MONTGOMERY COUNTY PUBLIC SCHOOLS

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MONTGOMERY COUNTY PUBLIC SCHOOLS

ROCKVILLE, MARYLAND

Guide to the

MIDDLE SCHOOL

Program

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VISION

A high-quality education is the fundamental right of every child. All children will receive the respect, encouragement, and opportunities they need to build the knowledge, skills, and attitudes to be successful, contributing members of a global society.

Board of Education

Ms. Shirley Brandman

President

Mr. Christopher S. Barclay

Vice President

Dr. Judith R. Docca

Mr. Michael A. Durso

Mr. Philip Kauffman

Mrs. Patricia B. O’Neill

Mrs. Rebecca Smondrowski

Mr. John Mannes

Student Member

School Administration

Dr. Joshua P. Starr

Superintendent of Schools

Mr. Larry A. Bowers

Chief Operating Officer

Dr. Beth Schiavino-Narvaez

Deputy Superintendent of School Support and Improvement

Dr. Kimberly A. Statham

Deputy Superintendent of Teaching, Learning, and Programs

850 Hungerford Drive

Rockville, Maryland 20850

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Introduction . . . .ii

Welcome to Middle School . . . .1

Middle School Reform . . . .3

Middle School Instructional Overview . . .4

Maryland School Assessment (MSA) . . . 4

Mathematics . . . 5

English For Speakers of Other Languages (ESOL) . . . 6

METS . . . 6

Academic Language . . . 6

Special Education Instruction . . . 7

Section 504 . . . 7 Registration . . . 7

School Programs . . . .8

Alternative Programs . . . 8 Comprehensive School Counseling Program . . . 8

Extended Learning Opportunities . . . 8

MCPS Special Programs . . . .9

World Language Immersion . . . 9

International Baccalaureate/ Middle Years Programme . . . 9

Magnet Programs . . . 9

Middle School Magnet Consortium . . . . 9

General Middle School Information . . . . .10

Grading and Reporting . . . .10

Academic Eligibility . . . .10

Extracurricular Activities . . . .10

Interscholastic Sports . . . .10

Health Forms Documentation . . . .10

George B. Thomas, Sr. Learning Academies “Saturday School” . . . .10

School Safety and Security . . . .10

Planning for the Future . . . .11

High School Credit in Middle School . . .11

Maryland Diploma Requirements . . . . .12

MCPS Graduation Requirements at a Glance . . . .12

Student Service Learning (SSL) . . . .12

Assessment Requirements . . . .12

Grade 6 . . . .13

English . . . .13 Mathematics . . . .13 Reading . . . .14 Science . . . .15 Social Studies . . . .15 Physical Education . . . .16

Comprehensive Health Education . . . . .16

Outdoor and Environmental Education . . . .16

Grade 7 . . . .17

Grade 8 . . . .21

Electives . . . .24

World Languages . . . .24 Music . . . .24 Chorus . . . .24 Instrumental Music . . . .25 AVID . . . .25 Art . . . .26

Family and Consumer Sciences . . . .26

Computer Science . . . .26 Multimedia and Visual Communications . . . .27 Technology Education . . . .27 Theatre . . . .27 Expansion Courses . . . .28 Expansion Pathways . . . .30

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Introduction

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his booklet is designed to provide an over-view of the Montgomery County Public Schools (MCPS) middle school program. The format for this document includes a general description of middle schools and a grade-by-grade description of courses that students will take in Grades 6, 7, and 8 as well as a description of the electives, after-school, and special programs that may be available to students during their middle school experience. Some local schools have also developed a course booklet that lists the courses, programs, and activities offered in their schools.

“A high-quality education is the funda mental right of every child.”

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Welcome to Middle School

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iddle school education prepares students academically for high school, college, and the workplace. All students have the opportunity to reach their academic potential and develop to analyze information, pose problems and seek solutions, persevere, collaborate, and take responsibility for their own learning. According to This We Believe, published by the National Middle School Association, effective middle schools have—

■ a shared vision;

■ educators who are committed to young adolescents; ■ a positive school climate;

■ an adult advocate for every student; ■ family and community partnerships; ■ high expectations for all;

■ a challenging and exploratory curriculum; ■ varied instructional practices;

■ assessments and evaluations that promote learning; ■ health, wellness, and character education programs; ■ comprehensive guidance policies and support services; ■ seamless vertical articulation; and

■ a belief in the synergistic value of the team.

These core areas, the characteristics of an effective middle school outlined in This We Believe, and the elements of the MCPS Middle School Reform Initiative are all aligned with one another and specify those areas that are critical to a high-quality middle school educational program.

Seven Keys to Career and College Readiness

MCPS middle school leaders believe that the middle years are pivotal in defining every child’s academic, social, and emotional development and in determining their future success. Our adoles-cent learners are faced with ever-increasing challenges in their lives and in the world around them; therefore, we must provide an edu-cational program that both meets their unique needs and prepares them to be competitive in high school, college, the workplace, and in our global society.

The middle school experience is integral to the adolescent learner’s success. The use of technology is another component of the Middle School Reform Initiative plan that engages students in their learning. Many middle school classrooms are equipped with interactive technology that enhances instruction. The use of this technology involves students in the lesson, providing a hands-on instructional tool that provides real-life information to support les-sons and assess student learning. All middle schools offer rigorous and challenging academic programs, elective courses, sports and extracurricular activities, and special programs to address the aca-demic, social, and emotional characteristics of early adolescents. In addition, guiding principles that can be found in all middle schools include—

■ ensuring a safe and supportive school environment,

■ creating a caring adult-child mentoring relationship for every student, and

■ developing a cooperative parent-school communication system.

The Seven Keys are a pathway identified by MCPS that will increase the likelihood of students being ready for college and earning a degree. These Seven Keys are sig-nificantly more demanding than the state requirements for earning a high school diploma. This is intentional, as students who meet only state high school graduation requirements may not be prepared to take and do well in college-level classes. Students who attain the Seven Keys are less likely to need remedial classes and are more likely to be ready for college and the workplace, where competi-tion for jobs is high. Some students will attain the Keys with the special services and accommodations they receive through their educational plans. Our children are unique, and how quickly or how much they progress will vary. Attaining all Seven Keys does increase the likelihood of a student being ready for college, but missing a Key does not close the doors to college for any student.

