The complete year

Letters & Devotion Grade 7: The Complete Year

Grade 7, All Subjects (Digital Edition) · 2,591 pages · 516 lessons · PDF, print at home

Every subject of the Grade 7 year in one printable PDF: Bible, world_language, Health, Science, Music, Math, physical_education, Reading and Writing, visual art, social studies. 516 lessons across 10 courses, with the parent script, student pages, worked examples, practice and answer keys for each, exactly as taught online. King James throughout.

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What is inside

Every unit and lesson in this year, in order. The same lessons are taught online at lettersanddevotion.com, so a family can move between paper and screen.

Bible: Acts to Revelation, and the Early Church

36 lessons · try a lesson online free

Thirty-six weeks from Pentecost to Patmos: the spread of the church, Paul's journeys and letters in the order he wrote them, the general epistles, persecution under Rome, and Revelation read as the letter to seven real churches that it is.

Unit 1: The Church Spreads9 lessons
  1. 1.Volume two
  2. 2.Pentecost
  3. 3.How they actually lived
  4. 4.The first arrest
  5. 5.The lie in the middle of the good part
  6. 6.Stephen
  7. 7.Out of Jerusalem
  8. 8.The man holding the coats
  9. 9.The door nobody wanted to open
Unit 2: Paul on the Road9 lessons
  1. 10.Sent out
  2. 11.Stoned in Lystra
  3. 12.The letter written in a temper
  4. 13.The council
  5. 14.Philippi
  6. 15.Thessalonica and Berea
  7. 16.Athens
  8. 17.Corinth
  9. 18.Ephesus, and a goodbye
Unit 3: Letters Under Pressure9 lessons
  1. 19.The letter to a city he had never seen
  2. 20.Arrested
  3. 21.Shipwreck, Rome, and no ending
  4. 22.Two letters from the same chain
  5. 23.The big picture and the household
  6. 24.Handing it on
  7. 25.A sermon for people who want to quit
  8. 26.Faith with its sleeves rolled up
  9. 27.Fire in Rome
Unit 4: Revelation9 lessons
  1. 28.What this book is
  2. 29.Letters to real towns, part one
  3. 30.Letters to real towns, part two
  4. 31.The throne room
  5. 32.Seals, trumpets and bowls
  6. 33.The dragon and the beasts
  7. 34.Babylon
  8. 35.The rider and the thousand years
  9. 36.All things new

Spanish: ¡Empecemos! Spanish for Middle School

36 lessons · try a lesson online free

A first, friendly year of Spanish for grades 6-8, taught the way people actually learn languages: by talking. Clara converses with your child one-to-one from day one, starting almost all in English and adding Spanish as they cope. No grammar drills, no conjugation tables: 36 weeks of things they'll be able to DO, from greeting people to telling a story, with cognate safaris, pretend cafés, treasure hunts and culture weeks on food, fiestas and music. Targets a solid CEFR A1 with early A2 in reach; finishers enter high school Spanish I ahead, and mastery pacing lets them skip what they already own.

Unit 1: First Words That Work9 lessons
  1. 1.Say hello and tell someone your name
  2. 2.The cognate safari: Spanish you already know
  3. 3.Say how you are — honestly
  4. 4.Count to 39 and use it for something
  5. 5.Say where you're from
  6. 6.Say 'I don't understand' like a champion
  7. 7.Spell and ask 'what is it?'
  8. 8.Culture week: the Spanish-speaking world
  9. 9.Introduce yourself completely (checkpoint)
Unit 2: Mi Mundo — My World9 lessons
  1. 10.Name the people (and pets) in my family
  2. 11.Describe a person in three ways
  3. 12.Say what I like — and what I don't
  4. 13.Talk about school without groaning (much)
  5. 14.Name the days and own a week
  6. 15.Say what I do every day
  7. 16.Tell the time (well enough to be on time)
  8. 17.Culture week: a day in a kid's life
  9. 18.Describe my whole world (checkpoint)
Unit 3: Out in the World9 lessons
  1. 19.Order food like you mean it
  2. 20.Ask how much and buy something
  3. 21.Say where things are
  4. 22.Get around town
  5. 23.Talk about the weather (and complain about it)
  6. 24.Describe my home
  7. 25.Say what I'm doing RIGHT NOW
  8. 26.Culture week: fiestas and food
  9. 27.Survive a whole errand (checkpoint)
Unit 4: Stories and Plans9 lessons
  1. 28.Say what I did yesterday (the easy way)
  2. 29.Tell a tiny story
  3. 30.Say what I'm going to do
  4. 31.Invite someone and answer an invitation
  5. 32.Say how I feel and ask what's wrong
  6. 33.Compare things and defend a favorite
  7. 34.Culture week: music en español
  8. 35.The big conversation (checkpoint)
  9. 36.Show off week (capstone)

Health: Health for Middle School

39 lessons · try a lesson online free

This is a semester of health class built around one idea: the body is a system your kid runs every day, not a shape to judge. First it covers the daily basics, food, sleep, movement, cleanliness. Then it moves outward to protecting that body from fires, germs, traffic, and online strangers. Then it tackles nicotine and vaping head-on, using the biology from unit one to explain why those products hook people. It ends by pulling together the "who do I tell" and "how do I say no" skills from the earlier units into one flexible habit your kid can use for anything, a bad friendship, a stressful week, a stranger online, a family problem. By the end, the goal isn't that they memorized facts about health. It's that they have a couple of concrete routines (read a label, trace how germs spread, refuse pressure in four steps, name a trusted adult) they can actually run when it matters.

