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The Upper School Woodworking Curriculum Philosophy and Overview
•Make the shop physically and creatively safe for all students
•Emphasize safety over speed and process over product
•Cultivate an appreciation for physically challenging work
•Teach traditional, time-tested techniques while remaining open to new possibilities
•Provide students with a vocabulary of skills in order to allow them to fully realize the projects they envision
•Nurture an appreciation for handmade objects of all kinds, and a recognition of quality over quantity
•Competence and understanding of hand tool techniques, which should generally precede machine work
•Developing an appreciation and reverence for our primary material (wood) as a living, breathing thing
•Foster students finding and working from their passions
•My expectations are simple and clearly communicated: that they work hard (and safely), challenge themselves with their choice of project, care for their tools and their classmates, and attempt to do excellent work every class period.
•Assessment is communicated/shared with the students as necessary, during parent conferences, and through the use of narrative reports.
Upper school woodshop is structured as an open studio. There are no specific assignments or due dates. Students approach me with their own ideas for a project, which we talk through and plan. Then they proceed with the work at their own pace. We tackle material issues, design questions, tool use and construction details as necessary during the progression of the work. Instruction is specific to each project and each student, and is generally one-on-one. My expectations are simple and clearly communicated: that they work hard (and safely), challenge themselves with their choice of project, care for their tools and their classmates, and attempt to do excellent work every class period.
•Work safely with a full variety of hand and power tools as appropriate to my project.
•Build something beautiful and potentially useful.
Can I safely and confidently build a project of my own choosing/design?
•Throughout the year assess your overall level of wellness and discuss and set goals to maintain wellness.
•Write a letter to a future incoming 9th grader about a time when you overcame a struggle this year. It can be about adding negative numbers, managing your time, learning a new technique in soccer or finding a new friend. Reflect on the times when you failed at first but through persevering your brain created new neural connections, the growth mindset, and you eventually became better at the task.
•Practice using a variety of tools such as exercise, yoga, and quiet thinking
•Identify the characteristics of a growth mindset and a fixed mindset, and how those mindsets are reflected throughout your life
•Know how brain research demonstrates your ability to grow your mind
•Understand how self compassion versus self esteem can promote wellness
•The active process of making choices which will promote a healthy and fulfilling life
•That wellness is a state of physical, mental, and social well-being
•That people have different tools to promote their individual wellness
How do you accept and embrace challenges while maintaining a mindful balance to promote wellness in your life?
•Write a team contract
•Write a team peer evaluation and rate your team members' performance
•Write a self evaluation and rate yourself
•Complete four community service projects
•Write a self evaluation for your report card in the fall and spring
•Identify issues that only arise in groups
•Compile a list of behaviors that are required to work successfully in a group
•Show the ability to break a task down into steps or stages, plan a strategy, formulate a timeline, manage time, and execute tasks
•Model and solve situations using conflict resolution skills
•Evaluate yourself and others' strengths and weaknesses working in a group situation
•Reflect on how you can capitalize on your strengths to compensate for weaknesses in future projects
•Design and execute a successful group community service project
•Present your project
•Why is it important to promote the development of a variety of skills, including: collaboration, delegation, communication, voices, and perspective through group projects?
•How can you resolve conflicts in groups?
•What are the different roles that make up a successful group?
•How do you establish ground rules for group/team work?
•What does it mean to work successfully in a group?
•How can you be a more effective group member?
How do we work cooperatively and productively in groups?
•Write a reflection on the differences between an authoritative/reliable research site and a more commercial site, and illustrate when you would use each type
•Perform puzzle challenges with people with similar leadership styles and again with people with varying leadership styles
•Reflect and discuss what you learned from working with the people similar to your learning style and different from your learning style
•Schedule an appointment with a teacher, set up a meeting using the calendar in Outlook, and email using appropriate email etiquette
•Investigate and identify different kinds of a distraction software
•Discuss social media use and its impact on your life
•Use and evaluate advanced search tools and recognize what is a reliable source and why
•Write quality citations in Chicago Style and MLA Style
•Read, discuss, reflect, and decide on attributes that determine your leadership style
•Listen and discuss positive ways to develop as an individual which will eventually be reflected in your college application
•Identify and discuss some pitfalls to avoid in the college application process
•The technology available to you at Catlin Gabel and on the web
•The positive and negative impacts of social media
•The availability and benefits of services, resources, and processes in the library
•How different leadership styles affect group interaction
•What information we need to consider, as freshman, to support the college application process in the future
What programs, services, and expectations will support you at Catlin Gabel in the next four years?
•Complete your self-evaluation form and reflect on how and what you have learned from the community service project
•Participate in small group discussions, listen, and record how each of you experienced empathy, empowerment, and personal satisfaction
•Address the benefits and rewards of community service in your year-end presentation
•Write an in-class essay addressing the value of community service and how you would like to move forward in the years ahead
•Communicate effectively with community members when initiating and executing your community service
•Listen with your ears, eyes, instincts, and heart
•Pay attention, physically and mentally, during your community service
•Show flexibility and be prepared to change direction as needed
•Work together towards mutual goals
•Demonstrate acceptance by holding the values and views of others in high regard
•Communicate and share your personal growth and empowerment from your community service project
•How can we make small interpersonal connections that allow us to recognize and identify with the feelings of others in our community service projects?
•How does community service provide physical and mental rewards such as reducing stress and strengthening your immune system through mood changes of joy and optimism?
•How does community service help bring people together and unite people from varying backgrounds to promote diversity and inclusivity?
•How can community service help you discover your hidden talents that may change your view of yourself?
Why is it important to build empathy, understanding, empowerment and personal satisfaction through your contributions to service in the community?
•Complete a study skills checklist
•Complete an executive skills questionnaire - the teen version
•Write a reflection that outlines strategies you will use to overcome challenges and build on strengths
•Demonstrate follow-through using alternative strategies that promote your success
•Investigate and research famous people with different learning styles
•Evaluate, rate, and investigate your study habits, attitudes, and strategies toward time scheduling, concentration, reading, taking exams, writing, listening, and taking notes
•Analyze your executive functioning skills regarding response inhibition, working memory, emotional control, flexibility, sustained attention, task initiation, planning/prioritizing, organization, time management, goal directed persistence, and metacognition
•Evaluate and analyze what works for you and what does not work and determine alternative solutions to help you stay organized and be a productive and successful learner
•Show positive and negative examples of specific executive functioning skills
•Read and reflect the impact of media multitasking and academic performance
•Why should we value differences in ourselves and others?
•What are our learning strengths and challenges?
•How can we improve our executive functioning skills?
How can we become successful learners at Catlin Gabel School and in life?
Essential Questions
•How can you tell others about present, past, and future events and experiences?
•How does communication in Spanish change when traveling from Spain to other Hispanic countries?
•How does history affect the cultural attitudes in Spanish-speaking countries?
•How do lifestyles in Spanish-speaking countries differ?
•What are some common threads that link these cultures?
•Why is a knowledge of idiomatic and culturally appropriate expressions essential when communicating with Spanish-speaking people from various areas of the world?
•How do you react to differences in another culture?
•How do we connect with other cultures in a world-wide arena?
•How do the traditions, including the products, and practices of my country compare with those of Spanish-speaking countries?
•What attitudes are universal? Which are affected by cultural traditions?
•How do cultural traditions differ among Spanish-speaking countries?
•How do historical events and personalities affect the attitudes of a people?
•How do the attitudes of a people affect current events and vice versa?
•How can Spanish be an effective tool?
•How can I overcome my perceived weaknesses in Spanish?
•How can I explore and describe cultures, peoples, and communities without stereotyping them?
•How can I express myself with greater proficiency and linguistic accuracy?
•Whose “story” (perspective) is this?
•What should I do when I get stuck (vocabulary, grammar, structure, comprehension…)?
•How does our work relate to my life/how is this work relevant to me?
Enduring Understandings
•Language learning extends beyond the classroom to real-life situations
•The use of foreign language for personal enjoyment, travel, work and enrichment encourages lifelong language learning
•Languages are distinguished by their grammar and structure
•Foreign language skills enhance and can contribute to future job opportunities
•The study of foreign languages reinforces and integrates content from other disciplines
•Similarities and differences exist in the vocabulary, phonetics and structures of world languages.
•Different cultures have different social etiquettes
•Culture influences the art, literature and music of a society
•Countries with a common language share cultural, historical and geographical connections
•The study of cultures promotes an awareness of diverse beliefs and languages in a global context
•Geography directly influences the culture and history of a people
•Cultural traditions influence family structure, rites of passage, dining etiquette, clothing styles and living accommodations
•Language and culture are interdependent
•Personal experiences in Spanish help students make meaning, gain perspective, and create lasting memories
Contemporary female authors
•Engage in spoken interpersonal communication with peers, teachers and community members
•Engage in written interpersonal communication
•Synthesize information from a variety of authentic audio, visual, and audiovisual resources
•Synthesize information from a variety of authentic written and print resources
•Plan, produce, and present spoken presentational communications to peers
•Plan and produce written presentational communications
•Independent journal entries
•Interpret a variety of literary genres
•Write or present persuasively for an audience
•Collaborate to produce writing and effective presentations
•Develop active reading, study, and test-taking strategies
•Develop confident discourse through presentational and interpersonal communication
•Develop analytical thinking and leadership skills through class discussion, listening, and teaching peers
•All texts (literary works, presentations, situations, characters, etc.) are open to interpretation
•A meaningful interpretation should be supported by a tenable argument that evidence and reasoning are the keys to such a claim
•Different points of view should be heard and respected
•People have their bias and subjectivity, their ¨single story¨
•Self-assessment, acceptance of feedback, and criticism are critical to growth and collaboration
•How are identity and gender constructed?
•How do we identify ourselves and share our identity with others?
•How can an author's style construct and reflect identity?
•How can cultural experiences shape, impact, or influence our perception of self? Of the world?
•How can we use and apply feminist theory to deepen our understanding of contemporary female authors?
•How do female authors express interpersonal relationships: friendships and love?
•How do female authors express relationships of power: the individual and society?
•How and why do female authors represent silenced voices?
•How and why do female authors explore/document/analyze a world of migrants?
•What role do female authors play in addressing social issues such as ecology and poverty?
•How does the work of female authors compare to that of male authors?
Communities (local to global)
•Engage in spoken interpersonal communication with peers, teachers, and community members
•Engage in written interpersonal communication
•Synthesize information from a variety of authentic audio, visual, and audiovisual resources
•Synthesize information from a variety of authentic written and print resources
•Plan, produce, and present spoken presentational communications to peers
•Plan and produce written presentational communications
•Independent journal entries
•Interpret a variety of personal stories/testimonials
•Conduct research using varied sources
•Write and present persuasively for an audience
•Collaborate to produce writing and effective presentations
•Develop active reading, study, and test-taking strategies
•Develop confident discourse through presentational and interpersonal communication
•Develop analytical thinking and leadership skills through class discussion, listening, and teaching peers
•The study of world languages expands one’s opportunities
•Cultural norms and values differ from place to place
•There are as many immigrant experiences as there are immigrants
•People move for a variety of reasons: for new economic opportunities, political freedom, personal safety, etc.
•There are many attributes that make communities stronger: levels of education, engagement, social services, safety, diversity, interconnectedness, etc.
•What is community?
•What makes some communities more successful/healthy/vibrant/inclusive than others?
•How do individuals and societies define quality of life?
•What do we value in our school community and in our local community?
•What does learning in the community look like?
•Do we know how to work in the community in a culturally appropriate way?
•What can we learn from oral histories?
•Who are the immigrants in your community?
•Why migrate?
•Is there affordable housing for all in your community?
•How are housing and quality of life related?
•What do we learn from experiential learning in the community that cannot be learned in a book?
•How do local communities compare to other communities across the globe?
•What social issues affect communities?
•What role do local organizations play in supporting our growing Hispanic/Latino community?
•What are some of the challenges of contemporary life?
Essential questions
•How can you tell others about present, past, and future events and experiences and about possible experiences in the future?
•How does communication in Spanish change when traveling from Spain to other Hispanic countries?
•How does history affect the cultural attitudes in Spanish-speaking countries?
•How do lifestyles in Spanish-speaking countries differ?
•What are some common threads that link these cultures?
•Why is a knowledge of idiomatic and culturally appropriate expressions essential when communicating with Spanish-speaking people from various areas of the world?
•How do you react to differences in another culture?
•How do we connect with other cultures in a world-wide arena?
•How do the traditions, including the products, and practices of my country compare with those of Spanish speaking countries?
•What attitudes are universal? Which are affected by cultural traditions?
•How do cultural traditions differ among
Spanish-speaking countries?
•How do historical events and personalities affect the attitudes of a people?
•How do the attitudes of a people affect current events and vice versa?
Enduring Understandings
•Language learning extends beyond the classroom to real-life situations
•The use of foreign language for personal enjoyment, travel, work and enrichment encourages life-long language learning
•Languages are distinguished by their grammar and structure
•Foreign language skills enhance and can contribute to future job opportunities
•The study of foreign languages reinforces and integrates content from other disciplines
•Similarities and differences exist in the vocabulary, phonetics and structures of world languages.
•Different cultures have different social etiquettes
•Culture influences the art, literature and music of a society
•Countries with a common language share cultural, historical and geographical connections
•The study of cultures promotes an awareness of diverse beliefs and languages in a global context
•Geography directly influences the culture and history of a people
•Cultural traditions influence family structure, rites of passage, dining etiquette, clothing styles and living accommodations
•Language and culture are interdependent
Societies & Life styles
•Analyze the impact of expressive forms on the culture and on other societies
•Discuss some expressive forms from the fine arts
•Identify differences between daily life practices among the same language cultures
•Explain cultural practices and perspectives
•Use culturally appropriate behaviors to enhance verbal communication, showing some understanding of meaning
•Experience diverse aspects of the target culture-cuisine, sports, theater, dance, art, film, and literature
•Examining social and civic issues helps to expand one’s understanding of the world, its people, and oneself
•Scientific and technological developments affect people’s lives and the environment and transform societies
•Progress is defined by cultural interpretation
•People are affected by environmental, economic, social, cultural, and civic concerns
•Culture is both a unifying and divisive force in human relations
•Technology is constantly changing and requires continuous learning of new skills
•Technology use can have positive or negative impact on both users and those affected by their use
•Aesthetics fosters artistic appreciation, interpretation, imagination, significance, and value
•Experts can and do disagree about the value, power, and source of art
•The artistic process can lead to unforeseen or unpredictable outcomes
•Culture affects self-expression, whether we realize it or not
•What are the responsibilities of the individual/society/superpowers in regard to the health of the environment?
•What are the consequences of being unconcerned with nature’s balance/harmony?
•Is utopia attainable? At what cost would it be worth attaining?
•How would we define a utopian society?
•Has the concept of utopia changed over time and/or across cultures or societies?
•How can we preserve our fundamental values and beliefs in a world that is becoming one technology-linked village? Should we?
•In a world of constant technological change, what skills should we learn?
•What are my responsibilities for using technology? What constitutes misuse and how can it best be prevented?
Love & relationships
•Analyze the connotation in context
•Analyze cultural perspectives through the use of world literature
•Understand how word choice influences audience
•Develop appropriate supports for a topic
•Understand the effective use of transitions, phrases and conventions
•Express a narrative that engages a reader using strong word choice, narrative techniques and effective conclusion.
•Express ideas and contribute to group discussions, while respecting the thoughts of others
•Adapt speech for appropriate discussion
•Relationships develop through written, verbal, and non-verbal communication
•Effective written communication enhances the audience’s understanding
•Word choice and tone negatively and positively impacts relationships
•Communication requires knowing your audience and purpose to participate in a relationship
•Life experience affects your interactions with others
•Willingness to communicate enhances relationships
•Modes of communication have changed over time and this change can impact relationships
•How do perceptions of love change through the ages?
•What do people need to foster in relationships?
•What are the elements of a strong relationship?
•What are the factors that move individuals / communities / nations to great sacrifice and what are the consequences?
•What is the relationship between love and trust or between love and loyalty?
•How can communication alter relationships?
•What causes miscommunication?
•Why is it important to be able to distinguish between authentic and superficial communication?
Politics of power
•Political conflict in the Spanish-speaking world: dictatorships and revolutions
•Current systems of power in Spanish speaking countries and political interventions from other countries
•The Spanish Civil War (1936-1939)
•Expository essay
•People develop systems to manage conflict and create order
•Societies are impacted by both internal and external factors
•Distinctions between a citizen’s rights, responsibilities, and privileges help to define the requirements and limits of personal freedom
•Conflict resolution can involve aggression, compromise, cooperation, and change
•Citizens can influence government in many ways if they choose to participate
•Protecting the common good may require sacrificing individual rights; maintaining that fragile balance is the collective role of all citizens
•Democratic societies must balance the rights and responsibilities of individuals with the common good
•The Spanish Civil War was a major political, social, and economic event of the 20th century that had a direct effect in a much bigger subsequent world conflict (World War II)
•How can we define power?
•What are the positive and negative aspects of both chaos and order?
•How is power gained, used and justified?
•How are governments created, structured, maintained and changed?
•Why do people fight? Is conflict inevitable? Desirable?
•What are the politics and consequences of war, and how do these vary based on an individual or cultural perspective?
•To what extent does power or the lack of power affect individuals?
•What is oppression and what is the root cause?
•How are prejudice and bias created? How do we overcome them?
•What are the factors that create an imbalance of power within a culture?
•What does power have to do with fairness and justice?
•What allows some individuals to take a stand against prejudice/oppression while others choose to participate in it?
Mass media, persuasion & stereotypes
•Analysis, interpretation and creation of journalistic texts of different generic types (articles, interviews, opinion columns, editorial, investigative journalism, cartoons, etc.)
•Analysis, interpretation and creation of advertising print/media texts
•Persuasive communication
•People experience the same media message differently
•Media have embedded values and points of view
•Media choice is affected by personal experience and sense of need
•Information can be acquired from various sources
•The research process requires the use of a variety of resources to ensure validity
•Interpreting and analyzing research results will answer a variety of questions
•Through the use of generalizations, oversimplifications, stereotypes, and other mechanisms, advertisements may have an impact, both purposeful and unintended, on individual identity and social justice that differs from the plain persuasive message they offer
•Anything that is constantly and repeatedly offered to us through mass media will impact who we think we are
•Effective communication relies on the purposeful use of information in a format appropriate to the task and the audience
•Critical examination and evaluation of data is essential to making informed decisions
•How does the media shape our view of the world and ourselves?
•In what ways are media narratives influenced by bias, perspective and objective?
•How can advertising affect my view of people of different gender, sexual orientation or cultural or geographical origin?
•Does advertising need to be aggressive? •Does persuasion require aggression?
•Does labeling and stereotyping influence how we look at and understand the world?
•In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
•Does an institution/culture ever have a right to censor its artists?
•How is language used to manipulate us?
Personalities
•Engage in spoken interpersonal communication with peers and teachers
•Engage in written interpersonal communication
•Synthesize information from a variety of authentic audio, visual, and audiovisual resources
•Synthesize information from a variety of authentic written and print resources
•Plan, produce, and present spoken presentational communications to peers
•Plan and produce written presentational communications.
•Descriptive narrative
•Narration in the past
•Suggestions, recommendations, and the indirect style (reported speech)
•An individual’s health at different life stages is dependent on heredity, environmental factors, and lifestyle choices
•People, places, and ideas change over time
•Character is who you are when no one is looking
•Character can be developed and supported through individual and group activities, the influence of positive role models, and involvement in community service
•Current and emerging diagnostic, prevention, and treatment strategies can help people live healthier and longer than ever before
•Developing self esteem, resiliency, tolerance, and coping skills support social and emotional health
•Tolerance, appreciation, and understanding of individual differences are necessary in order to establish healthy relationships
•The study and comparison of people, places, ideas, and events help us make sense of our world
•The identification, recognition, and analysis of multiple points of view help us explain the ideas and actions of individuals and groups
•Connections between events of the past and present help us understand our world
•What turning points determine our individual pathways to adulthood?
•How are people transformed through their relationships with others?
•In a culture where we are bombarded with other people trying to define us, how do we make decisions for ourselves?
•How do we form and shape our identities?
•What personal qualities have helped you to deal with conflict and change?
•What is happiness and what is its degree of importance in one’s life?
•To what extent does a culture/society/subculture shape an individual’s understanding or concept of happiness?
•What are the elements that build a strong friendship?
•How do friendships change over time?
•What impact does family have during different stages of our lives?
•What can we learn from different generations?
•How is conflict an inevitable part of relationships?
•How do you know if a relationship is healthy or hurtful?
•What personal qualities help or hinder the formation of relationships?
•How are people transformed through their relationships with others?
•What is community and what are the individual’s responsibilities to the community as well as the community’s responsibilities to the individual?
Fiction & reality
•Engage in spoken interpersonal communication with peers and teachers
•Engage in interpersonal communication
•Synthesize information from a variety of authentic audio, visual, and audiovisual resources
•Synthesize information from a variety of authentic written and print resources
•Plan, produce, and present spoken presentational communications to peers
•Plan and produce written presentational communications
•Narrative analysis and interpretation
•Elements of a narrative fiction (written texts or film)
•Elements of a poetic text
•Writing an analytical essay
•Textual analysis to comprehend and interpret a text in the target language
•Reading/viewing is a process that includes: applying a variety of strategies to comprehend, interpreting and evaluate texts; showing evidence of responsible interpretations of texts and examining texts critically
•Interpretations of text involve linking information across parts of a text and determining importance of the information presented
•References from texts provide evidence to support conclusions drawn about the message, the information presented, or the author’s perspective
•Authors make intentional choices that are designed to produce a desired effect on the reader/viewer
•References from texts provide evidence of applying ideas and making connections between text and self, text and other texts, and texts and the real world
•Art both reflects and shapes culture
•Written communication and proper grammar mechanics promote fluency of communication
•Writing is a multi-stage process; writing is a reflective process
•All good literature reveals truths about the human experience that transcends its time
•Conflicts faced by fictional characters are often magnified beyond what is reasonable, but at their core reflect common experiences faced by many readers
•What is reality and how is it constructed?
•Can fiction reveal truth?
•What tools can the individual use to judge the difference, or draw a line between, illusion and reality?
•What is creativity and what is its importance for the individual/culture?
•Why do we read/watch fiction?
•How do literature and film work?
•What makes a novel/film or any work of film/literature great?
•How do we go about analyzing and better understanding the techniques and themes of literature and film?
•For what purposes do different cultures use works of fiction?
•Does a culture/community/institution have the right to censor its artists?
•Does literature reflect culture or shape it?
Essential Questions
•What is the value of knowing a language other than English?
•How do we effectively communicate our needs and thoughts to people who speak a different language?
•Conversely, what tools do we need to understand the message they are expressing to us?
•How do we connect with others in the many roles we play in our daily lives?
•How can we expand and reinforce our knowledge in various academic disciplines by communicating in a language other than English?
•How do history, literature and the arts influence and reflect a society and its culture?
•What impact do geography, culture, and language have on who we are?
•How are language and cultural understanding interdependent?
Enduring Understandings
•What is the value of knowing a language other than English?
•How do we effectively communicate our needs and thoughts to people who speak a different language?
•Conversely, what tools do we need to understand the message they are expressing to us?
•How do we connect with others in the many roles we play in our daily lives?
•How can we expand and reinforce our knowledge in various academic disciplines by communicating in a language other than English?
•How do history, literature and the arts influence and reflect a society and its culture?
•What impact do geography, culture, and language have on who we are?
•How are language and cultural understanding interdependent?
The World: Spanish-speaking Cultures & Global Relationships
•Communicate and understand events taking place in the future
•Express possibility with the conditional tense
•Study of the perfect tenses
•Study of relative pronouns
•Study of prepositions por & para
•Spanish-speaking cultures of South America
•The study of world languages expands one’s opportunities
•Cultural norms and values differ from place to place
•Societies are impacted by both internal and external factors
•Culture and language evolve; they are bound by people, time, and place
•The study of global cultures expands our perspective
•A second language facilitates the acquisition of information about the world outside our experiences
•How are Spanish-speaking cultures from Spain, North, Central and South America similar and different?
•How has history shaped these cultures?
•How do climate and geography influence these cultures?
•Can defined and specific national identities be found in the 21st century?
•What are the social, political, and ecological challenges of today’s world societies?
•Why migrate?
•What impact does migration and immigration have on communities?
•What is global citizenship?
The Community: Family Life & Living in the City
•Express reality vs. subjectivity: the study of the subjunctive mood
•Use direct, indirect, reflexive, and prepositional pronouns
•Tell others to do something: the study of the imperative mood
•Spanish-speaking cultures of Central America & the Caribbean
•There is diversity in today’s concept of family, its traditions, and its values
•It is possible to identify the factors that influence communities
•The perspectives, practices, and products of individuals define their community
•The community can influence my identity
•Cultural norms and values differ from place to place
•People, places, and ideas change over time
•What are the fundamental characteristics of a family and how have these evolved over time?
•Is the concept of family different in other cultures?
•How do individuals contribute and influence the identity of a community?
•What makes some communities more successful/healthy/vibrant/inclusive than others?
•How does history shape the identity of a nation?
•How can the identity of an individual from a minority coexist with that of the larger community or country?
•How do social, economic, and cultural factors influence a person’s lifestyle?
The individual: Personalities, Relationships and Emotions
•Discuss everyday practices related to our use of technology
•Express preferences
•Critique and describe art
•Discuss lifestyle choices
•Talk about and discuss current events related to technology dilemmas and digital citizenship
•Talk about individual artists
•Talk about artistic expression
•Relationships develop through written, verbal, and nonverbal communication
•Effective written communication enhances the audience’s understanding
•Word choice and tone negatively and positively impact relationships
•Communication requires knowing your audience and their purpose for participating in a relationship
•Life experience and culture affects your interactions with others
•Change of communication modes and the impact on relationships
•Tolerance, appreciation, and understanding of individual differences are necessary in order to establish healthy relationships
•What drives us to live?
•Where do we find inspiration?
•How does language and culture influence our own identity?
•How are different aspects of our identity expressed in diverse situations?
•What are the elements of a strong relationship?
•What is the relationship between love and trust?
•How can communication alter relationships?
•What causes miscommunication?
Essential Questions
•What is the value of knowing a language other than English?
•How do we effectively communicate our needs and thoughts to people who speak a different language?
•Conversely, what tools do we need to understand the message they are expressing to us?
•How do we connect with others in the many roles we play in our daily lives?
•How can we expand and reinforce our knowledge in various academic disciplines by communicating in a language other than English?
•How do history, literature and the arts influence and reflect a society and its culture?
•What impact do geography, culture, and language have on who we are?
•How are language and cultural understanding interdependent?
•How do we add complexity and depth with our communications in the target language?
Enduring Understandings
•The purpose of language study is to communicate so I can understand others and they can understand me.
•The study of a foreign language develops insights into the nature of language and culture. An ability to communicate in another language fosters a better understanding of my own language and culture.
•Effective communication requires knowing how, when and why to say what to whom.
Basic concepts and knowledge in a variety of disciplines can be communicated in a language other than English.
•Students of world languages rely on many strategies to communicate their thoughts, desires, and needs, and to understand the message of others.
•Learning other languages enables an individual to participate in multilingual communities.
•In a modern global society, we are all connected and have to learn how to function and interact effectively with each other.
•The ability to communicate in a language other than English is an indispensable asset in a modern global society.
•Global citizenship requires an ability to communicate in more than one language.
•Globalization has made the world a much smaller place. It affects our identity as a people. We need to recognize and appreciate similarities and differences in people and cultures which are different from our own.
•In a fast-paced, constantly changing global society, we must still maintain our health and well-being and recognize our civil and professional responsibilities and duties in our own communities.
•Proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired through that language and its culture.
•Custom and tradition vary within a culture, as well as between cultures.
•Language and awareness of culture is best acquired in an immersion setting.
•History, literature and the arts influence and reflect a society and its culture.
•Geography, culture and language impact who we are as a people and influence the way we interact in a global society.
•Language and culture are mutually interdependent. To appreciate the language, one has to appreciate the culture and vice versa. In order to truly know and understand the people of a different culture, one must speak their language.
Technology, art & life styles. Connection with other academic disciplines.
•World language learning offers opportunities to uncover big ideas in and about other disciplines
•Learning another language enables one to access information available only in that language
•Strategies used to acquire a language are transferable to other areas of learning throughout life
•A second language facilitates the acquisition of information about the world outside our experiences
•Relationships develop through written, verbal, and nonverbal communication
•Effective written communication enhances the audience’s understanding
•Word choice and tone negatively and positively impact relationships
•Communication requires knowing your audience and their purpose for participating in a relationship
•Life experience and culture affects your interactions with others
•Change of communication modes and the impact on relationships
•Tolerance, appreciation, and understanding of individual differences are necessary in order to establish healthy relationships
•How does knowledge and understanding of other languages support the ability to understand concepts in other content areas and make connections with other disciplines?
•Why is it important to be able to access primary information?
•Which strategies for learning a world language support learning in other content areas?
•How does learning a second language broaden our knowledge base of world issues?
•Discuss everyday practices related to food •Express preferences
•Review restaurants
•Discuss vacation plans and vacation or leisure activities
•Talk about healthy eating, well-being, and nutrition
•Talk about and discuss local and global celebrations and their cultural significance and relevance
•Talk about evolution of celebrations
•Express agreement and disagreement
•Debate related issues
•Compare/contrast life experiences with those of native speakers from the Spanish-speaking world
•Consider cultural norms related to everyday life activities in countries from the Spanish speaking world
•Knowledge of culture drives meaningful communication
•The perspectives, practices, and products of a people define its culture
•Culture and language are interrelated and influence how people behave
•Culture and language evolve; they are bound by people, time and place
•Relationships develop through written, verbal, and nonverbal communication
•Effective written communication enhances the audience’s understanding
•Word choice and tone negatively and positively impact relationships
•Communication requires knowing your audience and their purpose for participating in a relationship
•Life experience and culture affects your interactions with others
•Change of communication modes and the impact on relationships
•Tolerance, appreciation, and understanding of individual differences are necessary in order to establish healthy relationships
•How does culture influence communication?
•What is culture?
•What is the connection between a people’s perspectives, practices, and products and its language?
•How do language and culture influence and reflect each other?
•Does language reflect the values and attitudes of its people?
•What do proverbs tell us about similarities and differences in attitudes and values?
•How do people, time, and place affect language and culture?
•Students will identify patterns of social behavior and interactions typical of the culture
•Students will identify cultural products such as music, art, sports, games, and entertainment
•Students will identify common beliefs and attitudes within the target culture
•Discuss everyday activities
•Express preferences
•Give and receive directions
•Discuss weekend plans and vacation or leisure activities
•Talk about health, well-being, and nutrition
•Talk about and discuss work
•Talk about future careers
•Interview for a job
•Express agreement and disagreement
•Debate related issues
•Compare/contrast life experiences with those of native speakers from the Spanish-speaking world
•Consider cultural norms related to everyday life activities in countries from the Spanish speaking world
•The learner understands that teenagers in different cultures follow different daily routines
•The learner compares/contrasts school routines/teenage routines in the United States and in Spanish countries
•Students will describe popular sports in Spanish speaking countries
•Learners will compare/contrast the way teenagers dress for different occasions in Spanish speaking countries and in the United States
•Learners will compare/contrast their everyday life experiences with those of native speakers from the Spanish-speaking world
•Learners will consider cultural norms related to everyday life activities in countries from the Spanish- speaking world
•Greet people
•Deliver goodbyes and farewells
•Identify yourself and others in detail
•Talk about experiences with your family and friends
•Describe people, things, and locations
•Describe events in past, present, and future tenses
•The study of world languages expands one’s opportunities
•The learners understand that teenagers in different cultures follow different family traditions
•The learners understand the diversity in today’s family and their traditions and values
•Identify common cultural practice of the specific target culture
•Students will learn why double last names are used by Spanish-speaking countries
•What do I need to learn in order to effectively describe/define/identify myself and others in a language other than my own?
•How is it different to address other people in Spanish than it is in English?
•What are differences and similarities between the concept of family and community in Spanish speaking world?
•How do these ideas relate to my own understanding of self, family, and community?
•How can I compare the value of identity among different cultural communities?
Essential Questions
•What is the value of knowing a language other than English?
•How do we effectively communicate our needs and thoughts to people who speak a different language?
•Conversely, what tools do we need to understand the message they are expressing to us?
•How do we connect with others in the many roles we play in our daily lives?
•How can we expand and reinforce our knowledge in various academic disciplines by communicating in a language other than English?
•How do history, literature, and the arts influence and reflect a society and its culture?
•What impact do geography, culture, and language have on who we are?
•How are language and cultural understanding interdependent?
Enduring Understandings
•What is the value of knowing a language other than English?
•How do we effectively communicate our needs and thoughts to people who speak a different language?
•Conversely, what tools do we need to understand the message they are expressing to us?
•How do we connect with others in the many roles we play in our daily lives?
•How can we expand and reinforce our knowledge in various academic disciplines by communicating in a language other than English?
•How do history, literature, and the arts influence and reflect a society and its culture?
•What impact do geography, culture, and language have on who we are?
•How are language and cultural understanding interdependent?
Technology, art & life styles
•Talk about technology and electronics and their impact
•Use specific expressions common to internet and phone conversations
•Talk about different living situations (house, apartment, urban, rural, etc.)
•Give instructions/directions
•Talk about and discuss the environment and express beliefs and opinions about different issues
•Give and receive directions to get to a destination
•World language learning offers opportunities to uncover big ideas in and about other disciplines
•Learning another language enables one to access information available only in that language
•Strategies used to acquire a language are transferable to other areas of learning throughout life
•A second language facilitates the acquisition of information about the world outside our experiences
•Students will transfer and apply information and skills from other subject areas
•Students will synthesize information from resources in the target language to support study in other disciplines
•Students will analyze and evaluate points of view found in information in the target language and compare them with their own perspective
•How does knowledge and understanding of other languages support the ability to understand concepts in other content areas and make connections with other disciplines?
•Why is it important to be able to access primary information?
•Which strategies for learning a world language support learning in other content areas?
•How does learning a second language broaden our knowledge base of world issues?
Spanish speaking world: cultural aspects (food, travel, celebrations)
•Engage in spoken interpersonal communication with peers and teachers
•Engage in written interpersonal communication
•Synthesize information from a variety of authentic audio, visual, and audiovisual resources
•Synthesize information from a variety of authentic written and print resources
•Plan, produce, and present spoken presentational communications to peers•
•Plan and produce written presentational communications
•Identify patterns of social behavior and interactions typical of the culture
•Identify cultural products such as music, art, sports, games, and entertainment
•Identify common beliefs and attitudes within the target culture
•Knowledge of culture drives meaningful communication
•The perspectives, practices, and products of a people define its culture
•Culture and language are interrelated and influence how people behave
•Culture and language evolve; they are bound by people, time and, place
•How does culture influence communication?
•What is culture?
•What is the connection between a people’s perspectives, practices, products and their language?
•How do language and culture influence and reflect each other?
•Does language reflect the values and attitudes of its people?
•What do proverbs tell us about similarities and differences in attitudes and values?
•How do people, time, and place affect language and culture?
Everyday life (hobbies, vacation, school, work, shopping, health)
•Discuss everyday activities
•Express preferences
•Give and receive directions
•Discuss daily chores
•Discuss weekend, vacation, or leisure activities
•Talk about health, well-being and nutrition
•Talk about and discuss work
•Talk about future careers
•Interview for a job
•Express agreement and disagreement
•The learner understands that teenagers in different cultures follow different daily routines
•The learner compares/contrasts school routines/teenage routines in the United States and in Spanish countries
•Students will describe popular sports in Spanish speaking countries
•Learners will compare/contrast the way teenagers dress for different occasions in Spanish-speaking countries and in the United States
•In what ways does the study of a world language provide advantages or open doors?
•How does knowing another language make a difference in the way we connect with others?
•What do you need to be considered a global citizen?
Identity, family & communities
•Engage in spoken interpersonal communication with peers and teachers
•Engage in written interpersonal communication
•Synthesize information from a variety of authentic audio, visual, and audiovisual resources
•Synthesize information from a variety of authentic written and print resources
•Plan, produce, and present spoken presentational communications to peers
•Plan and produce written presentational communications
•Greet people: hellos and farewells
•Identify yourself and others
•Talk about the time of the day
•Talk about your family and friends
•Describe people, things and locations
•Express possession
•The study of world languages expands one’s opportunities
•The learners understand that teenagers in different cultures follow different family traditions
•The learners understand the diversity in today’s family and their traditions and values
•Identify common cultural practices of the specific target culture
•Students will learn why double last names are used by Spanish speaking countries
•What do I need to learn in order to effectively describe/define/identify myself and others in a language other than my own?
•How is it different to address other people in Spanish than it is in English?
•What are differences and similarities between the concept of family and community in Spanish speaking world and in my world?
•How do these ideas relate to my own understanding of self, family, and community?
•How can I compare the value of identity among different cultural communities?
Women's Studies
•Student will set, describe and meet goals of a complex month-long project of their choosing
•Students will work together to undertake training in social justice and gender-based learning and leadership
•Students will develop habits of mind which place gender-based critique at the forefront of their thinking, practicing it in class discussion and in written work
•Students will know that the struggle for gender equality is connected to other liberation struggles in both historical and contemporary contexts
•Students will know the historical outline and details about the movements for liberation in the 1960s and 70s in the United States
•Students will learn both independently and collaboratively
•Students will connect their own social location and social identities to larger structures of power relationships, institutions and movements
•Students will understand that the social construction of gender has both biological and social elements;
•Gender as a social category has traditionally existed within power structures enforcing male dominance.
•This dominance influences all other structures that we interact with on a daily basis, including education, medicine and other sciences, family structure, politics and culture.
•The study of gender is fundamentally an intersectional undertaking, where other facets of identity--including but not limited to race and class--are integral.
•How has gender been socially constructed in different historical periods? In our own period?
•How is the study of gender interdisciplinary and intersectional?
•Foregrounding gender, how can we connect historical movements for liberation to contemporary struggles?
•What are our ideas about how gender equality can be achieved?
Modern Middle East
•Geography Test (multiple times)
•WWI State formation Presentations
•Iran Nuclear Deal Debate
•Israeli Palestinian Position Paper
•Daesh and Syrian/Iraqi Refugee Crisis Position Paper
•Deciphering and distilling challenging reading
•Contemporary News Quick Lessons
•Political, religious and cultural geography of Middle East
•Major faultlines within region (Shi'a/Sunni, ethnic, Gulf States v. non-oil producing states)
•Rudiments of Islam
•Timing and impact of imperialism and decolonization, including the formation and problematic nature of particular state boundaries
•Theories and debates over women's positions in a variety of Middle Eastern nations
•Core history and contemporary issues of Palestinian-Israeli conflict
•Causes and outcomes of the Arab Spring
•Competing viewpoints on effective engagement with Middle Eastern countries
•Impact of oil wealth and changes in oil prices to the region
•Roots and reactions to 9/11, including the U.S. invasion of Iraq
•The Rise of Da'esh and the problematic nature of Syrian/Iraq civil wars
•The Iran Revolution, the Iraq War, and contemporary U.S.-Iranian relations, including the 2015 nuclear agreement.
•Deciphering and distilling challenging reading
•Asking questions which clarify and explore materials
•Making linkages between old and new material to create informed perspective
•Writing cogent, evidence based arguments
•Engaging classmates in thoughtful dialogue on challenging and nuanced topics
•Presenting material to students, both as lecturer and discussion leader
•Debating
•Researching
•Articulating one's ideas in an oral examination
•Islam has certain core values, but a great diversity of interpretations and practices.
•Western colonialism and post-colonial involvements (mainly by the U.S.) have far-reaching implications for the development of the Middle East.
•States require certain elements of legitimacy and force to survive, and some states have far more of one than the other, for a variety of reasons.
•Order and chaos are powerful lenses through which to view societies.
•There is a great diversity within modern Islamist movements, as well as among various extremist groups.
•The Middle East has a great tradition of diversity, but that diversity is greatly threatened in current times.
•Competing narratives of history shape much of how the present is seen.
•How have ancient and colonial structures influenced contemporary Middle Eastern politics and society?
•What explains the rise of religious extremism in the region? Is it a dying ember or a growing force?
•How are religious and ethnic divisions shaping new states and the region as a whole? Are we headed toward a significant reshaping of borders, or will states hold their shapes?
•What forces lead toward revolution, and to what degree do the recent revolutions in the greater Middle East conform to these patterns?
Transitional Justice
The student work will take various forms but will be assessed on three core expectations – the degree to which it reflects understanding of core theories and examples of the class, the degree to which it demonstrates an ability to apply these theories to new material and the degree to which the project is designed to have an impact beyond the classroom.
•Students will know a topic of transitional justice in more depth.
•Students will know the challenges and opportunities of bringing the work in a classroom to the larger community.
•Student understandings will differ, based on project selection.
•Students will understand the ways in which classroom work can be tailored to make a larger impact.
•What are students passionate relevant to the topics of transitional justice?
•How can the topics of this class be applied in a way that can create meaningful change?
•How can work inside of the classroom be geared for an outward facing audience
•How can the format of a project pair well with the content and goals of a project?
Student-Led Classes
Students will be assessed on the structure of their lesson,the quality of their understanding of the content, and the degree to which their peers are able to learn during the course of the class.
•How to select an effective reading assignment
•How to effectively prepare for a class
•Students will know how to lead a productive and meaningful discussion
•The challenges and opportunities for structuring a lesson
•The ways in which teaching can solidify their own knowledge
•What are issues of transitional justice still relevant and apparent today?
•What are meaningful topics for class discussion?
•How can class discussion be structured in a meaningful way – what tools work bestfor encouraging peer engagement and understanding?
Justice: Genocide and International Courts in Rwanda and Bosnia
Students will be assessed through a “patient-assessment”essay in which they will be asked to identify the root causes of conflict, the major symptoms of these causes both during and immediately following the conflict and the ways in which the ICTR, ICTY and an NGO organization dealt with both these symptoms and causes.
•The scope and sequence of the conflicts in Bosnia and Rwanda in the 1990s
•The theories and political processes behind the creation ofthe ICTY and ICTR
•The decisions and criticisms of the ICTY and ICTR
•The role of post-colonial politics,ethnicity and economic inequality in causing conflicts in the Bosnia and Rwanda
•The theories of international governance and collectivesecurity that surround decisions around military intervention
•The potential role of western-based justice procedures foraddressing crimes against humanity and crimes of war
•The potential role of local and NGO organizations inproviding justice and reconciliation in a post-conflict context
•How did forces such as ethnicity, colonization and economic inequality play into the conflicts in the 1990s in Bosnia and Rwanda?
•To what extent did the international community minimize or exacerbate the violence in these conflicts?
•What were the motivations and theory behind the creation of the International Criminal Tribunals for Yugoslavia and Rwanda (ICTR and ICTY)?
•To what extent with the ICTY and ICTR provide truth, justice and reconciliation
To what extent did local mechanisms of justice provide truth, justice and reconciliation?
•What is the role of Track III or non-governmental organizations in promoting healing in post-conflict countries?
•To what extent did the formal and informal mechanisms of justice and reconciliation address the problems faced by post-conflict Bosnia and Rwanda?
Truth: Apartheid and Truth Commisions in South Africa
This unit is assessed through an essay in which students will examine the transcripts and other materials surrounding an actual case heard by the South African Truth and Reconciliation Amnesty Committee. They will assess the degree to which the decision was rooted in truth and justice, and to what it extent the decision might facilitate reconciliation.
•The primary characteristics of apartheid government and the tools used to control and oppress the South African population
•The complex socio-economic relationships between black South Africans, Boers and British colonizers
•The structure of the Truth and Reconciliation Commission in South Africa, and the political debates around these structural choices
•The outcomes of the Truth and Reconciliation Commission, and debates over the effectiveness of this method of transitional justice
•The racist ideologies and economic motives that created the basis for apartheid;
•The consequences of forced relocation and ghettoization of South African peoples;
•The differing viewpoints over amnesty and accountability in the creation of the Truth and Reconciliation Commission;
•The complex outcomes of the Truth and Reconciliation Commission and the views of various stakeholders on the success or failures of this process of transitional justice.
•What were the roots and history of apartheid government in South Africa?
•What was the nature and history of resistance to apartheid in South Africa? What was the role of both peaceful and violent resistance?
•What were the motivations and goals for the creation of the Truth and Reconciliation Commission (TRC)?
•Did the TRC achieve its goals? In what ways was it a successful mechanism and in what ways did it fail to deliver truth and justice to South Africa?
Introduction: Justice, Reconciliation and Truth
This unit is not formally assessed but these concepts are core to the work of subsequent units.
•The basic theories of truth, justice, vengeance and forgiveness
•The beginnings of the transitional justice "toolkit" - trials, truth commissions, dialogues, and amnesty
•The complex interactions between truth and justice, and the ways in which these can be competing goals
•The human need for vengeance in the wake of harm and the ways in which vengeance has historically been formalized and limited by governments
•The differing motivations for various forms of truth and justice, particularly when considering individual vs. collective needs
•What do we feel when we are the victims of violence or persecution? What do we want? Justice or truth or something else?
•What does justice mean for an entire people who have been hurt or oppressed?
•Who determines the scope and nature of justice in the wake of violence and oppression?
•What is the difference between revenge and retribution?
•What does it mean to forgive and is forgiveness a reasonable thing to ask of victims?
Roots of Conflict
This topic is part of the student-led class assignment – students will be assessed on their preparation of a class, homework assignment and facilitation of a class discussion.
•Multiple definitions of conflict;
•How to locate conflict on the conflict cycle;
•Sharp’s types of power
•The principled (vs. positional) approach to conflict resolution.
•The roots of conflict and the ways in which resources, power and narratives play into the creation of conflict
•The cycle of conflict
•The nature and types of power and the ways in which power is contextually defined
•The “expanded pie” approach of mediation and negotiation
•What is conflict?
•What are the fundamental narratives of human conflict?
•What are the types of conflict?
•What is power?
•How does alternative dispute resolution approach conflict?
New Media Studies
Economics
Economics of the Future
Students will write a comprehensive final paper that predicts the state of the economy they will graduate into after college using the concepts and models from the course.
This essay will include predictions on overall economic conditions, unemployment and future jobs, inflation, monetary policy, fiscal policy, oil prices, the value of the dollar, healthcare costs, american debt and the deficit
•How to draw and manipulate the aggregate demand and aggregate supply model
•How to find the market price between two currencies using graphs of the FOREX market
•Why comparative advantage is more important that absolute advantage in international economics
•How to apply fiscal and monetary tools as well as measurements of economic health to the aggregate demand and aggregate supply curves
•How does free trade impact developed and developing countries
•How countries determine what to produce based on the concept of comparative advantage
•How appreciated or depreciated currencies impact countries
•The United States' role in the global economy
•How the aggregate demand and supply model helps policy makers make fiscal and monetary policy choices
•What fiscal and monetary policy tools are used to support economic growth?
•What are the challenges and opportunities posed by globalization?
•How has the concept of “comparative advantage” fueled globalization?
•How does the FOREX market work and what has caused the recent appreciation of the dollar?
•Evaluate the government’s responsibility to make investments vs. provide entitlements. How are intergenerational spending differences manifested in the US Budget and is this best for the future?
•What does your economic future look like?
Economics of We
•Students will draw a comprehensive diagram detailing the causes of the Great Recession that incorporates governmental, regulatory, individual and financial actors
•Students take several written assessments that ask students to:
•Calculate measurements of economic health
•Evaluate and apply monetary policy tools
•The formula for GDP and which economic activities are included in this calculation
•How to calculate the unemployment rate using the U3 and U6 measurements
•How to calculate the inflation rate and how unanticipated inflation affects various actors
•How to evaluate debt levels in countries
•How money creates money using the money multiplier
•The four policy tools of the Federal Reserve and the effect of each of these policy tools on the economy
•The role of collateralized debt obligations and credit default swaps in the downfall of the housing market
•How the government tries to enact counter-cyclical fiscal policies during the four phases of the business cycle
•The debates for and against quantitative easing
•The uses and limitations of GDP, the unemployment rate, the inflation rate and debts and deficits
•How roles of the credit rating agencies, the financial services industry, the mortgage industry, the government and the economics discipline in the collapse of the housing market
•How speculative bubbles develop in markets
•The extent to which the Dodd-Frank Act protects Americans from the next speculative bubble
•How fiscal and monetary policy tools can address each of the four phases of the business cycle
•What measurements do economists use to determine economic health? What are the limitations of these measurements?
•What caused the Great Recession and have we done enough to prevent another crisis?
•What is the purpose of income inequality and how should we respond to rising income inequality?
•How have financial innovations led to more opportunity and more instability (derivatives,swaps, leverage)?
•How fiscal and monetary policy tools can address each of the four phases of the business cycle
•The arguments between Doves and Hawks at the Federal Reserve
Economics of Me
•Students will participate in a Presidential Candidates Forum where they will share opening statements about their economic vision for the country, ask questions of their opponents and defend their policy proposals from an economic perspective
•Students will take a written assessment where they
•apply the principles of the economic perspective to a complex challenge
•determine market prices based on unique scenarios
•give financial advice based on their understanding of personal finance
•The six principles of the economic perspective
•The short and long term consequences of going to college, entering the workforce and taking on college debt
•How to draw supply and demand curves and derive market prices with and without government intervention
•The financial options available for investments, savings and retirement savings
•The components of an excellent credit score
•How to draw the impacts of the Affordable Care Act on the supply and demand curves for healthcare
•The economic ideologies of the presidential primary candidates for the 2016 race
•How to make a career choice based on the economic perspective
•How the six principles of the economic perspective impact decision making;
•A cost-benefit analysis of the college decision making process
•There is no such thing as a "free lunch;"
•How political and economic ideologies do and do not align
•The investment strategy that is best for them based on their age and risk tolerance
•How to make financial decisions to improve their credit score
•How prices are determined in a capitalist system
•How wages are determined in a capitalist system
•The amoral nature of markets
•The arguments for and against creating a market for healthcare, raising minimum wage and imposing a carbon tax
•How does the economic perspective serve as a lens for solving problems and making choices?
•Why is there, “no such thing as a free lunch?”
•What mechanisms determining pricing and value?
•Compare and contrast economic ideologies, specifically the differences between Hayek and Keynes.
•Which investing strategies have proven most effective?
•What factors should you consider when managing your allocation of assets?
•What decisions will you make about debt and credit and how will these decisions impact your future?
•When do markets work and when do they fail?
Globalization
Environmental Globalization
Cultural Globalization
•Class Participation
•Online, written discussion forum
•An individual or group project, a paper, a film, a podcast, investigating the origins of two pieces of their clothing and how they illuminate global webs of chains and production as well as the ethical and human rights issues that arise from these structures.
Economic Globalization
•Class Participation
•Online, written discussion forum
•An individual or group project, a paper, a film, a podcast, investigating the origins of two pieces of their clothing and how they illuminate global webs of chains and production as well as the ethical and human rights issues that arise from these structures
•The competing definitions of globalization
•The roles of the IMF, World Bank, and World Trade Organization
•The objections to economic
•Globalization is a contested term
•The globalization of economics is complex with both positive and negative impacts for the people involved
•"Solutions" operate on the individual, local, national and global levels
•What are comprehensive definitions for globalization and economic globalization?
•What are the new economic structures that create what we think of as "globalization?"
•What are the debates swirling around economic globalization?
•What new social problems arise from globalization?
•What might be optimal solutions to the debates and problems arising from globalization, for individuals, governments and non-governmental institutions?
The Rise and Fall of American Liberalism
•Class Participation
•Reading Quizzes
•Longer (9-13 page) analytical paper, organized thematically, on the rise and fall of American New Deal liberalism
•The causes and consequences of the Great Depression
•The central changes to Americans' relationship with the federal government during the liberal era
•The origin and structure of both temporary and lasting programs, including Social Security and Medicare
•Liberalism underwent a shift in the 1960s and gave way to "New Right" conservatism
•Discerning complex arguments and theories from published academic work
•Assessing evidence and evaluating sources, especially relating to economics
•Participating effectively in class discussion
•Crafting their own thematically organized paper on liberalism
•Citing their sources in Chicago style
•The Great Depression created new political possibilities and alliances in the US
•Notions of "liberal" and "conservative" are complex and change over time
•Scholars disagree on the complex reasons for the faltering of American liberalism in the 1970s
•What was the context for the New Deal, and what ways did it redefine the scope of government? Do you agree with Roosevelt's remaking of the nation?
•What forces drove the U.S. toward extensive global economic and military engagement during the Cold War, and to what degree were these actions effective and/or morally sound?
•Why did the Civil Rights movement take off
when it did? What led to its successes and failures?
•How did it spawn a multitude of activist movements in the nation? How do we understand the great cultural upheaval of the 1960s, and the subsequent conservative reaction?
•What accounts for the structural changes in the U.S. economy from the pre- and post-1973 eras, and how has this impacted the political landscape?
The Cold War
•Class Participation
•Reading Quizzes
•Longer (5-10 page) paper, in which students research US foreign policy on a single nation, focusing on American goals, policies, and outcomes.
•The consequences of US Cold War foreign policy on a single nation
•The chief historiographical schools of thought on the Cold War
•The central aspects to US Cold War foreign policy and how they changed over time; and
•US foreign policy had both short- and long-term impacts on nations both aligned and unaligned, many of which were unintended
•Discerning complex arguments and theories from published academic work;
•Assessing evidence and evaluating sources
•Participating effectively in class discussion
•Crafting their own research paper on US foreign policy, assess US policy in a foreign country
•Citing their sources in Chicago style
•Participants disagreed and historians disagree about the causes of and culpability for the onset of the Cold War
•The impacts of US foreign policy on other nations was complex and often unforeseen
•Scholars disagree about the relative success of US Cold War foreign policy
•What are the major disagreements among historians regarding culpability for the origin of the Cold War?
•What were the dominant US, Soviet, and Chinese strategies during the Cold War?
•What were the impacts of US foreign policies on the people of aligned and non-aligned nations during the Cold War?
•What were the outcomes of US policy? Was American policy successful?
Modern American Culture
•Class Participation
•Reading Quizzes
•Longer (5-7 page) paper, with a unifying interpretation of American culture in the early 20th century
•The economic consequences of the new industrial order
•The push/pull factors that guide immigration patterns
•That white supremacy was refracted through mass media in ways that deeply shaped American thought
•That individualism began to strain traditions, including those of national heritage, family, and religion
•The scope and some consequences of American expansionism
•Discerning complex arguments and theories from published academic work
•Assessing evidence
•Participating effectively in class discussion
•Crafting their own interpretive theme on the rise of American culture
•rWiting a refined 5-7 page argumentative essay
•Citing their sources in Chicago style
•Economic and social/cultural changes are intrinsically linked in complex manners.
•Urbanization provided the milieu for cultural hybridization and experimentation.
•Consumerism is a fundamental engine of modern capitalism and a critical prism through which people make sense of cultural diversity and personal identity.
•How did mass production transform work, leisure, family life, and notions of individuality?
•How did immigrant cultures adapt to and resist mainstream American culture?
•What forces led to the "New Woman" of the twentieth century, and to what degree did these changes represent changes in the hierarchy?
•How were racial categories central to creating a modern American identity, and how did these categories influence foreign policy?
•In what ways were American politics shaped by the rise of plutocrats and labor strife?
The Coming of the Civil War
Students will respond to multiple reading quizzes and perform an in-class exam on the growing sectional political and social divisions. Students will also create a fictional "dinner party conversation" between approximately fifteen major figures from the era, displaying the major themes of the ante-bellum period.
•The chief causes of the Civil War
•The role territorial expansion and slavery played in the growth of sectionalism
•How the anti-slavery movement grew and the arguments and tactics it used
•That the ante-bellum era was characterized by conflicting views on the growth of the USA and the role of slavery in it
•That the causes of the Civil War can best be understood from a regional perspective
•That the anti-slavery movement employed specific strategies that proved successful over a long period of time
•What impact did slavery have on slaves, masters, and bystanders?
•Why did views about slavery become more divergent and strident in the 19th century?