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Welcome to Middle School

Community Engagement and

Communication

As reflected in the MCPS Strategic Plan, Our Call to Action: Pursuit of Excellence, it is an academic priority to strengthen family-school relationships and continue to expand civic, business, and com-munity partnerships that support improved student achievement. Research has demonstrated that family and community involve-ment increases student achieveinvolve-ment. Therefore, it is important that parents receive information that enables them to be knowl-edgeable about curriculum and instructional programs in order to make informed decisions about their children’s education.

How Parents Can Help

You want your child to succeed in school and in life. There are many ways to encourage him or her to achieve. The following are some of the many ways you can help your child get the most out of middle school:

■ Set high expectations for your child. Make it clear that school should be a top priority.

■ Encourage your child to complete challenging work.

■ Dedicate at least 15 minutes each day to talking with your child and reading with him or her.

■ Provide a quiet place for your child to study. ■ Help your child with his or her homework.

■ Limit the amount of television your child watches and discuss the programs.

■ Limit the amount of time your child spends playing video games.

■ Monitor your child’s Internet, social networking, and cellphone/ texting activities.

■ Volunteer to help with school activities.

■ Talk with your child’s teachers regularly about your child’s progress.

Adapted from A Parent’s Guide to Achievement Matters Most, Maryland State Department of Education.

Website

Each middle school has an individual website. Please visit the MCPS website, www.montgomeryschoolsmd.org, and the Middle School Instruction and Achievement website, www.montgomery schoolsmd.org/curriculum/middleschool/. Both sites contain valuable information about the school system and other pertinent informa-tion about middle school.

Edline: The classroom-to-home communication system, Edline, provides parents and students with a secure environment in which to find information about student progress and grades. Parents and students can access this password-protected classroom-to- home communication system via the Internet 24 hours a day.

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Middle School Reform

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ontgomery County Public Schools (MCPS) began a systematic reform effort in 1999 that focused on improving the skills and performance of our elementary and high school students. MCPS then focused its resources on middle schools through the Middle School Reform Initiative. The goal of this initiative is to effectively meet the diverse needs of middle school students by providing a rigorous and challenging middle school academic program that improves teaching and learning, prepares students for rigorous high school standards, and promotes continuous improvement in all middle schools. The Middle School Reform Plan was developed with the belief that all middle school students deserve access to and support with rigorous content and instruction.

The MCPS Seven Keys to College Readiness program sup-ports the plan by emphasizing the importance of providing all students with access and opportunity to engage in rigorous and challenging instruction. In the reform plan, the engage-ment and access are furnished through effective instructional practices, revised core and elective courses, and technology. There is a specific focus on addressing the achievement gap of African American and Hispanic students.

This comprehensive Middle School Reform Initiative is based on six goal areas: Leadership and Professional Development; Curriculum, Instruction, and Assessment; Extended Learning Opportunities; Organizational Structures; Human Resources; Parent/Community Engagement; and Communication. Each of these research-based areas was identified as a critical com-ponent of educational reform and directly impacts increased student achievement. Each goal area has actions that are implemented to support attainment of the goal. This initiative aligns with the goals and priorities of the MCPS Strategic Plan, Our Call to Action: Pursuit of Excellence. It is a part of the MCPS comprehensive reform efforts to improve academic perfor-mance and eliminate the achievement gap in MCPS. These reform efforts initially were focused on elementary and high schools.

The Middle School Reform Initiative is designed to prepare middle school students to meet the academic standards required for high school and college success. The plan high-lights three themes:

(1) Adolescent learners,

(2) Engaging and rigorous instruction, and (3) Collaboration.

The MCPS Middle School Reform Initiative is a comprehensive plan designed to effectively meet the diverse needs of middle school students. In FY 2008, the plan was fully implemented in five Phase I middle schools—Benjamin Banneker, Roberto W. Clemente, Montgomery Village, Sligo, and Earle B. Wood. In FY 2009, it was fully implemented in six Phase II middle schools—Eastern, Newport Mill, Tilden, Shady Grove, Silver Spring International, and White Oak. In FY 2009, the plan was partially implemented in four Phase II middle schools— Gaithersburg, Col. E. Brooke Lee, Martin Luther King, Jr., and Julius West.

All middle schools are implementing selected components of the initiative, which include the following:

■ Advanced courses in English, social studies, and science. ■ Modified unit and formative curriculum assessments. ■ Comprehensive MSR professional development on the

adoles-cent learner and rigorous instruction.

■ Extended Learning Opportunities (after-school and summer; support and enrichment courses).

■ 21st century interactive classroom technology.

■ Principal Toolkit to enhance two-way communication and parent/community engagement.

■ Parent Academy workshop, focused on middle school priorities. ■ Study Circles, focused on race and equity.

■ Sharing of practices, processes, and structures among middle school principals.

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Middle School Instructional Overview

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CPS middle schools set high expectations for student performance by implementing educational experiences that ensure rigor to maximize the learning potential of all students. While each school establishes its own daily schedule and unique experience/ activities/programs that extend middle school students’ learning, the information in this booklet describes the common components of all middle schools.

MCPS is committed to providing the best possible transition from elementary to secondary education for your child. The emphasis of the Grade 6 program is on academic achievement and includes considerable emotional and social support to help students adjust to the middle school program. There are opportunities within and beyond the school day for students to have increased instructional time for intervention support and enrichment.

MCPS provides a continuum of accelerated and enriched instruc-tional opportunities at the middle school level. All schools offer the accelerated and enriched instruction built into the MCPS cur-riculum. Advanced-level courses for English, science, and social studies offer additional opportunity for acceleration and enrich-ment to all students who demonstrate the ability, potential, or motivation to attempt this challenging course of study.

Middle schools usually are organized into teams. The team struc-ture ensures a comfortable, nurturing, and challenging environ-ment for the students who comprise each team.

Some middle schools plan an advisory period for students as an opportunity to meet in small groups with one of their teachers. The advisory program gives students a way to make and nurture meaningful relationships with teachers and peers. Students may engage in peer discussions on a reading assignment under the direction of the teacher, while other students may use this time for reteaching or re-assessing opportunities. The focus of the period varies by school.

Board of Education Policy IKB affirms “Homework is considered beneficial and important in a student’s overall program. Teachers only assign homework that is related to the curriculum.” Accord-ing to the Homework Procedures for Grades 6–12, there are two categories of homework—homework checked for completion and homework evaluated for learning. Homework checked only for completion may account for a maximum of 10 percent of the marking-period grade. Homework evaluated for learning counts toward the remaining portion of the marking-period grade. The homework procedures require that teachers determine and com-municate the extent to which the two categories of homework count toward the marking-period grade. In addition, timely and meaningful feedback on both types of homework will be provided and may take various forms.

