Middle School Curriculum

Grade 7

Language Arts

In Tristan Strong Punches a Hole in the Sky, by Kwame Mbalia, students explore the structure of the Hero’s Journey and analyze how Tristan’s character develops through encounters with figures from African mythology and African American folklore. The unit introduces students to complex characterization, mythic archetypes, and the blending of oral tradition with contemporary narrative. Essential questions include:

• How does an author transform traditional stories into something new?

• What qualities of a hero inspire loyalty in others?

• How does the Hero’s Journey shape a character’s growth?

Students map Tristan’s path using the Hero’s Journey framework, analyze how Mbalia creates dynamic characters, and trace mythological allusions. Writing tasks emphasize citing evidence, explaining character development, and expanding vocabulary related to mythology, archetypes, and narrative structure. Assessments include discussion-based analysis and a Hero’s Journey map.

In The Graveyard Book, by Neil Gaiman, students examine gothic literature, the macabre, and the intersection of fantasy and coming-of-age storytelling. They practice close reading, thematic analysis, and structured essay writing, with an emphasis on integrating quotations smoothly and using precise academic vocabulary. Essential questions include:

• What does it mean to parent or mentor someone?

• How do communities create structure, responsibility, and belonging?

Students track character development across the text, analyze key scenes through discussion and annotation, and learn how literary devices, such as setting, symbolism, and mood, shape tone. Grammar instruction focuses on sentence structure and transitions used to connect ideas in analytical writing. Major assessments include an end-of-novel test and a four-paragraph literary analysis essay.

In  The Jungle Book, students compare a selection of Rudyard Kipling’s stories with Gaiman’s novel to understand how authors develop parallel themes across genres and cultures. They study anthropomorphism, colonial context, and narrative structure while strengthening their ability to interpret archaic vocabulary and complex syntax. Essential questions include:

• What qualities are necessary as one matures?

• How do an author’s cultural assumptions shape their writing?

Students read selected stories, annotate for literary techniques, and write a five-paragraph compare-contrast essay. Instruction centers on thesis development, paragraph cohesion, and using textual evidence effectively. Vocabulary focuses on archaic diction, figurative language, and terms related to literary comparison.

The  unit on, The Wednesday Wars, by Gary Schmidt,  invites students to explore the themes, characters, and historical context. This unit enhances students' reading comprehension, literary analysis, and writing skills through an in-depth exploration of the text. The curriculum addresses key learning domains such as reading and writing, historical analysis, and personal and social development, with a special focus on understanding the use of literary devices and historical context. The essential questions guiding this exploration include:

• How do interactions between individuals, events, and ideas develop over the course of the text?

• What themes or central ideas are present in the text, and how are they developed?

• How do specific word choices impact the meaning, tone, or mood of the text?

• How can we distinguish among the connotations of words with similar definitions?

• How can we provide an objective summary of the text and compare it with historical accounts of the same period?

Over the course of several weeks, students engage with The Wednesday Wars through interactive read-alouds, comprehension questions, and activities that include analyzing literary devices and historical context. Assessments include a unit test, five-paragraph essays, and various written assignments that analyze themes, symbols, and character development in the novel.

The Short Stories unit invites students to explore various short stories and the literary devices authors use to tell engaging and meaningful stories. This unit enhances students' understanding of literary elements such as conflict, irony, foreshadowing, imagery, metaphor, and theme. The curriculum addresses key learning domains such as reading and writing, literary analysis, and critical thinking, with a special focus on identifying and analyzing different literary devices. The essential questions guiding this exploration include:

• How do authors use literary devices to tell stories?

• What types of conflict exist in literature, and how can we identify them?

• How do authors use irony, and what are the different types of irony?

• How do themes develop in stories, and how can we write thematic statements?

Over the course of several weeks, students engage with various short stories, including "The Interlopers" by Saki, "The Necklace" by Guy de Maupassant, "The Most Dangerous Game" by Richard Connell, and works by Edgar Allan Poe. They participate in activities such as identifying literary devices, discussing themes, and analyzing plot structure. Assessments include comprehension questions, plot diagrams, and written assignments that demonstrate understanding of literary devices and their impact on storytelling

In a unit on Shakespeare, students are introduced to the language, structure, and enduring themes of Shakespeare’s works. They study iambic pentameter, figurative language, the five-act dramatic structure, soliloquy, and rhetorical devices. Essential questions include:

• How do Shakespeare’s plays explore universal themes that transcend time and place?

• How do illusion and reality shape characters’ choices?

Students read selected sonnets and scenes and annotate for imagery and figurative language.. Vocabulary instruction focuses on archaic terms and Shakespearean idioms. Students write original sonnets that demonstrate mastery of meter and structure. Assessments include quizzes, short-answer responses, and performance-based activities.