•How did economic and religious transformations influence these changes?How did gender and immigration influence the debate on slavery?
•Why did compromise become increasingly elusive, eventually collapsing the Jacksonian Party System, and culminating in the Civil War?
•What were the possibilities for transformation in the Civil War and Reconstruction, and why were so many basic injustices left in place (or reinstated) by the 1890s?
Political and Ideological Debates in the Early Republic
Students will respond to multiple reading quizzes and write a brief, four-to-six-page paper, in which each student explains their own political philosophy on a number of topics, such as the government's role in the economy, with the ideas of Alexander Hamilton and Thomas Jefferson in mind.
•The chief causes of the American Revolution
•Some of the historical debates about why the Revolution occurred
•How federalists and anti-federalists debated the shape of the new government and how these debates took form in the Articles of Confederation and the Constitution
•Discerning complex arguments and theories from published academic work
•Assessing evidence and evaluating sources
•Participating effectively in class discussion
•Crafting their own argumentative essay on political philosophy
•Citing their sources in Chicago style.
•That the era of the Early Republic was defined by opposing ideas and beliefs about the purpose and scope of government
•That debates in the era were often based on more profound philosophical ideas rooted in the Enlightenment and Classical thought
•That current political debates often have their origins in the very debates that characterized the Early Republic
•What were the specific demographic features of British North America and how did they influence the shape and characteristics of the colonies?
•What was republicanism and what was its role in colonial America?
•How did the "protestant ethic" shape colonial society?
•Why did the Framers differ so greatly in their objectives for the United States?
•How did political elites in the Early Republic debate the proper roles of a national government?
The Development of Slavery and Racism in Colonial Virginia
Students will respond to multiple reading quizzes and participate in an in-class evaluation which will measure both their proficiency with the historical material but the complex interaction between racism and slavery.
•The basic outline of early European imperialism in the Americas
•The multiple forms of labor employed in the early British colonies
•The chief stages through which racialized slavery developed in Virginia
•And the chief differences between the southern colonies and those of puritan New England
•Discerning complex arguments and theories from published academic work;
•Assessing evidence and evaluating sources
•Participating effectively in class discussion
•Crafting their own written argument on the development of racism and slavery in Virginia
•That racism is both a socially constructed form of identity and a powerful historical and social force
•That the history of early British North America is one of overlapping impacts from imperialism, racism, and capitalism.
•How did the colonization of British North America relate to other colonial projects of the era, especially that of Spain?
•Why did a race-based form of slavery appear and come to characterize the society in Virginia?
•How did distinctly American forms of racism and slavery develop together in colonial Virginia?
Final Project
Students are assessed on their performance in
•individual research components
•group collaboration through the process
•final presentation before judges and audience
•Effectively collaborate
•Effectively present material to a large audience
•Research a broad topic
•Create an annotated bibliography
•Write with concision and purpose
•Their ability to both work independently and as a member of their group
•The qualities that go into a strong presentation
•The critical components to improvement for their group's presentation topic
•What ideas are the most compelling in terms of improving the material well-being, environment, gender equity, health, and governmental performance of a developing nation?
•What have you learned about yourself in terms of strengths and challenges in group project work?
Decolonization in India and The Congo
Student understanding and knowledge will be assessed through:
•Periodic reading quizzes
•An in-class exam comprised of term identifications, map sequencing and short response questions.
•The rise of political parties in India and the role of Gandhi in developing the Indian Independence movement
•The growing divisions between Muslims and Hindus in India in the wake of WWII
•The nature of partition in India and its immediate consequences
•The course and nature of political rule in India from Jawaharlal Nehru to Rajiv Gandhi and the role of Sikh separatism in Indian political instability
•The state of democracy and modernization in India today, including knowledge of the rise of corruption and gender discrimination and the impacts of these forces on quality of life
•The rise of Narendra Modi and differing views on the state of democracy, religious tolerance and modernization in India today
•The rise of political organization in the Congo and the forces that led to Congolese independence
•The ways in which decolonization in the Congo was more of a crisis than a triumph
•The course and nature of political rule in the Congo under Patrice Lumumba and Joseph Mobutu
•The rise of Mobutu's cult-of-personality and the ways in which US intervention supported his rule
•The role of Rwanda and President Paul Kagame in the fall of Mobutu and rise of •The state of Congolese democracy today under Joseph Kabila
•The development of domestic political resistance and political parties in colonized countries
•The economic, political and social motivations for Western colonizing powers to begin granting independence and self-rule to colonized regions
•The role that Cold War tensions between the USA and USSR played in driving the behavior of decolonizing countries and the advantages and disadvantages of "non-alinged" status
•The ways in which ethnic and religiously based political parties were often able to defeat secular parties
•The challenges of governing multi-ethnic and multi-religious states and the relative advantages and disadvantages of partitioning newly independent states into ethnically or religiously divided regions
•The forces that lead to the rise of corruption, patronage and cult-of-personality government, the role of the USA and USSR in supporting these governments, and the long-term effects of these systems on quality of life
•The nature of democracy in decolonized countries today and the prospect of western democracy thriving in these regions
•In what ways did the major developments of the 19th and early 20th century - industrialization, nationalism colonization and World Wars - continue to shape the course of events in decolonizing regions of the world?
•How do India and the Congo serve as microcosms of trends of decolonization?
What were the major challenges faced by colonized countries as they pursued independence and decolonization?
•How did the tensions between the superpowers of the USA and USSR shape events in India and the Congo?
•How did the problem of governing multiethnic and multi-religious states created by colonial borders evolve under decolonized governments?
•How did corruption, patronage and cult-of-personality government evolve in each country and how does this influence quality of life for citizens?
•Is democratization in the western sense possible and ideal for recently decolonized countries?
WWI, WWII and the Cold War via Iraq and Yugoslavia
•Reading quizzes
•Teaching class
•Contributions to class discussions (virtual and in-person)
•Test
•Longer paper on personal criteria for military intervention in a sovereign country
•The forces and conditions that led to both World Wars
•The appeal of fascism in Italy, Nazism in Germany, and communism in the USSR, and the actual conditions in these regimes
•The conditions which led to the spread of communism after World War II, and that which led to its demise
•The ways that both Yugoslavia and Iraq, respectively, were held together in the post-WWII era, and how they imploded
•The international responses to war crimes in Yugoslavia and Iraq
•Their own criteria for intervention in a sovereign nation
•Read complex texts for main arguments and key evidence
•Teach the material for a day
•Engage in productive, reflective class discussions (whether virtual or online)
•Deploy factual command of key elements of 20th century to construct meaning
•Write an effective argument on intervention criteria
•That the dynamism of industrial capitalism and modernity created challenges and insecurities that representative democracy did (and can still) struggle to manage in a satisfactory manner, which leads to...
•The appeal of communism, fascism, and racial nationalism, respectively.
•That national borders, particularly given the friction within and between multi-ethnic states, is a great challenge to world peace
•That the rights of minorities within multi-ethnic have often been precarious, and the 20th century has been punctuated with genocide as well as times of greater tolerance
•That intervention and non-intervention can both have great costs.
•In what ways did the major developments of the 19th century—industrialization, nationalism, and imperialism—continue to shape the course of events in the 20th century?
•What brought the major empires to the breaking point, and how have their respective unraveling influenced world history?
•What forces led to World War I, the Russian Revolution, and World War II? Why were fascism and communism attractive solutions to problems of the modern state?
•How do two crossroads countries—Yugoslavia and Iraq—serve as microcosms of the broader trends in 20th century Europe, particularly regarding governing a multi-ethnic state?
•What forces have accentuated conflict between ethnic/sectarian groups, and what elements have mitigated hostilities?
•How has Western intervention (or the lack thereof) impacted the trajectories of Yugoslavian and Iraqi history,respectively?
•How did the atrocities of World War II help create the U.N. position on Genocide, and how effective has this protocol been in shaping world responses to breaches of this social contract?
Colonialism and Imperialism
Students will demonstrate understandings and knowledge through:
•Periodic reading quizzes
•An in-class essay comparing the characteristics and themes of colonization in the Gambia, the Congo and Japan
•The economic and social reasons for a shift away from the African slave trade and towards "legitimate commerce"
•The course of colonization of the Niumi people (modern day Gambia) by the British and the role of peanut production in creating economy dependency
•The course of colonization of the Congo by King Leopold II and the role of rubber extraction in driving a particularly violent form of colonial administration
•The role of missionaries in colonization of the Congo, and the growth of messianic religions such as "Kimbanguism" as both an embrace of Western Christianity and a form of resistance
•The role of urban life and "total companies" in creating dependency and submissiveness among the Congolese population
•The weaknesses in Tokugawa Japanese society which allowed Matthew Perry to "open" Japanese society
•The reforms carried under the Meiji Restoration and how these allowed Japan to resist Western intervention
•The role of Japanese nationalism under the Meiji government and the ways in which the Japanese nation modernized, westernized and developed a unique identity
•The ways in which the forces previously studied (industrialization and nationalism) incentivized Europeans to shift away from the slave trade and towards colonialism
•The roots of racist ideologies such as Social Darwinism
•The ways in which different raw materials influenced the structure of colonial governments
•The tools used by colonizing powers to create dependency and submission within African and Asian peoples
•The role of religion as both a tool of colonization and a tool of resistance
•The various ways in which colonized peoples resisted colonial rule, and the reasons for the effectiveness of these different tactics
•The impacts of colonialism that persist today
•How did industrialization and nationalism influence Europe’s imperialist impulse?
•Why were Western nations able to dominate so many foreign lands? How did these nations justify their conquests?
•To what extent were colonialism and imperialism the product—or the genesis—of racism?
•How did the different resources extracted from colonial holdings influence the nature of colonial governance?
•How and why did colonized people respond so differently to colonialism/imperialism? What were different methods of resistance and how effective were these methods?
•How did religion influence the colonized and the colonizers?
The Nation
Students choose one of the following research essay topics:
•Compare the French Revolution and the Arab Spring.
•Discuss the current state of the French national identity, reflecting on how the ideals of the French Revolution are faring in a new age of immigration, globalization, and religious diversity.
•The course of the French Revolution, including the events that led to the collapse of the Ancient Regime in France, the rise of a constitutional monarchy, elements which led to the rise of radical republicanism under the Reign of Terror, and the resolution of these events in the form of Napoleon's French empire;
•The ways in which the policies and rule of Napoleon can be seen as both signs of the success and failure of the principles of the French Revolution;
•That nationalism is largely an invention of the modern era, and the tools that are utilized in its pursuit.
•Factors that lead to governmental instability and political mobilization.
•Forces that tend to determine the "spin of the revolutionary wheel," such as conflict between revolutionary idealists and pragmatists, tensions between an educated elite and the masses, and the need to establish order and functionality in a new state.
•The ways in which the nation-state is a marker of the modern world, and how nationalism can be a "created" or "imagined" identity used for political purposes.
•What made the Ancien Regime collapse in France and what emerged out of the revolution?
•How did the French Revolution (and revolutions in general) follow patterns of radicalism and reaction? What forces drove these different phases of the revolution? In what ways was Napoleon a sign of both the successes and failure of the principles of the revolution?
•What is nationalism? What is the nation-state?What are the differences between civic, ethnic and integral nationalism?
•Why did nationalism and the nation-state emerge in France in the late 18th century? How did the leaders of the new France use nationalism as a tool of the revolution?
•Can a much more diverse France recreate French nationalism? If so, will it be civic or ethnic nationalism?
•In what ways does the Arab Spring mirror the French Revolution and what lessons can be learned about the course of revolutions in general?
The Industrial Revolution
Students will demonstrate knowledge and understanding through the "Object Project," in which they work with a partner to research the history and impact of an object or idea born of the Industrial Revolution era. The students will produce a short research-based essay on this object and how it relates to the themes of the unit, as well as producing a short video to share with the class.
•The theory of the Malthusian Trap and how the Industrial Revolution allowed societies to produce resources in a way that allowed inflation-adjusted income to grow exponentially in some parts of the world
•While at the same time, many parts of the world have seen stagnant if not dropping real incomes since the Industrial Revolution
•How the Agricultural Revolution and the enclosure of common land changed relationships between laborers and their work, and how enclosure allowed for a growing middle class as well as a large group of unemployed and landless citizens
•How the discovery of fossil fuels fundamentally changed energy use and allowed humans to produce at exponentially higher levels while creating a new, which had costs and benefits
•The core tenets of Marxist theory as a criticism of the conditions of urban industrial life for the working class
•Acemoglu and Robinson's theory of extractive and inclusive institutions as an explanation for why the Industrial Revolution occurred in England and in the textile industry
•How the Industrial Revolution allowed for the emergence of a middle class, and the social and cultural values of the Victorian-era middle class
•The ways in which creative destruction is at work in today's world
•Differing theories on whether the Industrial Revolution improved or harmed quality of life for those who lived through it
•Research and cite internet based sources, and utilize the Upper School Library's book resources
•Improve their writing skills
•Construct an animated movie to present their understanding
•Collaborate with a peer in constructing an effective paper and film
•The creation of new technologies and innovations created great disruption in economic, environmental, cultural and social dimensions of life
•The Industrial Revolution is characterized by mechanization, urbanization and rapidly expanding production
•While the Industrial Revolution allowed for vast improvement in quality of life for some, it came with the destruction of ways of life for many others, and will understand why this was the case
•What was the British Industrial Revolution?
•How did the Industrial Revolution allow for a breaking of the Malthusian Trap and the beginning of the Great Divergence?
•Why did the Industrial Revolution occur in England in the 18th and 19th century and primarily in the textile industry?
•What is creative destruction?
•How do Marxist and capitalist theorists view the Industrial Revolution?
•How did energy usage change as a result of the Industrial Revolution? How did new sources of energy drive the Industrial Revolution?
Quality of Life
Throughout the unit students will demonstrate understanding on short reading quizzes. The final assessment consists of a short analytical essay in which students will choose three major determinants in quality of life (other than material well-being and health) and propose a methodology for assessing these factors across countries. The essay will emphasize use of the course materials to support arguments.
•Engage in quantitative and qualitative comparative analysis of demographic and economic data
•Understand and critique methodologies of social science research
•Know differing scholarly assessments of the relative impact of numerous factors on quality of life, including: religion, wealth, health, family, community and political freedom on quality of life
•Practice constructing objective measurements of subjective factors (i.e. - how to measure quality of community or family)
•Write analytically based on course materials
•Cite sources using Chicago-style footnotes
•That material well-being tends to be a major explanation of differences in quality of life between countries but that the impact of material well-being is complex and can undermine some aspects of quality of life
•That social scientists often must measure subjective concepts through objective means
•The theory that balancing community and individualism or tradition and modernity is important in establishing quality of life
•What is quality of life and how do we measure it?
•How does material well-being affect quality of life?
•Why do some parts of the world consistently rank higher in quality of life than others?
World Religions
•Students will co-teach a 30-minute class based on 2-3 primary source experts from sacred texts from one of the five major world religions
•Students will visit a place of worship in Portland and interview one of its spiritual community leaders. Based on this visit, students will compare and contrast their personal experience of this religion with the ideals expressed in the sacred texts
•Students will write an in-class essay that compares and contrasts two of the five major religions across three aspects faith
•Specific, factual information about 8 aspects of the five major world religions, including:
•Power and leadership
•Sects
•Death and the afterlife
•Rituals
•Sacred texts
•Major beliefs
•Morality and punishment
•The divine
•How the Abrahamic faiths are all connected
•Why Buddhism emerged from Hinduism
•How to respectfully engage in a discussion for greater religious understanding
•Various ways to interpret sacred texts
•Why people have faith
•Contested definitions of religion
•the evolution from polytheistic to monotheistic religions
•Similarities and differences between the religions of Hinduism, Buddhism, Judaism, Christianity, and Islam
•That geography, institutions, and globalization all impact religious beliefs
•How sacred texts translate into personal faith
•What purpose does religion serve in society?
•In what way are the world’s religions similar and in what way are they different?
•How has each religion dealt with the tension between its sacred texts and modern social values and scientific advancements?
•To what extent do “all rivers flow into the same ocean?”
Racial Justice
Students will create an infographic that introduces the Catlin Gabel community to the PLACE Center, the PLACE Center’s Coalition Partners, systemic racism in Portland and possible solutions for racial equality and justice in Portland
•Theories of social vulnerability, social change, and social justice
•Local and national case studies of racial injustice
•Causes of gentrification and displacement in the Albina neighborhood
•How to present quantitative and qualitative information in visually engaging ways
•Racial and ethnic classification systems emerged from the Enlightenment through pseudo-scientific thinking
•Racial classifications have been replicated and reinforced through institutions and systems of power
•Segregation and cycles of disinvestment have had long term impacts on racial disparities and racial justice in Portland
•Non-profits in Portland are using various strategies to combat systemic racism
•How has race been socially constructed throughout history?
•How do institutions and systems reinforce racial inequalities? In which institutions do we see these racial inequalities emerge?
Economic Inequality
•Students will debate the question, "Should the national minimum wage be raised to $15 an hour?" using their knowledge and understanding of the market for labor, the determinants of supply and demand and the principles of the economic perspective
•Students will develop an economic policy speech for one of the 2016 presidential primary candidates that articulates their candidate's response to rising income inequality in America
•The way in which the principles of the economic perspective apply to their own lives
•The intersection of the supply and demand curves is equal to market price
•The laws of demand and supply and the determinants that shift the demand and supply curves
•The effect of price floors and price ceilings on markets
•Keynesian versus Hayekian perspectives of government involvement in the economy
•The six principles of the economic perspective
•There is no such thing as a "free lunch"
•That geography, institutions, and globalization all impact economic systems and outcomes
•Markets tend to be amoral
•How Adam Smith revolutionized economic thinking
•The causes of rising income inequality in America and possible solutions
•The relationship between political ideology and economic ideology
•How does capitalism maximize human potential?
•What is your economic ideology? How do you weigh equality of outcomes versus equality of opportunity?
•How does income inequality positively and negatively impact our economic system?
•How are prices determined in a capitalist system?
•What should be done about rising income inequality in America?
Sustainable Population Growth
•Students will deliver quick-turnaround oral presentations on the population composition of an assigned country; students analyze population pyramids and argue for the demographic opportunities and challenges facing the country
•Students will debate the One Child Policy in China
•Students will write an analytical essay synthesizing assigned readings and outside sources on Nigeria's opportunities and challenges for achieving sustainable
population growth
•The causes of population growth
•The phases of the demographic transition model
•Patterns in global population distribution and growth rates
•The push and pull factors of international and domestic migration
•Different government approaches to population control and family planning
•Introductory research skills (key words and search engine leading practices)
•How to incorporate outside research into an original argument
•Rapid and low population growth rates carry different economic, social, and political consequences for a country
•Global migration is a key feature of globalization and can bring economic, social, cultural, and political changes to a country
•Population growth and migration challenges overseas can have immediate impacts on the United States
•To what extent should the government be responsible for ensuring sustainable population growth?
•How might a country's geography, institutions, and extent of globalization pose challenges or opportunities for sustainable population growth?
•Why do people move?
Perspectives
•Group oral presentations on sociodemographic measures in an assigned Portland zip code
•A short thesis-driven essay on a current Portland issue and analysis of a map related to the issue
•Basic active reading and annotation skills
•Basic Chicago Style footnote and works cited conventions
•Basic analytical essay structure (with a particular focus on thesis development)
•The names and locations of countries and states in North America and the Caribbean
•The different scholarly perspectives on what makes countries successful or less successful
•How to analyze thematic maps
•How to incorporate quantitative evidence into an argument
•How to prepare and deliver a persuasive oral presentation
•Geography, institutions, and globalization all impact issues on local, national, and international scales
•Environmental determinism, possibilism, and globalization are competing theories for understanding change
•That the study of geography involves examining location, human-environment interactions, regions, place, and migration
•How maps can be distorted or manipulated to convey an argument
•What kinds of questions do geographers ask?
•How can we apply the geographic perspective to contemporary issues?
•How do maps tell a story?
•Just how flat is the world?
•How are geography, institutions, and globalization/technology driving change at the local level in Portland?
Individual and team competitive games.
•Tactical skills, rules, technical components of each sport, movement concepts, and motor skills
•Social skills that demonstrate awareness of self and others in a game setting.
•You can improve your physical fitness in a variety of sports.
•Many sports have transferable skills.
•Social interaction can make sports more enjoyable.
•Where can we find the things we enjoy doing?
•What physical activities are fun?
•What physical activities have health benefits, personal challenges, and social interaction?
•What kind of sports can we play throughout our lives?
•Fitness testing at the beginning and end of the school year
•The individual progress a student makes throughout the school year
•Principles of training; frequency, intensity, time, and type
•Fitness components: Agility, balance, coordination, power, reaction time, speed
•Positive impacts of weight training including strength, endurance, bone strength/density, and decreased risk of injury from ordinary use
•Safe and effective use of weight room equipment
•Health related: Cardio-respiratory endurance, flexibility, muscular endurance, muscular strength, and body composition.
•An appreciation of of exercise for it's health benefits and personal challenges.
•The ability to identify, explain, and apply principles of fitness.
•The awareness of concepts, principles , and strategies to improve health and performance.
•What can we do to maintain or enhance the performance aspects of physical fitness?
•What can we do to be physically active and why is it important?
•How will physical activity help us now and in the future?
•Why is it important to be physically fit and how can we stay fit?
•Student can demonstrate correct use of weight room equipment.
•The ability to implement personal fitness goals and monitor personal progress.
•Knows the principles of training and goal- setting to achieve personal goals.
•Can effectively use a variety of weight room equipment.
•Different methods of training can be used for desired results.
•Awareness of the training benefits of specialized fitness equipment.
Essential Questions?
•What can we do to enhance health and improve physical fitness?
•What different activities can we do to be physically fit?
•How do we set fitness goals?
•The student can create and apply their own program of fitness.
•Can design a personal fitness plan.
•Can use the weight room equipment in a safe and effective manner
•Can identify, explain and apply the principles of fitness and wellness
•Competency in applying the concepts of fitness and health
•Show awareness of application of the principles of fitness
•What components of fitness and health do I value?
•How do I maintain wellness in my life?
•Individual and team competitive games.
•Playing the game: continued skill improvement and enjoyment of the game over time will provide the most authentic assessment
•Tennis rules,etiquette, mechanical components of forehand, backhand, serve, volley, and overhead
•Tactical skills including: shot placement, shot selection, and court positioning
•Repetition of proper technique leads to improvement
•You can improve your performance regardless of who your competitor is.
•There are basic and advanced strategies during game play
•Rules and regulations facilitate safe and fair competition
•Self-directed learners analyze performance and make adjustments on the basis of feedback to improve their performance
•What movement skills are necessary for different physical activities and how can we cultivate those skills?
•What is healthy competition?
•How do we interact with others during physical activities?
•Where can we find the things we enjoy doing?
•Individual and team scoring on different disc golf courses, using a variety of goal/hole placements
•Playing the game: continued skill improvement and enjoyment of the game over time will provide the most authentic assessment
Disc golf course rules,score keeping, proper techniques,correct grips, windup, stance, release, follow through, foot placement, and use of legs
•Repetition of proper technique leads to improvement
•You can improve your performance regardless of who your competitor is
•Your mind must know what your body is doing
•How do we interact with others during physical activity?
•What are you trying to accomplish?
•What makes a fair competition ?
•Where can we find the activities we enjoy doing?
Science Research
Presenting Results
•Progress on research
•Poster
•Expanding each individual’s ability to write a scientific paper
•Create a poster for a scientific meeting.
•Present at a scientific conference setting Students will present their work in an oral seminar format at the Junior Academy of Science and/or in poster format at the Northwest Science Expo for feedback from scientists)
• Communicate work in a CV, cover letter, research statement, poster, or conference or seminar
•Communicating results is an essential part of the scientific process
•How do scientists communicate their findings?
•How does the peer review process work?
Data Collection and Analysis
•Participation in “Lab Group” Meetings
•Progress on project
•Time management skills
•Interpretation and analysis of data (specific to a project)
•Science is a collaborative process.
•Knowledge base in a specific discipline accumulates over time
•The knowledge base will always include incorrect information. Over time, the scientific process tends to [eventually] correct most errors
•Expected results and actual results may be very different
•How do I budget time for my project?
•How will I pay for my project?
•What are my space needs? My supervision needs? My mentor needs?
•How will I analyze my quantitative and/or qualitative data?
Developing a Research Project
•Progress in defining a question
•Participation in “Lab Group” meetings
•Development of broad-based knowledge acquisition skills
•Safety (for investigators and others involved in the research project)
•Estimating time requirements for a project.
•Mapping of a research project: Gantt charts
•An analytical approach to defining scientific questions is required of scientists.
•Scientists design testable hypotheses. A hypothesis can be unsupported and even disproven by data, but data cannot prove a hypothesis to be true.
•How do scientists identify a good scientific problem?
•Is the project feasible?
•Is the project interesting to me? To others?
•How do we decide if a problem is interesting?
•Once a problem is identified, how does a scientist design and implement a research project?
•How can scientists avoid cognitive failures and bias in research?
•What is the risk in looking for data that supports your hypothesis rather than data that undermines your hypothesis?
Advanced Physics
Special Relativity
•Homework: Answers provided so students can check their own understanding immediately, checked by instructor of completeness and validity
•Tests: Check for individual comprehension and ability to apply knowledge to new situations
•Fundamental Postulates of Relativity
Equations for length contraction, time dilation, mass vs. rest mass, relative velocities
•Connections between space and time
•Length, time and mass are affected by speed
•No object can travel faster than light
The strange predictions of special relativity are borne out by real, fast moving particles
Electricity and Magnetism
•Coulomb’s Law
•Construction of simple circuits
•Analysis of series, parallel, series-parallel circuits of resistors and capacitors
•Analysis and assembly of RC circuits
•Use of symmetry to simplify problems
•Use of Integration to solve problems
•Electricity and Magnetism can be understood with the concept of fields
Static electricity forces involve non-moving charges
•Magnets occur as dipoles
•Symmetry is very useful in analyzing EM situations – potentially complex mathematics becomes simple
•MOVING charges interact with (and create) magnetic fields
•Much of modern technology relies on electromagnetism
•How do charges affect other charges?
•How do magnetic poles interact?
•How do electricity and magnetism interact?
•How is calculus useful in understanding and analyzing electromagnetic situations?
Mechanics
•Lab reports: Written presentation of student understanding and application to actual experiments
•Homework: Answers provided so students can check their own understanding immediately, checked by instructor of completeness and validity
•Tests: Check for individual comprehension and ability to apply knowledge to new situations
•Presentation: Build a working model and discuss Bernoulli application
•Making and interpreting position, velocity, and acceleration graphs
•Use of kinematics equations
•Newton’s 3 laws of motion
•Law of Universal Gravitation
•Draw and use Free Body Diagrams
•Calculation, measurement, and units for momentum and energy (kinetic and potential)
•Archimedes’ Principle
•Bernoulli Equation
•Derivatives and integrals have useful meanings in physics
•Motion can be described precisely and succinctly both graphically and mathematically
•Unbalanced forces cause changes in motion
•Momentum and energy are conserved
•Moving fluids are different from static fluids
•How is calculus relevant and useful in understanding the world?
•How can we describe how things move?
•How do forces effect motion?
•What quantities are conserved?
•How do fluids work?
Advanced Chemistry
Unit 10: Coordination Compounds
•Apply chemical knowledge and mathematical skills for a variety of problem solving situations
•Use experimental methods to study the coordination and organic compounds
•Coordination compounds involve covalent ligands attached to metallic ions
•Organic chemistry involves several distinct classes of carbon-based compounds with predictable properties based on their structure
•What are some more complex chemical structures and how do they behave?
•How can we use common structures to predict behavior of unknown compounds?
Unit 9: Electrochemistry
•Apply chemical knowledge and mathematical skills for a variety of problem solving situations
•Use experimental methods to study electrochemical cells
•Oxidation and reduction reactions can be used to create voltaic cells
•The voltage in an electrochemical cell is determined by the elements involved and by the concentrations of the reacting solutions
How can chemical reaction produce electricity?
Unit 8: Nuclear Chemistry
Apply chemical knowledge and mathematical skills for a variety of problem solving situations
•Neutrons and protons determine the stability of a nucleus
•Unstable nuclei decay a few predictable ways
•Nuclei can combine in nuclear fusion
•Decay of nuclei can be triggered by collisions (nuclear fission)
•Nuclear reactions can act as an energy source
•What factors affect the stability of the nucleus of an atom?
•What happens when a nucleus decays?
•What happens in nuclear impacts?
Unit 7: Thermodynamics
•Apply chemical knowledge and mathematical skills for a variety of problem solving situations
•Use experimental methods to study thermodynamic principles
•The entropy of a system affects the outcome of a reaction
•Gibbs Free Energy combines the influences of entropy and enthalpy to determine spontaneity
•Temperature and change in enthalpy also affect the outcome of a reaction
What determines whether a reaction is spontaneous?
Unit 6: Reaction Kinetics
•Apply chemical knowledge and mathematical skills for a variety of problem solving situations
•Use experimental methods to study the factors that affect reaction rate
•Molecules must collide in order for a reaction to occur
•The rate of a chemical reaction can be affected by concentration, temperature, or the presence of a catalyst
•Catalysts increase the rate of a reaction without being consumed in the reaction.
•Catlaysts work in a variety of ways
•Increasing the concentration of a reactant can affect the rate of the reaction in different ways depending on the mechanism of the reaction
•Knowing the rate law for a reaction can help to understand the mechanism of the reaction
•Increasing the temperature of a reaction increases the rate of the reaction by providing more energetic and more frequent collisions
•What factors affect the rate of a chemical reaction?
•What can the rate of a chemical reaction tell us about the mechanism of the reaction?
Unit 5: Other Aqueous Equilibria
•Apply chemical knowledge and mathematical skills for a variety of problem solving situations
•Use experimentation to explore various aqueous equilibria
•Adding compounds with common ions will shift equilibria
•The solubility of a compound is determined by the equilibrium between the solid and dissolved states of the substance
•How do compounds behave in aqueous equilibria?
•What factors affect solubility?
•What effect does equilibrium have on chemical reactions?
•Apply chemical knowledge and mathematical skills for a variety of problem solving situations
•Use experimentation to study properties of acids and bases
•Understand how to use Ka, Kb, and pH
•Design and create a buffer to a target pH
•Acids and bases have unique chemical properties
•Acids and bases can be defined in different ways
•Acids and bases create dynamic equilibria when in aqueous solution
•pH can help describe the position of the equilibrium in a solution
•Buffers maintain solutions at a relatively constant pH
•Buffers can be created by careful combinations of acids, bases, and salts
•How do acids and bases behave?
•What is a buffer?
Unit 3: Compounds and Bonding
•Apply chemical knowledge and mathematical skills for a variety of problem solving situations
•Use Lewis dot structures to diagram the structure of molecules
•Analyze molecular structures to predict and show resonance
•Use experimental methods to study intermolecular forces
•Electrons transfer between atoms to create ions
•Ions combine to create ionic crystal lattices
•Electrons are shared between atoms to create covalent bonds
•Molecular structure can be predicted based on several underlying principles
•The structure of electron orbitals changes to create bonding orbitals
•Double and triple bonds involve multiple pairs of electrons being shared between atoms and have a unique structure
•Resonance of electrons can stabilize structures
•How do atoms bond?
•What structures do molecules have?
•How does the structure of a compound inform its behavior?
Unit 2: Atomic Structure
•Electrons within the atom are quantized.
•Electrons have wave properties
•Electrons’ can be described by probability distributions within the atom
•The electronic structure of the atom explains its behavior
•Periodic properties of the elements can be explained by electronic structure and effective nuclear charge
•What is the quantum structure of the atom?
•What is the nature of an electron?
Unit 1: Review
•Apply chemical knowledge and mathematical skills for a variety of problem solving situations
•Understand how to use stoichiometry to analyze problems
•Use experimentation to study the nature of matter
•Previous knowledge can be applied to new problems
•Understand the basic components of the atom
•Understand the basic structure of ionic and covalent compounds
What do you already know that you can apply to this situation?
Advanced Biology
Unit 6: Research Project
•Students will be assessed on the quality of the preliminary research that informs the identification and design of the research project
•Students will be assessed on their effort and progress relative to their proposed project schedule
•Students will be assessed on the communication of their results and conclusions.
•Specific Knowledge and skills will be determined by the nature of the project
•Understand how to identify a scientific problem
•Understand how to form a hypothesis
•Understand how to create an experiment that will test a hypothesis
•How do scientists identify interesting and important problems?
•How do scientists solve problems?
Unit 5: Molecular Techniques
•Class participation
•Lab work: Transformation (Blue/White color selection). GMO testing (via PCR), Alu repeat detection (PV92 on chromosome 16) testing of students, Single Nucleotide Substitution testing (of students) for Phenylthiocarbamide (PTC) Sensitivity gene TAS2R38
•Individual presentations on a single gene inherited disorder for which the corresponding genetic lesion has been identified. Students will describe the disorder from soup to nuts, exploring everything from the disorder’s original description, phenotype, and treatment, to the identification of the gene, the nature of the DNA defect and the mechanism by which that defect causes disease. A detailed description of how the gene was identified is central in this presentation.
•Applications of prokaryotic operons (see Unit 4)in cloning systems
•Use of substrate analogs in the laboratory: X-gal, IPTG, ONPG, phenyl-Gal, and others
•DNA Replication
•Polymerase Chain Reaction and an introduction to primer design
•Using DNA and protein sequences to build phylogenetic trees
Nature provides many tools that are used in the laboratory, including not only tools for cutting, splicing, replicating and sequencing, but also for the transfer and expression of these genes.
•When and how are tools adapted or developed to solve problems in science and when are problems in science adapted to the tools available?
•Once isolated (see Unit 1), how do we manipulate DNA? How do we cut, splice, sequence, and modify DNA?
•How are genes introduced into an organism’s genome? How is their expression controlled once they are introduced to a new organism?
•What are the fundamental relationships between DNA replication, inheritance, and evolution?
Unit 4: Gene Expression
•Class participation
•Lab work: Bacterial transformation (pGlo), Acrylamide Protein Gel electrophoresis.
•Individual presentations on cloning systems, including those of historical significance:
•Plasmids (various)
•Cosmids
•Viral vectors (various)
•Yeast Artificial Chromosomes
•Bacterial Artificial Chromosomes
•Mammalian Artificial Chromosomes
Knowlledge and Skills
•Regulation of prokaryotic gene expression: lactose operon, trp operon, L-arabinose operon, phosphotransferase system, and eukaryotic gene expression mechanisms
•An understanding of the role of Promoters,Repressors, Operators, Structural genes, repressor proteins, and other components of an operon
•Positive/Negative and Inducible/Repressible operon control
•Natural plasmids and adaptation and engineering of modern plasmids for use in the laboratory: pBR322/ pBR325, pUC series, Ti plasmids, and others described by students in presentations
•An understanding of how operon controls have been put to use in cloning systems.
•Components of plasmids, including those used in the laboratory: MCS, ori, selectable markers, and components specific to shuttle and expression vectors
•A gene is a region of DNA that encodes a functional RNA or protein product. That product may be a structural protein, enzyme, regulatory protein, structural RNA, or regulatory RNA
•While the Genome Project may be complete our understanding of the relationship between an organism's genome and its phenotype is in its infancy.
•Prokaryotic genomes and the regulation of prokaryotic genes are streamlined compared to the genomes of eukaryotes
•Concepts related to prokaryotic gene expression carry over to eukaryotic gene regulation even if specifics do not
•What is a gene?
•How is the information in a gene translated into a phenotype?
•How does a genome interact with its environment?
Unit 3: Genome Organization and Evolution
•Class participation
•Individual presentations on cytogeneticdisorders (now including molecular cytogenetic disorders)
•Chromosome types: acrocentric, telocentric, metacentric, and submetacentric
•Chromosomes are, for the most part, numbered according to size
•The distribution of genes over chromosomes is uneven
•Chromosome variations exist: Ring chromosomes, Robertsonian fusions chromosomes, Translocations, Reciprocal Translocations, Inversions
•Chromosomes and Linkage Groups are related in important ways
•Chromosomes are a complex of DNA and proteins whereas the DNA most commonly manipulated in the lab has been stripped of proteins
•Chromosomes are highly ordered, dynamic structures
What is a chromosome?
How do prokaryotic and eukaryotic chromosomes differ?
What are the origins of the mitochondrial and chloroplast genomes?
How does human chromosome shape and numbercompare to that of other eukaryotes?
How can we manipulate DNA (first steps)?
Unit 2: Heredity
•Class participation
•Labwork: Mitotic Index calculations. Identification of the stages ofmitosis. Linkage in Sordaria fimicola
•Mendel’s Laws
•Extensions and Exceptions to Mendel’s •Laws: Incomplete dominance, Codominance, Epistasis, Variations in Penetrance and Expressivity, Lethal Alleles and balanced lethallines, Pleiotropy, Phenocopies, Maternal Inheritance/Mitochondrial Inheritance, Heteroplasmy, Chimerism, and Linkage •Linkage groups and genetic maps.
•Mitosis and Meiosis
•Inherited traits come from biological parents
•Variation is a prerequisite for studying inheritance
•A large percentage of genetic disorders are sporadic and are not passed from one generation to the next
•Exceptions to basic Mendelian Inheritance are extremely common
•How can one predict what traits will be passed from one generation to another?
•How are genes and chromosomes important in determining heredity traits?
•How do we distinguish heritable traits from acquired traits?
Unit 1: Molecules and Cells
•Class participation
•Lab work: micropipette skills, molecular tools (centrifugation RCF vs. RPM), acid base titrations, buffer construction and titration of buffered solutions, DNA isolation.
•Individual Presentations on DNA isolation techniques:
•MammalianGenomic DNA(organic extraction)
•MammalianGenomic DNA (quick prep)
•PlantGenomic DNA
•Mitochondrial DNA
•Intact Chromosomes (for karyotyping)
•Intact Chromosomal DNA
•Chloroplast DNA
•Bacterial DNA
•Plasmid DNA quick prep
•Plasmid DNA large scale ultra pure
•Ancient/Rare DNA
•Forensic/Crime scene DNA
•DNA from a single cell
•DNA from sperm
•DNA from fingerprints
•Solution Preparation (Molar, Normal, and %Solutions)
•Acid-Base Chemistry, Titration Curves (mono-, di-, and polypro tic acids
•Buffers and buffered solutions
•Titration Skills
•pH scales and indicators
•Solubility concepts, including alcohol precipitation and salting out of nucleic acids
•Chemical principals apply to living systems,although systems in nature are frequently not in thermodynamic equilibrium
•Biologists require a working knowledge of chemistry and a continual awareness of the chemical basis of biological systems
•Do highly organized living organisms obey the laws of physics in chemistry?
•Can I apply my knowledge of chemistry, physics, and mathematic to the study of inheritance and the science of living organisms?
•What is the concentration of molecules in a typical cell?
•What aspects of homeostatic equilibrium must be duplicated in vitro?
•How does form fit function?
Neurobiology
nervous systems take in information from the environment, integrate it, and produce some response
the central nervous system relies on the peripheral nervous system for input and output
information from multiple sensory systems converges in the brain
information from the brain diverges to multiple
motor systems and target organs and glands
the number and strength of synapses in a network changes as learning occurs
neurons communicate with each other to control behaviors
brain structure affects brain function
the brain consists of many parts specialized for specific functions
distinct parts of the brain work together to interpret the environment
electrical signaling is used within a neuron
chemical signaling is used between neurons
glial cells support neuron function
information from multiple sensory systems converges in the brain
sensory systems use specialized cells to collect information about the environment
a neuron’s activity can encode information
about intensity and duration of a stimulus
motor systems control musculature and movement
learning and memory require changes in the structure and function of neurons
How do we sense our environment?
How do we think?
What do our brains need to do?
What produces behavior?
What are the building blocks of our brains?
How do neurons communicate with each other?
How do we learn?
What controls the mind?
How do our choices change our brains?
Anatomy and Physiology
metabolic rate determines the energy needs of organisms across a wide range of size and shape
organisms need methods of exchange with the environment
homeostatic mechanisms control temperature, water balance, energy intake, and waste removal
reproductive processes in plants and animals use similar structures in distinct ways
organisms have diverse forms, but face common challenges
organisms must manage temperature, water balance, energy intake, and waste removal in order to be successful in their environments
animal form and function are correlated at all levels of organization
feedback control loops maintain the internal environment in many animals
energy requirements differ across different animal body sizes, activity patterns, and environments
•How does form fit function?
•How do different organisms solve similar challenges?
•Why is homeostasis important for organisms?
•How is an organism well-adapted for the challenges of its environment?
Pathogens and Parasites
•Class work & homework
•Lab work
•Formative and summative in-class
assessments
•Capstone presentation
•Similarities and differences between viruses, bacteria, plant, and animal cells
•All cells can be infected by viruses
•The mammalian immune system includes
innate and acquired features
•Epidemiologists study patterns of health and disease within large populations
•Bacteria are essential to human health, as well as able to cause disease
•Water is an essential reservoir for many pathogens
•The mammalian immune system is a complex system with many specialized cell types
•Preserving good health is easier than treating disease
•What are the biological entities that cause disease and how do they work?
•How do organisms protect against disease?
•How does disease function within a population?
•How does global inequity contribute to the spread of disease?
Physics E - Electrical Engineering
•How to read a circuit diagram
•How to identify electronics components
•Soldering and circuit assembly
•Circuit debugging
•How semiconductors function
•How charge moves around a circuit under the influence of voltage
•Differences between AC and DC components and circuits
•How transformers work
•How do electronics circuits work?
•How do electronics components function?
Physics D - Modern Physics
•Lab reports: Written presentation of student understanding and application to actual experiments
•Homework: Answers provided so students can check their own understanding immediately, checked by instructor for completeness and validity
•Tests: Check for individual comprehension and ability to apply knowledge to new situations
•Research and report on a recent development in physics – written and oral report.
•Photoelectric Effect
•Special Relativity
•Use of truth tables for logic circuits
•Construction of digital logic gates
•Light consists of photons, which explain the photoelectric effect
•Distance, time, velocity, and mass are relative
•Holes and electrons are useful in understanding semiconductors, diodes and transistors
•How can light remove electrons from metal surfaces?
•What happens when objects move at nearly the speed of light?
•How do semiconductors work?
•What underlies modern electronics?
•How has our understanding of the atom changed over time?
•How does digital logic work?
Physics C - Electricity and Magnetism
•Coulomb’s Law
•Construction of simple circuits
•Analysis of series, parallel, series-parallel circuits of resistors and capacitors
•Analysis and assembly of RC circuits
•Electricity and Magnetism can be understood with the concept of fields
•Static electricity forces involve non-moving charges
•Magnets occur as dipoles
•MOVING charges interact with (and create) magnetic fields
•Much of modern technology relies on electromagnetism
•How do charges affect other charges?
•How do magnetic poles interact?
•How do electricity and magnetism interact?
Physics B - Waves , Sound and Light
•Lab reports: Written presentation of student understanding and application to actual experiments
•Homework: Answers provided so students can check their own understanding immediately, checked by instructor for completeness and validity
•Tests: Check for individual comprehension and ability to apply knowledge to new situations
•Mathematical analysis of wave behavior
•How waves reflect, refract, diffract
•Drawing and analyzing ray diagram
•Wave phenomena occur the same way in water, sound, and light waves
•Ray Diagrams are a useful way to understand mirror and lens behavior
•EMR has both wave and particle nature
•How do waves behave?
•How can wave behaviors be used to understand sound and light?
•How do mirrors and lenses affect waves?
•How does electromagnetic radiation differ from other types of waves?
Physics A - Mechanics
•Lab reports: Written presentation of student understanding and application to actual experiments
•Homework: Answers provided so students can check their own understanding immediately, checked by instructor of completeness and validity
•Tests: Check for individual comprehension and ability to apply knowledge to new situations
•Making and interpreting position, velocity, and acceleration graphs
•Use of kinematics equations
•Newton’s 3 laws of motion
•Law of Universal Gravitation
•Draw and use Free Body Diagrams
•Calculation, measurement, and units for momentum and energy (kinetic and potential)
•Motion can be described precisely and succinctly both graphically and mathematically
•Unbalanced forces cause changes in motion
•Momentum and energy are conserved
•How can we describe how things move?
•How do forces affect motion?
•What quantities are conserved?
•What are simple machines and what do they do?
Organic Chemistry
Organic Synthesis
•Three dimensional reasoning
•Logical reasoning
•Analysis of qualitative data
•Laboratory skills
•Organic reactions can be combined in logical ways to create new compounds
•Knowledge of typical reactions can help predict the products in new reactions
•Knowledge of typical reactions can help determine a logical synthesis pathway for a specific molecule
•How can you create a specific organic molecule from simpler raw materials?
Other Functional Groups
•Different functional groups, alcohols, esters, aldehydes, ketones, carboxylic acids, aromatic compounds, amines, and amides behave in different ways based on their atomic structure
•How do other functional groups inform the behavior of molecules?
Alkenes, Alkanes, Alkynes
•Three dimensional reasoning
•Logical reasoning
•Specific reactions and reaction mechanisms
•Analysis of qualitative data
•Laboratory skills
•Bonds are broken and formed during a reaction
•Intermediates may be important in determining the products of a reaction
•Molecular and electronic structure can determine how, or whether, a reaction happens
•Alkenes, alkanes, and alkynes react in predictable ways
•Alkenes, Alkanes, and alkynes can be combined to form polymers
•How does their structure inform how alkanes, alkenes and alkynes behave?
•What are typical reactions of organic compounds?
•What are typical reaction mechanisms of organic compounds?
Organic Structure
•Participation and classwork
•Homework problem solving
•Lab work and written lab analysis
•Tests and Quizzes
•Be able to diagram (using various conventions)the structures of and name a large variety of carbon-based compounds
•Analyze and evaluate organic structures
•Three-dimensional visualization and reasoning
•Identify functional groups
•Know the characteristics of alkanes, alkenes, alkynes, halo-alkanes, alcohols, aldehydes, ketones, carboxylic acids, esters, amines, and amides
•Specific compounds can be identified in the lab using characteristic properties such as melting point and boiling point
•Understand electronegativity, hybrid orbitals, sigma and pi bonds and how they relate to organic structure
•Double and triple bonds create electron-rich areas in molecules
•Understand Bronsted-Lowry acids and bases
•Carbon (and a few other elements') atoms can combine in an endless variety of ways
•Organic compounds can be classified and represented in a variety of ways
•Specific substructures are commonly found in organic molecules and give a compound predictable properties
•Resonance is an important stabilizing force in molecular structure
What are the structures of carbon based compounds?
Geology
•Lab reports: Written presentation of student understanding in class activities
•Homework: Students show understanding of chapter concepts, feedback in instructor comments
•Quizzes: Check for individual comprehension and knowledge of geology vocabulary
•Understand distribution of Earth features and hazards
•Identify igneous, metamorphic and sedimentary rocks
•Understand expanse of geologic time
•Read topographic maps
•Plate Tectonics relates many seemingly unrelated Earth features, processes, and timelines
•The Earth is 4.6 billion years old
•Most geologic processes occur very slowly, and require long periods of time
•Past Earth history can be interpreted by studying current Earth features and processes
•Why study geology?
•How does the Earth operate?
•What is the geologic timescale?
•How many kinds of rocks are there?
•What is the rock cycle?
•What are Earth hazards, where do they occur, and why?
•How does plate tectonics tie most Earth phenomena together?
Food Science; The Chemistry and Microbiology of Food
Unit 4
In-class and homework assignments, and ‘Develop a New Food’ project.
•Research the use of additives and how they may be used in foods
•Work collaboratively with others
•Be familiar with additives commonly used in processed foods, and why they are used.
•Understand the protocols required to gain government approval for a new food or food ingredient.
•How can we make foods more valuable?
•What is the future of foods?
Unit 3
•Class Participation, Laboratory reports, in-class and homework assignments.
•Describe the production of selected fermented foods
•Understand the nutritional changes produced in fermented foods, and the importance of sanitation in the production of foods.
•Recognize the connections between the production of fermented foods and the development of human societies.
•Fermentation produces foods with changed characteristics that are more desirable to consumers.
•Microbial contamination can make foods unsafe or unpalatable and thus must be prevented or minimized.
•Why are fermented foods important components of the human diet?
•How can we ensure the safety of foods?
Unit 2
A combination of in-class and homework assignments, research papers, and laboratory reports.
Understand the function, in various food products, of major food groups (water, carbohydrates, proteins, and lipids), how these groups interact with each other during food processing, and how they may be modified by that processing.
Foods are complex mixtures in which all components contribute to the final sensory value and function.
How do the different major food components contribute to food function and human health?
Unit 1
Class Participation in discussions and homework assignments.
Explore occupations that are based on food science, and the importance to a society of having people skilled in this discipline.
See how the science relating to foods is an integral part of production of food in the USA.
•What is Food Science?
•What are the relationships between Food Science and Society
Experimental Chemistry
Unit 6: Equilibrium
•The rate of a chemical reaction can be affected by concentration, temperature, or the presence of a catalyst
•Catalysts increase the rate of a reaction without being consumed in the reaction. Catalysts work in a variety of ways
•Equilibrium is achieved when the rate of the forward and reverse reactions are equal
•Be able to create and interpret reaction profile graphs
•Know what activation energy is and how it affects reaction rate and how it is affected by catalysts
•Know how to write and use equilibrium constant expressions to solve problems
•Use Le Chatelier’s principle to predict the effect of a stress on a system in equilibrium.
•Use experimental methods to study the factors that affect reaction rate
•Use experimental methods to study shifts in equilibrium
•Apply chemical knowledge and mathematical skills to a variety of problem solving situations
•Molecules must collide effectively in order for most reactions to occur
•All chemical reactions have a tendency to reach a state of equilibrium
•Chemical equilibrium is dynamic
•Le Chatelier’s principle can help determine how an equilibrium shifts when subject to different types of disturbances
•How can the rate of a chemical reaction be changed?
•What is the nature of equilibrium?
•How does equilibrium help us describe chemical reactions?
Unit 5: Oxidation and Reduction
•Apply chemical knowledge and mathematical skills for a variety of problem solving situations
•Use experimentation to explore electrochemical reactions
•Oxidation and reduction involve the transfer of electrons
•Chemical reactions can involve the transfer of electrons
•The transfer of electrons can create a chemical reaction
•A chemical reaction can create electric voltage
•What are Oxidation and Reduction?
•What are oxidation and reduction reactions and how do you analyze them?
Unit 4: Acids and Bases
•Apply chemical knowledge and mathematical skills for a variety of problem solving situations
•Use experimentation to study properties of acids and bases using titration
•Acids and bases have unique chemical properties
•pH can help describe the relative amount of acid or base in a solution
•Buffers maintain solutions at a relatively constant pH
•What are acids and bases and how do they behave?
•What is a buffer?
Unit 3: Chemical Reactions, Solutions, and Stoichiometry
•Apply chemical knowledge and mathematical skills for a variety of problem solving situations
•Writing and balancing chemical equations
•Use stoichiometry to quantify chemical reactions
•Use molarity in chemical calculations
•Use experimental methods to study the conductive properties of solutions
•User experimental methods to study chemical reactions and stoichiometry
•Chemical reactions can be described by balanced chemical equations
•Chemical reactions can be quantified using stoichiometry
•Different substances have differing solubility in aqueous solutions
•Some compounds dissociate into ions in solution
•The concentration of a solute in solution can be quantified
•Some properties of solutions are determined by the number of particles in solution
•How do you quantify chemicals and chemical reactions?
•What are solutions and how do you work with them?
Unit 2: Compounds and Bonding
•Apply chemical knowledge and mathematical skills for a variety of problem solving situations
•Use Lewis dot structures to diagram the structure of molecules
•Use experimental methods to study the intermolecular forces
•Electrons transfer between atoms to create ions
•Ions combine to create ionic crystal lattices
•Electrons are shared between atoms to create covalent bonds
•Molecular structure can be predicted based on several underlying principles
•Double and triple bonds involve multiple pairs of electrons being shared between atoms and have a unique structure
•How do atoms combine and what structures can they make?
•How does the structure of a compound inform its behavior?
UNIT 1: Atomic Structure
•Participation and classwork
•Homework problem solving
•Lab work and written lab analysis
•Tests and Quizzes
•Apply chemical knowledge and mathematical skills for a variety of problem solving situations
•Use experimental methods to study the electronic structure of the atom
•Electrons have wave properties
•Electrons’ can be described by probability distributions within the atom
•The electronic structure of the atom explains its behavior
•Periodic properties of the elements can be explained by electronic structure and effective nuclear charge
How does the structure of an atom inform its behavior?
Evolutionary Biology
Unit 4: Human Evolution
•Homework
•Lab questions and/or lab report
•Research project (juniors only in the Spring)
•Distinguish among hominoids, hominines, hominins, and humans
•Identify physiological characteristics of members of these groups, such as skull characteristics
•Explain how human migration has occurred
•Explore the role that natural selection has played in shaping phenotypic characteristics in humans
•Humans are primates, specifically great apes
•The hominin evolutionary tree includes many ancestors and relatives of modern humans
•Natural selection favored certain adaptations possessed by anatomically modern humans
How did humans arise as a species?
Unit 3: Macroevolution
•Explain the benefits and limitations of various species concepts
•Use cladistics and phylogenetic methods to build evolutionary trees
•Explain how premating and postmating isolating mechanisms can maintain species boundaries
•Explain how life on Earth likely arose and has changed over geologic time, including the Theory of Endosymbiosis
•Species concepts are contentious; there are several ways to define a species
•Speciation can occur sympatrically or allopatrically
•Reproductive isolating mechanisms help maintain species boundaries
•Chemical evolution gave rise to life on Earth
•We can represent evolutionary relationships using cladistics and phylogenetic methods
•Life on Earth evolved from a common ancestor and has branched into many clades as the environment has changed on a geologic time scale
•Extinction is extremely common over a geologic time scale; mass extinctions have driven evolutionary change
•How do we define a species?
•How do new species arise?
•How did life arise?
Unit 2: Microevolution
•Homework
•Test
•Explain how mutations can arise; understand what an allele is
•Perform population biology calculations to determine whether a population has deviated from Hardy-Weinberg equilibrium •Explain the ways in which changes in allele frequency can occur in a population
•Mutation provides the raw material on which natural selection can act. Mutations are not goal-directed.
•Changes in allele frequency define evolution on the microevolutionary scale; these changes, over time, lead to macroevolution
•The Hardy-Weinberg principle is a mathematical model that predicts allele frequencies in a hypothetical, non-evolving population
•Violations of the assumptions under the Hardy-Weinberg model can lead to evolution
•Natural selection acts at the level of the phenotype and leads to differences in reproductive success
•Natural selection can lead to evolutionary change in a directional, stabilizing, or disruptive manner
•Kin selection and altruism can be explained through the concept of inclusive fitness
•How can evolution be studied at the level of the population and the gene?
Unit 1: Introduction to Evolutionary Thought
•Nightly homework
•Test or quiz (possibly combined with the Unit 2 test)
•Understand the ideas of authors, including Wallace, who influenced Darwin’s thinking and reasoning
•Explain how Darwin’s observations on the voyage of the Beagle and in his natural history work influenced his Theory of Evolution by Natural Selection
•Understand the myriad lines of evidence that uphold the Theory of Evolution
•Understand how the word “theory” is used in science
•Explain the work of scientists like the Grants who have observed evolution in “real time”
•Darwin was influenced by previous thinkers
•Evolutionary theories have evolved and continue to evolve
•There are many lines of evidence for evolution
•The word “theory” is used differently by scientists than by much of the general populace
•Natural selection is a “weeding out” process by which individuals who are most fit for the given environment experience increased survival and reproduction
•What is the history of evolutionary thought?
•What is the evidence for evolution?
•How does natural selection work?
