FCDS Curriculum - Forsyth Country Day School

Transcription

2016-2017
Table of Contents
Executive Summary of Curricular Changes .............................................................................. 3
Navigating the Curriculum White Paper ................................................................................. 13
Early Childcare Skill Matrix ..................................................................................................... 15
K-12 Scope and Sequence Chart ............................................................................................... 16
Math ........................................................................................................................................................................24
English ....................................................................................................................................................................28
Social Studies ..........................................................................................................................................................31
Science ....................................................................................................................................................................36
World Languages ....................................................................................................................................................42
Fine Arts ..................................................................................................................................................................51
Kindergarten ............................................................................................................................................................52
Grade 1 ....................................................................................................................................................................53
Grade 2 ....................................................................................................................................................................54
Grade 3 ....................................................................................................................................................................55
Grade 4 ....................................................................................................................................................................56
Grade 5 ....................................................................................................................................................................57
Grade 6 ....................................................................................................................................................................58
Grade 7 ....................................................................................................................................................................59
Grade 8 ....................................................................................................................................................................61
Grade 9 ....................................................................................................................................................................63
Grade 10 ..................................................................................................................................................................66
Grade 11 ..................................................................................................................................................................70
Grade 12 ..................................................................................................................................................................77
Math Department........................................................................................................................ 84
English Department .................................................................................................................. 155
Social Studies Department ....................................................................................................... 212
Science Department .................................................................................................................. 263
Resources: .............................................................................................................................................................275
World Languages Department ................................................................................................ 299
Fine Arts Department ............................................................................................................... 340
Class Syllabi Examples ............................................................................................................. 395
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Executive Summary of Curricular Changes
One of the many value-added benefits of an FCDS education is a robust curriculum that both
stimulates and challenges the mind. Our curriculum borrows heavily from the liberal arts
tradition, which asks students to explore coursework in all subject areas as a means of educating
their minds and spirits more fully. We believe strongly that such introductions are an essential
step on the path to helping our students discover what piques their intellectual curiosity. The
evolution of that curiosity, from one's first days in the Lower School to graduation, is an exciting
experience for students and parents. Our faculty and administration enjoy greatly our roles of
guide, spectator, and supporter throughout that process. At few schools does the journey of a
student's intellectual development have so many caring and engaged participants as it does at
FCDS.
We believe that intellectual curiosity and development are best served by providing our students
with a generous curriculum that introduces them to the breadth and depth of numerous subject
areas. The diversity of options among subject areas affords students the opportunity to move well
beyond what is required for graduation. As a matter of routine, FCDS students exceed our
graduation requirements by enrolling in additional years of subjects and at more advanced levels.
We support this ambition by offering 20 AP and 22 honors courses to Upper School students and
an increasing number of honors courses to Middle School students. Movement into these
advanced levels in our academic program cannot occur, however, without an excellent skill
foundation provided initially in our Lower School and continuing throughout our program.
As an independent school, we are afforded unparalleled freedom among educational institutions.
The curriculum review process begun this fall is evidence of how this autonomy can be used to
foster continuous improvement. Having culled internal and external qualitative and quantitative
feedback, school administration and the FCDS Academic Committee—a body composed of
faculty and administrators from all school divisions—set out to assess our curriculum at all grade
levels and in all subject areas. Our initial actions were to identify the skills, benchmarks, and
outcomes that would guide our efforts in the classroom and that we would seek to instill in our
students. The Individual Course Outlines herein articulate these skills and benchmarks course by
course with the subject-area outcomes providing the heading for us to pursue. The Scope and
Sequence documents offer a visual representation of the vertical and horizontal articulation by
grade and subject. One can discover the skills and content in all subjects within a given grade
level. Alternatively, one can explore the vertical progression within a subject, moving from our
kindergarten to the twelfth grade.
Since the ultimate goal of our courses and curriculum is to move students toward content
mastery and skill development, discussions of curriculum cannot be complete without having a
conversation related to assessment. One of the most essential and meaningful aspects of
assessments is providing diagnostic data to teachers, parents, and students. This data outlines
important information related to areas in which students have mastered appropriate skill levels
and areas in which further concept review is necessary. By examining these assessments,
teachers, parents, and students can adapt as they move forward in the classroom experience to
ensure skill development occurs. In our effort to best ensure content mastery and the skill
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development of our students, we will continue to investigate external assessments to benchmark
classroom performance.
Close examination of this white paper will yield a sense of newness and familiarity. While our
curriculum review has reaffirmed the value of many components of our academic program, it has
highlighted several opportunities for reconsideration, development, and growth. These
opportunities will appear in the form of new teaching methods, new subject philosophies, new
instructional materials, and new sequencing of course content and skills. This document will
begin to outline these new evolutions, but their development will continue during the spring and
summer as we prepare for their implementation in the 2014-2015 school year. As we have begun
to do with this white paper, we will continue to provide progress reports going forward. In these
reports, we will offer new details on our review and redesign efforts. The specifics of our new
curriculum elements are best offered by subject area, where, as mentioned earlier, we began this
process by drafting subject outcomes that we aim for FCDS graduates to possess:
MATH
The skill outcomes established by the Academic Committee for math led us to explore a number
of different mathematical education programs. Locating a program with the most effective
approach to concept development and mastery was of primary concern to our efforts. Developing
a mathematical concept is most effective when begun with a concrete approach using tactile and
visual elements to improve understanding. Reinforcement of those concepts continues with an
abstract approach thereafter, as the program moves the student toward mastery. Achievement of
concept mastery develops over time with a careful sequence of concept introduction within the
program. Effective sequencing comes from a vertical approach in which full concept
understanding occurs before moving to new topics. As early concepts reappear in later grade
levels, they do so at a higher level, building upon the mastery that previously took place.
After reviewing a number of programs, the philosophy and methodology of the Singapore Math
approach appealed to us most with its emphasis on concrete-to-abstract concept development,
concept mastery, and problem solving. This method employs the use of an intermediate, pictorial
step that helps students make connections between concrete and abstract concepts. Its emphasis
on content mastery achieves our goal of having a program with a more logical approach to
concept understanding. Singapore Math is based on the premise that students need to develop
problem-solving skills that can be used consistently and successfully, with students
understanding the how and why of math. Donna McKenzie, a math teacher at Covenant Day
School and a national Singapore Math trainer for Staff Development for Educators, said,
“Singapore Math teaches students who are not intuitive about math to think like students who are
intuitive about math.”
The Singapore Math approach was developed in the early 1980s by the Singapore Ministry of
Education in response to its desire for a better mathematical program for the country’s students.
Its framework draws upon the best practices around the world with problem solving as the key
focus to mathematical learning. Within two years, substantial gains on international
examinations were seen. Since 1995, students in Singapore have consistently placed first or
second in the Trends in International Mathematics and Science Study (TIMSS). Students
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beginning the program in kindergarten tend to be a year ahead of their peers by the time they
reach the fourth grade.1
We will be using the Singapore Math-based textbook series called Math in Focus for all math
courses from kindergarten to fifth grade. Aside from the core textbooks, the series provides
students and teachers with abundant print and digital resources for transitioning and
differentiation, including skill remediation and enrichment. The series also possesses a robust
assessment program, providing teachers with chapter tests and benchmarking throughout the
year. The strong foundation provided by this approach will continue to benefit our students
beyond the use of this textbook series as they progress into higher levels of mathematics within
our academic program. It is the long-term goal of the Math Department to create a course stream
in which, as students progress through the math courses utilizing this series and focusing on
concept mastery, our target will be for students to complete Algebra I preferably in seventh grade
but no later than eighth grade. Pre-algebra courses will be taught in the sixth and seventh grades.
Although the Singapore Math method will only be implemented daily in kindergarten through
fifth grade, students in Pre-Algebra through the calculus series will, at times, use the concept
development methods of Singapore Math as a means of influencing pedagogy without altering
the essential content of the courses.
ENGLISH/LANGUAGE ARTS
Begun this year in kindergarten through second grade, use of the Journeys reading series will be
expanded into grades three through six, providing our English/Language Arts curriculum with a
comprehensive language arts resource approach. This series promotes development of a broad
range of language skills including reading, speaking and listening skills, vocabulary, spelling,
grammar skills, and writing skills. These skill areas are introduced, developed, and refined in an
integrated way through a vertically aligned curriculum scope and sequence. Alignment of this
kind provides important continuity from kindergarten through sixth grade and prepares students
for grades seven through twelve.
Among its most beneficial elements are an integrated reading and writing program. Since reading
and writing instruction directly affect each other, the Journeys reading series provides students
with an integrated program for instruction in these areas. Using this approach, students first study
grammar and written language at the sentence level. Daily grammar instruction is infused within
reading and writing instruction to ensure that students learn the rules of grammar, which they
then apply to their own writing. Developing written communication skills is imperative to the
students’ future success. In this program, students are asked to create written responses in
multiple genres, which emulate the genres from their readings. This method serves to fully
integrate the skills attained through their reading with their writing.
Another important element of the program is a concentrated focus on vocabulary instruction.
Building vocabulary is essential to ensuring that students are able to comprehend reading
passages. The Journeys reading series focuses on building academic vocabulary, facilitating
comprehension, and teaching students about words. This is accomplished through direct
instruction, repeated exposure to vocabulary in varied formats, and an introduction to
Hu, Winnie. “Making Math Lessons as Easy as 1, Pause, 2, Pause…” The New York Times 30 Sept. 2010. Web. 5
Jan. 2014.
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morphology. Direct instruction involves teachers providing students with the definitions of
words, modeling various applications of the words, and giving students opportunities to practice
using those words. Giving students multiple experiences with academic vocabulary in which
they are exposed to the words and apply their knowledge of the words through various tasks
ensures that students have a deeper understanding of the vocabulary. Through the study of
morphology, students explore how words are structured, which allows them to apply these
structures to new and unfamiliar words. This method of vocabulary instruction builds essential
skills for early reading development and provides students with strategies for approaching
complex reading passages.
Additionally, the Journeys program provides differentiated learning opportunities to challenge
all students. Guided reading activities allow teachers to expose students to more complex text
through small-group instruction and explicit teaching. By carefully grouping students and
selecting passages that students can successfully decode and comprehend with instruction,
teachers can provide students with techniques that are essential for proficiency in reading.
Through the use of leveled readers, teachers have the ability to provide students with reading
activities at their instructional reading level. Research shows that these types of experiences
challenge students while maintaining a student's ability to understand vocabulary and preserve
comprehension of the text. Leveled readers offer flexibility within the classroom for students that
need additional challenge as well as students in need of further skill development.
Finally, the Journeys reading program offers both formative (items that monitor student learning)
and summative (items that evaluate student learning) assessment opportunities for teachers. Data
acquired from these assessments allow teachers to measure growth, provide reading experiences
on a student's instructional reading level, and monitor student progress throughout the year.
These assessments will be used in addition to informal reading assessments that will be given to
all students in grades K-4. The extension of the Journeys series, combined with ongoing
departmental review of its approach to grammar and usage mastery and recent course
reformatting like changing the tenth grade curriculum to a world literature focus, will provide
our students excellent preparation for future academic pursuits and beyond.
In addition to expanding the use of the reading series, we are also expanding our honors-level
English classes in the Middle School. Starting this year, we will offer an honors English course
to seventh grade students. In this course, students will have additional supplemental literary
works and experience a greater depth and complexity of material.
SOCIAL STUDIES
As citizens of a culturally diverse world, it is critical that students acquire knowledge of the
social sciences and humanities to ensure that they are able to make informed decisions and
navigate an increasingly interdependent global society. Through the investigation of social
studies, students are exposed to various cultures, the relationships among people, places, and
environments, innovation and the development of new ideas, the role of civic ideals and practice,
relationships among individuals, groups, and institutions, and geographic skills.
Making the world our focus is one of the main tenets of our mission. It was with this in mind that
we began an extensive search for a Lower School social studies curriculum from which students
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could gain a more global perspective. Our research led us to the Harcourt Social Studies series,
which contains information about interesting people, exhilarating places, and captivating events.
In addition to the strong globally focused content of this series, students also develop essential
skills in reading and critical thinking.
Through the Our World Now and Long Ago textbook, students in kindergarten will explore
important aspects of being a good citizen, various facets of the United States including national
symbols, occupations currently in their community and from long ago, the world in which they
live, how things change over time, and stories of the past. In first grade, students will study A
Child’s View from which they will expand their boundaries as they learn about economics and
history of cultures near and far. The People We Know textbook will impart the influences that
many different groups, both past and present, have had on our world to our second graders.
Students in third grade will continue using the States and Regions textbook, but will add a focus
on North Carolina’s geographical features and history. In fourth grade, students will study the
Ancient Civilizations text, which traces history from early humankind through the fall of the
Roman Empire and follows the lives of the people who made up those societies.
In the Middle and Upper Schools, we are expanding our social studies offerings to include new
honors-level courses in seventh grade American history, ninth grade Ancient Medieval History,
and eleventh grade United States History. While these courses will cover the same general
subject matter as the regular-level courses, they will provide students with opportunities for
intellectual enrichment that challenge and engage them. In these courses, students will
experience an accelerated pace, more in-depth discussions, and supplemental assignments, which
will ensure a deeper level of understanding.
Along with the addition of the new honors-level courses, the seventh grade social studies course,
which currently focuses on American history from the Age of Exploration through World War II,
and the eighth grade social studies course, which currently focuses on American history from the
1940s through present day as well as the form and function of the United States government, will
each have newly aligned curricula to ensure students have a thorough understanding of both
American history and civics. Next year, the seventh grade American history course will be a
survey course of the nation’s history from the colonization of Jamestown through the present
day. This broad study will impart students with background knowledge of various topics
impacting American history, which will allow for more in-depth discussion and investigation of
these topics in advanced courses in the Upper School. As the curriculum in the seventh grade
course changes focus, so must that of the eighth grade course. Therefore next year, the eighth
grade civics course will focus on the role of citizens in society and the government. This course
will give students the opportunity to closely examine the federal government, understand
America’s economic and legal systems, compare those structures to other global systems, and
investigate current local, national, and international events.
Just as the seventh and eighth grade courses will be realigned to ensure students have a thorough
understanding of the curriculum, the fifth and sixth grade social studies courses will also be
recalibrated to ensure that students have opportunities to further their knowledge of various
peoples and places. Through the use of the World Regions textbook from the Harcourt Social
Studies series, students in the fifth grade will continue to explore the geographical and cultural
aspects of Latin America and Canada, but will expand their study to include Europe and the
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United States. Continuing with the same textbook in sixth grade, students will maintain their
investigation of the culture and history of the Eastern hemisphere, but their study will focus
specifically on Asia, Africa, and the Pacific Realm. Through the use of supplemental materials,
students in the fifth and sixth grades will also have an opportunity to explore various topics in
greater depth, which will give them a more comprehensive understanding of the cultural and
historical characteristics of their areas of study.
The ninth grade Ancient Medieval History course has been an elective within the Upper School
curriculum for many years. Starting next year, the course (which will have honors and regular
sections) will be required for all ninth grade students. The graduation requirement for social
studies will remain three credits, with the Ancient Medieval History, Modern World History, and
U.S. History courses now being required for graduation. Elective offerings in the Social Studies
Department will continue to count as elective credits, but may not replace the aforementioned
required courses. Requiring ninth graders to take Ancient Medieval History will afford our
students several benefits. The course will fill in the possible interruption in the social studies
curriculum created by its present elective status. In doing so, ninth grade students will continue
to develop the skills necessary for success in our social studies program, while preparing them
for the challenges they will face in the Modern World History course and beyond. Additionally,
the course will provide an in-depth study of the ancient, classical, and medieval civilizations in a
way that no other course in our curriculum provides. Students engaged in this study will improve
their understanding of our world’s history, and, in conjunction with previous and future social
studies courses, will leave FCDS as more informed citizens of the world they will inhabit.
The introduction of an honors section of the U.S. History course will provide eleventh graders
interested in an advanced study of U.S. history who do not desire to do so at the AP level an
opportunity to explore this topic further. This section will move at a faster pace than the regular
U.S. History course, allowing for more course topics to be pursued through increased reading
assignments and class discussions. Students entering this section should have well-developed
writing and research skills at the outset of the course.
SCIENCE
Where science education once relied upon a content-based educational model that emphasized
the memorization of facts, the focus today has shifted to an inquiry-based, skill-applying model
that develops critical-thinking skills pertinent to all disciplines. Modern science students must
master the ability to apply core scientific concepts to real-world problems by making predictions,
developing and testing potential solutions, examining data, thinking analytically, and reaching
conclusions. Following an inquiry-based curriculum helps students develop these positive
cognitive abilities that guide learning, creative thinking, and problem solving and are critical for
future success in any field.
In order to stay on the cutting edge of science education, a committee composed of Upper
School, Middle School, and JAC faculty and administrators spent last year visiting several
schools with highly regarded science programs and meeting to analyze those programs, the new
national science standards, and current research regarding best practice in science education. As
a result of those efforts, this year our Middle School implemented a new inquiry-based science
curriculum in grades 5-8, which will be expanding into grades K-4 through daily science
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instruction. The curriculum was created using the Next Generation Science Framework, which
was first released by the National Research Council in 2011 and expanded to include the Next
Generation Science Standards in 2013. The student-centered curriculum, which is built around
the Science Fusion series, uses an approach in which students explore major topics in chemistry,
biology, physics, and earth science at increasingly greater depth and complexity in each of the
nine years. The curriculum utilizes a write-in textbook with a digital component and hands-on
labs to develop mastery of scientific skills. The program not only familiarizes students with
fundamental scientific topics and theories, but also emphasizes the development of essential
skills and problem-solving strategies. In addition, students learn critical-thinking, note-taking,
and annotating skills, as well as how to prepare a lab report in a uniform format. The labs
themselves allow for differentiated instruction with direct, guided, and independent levels of
experimentation which allow teachers to meet the needs of the individual students. The program
contains a wealth of supplemental materials, including leveled readers in the Lower School that
further differentiate instruction while reinforcing, enriching, and extending concepts. The result
will be a nine-year, vertically aligned curriculum designed to ensure that students are equipped
with the skills necessary to be successful in the Upper School and beyond.
Science courses in the Upper School will be re-sequenced in order to more closely parallel the
natural hierarchy of scientific thought.* Physics addresses the fundamental laws which govern
the physical universe. If those laws are applied to atoms and molecules, one has the discipline of
chemistry. If one investigates biologically significant macromolecules, one has 21st century
biology. Consequently, our ninth grade science course, Physics Foundation (with an honors
section for more advanced science and math students), will become the required course and will
contain a variety of topics including: basic mathematical techniques in science, Newtonian
mechanics, matter, chemical reactions, laboratory techniques, atomic theory, the quantummechanical model of the atom, and chemical periodicity and bonding. The course will lay the
foundation for the ninth graders to study chemistry in tenth grade and will fulfill the physics
graduation requirement. A year’s study of chemistry, including an introduction to biologically
significant macromolecules, will prepare tenth graders for the final required science course of
biology in the eleventh grade. This study of macromolecules in chemistry will pay dividends in
the biology course as students begin to study topics in molecular biology such as the structure
and function of DNA.
Opportunities for advanced study through honors and AP courses will remain, including the
aforementioned Honors Physics Foundation course. One noteworthy modification will be the
changing of Honors Physics into AP Physics I. The College Board AP Program mandated
changes to the AP Physics B program for the 2014-2015 school year that included the expansion
of the AP Physics B curriculum into a two-year sequence, AP Physics I and AP Physics II. Their
advice to schools was to reformat an honors-level course in physics to meet the future needs of
this new AP Physics I, thus allowing students to enroll in AP Physics II starting in the 2014-2015
school year. The FCDS Honors Physics curriculum anticipated this change several years ago and
has been providing the curriculum for this AP Physics I course for some time now. As such,
current FCDS students in Honors Physics will be able to move into AP Physics II. Students with
strong science and math abilities will be able to move into the AP Physics I course without the
Honor Physics course, which will not be offered going forward. Students interested in a physics
course, but not interested in the new AP Physics courses, will have the opportunity to enroll in
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our existing Conceptual Physics course. *Note: Students who have already begun our current
Upper School science program will continue in it as presently outlined.
WORLD LANGUAGES
The study of languages other than English at FCDS is designed to form skills that are initially
“foreign” into skills that are accessible and transferable beyond our campus. As such, we elected
to change the title of the department from “Foreign Languages” to “World Languages”. While
this change may seem purely semantic, it highlights our desire for FCDS students to view the
languages they study not as something “foreign” to them, but as essential to becoming citizens of
their world.
With our enhanced focus on world languages, we will offer FCDS families that enroll with us at
the earliest grade levels the opportunity to have their children possess conversational proficiency
in three languages (with one of them being English). To achieve this, all students in grades K-6
will study conversational Spanish and when students reach seventh grade, they will be able to
choose to study one of our existing world language offerings including Spanish.
As we explore opportunities to make the world our focus, it is crucial that students develop skills
in world languages. With this in mind, the World Languages Department along with the
Academic Committee outlined specific goals for students as they leave Forsyth Country Day
School and enter the global marketplace. These goals included that students would be able to
listen and understand native speakers in their language of study as well as speak and be
understood by native speakers in their language of study. Once these goals were defined in
September 2013, we began researching ways to expand our world languages offerings for
students in our Lower and Middle Schools.
