Blended Learning Links
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To ensure student access to Blended Learning programs, please use the application links above. You can bookmark this page on your personal device/s so that you can easily navigate back to it in the future. In addition to this page, you can also review the Blended Learning links guide here. This guide explains how to use the OneLogin or Clever dashboard for access, both methods are fully supported. We do not advise using a search engine (Google, Yahoo, etc.) to find application login pages. San Jose Unified uses Clever to sync student/teacher/roster data so that it is always up-to-date, our supported programs have to be accessed through the unique links that integrate with Clever.
If you are using an iPad at home, please download the “Clever” application and the specific app (Dreambox, Lexia) that your student is trying to use from the App Store. Open the Clever app, login, and it should work as expected.
If you have any questions, please contact your site TSC or submit a Help Desk ticket via email at .(JavaScript must be enabled to view this email address).
Curriculum Overview
Curriculum: Common Core Standards 2015-2016
Below are sites that can assist parents and students in understanding and preparing for the upcoming shift to Common Core Standards. These links outline what is Common Core, the rationale for a National Common Core Standard, the shifts in thinking these changes will require from educators, parents, and students, and the substantially different manner in which students will be assessed in 2015-2016. The district team of Curriculum and Instruction, as well as a team of classroom teachers, has been meeting, reviewing the standards, and creating units to prepare SJUSD for this change. As well, the team of teachers have been piloting these units in preparation for next year’s rollout of Common Core. We are excited about the change to curriculum that fosters greater analysis and critical thinking to assist our students in preparing for their future in the 21st century.
http://www.achievethecore.org
http://www.corestandards.org
Smarter Balanced Assessments
http://www.smarterbalanced.org/
Elective Department Courses
The Elective Department at John Muir offers a wide variety of enrichment programs that serve to help develop the student’‘s knowledge and skills.
There are programs in:
- Computers
- Leadership
- Digital Music
- Drafting
- Junior Engineering
- Art
- Spanish
- Technology TA
• Link to California Visual and Performing Arts Content Standards
• Link to California Foreign Language Framework
• Link to National Educational Technology Standards
Click the Read More link below for a full description of the elective programs.
Industrial Arts
Drafting • Grade Level: 7-8 • Course Length: 1 semester
Drafting is an introductory course in Industrial Arts. Major areas of instruction include measurement, lettering, use of drafting equipment, sketching, pictorials, graphic enlargement, two and three view drawings, and introduction to computer assisted drafting ( CAD ). Students will also build projects in the wood shop and be exposed to careers in industry.
Junior Engineering • Grade Level: 8 • Course Length: 1 year
• Prerequisite: Drafting •
Junior Engineering builds on information the students learned in Introduction to Drafting. During the first semester students will design, draw and then build a model of a 1400 Square Foot Vacation Home. Board and CAD techniques for Architectural drawings are explained. During the second semester students will design, draw, build and race CO2 powered cars. They will also design, draw and build other projects as time permits. These projects may include Lighter than Air Balloons, Bridges or Paper Structures. The Balloons are flown and the Bridges and Paper Structures are tested to destruction. Careers in industry/trades and Engineering are discussed.
Computers
Introduction to Computers • Grade Level: 6-7-8 • Course Length: Semester
Introduction to Computers focuses on on introducing the various medias available for students to produce multi media projects.. This course is project-based and hands-on. The content of this course is designed for students to explore the aspects of combining text, digital photographs, video, graphics, sound, and animation to create digital media that seek to inform, enlighten, empower and entertain. Students can expect to experiment with a variety of software applications, digital media, and to create computer-based projects. All exploration and creation will be rooted in the practice of Planning, Producing, and Publishing quality, finished work.
Computers: Advanced Multimedia • Grade Level: 8 • Course Length: 1 year
• Prerequisite: Introduction to Computers •
The Advanced Multimedia Computers course is a year long exploration in computer graphics and multimedia design. This course is project-based and hands-on. Students enrolled in this course can expect to create digital movies and documentaries, work with digital cameras, scanners and photo imaging software, create interactive presentations, work with music and be introduced to web-page design. During the course students will propose and plan their projects, create their projects and then present their projects in a variety of ways. This process, the “Plan, Produce and Publish” process, guides students in the creation of quality work and what it means to be an author in the digital world.