Environmental Science
Energy
•Fracking Research Paper
•Laboratory reports
•Homework
•End of unit test
•Understand how fossil fuels (coal, oil, methane) are extracted and used, and what potential environmental problems occur in extraction and use of these fuels including the expanding use of fracking for natural gas extraction
•Know about the alternative, renewable energy sources that are currently in use or potentially able to be used
•Fossil fuels are limited in supply and polluting in extraction and use
•Nuclear energy (fission) does not contribute to the greenhouse effect but is polluting during fuel production and waste disposal
•Renewable energy sources tend to be less polluting but maybe limited in how/where they can be used
•How do we use energy?
•What are our current sources, both commercially available and experimental, for energy?
Air
•Understand atmospheric chemistry with respect to acid rain, photo chemical smog, and the enhanced greenhouse effect.
•Understand the effects of air pollutants on living organisms, and how emissions of pollutants are regulated in the US.
Most pollutants we emit into our atmosphere will remain there indefinitely and can become a problem locally or at a distance from the point of emission.
Is our air safe to breathe?
Water
•Laboratory reports
•Homework
•End of unit test
•Understand the major threats to US supplies of fresh water, and how fresh water is managed by regulatory bodies in the US.
•They will have a general understanding of the status of fresh water worldwide.
•Fresh water is limited in supply in certain areas, potentially leading to conflicts over its distribution and use
•Fresh water reservoirs (surface waters and aquifers) must be protected from pollution and over use in order to maintain water supplies for future generations
•Does the world have enough fresh water to support its people?
•How does the US manage fresh water?
Environmental Justice
Research Paper
Research Skills to find relevant information and assess it for validity and bias.
The distribution of potentially hazardous operations or structures has not been fair, with the majority of them sited close to localities with high numbers of economically-deprived people or racial minorities.
•What factors influence the siting of hazardous or unpleasant facilities?
•What are peoples’ attitudes to protecting the environment?
Ecology
Unit 4: Ecosystem Ecology
•Project
•Homework questions
•Test
•Biomes are characterized by a specific climate and dominant vegetation type
•Nutrients cycle through ecosystems
•Biodiversity is threatened by habitat loss/fragmentation
•Ecosystem management can be employed as a conservation strategy
•Read and analyze secondary and primary scientific literature
•Present research findings
•Climate (especially temperature and precipitation) underpins biome location and characteristic conditions
•Humans have a large impact on global nitrogen, phosphorous, and carbon cycles
•Humans negatively impact global biodiversity, but we can utilize conservation biology to mitigate this impact
•Why do biomes occur in the locations that they do?
•What are the large-scale ecological processes that occur in and influence the biosphere?
•What impacts do humans have on global nutrient cycles? On biodiversity?
Unit 3: Community Ecology
•Lab analysis
•Homework questions
•Test
•Species exhibit many types of interactions, including competition, predation, herbivory, parasitism, mutualism, and commensalism
•Food chains and food webs are used to map energy flow through trophic levels and to indicate feeding behaviors of species
•Trophic cascades show how changes in species abundance at one trophic level can influence energy flow at other trophic levels
•Each organism fills a niche
•Resource partitioning is an evolutionary response to niche competition
•Invasive species can have devastating impacts on communities
•Abiotic and biotic disturbances can cause a community to change through the process of succession
•Collect quality field data and use data to analyze community structure
•Use Excel to program formulas for data analysis and to display findings graphically
•Help develop and execute a management plan for a forest and/or pond community on the Catlin Gabel campus
•A community is a group of interacting species in the same place at the same time
•Community structure can be characterized in terms of species diversity and species composition
•Food webs are useful conceptual models showing energy flow through trophic levels
•The “10% Rule” describes the loss of useful energy from one trophic level to the next and informs our understanding of bioaccumulation and biomagnification
•Communities can change over time due to disturbance, leading to ecological succession
•What are the ways in which groups of species interact in a shared environment?
•How do communities change over time?
Unit 2: Population Ecology
•Lab analysis questions
•Homework questions
•Class discussion
•Test
•We can estimate population size using methods including random sampling and mark-recapture
•Life tables are useful tools for tracking the demography of a cohort and calculating net reproductive rate
•Survivorship curves help to explain whether a species is strongly r-selected or K-selected
•Limiting factors may be biotic or abiotic, and can be density-dependent or density-independent. Limiting factors restrict populations to numbers around their carrying capacity
•Population growth may be exponential, logistic, or cyclical
•Calculating our individual ecological footprint helps us make sense of the impact that human population growth has on other species
•Perform random sampling and mark-recapture studies to estimate population size
•Use Excel to analyze life table data and graph population changes
•Given growth parameters, estimate future population size using the exponential growth equation
•Analyze population growth curves in reference to exponential, logistic, and cyclical growth; estimate carrying capacity on a population graph
•Calculate ecological footprint
•A population is a group of individuals of the same species who live in the same place at the same time and share a gene pool (reproduce with each other)
•Populations tend to grow exponentially given unlimited resources, but are restricted by limiting factors
•Each population has a carrying capacity around which it may fluctuate
•How do biotic and abiotic limiting factors influence the growth dynamics of a population?
Unit 1: Intro to Ecology
•Creation of proper herbarium labels
•Homework questions
•Communication of research findings to class
•Plant identification quizzes
•Demonstration that spreadsheet formulas work to analyze sample data
•The family rank is a useful level for grouping and identifying plants. Species are named with a genus and specific epithet
•Useful characteristics for identifying plants include habit, leaf type, and leaf arrangement
•The major land plant lineages differ in their reproductive structures
•Herbarium specimens allow us to study plant ecology, identification, and distribution
•By collecting data on a forest community of native plants, we can calculate relative density of each species, relative frequency, and relative dominance; these metrics allow us to assign an importance value to each species
•Identify native tree and shrub species on the Catlin Gabel campus
•Write scientific names of plant species and families using proper orthography
•Collect and prepare museum-quality herbarium specimens of gymnosperms and angiosperms
•Read secondary sources reporting on ecological studies
•Collect field data on trees, shrubs, and saplings
•Construct a spreadsheet with formulas that allow analysis of field data
•Ecology is the scientific study of how living things interact with each other and with their environments
•Ecology is not synonymous with environmentalism, though environmentalism can (and should) be influenced by ecology
•Living things are categorized and grouped according to their evolutionary relationships, with many taxon/rank names remaining as relics of Linnaean taxonomy
•The Catlin Gabel campus contains many native plants, and we can identify them using keys and diagnostic characteristics
•We can analyze the structure and composition of a plant community using mathematical formulas
•What is ecology (and what is it not)?
•How do we categorize, name, identify, and make sense of living things?
Astronomy
•Lab reports: Written presentation of student understanding in class activities
•Homework: Students show understanding of chapter concepts, feedback in instructor comments
•Quizzes: Check for individual comprehension
•The universe started 14.6 billion years ago in the Big Bang and has evolved over time.
•The solar system developed from the solar nebula
•The inner planets are different from the outer planets for a reason
•Pluto is (now) a dwarf planet
•There have been many explanations of the universe over time
•We can discover quite a lot about the universe without ever leaving Earth’s vicinity
•New discoveries are being made all the time
•There’s still more to learn about the universe
•Why study Astronomy?
•How has our understanding of Astronomy changed over the millennia?
•How do we know what we know about the universe?
•What strange and wonderful things exist in the universe?
Science II/Accelerated Science II
Human impact on the biosphere
•Food chains and food webs describe the matter flow within an ecosystem
•Heat is evolved in energy transfer and is the most unusable form of energy
•The 10% rule describes the amount of usable energy transferred from one trophic level to the next
•Energy enters the atmosphere as UV radiation and attempts to leave as IR radiation
•Collecting data: measurement, accuracy and precision
•Analyzing data: dimensional analysis, & significant figures
•manipulating equipment to collect data
•Determining mathematical equations through experimentation and graphical analysis
•Excess greenhouse gases cause climate change
•The ocean is affected by climate change
•What impact do I have on the environment?
•What is the science that explains our changing climate?
Electrical energy and electricity generation
•Static electricity is due to a buildup of charge
•Know the relationship between voltage, current, power, resistance and charge
•Know how to use and interpret the following equations: V=IR, P=IV, P=ET, R=pL/A
•Know how to build circuits and make predictions about devices wired in series and parallel.
•The relationship between electromagnetic induction and electricity generation
•Perform unit conversions to interpret energy bills in a tangible way
•Collecting data: measurement, accuracy and precision
•Analyzing data: dimensional analysis, & significant figures
•manipulating equipment to collect data
•Determining mathematical equations through experimentation and graphical analysis
•Electricity supply in the Portland area comes from a variety of sources.
•Some energy sources are renewable whereas others are not.
•Some energy sources yield greenhouse gasses whereas others do not.
•“Green” energy sources also have environmental impacts.
•What is electrical energy?
•Where does electrical energy come from?
•What are the moral implications of electricity production?
Matter and energy flow in an ecosystem
•Collecting data: measurement, accuracy and precision
•Analyzing data: dimensional analysis, & significant figures
•manipulating equipment to collect data
•Determining mathematical equations through experimentation and graphical analysis
•Know how to use balanced chemical equations to express a chemical reactions
•Photosynthesis converts carbon dioxide and water into glucose and oxygen gas through a series of complex chemical reactions catalyzed by enzymes.
•how plants distribute water and nutrients.
understand how colligative properties underlie
•how plants distribute water and nutrients
that the majority of fuels (coal, solar, wind, hydro) are still created by the sun
•Understand the 10% rule
•Understand how the net primary productivity of an ecosystem limits the carrying capacity of an ecosystem
•Understand the carbon cycle, water cycle and the nitrogen cycle. Relate these cycles to the elements present is particular macromolecules
•Understand the Haber process and how it fits into the nitrogen cycle
•humans have used GMO’s to increase food production
•How do plants obtain energy?
•How do energy and matter cycle through the ecosystem?
Matter and energy flow in an organism
•Microscopy review
•Learning to work collaboratively
•Written communication of results and solutions
•critical reading skills - extracting useful information from texts
•manipulating laboratory equipment appropriately to collect data
•Collecting data: measurement, accuracy and precision
•Analyzing data: dimensional analysis, & significant figures
•Determining mathematical equations through experimentation and graphical analysis
•Know how to use balanced chemical equations to express a chemical reactions
•The formation of of complex organized living organisms is consistent with an overall increase in entropy of the universe.
•Living beings decrease entropy but increase the amount of unusable energy
•Cellular respiration breaks down glucose and uses oxygen gas to extract the energy necessary to create ATP from ADP through a series of complex chemical reactions catalyzed by enzymes.
•the relationship between food, energy, and ATP
•How the structure of the heart, lungs and digestive system fit their functions
•How the content of blood changes as it moves through circulatory system
•the relationship between the digestive and cardiopulmonary systems to cellular respiration
•How do organisms obtain and use energy?
•How does form fit function?
Motion, Force, Energy
•Lab reports
•Homework
•Class participation
•Quizzes
•Tests
•Collecting data: measurement, accuracy and precision.
•Analyzing data: dimensional analysis & significant figures
Manipulating equipment to collect data
•Determining mathematical equations through experimentation and graphical analysis
•Vector addition
•Written communication of results and solutions
•Difference between mass and weight
•Changes in motion are caused by forces
•Vectors have both magnitude and direction while scalar quantities only have magnitude
•Energy can transfer forms
•Energy is conserved during transfers
•Why do objects move?
•How can we predict an object’s motion?
•How is energy transferred between objects?
Science I/Accelerated Science I
Unit Seven
•Recognize basic patterns of inheritance
•Present and interpret genetic information in a variety of formats, including Punnett squares and pedigree charts
•Understand how mutations may arise, and their possible effects
•Describe how natural selection operates and recognize that we can observe it operating today, for example in the evolution of antibiotic resistance
•Explain the variety of evidence used to support the Theory of Evolution
•We inherit different versions of genes from our parents and these genes determine our characteristics
•Changes in genes may lead to improvements or may cause problems
•Evolution is driven by natural selection
•How are genetic traits inherited and selected for or against?
•How do organisms evolve?
Unit Six
•Understand replication and the importance of a correctly regulated cell cycle
•Understand that genes may be modified after cell division
•Explain how prokaryote and eukaryote cells divide, and the significance of meiosis in generating genetic diversity
•Understand the role of stem cells in generating different cell types and the ethics of using embryonic or adult donor stem cells in research and clinical use
•Recognise that epigenetic processes may have a significant effect on gene expression
•DNA must be accurately copied prior to cell division
•Haploid gametes are produced in the reproductive organs by a special form of cell division while new cells for growth and repair are exact copies of the parent cell
•Stem cells have the ability to develop into any cell type and thus have the potential for use in treating many health problems
Essential Skills
How do new cells arise?
Unit Five
•Understand that enzymes are biological catalysts with a specific 3D shape that dictates their function
•Recognise that environmental factors can change the shape of proteins and affect their function
•Understand the structure of DNA and how it stores information
•The many cellular processes that go on within a cell are catalyzed by enzymes
•Cells make proteins based on their DNA code (the central dogma)
•Changes in DNA can have profound effects on the shape and function of a protein
•How do cells function?
•How is information stored within cells?
Unit Four
•How microscopes enlarge images
•How viruses differ from cells
•The structural and functional differences between prokaryotic and eukaryotic cells
how cells regulate transport of substances across their membranes
•The endosymbiotic theory provides evidence as to how eukaryotic cells may have evolved
•Cells can be categorized based on their internal structures
•Cells have evolved from simple to complex
•What are cells?
•How did they evolve?
Unit Three
•Laboratory reports
•Homework assignments
•Quizzes
•Unit test
•Cumulative semester examination
•Understand the First and Second Laws of Thermodynamics
•Differentiate between heat and temperature, and the ways in which heat is transferred
•Perform simple calorimetry calculations.
•Understand enthalpy at a basic level, the differences between endothermic and exothermic processes, and the role of activation energy in reactions
•Recognize and balance combustion reactions
•Distinguish between living and nonliving.
•Explain the structure and function in cells of important biological macromolecules
•Briefly explain how cells transform and use energy
• Describe the structure and function of phospholipid bilayers
•Metabolic processes in living things require energy
•Living things, though highly ordered/structured, do not violate the laws of thermodynamics
•Living things are made up of complex macromolecules
What are the necessary molecules for life and how do they arise?
Unit Two
•Know atomic structure and why and how atoms combine
•Understand how periodic trends relate to atomic structure
•Represent atoms and molecules in diagrammatic form, and use these to explain properties such as polarity
•Classify types of reactions and write balanced equations
•Understand intramolecular and intermolecular forces, and how these may explain properties of substances
•The position of an element in the periodic table allows us to make predictions about its behavior
•Elements combine in energetically favorable ways to form compounds
•How do atoms combine?
•How can we make predictions about the behavior of substances?
Unit One
•Laboratory reports
•Homework assignments
•Quizzes
•Unit test
•Understand the evidence used to support the Big Bang Theory, including the work of Hubble
•Use the Inverse Square law to understand calculations involving light intensity and gravitational force
•Know basic atomic structure
•Interpret and graph direct, inverse, direct square and inverse square relationships and use dimensional analysis in calculations based on these relationships
•The Big Bang Theory offers an explanation for the formation of the universe and all that is in it
Essential Question
•Where did the Universe come from, and how do we know?
•Common assessments for all students include:
-Prepared and extemporaneous public speaking opportunities centered on contemporary criminal justice issues
-Leading small group discussions on Dostoyevsky and Kafka
-Formal literary analyses, centered on the intersection between Dostoyevsky and murder, and Kafka and innocence/guilt
•In addition, all students are tasked with developing individual assessment plans, highlighting skill categories they hope to develop. Based on these priorities, they propose individual or small group projects at the conclusion of each unit
•The prevailing theories behind the causes of violent crime in the USA, the dramatic gender imbalance among murderers, and the different categories of murderers
•Identify and critique the ways in which America's prison system and incarceration rates are vastly out of step with the rest of the developed world and the reasons for this
•Identify and critique the historical forces behind the militarization of America's police and efforts at police reform over the last two decades
•Develop and articulate compelling, nuanced arguments in support of and in opposition to the death penalty
•The stories behind two prominent criminal justice case studies: Ferguson and OJ Simpson
•The movement for exoneration work and the challenges involved with proving the innocence of convicted individuals in the USA
•To understand the root causes of crime, one must approach the subject from an interdisciplinary perspective, seeking insight from economics, sociology, criminal justice, and numerous other fields
•Literature offers a valuable lens through which to understand social phenomena and develop empathy for individuals and groups that are commonly dehumanized
•America's complex and troubled racial history is inextricably woven into and reflected in this country's criminal justice system
•Public policy strategies intended to promote public safety can often be counter-productive, creating greater instability and uncertainty
•What are the purposes of punishment?
•How can we make our city/state/country safer for all?
•Why do we need law and why do some break the law?
•How is America's history apparent in its criminal justice system today?
•In the wake of a crime, whose needs should be paramount: the victim, the perpetrator, or society?
•Is the wrongful conviction of innocent people an inevitable and acceptable reality of a criminal justice system?
•Olympics/Human Rights Project: A partnered project focused on the impact of a single, specific Olympics on the advancement (or decline) of human rights (Requirements: research, synthesis of key findings, visual layout)
•Race/Gender/Sexuality Project: Work individually or in small groups on an interdisciplinary research questions associated with the intersection of sports and race, gender, and/or sexuality. Student projects centered on issues like: why do Jamaican sprinters experience such disproportional success in sprinting, how should professional sports respond to transgender athletes, and should women athletes reject marketing campaigns focused on their physical appeal? (Requirements: research, formal writing, interdisciplinary synthesis)
•Boston 2024 Project: Students worked in small groups to develop a bid proposal for Boston 2024. The primary catch: they needed to craft a proposal that would meet the demands of the IOC, the city, and the populace. (Requirements: economic analysis, critical assessment of Boston's urban layout, presentation techniques)
•Mini-debates on PEDs: Students worked individually on specific questions related to PEDs in sports
•Media Studies: Students worked in small groups to perform a critical analysis of media coverage of a sports issue of their choice. They were required to develop a viable research question, determine a test sample, code their selected sample, and then analyze key findings (Requirements: methodological development, data processing, critical analysis)
•Sociology of sport offers several distinct theories to explain the relevance of sport to society
•Analyze the subtle forms of racialized stereotyping and coded language in sports commentary
•The organization of sports according to the gender binary has resulted in challenges for those who don't fit within the binary
•Recognize how athleticism and heteronormative views of sexuality have long been linked and remain influential in the sports world today
•Develop models for critically assessing whether the public spending required to host mega-events like the Olympics and World Cup delivers a return on investment
•Weigh and reconcile the conflicting needs of the IOC, Boston civic leaders and business magnates, and Boston residents in the Boston 2024 Olympic bid proposal
•Human rights, as defined by the UNDHR, span a wide range of fundamental issues, and include a number of issues relevant to sports including access and employment
•Sports often mirror prominent social concerns, including race relations, problems with the gender binary, drug use/abuse, and public spending
•Public spending for mega-events and stadia is a human rights concern and merits consideration as such
•Media coverage of sports often serves to reinforce the prevailing social narrative
•To what extent does bringing international competitions to problematic states promote the cause of human rights and political freedom?
•Do these events spur economic development that is beneficial to all?
•How can sport serve as a vehicle for social change and justice, and under what circumstances does it reenforce elite interests?
•Sports have long been the playground for elite, white, male interests. Over the last 100 years, though, the playing field has been leveled--and opened up--to some degree. How and why did this happen?
•Over the last 50 years, there has been a huge spike in the public financing of stadia and other sporting facilities, as well as a spike--not coincidentally--in the price of those venues. Is it worth it?
•In the USA, athletes have a tremendous amount of social cachet. With that social platform, they have the ability to spur social change. Why do they use this so rarely?
•Moneyball project: Students worked individually or in small groups to develop new tools for measuring success in a different sport of their choice. (Requirements: critical assessment of key factors of success in a sport, analysis of statistical evidence, presentation techniques)
•Amazon.com project: Work individually on short research paper answering the question: Is Amazon.com a successful company? (Requirements: effective use of research materials, explicit definition of business success, nuanced approach to key components of a business, efficient writing)
•Education project: Work in small groups on a client project attached to a CGS teacher and focused on a problem of concern to that teacher. Questions included: how can the math department judge the success of its new curriculum, how can the outdoor education department gauge the success of its engendering of social skills on outdoor trips, and how can the English department assess the success of the peer-review process (Requirements: effective engagement with clients, project-specific research and/or data-gathering, formulation of defensible recommendations)
•Articulate how the Moneyball revolution in baseball exposed the logical and numerical failings of many in the industry and revealed the importance of a foundational understanding of statistics
•Diagnose the tensions in Amazon.com's business model between a forward-looking approach and contemporary constraints, and explain how success in business terms must be defined according to the different constituents affected
•Assess educational reform efforts in three ways: a) find the root causes of the problems, b) isolate and test variables, and c) devote sufficient time to reforms to meaningfully measure their impact
•A sustainable and healthy outlook on personal success requires attention to and appreciation for process, even in the face of negative outcomes
•Measure accurately, operating from a recognition that anything that reduces uncertainty qualifies. They are not always specific, numeric measurements, but rather Bayesian tools
•Recognize that new strategies and ideas are often impeded by fear of failure, whereas conventional strategies that lead to failure are more commonly tolerated
•Distinguish between outcome- and process-oriented views of success, and recognize which has more predictive value
•Seek and whenever possible identify causal factors leading to success in complex, team environments, while also checking assumptions when evaluating these situations
•Determine which definition of success is guiding one's actions: an internally defined definition or an externally imposed one
•What does it mean to be successful?
•How can we measure that success and track improvement over time within a specific field?
•What are the keys to taking a good product and making it great?
•How can a team function most cohesively, ensuring that, through effective collaboration, the whole is greater than the sum of its parts?
•Understanding of Leave no Trace principles
•Employing understandings in choices affecting the environment
•Understanding ways to manage the group
•Understanding my role in the group
•Understanding group dynamics
•Basic ecological functions
•The role of humans on ecological function
•Understand the basics of food preparation
•Be familiar with backcountry travel
•Be able to erect efficient and effective shelters
•Understand risk management principles and be able to apply them
•Understanding ways to manage the group
•Understanding my role in the group
•Understanding group dynamics
•How to stay warm and dry
•How food plays a role in survival
•How to travel in the wilderness
•Risk assessment
•How do I master this skill?
•When will I need to apply this skill?
•How do I manage a social or emotional challenge?
•How does a group work toward a common goal?
•Pre-trip meeting
•Check-ins during the trip
•Post trip personal debrief
•Post trip written evaluation
•Listen effectively
•Take ownership of decisions
•Think critically
•Understanding ways to manage the group
•Understanding my role in the group
•Understanding group dynamics
•Basic group dynamics
•Exercise leadership effectively
•Followership
•How do I manage social or emotional challenge?
•How does a group work toward a common goal?
•Pre-trip meeting
•Check-ins during trip
•Post trip personal debrief
•Post trip written evaluation
•Express emotions and feelings honestly
•Engage in inquiry with peers
•Understanding ways to manage the group
•Understanding my role in the group
•Understanding group dynamics
•How do I manage a social or emotional challenge?
•How does a group work toward a common goal?
•Written reports •Check-ins during activity •In-person meetings
Outdoor skills: Rock climbing, belaying, bouldering
Physical Fitness
•Written reports
•Check-ins during activity
•In-person meetings
•Backpacking
•Hiking
•Organization
•Canoeing
•Understanding group dynamics
•Understanding my role in the group
•Understanding ways to manage the group
•Pre-trip meeting
•Check-ins during trip
•Post trip personal debrief
•Post trip written evaluations
•Understand Leave No Trace principles and ethics
•Be familiar with plant and animal identification
•Natural functioning ecosystems
•Carbon and water cycles
•Plant succession
•The role of disturbance
•How does a group work toward a common goal?
•How do my actions affect the environment?
•Pre-trip meeting
•Check -ins during the trip
•Post trip personal debrief
•Post trip written evaluation
•Shelter
•Appropriate clothing
•Leave no Trace
•Food and cooking
•Cleanliness and personal hygiene
•Packing and organization
•Specific activity knowledge:
•Rock climbing and belaying
•Rafting
•Mountaineering
•Backpacking
•Biking
•Exploration
•Cross country skiing
•Ecological function
•Group Management
•Leadership
•Am I competent in these skills?
•Can I teach these skills?
•Do I understand the purpose and necessity of these skills?
•Pre-trip meetings
•Check-ins during trips
•Post trip personal debriefs
•Post trip written evaluations
•My role in the group
•The growth I may achieve through challenge
•How do I manage a physical challenge?
•How do I manage a social or emotional challenge?
•How does a group work toward a common goal?
•Pre-trip meeting
•Check-ins during the trip
•Post trip personal debriefs
•Post trip written evaluations
Understand your role and the role of others
•Helping with chores
•Sharing and fairness
•Altruistically helping others
•Empathy
•How does a group work toward a common goal?
•What is my role in the group?
Math Scholars Seminar
•Write papers
•Give presentations
Use trigonometry, complex numbers, calculus, probability distributions, counting principles to answer questions relating a variety of real world activities or conjecture and prove unique properties of our number systems
Students will be able to use previously learned mathematical techniques to analyze, conjecture, prove, model and design
•How can mathematics be used to understand patterns or prove relationships?
•How can mathematics be used to model or design situations?
Advanced Precalculus
Precalculus
Statistics
•Presentations
•Online Discussions
•Communicate mathematics in a non-algebraic way
•Read text for meaning
•Identify examples of mathematics used, and misused, in life beyond the classroom
•Data by itself is not sufficient
•Recognizing bias, both in collection of and presentation of data, is as important as understanding the mathematics used to analyze the data
How can knowledge of mathematics be useful in our daily lives?
•Project
•Quizzes
•Test
•Calculate simple probabilities
•Differentiate between dependent and independent events
•Calculate expected value
Some probabilities can be determined solely through analytical means, while others are experimental
•What’s the safest way to travel across the country?
•Why do some consider lotteries a tax on people that don’t know mathematics?
Polar and Parametric Equations and Vectors
•Quizzes
•Test
•Art piece
•Change relationships between rectangular and parametric forms
•Graph parametric equations
•Graph equations on a polar axis and its concentric circles
•A third variable, such as time, may be introduced through using parametric equations therefore providing more information about the relationship
•Conic equations can be written in parametric and polar forms
When is it useful to write relationships in rectangular form and when is it useful use another form such as parametric or polar?
Conic Sections
•Write and use the equations for a conic section from given information
•Change the form of a conic equation using algebraic tools, such completing the square
•Graph conic equations
•A cone can be sliced into difference curves (circle, ellipse, hyperbola, and parabola) that can be represented by functions and relations.
•Conic equations behave just like all other functions when considering transformations and how to solve them
•While many conic equations are not functions, they can still model real world applications
How can conic sections help us understand the world around us?
•Write the terms of a sequence given a rule
•Write rules for given arithmetic and geometric sequences
•Evaluate factorials
•Write and evaluate expressions involving sigma notation
•Calculate partial sums and convergent infinite geometric series
•The domain of a sequence is the set of positive integers, and therefore, the range is only the numbers created by the pattern
•Graphs of sequences are discrete, not continuous
•A situation that accumulates following a pattern can be modeled with a series
•Each term in an arithmetic sequence differs by the preceding term by a constant amount
•Any two consecutive terms in a geometric sequence have the same common ratio
•All arithmetic series diverge, while infinite geometric series will converge if the common ratio is between negative one and positive one
•How can we model growth and accumulation mathematically?
•How can we determine which infinite series diverge and which converge?
•Graphing rational functions
•Identify domain and range of functions
•Find horizontal asymptotes and slant asymptotes
•Many real world applications can be modeled with rational functions
•As opposed to polynomial functions, many rational functions have restrictions on their domain and exhibit asymptotic behavior
•The end behavior of rational functions approaches that of a polynomial function, and it can be found
•A rational function is the quotient of two polynomials, and therefore what is known about polynomials can be applied to our understanding of rational functions
•Rational functions behave just like all other functions when considering transformations and how to solve them
•How many rational functions can dance on the head of a pin?
•Why study rational functions?
•Graph polynomials
•Write a polynomial given information about its roots and possibly another point
•Find real and complex roots of polynomial functions using strategies such as polynomial division, synthetic division, factoring, completing the square, and the quadratic formula
•Any data set could be modeled with a polynomial with a high enough degree, but only some scenarios does the model make sense in the context
•All polynomials can be written in factored form with the same number of factors as the degree of the polynomial
•End behavior of a polynomial is determine solely by its leading term
•Many different polynomials can be written that have the same roots
•What makes polynomial functions the most versatile of all the functions we study in mathematics?
•Why do we call them ‘imaginary’ numbers?
•Rewrite exponential and logarithmic expressions using the definition
•Simplify expressions using properties of exponents and logarithms
•Graph Exponential and Logarithmic functions (with and without transformations)
•Exponential and logarithmic properties can be used to solve equations involving growth and decay
•Exponential and logarithmic functions behave just like all other functions when considering transformations and how to solve them
•’e’ is an irrational number and the base for natural logarithms
•Why do we care about exponential and logarithmic functions?
•How can logarithms help us today, given that we have technology?
Trigonometric Functions
•Quizzes
•Tests (Multiple given to allow for students to demonstrate growth in understanding)
•Project
•Problem Set
•Know the values of sine, cosine, and tangent around the unit circle.
•Graph all six (sine, cosine, tangent, cotangent, secant, and cosecant) trigonometric functions.
•Recognize the relationship between trigonometric functions and their inverses.
•Know basic identities (Pythagorean, cofunctions, sum and difference formulas, and double angle formulas)
•Prove identities
•Many real world applications can be modeled with periodic functions
•Properties of circles and right triangles can be connected by the study of trigonometry
•Trigonometry functions behave just like all other functions when considering transformations and how to solve them
•What are the benefits of understanding periodic functions?
•What is the use of recognizing equivalent trigonometric statements?
Quizzes
Review basic information from previous classes - transformations, equivalence, graphing.
Material learned previously is essential for success with later mathematics courses.
What are the most important skills needed to be successful with Precalculus?
Honors Calculus II
Power Series and Uniform Convergence
•Construct a function’s Taylor Polynomial about a real number a
•Know that a Taylor Polynomial centered about 0 is called the Maclaurin Series
•Determine the intervals on which a Power Series converges uniformly
•Understand the construction of Taylor Polynomials and how/why they can be used to approximate the values of a function
•Understand and derive the three forms (integral, Cauchy, and Lagrange) of the Taylor Remainder
•Understand the differences between uniform and point-wise convergence
•How can we mathematically define what it means for mathematical objects to be “close”?
•How can we use mathematics to model the natural world and social/economic theories?
•How do Cauchy sequences, the Bolzano-Weierstrass Theorem, and the Heine-Borel Theorem co-define the real line?
Infinite Sequences and Series
•Problem set
•In-class assessment
•Use knowledge of limits at infinity to determine the convergence of an infinite sequence
•Know the assumptions of the following series tests and apply them to determine the convergence and divergence of infinite series: Geometric series test, n-th term test, p-series test, alternating series test, comparison test, limit comparison test, integral test, ratio test, root test, and Weierstrass-M test
•Determine whether a convergent series converges absolutely
•Understand the formal epsilon-N definition of a convergent sequence
•Understand how to assess the convergence or divergence of infinite sequences and series
•Understand that a sequence converges if and only if it is Cauchy
•Understand the consequences of the Bolzano-Weierstrass Theorem in R
•How might investigating a proof or basic mathematical idea using multiple approaches help us shed light on the structure of the mathematics?
•Does a given decreasing sequence, series, function, or improper integral converge to a real number or diverge to infinity?
•Problem set
•Analyze a complex physical microcosm and write ordinary and partial differential equations to model the situation and use software (e.g., Stella) to model and find the solutions
•Use various techniques to solve ordinary differential equations (e.g., separable, simple inhibited growth, logistic growth, implicit forms, and hyperbolic forms)
•Use Euler’s method to estimate the solution to an ordinary differential equation
•Use slope fields and isoclines to estimate the solution to an ordinary differential equation
•Use technology to solve ordinary and partial differential equations
•Understand how the First and Second Fundamental Theorems of Calculus can be applied to solve differential equations
•Understand when the solution to a differential equation can be solved analytically and when numeric methods are necessary
•Understand how to visualize the solution to a differential equation by examining its slope field
•Understand the assumptions that lead to a unique solution of a differential equation
•How does a theoretical idea lead to an application?
•Under what condition or conditions does a mathematical solution exist and when is the solution unique?
•How can we model the natural world and social/economic theories using mathematics?
Integration in Elementary Terms
•Understand how the First Fundamental Theorem of Calculus can be used to redefine the exponential, logarithmic, and trigonometric functions to ensure that the basic algebraic equivalences for these functions work for all real numbers (and not just for integers or rational numbers)
•Understand how to extend the theory of integration to solve a variety of accumulation problems
•Understand various techniques of numeric integration
•How does a theoretical idea lead to an application?
•What is the Calculus of this function? That is, what do we know about the continuity, differentiability, and integrability of this function?
The Darboux and Riemann Integrals
•Problem set
•Take-home assessment
•Assess and prove when a function is Darboux integrable
•Use the Second Fundamental Theorem of Calculus to evaluate definite integrals and understand when numerical methods are needed
•Apply the Chain Rule to the Fundamental Theorem of Calculus to take the derivative of an area accumulating function
•Find the average value of a function on a closed and bounded interval.
•Find an antiderivative using the technique of Integration by Parts
•Define and evaluate an improper integral
•Define and evaluate the Cauchy Principle Value
•Understand the First and Second Fundamental Theorems of Calculus, their proofs, their connection to area accumulating functions, and how they establish that differentiation and integration are inverse operations
•Understand the role of area accumulating functions in mathematics
•Understand the construction and equivalence of the Darboux and Riemann integrals
•Understand the differences between the value of an improper integral and its Cauchy Principle Value
•How do we treat a mathematical concept using an axiomatic approach?
•How might investigating a proof or basic mathematical idea using multiple approaches help us shed light on the structure of the mathematics?
Significance of the Derivative
•Apply the Extreme Value Theorem and the first and second derivative tests to classify critical values, identify important points, sketch the graphs of various elementary functions, and solve optimization problems
•Apply the method of Lagrange Multipliers to solve multivariable optimization problems
•Apply the Mean Value and Cauchy Mean Value Theorems to solve application problems and prove mathematical assertions
•Apply implicit differentiation to solve related rate problems
•Apply the Inverse Function Theorem to calculate the derivative of an inverse function
•Understand the role of the Intermediate Value, Extreme Value, and Mean Value Theorems in basic applications of differentiation
•Understand the role of inverse functions in mathematics
•How does a theoretical idea lead to an application?
•What is the calculus of this function? That is, what do we know about the continuity, differentiability, and integrability of this function?
•How do we, and when should we, undo a mathematical process?
Three Hard Theorems
•Problem set
•Take-home assessment and in-class written assessment
•Apply the Intermediate Value Theorem to prove the existence of an algebraic solution
•Apply the Mean Value Theorem to solve applied problems and prove mathematical assertions
•Understand the major arguments behind and provide sketches of the proofs of the Intermediate Value, Extreme Value, and Mean Value Theorems
•Understand why we cannot do calculus on the rational numbers
•How does this idea/proof/property hinge on the completeness of the real numbers?
•Why are the hypotheses of this mathematical assertion necessary and what would happen if we tightened or relaxed those hypotheses?
Limits and Continuous Mappings
•Problem set
•Take-home assessment and in-class written assessment.
•Apply various algebraic techniques, limit theorems, and mathematical definitions to evaluate limits
•Evaluate limits with indeterminate forms using L’Hôpital’s Rule
•Assess and classify the continuity of a function at a point or on an interval
•Define a function at a point of discontinuity to make the function continuous
•Apply the limit definition of a derivative
•Understand the epsilon-delta definition of a limit and how to apply various epsilon-delta techniques (e.g., choosing an appropriate delta, choosing delta to be the minimum of two quantities, applying an epsilon divided by 2 argument) to prove the existence of limits for various functions
•Understand how the concept of continuity is linked to the formal epsilon-delta definition of limit
How can we mathematically define what it means for mathematical objects to be “close”?
Preliminaries
•Problem set
•Daily formative assessment
•Apply common mathematical nomenclature and vocabulary in writing about mathematics
•Apply the basic skills of analyzing the elementary functions, basic algebra, and introductory calculus
•Understand the appropriateness of applying various techniques of proof (e.g., direct proof, indirect proof, proof by mathematical induction, proof by cases, proof by trichotomy)
•Understand how the axioms for a complete ordered field define the real numbers
•Distinguish between the first (aleph-null) and second infinity (2^aleph-null)
How can we construct a logical and valid proof for this mathematical assertion?
Honors Calculus I
20% Project
•Presentation
•Research
•Math is a fascinating subject with many topics that the high school curriculum does not discuss
•Math can be used to explore numerous ideas
•What intrigues you about math, or what intrigues you that you can use math to investigate?
Review
•Test
•Abstracts
•Problem set
•Review
•The essential tools of calculus are the limit, the slope, and the area of a rectangle
•What is important to recall versus understand?
Applications of Integration
•Find the volume of revolution using the disk and shell methods
•Find the arc length of a non-linear curve
•Calculate work, moments, centers of mass, centroids, fluid pressure and force.
•Integration provides numerous techniques for understanding and working with physical situations - from lengths (of non-straight lines) and volumes to centroids and pressure
•When is calculus an appropriate tool for modeling the real world?
Differential Equations
•Draw and interpret slope fields
•Use Euler’s Method to find graphical solutions to differential equations
•Use the separation of variables technique to solve differential equations
•Apply the logistic equation
•Since many things in the natural world have rates of change, differential equations are often used to model phenomena
•How can we model the natural world using mathematics?
Logarithmic, Exponential, and Other Transcendental Functions
•Calculating the derivative of
(a) exponential functions
(b) logarithmic functions
(c) inverse trigonometric functions
•Integrating
(a) exponential functions
(b) logarithmic functions
(c) inverse trigonometric functions
•Find the derivative of or integrating a function can work on non algebraic or non trigonometric functions
•Why is the rate of change of the function f(x)=e^x the same as the function itself?
Integration
•Definition of Integration (using limits and sum notation)
•The Fundamental Theorem of Calculus
•Integration by Substitution
•Methods of Numerical Integration
•We can find the area under a curve by using rectangles
•Equivalence is a skill that is essential to solving integration problems
•While the FTC says that a function has an antiderivative, what if we can’t analytically solve for it?
•What does the area “under” a curve represent?
•Why is it called “The Fundamental Theorem of Calculus?”
Applications of Differentiation
•Rolle’s Theorem
•Mean Value Theorem
•Using the first and second derivative tests
•Apply derivatives to solve optimization problems.
•Use Newton’s Method to numerically approximate zeros
•The derivative (first and second) can be used to provide information about the behavior of a function
(a) This can help understand the original function or sketch the graph
•The use of the derivative is often essential for solving optimization problems
•Derivatives give new tools (such as Newton’s Method) for evaluating functions
•How does knowing the rate of change of a function provide information about the original function?
•What does a differential really represent?
Differentiation
•Test
•Abstracts
•Labs
•Problem Set
•Know the definition of a derivative
•Use the definition to calculate derivatives and prove rules.
•Derivative rules - know and use to calculate derivatives for any given function
(a) Product Rule
(b) Quotient Rule
(c) Chain Rule
•Articulate what the derivative says about an individual function
•Use implicit differentiation to find the derivative of equations that can’t be explicitly written
•Using related rates to solve application problems
•Given any continuous function it is possible to calculate the rate it is changing at any single point on the function
•Variables can be thought of as either a “constant” or function of another variable
•What is the importance of determining the rate of change of any function?
Limits and Their Properties
•Test
•Abstract
•Labs
•Know the delta-epsilon definition of limits
•Be able to calculate limits for all of the known functions
•Intermediate Value Theorem
•Continuity definition
•The limit of a function as the independent variable approaches a value is what value the function approaches, not necessarily what the function is.
•Continuity of functions implies that the limit of function at a point is the same as the value of the function at the point.
•What does it mean to “approach” a value?
•What is the relationship between continuity and limits?
Preparation for Calculus
•Test
•Algebraic skills review
•Transformations are useful tools for working with any functions
•Being able to discuss mathematics from a numerical, graphical, algebraic, and verbal sense is essential for demonstrating understanding
•What is the basic knowledge need to learn calculus?
•How do you demonstrate your understanding of new material?
Calculus
Volumes of Revolution
Related Rates
Derivative Tools
Optimization
Fundamental Theorem of Calculus
Slope and Curve Analysis
•The definition of a derivative is the limit of the slope of the secant line as the two point become infinitely close.
Rates, Sums, Limits, and Continuity
•Class Discussions
•Quizzes
•Unit Exam
•Ramp Lab
•Approximate the area under the curve using Riemann Sums and sigma notation
•Predict future behavior with limits
•Evaluate limits at holes
•Approximate the velocity of an object at an instant using limits
•Apply algebraic skills, such as factoring and exponent rules, to evaluate limits
•Limits provide information about the behavior of a function at values within the domain and at discontinuities
•A function is continuous at a point if the limit of the function at the point is equal to the function value at that point.
•What methods can be used to approximate the area under a curve? Which methods are easiest? Which methods provide the closest approximations?
•What do limits have to do with continuity?
•How can we approximate velocity at an instant?
Function Review
·Unit Quiz
·Review Topics: piecewise functions,compositions, inverses, even & odd functions, domain & range, and horizontal and vertical asymptotes
·Find average velocity and acceleration
·Study how particular functions change by examining finite differences
·Develop concept of slope and slope function
·Examine both the velocity and distance graph of an object in motion to find average velocity and acceleration
·How are distance, speed/velocity and acceleration related?
·How can we study and describe how functions change?
·What information can we gather to help describe characteristics of functions?
Honors Statistics
Multiple Linear Regression
•Problem set
•Write a research paper utilizing best practices in regression methodology.
•Use technology to run various multiple linear regression models including: Bivariate regression, multiple linear regression with continuous IVs, multiple linear regression with dichotomous dummy variables, multiple linear regression with blocked terms, multiple linear regression with interaction terms, and power polynomials.
•Use the R-squared changed statistic to evaluate the viability of different MLR models.
•Read and interpret studies utilizing correlation methodology.
•Understand how minimizing the sum of squared errors leads to the derivation of the equations for lines and planes of best fit
•Understand how confidence intervals for the coefficient of determination, partial regression slopes, and squared part and semi-partials are calculated
•Understand the myriad contexts in which regression models are used by different disciplines to answer various research questions
•What are the similarities and differences among and between each of the General Linear Models?
•How can statistical evidence be used to enact social change?
The one-way and factorial ANOVA
•Problem set
•Write a research paper utilizing proper APA format and that follows the guidelines of constructing research questions, collecting data, analyzing results, and interpreting the results in light of context
•Use technology to conduct a one-way and Factorial ANOVA.
•Interpret the results of the one-way and factorial ANOVA models, including decomposition of the factorial ANOVA.
•Read and interpret studies utilizing experimental methodology.
•Understand the theory of the one-way and the Factorial ANOVA models.
•Understand how to compute and generate the F-statistic.
•What research questions lend themselves to an experimental design framework?
•How can statistical evidence be used to enact social change?
•Problem set
•Conduct a mini study by formulating research questions, collecting data, analyze the data using appropriate hypothesis tests, and interpret the results.
•Conduct basic hypothesis tests using the p-value, critical value, and (1-alpha)% confidence interval methods.
•Use technology such as statistical software (e.g., SAS, SPSS), calculators, and hand calculations to conduct basic hypothesis tests.
•Interpret the results of a basic hypothesis test in the language of the problem
•Understand the general theory of hypothesis testing. That is, how does a sample statistic’s sampling distributions, the test statistic, the p-value, the relationship between the test statistic and the sampling distribution, and the p-value work together to give one evidence to reject or not reject a null hypothesis?
•Understand when it is appropriate (and not appropriate) to use the following basic hypothesis tests: one-sample z, one-sample t, two-sample independent t, two-sample dependent (matched pairs) t, one-sample proportion, and two-sample proportion test.
•What lends evidence to support or reject a null hypothesis?
•How do we determine whether a finding is statistically significant?
•Problem set
•95% Confidence Interval Lab: Verify the various "rules" or "best practices" that statistics textbooks recommend and examine whether (1-alpha)% confidence intervals are still valid if these recommendations are violated (e.g., sample sizes of at least 30, using the t distribution if the population standard deviation is unknown, using a sample size of 100 if the distribution is heavily skewed)
•Use statistical simulation to generate the sampling distribution of a sample statistic.
•Use statistical simulation to assess the validity of the formula for a (1-alpha)% confidence interval.
•Understand how the sampling distribution of a sample statistic is generated.
•Understand the relationship between a sample statistic and its (1-alpha)% confidence interval.
•Understand and apply the Central Limit Theorem in context.
•Evaluate whether a sample statistic is biased or unbiased.
What does the sample statistic’s sampling distribution tell us about its population parameter and inform how we should use it in research?
•Problem set
•In-class written assessment.
•Compute probabilities under various discrete and continuous probability distribution functions
•Transform a probability distribution.
Evaluate whether or not a population is normally distributed by examining its descriptive statistics and distribution
•Understand the various ways that probability can be used as a tool for doing statistics
•Understand and compute probabilities and percentiles the normal, binomial, Poisson, and Gamma distributions.
•Explain how normal, binomial, Poisson, and Gamma distributed data can be constructed both mathematically and contextually
•Understand the similarities and differences between probability distribution functions and cumulative distribution functions
•What conclusions can be drawn about a set of data or an event if its probability distribution function or cumulative distribution function is known?
•Analyze a data set using data representations and descriptive statistics (e.g., testing data from urban schools) and write a brief research report describing findings and recommendations (e.g., for the school’s principal)
•Use technology to create data representations
•Use technology to obtain descriptive statistics and interpret the descriptives in context
•Understand the appropriateness, strengths, and weaknesses of applying various measures of center and variation to describe a set of data
•Understand the relative strengths and weaknesses of various data representations
•Understand the meaning behind formulas for various measures of central tendency and variation (e.g., the standard deviation)
•Understand the differences between measurement, natural, induced, and sampled variation
•What does the data representation show and what does it hide?
•What does the statistical measure show and what does it hide?
•What is measure?
Statistics 2
The one-way ANOVA
Write research questions that can be answered using ANOVA model, create and conduct a survey that collects data, test hypotheses using the one-way ANOVA, analyze results, and communicate findings in a brief executive summary and an oral presentation to peers and/or members of the community who would find the findings relevant
•Use technology to run a one-way ANOVA and conduct follow-up post-hoc tests.
•Interpret the results of the one-way ANOVA, including precisely stating the conclusions of the post-hoc tests
•Understand how to interpret statistical output from the one-way ANOVA model
•Understand how to interpret the F-statistic and its associated p-value
•When is it appropriate to conduct a one-way Analysis of Variance (ANOVA)?
•How do we determine whether something is statistically significant?
•How can statistical evidence be used to enact social change?
Basic Hypothesis Testing
Design a statistical experiment by formulating questions that can be answered using data, addressing what is involved in wisely gathering the data, collecting and organizing the data, displaying the data in graphs and charts, using appropriate hypothesis tests, and making appropriate inferences and conclusions from the analysis
•Conduct basic hypothesis tests by stating the assumptions of the test, calculating the test statistic, calculating the p-value, and stating a conclusion in the language of the problem
•Construct and interpret (1-alpha)% confidence intervals
•Understand the general theory of hypothesis testing. That is, how does a sample statistic’s sampling distribution, the test statistic, the p-value, the relationship between the test statistic and the sampling distribution, and the p-value work together to give one evidence to reject or not reject a null hypothesis?
•Understand when it is appropriate or not appropriate to conduct hypothesis testing
•Is there evidence in the data to support the null hypothesis?
•How do we determine whether a finding is statistically significant?
•How can statistical evidence be used to promote equity and equality?
Sampling Distributions
•Use statistical simulation to assess whether a given sample statistic is biased or unbiased
•Use statistical simulation to test the validity of (1-alpha)% confidence intervals
•Use statistical simulation to generate the sampling distribution of a sample statistic.
Use statistical simulation to assess the validity of the formula for a (1-alpha)% confidence interval
•Use the Central Limit Theorem to describe the mean and standard deviation of the sampling distribution of a sample statistic
•Understand how the sampling distribution of a sample statistic is generated
•Understand the relationship between a sample statistic and its (1-alpha)% confidence interval
•Understand and apply the Central Limit Theorem in context
•What does the sample statistic’s sampling distribution tell us about its population parameter and inform how we should use it in research?
•How confident are we that a sample statistic is equal to the population parameter?
•How does the Central Limit Theorem apply?
Statistics 1
Probability Distributions
Run a statistical experiment to collect data that is suspected to be normally distributed and compare theoretical results with empirical results
•Compute probabilities under the normal distribution
•Predict the result of adding two distributions or multiplying a distribution by a constant
•Evaluate whether or not a population is normally distributed by examining its distribution or its descriptive statistics (e.g., mean, maximum, minimum)
•Understand probabilities and percentiles using the normal distribution
•Understand how an experiment may result in normally distributed data
•Understand the strengths and weaknesses of using the normal distribution to measure and model latent constructs such as happiness and intelligence
What conclusions can be drawn about a set of data or an event if its probability distribution function or cumulative distribution function is known?
Descriptive Statistics
•Analyze a data set using data representations and descriptive statistics (e.g., examining testing data from urban schools) and write a research report describing the findings and recommendations (e.g., for the school’s principal) based on the data analysis
•Use technology to create data representations and interpret in context
•Use technology to obtain basic descriptive statistics (e.g., mean, mode, five number summary) and interpret in context
•Critically analyze statistical evidence in news articles and research literature, and evaluate the evidence on which generalizations are made
•Use appropriate reasoning to synthesize a body of literature
•Understand the appropriateness, strengths, and weaknesses of applying various measures of center and variation to describe a set of data
•Understand the relative strengths and weaknesses of various data representations
•What does the data representation show and what does it hide?
•What does the statistical measure reveal and hide about the data?
•Which measure of central tendency/variation best describes the data?
Algebra 2
Data Analysis and Statistics
Trigonometric Ratios and Functions
Sequences and Series
Rational Functions
Exponential and Logarithmic Functions
Rational Exponents and Radical Functions
Polynomial Functions
Quadratic Equations and Complex Numbers
Quadratic Functions
Linear Runctions
•Project
•Homework
•Quizzes
•How is probability useful in everyday life?
•Why can probability be counterintuitive?
•Finding measures of arcs, chords, inscribed angles, central angles, and segments associated with the circle.
•Relationships between angle measurements in a circle (inscribed in a semicircle, central vs inscribed, etc.)
•Relationships between segments in a circle (chords, diameter, radius, secant, tangent)
•Graphing a circle on the coordinate plane.
•Use Pythagorean Theorem (P.T.)
•Know several proofs of P.T.
•Know and use the basic right triangle trigonometric relations: sine, cosine, tangent
•Apply trigonometry to simple applications
•Find an angle given side lengths of a right triangle
•Know the trig values for the angles found in special right triangles
•Use proportional reasoning and similarity to solve for missing side lengths
•Prove two triangles are similar using earlier theorems formulas involving angles and sides
•The perimeters of similar figures have the same ratio as the sides
•The areas of similar figures have the square of their side ratios
•AA, SSS, and SAS can be used to prove two triangles are similar
Proof Video Project and Quiz
•Use the Polygon Interior and Exterior Angle Sum theorems to find missing angle measurements
•Identify quadrilaterals based on their given properties
•Prove the observed properties of quadrilaterals
•Some properties of quadrilaterals come from their definitions and others come from theorems that can be proved by applying our earlier work
•Different types of quadrilaterals have different angle, side, and diagonal properties; those that share a particular defining characteristic also share properties that can be proved from that characteristic
Geogebra exploration project
•Find the perpendicular bisectors of a triangle and the circumcenter with technology and algebraically
•Find the medians of a triangle and the centroid with technology and algebraically
•Find the angle bisectors of a triangle and the incenter with technology
•Find the altitudes of a triangle and the orthocenter with technology and algebraically
•Angle bisectors, perpendicular bisectors and medians all create points of concurrency in triangles
•Each point of concurrency provides a different type of center of a triangle
•Skill test
•Video of proofs using Explain Everything
•Identify congruent angles and sides from given congruence statements
•Solve for missing measurements given two congruent figures
•The corresponding parts of congruent figures are congruent
•Figures can be placed on a coordinate plane to assist in proof process
•Midpoint and distance formulas can used to show segments are congruent
•Creating geometric rules for transforming figures
•Proving congruence and similarity between figures
•Reflections
•Rotations
•Translations
•Glide reflections
•Dilations
•What is meant by “change” with respect to geometric figures?
•What changes a geometric figure?
•Identify lines (parallel and perpendicular), planes, pairs of angles formed by a transversal
•Solve for angle measurements when given parallel lines
•Determine when two lines are parallel based on angle measurements
•Write the equation of a line parallel to or perpendicular to a given line
We can draw conclusions based on certain conditions being met
•What are the relationships between lines and angles that we can rely on?
•How do we use previous knowledge to construct new knowledge?
Quiz and test
•Conditional statements (including converse, inverse, and contrapositive)
•Inductive reasoning
•Deductive reasoning
•Basic proofs
Skills quiz
•Vocabulary: points, lines, planes
•Midpoint and distance formulas
•Perimeter and area formulas
•What are the essential building blocks for geometry?
•Are geometry “facts” discovered or created?
•Find measures of central tendency (mean, median, mode) for a given data set
•Measure the dispersion of a data set (range and standard deviation)
•Describe a data set using a box and whisker plot
•Describe the shape of a distribution
•Plot data on a scatterplot
•Find a line of best fit using technology
•Use a two way table to examine frequencies
•Choose appropriate ways to display data
•The way you display data affects how an audience perceives data
•Statistics can be used to gain insight about data
•How can data analysis help make decisions?
•How can data analysis improve understanding of and making sense of data?
•Identify whether a relation is direct or inverse variation graphically, algebraically, or numerically
•Graph direction and inverse variation equations
•Identify characteristics of rational functions (asymptotes, domain, range)
•Graph rational functions-Simplify rational expressions
•Add, subtract, multiply and divide rational expressions
•Polynomial division
•Solve rational equations
What role do rational functions play in our lives?
•Skills and application
•Class differentiated project or activity
•Find domain of square root function
•Graph square root function using a table of values and transformations
•Solve square root equation
•Use Pythagorean Theorem to find the lengths of the sides of a right triangle
•Use the distance formula to find the distance between two coordinates
•All graphs of square root functions behave the same way
•Square roots affect the domain of the function
How is the Pythagorean Theorem useful?
•Solve a quadratic equation by graphing, by using a square root, or by using the quadratic formula
•Use the discriminant to determine the number of solutions for a quadratic equation
•Solve a system involving a linear and quadratic function algebraically and graphically
•Know different parts of a parabola (vertex, line of symmetry, focus)
•Graph transformations of parabolas (vertical dilation, vertical & horizontal translation)
•Graph parabola from standard form by finding y-intercept, vertex (x=-b/2a), and leading coefficient
•Find minimum/maximum of the function
•Identify whether a function is linear, exponential, or quadratic graphically, algebraically, or numerically
•A function can have a minimum or maximum value
•Different types of functions behave differently, and their graphs have different features
•Definitions of a polynomial and degree
•Add, subtract, and multiply polynomials
•Recognize special multiplying patterns (difference of squares, square of a binomial)
•Solve a polynomial equation from factored form
•Factor quadratics with leading coefficient equal to 1 or not equal to 1
•Factor 4-nomial by grouping
•Factor difference of squares when degree is greater than 2
How do polynomial functions model real-world problems and their solutions?
•Simplify radicals
•Simplify expressions using the properties of exponents (products/quotients of powers, power of powers) for integer exponents
•Multiply and divide using scientific notation
•Write radicals using rational exponents
•Identify an exponential function graphically, algebraically, or numerically and whether the function represent exponential growth or decay
•Evaluate exponential functions
•Graph an exponential function by making a table of values and by using technology
•Describe the domain and range of an exponential function
•Solve an exponential equation where the bases can be written as the same number
•Model exponential growth/decay using the formula y=a(1+/- r)^t
•Calculate compound interest using the formula y=P(1 + r/n)^(nt)
•Recognize when a sequence is geometric
•Write an equation for a geometric sequence using an notation
•Write an equation for a geometric sequence recursively
•Exponential growth/decay is created by a constant multiplier
•All exponential functions behave in the same way
•Exponential functions can be represented in many ways
What purpose do exponential functions serve?