Our investigation confirmed the importance of students beginning language acquisition at an
early age, and as a result, beginning next year, students in kindergarten through sixth grade will
have daily conversational Spanish classes. In these courses, students will learn Spanish through
the Teaching Proficiency through Reading and Storytelling (TPR-S) method, which will allow
Spanish vocabulary to be internalized via meaningful and engaging learning opportunities. Using
this method, students learn new vocabulary structures through translation, gestures, and
personalized questions, utilize these structures in a class story, and solidify these structures
through class readings. This methodology relies on a more natural progression of language
acquisition used by native speakers that emphasizes conversational skills in lieu of complex
grammar structures. Over the next several years, as students progress through grade levels, our
goal is for them to obtain a significant level of conversational proficiency in Spanish by the time
they reach seventh grade.
FINE ARTS
Modern educational research increasingly shows that participation in the visual and performing
arts improves students’ academic achievement and social development. In fact, multiple studies
have found a positive correlation between fine arts education and increased verbal and math SAT
scores. Due to the many benefits of a robust arts program, we are committed to providing our
students with a broad range of fine arts opportunities through a comprehensive arts curriculum
from kindergarten through twelfth grade. In the Lower School, specialists provide experiences in
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the visual arts, singing, instrumental music, and movement. Our Middle and Upper Schools
feature award-winning programs in both the visual and performing arts.
This year, the fine arts program saw significant improvements to its facilities, including
substantial renovations and upgrades to the art and chorus rooms, the acquisition of superior
supplies and equipment, and the creation of a Mac computer lab for use in the Upper School’s
photography class. The new and improved art room, which is much larger and better supplied
than the previous one, has allowed the frequency of art classes in the seventh and eighth grades
to double, an expansion of our ceramics capabilities, and the addition of Drawing I, Honors
Drawing II, Sculpture I, Honors Sculpture II, Photo I, Honors Photo II, 2D Design I, and Honors
2D Design II in the Upper School. The fine arts program has also benefited from the completion
of renovations to last year’s new orchestra room and the addition of a photography club in the
Middle School. These upgrades and additions will allow us to continue to offer a broad range of
quality fine arts opportunities for our students.
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Vincent M. Stumpo, Ph.D.
Headmaster
Sean Kennedy
Upper School Director
Dan Quesnel
Middle School Director
Norris Baker
Lower School Director
Gabrielle Miles
Director of the Johnson
Academic Center
John Devanny, Ph.D.
Dean of Faculty
Pattie Stoltz
Academic Committee Chair
English Chair
Lorna Hogan
Co-Director of
College Counseling
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Virginia Perry
Co-Director of
College Counseling
Ann Kimmer
Math Chair
Mark Snow
Upper School/Middle
School Technology
Britt Anne McClelland
Middle School Math
Joe Scott
Social Studies Chair
Charlotte Yang Phillips
Middle School Math
Joe Trotter
Science Chair
Kelly Eisenbraun
Director of the Williams
Library Discovery Center
Carol Rubinstein
World Languages Chair
Jeremy Truhel
Fine Arts Chair
Martha Farabee
Language Development
Chair
Andy Clifton
Upper School Science
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Laura Brown
Lower School Teacher
Rebecca Miller
Jennifer Wright
Ann Parke Muller
Lower School
Language Development
Navigating the Curriculum White Paper
As mentioned in the Executive Summary, the FCDS Academic Committee began compiling the
information contained in this white paper early in the 2013-2014 school year. The following
documents, which include a K-12 Scope and Sequence, Early Childcare Scope and Sequence,
Individual Course Outlines, and examples of Course Specific Syllabi, are the results of these
efforts. The K-12 Scope and Sequence outlines both the vertical and horizontal alignment for
each grade level and subject area. Through the selection of individual grade levels or subject
areas, one can view course offerings and descriptions specific to one’s choice. By choosing a
specific course within the document, one can view the Individual Course Outline, which
provides a course description, targeted skills, internal assessments, and benchmarking for each
class.
One of the many benefits of independent schools is the flexibility they provide teachers in terms
of instructional methods and materials. This flexibility allows teachers to differentiate instruction
and create unique and dynamic classroom experiences. Individual Course Outlines for
kindergarten through twelfth grade were designed to ensure the continued vertical and horizontal
alignment of the curriculum by guiding individual classroom teachers with the creation of their
Course Specific Syllabi, which will be developed between April and August of 2014 and
reviewed by Department Chairs and senior administrators prior to the start of the 2014-2015
school year. The resulting Course Specific Syllabi, which are reviewed and updated annually,
contain detailed information regarding course content, instructional materials, pacing, and
grading policies. Examples of syllabi from the 2013-2014 school year for Lower, Middle, and
Upper School have been included for reference. Additionally, the Early Childcare Scope and
Sequence allows one to view targeted skills in the areas of (1) literacy and reading, (2) math and
reasoning, (3) writing, (4) fine and gross motor development, (5) phonological awareness, (6)
vocabulary, language, and oral communication, (7) social and emotional development, (8)
science, (9) social studies, (10) world languages, (10) fine arts, and (11) music for each grade
level Sprouts through pre-kindergarten. Instructions for locating each component of the white
paper are listed below. At any point in the document, right-clicking and choosing “Previous
View” will return to the previous page.
Instructions for Navigating the K-12 Scope and Sequence
 Clicking the K-12 Scope and Sequence hyperlink will open a visual representation of the
FCDS curriculum scope and sequence
 Scrolling left and right reveals courses for each grade level (K-12)
 Scrolling vertically outlines course names and descriptions for each subject area
 Clicking on a specific grade level presents the courses and course descriptions (aligned
vertically) offered for that grade level
 Clicking on a subject area displays all courses offered in that subject area (aligned
vertically)
 Clicking on an individual course displays the Individual Course Outline for that course
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Instructions for Locating the Early Childcare Scope and Sequence
 Clicking the Early Childcare Scope and Sequence hyperlink will open a visual
representation of the targeted skills for Sprouts through pre-kindergarten
Instructions for Accessing Individual Course Outlines
 Clicking a specific academic department from the Table of Contents reveals all
Individual Course Outlines for that subject area
OR
 Selecting a specific course from the K-12 Scope and Sequence displays the Individual
Course Outline for that course
Instructions for Retrieving Examples of Course Syllabi
 Clicking on “Examples of Course Syllabi” from the Table of Contents reveals examples
of 2013-2014 syllabi from Lower, Middle, and Upper School
(Please note that, due to the dynamic nature of curricula, this curricular white paper is a living document and is
therefore subject to change at any time without notice.)
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Early Childcare Skill Matrix
Explorers
Literacy &
Reading
Math & Reasoning
Phonological
Awareness
Vocabulary, Language,
& Oral Communication
Social &
Emotional
Science
Social Studies
Conversational
Spanish
Art
Music
 Understand basic
 Begin to
 Complete
 Recognize
 Use 3-4 word complete
 Begin to label
 Use senses to
 Identify
 Listen and
 Draw
 Sing
song
 Point to pictures
in a book read
aloud when asked
questions about the
pictures
 Understand
simple stories
 Begin to
recognize print in
their environment
 Pretend to read a
book
 Connect events in
story to own life
 Tell story through
sequence of
concepts of time such
as tomorrow and
yesterday
concepts of shape
such as larger,
smaller, shorter, and
longer
 Sort objects by
color and size
 Complete puzzles
with six to ten pieces
 Stack a set of rings
on a peg by size
 Repeat numbers 120
 Repeat 2-3 numbers
in a row
 Understand the
number concepts of
one, two, three, four,
and five
 Recognize
numerals 1-5
 Understand sets of
1-5
 Use a toy to
represent another
object
 Recognize simple
patterns
 • Recognize simple
shapes such as circle,
square, diamond,
star, heart, and oval
write some
letters
 Begin to
write some
numbers
 Create marks
that represent
writing
3- to 10piece puzzles
 Begin to cut
with safety
scissors
Begin to use
snaps,
buttons, and
zippers
 Run, jump,
and climb
 Kick a
small ball
forward
 Catch a
rolled ball
 Throw a
ball overhand
 Build a sixblock tower
 Tear paper
 Roll,
pound, and
squeeze clay
 Begin to
turn door
knobs and fit
lids on jars
 Begin to put
on and
remove coat
without
assistance
environmental
sounds
 Recognize and
produce rhymes
through songs
 Segment 2-3
word sentences
 Begin to identify
initial phonemes
sentences
 Describe events using 34 words
 Verbalize wants
 Repeat parts of songs
and rhymes
 Give first and last name
when prompted
 Understands 900 words
and uses 500 words
 Understand simple
sentences
 Follow two-step
directions
 Understand common
phrases used in routine
situations
 Identify six to eight
colors
 Identify familiar signs
and labels such as stop
signs and their first name
 Use basic grammar rules
including simple
pronouns, possessives, and
regular past tense when
communication verbally
 Engage in conversation
with four or more
exchanges
feelings
 Assist in
cleaning up
 Engage in
parallel play
with other
children
 Begin to take
turns
 Transition to a
new activity
with assistance
 Attend to
single activity
for ~ 8 minutes
gather, explore, and
interpret
information
 Manipulate and
observe objects in
their surroundings
to develop
conclusions
 Make age
appropriate, logical
conclusions about
investigations
 Use senses to
explore different
environments
 Communicate and
comparing
experiments
immediate
family members
 Begin to
understand the
need for
classroom rules
 Begin to
identify
common
community
helpers
respond to spoken
words in Spanish
 Develop an
appreciation for the
Spanish speaking
cultures
colors in Spanish
 Count from 1 to 5
in Spanish
 Understand
feelings in Spanish
 Recite days of the
week
 Recite greetings in
Spanish
horizontal and
vertical lines
 Use a
paintbrush
 Draw a
circular
motion
 Draw a
picture with a
defined shape
 Draw simple
shapes
 Begin to use
a glue stick
 Hold a
crayon
correctly when
coloring
 Trace a
straight,
curved, and
zigzag lines
with a crayon
 Identify
three or more
shapes
familiar songs
 Identify
loud and soft
noises
 Move to
music
 Play simple
musical
instruments
Art
Music
pictures
Math & Reasoning
 Recites the alphabet
 Recognizes that letters of the
Scholars
Fine &
Gross Motor
 Sing the alphabet
Literacy & Reading
Revised May, 2015
Writing
alphabet can be written both
uppercase and lowercase
 Recognizes some alphabet
letters
 Understands that letters
combine to create words
 Recognizes first name in
writing
 Begins to understand that
letters are symbols that
represent sounds
 Answer literal questions
about text that is read aloud
 Demonstrate a basic
understanding of the structure
of a story including beginning,
middle and end
 Retell key events from a story
 Recognize that words that are
spoken can be written and read
 Recognize that pictures in
books are related to text
 Describe characters’ actions
and feelings in a story
 Sequence events of a story
• Point to written word when
spoken (following along with
text word by word)
• Recognize that print is read
from left to right
• Identify the front and back of
a book
• Turn the pages of a book
from front to back
• Know where to begin reading
• Identify the title of a book
• Hold the book right side up
• Recognize some common
sight words
15
Writing
Fine &
Gross
Motor
Phonological
Awareness
Vocabulary,
Language, &
Oral
Communication
Social &
Emotional
Science
Social Studies
Conversational
Spanish
 Match and sort similar
 Use
 Cut with
 Recite
 Understand and
 Separate
 Use senses to
 Demonstrate
 Listen and
 Recognize
 Use their
objects by color, size, or
shape
 Group objects that are
the same
 Describe how objects
are same and different
 Distinguish numbers
from letters
 Recognize numbers 1-10
 Count to 10
 Recognize groups of
one, two, three, four, and
five objects
 Understand order terms
such as first and last
 Identify twodimensional shapes
 Combine shapes into a
larger picture
 Recognize patterns
 Understand concepts of
none/some/all, more
than/less than, in/out,
under/over, on/off,
front/back, etc.
 Show an understanding
of passing time, including
before/after and today/
yesterday/tomorrow
 Compare the size of
groups of objects using
language such as more,
less, and same as
 Correctly count 4 to 10
objects
• Understand the effects
of addition and
subtraction
• Count objects using oneto-one correspondence
drawings to
communicate
ideas
 Copy, trace,
or draw
simple shapes
 Write some
letters
(particularly
those in the
child’s first
name)
 Attempt to
write,
scribble, or
draw
scissors
 Button
shirts, pants,
coats, and
zip zippers
 Bounce,
kick, throw,
and catch a
ball
 Put puzzles
together
 Hold and
use crayons,
markers,
pens, and
pencils
correctly
 Build with
blocks
 Begin to
establish
left- or righthand
dominance
rhymes and
songs
 Recognize
rhyming
sounds
 Identify the
initial and
final sound of
a word
 Discriminate
one sound
from another
 Differentiate
between
sounds that are
the same and
different
 Segment/
blend words
by onset/rime
 Count
sounds in
words that
contain up to 3
sounds
follows simple oral
directions two-step
with multiple
qualifiers (i.e.
color, location,
size, shape)
 Communicate
with others using
longer sentences
(4-5 words)
 Use sentences
that include two or
more steps
 Answer simple
who, what, where,
and why questions
 Ask questions to
gain further
understanding
 Tell or retell
stories and/or
everyday
experiences
 Express ideas so
that others can
understand
 Use basic
grammar rules
including irregular
past tense verbs
and questions
 Has vocabulary
of 1500 words
easily from
parents
 Manage
bathroom needs
 Recognize
authority
figures
 Begin to share
with others
 Begin taking
turns
 Show
empathy
towards others
 Attempt to
regulate
emotions
properly and
use words to
express
emotions (i.e.
happy, sad,
mad, frustrated,
worried, angry,
etc.)
 Use words to
solve problems
or conflicts
 Use words
like please,
thank you, and
excuse me
 Stay with an
activity to
completion
 Ask for help
 Respect
rights, property,
and feelings of
others
 Demonstrate
increasing selfcontrol
 Participate in
clean-up
activities
 Follow simple
safety rules
gather, explore, and
interpret
information
 Manipulate and
observes objects in
their surroundings
to develop
conclusions
 Make observations
and describes
changes in objects
and living things
 Ask “why”,
“how”, and “what
if” questions and
seek answers
through
investigation
 Make age
appropriate, logical
conclusions about
investigations
 Observe and
discuss changes in
weather and
seasons+I18
 Observe and
discuss similarities,
differences, and
categories of plants
and animals
 Use senses to
explore different
environments
Investigate common
interactions between
matter and energy
 Explore and
discusses simple
chemical reactions
positive
concept of self
 Identify the
role of family
and
characteristics
of different
homes and
families
 Demonstrate
appreciation
and respect of
others
 Recognize
community and
participate as a
helper in the
community
 Develop
desirable
attitudes
towards the
world
 Recognize the
diversity of
other cultures
respond to spoken
words in Spanish
 Develop an
appreciation for the
Spanish speaking
cultures
 Count to 10 in
Spanish
 Recite basic
colors in Spanish
 Understand the
days and months in
the year in Spanish
 Recite greetings in
Spanish
and use
primary and
secondary
colors
 Recognize
and use
various
types of
lines
 Recognize
different
shapes in
objects
 Freely
express
ideas and
feelings on
paper
 Construct
threedimensional
artwork
 Tear and
cut paper in
free form
 Demonstra
te an
understandin
g of
differences
and
similarities
in texture
voice
expressively
as they speak,
sing, and
chant
 Identify high
and low
sounds
 Sing a
variety of
simple songs
in various
keys, meters,
and genres
alone and
with a group
 Experiment
with a variety
of instruments
 Perform a
steady beat
 Vocally
match pitches
sung
 Respond
through
movement to
various tempi,
meters,
dynamics,
modes,
genres, and
styles
 Sing, play
instruments,
move, or
verbalize to
demonstrate
awareness of
the elements
of music
Return to Scope and Sequence
Return to Table of Contents
K-12 Scope and Sequence Chart
Math
Course
Name
K
Grade 1
Grade 2
Grade 3
Grade 4
Revised May, 2015
Math K
Math 1
Math 2
Math 3
Math 4
English
Course Description
In this course, students will cover the following
concepts: numbers to 5, 10, and 20, ordering by
length and weight, size and position of objects,
solid and flat shapes, skip counting to 100,
comparing sets, ordinal numbers, calendar
patterns, counting on and back, number facts,
length and height, classifying and sorting,
addition and subtraction stories, measurement,
and money.
Concepts covered include: numbers to 10, 20,
40, and 100, number bonds, addition and
subtraction facts to 10, 20, and 100, shapes and
patterns, ordinal numbers and position, length,
weight, picture and bar graphs, mental math
strategies, calendar and time, multiplication and
division, and money.
Concepts covered include: numbers to 1,000,
addition and subtraction up to 1,000, using bar
models for addition, subtraction, multiplication,
and division, multiplication tables of 2, 3, 4, 5,
and 10, metric measurement of length, mass,
volume, mental math and estimation, money,
fractions, customary measurement of length,
time, picture graphs, lines and surfaces, and
shapes and patterns.
Concepts covered include: numbers to 10,000,
mental math and estimation, addition and
subtraction up to 10,000, using a bar model for
addition, subtraction, multiplication, and
division, multiplication tables of 6, 7, 8, and 9,
money, metric length, mass, and volume, realworld measurement problems, bar graphs and
line plots, fractions, customary length, weight
and volume, time and temperature, angles and
lines, two-dimensional shapes, and area and
perimeter.
Concepts covered include: place value of whole
numbers, estimation and number theory, whole
number multiplication and division, tables and
line graphs, data and probability, fractions and
mixed numbers, decimals, adding and
subtracting decimals, angles, perpendicular and
parallel lines, squares and rectangles, area and
perimeter, symmetry, and tessellations.
16
Course
Name
Reading/
Language
Arts K
Course Description
In this course, students are exposed to
reading, writing, auditory, and oral
language skills. Instruction is provided
in whole group as well as in small
groups and students are assessed and
provided support at their own
instructional level. Formal reading
assessments are completed at the
beginning and end of each year with
ongoing informal assessments
throughout the year.
Reading/
Language
Arts 1
In this course, students focus on text
comprehension, phonemic awareness,
high-frequency words, speaking and
listening skills, academic vocabulary,
spelling, grammar, and writing skills.
Formal reading assessments are
completed at the beginning and end of
each year with ongoing informal
assessments throughout the year.
Genres studied in this course include:
informational text, poetry, realistic
fiction, fantasy, fairy tale, biography,
folk tale, and narrative nonfiction.
Reading/
Language
Arts 2
Formal assessments of reading
progress are given at the beginning
and end of each year with ongoing
informal assessments completed by
the teacher as needed. Genres studied
in this course include: informational
text, poetry, humorous fiction, fantasy,
fairy tale, biography, folk tale, realistic
fiction, song, play, and narrative
nonfiction.
Reading/
Language
Arts 3
text, poetry, humorous fiction, fantasy,
fairy tale, biography, folk tale, realistic
fiction, trickster tale, myth, play, and
narrative nonfiction.
Reading/
Language
Arts 4
text, poetry, mystery, fantasy,
biography, folk tale, realistic fiction,
play, myth, fable, newspaper article,
persuasive essay, photo essay, and
Social Studies
Course Name
Social Studies K
Social Studies 1
Social Studies 2
Social Studies 3
Social Studies 4
Course Description
In this course, students explore important
aspects of being a good citizen, various
aspects of the United States including
national symbols, occupations currently in
their community and from long ago, the
world in which they live, how things
change over time, and stories of the past.
In this course, students expand their
boundaries as they learn about economics
and history of cultures near and far.
Students also learn the importance of social
skills and responsibilities along with
integrated map and globe skills.
In this course, students learn the influences
many different groups, both past and
present, have had on our world. They learn
about the groups to which they belong,
groups throughout the world, community
economic structure, and resources.
In this course, students focus on regions of
the United States, examining history,
geography, economics, humanities, and
citizenship. In addition to their extensive
study of the United States, students will
also spend time focusing specifically on
North Carolina’s geographical features and
history.
In this course, students trace history from
early humankind through the fall of the
Roman Empire and follow the lives of the
people who made up these societies.
Geographical information is integrated into
the content.
Science
Course Name
Science K
Science 1
Science 2
Science 3
Science 4
Course Description
In this course, students will explore
units on animals, plants, habitats,
day and night, Earth’s resources,
weather and the seasons, matter,
energy, and motion.
units on technology, animals, plants,
environments, Earth’s resources,
weather and seasons, objects in the
sky, matter, and forces and energy.
units on technology, animals, plants,
environments for living things,
Earth and its resources, weather, the
solar system, changes in matter,
energy, and magnets.
units on investigating questions, the
engineering process, plants and
animals, ecosystems and
interactions, changes to Earth’s
surface, people and resources, water
and weather, Earth and its moon,
matter, and simple and compound
machines.
units on the engineering process,
plants and animals, energy and
ecosystems, weather, Earth and
space, properties of matter, changes
in matter, energy, electricity, and
motion.
World Languages
Fine Arts
Course
Name
Course Description
Visual
Arts
Performing
Arts
Conversational
Spanish A
In this course, which is conducted
primarily in Spanish, students gain
listening comprehension and
conversational Spanish skills through
the Teaching Proficiency through
Reading and Storytelling (TPR-S)
method. Teachers use stories to help
students internalize vocabulary and
complex structures of Spanish.
Students build essential conversational
skills through the use of songs,
puppets, games, reading, and creative
writing. The goal of this series is for
students to obtain a significant level of
conversational proficiency in the
language by the series end.
Art K
Music K
Conversational
Spanish A
Art 1
Music 1
Conversational
Spanish A
Art 2
Music 2
Conversational
Spanish A
Art 3
Music 3
Conversational
Spanish A
Art 4
Music 4
Math
Course
Name
Grade 5
English
Course Description
Math 5
Concepts covered include: whole number
multiplication and division, adding and
subtracting fractions and mixed numbers,
algebra, area of a triangle, ratio, multiplying and
dividing decimals, percentage, angles, properties
of triangles and four-sided figures, threedimensional shapes, and volume of cubes and
rectangular prisms.
