The Foote School: Academic Programs

GRADE SIX

HUMANITIES: The primary theme underlying the sixth grade humanities course is the journey. Students investigate journeys that changed the world during the Medieval and Renaissance periods. They explore the purposes and outcomes of different types of travel, including quest and conquest, crusades and pilgrimages, trade and discovery, as well as more contemporary and personal journeys.

Another major theme is storytelling. When people travel, they tell their tales. Students determine what makes a good story, discuss how and why we tell stories, write their own stories and practice the tradition of oral story telling.

Students do a lot of reading in humanities, for pleasure, for discussion and for information. They differentiate between main ideas and supporting details in nonfiction texts and practice reading for understanding of literal and implied meanings in literature. Students read aloud and listen to books read aloud by others on a regular basis.

Students also do a lot of writing in humanities, to discover, develop and organize their own ideas, to argue a point, and to move an audience. They keep a journal of their journey through sixth grade. Students practice conferences, revision and proofreading skills as essential parts of the writing process. They refine the mechanical aspects of writing--usage, spelling, capitalization and punctuation--through short lessons and use of their own writing for proofreading practice. They also study vocabulary, dictionary usage, parts of speech, and basic sentence structure.

In humanities, students build the skills basic to the study of history, understanding timelines and dates, recognizing cause-and-effect relationships, and thinking critically. Using David Smith's program "Mapping the World by Heart," sixth grade students prepare through the course of the year to produce from memory a map that shows the outlines of all continents, countries, major cities, large rivers, islands and bodies of water. They also work on basic organization, note-taking, and text-marking skills.

In conjunction with the sixth grade library program, students practice an effective research process. They complete many short research projects, papers and presentations, building on the work they have done in the lower school and gearing up for longer, more formal research papers in seventh grade humanities.

Texts may include:
Beowulf, retold by Rosemary Sutcliff and Mary Goodrich
The Hobbit, J.R. Tolkien
The Seeing Stone, Kevin Crossley-Holland
Selected King Arthur Tales
The Story Bible, by Pearl S. Buck
The Ramsay Scallop, Frances Temple
The Canterbury Tales, adapted by Barbara Cohen
Whirligig, by Paul Fleischman
Shadow Spinner, Susan Fletcher
Selected Tales from the Arabian Nights
Rules of the Road, by Joan Bauer
Stories from the Silk Road, Cherry Gilchrist
Selected works of Shakespeare
Life During the Crusades, by Earle Rice, Jr.
Religions of the World, by Elizabeth Breuilly
The Travels of Marco Polo, by Mary Hull
Life During the Renaissance, by Patricia D. Netzley
Holt Middle School Handbook
Selected Poetry
Selected Stories

MATHEMATICS: The mathematics curriculum, based on National Council of Teachers of Mathematics Standards, is divided at each grade level into three parts:

1) topics introduced briefly in a concrete mode, usually within the context of another concept or skill

2) topics worked on for a significant period of time in both concrete and symbolic modes

3) topics formalized through abstract definition and generalization.

The core topics to be worked on in sixth grade are:
            • Number Development (ratio and proportion, scale drawing, percent)
            • Operations (order of operations, fraction as related to division, associative property)
            • Spatial Relationships/Geometry (congruence)
            • Measurement (volume, circumference, surface area, angle measure)
            • Graphing (circle graphs, number line graphs for solutions to inequalities, coordinate graphs)
            • Probability
            • Algebraic Development (variable – grasp of concept, translation from words, use in expressions; integers;             exponents; linear equations and informal solutions; linear inequalities and informal solutions)

The core topics to be formalized in sixth grade are:
            • Number Development (concept of quantity greater than millions; relationships between numbers – prime             factorization, common multiple, common factor, LCM, GCF; mixed numerals – conversion between fractions             and decimals)
            • Operations (identity properties – 0 and 1; fractions, decimals, and mixed numerals – all four operations)
            • Spatial Relationships/Geometry (spatial awareness; perceptual relationships; point, line, line segment, ray,             angle – name, recognition, fundamental attributes; parallel and perpendicular; symmetry)
            • Graphing (scales/intervals; number line graphs for solutions to equations)
            • Logic (significant experience with general classification activities and intuitive functions)

Topics within the introductory stage fall within the categories mentioned above.

Texts:
                Mathematics by Eicholz, O’Daffer, Charles, Young, and Barnett (Addison-Wesley)
               Invitation to Mathematics (Scott Foresman)

Manipulatives used include geoboards, cuisenaire rods, Diene's blocks, polydrons, attribute blocks, and miras.

FRENCH OR SPANISH:

Beginning French: A lively, youth-oriented text motivates students to use French in situations that focus on meaningful, daily-life topics. The skills of reading, writing, listening, and speaking are studied more formally. Students are introduced to elementary French grammar: the present and imperative of the three regular verb groups, some irregular verbs, adjectives, and the partitive construction. Francophone culture and civilization around the world is emphasized and the use of audiotapes, videos, and computer games encourages active communication skills. Students are required to memorize several short poems during the year. Other special projects may include: reading a simple book, participating in a spelling bee, baking baguettes, making a clothing catalogue, creating a poster about family members, and participating in the COLT Poster Contest in the spring.

Text: French for Mastery: Bonjour (D.C. Heath) Livre, Cahier

Reader: Château-Mystère (Usborne)

Beginning Spanish: Within the context of the contemporary Spanish-speaking world, students work toward proficiency in four language skills: listening, speaking, reading, and writing, with the emphasis on simple oral communication. Lessons include the present tense of regular and certain commonly used irregular verbs as well as the immediate future, direct and indirect object pronouns, possessive and descriptive adjectives, interrogatives, plurals, contractions, and numbers up to 100. Varied dramatizations, poetry recitations and games supplement the text. Vocabulary exercises expand the students' fluency to facilitate the gradual transition toward reading and writing. Special projects may include a spelling bee, creating a poster on the family, preparing a researched cooking project, making a clothing catalogue, and participating in the COLT Poster Contest in the spring.