•Determine whether or not a relation is a function graphically, algebraically, and numerically
•Identify the domain and range of a function graphically, algebraically, and numerically
•Identify the independent and dependent variable of a function
•Know whether the domain of a function is discrete or continuous
•Write the equation of a line given a table or graph
•Use function notation to write the equation of a function, evaluate a function
•Graph and evaluate piecewise functions, absolute value functions, step functions
•Determine whether or not a function is linear graphically, algebraically, or numerically
•Recognize when a sequence is arithmetic
•Write an equation for an arithmetic sequence using an notation
•Solve a system of 2 linear equations by graphing, substitution, and elimination
•Recognize if a system has zero, one, or an infinite number of solutions
•Write and graph a system of 2 linear inequalities
•The solution to a linear system is the point(s) the lines share
•A linear system can be used to model a real-life situation with two variables that have two distinct relationships
How can we use linear systems to model real-life situations?
•Skills and application test
•Class-differentiated project or activity
•Translate sentences to linear inequalities
•Graph a linear inequality on a number line
•Use properties of inequality to solve linear inequalities
•Dividing or multiplying by a negative causes the inequality sign to change
•Write and solve linear compound inequalities and graph on a number line
•Graph linear inequalities in two variables
•Linear equations can model real-life situations
•A linear equation is discernable by a constant rate of change
•There is more than one way to represent a linear relationship
•The graph of a equation visualizes all possible solution pairs to an equation and, when in context, is limited by the nature of the variables
•Identify the components of a linear equation
•Use properties of real numbers to simplify algebraic expressions
•Use properties of equality to solve linear equations
•Solve linear absolute value equations
•Solve for a variable in a formula
•Inverse operations (and additive or multiplicative inverses) cancel each other out
•Linear equations can be used to model real world situations
•Absolute value measures the distance between a value and zero on the number line; therefore, absolute value is a non-negative value.
•Length is a linear measurement Length is a one-dimensional spatial measurement
•The relationship between variable measurable values can be expressed through algebraic symbolism
Geography and Climate
•Vocabulary tests
•Make a poster highlighting why certain cities are chosen as the best places to visit
•Class participation
•Class discussion on selected readings
•Teacher-prepared questions on geography
•Written reports on historical sites in China
•Reflective essays on China’s population policies
•Presents the key geographic features and climate in China
•Investigates and creates a report on how land use influences where the Chinese people live and how many live in these areas
•Summarizes the comparison between the climates of China and the U.S.
•Researches population policies and the impacts on China’s economics and family structures
•Researches places to visit in China, discuss the pluses and minuses of visiting each place in terms of location, climate, cultural and historical interest,etc.
•Understand the diversity of China’s geographic regions, life-style of the minorities, and ethnic and linguistic diversity
•Understand China’s landforms and waterways, and climate in major cities
•Understand China’s governing units, population distribution and population policies in the past forty years
•Understand the impact of geography on people’s beliefs, perspectives, and attitudes toward life
•What information and insights can be acquired from studying a country’s geography?
•How do students deepen their understanding of the cultures of their own and other countries through such comparisons?
•How does the experience of visiting a major city contribute to a person’s perspective and appreciation of culture?
•What are the considerations for prioritizing decision-making options?
Social Issues and Current Events
•Vocabulary tests
•Handwritten essays
•Class participation through debates
•Class discussion on selected readings
•Teacher-prepared questions on TV news and interviews
•Oral reports on reading materials
•Identifies and discusses pertinent information when listening to newscasts or reading selections from written news sources
•Expresses personal opinions on Chinese and international topics
•Gives synopses of news reports
•Understands and discusses Internet newspaper articles in Chinese
•Exchanges ideas on the articles' positions
•Implement new vocabulary into discussion
•Understand current Chinese political, social and cultural events
•Understand individual needs in a complicated circumstance
•Understand social issues on health, prejudice, homeless people, building a nice neighborhood
•Understand global issues on global warming and environmental problems
•How do various forms of government affect the lives of citizens?
•What is the impact of society on the life of the individual? and What is the impact of the individual on society?
•How do different political, social, or economic perspectives affect the view,interpretation, and communication of current and historical events?
Family Relationship & Structure
•Vocabulary tests
•Handwritten essays
•Presentations on old and new perspectives of love, marriage and family structure in China
•Class participation through debates
•Oral reports on reading material
•Participates in conversations, provide and obtain information, and exchange opinions in Chinese on the topic of family and marriage
•Presents ideas and opinions in both spoken and written Chinese
•Interprets written and spoken presentations on the topic of love and marriage
•Acquires knowledge of historical aspects of Chinese society through reading and reflecting on the traditional values of love,marriage and family structure in a feudalistic society
•Researches and reads about old values and viewpoints in a traditional Chinese society
•Researches and reads about new values and viewpoints in a modern Chinese society
•Understand the traditional practices of Chinese marriage and perspectives on the Chinese cultural aspects of love and marriage
•Understand the relationship between cultural products associated with Chinese family relationship and structure
•What are the essential types of family structure?
•How does the change of family structure impact personal life?
Education
•Vocabulary tests
•Handwritten essays
•Interview Chinese student or teacher on the strengths and weaknesses of Chinese education and American education
•Class participation through debates
•Oral reports on reading material
•Tells a personal story incorporating description and details
•States personal preference and feelings with explanation
•Researches and summarizes the education systems in China and America through articles, interviews, reach paper, and videos
•Discusses and debates the advantages and disadvantages of the different education systems
•Understand Chinese education system historically and currently
•Understand the advantages ad disadvantages of American school system and Chinese school system
•Why is education important?
•How education impacts personal life in different countries?
Cultural Celebrations
•Vocabulary tests
•Handwritten essays
•Class participation through debates
•Teacher-prepared questions on Chinese festivals
•Oral reports on reading material
•Initiates and maintains conversation of traditional Chinese festivals
•Discusses the meaning of perspectives, products, and practices of the major cultural celebrations
•Summarizes writings about the historical and cultural celebrations
•Compares, contrasts and reports on Chinese cultural traditions and celebrations
•Examines how the cultural celebration is manifested in different cultures, including their own
•Understand Chinese culture, value, and customs through festivals and celebrations
•Understand the role and importance of various social activities within the contemporary Chinese society about cultural celebration and practice
•What information and insights can be acquired from studying another culture?
•How do students deepen their understanding of the cultures of their own and other countries through such comparisons?
Geography, Climate & Travel
•Oral: presentation of some cities’ weather forecast, calling the travel agency to book an air ticket
•Writing: weather report, travel itinerary, tour brochure
•Comprehension: short stories, audio and video materials related to the topics
•Employs basic terms for weather patterns and phenomena
•Describes simple weather changes
•Compares the weather of two places
•Talks about what you may do in nice or bad weather
•Presents a simple weather forecast
•Talks about vacation plans
•Describe what kind of city Beijing is
•Describes his/her travel itinerary
•Asks for discounts, compares airfares and routes, and books an airplane ticket
•Checks in at the airport
•Wish departing friends a safe journey and remind them to keep in touch
•Greet guests at the airport
•Compliments someone on his/her language ability
•Reminds people to move on to the next event
•Understand in China, the climatic conditions differ drastically from one part of the country to another
•Understand how traveling can impact personal development.
•Understand the discovery of different ways of living will trigger a reflection on the so-called superiority of a culture versus another
•How does traveling build confidence?
•How to develop cultural sensitivity and adapt to globalization?
Entertainment
•Oral: situation role play of organizing a surprise birthday party;presentation on your favorite sport
•Writing: party invitation card; short stories about watching or playing sports games
•Comprehension: short stories, audio and video materials related to the topics
•Asks a friend to go to a party
•Suggests things to take to a get-together
•Offers someone a ride and arranges a time and place to meet
•Thanks people for their gifts
•Talks about the year of his/her birth and Chinese zodiac sign
•Gives a simple description of someone’s facial features
•Names some popular sports
•Talks about his/her exercise habits
•Discusses his/her feelings about various sports
•Makes a simple comparison between how soccer and American football are played
•Understand the appreciation and enjoyment of meaningful entertainment
•Understand the diversity of sports in different countries
•How do you balance your life?
•Why and how do sports play a significant role in your life?
Social Life
•Oral: situation role play of dinning out, seeing doctor, asking directions, and calling about an apartment for rent
•Writing: Chinese menu; a note of asking for leave; an advertisement of rent a house
•Comprehension: short stories, audio and video materials related to the topics
•Introduces self and provides basic personal information
•Greets others in an appropriate way
•Orders Chinese dishes in a Chinese restaurant
•Can tell a waiter/waitress dietary preferences and restrictions
•Able to request a rush order and pay for a meal
•Asks and gives directions
•Identifies locations by using landmarks as references
•Describes whether two places are close together or far away from one another
•States destination and the purpose of going there
•Can describe basic symptoms of a cold and allergy
•Understands and repeats instructions on when and how often to take medications
•Describes current and ideal living quarters
•Names common pieces of furniture
•Comments briefly on why a place is or isn’t good for someone
•Discusses and negotiates rent, utilities, and security deposits
•Understand the relationship and the people we are connected with each other
•Understand the relationship coming in many ways, shapes and forms:family, home, school,community, nation, and world
•How do relationships shape our life?
•How can examining cause and effect help us understand relationships between people, places,ideas, and events?
Communicating with information technology
•Oral communication: Video presentation; debate
•Writing: scrip of video; Description of solution
•Visual interpretation: documentary clip; Advertisement
•Students will be able to communicate by using multiple way of technology
•Students will be able to identify how communications is related to technology
•Students will be able to express their opinion on is what way the use of technology has affected our ability and need to socialize
Understand the responsibilities, possibilities and impact on humans and their environment
•What exactly is technology?
•How does technology impact our daily life?
Who belongs?
•Oral communication: Video presentation; debate
•Writing: scrip of video; Description of solution
•Comprehension: interpret a documentary clip and advertisement
•View gender roles as socially constructed ideas
•Demonstrate the ability to question gender roles and social expectations
•Acknowledge that not everyone fits into narrow gender roles
By making judgments about gender equality as embodied in a series of historical facts, students will discover that progress toward gender equality has not always been continuous
•Can everyone’s personalities and attitudes fit within socially constructed gender roles?
•How do we create equality in law and in social situations?
Environmental Changes
•Oral communication: Video presentation; debate
•Writing: scrip of video; Description of solution
•Comprehension: interpret an NGO poster and documentary clip
•Describe some of the features of a clean environment
•Name commonly known green energy sources
•Give examples of practices that are friendly to the environment
•Explain how a city changed affect the environment or possible cause issues in the future
•Provide solutions for the issues discussed
•Give a pro and con debate on how to protect our environment
We are all components of our world and connected to our natural and social environment.
•How can we take the first step toward building a stronger environmental movement?
•How can individuals contribute to solving large-scale environmental problems?
Traditional Celebration
•Oral communication: PPT presentation
•Writing: a short essay- my favorite celebration
•Visual interpretation: Festival video; reading different celebrations in different countries
•Can name the common/essential elements to celebration
•Can name some of the origin of celeb rations
•Can name the main celebrations in the calendar year of a particular community
•Can talk how people celebrate a festival according to their culture
•Can name the traditional Chinese holidays and the dates on which they occur
•Can name the foods associated with traditional holidays
•Can express New Year wishes
•Knowledge and appreciation of another culture leads to recognition of our own identity, and a balanced perspective of the others and ourselves.
•How do traditions bind a community?
•How are celebrations marked in our lives?
Education & Expectation
•Oral: Speech - describe a dream for the future
•Writing: Essay - why do we need education?
•Comprehension: Interpret an advertisement and video clip about a family story
Knowledge & Skills
•Describe a childhood learning experience
•Indicate agreement or disagreement
•Talk about parents' aspiration for their children
•State whether he/she agrees or disagrees with others' point of view
•Talk about parents' hopes and expectations for their children
•Compares the education system's differences between China and the United States
•School systems are different in different countries and cultures.
•School is not only the place to develop life skills and prepare us for real life world.
•How is education important in our lives?
•How does school prepare us for the real world in the future?
Shelter and Housing – We All Need a Home
•Oral: research poster presentation
•Writing: story of the child; poem
•Comprehension: UNICEF video clip about children's rights
•Describe the room setting
•Interprets the visual text about a house and room
•Can write a poem about what children need for their room in the future
•Compare someone else's lifestyle with their own
•Analyze the information from a UNICEF video clip about children's rights
•Write a short story from different point view
•Deliver a presentation of the poster
In the world, there are many different types of lifestyles and ways in which people create their "home" for their family
•What does home mean to you?
•What makes a good home?
Impact of the Internet On My Life
•Oral: In-class debate - Is it good or not to have technology in our life?
•Writing: Description of daily life with technology
•Comprehension: Interpret an article and image from a magazine; read a short story
•Uses intercultural understanding to interpret communication
•Uses language to gather and communicate information
•Uses a variety of organizers for writing tasks
•Describes how to use the Internet
•Lists reasons that people prefer to use email / text to communicate
•Describes lifestyle changes
•Compares "older" means of communication to "newer"
•Can discuss the positive and/or negative impacts of the internet on his/her life
Technology impacts the way we communicate and brings new advantages and disadvantages
•How does technology today compare with previous generations?
•In what ways has the use of technology affected our ability and need to socialize?
School Life: Relationship
•Oral: Situational role play conversation about problem solving
•Writing: Description of place; a story of your friend; an essay about a dream
•Comprehension: Listen to audio account of daily activities and draw a map based on the audio; reading a diary
•Introduce self and explain how to write Chinese name
•Asks and answers questions about where student was born and grew up
•Can express preferences for living on or off campus and give support details
•Describes the rooms in his/her home and where things are located
•Talks about facilities/amenities in my school
•Gives opinions indirectly and politely in a culturally-aware way
•Asks others' opinions and gives advice
•Names required courses
•Can talk about plans for after high school graduation
•Can state shared similar interests with friends
•Can show my concern, ask if things are okay and investigate further if necessary
•Gives examples of description of the traits that he/she looks for in a partner for a school project
•Can explain the reasons that caused conflict and give a solution to friends
•Relationships and the people we are connected with shape our lives
•Relationships come in many shapes and forms: family, race, business, home, and school
•How do relationships shape our life?
•Is conflict inevitable in relationships?
Making an Appointment
•Oral: Making an appointment by phone
•Writing: Taking a message; an invitation
•Comprehension: Read text messages and invitations
•Politely ask for a favor
•Set up an appointment on the phone
•Take/leave a message for someone
•Request for a call to be returned
•Interact on the phone appropriately
•Ask about the reason for a phone call
•Communication implies that you have an audience and a purpose
•Oral and written communication require different approaches and considerations
•How and why do we communicate?
•How do we improve our methods of communication?
School Life
•Oral: Presentation on daily routine at school
•Writing: School brochure; a letter
•Comprehension: Reading class schedule Q/A; BBC video clip on education system in China
•Talk about the class schedule
•Describe the daily routine at school
•Write a simple diary entry and a letter in the proper format
•Express modesty regarding language abilities
•Describe the school campus
•Schools are run differently in different countries
•Schools run a diverse range of programs and services which explore questions of fulfillment and how to lead a better life
•What is the best way to get an education?
•How does a school run a diverse range of programs to promote global understanding and respect?
Shopping
•Oral: Situation role play - shopping clothes
•Writing: An article about new clothing store
•Comprehension: Subway/ Bus route map; a explanation of the most / least convenient way to get to a destination
•Count money and determine the proper change
•Name colors
•Describe clothing and size
•Purchase items in clothing shop
•Return or exchange items at a store
•Read a subway map
•Speak about all common means of transportation
•Ask and give the most/least convenient way to get to a destination
Cultural and personal expression is reflected in the way we dress
•Does the way we dress reflect our culture?
•Can we fully express ourselves by the way we dress?
Dates, Hobbies and Sports
•Oral: Conversation Q/A by reading activities schedule
•Writing: Write an email invitation to a friend
•Comprehension: Weekly activity schedule; reading text-Chinese student's school life
•Read the calendar in Chinese
•Tell time and the weather
•Talk about favorite pastimes and ask someone else's
•Make a plan and invite someone to a weekend activity
•Accept or decline an invitation to a weekend activity
•Host your friend who is visiting your house
•Write an invitation card
Not all countries participate in the sports and activities that we, in the U.S., participate in.
•How are humans creative when they are relaxing?
•How do we balance our life?
Me, Family & Community
•Oral: Situation dialogue - get to know your friend and family
•Writing: Create a family book (description)
•Comprehension: Reading an advertisement, video clip - first day at school, audio - description
•Greet others according to Chinese custom
•Address family members appropriately
•Introduce and describe yourself and family members
•Read a simple map and tell the locations
•Ask and give directions
The way we connect to others brings meaning and structure to the relationships that we develop throughout our lives
•Why is it important to connect with others and build relationships?
•What are the benefits of working and living together as a community?
•How do we build a strong community for our next generation?
• Successfully develops and revises a search strategy for a research paper in a Senior English elective.
• Demonstrates success in locating high quality, peer-reviewed materials in a research database.
• Demonstrates strong ability in credentialing authors and discerning authority of authorship.
• Successfully cites sources using accurate templates.
• Exhibits ethical, conscientious choice-making in using shared research materials on reserve, as well as electronically.
• Research tools have specialized purposes and functions.
• Using information ethically is the basis of good thinking and responsible citizenship.
• Peer-reviewed scholarship, blog posts, websites and print materials all play a role in research, but are weighted differently based on the task.
• Citing sources is an appropriate and necessary part of research behavior.
• Knows how to search academic databases for articles on a specified topic
• Can transfer skills in searching one database to using other, unknown databases
• Is able to develop and revise a research strategy on a specified topic
• Shows a growing level of tenacity and engagement in the research process
• Is increasingly effective in analyzing web, print, and database sources for quality, purpose, authority and commercialism
• Demonstrates consistently ethical behavior in using information
• Consistently and accurately gives credit through citing all sources of information
• How does a researcher select appropriate research materials in different disciplines?
• Which elements of research behavior are transferable between disciplines? Which are distinct to a discipline?
• What are the characteristics of peer-reviewed research?
• How do we credential all kinds of sources accurately and effectively?
Assesment
• Successfully develops and revises a search strategy for a literary research project in English 11.
• Demonstrates success in locating high quality, peer-reviewed materials in a research database.
• Demonstrates ability in credentialing authors and discerning authority of authorship.
• Successfully cites sources using accurate templates.
• Exhibits ethical, conscientious choice-making in using shared research materials on reserve, as well as electronically.
• Research tools have specialized purposes and functions.
• Using information ethically is the basis of good thinking and responsible citizenship.
• Citing sources is an appropriate and necessary part of research behavior.
• Knows how to search JSTOR for academic articles on a specified topic
• Is able to develop and revise a research strategy on a specified topic
• Shows tenacity and engagement in the research process
• Is increasingly effective in analyzing web, print, and database sources for quality, purpose, authority and commercialism
• Demonstrates awareness of ethical principles in using information
• Understands the importance of giving credit for sources of information
• What are the components of literary research?
• How do research databases differ from search engines?
• What are the characteristics of peer-reviewed research?
• Students effectively utilize reserve readings for meeting course requirements
• Students successfully scrutinize information for currency, authority, reliability and purpose
• Students demonstrate a growing ability to cite sources in MLA and Chicago Style
• There is much more to research than a Google search.
• Using information ethically is the basis of good thinking and responsible citizenship.
• Citing sources is an appropriate and necessary part of research behavior.
• Able to use research materials placed on reserve for a class
• Can search for additional materials using a good search strategy
• Develops an increasing level of skill in finding keywords and phrases to construct an effective search
• Is able to analyze the quality, purpose, authority and commercialism of websites using established criteria
• Demonstrates awareness of ethical principles in using information
• Understands the importance of giving credit for sources of information
• What are the best quality resources to use for academic projects?
• What are the ethics of information use?
• How do we continue to improve our information-seeking skills?
• Why is citing sources an important part of academic writing?
• Students demonstrate their ability to locate information on a defined topic for a specific audience.
• Students are able to successfully present their search findings for review by the class.
• Students successfully scrutinize information for currency, authority, reliability and purpose.
• Students can articulate basic ethical concepts of information use.
• The library is both a physical location and a set of services available electronically.
• Information is a commodity, and its use requires skills and discernment.
• Using information ethically is the basis of good thinking and responsible citizenship.
• Can locate and has visited the online library guide
• Knows how to search for materials in the library catalog
• Understands how to brainstorm relevant keywords and phrases to build an effective search
• Understands at a basic level the logic of search engines such as Google
• Is able to analyze the quality, purpose, authority and commercialism of websites using established criteria
• Can conduct an effective, efficient Advanced Search in Google
• Demonstrates awareness of ethical principles in using information
• Understands the importance of giving credit for sources of information
• What is available in the library, and how do we access it?
• How do we physically borrow materials?
• What study and research support do the librarians offer?
• What are the ethics of information use?
• How do we build our search skills to a more advanced and academic level?
Gender, Sex, Sexuality, & Culture
•Class discussions
•Outreach project
•Health assembly presentation
•Definitions of gender, sex, and sexuality across cultures
•Pressures in our culture
•Ways to learn about one's self
•Resources and support available to youth
•How to be a great ally to others
•Gender, sex, and sexuality are defined by the individual for the individual
•Actively creating inclusive spaces for all identities can make the world safer for everyone
•Communication and protection are essential when exploring one's sexuality with others
•What are gender, sex, and sexuality?
•How does one's culture affect their gender and sexual identity?
•How can I explore my gender, sexuality, and sex in ways that are as safe as possible for myself and others both physically and emotionally?
Mindfulness: Anxiety & Stress Management
•Class discussion & practice
•Class projects
•Upper School assemblies and outreach
•Deep breathing
•Guided relaxation
•Meditation
•Personal tool box
•The physical results of stress and anxiety
•The psychological results of stress and anxiety
•The benefits of stress and anxiety management
*What is anxiety?
*What is stress management?
*How does incorporating mindfulness into my life keep me healthy?
First Aid
•Class discussion and practice
•Health assembly presentation
•Basic body systems: Central Nervous System, Cardiovascular, Musculoskeletal, Digestive, Skin
•Basic First Aid
•CPR and AED
•By understanding our own bodies we can take better care of them when we are well and when we are sick or injured
•By recognizing problems early we will have better outcomes when sick or injured
•How can I prevent common medical problems?
•When can I treat a problem myself and when do I need to get help?
Alochol & Drugs
•Class discussion
•Class projects
•Student-to-student teaching
•How alcohol affects the developing teenage brain
•How marijuana affects the developing teenage brain
•Addiction to prescription medication
•Refusal skills
•Risk factors & Protective factors
•Signs of alcohol poisoning
•Getting help for self and others
*Understand how family history and genetics can influence one's own addiction
*Understand that teens make decisions differently than adults because their brains are still developing
*Understand the function of dopamine in the brain in relation to addiction
*Understand addiction to gaming and pornography
•What is addiction?
The Brain & Decision Making
•Class discussion
•Design posters and slides
•Upper School-wide discussion
•Health assembly presentation
•Basic parts and functions of the brain
•Basic timeline of brain development from birth to death
•Different heuristics for decision making
•Common traps in decision making
•Our neurobiology dictates a lot of what goes into our decisions
•Teen brains make decisions differently than brains at other ages
•By learning from our decisions and being resilient we can make better decisions
•How do we make decisions?
•Which decisions are we in control of?
•What is a healthy decision?
•Class discussion
•Class projects & case scenarios
•Student-to-student teaching
•Know what tools are used to give a mental health diagnosis
•Know differences in common teen diagnoses
•Know about family history affecting one's mental health
*Will know when something qualifies as a diagnosis
*Will know the difference between mental health and mental illness
*Will know different types of mental health disorders
*Will know symptoms of different mental health disorders
•What is mental health?
•How do I know I am healthy?
Love, Relationships, and Culture
•Create a Upper School-wide survey to understand what people think others want and what others think they want regarding relationships
•Class discussions
•School-wide discussion
•Health assembly presentation
•Understand that one's perception of what "everyone" wants may not align with reality
•Practice talking about what one would like
•Practice listening and understanding what others want
•Listen to the diversity of what others want even within our classroom
•There is political, legal, and cultural historical context that has and continues to shape the ways we define romantic love
•We are each unique and communication is the key to successful relationships
•How do the media, family, and our community impact how we relate to and communicate with others?
Nervous System
•Brain structures and functions
•Neuron structure; nerve signaling; neurotransmitters
•Effects of stimulants, depressants, and hallucinogens on nervous system
•Addiction pathway
•Brain development; impulse control; risk assessment
•The brain develops and changes over the course of a lifetime
•Stimulants, depressants, and hallucinogens impact the nervous system in different ways
•How can I use knowledge of neuroscience to understand how my brain works and develops, and to make informed decisions about drug and alcohol use?
Reproductive System
•Reproductive system anatomy
•Path of sperm to egg; pregnancy
•Reproductive system homology
•Sex chromosomes; intersex and hormonal conditions
•Sex vs. gender vs. gender expression vs. sexuality
•Menstrual cycle
•Contraceptive methods
•Immune system basics; bacterial vs. viral infections; HPV vaccine
•Types of sexually transmitted infections (STIs)
•STI prevention; safer sex
•Consent
•Knowledge of anatomy, physiology, and the immune system can inform our reproductive health choices
•Biological sex, gender identity, gender expression, and sexuality fall along continua (not binaries) and may evolve over an individual’s lifetime
•Consent is critical in healthy intimate relationships
•How can I maintain my best reproductive health?
•How do I define myself in terms of biological sex, gender identity, gender expression, and sexuality?
•How can I make sure that any intimate relationships I have are healthy and respectful?
Digestive System
•Class discussion
•Reflective journal entries
Knowledge
•Digestive system anatomy
•Digestive enzyme functions
•Structures and functions of biological molecules that make up the foods we eat: carbohydrates (monosaccharides, disaccharides, starch, fiber, glycogen), lipids, proteins
•Cellular respiration, the role of glucose in fueling our bodies; metabolism; energy content of biological molecules
•Type 1 vs. Type 2 diabetes; role of insulin
Skills
•Compare and contrast food pyramids and other nutrition recommendation schemes
•Read and analyze a food label and use it to make informed decisions about eating
•Knowledge of physiology and biochemistry can inform our food choices
•“There are no essential foods, only essential nutrients” (Gadsby 2004)
•How can I fuel my body in the healthiest way?
Literature and Fine Arts
.Analysis of work of art using advanced art and literature adjectives
.Written assessments on artist biography
.Oral presentation on artist techniques and art movement
.Analysis of a selected work of art: composition, light, subject and themes, colour, form and effects, space and depth.
.Debate about beauty
.Discussion after viewing various works of art
.Written assessment on preferred work of art
Interpersonal:
.Express and defend with and detail personal preferences, feelings, and opinions of beauty related to a work of art
Interpretive viewing:
.Identify concepts of beauty
Interpretive Reading:
.Comprehend, analyse, and compare concepts of beauty in art, poetry, and literature
Presentational Speaking:
.Deliver a presentation on interpretation of beauty and aspects of beauty in a selected work of art
.Cite strong advanced adjectives to support analysis
Presentational writing:
.Write informative texts to examine and convey how beauty is defined in a selected work of French art.
.Compare how beauty is represented in francophone art and literature
.Relate francophone cultural perspectives of self-image and beauty to personal beliefs
.Cultures influence one's concept of beauty.
.The perception of beauty varies among cultures and individuals.
.Knowledge of French language and Francophone cultures including poetry and literature, fine arts and art history contribute to one's understanding of the diversity of other cultures in a global society.
.The values, norms, and perspectives of other cultures foster tolerance, reduce prejudice and minimise stereotyping.
.Literature and art contribute to a broad and multi-faceted picture of the past.
Art and literature reflect the idea of beauty in a culture.
.Why art and literature reflect the idea of beauty in a culture?
.What is beauty?
.How is beauty represented in art and literature?
Francophone and French Texts: Marcel Proust, Albert Camus, Simone de Beauvoir, Colette, Atiq Rahimi, Tahar Ben Jelloun,
Knowledge an Skills
.Analyze and critique French and Francophone literature
.Identify and analyze a wide range of themes in a novel
.Analyze poems, narrative descriptions, and short novels
.Apply the methods of textual analysis and critical appraisal of literary texts in various genres
.Link evidence to argument
.Undertake literature search using a wide range of authentic documents and electronics sites
.Research and write biographies
.Evaluate the relevance and sufficiency of the literature found
.Reference the literature found accurately.
.All literary texts are open to interpretation.
.Consideration of the cultural and historical context, the context of the author's life, the context of debates within the discipline at that time and the intellectual context of debates today, is essential.
.Critical reading decides to what extent the student is prepared to accept the author's arguments, opinions or conclusions.
.How does French and Francophone literature reflect serious political and social issues in the world today?
.How are the many cultures of the francophone world represented in literature like?
.What can I learn about my own language and culture from studying the literature of the Francophone world?
Guillaume Apollinaire, Jean-Marie Gustave Le Clézio, Jean Giono
.Biographical research of Guillaume Apollinaire
.Written biography
.Analysis of poem:"Le Pont Mirabeau"
.Research and writing of Quintile poems (Calligrammes)
.Biographical research, reading and presentation of Jean-Marie Gustave Le Clézio, Nobel prize
.Reading and analysis of an excerpt from "Désert"
.Writing a narrative description from a picture of the désert
.Biographical research and writing of Jean Giono
.Collaborative reading, presentation and summary writing of the novel 'L'Homme qui plantait des arbres"
.Analyze and critique French literature
.Identify and analyze a wide range of themes in a novel
.Analyze poems, narrative descriptions, and short novels
.Apply the methods of textual analysis and critical appraisal of literary texts in various genres
.Link evidence to argument
.Undertake literature search using a wide range of authentic documents and electronics sites
.Research and write biographies
.Evaluate the relevance and sufficiency of the literature found
.Reference the literature found accurately.
.The students expand and consolidate their language skills.
.The students develop analytical thinking of cultural aspects and social issues of the period under discussion.
.Are nature and culture found in French literature?
.How can French poetry be defined?
.What are French poetic devices? How are French poetic devices used to engage readers?
.Why is imagery and symbolism as a poetic/literary device important to the understanding/appreciation of poetry?
Literary Genres: Poetry, Theater, Language and Style, Expression of Circumstances, Heterogeneity of the French text
.Informative reading on French literary genres
.Written quizzes
.Individual presentation
.French composition writing with a solid outline.
.Written assignment of a dialogue from a photography in the French format..Self-assessments
.Develop analytical thinking through reading and class discussion
.Evaluate how the choice of words or expressions affects the work's theme and mood.
.Identify literary forms, styles, and techniques and use various methodologies of critical reading and textual analysis.
.Interpret a variety of literary genres
.Analyse, synthesize and organize research according to an outline.
.Use the French stylistic forms of writing
.Collaborate to research, interpret and produce biographies
.Present to an audience
.Studying French literature make students more articulate writers, speakers, and thinkers.
.Studying French literature allow students to see things from other points of view.
.French and Francophone literature present students with another perspective on culture, race, history and allow them to see the inner workings of the French culture as the written art form.
.What is the value of studying French literary genres?
.What are some important reasons to study literature?
.Will studying literature make me a more articulate french writer, speaker, and thinker?
History: Movements, Middle Age to XX Century Authors
.Research
.Reading historical texts
.Oral Assessment: presentation of selected movement to classmates.
.Questions and answers
.Literary movements quizzes
.French literary composition with outline
Knowledge and Skills
.Recognize the literary movements in history.
.Define the different French literary movements.
.Write or present persuasively for an audience.
.Demonstrate knowledge and understanding of contemporary French and Francophone culture and society through the study of major modern literary works.
.Identify literary forms, styles, and techniques and use various methodologies of critical reading and textual analysis.
.The study of literature in various literary periods and/or movements serve both as a survey of the most important literary, artistic, and intellectual movements and as a sampling of the most brilliant and innovative prose, poetry, and performance.
.What is a literary French movement?
.How do literary works and authors relate to society and history?
.Is an author an artist?
.How are french literary texts impacting my life today?
.What makes a piece of literature a classic?
Freedom and Responsibility through the lens of WWII France
•Group research and presentations on the life of Jean-Paul Sartre and on the history of WWII in France
•Written responses to comprehension questions
•Personal reflections on the reading and class discussions
•Teacher observation of class discussions and collaborative work
•In-class essay on the literal and figurative meaning of the text and its application to students’ lives
•Express causation - the use of ‘grâce à’ and ‘à cause de’
•Replace nouns with pronouns - review of stress, direct object, indirect object, ‘y’ and ‘en’, and the placement and order of these pronouns
•Connect sentences using relative pronouns including indefinite pronouns, ‘ce qui’, ‘ce que’ and ‘ce dont’
•Understand the history of France during WWII, the occupation and the resistance
•Research the biography of Jean-Paul Sartre and an reflect on his philosophy
•Use vocabulary related to the war, the occupation and the resistance
•Read independently Les Jeux sont faits by Jean-Paul Sartre
•The life of Jean-Paul Sartre and history of WWII from a French and European perspective
•The northern part of France was occupied by Nazi Germany during WWII, while the southern part was led by a French collaborationist government
•This occupation and division had devastating impacts on France and the French people
•Sartre’s philosophical development was influenced by this history
•What is freedom?
•How are freedom and responsibility related?
•How do we decide when to accept our fate and when to take control of our fate?
•To what extent do humans determine their own lives and to what extent are human lives determined by circumstances beyond their control?
•What happened in France during WWII?
•What is the impact of an occupation on a nation?
•How did this impact the French people, their ideas and their politics?
•What lessons can be learned today from the history of World War II in France?
•To what extent does literature reflect the culture and to what extent does it impact the culture?
Defining our values: Le Petit Prince
D
•Reading comprehension quizzes on Le Petit Prince by Antoine de Saint-Éxupéry
•Written reflections on the themes and essential questions
•Improvisations of scenes from the book
•Writing a missing episode
•In class paragraph-length answers to questions about the literal and figurative meaning of the story
•Use of the subjunctive to express feelings and opinions
•Use of a rich vocabulary to express emotions
•Use of the imperfect and conditional to express how the student would feel or act in a similar situation
•Understand the literal meaning of the text
•Analyse the symbolic meanings in the text
•Evaluate the meaning of the text given the historical and cultural context in which it was written
•Human beings need and seek out relationships
•Relationships develop through written, verbal and nonverbal communication
•Essential truths can be invisible to the eye
•People’s ideas change over time
•The proverbs of a culture reflect that culture’s values
•What is love?
•What is friendship? How does one invite friendship?
•What is important in life?
•What makes each of us unique?
•What does it mean to be a grown-up? Do we want to grow up?
•How do historical and cultural factors influence this text? What is French about this text?
Understanding our World through Francophone Media
•Periodic informal oral presentations on news articles
•Written reflections and self-assessments
•An integrated performance assessment including research on multiple aspects of a current event topic (interpretive communication), a formal oral presentation with written/visual support (presentational communication) and leading a class discussion on the topic (interpersonal communication)
•Conduct a French language internet search
•Discern the best and most trustworthy sources and finding corroborating sources
•Interpret articles and synthesize the information
•Create an effective framework for presentation
•Express hypotheticals through the use of the conditional
•Learn the vocabulary for various current event topics
•National identity and personal experience influence our point of view
•People experience the same media message differently
•Media have embedded values and points of view
•Media choice is affected by personal experience and sense of need
•Information can be acquired from various sources
•The research process requires the use of a variety of resources to ensure validity
•Interpreting and analyzing research results will answer a variety of questions
•What is happening around the world?
•How can I discuss world events in French?
•How does francophone media coverage differ from English language sources?
•How does access to francophone news sources enlarge my world view?
•How should we interpret information we find in the media?
•How do I distinguish trustworthy sources on the internet?
Mystery
•Comprehension and vocabulary quiz
•Teacher observation of class participation and small group work
•Creative, narrative writing of a detective story
•Peer reviews of classmates’ detective stories
•Interpretation of advertising that uses the conventions of mystery fiction
•Read mysteries, whodunits and detective stories by Gilbert Cesbron, Georges Simenon and others
•Write a story using the imperfect, perfect and pluperfect tenses to tell a story
•Learn and apply essential vocabulary for crime fiction
•Identify the essential elements of a detective story, and apply them when creating a story
•Indicate a dialogue through the conventional use of punctuation
•Write a dialogue using the appropriate colloquial register
•Studying the many and varied reasons for which people commit crimes give us insights into the human condition
•Good readers are like detectives in that they look carefully for clues to the author’s meaning
•Good detectives and good readers use inferences to reconstruct the truth from imperfect evidence
•Good crime fiction encourages and inspires active reading
•Crime fiction assuages our desire to see good rewarded and evil punished
•Why do people commit crimes?
•What is the function of crime fiction?
•How does the author hook and hold the reader?
•What narrative structures are effective in creating suspense in crime fiction?
•What makes crime fiction particularly satisfying?
Personalities and Relationships
•Discussions of the reading
•Biographies of the authors
•Peer reviews of written work
•In class debate of a question raised in the text
•In class essay test with comprehension, analysis and application questions
•Periodic quizzes on vocabulary, grammar and reading comprehension
•Teacher observation of class participation and collaborative learning
•Literary recitation
•Analytic writing on the use of imagery, sound, and figures of speech
•Use the imperfect, perfect and pluperfect past tenses to construct a past tense narrative
•Comprehend the literary past tense
•Use the conditional mood in hypothetical statements
•Develop reading strategies to enhance comprehension
•Read, discuss, and analyse a short story
•Identify and describe main and secondary characters
•Identify primary and secondary themes
•Interpret a story and support one’s interpretation with textual evidence
•Write an analytic essay with a main idea and supporting textual evidence
•Connect themes to their personal experiences
•Identify criteria for personality disorders, evaluate whether or not literary characters exhibit the criteria and defend their opinions
•Read short stories from the 20th century by André Maurois and Françoise Sagan
•Texts are open to interpretation
•Stories follow a narrative arc
•Stories transmit cultural messages
•An author’s life experience, identity, culture and history all impact the author’s writing and knowledge of them informs our literary interpretation
•Our own life experience, identity, culture and history also influence our interpretation of a text
•What is the function of literature? Do different literary genres fill different functions?
•How do you demonstrate precision in the discussion of chronology?
•How does literature reflect society and how does literature influence culture?
•How does knowledge about an author’s life impact the reading and interpretation of their work?
•How do people relate to one another?
•How do one’s actions impact others?
•What are our responsibilities to others?
•How do we find meaning and happiness in life?
•What motivates people to act as they do?
•What does a good relationship/marriage look like?
•What is the role of trust and honesty in a relationship? When must we tell the truth and when should we hide it?
•How does language and culture affect the way we interact with others?
Feelings, Emotions
.Reading stories about emotions and feelings..Verbal questions and answers
.Critical thinking and reasoning debate about identifying and defining actual problems.Written collaborative summary of solving problems.Viewing and discussions of two films: "La journée de la jupe" and "La tour de Babel.".Debate to determine the feelings that result from different behaviors.Written summaries of a selected film with argumentation
.Demonstrate how to express emotions in healthy ways
.Demonstrate verbal and non-verbal language to express and receive information. .Demonstrate the ability to determine underlying factors of varying emotions
.Ask questions about emotions found in various texts.
.Write about various expressions of emotions
.Demontrate the relationship between cause and effect
.Demonstrate empathy towards his peers
.Identify and define authentic problems and significant questions to discuss with classmates.
.Contribute to the project-based exploration of alternative solutions.
.All people have emotions
.Students will understand the expression of emotions with others
.They will improve communication, allowing for problem-solving in a healthy way and develop lifelong skills.
.The students understand that different cultures and values determine decision and decision making and help to shape beliefs and actions.
.How does what I do define who I am?
.How is my identity shaped over time?
.When is it difficult to control your emotions?
.What are some different ways a person may express emotions?
.How does your environment affect the way you act?
All Equal, Solidarity, Social Justice, Colonialism, Francophonie
Online and authentic historical material research
Written presentations with questions and answers
Oral presentation to an audience in collaboration with class mates
Interview
Magazine article
Biographies
Maps of Francophone countries
Study, discussions and collaborative summaries of Francophone countries(present relationship with France, climate and cultures)
Collaborative powerpoint to present to other classes
•Research the Francophone countries: African Lake Regions, West and Central Africa, in Europe and Nord America, and in the Indien Ocean
•Discuss Social Justice
•Read and discuss La Négritude written by Aimé Césaire
•Read poems from Léopold Sédar Senghor, a Senegalese poet.
•Explore the perspectives, practices, products, and languages of different francophone cultures
•Discuss the connection of other eras throughout history, linking the past to the present
•Students will be more informed global citizens who understand that world languages reflect rich multidimensional cultures and experiences, as well as the histories, current realities, aspirations, and dreams of the people who speak those languages.
•Students will develop the competence to communicate with whose who are different than themselves, and perhaps even mediate among cultures and languages.
•These competencies have the potential to extend to any situation in which students interact with others of different backgrounds from their own.
•They have long-lasting benefits and are a vital component of a student's skill set that allows them to understand, appreciate, and respect similarities and differences among different cultures.
•Students are encouraged to think critically about social change in other cultures and help them to see things that they might not see in their own cultures.
•Learning another language and about its associated cultural traditions and values foster tolerance, reduce prejudice, and minimize stereotype. It contributes to an appreciation of cultural diversity.
•The French flag truly reflects the humanistic values - liberty, equality, fraternity.
•What does it mean to live better together?
•What is the nature of fairness?
•What is the nature of equity?
•What is solidarity?
•What is the nature of collaboration?
•What is the nature of empathy?
•What is true and how do we know it?
•What is awareness?
•What is a citizen of the world?
•What is truth and how do we know it?
•What is La Francophonie?
•What does it mean to be Francophone? To be Francophile?
•What is social justice? A philosophy, an approach, and actions that embody treating people with fairness, respect, dignity, and generosity?
Desire of Culture, Art, Working in France
.Regular research in French about current affairs and reporting findings to groups
.Project-based assessments in collaboration with classmates
.Reading and questioning quizzes
.Structural analysis of stories
.Written biographies
.Written summaries
.Self-assessments
.Read historical texts
.Research, discuss and share information
.Produce written paragraphs with complex sentences
.Define and compare the educational system in USA and France
.Demonstrate the ability to understand the main idea of various texts and discuss social issues.
.Knowledge of French language and culture opens opportunities to students who will study, work and live in an increasingly global society.
.French universities and "Grandes Écoles" are open to foreigners.
.French is the language of culture, opening your door to art, music, dance, fashion, cuisine and cinema.
.What is culture?
.How does language shape culture?
.How art, language, and culture influence our lives?
.How can the knowledge of French language and culture opens opportunities to study in France?
Memories, Family, Lodging, Ideal City, Other People in the World, Natural Wellness, Environment, Biodiversity
Self-Assessments
Peers Assessments
Performance and Proficiency-based assessments
Projects-Based Assessments
Integrated Performance Assessment (Interpretive- Interpersonal and Presentational Modes)
Daily Differentiated Assessments: Oral and Written
I Have theQuestion, Who Has the Answer?
Student Data Notebooks
Newspaper Headlines Report
Interviews
Text rendering
Whiteboard Splash
Metacognitive table
Book Cover
Audio recording
Story Summary (oral and written)
Oral presentations: speaking skills without notes
Reviews and Interviews
·Give and follow multistep directions
·Derive meaning using oral, visual and contextual clues
·Recognize and explain common idiomatic expressions
·Interpret and imitate culturally appropriate nonverbal communication
·Identify the purpose, main idea, and describe characters, setting and important events in age-appropriate media
·Outline information gathered from nonfiction sources (magazines, newspapers, historical texts)
·Predict the outcome of a story from age-appropriate authentic resources
·Provide a different ending to a story
·Research family history
·Apply the agreements of the past participle reflexive verbs
·Write mysteries, short stories, and dialogs.
·Apply the indicative, subjunctive and conditional verb forms
.Collaborate to research information on the Francophonie geography and History
·Research world population and environmental issues
·Students will access, analyse, and use information in a variety of contexts, disciplines, and authentic materials.
·Students develop the understanding of multiple cultural perspectives and points of view.
·The values, norms, and perspectives of different cultures are reflected in the language used with that culture.
•Are memories important?
•What is my family genealogy?
•What do I remember from my youngest age?
•Exploring Time and Place: Environnement
•What makes a city special? How does where I live influence my lifestyle?
•Why is biodiversity important to life on earth?
•Why is biodiversity disappearing locally, regionally, globally?
•Are the biodiversity efforts comparable in the French-speaking world and the US?
•What individuals can do to sustain the biodiversity of planet Earth?
•What is “La Charte de L 'Environnement de la France?”
•Why do people say: It is a great place to visit, but I wouldn't want to live there?
Structuring Conversations, Nuancing Opinions
•Regular listening, chatting, reading, writing assessments
•Journal Entry
•Skits (not memorized)
•Summaries (Oral and written)
•Paragraphs
•Poems writing and reciting
•Oral Questioning
•Paraphrasing.
•Online auto-corrective assessments.
•Self-Assessments.
•Peers Assessments.
•Skills assessments (syntax-conjugation-vocabulary development)
•Differentiated Assessments
.Analyse and use information in a variety of contexts
.Develop understanding of multiple cultural perspectives and points of view
.Communicate in sentences with keywords
.write in short paragraphs
.Research and share information found on French websites or read in original press articles
.Nuance opinions
.Express opposition and disagreement
.Make assumptions
.Evoke experiences
.Understand and infer expression of causes and consequences in a story
.Understanding and inferring appropriate expressions enhance and enrich the ability to communicate
.Understanding and respecting the structural patterns of another language enhance comprehension
.Language skills acquisition improve over time in a variety of setting and contexts
.How do we exchange information and knowledge in another language?
.How do we present concepts and ideas?
.To what extent does another language provide connections?
.What can we learn about our own culture from communicating in another language?
Telling, Sharing and Proposing
.Regular listening, chatting, reading, writing assessments
.Journal Entry
.Skits (not memorized)
.One Sentence Summary (Oral and written)
.Summary Frames
.Oral Questioning
.Paraphrasing.
.Online auto-corrective assessments.
.Self-Assessments.Peers Assessments.
.Skills assessments (syntax-conjugation-vocabulary development).
.Differentiated Assessments
.Debates
.Respond to proposal
.Justify choice
.Formulate a request to negotiate
.Interact by phone
.React to an article
.Organize and give fact
.Analyse structural patterns in new language for clear understanding
.Each different language embodies a unique way of negotiating, proposing, formulating a request.
.By understanding the structural patterns of a new language while considering the cultural context, the rules and principles of the language define how to respond to new situations and settings.
.How to exchange information and knowledge?
.How to interpret foreign ideas?
.How and to what extent do we communicate with a person from another country?
.How do we present information, concepts and ideas in another language?
Talking About Feelings and Emotions
.Regular listening, chatting, reading, writing assessments
.Journal Entry
.Skits (not memorized)
.One Sentence Summary (Oral and written)
.Summary Frames
.Oral Questioning
.Paraphrasing.Online auto-corrective assessments.Self-Assessments.Peers Assessments.Skills assessments (syntax-conjugation-vocabulary development) .Differentiated Assessments
.Identify feelings and emotions in a text.
.Recognize gestures and non-verbal expressions
.Relate to personal experience with respect
.Tell personal experience
.Infer feelings in discussion and written work
.Another language is just than words
.Feelings and emotions cannot be translated literally from one language to the other
.Gestures and non-verbal expressions carry meaning and enhance the ability to communicate in a language
.Intonation and sounds carry meaning
Essentials Questions
.How does another language shape emotions and feelings?
.How do we express beliefs and feelings?
.How does another culture influence and reflect how we perceive reality?
Opinions
.Regular listening, chatting, reading, writing assessments
.Journal Entry
.Skits (not memorized)
.One Sentence Summary (Oral and written)
.Summary Frames
.Oral Questioning
.Paraphrasing
.Online auto-corrective assessments
.Self-Assessments
.Peers Assessments
.Skills assessments (syntax-conjugation-vocabulary development)
.Differentiated Assessments
·Express certainty and uncertainty.
·Express approval and indifference.
·Understand short story on the radio.
·Tell personal experience.
·Express and ask for a point of view.
·Express intent to do something.
·Understand conversation between two people.
·Speak in a debate.
·Create dialogues on themes given.
·Justify a choice.
·Express intention to do something.
·Express restriction.
·Explain choice.
·Explain intentions, share and face a situation.
·Present a project.
.Write in simple and complex sentences(Differentiation)
.Apply past, present and future verb tenses
.Produce summaries in journal
·Why learn another language? How will learning another language enhance my life?
·How can I use my existing communication skills to learn a new language?
·How does learning another language help me make connections with others?
·In what ways do languages convey meaning?
·How does language change in different situations?
·How does the structure of language affect the message conveyed?
·What are the connections between my native language and my second (or third) language?
·Where do I start?
.Opinions differ and should be respected
.All non-verbal expressions and gestures are important and sensitive to cultural context
.Talking about feelings and emotions in another language
.Exchanging opinions
.Interpreting ideas and information written and spoken follows different rules and principles in another language
.Exploring diverse cultural perspectives provide insight into one's culture and contributes to one's understanding of the diversity of other cultures in a global society
Situation in Time, Shopping, Holidays, Fashion and Society, Music, Songs, Films,
.Regular listening and reading assessments
.Recognizing grammatical words quizzes.
.Recognizing story elements: character, setting, plot, conflict, theme.
.Writing summaries in journal
.Communication and information daily quizzes
.Self-assessment
.Regular reading aloud
.Regular listening
.Viewing of fashion shows in Paris
.Assessments on vocabulary development (various topics)
.Writing with keywords
.Writing simple sentences.
.Using verb forms in present, past and future
.Presenting information
.Responding to questions appropriately
.Finding the main idea of a short text
.Grammatical rules assessments
.Speaking assessments
.Skits
·The French calendar tells the story of French culture respective to vacations, education system calendar, and festivities.
·The French cultivate their free time.
•What makes fashion?
•How the French language enriches fashion and society?
•How does French songs, music and films tell
a story?
•What is the practical vocabulary that is used in French films?
Acting in Space, Directions, New City, Technology, Architecture and Nature, France Overseas, The European Union Government
.Online researching and sharing information assessments (oral and written)
.Reading short stories and press articles.
.Journal summaries
.Skits
.Associative oral games
.Auto-corrective online assessments(differentiation)
.Self-assessments
·Ask for and specify a direction
·Locate information
·Understand indications of direction
·Use maps
·Express obligation or prohibition
·Understand short messages that express the requirement or prohibition
·Understand the description of a place
·Describe a city or region
·Understand assessments instructions
·Gain knowledge of French and European governments
.Listening quizzes
.Write summaries (simple sentence)
.Answer short question from a text
.Understand the gist of a short story
.Speak in familiar words.
.Research websites and authentic French material
.A shared or common activity helps the class community function effectively and productively.
.Technology helps listen to the language regularly outside class.
.Language proficiency can only be achieved over time. the more study and practice in a variety of topics, the more proficient and fluent the students become.
•To what extent is learning another language improve access to information about our world?
•How is learning another language enhance our ability to navigate the global culture?
Emotions, Invitations, Requests, Appointments, Opinions, Animals, Culture: Time and Gifts
.Reading and listening assessments
.Answering short questions
.Skits
.Writting one simple sentence
.Collaborative short summary
.Essential word games (verbs, adjectives, nouns)
.Differentiated writing and speaking assessments
·Ask someone to do something.
·Ask politely.
·Talk about past actions.
·Learn simple syntax.
·Understand a person who requests a service to someone.
·Ask someone to do something.
·Imagine and tell the past from comic situations.
·Offer, accept, reject an invitation.
·Indicate the date.
·Take and fix an appointment.
·Ask for and tell the time.
·Understand an invitation message on an answering machine.
·Invite someone to accept or reject an invitation.
·Understand people who set an appointment by telephone.
·Make an appointment by phone.
·By understanding the structural patterns of a new language, we discover the rules and principles of that language to respond to new or unanticipated cultural situations and settings.
·Words and phrases cannot be translated literally from one language to another.
•What is friendship?
•Why do I feel that way?
•How can one express oneself in a foreign language when not all vocabulary is known?
•Why is listening important when I do not understand the meaning?
•What does it mean to "read"?
•How is he concept of time differ in France?
•How do we understand cultural differences?
Learning a second language, You, Others, Greetings, Family, Food, France and Elsewhere, Europe
.Vocabulary development games
.Reading Comprehension quizzes
.Oral Listening and Questioning
.Associative oral games
.Self-Assessment
.Differentiated Written Individual Quizzes
.Auto-correctives quizzes (computer)
.Skits-Simulation
·Get in touch with someone.
·Present oneself.
·Understand people who greet.
·Contact, introduce, greet, apologize.
·Communicate with one another.
·Understand class guidelines.
·Spell name and surname.
.Ask to appear.
·Present someone.
·Understand essential information in an exchange in the classroom.
·Express tastes.
·Collaborate on projects.
·Understand a person talking to someone else.
·Understand a request left on an answering machine.
·Question by declarative and interrogative intonation
·A second language proficiency can only be achieved over time.
·Secondary language is the medium through which we acquire and share information, ideas, thoughts, beliefs, perspectives, emotions, feelings with all communication sensitive to cultural context.
•Why learn another language?
•How will learning another language enhance my life?
•Why is it important to understand what the class expectations are?
•How can I use my existing communication skills to learn a new language?
•How does learning another language help make connections with others?
•How does what I do define who I am?
•What is a family?
•What are the differences between my native family and a family in France?
•Why and how does food define a culture?
•Writing Workshop participation
•Creative writing final assembly participation
•Written teacher critiques
•Understanding of writing genres
•Preferences about genres
•Critiquing peers meaningfully
•Sharing work within a small group and publicly
•Sharing work through public contests and the school literary magazine
•Editing one's own work
•Creative writing shares expression with other forms of art
•Creative writing expresses something that other forms of art cannot
•Reading, writing, sharing develops aesthetic preferences
•Sharing develops community
•Community aids creativity
•Why does creative writing matter?
•What can creative writing contribute to our lives?
•What does a creative writing practice/process entail?
•Do humans need to make art?
Courses vary by year, but here are selections of recent courses offered:
Monstrous Transformations
•Some key texts about human transformations
•Recognizing transformations
•Analyzing transformations
•Analyzing, synthesizing, and reflecting on course texts through discussion and writing
•The metaphor of transformation reveals clues to the construction of human identity
•Human identity depends on boundaries created by factors as diverse as culture, religion, science, race, gender, sexuality, and class
•How these boundaries are imagined, maintained, crossed, and transgressed in the transformations dramatized in the class reading
•How their own culture/class/education affects their perceptions of how these boundaries should function
•How their own culture/class/ education affects their perceptions of how literature and art function
•What does it means to be human?
•What does it means to be “civilized?”
Millennium Literature
•Craft tenable oral and written arguments
•Prepare and present effective class teaching sessions
•Place contemporary texts in social and historical context
•Distinguish between modernism, post modernism, and post-post modernism
•Literature written around the turn of the millennium mirrors the race, class, gender and sexual identity of its generation
•Literature of this time is difficult to define in terms of genre
•Themes of power and freedom are reflected in the literature of this generation
•What does the literature written around the turn of the millennium reveal about the "millennial" generation?
•In what ways does this literature push boundaries, just as the people of its generation do?
•How might we define the genre of this literature? Post-modern? Post-post-modern?
•How does humanity’s evolving power and freedom affect our identity and well-being?
Reading & Writing Memoir about Difference
•Semester-long memoir portfolio
•Formal public reading of student work
•Independent reading project
•Midterm and final exams on course texts
planning and teaching of Class
•What defines a memoir, especially as opposed to other (auto-)biographical art?