Math 6 in
Focus
In this course, students will review basic math
skills and concepts including working with
graphs and scientific notation before exploring
units on rates, ratios, variables, simplifying
simple algebraic expressions, and applying the
four processes to positive and negative numbers.
Grade 6
Pre-Algebra
AB
Pre-Algebra
B
In this course, students work extensively with
integers, variables, exponents, rational and
irrational numbers, radical expressions, and
polynomials. Students use various algebraic
properties to evaluate and simplify expressions
and methodically solve equations and
inequalities.
In this course, students will explore units on
problem solving, number patterns, fractions,
integers, equations, real numbers, proportion
and percent, operations with exponents, square
roots, data analysis and statistics, and
probability.
Course
Name
Language
Arts 5
Language
Arts 6
English 7
Course Description
In this course, students experience a
deep level of reading comprehension
through cloze reading activities while
the vocabulary and grammar
curriculum builds their essential skills
in reading and writing.
In this course, students experience a
deep level of reading comprehension
through cloze reading activities while
the vocabulary and grammar
curriculum builds their essential skills
in reading and writing.
In this course, students shift from a
reader-based curriculum to one based
on individual literary works. The class
focuses on the skills of
comprehension, the recognition of the
main idea, and the identification of
other literary elements and devices.
Students continue their study of
writing, vocabulary, grammar, and
research skills.
Social Studies
Course Name
Social Studies 5
Social Studies 6
U.S. History
Course Description
In this course, students explore the
geographical and cultural aspects of Latin
America, Canada, Europe, and the United
States.
In this course, students investigate the
culture and history of the Eastern
hemisphere, focusing their studies
specifically on Asia, Africa, and the Pacific
Realm.
This survey course focuses on American
history from the colonization of Jamestown
through the present day. In addition to
factual knowledge of key people, events,
and documents, the process of learning will
be stressed with an emphasis on notetaking, organizational, and higher-level
thinking skills.
Science
Course Name
Course Description
Science 5
In this course, students will use
scientific exploration to develop a
broad understanding of science and
utilize their understandings to form
healthy relationships with the
environment in which they live.
Topics include scientific
investigation, cells and how they
allow organisms to grow,
ecosystems, energy and natural
resources, Earth’s surface, the solar
system, matter, light and sound, and
forces and motion. Emphasis is on
understanding processes, developing
science skills, and mastering
content. Using the scientific method
as a guide, students will delve into
inquiry-based labs where they will
further develop problem-solving
skills and learn to think and explore
like a scientist.
Science 6
units on matter and energy, sound
and light, ecology and the
environment, the dynamic Earth,
Earth's water and atmosphere, and
how the human race is impacting
the world. The program continues to
encourage hands-on participation in
laboratory experiences that stress
logical thinking and problemsolving skills. Students design and
create experiments for testing
hypotheses. They are responsible for
all aspects from the genesis of their
idea to designing presentations to
report their findings.
Science 7
In this course, students will be
directed to think like a scientist to
ask questions and to find answers.
Students will develop improved
cognition through the study of
matter and energy, motion and
forces, work and machines, the
diversity of living things, and space
science. Math will begin to be used
to explain relationships between
factors and main concepts. Students
will graph data, draw lines of best
fit, and determine slopes and their
meaning. Using basic equations,
quantitative answers will also be
calculated.
Grade 7
Algebra I
Revised May, 2015
In this two-year accelerated course, students will
explore algebraic concepts including simplifying
expressions; factoring; solving linear, quadratic,
radical, and fractional equations; and operations
with exponents, radicals, and rational
expressions.
17
English 7
Honors
In this honors-level course, students
shift from a reader-based curriculum
to one based on individual literary
works. The class focuses on the skills
of comprehension, the recognition of
the main idea, and the identification of
other literary elements and devices.
Students continue their study of
writing, vocabulary, grammar, and
research skills. This course is based on
the regular course, but is
supplemented by additional literary
works and greater depth and
complexity of material.
Honors U.S.
History
In this honors-level survey course, students
examine American history from the
colonization of Jamestown through the
present day. In addition to factual
knowledge of key people, events and
documents, the process of learning will be
stressed with an emphasis on note-taking,
organizational, and higher-level thinking
skills.
Honors Forensic
Science (Elective)
Forensic Science is a one-semester
elective honors course offered to
seventh grade students. In this
course, students will learn about
international black market dealings,
trade requirements, professional
opportunities within the field, and
steps of prosecution for persons
associated with wildlife crimes
across the globe. Students will
perform an autopsy (necropsy) on a
rodent (vole or mouse), interact with
U.S. Fish and Game personnel, and
solve a case surrounding mysterious
big game deaths.
World Languages
Fine Arts
Course
Name
Course Description
Visual
Arts
Performing
Arts
Conversational
Spanish A
Art 5
Orchestra 5,
Chorus 5
Conversational
Spanish A
Art 6
Orchestra 6,
Chorus 6
French IA
The first year of this introductory
course, which is conducted in French,
uses a proficiency-oriented, balanced
approach to the four language skills:
listening, speaking, reading, and
writing. By integrating these four
skills, emphasis is placed on using the
language in real situations while
building study skills and strong
fundamentals in grammar, verbs,
vocabulary, pronunciation, and the
culture of the French-speaking world.
Spanish IA
The first year of this introductory
course, which is conducted in Spanish,
building study skills and strong
vocabulary pronunciation, and the
culture of the Spanish-speaking world.
Art 7
(Elective)
Band 7
(Elective),
Orchestra 7
(Elective),
Chorus 7
(Elective)
Chinese IA
In the first year of this introductory
course, which is conducted in Chinese,
students build fundamentals in
vocabulary while gaining competence
in Chinese culture. This course helps
beginners develop their
communicative competence in the four
basic skills of listening, speaking,
reading, and writing while gaining
competence in Chinese culture,
exercising their ability to compare
aspects of different cultures, making
connections to their daily life, and
building links among communities.
Math
Course
Name
Pre-Algebra
B
English
Course Description
Course
Name
Course Name
Course Description
Science
Course Name
Course Description
Science 8
This course will expand students’
content knowledge in life and
physical sciences through inquiry
investigations. Topics include the
relationship of science to
technology, the structure and
interactions of matter, the function
of cells, principles of genetics, and
the structure and function of human
organ systems. Emphasis is on
understanding the processes as well
as on mastery of facts. By using the
scientific method as a problemsolving tool, students collect,
represent, and analyze data.
Laboratory skill development
including technical writing,
operation of microscopes, and
working with chemicals and
equipment safely are cornerstones of
this course.
problem solving, number patterns, fractions,
integers, equations, real numbers, proportion
and percent, data analysis and statistics, and
probability.
English 8
Algebra I
Course Description
Social Studies
In this one-year accelerated course, students will
explore algebraic concepts including
simplifying expressions; factoring; solving
linear, quadratic, radical, and fractional
equations; and operations with exponents,
radicals, and rational expressions.
In this course, students continue a
curriculum based on more challenging
literary works. Focus remains on the skills
of comprehension, the recognition of the
main idea, and the identification of other
literary elements and devices. Students
continue their study of writing, vocabulary,
grammar, and research skills.
Civics
In this course, students examine the federal
government, understand America's
economic and legal systems, compare these
structures to other global systems, and
investigate current local, national, and
international events.
World Languages
Course
Name
Course Description
French IB
The second year of this introductory
course, which is conducted in French,
continuing to build study skills and
strong fundamentals in grammar,
verbs, vocabulary, pronunciation, and
the culture of the French-speaking
world.
Spanish I
In this introductory course, which is
conducted in Spanish, students build
Through integration of the four
language skills: listening, speaking,
reading, and writing, emphasis is
placed on using the language in real
situations.
Grade 8
Geometry
Revised May, 2015
In this two-year accelerated course, students will
explore units on points, lines, planes, and
angles, deductive reasoning, parallel lines and
planes, congruent triangles, quadrilaterals,
inequalities in geometry, proofs, similar
polygons, right triangles, circles, areas of plane
figures, areas and volumes of solids, and
coordinate geometry.
18
English 8
Honors
continue a curriculum based on more
challenging literary works. Focus remains
on the skills of comprehension, the
recognition of the main idea, and the
identification of other literary elements and
devices. Students continue their study of
writing, vocabulary, grammar, and research
skills. This course is based on the regular
course, but is supplemented by additional
literary works and greater depth and
Honors Civics
examine the federal government,
understand America's economic and legal
systems, compare these structures to other
global systems, and investigate current
local, national, and international events.
Honors S.T.E.A.M.
(Elective)
Rising eighth graders showing high
aptitude for mathematics and
scientific thought will be eligible for
this honors-level, semester-long
course. Participants will investigate
numerous phenomena from the
perspective of an engineer, a
scientist, and a creative artist
culminating with a video production
of a Mythbusters-style episode
chronicling their discoveries.
Students will be responsible for
cooperating with peers, contacting
community field experts to research
the development of the featured
topics, constructing replica
prototypes, and presenting findings
supported by data and experiences
collected during the class.
Spanish IB
The second year of this introductory
course, which is conducted in Spanish,
continuing to build study skills and
strong fundamentals in grammar,
verbs, vocabulary pronunciation, and
the culture of the Spanish-speaking
world.
Chinese IB
In the second year of this introductory
course, which is conducted in Chinese,
students continue to build
fundamentals in vocabulary while
gaining competence in Chinese
culture. This course helps beginners
develop their communicative
competence in the four basic skills of
writing while gaining competence in
Chinese culture, exercising their
ability to compare aspects of different
cultures, making connections to their
daily life, and building links among
communities.
Fine Arts
Visual
Arts
Performing
Arts
Art 8
(Elective)
Band 8
(Elective),
Orchestra 8
(Elective),
Chorus 8
(Elective)
Math
Course
Name
Algebra I
English
Course Description
Course
Name
In this introductory-level course, students will
explore algebraic concepts including
simplifying expressions; factoring; solving
linear, quadratic, radical, and fractional
equations; and operations with exponents,
English I
Grade 9
Geometry
Honors
Algebra II
Revised May, 2015
Course Description
This course is a survey of literary genres,
including novels, plays, short stories,
poetry, and the epic. A foundation is
provided for a thorough understanding of
the characteristics of each genre and the
literary terminology associated with each.
Literary analysis of thematic ideas is
enhanced by the improvement of
composition skills through writing
numerous essays as well as a research
paper. Students continue their study of
vocabulary and more complex grammar
structures.
Social Studies
Course Name
Ancient
Medieval
History
Course Description
Ancient Medieval History is a survey
course from prehistoric times to the
Renaissance period (ca. 1500). This course
is taught not only from an historical but also
a cultural perspective including a major unit
of study on world religions. Also included
in the curriculum is the study of current
events.
In this one-year accelerated course, students will
explore units on points, lines, planes, and
angles, deductive reasoning, parallel lines and
planes, congruent triangles, quadrilaterals,
inequalities in geometry, proofs, similar
polygons, right triangles, circles, areas of plane
figures, areas and volumes of solids, and
In this two-year accelerated honors-level course,
students will explore units on linear equations
and inequalities, systems of linear equations and
inequalities, polynomials, quadratic equations,
powers, roots, radicals, and complex numbers,
functions, polynomial functions, rational
functions, quadratic functions, exponential and
logarithmic functions, matrices, discrete
mathematics, and an introduction to
trigonometric functions.
19
Science
Course Name
Physics Foundation
Honors Physics
Foundation
English I
Seminar
Honors
The ninth grade seminar course challenges
highly motivated and intellectually curious
students with rigorous texts and complex
assessments designed to cultivate a new
understanding of their world while
preparing them for honors- and AP-level
English courses. To this end, students are
encouraged to think logically, formulate
arguments effectively, and communicate
efficiently in a discussion-based format.
Students will study a variety of genres of
world literature in an effort to introduce
global concepts and concerns, explore
human nature, and define human
excellence. Students also improve
composition skills through the intensive
study and practice of grammar and writing,
culminating in a research project.
Vocabulary study continues with Power
Plus for the New SAT, Book I. Students
should expect nightly reading assignments,
frequent writing opportunities, coursework
that requires them to work independently,
and classroom experiences that require
careful preparation, critical thinking, and
original thought.
Honors Ancient
Medieval
History
In this honors-level survey course, students
examine history from prehistoric times to
the Renaissance period. This course is
taught not only from an historical but also a
cultural perspective including a major unit
of study on world religions. Also included
in the curriculum is the study of current
events. This course will move at an
accelerated pace, which will allow for more
course topics to be pursued through
increased reading assignments and class
discussions.
Introduction to
Engineering
Course Description
In this laboratory-based introductory
course, students will examine basic
mathematical techniques of science,
motion, matter, chemical reactions,
and laboratory techniques, the
atomic theory process of science.
The quantum-mechanical model of
an atom and chemical periodicity
and bonding will be the concluding
topics in this course.
In this honors-level introductory
course, students will explore basic
mathematical techniques of science,
motion, matter, chemical reactions,
laboratory techniques, and the
atomic theory. The quantummechanical model of an atom and
chemical periodicity and bonding
will be the concluding topics in this
course.
Introduction to Engineering is a
regular-level course designed to
give students who enjoy math and
science the opportunity to explore
areas of engineering through
extensive hands-on activities.
Emphasis is given to improving
analytical and problem-solving
skills.
World Languages
Course
Name
Course Description
French I
conducted in French, students build
culture of the francophone world.
situations.
French II
In this course, which is conducted in
French, students continue building
fundamental skills with a focus on
grammar and proper syntax. A
functional approach, combined with a
pedagogically sound grammar
sequence, is used to relate proper
syntax to its role in efficient oral and
written communication. A richness
and variety of cultural insights
increase students’ awareness of the
francophone world.
Chinese I
conducted in Chinese, students build
culture. Through integration of the
four language skills: listening,
speaking, reading, and writing,
emphasis is placed on using the
language in real situations.
Chinese II
Chinese, students continue building
more sophisticated vocabulary and
grammatical structures.
Latin II
In this course, students continue their
study of basic Latin with a major
emphasis on more sophisticated
constructions of grammar and syntax.
The biggest new topic in the second
year is the beginning of their study of
the subjunctive. Reading
comprehension of Latin texts and
facility of translation into English, as
well as the ability to translate short
English sentences into Latin are
primary objectives. In addition, the
study of Roman culture and history is
extended through the readings of
various translations.
Spanish I
situations.
Spanish II
Spanish, students continue building
written communication.
Spanish IIA
Spanish, students explore the first part
of a two-year sequence of Spanish II.
Students continue to build
Fine Arts
Visual
Arts
Performing
Arts
Drawing I,
Honors
Drawing II,
2-D Design
I, Honors 2D Design II,
Photography
I, Honors
Photography
II, Sculpture
I, Honors
Sculpture II
US Concert
Band, US
String
Orchestra,
Vocal
Workshop,
Theatre Arts
I,
Performing
Arts
Foundations
Math
Course
Name
Geometry
Algebra II
Honors
Algebra II
English
Course Description
Course
Name
Course Description
Social Studies
Course Name
Course Description
Science
Course Name
In this course, students will continue their study
of algebraic concepts including a study of linear,
quadratic, rational, and polynomial functions,
systems of equations, complex numbers,
probability and statistics, exponential and
logarithmic functions, introduction to
trigonometric functions, and sequences.
English II
English II students cultivate a global
perspective through a focused study of
all genres of world literature. The
thematically based course explores the
role of the individual in society, the
human experience in relation to nature
and science, freedom and oppression,
and reality versus illusion/perception.
Students practice reading for meaning
and developing critical-thinking skills
through reading, writing, and
discussion. Students hone composition
skills with the intensive study and
practice of grammar and writing
culminating in a research project.
Special attention is given to correct
usage as required by the writing
sections of both the SAT and ACT.
Vocabulary study continues with
Power Plus for the New SAT, Book II.
In this honors-level course, students will explore
units on linear equations and inequalities,
systems of linear equations and inequalities,
polynomials, quadratic equations, powers, roots,
radicals, and complex numbers, functions,
polynomial functions, rational functions,
quadratic functions, exponential and logarithmic
functions, matrices, discrete mathematics, and
an introduction to trigonometric functions.
Modern World
History
Honors Modern
World History
In this course, students examine major
themes and events in European history from
1450 to the present, with some emphasis on
art history and the geographical changes in
European boundaries as well as other parts
of the world due to historical events.
Chemistry
Foundations
In this honors course, students examine
major themes and events in European
history from 1450 to the present, with some
emphasis on art history and the
geographical changes in European
boundaries as well as other parts of the
world due to historical events. Students will
closely examine many primary sources and
often work independently. In addition, there
will be an emphasis on analysis and
application of course material, research and
writing skills, conceptualization and
connectivity of major historical themes, and
critical thinking.
Grade
10
Psychology
In this honors-level course, students will
complete extensive work with functions and
their graphs, conics, solving systems of
equations, development of trigonometry, polar
coordinates, and receive an introduction to
calculus, sequences, series, vectors, probability,
and limits.
English II
Honors
AP Statistics
In this Advanced Placement course, students are
introduced to major concepts for collecting,
analyzing, and drawing conclusions from data
while being exposed to four broad conceptual
themes: exploratory analysis, planning a study,
probability, and statistical inference.
English II Honors challenges highly
motivated and intellectually curious
students with rigorous texts and
complex assessments designed to
deepen their understanding of their
world while preparing them for
honors- and AP-level English courses.
Through a focused study of all genres
of world literature, the thematically
based course explores the role of the
individual in society, the human
experience in relation to nature and
science, freedom and oppression, and
reality versus illusion/perception.
Students hone composition skills with
the intensive study and practice of
grammar and writing culminating in a
research project. Special attention is
given to correct usage as required by
the writing sections of both the SAT
and ACT. Vocabulary study continues
with Power Plus for the New SAT,
Book II. Students should expect
nightly reading assignments, frequent
writing opportunities, coursework that
requires them to work independently,
and classroom experiences that require
careful preparation, critical thinking,
and original thought.
AP Psychology
Not offered 2014-2015.
Political Issues
20
course, students gain a basic
knowledge of rational thinking as it
pertains to understanding and
problem solving in the areas of
chemical reactions, heat,
stoichiometry, nomenclature, atomic
theory, periodicity, gas laws,
solutions, equilibrium, acid/base
theory, and electrochemistry.
In this honors-level laboratorybased introductory course, students
gain a basic knowledge of rational
thinking as it pertains to
understanding and problem solving
in the areas of chemical reactions,
heat, stoichiometry, nomenclature,
atomic theory, periodicity, gas laws,
solutions, equilibrium, acid/base
theory, and electrochemistry.
Introductory Psychology provides students
with a foundation for understanding what
psychology is, how it is studied, how we
develop from infancy to adulthood, how we
learn and remember information, how our
personalities form and in some cases
develop abnormally, and how we interact
socially in small groups and the global
community.
AP Psychology provides students with a
foundation for understanding what
psychology is, how it is studied, how the
brain works, how we develop from infancy
to adulthood, how we learn and remember
information, how we make judgments and
decisions, why we are motivated to behave
as we do, how our personalities take form
and in some cases develop abnormally, and
how we interact socially in small groups
and the global community.
This semester-long contemporary topics
course focuses on the role of government in
our lives. It is a discussion- and
presentation- based class grounded in
current political, social, and economic
topics impacting America today.
Revised May, 2015
Course
Name
Anatomy/Physiology
Introduction to
Engineering
Human Anatomy and Physiology is
a year-long survey course for
students considering a career in the
health fields and biological sciences.
This course will involve extensive
dissection laboratories and other
hands-on activities and will rely on
interactive software for
understanding of the body systems.
Course Description
French I
situations.
French II
francophone world.
French III
In this intermediate course, which is
conducted in French, students receive
a systematic study of grammar and
verbs with an emphasis placed on
vocabulary enrichment, reading
comprehension, conversation, and
paragraph writing.
Chinese I
Chinese II
Chinese III
Chinese, students continue their study
of Chinese through expansion of their
vocabulary and ability to conduct daily
communications.
Latin II
English sentences into Latin, are
Spanish I
situations.
Spanish II
Spanish IIA
Spanish IIB
Spanish, students explore the second
part of a two-year sequence of Spanish
II. Students continue to build
richness and variety of cultural
insights increase students’ awareness
of the Spanish-speaking world.
Spanish III
conducted in Spanish, students review
major grammar points, are introduced
to many details of grammar, and
further their comprehension of the
Hispanic culture. Selected readings,
which lend themselves to oral and
written discussions, further the
students' comprehension of the
Hispanic culture.
points, lines, planes, and angles, deductive
reasoning, parallel lines and planes, congruent
triangles, quadrilaterals, inequalities in
geometry, proofs, similar polygons, right
triangles, circles, areas of plane figures, areas
and volumes of solids, and coordinate geometry.
Honors Chemistry
Honors PreCalculus
Course Description
World Languages
skills.
Fine Arts
Visual
Arts
Performing
Arts
Drawing I,
Honors
Drawing II,
2-D Design
I, Honors 2D Design II,
Photography
I, Honors
Photography
II, Sculpture
I, Honors
Sculpture II
US Concert
Band, US
String
Orchestra,
Vocal
Workshop,
Chorale,
Theatre Arts
I, Theatre
Arts II,
Performing
Arts
Foundations
Math
Course
Name
Algebra II
Honors
Algebra II
English
Course Description
Course
Name
Course Description
In this course, students will continue their study
of algebraic concepts including a study of linear,
quadratic, rational, and polynomial functions,
systems of equations, complex numbers,
probability and statistics, exponential and
logarithmic functions, introduction to
Social Studies
Course Name
U.S. History
Honors U.S.