Unit 1: Fueling and Maintaining the Body9 lessons
  1. 1.Macronutrient categories (carbohydrate, protein, fat) and their bodily functions
  2. 2.Nutrition label structure (serving size, nutrient amount, percent daily value)
  3. 3.Nutrition label structure (serving size, nutrient amount, percent daily value)
  4. 4.Circadian rhythm and the effect of sleep timing on alertness
  5. 5.Screen-use displacement of sleep via circadian disruption
  6. 6.Distribution of physical activity across a week versus massed activity events
  7. 7.Pathogen transmission chains and the interrupting function of specific hygiene habits
  8. 8.Cross-domain connections among food, sleep, screen, and activity habits and their underlying bodily mechanisms
  9. 9.Restriction-and-appearance framing versus function framing of nutrition and sleep claims
Unit 2: Preventing Injury and Illness10 lessons
  1. 10.Pathogen transmission routes (droplet, contact, shared-object) and the hygiene practice that interrupts each
  2. 11.The incubation period and asymptomatic/pre-symptomatic transmission timeline
  3. 12.The distinction between preparatory (before) and reactive (during) safety actions
  4. 13.A personal fire escape plan for a specific household layout
  5. 14.The relationship between reaction time, speed, and stopping distance
  6. 15.Personal information and the point of first request for it in an online exchange
  7. 16.The distinction between a risk factor and a protective factor
  8. 17.The risk-factor/protective-factor framework, generalized beyond home/road/online/hygiene contexts
  9. 18.Identifying a trusted adult and constructing an opening disclosure statement
  10. 19.The difference between naming a risk factor versus naming the resulting harm
Unit 3: Substances and the Developing Brain10 lessons
  1. 20.The dopamine reward pathway as activated by nicotine versus by food
  2. 21.Addiction as neuroadaptation (tolerance and withdrawal), not a willpower deficit
  3. 22.Vocabulary: tolerance, withdrawal, dependence
  4. 23.Advertising tactics used in vape/nicotine marketing and the risk-perception distortion each produces
  5. 24.The relationship between an advertisement's implied biological claim and the addiction information it omits
  6. 25.The four-step refusal skill script
  7. 26.The four-step refusal script applied to unrehearsed peer-pressure scenarios
  8. 27.Exposure and protective factor, reapplied from injury contexts to substance-access contexts
  9. 28.Accurate, accessible sources of help for nicotine use (school counselor, national quitline, trusted adult)
  10. 29.The abstract structure of refusal skills, generalized beyond substance-specific contexts
Unit 4: Emotional Regulation, Friendship, and Getting Help10 lessons
  1. 30.Characteristics of healthy versus unhealthy friendship patterns, including indirect pressure
  2. 31.The mechanism by which indirect and direct peer pressure both shift a person's sense of normal behavior
  3. 32.The four-step refusal-script structure, generalized from Unit 3's substance-specific version
  4. 33.Application of the generalized refusal script to an untaught social-pressure context
  5. 34.Criteria distinguishing normal stress from unhealthy stress requiring professional involvement
  6. 35.The shared four-step structure underlying substance refusal and social-pressure refusal
  7. 36.Criteria for identifying a disclosure that requires adult routing versus one that does not
  8. 37.Generalization of the help-seeking protocol beyond the categories taught (friendship, substances, stress)
  9. 38.The trusted-adult help-seeking protocol steps
  10. 39.Selection and application of the correct framework among three taught frameworks based on scenario features

Science: Life Science: Systems, Energy, and Change

73 lessons · try a lesson online free

A full-year life science course built around one storyline: life is organized into systems, at scale from cell to biosphere, that run on matter and energy and change over time. Students move from observing cells with household microscopy through body-system interactions, the photosynthesis/respiration energy story, ecosystem matter cycling, population dynamics, heredity, and natural selection. Investigations use household materials, free online datasets, and student-collected data. Aligned to NGSS Middle School Life Science and CCSS literacy in science and technical subjects.