Text: Spanish for Mastery IA: Bienvenidos (D.C. Heath) Book, Workbook, Cassette and Video Program

LIFE SCIENCE: The sixth grade science curriculum seeks to achieve a balance between content and scientific processes. The major focus of the year is an in-depth study of the human body.

The year begins with an introduction to the microscopic world. The use and care of dissecting equipment and compound light microscopes is emphasized in an exploration of cells, the basic unit of life.

A systems approach is used to gain knowledge of the structure and function of organs and tissues through hands-on activities that include weekly experimentation and dissection. The systems studied include the skeletal, muscular, digestive, respiratory, circulatory, urinary, nervous, skin, endocrine, and reproductive systems. In addition to learning the structure and function of the reproductive system, students are given time for discussions concerning changes that occur during adolescence.

A trip to the Boston Science Museum reinforces the curriculum and helps provide a context for showing students how to plan and execute their individual projects on the human body. Throughout the year, efforts are made to reinforce and integrate the science curriculum from previous years, including metric measurement (grades 3, 4, 5), structural adaptations (grades 3, 4, 5), mixtures and solutions (grade 4), force and motion (grade 5).

Texts:
            Asking About Sex and Growing Up (William Morrow and Co., Inc.)
            The Human Body (Random House)
            The World of the Microscope (Usborne House)

ART: In the sixth grade, the emphasis is on mastering specific techniques and learning to apply them. There are three major areas of study. The first is a variety of graphic design projects in color, such as eraser and linoleum carving and printing, a travel poster and a design in the style of M.C. Escher. The second area is three-dimensional constructions using clay, Pariscraft, and wood. The third area is the interdisciplinary study of the Middle Ages. A variety of media appropriate for this time period such as stained glass, banner making, and scenery painting are used to integrate students’ experience with History and English.

COMPUTER:

Computer Skills / Software to be Covered

Internet Safety / Appropriate Use Policy Discussion
Keyboarding (Ten Thumbs Typing)
Inspiration (brainstorming, notetaking, writing, outlining, pre-writing, creative writing, literary analysis)
Word Processing w/ AppleWorks and Pages
Pages – Document layout / design program
Keynote presentation software
Saving to Shared Folder / Using Drop Box for assignments
Research skills reinforcement (using internet databases & websites, library online resources, Boolean searches, evaluating resources)

Curriculum Integration

Inspiration work with summer reading book (The Watsons Go to Birmingham)
Inspiration, AppleWorks, Keynote - research papers (2 per year)
Keynote - Science research project presentation
Pages - Travel brochure for Country Project (2nd half of year)
Spreadsheets / Keynote presentation - Country Project - fact sheet, statistic comparison, graphs (US vs. Country of choice)

DRAMA: Students are introduced to drama and participate in improvisations, theater games, and short pieces of playwriting. The goal of this course is to excite students about drama, to show them that it is a rewarding method of self-expression, and to introduce critical thinking skills.

LIBRARY: The overall goal of the library curriculum for every grade level is to make our students feel that libraries are wonderful places where they can find literature to feed their imaginations and locate whatever information they seek. To meet these goals the curriculum is separated into information skills (library and research skills) and literature skills, though the two are always very interdependent. The sixth grade library period is spent reinforcing and expanding upon the skills introduced in the earlier grades. The students this year become more adept at finding the information they need in all kinds of sources using their questions and their lists of keywords. They work with many different reference sources so they are familiar with what types of sources are available and how they are organized. Boolean searching is introduced, for use both with our online catalog and other online databases. They review the steps needed to produce a complete bibliography and the reasons that is important. We spend additional time on using an index and ways to make that process more efficient, on utilizing headings and subheadings, on taking good notes, and on organizing and finally presenting information. We continue to read stories as often as possible, with the aim of making them familiar with the wonderful new books we are receiving. We also discuss censorship during Banned Books Week. The students continue to “booktalk” and the librarian booktalks new fiction to them regularly. They also participate in the Nutmeg Award (the Connecticut Children's Book Award), reading from a list of ten books chosen by librarians and voting for their favorite – and then waiting to see if it is the one chosen by all of the voters in grades 4-6 across the state.

MUSIC: Sixth grade students, having been trained in the Kodaly Concept, continue their music studies using solfege syllables, rhythm syllables, and staff reading in pitch names. They begin studying the alto recorder, continue singing in parts, using folksong as a take-off point to explore other areas of music (i.e. Tchaikovsky's fourth symphony and Birch Tree, a related Russian folksong used as it's base). Medieval music is part of an interdisciplinary study of the Middle Ages.

PHYSICAL EDUCATION: Our goal in physical education at this level is to provide strenuous exercise, develop athletic skills and promote team cooperation. The sixth grade can be split in a number of ways among the three staff members. Activities include field hockey, soccer, and football in the fall; basketball, volleyball, floor hockey, and gymnastics in the winter; baseball, softball, track, and badminton in the spring. Other activities include tinikling (a rhythmic dance with bamboo poles), the physical best program, and Capture the Flag.

GRADE SEVEN

HUMANITIES: Seventh grade students explore the theme of change -- personal, social, political, and economic -- by studying related literature, the early American experience, and America today. We begin by looking at what happens when different cultures meet, focusing in particular on American Indians, Europeans, and Africans. Coming-of-age stories form the backdrop for our study of the American Revolution, as we look at the issue of independence in literature, history, and our world. Finally, we turn our attention to the struggles for power in literature, in the Civil War and in contemporary society.

In humanities, students develop reading, writing, thinking, presenting, and information skills. Through a variety of literary genres students build an understanding of theme, symbolism, and tone; they read primary and secondary historical sources for main ideas and supporting details. In addition to organizing and developing ideas on paper, students develop an appropriate and descriptive vocabulary, the use of literary devices, variety of style, effective arguments, and revision. Grammar concepts, spelling, and mechanics are taught as part of writing. Students practice recognizing cause-and-effect relationships and drawing valid conclusions based on evidence. They are guided in organizing their study materials and in taking effective notes. Gaining map and geography proficiency, understanding time lines and dates, and learning the research process are central. Students work independently on long-range projects including Early America Day in the fall and a more formal research paper in the spring.

