|
Math
In Junior High, mathematics is organized in a two-year cycle.
Most students use the textbook series Connected Mathematics to
cover the state's Academic Content Standards for Mathematics. This series
of paperback textbooks explores various topics in depth and breadth not
normally seen in traditional textbooks.
Like the Montessori materials found in elementary classrooms, Connected
Mathematics explore the "why" behind the rules, computations,
and short-cuts we learned in higher mathematics.
Topics are introduced concretely by relating the mathematics to real-world
situations. Then, abstraction, as in the use of equations, formulas and
rules is developed as students do more and more investigations.
Students work alone, in pairs, and in groups to complete daily work, quizzes,
and projects. Calculators are permitted for many assignments.
Algebra
1
Some 8th grade students are invited to take Algebra 1. based on exhibiting
exceptional math skills, good proficiency test scores and the student's
work habits during 7th grade.
Algebra students must be self-motivated and be excellent readers. They
must want to take algebra, and be willing to work hard - in fact, they
often have homework with the others do not.
|
Science
Clark Montessori Junior High science is organized as a two-year curriculum.
Science at the 7th and 8th grade level is largely in-class work. Teachers
introduce topics, then students work in groups to complete laboratory experiments
and projects.
They work independently, too, on up-to-date readings and questions that
are designed to spark their thinking.
Field experiences are linked to our studies when possible.
In the first year of the two-year curriculum, we study Astronomy, Geology,
Weather, Heredity, the Five Kingdoms of Life, and the Animal Kingdom.
The second year of study, our topics include Physics and Chemistry as well
as the Plant Kingdom and Ecology.
Instruction of science is largely in groups containing both 7th and 8th
graders. However, during the last quarter, students study different topics
based on their grade level.
7th graders study body systems of living things while 8th graders study
Biology and Ecology topics, culminating in the Andros Island Marine Biology
field study, a required part of our curriculum.
|
|
Language
Arts
Following
the 2-year cycle of curricular themes, the junior high Language Arts program
includes literature, English grammar/usage, full implementation of the
writing process, and oratory.
Students
read assigned novels each quarter, as well as books of their own choice.
Students respond to these literary texts in guided response journals collected
weekly, and orally in class seminar discussions. Assigned novels range
from the classics to current bestsellers that appeal to student interest
and connect to the cycle theme.
Students
write frequently in all forms. Writing Journals are weekly collections
of personal, reflective entries; projects and novel work offer opportunities
for academic writing; field studies and other out-of-school projects provide
a forum for potential publication.
Every
cycle contains a culminating project that interweaves readings, social
studies lessons and filed studies. Working alone, in pairs or in project
groups, students do personal research and construct creative interpretations.
In
addition, weekly skill work includes Vocabulary Workshop, Sourcebook readings,
grammar, and editing practice.
|
Social
Studies
At
Clark Montessori Junior High, students cover the Social Studies academic
standards according to the Instructional Themes explained above, not necessarily
chronologically.
As always, students work alone, with partners or project groups to complete
varied activities.
A description of the Clark Montessori Junior High Social Studies curriculum
follows:
Explorations
and New Beginnings
We explore past ideas and dreams of ancient cultures dating back to the
earliest civilizations up through the beginning of our own American culture.
We look at the efforts humans put forth to construct a society and a culture
designed to meet the tendencies of humans. We examine creation stories
of different cultures to determine commonalities among all people.
Identity
In this Cycle study, each student will be asked to explore and reflect
upon her/his own identity and how that adds to a collective identity,
be it the identity of our community, our school, their neighborhood, or
our country. In addition we work on identification of various symbols
of the United States, economic concepts, and understanding that the major
role of political parties in a democracy is to provide a choice in governmental
leadership (i.e. candidates and platforms). We also identify and experience
opportunities for involvement in civic activities.
Independence/Interdependence
We focus on the decades of the Twentieth Century, noting along the way,
how our historic tapestry has been woven. We take a look at the three
branches of government and how their independent identities help to contribute
to our government as a whole. We also look at the ideas that helped to
weave our levels of government and how they function. Finally, we examine
the responsibilities of public officials and processes of law.
Building
Community Through Leadership
This is the culminating cycle of the year and we look at how each of us
can make a difference in the world. We look at our membership in various
communities and how to be effective agents of social change in all of
them. We also turn a critical eye upon ourselves and assess how we are
changing through personal effort and awareness. Leadership Camp is the
7th grade challenge and Andros Island is the 8th grade challenge.
Balance
We study the arts of story and society through mythology. Myths provide
perspective and reference points by reflecting themes that have supported
human life, built civilizations, constructed inner mysteries and thresholds
of common passages, and are related to the deepest of inner struggles.
Myths are stories of the ancient human search for truth, meaning, and
significance. These stories send us messages from the past about the wisdom
it takes to be human. They teach us what is behind literature, the arts,
and the complexities of society. We also study how our democratic process
mirrors the political process of Greek culture.