Digital Music
Beginning Digital Music • Grade Level: 6-7-8 • Course Length: 1 Semester
This course is designed to introduce students to the basic concepts and principles of music. Students will listen to, study, and create different types of music. Musical instruments, music composition, and song form and structure are studied. Students apply what they learn by using the computer and the GarageBand music sequencing software to compose and arrange several original songs. Students will also learn how to write song lyrics and publish their songs in a variety of ways.
Advanced Digital Music • Grade Level: 7-8 • Course Length: 1 Year
• Prerequisite: Beginning Digital Music •
This course is designed to further the student’s understanding of the fundamental concepts and principals of music and its role in the media. Students will study various forms of music and principals of music theory. Students apply their knowledge by composing world music and symphony music, develop advanced original musical compositions, create podcasts, write song lyrics, create soundtracks for movies, and develop music videos. Students also explore careers related to the music field.
Leadership
Leadership 1: Skills and Practices • Grade Level: 6-7-8 • Course Length: Semester
This class is designed for those students who have an interest in developing their leadership skills while building assets in the school community. Students will study models of leadership, plan fun school activities, organize school service projects and have a chance to run for school-wide office. They will plan ways to recognize students and staff for their achievements. Our goal is to make our school community a place where everybody feels safe, respected and important. Students can only take this course once.
Art
Introduction to Art • Grade Level: 6-7-8 • Course Length: Semester
The content of this course will focus on developing design and composition skills. Drawing and perception skills will be developed through a variety of instructional activities. Students will use a variety of art media such as pencil, charcoal, oil pastel, tempera, and watercolor. The curriculum covers theory of the elements of design and the principles of composition. Various schools of art, styles, and artists are discussed. Students are encouraged to exercise self-expression in their art, learn the relationship of drawing and painting to other art forms and receive an overview of careers in art and other related fields. Students will develop critical assessment skills by applying what they learn to self and peer evaluation of their art projects. In addition, selected student work may be selected to go on display on campus or in the community.
Advanced Art • Grade Level: 7-8 • Course Length: Year Long:
• Prerequisite: Introduction to Art •
This class is a hands-on studio art course that combines art making with the history of art. Students will have the opportunity to develop and expand their art skills. Students in this class can expect to use a variety of art materials and media to create exciting and unique projects that reflect traditional art forms from around the world, including the United States. Other world cultures to be explored include those from Africa, Central and South America, Asia, and the ancient empires Europe. We will also study how art plays an important role in the economic survival, cultural pride, and historical significance of the cultures of the world. Most importantly, students will have the opportunity to complete many beautiful projects using 2-D and 3-D processes. In addition, some of your work may be selected to go on display on the Muir campus.
Spanish
Introduction to Spanish • Grade Level: 7-8 • Course Length: Semester
This one-semester elective course is designed to introduce students to beginning conversation, reading, and writing in Spanish for those who are novices in the language. Students gain the skills to undertake successful foreign language study in high school. The class is highly interactive and student centered, with units focused on the family, school, food, and leisure activities. Students also have the opportunity to experience Hispanic culture and history through simple literature, video, and hands-on artistic projects. Get prepared for high school, become bilingual, and join the global society!
Spanish H.E. • Grade Level: 8 • Course Length: Year Long
Spanish is the third most common spoken language in the world today. Fluency in world languages is pivotal in gaining acceptance to university and future employment opportunities. Spanish 8th, High School Equivalent, offers students who have successfully completed Intro to Spanish the chance to earn 10 units of high school credit in foreign language by exam. Students acquire large amounts of everyday vocabulary, learn to use present and past tense, and become proficient at writing elementary compositions. Class activities help students gain fluency in conversational Spanish adequate for travel abroad. They experience Hispanic history and culture through readings, video, dramatization and art activities. Have fun, learn to communicate with the world, and earn high school credit!