It is our goal to have all MCPS students reading at or above grade level. During the school year, all middle schools administer the reading assessment Measure of Academic Progress in Reading (MAP-R) to provide teachers and families with information about each student’s progress in reading. MAP-R measures a student’s

individual reading achievement and provides information about student growth over time. It is administered to all students in Grades 6, 7, and 8. This assessment provides common data points to use as students articulate from one grade level to another, and assists in supporting instructional and program decisions for students.

Students who have been identified as needing additional support have several options in the areas of reading and mathematics. Spe-cial reading programs are provided during a period of reading sup-port. Students may have the opportunity to take a second period of mathematics to support their comprehension and application of the mathematics curriculum.

Special reading programs are integrated into the curriculum to provide students with additional rigor. The William and Mary language arts program and Junior Great Books program (described below) are part of the acceleration and enrichment opportunities through the English curriculum.

The William and Mary language arts curriculum is an integrated program of study that emphasizes four strands of language arts instruction: (1) literature, (2) writing, (3) oral communication, and (4) language study. The program is designed with a strong emphasis on higher-level thinking and concept development and research within the language arts and across disciplines. The program aligns with the Maryland Content Standards and provides a high level of rigor and challenge. It also prepares students for Honors and Advanced Placement coursework in high school. Junior Great Books is a strong, inquiry-based language arts pro-gram that refines and extends students’ skills in reading, thinking, and communicating. The use of Junior Great Books stories with Shared Inquiry Discussion is integrated into the middle school instructional guides. Additional Junior Great Books experiences may be used to complement the English curriculum, providing students with a variety of challenging text selections. The Junior Great Books inquiry model of questioning, discussing, and writing supports the Maryland Content Standards for reading and writing.

Maryland School Assessment (MSA)

Middle school students are expected to take a full complement of state tests at each grade level. In response to federal legislation No Child Left Behind, the state has scheduled an end-of-year summa-tive assessment program—the Maryland School Assessment (MSA) —for students in Grades 6–8. Assessments are administered annually in the spring and measure students’ achievements in reading and mathematics. Schools and subgroups of students must meet the Annual Measurable Objective (AMO) each year in order for each school and the school system to meet required Adequate Yearly Progress (AYP). Reports on individual student and school performance are made available to parents.

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Mathematics

Pathways to S

uccess in Mathemat

ic

s

Pathways to S

uccess in Mathemat

ic

s

Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Grade K Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

This chart shows some of the many options that students have in the progression of mathematics courses from Kindergarten throug

h Grade 12.

Courses are presented in columns by grade level, starting with Kindergarten on the far left side of the chart and moving to Gra

de 12 on

the far right.

Acceleration occurs in Kindergarten through Grade 8. Acceleration does not mean that the student “skips” a course. For exampl

e, when the broken

red arrow shows a path that takes a student from Math 2 in Grade 2 to Math 4 in Grade 3, this means that the student has master

ed the content of both

Math 2 and Math 3 in Grade 2 before moving into Math 4 in the next grade. It is important for a student to demonstrate profici

ency in the content of a

course before he/she is moved to the next level. Students have the option to move from an on-level course to Honors or Advance

d Placement courses

at any time throughout high school.

Math 4 Math 3 Math 1 Math K Math 2 Math 4 Math 5 Math 5 Math 2 Math K Math 6 Math 3 Math 6 Math 5 Math 7 Math 7 Algebra 1 Honors _Geometry Algebra 1 Investigations into Mathematics (IM) Math 6 Math 7 Honors Precalculus Honors _Geometry Algebra 1 Honors _{Algebra 2} Advanced Placement (AP) Statistics Geometry Algebra 2 Algebra Prep Honors _{Algebra 2} Honors _Geometry Honors Precalculus Honors _{Algebra 2} Advanced Placement (AP) Calculus Investigations into Mathematics (IM) Advanced Placement (AP) Calculus College-Level Math Advanced Placement (AP) Calculus

Calculus with Applications

Advanced Placement (AP) Statistics Precalculus College-Level Math Advanced

Placement (AP) Statistics

Honors

Precalculus

Bridge to _{Algebra 2}

Algebra 2

Geometry

Algebra 1 _{Algebra 1 &}

Related Math Quantitative Literacy Algebra 2 Precalculus Honors _{Algebra 2} Honors _Geometry Honors Precalculus

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Middle School Instructional Overview

English for Speakers of Other Languages

(ESOL)

To meet federally mandated Annual Measurable Achievement Objectives (AMAO) established by the Maryland State Department of Education (MSDE), English for Speakers of Other Languages (ESOL) students must receive structured, systematic English language development instruction aligned with the MSDE English language proficiency (ELP) state curriculum on a regular basis. Students at varying proficiency levels may be grouped together for instruction based on their language needs (e.g., ESOL Level 1-2—Beginner students may be grouped together in one double period class and ESOL Level 3-4—Intermediate students may be grouped together in one single-period class). ESOL students also must receive appropriate grade-level instruction in reading/lan-guage arts, mathematics, and other academic content areas from classroom teachers.

METS

The Multidisciplinary Education, Training, and Support (METS) program of Montgomery County Public Schools is designed to meet the linguistic and academic needs of English language learn-ers who have had limited or no previous schooling or signifi-cant schooling gaps due to interrupted or disrupted education. Students enrolled in the METS program receive instruction in developing English language proficiency and basic literacy and academic skills. Students also receive instruction and support to facilitate adjustment to both the academic and social school envi-ronment. There are seven METS sites at the middle school level.

Academic Language

This course is designed to introduce ESOL Level 1 students to the academic language of social studies, science, and math. Students will be given the opportunity to develop the academic language and learning strategies to effectively access each of the academic content areas in a new language. This course is scheduled to take place during a single period on a daily basis.

Level 1

This course is designed to teach English as a new language to Entering ESOL students. The four skill areas of reading, writing, listening, and speaking are integrated as students practice oral and written language in an academic context. Students have various learning activities that emphasize vocabulary development and oral fluency. This course meets for a double period every day.

Level 2

This course is designed to teach English as a new language to Emerging ESOL students. Students continue to develop pro-ficiency in four skill areas of reading, writing, listening, and speaking and are integrated as students practice oral and written language in a variety of academic contexts. Learning experiences are provided to support students as they read informational and literary texts.

Students also learn to respond to factual questions and write paragraph summaries about their readings. This course meets for a double period every day.