•How does the memoir genre incorporate elements of other written / artistic genres? •How does it blend or blur genre lines?
•What challenges and opportunities arise for authors of memoir in sharing a non-dominant or less-understood point of view with a broader audience?
•How does the creation of or reading/experience of a memoir help us understand lived experiences?
•How do memoirs shape our understanding of the relationship of art to what it depicts (life, or potentially other art)?
•How does the creation of or reading/experience of a memoir help us understand lived experiences?
•How does creating/reading memoirs aid in processing or surmounting difficult/traumatic experiences?
American Culture of the 1960s
•Analytical and creative essays
•Student teaching
•Midterm and final exams
•Daily discussion and collaboration
•Craft tenable oral and written arguments
•Prepare and present effective class teaching sessions
•Place contemporary texts in social and historical context
•Apply analytical skills and concepts from literary study to texts of popular culture.
•A rich and complex relationship exists between a period's historical and social developments and its culture.
•Culture is a realm of contestation, in which different visions of truth, justice and the good are defined and conflict.
•Key political, social and cultural themes are explored in the texts of both high and popular culture.
•How do the literature, music, and films of the 1960s reflect and contribute to the movements of American politics and culture during the decade?
•How do new understandings of race and gender emerge in the course of the 1960s?
•What new models of political and social change develop in the course of the decade?
Modern American Poetry
•Analytical and creative writing
•Student teaching
•Midterm and final exams
•Daily discussion and collaboration
Students will know:
•Key poets
•Poetry movements
•Their own poetry preferences
Students will be skilled at:
•Recognizing poetic forms
•Recognizing poetic devices
critiquing individual poems, poets, forms, movements
•Analyzing, synthesizing, and reflecting on poems, books of poetry, anthologies, movements of poetry through discussion and writing
•Crafting tenable oral and written arguments
•Conducting effective research and developing a research paper
•Preparing and presenting effective class teaching sessions
•Poetry informs and is informed by culture
•Poetry expresses something that other forms of art cannot
•Reading, comparing, contrasting, arguing, researching, writing develops aesthetic preferences
•Their own culture/class/ education affects their perceptions about how poetry, literature and art function
•What is poetry?
•How does poetry matter?
•To whom does poetry belong?
•What can literature contribute to our lives?
•Do humans need to make art?
Shakespearean Visions
•Analytical and creative essays
•Research paper
•Student teaching
•Midterm and final exams
•Daily discussion and collaboration
•How to understand and analyze Shakespearean language
•How to craft tenable oral and written arguments
•How to conduct effective research and to develop a research paper
•How to prepare and present effective class teaching sessions
•How to place Shakespearean texts in the context of Elizabethan and Jacobean England
•Shakespearean texts were written and performed in a specific historical and cultural context
•Each character's language mirrors his personality, class status, and emotional state
•Tragic drama follows a pattern of order/chaos/order
•Shakespeare's influence on future writers is substantial
•What makes a Shakespearean play Shakespearean?
•How is Shakespeare's influence mirrored in works of the 20th Century?
•How can tragedy teach us about our own lives?
The Southwest
•Essay on American Mythological Archetypes in Southwestern Literature
•Research paper on a chosen topic related to Southwestern culture
•Dramatic/Filmic concept for a course text
•Midterm and final exams on course texts
planning and teaching of class
•How have mythologies of the land and of the Other (person as symbol of difference)shaped and been shaped by the history of the Southwest?
•How have Southwestern storytelling and art responded to conflict in the region? To what extent does art have the power to mitigate conflict, whether psychological or societal?
•How have mestizaje (cultural mixing,tension, and/or fusion), border crossing, and code-switching contributed to the richness and complexity of Southwestern identities?
•How has mythology shaped your point of view on yourself, on others, and/ or on your experience?
•How do you perceive the relationship between the art you admire and other aspects of your life? What role has art played in personal or societal conflicts you have witnessed or experienced?
•Consider the visible and invisible aspects of your identity. What have been the most
important influences on who you have become as a young adult? To what extent do others perceive or fail to perceive the complexity of your identity?
•Think about times you have encountered difference, gone outside your comfort zone, crossed a literal or figurative border, or switched between different cultural norms by necessity. What did you learn from this kind of experience? Has border crossing made you a better/wiser/more compassionate person?
•How does cultural mythology (and its constituent archetypes and stereotypes) affect how we view ourselves and others?
•How can storytelling mitigate or exacerbate cross-cultural relationships in American society?
•How can storytelling help a person grow into or recover a healthy sense of self?
•Essay tests on each unit require students to analyze individual texts and place them in the larger context of American culture
•A variety of writing assignments (three analytical essays, including one research essay) three narrative essays (including a stylistic parody) develop students’ compositional and analytical skills
•Huckleberry Finn essay (including an annotated bibliography and research paper) provides an introduction to research skills in the Humanities
•Planning and leading Winterim (one-week experiential education unit) provides opportunities for practical application of rhetorical skills
•Intensive focus on student teaching, as students move from two-minute vocabulary presentations to planning and teaching full-length 40-minute class sessions
•How to use close reading to link content and style
•How to compare and contrast different texts
•How to use literary terms to illuminate texts
•How to craft tenable oral and written arguments
•How to conduct effective research and to develop a research paper
•How to prepare and present effective class teaching sessions
•That an understanding of the diversity and complexity of the American experience gives us a deeper understanding of what it means to be an American
•That gender, class, race and sexual preference play significant roles in shaping American identity
•That an understanding of how social, political, and historical developments are mirrored in American culture help us to become more engaged and thoughtful participants in American civil and political life
•What does it mean to be an American?
•How have definitions of America’s meanings and potential changed from the era of American colonization to the present?
•How have these definitions been reflected in the texts of American literature?
•How have distinctions of gender, race, social class, and sexual preference shaped the definitions of America, American literature, and what it means to be an American?
•How can an understanding of America’s cultural and literary development help us to become more thoughtful and active participants in American civil and political life?
•Recitation of a postcolonial poem
•Persuasive letters (2)
•Personal letters (2)
•Hopes and dreams personal essay
•Analytical essay on a social problem
•Agents of Change film project
•Recitation of the School Chapter
•Close reading essay on a speech from Othello
•Romantic poetry exegesis and presentation •Recitation of the opening lines of Chaucer's "General Prologue"
•Winter's Tale children's story and performance
•Original lyric poem
•Passage identification tests on our core texts
•Critical reading and annotation
•Analytical and creative writing
•Rhetorical study in reading and writing
•Presentation skills and facilitation of class
•Vocabulary acquisition, including literary terminology
•Timed writing in test situations
Romantic Lyric Poetry, Chaucer, Othello & Fugard's "Master Harold"
•the ways that form and function work together in a poem
•the ways in which an artist can subvert genre to comment on societal changes
•how a play can help us understand the causes and consequences of othering (making another person into a symbol of difference)
Postcolonial Texts & The Single Story
•How and why the “single story” persists as a problematic cultural construct
•How and why the “single story” contributes to real-world problems
•How storytelling can explore, expose, satirize, and counteract the “single story”
•That we need more stories to add appropriate complexity to our understanding of a people or a place
Agents of Change Project
•That service is not just about helping others, but can also be catalyst for personal growth and change
•That learning about and experiencing our community from a different perspective and making meaningful personal connections through those experiences is a valuable way to understand and develop relationships with ourselves and others.
•That journaling and narrative writing are ways to reflect on an experience and create meaning
•That the best persuasive writing effectively uses a variety of appeals and inspires action
•How do authors (and how can we) write to effect change?
•Analytical and Imaginative Papers
•Tests on short stories, The Odyssey, Romeo and Juliet
•Weekly quizzes on reading
•Recitations of I Corinthians 13 , Odyssey prologue, Greek myth poem, Shakespeare Sonnet
•Teacher observation of class participation and collaborative work
•Shakespeare Sonnet presentation
•Decentered discourse
•Interpret a variety of literary genres
•Write or present persuasively for an audience
•Collaborate to produce writing and effective presentations
•Internalize the independent and collaborative processes essential to essay writing
•Develop active reading, study, and test-taking strategies
•Develop confident discourse through recitations and presentations
•Develop analytical thinking and leadership skills through class discussion and listening
•All “texts” (literary works, presentations, situations, characters, etc.) are open to interpretation
•A meaningful interpretation involves determining a central idea, asking a central question
•An interpretation should be supportable by a tenable argument that evidence and reasoning are the keys to such a claim
•Different points of view should be heard and respected
•People have their own bias and subjectivity, their “single story”
•Self-assessment, and acceptance of feedback and criticism are critical to growth and collaboration
•What makes a good story?
•How do stories expand our understanding of the world, others, and ourselves?
•How can an author's style construct and reflect identity?
•How can cultural experiences shape, impact, or influence our perception of self? Of the world?
•How can I use others' life experiences to enhance my understanding of myself and the world in which I live?
•Students are expected to share their research progress in formal and informal oral presentations to their peers and the instructor over the course of the year
•Students maintain a written record, such as a blog, of their progress through the year
•Varies wildly from one student to another, depending on the subject matter of their project
•How to learn and explore in an intellectual area without the structure of a traditional academic syllabus
•How to communicate technical understandings to peers
•How do we learn?
•How do we discover new knowledge?
•How do we communicate our understandings with others?
3D Rendering
•Students write a functional 3D rendering engine (without using an existing 3D library such as OpenGL)
•How to represent 3D shapes as polygon meshes
•How to use matrices to represent transformations of 3D shapes
•How to use Z-buffering to implement hidden surface removal
•How abstractions and math can be used to represent and manipulate 3D objects
•How can a 3D world be rendered on a 3D display?
•How can we make such a rendering efficient enough for realtime animation of 3D objects?
Artificial Intelligence
Students complete one or more of the following projects:
•Use multiple search strategies to solve multiple logic/constraint puzzles, such as the 15 Tile Puzzle
•Use mini-max look ahead search to play simple two-play games (such as Connect 4)
•Implement neural networks with back-propagation learning and experiment on standard data sets
•Implement decision tree induction (similar to ID3) and experiment on standard data sets
•Implement a resolution based theorem prover
•Students learn one or more of the following algorithms:
•Search algorithms including Depth First Search, Breadth First Search, Iterative Deepening Depth First Search, A*, Iterative Deepening A*
•Game-playing algorithms including mini-max search (with alpha-beta pruning)
•Theorem-proving algorithms such as resolution
•Machine-learning algorithms such as neural network back-propagation and decision tree induction (such as ID3)
•How computers can follow algorithms to solve problems that would require intelligence for humans to solve
•A computer's algorithm may be very different from the strategy a human would use
•Can a computer be intelligent?
•How can we make a computer act intelligently?
Digital Logic
•Students build a simple working, programmable CPU using a digital logic simulation tool
•Working in small groups, students build a simple working, programmable CPU using breadboards and low level (CMOS 4000 series) IC chips
•Standard digital logic gates including AND, OR, NOT, XOR, NAND, NOR
•How gates can be used to add binary numbers
•How gates can be used to remember binary data (latches or flip-flops)
•How a basic CPU can be built from gates
•How very elementary machine language programming works
•How to use a breadboard and low level integrated circuit chips
•What a digital logic gate is
•How computers are designed from digital logic gates
•How a machine language is implemented in a CPU
•What is a computer?
•What technology does a computer depend on?
•How could we invent a computer?
Public Key Cryptography
•Students implement the RSA public key cryptosystem and use it to exchange encrypted messages with their teacher and their peers.
•Students implement standard factoring algorithms (trial division, fermat, sometimes Dixon's) and use them to break small RSA keys.
•The mathematical mechanics of the RSA algorithm
•How to deal with very large numbers and use number theory concepts in modern programming langauges
•How math and computer science can be creatively used to solve practical problems
•How can we communicate securely over an insecure channel without sharing a secret in advance?
Data Structures and Algorithms
•Students implement several standard data structures (array backed lists, linked lists, hash tables, binary search trees) for programming projects
•A limited number of tests evaluate student ability to analyze new algorithms and data structures
•How to implement common data structures including array-backed lists, linked lists, hash tables, and binary search trees
•How to determine the Big-O running time for a given algorithm
•Choosing appropriate data structures and algorithms involves a careful understanding of their use
•Data structures are constrained by computer architecture characteristics
•Big-O analysis is a helpful tool for comparing performance
•How can computers organize data?
•How do we compare alternative data structures and algorithms to each other?
•How can we effectively categorize the performance and scalability of an algorithm?
Java Programming Language
•Students write a series of significant programming projects during the year, each taking 2-4 weeks
•Students also take a limited number of tests
•Ability to design, write, and debug programs in the Java Language
•Ability to create classes and functions to organize a Java program
•Ability to use if, else, for, while, and recursion to control the flow of a program
•Ability to use built-in types (boolean, int, double, String, arrays, etc.) and use classes to construct new types
•How an object-oriented language uses classes and class hierarchies with inheritance to express relationships
•Why precisely specifying the interface between modules of a program is a powerful tool for expressing abstraction
•How do programming languages differ?
•How is computer design reflected in language design?
•Students write a series of about 9-10 major programming projects through the year
•Students are also given a smaller number of quizzes and an occasional test for additional assessment
•How to use variables, functions, conditionals, loops, lists, dictionaries, files, and classes in the Python programming language
•How to write programs that produce interactive animated graphics in 2D and in 3D
•How to troubleshoot and debug a computer program
•How to write a readable, documented computer program
•How a computer program is organized and structured
•How data can be organized in a computer program
•How to troubleshoot a computer program
•How do we express instructions for computers?
•What are the features of a computer programming language?
•How do we organize data so it can be used by a computer program?
•How do we solve problems?
•What is the role of abstraction in computer programming?
Theater
CG Players
Playwriting
•Full completion of a one act play
•Respect of all internal deadlines and execution of the writing process by the required date
•Clear and thoughtful communication with instructor/mentor throughout the playwriting process
•Craft dialogue that tells a story and reveals character
•Create a plot arc appropriate to the scope of your play
•Determine appropriate levels of stage direction
•Be able to step away and give your play to a director
•When to make cuts and how to cut parts you love
•Be able to incorporate voice as a writer
•Theater can be both entertaining and thought provoking
•Playwrights create with a specific audience in mind
•Theater-making is a collaborative process that relies on many people's creative ideas
•What is my role as a playwright in the collaborative act of staging a play?
•How do effective playwrights hook and hold their audience?
•What makes a successful one-act play?
•What can theater tell us about the world?
•How can I use the technical and performance resources at my disposal to inspire an appropriate play for this venue?
Directing
•Successful mounting of one act play for an audience
•Adept coordination of rehearsal schedules and technical needs
•Clear and thoughtful interactions with student performers
•Cast a show, taking into account the needs of the production and the needs of the performers
•Schedule a rehearsal process and manage communication with actors, designers, producers, and supervisors
•Provide concrete blocking and non-prescriptive coaching to peer actors
•Manage the role of peer leadership and facilitate a supportive and productive rehearsal process
•The success of the group relies on individual responsibility
•A good and supportive rehearsal process is as valuable as the final performance
•Theater can be both entertaining and thought provoking
•Outcomes to not need to exactly mirror ideals to reflect success
•What is my role as director in the collaborative act of staging a play?
•How do effective directors interpret the playwright's words and convey meaning to an audience?
•What does it take to have a successful rehearsal process?
•How can I inspire my peers as performers?
•What can theater tell us about the world?
•How can I use the technical and performance resources at my disposal to stage an appropriate play for this venue?
Acting
•Performance for an audience -- show up, reflect adequate and thorough rehearsal, debrief thoughtfully
•Self-evaluation, reflecting on previously set goals and perception of execution
•Student's progress toward self-stated goals
•Use of effective communication throughout a rehearsal process
•Create a character based on information gleaned from the source text
•Use physical and verbal skills to bring a character to life and differentiate it from yourself
•Identify tactics/objectives/given circumstances
•Create strong and clear relationships between characters
•Support and collaborate effectively with the rest of the cast
•Effective memorization techniques, and ability to create and adapt blocking
•Participate in a full rehearsal process with sustained attention, focus and commitment
•The success of the group relies on individual responsibility
•A good and supportive rehearsal process is as valuable as the final performance
•Clear communication is invaluable to the rehearsal process
•How do effective actors hook and hold their audience?
•What inspires effective performance?
•What is my role as an actor in the collaborative act of staging a play?
Musical Theater: Dance Intensive
•Performance for an audience. Show up, reflect adequate and thorough rehearsal, debrief thoughtfully
•Self-evaluation, reflecting on previously set goals and perception of execution
•Student's progress toward self-stated goals
•Use of effective communication throughout a rehearsal process
•Student's ability to view, analyze and reflect on a professional musical performance
•How to research a show: examine historical and social context to better understand the characters and story lines, read source material/historical/stylistic contemporaries
•Identify trends in musical theater history/style and apply them to given content
•How to effectively learn material: music, blocking, choreography
•Effective memorization techniques--necessary for rehearsal/performance
•How to analyze a character: identifying objectives, tactics, goals
•How to rehearse material once it is learned
•Polishing learned skills and adding performance elements, both in class as an ensemble and independently outside of class
•The success of the group relies on individual responsibility
•A good and supportive rehearsal process is as valuable as the final performance
•Theater can be both entertaining and thought provoking
•How do effective actors hook and hold their audience?
•What inspires effective performance?
•What can theater tell us about the world?
•How can I improve my performance?
•How can I use music and dance to tell a story?
Improvisation
•Participation in two performances -- one short form set, one semi-improvised play •Display thorough preparation and accountability through the rehearsal process
•Self-evaluation, reflecting on previously set goals and perception of execution
•Student's progress toward self-stated goals
•Clear and timely communication with peers and instructor
•Gain comfort in performance
•Learning and implementing improvisational building blocks (always say yes, make your partner look good, commit to the given circumstance)
•Build fluency with game-based improvisation, practice and exploration
•Devise a story within an ensemble
•Reliably establish character, relationship, objective, location
•Respond in the moment and communicate with clarity
•The success of the group relies on individual responsibility
•A good and supportive rehearsal process is as valuable as the final performance
•Any idea can be the right idea
•Theater can be both entertaining and thought-provoking
•How do I engage imaginatively and flexibly with the ideas of others?
•How can I use my body and voice to most clearly convey story and character?
•What can improvisational theater offer to my daily life?
Scene Study
•Performance for an audience
•Attendance and engagement
•Reflect adequate and thorough rehearsal
•Debrief thoughtfully
•Self-evaluation, reflecting on previously set goals and perception of execution
•Student's progress toward self-stated goals.
•Clear and timely communication with peers and instructor during the rehearsal process of a scene
•Create a character based on information gleaned from the source text
•Build the physical and verbal skills to bring a character to life and differentiate it from yourself
•Identify tactics/objectives/given circumstances
•Create strong and clear relationships between characters
•Support and collaborate effectively with a scene partner
•Effective memorization techniques, and ability to create and adapt blocking
•The success of the group relies on individual responsibility
•A good and supportive rehearsal process is as valuable as the final performance
•The work of a playwright provides a foundation for the actor as an artist
•Theater can be both entertaining and thought provoking
•How do effective actors hook and hold their audience?
•What inspires effective performance?
•What can theater tell us about the world?
•What is my role as an actor in interpreting the words of a playwright?
Musical Theatre - Vocal Intensive
•The ability to defend his/her interpretation or of a song based on research and factual evidence when appropriate
•The progress the students makes from the beginning of the preparation process to the final performance
•Sing in an ensemble -- either with other singers, and/or an accompanying body
•Learn how to research and interpret songs
•Sing in an appropriate style for the musical era and show
•Performing in front of an audience requires a great deal of research and practice
•In depth knowledge of musical theatre is helpful in knowing what is an appropriate song choice/role
•Vocal versatility makes for a more well rounded musical theatre performer, and the ability to manipulate various styles is an essential skill
•How does the following influence my interpretation of a song: time in which it was written, style, context of the of song -- how it fits in the overall show?
•What is the vocal range of not only the song, but the role, and is it appropriate in other aspects like physical appearance and age?
Rock Band
•Generally, students are assessed on their participation in the rehearsal process which should result in cohesive pieces of music
•Listening – chord progressions, form, etc.
•Composing original pieces as well as an understanding of what is aurally pleasing
•Performing music in an ensemble requires consistent practice
•Collaboration with other members of the group is an essential part of the success of the ensemble
•How do I become a productive member of an ensemble?
•What element of music is an individual contributing to the rock band and how does it fit with the group?
Songwriting
•Completion of original songs that meet a specific set of criteria which are pre-assigned based on the style of song
•Have basic knowledge of theory, i.e., chord progressions, song form, etc.
•Communicate the intent of the song to the audience through performance
•Write lyrics
•Creating songs is a profound form of expression
•Song writing involves structure
•What are the elements needed to write a meaningful song?
•What story is the writer conveying?
Independent Advanced Study
•Final musical performance which is an amalgamation of background research and performance technique honed throughout the preparation process
•Prepare adequately to perform in front of an audience
•Become more proficient as a musical artist –- technically, musically, and creatively
•Know about the background of a piece to make interpretive decisions
•Preparation is paramount
•Preparing for a performance goes beyond practicing the music, but is a culmination of practice and research
•Interpretation is based on information gathered during the preparation process
•What is my understanding of the composer’s intent and how do I interpret that based on the music and/or the text?
•What experiences can I draw from my own understanding and life experiences to create music?
•What extra musical information do I need to know about the piece, i.e., history, form, personal circumstances and life events of the composer, purpose of the composition?
Choir
•Visual observation and aural observation of overall sound, and sectional blend
•Attendance and engagement in class
•Sing with good, flexible, vocal technique with regards to breathing, phonation, and style
•Make musical decisions for the purpose of interpretation
•Communicating music involves an understanding that goes beyond musical notation
•Not all music is approached, vocally, in the same manner
•How do I become a productive member of an ensemble?
•What is my understanding of the composer’s intent and how do I interpret that based on the music and the text?
•What experiences can I draw from my own understanding and life experiences to create music?
Canvas
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Drawing & Printmaking
• Growth trajectory (start to finish)
• Engagement & investment with process and content
• Quality (conceptual and formally) of Finished projects
• Documentation of process & final work
• Trajectory of conceptual and technical understanding
• Degree of risk-taking, challenges, problem solving
• Use of studio time, class meetings, and time management to meet deadlines
• Participation in critiques and as community member
•Gain a working knowledge using value, composing positive-negative space studies, working from direct observation, and employing color.
•Draw with pencil, charcoal, ink, pastel, etc.
•Paint with watercolors and acrylics
•Use wood burners
•Create mixed media pieces (combining more than one process together)
•Manipulate wire
•Create Installation/site-specific works
•Carve linocut blocks to produce relief prints
•Make Books
•Screen print
•Create Monoprints and collagraphs
•Consider and experiment with 2-D/ 3-D variations
•Produce multiples and editions
•Use a material-specific and/or conceptual prompt as a point of departure
•Work independently to conceptualize piece(s) thematically and formally (materials used)
•Explore a variety of materials to convey specific ideas
•Create personally meaningful pieces (as well as consider the viewer's engagement and understanding of your work)
•Explore printmaking and a variety of 2-D art-making processes
•Creating multiples (printmaking)
•Recognize intersection of technical processes and materials
•What can a “drawing” be?
•What can a “print” be?
•What is mixed media?
•Why make multiples?
•How do these processes intersect, compare, and contrast to each other?
•What is the value in producing variations?
•Why is exploring a variety of 2-D materials and processes of value to you as an artist, maker, thinker?
Genres / Adv Film Production
•Critiques
•Growth conference/rubric
Self-Reflection (Blogs)
•Projects:
Dramatic Short
Comedic Short
Multinarratives
Genre-Specific Short (varies year to year)
Photography
•Growth conference
•Process blog
•Flickr: posting/evaluation/comments/likes
•Active participation in feedback giving/receiving
•Change/evolution in work
EQUIPMENT
Camera
•Shooting modes
•File Sizes/resolution
•Bracketing
•Exposure lengths
•1st/2nd curtain flash
•Lens operation/different lenses
•Filters
•Camera maintenance
•Tripod use
Lighting
•Strobe light and remote
•Tungsten lights
•Reflector systems
•Electrical safety
COMPOSITION
•Rule of Thirds
•2/3: 1/3 Rule
•Z pattern
•Z axis
EDITING
•Building layers
•Layer masks
•Adjustment Layers
•Dodge/burn
•Selection
•Opacity
•Brushes
•Transformation
CRITICAL THINKING
•Using technical vocabulary while giving feedback
•Linking feedback to past work examples
•How to ask for feedback
•How to take notes on feedback
plus/delta
EQUIPMENT
•Adjusting camera in different lighting conditions
•The Triangle (F-stop, shutter speed, ISO)
•White balancing
•Key/fill lighting
COMPOSITION
•What are leading lines?
•Z pattern
Z axis
•Foreground/midground/background
EDITING
•What are layers?
•How does cropping an image change the composition, emphasis, message?
•What is a composite image? How do you make one?
•How do you read a histogram? What is the purpose of the histogram?
CRITICAL THINKING
•Methods to offer warm, cool, hard feedback
•How to give feedback based in evidence
•How to receive feedback non-defensively
•How to reflect on feedback
What is the purpose of the photograph?
How can everything in the frame contribute to the piece?
How much editing is enough?
How much editing is too much?
How does feedback help me grow?
People
How do I capture someone's likeness?
How can you document without exploiting?
How do you create persona through photography?
Landscape
How can a photo transport you in time / space?
How can you infuse images with a sense of presence?
2D Design & 3D Engineering
•Growth trajectory (start to finish)
•Engagement and investment with process and content
•Quality (conceptual and formally) of Finished projects
•Documentation of process and final work
•Trajectory of conceptual and technical understanding
•Degree of risk-taking, challenges, problem solving
•Use of studio time, class meetings, and time management to meet deadlines
•Participation in critiques and as community member
•Brainstorm, sketch, prototype ideas
•Create patterns, templates, plans
•Collaborate on projects
•Critique & discuss in-process and finished projects
•Recycle & re-purpose materials
•Build with paper, cardboard, wood, wire, found materials, etc.
•Sketch, draw, paint, etc.
•Document and photograph: "in-process" and final "slide-quality" images
•Write reflections
• Build, assemble, construct 3-D objects utilizing a variety of materials and processes
• Convey ideas and concepts through 2-D images
• Make connections between formal aesthetics, function, and personal meaning
• Identify “Making vs. Creating” as mode of communication to express personally meaningful ideas, design principles, and personal creativity
•How can you connect form with function?
•Why do you prototype?
•Why did you utilize these materials to create your work?
•How do 2-D and 3-D processes compare, connect, and/or contrast from one another?
•How can you best capture your creative process through documentation?
•How can you best represent your finished pieces through documentation?
•How do you wish to engage your audience with your work?
•What is your story as an artist?
Fashion Design
•Growth trajectory (start to finish)
•Engagement and investment with process and content
•Quality (conceptual and formally) of finished projects
•Documentation of process and final work
•Trajectory of conceptual and technical understanding
•Degree of risk-taking, challenges, problem solving
•Use of studio time, class meetings, and time management to meet deadlines
•Participation in critiques and as community member
•Document process and final projects
•Brainstorm, sketch prototype ideas
•Build prototypes
•Create patterns and templates
•Critique & discuss in-process and finished projects
•Screen Print
•Hand sew
•Pin, sew, prepare
•Use sewing machines
•Work with non-traditional materials
•Re-purpose garments, wearables/ found materials
•Build a "Collection" that connects thematically (head to toe: accessory, outwear, top, bottom, footwear)
• Utilize a variety of technical processes and materials to convey ideas and meaning when creating garments, accessories, and wearables
• Connect to and find meaning between works created and the fashion design field
• Take an initial idea, prototype/model it forward, critique the piece(s), see the project through, reflect/ critique the final product
• Possess greater insight into the ideas, fabrication, and processes behind works in the professional field.
•Why would you/ how can you create wearables, garments, accessories, etc?
•How does creating wearables compare, connect, and or contrast other modes of expression?
•What is the story you want to tell through your pieces?
•How do you choose to communicate your vision? Why?
•What is personally meaningful to you about these pieces? Is it clear to your viewer?
•What kind(s) of dialogue do you want to spark/provoke/continue?
•How can you maintain a consistent vision in order to convey the big ideas and your personal aesthetic?
•How can you best capture your creative process through documentation?
•How can you best represent your finished pieces through documentation?
•Critiques
•Growth conference/rubric
•Self-reflection (blogs)
•Projects:
•Noir
•Video poetry
•Music video
•Silent film
•Kindergarten project
•Etc.
CINEMATOGRAPHY
Close-up through wide shots
•DSLR camera operation - manual mode
•White balancing
•Lighting operation
•Greenscreen
•Stop motion
•Lens operation
•Shutter speed/aperture
•Rigs (dolly, tripod, etc.)
•Basic sound recording
•Zoom H4N
•Foley
EDITING
•File management
•Keying (footage, text, graphics)
•Transformation
•Opacity
•Transitions
•Titles
•Exporting/Compression
CREATIVITY
•Prompts
•Brainstorming
•Reflection
•Idea-generation (treatment, mood board, storyboard)
•Script writing
•Location scouting
CRITICAL THINKING
•Using technical vocabulary while giving feedback
•Linking feedback to past work examples
•How to ask for feedback
•How to take notes on feedback
CINEMATOGRAPHY
•Framing/angle /movement relation to subject, audience, context
•Rule of 1/3ds
•X/Y/Z axes
•Point of View Filming
•Focal length
•Lighting
EDITING
•Layers (audio/video)
•Sequencing
•Pacing
•Cutting on action/beat
•Continuity
CREATIVITY
•Creativity is not innate
•Creativity can grow
•Creativity results from failure, impasses, and successes
CRITICAL THINKING
•How to write a rubric based on standards and levels of expertise
•How to incorporate technical vocabulary into feedback
•How to speak specifically from the evidence (the work, the artist's intent)
•How to accept feedback graciously and non-defensively
•How to write a process reflection
•How to document process
•Who is the Audience?
•What is original?
•What is my voice, as an artist?
•What inspires me?
•How does feedback help me grow?
Honors Portfolio
•Growth trajectory (start to finish)
•Engagement and investment with process and content
•Quality (conceptually and formally) of finished projects
•Documentation of process and final work
•Trajectory of conceptual and technical understanding
•Degree of risk-taking, challenges, problem solving
•Use of studio time, class meetings, and time management to meet deadlines
•Participation in critiques and as community member
•Build a “Concentration” (group of pieces that connect thematically and via materials and processes)
•Work independently to conceptualize, create, and execute finished pieces for college applications (as supplemental portfolio or as major area of focus)
•Document and photograph “process” and professional “slide-quality” portfolio materials
•Build upon previous experiences and art pieces created in order to create a new body of work
•Engage in processes essential for continued personal growth in order to successfully progress conceptually and formally as a self-sufficient artist
•Professionally share work created (public display/ exhibition, digital portfolio, video, blog, etc)
•Professional accountability for deadlines
•How does one create a “Concentration” (a group of art pieces that connect thematically)?
•If utilizing a variety of different materials and processes to produce a strong body of work, how can you maintain a consistent vision in order to convey the big ideas?
•How can you best capture your creative process through documentation?
•How can you best represent your finished pieces through documentation?
•How do you wish to engage your audience with your work?
•What is your story as an artist?
•How are you prepared to work independently as an artist beyond Upper School?
Graphic Design
Ceramics
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The athletics program provides opportunities for student athletes to participate in a broad and diverse array of sports. The athletics program strongly encourages multi-season participation. Students learn to balance their commitments because they are making choices among competing priorities. The athletics program values students’ learning to choose among competing opportunities, establishing priorities, and making commitments to the outcome of their decisions. Curriculum-based commitments supersede athletic commitments. Coaches have the responsibility to communicate clearly their expectations and time commitments so that students are able to make informed choices and decisions The athletics program values competition as an opportunity for students to develop mental discipline, self-control,cooperation, and perseverance through the experiences inherent in victory and defeat. Appropriate competition is a priority of the program. Individual and team success is a by-product of character, commitment, practice, effort, and teamwork. Positive sportsmanship in competition includes fair play and respect for coaches, teammates, opponents, officials, and spectators. At the JV and JV2 level, if a student is healthy, has been attending practice, and displays a positive attitude; he or she will play in contests. At the Varsity level,playing time is not guaranteed. Varsity coaches continually explain to their athletes how they can improve in order to play more. The athletics program values the life lessons learned through teamwork and shared commitments. All athletes have an opportunity to build leadership through the support, attitude, and motivation that each member brings to the team.Leadership has an important corollary—cooperation, the ability to support team goals and objectives above personal goals and objectives. Respect, fair play,cooperation, effort, loyalty, self direction, and perseverance are some of the outcomes of student participation in the athletic program. The athletics program values sport as a vehicle for teaching and learning the attributes of an ethical character, the skills and strategies of sport, and the value of goal-directed teamwork and cooperation. Athletes understand that they are studentsin the athletic setting. From coaches and teammates they learn the values,skills, and strategies that are the underlying purposes for participation in the athletics program. Team captains and other student leaders are intentionally taught the skills they will need to contribute to a cohesive,supportive team focused on shared goals and readiness for competition. Coaches understand that they are teachers and role models. They teach skills so students can grow in their competence and competitiveness over time. They view each practice and game as an opportunity to teach ethical values and conduct within the context of sport. They model this behavior by their conduct towards their athletes, parents, officials, and opponents, on and off the field. Parents understand that they are role models. Parents view each practice and game as an opportunity to model ethical values to their children. They exhibit this behavior by their conduct towards all athletes, coaches, officials, fellow parents, opposing athletes, coaches, and other parents, on and off the playing fields and in the stands.
There are three distinct Upper School athletic seasons
Fall
•Boys and girls soccer
•Co-ed cross-country
•Girls volleyball
Winter
Boys and girls basketball
Co-ed skiing
Co-ed swimming
Spring
•Co-ed track and field
•Boys and girls golf
•Boys and girls tennis
•Co-ed baseball
•Upper School athletics are about a special team experience including everything from the long bus rides to the team cheers
•Team members support each other, whether they are playing or watching from the sideline
•Team tactics emphasize a common purpose, working together, and competing in a sporting manner
•Instruction in techniques and fundamentals helps players gain confidence
•Athletic participation is about obligations that team members have to each other
•Coaches teach and manage
•Players are expected to be positive with teammates and to attend scheduled team events
•It is the students' responsibility to communicate with coaches when they cannot make practices or games
•Athletes are expected to wear the school uniform with pride
•Winning is the wonderful culmination of learning new skills, working hard, giving your most, having fun. and enjoyment of a team experience
•What are the primary objectives of athletics in the Upper School?
•Are Upper School athletics open to all students?
•What are the various team offerings within Upper School athletics?
•What is the measurement of"success" within the context of competitive athletics in the Upper School?
•In what ways are Upper School students encouraged to take part in athletics?
•What does the commitment to athletics look like?
The Middle School Woodworking Curriculum Philosophy and Overview
•Make the shop physically and creatively safe for all students
•Emphasize safety over speed and process over product
•Cultivate an appreciation for physically challenging work
•Teach traditional, time-tested techniques while remaining open to new possibilities
•Provide students with a vocabulary of skills in order to allow them to fully realize the projects they envision
•Nurture an appreciation for handmade objects of all kinds, and a recognition of quality over quantity
•Competence and understanding of hand tool techniques should generally precede machine work
•Developing an appreciation and reverence for our primary material (wood) as a living, breathing thing
•Foster students finding and working from their passions
The primary thing I will be looking at when writing your end-of-cycle assessment is your work ethic. Are you making good use of your time in the shop? Are you working hard to improve your skills as a woodworker or are you spending your time chatting with friends, messing around, fooling with tools? Are you paying attention to my brief talks about joinery, finishing, layout, etc? Are you willing to "go the extra mile", do that extra bit of sanding, etc so your project will look/function better?.
•Safe and effective use of hand and power tools, with a special focus on carving tools
•Designing and building a personal project
•More sophisticated woodworking techniques
•Sculptural explorations (carving) in low, medium, high relief in and wood.
•Building on previous tool knowledge, techniques, etc
•Safety, Clamping, Gluing, Lamination
•Students will construct a three-dimensional mural "tile" (theme chosen by the class) from wood
•They will use hand and power tools to create the project
•Students will individually create bandsaw boxes from soft and hardwoods
•They will finish their projects with hand- rubbed oil
•Make a bandsaw box, with a focus on the safe operation of the bandsaw itself and the necessary steps to have their box come together correctly
•Learn to produce a satin/low gloss finish on their box
•Explore various techniques and tools to create an three dimensional "tile" for their class's mural
The primary thing I will be looking at when writing your end-of-cycle assessment is your work ethic. Are you making good use of your time in the shop? Are you working hard to improve your skills as a woodworker or are you spending your time chatting with friends, messing around, fooling with tools? Are you paying attention to my brief talks about joinery, finishing, layout, etc? Are you willing to "go the extra mile", do that extra bit of sanding, etc so your project will look/function better?
•Build a rabbeted box
•Sand and finish the box appropriately
•Design and build a small project of student's choosing
•Lay out and cut a rabbet joint, using a combination square, dovetail saw, chisel, and rabbet plane
•Put rabbeting skills to use to build a box
•Are you beginning to grasp how how a quality object is built from wood?
•Are you careful with the tools you use, most importantly so you don't get hurt, but also to help keep the tools in good working condition?
•Do you make good use of materials?
•Do you contribute when cleaning up at the end of class?
•Are you contributing to a productive and safe working environment for your classmates?
•Are you honest and communicative in your self assessment?
•Informal observation of student participation
•Formal written assessments (quizzes, tests, rubrics, criteria) using various number and letter systems
•One-on-one work with student
•Participation in class games, activities
•Responses to routine phrases/questions
•Observation of student engagement
•Student participation in Q and A after presentations
•Assessment of student responses on worksheets
•Analysis of written work on creative projects, journals and worksheets
•Independent use of vocabulary in creation of books and other creative projects
•Independent use of routine phrases and sentences during class participation
•Formal written assessments on key grammar / syntax units
•Regular student self-assessment
•Conversations / skits / oral dialogues / video and audio recordings
•Computer exercises and games
•Written exercises
•We expect students to develop language proficiency at different rates
•Recognize and employ indirect object construction (me gusta, te encanta, nos cansas)
•Recognize and employ present progressive tense construction
•Effectively use a paper or internet dictionary to find and employ vocabulary
•Recognize and employ definite and indefinite articles
•Form of a question in Spanish with correct word order
•Articulate why learning an additional language is highly beneficial for oneself and the rest of the globe
•Recognize, comprehend new vocabulary in meaningful context (CLOZE)
•Use correct pitch and intonation patterns in questions and exclamations
•Accurately employ affirmative, interrogative, and exclamatory sentences
•Produce sentences using new vocabulary related to content area
•Reproduce sounds, stress and intonation patterns specific to Spanish
•Give information regarding spatial relationships
•Employ etymological connections between latin-based vocabulary for understanding and retention (la mano, manual)
•Accurately convert noun, article and adjective endings for gender and number
•Recognize and employ conjugations of the most common regular, irregular, stem-changing, spell-changing and reflexive verbs
•Identify and employ the different uses of Ser and Estar
•Use correct verb conjugation for subject pronoun combinations
•Respond spontaneously to questions asked in class
•Use basic structures and familiar vocabulary to communicate in writing
•Regular and irregular verbs in present, preterit and imperfect tenses
•Geographic studies of Spain and South America
•Build upon the content of 7th grade Spanish
•Vocabulary including: Hobbies, jobs and employment, government and immigration as well as advanced terms from seventh grade vocabulary
•How does learning language interrupt cultural bias?
a. Have to define and engage concept of bias
b. Have to engage idea of cultural identity
c. Have to discuss stereotyping
•How does the study of language enhance a sense of global citizenship?
a. Have to define global citizenship
b. Have to discuss ideas like “Where do I fit in the world as a language student in the United States attending Catlin Gabel School?”
c. Have to recognize the challenge facing US citizens living abroad as well as what are the difficulties facing new immigrants to the United States.
•How does a student gain proficiency and confidence in creating in the language, and what implications will this have for high school placement?
•Regular ar, er, ir verb conjugation mastery
•Introduction of radical and reflexive verbs
•Geographic studies of Caribbean and Central America
•Build upon the content of 6th grade Spanish (include link to 6 curriculum map)
•Vocabulary including: Numbers & calendar, school items, weather & common adjectives, town & city, food & drink, the family, common AR, ER & IR verbs, the home & kitchen, an environmental issue, ordinal numbers, clothing, travel, reflexive & irregular verbs.
•How does learning language interrupt cultural bias?
•How does the study of language enhance a sense of global citizenship?
a. Have to define global citizenship
b. Have to discuss ideas like “Where do I fit in the world as a language student in the United States attending Catlin Gabel School?”
•How does a student gain proficiency and confidence in creating in the language?
•Informal observation of student participation
•Formal written assessments (quizzes, tests, rubrics, criteria) using various number and letter systems
•One-on-one work with student
•Participation in class games, activities
•Responses to routine phrases/questions
•Observation of student engagement
•Student participation in Q and A after presentations
•Assessment of student responses on worksheets
•Analysis of written work on creative projects, journals and worksheets
•Independent use of vocabulary in creation of books and other creative projects
•Independent use of routine phrases and sentences during class participation
•Formal written assessments on key grammar / syntax units
•Regular student self-assessment
•Conversations / skits / oral dialogues / video and audio recordings
•Computer exercises and games
•Written exercises
•We expect students to develop language skills at different rates
•Recognize and employ indirect object construction (me gusta, te encanta, nos cansas)
•Recognize and employ present progressive tense construction
•Effectively use a paper or internet dictionary to find and employ vocabulary
•Recognize and employ definite and indefinite articles
•Form of a question in Spanish with correct word order
•Articulate why learning an additional language is highly beneficial for oneself and the rest of the globe
•Recognize, comprehend new vocabulary in meaningful context
•Use correct pitch and intonation patterns in questions and exclamations
•Accurately employ affirmative, interrogative, and exclamatory sentences
•Produce sentences using new vocabulary related to content area
•Reproduce sounds, stress and intonation patterns specific to Spanish
•Use femenine and masculine endings
•Give information regarding spatial relationships
•Employ etymological connections between latin-based vocabulary for understanding and retention (la mano, manual)
•Accurately convert noun endings for gender and number
•Recognize and employ conjugations of many regular, irregular, stem-changing and reflexive verbs
•Identify and employ the different uses of Ser and Estar
•Use correct verb conjugation for subject pronoun combinations
•Respond spontaneously to questions asked in class
•Use basic structures and familiar vocabulary to communicate in writing
•Regular ar, er, ir verb conjugation mastery
•Introduction of radical and reflexive verbs
•Geographic studies of Caribbean and Central America
•Build upon the content of 6th grade Spanish (include link to 6 curriculum map)
•Vocabulary including: Numbers & calendar, school items, weather & common adjectives, food & drink, the family, common AR, ER & IR verbs, the home & kitchen, ordinal numbers, clothing, travel, radical, reflexive & irregular verbs
•Why is it important to become a multi-lingual person?
•How do I become multilingual?
•How does learning language act to interrupt biases, prejudice, and assumptions?
•How does the study of Spanish language and culture enhance Global Competencies?
•How do 6th grade Spanish students create meaningful relationships with international peers?
•How is language a window into cultural perceptions of race, ethnicity, religion, equality?
•How does learning Spanish help to understand patterns of human migration and how this might affect us all in the future?
•How does studying Spanish heighten awareness of universal human rights?
The Holocaust and Human Behavior
•Peer Review
•Oral Presentations
•Paragraph and Essay Rubrics
•Nightly assignments
•Long term project about a selected topic
•Group exam based on oral presentations
•Expository writing and critical comment, beginning with paragraphs
•Reading for meaning and understanding
•Journaling, reflection, and creative response about human rights and personal decision making
•Discussion and listening skills
•Using presentation slides to teach classmates
•European competitiveness in the wake of World War I kept Germany unstable through the 1920s
•Targeting and stereotyping are commonly utilized forms of propaganda
•Targeting of particular groups continues in the world today
•Hitler's rise to power was well coordinated by a passionate group of misguided but fully committed followers
•In any society, what characterizes equal treatment for all people?
•What should government’s role and responsibility be in protecting human rights for all?
•By studying human experience, can a person learn to make good personal choices?
•What factors cause good government to go so terribly wrong?
Multicultural America
•Peer Review and feedback
•Oral Presentation on an individualized topic
•Paragraph and Essay Rubrics
•Nightly assignments
•Long term project leading to a class lesson
•Public speaking rubric
•Expository writing and critical content, extending work on paragraphs
•Reading for meaning
•Journaling, reflection, and creative response to Case Studies
•Discussion and listening skills
•Participating fully in Socratic Seminars, role plays, and class discussions
•A more nuanced view of the complexity of demographic groups at the heart of the American story
•How government policies have often favored some demographic groups over others
•How researching well will lead to greater knowledge of the country's lesser represented group
•What stories are traditionally told through the Master Narrative of American history?
•What stories are not traditionally told through the Master Narrative of American history?
•How is it best to tell a more nuanced story of American history?
Foundations: U.S. Civics
•Peer Review
•Oral Presentations
•Paragraph and Essay Rubrics
•Nightly assignments
•One long term project associated with writing and debating a legal controversy
•Expository writing and critical comment, extending work on paragraphs.
•Essay writing in 5-paragraph format
•Reading for meaning. Further development of critical thinking
•Journaling, reflection, and creative response about all topics, including current court cases and current events
•Discussion and listening skills
•Debating skills
•Recitation skills
•Human Rights are universal; guaranteeing rights is an essential role of government
•Original texts (Declaration of Independence and Constitution) guide American society
•Citizens have important roles in governing the United States
•Personal history affects how one reacts to issues and voting in elections
•The Founders' arguments and agreements led to decisions that affect us today
•Limits on power, three branches of government, and citizen rights are core American ideals
•What are the roles and responsibilities United States citizens?
•How are human rights defined and guaranteed in the United States?
•How does reading about human experience inform one's personal choices?
•What are the founding principles of the United States?
•How do citizens choose elected officials?
World Cultures continues the study of civilizations begun in sixth grade. Students learn to think critically about historical eras, analyze primary sources for accuracy and bias, define problems, and relate historical events to the modern world.
Students acquire the patterns needed to read actively for both the main idea and increase their vocabulary. Students focus on writing as a process. Students concentrate on the process of developing their essays through such stages as pre-writing, outlining, and first and second drafts. Students extend the depth and detail of their writing and practice writing introductory paragraphs, topic sentences, and strong conclusions. Beginning the year in a large group, they learn the skills necessary to complete projects independently, including planning, time management, outlining, and research. Research involves interviewing, reading for specific information, and using both print and electronic research. In the course of the year, students practice speaking skills including, exchanging ideas; debating, and honoring ideas of others. Units include geography and the human experience with an emphasis on current world geography; Middle Ages in England, China, Middle East, North Africa, and Japan with an emphasis on mapping of culture, impact of religion, and development of political systems; and revolutions in science, Enlightenment, America, France, and agriculture. Spring brings planning a trip to a country in the Eastern Hemisphere with an emphasis on studying the culture of a country through travel. The final unit of study involves the history of Mount St Helens.
Trip Planning
•Create Google Map with layers
•Utilize spreadsheet to develop budget
•Synthesize research into outline
•Global cooperation and trade have benefits and drawbacks
•Human activities and new technology lead to new challenges
•Some people use peaceful means to achieve their goals, others resort to violence
•Good movies engage multiple senses
•Point of view in film making influences the feeling of a story
•How would living abroad change my life story?
•What are the responsibilities of global citizens?
•What is power? Who should have it?
Revolutions!
•Expository and imaginative writing, including paragraphs, essays, historical fiction, and poetry
•Unit Tests including maps, essays to assess knowledge of essential questions, and a variety of question types
•Research projects graded with point system so that students see where work is strongest and where revision is needed
•Draw maps
•Compare information from a variety of historical sources
•Take notes that reflect understanding of the sources
•Evaluate the question, Do the means justify the end?
•Synthesize information into a historical fiction story for children
•Create poetry, combine information gathered into group video
•Write a guest author post to the Class Blog presenting a historical event
•Nations establish colonies for economic reasons such as acquiring resources and trade markets
•Migration and colonization bring about the spread of culture and cultural change
•Religious differences can lead to conflict
•Democratic principles may stem from the protection of individual rights and liberties
•New ideas are developed as scholars build upon the thinkers and ideas of the past
•Laws and societies evolve in response to the problems of their times
•Democracy requires compromise, involvement, and responsibility
•Why do people move?
•What should governments do?
•What is Power? Who should have it?
•Identify reasons why civilizations developed where they did
•Compare information from a variety of historical sources
•Take notes that reflect understanding of the sources
•Evaluate the question, Do the means justify the end?
•Synthesize information into a three minute film
•Sometimes empires do not fall but evolve into new empires that are very different from their predecessors.
•Religious groups that start out united often split into different sects.
•The legacies of ancient empires were preserved by empires that came after them.
•New ideas that transform the world can start in unexpected places
•Several religions are monotheistic, emphasizing belief in one God.
•Respect for trade and learning can help create prosperity and advance culture.
•Trade leads to cultural diffusion.
•Cultures borrow from one another.
•Efforts to dictate religious beliefs often lead to war and persecution.
•Religion may inspire artistic achievement and promote education.
•Trade fosters growth of towns.
•Exposure to new ideas often spurs a period of artistic and cultural creativity.
•What distinguishes one culture from another?
•What is power? Who should have it?
•How should we handle conflict?
•How are religion and culture connected?
Geography & the Human Experience
•Expository and imaginative writing, including paragraphs, essays, historical fiction, and poetry
•Unit Tests including maps, essays to assess knowledge of essential questions, and a variety of question types
•Research projects graded with point system so that students see where work is strongest and where revision is needed
•Draw maps, discuss different spatial representations of Earth's surface
•Explore reasons behind conflicts arising from boundaries and other political/physical divisions
•Presentations on topics such as invasive species and natural disasters
•Knowledge of the geographic & cultural regions of select areas of the world
•Physical and political environments of Oregon, the United States, and the World
•What are domestic and international issues concerning geography?
•How do culture and experience influence people's perception of places and regions?
Sixth Grade Humanities focuses on Ancient Civilizations and how social scientists – historians, geographers, archaeologists, and anthropologists – study the past. Students learn to view history from multiple perspectives by asking three main questions throughout the year: Who tells the stories? Who benefits from the stories? Who is missing from the stories? With these questions in mind, students can begin the process of thinking critically by analyzing primary documents and historical events for accuracy and bias. They can also determine in more nuanced ways how the past is reflected in the present.
Since sixth grade is a foundation year for secondary education, study skills and literacy play prominent roles in the curriculum.Time and materials management are addressed throughout the year, mostly in the form of larger, independent projects. Reading is addressed through both fiction and non-fiction text. Students create a “toolkit” of reading strategies by learning to preview, actively read, and use multiple forms of note taking techniques. Vocabulary development plays a prominent role in all areas of literacy, from reading and writing to listening and speaking. Students should leave sixth grade with a lexicon of over 250 new words. Expository writing in Humanities follows the lead of Language Arts writing instruction yet focuses primarily on expository writing and single paragraph structure. Students devote time to creating strong topic sentences, supporting details,and strong conclusions in order to summarize what they read and research. In addition, they learn to both read and write cause/effect, comparison/contrast, and sequential paragraph formats. Learning these techniques will propel them forward as more time is devoted to longer research essays in seventh and eighth grade history courses. Public speaking and rhetoric are also hallmarks of sixth grade humanities. Time is devoted to active listening techniques as well as learning techniques for oratory, in the form of both speeches and debate.
Imaginary Civilization
Assessment will be based on the following:
•Collaboration, imagination, creation of map
•Incorporating understanding of culture and civilization
•Presentation skills
•Geographic terms test
•Expository writing culminating in five paragraph essay
•Vocabulary by which cultures are understood
•How to communicate their cultural norms to others
•Geographic definitions and locations associated with them
•Create maps containing a legend, scale, compass rose and multiple geographic features
•Collaborate, brainstorming, implement
•Present civilization to a group; build alliances based on shared resources and goals
•Write a 5 paragraph essay based on their civilization
•Understand that choices can change the world
•Understand that everyone has choices
•Understand that people need resources in which to live
•Reinforce learning by seeing that all civilizations exist by the following means: govt.,technology, arts, writing, religion, social structure, food supply
•Understand the meaning of culture by creating their own set of beliefs, values, and traditions
•If you could create a new civilization, what would it be like?
•Can equality exist?
•Can we overcome problems of pollution? Waste?
•Is war necessary?
•What are the biggest problems we face as a species?
Ancient Civilizations
•Self-assess and reflect on their effort and success by way of personal blog entries
•Tested on reading comprehension by way of both formative and summative quizzes and tests
•Create multiple partner and group projects to present to class. These projects allow for differentiated instruction that both challenges and supports individual students in their learning. For example, ancient Greek myths retold using iMovie; the RICE festival, multiple art projects.
•Mission Skill Assessment of non-cognitive habits - creativity, collaboration, resilience, ethics, time management are assessed during each unit
•Practice the skill of PRO - Preview, Read and Organize - an expository text
•Display and practice multi note taking and study techniques in preparation for tests
•Create films to display modern understanding of ancient myths
•Learn about presentation techniques by using Powerpoint and Prezi in the most effective and engaging ways
•Learn how to research, using both book and digital text
•Cite and analyze sources
•Collaborate effectively with one or more students at a time
•Use rubrics and checklists to effectively monitor progress and multi-step projects
•Learn how archaeology, geography, and anthropology contribute to the ongoing study of prehistorical records.
•Learn how geography contributes to our understanding of the world.
•Explore the 7 characteristics of civilization: The Arts; Technology; Writing; Stable Food Supply; Social Structure; Government; Religion and find examples of these in both art, artifacts, and stories.
•Identify and study the ancient development of both western and non-western ancient cultures - Egypt, India, China, Greece and Rome.
•Read and analyze ancient texts, such as Greek myths and Gilgamesh to find connections to our modern stories and our lives today.
•How do social scientists study the past?
•What factors contributed to the success or failure of ancient civilizations and why?
•What are the contributions of ancient civilizations to our contemporary world?
Our Place in the World
Humanity and Our Place in the World
•Self-assess and reflect on their effort and success by way of personal blog entries
•Be tested on reading comprehension by way of both formative and summative quizzes and tests
•Write comparison and contrast paragraphs on early human species and read and write multiple journalism articles
•Create a personal and current event timeline of their life so far connecting to other students in the class
•Begin the process of a Globetrekker Passport as they follow Paul Salopek in his journey to follow the path of human migration across the globe. Students will take walking trips of their own and blog about countries of the world
•Mission Skill Assessment of non-cognitive habits - creativity, collaboration, resilience, ethics, time management are assessed during each unit
•Know that timelines are one way to visualize history
•Learn to visually mark time
•Learn about map making techniques and geographic terms
•Learn techniques for reading digital texts, notably Out of Eden Walk
•Practice both reading and writing current event articles
•Learn techniques for interviewing
•Learn that all humans descended from Africa
•Know the scientific terms for early humans
•Know that knowledge about early humans is changing with each new discovery
•Display and practice knowledge for reading a textbook
•Learn that geography plays a prominent role in the development of cultures
•Learn that we can be connected to others through stories and historical events
•Understand identity by identifying personal traits, values and affinities
•Understand their place in the world through historical events and history
•Begin to understand the scale of human existence on the planet
•Understand that our understanding of history is dynamic rather than static
•Who am I?
•Who are you?
•Who and why are we together?
•What makes us human?
Eighth grade science is an introduction to physical science. Topics include volume and mass, mass changes in a closed system, characteristic properties, and solubility. In this laboratory-based class, students further refine their application of the scientific method and improve their ability to observe and record; to make and refine hypotheses; and to design, run, and write up lab-based inquiries. In an eagerly anticipated final project students use the skills, theories, and techniques learned throughout the year to separate “sludge,” a mixture of numerous solids, liquids, and gases. The year ends with the formulation of the atomic theory of matter. Students are expected to be thoroughly engaged in inquiry, curious, respectful and invested in their learning.