Texts may include:
The Light in the Forest, Conrad Richter
Encounters in the New World, Jill Lepore
The Crucible, Arthur Miller
Seedfolks, Paul Fleischman
The Martian Chronicles, Ray Bradbury
April Morning, Howard Fast
To Be a Slave, Julius Lester
To Kill a Mockingbird, Harper Lee
A History of US, Joy Hakim
The Story of America, Volume 1, John Garraty
Rules of the Game, Grammar through Discovery, Mary Page
Poetry anthologies

BEGINNING LATIN: Students become familiar with the basic grammatical concepts of the Latin language, early Roman history and various cultural topics such as family, slavery and travel. Their interest and awareness of Roman culture and civilization are enhanced by reading the continuous narrative about the lives and adventures of the Cornelii family a chapter at a time. A reading course, students become quickly proficient in reading lengthy stories in Latin and in inducing the general grammatical and syntactical rules from the specifics found in the passages. Attention is also paid to our inheritance from the Roman world such as English words derived from Latin, Latin sayings, and the vestiges of Roman culture in our own. During their first year of study, students master three declensions of nouns, first and second declension adjectives, the present and imperfect tenses for all four conjugations and numerous irregular verbs, prepositions, adverbs, and many elementary syntactical rules. Special projects may include poetry recitation, creation of a Latin game, making of Roman lamps, and story bags of Roman gods and goddesses.

Text: Ecce Romani I , Lawall et al. (ed.)

MATHEMATICS: The mathematics curriculum, based on National Council of Teachers of Mathematics Standards, is divided at each grade level into three parts: 1) topics introduced briefly in a concrete mode, usually within the context of another concept or skill; 2) topics worked on for a significant period of time in both concrete and symbolic modes; 3) topics formalized through abstract definition and generalization.

In the seventh grade, three different sections are offered, though the core curriculum, pre-algebra, as outlined below, is the same for each. Core topics covered are the same, though depth of coverage and complexity of application vary; students in all three courses are prepared to begin Algebra I in the eighth grade.

The core topics to be worked on in seventh grade are:
            • Operations (order of operations; fraction as related to division)
            • Logic (experience with intuitive functions)
            • Algebraic Development (variable – concept, translation from words, in expressions; integers – exponents,             rational/irrational numbers, absolute value; linear equations – concept, formal solutions, equivalent equations,             graphing, to express associative property; linear inequalities – concept, informal and formal solutions,                         symbolism, graphing)

The core topics to be formalized in seventh grade are:
            • Number Development (ratio and proportion; scale drawing; percent)
            • Operations (associative property)
            • Spatial Relationships/Geometry (spatial awareness; perceptual relationships; angles; rotational symmetry;             congruence; transformations – rotations, translations, and reflections)
            • Measurement (volume; choice of measure; circumference; surface area; angle measure)
            • Graphing and Statistics (circle graphs; number line graphs for solutions to inequalities; coordinate graphs;             medians and modes)
            • Logic (significant experience with set theory and sequences)

Topics within the introductory stage fall within the categories mentioned above.

The core texts for these courses are Pre-Algebra, An Accelerated Course, by Dolciani, Sorgenfrey, and Graham (Houghton Mifflin), Pre-Algebra: A Transition to Algebra by O'Daffer, Clemens, and Charles (Addison Wesley), and Pre-Algebra, by Price, Rath, and Leschensky (Merrill). Manipulatives used include geoboards, miras (a geometric tool that has the reflective quality of a mirror, as well as a transparent quality to provide a fascinating new look at geometry), attribute blocks, calculators, and centimeter cubes.

FRENCH OR SPANISH:

French I: After extensive review and reinforcement of previously learned material, students continue to enlarge their knowledge of French vocabulary and grammar. They are introduced to direct and indirect object pronouns including ‘y’ and ‘en’, many more irregular verbs and the “passé composé”. Francophone culture throughout the world continues to be emphasized. Special projects may include poetry memorization for the COLT Poetry Contest, videos, French cuisine and the study of Francophone countries. Students are grouped by ability.

Text: French for Mastery I: Salut les amis (D.C. Heath) Livre, Cahier

Spanish I: After a thorough review of the previous year’s material, students in the seventh grade encounter new grammar and vocabulary in a variety of situations, often within a humorous context. Students are introduced to stem-changing verbs, many irregular and reflexive verbs in the present and preterit tenses, the imperative, double object pronouns, and the comparative and superlative forms of adjectives. Interesting contemporary reading selections help students develop oral and written skills as well as heighten their sense of Hispanic culture. Special activities may include: a self-portrait in Spanish, a Hispanic cooking project, the study of different Spanish speaking countries, and participation in the COLT Poetry Contest. Students are grouped by ability.

Text: Spanish for Mastery IB: Diá a Diá (D.C. Heath) Book, Workbook, Cassette and Video Program

SCIENCE: Energy and the Environment

The goal of this seventh grade course is to foster the natural curiosity of students by providing a series of developmentally appropriate hands-on activities that also allow them to practice laboratory skills and gain an appreciation and working understanding of key energy concepts. Concepts are explored using both qualitative and quantitative methods. Students make observations, record data in a lab notebook and, for selected labs, write up formal reports that include the use of computer spreadsheet and graphing programs. During the spring term students design and build alternative energy projects that utilize methods and knowledge gained previously in the course. These projects provide an opportunity for students to pursue their own interests and take on a challenge that matches their individual skill sets. By the completion of the course it is hoped that all students will be comfortable asking
scientific questions and proposing effective methods to shed light on the answers to these questions. Another objective of this course is to increase student awareness of how our energy choices may impact the environmental quality of our planet.