History
In this honors-level course, students will explore
units on linear equations and inequalities,
systems of linear equations and inequalities,
polynomials, quadratic equations, powers, roots,
radicals, and complex numbers, functions,
polynomial functions, rational functions,
quadratic functions, exponential and logarithmic
functions, matrices, discrete mathematics, and
AP U.S. History
Advanced
Functions
and
Modeling
Grade
11
In this course, students will explore topics
including data analysis, linear systems, linear
programming, transformations, exponential
functions, logarithmic functions, piecewise
functions, matrices, radicals, quadratic
functions, trigonometry, and probability.
English III
In this survey course, students explore
the writings of major American
writers from the 17th Century through
the 20th Century. Composition
development stresses the writing of
expository essays through the study of
prose models and intensive writing
practice. Vocabulary and advanced
grammar practice aid students in
developing an effective and
sophisticated writing style. A research
paper is submitted during the second
semester.
Course Description
In this course, students explore the nation's
history studying the basic events,
personalities, documents, and historical
perspectives with areas of focus on
political, social, economic, cultural, and
geographic patterns of United States
History.
In this honors-level course, students explore
the nation's history studying the basic
events, personalities, documents, and
historical perspectives with areas of focus
on political, social, economic, cultural, and
geographic patterns of United States
history. This course will move at an
accelerated pace, which will allow for more
course topics to be pursued through
increased reading assignments and class
discussions.
Science
Course Name
Conceptual Physics
AP Physics I
In this Advanced Placement course,
students are given the analytical skills and
factual knowledge to work with the
problems and materials in U.S. history.
Students learn to assess, weigh evidence,
and analyze interpretations found within
historical documents and reach conclusions
based on their analysis.
AP Chemistry
AP U.S.
Government &
Politics
Advanced Placement American
Government and Politics is an intensive
study of the structure of the United States
government and the processes that make
this form of government effective in
today’s modern and ever-changing world.
The course covers the Constitutional
underpinnings of the United States
government, political beliefs, political
behaviors, political parties, interest groups,
mass media, the institutions of the national
government, civil rights, and civil liberties.
AP Biology
Pre-Calculus
Honors PreCalculus
Revised May, 2015
In this course, students will complete extensive
work with functions and their graphs, conics,
solving systems of equations, development of
trigonometry, and will receive an introduction to
sequences, series, vectors, probability, and
limits.
AP Comparative
Government &
Politics
AP Human
Geography
AP Human Geography is a full-year course
designed to introduce students to the
systematic study of patterns and processes
that have shaped human understanding, use,
and alteration of the Earth’s surface.
Students use spatial concepts and landscape
analysis to examine human social
organization and its environmental
consequences. Additionally, students learn
about the methods and tools geographers
use in their science and practice.
Psychology
This introductory course provides students
with a foundation for understanding the
basis for psychology. Emphasis is placed on
promoting critical thinking in conjunction
with classroom materials and discussions,
as well as beyond the classroom in daily
life.
coordinates, and will receive an introduction to
and limits.
21
Advanced Placement Comparative
study of the structure of six foreign
governments (UK, China, Russia, Iran,
Mexico, and Nigeria) and the processes that
make these forms of government effective
in today’s modern and ever-changing
world. All participants take the national
Advanced Placement exam at the end of the
course.
Course Description
course, students will gain an
understanding of various physical
science concepts including motion,
gravity, work, energy, waves (sound
and light), electricity, and
magnetism with algebra-based
problem solving and development
of the system of international units
as applied to physical measurement.
AP Physics I is an algebra-based
science course designed to be
equivalent to an introductory
college physics course. The course
covers Newtonian mechanics
(including rotational dynamics and
angular momentum); work, energy,
and power; mechanical waves and
sound; and electric circuits. Through
the practice of scientific inquiry and
reasoning, students develop
meaningful physics knowledge.
Inquiry-based investigations are
constructed to foster student
engagement in the practice of
science through experimenting,
analyzing, making conjectures and
arguments, and solving problems in
a collaborative setting.
AP Chemistry is a college-level
course which includes a more
expansive in-depth theoretical
analysis of the basic topics covered
in introductory chemistry. These
topics include the nature of
chemical reactivity, the effect of
bonding and structure on the
behavior of a molecule, models of
acids and bases, the kinetic
molecular theory, thermodynamic
principles, the nature of
electrochemical activity, nuclear
forces and interactions, and basic
organic chemistry. Advanced
problem-solving techniques in
stoichiometry, kinetics, equilibrium,
qualitative and quantitative analysis,
acid/base and buffer chemistry,
electrochemistry, thermodynamics,
gas laws, nuclear chemistry, and
oxidation/reduction reactions are
also demonstrated.
AP Biology is an intensive collegelevel course that explores four big
ideas: evolution, cellular processesenergy and communication, genetics
and information transfer, and
interactions of biological systems.
The model of instruction focuses on
enduring, conceptual understandings
and the content that supports them.
The curriculum framework supports
the development of advanced
inquiry and reasoning skills, such as
designing a plan for collecting data,
analyzing data, applying
mathematical routines, and
connecting concepts in an across
domains.
Anatomy/Physiology
health fields and biological sciences.
This course will involve extensive
dissection laboratories and other
hands-on activities and will rely on
interactive software for
Honors Seminar in
Sustainability
In this year-long, research-based,
honors-level course, students
experience a dynamic course of
study, combined with field
experiences, to educate the next
generation of innovators, leaders,
and citizens for a sustainable planet.
The curriculum encourages students
to explore and understand the
environmental, economic, social,
and political impacts of natural
resource use, and to develop
practices that conserve these
resources when pursued over
generations. Students develop and
implement independent and
collaborative lab experiences and
projects while helping the school
meet the objectives of the school’s
sustainability program.
Introduction in
Engineering
skills.
World Languages
Course
Name
Course Description
French I
situations.
French II
francophone world.
French III
paragraph writing.
French IV
Honors
In this honors-level course, which is
conducted in French, students explore
the francophone world through critical
analysis of literature, vocabulary
growth, and stylistics skills.
Chinese I
Chinese II
Chinese III
of Chinese through expanding their
communications.
Chinese IV
Honors
conducted in Chinese, students
enhance basic language skills with a
focus on language proficiency in the
areas of description, narration,
correspondence, and comparisons
based on situational context.
Latin II
English sentences into Latin, are
Latin III
study of the subjunctive of Latin with
an emphasis on sophisticated
The study of Roman culture is also
extended through the translation of
“Jason and the Argonauts” and
through an introduction to the works
of Caesar, Livy, Pliny the Younger,
and Cicero.
AP Latin
students increase their ability to read,
translate, understand, analyze, and
interpret lines of Latin text.
Fine Arts
Visual Arts
Performing
Arts
US Concert
Band,
Honors US
Concert
Band III, US
Drawing I,
String
Honors
Orchestra,
Drawing II,
Honors US
2-D Design
String
I, Honors 2Orchestra III,
D Design II,
Vocal
Photography
Workshop,
I, Honors
Chorale,
Photography
Honors
II, Sculpture
Chamber
I, Honors
Singers,
Sculpture II,
Theatre Arts
AP
I, Theatre
Photography,
Arts II,
AP Studio
Honors
Art
Theatre Arts
III,
Performing
Arts
Foundations
Math
Course
Name
English
Course Description
Course
Name
Course Description
Social Studies
Course Name
AP Psychology
AP Statistics
World Religions
AP English
IIILanguage
and
Composition
Grade
11
In this AP course, students engage in
the careful reading and critical
analysis of written and visual texts.
Students become skilled readers of
prose written in a variety of rhetorical
contexts for a variety of purposes. The
study of collegiate-level vocabulary
and applied grammar helps students to
develop complexity and precision in
their writing and analysis. The course
also includes a research paper. All
students are required to take the AP
Language and Composition exam in
the spring.
Course Description
This AP course is designed to introduce
students to study of human behavior and
the mental processes of humans through
systematic and scientific study. Students
learn about psychological facts, principals,
phenomena, and the ethics psychologists
use in their practice.
Science
Course Name
Course Description
Advanced Robotics
Honors
This honors-level, hands-on course
is devoted to the study of robotics.
Topics include magnetism and
electromagnetic induction, DC
motor theory, C programming,
Bluetooth, and pneumatics. Skills
emphasized are critical thinking,
working and collaborating in a team
environment, breaking problems
into smaller, more manageable
components, planning investigations
involving defined problems, and
analyzing and interpreting data.
World Religions is a semester-long survey
course focusing on nature/tribal religions,
Hinduism, Buddhism, Taoism and
Confucianism, and the Abrahamic
religions: Judaism, Christianity, and Islam.
Students will learn to think critically about
religion as a human pursuit because they
will have the ability to compare one
phenomenon across different cultures.
Engineering II
Honors
Humanities
This course addresses the question, “What
does it mean to be human?” through five
thematic ideas: (1) man is self-conscious,
(2) man is moral, (3) man is mortal, (4)
man is social or relational, and (5) man is
expressive or creative. The course is
interdisciplinary, incorporating history,
philosophy, religion, literature, science, art,
and music.
This honors-level hands-on course
is devoted to the study of analog and
digital electronics, with a project
component. Topics include AC
theory, capacitors and inductors,
transformers, diodes, operational
amplifiers, basic digital gates,
latches and flip-flops, counters, and
shift registers. Through
investigative labs, students learn to
design and troubleshoot digital
circuits. Skill emphasis is on
continuing the development of the
skills stressed in Honors Robotics.
.
AP Calculus
BC
AP Psychology
Grade
12
English IV
In this course, students concentrate on
themes in literature and how these
themes can be connected to our
intellectual and spiritual journeys as
scholars and thoughtful human beings.
In addition to a continuing emphasis
on proficiency in written expression,
oral expression, and the interpretation
of literature, seniors continue to
increase their skills in utilizing precise
diction, correct usage, and articulate
discussion of complex topics in their
writing. A research paper is included.
AP U.S.
Government &
Politics
This AP course is designed to introduce
students to study of human behavior and
the mental processes of humans through
systematic and scientific study. Students
learn about psychological facts, principals,
phenomena, and the ethics psychologists
use in their practice.
Advanced Placement Comparative
study of the structure of six foreign
governments (UK, China, Russia, Iran,
Mexico, and Nigeria) and the processes that
make these forms of government effective
in today’s modern and ever -changing
world. All participants take the national
Advanced Placement exam at the end of the
course.
Advanced Placement American
study of the structure of the United States
government and the processes that make
this form of government effective in
today’s modern and ever-changing world.
The course covers the Constitutional
underpinnings of the United States
government, political beliefs, political
behaviors, political parties, interest groups,
mass media, the institutions of the national
government, civil rights, and civil liberties.
AP Biology
coordinates, and will receive an introduction to
and limits.
AP
Macroeconomics
Revised May, 2015
our lives. It is a discussion- and
presentation- based class grounded in
current political, social, and economic
topics impacting America today.
AP Chemistry
In this course, students will explore topics
including data analysis, linear systems, linear
programming, transformations, exponential
functions, logarithmic functions, piecewise
functions, matrices, radicals, quadratic
AP Comparative
Government &
Politics
Honors PreCalculus
Course
Name
Spanish I
22
Advanced Placement Macroeconomics is a
course designed to provide students with a
sophisticated understanding of the global
economy and of the role students are
playing and will play in the complex global
economic system.
AP Physics I
AP Chemistry is a college-level
course which includes a more
expansive in-depth theoretical
analysis of the basic topics covered
in introductory chemistry. These
topics include the nature of
chemical reactivity, the effect of
bonding and structure on the
behavior of a molecule, models of
acids and bases, the kinetic
molecular theory, thermodynamic
principles, the nature of
electrochemical activity, nuclear
forces and interactions, and basic
organic chemistry. Advanced
problem-solving techniques in
stoichiometry, kinetics, equilibrium,
qualitative and quantitative analysis,
acid/base and buffer chemistry,
electrochemistry, thermodynamics,
gas laws, nuclear chemistry, and
oxidation/reduction reactions are
also demonstrated.
AP Biology is an intensive collegelevel course that explores four big
ideas: evolution, cellular processesenergy and communication, genetics
and information transfer, and
interactions of biological systems.
The model of instruction focuses on
enduring, conceptual understandings
and the content that supports them.
The curriculum framework supports
the development of advanced
inquiry and reasoning skills, such as
designing a plan for collecting data,
analyzing data, applying
mathematical routines, and
connecting concepts in an across
domains.
AP Physics I is an algebra-based
equivalent to an introductory
college physics course. The course
covers Newtonian mechanics
(including rotational dynamics and
angular momentum); work, energy,
and power; mechanical waves and
sound; and electric circuits. Through
the practice of scientific inquiry and
Course Description
Spanish II
Spanish IIA
Spanish IIB
Spanish III
Hispanic culture.
Spanish IV
Honors
conducted in Spanish, students study
Spanish civilization, culture, art,
literature, and grammar. Advanced
grammar topics are reviewed and
practiced, and continued practice in
conversation is provided through class
discussions and oral projects.
French I
situations.
French II
francophone world.
French III
paragraph writing.
French IV
Honors
conducted in French, students explore
the francophone world through critical
analysis of literature, vocabulary
growth, and stylistics skills.
AP French
Language &
Culture
Chinese I
Chinese II
Fine Arts
Visual Arts
Performing
Arts
situations.
In this Advanced Placement course, students
explore topics which include limits, derivatives,
integrals, infinite series, elementary differential
equations, and applications and modeling.
Political Issues
Advanced
Functions
and
Modeling
World Languages
which is conducted in French, students
further their proficiency in listening
comprehension, speaking, reading, and
writing.
US Concert
Band,
Honors US
Concert
Band III,
Honors US
Concert
Band IV, US
Drawing I,
String
Honors
Orchestra,
Drawing II,
Honors US
2-D Design
String
I, Honors 2Orchestra III,
D Design II,
Honors US
Photography
String
I, Honors
Orchestra
Photography
IV, Vocal
II, Sculpture
Workshop,
I, Honors
Chorale,
Sculpture II,
Honors
AP
Chamber
Photography,
Singers,
AP Studio
Theatre Arts
Art
I, Theatre
Arts II,
Honors
Theatre Arts
III,
Performing
Arts
Foundations
Math
Course
Name
Calculus
English
Course Description
Course
Name
Course Description
Social Studies
Course Name
In this course, students are introduced to
differential and integral calculus and explore
topics including limits, derivatives, integrals,
and applications of derivatives and integrals.
AP European
History
Course Description
This course is a comprehensive
chronological and topical survey of the
narrative of European history from 1450 to
the present. Emphasis is placed on the study
of primary source materials for historical
interpretation and on expository essay
writing in order to distinguish significance
of movements, trends, and cause-and-effect
relationships. The themes of study fall into
three categories: intellectual and cultural
history, political and diplomatic history,
and social and economic history.
Science
Course Name
Course Description
AP Physics II
AP Physics II is an algebra-based
equivalent to a secon- semester
college physics class. The course
covers fluid mechanics;
thermodynamics; electricity and
magnetism; optics; and atomic and
nuclear physics. Through the
practice of scientific inquiry and
Anatomy/Physiology
AP Statistics
Grade
12
AP Calculus
AB
AP Human
Geography
integrals, elementary differential equations, and
applications and modeling.
AP English
IVLiterature
and
Composition
In this AP course, students explore a
variety of complex topics through the
study of essays, plays, novels, and
poetry. In addition to developing their
skills in literary analysis through
writing and discussion, students also
write a term essay that requires the
reading of an addition 21 works of
literature related to a topic of their
choice culminating in the writing of a
15-20 page paper. All students are
required to take the AP Literature and
Composition exam in the spring.
Psychology
World Religions
AP Calculus
BC
integrals, infinite series, elementary differential
Humanities
AP Human Geography is a year-long
course designed to introduce students to the
systematic study of patterns and processes
that have shaped human understanding, use,
and alteration of the Earth’s surface.
Students use spatial concepts and landscape
analysis to examine human social
organization and its environmental
consequences. Additionally, students learn
about the methods and tools geographers
use in their science and practice.
This introductory course provides students
with a foundation for understanding the
basis for psychology. Emphasis is placed
on promoting critical thinking in
conjunction with classroom materials and
discussions, as well as beyond the
classroom in daily life.
Honors Seminar in
Sustainability
Advanced Robotics
Honors
Engineering II
Honors
Honors
Multivariable
Calculus
In this post-AP-level course, students review
single variable calculus and infinite series, conic
sections as parametric and polar functions,
vectors and the geometry of space, vector
functions, partial derivatives, multiple integrals,
and vector calculus.
Political Issues
our lives. It is a discussion and presentation
based class grounded in current political,
social, and economic topics impacting
America today.
Revised May, 2015
23
Course
Name
Course Description
Chinese III
of Chinese through expanding their
communications.
Chinese IV
Honors
conducted in Chinese, students
enhance basic language skills with a
focus on language proficiency in the
areas of description, narration,
correspondence, and comparisons
Latin II
facility of translation into English as
English sentences into Latin are
Latin III
study of the subjunctive of Latin with
an emphasis on sophisticated
The study of Roman culture is also
extended through the translation of
“Jason and the Argonauts” and
through an introduction to the works
of Caesar, Livy, Pliny the Younger,
and Cicero.
AP Latin
students increase their ability to read,
translate, understand, analyze, and
interpret lines of Latin text.
Spanish I
situations.
Spanish II
Spanish IIB
Spanish III
Hispanic culture.
Spanish IV
Honors
conducted in Spanish, students study
Spanish civilization, culture, art,
literature, and grammar. Advanced
grammar topics are reviewed and
practiced, and continued practice in
conversation is provided through class
AP Spanish
Language
In this Advanced Placement course
which is conducted in Spanish,
students further their proficiency in
listening comprehension, speaking,
reading, and writing.
health fields and biological
sciences. This course will involve
extensive dissection laboratories
and other hands-on activities and
will rely on interactive software for
In this year-long, research-based,
honors-level course, students
experience a dynamic course of
study, combined with field
experiences, to educate the next
generation of innovators, leaders,
and citizens for a sustainable planet.
The curriculum encourages students
to explore and understand the
environmental, economic, social,
and political impacts of natural
resource use, and to develop
practices that conserve these
resources when pursued over
generations. Students develop and
implement independent and
collaborative lab experiences and
projects while helping the school
meet the objectives of the school’s
sustainability program.
This honors-level, hands-on course
is devoted to the study of robotics.
Topics include magnetism and
electromagnetic induction, DC
motor theory, C programming,
Bluetooth, and pneumatics. Skills
emphasized are critical thinking,
working and collaborating in a team
environment, breaking problems
into smaller, more manageable
components, planning investigations
involving defined problems, and
analyzing and interpreting data.
World Religions is a semester-long survey
course focusing on nature/tribal religions,
Hinduism, Buddhism, Taoism and
Confucianism, and the Abrahamic
religions: Judaism, Christianity, and Islam.
Students will learn to think critically about
religion as a human pursuit because they
will have the ability to compare one
phenomenon across different cultures.
This course addresses the question, “What
does it mean to be human?” through five
thematic ideas: (1) man is self-conscious,
(2) man is moral, (3) man is mortal, (4)
man is social or relational, and (5) man is
expressive or creative. The course is
interdisciplinary, incorporating history,
philosophy, religion, literature, science, art,
and music.
World Languages
This honors-level hands-on course
is devoted to the study of analog
and digital electronics, with a
project component. Topics include
AC theory, capacitors and inductors,
transformers, diodes, operational
amplifiers, basic digital gates,
latches and flip-flops, counters, and
shift registers. Through
investigative labs, students learn to
design and trouble-shoot digital
circuits. Skill emphasis is on
continuing the development of the
skills stressed in Honors Robotics.
Fine Arts
Visual
Arts
Performing
Arts
Math
Course
Name
K
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Course Description
Math K
In this course, students will cover the following concepts: numbers to 5, 10, and 20,
ordering by length and weight, size and position of objects, solid and flat shapes, skip
counting to 100, comparing sets, ordinal numbers, calendar patterns, counting on and back,
number facts, length and height, classifying and sorting, addition and subtraction stories,
measurement, and money.
Math 1
Concepts covered include: numbers to 10, 20, 40, and 100, number bonds, addition and
subtraction facts to 10, 20, and 100, shapes and patterns, ordinal numbers and position,
length, weight, picture and bar graphs, mental math strategies, calendar and time,
multiplication and division, and money.
Math 2
Concepts covered include: numbers to 1,000, addition and subtraction up to 1,000, using bar
models for addition, subtraction, multiplication and division, multiplication tables of 2, 3, 4,
5, and 10, metric measurement of length, mass, volume, mental math and estimation,
money, fractions, customary measurement of length, time, picture graphs, lines and
surfaces, and shapes and patterns.
Math 3
Concepts covered include: numbers to 10,000, mental math and estimation, addition and
subtraction up to 10,000, using a bar model for addition, subtraction, multiplication, and
division, multiplication tables of 6, 7, 8, and 9, money, metric length, mass, and volume,
real-world measurement problems, bar graphs and line plots, fractions, customary length,
weight, and volume, time and temperature, angles and lines, two-dimensional shapes, and
area and perimeter.
Math 4
Concepts covered include: place value of whole numbers, estimation and number theory,
whole number multiplication and division, tables and line graphs, data and probability,
fractions and mixed numbers, decimals, adding and subtracting decimals, angles,
perpendicular and parallel lines, squares and rectangles, area and perimeter, symmetry, and
tessellations.