Technology
Technology TA • Grade Level: 8 • Course Length: 1 year
During this course, students are trained to operate all types of campus technology, troubleshoot computer problems and related technology equipment, fix computers and support teachers, students and staff in their use of the technology on campus. Students enrolled in this course will spend their time assisting teachers in classrooms, supporting staff and students, troubleshooting technology, and performing other duties as they relate to Help Desk Technology.
Course Outline
PE Grading Scale
Fitness Gram
Literacy Example
Physical Education
6th GRADE PHYSICAL EDUCATION COURSE DESCRIPTION
PREREREQUISITE: None.
COURSE DESCRIPTION
Standard 1- Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2- Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
Standard 3- Students assess and maintain a level of physical fitness to improve health and performance.
Standard 4- Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
Standard 5- Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
TEXTBOOK & MATERIALS
Equipment supplied by teacher during class time.
COURSE OBJECTIVES
- Students will demonstrate the motor skills and patterns of volleying, striking, dribbling, and throwing.
- Students will perform folk and line dances.
- Students will combine movement patterns and skills to play a lead-up or modified game; which may include Volley Tennis, Pass Ball, Frisbee Golf, Soccer and Basketball.
- Students will explain, demonstrate and identify movement concepts, manipulative skills, rhythmic skills and a combination of movement patterns; which include locomotor skills and offensive strategies.
- Students will assess the components of heath related physical fitness and develop individual goals for each of the components, based on the Fitness gram.
- Students will demonstrate self-responsibility in a social setting, which may include groups of two or more.
7th GRADE PHYSICAL EDUCATION COURSE DESCRIPTION
PREREREQUISITE None.
COURSE DESCRIPTION
Standard 1- Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2- Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
Standard 3- Students assess and maintain a level of physical fitness to improve health and performance.
Standard 4- Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
Standard 5- Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
TEXTBOOK & MATERIALS
Equipment supplied by teacher during class time.
COURSE OBJECTIVES
- Students demonstrate mature techniques, which include overhand, sidearm, and underhand throwing; catching; kicking/punting/striking; trapping; dribbling; and volleying. Activities may include Frisbee, Softball, Volleyball, Basketball, Soccer, Pickle Ball, track and field, combative activities, and adventure/outdoor activities.
- Students will perform Multicultural dances.
- Students will develop an individual or dual game that uses a manipulative skill, two different offensive strategies and a scoring system and teach it to another person.
- Students will assess the components of health related physical fitness and develop individual goals for each of the components, based on the Fitness gram.
- Students will demonstrate self-responsibility in a social setting, which may include groups of two or more.
8th GRADE PHYSICAL EDUCATION COURSE DESCRIPTION
PREREREQUISITE None.
COURSE DESCRIPTION
Standard 1- Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2- Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
Standard 3- Students assess and maintain a level of physical fitness to improve health and performance.
Standard 4- Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.
Standard 5- Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
TEXTBOOK & MATERIALS
Equipment supplied by teacher during class time.
COURSE OBJECTIVES
- Students will develop and teach a team game that uses elements of spin or rebound, designated offensive and defensive space, a penalty system, and a scoring system.
- Students demonstrate basic gymnastic/tumbling skills, then create and perform a gymnastic/tumbling routine.
- Students will perform Square dances.
- Students demonstrate basic offensive and defensive skills in team activities, which may include Flag Football, Basketball, Badminton, Softball, Soccer, Lacrosse, Volleyball, and Tennis.
- Students will assess the components of heath related physical fitness and develop individual goals for each of the components, based on the Fitness gram.
- Students will demonstrate self-responsibility in a social setting, which may include groups of two or more.
- Students will identify the contributions of members of a group or team and reward members for accomplishing a task or goal.
• Link to California Physical Education Standards
Science
6TH GRADE EARTH SCIENCE COURSE DESCRIPTION
PREREQUISITE: None
COURSE DESCRIPTION
The sixth grade science course provides students with an understanding of the general concepts of earth science. It is a full year course in which students study the structure and composition of the earth including the earth’s atmosphere, oceans, surface waters, landmasses and interior. Students investigate the dynamics of the earth’s changing surface and the role that energy plays in earth systems. Students learn how the earth’s ecological systems support life through environmental relationships and natural cycles. Students develop an understanding of ecological resources and wildlife conservation. Students relate the flow of matter and energy within an ecosystem. Through “hands-on” investigation, students learn to conduct scientific investigations, think scientifically, and use scientific tools and technologies. Students learn to communicate scientific information and processes, and understand how developments in science and technology affect society and the environment. The depth and breadth of concepts are determined by course length.