In The Crossover, by Kwame Alexander, students explore how a novel-in-verse uses poetry to communicate voice, emotion, and theme. They analyze varied poetic forms, including free verse, rhyme, rhythm, and typographic play, and study how structure shapes meaning. Essential questions include:

• How does the meaning of "crossover" evolve throughout the text?

• How do relationships shift as one grows and faces conflict?

Students annotate poems for figurative language and internal structure (line breaks, white space, repetition), and write reflections that connect textual evidence to broader themes. Grammar lessons emphasize concision, expressive syntax, and vocabulary related to poetry. Assessments focus on written responses and thematic analysis

Social Studies

In the "Early US Colonies" unit, students explore the ideals that motivated English colonists and examine how those ideals appeared—and often failed to appear—in early colonial societies. This unit develops students’ skills in analyzing primary and secondary sources, collecting evidence, paraphrasing historical documents, and constructing clear written claims. The curriculum addresses key domains such as history, civics, literacy, and research, with a focus on identifying early American ideals, comparing forms of colonial government, and understanding why different groups migrated to North America. The essential questions guiding this exploration include:

• What ideals motivated early American colonists?

• How can historical evidence reveal the beliefs and goals of colonial founders?

Over several weeks, students investigate push and pull factors for colonization, analyze quotes from colonial founders, and compare the structures of different colonial governments. They take notes using structured methods, engage in source-analysis activities such as the Founders "Guess Who" game, and use an ideals tracker to collect evidence of liberty, opportunity, and democracy in the colonial world. Assessments include short written responses, document analysis, and a unit test in which students use evidence to explain how colonial ideals developed and how they shaped early American society.

In the "Lives of the Enslaved" unit, students examine how slavery became institutionalized in colonial America and how racism developed within legal, economic, and social systems. This unit develops students’ abilities to analyze complex primary and secondary sources, annotate texts for understanding, and use evidence to explain historical causation. The curriculum addresses key domains such as history, literacy, research, and writing, with a focus on the Transatlantic Slave Trade, colonial laws, regional differences in slavery, and the lived experiences of enslaved people. The essential questions guiding this exploration include:

• How did slavery become embedded in colonial American society?

• In what ways did slavery contradict the emerging ideals of the United States?

Over several weeks, students annotate colonial laws, read multiple chapters from Olaudah Equiano’s narrative, and compare slavery across New England, the Middle Colonies, and the South. They take Cornell style notes, respond to analysis questions, and engage in discussions about the relationship between American ideals and colonial realities. Students gather evidence about equality, liberty, and opportunity to add to an ideals tracker and use that evidence to prepare for a multi-paragraph essay. Assessments include annotated sources, note-taking tasks, check-for-understanding questions, and a culminating essay in which students use compelling evidence to explain how slavery exposes the contradictions within early American ideals

In the "American Revolution" unit, students explore how conflicts between the British government and the American colonists evolved into a movement for independence grounded in contested political ideals. This unit develops students’ skills in analyzing causes and consequences, interpreting political documents, and constructing structured paragraphs with clear claims and evidence. The curriculum addresses key domains such as history, civics, literacy, and argumentative writing, with a focus on understanding how colonists framed their grievances and how Enlightenment ideas shaped revolutionary arguments. The essential questions guiding this exploration include:

• What American ideals motivated the colonists during the Revolution?

• How did British actions contribute to the colonists’ decision to seek independence?

Over several weeks, students examine the causes of the Revolution, analyze sources such as the Olive Branch Petition, Common Sense, and the Declaration of Independence, and practice structured note-taking in different styles, including and sketchnoting. They explore major events and debates leading to war and evaluate which actions or policies most violated colonial ideals. Assessments include quizzes, written responses, and a final paragraph in which students explain how specific events pushed colonists toward declaring independence.

In the "Creation of a New Nation" unit, students examine how the United States attempted to translate revolutionary ideals into new systems of government during and after the writing of the Constitution. This unit develops students’ abilities to analyze foundational texts, compare competing political visions, and articulate claims supported by reasoning and evidence. The curriculum addresses key domains such as civics, political theory, history, and public speaking, with a focus on the Articles of Confederation, the Constitutional Convention, Enlightenment influences, and the debates captured in the Federalist Papers. The essential questions guiding this exploration include:

• During the writing and ratification of the Constitution, in what ways did the United States succeed or fail to live up to its ideals?

• How did the framers attempt to balance liberty, order, and representation?

Over several weeks, students investigate the weaknesses of the Articles of Confederation, study models of Indigenous governance, analyze excerpts from Federalist Papers 10 and 51, and read key sections of the Constitution. A multi-class project allows students to participate in a simulation of a "convention," so that they will learn how the Constitutional Convention allowed different states to come together, present their positions, and debate. Assessments include short written explanations, public speaking tasks, and source-based analysis demonstrating how specific constitutional choices reflect or challenge American ideals.