Key Concepts

FORMS OF ENERGY :

- potential/kinetic, mechanical, heat, light, electricity, chemical (including biological), nuclear

ENERGY TRANSFORMATIONS:

-first and second laws of energy (thermodynamics), heat transfer, phase changes, temperature, volume , pressure relationships (Boyle's Law, Charle's Law)

ENVIRONMENTAL IMPACTS:

- advantages and disadvantages of each energy source: fossil fuels, nuclear, wind, water, solar

- air, water and land pollution; specifically global warming, acid rain, ozone depletion

EARTH MOTIONS AND THEIR EFFECTS ON SOLAR RADIATION

- electromagnetic radiation, day and night, seasons and climate

- potential and limitations of solar power for human purposes

Texts
             Physics (An Usborne Introduction)
             Heat Energy (Prentice-Hall)
             Electricity and Magnetism (Prentice-Hall)

ART: Seventh grade art concentrates on design elements in black and white. Pop art is introduced to stimulate the creation of optical designs. To teach the illusion of space on a two-dimensional surface, black to white value collages are constructed. Experimenting with different drawing techniques is introduced so that students find their own style. The culminating project is a realistic self-portrait.

COMPUTER: While 7th graders do not have a scheduled computer class, they are encouraged, and usually required, to use the computers as a productive and creative tool as they complete work across the curriculum. Students are introduced to MicrosoftExcel spreadsheets to record and graph data in science and math classes. MicrosoftWord and ClarisWorks word processing applications are used to write English compositions, history papers, foreign language assignments, and science lab reports, as well as to write letters for Amnesty International, create bake sale announcements, etc. Students may also use HyperStudio to create multi-media presentations incorporating text, graphics, video, and sound. Stand-alone software provides controlled practice with English grammar and punctuation, as well as with vocabulary and verb conjugation in foreign languages. In addition, Foote's Internet access provides students the opportunity to develop and hone research skills using the World Wide Web.

Students choosing to work on the school newspaper, The SPI, use MicrosoftWord to write articles and QuarkXPress to work on the layout.

DRAMA: Students will begin to understand that theater is a form of communication. In doing so, they will begin to respond emotionally and intelligently to dramatic literature as well as to performance, thereby continuing to improve critical thinking and problem-solving skills. They will read and write dramatic material as well as perform it. They will also begin to learn a vocabulary and language appropriate to the study of theater arts.

MUSIC: The primary focus of seventh grade music is the history of American music, as it has evolved from Anglo and African roots. Students experience this music through listening lessons, song, and instrumental study. Those that want to continue playing recorder are encouraged to do so, while the class as a whole embarks on a trimester’s study of the mountain dulcimer, using the 20 instruments we have here at the school for this purpose. A parallel theme is devoted to individual study of principles of music theory and notation, using specially designed software in Foote’s computer lab. Other highlights of the year include the learning of dances for May Day, a trip to the Metropolitan Opera in New York City to see a full scale performance, and the chance to perform as a grade for the entire school. In addition, students in grade 7 are welcome to join our chorus or orchestra.

LIBRARY: The overall goal of the library curriculum for every grade level is to make our students feel that libraries are wonderful places where they can find literature to feed their imaginations and locate whatever information they seek. Seventh graders no longer have a regular library period every week. They do, however, make great use of the library for research, using both the print materials in the library and the computer resources available to them – such as CD-ROM encyclopedias and databases, as well as Internet access. Many of them continue to use our Upper School fiction collection, coming during recesses or before school to find free reading books.

PHYSICAL EDUCATION: The seventh grade is broken up in various ways depending on the activities chosen for the class, i.e., separated by gender or coeducationally in smaller groups. In class, the students participate in such sports as field hockey, soccer, touch football, frisbee, and Capture the Flag in the fall; basketball, volleyball, gymnastics, floor hockey, and tinikling (a rhythmic dance with bamboo poles) in the winter; and softball, baseball, track, and kickball in the spring.

In addition, seventh-grade students have the opportunity to participate in daily team practices and play team sports against other schools. The sports offered are soccer and field hockey in the fall; basketball and coed swimming in the winter; and lacrosse, softball, baseball, and coed tennis in the spring.

GRADE EIGHT

ENGLISH: Through the study of different genres (fiction, essays, plays, and poetry) students examine literature in terms of structure, implicit themes, and the author's use of specific detail. Creative writing assignments continue, and students are also introduced to the expository essay form. We place emphasis on using descriptive detail, developing and supporting a thesis, and on mechanical accuracy. A study of the short story (O. Henry, Saki, and Maupassant, as well as modern writers) culminates a month-long short story writing project. Vocabulary study springs from the reading. Grammar concepts and spelling lessons are integral to the writing process. Poetry is read aloud and written in journals throughout the year. In the spring term, students place poems written throughout the year in an 8th grade anthology.

Texts: ( Some alternate from year to year.)
                   A Book of Nonfiction - I (Harcourt Brace Jovanovich)
                   A Book of Poetry - I (Harcourt Brace Jovanovich)
                   A Book of Short Stories - I (Harcourt Brace Jovanovich)
                  Inherit the Wind - Lawrence and Kern
                   The Pearl - John Steinbeck
                   Monster - Walter Dean Myers
                   The Wave - Todd Strasser
                   Lord of the Flies - William Golding

Selections from:
            Homer’s Odyssey
            Romeo and Juliet or Macbeth - Shakespeare
            The House on Mango Street - Sandra Cisneros

Modern United States History: Eighth grade history is constructed around the theme of power, how it has been wielded within the country and by whom, as well as how the United States has exerted its power internationally as it has come of age as a world leader. Special attention will be paid to civil rights as we begin the course with a study of Jim Crow laws during Reconstruction and conduct an in-depth study of the civil rights movements of the sixties. In addition, particular area of study in the second semester will be the emergence of the US from isolationism to becoming the superpower of the twenty-first century. Study skills emphasized in previous years, such as note taking in class and from texts, outlining, and organizing information, are reinforced in eighth grade. Also, students learn how to approach history with an appreciation for its ambiguity and complexity. Students are encouraged to see other points of view using a variety of techniques, e.g., eyewitness accounts and original sources. They learn to infer from the facts and see recurrent traits of human nature vis-à-vis historic events. Appreciating the wider picture is emphasized at all stages. Each student writes expository essays, major reports, and works with maps. A variety of creative assignments are also given and cooperative learning techniques are employed.

