Division Two
The Division Two Curriculum is a two-year experience devoted to engaging seventh- and eighth-grade students in challenging experiences in the social sciences, literature, writing, science, math, Spanish, the arts, personal health and fitness, leadership education, and community involvement.
Humanities
The study of Humanities integrates literature, writing, and social science. Division Two students experience a rotating two-year Humanities curriculum that examines American and global history. In Division Two Humanities, students examine the essential question “Does the individual control society or does society control the individual?”
The American Experience:
Division Two students examine the question “What is an American?” Particular attention is paid to key historical moments that have defined American identity, including the American Revolution and the writing of the U.S. Constitution, Westward Expansion, Slavery and the Civil War, Immigration, and various suffrage movements. Students use the tools of sociology, geography, history, and political science to examine issues of justice related to each of these periods. Students focus on the literature of the United States, and in the Global Studies year they will use the literature of the world regions that are studied. Literature is chosen that is both highly interesting and challenging, with a particular focus on biography, autobiography, and historical fiction.
Global Studies:
A focus on regions of the world using the lens of human rights and self-determination. These areas will include Africa, Asia, and Europe. In particular, students examine the effects of mercantilism and imperialism and how they affected the nation-building efforts in these regions. Students use the tools of political and physical geography, sociology, history, and political science to examine the issues of justice and human rights in these regions. Reading is connected to the English and literature program.
In addition to the content, students also develop skills through writing research papers, using various primary and secondary sources, maps and atlases, and other tools of social sciences. Emphasis is also placed on a critical-reading program. Students are exposed to multiple genres of writing and asked to understand a variety of analyses that demonstrate their ability to read for content and meaning. Students are also encouraged to expand their reading for personal pleasure.
In terms of writing, students begin to develop the essay format, literary analyses, historical essays and research papers, and autobiographical skills. They have multiple opportunities to develop each of these forms to create a variety of portfolio documents.
Mathematics
Division Two math program is a two-year program focusing on pre-algebra, algebra I, and the necessary mathematical skills for the high school integrated mathematics curriculum. Students are grouped by grade level for instruction. Students review and strengthen previously learned skills involving fractions, decimals, percentages, and basic operations. Pre-algebra introduces students to algebraic tools, including the manipulation of variables, patterns, exponential linear relationships, and algebraic reasoning using symbols. Students will also explore and work with ratios, proportions, negative integers, mathematical models, and probability. As with the entire Wildwood math program, students apply mathematical concepts to real-life situations that are linked to other fields of study.
Science
Division Two Science is the continuation of the retelling of the story of life and the universe. Following up on Division One’s exploration of the beginnings of the universe, in Division Two students begin with the emergence of life on this planet. Over the two years of study, students explore early life forms, multicellular life forms, the emergence of mammals, the arrival of humans, and issues of environmental science. Particular attention is paid to scientific investigations and lab skills
Spanish
In Division Two, students move from familiarity with Spanish to growing competence with the language. Focus moves from basic vocabulary to speaking, reading, and writing skills and competency. Students keep a vocabulary and grammar notebook, make oral recordings, maintain a folder of writing samples, including research projects, essays, stories, and dialogues, and write a reflective journal about their experience of learning a third language.
Visual Arts
Division Two students continue to examine the elements and principles of design and how art, history, and culture are related. Art projects are related to the Humanities curriculum. For example, when studying Chinese culture, art projects may include Chinese landscape brush painting, Chinese ceramic vessels, and postmodern symbolism based on Taoist and Western symbols. Students continue to keep a sketchbook in which they do assignments such as “Create an asymmetrical design using a monochromatic color scheme” or “Use three images from the culture you are studying to create a pattern.” Students examine how art is organized, what art is made of and how the materials used affect the meaning of the artwork, and if symbolism is different or similar in cross-cultural artwork.
Performing Arts
The goals of the Division Two performing arts curriculum are for students to develop artistic perception and creative expression, understand the historical and cultural context of the arts, and learn aesthetic valuing. Students write character studies and scripts, perform classic and contemporary monologues, and study the music of the historical period or culture they are examining in Humanities and perform a song or play an instrument. Students learn set and costume design and participate in self-assessment and peer review of their work. Their work culminates in a public performance.
Physical Education
Lifelong Sports:
The physical education program emphasizes the development of skills and interest in a variety of sports that students can pursue for a lifetime. Team games such as volleyball, soccer, and softball teach teamwork and the value of group sport. Individual sports, for example bowling and tennis, are introduced to offer students the opportunity to develop their own interests. Personal conditioning is emphasized. The focus is always upon personal effort and development, with each student being supported to do their personal best.
Advisory
Advisory is the heart of the school program. The advisory is a mix of first- and second-year students in the Division with second-year students serving as “mentors” for first-year students. It has its own curriculum and provides academic and social/emotional support for students. The curriculum in advisory includes the personal health program, the leadership program, literature circles, and the community involvement program. In advisory, students write in their journals and prepare essays on these programs as well as debrief and reflect on these experiences. In literary circles, they read for enjoyment and learn how to analyze literature. Additionally, students are helped to develop study and organizational skills to assist them in all the work they do in the school. Finally, advisory is where students organize their portfolios to present for promotion to Division Three.
Health:
Through advisory, students consider issues of personal choices and personal health. Issues of drugs, tobacco, alcohol, and sexuality are explored with an emphasis on personal decision-making.
Leadership:
As part of the effort to develop young people who have the self-confidence to take risks and be leaders, the outdoor education program expands in Division Two. Teamwork is emphasized, and several challenges are presented that require the entire advisory to make decisions and work for the common good. Individual challenges that require the support of the team are also presented. Additionally, students work on understanding external influences on behavior, collaboration in large and small groups, decision-making, creative thinking, and human relations.
Community Involvement:
Students engage in various community involvement projects in which they can contribute to and learn from their community as related to the curriculum they are studying. Students prepare essays and journal entries on their work and experiences. Sites chosen are primarily Spanish-speaking so that students can use their Spanish language skills.