In the "Westward Expansion" unit, students investigate how the rapid territorial growth of the United States between 1800 and the 1850s advanced opportunities for some Americans while inflicting profound harm on others. This unit develops students’ skills in analyzing primary sources, interpreting maps, using evidence from DBQs, and understanding how ideals were invoked or violated during expansion. The curriculum addresses key domains such as history, geography, civics, and literacy, with a focus on Manifest Destiny, Native American displacement, and major events like the Louisiana Purchase, Indian Removal, and the Mexican-American War. The essential questions guiding this exploration include:

• During Westward Expansion, in what ways did the United States succeed or fail to live up to its ideals?

• How did Americans justify expansion, and whose perspectives were included or excluded?

Over several weeks, students analyze political arguments for and against expansion, examine images such as "American Progress," and investigate the experiences of Native nations through primary sources and DBQs. They study events including the Indian Removal Act, the Trail of Tears, and the Gold Rush, and track patterns of settlement using maps and historical narratives. Assessments include source-analysis tasks, evidence charts, and written arguments evaluating how expansion reflected competing interpretations of liberty, opportunity, and justice.

In the "Antebellum Period" unit, students study how political, economic, and moral conflicts over slavery and expansion intensified sectional divisions in the decades before the Civil War. This unit strengthens students’ abilities to analyze complex primary sources, construct historical explanations, and synthesize information across events. The curriculum addresses key domains such as history, civics, literacy, and research, with a focus on compromises, political crises, and the rise of abolitionist and pro-slavery movements. The essential questions guiding this exploration include:

• During the Antebellum Period, in what ways did the United States succeed or fail to live up to its ideals?

• How did conflicts over slavery and expansion challenge the nation’s political system?

Over several weeks, students investigate key events such as the Missouri Compromise, the Compromise of 1850, the Fugitive Slave Act, the Kansas-Nebraska Act, Bleeding Kansas, and the Dred Scott decision. They analyze maps to understand sectional change, and read political speeches and court opinions. Assessments include DBQs, group inquiries, written responses, and a test in which students use evidence to show how antebellum conflicts revealed deep contradictions in American ideals.

In the "Causes and Course of the Civil War" unit, students examine how long-standing disagreements over slavery, federal power, and national identity led to armed conflict and reshaped the meaning of American ideals. This unit builds students’ abilities to synthesize historical arguments, analyze speeches and political texts, and evaluate cause-and-effect relationships. The curriculum addresses key domains such as history, civics, literacy, and argument writing, with a focus on the 1860 election, secession, major battles, and the evolving goals of the war. The essential questions guiding this exploration include:

• Did the Civil War bring the United States closer to resolving its disputes over ideals?

• How did different Americans understand the purpose and meaning of the war?

Over several weeks, students study abolition in the North, southern defenses of slavery, pivotal political events, and wartime documents such as the Emancipation Proclamation, the Gettysburg Address, and Lincoln’s inaugural addresses. They analyze maps and firsthand accounts, discuss the war’s human and moral dimensions, and evaluate competing interpretations of liberty, unity, and equality. Assessments include discussions, DBQs, written explanations, and a final argument in which students use evidence to assess whether the Civil War advanced the nation toward its stated ideals.

Math

The "Scaled Copies and Scale Drawings" unit invites seventh-grade students to understand the concept of scaled copies and apply this knowledge to real-world situations such as maps and models. This unit enhances students' skills in recognizing and using scale factors to determine actual and scaled distances. The curriculum addresses key learning domains such as mathematics, critical thinking, and practical application, with a special focus on proportional reasoning. The essential questions guiding this exploration include:

• What is a scale drawing and how does it represent an object in proportion to its actual size?

• What are applications of scale drawings in real-life situations such as maps or models?

• When two figures are scaled copies, how do the dimensions change as you increase or decrease the size of the figure?

Over the course of several weeks, students engage with activities that include calculating scale factors, making scale copies and using scales to determine distances. Assessments include a unit test and a scale drawing project.

The "Ratios and Proportional Relationships" unit invites seventh-grade students to build on their understanding of scale factors by exploring how ratios and proportional relationships function in various contexts. This unit enhances students' ability to represent and analyze proportional relationships using tables, graphs, and equations. The curriculum addresses key learning domains such as mathematics, analytical thinking, and representation, with a special focus on the constant of proportionality. The essential questions guiding this exploration include:

• What is the difference between an additive and multiplicative relationship?

• How do we recognize proportional relationships in tables, graphs and equations?

• What is the constant of proportionality and what does it tell you about the relationship between two quantities?

• How does the constant of proportionality appear in a table, graph, and equation?