TEXTBOOK & MATERIALS
Focus on Earth Science (Glencoe Science)
COURSE OBJECTIVES
The students will:
- Develop an understanding and application of the basic concepts of earth science.
- Develop understanding and skill in the use of the scientific method for conducting scientific investigations.
- Develop scientific thinking skills that include analyzing and interpreting data, making inferences about observations and drawing conclusions, problem solving, and critical-thinking.
- Develop skill in the use of scientific tools and technologies.
- Develop reading, writing, and graphical skills for communicating about scientific information and processes.
7TH GRADE LIFE SCIENCE COURSE DESCRIPTION
PREREQUISITE: None
COURSE DESCRIPTION
The seventh grade science course provides students with a general understanding of the concepts of life science. Students investigate the structure, function, and processes of living things. Students learn how cells divide, grow, and convert matter and energy to sustain life. They learn how organisms reproduce and pass hereditary characteristics from one generation to the next. Students investigate similarities and differences in living organisms, and how living things have changed over time. Students learn about the human body systems and factors that are responsible for maintaining human health. Students learn to conduct scientific investigations, think scientifically, and use scientific tools and technologies. Students learn to communicate scientific information and processes, and understand how developments in science and technology affect society and the environment.
TEXTBOOK & MATERIALS
Focus on Life Science (Glencoe Science)
COURSE OBJECTIVES
The students will:
- Develop an understanding and application of the basic concepts of life science.
- Develop understanding and skill in the use of the scientific method for conducting scientific investigations.
- Develop scientific thinking skills that include analyzing and interpreting data, making inferences about observations and drawing conclusions, problem solving, and critical-thinking.
- Develop skill in the use of scientific tools and technologies.
- Develop reading, writing, and graphical skills for communicating about scientific information and processes.
8TH GRADE PHYSICAL SCIENCE COURSE DESCRIPTION
PREREQUISITE: None
COURSE DESCRIPTION
The eighth grade science course provides students with a general understanding of the concepts of physical science. Students study the principles of matter and energy, mechanics, and motion. Students relate these principles to the study of astronomy as they investigate the Earth’s position and movement in the solar system and its relationship to other planetary and stellar bodies.
Through “hands-on” investigation, students learn to conduct scientific investigations, think scientifically, and use scientific tools and technologies. Students learn to communicate scientific information and processes, and understand how developments in science and technology affect society and the environment.
TEXTBOOK & MATERIALS
Focus on Physical Science (Glencoe Science)
COURSE OBJECTIVES
The students will:
- Develop an understanding and application of the basic concepts of physical and space science.
- Develop understanding and skill in the use of the scientific method for conducting scientific investigations.
- Develop scientific thinking skills that include analyzing and interpreting data, making inferences about observations and drawing conclusions, problem solving, and critical-thinking.
- Develop skill in the use of scientific tools and technologies.
- Develop reading, writing, and graphical skills for communicating about scientific information and processes.
• Link to California Science Content Standards
Mathematics
6TH GRADE MATH COURSE DESCRIPTION
PREREQUISITE: None
COURSE DESCRIPTION
Math 6 coursework reinforces, strengthens, and develops concepts and skills previously taught in order to complete the study of whole numbers, decimals, and fractions. Emphasis is placed on: rational numbers; probability; statistics; the arithmetic of fractions; proportional relationships; multiple representations; functions, patterns and generalizations; discrete mathematics, geometry; logic; real-world applications; and problem-solving strategies.
TEXTBOOK & MATERIALS
Course 1: Concepts and Skills (California edition), McDougal-Littell, c. 2001
COURSE OBJECTIVES
The student will:
- Compare and order rational numbers on a number line.