Resources include:
The American Nation: Civil War to the Present (Prentice-Hall)
Autobiography of Malcolm X
Selected readings from Voices of America , Thomas Frazier, editor
The Jungle, Upton Sinclair
Dear America: Letters Home from Vietnam, Bernard Edelman, editor
Selected readings from the Harlem Renaissance, Martin Luther King, Ken Burn’s “Baseball”.

Latin I: During the eighth grade year students expand their knowledge of the Latin language and the world in which it was spoken. By the end of the year the students will complete the Ecce Romani I textbook. In addition to studying more uses of cases and vocabulary, the students learn noun adjective agreement, the future, perfect, pluperfect and future perfect tenses, the fourth and fifth declensions, the dative case, demonstrative adjectives and pronouns, and personal and reflective pronouns. Upon completion of the standard curriculum, the Honors section proceeds in the Ecce Romani II textbook. Some of the historical and cultural topics explored in the eighth grade are: the Roman Republic, travel, the city of Rome and chariot racing. The study of English derivatives, Latin saying and our inheritance from the Roman world is continued. Special projects may include poetry recitation, creative presentations of the story of a mythological monster, city of Rome reports, and the use of calligraphy in the transmission of manuscripts.

Texts:
Ecce Romani I, Lawall et al. (ed.)
Ecce Romani II, Lawall et al. (ed.)

MATHEMATICS: In the eighth grade three Algebra I courses are offered. The first is a one-year Honors Algebra I course, the second is a one-year Algebra I course, and the third is the first year of a two-year Algebra I course, which is available in two different sections, as outlined below.

Honors Algebra I: This is a rigorous course in Algebra I in which students complete a comprehensive study of various topics suggested by the National Association of Independent Schools for Algebra I. Topics covered include symbols and sets, solving equations and inequalities with one and two variables, polynomials, factoring, algebraic fractions, graphing, solving systems of linear equations, radical expressions, and quadratic equations. Varied and complex problem solving is an important aspect of the course.

Text: Algebra Structure and Method, Book I, Dolciani, Brown and Cole (Houghton Mifflin)

Algebra I: This is a one-year course in Algebra I in which students complete all of the same topics listed above. However, problems selected are less complex than those considered in the Honors course.

Text: Algebra by Smith, Charles, Dossey, Keedy and Bittinger (Addison-Wesley)

Topics in Algebra: This course covers approximately two-thirds of the standard Algebra I curriculum: solving equations and inequalities, working with polynomials and laws of exponents, factoring, and graphing of linear
equations. There is a continuing emphasis on algebraic methods of problem solving.

Text: Algebra by Smith, Charles, Dossey, Keedy and Bittinger (Addison-Wesley)

FRENCH OR SPANISH:

French II: Students continue their formal study of French with a thorough review of all the grammar introduced in seventh grade. New grammar such as relative and object pronouns, negation, adverbs, and the comparison of adjectives, reflexive verbs, and more verb tenses, including the future, the imperfect, the conditional and introduction to the subjunctive, are taught within the specific context of French daily life and culture. Paris, “la Ville Lumière,” is studied. Reading skills are increased, vocabulary expanded, and a greater emphasis is placed on writing. Audiotapes, videos, and viewing of original French films are important components of the program. Students are required to memorize several poems during the year and participate in the COLT Poetry Contest. Additional special projects may include a researched cooking project and the creation of a short, videotaped play. Students are grouped by ability.

Text: French for Mastery II: Tous ensemble! (D.C. Heath) Livre, Cahier

Spanish II: The program builds on the established foundation, introducing more complex grammatical structures and expanding the cultural themes. Beginning units provide a thorough review and new material, such as the imperfect, present perfect, pluperfect, conditional pluperfect, subjunctive tenses, possessive and relative pronouns, adverbs, and prepositions, is gradually introduced. For any given grammar point, activities begin with guided practice and move progressively toward freer self-expression. There are numerous opportunities for written and oral expression. Special projects may include a researched cooking project, the creation of a videotaped short play, and participation in the COLT Poetry Contest. In addition, students read and analyze various literary selections in Spanish. Students are grouped by ability.

Text: Spanish for Mastery II: Entre Nosotros (D.C. Heath) Book/Workbook, Cassette and Video Program

PHYSICAL SCIENCE: The eighth grade science curriculum is devoted to the widely acclaimed IPS (Introductory Physical Science) course. This program emphasizes the development of basic laboratory skills, the process of controlled experimentation, and an understanding of the principles of physical science, especially matter and its properties. A sequence of experiments leads students to appropriate ways to measure and describe quantities and properties of solids, liquids and gases. Specifically, the course covers density, melting and boiling points, solubility, separation of mixtures, and spectra.

While students work on all labs as part of a team, each student keeps a lab notebook and writes lab reports. The analysis of class data is an important element of each investigation: graphing of data is often required and the use of computer software is explained and encouraged. Empirical evidence and concepts are then used to build a model of the atom as the basic units of matter. The course culminates with each lab team devising and executing a multi-step procedure to identify the components of an unknown mixture.

Text: Introductory Physical Science, Sixth Edition (Science Curriculum, Inc.)

ART – SCULPTURE: The year is spent exploring the third dimension. A field trip to Storm King Art Center or Pepsico provides a firsthand experience with large contemporary sculpture. Students are provided with an overview of the history of three-dimensional form and an understanding of what goes into the completion of any sculpture piece. Clay, metal, wire, plaster, wood, cardboard, and stone are the primary materials used. Students complete the year with the experience of carving soapstone with hammers and chisels. Emphasis is on encouraging students to employ their innermost creative self for each assignment.