Over the course of several weeks, students engage with activities that include representing proportional relationships, recognizing proportionality in various forms, and writing equations based on proportional data. Assessments include a unit test.

The "Linear Relationships" unit invites seventh-grade students to explore the concept of linear relationships and compare them to proportional relationships. This unit enhances students' understanding of slope and y-intercept and their representations in graphs and equations. The curriculum addresses key learning domains such as mathematics, critical thinking, and data interpretation, with a special focus on linear equations. The essential questions guiding this exploration include:

• What does it mean for two quantities to have a linear relationship and how is it similar to or different from proportional relationships?

• How does changing the slope affect the graph of a line?

• How does changing the y-intercept affect the graph of a line?

• How do you identify the slope and y-intercept in a graph and in a situation?

Over the course of several weeks, students engage with activities that include interpreting slopes and y-intercepts, writing equations, and graphing linear relationships. Assessments include a unit test and a "Pet House Project" that applies linear relationships in a practical context.

The "Rational Numbers" unit invites seventh-grade students to learn and apply the operations of addition, subtraction, multiplication and division to rational numbers, including negative fractions and decimals. This unit enhances students' ability to work with rational numbers in various mathematical contexts. The curriculum addresses key learning domains such as mathematics, computational skills, and real-life application, with a special focus on rational number operations. The essential questions guiding this exploration include:

• What does it mean for two numbers to be opposite numbers?

• How can we think of subtraction as addition of a negative?

• How can we apply the concept of rational numbers to real-life situations?

Over the course of several weeks, students engage with activities that include comparing and ordering rational numbers and using the four operations on rational numbers. Assessments include check-ins on adding and subtracting rational numbers and applying all four operations.

The "Algebraic Expressions" unit invites seventh-grade students to explore the writing and simplification of algebraic expressions. This unit enhances students' understanding of algebraic structures and the application of the distributive property and combining like terms. The curriculum addresses key learning domains such as mathematics, algebra, and problem-solving, with a special focus on modeling situations with algebraic expressions. The essential questions guiding this exploration include:

• How do we write equivalent expressions using the distributive property and combining like terms?

• How do we write and simplify algebraic expressions to model real-life situations?

• What are the parts of an algebraic expression and how can we identify them?

Over the course of several weeks, students engage with activities that include writing and simplifying expressions, identifying parts of expressions and applying these skills to practical scenarios. Assessments include quizzes and projects that demonstrate understanding of algebraic expressions.

The "Algebraic Equations and Inequalities" unit invites seventh-grade students to explore the solving and graphing of algebraic equations and inequalities. This unit enhances students' understanding of algebraic principles and their applications in problem-solving contexts. The curriculum addresses key learning domains such as mathematics, algebra, and logical reasoning, with a special focus on balancing equations and interpreting inequalities. The essential questions guiding this exploration include:

• How do we solve and graph algebraic equations and inequalities?

• What are the methods for balancing equations and ensuring solutions are correct?

• How can we interpret the solutions of inequalities in a practical context?

Over the course of several weeks, students engage with activities that include solving various types of equations and inequalities, graphing solutions and applying these concepts to real-world problems. Assessments include quizzes and problem-solving tasks.

The "Geometry" unit invites seventh-grade students to explore geometric concepts such as angle relationships, polygons, and the calculation of surface area and volume for prisms and cylinders. This unit enhances students' spatial reasoning and ability to solve geometric problems. The curriculum addresses key learning domains such as mathematics, geometry, and analytical thinking, with a special focus on understanding and applying geometric principles. The essential questions guiding this exploration include:

• How do we identify and use different angle relationships (complementary, supplementary, vertical, and straight)?

• How do we write equations to find unknown angle measures?

• What are the properties of polygons, and how do we calculate their interior and exterior angles?

• How do we calculate the surface area and volume of prisms and cylinders?

Over the course of several weeks, students engage with activities that include identifying angle relationships, solving for unknown angles, and calculating surface area and volume. Assessments include quizzes, problem-solving tasks, and projects that demonstrate understanding of geometric concepts.

The "Data" unit invites seventh-grade students to explore the concepts of probability and data analysis. This unit enhances students' understanding of probability experiments, outcomes, and the use of data to make informed decisions. The curriculum addresses key learning domains such as mathematics, statistics, and critical thinking, with a special focus on interpreting and representing data. The essential questions guiding this exploration include:

• How do we calculate the probability of simple and compound events?

• How do we determine all possible outcomes in a probability experiment?

• How do we use tree diagrams, organized lists, and area models to represent possible outcomes?

• What is the difference between experimental and theoretical probability?

• How do we determine an appropriate sample for surveys and use samples to estimate measures of center?