- Master the four arithmetic operations (addition, subtraction, multiplication, and division) with whole numbers, positive fractions, positive decimals, and positive and negative integers.
- Demonstrate fluency with the long-division algorithm.
- Add fractions with unlike denominators.
- Convert between percents, decimals, and fractions, esp. for values over 1.0 = 1 = 100%
- Use exponents to show the multiples of a single factor.
- Routinely use ratios, proportions, and decimals to represent and analyze theoretical versus experimental probability and compute probability for independent or dependent events.
- Routinely use addition and multiplication of fractions to calculate the probabilities for compound events.
- Master the concepts of mean, median, and mode of data sets and the process of calculating the range of a data set.
- Analyze data and sampling processes for relevant vs. irrelevant facts, possible bias, and misleading conclusions.
- Understand and apply the concepts of greatest common divisor (GCD), least common multiple, (LCM), ratio, and proportion.
- Understand and apply rate and ratio as context-dependent interpretations of dividing one number by another.
- Accurately compute and solve percentage problems (e.g. discount, tax, tips, interest)
- Know the concept of pi and the formulas for circumference and area of circles.
- Use letters to represent constants or variables in formulas for geometric shapes (square, rhombus, trapezoid, triangle, triangular prism, and cylinder).
- Use letters to represent constants or unknown quantities for parts of expressions, ratios, and proportions.
- Write and solve one-step linear equations.
PRE-ALGEBRA COURSE DESCRIPTION
PREREQUISITE: None for 7th grade students. Placement test for 6th graders.
COURSE DESCRIPTION
Pre-Algebra 7 builds a strong foundation of the principles of algebra by integrating topics of geometry, trigonometry, probability, and statistics. Students apply their computational skills to algebraic thinking and conceptual problem solving. Coursework relies heavily on the student’s command of the operations of addition, subtraction, multiplication, and division to extend the study of whole numbers, integers, decimals, and fractions. Attention is given to the relationships between fractions, decimals, and percents. Key content develops a deep understanding of underlying concepts that support algebraic thinking: rational versus irrational numbers, negative fractions and decimals, absolute value, variable, ratio, direct proportion, scale, slope, rate, dimensional analysis, probability, similarity, congruence, and the Pythagorean Theorem.
TEXTBOOK & MATERIALS
Course 2: Concepts and Skills (California edition), McDougal-Littell, c. 2001
COURSE OBJECTIVES
The students will:
- Manipulate numbers and equations with understanding of the general principles at work.
- Understand and use factoring of numerators and denominators and the properties of exponents.
- Recognize and generate equivalent expressions.
- Solve one- or two-step equations and inequalities in one variable.
- Make conversions between different units of measurement.
- Draw, measure, visualize, compare, transform, and classify geometric objects.
- Know the Pythagorean Theorem and solve problems to compute the length of an unknown side.
- Know how to compute the surface area and volume of basic 3-D objects, and understand how area and volume change with a change in scale.
- Memorize and apply the formulas for the volumes of cylinders and prisms.
- Know and use different representations of fractional numbers (fractions, decimals, and percents), and are proficient at changing from one form to another.
- Have facility with ratio and proportion and apply to rates, percent, similarity, scaling, and slope of linear equations.
- Compute patterns of increase and decrease.
- Compute simple and compound interest.
- Solve and graph linear functions and apply understanding of the idea of slope and its relation to ratio.
ALGEBRA I COURSE DESCRIPTION
PREREQUISITE: 7th grade pre-Algebra.
COURSE DESCRIPTION
Algebra students learn to reason and calculate with symbols over a wide variety of problem-solving situations. Algebra emphasizes concepts and skills that support successful abstract thinking. Attention is given to proportional relationships, multiple representations, patterns and generalizations, error analysis, and estimation. Students learn to recognize and apply familiar operations, procedures, and mathematical patterns to real-world problems involving unknown variables. Key content involves understanding, writing, solving, and graphing linear and quadratic equations, including systems of linear equations in two unknowns and systems of linear inequalities in two unknowns. Students may earn High School graduation credits by taking and passing the District Algebra HE exit exam.
