a much-needed change of pace in the students’ lives. But of equal importance is the way in which this field of work is inherently interdisciplinary. It naturally integrates information and skills the students are learning elsewhere in their schooling. For instance, from the field of fine arts, students draw from the basic elements of design — line, shape, form, color, texture, and value — as well as the principles of design — unity, balance, rhythm, and focal point. Issues of form versus function are also frequently discussed in the design projects. Mathematics is used extensively in woodworking, including the addition of mixed fractions, algebraic concepts, and the Pythagorean theorem. From science, students draw from classic Newtonian physics, the laws of thermodynamics, friction, mass and density, levers, rotational forces, and the physical properties of materials. Students study the cellular structure of wood in order to understand how that dictates the way wood behaves when they work with it. And chemistry is used when the class discusses glues, stains, finishes, and solvents. Finally, social studies enter in when we discuss the industrial revolution and the impact of technology on the culture and on the craft, or when they build something in an earlier cultural style, such as a Shaker stool.
GRADE 5 DESIGN & WOODWORKING (TRIMESTER 5/6)
Fifth grade boys take on projects that involve handheld power drills, the chop saw, and the drill press, continuing to build on skills they developed in the Lower School’s D&W program. As their primary project, the boys create, assemble, and wire the components of a lamp — a longstanding D&W tradition for more than 40 years. This project requires students to learn and review various skills, from developing an even taper or chamfer with a file to effectively gluing and clamping pieces of wood and attaching wires to a switch. With supervision, they use the drill press to bore holes in the base of the lamp. Before assembling the lamp, they sand each piece thoroughly to achieve a refined appearance for their finished project. Students may also utilize a bench plane to smooth the sides of their tower, which makes up the middle section of the lamp.
GRADE 6 DESIGN & WOODWORKING (TRIMESTER 5/6)
The sixth grade course is designed to accommodate a variety of backgrounds. The curriculum is a stimulating introduction to the process of design and creative problem-solving. Each project will require students to develop their ideas through note-taking and drawing. Students will learn about the nature of wood and the safe, proper use of hand tools and machinery. Past notable projects have included the exciting, two-story egg-drop challenge, a wooden spindle top, a rubber-band car, and whirligigs. Safety is also a big component of the D&W curriculum; the students are slowly introduced to the use of power tools by learning how to operate the drill press and band saw. All students watch short instructional videos on both the use of machine tools as well as some hand tools that are used in the shop.
A student’s final grade is based on his effort, participation, peer cooperation, and behavior, as well as the final product.
GRADE 7 DESIGN & WOODWORKING (TRIMESTER 5/6)
Emphasis in this course is on the creative and problemsolving aspects of the design process, and on cooperation and teamwork. Students use the basic elements of design — line, shape, form, color, texture, and value — and the principles of design — unity, balance, rhythm, and focal point — to generate aesthetically pleasing compositions with their project.
In addition to learning about the elements and principles of design, the seventh graders learn many practical applications of math, including geometry, addition, subtraction, division, and multiplication of mixed fractions. In exploring the function of the design, students make calculations and decisions about issues of form versus function. Safety is also a big component of the D&W curriculum; the students watch short instructional videos on the various machine tools used in the shop.
A student’s final grade is based on his effort, participation, peer cooperation, and behavior, as well as the final product.
In this course, the eighth graders will learn how to develop a scale drawing that they will use to build their projects. They will also learn the classic mortise and tenon technique to join wood without using nails or screws. Each student will learn how to operate a wide variety of tools like the table saw, power miter saw, router, hand saw, planer, mortise press, and palm sander. Finally, the boys will complete their projects by sanding and applying a fine oil finish.
GENERAL MUSIC
The General Music program is designed to engage students in music appreciation, literacy, composition, and musicmaking. Specific musical concepts (dynamics, tempo, timbre, rhythm, meter, melody, harmony, compositional form, texture, and genre) are taught through classroom and computer instruction, playing, listening, reading, and participating in individual and group projects.
Those with a special interest in singing have the opportunity to participate in one of the Middle School choral groups. The Middlemen is a large chorus whose primary goals are to sing in a blended-voice choral setting, to build confidence and camaraderie, and to sing at school functions throughout the year. The Middle T’s is a smaller, select group of singers and is open to interested Middlemen members by audition.
GRADE 5 GENERAL MUSIC (FULL YEAR 2/6)
Students build on musicianship skills taught in the Lower School, including singing and rhythmic accuracy (in the playing of instruments and in musical notation). Fifth graders approach music writing and performance work collaboratively. Finally, they explore a variety of instruments — chimes, keyboards, drums, and metallophones, to name a few. The class plays these instruments in a variety of styles and modalities, emphasizing exploration over specialization.