Math 5
Concepts covered include: whole number multiplication and division, adding and
subtracting fractions and mixed numbers, algebra, area of a triangle, ratio, multiplying and
dividing decimals, percentage, angles, proprieties of triangles and four-sided figures, threedimensional shapes, and volume of cubes and rectangular prisms.
Math 6
In this course, students will review basic math skills and concepts including working with
graphs and scientific notation before exploring units on rates, ratios, variables, simplifying
simple algebraic expressions, and applying the four processes to positive and negative
numbers.
PreAlgebra
AB
In this course, students work extensively with integers, variables, exponents, rational and
irrational numbers, radical expressions, and polynomials. Students use various algebraic
properties to evaluate and simplify expressions, and methodically solve equations and
inequalities.
Revised May, 2015
24
Grade 7
PreAlgebra
B
Algebra I
PreAlgebra
B
Grade 8
Grade 9
Grade
10
In this course, students will explore units on problem solving, number patterns, fractions,
integers, equations, real numbers, proportion and percent, operations with exponents, square
roots, data analysis and statistics, and probability.
In this two-year accelerated course, students will explore algebraic concepts including
simplifying expressions; factoring; solving linear, quadratic, radical, and fractional
equations; and operations with exponents, radicals, and rational expressions.
In this course, students will explore units on problem solving, number patterns, fractions,
integers, equations, real numbers, proportion and percent, data analysis and statistics, and
probability.
Algebra I
In this one-year accelerated course, students will explore algebraic concepts including
simplifying expressions; factoring; solving linear, quadratic, radical, and fractional
equations; and operations with exponents, radicals, and rational expressions.
Geometry
In this two-year accelerated course, students will explore units on points, lines, planes, and
angles, deductive reasoning, parallel lines and planes, congruent triangles, quadrilaterals,
inequalities in geometry, proofs, similar polygons, right triangles, circles, areas of plane
figures, areas and volumes of solids, and coordinate geometry.
Algebra I
In this introductory course, students will explore algebraic concepts including simplifying
expressions; factoring; solving linear, quadratic, radical, and fractional equations; and
operations with exponents, radicals, and rational expressions.
Geometry
In this one-year accelerated course, students will explore units on points, lines, planes, and
angles, deductive reasoning, parallel lines and planes, congruent triangles, quadrilaterals,
inequalities in geometry, proofs, similar polygons, right triangles, circles, areas of plane
figures, areas and volumes of solids, and coordinate geometry.
Honors
Algebra
II
In this two-year accelerated honors-level course, students will explore units on linear
equations and inequalities, systems of linear equations and inequalities, polynomials,
quadratic equations, powers, roots, radicals, and complex numbers, functions, polynomial
functions, rational functions, quadratic functions, exponential and logarithmic functions,
matrices, discrete mathematics, and an introduction to trigonometric functions.
Geometry
In this course, students will explore units on points, lines, planes, and angles, deductive
reasoning, parallel lines and planes, congruent triangles, quadrilaterals, inequalities in
geometry, proofs, similar polygons, right triangles, circles, areas of plane figures, areas and
volumes of solids, and coordinate geometry.
Algebra
II
In this course, students will continue their study of algebraic concepts including a study of
linear, quadratic, rational, and polynomial functions, systems of equations, complex
numbers, probability and statistics, exponential and logarithmic functions, introduction to
Honors
Algebra
II
In this honors-level course, students will explore units on linear equations and inequalities,
systems of linear equations and inequalities, polynomials, quadratic equations, powers,
roots, radicals, and complex numbers, functions, polynomial functions, rational functions,
quadratic functions, exponential and logarithmic functions, matrices, discrete mathematics,
and an introduction to trigonometric functions.
Revised May, 2015
25
Grade
10
Honors PreCalculus
In this honor- level course, students will complete extensive work with functions and
their graphs, conics, solving systems of equations, development of trigonometry, polar
coordinates, and receive an introduction to calculus, sequences, series, vectors,
probability, and limits.
AP Statistics
In this Advanced Placement course, students are introduced to major concepts for
collecting, analyzing, and drawing conclusions from data while being exposed to four
broad conceptual themes: exploratory analysis, planning a study, probability, and
statistical inference. Not offered 2014-2015.
Honors
Algebra II
Advanced
Functions
and
Modeling
Grade
11
In this honors-level course, students will explore units on linear equations and
inequalities, systems of linear equations and inequalities, polynomials, quadratic
equations, powers, roots, radicals, and complex numbers, functions, polynomial
functions, rational functions, quadratic functions, exponential and logarithmic
functions, matrices, discrete mathematics, and an introduction to trigonometric
functions.
In this course, students will explore topics including data analysis, linear systems,
linear programming, transformations, exponential functions, logarithmic functions,
piecewise functions, matrices, radicals, quadratic functions, polynomial functions,
rational functions, trigonometry, and probability.
Pre-Calculus
In this course, students will complete extensive work with functions and their graphs,
conics, solving systems of equations, development of trigonometry, and receive an
introduction to sequences, series, vectors, probability, and limits.
Honors PreCalculus
In this honors-level course, students will complete extensive work with functions and
AP Statistics
AP Calculus
BC
In this Advanced Placement course, students explore topics which include limits,
derivatives, integrals, infinite series, elementary differential equations, and applications
and modeling.
Revised May, 2015
26
Grade
12
Pre-Calculus
In this course, students will complete extensive work with functions and their graphs,
conics, solving systems of equations, development of trigonometry, and receive an
introduction to sequences, series, vectors, probability, and limits.
Honors PreCalculus
In this honors-level course, students will complete extensive work with functions and
Calculus
In this course, students are introduced to differential and integral calculus and explore
topics including limits, derivatives, integrals, and applications of derivatives and
integrals.
AP Statistics
AP Calculus
AB
derivatives, integrals, elementary differential equations, and applications and
modeling.
AP Calculus
BC
derivatives, integrals, infinite series, elementary differential equations, and applications
and modeling.
Honors
Multivariable
Calculus
In this post-AP-level course, students review single variable calculus and infinite
series, conic sections as parametric and polar functions, vectors and the geometry of
space, vector functions, partial derivatives, multiple integrals, and vector calculus.
Revised May, 2015
27
English
Course Name
Course Description
K
Reading/
Language Arts
K
In this course, students are exposed to reading, writing, auditory, and oral
language skills. Instruction is provided in whole group as well as in small groups
and students are assessed and provided support at their own instructional level.
Formal reading assessments are completed at the beginning and end of each year
with ongoing informal assessments throughout the year.
Grade 1
Reading/
Language Arts
1
In this course, students focus on text comprehension, phonemic awareness, highfrequency words, speaking and listening skills, academic vocabulary, spelling,
grammar, and writing skills. Formal reading assessments are completed at the
beginning and end of each year with ongoing informal assessments throughout the
year. Genres studied in this course include: informational text, poetry, realistic
fiction, fantasy, fairy tale, biography, folk tale, and narrative nonfiction.
Reading/
Language Arts
2
grammar, and writing skills. Formal assessments of reading progress are given at
the beginning and end of each year with ongoing informal assessments completed
by the teacher as needed. Genres studied in this course include: informational text,
poetry, humorous fiction, fantasy, fairy tale, biography, folk tale, realistic fiction,
song, play, and narrative nonfiction.
Reading/
Language Arts
3
poetry, humorous fiction, fantasy, fairy tale, biography, folk tale, realistic fiction,
trickster tale, myth, play, and narrative nonfiction.
Grade 4
Reading/
Language Arts
4
poetry, mystery, fantasy, biography, folk tale, realistic fiction, play, myth, fable,
newspaper article, persuasive essay, photo essay, and narrative nonfiction.
Grade 5
Language Arts
5
In this course, students experience a deep level of reading comprehension through
cloze reading activities, while the vocabulary and grammar curriculum builds their
essential skills in reading and writing.
Grade 6
Language Arts
6
In this course, students experience a deep level of reading comprehension through
cloze reading activities, while the vocabulary and grammar curriculum builds their
essential skills in reading and writing.
Grade 2
Grade 3
Revised May, 2015
28
English 7
In this course, students shift from a reader-based curriculum to one based on
individual literary works. The class focuses on the skills of comprehension, the
recognition of the main idea, and the identification of other literary elements and
devices. Students continue their study of writing, vocabulary, grammar, and
research skills.
English 7
Honors
In this honors-level course, students shift from a reader-based curriculum to one
based on individual literary works. The class focuses on the skills of
comprehension, the recognition of the main idea, and the identification of other
literary elements and devices. Students continue their study of writing,
vocabulary, grammar, and research skills. This course is based on the regular
course, but is supplemented by additional literary works and greater depth and
English 8
In this course, students continue a curriculum based on more challenging literary
works. Focus remains on the skills of comprehension, the recognition of the main
idea, and the identification of other literary elements and devices. Students
continue their study of writing, vocabulary, grammar, and research skills.
English 8
Honors
In this honors-level course, students continue a curriculum based on more
challenging literary works. Focus remains on the skills of comprehension, the
recognition of the main idea, and the identification of other literary elements and
devices. Students continue their study of writing, vocabulary, grammar, and
research skills. This course is based on the regular course, but is supplemented by
additional literary works and greater depth and complexity of material.
English I
This course is a survey of literary genres, including novels, plays, short stories,
poetry and the epic. A foundation is provided for a thorough understanding of the
characteristics of each genre and the literary terminology associated with each.
Literary analysis of thematic ideas is enhanced by the improvement of
composition skills through writing numerous essays as well as a research paper.
Students continue their study of vocabulary and more complex grammar
structures.
English I
Seminar
Honors
The ninth grade seminar course challenges highly motivated and intellectually
curious students with rigorous texts and complex assessments designed to
cultivate a new understanding of their world while preparing them for honors and
AP level English courses. To this end, students are encouraged to think logically,
formulate arguments effectively, and communicate efficiently in a discussionbased format. Students will study a variety of genres of world literature in an
effort to introduce global concepts and concerns, explore human nature, and
define human excellence. Students also improve composition skills through the
intensive study and practice of grammar and writing, culminating in a research
project. Vocabulary study continues with Power Plus for the New SAT, Book I.
Students should expect nightly reading assignments, frequent writing
opportunities, coursework that requires them to work independently, and
classroom experiences that require careful preparation, critical thinking, and
original thought.
Grade 7
Grade 8
Grade 9
Revised May, 2015
29
English II
English II students cultivate a global perspective through a focused study of all
genres of world literature. The thematically-based course explores the role of the
individual in society, the human experience in relation to nature and science,
freedom and oppression, and reality versus illusion/perception. Students practice
reading for meaning and developing critical thinking skills through reading,
writing, and discussion. Students hone composition skills with the intensive study
and practice of grammar and writing, culminating in a research project. Special
attention is given to correct usage as required by the writing sections of both the
SAT and ACT. Vocabulary study continues with Power Plus for the New SAT,
Book II.
English II
Honors
Honors English II challenges highly motivated and intellectually curious students
with rigorous texts and complex assessments designed to deepen their
understanding of their world while preparing them for honors and AP level
English courses. Through a focused study of all genres of world literature, the
thematically-based course explores the role of the individual in society, the human
experience in relation to nature and science, freedom and oppression, and reality
versus illusion/perception. Students hone composition skills with the intensive
study and practice of grammar and writing, culminating in a research project.
Special attention is given to correct usage as required by the writing sections of
both the SAT and ACT. Vocabulary study continues with Power Plus for the New
SAT, Book II. Students should expect nightly reading assignments, frequent
writing opportunities, coursework that requires them to work independently, and
classroom experiences that require careful preparation, critical thinking, and
original thought.
English III
In this survey course, students explore the writings of major American writers
from the 17th Century through the 20th Century. Composition development
stresses the writing of expository essays through the study of prose models and
intensive writing practice. Vocabulary and advanced grammar practice aids
students in developing an effective and sophisticated writing style. A research
paper is submitted during the second semester.
Grade
10
Grade
11
AP English IIILanguage and
Composition
In this AP course students engage in the careful reading and critical analysis of
written and visual texts. Students become skilled readers of prose written in a
variety of rhetorical contexts for a variety of purposes. The study of collegiatelevel vocabulary and applied grammar helps students to develop complexity and
precision in their writing and analysis. The course also includes a research paper.
All students are required to take the AP Language and Composition exam in the
spring.
English IV
In this course students concentrate on themes in literature and how these themes
can be connected to our intellectual and spiritual journeys as scholars and
thoughtful human beings. In addition to a continuing emphasis on proficiency in
written expression, oral expression and the interpretation of literature, seniors
continue to increase their skills in utilizing precise diction, correct usage, and
articulate discussion of complex topics in their writing. A research paper is
included.
AP English IVLiterature and
Composition
In this AP course, students explore a variety of complex topics through the study
of essays, plays, novels and poetry. In addition to developing their skills in
literary analysis through writing and discussion, students also write a term essay
that requires the reading of an addition 21 works of literature related to a topic of
their choice, culminating in the writing of a 15-20 page paper. All students are
required to take the AP Literature and Composition exam in the spring.
Grade
12
Revised May, 2015
30
Social Studies
K
Grade 1
Grade 2
Grade 3
Course Name
Course Description
Social Studies K
In this course, students explore important aspects of being a good citizen,
various aspects of the United States including national symbols, occupations
currently in their community and from long ago, the world in which they live,
how things change over time, and stories of the past.
Social Studies 1
Social Studies 2
Social Studies 3
In this course, students expand their boundaries as they learn about economics
and history of cultures near and far. Students also learn the importance of
social skills and responsibilities along with integrated map and globe skills.
In this course, students learn the influences many different groups, both past
and present, have had on our world. They learn about the groups to which
they belong, groups throughout the world, community economic structure,
and resources.
In this course, students focus on regions of the United States, examining
history, geography, economics, humanities, and citizenship. In addition to
their extensive study of the United States, students will also spend time
focusing specifically on North Carolina’s geographical features and history.
Grade 4
Social Studies 4
In this course, students trace history from early humankind through the fall of
the Roman Empire and follow the lives of the people who made up these
societies. Geographical information is integrated into the content.
Grade 5
Social Studies 5
In this course, students explore the geographical and cultural aspects of Latin
America, Canada, Europe, and the United States.
Grade 6
Social Studies 6
In this course, students investigate the culture and history of the Eastern
hemisphere, focusing their studies specifically on Asia, Africa, and the
Pacific Realm.
U.S. History
This survey course focuses on American history from the colonization of
Jamestown through the present day. In addition to factual knowledge of key
people, events and documents, the process of learning will be stressed with an
emphasis on note-taking, organizational, and higher-level thinking skills.
Honors U.S.
History
In this honors- level survey course, students examine American history from
the colonization of Jamestown through the present day. In addition to factual
knowledge of key people, events and documents, the process of learning will
be stressed with an emphasis on note-taking, organizational, and higher-level
thinking skills.
Grade 7
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31
Civics
Grade 8
In this course, students examine the federal government, understand
America's economic and legal systems, compare these structures to other
global systems, and investigate current local, national, and international
events.
Honors Civics
In this honors-level course, students examine the federal government,
understand America's economic and legal systems, compare these structures
to other global systems, and investigate current local, national, and
international events.
Ancient
Medieval History
Ancient / Medieval History is a survey course from prehistoric times to the
Renaissance period (ca. 1500). This course is taught not only from an
historical but also a cultural perspective including a major unit of study on
world religions. Also included in the curriculum is the study of current
events.
Honors Ancient
Medieval History
In this honors-level survey course, students examine history from prehistoric
times to the Renaissance period. This course is taught not only from an
historical but also a cultural perspective including a major unit of study on
world religions. Also included in the curriculum is the study of current
events.
Modern World
History
In this course, students examine major themes and events in European history
from 1450 to the present, with some emphasis on art history and the
geographical changes in European boundaries as well as other parts of the
world due to historical events.
Honors Modern
World History
In this honors course, students examine major themes and events in European
history from 1450 to the present, with some emphasis on art history and the
geographical changes in European boundaries as well as other parts of the
world due to historical events. Students will closely examine many primary
sources and often work independently. In addition, there will be an emphasis
on analysis and application of course material, research and writing skills,
conceptualization and connectivity of major historical themes, and critical
thinking.
Grade 9
Grade
10
Revised May, 2015
Psychology
Introductory Psychology provides students with a foundation for
understanding what psychology is, how it is studied, , how we develop from
infancy to adulthood, how we learn and remember information, how our
personalities form and in some cases develop abnormally, and how we
interact socially in small groups and the global community.
AP Psychology
AP Psychology provides students with a foundation for understanding what
psychology is, how it is studied, how the brain works, how we develop from
infancy to adulthood, how we learn and remember information, how we make
judgments and decisions, why we are motivated to behave as we do, how our
personalities take form and in some cases develop abnormally, and how we
interact socially in small groups and the global community.
Political Issues
This semester-long contemporary topics course focuses on the role of
government in our lives. It is a discussion and presentation based class
grounded in current political, social, and economic topics impacting America
today. Not offered 2014-2015.
32
Grade
11
U.S. History
In this course, students explore the nation's history studying the basic events,
personalities, documents, and historical perspectives with areas of focus on
political, social, economic, cultural, and geographic patterns of United States
history.
Honors U.S.
History
In this honors-level course, students explore the nation's history studying the
basic events, personalities, documents, and historical perspectives with areas
of focus on political, social, economic, cultural, and geographic patterns of
United States history. This course will move at an accelerated pace, which
will allow for more course topics to be pursued through increased reading
assignments and class discussions.
AP U.S. History
In this Advanced Placement course, students are given the analytical skills
and factual knowledge to work with the problems and materials in U.S.
history. Students learn to assess, weigh evidence, and analyze interpretations
found within historical documents and reach conclusions based on their
analysis.
AP U.S.
Government &
Politics
Advanced Placement American Government and Politics is an intensive study
of the structure of the United States Government and the processes that make
this form of government effective in today’s modern and ever changing
world. The course covers the Constitution underpinnings of the United States
Government, political beliefs, political behaviors, political parties, interest
groups, mass media, the institutions of the national government, civil rights
and civil liberties.
AP Comparative
Government &
Politics
Advanced Placement Comparative Government and Politics is an intensive
study of the structure of six Foreign Governments (UK, China, Russia, Iran,
Mexico, and Nigeria) and the processes that make these forms of government
effective in today’s modern and ever changing world. All participants take the
national Advanced Placement exam at the end of the course.
AP Human
Geography
AP Human Geography is a full year course designed to introduce students to
the systematic study of patterns and processes that have shaped human
understanding, use, and alteration of the Earth’s surface. Students use spatial
concepts and landscape analysis to examine human social organization and its
environmental consequences. Additionally, students learn about the methods
and tools geographers use in their science and practice.
Psychology
This introductory course provides students with a foundation for
understanding the basis for psychology. Emphasis is placed on promoting
critical thinking in conjunction with classroom materials and discussions, as
well as beyond the classroom in daily life.
AP Psychology
This AP course is designed to introduce students to study of human behavior
and the mental processes of humans through systematic and scientific study.
Students learn about psychological facts, principals, phenomena, and the
ethics psychologists use in their practice.
World Religions
World Religions is a semester-long survey course focusing on nature/tribal
religions, Hinduism, Buddhism, Taoism and Confucianism, and the
Abrahamic religions: Judaism, Christianity, and Islam. Students will learn to
think critically about religion as a human pursuit because they will have the
ability to compare one phenomenon across different cultures.
Revised May, 2015
33
Humanities
This course addresses the question, “What does it mean to be human?”
through five thematic ideas: (1) man is self-conscious, (2) man is moral, (3)
man is mortal, (4) man is social or relational, and (5) man is expressive or
creative. The course is interdisciplinary, incorporating history, philosophy,
religion, literature, science, art, and music. Not offered 2014-2015.
Political Issues
AP Psychology
This AP course is designed to introduce students to study of human behavior
and the mental processes of humans through systematic and scientific study.
Students learn about psychological facts, principals, phenomena, and the
ethics psychologists use in their practice.
AP Comparative
Government &
Politics
Advanced Placement Comparative Government and Politics is an intensive
study of the structure of six Foreign Governments (UK, China, Russia, Iran,
Mexico, and Nigeria) and the processes that make these forms of government
effective in today’s modern and ever changing world. All participants take the
AP U.S.
Government &
Politics
Advanced Placement American Government and Politics is an intensive study
of the structure of the United States Government and the processes that make
this form of government effective in today’s modern and ever changing
world. The course covers the Constitution underpinnings of the United States
Government, political beliefs, political behaviors, political parties, interest
groups, mass media, the institutions of the national government, civil rights
and civil liberties.
AP
Macroeconomics
Advanced Placement Macroeconomics is a course designed to provide
students with a sophisticated understanding of the global economy and of the
role students are playing and will play in the complex global economic
system.
AP European
History
This course is a comprehensive chronological and topical survey of the
narrative of European history from 1450 to the present. Emphasis is placed
on the study of primary source materials for historical interpretation and on
expository essay writing in order to distinguish significance of movements,
trends, and cause and effect relationships. The themes of study fall into three
categories: intellectual and cultural history, political and diplomatic history,
and social and economic history.
AP Human
Geography
AP Human Geography is a full year course designed to introduce students to
the systematic study of patterns and processes that have shaped human
understanding, use, and alteration of the Earth’s surface. Students use spatial
concepts and landscape analysis to examine human social organization and its
environmental consequences. Additionally, students learn about the methods
Psychology
understanding the basis for psychology. Emphasis is placed on promoting
critical thinking in conjunction with classroom materials and discussions, as
well as beyond the classroom in daily life.