TEXTBOOK & MATERIALS
Algebra One: Concepts and Skills (California edition), McDougal-Littell, c. 2001
COURSE OBJECTIVES
The student will:
- Learn to reason using algebraic symbols and algebraic procedures.
- Understand, write, solve, and graph linear equations and linear inequalities with one variable.
- Use a graph or the point-slope formula to compute the x- and y-intercepts and derive linear equations.
- Understand, write, solve, and graph systems of two linear equations in two variables, and two linear inequalities in two variables.
- Understand, write, solve, and graph quadratic equations.
- Solve, quadratic equations by factoring, completing the square, using graphs, or applying the formula.
- Be adept with operations on monomial and polynomial expressions.
- Justify steps in an algebraic procedure.
- Check algebraic arguments for validity.
ALGEBRA I HE COURSE DESCRIPTION
PREREQUISITE: Pre-Algebra and placement test.
COURSE DESCRIPTION
Algebra HE is a rigorous high school level course. Algebra students learn to reason and calculate with symbols over a wide variety of problem-solving situations. This course introduces students to equations, inequalities, and polynomials. Students will explore the rectangular coordinate plane, systems of equations in two variables, rational expressions, radicals, and quadratic equations. As students gain understanding of subject matter, they will develop skills in critical thinking and problem solving. This course meets all California state requirements for Algebra 1. Students may earn High School graduation credits by taking and passing the District Algebra HE exit exam.
TEXTBOOK & MATERIALS
Algebra I:; Larson, Boswell, Kanold, & Stiff (H.S. Edition), McDougal Litell, 2001
COURSE OBJRCTIVES
The students will:
- Understand and use such operations as taking the opposite, finding the reciprocal, taking a root, and raising to a fractional power and they understand and use the rules of exponents.
- Understand how to solve multistep problems, including word problems, involving linear equations and linear inequalities in one variable and provide justification for each step.
- Understand how to communicate a mathematical relationship with a graph.
- Understand the concepts of graphing linear relationships and linear inequalities using a variety of algebraic techniques.
- Understand and solve a system of two linear equations in two variables algebraically and interpret the answer graphically.
- Apply algebraic techniques to solve rate problems, work problems, and percent mixture problems.
- Understand the concepts of a relation and a function, determine whether a given relation defines a function, and give pertinent information about given relations and functions.
- Understand and use quadratic formula or factoring techniques or both to determine whether the graph of a quadratic function will intersect the x-axis in zero, one, or two points.
- Understand the use of quadratic equations to model real-world phenomena.
GEOMETRY COURSE DESCRIPTION
PREREQUISITE: Algebra HE and pass Algebra HE Exam.
COURSE DESCRIPTION
This course introduces students to properties of angles, triangles and other polygons, circles, space figures, coordinate geometry, and transformations. Course content emphasizes the use of logic, valid arguments, and construction of proofs. This course meets all California state requirements for Geometry. Students may earn high school graduation credits by taking and passing the District Geometry exit exam.
TEXTBOOK & MATERIALS
Geometry (California edition), McDougal-Littell, c. 2004
COURSE OBJECTIVES
The student will:
- Employ inductive and deductive reasoning to formulate logical arguments and justify conclusions using a library of definitions, axioms, theorems, and postulates.
- Use counterexamples to disprove statements when conclusions cannot be drawn.
- Be able to differentiate between one-, two-, and three-dimensional objects.
- Use the appropriate quantity to measure the span, coverage, or capacity of an object.
- Select and apply the proper formula to determine the area and volume of a geometric figure.
- Be able to compare the perimeter, area, and volume of an object with that of a similar object that has undergone a size change.
- Recognize under what conditions use of the Pythagorean Theorem is appropriate, find the missing length of a right triangle given the lengths of the remaining sides using the Pythagorean Theorem, and apply the Pythagorean Theorem to a variety of two- and three-dimensional situations.
- Use the trigonometric functions to solve for an unknown length of a side of a right triangle, given an angle and a length of a side.
- Use trigonometric functions in a variety of pure and applied contexts.