GRADE 6 GENERAL MUSIC (FULL YEAR 2/6)
Students work together this year to build a stronger understanding of the elements of music. They learn how to analyze rudimentary song forms and grow their appreciation of musical compositions through analysis. Sixth grade students explore music-making as a class through the study of drumming and keyboard. In addition, the class applies software programs such as GarageBand to hone composition skills.
GRADE 7 GENERAL MUSIC (FULL YEAR 2/6)
Students are exposed to a variety of music styles, including jazz, classical, and non-western music. They learn how to analyze the chord structure of songs and work with software programs such as GarageBand to create individual compositions. Seventh grade students enrich their understanding of various styles of music production through the analysis of instrumentation in different genres of music. In addition, students work as a team to develop performance skills through the study of keyboard and drum circles.
GRADE 8 MUSIC: MASTERWORK ANALYSIS/ COMPOSITION (FULL YEAR 2/6)
Students work together this year to build a stronger understanding of the elements of music. Eighth graders explore concepts such as dynamics, timbre, texture, and style through classroom instruction, singing, playing, listening, and group work. Students study several masterworks and will attend a BSO symphony concert featuring those works. They will also prepare a project relating to the composer, composition, or instruments used in the concert.
RISS
GRADE 5 READING, INFORMATION, AND STUDY SKILLS (RISS) (TRIMESTER 5/6)
RISS is a trimester-long course designed to support the academic growth of fifth grade students as they transition into Middle School. This class offers students a valuable opportunity to engage in sustained independent work during their busy school day, helping to build stamina, foster a love of reading, and encourage thoughtful book selection.
In addition, students will explore the foundational elements of research by learning how to locate, evaluate, and use information effectively within the library setting. Emphasis will be placed on responsible research habits, including how to create accurate citations.
The study skills portion of the course will introduce students to essential executive function strategies such as organization, time management, and note-taking, all tailored to support their success at Gilman and beyond. Through a blend of reading practice, research instruction, and practical study habits, RISS equips students with the tools they need to become more independent, confident learners.
DRAMA
GRADE 6 DRAMA (TRIMESTER 5/6)
Drama is a course that teaches the fundamentals of the theater arts. Throughout the trimester, students study, practice, and engage in many facets of dramatics. Students are given the opportunity to experience this unique art form and to learn the basic terms and techniques involved in theater. All of this occurs while broadening general experience with public speaking, physical performance, and group cooperative skills.
During this course, students study pantomime, improvisation, characterization, voice, and scriptwriting while participating in a variety of “performing” activities, ranging from one-person scenes to group skits. Within class-period rehearsals, students develop most of the material presented. The course culminates with a limited production of a student-written script. Parents are often invited to see this final project. Students will present their short movie project at the end of the trimester.
Students who have a special interest in the theater arts have the opportunity to participate in either (or both) of two full-scale dramatic productions during the school year: a play produced on Gilman’s campus and a musical produced at Roland Park Country School. The course is not prerequisite to a student’s involvement in either show.
LEADERSHIP
GRADE 7 LEADERSHIP (TRIMESTER 5/6)
How do we define leadership, and what skills do effective leaders need? This seventh grade course introduces the concept at an essential juncture in the Middle School curriculum. Students examine a variety of definitions and models of leadership in theory and practice, from historical ideas and personages to notable modern-day individuals and examples. Potential course material includes analyses of benefits and drawbacks to different leadership styles such as transactional, visionary, laissez-faire, coaching, and more; creative situational skits enacting various leadership models; debates on concepts from writers such as Plato and Niccolò Machiavelli; and student-led skill or specialized knowledge-based lessons.
In concurrence with this intensive work, students also strengthen their public speaking skills with frequent opportunities to deliver brief presentations and receive feedback on voice control and volume, facial expressions, physical comportment, gestures, and techniques to establish strong audience rapport. This course strengthens the students’ communication skills in a formal setting and instills the foundation for a deeper understanding of leadership’s complexities, challenges, and rewards.
JOURNALISM
GRADE 8 JOURNALISM (FULL YEAR 2/6)
The eighth grade Journalism course is a practicum in which students will be introduced to styles of journalistic writing (news, feature, op-ed) and publishing design. In addition, the class will work together to write, edit, and publish a student newsletter. Students will write articles of many modes — including a unit in sports writing — and gain a working knowledge of print journalism through experience and analysis of actual newspapers and news writers. Central requirements of this course include the daily reading of The Baltimore Sun (or other newspaper) and the factgathering, writing, editing, and designing of articles between class meetings.