COMPUTER: While 8th graders do not have a weekly computer class, they are encouraged, and usually required, to use the computers as a productive and creative tool as they complete work across the curriculum. MicrosoftWord and ClarisWorks word processing applications are used to write English compositions, history papers, foreign language assignments, and science lab reports, as well as to write letters for Amnesty International, create bake sale announcements, etc. MicrosoftExcel spreadsheets are used to record and graph data in science and math classes. Students may also use HyperStudio to create multi-media presentations incorporating text, graphics, video, and sound. Stand-alone software provides controlled practice with English grammar and punctuation, as well as with vocabulary and verb conjugation in foreign languages. In addition, Foote's Internet access provides students the opportunity to develop and hone research skills using the World Wide Web.

Students choosing to work on the school newspaper, The SPI, use MicrosoftWord to write articles and QuarkXPress to work on the layout.

DRAMA: (2 trimesters) Students will perform scenes from plays, enhance critical thinking skills, read and/or view plays, and participate in writing activities. They will learn how to observe, respond, understand, and evaluate theatrical performances and to make personal judgments based on these. Through their work they will recognize their own intentions, choices, and power to affect others.

LIBRARY: The overall goal of the library curriculum for every grade level is to make our students feel that libraries are wonderful places where they can find literature to feed their imaginations and locate whatever information they seek. Eighth graders no longer have a regular library period every week. They do, however, make great use of the library for research, using both the print materials in the library and the computer resources available to them – such as CD-ROM encyclopedias and databases, as well as Internet access. Many of them continue to use our Upper School fiction collection, coming during recesses or before school to find free reading books.

MUSIC: Eighth grade music consists of one trimester of required music and one trimester of an instrumental elective. The traditional Morris stick dance “Rigs O’ Marlow” will be taught and performed at Foote’s annual May Day. Eighth graders are also encouraged to join either Chorus or Orchestra.

Music Required: an introduction to jazz and its evolution as a unique art form in the United States. Through readings, lectures, interactive multi-media software, hand drumming and classroom listening, students explore elements involved in the dual influences of African and European music on the development of jazz in this country. Each student is required to study the life of one particular musician, to present an example of the music of this artist to the class, and to complete a final paper explaining the importance of this musician in the history of jazz.

Instrumental Electives: students choose from the study of acoustic guitar, handbells or tone chimes.

OUTDOOR EDUCATION PROGRAM: (one trimester) Foote School maintains an outdoor education facility for this program. The program’s goal is to provide an environment that serves to nurture and instill mutual cooperation and support within a group. It provides the students with the opportunity to increase their sense of personal confidence, their level of agility, their physical coordination, and the support and enjoyment that comes from working together on a common goal.

The curriculum involves group-oriented games and initiative problems. These force students to work together in problem-solving tasks where success is ultimately determined on their ability to cooperate and brainstorm for solutions. The tasks progress in difficulty and culminate in group and individual challenges in low and high element ropes course work.

PHYSICAL EDUCATION: (one trimester) The course in physical education provides rigorous physical activities and athletic skills development. The activities covered in gym classes may include badminton, track, floor hockey, soccer, touch football, field hockey, basketball, softball, and lacrosse.

Team sports offered on both junior varsity or varsity levels are field hockey and soccer in the fall; basketball and co-ed swimming in the winter; and lacrosse, softball, baseball, and co-ed tennis in the spring. The sports program enables students to compete with students their own age from a broad selection of regional schools.

GRADE NINE

ENGLISH: The ninth grade writing and literature program continues to develop the students’ ability to analyze literature critically, both orally and in writing. The curriculum focuses on autobiographical essays and excerpts from memoirs and autobiographies in the first term, third-person essays and short stories in the second term, and novels with adolescent protagonists in the spring. Poetry is read and written throughout the year, culminating in a "poetry cabaret” conceived and performed by the students in April.

Multi-draft critical essays, as well as personal narrative essays, are assigned throughout the year, allowing students to work on skills such as forming and supporting a thesis as they work on developing a strong personal voice. Mechanics and grammar are taught based on the individual needs found in students' work. At the end of the year, a long-term creative writing project allows the students to experience the full writing process as they share and revise drafts, using both peers and teacher to produce the final project.

Texts:
Autobiography:
Warriors Don’t Cry , Melba Beals
Forgotten Fire, Adam Bagdasarian

Selections from:
Black Ice, Lorene Cary
Colored People, Henry Louis Gates
The Duke of Deception, Geoffrey Wolff
Kaffir Boy, Mark Mathabane
Manchild in the Promised Land, Claude Brown
The Road to Coorain, Jill Ker Conway
Stop-Time, Frank Conroy
Vital Signs, Natalie Kusz
Essays by Annie Dillard, Tracy Kidder, John McPhee, George Orwell, Scott Russell Sanders

Fiction:
Speak, Laurie H. Andersen
Stories, Tobias Wolff
October Sky, Homer Hicham

Novels:
Catcher in the Rye, J.D. Salinger
This Boy's Life, Tobias Wolff

Poetry: Selections from a wide range of cultures, styles, and periods

History IX: World Studies: A Course in Non-Western History: This course aims to cultivate in each student respect for and understanding of four regions: the Middle East, Africa, South Asia, and China. In doing so, we study the social, economic, political, and geographical forces that have shaped each region and how each region has been affected by modernization. By reading periodicals, students stay abreast of current events in the areas we explore. Students also have the opportunity to examine foreign cultures with field trips to local museums and a mosque. At midyear each student writes a formal research paper on a topic relating to the cultures we study.

World Studies will reinforce skills emphasized in preceding history courses, including critical analysis, synthesis of ideas, written and oral expression, Internet research, and study habits. Students are encouraged to view issues from multiple perspectives through the use of a variety of primary and secondary sources. In addition, students write expository and critical essays, take notes, engage in group discussion and activities, study maps, give oral presentations, and complete creative projects relating to the subject matter.

Texts:
World Cultures: A Global Mosaic (textbook)
China: Understanding Its Past
Things Fall Apart, Chinua Achebe
The Best of Enemies: The Memoirs of Bassam Abu-Sharif and Uzi Mahnaimi
Red Scarf Girl: A Memoir of the Cultural Revolution, Ji-li Jiang
The New York Times and other periodicals
A variety of primary documents, including letters, images, posters, historical maps, political cartoons, songs, speeches, and government documents.

