6th Grade Curriculum
Wonder, curiosity, and charity are a few words that capture the sixth-grade experience. During this year, the culmination of the grammar school experience, the students build on their knowledge and begin dialectic and rhetoric exercises. Deep thinking occurs in each subject area through different skills which are embedded throughout the curriculum. The sixth graders serve as examples for younger students and begin the process of gaining independence in their thinking and social interactions. The students are prepared for their transition to the dialectic school by focusing on collaboration, servant leadership, and discipline. The love of story is paramount in literature, history, and Bible. In literature, students read coming-of-age stories and learn how the protagonist overcomes their challenges. In history, they study the modern era and make connections with current events. In Bible, students continue to develop a love of God’s word as they study Acts and the Pauline epistles. The students practice important study and organization skills that empower independence and promote confidence. The pinnacle of the student experience is a four-day trip to Washington DC. The priority of the grade is to foster a loving, charitable community so that students can think deeply, love beauty, and pursue Christ’s calling.
Sixth grade history begins in 1815 and ends with present-day American events. America is a country formed with the vision of manifest destiny—moving across the continent and expanding its influence into the wider world. So, as the nation emerges, sixth grade students study critical events that shifted the course of US history. They are confronted with complex issues that continue to influence the world we live in today. Beginning with the Antebellum period, they trace the story of America through the Civil War, two world wars, and into our modern day conflicts. Along the way, students encounter influential Americans like Andrew Jackson, Frederick Douglass, Abraham Lincoln, FDR, and Martin Luther King Jr. Students begin to connect the history they have learned to current news stories allowing them to meaningfully join an ongoing conversation. Students also begin to see how America interacts globally leading to numerous thought-provoking discussions.
To create excitement and nurture a love of learning through books, teachers and students dive into such books as The Hobbit, The Hiding Place, The Secret Garden, and A Wrinkle in Time. The classical practice of oral narration is utilized daily as the main method of assimilating text that is read. Students also transfer their oral narrations to written narrations on a regular basis. This practice is foundational in strengthening the students’ abilities in reading comprehension, writing, and rhetoric. The students gather on the carpet for a special read-aloud time at the end of each day. Teachers delight in building wonder and enlarging the moral imaginations of their students through the expressive reading of such books as The Silver Chair and My Side of the Mountain.
George Orwell states: “If people cannot write well, they cannot think well, and if they cannot think well, others will do the thinking for them.” Geneva aims to teach students the art of putting virtuous thoughts into words—true, beautiful, and persuasive words.
Using the Writing and Rhetoric curriculum, teachers seek to cultivate the skills necessary for the students to become skillful and winsome rhetoricians and to provide multiple opportunities for them to orally present their written work. Students employ grammatical concepts provided in Shurley Grammar to write precise, well-edited paragraphs. Self, peer, and adult editing are key components of the program, teaching the students to receive and provide feedback with humility and grace as a way to improve their writing. Geneva strives to develop articulate writers who recognize the benefits of writing within a supportive community.
Literature takes the students on journeys through a variety of worlds allowing them to be moved by and appreciate the beauty of a well-written story. They begin the year with Bilbo Baggins on his quest in The Hobbit, traveling with the reluctant hero as he learns to embrace the tasks set before him. From there they enter The Hiding Place with Corrie Ten Boom and her family. In this moving, true story, it is evident that God’s love shines brightest in the darkness. They continue to Birmingham, Alabama, in the story The Watson’s go to Birmingham – 1963 where Kenny struggles to understand the issues of his time. Lastly, they take a fantastical trip as they traverse to different planets with Meg in A Wrinkle in Time.
In sixth grade, students are expected to understand the different genres of literature and how to find a title using the automated catalog. They are encouraged to read across the genres and to develop a love for reading. Reference materials are also available for the students to use for research.
The aim of the Math in Focus curriculum is for students to engage with real-world problems and use conceptual understanding to solve, discuss, and explore the nature of mathematics. More than simply using discrete algorithms, mastering calculations, or applying formulas, students are encouraged to think and work their way through math concepts. Students are asked to build on their understanding of numbers and the four operations to apply them to problems such as determining taxes and discounts. Students are encouraged to use a variety of methods and tools to explain how they understand a problem. Moreover, students learn perseverance and collaboration. By the end of the year, students have solidified their basic math grammar skills, have been exposed to different types of mathematics, and appreciate the order and beauty in God’s world.
Seeking to communicate the centrality of God’s word in a Christian’s life, Paul’s journeys and letters create the backbone of biblical studies in sixth grade. The Acts of the Apostles and the Epistles provide a wealth of teaching on God’s faithfulness, loving-kindness, and hope for all believers. Sixth grade is a year of deepening the students’ knowledge of God’s character and of understanding the unwavering love he has for each of us. Students are encouraged to internalize their faith, making it their own, and to see its application in their own lives. Amidst a year of students’ developmental and social shifts, the teachers seek to guide students through instruction, modeling, and teachable moments. The overarching desire is that students learn how to love others well in a fallen world.