World Religions
World Religions is a semester-long survey course focusing on nature/tribal
religions, Hinduism, Buddhism, Taoism and Confucianism, and the
Abrahamic religions: Judaism, Christianity, and Islam. Students will learn to
think critically about religion as a human pursuit because they will have the
Grade
11
Grade
12
Revised May, 2015
34
Humanities
through five thematic ideas: (1) man is self-conscious, (2) man is moral, (3)
man is mortal, (4) man is social or relational, and (5) man is expressive or
creative. The course is interdisciplinary, incorporating history, philosophy,
religion, literature, science, art, and music. Not offered 2014-2015.
Political Issues
Grade
12
Revised May, 2015
35
Science
Course Name
Course Description
K
Science K
In this course, students will explore units on animals, plants, habitats, day and
night, Earth’s resources, weather and the seasons, matter, energy, and motion.
Grade 1
Science 1
In this course, students will explore units on technology, animals, plants,
environments, Earth’s resources, weather and seasons, objects in the sky,
matter, and forces and energy.
Grade 2
Science 2
environments for living things, Earth and its resources, weather, the solar
system, changes in matter, energy, and magnets.
Grade 3
Science 3
In this course, students will explore units on investigating questions, the
engineering process, plants and animals, ecosystems and interactions,
changes to Earth’s surface, people and resources, water and weather, Earth
and its moon, matter, and simple and compound machines.
Grade 4
Science 4
In this course, students will explore units on the engineering process, plants
and animals, energy and ecosystems, weather, Earth and space, properties of
matter, changes in matter, energy, electricity, and motion.
Science 5
In this course, students will use scientific exploration to develop a broad
understanding of science and utilize their understandings to form a healthy
relationship with the environment in which they live. Topics include
scientific investigation, cells and how they allow organisms to grow,
ecosystems, energy and natural resources, the earth’s surface, the solar
system, matter, light and sound, and forces and motion. Emphasis is on
understanding processes, developing science skills, and mastering content.
Using the scientific method as a guide, students will delve into inquiry based
labs, where they will further develop problem-solving skills and learn to think
and explore like a scientist.
Science 6
In this course, students will explore units on matter and energy, sound and
light, ecology and the environment, the dynamic Earth, and Earth's water and
atmosphere, and how the human race is impacting the world. The program
continues to encourage hands-on participation in laboratory experiences that
stress logical thinking and problem solving skills. Students design and create
experiments for testing hypotheses. They are responsible for all aspects from
the genesis of their idea to designing presentations to report their findings.
Grade 5
Grade 6
Revised May, 2015
36
Science 7
In this course, students will be directed to think like a scientist, to ask
questions and find answers. Students will develop improved cognition
through the study of matter and energy, motion and forces, work and
machines, the diversity of living things, and space science. Math will begin to
be used to explain relationships between factors and main concepts. Students
will graph data, draw lines of best fit, and determine slopes and their
meaning. Using basic equations, quantitative answers will also be calculated.
Honors Forensic
Science
(Elective)
Forensic Science is a one semester elective honors course offered to 7th grade
students. In this course, students will learn about international black market
dealings, trade requirements, professional opportunities within the field, and
steps of prosecution for persons associated with wildlife crimes across the
globe. Students will perform an autopsy (necropsy) on a rodent (vole or
mouse), interact with US Fish and Game personnel, and solve a case
surrounding mysterious big game deaths.
Science 8
This course will expand students’ content knowledge in life and physical
sciences through inquiry investigations. Topics include the relationship of
science to technology, the structure and interactions of matter, the function of
cells, principles of genetics, and the structure and function of human organ
systems. Emphasis is on understanding the processes as well as on mastery of
facts. By using the scientific method as a problem-solving tool, students
collect, represent, and analyze data. Laboratory skill development including
technical writing, operation of microscopes and working with chemicals and
equipment safely are cornerstones of this course.
Honors
S.T.E.A.M.
(Elective)
Rising eighth graders showing high aptitude for mathematics and scientific
thought will be eligible for this honors- level, semester-long course.
Participants will investigate numerous phenomena from the perspective of an
engineer, a scientist, and a creative artist culminating with a video production
of a Mythbusters-style episode chronicling their discoveries. Students will be
responsible for cooperating with peers, contacting community field experts to
research the development of the featured topics, constructing replica
prototypes, and presenting findings supported by data and experiences
collected during the class.
Physics
Foundation
In this laboratory-based introductory course, students will examine basic
mathematical techniques of science, motion, matter, chemical reactions, and
laboratory techniques, the atomic theory process of science. The quantummechanical model of an atom and chemical periodicity and bonding will be
the concluding topics in this course.
Honors Physics
Foundation
In this honors-level introductory course, students will explore basic
mathematical techniques of science, motion, matter, chemical reactions, and
laboratory techniques, the atomic theory. The quantum-mechanical model of
an atom and chemical periodicity and bonding will be the concluding topics
in this course.
Introduction to
Engineering
Introduction to Engineering is a regular level course designed to give students
who enjoy math and science the opportunity to explore areas of engineering
through extensive hands-on activities. Emphasis is given to improving
analytical and problem-solving skills.
Grade 7
Grade 8
Grade 9
Revised May, 2015
37
Chemistry
Foundations
Grade
10
Honors
Chemistry
In this honors-level laboratory-based introductory course, students gain a
basic knowledge of rational thinking as it pertains to understanding and
problem solving in the areas of chemical reactions, heat, stoichiometry,
nomenclature, atomic theory, periodicity, gas laws, solutions, equilibrium,
acid/base theory, and electrochemistry.
Anatomy/
Physiology
Human Anatomy and Physiology is a year-long survey course for students
considering a career in the health fields and biological sciences. This course
will involve extensive dissection laboratories and other hands-on activities
and will rely on interactive software for understanding of the body systems.
Introduction to
Engineering
Conceptual
Physics
In this laboratory-based introductory course, students will gain an
understanding of various physical science concepts including motion, gravity,
work, energy, waves (sound and light), electricity, magnetism with algebrabased problem solving, and development of the system of international units
as applied to physical measurement.
AP Physics I
AP Physics I is an Algebra based science course designed to be equivalent to
introductory college Physics. The course covers Newtonian mechanics
(including rotational dynamics and angular momentum); work, energy, and
power; mechanical waves and sound; and electric circuits. Through the
practice of scientific inquiry and reasoning, students develop meaningful
physics knowledge. Inquiry based investigations are constructed to foster
student engagement in the practice of science through experimenting,
analyzing, making conjectures and arguments, and solving problems in a
collaborative setting.
AP Chemistry
AP Chemistry is a college level course which includes a more expansive indepth theoretical analysis of the basic topics covered in introductory
chemistry. These topics include the nature of chemical reactivity, the effect
of bonding and structure on the behavior of a molecule, models of acids and
bases, the kinetic molecular theory, thermodynamic principles, the nature of
electrochemical activity, nuclear forces and interactions and basic organic
chemistry. Advanced problem solving techniques in stoichiometry, kinetics,
equilibrium, qualitative and quantitative analysis, acid/base and buffer
chemistry, electrochemistry, thermodynamics, gas laws, nuclear chemistry
and oxidation/reduction reactions are also demonstrated.
AP Biology
AP Biology is an intensive college level course that explores four big ideas:
evolution, cellular processes: energy and communication, genetics and
information transfer, and interactions of biological systems. The model of
instruction focuses on enduring, conceptual understandings and the content
that supports them. The curriculum framework supports the development of
advanced inquiry and reasoning skills, such as designing a plan for collecting
data, analyzing data, applying mathematical routines, and connecting
concepts in an across domains.
Grade
11
Revised May, 2015
In this laboratory-based introductory course, students gain a basic knowledge
of rational thinking as it pertains to understanding and problem solving in the
areas of chemical reactions, heat, stoichiometry, nomenclature, atomic theory,
periodicity, gas laws, solutions, equilibrium, acid/base theory, and
electrochemistry.
38
Anatomy/
Physiology
Honors Seminar
in Sustainability
In this year-long research-based honors-level course, students experience a
dynamic course of study, combined with field experiences, to educate the
next generation of innovators, leaders, and citizens for a sustainable planet.
The curriculum encourages students to explore and understand the
environmental, economic, social, and political impacts of natural resource
use, and to develop practices that conserve these resources when pursued
over generations. Students develop and implement independent and
collaborative lab experiences and projects while helping the school meet the
objectives of the school’s sustainability program.
Introduction in
Engineering
Advanced
Robotics Honors
This honor- level, hands-on course is devoted to the study of robotics. Topics
include magnetism and electromagnetic induction, DC motor theory, C
programming, Bluetooth, and pneumatics. Skills emphasized are critical
thinking, working and collaborating in a team environment, breaking
problems into smaller more manageable components, planning investigations
involving defined problems, and analyzing and interpreting data.
Grade
11
Engineering II
Honors
Revised May, 2015
This honors-level hands-on course is devoted to the study of analog and
digital electronics, with a project component. Topics include AC theory,
capacitors and inductors, transformers, diodes, operational amplifiers, basic
digital gates, latches and flip-flops, counters, and shift registers. Through
investigative labs, students learn to design and trouble-shoot digital circuits.
Skill emphasis is on continuing the development of the skills stressed in
Honors Robotics.
39
AP Chemistry
AP Chemistry is a college level course which includes a more expansive indepth theoretical analysis of the basic topics covered in introductory
chemistry. These topics include the nature of chemical reactivity, the effect
of bonding and structure on the behavior of a molecule, models of acids and
bases, the kinetic molecular theory, thermodynamic principles, the nature of
electrochemical activity, nuclear forces and interactions and basic organic
chemistry. Advanced problem solving techniques in stoichiometry, kinetics,
equilibrium, qualitative and quantitative analysis, acid/base and buffer
chemistry, electrochemistry, thermodynamics, gas laws, nuclear chemistry
and oxidation/reduction reactions are also demonstrated.
AP Biology
AP Biology is an intensive college level course that explores four big ideas:
evolution, cellular processes: energy and communication, genetics and
information transfer, and interactions of biological systems. The model of
instruction focuses on enduring, conceptual understandings and the content
that supports them. The curriculum framework supports the development of
advanced inquiry and reasoning skills, such as designing a plan for collecting
data, analyzing data, applying mathematical routines, and connecting
concepts in an across domains.
AP Physics I
AP Physics I is an Algebra based science course designed to be equivalent to
introductory college Physics. The course covers Newtonian mechanics
(including rotational dynamics and angular momentum); work, energy, and
power; mechanical waves and sound; and electric circuits. Through the
practice of scientific inquiry and reasoning, students develop meaningful
physics knowledge. Inquiry based investigations are constructed to foster
student engagement in the practice of science through experimenting,
analyzing, making conjectures and arguments, and solving problems in a
collaborative setting.
AP Physics II
AP Physics II is an Algebra based science course designed to be equivalent to
a second semester college Physics. The course covers fluid mechanics;
thermodynamics; electricity and magnetism; optics; and atomic and nuclear
physics. Through the practice of scientific inquiry and reasoning, students
develop meaningful physics knowledge. Inquiry based investigations are
constructed to foster student engagement in the practice of science through
experimenting, analyzing, making conjectures and arguments, and solving
problems in a collaborative setting.
Anatomy/
Physiology
Honors Seminar
in Sustainability
In this year-long research-based honors-level course, students experience a
dynamic course of study, combined with field experiences, to educate the
next generation of innovators, leaders, and citizens for a sustainable planet.
The curriculum encourages students to explore and understand the
environmental, economic, social, and political impacts of natural resource
use, and to develop practices that conserve these resources when pursued
over generations. Students develop and implement independent and
collaborative lab experiences and projects while helping the school meet the
objectives of the school’s sustainability program.
Advanced
Robotics Honors
This honors-level, hands-on course is devoted to the study of robotics. Topics
include magnetism and electromagnetic induction, DC motor theory, C
programming, Bluetooth, and pneumatics. Skills emphasized are critical
thinking, working and collaborating in a team environment, breaking
problems into smaller more manageable components, planning investigations
Grade
12
Revised May, 2015
40
Grade
12
Revised May, 2015
Engineering II
Honors
This honors-level hands-on course is devoted to the study of analog and
digital electronics, with a project component. Topics include AC theory,
capacitors and inductors, transformers, diodes, operational amplifiers, basic
digital gates, latches and flip-flops, counters, and shift registers. Through
investigative labs, students learn to design and trouble-shoot digital circuits.
Skill emphasis is on continuing the development of the skills stressed in
Honors Robotics.
41
World Languages
Course
Name(s)
K
Grade 1
Grade 2
Grade 3
Grade 4
Course Description
Conversational
Spanish A
In this course, which is conducted primarily in Spanish, students gain listening
comprehension and conversational Spanish skills through the Teaching Proficiency
through Reading and Storytelling (TPR-S) method. Teachers use stories to help students
internalize vocabulary and complex structures of Spanish. Students build essential
conversational skills through the use of songs, puppets, games, reading, and creative
writing. The goal of this series is for students to obtain a significant level of
conversational proficiency in the language by the series end.
Conversational
Spanish A
Conversational
Spanish A
Conversational
Spanish A
Conversational
Spanish A
Revised May, 2015
42
Grade 5
Grade 6
Conversational
Spanish A
Conversational
Spanish A
Revised May, 2015
through Reading and Storytelling (TPR-S) method. Teachers use stories to help
students internalize vocabulary and complex structures of Spanish. Students build
essential conversational skills through the use of songs, puppets, games, reading,
and creative writing. The goal of this series is for students to obtain a significant
level of conversational proficiency in the language by the series end.
through Reading and Storytelling (TPR-S) method. Teachers use stories to help
students internalize vocabulary and complex structures of Spanish. Students build
essential conversational skills through the use of songs, puppets, games, reading,
and creative writing. The goal of this series is for students to obtain a significant
level of conversational proficiency in the language by the series end.
43
French
IA
Grade 7
The first year of this introductory course, which is conducted in French, uses a proficiencyoriented, balanced approach to the four language skills: listening, speaking, reading, and
writing. By integrating these four skills, emphasis is placed on using the language in real
situations while building study skills and strong fundamentals in grammar, verbs, vocabulary,
pronunciation, and the culture of the French-speaking world.
Spanish
IA
The first year of this introductory course, which is conducted in Spanish, uses a proficiencyoriented, balanced approach to the four language skills: listening, speaking, reading, and
situations while building study skills and strong fundamentals in grammar, verbs, vocabulary
pronunciation, and the culture of the Spanish-speaking world.
Chinese
IA
In the first year of this introductory course, which is conducted in Chinese, students build
fundamentals in vocabulary while gaining competence in Chinese culture. This course aims to
help beginners develop their communicative competence in the four basic skills of listening,
speaking, reading, and writing while gaining competence in Chinese culture, exercising their
ability to compare aspects of different cultures, making connections to their daily life, and
building links among communities.
French
IB
The second year of this introductory course, which is conducted in French, uses a proficiencyoriented, balanced approach to the four language skills: listening, speaking, reading, and
situations while continuing to build study skills and strong fundamentals in grammar, verbs,
vocabulary, pronunciation, and the culture of the French-speaking world.
Spanish I
In this introductory course, which is conducted in Spanish, students build fundamentals in
grammar, verbs, vocabulary pronunciation, and the culture of the Spanish-speaking world.
Through integration of the four language skills: listening, speaking, reading, and writing,
emphasis is placed on using the language in real situations.
Spanish
IB
The second year of this introductory course, which is conducted in Spanish, uses a
proficiency-oriented, balanced approach to the four language skills: listening, speaking,
reading, and writing. By integrating these four skills, emphasis is placed on using the
language in real situations while continuing to build study skills and strong fundamentals in
Chinese
IB
In the second year of this introductory course, which is conducted in Chinese, students
continue to build fundamentals in vocabulary while gaining competence in Chinese culture.
This course aims to help beginners develop their communicative competence in the four basic
skills of listening, speaking, reading, and writing while gaining competence in Chinese
culture, exercising their ability to compare aspects of different cultures, making connections
to their daily life, and building links among communities.
Grade 8
Revised May, 2015
44
Grade
9
French I
In this introductory course, which is conducted in French, students build fundamentals in
grammar, verbs, vocabulary pronunciation, and the culture of the francophone world. Through
integration of the four language skills: listening, speaking, reading, and writing, emphasis is
placed on using the language in real situations.
French
II
In this course, which is conducted in French, students continue building fundamental skills with
a focus on grammar and proper syntax. A functional approach, combined with a pedagogically
sound grammar sequence, is used to relate proper syntax to its role in efficient oral and written
communication. A richness and variety of cultural insights increase students’ awareness of the
francophone world.
Chinese
I
In this introductory course, which is conducted in Chinese, students build fundamentals in
vocabulary while gaining competence in Chinese culture. Through integration of the four
language skills: listening, speaking, reading, and writing, emphasis is placed on using the
Chinese
II
In this course, which is conducted in Chinese, students continue building fundamental skills with
a focus on more sophisticated vocabulary and grammatical structures.
Latin II
In this course, students continue their study of basic Latin with a major emphasis on more
sophisticated constructions of grammar and syntax. The biggest new topic in the second year is
the beginning of their study of the subjunctive Reading comprehension of Latin texts and
facility of translation into English, as well as the ability to translate short English sentences into
Latin, are primary objectives. In addition, the study of Roman culture and history is extended
through the readings of various translations.
Spanish
I
Spanish
II
In this course, which is conducted in Spanish, students continue building fundamental skills with
communication.
Spanish
IIA
Revised May, 2015
In this course, which is conducted in Spanish, students explore the first part of a two-year
sequence of Spanish II. Students continue to build fundamental skills with a focus on grammar
and proper syntax. A functional approach, combined with a pedagogically sound grammar
sequence, is used to relate proper syntax to its role in efficient oral and written communication.
45
Grade
10
French I
French
II
In this course, which is conducted in French, students continue building fundamental skills with
communication. A richness and variety of cultural insights increase students’ awareness of the
francophone world.
French
III
In this intermediate course, which is conducted in French, students receive a systematic study of
grammar and verbs with an emphasis placed on vocabulary enrichment, reading comprehension,
conversation, and paragraph writing.
Chinese
I
Chinese
II
In this course, which is conducted in Chinese, students continue building fundamental skills
with a focus on more sophisticated vocabulary and grammatical structures.
Chinese
III
In this course, which is conducted in Chinese, students continue their study of Chinese through
expansion of their vocabulary and ability to conduct daily communications.
Latin II
sophisticated constructions of grammar and syntax. The biggest new topic in the second year is
the beginning of their study of the subjunctive Reading comprehension of Latin texts and
facility of translation into English, as well as the ability to translate short English sentences into
Latin, are primary objectives. In addition, the study of Roman culture and history is extended
through the readings of various translations.
Spanish
I
Spanish
II
In this course, which is conducted in Spanish, students continue building fundamental skills
with a focus on grammar and proper syntax. A functional approach, combined with a
pedagogically sound grammar sequence, is used to relate proper syntax to its role in efficient
oral and written communication.
Revised May, 2015
46
Grade
10
Grade
11
Spanish
IIA
sequence of Spanish II. Students continue to build fundamental skills with a focus on
grammar and proper syntax. A functional approach, combined with a pedagogically sound
grammar sequence, is used to relate proper syntax to its role in efficient oral and written
communication.
Spanish
IIB
In this course, which is conducted in Spanish, students explore the second part of a two-year
grammar and proper syntax. A richness and variety of cultural insights increase students’
awareness of the Spanish-speaking world.
Spanish
III
In this intermediate course, which is conducted in Spanish, students review major grammar
points, are introduced to many details of grammar, and further their comprehension of the
Hispanic culture. Selected readings, which lend themselves to oral and written discussions,
further the students' comprehension of the Hispanic culture.
French I
French II
In this course, which is conducted in French, students continue building fundamental skills
with a focus on grammar and proper syntax. A functional approach, combined with a
pedagogically sound grammar sequence, is used to relate proper syntax to its role in efficient
oral and written communication. A richness and variety of cultural insights increase students’
awareness of the francophone world.
French III
In this intermediate course, which is conducted in French, students receive a systematic study
of grammar and verbs with an emphasis placed on vocabulary enrichment, reading
comprehension, conversation, and paragraph writing.
French IV
Honors
In this honors-level course, which is conducted in French, students explore the francophone
world through critical analysis of literature, vocabulary growth, and stylistics skills.
Chinese I
Chinese
II
In this course, which is conducted in Chinese, students continue building fundamental skills
with a focus on more sophisticated vocabulary and grammatical structures.
Chinese
III
In this course, which is conducted in Chinese, students continue their study of Chinese
through expanding their vocabulary and ability to conduct daily communications.
Chinese
IV
Honors
Revised May, 2015
In this honors-level course, which is conducted in Chinese, students enhance basic language
skills with a focus on language proficiency in the areas of description, narration,
correspondence, and comparisons based on situational context.
47
Grade
11
Grade
12
Latin II
sophisticated constructions of grammar and syntax. The biggest new topic in the second
year is the beginning of their study of the subjunctive Reading comprehension of Latin
texts and facility of translation into English, as well as the ability to translate short
English sentences into Latin, are primary objectives. In addition, the study of Roman
culture and history is extended through the readings of various translations.
Latin III
In this course, students continue their study of the subjunctive of Latin with an emphasis
on sophisticated constructions of grammar and syntax. The study of Roman culture is also
extended through the translation of “Jason and the Argonauts” and through an
introduction to the works of Caesar, Livy, Pliny the Younger, and Cicero.