The Atom
Students will be given a mixture of substances and they will have to separate and identify the compounds and elements using intensive properties of matter
•Protons, neutrons and electrons make up the basic configurations of all atoms
•The configuration of protons and neutrons determine the configuration of electrons and thus determine the atoms of an element.
•Protons are positively charged and electons are negatively charged
•Most of an atom is empty space
•Although the smallest part of the atom is the nucleus, it is the most dense
•When atoms are arranged in order of increasing atomic mass, patterns arise and repeat
•What is the nature of matter on the atomic and molecular level?
•What predictions can be made by understanding the nature of atoms?
•How different does something have to be in order for it to be considered different?
Separation of Mixtures
•Comprehensive unit test
•Practical laboratory exam in which they must distinguish between a collection of unknown solids and liquids called Sludge
•Cooperative group work in the laboratory
•Periodic quizzes
•Review of lab write-ups
•Mixtures can be separated into component parts called pure substances
•Mixtures and pure substances are different from each other
•Dissolved solids can be separated.
•Differences in density, boiling point, and solubility can be used to separate substances.
•Paper chromatography is used to separate a pigment from a liquid.
•Separate two or more liquids by fractional distillation.
•Explain how fractional distillation is used for industrial uses.
•Separate a mixture of soluble and insoluble solids.
•Separate a mixture of soluble solids.
•There is a rather vague boundary between pure substance and a mixture of pure substances.
•If you cannot separate something using any of the methods we employ, the substance is operationally pure.
Related Misconceptions
You can see all parts of a mixture.
•How can we tell the difference between a pure substance and a mixture?
•How can two liquids in solution be separated from one another?
•How can two dissolved solids be separated from one another?
•What is the nature of matter?
•Can all intensive properties of matter be utilized to separate a mixture of substances?
Solubility
Students will produce lab reports for 5 inquiry based labs. Students will be working in pairs to construct a procedure, collect observations and data, make meaningful calculations and report of the significance of their findings.
To demonstrate complete understanding students will be asked to predict what errors in each lab would cause specific results in the outcomes of their findings. It’s not just about knowing the correct answer, but being able to explain where and things went wrong based on their experience with the skills and content.
Other Evidence
Demonstrate how to read solubility curves, examine experimental errors, calculate solubility, use solubility to differentiate between substances, calculate solubility of different substances at different temperatures
•Solubility is a characteristic property of both the solute and the solvent
Like density solubility changes with temperature
•The dependence on temperature is useful in separating solutes in a solution
•When a substance dissolves in a solvent it distributes itself evenly throughout the column of solvent
•Concentration is a way to expressing the quantity of substance dissolved in a fixed amount of liquid
•When a metal dissolves in a strong acid a gas is produced
•Liquids are soluble in liquids, solids are soluble in liquids and other solids,
•Alloys are mixtures of solids
•Gases are soluble in liquids
•Make solutions of specific concentrations.
•Determine relative concentrations of colorful solutions based on shade
•Compare concentrations of saturated solutions.
•Distinguish between saturated substances by comparing their temperatures.
•Compare different solvents,
collect gases generated by dissolving different metals and carbonates in strong acids.
•Differentiate the gases generated by comparing relative density and flammability,
Determine the solubility of carbon dioxide and ammonia in water
•A solution is a homogeneous mixture of two or more substances with each retaining its chemical identity.
•Solubility is an intensive property of matter of both the solute and solvent and is expressed in a complete unit -- grams of solute per 100g of solvent
Related Misconceptions
•When a solid dissolves in water it melts.
•The solid does not disappear, it dissociates into to solvent.
•Water can hold an infinite amount of solute.
•How can we use solubility to distinguish between substances?
•What is the maximum amount of solute that can dissolve in a given amount of solvent?
•How does solubility change with temperature?
•How does the nature of solubility differ between gases and solids?
Characteristic Properties of Matter
•Students will produce lab reports for 5 inquiry based labs.
•Students will be working in pairs to construct a procedure, collect observations and data, make meaningful calculations and report of the significance of their findings.
•To demonstrate complete understanding students will be asked to predict what errors in each lab would cause specific results in the outcomes of their findings.
•It’s not just about knowing the correct answer, but being able to explain where and things went wrong based on their experience with the skills and content.
•Density, boiling point, freezing point are independent of the size and shape of objects.
•Density, boiling point and freezing point are characteristic properties of matter.
•Determine the freezing points of substances such as water, salt water, and TOP and BHT
•Determine the melting points of the same substances.
•Organize and collect data over time.
•Graph data using appropriate scale, units and labels.
•Interpret data on a graph.
•Determine boiling points of substances.
•Distinguish between substances using boiling point.
•Determine density of regular solids, irregular solids.
•Determine density of liquids and gases.
•Use significant figures in division and multiplication calculations.
•Properly use scientific notation.
•Distinguish and identify unknown substances by comparing experimental data with accepted values.
• In daily language we hear statements like “lead is heavier than iron.” Lead is neither heavier or lighter than iron, just as lead is not bigger or smaller than iron.
•Mass, volume and shape are extensive properties.
•Properties that do not depend on the amount of a substance are intensive properties or characteristic.
Related Misconceptions
•All liquids boil at 100 degrees celsius
•All solids freeze at 0 degrees celsius
•Gases do not have a density because they float.
•How do we know when two substances are different?
•What is the difference between an extensive and an intensive property of matter?
•What is the nature of matter?
Mass Changes in Closed Systems
Produce a lab report on the following:
Mass changes when salt dissolves in water, Mass changes when ice melts, Mass changes when copper and sulfur are heated, mass changes when a solid dissolves in water to produce a gas, mass changes when two solutions are mixed to form a solid, and mass changes when popcorn is heated.
•Students will produce lab reports for 5 inquiry based labs.
•Students will be working in pairs to construct a procedure, collect observations and data, make meaningful calculations and report of the significance of their findings.
•To demonstrate complete understanding students will be asked to predict what errors in each lab would cause specific results in the outcomes of their findings. •It’s not just about knowing the correct answer, but being able to explain where and things went wrong based on their experience with the skills and content.
The law of conservation of mass, states that for any system closed to all transfers of matter and energy (both of which have mass), the mass of the system must remain constant over time, as system mass cannot change quantity if it is not added or removed. Hence, the quantity of mass is "conserved" over time. The law implies that mass can neither be created nor destroyed, although it may be rearranged in space, or the entities associated with it may be changed in form, as for example when light or physical work is transformed into particles that contribute the same mass to the system as the light or work had contributed. The law implies (requires) that during any chemical reaction, nuclear reaction, or radioactive decay in an isolated system, the total mass of the reactants or starting materials must be equal to the mass of the products.
•Experimental evidence will lead students to this fundamental law of nature
•Accurately read and use a single pan balance
•Use uncertainty
•Create histograms using class data
•Identify and explain changes in state and matter
•Indirectly measure the mass of a gas
•Analyze class data
•Draw conclusions based on experimental evidence
•Express very large numbers and very small numbers using scientific notation
•Explain fundamental concepts of a Law of Nature
•Mass will not change over time in a closed system.
•Related Misconceptions
•Mass goes down when salt is dissolved in water.
•Mass is lost when copper and sulfur are heated.
•Mass changes with physical and chemical changes.
•What is the nature of matter?
•Does mass change when substances undergo different changes?
•What are the essential attributes of a Law of Nature?
•How certain are you of data collected in the lab?
Volume and Mass
Produce a lab report on the following:
Heating Baking Soda, Measuring volume with the displacement of water, The Sensitivity of a Balance.
Students will be working in pairs to construct a procedure, collect observations and data, make meaningful calculations and report of the significance of their findings.
To demonstrate complete understanding students will be asked to predict what errors in each lab would cause specific results in the outcomes of their findings. It’s not just about knowing the correct answer, but being able to explain where and things went wrong based on their experience with the skills and content.
•Volume and mass are the two different ways in which we measure matter.
•Volume is not best way to compare or measure matter due to its dependence on temperature and pressure.
•Mass is amount of matter contained in an object, Volume is the amount of space an object occupies, both mass and volume involve counting and comparing units of measure.
•Weight is force imposed upon an object by gravity.
•Mass stays constant within normal ranges of temperature and pressure.
•Measuring devices have certain and discrete sensitivities: a measurement must contain a magnitude, units and uncertainty.
•Work in a laboratory.
•Collect gas using liquid displacement.
•Safely operate alcohol burners and micro-burners.
•Read a scale accurately.
•Determine the uncertainty of measuring devices.
•Measure volume of regular and irregular solids
•Measure mass using single pan balance.
•Compare objects using mass, volume.
•Determine best mode of comparing matter.
•Record data in clear organized manner.
•Compare class data.
•Formulate conclusions based on class data.
•Volume and mass are two ways to measure, quantify and compare things.
•Students will learn three methods to measure and precisely report the volume.
•Students will point out the shortcomings of volume as a measure of the quantity matter.
•Students will proceed to mass, which is operationally defines as the property of matter that is measured with a balance.
•Students will learn how to determine the sensitivity of a balance, and learn just how much you can trust a measuring device.
•What is the nature of matter?
•What methods can we employ to measure matter?
•What are the shortcomings of volume as a measure of matter?
•What does mass measure?
•How is mass different from weight?
•What limits do our measuring impose on our certainty of measurements?
In Seventh grade science, we will be delving into what it means to be a scientist and how science provides a unique and powerful way to understand the world. Throughout the year, we will be asking big questions and looking closely at how science connects to our lives. Along the way, we will explore how humans have come to understand their place in the universe, consider how rare and precious life is, and investigate how our choices and actions during this brief moment in geologic time dramatically affect the environment and our fellow living members here on the one and only planet Earth.
The scope and sequence of the year can be thought of as a grand transect* that stretches from deep space to the center of the Earth. The year’s investigations are divided into five units beginning with the Nature and Processes of Science Inquiry. Following this, we will blast off into a unit on Space Science and the frontier-expanding field of computer programming and robotics. From here, we will pass through the Earth’s atmosphere and explore the living surface of our planet through the interconnected fields of Ecology and Environmental Science. Finally, we will wrap up the year by plumbing the depths of our planet to uncover its inner-workings and to figure out what the field of Earth Science has to say about the past and future of the Pacific Northwest. As a grand finale, we will wrap up the year with a four-day trip to Mt. St Helens, a local reminder of the dynamism and resiliency of our one and only planet Earth.
* Transect - a line along which a scientists travels and makes observations during a focused research study.
Earth Science
•Earth Science Unit Guide
•Essential Question Written Responses
•Participation during four-day Mt. St. Helens class trip
•Interpreting seismograms to infer the layers of the Earth
•Predict the occurrence of geologic landforms and events throughout the world based upon understanding of tectonic plates and continental drift.
•Identifying specimens of the three rock types and interpreting their geologic implications.
•Determining mineral composition and inferring eruption characteristics attributed to various forms of igneous rock
•Collecting field observations from Mt. St. Helens to understand the nature of its eruption and recovery following the 1980 blast
•Scientists use seismographs, earthquakes, and the understanding of seismic wave propagation to understand the structure of the Earth
•The interactions and relative motion between the layers of the Earth result in geologic landforms and events on the Earth’s surface
•Geologic process powered by plate tectonics, gravity, and weather drive the rock cycle, which transforms rocks into new rock types, which, on examination, reveals the history and formation conditions of geologic landforms
•The formation and eruption of the volcanoes that form the Pacific Northwest's Cascade Mountain Range is caused by specific regional geology, which we can infer from evidence and observation of our local geology
•How do scientists investigate the depths of the Earth without getting burned
•How does the nature of the Earth’s insides affect what we observe up here on the surface?
•How does the Earth turn old rocks into new and different rocks?
•Why are mountain here in the Northwest always blowing up (at least geologically speaking)?
Ecology and Environmental Science
•Food Web Models
•Field Ecology Research Project
•State of Hyla Woods Blog Post
•Photosynthesis and Cellular Respiration Lab Report
•EcoMUVE Environmental Science Simulation
•Climate Change Solution Project
•Constructing food webs to represent energy flow and matter cycling within an ecosystem
•Demonstrating the occurrence of photosynthesis and cellular respiration through laboratory experiments in response to changes in environment conditions
•Carrying out ecological field tests effectively and accurately to determine environmental health
•Using data, graphs and background knowledge to construct cause-and-effect arguments for environmental issues
•Working as a collective group to analyze and draw conclusions from their own and their classmates’ data
•Identifying local and global environmental issues, their causes, and potential solutions
•Life can thrive on Earth due to the specific cosmic circumstances of our planet
•Systems are composed of integrated components and connecting processes within a complex whole
•An ecosystem can be characterized by the interaction of biotic and abiotic components
•Food webs can graphically model how energy and matter move through an ecosystem
•Nearly all energy comes from the sun and is converted through the processes of photosynthesis and cellular respiration to provide energy for life functions
•Through an understanding of biotic thresholds and careful assessment of abiotic and biotic components within an ecosystem, scientist can form conclusions about the health of the ecosystem
•Human choices and lifestyles affect the planet in the short and long term. Our creative problem solving is critical in ensuring sustainable land use, as well as the conservation of biodiversity, and natural systems
•What makes Earth “ripe” for life?
•What is a system and how does it work?
•How does matter and energy get around within an ecosystem?
•How can we tell if an ecosystem is healthy?
•How are humans affecting the environment, how does this affect our future, and what can we do about it?
Space Science and Robotics
•Multicultural Astronomy and Space Exploration Posters
•Lego Robotics “Mission Mars Challenge”
•Interplanetary Tourism Project
•“Planetary Patterns Inquiry” Participation and Reflection
•Online scientific research
•Computer programming (Lego Robotics Mindstorms and EV3)
•Searching for patterns within data (using statistical analysis when necessary)
•Scale model construction
•Humans have found order in the cosmos through ancient lenses of mythology and pattern recognition then through modern lenses of scientific inquiry, observation, and technology
•Information processing and computer programming has propelled our investigations and deepening understanding of the universe
•Natural laws (of motion, gravity, and energy transfer) underlie the nature of our solar system and the universe beyond
•How have humans around the world viewed the stars and their place in space from ancient times to the present?
•How do computer programming, robotics, and technology allow us to explore the new frontiers of space?
•How is the universe arranged, and what patterns and forces underlie its order?
The Nature of Science and Experimental Design
•Self-designed lab & lab report
•Group Lab presentation
•Unit Test
•Writing their own scientific questions
•Developing logical inferences based upon their own observations
•Writing If/Then/Because hypotheses appropriately incorporating independent and dependent variables
•Create a data table to organize their data before running an experiment
•Graphing their data using Excel or Google Sheets
•Forming logical conclusions from their results and in response to their question and hypothesis.
•Discussing the significance of their experiment including its limitations, sources of error, overall conclusion
•Discussing the role that habits of mind and process skills play in scientific investigation.
•Science is an evidence-driven form of inquiry relying upon specific habits of mind and process skills
•Science is a community endeavor based on collaboration, peer-review, and respectful debate of ideas and logic.
•Science has both particular powers and limitations in understanding and explaining aspects of the human experience
•What is my role in this scientific community?
•How is science different from other ways of understanding?
•How do scientists think and what do they do?
Sixth grade science focuses on the biology of marine life and the human body. In this life science class students gain experience observing, dissecting, writing and organizing notes, drawing, problem solving, thinking critically, making oral presentations and creating a life-size paper model of their own skeleton and organs.
Our investigation of the human body includes the study of the skeletal, nervous, circulatory, endocrine and digestive systems, as well as the effects of alcohol, tobacco and drugs on mental and physical health. These studies culminate in Surgery Day, when hospital personnel bring authentic surgical equipment and materials to the classroom to give students hands-on practice with various medical and surgical techniques.
Our study of marine life includes a survey of the major kingdoms of life, with a focus on the natural history, distribution and abundance of dominant marine invertebrate and vertebrate animals. This unit culminates with a week of camping on the southern Oregon coast where students explore the labs at the Oregon Institute of Marine Biology, the fishing docks at Charleston Harbor, and the rocky seashore and the sandy beach of Cape Arago. Students observe marine habitats and biota first-hand to gain appreciation and experience identifying marine algae, plants, invertebrates, birds and mammals in the field.
Human Biology
•Class discussions
•Class and field participation
•Project products
•Written tests
•Oral reports
•Self evaluations
•Lab book organization, notes and drawings
•Define select vocabulary terms,
•Interpret data and diagrams,
•Observe
•Copy notes and drawings
•Infer
•Construct models
•Measure
•Classify
•Predict
•Pose questions
•Draw conclusions
•Compare and contrast
•Relate cause and effect
•Make generalizations
•Make judgements
•Problem solve, think critically
•Science is the process of trying to figure out how the world works by making careful observations and trying to make sense of those observations.
The cells in similar tissues and organs in other animals are similar to those in human beings but differ from cells found in plants.
•Like other animals, humans have body systems for obtaining and deriving energy from food and for defense, reproduction, and the coordination of body functions.
•Lungs take in oxygen and eliminate carbon dioxide produced; he urinary system disposes dissolved waste molecules, the skin and lungs aid in the cooling of the body, and the intestinal tract removes solid wastes and incubates myriad beneficial bacteria essential for good health.
•For the body to use food for energy and building materials, the food must be digested into molecules that are absorbed and transported to cells.
Specialized cells and the molecules they produce identify and destroy microbes that get inside the body.
•Viruses, bacteria, fungi, and parasites may infect the human body and interfere with normal body functions.
•Specific kinds of germs cause specific diseases.
•The amount of food energy (calories) a person requires varies with body weight, age, sex, activity level, and natural body efficiency.
•Regular exercise is important to maintain a healthy heart/lung system, good muscle tone, and bone strength.
Alcohol, tobacco and drugs cause changes in the body and therefore upset the body's stable internal environment
•Avoiding toxic substances, such as tobacco, and changing dietary habits increase the chance of living longer.
•Individuals differ greatly in their ability to cope with stressful situations.
To obtain energy from ingested food, oxygen must be supplied to cells and carbon dioxide removed.
•Interactions among the senses, nerves and brain make possible the awareness and learning that enables humans to predict, analyze and respond to changes in their environment.
•The length and quality of human life are influenced by genes and environmental factors, including sanitation, diet, medical care, and personal health behaviors.
•Technologies in food production, sanitation and health care have dramatically changed how people live, work and survive, resulting in rapid increases in the human population.
•What are the organ systems, tissues and cell types in the human body?
•Why is the human body shaped the way it is?
•How are humans related to other animals?
•How is the human body similar to, and different than, other animals?
•What are examples of human disease, illness and addiction?
Diversity of Life
•Class discussions
•Class and field participation
•Project products
•Written tests
•Oral reports
•Self evaluations
•Lab participation, written notes and graphs/drawings
•By the end of the 6th grade, science students should be able to:
•Define select vocabulary terms, interpret data and diagrams, observe, copy notes and drawings, infer, construct models, measure, classify, predict, pose questions, draw conclusions, compare and contrast, relate cause and effect, make generalizations, make judgements, problem solve, think critically,
•All living things are composed of cells, from just one to trillions.
•The way in which cells function is similar in all living organisms.
•Life forms that have chlorophyl are producers.
•Life forms that cannot photosynhesize or chemosynthesize are consumers.
•The majority of plants are autotrophs
Plants use the energy from light to make sugars from carbon dioxide and water.
•Plants can use the food they make immediately or store it for later use.
Food provides molecules that serve as fuel and building material for all organisms.
•Animals are heterotrophs
•In classifying organisms, scientists consider details of internal and external structures.
•Some kinds of organisms, many of them microscopic, cannot be classified as either plants or animals.
•Body structures vary with life functions
Organs and body structures vary from phylum to phylum
•Animals obtain energy by eating autotrophs or other heterotrophs
•All animals maintain a stable internal environment
•All animals share an evolutionary heritage
•Changes in environmental conditions can affect the survival of individual organisms and entire species.
•The world contains a wide diversity of physical conditions which create a great variety of environments that organisms can grow and survive in.
•Most species that have lived on earth are now extinct.
•Extinction of species occurs when the environment changes and the individual organisms of that species do not have the traits necessary to survive and reproduce in the changed environment.
•Organisms have a great variety of body plans and internal structures that enable them to reproduce and produce or consume food.
•People control some characteristics of plants and animals they raise by selective breeding and by preserving varieties of seeds (old and new) to use if growing conditions change.
•Changes in environmental conditions can affect the survival of individual organisms and entire species
•Given adequate resources and an absence of disease or predators, populations of organisms in ecosystems increase at rapid rates. Finite resources and other factors limit their growth.
•All organisms, both land-based and aquatic, are interconnected by their need for food. This network of interconnections is referred to as a food web.
•At times, environmental conditions are such that plants and marine organisms grow faster than decomposers can recycle them back to the environment. Layers of energy-rich organic material have been gradually turned into great coal beds and oil pools by the pressure of the overlying earth. By burning these fossil fuels, people are passing most of the stored energy back into the environment as heat and releasing large amounts of carbon dioxide.
•What is life, and what do living things have in common?
•How do we categorize living things?
•The largest ecosystem is marine. What are the ocean's major habitats?
•What are examples of the ocean's dominate life forms?
•How does the ocean affect life on land?
Golf
•Teacher observations on skills, game play situations, and teamwork
•Various situations of game play will show understanding of rules
•Analyze game situations for strengths and things to work on
•Self and peer assessment
•Personal reflections during unit
•Demonstrate the fundamental skills of the golf swing (grip, stance, different types of swings/shots)
•Grip: Interlocking, Hammer, Overlapping
•Swing/Shots: Drive shot, Iron shot, Pitch shot, Chip shot, Putt
•Communicate and show an understanding of rules of the game, including scoring and strategy
•Golf improves eye-hand coordination, focus, relaxation, and technique
•A proper stance and grip while swinging will lead to higher chance of striking the ball
•Practice, drills and repetition of proper technique leads to improvement
•Having and using a strategy during game play can help me to succeed
•Golf etiquette can be different than other sports
•What are the skills and strategies necessary to successfully participate in a golf match?
•How does my body position, stance and grip impact my success in golf?
•How does participating in golf increase my concentration and overall focus?
Hockey
•Demonstrate the fundamental skills of hockey (stick handling/dribbling, passing, trapping, shooting, face-off, goalie skills)
•Analyze the offensive/defensive strategies and key situations that might occur during a game of hockey
•Demonstrate strategies during game play, including defending and attacking the field
•Identify the rules of the game and how a court/field is laid out, including where players stand and boundaries
•Positions: Goalie, Defenders, Midfield, Strikers
•Collaborate and communicate with others when teamwork issues arise
•Hockey can be played indoors or outdoors using a stick and either a plastic ball or a puck
•Hockey improves eye-hand coordination, striking skills, and teamwork
•Attacking and defending the court is equally important
•Moving to play the ball is essential
•A proper stance and grip while passing or shooting will lead to higher chance of striking the ball
•Practice, drills and repetition of proper technique leads to improvement
•Having and using a strategy during game play can help a team to be successful
•Staying positive with my teammates will bring us more success
•Behaving well is as important as playing well
•How does my fitness level impact my success in hockey?
•What are the skills and strategies necessary to successfully participate in a hockey?
•How does proper spacing and positioning on the court effect play?
•How does my body position, stance and grip impact my success in hockey?
•How do I productively communicate with my teammates to give us greater success?
•How does my attitude and effort impact the game?
Softball
•Demonstrate the fundamental skills of softball (throwing, catching, fielding, pitching, bating, base running)
•Analyze the offensive/defensive strategies and key situations that might occur during a game of softball
•Demonstrate strategies during game play, including defending and attacking the field
•Identify the rules of the game and how a field is laid out, including where players stand and boundaries
•Positions: Pitcher, Catcher, First Base, Second Base, Short Stop, Third Base, and Outfielders
•Collaborate and communicate with others when teamwork issues arise
•There are a variety of roles and duties of the positions on the softball field: Pitcher, Catcher, First Base, Second Base, Short Stop, Third Base, and Outfielders
•Moving to play the ball is essential
•A proper stance and grip while batting will lead to higher chance of striking the ball
•Practice, drills and repetition of proper technique leads to improvement
•Having and using a strategy during game play can help a team to be successful
•Staying positive with my teammates will bring us more success
•Behaving well is as important as playing well
•How does my fitness level impact my success in softball?
•What are the skills and strategies necessary to successfully participate in a softball?
•How does proper spacing and positioning on the court effect play?
•How does my body position, stance and grip impact my success in softball?
•How do I productively communicate with my teammates to give us greater success?
•How does my attitude and effort impact the game?
Weight Training
•Physical Best Challenges recorded throughout the unit and year
•Individual progress
•Development of a personal weight training plan including goal(s) and tracking
•Personal reflections throughout unit
•Demonstrate proper use of weight room equipment
•Demonstrate proper technique while using:
•Weigh room machines
•Bosu balls
•Medicine balls
•Physio balls
•Dumbbells
•Understand difference between fast twitch and slow twitch muscles
•Show a general understanding of the FITT principle
•Understand and demonstrate the importance of safety and proper weight room etiquette
•Weight/strength training is an important component to developing overall fitness
•A variety of methods exist for weight training including free weights, resistance training, circuit training, plyometrics, medicine / swiss / Bosu ball training
•Practice, drills and repetition of proper technique leads to improvement
•Working with a partner or group can often lead to greater success and commitment
•Why is weight training an essential component of being physically fit?
•How does strength training improve ones overall health?
•What are the benefits of achieving muscular strength and muscular endurance?
•What are the differences between fast and slow twitch muscle fibers?
Track and Field
•Teacher observations on skills during event practice
•Various referee jobs and event participation will show understanding of rules
•Analyze events for strengths and things to work on
•Self and peer assessment
•Personal reflections during unit
•Participation in Invitational Track Meet
Identify the various events:
•Aerobicevents: 800, 1500, 3000
•Anaerobic events: 100, 200, 400, 100 hurdles, 400 relay, 1600 relay
•Muscle strength events: shot-put, discus, javelin, long jump, high jump, triple jump
Demonstrate an understanding of:
•Use of starting blocks
•Lead leg and trail leg in hurdles
•Hop, step, jump in triple jump
•Jumping leg and take off in long jump
•Fosbury flop and scissor kick in high jump
•Float zone and exchange zone in relays
•Step turn throw/rotation throw in discuss
•Glide throw and cross over step in javelin
•Hip rotation and angle of accent in shot put
•Communicate an understanding of event rules
•A variety of fundamental skills are involved in track and field: running, jumping, throwing, and leaping
•Practice, drills and repetition of proper technique leads to improvement
•Training for an event will lead to greater success and confidence
•Having and using a strategy on event day can help an individual or team to be successful
•Staying positive with my teammates will bring us more success
•What are the various events and rules found in middle school track and field?
•What are the basic physical and technical demands of each event?
•How and why is endurance an essential part of all track and field events?
•What training techniques help develop physical and technical capacities?
•How do you best warm-up and cool-down for each event?
Badminton
•Demonstrate how to strike the birdie with a serve / forehand / backhand / smash / lob shot / drop shot / overhead hit / underhand hit
•Identify the rules of the game and how a court is set up, including where players stand and boundaries for singles and doubles
•Demonstrate strategies during game play
•Collaborate and communicate with others when teamwork issues arise
•Analyze various situations to improve game play
•There are a variety of ways to strike the birdie
•Moving to play the birdie is essential
•Multiple ways of attacking and defending the court can be utilized
•Having and using a strategy during game play can help me as an individual or my team to be successful
•Staying positive with my teammates will bring us more success
•How does my fitness level impact my success in badminton?
•What technique are used to make contact with the birdie?
•What role does an athletic stance play in badminton?
•How does my body position and stance impact my success in badminton?
•How do I productively communicate with my teammates to give us greater success?
•How does my attitude and effort impact the game?
Basketball
•Demonstrate how to dribble and shoot a basketball
•Demonstrate how defend both individually and in a zone defense
•Demonstrate strategies during game play, including court spacing and positioning
•Identify the rules of the game and how a court is set up, including where players stand and boundaries
•Collaborate and communicate with others when teamwork issues arise
•Analyze various situations to improve game play
•Being able to dribble and shoot will lead to personal / team success and confidence
•Multiple ways of attacking the basket can be utilized
•There are different ways of defending the court: guarding an individual or zone defense
•Spacing players throughout the court and being in the proper position will positively impact my teams play
•Practice, drills and repetition of proper technique leads to improvement
Handball
•Demonstrate how to throw and catch the handball
•Demonstrate how to move up the court using the 3-steps and 2 dribbles rule
•Identify the rules of the game and how a court is set up, including where players stand and boundaries
•Demonstrate strategies during game play, including court spacing and positioning
•Collaborate and communicate with others when teamwork issues arise
•Analyze various situations to improve game play
•Being able to throw and catch will lead to personal / team success and confidence
•Multiple ways of attacking the court can be utilized
•Spacing players throughout the court and being in the proper position will positively impact my teams play
•There are different ways of defending the court: guarding an individual or zone defense
•Practice, drills and repetition of proper technique leads to improvement
•How does my fitness level impact my success in handball?
•How does proper spacing and positioning on the court effect play?
•How does my body position and stance impact my success in handball?
•How do I productively communicate with my teammates to give us greater success?
•How does my attitude and effort impact the game?
Tennis
•Demonstrate how to strike the tennis ball with a forehand / backhand / volley / serve
•Identify the rules of the game and how a court is set up, including where players stand and boundaries for singles and doubles
•Demonstrate strategies during game play
•Collaborate and communicate with others when teamwork issues arise
•Analyze various situations to improve game play
•There are a variety of ways to strike the ball in tennis
•Moving to play the ball is essential
•Multiple ways of attacking and defending the court can be utilized
•Having and using a strategy during game play can help me as an individual or my team to be successful
•Staying positive with my teammates will bring us more success
•How does my fitness level impact my success in tennis?
•What role does an athletic stance play in tennis?
•How does my body position and stance impact my success in tennis?
•What technique are used to make contact with the tennis ball?
•How do I productively communicate with my teammates to give us greater success?
•How does my attitude and effort impact the game?
Soccer
•Demonstrate how to preform in different positions.
•Understand and apply the rules of soccer.
•Dribble the ball with both feet.
•Preform short and long passes with both feet.
•Implement shooting techniques to score a goal.
•Understanding the rules of soccer will help in my and my teams success
•Moving to play the ball is essential
•Practice, drills and repetition of proper technique leads to improvement
•Physical and verbal communication develops better opportunities to understand the game of soccer for a better way
•The fundamentals of applied skills in practice and game generate good opportunities to work individually and collectively
•How can I best improve the control of the ball in soccer?
•How can I use my body to protect the ball?
•What physical position is best to help me improve my state of reaction and displacement?
•How does my level of fitness impact my ability to play soccer?
•How does physical and verbal communication with my teammates help in soccer?
•Teacher observations on skills, game play situations, and teamwork
•Various referee jobs and game play will show understanding of rules
•Analyze game situations for strengths and things to work on
•Self and peer assessment
•Personal reflections during unit
•Demonstrate how to pass / set / serve a volleyball
•Identify the rules of the game and how a court is set up, including where players stand and boundaries
•Demonstrate strategies during game play
•Collaborate and communicate with others when teamwork issues arise
•Analyze various situations to improve game play
•There are a variety of ways to keep the ball "alive"
•Moving to play the ball is essential
•Multiple ways of serving can be utilized to put the ball into play
•Practice, drills and repetition of proper technique leads to improvement
•Having and using a strategy during game play can help a team to be successful
•Staying positive with my teammates will bring us more success
•How does my fitness level impact my success in volleyball?
•What role does an athletic stance play in volleyball?
•How does my body position and stance impact my success in volleyball?
•How do I productively communicate with my teammates to give us greater success?
•How does my attitude and effort impact the game?
Personal Fitness
•Physical Best Challenges recorded throughout the unit and year
•Individual progress
•Personal reflections throughout unit
•Aerobic fitness
•Anaerobic fitness
•Muscle endurance
•Muscle strength
•Flexibility
•Heart rate monitoring and target heart rate
•Fitness is a process, not a product.
•Fit people engage in physical activity on a regular basis.
•The best choices for you fit who you are and what you need/are trying to achieve.
•What does it mean to be physically fit?
•Why is it important to be physically fit?
•How can I stay fit?
•How can you measure your overall fitness?
Leave no trace
Employing understandings in choices affecting the environment
Group living skills
Understanding ways to manage the group
Understanding my role in the group
Understanding group dynamics
Basic ecological function
The role of human impact on ecological function
Food preparation
Travel
Shelter
Minimizing risk
Group living skills
Understanding ways to manage the group
Understanding my role in the group
Understanding group dynamics
How to stay warm and dry
How food plays a role in survival
How to travel in the wilderness
Risk management
How do I master this skill?
When will I need to apply this skill?
How do I manage a social or emotional challenge?
How does a group work toward a common goal?
Listening
Taking ownership of decisions
Thinking critically
Group living skills
Understanding ways to manage the group
Understanding my role in the group
Understanding group dynamics
Basic group dynamics
Leadership
Followership
Pre-trip meeting
Check-ins during trip
Post-trip personal debrief
Post-trip written evaluation
Group living skills
Understanding ways to manage the group
Understanding my role in the group
Understanding group dynamics
Rock climbing
Outdoor Skills
Rock climbing
Belaying
Bouldering
Physical fitness
OLA: Outdoor Leadership and Adventure
Written reports
Check -ins during activity
In-person meetings
Group Skills
Understanding group dynamics
Understanding my role in the group
Understanding ways to manage the group
Outdoor Skills
Environmental Stewardship
Environmental stewardship
How does a group work toward a common goal?
How do my actions affect the environment?
Outdoor skills
Shelter
Appropriate clothing
Leave no Trace
Food and cooking
Cleanliness and personal hygeine
Specific activity knowledge
Rock climbing, belaying, anchors, etc.
Rafting
Mountaineering
Backpacking
Biking
Exploration
Cross Country Skiing
Packing and Organization
Ecological function
Group Management
Leadership
Am I competent in these skills?
Can I teach these skills?
Do I understand the purpose and necessity of these skills?
Personal growth, challenge and leadership
My role in the group
The growth I may achieve through the challenge
How do I manage a physical challenge?
How do I manage a social or emotional challenge?
How does a group work toward a common goal?
Group living skills
Pre-trip meeting
Check -ins during trip
Post trip personal debrief
Post trip written evaluation
Understanding your role and the role of others
Working in teams on chores
Sharing and fairness
Altruistically helping others
Empathy
How do I manage a social or emotional challenge?
How does a group work toward a common goal?
Probability
Project
•Calculate simple probabilities and identify sample spaces.
•Identify the difference between independent and dependent events.
•Calculate probabilities of independent and dependent events.
•Calculate probabilities of disjoint and overlapping events.
•Understanding a situation carefully is necessary to understand the probability of something occurring.
•Probability is not dependent on luck.
•How is probability useful in everyday life?
•Why can probability be counter intuitive?
Circumference, Area, and Volume
•Calculate the circumference and arc lengths in a circle.
•Determine areas of circles, sectors, polygons, and surface area of 3-D objects.
•Calculate the volumes of prisms, cylinders, pyramids, cones, and spheres.
•Length is a measure of how long.
•Area is a measure of how much can be covered.
•Volume is a measure of how much can be filled.
•What can measurements tell us about geometric objects?
•Why do we have so many area and volume formulas? Are they all necessary?
Circles
•Finding measures of arcs, chords, inscribed angles, central angles, and segments associated with the circle.
•Relationships between angle measurements in a circle (inscribed in a semicircle, central vs inscribed, etc.)
•Relationships between segments in a circle (chords, diameter, radius, secant, tangent)
Graphing a circle on the coordinate plane.
•Circles describe a locus of points equidistant from a single point, the center.
•The center of the circle is part of the circle.
•Triangles are often used in understanding important theorems about circles.
Why are circles different than polygons?
Right Triangles and Trigonometry
•Use Pythagorean Theorem
•Know several proofs of the Pythagorean Theorem
•Know and use the basic right triangle trig relations: sine, cosine, tangent
•Apply trigonometry to simple applications
•Find an angle given side lengths of a right triangle.
•Know the trig values for the angles found in special right triangles.
Right triangles that have congruent angles all share the same ratios between sides
What makes right triangles so important?
Similarity
•Use proportional reasoning and similarity to solve for missing side lengths.
•Prove two triangles are similar using earlier theorems formulas involving angles and sides.
•The perimeters of similar figures have the same ratio as the sides.
•The areas of similar figures have the square of their side ratios.
•AA, SSS, and SAS can be used to prove two triangles are similar.
•How are similar figures different from congruent figures?
•What affects does dilating a polygon have on its properties?
Quadrilaterals and Other Polygons
•Project
•Quiz
•Use the Polygon Interior and Exterior Angle Sum theorems to findmissing angle measurements
•Identify quadrilaterals based on their given properties
•Prove the observed properties of quadrilaterals
•Some properties of quadrilaterals come from their definitions and others come from theorems that can be proved by applying our earlier work
•Different types of quadrilaterals have different angle, side, and diagonal properties. iii. Those that share a particular defining characteristic also share properties that can be proved from that characteristic.
•What defines a shape?
•Once defined, what properties must be true?
Congruent Triangles
•Identify congruent angles and sides from given congruence statements.
•Solve for missing measurements given two congruent figures.
•The corresponding parts of congruent figures are congruent.
•Figures can be placed on a coordinate plane to assist in proof process.
•Midpoint and Distance formulas can used to show segments are congruent.
What must we know in order to determine if two triangles are congruent?
Relationships within Triangles
Geogebra exploration project
quizzes and test
•Find the perpendicular bisectors of a triangle and the circumcenter with technology and algebraically.
•Find the medians of a triangle and the centroid with technology and algebraically.
•Find the angle bisectors of a triangle and the incenter with technology
•Find the altitudes of a triangle and the orthocenter with technology and algebraically.
•Angle bisectors, perpendicular bisectors and medians all createpoints of concurrency in triangles.
•Each point of concurrency provides a different type of center of a triangle.
•What is the “center” of a triangle?
•Which center of the triangle is appropriate for a given scenario?
Transformations
•Quizzes •Test
•Creating geometric rules for transforming figures.
•Proving congruence and similarity between figures.
•Reflections
•Rotations
•Translations
•Glide Reflections
•Dilations
•Transformations can be used to create congruent and similar figures
•Congruent figures can be mapped onto each other by a series of transformations
•Similar figures can be mapped onto each other by a series of transformations
•What changes a geometric figure?
•What is meant by “change” with respect to geometric figures?
Parallel and Perpendicular
•Identify lines (parallel and perpendicular), planes, pairs of angles formed by a transversal
•Solve for angle measurements when given parallel lines.
•Determine when two lines are parallel based on angle measurements
•Write the equation of a line parallel to or perpendicular to a given line.
Draw conclusions based when certain conditions are met
•What are the relationships between lines and angles that we can count on?
•How do we use previous knowledge to construct new knowledge?
Reasoning and Proofs
•Conditional Statements (including converse, inverse, and contrapositive)
•Inductive reasoning
•Deductive reasoning
•Basic proofs
•Two column, flowchart, and paragraph proofs are all different forms of deductive reasoning
•Deductive and inductive reasoning are both valid, but have different purposes in mathematics
•How do we know a statement in math is true?
•What are the essential assumptions we must make?
Basics of Geometry
•Quizzes
•Test
Vocabulary: points, lines, planes
midpoint and distance formulas
perimeter and area formulas
Students will understand the difference between assumptions we can make and those we cannot
•What are the essential building blocks for geometry?
•Are Geometry “facts” discovered or created?
Algebra 1B
•Simplify radicals
•Simplify expressions using the properties of exponents(Products/Quotients of Powers, Power of Powers) for integer exponents
•Multiply and divide using scientific notation
•Write radicals using rational exponents
•Identify an exponential function graphically, algebraically, or numerically and whether the function represent exponential growth or decay
•Evaluate exponential functions
•Graph an exponential function by making a table of values and by using technology
•Describe the domain and range of an exponential function
•Solve an exponential equation where the bases can be written as the same number
•Model exponential growth/decay using the formula y=a(1+/- r)t
•Calculate compound interest using the formula y=P(1 + r/n)nt
•Recognize when a sequence is geometric
•Write an equation for a geometric sequence using annotation
•Write an equation for a geometric sequence recursively
•Exponential growth/decay is created by a constant multiplier
•All exponential functions behave in the same way
Exponential functions can be represented in many ways
•Solve a quadratic equation by graphing, by using a square root,using the quadratic formula
•Use the discriminant to determine the number of solutions a quadratic equation has
•Solve a system involving a linear and quadratic function algebraically and graphically
•The number of solutions of a quadratic equation can be found by looking at the graph of the function
•There are multiple ways to solve a quadratic equation
•Know different parts of a parabola (vertex, line of symmetry,focus)
•Graph transformations of parabolas (vertical dilation, vertical& horizontal translation)
•Graph parabola from standard form by finding y-intercept, vertex(x=-b/2a), and leading coefficient
•Find minimum/maximum of the function
•Identify whether a function is linear, exponential, or quadratic graphically, algebraically, or numerically
•A function can have a minimum or maximum value
•Different types of functions behave different, and their graphs have different features
•Definition of a polynomial, degree
•Add, subtract, and multiply polynomials
•Recognize special multiplying patterns (difference of squares,square of a binomial)
•Solve a polynomial equation from factored form
•Factor quadratics with leading coefficient equal to 1 or not equalto 1
•Factor 4-nomial by grouping
•Factor difference of squares when degree is greater than 2
•The characteristics of polynomial functions and their representations are useful in solving real-world problems
•Factoring a polynomial equation gives us information about its solutions
•Find domain of square root function
•Graph square root function using a table of values and transformations
•Solve square root equation
•Use Pythagorean Theorem to find the lengths of the sides of a right triangle
•Use the distance formula to find the distance between two coordinates
•All graphs of square root functions behave the same way
•Square roots affect the domain of the function
•What problems are best modeled using square root functions?
•How is the Pythagorean Theorem useful?
•Identify whether a relation is direct or inverse variation graphically, algebraically, or numerically
•Graph direction and inverse variation equations
•Identify characteristics of rational functions (asymptotes,domain, range)
•Graph rational functions
•Simplify rational expressions
•Add, subtract, multiply and divide rational expressions
•Polynomial division
•Solve rational equations
•RAW DATA TALLY AND COLLATION: Organize collected data into: line plots, tally/frequency tables, spread sheets, stem-leaf plots, or dot plots
•STATISTICAL MEASUREMENTS: measures of central tendency--mean, median, mode, weighted averages; measures of dispersion--range, 5-number summary, interquartile range, range of normal, outliers, standard deviation
•GRAPHING: Bar graphs,Histograms, Circle Graphs, Box-Whisker Plots, scatter plots, line graphs.
•INTERPRETATION: Interpret data given in graphical form
•PREDICTION:trends, interpolation, extrapolation, correlation, probabilities based upon data analysis
•BASIC SKILLS: Basic operations with rational numbers, conversion between decimals, fractions, and percent, degree measure of angles, rounding, solving proportions, finding a mean, using a formula, and using a protractor and compass. Students also use a scientific calculator and software (Microsoft Excel) to expedite and enhance data collection, collation, graphic representation, and statistical analysis. .
•Translate sentences to linear inequalities
•Graph a linear inequality on a number line
•Use properties of inequality to solve linear inequalities
•Dividing or multiplying by a negative value causes the inequality sign to change
•Write and solve linear compound inequalities and graph on a number line
•Graph linear absolute value inequalities
•Graph linear inequalities in two variables
Sometimes it is more appropriate to use an inequality rather than an equation
•Identify the components of a linear equation
•Use properties of real numbers to simplify algebraic expressions
•Use properties of equality to solve linear equations
•Solve linear absolute value equations in one variable
•Solve for a variable in a formula
•Inverse operations (and additive or multiplicative inverses) cancel each other out
•Linear equations can be used to model real world situations
•Absolute value measures the distance between a value and zero on the number line; therefore, absolute value is a non-negative value.
•Length is a linear measurement, one-dimensional spatial measurement
•The relationship between variable measurable values can be expressed through algebraic symbolism
•Skills and application test
•Class differentiated project or activity
•Graph a line by plotting points
•Find the slope of a line algebraically and graphically
•Recognize the relationship of the slopes of parallel and perpendicular lines
•Identify intercepts of a lines algebraically and graphically
•Graph linear equations given slope-intercept form and standard form
•Write equations of lines in slope-intercept form, point-slope form, and standard form
•Write equations of lines that are parallel or perpendicular
•Know which form (slope-intercept, point-slope, standard) is most appropriate to use in any context
•Linear equations can model real-life situations
•A linear equation is discernible by a constant rate of change
•There is more than one way to represent a linear relationship
•The graph of a equation visualizes all possible solution pairs to an equation and, when in context, is limited by the nature of the variables
•Determine whether or not a relation is a function graphically,algebraically, and numerically
•Identify the domain and range of a function graphically,algebraically, and numerically
•Identify the independent and dependent variable of a function
•Know whether the domain of a function is discrete or continuous
•Write the equation of a line given a table or graph
•Use function notation to write the equation of a function,evaluate a function
•Graph and evaluate piecewise functions, absolute value functions,step functions
•Determine whether or not a function is linear graphically,algebraically, or numerically
•Recognize when a sequence is arithmetic
•Write an equation for an arithmetic sequence using annotation
•Linear functions can be used to describe certain types of patterns
•Some functions have a discrete and/or finite domain
•Not all functions are linear
•There is more than one way to represent a linear relationship
•Functions behave in predictable ways
•Skills and application assessments
•Class differentiated project or activity
•Solve a system of 2 linear equations by graphing, substitution,and elimination
•Recognize if a system has 1, zero, or infinity solutions
•Write and graph a system of 2 linear inequalities
•The solution to a linear system is the point(s) the lines share;this point represents a shared solution
•A linear system can be used to model a real-lifesituation with two variables that have two distinct relationships
Algebra 1
•RAW DATA TALLY AND COLLATION: Organize collected data into: line plots, tally/frequency tables, spread sheets, stem-leaf plots, or dot plots
•STATISTICAL MEASUREMENTS: measures of central tendency--mean, median, mode, weighted averages; measures of dispersion--range, 5-number summary, interquartile range, range of normal, outliers, standard deviation
•GRAPHING:
Bar graphs,Histograms, Circle Graphs, Box-Whisker Plots, scatter plots, line graphs.
•INTERPRETATION: Interpret data given in graphical form
•PREDICTION:
trends, interpolation, extrapolation, correlation, probabilities based upon data analysis
•BASIC SKILLS:
Basic operations with rational numbers, conversion between decimals, fractions, and percent, degree measure of angles, rounding, solving proportions, finding a mean, using a formula, and using a protractor and compass. Students also use a scientific calculator and software (Microsoft Excel) to expedite and enhance data collection, collation, graphic representation, and statistical analysis. .
Rational Equations and Functions
· Identify whether a relation is direct or inverse variationgraphically, algebraically, or numerically
· Graph direction and inverse variation equations
· Identify characteristics of rational functions (asymptotes,domain, range)
· Graph rational functions
· Simplify rational expressions
· Add, subtract, multiply and divide rational expressions
· Polynomial division
· Solve rational equations
Rational functions have asymptotes
What role can rational functions play in modeling real and theoretical situations?
Square Root Functions and Geometry
· Find domain of square root function
· Graph square root function using a table of values and transformations
· Solve square root equation
· Use Pythagorean Theorem to find the lengths of the sides of a right triangle
· Use the distance formula to find the distance between two coordinates
· All graphs of square root functions behave the same way
· Square roots affect the domain of the function
· What problems are best modeled using square root functions?
· How is the Pythagorean Theorem useful?
Solving Quadratic Equations
· Solve a quadratic equation by graphing, by using a square root,using the quadratic formula
· Use the discriminant to determine the number of solutions aquadratic equation has
· Solve a system involving a linear and quadratic functionalgebraically and graphically
· The number of solutions of a quadratic equation can be found bylooking at the graph of the function
· There are multiple ways to solve a quadratic equation
How do I choose the best method to solve a given equation
?
Graphing Quadratic Functions
· Know different parts of a parabola (vertex, line of symmetry,focus)
· Graph transformations of parabolas (vertical dilation, vertical& horizontal translation)
· Graph parabola from standard form by finding y-intercept, vertex(x=-b/2a), and leading coefficient
· Find minimum/maximum of the function
· Identify whether a function is linear, exponential, or quadraticgraphically, algebraically, or numerically
· A function can have a minimum or maximum value
· Different types of functions behave different, and their graphshave different features
How are quadratic functions useful?
Polynomial Equations and Factoring
· Definition of a polynomial, degree
· Add, subtract, and multiply polynomials
· Recognize special multiplying patterns (difference of squares,square of a binomial)
· Solve a polynomial equation from factored form
· Factor quadratics with leading coefficient equal to 1 or not equalto 1
· Factor 4-nomial by grouping
· Factor difference of squares when degree is greater than 2
· The characteristics of polynomial functions and theirrepresentations are useful in solving real-world problems
· Factoring a polynomial equation gives us information about its solutions
How do polynomial functions model real-world problems and their solutions?
Exponential Equations and Functions
· Simplify radicals
· Simplify expressions using the properties of exponents(Products/Quotients of Powers, Power of Powers) for integer exponents
· Multiply and divide using scientific notation
· Write radicals using rational exponents
· Identify an exponential function graphically, algebraically, ornumerically and whether the function represent exponential growth or decay
· Evaluate exponential functions
· Graph an exponential function by making a table of values and byusing technology
· Describe the domain and range of an exponential function
· Solve an exponential equation where the bases can be written asthe same number
· Model exponential growth/decay using the formula y=a(1+/- r)t
· Calculate compound interest using the formula y=P(1 + r/n)nt
· Recognize when a sequence is geometric
· Write an equation for a geometric sequence using annotation
· Write an equation for a geometric sequence recursively
· Exponential growth/decay is created by a constant multiplier
· All exponential functions behave in the same way
Exponential functions canbe represented in many ways
What type of relationships do exponential functions model?
· Skills and application assessments
or
· Class differentiated project or activity
· Skills and application assessments
or
· Class differentiated project or activity
· Inverse operations (and additive or multiplicative inverses)cancel each other out
· Linear equations can be used to model real world situations
· Absolute value measures the distance between a value and zero onthe number line; therefore, absolute value is a non-negative value.
· Length is a linear measurement, one-dimensional spatial measurement
· The relationship between variable measureable values can beexpressed through algebraic symbolism
What role do equations play in our lives?
Algebra 1A
Data Analysis and Displays
*Project includes a novel hypothesis, data collection and organization, visual display of graphs, and a one-page numerical analysis and conclusion to accompany the visual display
*Written assessment
HYPOTHESIS: stating an initial hypothesis. Choose the type of data to collect based upon a chosen hypothesis or topic of investigation
*DATA CHOICE and COLLECTION STRATEGIES: numerical/ non-numerical data, absolute and relative measure, degree of accuracy, defining the population, random sampling. Collect data using appropriate measures and being mindful of degree of accuracy and significant figures and note sources of bias in the collection process
*RAW DATA TALLY AND COLLATION: Organize collected data into data line plots, tally/frequency tables, spread sheets, or stem-leaf plots, dot plots
*STATISTICAL MEASUREMENTS: measures of central tendency--mean, median, mode, weighted averages; measures of dispersion--range, 5-number summary, interquartile range, range of normal, outliers.
*GRAPHING:
Bar graphs,Histograms, Circle Graphs, Box-Whisker Plots, scatter plots, line graphs.
*INTERPRETATION: Interpret data given in graphical form
*PREDICTION:
trends, interpolation, extrapolation, correlation, probabilities based upon data analysis
*BASIC SKILLS:
Basic operations with rational numbers, conversion between decimals, fractions, and percent, degree measure of angles, rounding, solving proportions, finding a mean, using a formula, and using a protractor and compass. Students also use a scientific calculator and software (Microsoft Excel) to expedite and enhance data collection, collation, graphic representation, and statistical analysis. .
The choice of data collection techniques, organization formats, analytical tools, and graphic representation of data influence the understanding of the populations that data sets represent.
Data can be summarized and analyzed in tables, numerically, and graphically.
Data can inform subsequent actions or decisions.
Linear Functions
· Determine whether or not a relation is a function graphically,algebraically, and numerically
· Identify the domain and range of a function graphically,algebraically, and numerically
· Identify the independent and dependent variable of a function
· Know whether the domain of a function is discrete or continuous
· Write the equation of a line given a table or graph
· Use function notation to write the equation of a function,evaluate a function
· Graph and evaluate piecewise functions, absolute value functions,step functions
· Determine whether or not a function is linear graphically,algebraically, or numerically
· Recognize when a sequence is arithmetic
· Write an equation for an arithmetic sequence using annotation
· Linear functions can be used to describe certain types of patterns
· Some functions have a discrete and/or finite domain
· Not all functions are linear
· There is more than one way to represent a linear relationship
· Functions behave in predictable ways
What role do linear functions play in our lives?
Solving Systems of Linear Equations
· Solve a system of 2 linear equations by graphing, substitution,and elimination
· Recognize if a system has 1, zero, or infinity solutions
· Write and graph a system of 2 linear inequalities
· The solution to a linear system is the point(s) the lines share;this point represents a shared solution
· A linear system can be used to model a real-lifesituation with two variables that have two distinct relationships
How can we use linearsystems to model real-life situations?
Solving Linear Inequalities
· Skills and application test
· Class differentiated project or activity
· Translate sentences to linear inequalities
· Graph a linear inequality on a number line
· Use properties of inequality to solve linear inequalities
· Dividing or multiplying by a negative value causes the inequality sign to change
· Write and solve linear compound inequalities and graph on a number line
· Graph linear absolute value inequalities
· Graph linear inequalities in two variables
Sometimes it is moreappropriate to use an inequality rather than an equation
When is it appropriate to use a linear inequality?
Graphing and Writing Linear Equations
Skills and application test
Class differentiatedproject or activity
· Graph a line by plotting points
· Find the slope of a line algebraically and graphically
· Recognize the relationship of the slopes of parallel and perpendicular lines
· Identify intercepts of a lines algebraically and graphically
· Graph linear equations given slope-intercept form and standard form
· Write equations of lines in slope-intercept form, point-slopeform, and standard form
· Write equations of lines that are parallel or perpendicular
· Know which form (slope-intercept, point-slope, standard) is mostappropriate to use in any context
-Linear equations can model real-life situations
-A linearequation is discernable by a constant rate of change
-There is more than one way to represent alinear relationship
-The graph of a equation visualizes all possiblesolution pairs to an equation and, when in context, is limited by the nature of the variables
.
Why is it useful to graph a linear equation?
Solving Linear Equations
-Skills and application test
-Class differentiated project or activity
· Identify the components of a linear equation
· Use properties of real numbers to simplify algebraic expressions
· Use properties of equality to solve linear equations
· Solve linear absolute value equations in one variable
· Solve for a variable in a formula
· Inverse operations (and additive or multiplicative inverses)cancel each other out
· Linear equations can be used to model real world situations
· Absolute value measures the distance between a value and zero onthe number line; therefore, absolute value is a non-negative value.
· Length is a linear measurement, one-dimensional spatial measurement
· The relationship between variable measureable values can be expressed through algebraic symbolism
How is algebra different than arithmetic?
What power does algebra give to describe patterns and model relationships?
