Seventh grade provides a foundation in biological sciences. Students at this grade level are naturally curious about the structure and function of organisms due to their own development into adolescence. The study of life sciences provides students with the knowledge to make well-informed decisions about their health and behavior, as well as prepare them to understand the development of new technologies and advances in biological sciences. Student explorations in life sciences also include asking questions and conducting investigations and experiments.

While we will deal somewhat with current events, the focus of our class is Medieval and Early Modern times.   Our first unit of study begins with the new empires and new faiths of the Roman and Islamic civilizations followed by those of medieval Africa. We will proceed to the next unit where we will focus on the middle ages. We will cover China as well medieval Japan and Europe.  Our last unit will focus on the theme of a changing world. In this unit we will explore the Renaissance, Reformation, the Americas, the Age of Exploration and finally, the Age of Enlightenment.

Among goals for the course are that students should draw connections to the “big picture and ideas” that are threaded throughout each unit. Students will be engaged in comparing primary sources and in conducting further research on topics of interest.  Students will continue to learn the relationship between geography, climate and culture, as well as continue their understanding and respect for differences in cultural and religious views. Students will see continue to find patterns between cultures in the development of ideas, the attempts of people to live a good life, the relative status of women and children and the relationship of other cultures to each other and to our own.

Pre-algebra, is the transition from arithmetic to algebra. It lays the ground work that is needed for students to take the next step into a traditional algebra course. By the end of seventh grade students will understand the concepts of variables, and will write expressions in verbal, mathematical, graphical and symbolic forms. Through problem solving activities students will model patterns and relationships with variables and functions and construct, measure and classify geometric figures.

At Krouzian-Zekarian-Vasbouragan Armenian School, the Armenian Studies program is designed to teach, promote, and perpetuate the wealth of the Armenian language and culture. The Armenian Language Arts and Armenian History curriculum are developed by the Prelacy Board of Regents.

Students have the opportunity and privilege to read classical Armenian literature from western and eastern poets and authors. Through these works, they analyze different themes and current events. Vocabulary is taken from the passages read. Students learn about different genres of literature and are introduced to the biography of the authors in the context of the lesson.

Grammar is taught and revised through various styles of writing. Students write about different topics.  Students use technology for their research projects and presentations. They read newspaper articles from various Armenian sources, such as Asbarez, and comment about the articles they have read.

Students attend and participate in various lectures organized by the Armenian department. They also take part in workshops given by visiting guests.

The Armenian History is focused mainly on the Pakradooni kingdom and the Arab invasion. Besides the history book provided by the Prelacy Board of Regents, students learn about Armenian holidays, current events, and special traditions. Students participate in Armenian assemblies and Hanteses.

We will read several novels parallel to studying different literary elements and techniques (such as characterization, plot, theme, setting, figurative language, allusion etc.), and excerpts from different world literature in coordination with our social studies program. The planned novels are George Orwell’s Animal Farm, John Steinbeck’s, Of Mice and Men, S.E. Hinton’s The Outsiders, Jeanne Wakatsuki Houston’s, Farewell to Manzanar, Shakespear’s Romeo and Juliet, and Sharon Creech’s Walk Two Moons (the books are subject to change). In addition to the novel units students will have an opportunity to experience a variety of genre, including, short story, poetry, drama, and non-fiction. At this level student s are increasing their level and amount of reading. Students continue their development of understanding and use of strategies so they may broaden their prior knowledge, improve comprehension, and enjoy their reading experiences.

Through the development of writing territories (personal experiences/seeds for writing) the student begins to recognize and develop a sense of who they are as writers.  While students will be given opportunity to pull from their personal territories they will also be given a focus for which they need to develop in their writing. Students will have the opportunity to write research reports, fictional or autobiographical narratives, essays, expository compositions, persuasive compositions, interpretation of literature, and summaries. By the end of seventh grade students can describe something well, tell a story successfully, and organize and develop both a personal and persuasive essay.  They refine techniques of revision, reworking the text to sharpen focus, to improve clarity and coherence, to strengthen supporting details or examples, and to correct writing errors. At this level students are increasing the level of writing and oral communication skills, developing fluency and maturity in writing style in a variety of genres, and expanding personal vocabulary.