Films include:
Ghandi
The Last Emperor
A variety of documentaries

Latin II: Reading fluency and advanced topics of grammar and syntax are the focus of the ninth grade year. In addition to learning the passive voice, comparisons of adjectives, participles, indirect statements, and the forms and uses of the subjunctive, the students regularly translate increasingly lengthy and complex stories. Students acquire knowledge of the political, cultural and literary history of the Romans and their contributions to western civilization. The events of the Roman Republic through the Late Empire are studied as well as Roman food, education, baths, gladiators, weddings, and religion. Students develop independent research skills through an in-depth study of a topic of their choice. Emphasis is placed on preparation for reading original Latin texts. Enrichment of the students’ English vocabulary and methodical thinking are also stressed. Special projects may include poetry recitation, a Roman banquet, creation of a Roman calendar, and a Colosseum project. Students are grouped by ability.

Text: Ecce Romani II, Lawall et al. (ed.)

MATHEMATICS: In the ninth grade two different courses are offered. The first, a Geometry course offered in two different sections, is available to students who completed Algebra I in the eighth grade. The second is the second year of a two-year Algebra I course, again offered in two different sections, as outlined below.

Honors Geometry: This course develops geometry as a complete mathematical system from the basic terms: point, line, and plane. Formal proofs are emphasized. Topics covered include the language of sets, logic, angles and their relationships, parallel lines and planes, congruent triangles, similar polygons and right triangles, circles, constructions, coordinate geometry, areas of polygons and circles, and volumes and surface areas of solids.

Text: Geometry, Clemens, O'Daffer, Cooney, and Dossey (Addison-Wesley)

Geometry: This course also develops geometry as a complete mathematical system from the basic terms, and topics covered are the same as those listed above for the Honors course. In this course, however, only basic formal proofs are included.

Text: Geometry, Clemens, O'Daffer, Cooney, and Dossey (Addison-Wesley)

Intermediate Algebra:

This course completes the Algebra I curriculum and offers opportunities for extension into a few Algebra II or Geometry topics. The curriculum reviews methods used with equations and inequalities, extending them to absolute value equations and combined inequalities. Factoring and quadratic equations are recalled, followed by an introduction to radicals and alternate methods of solving quadratics. Also introduced are functions, variation and proportion, rational expressions, and fractional equations. Possible extension topics include imaginary numbers, complex fractions, absolute value inequalities, negative exponents, and an introductory geometric unit. The emphasis on algebraic methods of problem solving continues throughout the year.

Text: Algebra Essentials by Foster, Rath, Winters and Burrill (Merrill)

FRENCH OR SPANISH:

French II or III: Students pursue a study of literature and grammar. They read original texts, amusing short stories, children’s classics, and/or well-known plays to increase reading and comprehension skills. They analyze and memorize a variety of French poems and begin to write their own. A second or third year grammar book thoroughly reviews and teaches the ten principal verb tenses and grammar. The regions of France are studied, as well as some important historical figures and their contribution to French culture. Frequent writing assignments, including writing an original French Fairy Tale, develop the students’ abilities to express themselves more fluently. Students continue to build upon and strengthen their oral skills through daily conversations and the viewing of French films. Classes are conducted in French. Special projects may include seeing a play in French, teaching a Lower School class, and participation in the COLT Poetry Contest. Students are grouped by ability.

Texts:
            Les Aventures du Petit Nicolas, Sempé/Goscinny
            Le Bourgeois Gentilhomme, Molière
            Le Petit Prince, A. de Saint-Exupéry
            Troisième ou Deuxième Livre (Amsco School Publications)

Spanish II or III: Students explore the practical vocabulary needed for active language use and deepen their appreciation of Hispanic culture through an introduction to literary works by authors from Spain and Latin America. Grammar topics include: impersonal ‘se’, the subjunctive tense, the imperative, irregular preterit verbs, use of the preterit and imperfect tenses, the present perfect, future and conditional tenses. Through discussion and analysis of various genres of literature, including poetry, short stories and drama, students are challenged to improve their oral proficiency, reading comprehension and writing skills. Special projects may include a researched presentation about a famous Hispanic figure, the creation of an illustrated children’s book or short story, and teaching a Lower School class. Students will participate in the COLT Poetry Contest. Students are grouped by ability.

Texts:
            Spanish for Mastery II: Entre Nosotros (D.C. Heath) Book/Workbook, Cassette and Video Program
            Spanish for Mastery III: Situaciones (D.C. Heath) Book, Workbook, Cassette and Video Program

BIOLOGY: This high school biology course is composed of three parts: River Ecology (fall term), Animal Anatomy and Physiology (winter term) and Evolution and Genetics (spring term). Lab and field work are important aspects of this course, and although tasks are often accomplished using teams, each student is required to keep a permanent notebook. Students are encouraged to generate knowledge directly from their own observations of natural and experimental phenomena and to learn how such knowledge can be evaluated for precision, accuracy and reliability.

Using the West River as a living laboratory, students begin the year with a study of the flow of energy and materials in ecosystems; the processes of photosynthesis and cellular respiration are emphasized and basic concepts of chemistry are reviewed. Next, physical, chemical and biological sampling are carried out by student teams at selected sites on the West River on a regular basis, and the taxonomy of organisms is studied using the results of field work as study material. Finally, the interrelationships of organisms to one another and the interrelationships with the non-living environment are investigated and discussed; the impact of human activities on biodiversity and environmental quality is highlighted. The fall term culminates with each student producing an in-depth report on an organism present in the West River.

The comparative anatomy of two invertebrates (crayfish and mussel) and two vertebrates (perch and fetal pig) is the focus during the winter term. Dissections of each organism are carried out to establish the elegant connections between form and function of animal organ systems. Comparisons to human biology are highlighted, and issues involving human health are discussed (e.g., nutrition, sexually transmitted diseases, drugs, etc.)