* group and individual assessment of the basic skills and concepts of algebra as well as projects involving application and algebraic problem-solving
* emphasis on process--using vertical format and logical steps
* assessment of the ability of students to solve algebraically problems from the SAT, AMC 8, and MathCounts
* SIMPLIFY: simplify algebraic expressions by combining like terms, using the distributive property, multiplication and division of monomial and polynomial expressions
* EVALUATE: find the value of algebraic expressions using appropriate order of operations and properties of real numbers
* SOLVE: be able to solve linear equations and inequalities using simple one and two step methods, be able to solve more complex linear equations and inequalities using simplification
*FACTOR: recognize common monomial factors
*TRANSLATE: write algebraic expressions, equations, and inequalities that describe given data or observed relationships or patterns
*GRAPH: develop data tables from linear equations and then graph the resultant ordered pairs using a Cartesian coordinate system, graph linear equations and inequalities
*VOCABULARY OF ALGEBRAIC EXPRESSIONS AND EQUATIONS
*ALGEBRAIC EXPRESSIONS: Translating from words to symbols, describing patterns symbolically, evaluating expressions, naming the parts of an algebraic expression (coefficient, constant, term, variable, factor, exponent)
* OPERATIONS WITH ALGEBRAIC EXPRESSIONS: combining like terms, multiplying monomials, the distributive property, adding and subtracting polynomial expressions, multiplying polynomial expressions, basic factoring, dividing monomial expressions
*ALGEBRAIC EQUATIONS: categorizing (linear, quadratic), using formulae, slope as an expression of the rate of change, slope of a line, solution sets of equations, linear equations
*ALGEBRAIC PROBLEM-SOLVING: equations/inequalities that accurately represent the parameters of a given situation, observed phenomena/relationships
*GRAPHING: solution sets and ordered pairs, data tables from linear equations, Cartesian coordinate system, , describe scenarios that fit a given graph
• Can the patterns or relationships we observe be described using mathematic symbolism?
• How can these mathematical generalizations be used to derive new relationships, be used to evaluate variable values in specific situations, or be used to analyze and then create deeper understanding?
• How can the operations and relations among numbers be characterized symbolically and then built into a theoretical system of study?
•MEASUREMENT: Know the English standard and metric units of and tools for measuring angles, number, location, length, area, volume, capacity, weight/mass, and temperature.
•DIMENSIONS: 0, 1 , 2, and 3 dimensionals.
•CARTESIAN COORDINATE SYSTEM: locating points in a plane.
•IDENTIFY, DESCRIBE, CLASSIFY, AND COMPARE points and 1D-3D structures:
Points, lines, rays, line segments, angles, vertices.
Triangles, quadrilaterals, regular polygons, circles.
Prisms, cylinders, pyramids, cones, spheres.
•FORMULAE: Surface area and volume of prisms, pyramids, cylinders, cones.
•SPECIAL CHARACTERISTICS AND RELATIONSHIPS:
Regular polygons
•TRIANGLES: angle measurement, Pythagorean Theorem, similarity, trigonometric ratios (sin, cos, tan), angle of depression and elevation
•CIRCLES: pi, radius, diameter, and circumference relationships, area--using the formulae and deriving the formula by approximation
•STRUCTURAL CONSEQUENCES: hexagons and honeycombs, Fibonacci spiral and the ammonite shell, surface area/volume ratios as a factor influencing shapes found in different environments
By what descriptive and numerical measures can the spatial world be better understood?
•Project includes a novel hypothesis, data collection and organization, visual display of graphs, and a one-page numerical analysis and conclusion to accompany the visual display
•Written assessment
•HYPOTHESIS: stating an initial hypothesis. Choose the type of data to collect based upon a chosen hypothesis or topic of investigation
•DATA CHOICE and COLLECTION STRATEGIES: numerical/ non-numerical data, absolute and relative measure, degree of accuracy, defining the population, random sampling. Collect data using appropriate measures and being mindful of degree of accuracy and significant figures and note sources of bias in the collection process
•RAW DATA TALLY AND COLLATION: Organize collected data into data line plots, tally/frequency tables, spread sheets, or stem-leaf plots, dot plots
•STATISTICAL REPRESENTATION: measures of central tendency--mean, median, mode, weighted averages; measures of spread--range, outliers, 5-number summary, interquartile range, range of normal, outliers.
•GRAPHING:
•Bar graphs,Histograms, Circle Graphs,
•Box-Whisker Plots, scatter plots, line graphs.
•INTERPRETATION: Interpret data given in graphical form
•PREDICTION:trends, interpolation, extrapolation, correlation, probabilities based upon data analysis
•BASIC SKILLS: Basic operations with rational numbers, conversion between decimals, fractions, and percent, degree measure of angles, rounding, solving proportions, finding a mean, using a formula, and using a protractor and compass. Students also use a scientific calculator and software (Microsoft Excel) to expedite and enhance data collection, collation, graphic representation, and statistical analysis. .
•The choice of data collection techniques, organization formats, analytical tools, and graphic representation of data influence the understanding of the populations that data sets represent.
•Data can be summarized and analyzed in tables, numerically, and graphically.
•Data can inform subsequent actions or decisions.
What is data, what does it tell us, and how can it be used?
•Covert between fractions, decimals, and percent
•Set up and solve equations involving proportion
•Use concept of part of to solve problems involving percent, fractions, or decimal fractions
•Solve problems involving percent increase and decrease and percent off or mark-ups
•Calculate rate problems related to space travel and other real situations
•Use scale factor to solve problems
•Calculate the probability of single and multiple, dependent and independent events, weighted averages, and permutations and combinations using formulae and calculator functions
•Basic skills: solve a proportion equations, create equivalent fractions, multiply decimal fractions, multiply fractions
•VOCABULARY AND DEFINITIONS
•VENN DIAGRAMS: the basics of set theory
•NUMBER THEORY-REAL NUMBERS AND THEIR SUBSETS: the concept of prime and divisibility, factors and multiples, odd/even numbers, Fundamental Theorem of Arithmetic, decimal/fractional representation, the real number line, absolute value, negative values, counting numbers, zero, integers, rational and irrational numbers, exponents and roots, zero as an exponent, properties of real numbers
•COMPUTATION WITH REAL NUMBERS: order of operations, grouping symbols: ( ), [ ], { }, | |, ______; computation with negative integers, computation with exponents, the many ways to express multiplication, absolute value, evaluating arithmetic expressions.
•How does our number system facilitate the description and analysis of the world in which we live?
•How can the operations and relations among numbers be characterized symbolically and then built into a theoretical system of study?
6th Grade is a time when all of the basic math skills will be solidified, strengthened and deepened. In tandem with this basic skills development will be an emphasis on creative problem-solving strategies and generalizing patterns to push the growth of each child's abstract thinking and logical reasoning ability. The beginning of algebraic thinking is woven throughout the Curriculum. Big Ideas Math is the textbook that we use in 6th-8th grade as the backbone of our math curriculum. It combines both an inquiry approach and direct instruction. In addition to BIM Math, we supplement with a variety of materials and a variety of approaches since no single method is effective for every child.
Pre-Algebra
Algebra: Expressions and Equations
•Group and individual assessment of the basic skills and concepts of algebra as well as projects involving application and algebraic problem-solving
•Emphasis on process--using vertical format and logical steps
•Assessment of the ability of students to solve algebraically problems from the SAT, AMC 8, and MathCounts
•IMPLIFY: simplify algebraic expressions by combining like terms, using the distributive property, multiplication and division of monomial and polynomial expressions
•EVALUATE: find the value of algebraic expressions using appropriate order of operations and properties of real numbers
•SOLVE: be able to solve linear equations and inequalities using simple one and two step methods, be able to solve more complex linear equations and inequalities using simplification
•FACTOR: recognize common monomial factors
•TRANSLATE: write algebraic expressions, equations, and inequalities that describe given data or observed relationships or patterns
•GRAPH: develop data tables from linear equations and then graph the resultant ordered pairs using a Cartesian coordinate system, graph linear equations and inequalities
•VOCABULARY OF ALGEBRAIC EXPRESSIONS AND EQUATIONS
•ALGEBRAIC EXPRESSIONS: Translating from words to symbols, describing patterns symbolically, evaluating expressions, naming the parts of an algebraic expression (coefficient, constant, term, variable, factor, exponent)
•OPERATIONS WITH ALGEBRAIC EXPRESSIONS: combining like terms, multiplying monomials, the distributive property, adding and subtracting polynomial expressions, multiplying polynomial expressions, basic factoring, dividing monomial expressions
•ALGEBRAIC EQUATIONS: categorizing (linear, quadratic), using formulae, slope as an expression of the rate of change, slope of a line, solution sets of equations, linear equations
•ALGEBRAIC PROBLEM-SOLVING: equations/inequalities that accurately represent the parameters of a given situation, observed phenomena/relationships
•GRAPHING: solution sets and ordered pairs, data tables from linear equations, Cartesian coordinate system, describe scenarios that fit a given graph
Measurement and Geometry
•Poster illustrating the affect of a linear change on area and volume
•Tilings--creation of original tiling designs as well as writing a short paragraph on the geometry used in the art of a chosen culture
•Village Project--design, measure, and create a 3 dimensional structure as a cuminating project.
•Quizzes and tests
•MEASURE: use appropriate tools to directly measure geometric figures, indirectly measure using appropriate formulae
•DESCRIBE: describe using appropriate vocabulary one-, two-, and three-dimensional geometric figures
•DERIVE: through logical steps derive formulae used to calculate the measure of various geometric figures
•GENERALIZE OBSERVED RELATIONSHIPS: observe relationships between various geometric structures and describe these relationships algebraically
•MEASUREMENT: Know the English standard and metric units of and tools for measuring angles, number, location, length, area, volume, capacity, weight/mass, and temperature.
•DIMENSIONS: 0, 1 , 2, and 3 dimensionals.
•CARTESIAN COORDINATE SYSTEM: locating points in a plane and in space.
•IDENTIFY, DESCRIBE, CLASSIFY, AND COMPARE points and 1-3 D structures:
Points, lines, rays, line segments, angles, vertices.
Triangles, quadrilaterals, regular polygons, circles.
Platonic Solids, prisms, cylinders, pyramids, cones, spheres.
•FORMULAE: Surface area and volume of prisms, pyramids, cylinders, cones.
•SPECIAL CHARACTERISTICS AND RELATIONSHIPS:
Regular polygons and regular polyhedra.
Relationships between vertices, edges, angles, and faces.
•TRIANGLES: angle measurement, Pythagorean Theorem, similarity, trigonometric ratios (sin, cos, tan), angle of depression and elevation
•CIRCLES: pi, radius, diameter, and circumference relationships, area--using the formulae and deriving the formula
•STRUCTURAL CONSEQUENCES: hexagons, honeycombs
By what descriptive and numerical measures can the spatial world be understood?
Ratio, Rate, Proportion, Percent, and Probability
•Problem solving group activities
•Creation of a game, a scale model, an amusement park ride, and a scale factor enlargement or reduction using a grid or projection
•Unit exam
•Covert between fractions, decimals, and percent
•Set up and solve equations involving proportion
•Use concept of part of to solve problems involving percent, fractions, or decimal fractions
•Solve problems involving percent increase and decrease and percent off or mark-ups
•Calculate rate problems related to space travel and other real situations
•Use scale factor to solve problems
•Calculate the probability of single and multiple, dependent and independent events, weighted averages, and permutations and combinations using formulae and calculator functions
•Basic skills: Solve a proportion equations, create equivalent fractions, multiply decimal fractions, multiply fractions
•MEASUREMENT: direct vs relative measure, units and abbreviations, categories, conversions between units/systems of measure
•RATIO: definition, part to part, part to whole, expressed as a fraction in lowest terms, gear ratios, Golden Ratio
•PROPORTION: set up and solving proportions, scale factor, similar figures
•PERCENT: set up and calculation; conversion between %, fraction, and decimal representation; %change; weighted average
•RATE: set up, dimensional analysis, unit rates, RPM and speed
•RATE OF CHANGE: Positive/Negative, linear, exponential, periodic
•PROBABILITY: single and multiple events, odds, possible outcomes vs favorable outcomes, Fundamental Counting Principle, Multiplication Principle, combinatorics, factorial, sample space, dependent and independent events
•How does the relative measure of data yield new insights?
•How can ratios be used to describe relationships between correlated data?
•How can ratios and rates be used to calculate proportional change and thus predict future outcomes?
Data Collection, Analysis, and Graphing
•Interdisciplinary 6th grade team project looking at the demographics of Catlin Gabel School compared to the Portland Metro area. Project requirements include a hypothesis, data collection and organization, visual display of graphs, and a one-page numerical analysis and conclusion to accompany the visual display
•Written unit exam and quizzes to assess skill development
•RAW DATA TALLY AND COLLATION: Organize collected data into: line plots, tally/frequency tables, spread sheets, stem-leaf plots, or dot plots
•STATISTICAL MEASUREMENTS: Measures of central tendency--mean, median, mode,
•GRAPHING: Bar graphs, Histograms, Circle Graphs, line graphs.
•INTERPRETATION: Interpret data given in graphical form
•HYPOTHESIS: stating an initial hypothesis. Choose the type of data to collect based upon a chosen hypothesis or topic of investigation
•DATA CHOICE and COLLECTION STRATEGIES: numerical/ non-numerical data, absolute and relative measure, degree of accuracy, defining the population, random sampling. Collect data using appropriate measures and being mindful of degree of accuracy and significant figures and note sources of bias in the collection process
•RAW DATA TALLY AND COLLATION: Organize collected data into data line plots, tally/frequency tables, spread sheets, or stem-leaf plots.
•STATISTICAL REPRESENTATION: measures of central tendency--mean, median, mode, weighted averages; measures of spread--range, outliers, 5-number summary, interquartile range, range of normal, outliers.
•GRAPHING:
•Bar Graphs, Histograms, Circle Graphs,
•Box-Whisker Plots, scatter plots, line graphs.
•INTERPRETATION: Interpret data given in graphical form
•PREDICTION: trends, interpolation, extrapolation, correlation, probabilities based upon data analysis
•BASIC SKILLS: Basic operations with rational numbers, conversion between decimals, fractions, and percent, degree measure of angles, rounding, solving proportions, finding a mean, using a formula, and using a protractor and compass. Students also use a scientific calculator and software (TinkerPlots and Microsoft Excel) to expedite and enhance data collection, collation, graphic representation, and statistical analysis.
•What is data?
•For what purposes is data collected?
•What knowledge can be summarized and/or derived from data?
•How do the choices of collection techniques, organization formats, analytical tools, and graphic representation of data influence understanding of the populations that data sets represent?
•How does this data inform subsequent actions or decisions?
Number System
Items in this concept area are embedded throughout the course and assessed in part throughout the year.
•Factorization
•Prime factorization
•Use of Venn diagrams to observe the relationship between two numbers in terms of their prime factors, to determine the GCF, to see how other factors are created, and to determine the LCM (least common multiple)
•Placement of numbers onto the number line to gain an appreciation for their relative magnitude.
•Conversion of numbers from one place-value system to another.
•VOCABULARY AND DEFINITIONS
•SET NOTATION AND VENN DIAGRAMS: the basics of set theory
•NUMBER THEORY-REAL NUMBERS AND THEIR SUBSETS: the concept of prime and divisibility, factors and multiples, Fundamental Theorem of Arithmetic, decimal, base-5, and binary, the real number line, absolute value, negative values, counting numbers, zero, integers, rational and irrational numbers, exponents and roots, zero as an exponent, simple logarithms, properties of real numbers, examination of properties using matrices
•COMPUTATION WITH REAL NUMBERS: order of operations, grouping symbols: ( ), [ ], { }, | |, ______; computation with negative integers, computation with exponents, the many ways to express multiplication, absolute value, evaluating arithmetic expressions, matrix addition and subtraction, scientific notation, exponential growth and decay
•How can the patterns and relationships around us be expressed mathematically?
•How can these mathematical generalizations be used to derive new relationships or be evaluated in specific situations?
•How can the operations and relations among numbers be characterized symbolically and then built into a theoretical system of study?
*Intro to Computer Programming
•Holiday e-card Project - write a program that will animate characters on various backgrounds
•Rubric for assessing SCRATCH programs
•Gender Based Attitude Survey
•Create sprites, costumes, stages and scripts
•Use various types of programming blocks
•Add sounds, photos, images from the internet
•Animate people/objects in a scene
•Use a paint editor
•Statistics on the participation of women in computer science
•Uses of computer programming in today's society
•Types of programming
•Commands/blocks: Controls, Sensing, Operators, •Loops, waits, reporters, variables, sounds, motion, appearance, broadcasts, lists, strings, boolean values
•Elements of the software interface
•Options in the paint editor
•How is computer programming important in today's society?
•How do gender differences impact participation in this field?
•What is the basic structure and concepts of computer programming?
•How are creative thinking, logical reasoning and problem-solving used in computer programming?
*Measurement and the Metric System
•Metric Pre-Test
•Estimetrics Game
•Watermelon Relay Team Test
•Written Test
•Powers of ten and exponent review
•Decimal place value
•Estimating quantities in metric units
•Converting between units within each system
•Use of appropriate measuring tools
[Introduction to negative exponents and scientific notation]
•History of measurement
•Evolution of the English Customary System
•Units of measure in the Customary System
•Design, invention and history of the Metric System
•The difference between Length, Volume, Mass and Weight
•Units of measure in the Metric System and how they were defined
•Metric prefixes and symbols
•Advantages of the metric system
•How and why did systems of measurement first evolve?
•How and why was the metric system invented?
•Why is it important to learn the metric system?
•How is the metric system different from and similar to our system?
•What are the units of measurement in the metric system?
Statistics & Probability
•Written Test
•Casino Project - create a game for the Probability Casino, gather data on the frequency of outcomes using the 5th graders as test subjects. Determine if the theoretical and experimental probabilities are the same (i.e., eliminate the external influences)
•List factors that may affect the experimental probability of a game; write up a conclusion based on their findings
•Interdisciplinary 6th grade team project looking at the demographics of Catlin Gabel School compared to the Portland Metro area. Project requirements include a hypothesis, data collection and organization, visual display of graphs, and a one-page numerical analysis and conclusion to accompany the visual display
•Written unit exam and quizzes to assess skill development
•Calculate mean, median, mode, and range for a set of data in numerical list and graph forms
•Identify population & sample size
•Calculate the percent of a total and create a pie chart representation
•Extract information from a bar, line, or pie graph, and use it to make decisions
•Create misleading bar, line, and picto- graphs
•Distinguish between unbiased and biased surveys
Perform probability experiments, collect and analyze results to determine experimental probability.
•Calculate theoretical probability for a given situation.
•Create systematic lists as a method for counting possibilities
•Definition of: mean, median, mode, range, and outlier; explain how to find each.
•How an outlier may impact the mean.
•When a median or mode might be more accurate or informative than the mean
•The difference between a random and biased sample.
•How a graph can be misleading, and how it could be made honest.
•The impact of sample size on statistics. Design considerations when developing a survey or gathering data
•Define experimental and theoretical probability.
•How is information conveyed through statistics?
•How does the format of the statistic affect the message communicated?
•How can you critically evaluate statistical information?
•How can statistics be used to mislead people
•How do we use probability to help us make decisions in our daily life.
•How can we determine if a game is fair?
Expressions and Equations
Written quizzes and chapter test
•SIMPLIFY: simplify algebraic expressions by combining like terms
•EVALUATE: find the value of algebraic expressions using appropriate order of operations and properties of real numbers
•TRANSLATE: write algebraic expressions, equations that describe given data or observed relationships or patterns using variables to stand for multiple cases
•ALGEBRAIC EXPRESSIONS: Translating from words to symbols, describing patterns symbolically, evaluating expressions, naming the parts of an algebraic expression (coefficient, constant, term, variable, factor, exponent)
•OPERATIONS WITH ALGEBRAIC EXPRESSIONS: combining like terms, the distributive property
•ALGEBRAIC PROBLEM-SOLVING: equations that accurately represent the parameters of a given situation
•Can the patterns or relationships we observe be described using mathematical symbolism?
•How can the operations and relations among numbers be characterized symbolically?
•How are variables used to describe a generalized pattern that fits multiple cases?
•Written Test
•Geometry Story: Write a short story that uses geometric shapes and properties symbolically (e.g. •A love letter from a square to a circle)
•Straw Polyhedra Project-create a series of Platonic •Solids out of Straws and find the surface area of the total project
•Design packaging for a new product - find surface area from the 2D shapes that make the sides of the package.
•Find missing angle measurements using complementary/supplementary properties, and 180 in a triangle and a line
•Calculate the degrees in a polygon and find each angle measurement for regular shapes
•Measure and draw angles accurately with a protractor
•Explain the differences between different types of triangles and quadrilaterals; know the properties of each
•Use the correct formulas for finding area of 2D shapes: quadrilaterals, triangles, circles
•Build platonic solids and combine various shapes
•Coordinate Plane and how to plot points
•Definitions for line, segment, ray, angle
(acute, obtuse, right), complementary/supplementary angles, intersecting/parallel lines, regular/irregular polygons, circle, triangles (scalene, isoceles, right), quadrilaterals (parallelograms, rectangles, squares, rhombus, trapezoid), and the relationship between the terms.
•Platonic solids and their relationship to each other
•Euler's Law relating edges and vertices
•Similarity vs. Congruence
•Symbols for geometric terms
•Types & properties of triangles and quadrilaterals
•Formulas for finding area of quadrilaterals, triangles, and circles and how were they derived
•How has geometry inspired artists?
•How is geometry used in product design and graphic arts?
•How are geometric shapes defined and classified by their properties?
•What is a polygon and how many different types are there?
•What are the Platonic Solids and where did they come from?
Ratios & Proportions
Chapter quizzes and tests: Use ratio and percents, convert between fraction/decimal/percent
•Convert between fractions, decimals, and percents
•Make tables of equivalent ratios relating quantities with whole number measurements
•Find missing values in the tables
Plot the pairs of values on the coordinate plane
•Use tables to compare ratios
•Solve unit rate problems including those involving unit pricing and constant speed
•Find a percent of a quantitiy as a rate per 100
•Solve problems involving find the whole, given a part and the percent
•Use ratio reasoning to convert measurement units
•Manipulate and transform units appropriately when multiplying or dividing quantities
•Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities with a ratio
•Understand the concept of unit rate a/b
•Use ratio and rate reasoning to solve real world problems
•How do fractions relate to percents and ratios.
•How do ratios relate to probability?
•How can ratios be used to describe relationships between correlated data?
•How can ratios and rates be used to calculate proportional change?
The Number System
Basic Skills
•Quizzes
•Tests
•Games
•Knows the algorithms for adding, subtracting, multiplying and dividing fractions.
•Performs arithmetic operations on fractions and mixed numbers
•Able to reduce fractions, convert to/from mixed numbers to improper fractions, and compare fractions
•Locate the position of fractions on a numbers line
•Reduce before multiplying
•The algorithms for adding. subtracting, multiplying and dividing decimals
•Locate their position on a number line Understand decimal place value and naming of decimals
•Understand where our place value system came from and how it evolved
•Order of Operations - PEMDAS
Standardized algorithms were developed in order to perform calculations on whole numbers, fractions and decimals, with efficiency and accuracy
•What are the basic operations for positive rational numbers?
•How are they used in real life?
•Why is Order of Operations necessary?
•Where did our place value system come from and how did it evolve?
Prime Time
•Favorite Number Forever (FNF) Project - choose one number and determine its mathematical properties. Also, research historical events, athletes, elements that share the number
•Written Test
•Locker Problem
•Mystery Numbers
•Product Mazes
•Puzzles, games and story problems
•Calculate Greatest Common Factor (GCF)
•Calculate Least Common Multiple (LCM)
•Use Venn Diagrams to determine GCF and LCM
•Use the rectangle method and rainbow method to factor numbers
•Use trees and upside-down cakes to find prime factorization
•Solve story problems requiring GCF and LCM
•Recognize what type of situation demands the calculation of one of these
•Use exponents in prime factorization
•The Fundamental Theorem of Arithmetic
•Prime numbers vs. Composite Numbers •Square numbers Perfect numbers
•Abundant numbers vs. Deficient Numbers
•How Venn diagrams communicate information
•Proper Factors vs. Factors
•Prime Factorization
•Positive Exponents
•Even vs. Odd Numbers
•Definition of product, multiple, factor, divisor
•In what way are prime numbers the foundation of all arithmetic?
•What are prime numbers and how are they different from composite numbers?
•How can prime numbers be used to help with calculating Least Common Multiple and Greatest Common Factors?
•Formative: informal classroom observations, quizzes and tests
•Summative: role plays, oral reports and group projects
•Self-reflection and assessment
•Reviews
•Classroom expressions (extensions)
•100 Radicals:their ancient forms, and variants in different characters
•Body Arts and Identity: 12 zodiac animals, translation and interpretations of common American vernacular expressions, common Chinese vernacular expressions, cultural sameness and differences in viewing tattoos
•Dumplings around the world: definition of dumplings, dumplings in Chinese and other cultures,the perspectives of eating dumplings in different cultures; ingredients and cooking procedures
•Body and Health(extension): health care systems in Taiwan and USA, healthcare professionals,parts of the body, Chinese “face reading” to determine one’s well-being and fortune, common Chinese herbs and their health benefits, common Chinese wellness practice, Chinese students’ morning exercise routine and eye exercise routine
•Fads, Friends and Fashions: methods Chinese, Taiwanese, and American teenagers use to stay connected; popular social media websites in China and Taiwan, digital citizenship, predictions
•Chinese holiday celebrations
•Utilizes the learned vocabulary words throughout the course
•Makes connections between the radicals and complex characters
•Interprets authentic news program and news text
•Utilizes vernacular expressions in context
•Designs a mock tattoo, or other artistic creations important to one’s identity; provides rationale for the designs
•Introduces one’s favorite dumpling including its origin, cultural significance, ingredients,taste, and cooking procedures
•Raws an ideal face according to Chinese “face reading” principles; shares one’s wellness practice, and compares it with the common Chinese practice; creates a one-minute wellness routine for busy device users
•Identifies the popular social media websites and their similar US versions; shares ideas and practices about digital citizenship with Taiwanese peers describes hopes and dreams for future;
•Compares and contrasts Chinese traditional holidays with one’s own, and describes the perspectives of cultural products and practices
The world is well connected due to the advances in technology; technology, however, will never replace the value of human interaction gained from traveling abroad or hosting people from the target culture.
•How does one’s cultural knowledge influence his/her language learning?
•How does one with limited proficiency communicate with native speakers?
•How does one solve real-world problems with his/her language learning experiences?
•How does one connect what he/she learns in the classroom setting with the real world?
•How does language/culture learning prepare me in becoming a 21st century world citizen?
•Formative: informal classroom observations, quizzes and tests
•Summative: role plays, oral reports, blog posts and group projects
•Self-reflection and assessment
•Reviews: basic classroom expressions, class subjects, classroom objects, weather and seasons,daily routine, and Chinese numeral applications
•Circumlocution strategies: extensions of classroom expressions
•Fundamental Chinese characters (II): extensions of Fundamental Chinese characters (I)
•My “Big” Family:extended family kinship terms, complexity and rationale behind Chinese family kinship terms, one-child policy in contemporary China and its impact on family structure
•Tea-Drinking Culture: Chinese people’s 7 necessities of life, tools used and steps involved in tea making, colors, herbs and fruits, flavors of tea, varieties of tea in Chinese and other cultures, perspectives of tea-drinking practices in different cultures, ways Chinese people use to entertain guests, proper manner of drinking tea
•Chinese way of eating: fruits and vegetables unique in Chinese culture, food symbolism,medicinal effects of foods, Chinese food counteraction chart, shop at local Asian supermarket
•Taiwanese and Cantonese Breakfast: popular breakfast items including dim sum, flavors and cooking methods, perspectives of YumCha (Cantonese for drinking tea),courtesies of dining at dim sum restaurant
• Chinese Medicine: traditional Chinese medicine practices (Chinese herbs, acupuncture,cupping, dermabrasion), symptoms and signs of illness, health care professionals, sickness/absence note-writing, tour to local Chinese clinic
•Track Meet:event names, asking for directions, clothing options, feeling and emotions
•Chinese Holiday Celebrations
•Identifies the sounds and meanings of 135 fundamental Chinese characters; writes characters from memory; makes connections between fundamental characters and other more complex characters
•Explains the impact of one-child policy on China’s social and economic structures;researches and describes the extended family tree of a person of one’s choice
•Names the 7 necessities of life in Chinese culture; introduces and justifies one’s own 7 necessities of life;
•Describes the tools, ingredients and steps involved in making a pot of one’s favorite tea;presents and accepts tea in a culturally appropriate manner; completes a brochure to promote one’s tea
•Explains the creation of Chinese food symbolism; creates one’s own food symbolism and provides reasons; describes one’s favorite food items and their health benefits; designs the menu for a food dish; makes purchases at a local Asian supermarket; teaches the class how to cook the food dish
•Names the common breakfast items and identifies their flavors and ingredients; explains the perspectives of yumcha; compares yumcha and one’s favorite breakfast; displays culturally appropriate manner while dining in a dim sum restaurant; makes a promo card for one’s favorite dim sum item
•Researches common traditional Chinese medicine practices and belief behind each practice;inquires about peers’ well-being; texts, emails or hand-writes a sickness note in simulated situations
•Describes one’s feeling towards annual Track Meet; exchanges information about clothing options and event participation; gives directions to Chinese speaking visitors
Learning the language the target culture uses is the first step to gain cross-cultural communicative competence, for only through the lenses of the language can one gain a deep understanding of the culture, its people and place.
•How does one’s cultural knowledge influence his/her language learning?
•How does one with limited proficiency communicate with native speakers?
•How does one apply his/her learning beyond the classroom setting and connect with the real world experience?
•How does one solve real-world problems with his/her language learning experiences?
•How does language/culture learning prepare me in becoming a 21st century world citizen?
•Formative: informal classroom observations, dialogues, quizzes, and tests
•Summative: role plays, oral reports, student portfolios and group projects
•Student self-assessment
•Fundamental Chinese characters (I): strokes, stroke order and character forms;
•Mandarin phonetics: initials, finals and intonations
•Daily classroom communication: greetings, farewell, courtesies and expressions related to classroom operations
•My family:kinship terms, age, nationality, birthplace, occupations, colors, parts of body, and descriptive words
•My Chinese classroom: contents of the room, locations, and measure words
•My regular school days: daily routine, class subjects, time and segments of a day, and after-school activities (hobbies)
•My backpack:contents of one’s backpack, stationery items, and measure words;
•My favorite sports/hobbies: weather, seasons, and interrogative (question) words
•Topic of student choice
•Recognizes the meanings and sounds of the characters; writes characters from memory following correct stroke order
•Sounds out words with clear pronunciation and accurate intonation
•Understands daily classroom conversations and utilizes the target expressions to communicate with members of the class
•Introduces family members in detailed information, including the relational terms,nationality, birthplace, age and occupations, and their appearance
•Describes Chinese classroom: its appearance, contents, location and nearby rooms; designs an ideal Chinese classroom
•Describes the schedule of one’s regular school day and exchange information regarding each other’s schedule; creates an ideal class schedule
•Describes one’s backpack, exchange information regarding each other’s backpack; creates an 21st century backpack
•Makes a plan related to one’s favorite sports/one’s hobbies
•Collaborates with classmates, accesses Chinese websites for research
Speaking a foreign language with near-native accuracy is not the goal of learning it; instead, the goal should be for native speakers to feel comfortable while conversing with the language learner.
•How does second language learning enrich one's life and inform a sense of global citizenship?
•Why is culture important in learning a new language?
•In what ways are Mandarin Chinese and English(or my mother tongue) similar or different?
•Informal observation and conversations with students.
•Rubrics in conjunction with classroom teachers
•Determine the information problem to be solved
•Reformulate a complete statement of the task
•Pick out key words embedded in a question
•Ask a good question
•Understand and follow printed and/or oral directions
•Determine what sources are available
•Independently gather resources
•Determine if the source is usable
•Access appropriate information systems, including: online databases, union catalog, electronic multimedia
•Develop alternatives and to seek a variety of materials
•Determine which information is most/least important
•Recognize that information can be gathered from many sources, including investigation, observation, and human resources
•Use appropriate criteria for selecting sources
•Distinguish facts from opinion
•Accurately and completely summarize/ paraphrase the main idea from written and oral sources
•Read, listen, view, and touch carefully to acquire information.
•Organize information in clear, coherent presentations
•Present information in ways appropriate to the task
•Participate effectively in discussions and debates
•Produce personally designed products to communicate content
•Demonstrate a high degree of confidence in the quality of the product produced
•Assess the product for completeness, strengths, and weaknesses
•Develop criteria to determine the effectiveness of the process used to solve the problem
•Provide recommendations to improve results
•Determine the need for further information
•Student will know how to define the information task
•Students will know how to locate and access resources
•Students will know how to employ information seeking strategies
•Students will understand how to effectively use the information they gather
•Students will know how to synthesis the information they gather in the appropriate format
•Students will know how to evaluate the quality of their finished product as well as their own effort
•What is a good book for me?
•What are good ways to do research for various class projects (or my own interests)?
•How can I show that I know how to use a library?
•How do I become a confident and competent selector of materials that are appropriate for me?
•What are the objections people have to materials that cause them to challenge or attempt to ban and item?
•What protects our freedom to read what we choose in America?
•What is a good book for me? •What are good ways to do research for various class projects (or my own interests)? •How can I show that I know how to use a library?
FAME
•How do we conduct group research using the library resources?
•How do I find useful information in the print resources provided by the library?
•How do these resources compare to the digital resources?
Art History/Studio
•Students research periods of art or an artists. They look at the artist's life, artists training, and how the world they lived in influences them.
•Students choose to create a work in the style of their chosen artist. They must use appropriate materials, technology and design elements to realize their work.
•Does art always reflect dominant elements of culture
•How is art represented by other cultures? •Who makes art and why?
•Does life experiences, cultural origins, techniques and materials influence the creation of art?
•How does art reflect what a culture is?
•Do cultures always appreciate what artists say?
Banned Books Week
•1st Amendment protects our Freedom to choose what we want to read.
•Material is challenged every year by people wanting to restrict access that material.
•It is important to develop our own ethics, preferences about what we want to look at but not okay to determine what is okay for others.
How do I become a confident and compitent selector of materials that are appropriate for me?
What are the objections people have to materials that cause them to challenge or attempt to ban and item?
What protects our freedom to read what we choose in America?
quizzes and test
General Skills
•Informal observation and conversations with students. •Rubrics in conjunction with classroom teachers
•Determine the information problem to be solved •Reformulate a complete statement of the task •Pick out key words embedded in a question •Ask a good question •Understand and follow printed and/or oral directions •Determine what sources are available •Independently gather resources •Determine if the source is usable •Access appropriate information systems, including: online databases, union catalog, electronic multimedia •Develop alternatives and to seek a variety of materials •Determine which information is most/least important •Recognize that information can be gathered from many sources, including investigation, observation, and human resources •Use appropriate criteria for selecting sources •Distinguish facts from opinion •Accurately and completely summarize/ paraphrase the main idea from written and oral sources •Read, listen, view, and touch carefully to acquire information. •Organize information in clear, coherent presentations •Present information in ways appropriate to the task •Participate effectively in discussions and debates •Produce personally designed products to communicate content •Demonstrate a high degree of confidence in the quality of the product produced •Assess the product for completeness, strengths, and weaknesses •Develop criteria to determine the effectiveness of the process used to solve the problem •Provide recommendations to improve results •Determine the need for further information
•Student will know how to define the information task •Students will know how to locate and access resources •Students will know how to employ information seeking strategies •Students will understand how to effectively use the information they gather •Students will know how to synthesis the information they gather in the appropriate format •Students will know how to evaluate the quality of their finished product as well as their own effort
•How can the library help me become more comfortable transitioning to the middle school.
•What is a good book for me?
•What are good ways to do research for various class projects (or my own interests)?
•How can I show that I know how to use a library?
Human Sexuality
Tests, quizzes, posters and participation in classroom discussion.
•Students will know what birth control methods are available and how to use them correctly.
•Students will know how to access health care centers nearby.
•Students will learn where condoms are available and how they work when used correctly.
•Students will know how to set boundaries regarding sexual readiness and delay sex if they are not ready.
•Students will learn skills for saying "no" to peers.
*Students will learn how to read verbal, non-verbal, and subtle cues as they relate to consent for fist time sexual touching and consent for intimacy in an on-going relationship.
•Students will understand the complexity of gender identification, gender roles, sexual identity and societal stereotyping.
•Students will build empathy for others, respect others, and learn to keep themselves and others safe.
•Students will understand how STI's are spread and how to prevent pregnancy as well as communicable diseases from spreading.
•Students will understand the natural desires for humans to seek love and affection and how to do so in a healthy manner.
•Students will understand human birth and the fetal development process.
•How do I keep myself safe now and as I mature into adulthood?
•How do I remain healthy?
*How do my feelings and emotions impact my relationships with others?
Mental Health
•Mental Wellness presentations
•Various reflections
Students will be able to:
•Mental wellness impacts a person's overall well being
•How does society treat mental illness?
How can I keep myself mentally well?
Drugs and Alcohol II
•Reflections on what has been learned
•Factors that impact how intoxicated a person will become
•Letter to self on choosing a natural high
•Short and long term effects of drugs on the body and brain
•How drug use effects the brain
•Legal consequences for using illegal drugs
•Students will know and practice refusal skills
•Drugs impact the body physically and psychologically
•Different drugs create different effects
•Tolerance is defined as a person’s diminished response to a drug that is the result of repeated use.
•Dependence refers to a physical condition in which the body has adapted to the presence of a drug.
•Addiction is characterized by compulsive drug seeking and use, despite harmful consequences.
•There are numerous organizations that provide support and assistance
•If I am in an uncomfortable situation there are different ways to get out of it
•What are the various types of drugs?
•What are the effects (short term and long term) of drugs on the body and brain?
•What is tolerance, dependence and addition?
•What are refusal skills I can use to get out of a situation?
•Where can one go to receive assistance with drug related problems?
Sex Education
*Students will create a poster advertising the warning signs of abuse and will take quizzes and a test to show what they learned.
*Students will show understanding of content through class discussions and reflective writing.
•Students will be able to name, label and identify many different forms of abuse with examples to support their knowledge.
*Students will be able to describe how reproduction works.
*Students will learn about why creating a "consent culture" is vital to an emotionally healthy society that holds respect for all.
•Students will know when it is important to seek help and advice from adults regarding sex and personal safety of self and others.
*Students will understand what relationship components bring closeness such as open and honest communication.
*Students will learn that a wide range of feelings and experiences are all a part of normal adolescence.
•Understand how reproduction works and the reproductive organ functions
•Understand how sex is a natural and important part of being human.
•Learn to set boundaries for themselves around safe touch and safe sexual touch.
•Understand the signs and symptoms of abuse: physical, verbal, emotional, sexual and neglect
•Understand the dynamics of unhealthy and abusive relationships
*Understand the difference between harassment and flirting.
•How does my emotional wellness impact my relationships?
*How does my body work and how can I stay healthy and safe?
•What are the essentials of understanding human sexuality and reproduction?
•What is abuse? What are the 4 main types of abuse?
*What is consent and why is it important?
Living Life in the "Blue Zone"
Knowledge:
Skills:
How can lifestyle choices affect my quality of life?
Drugs and Alcohol I
•Reflections on what has been learned
•Letter home to parent/guardian sharing what has been learned
•The difference between stimulants and depressants; their definitions, effects and examples
•How all drugs (including prescription drugs) can be abused or misused, leading to harmful effects
•Factors that impact how intoxicated a person will become
•BAC equivalents in different types of alcohol
•Apply information to make smart, safe choices
•A drug is a chemical substance that when taken into the body alters the function of the body
•Drugs (including alcohol) impact the developing teenage brain differently than adults
•I have a choice about whether or not to engage in drugs and alcohol
•What is a drug? What is alcohol?
•Why should I learn about drugs and alcohol as a young teen?
•How do drugs/alcohol affect the developing teenage brain?
•If/when I choose to drink, how can I make healthy choices that keep me safe?
Tobacco Products
Knowledge:
Skills:
How can I make good choices about substances?
Social & Emotional Wellbeing during Puberty
•Students will take an end of unit exam that is open note.
•Through class discussion and work projects, students will be assessed for their overall understanding of the material.
•Students will create posters about discrimination, inclusion and justice for all.
•Students will watch a series of film clips on empathy and identify the emotions different characters might be feeling.
•Students will learn the definitions for Race, Religion, Sexual Identity and gender differences, and disabilities.
•Students will define situations and examples of discrimination at play in the real world.
•Students will learn about puberty and how it changes the brain and the feelings experienced in puberty including physical and emotional changes.
Students will learn how to capture film notes for open note exams.
•Students will understand that feelings and emotions are powerful components in their daily lives including their educational experience.
•Students will understand that empathy is a powerful trait that can be learned and practiced.
•Students will understand that puberty has an impact upon maturing minds, feelings and physical status.
•Students will understand that caring for themselves and others is creating a safe emotional environment for all.
*Students will understand the complexities of inclusivity, discrimination and injustice.
*Students will recognize the importance of the freedom to express faith, sexual differences, practice race and cultural identity preferences and to have access to full support for disabilities.
•How do my feelings impact my behaviors and interactions with others?
•How can I use my resiliency traits to work through challenging moments?
•How does empathy play a role in my behavior toward others and my understanding of myself and others?
•How does mental and emotional health impact us?
•How does puberty impact my social, physical and emotional world?
Bullying/Teasing
•Personal reflections on what has been learned
•Role-play bullying scenarios
•An understanding of various types of bullying/teasing situations and solutions to help prevent bullying/teasing
•Reflecting on my own experience with bullying/teasing will create empathy
•Practicing assertiveness and standing up to bullying is essential in building relationships and community
•Preventing bullying/teasing is the first step
•Reporting bullying/teasing is necessary for the safety of others
•Bullying and teasing is not okay nor part of a positive community
•Cyberbullying is just as harmful as face-to-face teasing
•Picking on someone because of the way they look, dress, speak, or their sexual preferences is not appropriate or tolerated.
•How are my actions or the actions of others affecting how a person feels about him/herself?
•How can one person make a difference when someone is being bullied?
•What does it mean to be a positive community member?
•How does kindness build relationships?
•What role do positive relationships play in building a strong community?
•Daily homework
•Quizzes after each unit to assess vocabulary as well as grammar
•Listening comprehension
•Oral presentation - skits, comptines, presentations
•Project following each unit to allow for natural language production
Unit 1
•Professions vocabulary
•Verbs associated with jobs
•Expressions with 'être'
•Questions
Unit 2
•Sentences with two verbs
•Class-generated vocab list of verbs
Unit 3
•30 most commonly used irregular verbs
•Conjugations
Unit 4
•The past tense (le passé composé et l'imparfait)
•Grammar
•Auxiliary verbs 'avoir' and 'être'
•Reflexive verbs
•Negations
Unit 5
•The future
•Regular verbs
•Irregular verbs
•Grammar
•Il faut...
Unit 6
•The conditional
•Regular verbs
•Irregular verbs
•Grammar
•'Si' clauses
Unit 1
•Professions
•Goals
Unit 2
Free time/hobbies
Unit 3
Irregular verbs
Unit 4
The past tense (le passé composé et l'imparfait)
Unit 5
The future
Unit 6
The conditional
•How can I get to know someone from another culture better?
•What kinds of questions should I be able to ask someone to find out more information about them?
•Why learn another language? How will learning another language enhance my life?
•How does learning another language help make connections with others?
Unit 1
•Daily formative assessment during 'l'appel'
•Daily homework check and sharing, correcting
•Family vocabulary quiz
•Family tree project presentation
Unit 2
•Comparison of French and American houses
•House tour presentation
•House vocabulary quiz
Unit 3
•City vocabulary quiz
•Story about what a character will do during their day in the city - where they will go, what they will do, and how they will get there
Unit 4
•Fashion show narration
•Skits
•Shopping video
•Clothing vocabulary quiz
Unit 5
•Restaurant skit
•Cooking show video
•Making a menu for a Portland restaurant, explaining where each ingredient is from, and the benefits of that choice
Unit 6
•Reflexive verb quiz
•Book of my daily routine using adverbs of frequency, as well as complex sentences (who, what, where, when, how, why)
Unit 1 -
•Family vocabulary
•Possessive adjectives
•Descriptive adjectives
Unit 2 -
•House vocabulary
•Chores and activities around the house vocabulary
•The verb 'venir'
•Prepositions
•Relations to locations
•Differences between American and French houses
Unit 3 -
•City vocabulary
•Verb 'aller'
•Modes of transportation
•-IR, -RE verbs
•Near future
•Giving directions
Unit 4 -
•Clothing vocabulary - whether they fit or not
•Inquiry into where clothes come from, and how they are made
•Shopping vocabulary - asking opinion, which item one prefers, how much an item costs
Unit 5 - Food
•Food vocabulary
•Restaurant vocabulary - ordering, asking questions about the menu, food, etc.
•Inquiry into where food comes from - advantages and disadvantages to eating local vs. imported food
Unit 6 -
•Describing your day using time
•Reflexive verbs
Unit 1
Family members
Unit 2
•House
•Chores
Unit 3
City
Unit 4
Clothes
Unit 5
Food
Unit 6
Daily routine
•What do I need to know about a culture in order to communicate appropriately?
•How is my community different than a typical French town?
•What is family?
•Where does my food come from?
•How is my daily life different than that of my pen pal's?
•How can I get to know someone from another culture better?
•What kinds of questions should I be able to ask someone to find out more information about them?
•Why learn another language? How will learning another language enhance my life?
•How does learning another language help make connections with others?
Unit 1
•Informal formative assessment daily throughout all units (l'appel)
•Nursery rhyme recitation
•Spelling bee
•Quiz on expressions with 'avoir'
•Skits
•"C'est Moi" poster describing student in a paragraph in French
Unit 2
•Weather quiz
•Nursery rhyme recitation
•Weather report presentation in partners
Unit 3
•Written summary of book
•Vocabulary quiz
•Reading comprehension quiz
Unit 4
Poster presentation of the things we like and like to do
Unit 5
•'Jouer à' vs. 'faire de' quiz
•Vocabulary quiz
Unit 6
Animal presentation
Final presentation: write a book about the day in the life of a character of the student's choice
Unit 1
•The alphabet, sounds, and accents for better spelling and pronunciation skills
•Formal and informal greetings: what is your name, how are you, where are you from?
•Ask and answer about age using the verb 'avoir'
•Express wants, needs, feelings using expressions with 'avoir'
•Learn to use the verb 'être' to communicate name, nationality
•Count from 0 to 60
Unit 2
•Say the weather in any city in the world
•Give a weather report
•Tell time in both 12 and 24-hour time
•Days of the week vocabulary
•Months of the year vocabulary
•Seasons vocabulary - holidays and traditions
•Birthdays of the class - who is the youngest? Who is the oldest?
Unit 3
•Vocabulary of things in the class
•Classroom commands in the imperative
•Read "Mamie Pétronille et le Ruban Jaune" and complete activities orally and in written form all in French to show understanding
Unit 4
•ER verbs
•Negation - I eat, I don't eat
•Frequency adverbs - never, sometimes, often, all the time, every day
•I like, I don't like...
•Questions - Est-ce que, Qu'est-ce que, Où, Quand, Pourquoi, Qui, Comment...?
•Questions with inversion
Unit 5
•The verb 'faire'
•Sports, hobbies, and activities vocabulary
•'Jouer à', and 'Faire de'
Unit 6
•Animal vocabulary, including anatomy
•Where animals live
•Which animals I like/dislike and why Because
•Negation
Unit 1
•Presentations
•Alphabet and accents
•Expressions with 'avoir'
•Numbers 0 to 60
•Nationality
Unit 2
•Weather
•Time
•Date
Unit 3
•Imperative
•Colors
•Reading comprehension
Unit 4
•What you do
•Likes
•Dislikes
•Negation
•Questions
Unit 5
•Activities
•Hobbies
Unit 6
•Animals
•Habitats
•Anatomy
•Why is it important to learn another language and culture?
•How do I introduce myself to others?
•How do French and American people greet each other differently?
•How can I get to know someone from another culture better?
•What kinds of questions should I be able to ask someone to find out more information about them?
•Why learn another language? How will learning another language enhance my life?
•How can I use my existing communication skills to learn a new language?
•How does learning another language help make connections with others?
•In what ways do languages convey meaning?
•How does language change in different situations?
•How does the structure of language affect the message conveyed?
•How can I learn to listen, speak, read and write in another language?
•What are the connections between my native language and my second (or third) language?
•Where do I start?
In English 8, students are encouraged to discover the existing links among literature, history, and humanity. Texts used in this course are provocative, and call upon readers to consider individual and group identity, as well as social exclusion. As students investigate the human condition, they train their mind’s eyes to both notice and communicate the simple aesthetic experiences that create joy and hope, passion, frustration, fear, and intrigue.
English 8 students read, interpret, and write nonfiction, fiction, and poetry. While doing so, they develop a lens for analyzing their own and published writers. As the year progresses, students move from literal comprehension to a deeper understanding and appreciation of literary technique. Reading and writing are inextricably tied, so writing assignments are often in response to, or in emulation of published writers who represent a variety of stylistic devices and voices. Drafting, editing, and revision are central to the curriculum of English 8, and a clearly structured self, peer, and teacher review process (via writing workshop) encourages students to enrich their writing, as well as discover their own writing voice.
Discussion is also central to English 8, as it requires students to reason, to marshal evidence for their arguments, and to defend their ideas orally. It is through discussion that students recognize important issues, develop intellectual interests, and engage in problem solving. Periodically, students have “Philosophy Fridays”, during which they consider controversial topics and learn to debate respectfully. Student ownership of discussion grows progressively from participating in small group discussions to conducting whole class inquiries.
In addition to reading, writing, and discussion, students in English 8 conduct research during a multi-genre project entitled “Curiosity Quest”. Curiosity Quest encourages students to construct knowledge focused on a personal interest. After learning about the taxonomy and validity of questions, students design their own essential question and methodology for research. They then collect, store, and classify data, all while considering their question from multiple perspectives. In addition to honing their critical thinking, reading, and writing skills, students learn academic citation methods and refine their presentation skills to share their findings with the larger community. This project is the culmination of 8th Grade English.
Vocabulary study occurs in two ways in 8th Grade English:
•Contextually, within class novels
•Weekly assignments in Membean, a personalized, differentiated, online vocabulary acquisition program that utilizes multiple learning pathways
•What does it mean to really know a word?
•How can I incorporate new words into my working vocabulary?
Grammar
Grammarpalooza is a student-led unit focused on teaching grammatical concepts. Topics are determined after two written assignments are assessed, and strengths/needs are evaluated. Students are assigned to a topic according to their skill proficiencies.
Dystopian Literature Unit
•Quizzes/tests
•Theme statements
•Summaries
•Work done in cooperative groups to analyze plot (determining themes)
•The creation of and analysis of 2/3 D art to show character dynamics
•Group work to create a poster explaining the relationships among technology, the media, citizens, consumption and government
•Discussion and journal focused on what makes “quality” writing
Knowledge
*the following literary elements: theme; setting; characterdevelopment; irony; plot (exposition, rising action, conflict, climax, fallingaction, resolution); point of view; authorial and cultural bias; authorial suggestions such as irony, humor, satire, figurative language, and parody
*underdeveloped writing/communication is less powerful
*being in a group means assuming leadership and sometimes compromising
*some of the relationships among technology, the media, the government, and citizens.
Skills
*analyzing a novel and identifying literary elements
*identifying the qualities of good writing/communicating
*working effectively in small groups
*identifying social justice roles
*Authors and artists have intended messages for readers
*Effective communication allows people to interact and engage most fully in the world.
*The media is one way corporate America influences citizens.
*We can communicate ideas through the use of the arts.
*Intelligence, wisdom, and “being smart” don't mean the same thing
* In order to protect democracy, bystanders must speak out against injustice.
* Awareness of social justice issues is the first step towards addressing the issues.
*Remembering past events helps lead to action against today’s inequalities.
*It is just to ally oneself with the marginalized as a shoulder-to-shoulder supporter rather than financial benefactor or leader.
*What is the role of language?
*What role does technology play in the acquisition and maintenance of power?
*What does it mean to resist societal influences?
*What is empathy?
*What is intelligence?
*What is education?
Holocaust Literature Unit
•The Book Thief pretest
•Reading The Book Thief, identifying / highlighting /annotating/discussing literary devices
•Creating tenable arguments in discussion and writing
•Cooperatively creating presentations to summarize/interpret plot and discuss writing style
•Taking comprehension quizzes
•Creating theme statements
•Watching The Book Thief film (and taking notes of differences)
•Writing an essay for a writing contest
•Creating artwork in response to literature
•Writing a creative narrative in emulation of Zusak
•Journal responses
•Effective readers use specific strategies to help them better understand texts.
•Everyone is entitled to his/her own interpretation of texts, but the text supports some interpretations more than others.
•Authors create relatable characters so readers can access (authors’) messages.
•We can sometimes gain a sense of history by reading historical fiction.
•Writers sometimes require us to infer to fully understand their texts.
•With a lack of empathy, humans can be destructive.
•Fear can challenge our moral foundation.
•History involves interpretation; our interpretations are influenced by our life experiences and values
•How to annotate and summarize
•Basic history of WWII: Auschwitz, Dachau, Third Reich, BDM, 1936 Olympics, Kristallnacht, Sophie Scholl (and other resisters)
•Definitions and purpose of the following elements of fiction: prologue, epilogue, exposition, rising action, conflict, climax, falling action, resolution, personification, metaphor, simile, irony, synesthesia, flashback, hyperbole, foreshadowing, theme, and symbolism
•How to write a theme statement
•Claim+ evidence + reasoning= tenable argument
•Effective readers use specific strategies to help them better understand texts.
•Everyone is entitled to his/her own interpretation of texts, but the text supports some interpretations more than others.
•Authors create relatable characters so readers can access (authors’) messages.
•We can sometimes gain a sense of history by reading historical fiction.
•Writers sometimes require us to infer to fully understand their texts.
•With a lack of empathy, humans can be destructive.
•Fear can challenge our moral foundation.
•History involves interpretation; our interpretations are influenced by our life experiences and values
•What are effective active reading strategies for me?
•How can the stories of history (and historical fiction) inspire us to be better people?
•In what ways can writers challenge our beliefs?
•What does it mean to resist?
•What drives fear?
Autobiography Unit/The Glass Castle
Transfer Performance Tasks
•Interpreting the plot of the book in discussion and in written form (journal, summaries and on test)
•Understanding plot terms and literary devices (test)
•Explaining the impact of writing style in discussion
•Explaining character relationships in the book in discussion and in written form (journal and on test)
•Explaining and discussing identity and social justice roles in discussion, journal, and on test
•Empathizing with characters from the book to understand societal stereotyping and neglect of Native American people (in discussion and journal)
•Visually “reading”/interpreting illustrations accompanying text (discussion and journal)
•Writing in narrative form with dialogue and blocking (assessed with rubric)
•Constructing summary paragraphs individually and with a partner (journal)
•Interpreting researched articles and explaining the learning from these in a clear and effective presentation with paragraph (Google slide presentation)
•Writing a bibliography with easybib
•Self assessment for unit
•Using a rubric to self assess work and the work of others
Other Evidence
•Identifying/annotating narrative elements and discussing these in class
•Pre-assessment on reading comprehension from independently reading the book over the summer (paragraph summary responses shared on online journal)
•Identifying / highlighting /annotating/discussing narrative elements
•Working in cooperative groups to analyze and summarize plot
•Study guide contributions
•The following literary elements: setting; character development; plot (exposition, inciting incident, rising action, conflict, climax, falling action, resolution); point of view; authorial and cultural bias; authorial suggestions such as humor and satire; theme; some literary devices (hyperbole and simile)
•Four social justice roles: perpetrator, bystander, ally, target (Christiansen)
•The difference between novel and graphic novel
•Some Native American cultural information/history (depending on research results)
•That not all information on the internet is credible
•What a summary includes and doesn’t include
•How to use a google.doc to share information with a group
•That rubrics can be used to self assess products and processes
•Reading for meaning: expressing understanding/interpretations orally, in writing, and with images
•Identifying and using literary terms appropriately during analysis
•Identifying social justice roles in literature
•Discerning what makes a graphic novel different from other genres
•Describing, discussing, and exploring aspects of personal identity through oral discussion, writing, and illustration
•Writing a personal narrative
•Experimenting with specific reading strategies
•Working productively in pairs and small groups
•Summarizing in paragraph form
•Accessing and posting to a shared study guide (google.doc)
•Using databases to conduct independent research
•Discerning reliable web sources for research (ex: .gov, .edu)
•Creating a bibliography using easybib
•Self assessing written work
•An author’s messages (and our own) are biased by our own experiences.