Change
In this cycle we examine three types of governments: democracy, monarchy,
and communism. We look at some of the failures of the American experiment
in relationship to individual rights. We look at the new ideals proposed
in four important American documents. And we ask ourselves questions about
the change process, our role in it, and determine what and whether change
is needed here in the United States.
Movement
Here, we experience the richness of cultural diversity. A study of immigration
takes us on a voyage of discovery. We discover a variety of customs, beliefs,
dreams, delectable foods, music, art, and a myriad of personal histories
expressing not only the differences that make us unique, but also the
commonalities that unite our global family.
Acquiring
a Sense of Belonging
This final cycle of the year studies adolescence-one stage of the life
cycle of being human. In most societies, it is traditional to give girls
and boys new duties, new knowledge and rights, an extended vision when
they reach adolescence preparing them for another stage-adulthood. This
is the "Sensitive Period," Maria Montessori explains, when we
develop the noble characteristics that prepare us to be fully human. This
is a time to evince a sense of social justice and a sense of personal
dignity. Success measured by student capacity to demonstrate self-confidence
achieved through becoming aware of our astounding ability and power to
adapt. The culminating experience for 7th graders is Leadership Camp;
for 8th graders, the Andros Island Field Study.
|
|
 Andros
Island, The Bahamas
Click the map to go to the
International Field Studies website.
This site contains information
about Andros and the
Forfar Field Station where Clark students
base their Andros experience.
Andros Island
The culminating experience for our junior high students is the annual
Andros Island trip in May of the 8th grade year. Students lodge at Forfar
Marine Biology Field Station for land studies and cultural studies, and
sail with Forfar staff to study wind theory and the coral reefs.
This field study is designed so that students:
- Experience another culture through first hand interaction, and develop
an appreciation of another culture.
- Challenge one's self academically, socially, and physically.
- Identify Caribbean reef species, including invertebrates, corals, fishes
and algae.
- Study the interrelationships among species in the coral reef ecosystem.
- Explore the various ecosystems including blue holes, mangroves, and
shorelines.
- Study coral reef development and types of reef formations.
- Observe and discuss the human impact on an island and reef ecosystem.
- Learn the basics/fundamentals of living on and helping to operate a
sailboat.
Students
keep a Field Journal which includes lecture notes, interviews, research
and sketches and daily written reflections about their experiences. They
write a formal paper and present research on a major and minor topic and
assess themselves daily on their leadership skills.
Seventh
grade students are encouraged to earn at least half the cost of this trip
through school organized fundraising events and personal savings. Actual
academic and leadership preparation occurs throughout the 8th grade year
with intensive preparation the week prior to the trip.
Some
final reflections from students following the 2004 Andros Field Study:
"I learned that your heart will push you more than your mind."
-Jessica West
"After
seeing and learning about Bahamian culture, I realized how my life is
so completely different. I never realized how completely I am used to
a life of luxury.
I'm used to having plenty of water, long hot showers, air-conditioning
and my own bed. Now that I have their way of life I almost consider myself
rich…"
-Amanda
Coleman
"I
have grown-there is no other way to say it…I felt so close to classmates…I
listened to a little boy's story instead of the man he puts himself out
there to be-I talked to a friend, not just a classmate…this is the
moment that made us, us."
-Katelyn Steele
|
|
Fall
Camping
During
the difficult time of adolescence it is helpful to leave the accustomed
environment of the family in the town and go to quiet surroundings in
the country, close to nature. The calm surroundings, the silence, the
wonders of nature satisfy the need of the adolescent mind for reflection
and meditation.
- Maria Montessori
The
fall camping experience is so much more than a mere field trip for our
community. Like all of our field experiences, it is Clark Montessori's
way of providing our children with a taste of Maria Montessori's vision
for adolescents, her "erdkinder."
Fall
camping goes further, however. This experience:
1. provides the opportunity for students to develop independence, interdependence,
and self-reliance
2. fosters new relationships between students, their teachers, and the
environment
3. allows freedom to act on individual initiative within limits and rules
that give necessary guidance
4. fosters in students the power of self-adjustment to new environments,
which ultimately results in a happy social life and that facilitates individual
progress
5. opens us all to the wonders of nature
6. helps students to understand their place in the world.
During
camp week and the actual camping experience, students will participate
in:
- Tent set-up, care and clean-up
- Planning, preparing, cooking and clean-up of meals
- Care of equipment that must be shared and used by all junior high communities
- Living together in the close confines of a tent with new classmates
- Building the campfire and the beauty and the power of a fire
- Communication, cooperation, and fun involved in canoeing, hiking, and
bicycling
- Learning about and designing experiments involving bats or spiders
- Activities and games that provide opportunities for cooperation and
fun rather than competition
|