Unit 1: Cells: The Unit of Life9 lessons
  1. 1.Cell theory (all organisms made of cells; cell is basic unit of life; cells come from pre-existing cells)
  2. 2.Prokaryotic vs. eukaryotic cell structure
  3. 3.Structure-function relationship in the mitochondrion
  4. 4.Organelle structure-function within a whole cell model
  5. 5.Unicellular vs. multicellular organization
  6. 6.The distinction between magnification and resolution in microscopy
  7. 7.Wet-mount slide preparation procedure
  8. 8.Use of observational evidence versus recalled fact in a CER argument about cell type
  9. 9.Inference of organelle presence from organism function
Unit 2: Body Systems as Interacting Subsystems10 lessons
  1. 10.Structure-function relationship in organ tissue (e.g., villi in small intestine, alveoli in lungs)
  2. 11.The cell-tissue-organ-organ system hierarchy
  3. 12.Nutrient transport across the digestive-circulatory system interface
  4. 13.Gas exchange between alveoli and capillaries
  5. 14.Cross-system causes of an unfamiliar symptom
  6. 15.Reflex (nervous) versus hormonal response timing and duration
  7. 16.Multi-system flow-model of digestion, gas exchange, and circulation for a single meal
  8. 17.Generalized principle that separating gas-carrying and nutrient-carrying pathways prevents harmful mixing
  9. 18.Claim-evidence structure of an informational text on organ systems
  10. 19.Validity of matter/energy transfer arrows in a systems flow-model
Unit 3: Photosynthesis and Respiration: The Energy Story10 lessons
  1. 20.The photosynthesis word equation (reactants and products)
  2. 21.The cellular respiration word equation (reactants and products)
  3. 22.The reverse-direction relationship between the photosynthesis and respiration equations
  4. 23.Photosynthesis and respiration as distinguishable processes in unfamiliar real-world scenarios
  5. 24.The path of a single carbon atom from ingested food through the body and out as exhaled CO2
  6. 25.Energy flow versus matter cycling in a living system
  7. 26.A prediction for CO2 indicator color change under light versus dark plant conditions
  8. 27.Graphed CO2 concentration data from a light-vs-dark plant investigation
  9. 28.Energy flow versus matter cycling, applied to an unfamiliar biological system
  10. 29.The global consequence of photosynthesis ceasing, reasoned from the photosynthesis and respiration equations
Unit 4: Ecosystems: Matter and Energy in Communities10 lessons
  1. 30.Trophic level classification within a food chain
  2. 31.Food web diagram construction from ecosystem description
  3. 32.The 10% energy transfer rule and its biological cause
  4. 33.Percentage transfer calculation from biomass data using proportional reasoning
  5. 34.The distinction between one-way energy flow and cyclic matter movement in ecosystems
  6. 35.Decomposer function as the mechanism completing matter cycling
  7. 36.Carrying capacity and limiting factors in a real population dataset
  8. 37.Indirect trophic effects of keystone species removal in an unfamiliar food web
  9. 38.The relationship between a textual claim and quantitative/graphical evidence about ecosystem disturbance
  10. 39.Synthesis of energy-pyramid construction, matter-cycling diagramming, and disturbance argument for a novel real ecosystem
Unit 5: Population Dynamics8 lessons
  1. 40.Carrying capacity and limiting factors as shown on a population graph
  2. 41.Density-dependent versus density-independent limiting factors
  3. 42.The mechanism linking resource availability, competition, and slowing growth rate near carrying capacity
  4. 43.Population-growth graphs constructed from tabular data
  5. 44.The lag pattern in predator-prey population cycles versus single-species logistic growth
  6. 45.Emergence of limiting factors in a novel, untaught ecosystem scenario
  7. 46.Claim-evidence-reasoning argument about a population's future trajectory
  8. 47.The claim that population crashes always indicate an external problem
Unit 6: Reproduction and Heredity9 lessons
  1. 48.Sexual vs. asexual reproduction and the variation each produces
  2. 49.Genes, alleles, and chromosomes as discrete units of inherited information
  3. 50.Dominant/recessive patterns and simple Punnett square prediction
  4. 51.Dominant/recessive patterns and simple Punnett square prediction
  5. 52.Genetic variation among offspring of the same parents
  6. 53.Probability prediction versus observed sample data in genetic crosses
  7. 54.Life cycles across species as patterns of reproduction and variation
  8. 55.Inferring dominance and genetic explanation from population-level trait ratio data
  9. 56.The relationship between genetic prediction, population data, and individual variation
Unit 7: Natural Selection and Adaptation8 lessons
  1. 57.Pre-existing heritable variation as the raw material for selection
  2. 58.Differential survival and reproduction as the mechanism of population-level trait change
  3. 59.Trait-frequency change calculated from population count data
  4. 60.Acclimation versus adaptation as distinct time scales and mechanisms
  5. 61.A full natural-selection argument built from an unfamiliar dataset
  6. 62.The intentionality misconception in natural selection explanations
  7. 63.Lines of evidence for natural selection and their respective limits
  8. 64.Generalizing the natural-selection argument structure to an invented system
Unit 8: Building the Evidence Case: Synthesis Across Scales9 lessons
  1. 65.Homologous structures as evidence of common ancestry
  2. 66.Convergence of multiple independent lines of evidence (multi-scale evidence argument)
  3. 67.Patterns of change, diversity, and extinction in the fossil record
  4. 68.The six evidence categories used to build a multi-scale argument
  5. 69.Common ancestry versus alternative explanations for shared traits
  6. 70.Convergence and contradiction among lines of evidence in a written argument
  7. 71.An original multi-scale evidence argument for a chosen species pair
  8. 72.Predictions of disconfirming or confirming multi-scale evidence for an unfamiliar species claim
  9. 73.Cumulative vocabulary from Units 1-7

Music: Listening Across Cultures: An Introduction to Music Appreciation

36 lessons · try a lesson online free

A semester course in active listening. Students learn to name what changes and repeats in music, using the elements of music as vocabulary. They study traditions from at least four continents as equally serious art, examine how instruments and ensembles produce sound, and trace a light history thread from early notated music through recorded and electronic music. The course ends with a curated, defended playlist. No instrument or reading of notation is required or assumed.