Over the course of several weeks, students engage with activities that include calculating probabilities, creating tree diagrams and area models, and analyzing survey data. Assessments include quizzes, data analysis projects and problem-solving tasks.

The "Exponents and Square Roots" unit invites seventh-grade students to explore the properties and applications of exponents and square roots. This unit enhances students' understanding of exponential notation and the simplification of expressions involving exponents and roots. The curriculum addresses key learning domains such as mathematics, algebra, and problem-solving, with a special focus on the rules governing exponents and the calculation of square roots. The essential questions guiding this exploration include:

• How do we simplify expressions using the laws of exponents?

• How do we estimate and calculate square roots?

Over the course of several weeks, students engage with activities that include simplifying expressions, applying the laws of exponents, and estimating square roots. Assessments include quizzes, problem-solving tasks, and projects that demonstrate understanding of exponents and square roots.

Science

In "Energy & Ecosystems," students build a systems-level understanding of how organisms acquire and use energy, how energy and matter move through ecosystems, and how relationships among organisms shape ecological stability. This unit reframes energy not only as a cellular phenomenon but also as a driver of population dynamics, nutrient cycling, and ecosystem change. Students investigate how photosynthesis and cellular respiration store and release energy, how trophic levels structure food webs, and how nutrients circulate through carbon, nitrogen, and phosphorus cycles. They also analyze symbiotic, competitive, and predatory interactions and evaluate how human activities alter ecological systems.

Essential questions include:

• How do cells acquire and use energy?

• How does energy move through ecosystems?

• How do essential nutrients cycle through living and nonliving systems?

• How do relationships among organisms shape ecosystem behavior?
  How do human actions disrupt or restore ecosystems?

Students construct models of energy and matter transfer, compare terrestrial and aquatic food webs, and examine case studies of nutrient flow and bioaccumulation. They analyze mutualism, parasitism, predation, and other relationships using real-world ecological examples, including mycorrhizal networks and plant–animal interactions. Investigations include simulating disruptions to ecosystems, modeling nutrient cycles, and examining decomposers through composting systems. Engineering tasks challenge students to evaluate or design solutions that protect or restore ecosystems. Assessments ask students to explain energy pathways, analyze ecological data, and justify claims about human impacts using evidence from models, readings, and simulations.

In "Environmental Chemistry" students explore how chemical properties of Earth’s systems influence ecosystems and human societies. They investigate the formation and composition of soil, the chemistry of air and its historical changes, and the unique chemical features of seawater. The unit emphasizes how matter interacts, cycles, and transforms across Earth systems—and how human activity alters these processes. Students analyze case studies of pollution, smog formation, water quality, and chemical disruptions to biological systems.

Essential questions include:

• How do chemical properties of soil, air, and water shape ecosystems?

• How have Earth’s atmosphere and surface changed over time?

• How do pollutants alter chemical systems and ecological stability?

• How can humans use chemistry and technology to mitigate environmental damage?

Students examine soil samples, investigate the effects of nutrient changes, and model how pollutants move through environmental systems. They analyze historical and modern atmospheric data, explore ocean acidification and seawater composition, and research chemical causes and consequences of smog and DDT contamination. Hands-on investigations and readings help students interpret environmental data and trace how chemical changes influence organisms and ecosystems. Assessments include case studies requiring students to construct explanations, evaluate environmental impacts, and propose or critique mitigation strategies using chemical evidence.

In "Physics: Fields & Heat," students study how forces and energy operate in systems they cannot directly see. They investigate gravitational, electric, and magnetic fields and learn how these fields exert forces between objects without contact. The unit also develops foundational ideas about heat, temperature, and particle motion, emphasizing how energy transfers between objects and how different materials retain or release energy. Students connect microscopic particle behavior to macroscopic temperature change and explore design challenges related to thermal energy.

Essential questions include:

• How do gravitational, magnetic, and electric fields exert forces across space?

• How does heat relate to particle motion and states of matter?

• How is thermal energy transferred and transformed?

• How do material properties affect energy transfer in physical systems?

Students use simulations to model gravitational fields, build and test simple electric circuits, and investigate magnetic interactions. They conduct heat-transfer experiments comparing conduction, convection, and radiation, then apply their understanding to engineering challenges such as designing and improving solar ovens. Students gather and analyze temperature data, interpret field models, and explain how forces operate across distance. Assessments ask students to argue from evidence about the existence of fields, design and test devices that manage heat transfer, and explain changes in energy and particle motion using quantitative and qualitative data.

In "Technological Systems," students study how large-scale human-designed systems function by examining transportation networks and the engineering principles that support them. The unit emphasizes how subsystems—structural, propulsion, guidance, suspension, and control—work together to ensure reliability, safety, and efficiency. Students compare transit systems around the world to understand how design choices reflect environmental, geographic, and social needs.