•Identities are created from our experiences with the world, as well as our expectations and the expectations of others.
•Cultural differences are feared, but they bring richness to the human experience.
•Empathy and social justice are related
•There are different purposes for writing
•Summarizing helps us solidify and communicate what we know
•Narratives help people tell stories and this process can help others empathize
•Journals help us find, work with, and expand our ideas
•Using specific reading strategies support a stronger understanding of what we read.
•Illustrations can influence our interpretations
•How we research impacts what we learn
•Self assessment of our work is essential if we are tracking our own development of skills
•What is truth?
•Why do people fear those who are different?
•What is social justice?
•How are identities formed?
•Why do we write?
•What is “good” narrative writing?
•How do I read? What strategies do I employ?
Native American Literature Unit
•Interpreting the plot of the book in discussion and in written form (journal, summaries and on quizzes and test)
•Understanding plot terms and literary devices (quizzes and test)
•Explaining the impact of writing style in discussion
•Explaining character relationships in the book, in discussion and in written form (journal and on quizzes and test)
•Explaining and discussing identity and social justice roles in discussion, journal, on quizzes and on test
•Empathizing with characters from the book to understand societal stereotyping and neglect of Native American people (in discussion and journal)
•Visually “reading”/interpreting illustrations accompanying text (discussion and journal)
•Writing in narrative form with dialogue and blocking (self, peer, and teacher assessed with rubric)
•Constructing summary paragraphs individually and with a partner
•Interpreting researched articles and explaining the learning from these in a clear and effective presentation with a paragraph summary (Google slide presentation)
•Writing a bibliography with easybib
•Self and teacher assessment of presentation (with rubric)
•The following literary terms: setting; character development; plot (exposition, inciting incident, rising action, conflict, climax, falling action, resolution); point of view; authorial and cultural bias; authorial suggestions such as humor and satire; theme; some literary devices (hyperbole and simile)
•The four social justice roles: perpetrator, bystander, ally, target (from the work of Linda Christiansen)
•The difference between novel and graphic novel
•Some Native American cultural information/history (depending on research results)
•That not all information on the internet is credible
•What a summary includes and doesn’t include
•How to use a google.doc to share information with a group
•That rubrics can be used to self assess products and processes
•How to read for meaning
•Expressing understanding/interpretations orally, in writing, and with images
•Identify and use literary terms appropriately during analysis
•Identify social justice roles in literature
•Discern what makes a graphic novel different from other genres
•Describe, discuss, and explore aspects of personal identity through oral discussion, writing, and illustration
•Write a personal narrative
•Experiment with specific reading strategies (to find one that works)
•Work productively in pairs and small groups
•Summarize in paragraph form
•Access and post to a shared study guide (google.doc)
•Use databases to conduct independent research
•Discern better web sources for research (ex: .gov, .edu)
•Create a bibliography using easybib
•Self assess written work
•Read for meaning: expressing understanding/interpretations orally, in writing, and with images
•Identify and use literary terms •Appropriately during analysis
•Identify social justice roles in literature
•Discern what makes a graphic novel •Different from other genres
•Describe, discuss, and explore aspects of personal identity through oral discussion, writing, and illustration
write a personal narrative
•Experiment with specific reading •Strategies (to find one that works)
•Work productively in pairs and small groups
•Summarize in paragraph form
•Access and post to a shared study guide (google.doc)
•Use databases to conduct independent research
•Discern better web sources for research (ex: .gov, .edu)
•Create a bibliography using easybib
•Self assess written work
•An author’s messages (and our own) are biased by our own experiences.
•Identities are created from our experiences with the world, as well as our expectations and the expectations of others.
•Cultural differences are feared, but they bring richness to the human experience.
•Social justice begins with empathizing with another’s experience.
•There are different purposes for writing.
•Summarizing helps us solidify and communicate what we know.
•Narratives help people tell stories and this process can help others empathize.
•Journals help us find, work with, and expand our ideas.
•All stories contain specific features.
•There are different ways of reading.
•Using specific reading strategies support a stronger understanding of what we read.
•Illustrations influence our interpretations.
•How we research impacts what we learn.
•Self assessment of our work is essential if we are tracking our own development of skills.
•What is social justice?
•In what ways can reading and writing inspire action for social justice?
•What does the social and racial hierarchy of power in our society look like and where do we fit into this construct?
•How are identities constructed?
•How do internal and external expectations shape our lives?
•What happens when a person’s identity is in conflict?
•What is a friend?
•How exactly do I read?
•In what ways can I use writing to learn/process ideas?
•What is my responsibility in understanding history?
•How do I assess my own processes and products?
7th grade English is designed to teach and foster the analytical skills necessary for literary analysis. Class readings include novels, poetry, non-fiction, and short stories. All reading selections are chosen with an eye on issues of justice as they relate to our contemporary world. In addition, the Genre Wheel Independent Reading Project provides a vehicle for students to explore a variety of genres, while practicing time management, and experimenting with ways to demonstrate understanding that move well beyond the traditional book report. Students continue to learn and practice multiple reading strategies and to expand their vocabularies within the context of their reading and writing. They continue to learn and identify literary and poetic devices and expand upon their knowledge of grammar and spelling. Seventh grade English uses the writing workshop approach to generate expository, narrative, persuasive, and imaginative writing, and to take students through the writing process, from prewriting to publishing. Throughout the year, students systematically make their way through a review of 21 basic writing rules (conventions) to help them solidify the mechanics of their writing. Independent reading project presentations and poetry recitations provide students with opportunities to practice their public speaking, both formally and informally.
Vocabulary
Essential Questions:
•What does it mean to really know a word?
•How can a word be incorporated into pre-existing mental schemata?
Vocabulary study occurs in two ways in English 7:
1) Contextually, within class novel study
2) Weekly assignments in Membean, a personalized, differentiated, online vocabulary acquisition program that utilizes multiple learning pathways
Conventions
Conventions reviewed in 7th grade:
1. Capitals to start sentences & with proper nouns & important words.
2. Endmarks (.?!)
3.Components of a complete sentence (subject and verb)
4. Commas to join dependent clauses to independent clauses (prepositional and appositive phrases; interrupters)
5. Commas with lists of 3+
6. Commas before coordinating conjunctions when joining independent clauses
7. Colon
8. Semicolon to join two independent clauses
9. Semicolon & comma w/ conjunctive adverb
10. Semicolon to avoid confusion
11. ‘s to show singular possession
12. s’ to show plural possession
13. Apostrophe to show contraction
14. Dialogue – quotation marks around person’s exact words.
15. Dialogue - end marks inside end quote
16. Dialogue - comma following speaker tag before dialogue
17. Dialogue - comma inside end quote b4 speaker tag
18. Dialogue – comma b4 & after dialogue tag that interrupts
19. Dialogue – new paragraph each time speaker changes
Ally Research Project & Creative Non-Fiction
Performance Tasks:
•research & note taking
•writing process: think, plan, draft, revise, self/peer edit; publish
•ne page "Mini-Autobiography"
•multi-page "Mini-Memoir"
Additional Evidence:
•getting "in character" at Ally Tea Party
Students will know...
•the four justice roles are
•how to use dialogue, blocking
•how to develop character and setting
•how to "explode moments" in a story
•how to develop interior monologue
•how to write a narrative opening
Students will understand that...
•good, effective writing opens the door for human reflection and connection
•authors use certain writing tools to effectively engage, inform, and influence readers
•they are capable of inhabiting any and all of the “justice roles” and that they can, and must, sometimes choose to be an ally
•What does a piece of writing need to have and/or do in order to inform, entertain, and create connection with audience?
•How might your writing be both a mirror (a reflection of the reader and human commonalities) and a window (offering insight into understanding others)?
•Why is it important to be an ally?
Independent Reading
•Final Projects chosen from list of "35 Alternatives to a Book Report" and assessed on accuracy and completeness in explaining main characters, setting, plot, and central conflict
•Students will understand that books are identified by genre and will have a sense of the characteristics of each genre.
•Students will practice time management and planning out a long-term project.
•Students will try out several modes of communication via their project choices.
Enduring Understanding
Students will understand that...
•the central components of many stories boil down to main characters, setting, plot, and central conflict, and that these four constants provide a framework for understanding and comparing texts.
•there is value in reading books that are not their “usual” genre choice so that they can more fully enjoy what reading has to offer in their life.
•What do stories from varying genres have in common and how can I use these commonalities to compare and understand texts?
•What reading tools (strategies) help me to identify main ideas of a text, both explicit and implicit?
•How can I effectively demonstrate understanding in avariety of ways?
•How can I select books that are interesting and appropriately challenging for me?
Class Novel: To Kill a Mockingbird (Literary Analysis and Literary Essay)
Parallel Social Justice Unit
The Students will understand that…
•the United States has a long history of cultural and institutional racism
•racism still persists in Oregon and the United States
•allies are needed if racism (and classism, and sexism) are to be ended
The students will know…
•examples of racism spanning from slavery to present day including, but not limited to: civil war, emancipation proclamation, Plessy vs. Ferguson, Brown vs. Board of Education, “separate but equal”, Jim Crow Laws, Emmet Till, Birmingham, March on Washington, The Children’s March, gentrification, red-lining, Portland, Or stats
Assessment/Performance Tasks:
•daily reader roles
•reading quizzes
•literary essay
•Final exam
other evidence:
•participation in class discussions and activities
Students will know…
•how to use reader roles to guide annotating and discussion
•the historical context of classism, racism, and sexism of the post-civil war southern U.S.
•current examples of classism, sexism, and racism that persist today in the U.S.
•how to identify literary devices (simile, metaphor, hyperbole, etc), including symbolism, in a text
•that people inhabit all four “justice roles” in life (perpetrator, target, ally, and bystander) and that we make choices about which of these roles we inhabit in any given moment
Students will be able to…
READING
•read and understand the text (literal, inferential, analysis)
•annotate reader roles in the book
•determine central ideas/themes of a text and analyze their development
•track symbolism in the book
•cite textual evidence to support conclusions
•summarize key ideas and supporting details
•analyze how elements of a story interact (i.e. how setting shapes characters)
•analyze how and why individuals, events, ideas develop and interact in a text
•interpret words and phrases as used in a text (context clues)
•identify and analyze the use of figurative language in a text
•analyze how sections (sentences, paragraphs, chapters, etc) of a text relate to each other and the whole
•examine point of view and how it shapes content and style
•connect themes and issues to contemporary, real world situations in a variety of ways.
LITERARY ESSAY
•engage reader with an introductory hook
•develop a thesis
•develop topic with relevant facts, quotes, and/or examples from the text and the world using PEE formula(Point, Evidence, Explanation)
•use appropriate transitions
•provide a concluding statement
•develop and maintain a writer’s voice
Enduring Understanding (The student will understand that…)
READING
•using active reading strategies, such as reader roles & annotating, supports comprehension of a text
•the setting of a text offers opportunities to compare life “then/there" and life "now/here"
•narrator point of view shapes content and style
•historic injustices have lasting effects and are relevant still, today
•without allies, injustice does not end
•literature reflects elements of the “human condition” and understanding these connections enhances understanding of a text
•reader roles (summarizer,vocabulary hound, connector, predictor, questioner, style scout, character expert, superman/wonder woman, theme team, gender defend, what- so what?) offer discrete tools that when used, support understanding and analysis of a text
WRITING
•there is a set structure for effective expository writing (basic 5* paragraph literary essay)
•following the steps of the writing process (think, plan, write, edit, revise, proof, publish) enhances the quality and effectiveness of an essay
•How is historical fiction a reflection of me, and the world in which I live?
•What is the “language” of literary comprehension and analysis? (AKA How can I fill my “toolbox” so that I can participate fully in conversations about what I read?)
•How might an author's work influence and inspire my own thinking and writing?
•How do we discern and interpret the roles of perpetrator, target, ally and bystander in literature? How do these roles relate to our own life experience?
•What writing tools do author’s use to tell their stories?
•Who is telling the story?Who has been silenced?
•What are stereotypes and how do they affect how we see ourselves and how others see us?
Class Novel: Shakespeare Makes the Playoffs (Poetry)
Performance Tasks:
•write drafts of poems in the following styles: iambic pentameter, couplets, trochaic tetrameter, haiku, limerick, pantoum, sestina, villanelle
•write poems that share stylistic components with selected poetry by Emily Dickinson, Henry Wadsworth Longfellow, William Wordsworth, and Edgar Allan Poe
•pair/share and small group sharing of poem drafts
•select three original poems to take through the writing process and share on the blog
•pretest and posttest of poetic devices, poetry terms, and selected poets
•lead a class through the labeling of poetic devices in an assigned selection of pages in Shakespeare Makes the Playoffs
•perform an original poem orally for an audience
Other Evidence:
•behavior that establishes and demonstrates safe environment for small and large group sharing
•concentrated, effective listening and labeling during “student expert” lessons
Students will know...
•the definition of the following poetic terms: lyrical poetry, free verse poetry, narrative poetry, poetic license, tone, stanza, simile, metaphor, personification, alliteration, onomatopoeia, oxymoron, hyperbole, imagery, rhyme, slant rhyme, repetition, poetic meter, poetic foot, catalectic
•how to identify the afore mentioned poetic terms “in action” in a variety of poems
•a little bit about the poetry of Emily Dickinson, Henry Wadsworth Longfellow, William Wordsworth, and Edgar Allan Poe
•how to use voice and body language to support an oral performance
Students will be able to...
•write poems in a variety of poetic forms (couplet, iambic pentameter, trochaic tetrameter, sestina, villanelle, haiku, limerick, pantoum)
•effectively use a thesaurus
•write poems that include a variety of poetic devices in them
•perform an original poem orally for an audience
•correctly identify poetic devices in poetry
•write poems that incorporate some of the unique qualities of selected poetry by Emily Dickinson, William Wadsworth, Henry Wadsworth Longfellow, and Edgar Allan Poe
Students will understand that:
•poetic devices have a variety of purposes and using the best, most appropriate tool in any given moment will lead to better writing
•there are specific reading strategies that support understanding a poem
•having a trusted writing community supports the growth of the writer/poet and the quality of their work
•there are specific "tools" that support effective public speaking (poetry performance)·
•there are often connections between a poet’s life experience and their poetry. A poet can use their own life experience as material for writing poems
• How can constraints on form encourage creativity and originality?
• What are poetic devices and how are they used to engage readers?
• How can prominent poets and poetry movements inspire and influence us as writers?
• How can we use voice and body language to interpret a poem orally for an audience?
• How and why do some poets ignore or modify conventional English rules for effect?
•What distinguishes poetry from pm prose?
Class Novel: The Schwa Was Here
Assessment/Performance Tasks
•daily reader roles
•reading quizzes
•creative writing assignment
•literary essay assignment
Other evidence
•participation in class discussions
•supportive, respectful participation in read-arounds
Students will know…
•how to use reader roles as a guide for annotating text
•how to use reader roles to guide class discussion
•the basic organizational structure for the literary essay (basic 5* paragraph essay)
•that using the writing process enhances quality and effectiveness of writing
•that giving and receiving peer feedback supports a writer in producing their best work
•that all people inhabit the roles of perpetrator, ally, bystander, and ally at different times in our lives, and that we have the ability to choose our role in any given situation
•that literary devices are important tools for writers
Students will be able to…
•read for meaning:expressing understanding/interpretations orally and in writing
•identify and use literary terms appropriately during analysis
•identify social justice roles in literature (perpetrator, target, ally, bystander)
cite textual evidence tosupport conclusions
•determine central ideas/themes of a text and analyze their development
•summarize key ideas and supporting details
•analyze how and why individuals, events, ideas develop and interact in a text
•interpret words and phrases as used in a text (context clues)
identify and analyze the use of figurative language in a text
•analyze how sections(sentences, paragraphs, chapters, etc) of a text relate to each other and the whole
•participate in daily discussions about the book
•identify many of the stylistic tools used by author, Neal Shusterman
CREATIVE WRITING
•understand and emulate Shusterman’s writing style by writing an original creative piece that incorporates many of the stylistic tools Shusterman employs
LITERARY ESSAY
•effectively use a graphic organizer to plan an essay
•engage reader with an introductory hook
•develop a thesis
•develop topic with relevant facts, quotes, and examples from the text and the world
•use the PEE format for body paragraphs: Point, Evidence, Explanation
•provide a concluding statement
•develop and maintain a writer’s voice
•effectively edit and revise their own work and the work of others
The student will understand that…
•using active reading strategies, such as reader roles & margin notes, enhances comprehension and understanding of a text
•authors use a variety of figurative language for effect
•narrator point of view shapes content and style
•reader roles (title tie-in,vocabulary hound, summarizer, connector, predictor, questioner, style scout, character expert, superman/wonder woman) provide a framework for understanding, analyzing, and discussing a text
•How is literature a reflection of me, and the world in which I live?
•What is the “language” of literary comprehension and analysis? (AKA How can I fill my “toolbox” so that I can participate fully in conversations about what I read?)
•How can reading influence and inspire my own thinking and writing?
To Say the Name Is To Begin (Narrative Writing)
Performance Tasks:
•generate six four minute free-writes
•pair/share and small group sharing of free writes
•generate four drafts of a “Name Assignment,” improving & refining w/ each draft. (either narrative or poem, meeting basic length and content requirement)
•contribute to a literary discussion (using RICE entry points)
•offer praise feedback to peers
Other Evidence:
•behavior that establishes and demonstrates safe environment for writer’s group and read-arounds
•concentrated, effective listening during read-arounds
•read/share name assignment with full group
•discussion of tools and techniques in sample docs
•record and post audio file on Blog
Students will know. . .
•four basic tools that can provide entry into a “literary conversation” (RICE)
•that there are a variety of potential entry points/topics when writing narrative work
•the difference between poem and prose
•something about their name and their feelings about their name
•that writing tools can be adopted from other writers and used/emulated in our own work
•two strategies for giving and receiving editing feedback (conventions; praise)
Students will be able to...
•enter into a literary conversation using 4 RICE tools (RICE): I could Relate to… I thought it was Interesting when… I was Confused by… I felt happy/sad/mad (Emotion) when…
•identify topics and tools (TnT) that writers use to examine their name (through highlighting and margin noting; discussion)
•use a variety of topics and tools in their own narrative essay or poem about their name
work productively with peer editors
Offer Praise feedback as a peer editor
Read/share their name piece with the class in Read-Arounds and on blog
Students will understand that:
•there are multiple “entry points” into writing about and that they need not get stuck in the “there’s only one way to do it” trap.
•(TnT - Topics & Tools) Writing tools have a variety of purposes and using the best, most appropriate tool in any given moment will lead to better writing.
•their story shares commonalities and differences with the stories of others
•there are reading strategies that support understanding a text
•having a trusted writing community supports the growth of the writer and the quality of the work
•revision leads to improved writing
•soliciting peer feedback often leads to improved writing
•there are tools that support effective public speaking
•being a listener is an active (not passive) task
•IfI don’t tell my story, then who will?
•Why do people share stories? (Why should I share my story?)
In 6th grade English, students read at least six major texts in various genres of literature, including short story, poetry, essay (descriptive, narrative, expository, and persuasive), and novel. Most of the major texts are read in the literature circle format, meaning that students choose their own reading materials, set their own reading calendars, engage in small group discussion about their books, and present a group oral book project after finishing the book. All reading selections are chosen with an eye on issues of gender, ethnicity, and cultural diversity as they exist in our contemporary world. While reading, students strengthen literal comprehension of texts as well as an ability to draw inferences from implied meanings. They also analyze how a text is structured and how an author employs story elements. Students do a fair bit journaling on their reading in a Moodle Wiki format on the Inside.Catlin site. As writers, students produce poems, stories, and essays for class, taking all major pieces through the writing workshop process: prewriting, drafting, peer responding, revising, proofreading, and publishing. Students use the laptop writing-lab in class to work on keyboarding and other technology skills, saving their work to the Inside.Catlin Moodle and Google Docs domains. They also have many grammar, spelling, and vocabulary lessons over the course of the year in order to enrich their own writing and make it more sophisticated and polished. At the end of the year, each student produces a personal Heroic Journey Anthology of her 6th grade academic year. Last, an overarching theme of the 6th grade is harvesting, and to this end students are given many opportunities to go outside and work in the organic garden, greenhouse, and apple orchard. The sixth grade team is in charge of two major Catlin Gabel concerns: the apple orchard and the Spring Festival plant sale fundraiser. Sixth grade teachers work together to teach a variety of interdisciplinary lessons on such topics as seed collection, photosynthesis, pollination, the foundations of human civilization, wheat harvesting in Mesopotamia, pizza baking in the garden cob oven, and sweetness in apples. Students grow food for the lunch salad bar in the Barn, and they learn how to compost back into the garden to complete the circle. Throughout these interdisciplinary lessons, students are reading and writing across the curriculum—writing for history lessons and reading for science lessons while in Language Arts.
Totally Joe Unit
•All-girl class provides peer assessment to all-boy class on their videos and vice versa
•High school SAFE group provides assessment to both sex-specific classes on the videos
•Grading writing rubrics will continue to be employed for poems and essays
•Students write a variety of poems and blog entries: Wisdom poem, Compassion poem, Courage Poem, response to journal questions
•Students will write short expository reflective essay on the first days of sixth grade, and the changes from fall to spring
•Students will analyze advertising techniques, bias, audience, and subtext, especially around music and food, as these are marketed differently to young men and young women of different ethnicities
•Students will engage in sex-specific classes in Trust Lifts: groups of all-boys and all-girls support and place their safety into the hands of classmates, relearning what it means to become reliable and vulnerable
•Students will, in sex-specific classes, creeate gender skits filmed for private YouTube channel and viewed by other class, so that boy classes view and respond to girl class videos and vice versa. Boys work in groups to script, block, rehearse, act, and film situations of typical middle school girl problems and outcomes. Girls do likewise for boys. Boys also work in groups to script, block, rehearse, act, and film situations of typical middle school LGBTQ kids’ problems and outcomes. Girls do likewise for boys.
The two classes give one another feedback. The high school SAFE club gives feedback to both classes
•Whole class reads Totally Joe, employing Feminist Literary Theory and Queer Theory reading lenses, analyzing constructions of gender in texts and what heterosexism might exist there
•Sex and gender are not the same
•One’s sex does not inevitably lead to a predictable gender
•Homophobia and sexism share a common root in the fear of and denigration of “the feminine”
•Gender is fluid
•Heterosexual people can be allies in the quest for gay rights and gender justice
•Men are responsible for stopping themselves from hurting women and LGBTQ
•To “be a man” in modern America is often to be homophobic
•How do LGBTQ people complicate gender roles and broaden our conceptions of love and family?
•How are gender roles structured differently for men and women of different ethnicities and socio-economic classes?
•What is the relationship between homophobia and sexism?
•Why haven't we had a female president in the USA?
•How does heterosexism and homophobia dehumanize heterosexual men?
•Why do heterosexual men fear gay men?
(Dis)Abilities & Empathy Literature Circles Unit
•Literature circle reading comprehension quizzes
•Teacher, peer, and self evaluation grading rubrics for oral book project presentations
•Grading rubrics used for essays and poems
•Students will write expository persuasive essay proposals to make Catlin Gabel school more accessible to people with physical and mental disabilities
•Students will learn about Simon Baron Cohen’s Empathy Quotient Analysis from his book The Science of Evil
•Students will do a book-ending final group project focusing on degrees of empathy in their book's protagonists and antagonists
•Students will continue to use Haiku, Blogger, and Google docs as mentioned previously
•Students will learn successful strategies for collaborative group work, enhancing both their own metacognition and their reliability to others
•Students will learn successful speaking strategies for delivering an oral report to the class
•Students will improve both literal and inferential reading comprehension
•Students will learn and analyze the similarities and differences between U.S. liberals and conservatives, especially as those similarities and differences apply to empathy
•There is no perfect brain, just as there is no normal person
•All people have abilities and disabilities
•People shouldn’t be defined by their labels
•Empathy is the cornerstone of both civilization and morality
•Some people have zero degrees of empathy, which is what people mean when they say someone is “evil”
•What is a normal person?
•How is it possible to feel what another person feels?
•Should people who lack empathy be allowed to lead?
•Without empathy, would there be progress and innovation?
•Does empathy save the world from constant, ubiquitous violence?
•Should increased empathy be a major goal of education?
•Is empathy our most human of qualities?
The Wednesday Wars Unit
•K-W-L The Sixties
•Literal comprehension and inferential thinking reading quizzes
•Teacher, peer, and self evaluation grading rubrics for oral book project presentations
•Grading rubrics (teacher, peer, and self evaluation) used for essay and poem
•Students will write expository essays with the following: a clear, compelling thesis; concise accurate topic sentences that make assertions furthering the thesis; examples that illuminate the main points of the topic sentences; explanations of how the examples prove the assertions of the topic sentences; transitions between paragraphs; summative paragraphs tying up main points of the thesis and pointing the reader outside the boundaries of the essay to life outside
•Students will write moving metrical poetry with correct rhyme and meter
•Students will continue to use Haiku, Google docs, and Google calendar as mentioned previously
•Students will learn successful strategies for collaborative group work, enhancing both their own metacognition and their reliability to others
•Students will learn successful speaking strategies for delivering two short oral reports to the class using a presentation tool like Google Slideshow or Prezi
•Students will improve both literal and inferential reading comprehension
•Students will learn plot outlines of several of Shakespeare's plays
•Students will learn form and content of manifestos and declarations throughout history: Declaration of Independence, Declaration of the Occupation of New York City, A Gay Manifesto, Combahee River Collective Statement, A Green New Deal, and The Communist Manifesto
•Students will research and interview people to analyze and make connections between a variety of important events and cultural icons from the 1960s
•Students will refine interview skills
•The 1960s were a pivotal decade in the history of the world, birthing a global empathic awareness
•Without political protest, there can be no justice or equality
•Poverty is a form of violence waged by the wealthy against the vulnerable
•Sexism and homophobia are both rooted in fear and hatred of the feminine
•Middle class U.S. wages have stagnated since the 1970s, and millions who were once middle class have slipped into poverty
•Dissent is healthy
•Is political protest healthy for society?
•Should all children defy their parents?
•Is mercy important?
•Can war bring peace?
Roll of Thunder, Hear My Cry Unit
•K-W-L Institutional Racism
•Literal comprehension and inferential thinking reading quizzes
•Teacher, peer, and self evaluation grading rubrics for oral book project presentations
•Grading rubrics (teacher, peer, and self evaluation) used for essay
•Students will know difference between personal, internalized, and institutional racism
•Students will be able to identify and analyze examples of institutional racism since the founding the USA
•Students will be able to tie contemporary institutional racism (police racial profiling, urban renewal, mass incarceration of African Americans) to slavery, Black Codes, Jim Crow laws, convict leasing, lynching, segregation, and the creation of nonwhite urban ghettos by the FHA and the policy of redlining
•Students will research and analyze Black history in Portland, paying special attention to the Albina district
•Students will write expository essays with the following: a clear, compelling thesis; concise accurate topic sentences that make assertions furthering the thesis; examples that illuminate the main points of the topic sentences; explanations of how the examples prove the assertions of the topic sentences; transitions between paragraphs; summative paragraphs tying up main points of the thesis and pointing the reader outside the boundaries of the essay to life outside
•Students will present their findings and recommendations in their expository essays to both PLACE and the Urban League in Portland
•Whites throughout history have acted as Activist Allies with nonwhites and worked together for social and economic justice
•Whites throughout history have attempted to subjugate, enslave, humiliate, and degrade Blacks
•Christianity has both encouraged white supremacy and denounced it throughout history
•Oregon was founded by white supremacist policies, and these policies can still be seen today in the enduring social and economic disparities in our state
•White supremacy and institutional racism are synonymous
•Poverty is racialized in America per capita, though most poor people in America are white
•Multiethnic alliances for social, economic, and environmental justice can and will succeed, and it will not be wealthy, heterosexual, white men who will lead the alliances
•Is personal racism inevitable?
•If there were no whites, would racism disappear from Earth?
•Did free slave labor and white supremacy create contemporary America?
•Can multiethnic alliances for justice succeed?
•Is forgiveness possible?
•How do white people who are not personally racist participate in, perpetuate, and benefit from institutional racism?
Climate Change Unit
Projects & Presentations (Tasks)
•The Lorax BOTG and ConnectionCircles groups present their Connection Circles posters
•Climate Change Mixer Role Play
•Blockadia Roll Play
•Thingamabob Role Play game
•Debate on Responsibilities of Developed Nations (pg. 171 Exploring Global Issues)
•Final Project: Write Problem Solution Essay (500 words max) to one of thefollowing audiences: COP 21 protesters, COP 21 delegates, CGS board of trustees, students’ choice, then videotape and edit Persuasive Essay speech
•Make Poster
•Speech sent and/or delivered to audience
•Skype with other NAIS students around divestment/reinvestment issues
Quizzes
•All About Climate Change Quiz
•Chapter 9 Quiz Climate Change from Exploring Global Issues
•Writing Climate Change Blog Entries
•Final Project
•Write Problem Solution Essay
Informal Observations & Discussions
•K-W-L Climate Change
•The Lorax BOTG and Connection Circles groups present their Connection Circles posters
•Climate Change Discussions in class
•The Work That Reconnects Guided Meditations
Student Self-Assessment
•What Do You Know About ClimateChange? Student Pre-Assessment
•K-W-L Climate Change
•Eleven Climate Change Blog Entries
Students will know . . .
•how to analyze data and graphs
•the science behind global warming
•carbon footprint
•carbon source
•carbon sink
•correlation vs. causation
•greenhouse effect
•photosynthesis
•greenhouse gasses
•the economics behind global warming
•carbon credits
•CO2 Intensity in GDP
•the social impacts of global warming
•CO2 emissions per country
•CO2 emissions per capita
•funders and motivations for climate skeptic organizations and global warming deniers
•the historical record on global warming
•differing responsibilities of developing and developed nations for global warming
•major contributors to human-caused climate change: electricity, transportation
•major responses to human-caused climate change
•that the so-called anthropogenic climate change “debate” is really a well-funded disinformation campaign
•the history of industrialization in the global north and its disproportionate negative impact on the global south
•Kyoto protocols, IPCC reports, and the issues of Climate Summits (Copenhagen, Paris)
•the three stages of Business as Usual, the Great Unraveling, and the Great Turning (Macy)
•that broad multiethnic coalitions are busy and successful in addressing McKibben's "Three Scary Numbers"
•fossil fuel industries are the top money-makers and stock market investments, but green energy industries can replace these in the 21st century
•consumer and investor choices can affect fossil fuel industry practices
Students will be able to. . .
•analyze data and graph information
•analyze data on CO2 emissions of various countries
•use data to consider the question of how to determine responsibility for climate change
•utilize Systems Thinking to analyze economies, societies, and nature
identify and analyze major contributors to human-caused climate change
•identify and analyze major responses to human-caused climate change
•recognize and compare our own cultural stances and biases with those presented by people in Kiribati, Bangladesh, and other cultures in the global south
•empathize with people in the global south and assume their perspectives
•reflect on our own privileged lifestyles in the U.S., our prejudices, and our impact on the world’s climate
•build cultural insight by conducting research on historical events from non-western and non-northern perspectives
•progress beyond their initial raw, uncritical connections to the so-called “climate debate” while reading by making connections to other nonfiction readings, thereby creating critical interpretations
•examine which perspectives or actions are universal and which are unique to a particular cultural group
•write a speech about climate change that both takes responsibility for our impact and proposes a pragmatic plan for mitigating climate change
•videotape and edit a filmed speech with an audience of COP 21 conference delegates, protesters at COP 21 conference, or the CGS board of trustees
•send the videos and present the videos to audiences
•skype with other NAIS students
change their schools’ and NAIS’s investment practices
•Economic systems driven by the profit motive are immoral and unsustainable because they inevitably create both widespread economic inequality as well as ecological crises
•Systems thinking is an accurate way to analyze society, economies, and human impact on environments
•A new vision of the cosmos, utilizing progressive world views such as Integral Ecology or Deep Ecology, is needed to reverse economic inequality, social injustice, and ecological crises
•The flipside of anger is love; the flipside of sadness is thirst for justice
•Humanity is not hopelessly selfish and greedy
•The climate emergency offers humans their best chance to remake their world for social, economic, and environmental justice
•The so-called “debate” about climate change was a well-funded disinformation campaign
•Indifference to anthropogenic climate change could prove fatal
•A minority elite, mostly in the wealthy global north, benefit from the causes of global warming
•Gratitude and hope are revolutionary when confronting climate change, social injustice, and economic inequality
•What are the relationships between society, economy, and environment?
•What dissent is just?
•Are people nature?
•Is humanity hopelessly greedy and selfish?
•How do ecological crises offer hope?
•How are gratitude and hope revolutionary when confronting climate change?
Science Fiction Literature Circles Unit
•Literature circle reading comprehension and inferential thinking quizzes
•Literature circle reading Venn Diagram (group) and PEES Theme paragraphs (individual) projects on their dystopian novel
•Teacher, peer, and self evaluation grading rubrics for oral book project presentations and PEES Theme paragraph writing
•Grading rubrics will be issued for each major writing piece before the drafting stage, and students will read exemplary pieces in that same writing vein from previous year
•Students will analyze what natural resources humans need to survive
•Students will analyze utopian and dystopian stories as distinct types, identifying common themes and plot devices
•Students will compare and contrast the world of their dystopian novel to our world today, noting similarities and differences
•Students will write a Theme PEES paragraphs in reaction to their dystopian novel, answering the question “What is a theme in your science fiction novel?”
•Students will predict what the future of our planet will look like geographically, environmentally, politically, artistically, culturally, and economically
•Students will write essay prose with sensory detail, mature reflection, and correctly punctuated dialogue
•Students will write free verse poetry with creative line breaks, sensory detail, figurative language, and urgent concision of language
•Students will analyze plot (scene construction), point of view, character, theme, setting, and irony in “The Story of an Hour”
•Students will write a four-scene short story that mimics the point of view, plot structure, and ironies in “The Story of an Hour”
•Students will continue to use Haiku, Google docs, and Google calendar as mentioned previously
•Students will learn successful strategies for collaborative group work, enhancing both their own metacognition and their reliability to others
•Students will learn successful speaking strategies for delivering an oral report to the class
•Science fiction dystopian literature provides clear warnings of contemporary environmental, political, economic, and social crises
•Science fiction genre imagines new ways of existing in the world
•Systems thinking is an accurate way to analyze society, economies, and human impact on environments
•Heroes start out in dissent to existing power structures
•How does gratitude subvert a culture of shopping and consumerism?
•When we see the social injustices and the environmental crises in the world, why is honoring our pain important?
•What is the best strategy for adults to protect children’s basic security and safety while also being truthful with them about the state of the world?
•What spiritual problem creates economic, social, and environmental problems?
•How is anger the flipside of a thirst for justice, and sadness the flipside of love for Earth and suffering humanity?
•What kinds of dissent are just, and why?
Fantasy Genre Literature Circles Fall Unit & Heroic Journey Anthology Year-Long Unit
•Timed reading assessments
•Literature circle reading comprehension and inferential thinking quizzes
•Literature circle reading quizzes on heroic journey in book
•Teacher, peer, and self evaluation grading rubrics for oral book project presentations
•Grading rubrics will be issued for each major writing piece before the drafting stage, and students will read exemplary pieces in that same writing vein from previous year
•Spelling quizzes throughout the year assess one hundred commonly misspelled words
•Vocabulary quizzes throughout the year assess acquisition and retention of Greek and Latin roots and stems
•Students will be able to identify their protagonist's heroic journey in their group's fantasy novel
•Students will strengthen literal reading comprehension and inferential thinking as from authorial suggestions, foreshadowing, and metaphor
•Students will strengthen nonfiction reading strategies including pre-reading captions and pictures, bolded and italicized words, graphs, headings, subheadings, summaries, content questions
•Students will margin note fiction and nonfiction
•Students will learn successful strategies for collaborative group work, enhancing both their own metacognition and their reliability to others
•Students will learn successful speaking strategies for delivering an oral report to the class
•Students will use Google and Haiku to write book responses and work collaboratively with peers
•Students will use Google calendar to track homework assignments
•Students will know that heroic journey narratives usually have a dual nature: physical and emotional/spiritual
•Students will be able to use the heroic journey trope to structure a fictional narrative
•Students will be able to use the heroic journey trope to create a reflective personal narrative
•Students will use Google docs to draft, peer respond, and revise their essays and poems
•Students will write essay prose with sensory detail, phrase variety, sentence variety, and correctly punctuated dialogue
•Students will write free verse poetry with creative line breaks, sensory detail, figurative language, and urgent concision of language
•Students will desktop publish their own Heroic Journey Anthologies of 40+ pages, incorporating art, photography, essay, poetry, story, scrapbook covers, dedication, title page, table of contents, chapter heading pages, and an About the Author page
•Students will learn to recognize and react to proofreader marks, so that when they come to a final revision of their more than ten writing pieces from throughout the year, they can utilize their year's worth of lessons and successfully revised their pieces in order to desktop publish their own anthology
•Students will correctly use commas in their own writing
•Students will identify and correct run-on sentences and comma splices in their own writing
•Students will write correctly punctuated dialogue
•Students will correctly write the possessive forms of singular nouns, plural nouns, and pronouns
•Students will write with increased sophistication and polish, utilizing the following brushstrokes: syntactic variation including complex sentences with dependent clauses first; appositive and absolute phrases; participial phrases at the beginning of sentences; correctly punctuated dialogue; sensory detail; and figures of speech (simile, metaphor, personification, and hyperbole)
•We all go through many heroic journeys in our lives as we grow and learn
•Heroism can be found in collaboration and compromise as often as it can be found in individuality and single-mindedness
•Mercy is more heroic than revenge
•People born into power and privilege can be behave heroically as Activist Allies
•Canonical literature privileges heterosexual white men since they had the money and prestige in the societies that produced that literature
•How can people born into unearned power behave heroically?
•When we read history books and holy books, are we reading nonfiction?
•Are heterosexual white men more heroic than other people?
•Where is heroism more evident: in an individual’s compassion and quiet public service to her community or in her public attainment of fame and fortune?
•Why are heroic journey quest narratives told?
•How can our own lives be viewed in terms of a heroic journey quest narrative?
•What’s more heroic: revenge or mercy?
MUSIC: Rock n' Roll
•Students will write a self evaluation
•Teacher observation and notes
•Formal written report
•Parent Conferences
•Students shall begin the class learning about early influences on Rock: Jazz, Gospel, Country and the Blues. Students will learn how to play a 12 bar blues pattern using classroom instruments and learn how to accompany it with a rock beat on the drum kit.
•Students will listen to and analyze early Rock artists. Some video will be shown about the Beatles and their rise to fame. •Students will learn to perform and sing Twist and Shout, individuals will sing solos and backing vocals using PA equipment.
•After studying what makes a rock piece, students will bring in their own examples of rock and play them on the stereo for the class.
•Students will (via a vote) select one of the pieces and begin working on performing it.
•Students will learn the basic chord progressions of the selected piece on the keyboard as well as guitar, bass, drums and vocals.
•Students will rehearse the piece and perform it with amps turned to 11 for the performance in front of the Middle School student body.
•Understand the social and historic beginnings of Rock.
•Perform Twist and Shout (or other simple three chord Rock piece) using band equipment in class
•Chose a piece to learn and play at a school assembly
•What are the basic elements of Rock music?
•What were the historical roots of Rock 'n Roll?
•How to create a meaningful Rock experience?
Formative Assessment:
•Blog post for each Design Thinking step
Authentic assessment:
•Audience survey
•Class feedback
•Self-assessment
•Production, distribution, exhibition
•Power of camera angle & placement
•Tripod techniques
•Functions of A-roll & B-roll
•Intellectual property rights
•Identifying and surveying target audience
•Writing a treatment
•Storyboarding
•Video editing
•Creating and sharing web media content
•Reflecting on learning via blog posts
•Small and large group critiquing
•Film festivals how-to
•Film making
•Photography
•Digital Image Editing
•Video Game Design
•3D Printing
•Tabletop Game Design
•What is the Design Thinking process for?
•How can empathy for my audience help define what I design?
•Performance notes
•Self Assessment
•Collaborating and negotiating with a group to create an original "devised" theatrical piece
•Discuss and analyze themes and events and how they affect one personally as well as globally.
•Improvisation
•Writing personal narrative
•Interpreting text for performance (including personal narratives, short stories, poetry, news sources and music lyrics)
•Interpreting a theme through individual and group movement
•Integrating theatrical conventions to interpret a theme, issue and/or event
•Public speaking
•Public performance
Using dramatic exercises, students collaborate creatively to create an original "devised" performance piece that addresses themes, issues and events relevant to their lives. This piece is performed for the middle school community (and sometimes in public performances)
•Buiding Trust and Creating Ensemble
•Theatrical Conventions
•Collecting Source Materials
•Group Exploration and Improvisation
•Script Writing
•Public Performance
•How can we use drama to engage with and explore events and issues relevant in our individual lives and in the life of our community?
•How can we use drama to communicate?
•How can we use theatrical performance to engage our community with an event and/or issue?
•How does trust increase creativity?
•How do we build a supportive, creative ensemble?
•Peer critiques
•Class critiques
•Individual critiques
•Self/assessments
•Teacher narratives
•Student/teacher conferences
•Students will create two works in the style of their artists or period art. They may create work in that is either like an original or just in the style of their chosen artist
•They also create an art work for a cooperative mural that is both a design problem and another opportunity to work in the style of their chosen artist. The last assigned work is a self portrait that is is not representational but reflects elements and values of the students life. Students may do a series or create a self directed course of study.
•Students are encouraged to problem solve and experiment with media to realize their ideas.
Students research periods of art or an artists. They look at the artist's life, artists training, and how the world they lived in influences them. Students choose to create a work in the style of their chosen artist. They must use appropriate materials, technology and design elements to realize their work
•Does art always reflect dominant elements of culture
•How is art represented by other Cultures? •Who makes art and why?
•Does life experiences, cultural origins, techniques and materials influence the creation of art?
•How does art reflect what a culture is?
•Do cultures always appreciate what artists say?
MUSIC: Composing for the Theater
•Student Critique
•Student Evaluation
•Teacher assessment via note taking and observation
•Formal report
•Parent Conference
•Students will read through the play, work with the drama teacher and myself to decide on a musical style appropriate to the production.
•Students will mark their scripts for appropriate places to insert music
•Students will work in pairs or individually to compose appropriate pieces, effects and recorded audio for the production.
•All students will learn about an appropriate style that suits the production. Ex. Swing music and the twelve bar blues for a detective/mystery style of play.
•Students will hear examples of the style on the stereo, be given assignments that will get them comfortable with composing in this style, and compose alotted pieces
Compositions will be completed and put on the server
•All compositions will be put onto the school server and later downloaded to a laptop
During the final week before the performance of the play, music students will join the theater class to add music to the show as well as helping with technical needs such as lighting, set movement, costuming etc.
•Using GarageBand to compose
•Working with the drama class and its production
•Considering appropriate compositional style
•Preparing a musical score to accompany the play
•The performance
•How to compose effective music for theatrical performances
•How to go about understanding style and musical themes
•How do studnets learn to utilize technology to compose music
Media Arts
=Formative Assessment
•Screenings of Rough Cuts
•Reflecting via Posts to their Blog
Authentic Assessment
•Self-Assessment
•Assembly Screenings
•Filmmaking with iPad
•Photography Composition
•Photoshop editing skills
•Photo Printing
•Many Mediums of Filmmaking
•Types of Shots
•Storyboarding
•Production Planning
•Audio/Video Editing
•Intellectual Property Rights
•Considering Audience
•Stop-Motion Animation
•48 Minute Film Project
•Additive Color System
•Subtractive Color System
•RGB+CMYK project
•Aurasma app
•Campus project
•CAC Screen project
•How do I take a good photo?
•What are the additive and subtractive color systems, and how are they different?
•How do I navigate the photographic process from inspiration to exhibition?
•How do I make a movie that serves my community?
•The productions are demonstrations of understanding of the many lessons students have learned over the course of the term.
•Assessments for these productions are collaborative, cooperative, and fundamentally experiential.
•Script analysis and interpretation for general design - What are the play's themes? When is it set? What is the historical context?
•Script analysis and interpretation for individual character development.
Design of costumes, props, set, lights and publicity.
•Creating a 'living' character through vocal, physical and imaginative exploration.
•Memorization of lines and blocking
•Fight Choreography
•Creative collaboration
•Analyze dramatic through-line and its impact on both character development and overall pacing.
•Public Performance
•Students work together to produce a full production of a play including two performances open to the public.
•In addition to acting, each student works as part of a design team to design and create costumes, props, set, lights or publicity.
•How is a play translated from the page to the stage by a collaboration of imaginations?
•How do I, the actor, use and express both my imagination and my intellect to portray an interesting, “living” character?
•How do we use production design elements to help bring a play to life?
•What do I discover about myself personally from rehearsing and performing a play?
•What are the basic protocols and vocabulary terms used in the theatre?
•What makes a performance successful?
Portrait Study
•Students will look at different artists and periods of art (Examples: Rembrandt, Matisse Picasso and Close
•They will work with a variety of drawing media to realize their work
The study of artists and periods of art that illustrate effective portrait studies
•What are the parts of the drawn portrait ? •What media will best serve the student's portrait study?
•How does a self-portrait serve as a developmentally appropriate study?
•Which of the Elements of Design are the most effective to focus on? (Color,Value)
Visual Arts - Portrait Drawing
•Class Critiques
•Individual Critiques
•Peer Critiques
•Self-assessments
•Teacher narratives and Teacher/student conferences
•Students will do two black and white drawings that utilize light source, shading, gray scale, facial symmetry and techniques with graphite.
•Students will do two color drawings that utilize light source, hue, shading, facial symmetry, parallel projection, color mixing with soft pastels, cray pas, and prismacolor pencils.
•Students may use Photoshop to enhance and modify portraits
•Student do a series of drawings.
•Two preparatory studies, one Black and white and one color.
•Students will do a black and white self portrait study.
•The final project is a large color parallel projection
•done in the style of the artist Chuck Close.
•What do portraits of people reveal about different periods in history and about what a cultural values.
•What media will best serve the student's portrait study?
•How does a self-portrait serve as a developmentally appropriate study?
•Which of the Elements of Design are the most effective to focus on?
vHow does altering light source, symmetry or intense hues influence the person being drawn?
Music: Singing, Dancing, Xylophones, World Music & Computers
Rotation 2
•Traditional composition using pencil and paper. Students review treble/bass clef, 1/4,1/8 and 16th notes and the names of the lines and spaces when using the treble clef.
•Students write their own rhythms and take down rhythmic dictations clapped by the teacher
•Students write their own melodies on paper and perform them for the class
•Students perform some of their work into a computer and print a score of their work.
Rotation 1
•Learning four part vocal rounds and adding student choreographed movement to it. Playing accompaniments using classroom xylophones to accompany the dance.
•World Music: Japanese Music. Students learn about traditional Japanese instruments (koto, shakuhachi, shamisen). Perform classroom instrumental version of Japanese traditional song "Sakura". Study the scale and introduce term pentatonic scale. Related activies: students will work in pairs making up ostinato patterns using the pentatonic scale used in Sakura. Students improvise melodies using the same scale. Students write original Haikus and compose a piece with a partner that involves their poetry as well as improvised pentatonic accompaniment on a xylophone, metalophone or glockenspiel.
•Computers: Using GarageBand (music software), students learn the basics of the program and learn about looping. Students are given time to compose their own loop pieces using iMac computers. Additional computer work will involve students taking ideas they have produced on the xylophones using pentatonic scales and compose a trio for three kotos. Two of the parts will be osinato based and the third an improvised melody. All three parts will be played on a piano keyboard and recorded into GarageBand.
•Additional technology: Students will learn to be able to save their work to the school server and also learn how to send their pieces to iTunes and to burn a CD of their compositions.
•Singing in four parts
•Performing on classroom instruments, improvising, writing poetry
•Dance and choreographing original pieces
•Learning to use computers to compose music
•Looping and recording techniques
•Saving and sharing work using the server and burning CD's
•How to integrate traditional musical practices with computer technology.
•How to give students a broad musical experience in a short time.
•How to move from classroom instruments to classroom computers
Drama
•Build and create a supportive ensemble
•Discover confidence to take chances in the group.
•Support and cooperate with classmate.
•Experiment with roles as leader and follower.
•Learn and demonstrate attentive audience behavior.
•Make mistakes with freedom and see them as creative opportunities.
•Collaborate and negotiate with a group to write a script.
•Physical and vocal character work.
•Basic performance techniques including vocal diction and projection, stage presence and characterization.
•Improvisation skills - Students learn about improvisation through a variety of exercises and games
•Basic Script Writing - Students create a comic sketch applying the structure of The Hero’s Journey to the 6th grader’s experience entering the middle school.
•Basic Public Performance - Students perform their episode of "The Sixth Grade Hero's Journey"
•Introduction to Puppetry - Students build basic characters using 'found-object' puppets.
•Introduction to Mask Work - Working with masks, students explore building a physical character.
•Introduction to Clowning - Students create their own clown character and work together to perform classic clown "lazzis" (comedy sketches)
•How can we use drama to engage with and explore important events and issues in our lives?
•How is improvisation relevant to every day life?
•How does teamwork contribute to a successful production?
•What relevant life skills can be learned by doing a production?
•What is comedy?
•How can we bring a comic character to life?
Visual Arts
Students will be introduced to a variety of media and the Elements of Design. These will include drawing, painting, and printmaking
•Elements of Design
•Color
•Line
•Value
•Texture
•Symmetry
•Space
•Shape and Form
•Appropriate use of the Elements
•How do students use the Elements of Design to understand and describe the world?
(Color,Line,Value, Texture,Symmetry,Space Shape and Form)
•What applications will best serve the students?
•How can they demonstrate their understanding?
•What cultures, periods of art and artists will support their experience?
An effective literacy program offers a balance of challenge and support while building children’s confidence in their emerging abilities as readers and writers. Our goal is to develop fluent, capable readers who enjoy the process and learn from it, drawing from a diverse array of literature. Our goal is to help students become writers who can express their ideas cogently, clearly, and creatively. We view reading and writing as a developmental process and understand that a child’s progress is seldom even or linear. It is common, for example, that a student’s leap ahead in learning is followed by a consolidating phase or an apparent plateau. We also find that students cannot be easily placed in a single category along the learning continuum. Rather, students often exhibit a range of skills and understandings.
While no two developmental journeys are identical, the following writing continuum describes the basic path to literacy in the Beginning and Lower Schools.
Writer's Workshop
Writer's workshop emphasizes the importance of student engagement and the interaction between readers and text. It provides differentiated instruction in writing. Writer's Workshop focuses on the teaching of writing strategies. The purpose of Writer's Workshop is to foster a love of writing. Students develop an ability to write confidently in many forms for a variety of audiences and purposes. In the classroom this looks like a mini lesson devoted to one aspect of writing, followed by guided practice where the teacher works with groups of kids, and time for students to practice the skills independently.
Specific components of this grade level are described below.
Writing Mini-Lessons
The mini-lesson is where we can make a suggestion to the whole class...raise a concern, explore an issue, model a technique, reinforce a strategy. First our students are engaged in their own important work. Mini lessons are developed from here. A mini-lesson generally lasts 5-10 minutes. We try to choose a teaching point that we feel would benefit many members of the class. Examples of mini lessons might include a content focus such as using descriptive language or writing a powerful lead. When teaching a conventions mini lesson, we might work on capitalization, end marks, or quotation mark usage. Often times, we lead lessons on genre studies integrated with our reading workshop on topics such as biography, poetry, letter writing, or informational text.
Independent Writing
After the mini lesson, students work in their Writer's Notebook to collect entries that may later become published pieces of writing. The total writing time lasts for about 35-40 minutes, but during that time some students may be involved in conferences with the teacher or with their peers. Students choose entries in their notebooks to take into "draft form."
It is these carefully selected pieces of writing that will be taken through the process of editing and revising so that they can be published and shared with others. All entries in the Writer's Notebook do not become published pieces of writing.
Writing Conferences
While students are involved in independent writing, we use this time to confer with our writers. We take notes during conferences to document students' progress and to plan future mini-lessons. During this time we may: listen to students read their entries aloud, help students decide what they want to say, provide feedback, re-teach skills taught during mini lessons, teach necessary new skills, reinforce a writer's strengths, or give writers new ways of thinking.
Peer Conferences
Peer conferencing is an integral part of the writing process. Students meet with writing partners to share ideas and feedback on content. The primary question asked of both the reader and writer in these conferences is, 'Does this piece of writing make sense?' Students work with one another to practice how to give positive and constructive feedback.
Asking questions is an essential skill for both readers and writers and peer conferencing is a perfect venue in which to practice. Feedback received during peer conferencing facilitates the author's revision.
Sharing
At the end of writing workshop everyday, students are brought back together for a 5-10 minute group share and reflection. Sometimes a writer might come to sharing session to ask for help or receive feedback from his or her classmates ("I like my story, but I can't think of a good title.") Students share a piece with a partner in revision or editing a piece. The author might also want to share part of an entry of which he or she is especially proud. The 'Author's Chair' is used when students share their published piece.
Handwriting
Fifth graders review and practice italic handwriting and are expected to write legibly and neatly.
Keyboarding
Fifth graders continue to practice keyboarding (in school and at home) with the goal of 20 words per minute.
Writer's Workshop
Writer's workshop emphasizes the importance of student engagement and the interaction between readers and text. It provides differentiated instruction in writing. Writer's Workshop focuses on the teaching of writing strategies. The purpose of Writer's Workshop is to foster a love of writing. Students develop an ability to write confidently in many forms for a variety of audiences and purposes. In the classroom this looks like a mini lesson devoted to one aspect of writing, followed by guided practice where the teacher works with groups of kids, and time for students to practice the skills independently.
Specific components of this grade level are described below.
Writing Mini-Lessons
The mini-lesson is where we can make a suggestion to the whole class...raise a concern, explore an issue, model a technique, reinforce a strategy. First our students are engaged in their own important work. Mini lessons are developed from here. A mini-lesson generally lasts 5-10 minutes. We try to choose a teaching point that we feel would benefit many members of the class. Examples of mini lessons might include a content focus such as using descriptive language or writing a powerful lead. When teaching a conventions mini lesson, we might work on capitalization, end marks, or quotation mark usage. Often times, we lead lessons on genre studies integrated with our reading workshop on topics such as biography, poetry, letter writing, or informational text.
Independent Writing
After the mini lesson, students work in their Writer's Notebook to collect entries that may later become published pieces of writing. The total writing time lasts for about 35-40 minutes, but during that time some students may be involved in conferences with the teacher or with their peers. Students choose entries in their notebooks to take into "draft form."
It is these carefully selected pieces of writing that will be taken through the process of editing and revising so that they can be published and shared with others. All entries in the Writer's Notebook do not become published pieces of writing.
Writing Conferences
While students are involved in independent writing, we use this time to confer with our writers. We take notes during conferences to document students' progress and to plan future mini-lessons. During this time we may: listen to students read their entries aloud, help students decide what they want to say, provide feedback, re-teach skills taught during mini lessons, teach necessary new skills, reinforce a writer's strengths, or give writers new ways of thinking.
Peer Conferences
Peer conferencing is an integral part of the writing process. Students meet with writing partners to share ideas and feedback on content. The primary question asked of both the reader and writer in these conferences is, 'Does this piece of writing make sense?' Students work with one another to practice how to give positive and constructive feedback.
Asking questions is an essential skill for both readers and writers and peer conferencing is a perfect venue in which to practice. Feedback received during peer conferencing facilitates the author's revision.
Sharing
At the end of writing workshop everyday, students are brought back together for a 5-10 minute group share and reflection. Sometimes a writer might come to sharing session to ask for help or receive feedback from his or her classmates ("I like my story, but I can't think of a good title.") Students share a piece with a partner in revision or editing a piece. The author might also want to share part of an entry of which he or she is especially proud. The 'Author's Chair' is used when students share their published piece.
Handwriting
Fourth graders review and practice italic handwriting and are expected to write legibly and neatly.
Keyboarding