Unit 1: Learning to Listen: The Elements of Music9 lessons
  1. 1.The distinction between beat (the steady pulse) and tempo (the speed of that pulse)
  2. 2.Melody as the foreground line a listener follows, distinct from accompanying harmony
  3. 3.The relationship between a specific dynamic or tempo change and the expressive effect it produces
  4. 4.Texture types distinguished by number and independence of audible pitch layers
  5. 5.Timbre as the audible quality that distinguishes sound sources of the same pitch and volume
  6. 6.Musical form as a pattern of repeated (same-letter) and contrasting (different-letter) sections
  7. 7.Element changes (tempo, dynamics, texture, form) occurring in an unfamiliar recording
  8. 8.The standard of evidence linking a verbal claim about music to a specific, checkable moment in a recording
  9. 9.The general routine of citing specific, verifiable evidence for a claim about any piece of music
Unit 2: Listening Across Continents9 lessons
  1. 10.Call-and-response structure in Sub-Saharan African ensemble music
  2. 11.Drone and cyclic form as structural devices
  3. 12.The relationship between perceived simplicity and musical complexity in drone-based traditions
  4. 13.Shared and differing structural elements across two of the four traditions
  5. 14.Timestamp citation as evidence for a structural claim
  6. 15.Structural cues distinguishing the four studied traditions
  7. 16.The fairness and validity of cross-cultural musical comparison
  8. 17.The relationship between social/ritual function and musical structure
  9. 18.Definitions of call-and-response, drone, and cyclic form
Unit 3: How Sound Is Made: Instruments and Ensembles9 lessons
  1. 19.The five instrument families defined by vibrating mechanism (aerophone, chordophone, membranophone, idiophone, electrophone)
  2. 20.Timbre as an audible clue to an instrument's vibrating mechanism
  3. 21.The distinction between playing technique and vibrating mechanism
  4. 22.The five instrument families defined by vibrating mechanism, applied beyond taught examples
  5. 23.Ensemble roles of melody, harmony, and rhythm within a multi-instrument texture
  6. 24.The relationship between an ensemble's function or cultural setting and the instrument families it favors
  7. 25.The general logic of classifying any sound source by its vibrating mechanism, extended beyond the five named families
  8. 26.The five instrument family names and one example each
  9. 27.The audible evidence (specific timbral feature) that supports an instrument-family classification
Unit 4: A Century of Change: Recording, Electronic Music, and Your Playlist9 lessons
  1. 28.The three-era timeline (common-practice, recorded, electronic) and their audible cues
  2. 29.The effect of recording technology on the listening experience, contrasted across two eras
  3. 30.Sampling as a transformation of a prior recording
  4. 31.Transfer of era- and instrument-family-diagnostic listening to unfamiliar material
  5. 32.A curated multi-era, multi-continent playlist with an internal organizing rationale
  6. 33.The relationship between a specific audible moment and the broader structural or expressive claim it supports
  7. 34.The accessibility-versus-disposability argument about recording technology
  8. 35.Definitions of the three named eras
  9. 36.The electrophone classification of early electronic instruments introduced in this unit

Math: Mathematics 7: Proportional Reasoning and Rational Number Systems

76 lessons · try a lesson online free

A full-year grade 7 mathematics course built around proportional relationships as the organizing spine, extended to the full rational number system, algebraic expressions and equations, and geometric measurement. Students move from unit rates and tables to equations of proportional lines, then extend arithmetic to signed rational numbers, then use both to solve multi-step equations and inequalities. The second half applies this algebra to scale drawings, angle relationships, circles, and surface area/volume, closing with an introduction to statistical sampling and probability. Aligned to CCSS Mathematics, Grade 7.

Unit 1: Proportional Relationships9 lessons
  1. 1.Unit rate calculation with fractional quantities
  2. 2.Constant of proportionality k derived from a table
  3. 3.Proportional versus non-proportional relationships identified across representations
  4. 4.The role of the origin in distinguishing proportional from linear-but-non-proportional graphs
  5. 5.The equation y = kx as a representation of a proportional relationship
  6. 6.The point (1, r) as the unit rate on a proportional graph
  7. 7.Multi-step percent problems involving tax, tip, markup, and discount
  8. 8.The non-commutativity of sequential percent changes applied to an unfamiliar order-of-operations scenario
  9. 9.Proportionality analysis applied to a pricing structure with a fixed cost, in a context not used during instruction
Unit 2: Operations with Rational Numbers9 lessons
  1. 10.Additive inverse as a distance-preserving reflection across zero on the number line
  2. 11.Addition of rational numbers as directed movement on the number line
  3. 12.The equivalence of subtraction and addition of the inverse (p - q = p + (-q))
  4. 13.The sign rule for multiplication of rational numbers, derived from a repeated-addition pattern
  5. 14.Multiplication and division of signed rational numbers, including fractions and decimals
  6. 15.Fraction-to-decimal conversion via long division, including repeating decimals
  7. 16.Multi-step rational-number word problems requiring selection of operations without contextual cues
  8. 17.Justification of a signed-number operation rule using a self-constructed number-line diagram
  9. 18.The distinction between absolute distance between two rational numbers and signed change from one to another
Unit 3: Expressions and Multi-Step Equations11 lessons
  1. 19.Like terms in a linear expression with rational, including negative, coefficients
  2. 20.The distributive property applied with a negative multiplier
  3. 21.Equivalence between an expanded and a factored form of the same linear expression
  4. 22.Two-step linear equations with rational coefficients, form px + q = r
  5. 23.Multi-step linear equations of form p(x + q) = r and equations with variables on both sides
  6. 24.Translation of a word problem into a px + q = r equation
  7. 25.Arithmetic versus algebraic solution methods for the same word problem
  8. 26.One-variable linear inequalities requiring a sign reversal
  9. 27.The solution set of a linear inequality represented on a number line
  10. 28.Selecting between an equation and an inequality model for a novel real-world constraint problem
  11. 29.Application of the equation-as-balance principle to an unfamiliar quantitative domain
Unit 4: Scale Drawings and Geometric Constructions10 lessons
  1. 30.Scale factor as a constant of proportionality applied to a single length
  2. 31.The relationship between a linear scale factor and the resulting area, computed via actual lengths rather than by squaring the scale factor directly
  3. 32.The multiplicative (not additive) relationship between linear scale factor and area scale factor
  4. 33.The defining property of a scaled copy: every corresponding length pair shares the same constant ratio
  5. 34.Combining two scale ratios (original-to-actual and actual-to-new) to reproduce a figure at a new scale
  6. 35.Deriving a scale factor between two representations with no scale given, using measured corresponding distances
  7. 36.The triangle inequality as the condition for SSS construction to succeed
  8. 37.The conditions (SSS, SAS, ASA) under which a triangle is uniquely determined, versus conditions that permit more than one triangle or none
  9. 38.Generalizing the existence/uniqueness rule for triangles beyond the SSS/SAS/ASA cases explicitly taught
  10. 39.Discriminating between scale-factor problems and triangle-construction problems based on structural features of the prompt, not its position in the unit
Unit 5: Angle Relationships and Area9 lessons
  1. 40.Complementary and supplementary angle equations
  2. 41.Vertical and adjacent angle relationships in a crossing-lines figure
  3. 42.Multi-step reasoning across combined angle relationships (vertical, adjacent, supplementary) in a single figure
  4. 43.The invariance of the triangle angle sum
  5. 44.Circle area and circumference formulas
  6. 45.Decomposition strategies for composite figures involving circles
  7. 46.Surface area of polyhedra built from triangles and quadrilaterals
  8. 47.Transfer of angle-relationship reasoning to unfamiliar contexts
  9. 48.Generalized decomposition strategy for surface area of scaled composite solids
Unit 6: Circles, Surface Area, and Volume10 lessons
  1. 49.Circumference and area formulas for a circle (C = πd or 2πr; A = πr²)
  2. 50.Pi as a fixed ratio of circumference to diameter
  3. 51.Surface area of prisms via nets
  4. 52.Surface area of pyramids via nets
  5. 53.Volume of a rectangular prism with fractional edge lengths
  6. 54.The independence of surface area and volume as measures of a solid
  7. 55.Solving V = lwh for an unknown dimension
  8. 56.Solving a surface-area equation for an unknown dimension
  9. 57.The relationship between scale factor and volume ratio for similar solids
  10. 58.Multi-step application combining surface area, volume, and dimension-solving on composite or unfamiliar solids
Unit 7: Introduction to Probability9 lessons
  1. 59.Theoretical probability of a single event expressed as fraction, decimal, and percent
  2. 60.The divergence between theoretical and experimental probability under small sample sizes
  3. 61.A probability model with outcomes assigned probabilities summing to one
  4. 62.Agreement between a theoretical probability model and observed relative frequency
  5. 63.The sample space of a two-stage compound event
  6. 64.Probability of a compound event as a fraction of the sample space
  7. 65.The structural difference between combining independent stage probabilities correctly versus combining them by addition
  8. 66.A simulation designed to estimate the probability of a novel compound event
  9. 67.The relationship between sample size and confidence in a probability model
Unit 8: Sampling and Statistical Inference9 lessons
  1. 68.Random vs. biased sampling methods and who gets over/under-represented
  2. 69.The terms population, sample, random sample
  3. 70.Point estimates of a population proportion or mean from a single random sample
  4. 71.Sampling variability across repeated same-size samples
  5. 72.Generating repeated random samples to bound a population estimate
  6. 73.Difference in means expressed as a multiple of MAD, for distributions with similar variability
  7. 74.Informal visual and numerical judgment of whether two groups differ meaningfully
  8. 75.A complete original sampling plan: population, method, size, measurement
  9. 76.Critique of a stated survey claim's sampling method