Level 3

This course is designed to teach English as a new language to Developing ESOL students. The four skill areas of reading, writ-ing, listenwrit-ing, and speaking are integrated as students practice oral and written language in an academic context. Students at this level of language proficiency understand basic vocabulary dealing with everyday home and school life. Students learn to analyze reading passages and respond to both factual and inferential questions as they read and discuss both literary and informational texts. Students practice speaking fluency, applying editing skills to their writing, and composing different types of paragraphs using gram-matical structures that have been taught. This course meets for a single period every day.

Level 4

This course is designed to teach English as a new language to Expanding ESOL students. The four skill areas of reading, writing, listening, and speaking are integrated as students practice applying language using a variety of academic functions, academic vocabu-lary, and grammatical structures in context, both orally and in writing, for a variety of academic purposes in discourse. Students practice using various reading strategies while reading a variety of literary and informational texts. Students practice writing single-text and multiple-paragraph essays. In this course, they review known text structures (problem and solution, sequence, main idea and detail, comparison and contrast); study text structure as a guide to increased comprehension; and focus on cause and effect as a structure. Students study poetry, its elements, and its interpre-tation as they read, analyze, and respond to poetry. They discuss and write comparisons of related ideas in two forms—poetry and prose. This course meets for a single period every day.

Level 5

This course is designed to teach English as a new language to Bridging ESOL students. Students practice applying language in the four skill areas of reading, writing, listening, and speaking both orally and in writing during extended discourse. As students expand their vocabulary and increase their control of English, they practice using sophisticated sentence structures by connect-ing ideas and combinconnect-ing sentences to form compound or com-plex sentences, in context, when speaking and writing. Students focus on expressing their ideas in a paragraph format. Emphasis is placed on forming introductory and concluding paragraphs. Students employ the writing process to produce five-paragraph essays. Students also select a research topic, research the topic, analyze the data, write a report, and make a presentation. In order to become more effective essay and report writers, students learn about paraphrasing and plagiarism. While conducting research, students practice using electronic-literacy skills. This course meets for a single period every day.

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Middle School Instructional Overview

Special Education Instruction

Students with disabilities are eligible for special education and have Individualized Education Programs (IEPs) that provide spe-cialized instruction to address their academic needs. Data for pres-ent levels of performance are used to develop goals and objectives that allow students to receive the appropriate required supports, services, and accommodations. All students, regardless of their cognitive functioning, must have opportunities to receive instruc-tion designed to foster their involvement and progress in the general education curriculum. Utilizing strategies that will enable students to make reasonable progress on their IEP goals and objec-tives relative to the content standards is a primary area of focus. Students may receive instruction in a variety of service-delivery models in the middle school setting to acquire skills and knowl-edge. Consultation and collaboration between general and special education teachers is essential to ensure that students have a relevant and flexible instructional program. The array of services could include, but is not limited to, consultation from special education personnel about instruction, direct service within the general education classroom, pull-out service in a resource room, direct service within a self-contained special education classroom, or some combination of the aforementioned.

Students with IEPs who are pursuing alternate learning outcomes receive instruction based on the MCPS Fundamental Life Skills (FLS) Curriculum. The FLS curriculum is adapted from the MCPS general curriculum and provides students with instruc-tion geared toward funcinstruc-tional, communicainstruc-tion/decision-making/

interpersonal, community, career/vocational, recreational/leisure, and personal-management academics. These students participate in the Alternate-MSA (Alt-MSA), which assesses mastery of their skills in reading and mathematics. This population of students will receive a certificate rather than a high school diploma. All students with IEPs in MCPS participate in the Maryland School Assessment (MSA) program and 1 percent of those participate in the Alt-MSA. The majority of these students are working toward meeting the Maryland State Department of Education (MSDE) requirements for attaining a high school diploma. Many of them also participate in the PSAT/SAT assessment(s).

Section 504

A student with a disability may be considered for eligibility and accommodations under Section 504 if he/she has a physical or mental impairment that substantially limits one or more major life activities. Teachers or parents who feel a student may meet the criteria for Section 504 eligibility may request an Educational Management Team (EMT)/Collaborative Problem-Solving Team meeting. Each student who meets the eligibility guidelines for accommodations under Section 504 will have a Section 504 Plan developed for him/her to use in school. The plan specifies the nature of the impairment, the major life activity affected by the impairment, accommodations necessary to meet the student’s needs, and the person(s) responsible for implementing the accom-modations. Please visit the MCPS website for more detailed infor-mation www.montgomeryschoolsmd.org/departmentsstudent services/504/index.shtm.

REGISTRATION

Please contact the counseling department at your child’s middle school with any questions about registration deadlines or any questions about specific course offerings. The middle school will distribute registration materials to students.

Grade 6 Required Courses

Grade 7 Required Courses

Grade 8 Required Courses

English or ESOL Mathematics Science Social Studies Physical Education/Health Reading

(some schools may substitute world

language based on students’ reading level)

1 Elective course English or ESOL Mathematics Science Social Studies Physical Education/Health 2 Elective courses

(Reading for selected students)

English or ESOL Mathematics Science Social Studies Physical Education/Health 2 Elective courses

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School Programs

School Library Media Integrated Program

This program provides access to ideas, information, and learning opportunities that enable each student to function effectively in an information-based society. Library media standards and objec-tives, integrated with curriculum, are designed to teach information literacy skills, digital media production, and literature appreciation in a manner that meets the needs of a diverse student population. School library media specialists support reading for personal and academic success by evaluating and selecting both contemporary and classical literature to meet curriculum requirements for students on various reading levels. These materials include current resources and reference materials in both print and electronic formats.

COMPONENTS OF THE PROGRAM:

■ Integration of information literacy skills with the content curriculum

■ Socially responsible use of information and information technology

■ Support of classroom reading instruction, reading for personal and academic success, and literature appreciation

■ Development of skills in understanding, using, and producing media in various formats

■ Equitable and timely access to organized collections of resources ■ Diverse collections of information resources that both support

curricula and encourage personal interests

■ Effective use of various technologies in the classroom and library media center

Alternative Programs

Each middle school has been provided with staffing to develop and implement a school-based alternative program. The over-all purpose of these programs is to provide supports and direct academic, social/emotional, and behavior management services to students as well as supports to staff. With ongoing guidance and monitoring, students in these programs should be able to experience greater success and remain in the mainstream of school activities.

Comprehensive School

Counseling Program

The School Counseling Program is designed to maximize the academic success and personal growth of every student across the five domains of student development (academic, career, personal, interpersonal, and healthy development) established by national, state, and local guidelines. School counseling support activities are designed to sustain the successful and consistent implemen-tation of a Comprehensive School Counseling Program. School counselors help students and families transition to middle school by assisting with course selection and registration, interpreting cumulative records, and facilitating the transition between grades or between school levels.