AP Latin
In this Advanced Placement course, students increase their ability to read, translate,
understand, analyze, and interpret lines of Latin text.
Spanish I
grammar, verbs, vocabulary pronunciation, and the culture of the Spanish-speaking
world. Through integration of the four language skills: listening, speaking, reading, and
writing, emphasis is placed on using the language in real situations.
Spanish II
In this course, which is conducted in Spanish, students continue building fundamental
skills with a focus on grammar and proper syntax. A functional approach, combined with
a pedagogically sound grammar sequence, is used to relate proper syntax to its role in
efficient oral and written communication.
Spanish IIA
grammar and proper syntax. A functional approach, combined with a pedagogically
sound grammar sequence, is used to relate proper syntax to its role in efficient oral and
Spanish IIB
In this course, which is conducted in Spanish, students explore the second part of a twoyear sequence of Spanish II. Students continue to build fundamental skills with a focus on
Spanish III
In this intermediate course, which is conducted in Spanish, students review major
grammar points, are introduced to many details of grammar, and further their
comprehension of the Hispanic culture. Selected readings, which lend themselves to oral
and written discussions, further the students' comprehension of the Hispanic culture.
Spanish IV
Honors
In this honors- level course, which is conducted in Spanish, students study Spanish
civilization, culture, art, literature, and grammar. Advanced grammar topics are reviewed
and practiced, and continued practice in conversation is provided through class
French I
grammar, verbs, vocabulary pronunciation, and the culture of the francophone world.
French II
In this course, which is conducted in French, students continue building fundamental
efficient oral and written communication. A richness and variety of cultural insights
increase students’ awareness of the francophone world.
French III
In this intermediate course, which is conducted in French, students receive a systematic
study of grammar and verbs with an emphasis placed on vocabulary enrichment, reading
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French IV
Honors
AP French
Language &
Culture
Grade
12
In this honors- level course, which is conducted in French, students explore the
francophone world through critical analysis of literature, vocabulary growth, and
stylistics skills.
In this Advanced Placement course, which is conducted in French, students further their
proficiency in listening comprehension, speaking, reading, and writing.
Chinese I
Chinese II
In this course, which is conducted in Chinese, students continue building fundamental
skills with a focus on more sophisticated vocabulary and grammatical structures.
Chinese III
In this course, which is conducted in Chinese, students continue their study of Chinese
through expanding their vocabulary and ability to conduct daily communications.
Chinese IV
Honors
In this honors-level course, which is conducted in Chinese, students enhance basic
language skills with a focus on language proficiency in the areas of description, narration,
correspondence, and comparisons based on situational context.
Latin II
sophisticated constructions of grammar and syntax. The biggest new topic in the second
year is the beginning of their study of the subjunctive Reading comprehension of Latin
texts and facility of translation into English, as well as the ability to translate short
English sentences into Latin, are primary objectives. In addition, the study of Roman
culture and history is extended through the readings of various translations.
Latin III
In this course, students continue their study of the subjunctive of Latin with an emphasis
on sophisticated constructions of grammar and syntax. The study of Roman culture is also
extended through the translation of “Jason and the Argonauts” and through an
introduction to the works of Caesar, Livy, Pliny the Younger, and Cicero.
AP Latin
In this Advanced Placement course, students increase their ability to read, translate,
understand, analyze, and interpret lines of Latin text.
Spanish I
grammar, verbs, vocabulary pronunciation, and the culture of the Spanish-speaking
world. Through integration of the four language skills: listening, speaking, reading, and
writing, emphasis is placed on using the language in real situations.
Spanish II
In this course, which is conducted in Spanish, students continue building fundamental
Spanish IIB
In this course, which is conducted in Spanish, students explore the second part of a twoyear sequence of Spanish II. Students continue to build fundamental skills with a focus on
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49
Grade
12
Spanish III
In this intermediate course, which is conducted in Spanish, students review major
grammar points, are introduced to many details of grammar, and further their
comprehension of the Hispanic culture. Selected readings, which lend themselves to oral
and written discussions, further the students' comprehension of the Hispanic culture.
Spanish IV
Honors
In this honors-level course, which is conducted in Spanish, students study Spanish
civilization, culture, art, literature, and grammar. Advanced grammar topics are reviewed
and practiced, and continued practice in conversation is provided through class discussions
and oral projects.
AP Spanish
Language
In this Advanced Placement course which is conducted in Spanish, students further their
proficiency in listening comprehension, speaking, reading, and writing.
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Fine Arts
Visual Arts
Performing Arts
K
Art K
Music K
Grade 1
Art 1
Music 1
Grade 2
Art 2
Music 2
Grade 3
Art 3
Music 3
Grade 4
Art 4
Music 4
Grade 5
Art 5
Orchestra 5, Chorus 5
Grade 6
Art 6
Grade 7
Art 7
Band 7, Orchestra 7, Chorus 7
Grade 8
Art 8
Grade 9
Drawing I, Honors Drawing II, 2-D Design I,
Honors 2-D Design II, Photography I, Honors
Photography II, Sculpture I, Honors Sculpture II
US Concert Band, US String Orchestra, Vocal
Workshop, Theatre Arts I, Performing Arts
Foundations
Grade 10
Photography II, Sculpture I, Honors Sculpture II
US Concert Band, US String Orchestra, Vocal
Workshop, Chorale, Theatre Arts I, Theatre
Arts II, Performing Arts Foundations
Grade 11
Photography II, Sculpture I, Honors Sculpture
II, AP Photography, AP Studio Art
US Concert Band, Honors US Concert Band III,
US String Orchestra, Honors US String
Orchestra III, Vocal Workshop, Chorale,
Honors Chamber Singers, Theatre Arts I,
Theatre Arts II, Honors Theatre Arts III,
Performing Arts Foundations
Photography II, Sculpture I, Honors Sculpture
II, AP Photography, AP Studio Art
US Concert Band, Honors US Concert Band III,
Honors US Concert Band IV, US String
Orchestra, Honors US String Orchestra III,
Honors US String Orchestra IV, Vocal
Workshop, Chorale, Honors Chamber Singers,
Theatre Arts I, Theatre Arts II, Honors Theatre
Arts III, Performing Arts Foundations
Grade 12
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51
Kindergarten
Course Name
Course Description
Math K
In this course, students will cover the following concepts: numbers to 5, 10, and
20, ordering by length and weight, size and position of objects, solid and flat
shapes, skip counting to 100, comparing sets, ordinal numbers, calendar patterns,
counting on and back, number facts, length and height, classifying and sorting,
addition and subtraction stories, measurement, and money.
Reading/ Language
Arts K
In this course, students are exposed to reading, writing, auditory, and oral
language skills. Instruction is provided in whole group as well as in small groups
and students are assessed and provided support at their own instructional level.
Formal reading assessments are completed at the beginning and end of each year
with ongoing informal assessments throughout the year.
Social Studies K
In this course, students explore important aspects of being a good citizen, various
aspects of the United States including national symbols, occupations currently in
their community and from long ago, the world in which they live, how things
change over time, and stories of the past.
K
Science K
Conversational
Spanish A
In this course, students will explore units on animals, plants, habitats, day and
night, Earth’s resources, weather and the seasons, matter, energy, and motion.
comprehension and conversational Spanish skills through the Teaching
Proficiency through Reading and Storytelling (TPR-S) method. Teachers use
stories to help students internalize vocabulary and complex structures of Spanish.
Students build essential conversational skills through the use of songs, puppets,
games, reading, and creative writing. The goal of this series is for students to
obtain a significant level of conversational proficiency in the language by the
series end.
Art K
Music K
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52
Grade 1
Course Name
Course Description
Math 1
Concepts covered include: numbers to 10, 20, 40, and 100, number bonds,
addition and subtraction facts to 10, 20, and 100, shapes and patterns, ordinal
numbers and position, length, weight, picture and bar graphs, mental math
strategies, calendar and time, multiplication and division, and money.
Reading/
Language Arts 1
In this course, students focus on text comprehension, phonemic awareness,
high-frequency words, speaking and listening skills, academic vocabulary,
spelling, grammar, and writing skills. Formal reading assessments are
completed at the beginning and end of each year with ongoing informal
assessments throughout the year. Genres studied in this course include:
informational text, poetry, realistic fiction, fantasy, fairy tale, biography, folk
tale, and narrative nonfiction.
Social Studies 1
Grade 1
Science 1
Conversational
Spanish A
In this course, students expand their boundaries as they learn about economics
and history of cultures near and far. Students also learn the importance of
social skills and responsibilities along with integrated map and globe skills.
environments, Earth’s resources, weather and seasons, objects in the sky,
matter, and forces and energy.
In this course, which is conducted primarily in Spanish, students gain
listening comprehension and conversational Spanish skills through the
Teaching Proficiency through Reading and Storytelling (TPR-S) method.
Teachers use stories to help students internalize vocabulary and complex
structures of Spanish. Students build essential conversational skills through
the use of songs, puppets, games, reading, and creative writing. The goal of
this series is for students to obtain a significant level of conversational
proficiency in the language by the series end.
Art 1
Music 1
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53
Grade 2
Course Name
Math 2
Reading/
Language Arts 2
Grade
2
Social Studies 2
Course Description
Concepts covered include: numbers to 1,000, addition and subtraction up
to 1,000, using bar models for addition, subtraction, multiplication and
division, multiplication tables of 2, 3, 4, 5, and 10, metric measurement of
length, mass, volume, mental math and estimation, money, fractions,
customary measurement of length, time, picture graphs, lines and
surfaces, and shapes and patterns.
In this course, students focus on text comprehension, phonemic
awareness, high-frequency words, speaking and listening skills, academic
vocabulary, spelling, grammar, and writing skills. Formal assessments of
reading progress are given at the beginning and end of each year with
ongoing informal assessments completed by the teacher as needed.
Genres studied in this course include: informational text, poetry,
humorous fiction, fantasy, fairy tale, biography, folk tale, realistic fiction,
song, play, and narrative nonfiction.
In this course, students learn the influences many different groups, both
past and present, have had on our world. They learn about the groups to
which they belong, groups throughout the world, community economic
structure, and resources.
Science 2
environments for living things, Earth and its resources, weather, the solar
system, changes in matter, energy, and magnets.
Conversational Spanish
A
structures of Spanish. Students build essential conversational skills
through the use of songs, puppets, games, reading, and creative writing.
The goal of this series is for students to obtain a significant level of
Art 2
Music 2
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54
Grade 3
Grade 3
Course Name
Course Description
Math 3
Concepts covered include: numbers to 10,000, mental math and estimation,
addition and subtraction up to 10,000, using a bar model for addition,
subtraction, multiplication, and division, multiplication tables of 6, 7, 8, and
9, money, metric length, mass, and volume, real-world measurement
problems, bar graphs and line plots, fractions, customary length, weight, and
volume, time and temperature, angles and lines, two-dimensional shapes,
and area and perimeter.
Reading/
Language Arts 3
In this course, students focus on text comprehension, phonemic awareness,
high-frequency words, speaking and listening skills, academic vocabulary,
spelling, grammar, and writing skills. Formal assessments of reading
progress are given at the beginning and end of each year with ongoing
informal assessments completed by the teacher as needed. Genres studied in
this course include: informational text, poetry, humorous fiction, fantasy,
fairy tale, biography, folk tale, realistic fiction, trickster tale, myth, play, and
Social Studies 3
In this course, students focus on regions of the United States, examining
history, geography, economics, humanities, and citizenship. In addition to
their extensive study of the United States, students will also spend time
focusing specifically on North Carolina’s geographical features and history.
Science 3
In this course, students will explore units on investigating questions, the
engineering process, plants and animals, ecosystems and interactions,
changes to Earth’s surface, people and resources, water and weather, Earth
and its moon, matter, and simple and compound machines.
Conversational
Spanish A
Art 3
Music 3
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Grade 4
Course Name
Course Description
Math 4
Concepts covered include: place value of whole numbers, estimation and
number theory, whole number multiplication and division, tables and line graphs,
data and probability, fractions and mixed numbers, decimals, adding and
subtracting decimals, angles, perpendicular and parallel lines, squares and
rectangles, area and perimeter, symmetry, and tessellations.
Reading/
Language Arts 4
the beginning and end of each year with ongoing informal assessments
completed by the teacher as needed. Genres studied in this course include:
informational text, poetry, mystery, fantasy, biography, folk tale, realistic fiction,
play, myth, fable, newspaper article, persuasive essay, photo essay, and narrative
nonfiction.
Social Studies 4
In this course, students trace history from early humankind through the fall of the
Roman Empire and follow the lives of the people who made up these societies.
Geographical information is integrated into the content.
Grade 4
Science 4
Conversational
Spanish A
In this course, students will explore units on the engineering process, plants and
animals, energy and ecosystems, weather, Earth and space, properties of matter,
changes in matter, energy, electricity, and motion.
comprehension and conversational Spanish skills through the Teaching
Proficiency through Reading and Storytelling (TPR-S) method. Teachers use
stories to help students internalize vocabulary and complex structures of Spanish.
Students build essential conversational skills through the use of songs, puppets,
games, reading, and creative writing. The goal of this series is for students to
obtain a significant level of conversational proficiency in the language by the
series end.
Art 4
Music 4
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56
Grade 5
Course Name
Course Description
Math 5
Concepts covered include: whole number multiplication and division, adding
and subtracting fractions and mixed numbers, algebra, area of a triangle, ratio,
multiplying and dividing decimals, percentage, angles, proprieties of triangles
and four-sided figures, three-dimensional shapes, and volume of cubes and
rectangular prisms.
Language Arts 5
In this course, students experience a deep level of reading comprehension
through cloze reading activities, while the vocabulary and grammar
curriculum builds their essential skills in reading and writing.
Social Studies 5
In this course, students explore the geographical and cultural aspects of Latin
America, Canada, Europe, and the United States.
Science 5
In this course, students will use scientific exploration to develop a broad
understanding of science and utilize their understandings to form a healthy
relationship with the environment in which they live. Topics include scientific
investigation, cells and how they allow organisms to grow, ecosystems,
energy and natural resources, the earth’s surface, the solar system, matter,
light and sound, and forces and motion. Emphasis is on understanding
processes, developing science skills, and mastering content. Using the
scientific method as a guide, students will delve into inquiry based labs,
where they will further develop problem-solving skills and learn to think and
explore like a scientist.
Grade 5
Conversational
Spanish A
Art 5
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57
Grade 6
Course Name
Math 6
Pre-Algebra AB
Course Description
In this course, students will review basic math skills and concepts
including working with graphs and scientific notation before exploring
units on rates, ratios, variables, simplifying simple algebraic expressions,
and applying the four processes to positive and negative numbers.
In this course, students work extensively with integers, variables,
exponents, rational and irrational numbers, radical expressions, and
polynomials. Students use various algebraic properties to evaluate and
simplify expressions, and methodically solve equations and inequalities.
Language Arts 6
In this course, students experience a deep level of reading comprehension
through cloze reading activities, while the vocabulary and grammar
curriculum builds their essential skills in reading and writing.
Social Studies 6
In this course, students investigate the culture and history of the Eastern
hemisphere, focusing their studies specifically on Asia, Africa, and the
Pacific Realm.
Grade 6
Science 6
Conversational
Spanish A
In this course, students will explore units on matter and energy, sound and
light, ecology and the environment, the dynamic Earth, and Earth's water
and atmosphere, and how the human race is impacting the world. The
program continues to encourage hands-on participation in laboratory
experiences that stress logical thinking and problem solving skills.
Students design and create experiments for testing hypotheses. They are
responsible for all aspects from the genesis of their idea to designing
presentations to report their findings.
the use of songs, puppets, games, reading, and creative writing. The goal
of this series is for students to obtain a significant level of conversational
Art 6
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58
Grade 7
Course Name
Pre-Algebra B
Course Description
In this course, students will explore units on problem solving, number
patterns, fractions, integers, equations, real numbers, proportion and percent,
operations with exponents, square roots, data analysis and statistics, and
probability.
Algebra I
In this two-year accelerated course, students will explore algebraic concepts
including simplifying expressions; factoring; solving linear, quadratic,
radical, and fractional equations; and operations with exponents, radicals,
and rational expressions.
English 7
In this course, students shift from a reader-based curriculum to one based on
individual literary works. The class focuses on the skills of comprehension,
the recognition of the main idea, and the identification of other literary
elements and devices. Students continue their study of writing, vocabulary,
English 7 Honors
In this honors-level course, students shift from a reader-based curriculum to
one based on individual literary works. The class focuses on the skills of
comprehension, the recognition of the main idea, and the identification of
other literary elements and devices. Students continue their study of writing,
vocabulary, grammar, and research skills. This course is based on the regular
course, but is supplemented by additional literary works and greater depth
and complexity of material.
U.S. History
This survey course focuses on American history from the colonization of
Jamestown through the present day. In addition to factual knowledge of key
people, events and documents, the process of learning will be stressed with
an emphasis on note-taking, organizational, and higher level thinking skills.
Honors U.S. History
In this honors- level survey course, students examine American history from
the colonization of Jamestown through the present day. In addition to factual
knowledge of key people, events and documents, the process of learning will
be stressed with an emphasis on note-taking, organizational, and higher level
thinking skills.
Grade 7
Science 7
Revised May, 2015
In this course, students will be directed to think like a scientist, to ask
questions and find answers. Students will develop improved cognition
through the study of matter and energy, motion and forces, work and
machines, the diversity of living things, and space science. Math will begin
to be used to explain relationships between factors and main concepts.
Students will graph data, draw lines of best fit, and determine slopes and
their meaning. Using basic equations, quantitative answers will also be
calculated.
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Honors Forensic
Science (Elective)
Forensic Science is a one-semester elective honors course offered to seventh
grade students. In this course, students will learn about international black
market dealings, trade requirements, professional opportunities within the
field, and steps of prosecution for persons associated with wildlife crimes
across the globe. Students will perform an autopsy (necropsy) on a rodent
(vole or mouse), interact with U.S. Fish and Game personnel, and solve a
case surrounding mysterious big game deaths.
French IA
The first year of this introductory course, which is conducted in French, uses
a proficiency-oriented, balanced approach to the four language skills:
listening, speaking, reading, and writing. By integrating these four skills,
emphasis is placed on using the language in real situations while building
study skills and strong fundamentals in grammar, verbs, vocabulary,
pronunciation, and the culture of the French-speaking world.
Spanish IA
The first year of this introductory course, which is conducted in Spanish,
uses a proficiency-oriented, balanced approach to the four language skills:
emphasis is placed on using the language in real situations while building
study skills and strong fundamentals in grammar, verbs, vocabulary
Chinese IA
In the first year of this introductory course, which is conducted in Chinese,
students build fundamentals in vocabulary while gaining competence in
Chinese culture. This course aims to help beginners develop their
communicative competence in the four basic skills of listening, speaking,
reading, and writing while gaining competence in Chinese culture,
exercising their ability to compare aspects of different cultures, making
connections to their daily life, and building links among communities.
Grade 7
Art 7
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60
Grade 8
Course Name
Pre-Algebra B
Grade 8
In this course, students will explore units on problem solving, number
patterns, fractions, integers, equations, real numbers, proportion and
percent, data analysis and statistics, and probability.
Algebra I
In this one-year accelerated course, students will explore algebraic
concepts including simplifying expressions; factoring; solving linear,
quadratic, radical, and fractional equations; and operations with exponents,
Geometry
In this two-year accelerated course, students will explore units on points,
lines, planes, and angles, deductive reasoning, parallel lines and planes,
congruent triangles, quadrilaterals, inequalities in geometry, proofs, similar
polygons, right triangles, circles, areas of plane figures, areas and volumes
of solids, and coordinate geometry.
English 8
In this course, students continue a curriculum based on more challenging
literary works. Focus remains on the skills of comprehension, the
recognition of the main idea, and the identification of other literary
English 8 Honors
In this honors-level course, students continue a curriculum based on more
challenging literary works. Focus remains on the skills of comprehension,
the recognition of the main idea, and the identification of other literary
grammar, and research skills. This course is based on the regular course,
but is supplemented by additional literary works and greater depth and
Civics
In this course, students examine the federal government, understand
America's economic and legal systems, compare these structures to other
global systems, and investigate current local, national, and international
events.
Honors Civics
In this honors-level course, students examine the federal government,
understand America's economic and legal systems, compare these
structures to other global systems, and investigate current local, national,
and international events.
Science 8
Revised May, 2015
Course Description
This course will expand students’ content knowledge in life and physical
sciences through inquiry investigations. Topics include the relationship of
science to technology, the structure and interactions of matter, the function
of cells, principles of genetics, and the structure and function of human
organ systems. Emphasis is on understanding the processes as well as on
mastery of facts. By using the scientific method as a problem-solving tool,
students collect, represent, and analyze data. Laboratory skill development
including technical writing, operation of microscopes and working with
chemicals and equipment safely are cornerstones of this course.
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Honors
S.T.E.A.M.
(Elective)
French IB
Grade 8
Spanish I
Rising eighth graders showing high aptitude for mathematics and scientific
thought will be eligible for this honors-level, semester-long course.
Participants will investigate numerous phenomena from the perspective of
an engineer, a scientist, and a creative artist culminating with a video
production of a Mythbusters-style episode chronicling their discoveries.
Students will be responsible for cooperating with peers, contacting
community field experts to research the development of the featured
topics, constructing replica prototypes, and presenting findings supported
by data and experiences collected during the class.
The second year of this introductory course, which is conducted in French,
uses a proficiency-oriented, balanced approach to the four language skills:
emphasis is placed on using the language in real situations while
continuing to build study skills and strong fundamentals in grammar,
verbs, vocabulary, pronunciation, and the culture of the French-speaking
world.