- Draw on the special right triangles to find missing sides.
- Identify what is invariant under rotations, translations, and reflections.
- Extend the concepts of rotations, translations, and reflections to develop the idea of congruence.
• Link to California Mathematics Content Standards
Social Studies
6th GRADE SOCIAL SCIENCE COURSE DESCRIPTION
PREREQUISITE: None
COURSE DESCRIPTION
The 6th grade curriculum covers Ancient Civilizations. We will explore the elements of society and culture and the conflicts which have influenced the development of mankind and the first societies. In particular, we will focus on: Early Man, Mesopotamia, Egypt, Kush, India, China, Israel, Greece, and Rome before AD 200 approximately.
TEXT & MATERIALS
Ancient Civilizations: Discovering Our Past and Glencoe, McGraw Hill
COURSE OBJECTIVES
- Students describe what is known through archaeological studies of the early physical and cultural development of humankind from the Paleolithic era to the agricultural revolution.
- Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Mesopotamia, Egypt, and Kush.
- Students analyze the geographic, political, economic, religious, and social structures of the Ancient Hebrews.
- Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of Ancient Greece.
- Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of India.
- Students analyze the geographic, political, economic, religious, and social structures of the early civilizations of China.
- Students analyze the geographic, political, economic, religious, and social structures during the development of Rome.
7th GRADE SOCIAL SCIENCE COURSE DESCRIPTION
PREREQUISITE: None
COURSE DESCRIPTION
We will cover a continuation of 6th grades’ Ancient Civilizations; the Fall of Rome, Central & South American Civilizations, Africa, Islam, China, Japan, and Medieval and Renaissance Europe between the time periods of A.D. 200 and A.D. 1800. We will explore the elements and conflicts which have influenced the development each of these civilizations and their impact.
TEXT & MATERIALS
Medieval and Early Modern Times, Glencoe McGraw Hill
Active Reading Note Taking Guide
COURSE OBJECTIVES
- Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.
- Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.
- Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.
- Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.
- Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.
- Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.
- Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.
- Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
- Students analyze the historical developments of the Reformation.
- Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.
- Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).
8th GRADE SOCIAL SCIENCE COURSE DESCRIPTION
PREREQUISITE: None
COURSE DESCRIPTION
We will cover United States history from its foundations to the Civil War and Reconstruction. We will explore the elements and conflicts which have influenced the development of the United States. The thematic plan for the year is: Colonization/Native Americans, Constitution, The Developing Nation, Westward Expansion/Manifest Destiny, Regionalism, The Civil War and its effects, and the Industrial Revolution.
TEXT & MATERIALS
Creating America: Beginning through World War I and McDougal Littel
COURSE OBJECTIVES
- Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
- Students analyze the political principles underlying the U.S. Constitution and compare the enumerated and implied powers of the federal government.
- Students understand the foundation of the American political system and the ways in which citizens participate in it.
- Students analyze the aspirations and ideals of the people of the new nation.
- Students analyze U.S. foreign policy in the early Republic.
- Students analyze the divergent paths of the American people from 1800 to the mid-1800s and the challenges they faced, with emphasis on the Northeast.
- Students analyze the divergent paths of the American people in the South from 1800 to the mid-1800s and the challenges they faced.
- Students analyze the divergent paths of the American people in the West from 1800 to the mid-1800s and the challenges they faced.
- Students analyze the early and steady attempts to abolish slavery and to realize the ideals of the Declaration of Independence.
- Students analyze the multiple causes, key events, and complex consequences of the Civil War.
- Students analyze the character and lasting consequences of Reconstruction.
- Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution.
• Link to California History-Social Science Content Standards
Language Arts
6th GRADE LANGUAGE ARTS COURSE DESCRIPTION
PREREQUISITE: None
COURSE DESCRIPTION
Over the course of this year, students will gain a variety of knowledge and experience in the field of Language Arts. This course is a standard-based program designed to support all students in meeting grade level standards in reading, writing, listening, and speaking. Students will learn reading comprehension, literacy response and analysis, vocabulary, writing skills, and listening and speaking skills.