Group Guidance

Through group guidance, counselors teach skills that all students should acquire in order to be successful learners. Counselors work with students in small-group settings or in the classroom to address skills such as decision making, conflict resolution, anger management, organizational techniques, and career planning.

Responsive Counseling

The responsive services component of the school counseling program consists of activities that meet students’ immediate needs and concerns. School counselors offer a range of services along the continuum of early intervention to crisis response to meet students’ needs. School counselors may consult with parents, school personnel, and other community agencies as appropriate to address issues of grief and loss, family changes, coping with school transitions, substance abuse, and other topics of concern to students and families.

Individual Planning

Individual student planning consists of school counselors coor-dinating ongoing activities designed to help individual students establish personal goals and develop future plans. School counsel-ors coordinate activities that help all students plan, monitor, and manage their own learning as well as meet competencies in the areas of academic, career, and personal/social development. These activities generally are delivered on an individual basis or by work-ing with individuals in small groups.

Extended Learning Opportunities

Middle School Extended Day and

Extended Year Programs

The middle school extended learning opportunities programs consist of extended day (after-school) and extended year (July), which schools design to meet specific needs of students. Students also have the opportunity to receive additional support after school hours during the extended day program. These interven-tion programs in reading, mathematics, and writing are designed to improve students’ skills so they can successfully access the on grade-level or above-grade-level curriculum. Middle schools offer extended year programs in the summer for those students who need support or acceleration. Those students who did not dem-onstrate mastery of the grade-level objectives during the school year may take support classes to improve their skills and perfor-mance. These courses also are designed to provide students with a preview of the objectives in reading, English, and mathematics for the first marking period of the upcoming school year. Enrichment opportunities in mathematics are available in the summer also, to support students who, with nurturing and additional instruction, can enroll and successfully complete advanced-level mathematics courses while in middle school.

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MCPS Special Programs

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CPS offers a continuum of special programs for students out-side local school boundaries. See details about these programs below.

World Language Immersion

Students who have graduated from an MCPS elementary school immersion program may join the immersion programs at the middle school level. Students who did not participate in the elementary program may test into an immersion program if there is space available.

The following middle schools offer these courses: Silver Spring International Middle School (Spanish/French), Westland Middle School (Spanish), Gaithersburg Middle School (French) and Hoover Middle School (Chinese).

Grades 6-8

The immersion language courses are high school credit-bearing courses. For each course, students who successfully complete both semesters and pass the semester B final exam earn 1 foreign language credit toward graduation.

FRENCH

A two-period program of instruction enables students to enhance their language development through one period of language class and one period of the MCPS social studies curriculum in French.

Grade 6–8

SPANISH

A two-period program of instruction enables students in Grades 6 and 7 to enhance their language development through one period of language class and one period of the MCPS social studies cur-riculum in Spanish. In Grade 8, students continue with one period of language instruction.

Grade 6

CHINESE

This one-period course continues to build on the language skills acquired in the elementary school immersion program. Students transition into the regular MCPS Chinese 2 course in Grade 7.

International Baccalaureate/

Middle Years Programme

The International Baccalaureate (IB) Middle Years Programme (MYP) allows students (Grades 6–10), to explore the follow-ing areas across all academic subjects: approaches to learnfollow-ing, environment, human creativity, health and social education, and community service. They engage in research, the acquisition and application of critical-thinking skills, and they study a second language. MYP currently is authorized and offered as a whole- school program at Newport Mill, Silver Spring International, Julius West, Westland, and Francis Scott Key middle schools. For more information, contact the Department of Accelerated and Enriched Instruction (301-279-3163) or visit the website, www.montgomeryschoolsmd. org/curriculum/special programs/.

Magnet Programs

The Humanities Communication Program is offered at Roberto Cle-mente and Eastern middle schools. This interdisciplinary humani-ties program emphasizes writing, media production, and world studies and focuses on developing students’ ability to use language and media effectively to present results of their academic inquiry. The Mathematics/Science/Computer Science Program is offered at Roberto Clemente and Takoma Park middle schools. This program provides experiences for students to learn to deepen their under-standing of mathematics, science, and computer science concepts in an integrated manner and at an accelerated pace.

Entrance to these three-year interdisciplinary programs is through an application process. Information and brochures may be obtained by calling the Division of Accelerated and Enriched Instruction (301-279-3163) or by visiting the Special Programs website, www.montgomeryschoolsmd.org/curriculum/specialprograms/.

Middle School Magnet Consortium

The Middle School Magnet Consortium (MSMC) is made up of three schools: Argyle Magnet School for Digital Design and Devel-opment, A. Mario Loiederman Magnet School for Creative and Performing Arts, and Parkland Magnet School for Aerospace Tech-nology. Each school offers an innovative and challenging academic curriculum for all students, and students have the opportunity to take specialty courses that are centered on the magnet instruc-tional focus. The MSMC schools are based on a whole-school magnet model, which engages and challenges all students. Grade 5 students living within the boundaries for Argyle, Park-land, and Loiederman must choose to attend one of the consor-tium magnet middle schools. Grade 5 students (and Grade 6 students) throughout Montgomery County may apply through the Choice process to attend one of these three schools. To learn more, visit the website, www.montgomeryschoolsmd.org/schools/msmagnet.

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General Middle School Information

Grading and Reporting

Policy IKA, Grading and Reporting, is implemented in all schools to ensure effective communication regarding student achievement, consistent practices within and among schools, and alignment of grading practices with standards-based curriculum, instruction, and assessments. Grades are based on multiple and varied tasks/ assessments over time within a grading period.

Schools implement county-wide standard procedures for reteach-ing/reassessment, homework, and grading. School staff members explain course-specific grading procedures in writing to students and parents at the beginning of a semester/school year or when these procedures change. Students and parents are informed about student progress throughout the grading period and are included in the decision-making process regarding the students’ educa-tion. Teachers in Grades 6–8 continue to report other important information, such as learning skills, separately from the academic grade. In middle school, learning skills include participation and assignment completion. Each school has designated a grading and reporting contact.

Academic Eligibility

Students must maintain a 2.0 marking period average (MPA), with not more than one failing grade in the previous marking period, in order to participate in extracurricular activities during the next marking period. The MPA is not the same as the GPA. Further information can be found in MCPS Regulation IQD-RA, Academic Eligibility for High School Students Who Participate in Extracur-ricular Activities, http://www.montgomeryschoolsmd.org/departments/ policy/pdf/iqdra.pdf

Extracurricular Activities

All middle schools run an after-school extracurricular activities program and many have the ability to provide activity bus service for those students who stay after the regular school day. The activi-ties may include clubs and/or interscholastic sports. Students must meet MCPS academic eligibility criteria to participate in certain extracurricular activities.