PE: Physical Education for Grades 6-8

36 lessons · try a lesson online free

A 36-week bridge from play to training for grades 6-8: movement quality and an aerobic base built through games, biking and hiking; honest bodyweight-only strength with careful form language; a sport sampler from basketball to ultimate with solo wall drills; and a final unit where the student sets a goal, plans their own training week, tracks it and re-tests. Every week has an indoor no-equipment swap, and one week talks plainly and kindly, once, about bodies changing on their own schedules. Hours land on the transcript through the parent's offline log.

Unit 1: Move Well, Build the Engine9 lessons
  1. 1.Starting where you are
  2. 2.Speed play
  3. 3.Go far: bike or hike
  4. 4.Moving with quality
  5. 5.Games are training
  6. 6.Hills and stairs
  7. 7.Jump rope and quick feet
  8. 8.The long adventure
  9. 9.Put the engine together
Unit 2: Strong Without a Gym9 lessons
  1. 10.The squat, properly
  2. 11.The push-up family
  3. 12.Core, honestly
  4. 13.Legs and single-leg strength
  5. 14.Pulling your weight
  6. 15.Whole-body sessions
  7. 16.Jumping and landing
  8. 17.Make it a little harder
  9. 18.Your strength week
Unit 3: Sport Sampler9 lessons
  1. 19.Basketball: the ball in your hands
  2. 20.Basketball: play it
  3. 21.Soccer: the ball at your feet
  4. 22.Volleyball over a string
  5. 23.Racquet games
  6. 24.Ultimate and disc skills
  7. 25.Second helpings: ball sports
  8. 26.Second helpings: net and field
  9. 27.Your sport, deep
Unit 4: Your Fitness, Your Plan9 lessons
  1. 28.Pick your goal
  2. 29.Write the plan
  3. 30.Run the plan: week one
  4. 31.Run the plan: week two
  5. 32.Run the plan: week three
  6. 33.Run the plan: week four
  7. 34.Re-test week
  8. 35.Design the next season
  9. 36.Closing week

Reading: Reading Arguments, Writing Positions: Grade 7 English Language Arts

73 lessons · try a lesson online free

A year-long grade 7 ELA course built around tracing and evaluating arguments, reading contrasting points of view, and writing evidence-based positions that answer counterclaims. Students move from short public-domain nonfiction and myth/folklore through a novel, informational paired texts, poetry, drama, and research, using each unit's texts to deepen the same core moves: cite evidence, weigh its sufficiency, compare perspectives, and write with acknowledged counterclaims. All texts are public domain or provided. Aligned to CCSS ELA-Literacy standards only.