Essential questions include:

• How are technological systems designed to move people and goods effectively?

• How do different subsystems contribute to the function of a transportation system?

• How do engineering constraints shape system design?

• How do structures support the forces and functions required in real-world systems?

Students analyze subway maps, examine different modes of transit, and break down vehicles into their component subsystems. They investigate how engineering decisions affect speed, capacity, energy use, and safety. Students may design or critique transportation systems, comparing tradeoffs across global examples. Assessments include research-based explanations, system analyses, and models that demonstrate how structural and functional components work together within technological systems.

Jewish Studies

The "Teshuvah" unit invites seventh-grade students to explore the profound concepts of repentance and self-reflection within Jewish tradition. This unit enhances students' understanding of Hebrew vocabulary, religious concepts and ethical introspection. The curriculum addresses key learning domains such as reading and writing, personal and social development, and content acquisition, with a special focus on the spiritual process of returning to God. The essential questions guiding this exploration include:

• How can self-reflection help us make positive changes in our lives?

• How is God involved in the process of teshuvah?

• What constitutes true repentance according to Jewish tradition?

• How do remorse and confession play a role in teshuvah?

• What are the steps one must take to achieve genuine repentance?

Over the course of several weeks, students engage with texts by translating Hebrew vocabulary, analyzing rabbinic teachings, and discussing personal applications of teshuvah. Assessments include translation exercises, written reflections and group discussions on the ethical implications of repentance.

The "Introduction to Biblical Prophecy" unit invites seventh-grade students to delve into the world of biblical prophets and their messages. This unit enhances students' understanding of Hebrew language, biblical history, and the role of prophets in guiding the Jewish people. The curriculum addresses key learning domains such as reading and writing, historical analysis, and ethical reflection, with a special focus on the significance of prophecy in Jewish tradition. The essential questions guiding this exploration include:

• What defines a biblical prophet, and what roles did they play in Jewish history?

• How did prophets convey their messages, and what were their main themes?

• What are the different types of prophecies found in the Bible?

• How do prophetic messages relate to social justice and ethical behavior?

• In what ways can the lessons from biblical prophecies be applied to modern life?

Over the course of several weeks, students engage with prophetic texts, explore historical contexts, and analyze the relevance of prophecies today. Assessments include translation and interpretation exercises, written essays, and creative projects illustrating prophetic themes.

The "Rashi Script" unit invites seventh-grade students to learn and practice the unique cursive script used in traditional Jewish texts for Rashi's commentaries. This unit enhances students' Hebrew literacy, historical understanding, and textual analysis skills. The curriculum addresses key learning domains such as reading and writing, historical appreciation, and practical application, with a special focus on understanding the development and use of Rashi script. The essential questions guiding this exploration include:

• What is Rashi script, and how did it develop historically?

• How do we read and write in Rashi script?

• What are the key features of Rashi script compared to other Hebrew scripts?

• How can learning Rashi script enhance our study of traditional Jewish texts?

• What role does Rashi's commentary play in Jewish scholarship?

Over the course of several weeks, students engage with exercises to read and write in Rashi script, explore the historical context of its development and apply their skills to study Rashi's commentaries. Assessments include handwriting practice, reading comprehension exercises, and projects demonstrating proficiency in Rashi script.

The "Introduction to Talmud Bavli" unit invites seventh-grade students to explore the foundational texts of the Talmud Bavli (Babylonian Talmud). This unit enhances students' understanding of Talmudic structure, rabbinic arguments and Jewish legal principles. The curriculum addresses key learning domains such as reading and writing, critical thinking, and religious studies, with a special focus on navigating and interpreting Talmudic texts. The essential questions guiding this exploration include:

• What is the structure and significance of the Talmud Bavli?

• How do we identify and understand different parts of a Talmudic page?

• What are the methods used by rabbis to analyze and discuss Jewish law?

• How can we apply Talmudic principles to contemporary issues?

• What are the key concepts and vocabulary necessary for studying Talmud?

Over the course of several weeks, students engage with Talmudic texts through guided readings, discussions, and analytical exercises. Assessments include text-based quizzes, translation assignments, and projects that demonstrate understanding of Talmudic debates and their relevance to modern Jewish life.

The "Kibbud Horim" unit invites seventh-grade students to explore the mitzvah (commandment) of honoring one's parents. This unit enhances students' understanding of Jewish ethics, family dynamics, and religious obligations. The curriculum addresses key learning domains such as reading and writing, ethical reflection, and social development, with a special focus on the practical and spiritual aspects of honoring parents. The essential questions guiding this exploration include:

• What does it mean to honor and revere one's parents according to Jewish tradition?

• How do different sources within the Torah and Talmud address the mitzvah of honoring parents?

• What are the practical applications and limits of this commandment?