Interscholastic Sports

All middle schools offer an interscholastic sports program for both students in Grades 7 and 8. Each student needs to have current physical documentation on file with the school to try out and par-ticipate. In addition, students must meet MCPS academic eligibil-ity criteria to try out for athletic teams. The team sports that occur in the fall are boys’ and girls’ softball and coed cross-country; in the winter, boys’ and girls’ basketball; and in the spring, boys’ and girls’ soccer. MCPS middle schools compete against each other during the sports seasons.

Health Forms Documentation

Students entering MCPS for the first time must provide documen-tation of required immunizations, either completed or in progress and up to date, unless they have an appointment to obtain the documentation or immunizations within 20 calendar days of enrollment in MCPS.

George B. Thomas, Sr. Learning

Academies “Saturday Schools”

Montgomery County Public Schools hosts Saturday morning programs that provide enrichment, tutoring, and mentoring for students in Grades 1–12. Saturday Schools are open to all students, regardless of their home school. High school sites include Blair, Einstein, Gaithersburg, Kennedy, Magruder, Northwest, Paint Branch, Rockville, Sherwood, Springbrook, Watkins Mill, and Wheaton. For more information about Saturday Schools contact your local school or check the MCPS website, http://www.saturdayschool.org/.

School Safety and Security

Student safety is a high priority at each school. Each middle school has a local school discipline policy that aligns with MCPS policies. Schools integrate character education as a component of the instructional program. A security assistant is assigned to each middle school. Parents are encouraged to report concerns to the school administration about their child’s safety. Educating children about the Internet is the first step in ensuring their online safety. Check out the resources at www.montgomeryschoolsmd.org/info/ cybersafety/. Parents can call the CyberSafety hotline at 301-279-3669 or contact their school immediately to report concerns.

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Planning for the Future

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ll MCPS high schools offer a variety of instructional program models to meet the needs of their students. As a middle school student, it is important to become aware of special program options that may be available to you in high school so that you can make the best choices based on your academic talents, interests, needs, and career goals.

Early investigation of these programs is important so that you can be sure you are selecting courses while in middle school that meet any academic eligibility requirements. For more information about the programs, please contact the Division of Consortia Choice and Application Program Services at 301-592-2040 or visit the website, www.montgomeryschoolsmd.org/departments/schoolchoice, for detailed information on high school special programs, such as those for International Baccalaureate (IB) programs, Advanced Placement (AP) courses, Career and Technology Education (CTE) career pathway programs, or special internships.

High School Credit

High School Credit in Middle School

NOTE: *denotes high school credit (see specific course for credit type). Students may earn credit for high school courses taken in middle school in MCPS. In order for students to earn high school credit in middle school, the school must provide the same course as in high school, including the use of the same curriculum and high school instructional resources, and use the same high school exam. The course must be taught by a highly qualified teacher. Parents who are considering enrolling their child in high school courses while in middle school should be aware of the following information that may affect the child’s high school transcript. No opportu-nity to remove the credit or grade from the credit history will be provided.

Credit and grades for middle school students taking a high school course are awarded based on the following:

■ Students must pass the course each semester.

■ Students must pass the final examination at the end of the second semester.

■ Students who take high school courses requiring a High School Assessment (HSA) must take the HSA at the completion of that course.

Students who meet these criteria, by earning an A, B, C, or D, will receive high school credit and will have these grades count toward their MCPS high school grade point average (GPA). The credit and grade are recorded on a student’s transcript during the first year of high school under the transcript heading “high school credit completed before entering high school.” High school credit is awarded on the first day the student attends classes in an MCPS high school. Your child may retake the course in Grade 7 or Grade 8 if it is available, or they may retake the course in high school. Students may retake a high school course taken in middle school and receive the higher grade. The course will appear only once on the transcript. Once a course is successfully retaken for a higher grade in high school, it will be reported and treated as a course taken in high school. Students in Grades 6–8 who wish to retake a high school course must complete MCPS Form 560-55: Request to Retake High School Course Taken in Middle School. No opportu-nity to remove the credit or grade from the credit history will be provided.

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Planning for the Future

MARYLAND DIPLOMA REQUIREMENTS

The state of Maryland authorizes one diploma for all high school graduates, based on successful fulfillment of four categories of requirements: enrollment, course credit, student service learning (SSL), and Maryland assessments. All requirements are sum-marized in the table below. MCPS requirements that extend state requirements are designated with a double asterisk (**).

Enrollment

Students must satisfactorily complete four years beyond Grade 8. (For exceptions, see Alternatives to Four-Year Enrollment.)

Course Credits

Students shall be enrolled in a Montgomery County public school and have earned a minimum of 22 credits (unless a pre-approved MCPS alternative is satisfied) that include the following:

MCPS GRADUATION REQUIREMENTS

AT A GLANCE

ENGLISH 4 credits

FINE ARTS 1 credit (Selected courses in art, dance, drama/theater, and music that satisfy the fine arts requirement are designated FA)

HEALTH

EDUCATION 0.5 credits

MATHEMATICS 4 credits** (1 full-year (A/B) algebra credit, 1 geometry credit) Students who successfully complete a calculus course may be exempted from this 4-credit requirement.

PHYSICAL

EDUCATION 1 credit**

SCIENCE 3 credits (1 biology credit, designated 1 physical science credit, designated PCBC, must , and be included)

SOCIAL STUDIES

3 credits (1 U.S. History credit; 1 World History credit; and 1 National, State, and Local Govern-ment credit)

TECHNOLOGY

EDUCATION 1 credit (designated TE)

ELECTIVES: OPTION 1 OPTION 2 OPTION 3

The additional credits required for graduation may be fulfilled by one of the following three options: 2 credits in world language OR 2 credits in Ameri-can Sign Language AND 2.5 credits in elective courses 2 credits in advanced technology education AND 2.5 credits in elective courses 4 credits in a state-approved Program of Study AND 0.5 credits in electives courses STUDENT SERVICE

LEARNING (SSL) 75 service-learning hours

STUDENT SERVICE LEARNING (SSL)

The Student Service Learning (SSL) program in MCPS promotes a culture of student involvement and student responsibility through civic engagement. SSL is a graduation requirement in Maryland. A total of 75 SSL hours are required for graduation. The specific SSL hour requirement and other SSL information are shown at http://www.montgomeryschoolsmd.org/departments/ ssl/. MCPS students begin fulfilling this requirement the summer after Grade 5 and continue to accrue SSL hours throughout high school. Preparation, action, and reflection are the three phases of service learning that distinguish SSL from traditional volunteer-ing and community service efforts. All activities for which SSL hours are desired must occur in a public place, be secular in nature, and be supervised by a representative from an approved nonprofit, tax-exempt organization. Parents and relatives may not directly supervise. Participating community organizations include those tagged as “Approved SSL MCPS” and opportuni-ties tagged “MCPS SSL Approved” can be located at http://www. montgomeryschoolsmd.org/departments/ssl/. MCPS Form 560-51: Student Service Learning Activity Verification, is required to docu-ment all activities for which SSL hours are desired.