Unit 1: Tracing and Testing an Argument9 lessons
  1. 1.The structure of claim and reason in a persuasive paragraph
  2. 2.The definitions of claim, reason, evidence, counterclaim, and sufficiency
  3. 3.The sufficiency of evidence in a marked persuasive text (relevance, amount, credibility)
  4. 4.The argument structure and evidence sufficiency of a novel, unscaffolded persuasive text
  5. 5.The necessity test for textual evidence supporting an inference
  6. 6.The divergence between an argument's persuasiveness and its logical sufficiency
  7. 7.The counterclaim-acknowledgment structure in argumentative writing
  8. 8.The sufficiency of evidence in an argument from a domain and era not covered in instruction
  9. 9.The generalizability of the sufficiency framework beyond persuasive-essay genre
Unit 2: Two Sides, Same Facts: Comparing Points of View8 lessons
  1. 10.Unit 1 argument vocabulary (claim, evidence, sufficiency, counterclaim)
  2. 11.The distinction between point of view and purpose
  3. 12.Word choice as a signal of point of view
  4. 13.Selection of fact as a driver of differing point of view across two texts on one event
  5. 14.The Unit 1 sufficiency filter applied to competing evidence in a two-text comparison
  6. 15.Selection and framing as the source of disagreement between factually accurate texts
  7. 16.Strength of a stated counterclaim relative to the actual opposing position
  8. 17.An original comparative claim on a new pair of opposing-viewpoint texts, including counterclaim acknowledgment
Unit 3: A Perspective Sustained: Novel Study9 lessons
  1. 18.First-person vs. third-person limited narration in the novel
  2. 19.Narrator's limited access and its effect on shown causes of plot events
  3. 20.The inference-evidence filter applied to character motive
  4. 21.Change in a character's point of view across chapters of the novel
  5. 22.Character motive at an unmodeled turning point in the novel
  6. 23.Generalized principle of narrative omission applied to an unseen text
  7. 24.Counterclaim-and-rebuttal paragraph structure for a literary motive argument
  8. 25.Unit 1 argument vocabulary: claim, evidence, counterclaim, sufficiency
  9. 26.Peer's textual evidence for a character motive claim
Unit 4: Myths, Archetypes, and Cultural Point of View9 lessons
  1. 27.Archetype patterns (trickster, hero, hubris/nemesis) in a single myth text
  2. 28.Greek/Latin roots hubris, nemesis, -log-, -path- and derived words
  3. 29.Two tellings of the same myth (point of view differences)
  4. 30.Relationship between a specific textual difference and a culture's values
  5. 31.Recurrence of archetype patterns across unrelated cultures
  6. 32.Theme as culturally situated rather than universal
  7. 33.Cultural values inferred from an unfamiliar myth's archetype and details
  8. 34.Comparative essay structure with claim, evidence, and counterclaim addressed with evidence
  9. 35.Complete comparative essay on two myth tellings' point of view and cultural values
Unit 5: The Speaker's Stake: Poetry and Inference9 lessons
  1. 36.The distinction between a poem's speaker and its poet
  2. 37.Line breaks, stanza breaks, and form as structural choices in a poem
  3. 38.The modeled three-step reasoning chain linking a structural choice to a stance, on the same poem used to teach it
  4. 39.The relationship between a structural choice (e.g., short lines, an abrupt stanza break) and the speaker's inferred stance
  5. 40.Figurative language as textual evidence for an inference about speaker stance
  6. 41.Two speakers' contrasting stances on a shared theme, as an instance of point of view
  7. 42.The counterclaim-acknowledgment structure, at the 'address and rebut with evidence' level
  8. 43.Speaker's stance in a wholly unfamiliar poem
  9. 44.Structure-as-evidence for inference, generalized across genres
Unit 6: Staged Conflict: Drama and Contrasting Motives9 lessons
  1. 45.The distinction between dialogue and stage directions as two separate categories of textual evidence in a script
  2. 46.The three basic formatting elements of a script page (character header, stage direction, dialogue), applied to a page not previously annotated in class
  3. 47.The inference filter question applied to a character's motive, evidenced by a specific line of dialogue
  4. 48.Protagonist versus antagonist as contrasting points of view within one conflict
  5. 49.Dramatic irony as an information gap between audience and character
  6. 50.Director/actor staging choices as an added layer of point of view not present in the script text itself
  7. 51.Justification of a character's motive using dialogue evidence filtered for sufficiency
  8. 52.Counterclaim rebuttal using dialogue evidence, at the 'rebut with evidence' rigor level specified in the course's rising counterclaim structure
  9. 53.Transfer of the dialogue-evidence inference method to an unfamiliar play text
Unit 7: Evaluating Sources10 lessons
  1. 54.Authority as a credibility criterion tied to a specific claim
  2. 55.Primary vs. secondary source classification
  3. 56.Currency as a claim-dependent, not universal, criterion
  4. 57.Corroboration versus citation as distinct relationships between two sources
  5. 58.Synthesis of multi-format sources on one research question
  6. 59.Sufficiency as a property of a source SET rather than a single source
  7. 60.Credibility ranking and written justification across a disagreeing source set
  8. 61.Diagnostic application of credibility criteria to an unrehearsed source pair
  9. 62.Generalization of credibility criteria beyond the taught source formats
  10. 63.Unit 1 vocabulary: sufficiency and counterclaim
Unit 8: The Research Argument: Position, Evidence, Counterclaim10 lessons
  1. 64.The difference between a genuinely debatable research question and a settled-fact or single-answer question
  2. 65.Lateral reading as a method for verifying source credibility
  3. 66.Paraphrase with attribution versus plagiarized restatement
  4. 67.Sufficiency of a multi-source evidence set, applied from the Unit 1 sufficiency concept
  5. 68.Synthesis of multiple sources into one claim-driven paragraph
  6. 69.Rebuttal of a counterclaim using cited evidence, the top stage of the Unit 1-6 counterclaim progression
  7. 70.Criteria for a fair test between disagreeing sources on an unfamiliar topic
  8. 71.Counterclaim-handling technique in a professionally published argumentative text
  9. 72.The Unit 1 argument vocabulary set (claim, evidence, counterclaim, sufficiency)
  10. 73.The name/address/rebut-with-evidence classification applied to a peer's draft writing

Art: Seeing and Making: An Introduction to Visual Art

35 lessons · try a lesson online free

A semester course where students learn the elements of art by making with paper, pencil, and household materials, then find those same elements in real works from museum collections across four continents. Students learn to describe, analyze, interpret, and judge art using explicit critique vocabulary, applied first to others' work and then to their own. Observational drawing is tracked weekly to make skill growth visible. The course ends with a five-piece portfolio and written artist statements.