The spring term is devoted to the study of Darwin's theory of Evolution by natural selection and genetics. Both classical and molecular aspects of heredity are examined and each student performs a series of Drosophila (fruit fly) crosses. The structure of DNA and process of DNA replication and protein synthesis are introduced.

Texts: Biological Science: An Ecological Approach (BSCS Green Version, Eighth Edition)

ART: The ninth grade art course presents a comprehensive overview of art history starting with prehistoric times and moving through the ages to contemporary expression. Art projects are related to the period being studied. The students explore a variety of media, both two and three dimensional, using one that best expresses each particular art era.

CLASS TRIPS: Throughout the ninth grade year trips are planned to enhance and enrich the curriculum offerings. In addition to museum wanderings, the English classes attend theater performances in New Haven and New York City. One unique trip, however, is planned to begin the school year. The ninth grade class, accompanied by the Head of School and ninth grade teachers, departs for a four-day retreat that stresses community and social growth and awareness. In any given year the group may participate in ambitious hikes, lengthy bicycle trips, canoe excursions, and refreshing swims before they relax around the fire with folk tales, charades, and appropriate ghost stories. From these shared experiences a more closely-knit, cohesive class emerges.

COMMUNITY ACTIVITIES: Ninth graders assume leadership roles and major responsibility for community service within the school. The areas in which the students may be involved include Student Government, Maroon and Grey Captains, the yearbook, the literary magazine, and the school newspaper. Ninth graders also conduct community-wide food, clothing, and book drives, aid the city-wide UNICEF campaign, and distribute the morning snack at Foote.

In addition, every ninth grade student participates in Community Service, a formal program meeting on Monday afternoons. Community Service activities are:

Tutoring – on a one-to-one basis in the lower grades or at Celentano School. This gives the students a chance to share their skills and interests.

Assisting the elderly – assisting the elderly in the New Haven area, either in individual homes or at the Whitney Center, allows the students to plan and execute specific projects and to evaluate their effectiveness.

In addition, all students are given the opportunity to complete a Red Cross sponsored Cardio-Pulmonary Resuscitation program. The course consists of 12 hours of practice and written work in which they learn the basic steps required to revive victims who have choked or stopped breathing. They are required to work on babies, children, and adults. At the successful completion of this intensive course, students are presented with a CPR certificate.

COMPUTER: While 9th graders do not have a weekly computer class, they are encouraged, and usually required, to use the computer as a productive and creative tool as they complete work across the curriculum. Microsoft Word and ClarisWorks word processing applications are used to write English compositions, history papers, foreign language assignments, and science lab reports, as well as to write letters for Amnesty International, create bake sale announcements, etc. Microsoft Excel spreadsheets are used to record and graph data in science and math classes. Students may also use HyperStudio to create multi-media presentations incorporating text, graphics, video, and sound. Stand-alone software provides controlled practice with English grammar and punctuation, as well as with vocabulary and verb conjugation in foreign languages. In addition, Foote's Internet access provides students the opportunity to develop and hone research skills using the World Wide Web.

Students choosing to work on the school newspaper, The SPI, use Microsoft Word to write articles and QuarkXPress to work on the layout.

DRAMA: Students will continue to refine performance and critical thinking skills through the preparation of scenes, playwriting, and through reading, viewing and responding to plays. Students will also continue to accept and appreciate cultural diversity; to understand that the beliefs and cultural conventions of a particular time, place, or people can link them to worlds very different from their own. A culminating activity of this course will be the production of a full-length play.

EXTERNAL STUDY PROGRAM: In addition to the rich academic and varied athletic programs and as an extension of the Community Service program, Foote has instituted an External Study Program for all 9th grade students which takes place during the spring. This program allows individual students to present proposals in areas of particular interest to them and pursue these interests in a structured setting. For one week, 9th graders set out into the community and take on new responsibilities in a work-study setting. For example, a student with a deep interest in contemporary music might work as an intern at WELI in Hamden; one with an interest in marine biology might work at Schooner, Inc.; another might work in a law office, in an art museum, or as a photographer's assistant. During this period students do not attend classes but are required to keep a journal of their experiences which is submitted to the faculty upon their return. Each student enjoys the close affiliation with a "sponsor" teacher who oversees this experience and observes the student on the job. Upon the return to Foote's campus, the 9th Grade presents a panel discussion to the Upper School about the external study experience.

LIBRARY: The overall goal of the library curriculum for every grade level is to make our students feel that libraries are wonderful places where they can find literature to feed their imaginations and locate whatever information they seek. Ninth graders no longer have a regular library period every week. They do, however, make great use of the library for research, using both the print materials in the library and the computer resources we have available to them – such as CD-ROM encyclopedias and databases, as well as Internet access. Many of them continue to use our Upper School fiction collection, coming during recesses or before school to find free reading books.

MUSIC: Ninth grade music consists of two trimesters of instrumental electives. In addition, the entire grade learns
the traditional “Sleights” sword dance, which is performed at Foote’s annual May Day.
Instrumental Electives: each trimester, students may choose between hand bells, acoustic guitar, or African drumming.

PHYSICAL EDUCATION: The course in physical education provides rigorous physical activities and athletic skills development for these individuals. The activities covered in gym classes may include badminton, track, floor hockey, soccer, touch football, field hockey, basketball, softball, and lacrosse.

Team sports offered on the varsity level are field hockey and soccer in the fall; basketball and coed swimming in the winter; and lacrosse, softball, baseball, and coed tennis in the spring. The sports program enables students to compete with students their own age from a selection of regional schools.

Secondary school placement counseling: In the spring of the eighth grade year the Head of School and the Secondary School Placement Counselor have an evening meeting for the parents of all eighth graders who are staying at Foote. This evening is devoted to a discussion of all aspects of choosing appropriate tenth grade placement for their children.

During fall of the ninth grade year close contact is maintained with parents as they make initial decisions. Various speakers come to talk with the ninth graders during lunch hours about issues such as interviewing, going away to school, public high school life, and big schools versus small schools. This also helps to inspire casual conversation among the students, as this is a common concern to all.