Students are awarded 10 SSL hours at the end of each middle school year for their full participation in SSL activities, with completion of the following middle school content areas: Sci-ence (Grade 6), English (Grade 7) and Social Studies (Grade 8).

ASSESSMENT REQUIREMENTS

MARYLAND HIGH SCHOOL ASSESSMENTS (HSAs)

Maryland High School Assessments are end-of-course tests related to the MCPS courses Algebra 1, Biology, and English 10. All students enrolled in an HSA course are required to take the appropriate HSA upon completion of the course. The Maryland State Department of Education (MSDE) has designed the tests to measure student achievement and school performance, providing valuable information to students, parents, and schools. Maryland high school students must meet the HSA requirements in order to receive a Maryland High School Diploma.

The Maryland High School Assessments for Algebra/Data Analysis and English also serve to meet the Maryland School Assessment (MSA) math and reading requirements of the federal No Child Left Behind Act (ESEA). For details visit the MSDE website, www.marylandpublicschools.org/.

For more information about the HSA or MSA, visit http:// hsaexam.org/about.html, contact your local high school, or contact the MCPS High School Instruction and Achievement team at 301-517-5007.

TECHNOLOGY EDUCATION REQUIREMENT FOR GRADUATION

To satisfy MSDE high school graduation requirements, students are required to take a state-approved technology education course. MCPS technology education courses that meet this requirement are designated TE. Note that MCPS eLearning offers Foundations of Technology A/B in an online format during the summer.

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English

English 6

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his course integrates the five English/ language arts pro-cesses (reading, writing, listening, speaking, and viewing) and the two contents (language and literature) in a thematic organization of four units. Rigor and challenge are essential components of the instructional approach to English 6, and are further emphasized in the William and Mary language arts program (see page 4). Instruc-tion in reading and writing strategies, grammar, and vocabulary is embedded in every unit.

Teachers will implement the curriculum through the following thematic units:

UNIT 1: FOUNDATIONS

UNIT 2: ADVENTURES

UNIT 3: CHALLENGES AND BARRIERS

UNIT 4: CHOICES

Students read, analyze, and study different genres related to each of the themes and complete required common tasks. The com-mon tasks focus primarily on the writing process for three types of writing—argument, narrative, informative/explanatory—and they include the use of information, word processing, and presenta-tion technology to address a variety of language skills. Students have opportunities to present their work orally and through the medium of technology. All students develop portfolios and revisit their compositions as they work to strengthen their writing skills.

Advanced English 6

This course is designed for able and motivated students with a lively interest in the power and versatility of language. In prepa-ration for advanced middle and high school English courses, students read challenging texts written in various time periods and rhetorical contexts. Students develop their ability to express ideas with clarity and precision by writing increasingly complex compositions for a variety of purposes, including literary analysis, persuasion, and research.

Mathematics

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he goal of the Montgomery County Public Schools preK–12 mathematics program is for all students to achieve mathematical proficiency through mastery of mathematical skills, concepts, and processes. The end result is the ability to think and reason mathematically and use mathematics to solve problems in authentic contexts. The middle school mathematics curriculum is organized by course, not by grade level. Please refer to the Path-ways to Success in Mathematics chart on page 5. The courses in Grade 6 are described below.

Math 6

This course is for students who have completed the Kindergarten to Grade 5 mathematics curriculum. Students in Math 6 will go on to either Math 7 or Investigations into Mathematics the following year. Units of study include the following:

UNIT 1: GRAPHING DATA AND ANALYZING STATISTICS

Frequency tables and circle graphs are the focus of organizing and analyzing data, as students explore misuse of data and measures of central tendency.

UNIT 2: FRACTIONS, DECIMALS, AND PERCENTS

Computation includes all operations with decimals and fractions, order of operations, and ratios and rates, as well as work with rational numbers and exponents.

UNIT 3: GEOMETRY

Students find angle sums and do constructions with two dimen-sional (2D) figures. They develop and use formulas to find the area of 2D figures, including circles.

UNIT 4: ALGEBRA, PATTERNS, AND FUNCTIONS

Students’ understanding of algebra extends to include identifying and extending arithmetic and geometric sequences, writing and evaluating formulas and equations, and graphing in all four quad-rants on the coordinate plane.

UNIT 5: PROBABILITY

Students begin to compare theoretical and experimental probability.

Math 7

This course is for students who have completed the Kindergarten to Grade 6 mathematics curriculum. Students in Math 7 will go on to Algebra Prep, Investigations into Mathematics, or Algebra the following year. Units of study include the following:

UNIT 1: DATA ANALYSIS

Data analysis and representation focuses on using box and whisker plots and scatter plots.

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UNIT 2: ALGEBRAIC RELATIONSHIPS

Students’ understanding of numbers and computation extends as they learn how to do operations with integers.

UNIT 3: GEOMETRIC RELATIONSHIPS

Students develop understanding of line and angle relationships. They construct basic elements of geometric figures and verify their constructions using geometric properties.

UNIT 4: PROPORTIONAL REASONING

Students connect their knowledge of ratios to the development of proportional reasoning.

UNIT 5: FUNCTIONAL RELATIONSHIPS

The areas of focus include functional relationships, arithmetic, and geometric sequences.

UNIT 6: MEASUREMENT

Students learn how to apply their measurement skills with increased precision.

Investigations into Mathematics (IM)

This course provides rigorous study for students who have dem-onstrated proficiency in the content of Math 7 in Grade 5 or 6. Students successful in this course will take Algebra 1 the following year. Units of study include the following:

UNIT 1: STATISTICAL APPLICATIONS AND SET THEORY

Students examine the purposeful use of statistical information and are required to reason about the intent behind the construction of data displays. Set theory builds on students’ knowledge of math-ematical relationships.