The sun becomes a bowling ball and the earth is a peppercorn. Using these scale model representations, sixth grade science students take a half-mile solar system walk that gives them an inkling of the size of our amazing solar system. This is how students begin their study of space and the history of space exploration. These sixth grade students meet the characters involved in the space program and hear the stories surrounding the astounding accomplishment of the US challenge of sending men to the moon. When they view the Apollo 13 movie, they understand that hundreds of people on the ground at Mission Control led to the success of each moon mission. The unit on space is culminated with a field trip to the Kennedy Space Center where students see the components of the US Apollo moon missions. When they see the amazing Saturn V rocket, they have already seen its components in their classroom Saturn V model. In this way, the students’ classroom learning experiences make their field trip more meaningful. For these students, examining these stories is tantamount to seeing “science in action.” With the goal of inspiring students to love learning about creation, they also explore other topics such as the earth’s structure, its magnetosphere, plate tectonics, and volcanoes. They also dissect the earth’s crust by inspecting rocks and minerals, culminating in a geology dig where students sort rocks and minerals by type. All of creation, as it is uncovered by their studies, inspires admiration for our great God!
In sixth grade, students are excited to transition to a new all-Latin textbook, Lingua Latina. The students review and apply all the concepts previously learned in fourth and fifth grade to ease them into this advanced text. Students translate longer narrative stories and are introduced to Latin commands, interrogatives, possessives, conjunctions, pronouns, and prepositional phrases. Students are also encouraged to participate in the Junior Classical League.
In every grade at The Geneva School, music study and performance are vital to developing an aesthetically rich liberal arts education. Sixth grade marks the completion of a student’s grammar school music study at Geneva. Thus, a deep understanding and appreciation for the Elements of Music, and the roles they play in music from each time period, are the goals of this year’s instruction. Through voice and recorder instruction, students continue to review the notes on the treble staff, follow a musical score, sing in parts, and read more complex rhythms. Their study of American pioneers, the impact of war, and the Civil Rights Movement creates a unique opportunity to study both patriotic songs and the birth of American jazz. They also have the opportunity to explore song form further through the study of the blues. Finally, their refined reading and performance skills allow them to provide live music for some of the younger students’ culminating events.
In the sixth grade, students draw and paint, integrating their grammar studies in line, shape, form, volume, proportion, and color, with the goal of helping them to develop their own emerging sense of style and taste preference in the visual arts. Part of this process includes transitioning into an understanding of the logic of an art piece—how and why a piece is executed and created. One way the students learn the variety of elements and principles of design is to imitate the well-known artists of the nineteenth and twentieth centuries.
The drama program not only seeks to enrich the students learning through experiencing history and literature but also seeks to build character through the rehearsal and production process. Students are given responsibilities appropriate to their developmental level and encouraged to problem solve and work together as a group to tell their story.
The sixth grade students perform I Never Saw Another Butterfly, a story from their history unit about the experience of children their own age in a Jewish ghetto during the Holocaust. This production is complex in the way that the story is told and deals with difficult themes. Students are asked to portray developed characters, and they learn to show realistic emotion on stage. In the end, the students will have worked together to perform a very dramatic and moving story with no adult assistance backstage.
The Geneva School is committed to providing a curriculum in physical education which allows frequent and diverse opportunities to engage in physical activities necessary to support a sound mind and healthy body. Through exposure to a wide variety of activities, students gain the necessary knowledge to understand the importance of achieving and maintaining a healthy lifestyle. Sixth grade students continue team sports education by learning rules, techniques, and basic strategies. Throughout the year, there are multiple opportunities to explore individual sports such as golf, bowling, and tennis. By the end of the year, students understand fitness-building concepts and their benefits and are becoming personally responsible for developing healthy habits and making wise decisions regarding personal fitness. Sixth graders develop positive attitudes toward teamwork and cooperation and enjoy a class field trip to the bowling alley after completing the PE bowling unit.
Field Trips and Culminating Events
Field trips and culminating events are an integral part of the curriculum; these days are not “add-ons,” but rather are designed to support the study of American history. Two on-site culminating days are Pioneer Day and Immigration Day. Students dress in time-period attire as they are transported to a bygone era in order to experience life in another culture and through a lens different from their own. What was it like to arrive at Ellis Island as an immigrant to this wonderful new nation? Students are given the chance to find out on Immigration Day. Their arrival at Ellis Island might be a shock to some who come with big dreams of freedom and great expectations. Assisted by Ties that Bind, T.E.A.M. (Trust, Esteem, Assurance, and Motivation) is designed with the goal of creating a community of love and acceptance by developing team-work skills and cultivating relationships with peers.
After spending two years studying American history, sixth grade students journey to the Nation’s Capital. They experience learning from the bounty of its museums, monuments, governmental and historical buildings, documents, and statuary. Their studies have taken them from the signing of the Declaration of Independence through various wars, presidents, and Supreme Court decisions. Sixth graders walk their history timeline while taking in the National Mall and exploring buildings the leaders of this country have used to govern and build our nation. They visit the Smithsonian Museums, Capitol building, and many other national treasures. This trip of a lifetime with classmates brings to life the history of the government of our great nation.
T.E.A.M. Trip (Trust, Esteem, Assurance, and Motivation)
Kennedy Space Center
Bowling Field Trip
I Never Saw Another Butterfly Play
Closing Ceremony Graduation