• How do respect and reverence differ in the context of honoring parents?

• In what ways can honoring parents influence family relationships and community dynamics?

Over the course of several weeks, students engage with texts discussing the mitzvah, analyze different rabbinic perspectives and reflect on their personal experiences. Assessments include text analysis, written reflections, and discussions on the ethical implications of honoring parents.

The "Hanukkah" unit invites seventh-grade students to explore the history, rituals, and significance of Hanukkah. This unit enhances students' understanding of Jewish traditions, historical events, and cultural practices. The curriculum addresses key learning domains such as reading and writing, historical analysis, and religious studies, with a special focus on the themes of light, miracles, and resilience. The essential questions guiding this exploration include:

• What is the historical background of Hanukkah and the events leading up to it?

• How do we celebrate Hanukkah, and what are the key rituals and symbols associated with the holiday?

• What is the significance of the miracle of the oil, and how is it commemorated?

• How do themes of light and resilience manifest in the story and celebrations of Hanukkah?

• In what ways can we connect the lessons of Hanukkah to our lives today?

Over the course of several weeks, students engage with historical texts, participate in Hanukkah rituals, and create projects that reflect the holiday's themes. Assessments include quizzes on historical facts, creative projects such as designing menorahs or dreidels and presentations on the significance of Hanukkah.

The "Devorah" unit invites seventh-grade students to explore the story and leadership of Devorah, one of the prominent judges in the Book of Judges. This unit enhances students' understanding of biblical narratives, leadership qualities and historical context. The curriculum addresses key learning domains such as reading and writing, historical analysis and character study, with a special focus on the role of women in biblical history. The essential questions guiding this exploration include:

• Who was Devorah, and what made her an effective leader and judge?

• What are the key events and themes in the story of Devorah?

• How do Devorah's actions and decisions reflect her leadership qualities?

• What lessons can we learn from Devorah's story about courage and faith?

• In what ways can the story of Devorah inspire us in our own lives?

Over the course of several weeks, students engage with the text of Judges, analyze Devorah's leadership, and discuss the historical context of her story. Assessments include character analyses, written reflections, and creative projects that highlight the themes and lessons from Devorah's story.

The "Triage" unit invites seventh-grade students to explore the ethical and practical considerations of making difficult decisions in situations of limited resources. This unit enhances students' understanding of Jewish ethics, critical thinking, and decision-making skills. The curriculum addresses key learning domains such as reading and writing, ethical analysis, and social responsibility, with a special focus on the concept of triage in medical and emergency contexts. The essential questions guiding this exploration include:

• What is triage, and how is it applied in medical and emergency situations?

• How do Jewish ethical principles guide decisions in situations of limited resources?

• What are the different approaches to prioritizing care in life-and-death scenarios?

• How can we balance compassion and practicality when making difficult decisions?

• In what ways can the concept of triage be applied to broader social and ethical issues?

Over the course of several weeks, students engage with case studies, analyze ethical dilemmas, and discuss the application of Jewish principles in real-world scenarios. Assessments include written reflections, group discussions, and projects that explore ethical decision-making processes.

The "Natan" unit invites seventh-grade students to explore the story of the prophet Nathan and his interactions with King David. This unit enhances students' understanding of biblical narratives, prophetic literature and ethical leadership. The curriculum addresses key learning domains such as reading and writing, historical analysis, and character study, with a special focus on the themes of accountability and repentance. The essential questions guiding this exploration include:

• Who was the prophet Nathan, and what role did he play in King David's reign?

• What are the key events and themes in Nathan's interactions with David?

• How does Nathan's story highlight the themes of accountability and repentance?

• What lessons can we learn from Nathan's prophecies about ethical leadership?

• In what ways can the story of Nathan and David inspire us in our own lives?

Over the course of several weeks, students engage with the biblical text, analyze Nathan's role as a prophet, and discuss the ethical implications of his interactions with David. Assessments include character analyses, written reflections, and creative projects that highlight the themes and lessons from Nathan's story.

The "Reclining" unit invites seventh-grade students to explore the significance and rituals associated with reclining during the Passover Seder. This unit enhances students' understanding of Jewish customs, historical context and symbolic practices. The curriculum addresses key learning domains such as reading and writing, historical analysis and religious studies, with a special focus on the themes of freedom and redemption. The essential questions guiding this exploration include:

• What is the historical and symbolic significance of reclining during the Passover Seder?

• How do different sources within the Torah and Talmud explain the practice of reclining?

• What are the practical applications of reclining during the Seder?

• How do themes of freedom and redemption manifest in the practice of reclining?

• In what ways can the practice of reclining enhance our understanding of the Passover story?