UNIT 2: REAL NUMBER SYSTEMS

Students extend their understanding of numbers to include ratio-nal and irratioratio-nal numbers in the real number system and further develop computational fluency of real numbers.

UNIT 3: INVESTIGATION OF GEOMETRY

Students deepen their understanding of geometric properties and relationships between two- and three-dimensional figures.

UNIT 4: PATTERNS, RELATIONS, AND FUNCTIONS

Students focus on the exploration of multiple representations of relations and functions.

UNIT 5: THE LANGUAGE OF ALGEBRA

Students begin to formalize their understanding of the conceptual, pictorial, and symbolic representations of functional relationships.

UNIT 6: OTHER OPERATIONAL SYSTEMS

Students solidify understanding of place value through the study of number systems other than base 10 and develop abstract think-ing through modular arithmetic.

UNIT 7: PROBABILITY

Students design and explore probability experiments and simulations.

Algebra 1 A/B*

Algebra 1 is the first high school credit-bearing mathematics course. Students who successfully complete both semesters and pass the semester B final exam earn 1 Algebra mathemat-ics credit toward graduation. Students successful in this course will take Honors Geometry the following year. Units of study include the following:

UNIT 1: EQUATIONS AND INEQUALITIES IN A SINGLE VARIABLE

UNIT 2: INTRODUCTION TO FUNCTIONS

UNIT 3: LINEAR EQUATIONS AND INEQUALITIES IN TWO VARIABLES

UNIT 4: SYSTEMS OF EQUATIONS AND INEQUALITIES

UNIT 5: DATA ANALYSIS AND PROBABILITY

UNIT 6: EXPONENTS AND POLYNOMIALS

UNIT 7: QUADRATIC AND EXPONENTIAL FUNCTIONS

UNIT 8: STATISTICAL APPLICATIONS AND SET THEORY

Reading

Reading 6

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he Reading 6 curriculum focuses on building, refining, and applying reading strategies in a flexible manner to read and comprehend increasingly complex and challenging text. The Read-ing 6 curriculum is concentrated on effectively engagRead-ing the reader using informational or expository text. Vocabulary instruction is of paramount importance. The study of etymology, using Greek and Latin root words to discern the meaning of unfamiliar words, is an important tool for reading content area texts. Synonyms, antonyms, and multiple meaning words are included as a compo-nent of vocabulary study. A variety of optional resources have been identified to support matching readers to appropriately leveled text. Increasing the amount of reading students do independently is a contributing factor of academic success. Motivating and engag-ing students in enjoyable readengag-ing opportunities is a goal for all Reading 6 classes.

Read 180 is an intensive reading intervention program designed to meet the needs of students whose reading achievement is below the proficient level. The program directly addresses individual needs through adaptive and instructional software, high-interest literature, and direct instruction in reading and writing skills. Students rotate between a small-group, teacher-directed lesson, a computer station for reinforcement and practice, and an indepen-dent reading center where stuindepen-dents read books at their read-ing level. The program is designed to rapidly accelerate student achievement, with the goal of bringing them to grade level.

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Grade 6

Advanced Reading 6

The advanced Reading 6 course includes expository comprehen-sion strategies to help students organize, synthesize, and extend their understanding of increasingly difficult content-related texts. More emphasis is placed on drawing conclusions, making infer-ences, and supporting evaluations to prepare students for high school and college. The texts themselves are more challenging and include many of the Junior Great Books (see page 4) series. Vocabulary is examined and expanded through in-depth analysis of concept relationships, word structure, etymology, context clues, synonyms and antonyms, as well as application. Many of the Wil-liam and Mary language arts program’s techniques (see page 4) are applied in vocabulary development.

Science

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he middle school science program allows students to investigate both the concepts and process skills of science. At each grade level, topics in earth science, biology, chemistry, and physics are interconnected to show students the relationships that exist between the sciences and the natural world. Inquiry and labora-tory investigations are an integral part of the program. Problem solving and online investigations are used continually to allow students to investigate authentic problems and reinforce science concepts. The middle school science program was developed through a National Science Foundation grant and reflects the Maryland and National Science Content Standards. High expecta-tions and differentiated instruction allow all students a challenging and engaging access to science.

Investigations in Science 6 (IS6)

IS6 is a problem/project-based curriculum. Instruction is interwo-ven around a relevant problem/project to allow a focus for student learning. Students engage in minds-on inquiry and hands-on explorations, productive discourse, and purposeful reading and

writing. Units studied in IS6 center around topics related to eco-systems, diversity and adaptation of organisms, forces and motion, energy, and light and sound. Students engage in science, technol-ogy, engineering, and mathematics (STEM) in order to propose solutions to identified problems.

Dissection is one of the many instructional methods that may be used in middle school science. Students may request one of the teacher’s alternatives to dissection in these classes. Alternatives may include such materials as videotapes, charts, diagrams, and textbook overlays.

Social Studies

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he social studies program in middle school builds chrono-logical and thematic understanding of world and United States history, while also developing the social studies strands of geogra-phy, economics, political systems, and culture. Each social studies unit is organized around a historical era and a social studies strand. A mix of modern content and the lessons of history pro-vide the background knowledge and thinking skills that prepare students for high school instruction and their responsibilities as citizens, including meaningfully evaluating financial decisions. In Grades 6 and 7, the focus of study is on ancient world his-tory and culture from Asia, Africa, Europe, and Latin America. In Grade 8, students learn about the founding and early development of our nation, from the Revolution through Reconstruction. At all grade levels, students build understanding of the modern world by applying concepts of geography, economics, political systems, and culture to present-day scenarios.

World Studies 6

Teachers will implement the curriculum in Grade 6 as follows:

UNIT 1: PATTERNS OF SETTLEMENT IN THE ANCIENT AND MODERN WORLDS

UNIT 2: CITIZENSHIP AND GOVERNANCE IN CLASSICAL AND MODERN TIMES

UNIT 3: THE IMPACT OF ECONOMICS IN ANCIENT AND MODERN CHINA

UNIT 4: CULTURAL SYSTEMS: THE FIRST MILLENNIUM AND TODAY

Advanced World Studies 6

This course provides enriched opportunities for learning about ancient world history. Building on the current four units of Grade 6 world studies, students will deepen their understanding of the rich cultures and history from the earliest human settlements to great civilizations of the year 1000 CE. Students are challenged to analyze archaeological evidence, ask questions to further their knowledge, and understand history as an ongoing investigation.

MONTGOMERY COUNTY PUBLIC SCHOOLS