Unit 1: The Elements of Art: Making, Naming, Finding9 lessons
  1. 1.The seven elements of art (line, shape, value, color, texture, space, form)
  2. 2.A graduated value scale made with pencil pressure and layering
  3. 3.The relationship between value gradient and the 2D-to-3D illusion (shape vs. form)
  4. 4.Actual texture versus implied texture
  5. 5.Positive/negative space and depth cues (overlap, relative size)
  6. 6.The critique verb 'describe' as distinct from interpretation or judgment
  7. 7.The relationship between an element choice (e.g., jagged vs. smooth line) and the emotional effect it produces
  8. 8.Self-assessment of one's own element study against the element's defining features
  9. 9.Strength of an element's presence in a specific artwork, judged independently of realism or technical polish
Unit 2: Composition: Why a Picture Holds Together8 lessons
  1. 10.Focal point as created by contrast, placement, or size within a composition
  2. 11.The three balance types (symmetrical, asymmetrical, radial) and the visual-weight criterion that distinguishes them
  3. 12.The distinction between symmetry and balance
  4. 13.Rule-of-thirds grid strategy and cropping decisions relative to format
  5. 14.Repetition and contrast as unifying compositional devices
  6. 15.The relationship between a localized flaw and overall compositional coherence
  7. 16.Shared deep structure of balance type across different media
  8. 17.The four critique verbs applied to whole-composition relationships
Unit 3: A World of Traditions: Materials, Cultures, Choices9 lessons
  1. 18.Medium, process, and support as material vocabulary
  2. 19.The four named tradition examples (African, Asian, Americas, European works)
  3. 20.Flat space and absence of value gradation as intentional representational choices in specific traditions (e.g., Japanese ukiyo-e, Byzantine icon painting)
  4. 21.The relationship between material constraint and mark/message in an unfamiliar named artwork
  5. 22.Cross-continental comparison of material's effect on artistic choice
  6. 23.The fairness of applying cross-cultural standards to judge artwork
  7. 24.Transfer of the material-constrains-message principle to an unstudied tradition
  8. 25.Support as a physical category inferable from surface evidence
  9. 26.Proportion and shape accuracy in observational still-life drawing
Unit 4: Capstone Portfolio: Five Best Pieces9 lessons
  1. 27.Portfolio selection criteria applied to a personal body of work
  2. 28.The vocabulary names attached to the four selection-criteria categories
  3. 29.A specific element or composition concept applied to a student's own prior work
  4. 30.Proportion and value-shading technique in observational drawing
  5. 31.Growth in proportion accuracy and value control between two of the student's own drawings
  6. 32.The describe-analyze-interpret-judge structure applied to a student's own artwork
  7. 33.Specific, vocabulary-grounded peer feedback on a portfolio
  8. 34.Selection standard inferred from an unfamiliar portfolio's contents
  9. 35.A defensible aesthetic judgment with a named standard and its potential counter-evidence

Social Studies: World Geography and the Medieval World, 500-1500 CE

76 lessons · try a lesson online free

A full-year survey of the medieval world (roughly 500-1500 CE) organized region by region: Byzantium, the Islamic world, sub-Saharan Africa, China, Japan, Mesoamerica, and Europe into the early Renaissance and Age of Exploration. Each region is studied through its physical geography first, then the human systems - trade, government, belief, and daily life - that geography shaped. Students read primary and secondary sources, build map and data literacy, and compare how societies with different environments and contacts with each other solved similar problems: who rules, how goods and ideas move, and how belief systems organize society. Religion, where it appears, is treated as a historical and social force, not as a matter of personal belief.