Over the course of several weeks, students engage with texts discussing the mitzvah of reclining, analyze different rabbinic perspectives, and reflect on the symbolic meanings of the practice. Assessments include text analysis, written reflections and discussions on the ethical and spiritual implications of reclining during the Passover Seder.

Hebrew

חגים ושירים—Holidays, Renewal and Israeli Culture

Students work with songs and stories around the holidays and Israeli life, including "שנה טובה," "בסוכה שלנו," "אחרי החגים," "הכי ישראלי," "שולחן ישן בקרייגליסט," "קטונתי," "ישראל הבית שלי," and holiday stories for Purim and more. They use verb forms in present, past and future to describe "what we do on the holidays," and explore how different texts express gratitude, modesty and everyday Israeli culture.
Essential questions:

• How do songs and stories frame the themes of each holiday?

• What does "הכי ישראלי" mean, and who gets to decide?

• How can we use different tenses to talk about traditions: what we did, do, and will do?
  Key activities & assessments: close listening and lyric-based tasks; writing short holiday diaries in different tenses; comparing two songs’ approaches to the same theme; small-group presentations on a chosen holiday text.

משאלות—Wishes, Dreams and Helping Others

Using "כך מבקשים משאלה," "הדיג ודג הזהב," "שלוש משאלות," "אלוהים נתן לך במתנה," and articles such as "רעבים? קחו נקניקיה" and "אמבולנס המשאלות," students explore the idea of wishes, luck, and helping those in need. Vocabulary includes משאלה, מזל, הזדמנות, חלום, and more. Grammar focuses on the verb "to be" in all tenses (יש/אין; היה/היתה/היו; future forms), and using present and past tense to narrate situations.

Essential questions:

• What do our wishes reveal about our values?

• When is fulfilling a wish helpful, and when can it be harmful?

• How do we talk about possibility and imagination in Hebrew?
  Key activities & assessments: writing their own "three wishes" stories; transforming a fairy tale into a modern "wish ambulance" scenario; debates or opinion pieces on "which wish should be granted and why."

ביוגרפיות—Lives, Leaders and Legacy

Students read biographical texts about figures such as J.K. Rowling, Yitzhak Rabin, David Ben-Gurion, Hannah Senesh, Omri Casspi, and Tzvika Pick, and listen to related songs (e.g., "הליכה לקיסריה"). They learn to read biographical structures (תעודת זהות, ציר הזמן, תאריך לידה/פטירה, תפקיד, מורשת) and verbs for life milestones (נולד, נפטר, נבחר, הקים, פרסם, התחתן, התגרש). Grammar centers on past tense across multiple בניינים and comparison language (כמו, בדומה ל, בשונה מ).
Essential questions:

• How do we tell the story of a life in a concise but meaningful way?

• What similarities and differences can we find between leaders such as Rabin and Ben-Gurion?

• What does "מורשת" (legacy) mean, and how is it constructed?
  Key activities & assessments: creating ID cards and timelines for chosen figures; writing short biographical paragraphs; comparative charts (Rabin vs. Ben-Gurion); using connectors to compare and contrast lives and choices.

שורשים וכנפיים—Roots, Belonging and Growing Up

With texts and media like "נוף ילדות," "מתנות קטנות," "מי רוצה להיות חבר של יהב?" "איך מתנהג חבר אמיתי?" and the film "נודל," students explore themes of family, home, friendship, and transition. They practice question words (מי, מה, איפה, מתי, למה, לאן, מאין) and connectors for addition, contrast, cause, and example.
Essential questions:

• What are my "roots" and what are my "wings"?

• What does it mean to be a good friend or family member in times of change?

• How do we use Hebrew to describe complex feelings and relationships?
  Key activities & assessments: "business card" tasks (כרטיס ביקור) for themselves; written dedications (הקדשה) to someone important; small-group discussions connecting texts to their own experiences of moving, belonging, or feeling in-between.

הספר ״הבריחה״—War, Flight and Moral Choices

Students read "הבריחה" (Esther Streit-Wurzel, adapted) and study vocabulary around escape, danger, borders, and migration (גבול, שוחד, תא מטען, סכנה, מולדת, שמועה, רכוש, בעיה, מערה, שדה תעופה, ועוד). They work intensively with infinitives and verb patterns (להחליט, לברוח, לעבור, לעזוב, להתחבא, להיפרד, להתגעגע, להודות, לטבוע, וכו׳), along with prepositions and connectors.
Essential questions:

• How do people make decisions in situations of danger and uncertainty?

• What does it mean to leave a homeland and seek another?

• How can we retell and evaluate a complex story in our own words?
  Key activities & assessments: retelling chapters in their own language (oral and written); making predictions (ניבוי) about what will happen next; "בעד ונגד" debates about characters’ choices; writing a recommendation or critique of the book.

See Sample Weekly Schedule