TEXTBOOK & MATERIALS
Prentice Hall Literature Timeless Voices, Timeless Themes (Copper)
Prentice Hall Writing and Grammar Communication in Action (Copper)
COURSE OBJECTIVES
The student will:
- Demonstrate their knowledge and understanding of word origins to determine the meaning of grade level appropriate words.
- Demonstrate their ability to read and understand grade level appropriate material.
- Demonstrate knowledge of grade level vocabulary.
- Demonstrate a clear and coherent form of essay writing, which contain introductions, supporting evidence, and conclusions.
- Demonstrate an understanding of the English language by writing narrative, response to literature, persuasive, and descriptive essays.
- Write and speak with an understanding of standard English conventions appropriate to this grade level, by delivering formal presentations using a variety of strategies.
7th GRADE LANGUAGE ARTS COURSE DESCRIPTION
PREREQUISITE: None
COURSE DESCRIPTION
As seventh grade is a mandated reporting year for state exams, student preparation will focus on Language Arts standards to prepare for state assessments. Consequently, this course will consist of reading and writing skills, grammar, vocabulary, comprehension, and spelling. Specifically, for the writing process, students will learn the following essay formats: Persuasive, Summary, Response to Literature, Narrative: Fictional, Biographical and Autobiographical and Research. We will be reading both in and out of class. In-class reading will include short stories from the text, historical fiction, folk tales, and other readings based on student choice.
TEXTBOOK & MATERIALS
Prentice Hall Literature Timeless Voices, Timeless Themes (Bronze)
COURSE OBJECTIVES
The student will:
- Demonstrate their knowledge and understanding of word origins to determine the meaning of grade level appropriate words.
- Demonstrate their ability to read and understand grade level appropriate material.
- Read and respond to historically or culturally significant works of literature.
- Write clear, coherent, and focused essays that contain introductions, supporting evidence and conclusions.
- Demonstrates a command of English and the writing strategies needed to write narrative, expository, persuasive, and expository essays of 500 words or more.
- Write and speak with an understanding of standard English conventions appropriate to this grade level, by delivering formal presentations using a variety of strategies.
- Write and speak with a command of standard English conventions appropriate to the grade level.
8th GRADE LANGUAGE ARTS COURSE DESCRIPTION
PREREQUISITE: None
COURSE DESCRIPTION
The eighth grade Language Arts course is a standards-based comprehensive program designed to support all students in meeting grade level standards in reading, writing, listening, and speaking. Students learn reading comprehension, literary response and analysis, vocabulary and word analysis, writing skills, and listening and speaking skills. The course includes core and supplemental instructional materials that address and reinforce the California English/Language Arts standards.
TEXTBOOK & MATERIALS
Prentice Hall Literature Timeless Voices, Timeless Themes (Silver)
COURSE OBJECTIVES
The student will:
- Demonstrate their knowledge and understanding of word origins to determine the meaning of grade level appropriate words.
- Demonstrate their ability to read and understand grade level appropriate material.
- Demonstrate knowledge of grade level vocabulary.
- Demonstrate a clear and coherent form of essay writing, which contain introductions, supporting evidence, and conclusions.
- Demonstrate an understanding of the English language by writing narrative, response to literature, persuasive, and descriptive essays of at least 500-700 words.
- Write and speak with an understanding of standard English conventions appropriate to this grade level, by delivering formal presentations using a variety of strategies.
- Demonstrate skills required to write both friendly and business letters.
- Identify various parts of speech.
• Link to California Language Arts Content Standards
Academic Programs
John Muir Middle School offers a comprehensive, rigorous curriculum that is aligned with the California State Content Standards. Benchmark assessments are given in core subjects at regular intervals to measure growth and level of student mastery. Student achievement data is examined to make curricular decisions. In addition to a strong academic program, Muir also offers a wide variety of elective courses in the areas of Computers, Digital Music, Industrial Arts, Leadership, Spanish, and Art. The Physical Education Department has developed an outstanding curriculum that focuses on sports, teamwork, and physical fitness.
Click on any of the subject areas listed in the left column to read detailed information regarding Muir’s outstanding curriculum.
