MIDDLE SCHOOL
Learning & Outcomes
In our middle school academic program, students embark on a more profound exploration of cultural history and literature.
As students progress through the middle school years, the Spiral Curriculum starts to take full shape, weaving together various subject areas and disciplines and fostering a holistic perspective of knowledge and interconnections.
More rigor is introduced in curricular studies, such as close readings of texts like the "Popol Vuh" and Plutarch's "Lives," challenging students to analyze and discern the differences between history and biography. This higher level of intellectual engagement helps students sharpen their critical thinking skills and prepares them for the academic challenges they will encounter as they progress through their middle school years and beyond.
Middle School is a time of emerging independence.
Students are asked to engage in deep independent inquiry and learning. Projects center on specific topics, such as Egypt in Grade 5, and students are given the opportunity to explore them in depth and design their own projects to demonstrate their understanding. This approach encourages students to take ownership of their learning, fostering a sense of autonomy and self-direction. This increased emphasis on presenting work authentically teaches students the importance of effective communication and the ability to convey their ideas and findings clearly and persuasively.
EXEMPLARY PROJECTS
The Grade 5 Egyptian Museum project is an exemplar of the Ross School's dedication to a holistic approach to learning.
The Egyptian Museum project encapsulates the essence of the Ross School's educational philosophy of holistic learning. The project is designed to gradually remove support scaffolding and encourage students to become more independent in their work and take ownership of their learning. The project's integrated approach, focus on independence, and emphasis on developing executive functioning skills make it an exemplary component of the Grade 5 curriculum at Ross School.
Project Sequence
The Egyptian Museum project is a milestone in students’ integrated study of the Rise of Riverine Civilizations, 3500–1450 BCE. The project begins after an exploration of the evolution of the African civilizations of ancient Nubia and Egypt. Students then self-select a topic of personal interest within the realm of Egypt and design a project to embody their research.
Once students have chosen their specific topics, they delve into the research process. This entails acquiring research skills such as finding credible and reliable sources. They are taught to take notes, paraphrase information in their own words, and understand the importance of citing their sources properly.
The next step involves organizing and devising creative ways to present their research. The culmination of the Egyptian Museum project is the creation of an actual museum. Students work together to set up a presentation space for their exhibits. Each student is responsible for producing a product that communicates their research findings and presenting it to the community.
Interdisciplinarity
One unique aspect of the project is the opportunity for the integration of disciplines. The curriculum brings together cultural history, English, and math, and students may explore concepts like Egyptian multiplication or engineering.
Individuality
The Egyptian Museum project emphasizes choice and individuality, allowing students to take ownership of their learning and pursue their passions. It's an opportunity for students to discover what is possible when they are driven by their interests.
Fostering Independence
The project teaches students valuable executive functioning skills, essential for their academic development. These include organization, time management, maintaining focus, initiating tasks, and impulse control.
Information Literacy and Critical Thinking
As students advance in their academic journey, they learn to critically evaluate and weigh different sources. They become adept at distinguishing reliable information from less credible sources.
Communication Skills
The project emphasizes the importance of presentation skills. Students not only need to build a product based on their research but also articulate their findings effectively. This includes the ability to answer questions from their peers and teachers during their presentations, ensuring a comprehensive understanding of the subject matter.
The Golden Age of Islam project showcases Ross School’s interdisciplinary approach to education.
In the Golden Age of Islam integrated unit, students focus on the origins and expansion of Islam. They explore the many cultural, artistic, and intellectual achievements of early Islamic society, including the development of calligraphy and algebra as systems of abstract notation. Students read different genres of Muslim literature as well as selections from the Quran. They learn about al-Khwarizmi’s contributions to mathematics and the nature of early algebra, study the medieval tools of early Islamic astronomers, and explore design elements most frequently found in early Islamic art and architecture.
Exploration of Islamic Cultures in the Middle East: Rise and Expansion
The unit explores the rise and expansion of Islamic cultures in the Middle East, focusing on the refined cultural achievements during the medieval period. Topics include early calligraphy, algebra, and the strong emphasis on balance within the Muslim religion.
Chronological Journey: From Pre-Islamic Tribes to the Golden Age of Baghdad
Students trace the historical journey from pre-Islamic tribal societies in the desert to the life of Muhammad, the birth of Islam, and the development of the religion under Muhammad's successors. The movement of the caliphate, reaching Baghdad, and the examination of Sunni and Shia sects are covered.
Cultural Flourishing: Umayyad and Abbasid Caliphates, House of Wisdom
The unit explores the flourishing of Umayyad and Abbasid caliphates, particularly focusing on the Golden Age of Baghdad and its House of Wisdom—a library akin to Alexandria's. The intellectual aspect of the city, blending Persian, Arab, and Hellenic cultures, is highlighted.
Spread of Islam and Cultural Impact: North Africa to Al Andalus
The spread of Islam into North Africa and the Iberian Peninsula is discussed, emphasizing the culture of scholarship and religious tolerance in Al Andalus.
Multifaceted Learning: Literature, Music, and Symbolism
Students engage with the Quran, Arabic poetry, and literature, emphasizing symbolism in Islamic art. They rehearse Middle Eastern rhythms and learn about Arabic instruments. The unit includes hands-on experiences, such as constructing and using an astrolabe.
Interfaith Understanding: Mosque Visit and Five Pillars of Islam
Visiting a mosque and Islamic Cultural Center introduces students to the five pillars of Islam and fosters interfaith understanding. The local Imam emphasizes the importance of knowing one's neighbors for societal harmony.
Culminating Projects: Middle Eastern Banquet and Historic Memoir
Students conclude the unit with a Middle Eastern banquet and a historic memoir project. They assume the identity of a medieval Muslim figure, promoting a deeper understanding of the historical context.
NWEA Map Achievement
Ross School utilizes the NWEA Map Achievement test, which is administered biannually. Our primary objective is not to generate schoolwide or classwide data but to closely monitor the growth and progress of each individual student.
The NWEA Map Achievement test serves as a valuable tool to ensure that our instruction is finely tuned to the specific areas where each student requires either further development or enrichment. It plays a crucial role in assessing our effectiveness in fostering student growth by providing valuable insights into the impact of our teaching methods and educational strategies.