Unit 1: Byzantium: Rome's Geographic and Political Afterlife8 lessons
  1. 1.Constantinople's chokepoint location between the Bosporus Strait and the Sea of Marmara
  2. 2.The dual effect of chokepoint geography on trade wealth and vulnerability to invasion
  3. 3.Map types: physical, political, and thematic/choropleth maps
  4. 4.Sourcing moves: author, purpose, audience, and what is missing from a historical account
  5. 5.Justinian's Code as a reorganization, not replacement, of Roman legal tradition
  6. 6.The fusion of religious and political authority in the Byzantine emperor's role
  7. 7.The relative weight of geographic versus political explanations for Constantinople's survival
  8. 8.Chokepoint geography as a transferable spatial concept beyond Constantinople
Unit 2: The Islamic World: Trade, Law, and Learning Across Three Continents10 lessons
  1. 9.Arabian Peninsula physical geography and its relationship to early Islamic trade and settlement patterns
  2. 10.The Five Pillars of Islam as a historical/social unifying framework
  3. 11.Caliphates as political successor states borrowing and modifying Byzantine and Persian administrative institutions
  4. 12.Structural similarities and differences between Silk Road and Indian Ocean trade networks
  5. 13.Syncretism as demonstrated by Islamic law blending with local legal and social custom in a specific conquered region
  6. 14.Syncretism as a general pattern of cultural and legal blending, transferred beyond the taught Islamic-law case
  7. 15.The House of Wisdom as an institutional mechanism for knowledge preservation and cross-cultural transmission
  8. 16.Competing secondary-source explanations for rapid early caliphate expansion
  9. 17.The geographic path and content of goods, ideas, and technology moving along Silk Road and Indian Ocean networks
  10. 18.Terms-of-trade reasoning generalized to an untaught trade network
Unit 3: Medieval West Africa: Ghana, Mali, and Songhai9 lessons
  1. 19.The gold-salt weight-for-weight exchange rate and the geographic scarcity that produced it
  2. 20.The physical geography of the Sahel and the trans-Saharan trade routes
  3. 21.The succession of Ghana, Mali, and Songhai as trade-based states
  4. 22.Syncretism between Islam and traditional West African practice in Mali
  5. 23.The comparative reliability and limits of griot oral tradition versus outsider-authored written accounts of Mali
  6. 24.The causes of the imbalance between outsider-authored and West African-authored written records of Mali
  7. 25.The relationship between trade-route dependence and the durability of a state's wealth
  8. 26.The combined and separate evidentiary value of griot oral tradition and outsider written accounts about Mali
  9. 27.The general principle that oral and written historical sources have complementary, non-overlapping evidentiary limits
Unit 4: Imperial China: A Self-Sufficient Empire10 lessons
  1. 28.China's internal river-and-plain geography (North China Plain, Yellow/Yangtze Rivers, Grand Canal)
  2. 29.The causal link between China's barrier geography and its degree of self-sufficiency, contrasted with West Africa
  3. 30.The Mandate of Heaven as political justification
  4. 31.The stages of the dynastic cycle (rise, peak, decline, collapse) as evidenced by economic and political indicators
  5. 32.Confucian and Legalist justifications for obedience to government
  6. 33.The civil service exam system and centralized bureaucracy
  7. 34.The tribute system as controlled, state-run trade
  8. 35.Sourcing and perspective in Tang/Song primary source excerpts
  9. 36.The relative weight of economic versus political causes in the dynastic cycle
  10. 37.Transferability of the tribute-system model to a geography unlike China's
Unit 5: Feudal Japan: Adapting a Neighbor's Model10 lessons
  1. 38.Relative location of Japan to Tang China across the Sea of Japan
  2. 39.Specific cultural features of Heian-period Japan
  3. 40.The mechanism of selective cultural borrowing between Japan and Tang China
  4. 41.The feudal loyalty chain in Kamakura-period Japan
  5. 42.The general logic of land-based loyalty obligations in a feudal structure
  6. 43.Specific instances of Shinto-Buddhist syncretism in Japan
  7. 44.Bushido and the Confucian scholar-official ideal as two codes of conduct for a ruling or serving class
  8. 45.Government structure, land ownership, and source of ruling authority in feudal Japan versus Tang/Song China
  9. 46.The relative weight of personal loyalty versus codified law in Japan's feudal system compared to China's bureaucratic system
  10. 47.The evidentiary gap between bushido's formal codification and earlier samurai behavior
Unit 6: Mesoamerica: Civilization Without the Network9 lessons
  1. 48.Mesoamerican physical geography (highland vs. lowland zones)
  2. 49.Absence of draft animals and wheeled transport as a causal factor
  3. 50.Maya city-state political structure
  4. 51.Maya calendar and astronomical system
  5. 52.Chinampas and lake-based agriculture in Tenochtitlan
  6. 53.Aztec tribute empire vs. Chinese centralized bureaucracy, trade dependence
  7. 54.The relationship between network isolation and civilizational advancement
  8. 55.Asymmetry of surviving Maya vs. Aztec primary sources
  9. 56.Differential disease impact from Afro-Eurasian contact (virgin-soil epidemics)
Unit 7: Medieval Europe: Fragmentation, Faith, and Recovery10 lessons
  1. 57.Western European physical geography (mountains, rivers) as a driver of political fragmentation, contrasted with Byzantine geographic coherence
  2. 58.The reciprocal obligations of feudalism and manorialism (land for loyalty, protection for labor)
  3. 59.The three estates (clergy, nobility, peasantry) as a social classification system
  4. 60.The Church's political and economic power (land ownership, tithes, canon law courts) as distinct from its religious role
  5. 61.The Church's dual role, evaluated against specific primary-source evidence
  6. 62.The Crusades as a mechanism reopening Afro-Eurasian trade contact for Europe
  7. 63.Trade-route transmission of the Black Death as a consequence of Crusades-era reconnection
  8. 64.Structural causes of urban/commercial revival (trade access, surplus, protection), compared across two unconnected historical contexts
  9. 65.The conditions (location, surplus, self-governance) that produce a guild-based money economy, applied to an unstudied hypothetical town
  10. 66.The relative weight of internal feudal/Church reorganization versus external Crusades-era contact in Europe's medieval recovery
Unit 8: Renaissance and the Beginnings of Global Exchange10 lessons
  1. 67.Italian city-states' Mediterranean trade position as entry point for recovered knowledge
  2. 68.Printing press diffusion in Europe versus Song China printing technology
  3. 69.Regional origins of compass, astrolabe, and gunpowder weapons
  4. 70.Geographic and economic motives for Portuguese and Spanish voyages
  5. 71.Whose voice is missing in Spanish versus Indigenous accounts of first contact
  6. 72.Costs and benefits of the Columbian Exchange for named groups
  7. 73.Seven-region comparison across government structure, trade dependence, geography, and belief
  8. 74.Unequal benefits of cross-regional contact and exchange across the medieval world
  9. 75.Government-structure vocabulary applied to an unstudied society
  10. 76.Central claim of a secondary source on the Columbian Exchange

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