In this introductory course, which is conducted in Spanish, students build
fundamentals in grammar, verbs, vocabulary pronunciation, and the
culture of the Spanish-speaking world. Through integration of the four
language skills: listening, speaking, reading, and writing, emphasis is
Spanish IB
The second year of this introductory course, which is conducted in
Spanish, uses a proficiency-oriented, balanced approach to the four
language skills: listening, speaking, reading, and writing. By integrating
these four skills, emphasis is placed on using the language in real
situations while continuing to build study skills and strong fundamentals in
grammar, verbs, vocabulary pronunciation, and the culture of the Spanishspeaking world.
Chinese IB
In the second year of this introductory course, which is conducted in
Chinese, students continue to build fundamentals in vocabulary while
gaining competence in Chinese culture. This course aims to help beginners
develop their communicative competence in the four basic skills of
listening, speaking, reading, and writing while gaining competence in
Chinese culture, exercising their ability to compare aspects of different
cultures, making connections to their daily life, and building links among
communities.
Art 8
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62
Grade 9
Course Name
Course Description
Algebra I
In this introductory level course, students will explore algebraic concepts
including simplifying expressions; factoring; solving linear, quadratic,
radical, and fractional equations; and operations with exponents, radicals,
and rational expressions.
Geometry
In this one-year accelerated course, students will explore units on points,
lines, planes, and angles, deductive reasoning, parallel lines and planes,
congruent triangles, quadrilaterals, inequalities in geometry, proofs,
similar polygons, right triangles, circles, areas of plane figures, areas and
volumes of solids, and coordinate geometry.
Honors Algebra II
In this two-year accelerated honors-level course, students will explore
units on linear equations and inequalities, systems of linear equations and
inequalities, polynomials, quadratic equations, powers, roots, radicals,
and complex numbers, functions, polynomial functions, rational
functions, quadratic functions, exponential and logarithmic functions,
matrices, discrete mathematics, and an introduction to trigonometric
functions.
English I
This course is a survey of literary genres, including novels, plays, short
stories, poetry and the epic. A foundation is provided for a thorough
understanding of the characteristics of each genre and the literary
terminology associated with each. Literary analysis of thematic ideas is
enhanced by the improvement of composition skills through writing
numerous essays as well as a research paper. Students continue their
study of vocabulary and more complex grammar structures.
English I Seminar
Honors
The ninth grade seminar course challenges highly motivated and
intellectually curious students with rigorous texts and complex
assessments designed to cultivate a new understanding of their world
while preparing them for honors and AP level English courses. To this
end, students are encouraged to think logically, formulate arguments
effectively, and communicate efficiently in a discussion-based format.
Students will study a variety of genres of world literature in an effort to
introduce global concepts and concerns, explore human nature, and
define human excellence. Students also improve composition skills
through the intensive study and practice of grammar and writing,
culminating in a research project. Vocabulary study continues with
Power Plus for the New SAT, Book I. Students should expect nightly
reading assignments, frequent writing opportunities, coursework that
requires them to work independently, and classroom experiences that
require careful preparation, critical thinking, and original thought.
Ancient Medieval
History
Ancient / Medieval History is a survey course from prehistoric times to
the Renaissance period (ca. 1500). This course is taught not only from an
historical but also a cultural perspective including a major unit of study
on world religions. Also included in the curriculum is the study of
current events.
Honors Ancient
Medieval History
In this honors-level survey course, students examine history from
prehistoric times to the Renaissance period. This course is taught not
only from an historical but also a cultural perspective including a major
Grade 9
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63
unit of study on world religions. Also included in the curriculum is the
study of current events.
Grade 9
Physics Foundation
In this laboratory-based introductory course, students will examine basic
mathematical techniques of science, motion, matter, chemical reactions,
and laboratory techniques, the atomic theory process of science. The
quantum-mechanical model of an atom and chemical periodicity and
bonding will be the concluding topics in this course.
Honors Physics
Foundation
In this honors-level introductory course, students will explore basic
mathematical techniques of science, motion, matter, chemical reactions,
and laboratory techniques, the atomic theory. The quantum-mechanical
model of an atom and chemical periodicity and bonding will be the
concluding topics in this course.
Introduction to
Engineering
Introduction to Engineering is a regular level course designed to give
students who enjoy math and science the opportunity to explore areas of
engineering through extensive hands-on activities. Emphasis is given to
improving analytical and problem-solving skills.
French I
In this introductory course, which is conducted in French, students build
culture of the francophone world. Through integration of the four
French II
Chinese I
In this introductory course, which is conducted in Chinese, students build
fundamentals in vocabulary while gaining competence in Chinese
culture. Through integration of the four language skills: listening,
speaking, reading, and writing, emphasis is placed on using the language
in real situations.
Chinese II
In this course, which is conducted in Chinese, students continue building
fundamental skills with a focus on more sophisticated vocabulary and
Latin II
Revised May, 2015
In this course, which is conducted in French, students continue building
fundamental skills with a focus on grammar and proper syntax. A
functional approach, combined with a pedagogically sound grammar
sequence, is used to relate proper syntax to its role in efficient oral and
written communication. A richness and variety of cultural insights
In this course, students continue their study of basic Latin with a major
emphasis on more sophisticated constructions of grammar and syntax.
The biggest new topic in the second year is the beginning of their study
of the subjunctive Reading comprehension of Latin texts and facility of
translation into English, as well as the ability to translate short English
sentences into Latin, are primary objectives. In addition, the study of
Roman culture and history is extended through the readings of various
translations.
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Spanish I
In this introductory course, which is conducted in Spanish, students build
culture of the Spanish-speaking world. Through integration of the four
Spanish II
In this course, which is conducted in Spanish, students continue building
Grade 9
Spanish IIA
In this course, which is conducted in Spanish, students explore the first
part of a two-year sequence of Spanish II. Students continue to build
Drawing I, Honors Drawing II, 2-D Design I, Honors 2-D Design II,
Photography I, Honors Photography II, Sculpture I, Honors Sculpture II
US Concert Band, US String Orchestra, Vocal Workshop, Theatre Arts I,
Revised May, 2015
65
Grade 10
Grade 10
Course Name
Course Description
Geometry
In this course, students will explore units on points, lines, planes, and
angles, deductive reasoning, parallel lines and planes, congruent triangles,
quadrilaterals, inequalities in geometry, proofs, similar polygons, right
triangles, circles, areas of plane figures, areas and volumes of solids, and
Algebra II
In this course, students will continue their study of algebraic concepts
including a study of linear, quadratic, rational, and polynomial functions,
systems of equations, complex numbers, probability and statistics,
exponential and logarithmic functions, introduction to trigonometric
functions, and sequences.
Honors Algebra II
In this honors-level course, students will explore units on linear equations
and inequalities, systems of linear equations and inequalities, polynomials,
quadratic equations, powers, roots, radicals, and complex numbers,
functions, polynomial functions, rational functions, quadratic functions,
exponential and logarithmic functions, matrices, discrete mathematics, and
Honors PreCalculus
In this honors-level course, students will complete extensive work with
functions and their graphs, conics, solving systems of equations,
development of trigonometry, polar coordinates, and receive an
introduction to calculus, sequences, series, vectors, probability, and limits.
AP Statistics
In this Advanced Placement course, students are introduced to major
concepts for collecting, analyzing, and drawing conclusions from data
while being exposed to four broad conceptual themes: exploratory
analysis, planning a study, probability, and statistical inference. Not
offered 2014-2015.
English II
Revised May, 2015
English II students cultivate a global perspective through a focused study
of all genres of world literature. The thematically-based course explores
the role of the individual in society, the human experience in relation to
nature and science, freedom and oppression, and reality versus
illusion/perception. Students practice reading for meaning and developing
critical thinking skills through reading, writing, and discussion. Students
hone composition skills with the intensive study and practice of grammar
and writing, culminating in a research project. Special attention is given to
correct usage as required by the writing sections of both the SAT and
ACT. Vocabulary study continues with Power Plus for the New SAT,
Book II.
66
Grade 10
English II Honors
Honors English II challenges highly motivated and intellectually
curious students with rigorous texts and complex assessments
designed to deepen their understanding of their world while preparing
them for honors and AP level English courses. Through a focused
study of all genres of world literature, the thematically-based course
explores the role of the individual in society, the human experience in
relation to nature and science, freedom and oppression, and reality
versus illusion/perception. Students hone composition skills with the
intensive study and practice of grammar and writing, culminating in a
research project. Special attention is given to correct usage as required
by the writing sections of both the SAT and ACT. Vocabulary study
continues with Power Plus for the New SAT, Book II. Students
should expect nightly reading assignments, frequent writing
opportunities, coursework that requires them to work independently,
and classroom experiences that require careful preparation, critical
thinking, and original thought.
Modern World History
In this course, students examine major themes and events in European
history from 1450 to the present, with some emphasis on art history
and the geographical changes in European boundaries as well as other
parts of the world due to historical events.
Honors Modern World
History
In this honors course, students examine major themes and events in
European history from 1450 to the present, with some emphasis on art
history and the geographical changes in European boundaries as well
as other parts of the world due to historical events. Students will
closely examine many primary sources and often work independently.
In addition, there will be an emphasis on analysis and application of
course material, research and writing skills, conceptualization and
connectivity of major historical themes, and critical thinking.
Psychology
Revised May, 2015
Introductory Psychology provides students with a foundation for
understanding what psychology is, how it is studied, , how we
develop from infancy to adulthood, how we learn and remember
information, how our personalities form and in some cases develop
abnormally, and how we interact socially in small groups and the
global community.
AP Psychology
AP Psychology provides students with a foundation for understanding
what psychology is, how it is studied, how the brain works, how we
develop from infancy to adulthood, how we learn and remember
information, how we make judgments and decisions, why we are
motivated to behave as we do, how our personalities take form and in
some cases develop abnormally, and how we interact socially in small
groups and the global community.
Political Issues
grounded in current political, social, and economic topics impacting
America today. Not offered 2014-2015.
67
Chemistry Foundations
In this laboratory-based introductory course, students gain a basic
knowledge of rational thinking as it pertains to understanding and
problem solving in the areas of chemical reactions, heat, stoichiometry,
nomenclature, atomic theory, periodicity, gas laws, solutions,
equilibrium, acid/base theory, and electrochemistry.
Honors Chemistry
In this honors-level laboratory-based introductory course, students gain
a basic knowledge of rational thinking as it pertains to understanding
and problem solving in the areas of chemical reactions, heat,
stoichiometry, nomenclature, atomic theory, periodicity, gas laws,
solutions, equilibrium, acid/base theory, and electrochemistry.
Anatomy/Physiology
Human Anatomy and Physiology is a year-long survey course for
students considering a career in the health fields and biological
sciences. This course will involve extensive dissection laboratories and
other hands-on activities and will rely on interactive software for
Introduction to
Engineering
students who enjoy math and science the opportunity to explore areas
of engineering through extensive hands-on activities. Emphasis is
given to improving analytical and problem-solving skills.
French I
In this introductory course, which is conducted in French, students
build fundamentals in grammar, verbs, vocabulary pronunciation, and
the culture of the francophone world. Through integration of the four
French II
In this course, which is conducted in French, students continue building
written communication. A richness and variety of cultural insights
French III
In this intermediate course, which is conducted in French, students
receive a systematic study of grammar and verbs with an emphasis
placed on vocabulary enrichment, reading comprehension,
Chinese I
In this introductory course, which is conducted in Chinese, students
build fundamentals in vocabulary while gaining competence in Chinese
culture. Through integration of the four language skills: listening,
speaking, reading, and writing, emphasis is placed on using the
Chinese II
In this course, which is conducted in Chinese, students continue
building fundamental skills with a focus on more sophisticated
vocabulary and grammatical structures.
Chinese III
In this course, which is conducted in Chinese, students continue their
study of Chinese through expansion of their vocabulary and ability to
conduct daily communications.
Grade 10
Revised May, 2015
68
Latin II
Spanish I
The biggest new topic in the second year is the beginning of their study
of the subjunctive Reading comprehension of Latin texts and facility
of translation into English, as well as the ability to translate short
English sentences into Latin, are primary objectives. In addition, the
study of Roman culture and history is extended through the readings of
In this introductory course, which is conducted in Spanish, students
the culture of the Spanish-speaking world. Through integration of the
four language skills: listening, speaking, reading, and writing, emphasis
is placed on using the language in real situations.
Spanish II
In this course, which is conducted in Spanish, students continue
building fundamental skills with a focus on grammar and proper
syntax. A functional approach, combined with a pedagogically sound
grammar sequence, is used to relate proper syntax to its role in efficient
oral and written communication.
Spanish IIA
Spanish IIB
In this course, which is conducted in Spanish, students explore the
second part of a two-year sequence of Spanish II. Students continue to
build fundamental skills with a focus on grammar and proper syntax. A
richness and variety of cultural insights increase students’ awareness of
the Spanish-speaking world.
Spanish III
In this intermediate course, which is conducted in Spanish, students
review major grammar points, are introduced to many details of
grammar, and further their comprehension of the Hispanic culture.
Selected readings, which lend themselves to oral and written
discussions, further the students' comprehension of the Hispanic
culture.
Grade 10
Photography I, Honors Photography II, Sculpture I, Honors Sculpture II
US Concert Band, US String Orchestra, Vocal Workshop, Chorale, Theatre
Arts I, Theatre Arts II, Performing Arts Foundations
Revised May, 2015
69
Grade 11
Course Name
Course Description
Algebra II
In this course, students will continue their study of algebraic concepts
including a study of linear, quadratic, rational, and polynomial
functions, systems of equations, complex numbers, probability and
statistics, exponential and logarithmic functions, introduction to
Honors Algebra II
In this honors-level course, students will explore units on linear
equations and inequalities, systems of linear equations and
inequalities, polynomials, quadratic equations, powers, roots, radicals,
and complex numbers, functions, polynomial functions, rational
functions, quadratic functions, exponential and logarithmic functions,
matrices, discrete mathematics, and an introduction to trigonometric
functions.
Advanced Functions
and Modeling
In this course, students will explore topics including data analysis,
linear systems, linear programming, transformations, exponential
functions, logarithmic functions, piecewise functions, matrices,
radicals, quadratic functions, polynomial functions, rational functions,
trigonometry, and probability.
Pre-Calculus
In this course, students will complete extensive work with functions
and their graphs, conics, solving systems of equations, development of
trigonometry, and receive an introduction to sequences, series, vectors,
Grade 11
Honors Pre-Calculus
In this honors-level course, students will complete extensive work
with functions and their graphs, conics, solving systems of equations,
development of trigonometry, polar coordinates, and receive an
introduction to calculus, sequences, series, vectors, probability, and
limits.
AP Statistics
In this Advanced Placement course, students are introduced to major
concepts for collecting, analyzing, and drawing conclusions from data
while being exposed to four broad conceptual themes: exploratory
analysis, planning a study, probability, and statistical inference. Not
offered 2014-2015.
AP Calculus BC
English III
Revised May, 2015
In this Advanced Placement course, students explore topics which
include limits, derivatives, integrals, infinite series, elementary
differential equations, and applications and modeling.
In this survey course, students explore the writings of major American
writers from the 17th Century through the 20th Century. Composition
development stresses the writing of expository essays through the
study of prose models and intensive writing practice. Vocabulary and
advanced grammar practice aids students in developing an effective
and sophisticated writing style. A research paper is submitted during
the second semester.
70
AP English IIILanguage and
Composition
In this AP course students engage in the careful reading and critical
analysis of written and visual texts. Students become skilled readers
of prose written in a variety of rhetorical contexts for a variety of
purposes. The study of collegiate-level vocabulary and applied
grammar helps students to develop complexity and precision in their
writing and analysis. The course also includes a research paper. All
students are required to take the AP Language and Composition exam
in the spring.
U.S. History
In this course, students explore the nation's history studying the basic
events, personalities, documents, and historical perspectives with areas
of focus on political, social, economic, cultural, and geographic
patterns of United States history.
Honors U.S. History
In this honors-level course, students explore the nation's history
studying the basic events, personalities, documents, and historical
perspectives with areas of focus on political, social, economic,
cultural, and geographic patterns of United States history. This course
will move at an accelerated pace, which will allow for more course
topics to be pursued through increased reading assignments and class
discussions.
AP U.S. History
In this Advanced Placement course, students are given the analytical
skills and factual knowledge to work with the problems and materials
in U.S. history. Students learn to assess, weigh evidence, and analyze
interpretations found within historical documents and reach
conclusions based on their analysis.
AP U.S.
Government &
Politics
Advanced Placement American Government and Politics is an
intensive study of the structure of the United States Government and
the processes that make this form of government effective in today’s
modern and ever changing world. The course covers the Constitution
underpinnings of the United States Government, political beliefs,
political behaviors, political parties, interest groups, mass media, the
institutions of the national government, civil rights and civil liberties.
AP Comparative
Government &
Politics
Advanced Placement Comparative Government and Politics is an
intensive study of the structure of six Foreign Governments (UK,
China, Russia, Iran, Mexico, and Nigeria) and the processes that make
these forms of government effective in today’s modern and ever
changing world. All participants take the national Advanced
Placement exam at the end of the course.
Grade 11
Revised May, 2015
AP Human
Geography
AP Human Geography is a full year course designed to introduce
students to the systematic study of patterns and processes that have
shaped human understanding, use, and alteration of the Earth’s
surface. Students use spatial concepts and landscape analysis to
examine human social organization and its environmental
consequences. Additionally, students learn about the methods and
tools geographers use in their science and practice.
Psychology
understanding the basis for psychology. Emphasis is placed on
promoting critical thinking in conjunction with classroom materials
and discussions, as well as beyond the classroom in daily life.
71
AP Psychology
This AP course is designed to introduce students to study of human
behavior and the mental processes of humans through systematic and
scientific study. Students learn about psychological facts, principals,
phenomena, and the ethics psychologists use in their practice.
World Religions
World Religions is a semester-long survey course focusing on
nature/tribal religions, Hinduism, Buddhism, Taoism and
Confucianism, and the Abrahamic religions: Judaism, Christianity, and
Islam. Students will learn to think critically about religion as a human
pursuit because they will have the ability to compare one phenomenon
across different cultures.
Humanities
through five thematic ideas: (1) man is self-conscious, (2) man is
moral, (3) man is mortal, (4) man is social or relational, and (5) man is
expressive or creative. The course is interdisciplinary, incorporating
history, philosophy, religion, literature, science, art, and music. Not
offered 2014-2015.
Political Issues
grounded in current political, social, and economic topics impacting
America today. Not offered 2014-2015.
AP Psychology
understanding of various physical science concepts including motion,
gravity, work, energy, waves (sound and light), electricity, magnetism
with algebra-based problem solving, and development of the system of
international units as applied to physical measurement.
Conceptual Physics
understanding of various physical science concepts including motion,
gravity, work, energy, waves (sound and light), electricity, and
magnetism with algebra-based problem solving and development of
the system of international units as applied to physical measurement.
AP Physics I
AP Physics I is an Algebra based science course designed to be
equivalent to introductory college Physics. The course covers
Newtonian mechanics (including rotational dynamics and angular
momentum); work, energy, and power; mechanical waves and sound;
and electric circuits. Through the practice of scientific inquiry and
reasoning, students develop meaningful physics knowledge. Inquiry
based investigations are constructed to foster student engagement in
the practice of science through experimenting, analyzing, making
conjectures and arguments, and solving problems in a collaborative
setting.
AP Chemistry
AP Chemistry is a college level course which includes a more
expansive in-depth theoretical analysis of the basic topics covered in
introductory chemistry. These topics include the nature of chemical
reactivity, the effect of bonding and structure on the behavior of a
molecule, models of acids and bases, the kinetic molecular theory,
thermodynamic principles, the nature of electrochemical activity,
nuclear forces and interactions and basic organic chemistry. Advanced
problem solving techniques in stoichiometry, kinetics, equilibrium,
qualitative and quantitative analysis, acid/base and buffer chemistry,
electrochemistry, thermodynamics, gas laws, nuclear chemistry and
oxidation/reduction reactions are also demonstrated.
Grade 11
Revised May, 2015
72
AP Biology
AP Biology is an intensive college level course that explores four big
ideas: evolution, cellular processes: energy and communication,
genetics and information transfer, and interactions of biological
systems. The model of instruction focuses on enduring, conceptual
understandings and the content that supports them. The curriculum
framework supports the development of advanced inquiry and
reasoning skills, such as designing a plan for collecting data, analyzing
data, applying mathematical routines, and connecting concepts in an
across domains.
Anatomy/Physiology
sciences. This course will involve extensive dissection laboratories
and other hands-on activities and will rely on interactive software for
Honors Seminar in
Sustainability
In this year-long, research-based, honors- level course, students
experience a dynamic course of study, combined with field
experiences, to educate the next generation of innovators, leaders, and
citizens for a sustainable planet. The curriculum encourages students
to explore and understand the environmental, economic, social, and
political impacts of natural resource use, and to develop practices that
conserve these resources when pursued over generations. Students
develop and implement independent and collaborative lab experiences
and projects while helping the school meet the objectives of the
school’s sustainability program.
Introduction in
Engineering
students who enjoy math and science the opportunity to explore areas
of engineering through extensive hands-on activities. Emphasis is
given to improving analytical and problem-solving skills.
Advanced Robotics
Honors
This honors-level, hands-on course is devoted to the study of robotics.
Topics include magnetism and electromagnetic induction, DC motor
theory, C programming, Bluetooth, and pneumatics. Skills emphasized
are critical thinking, working and collaborating in a team environment,
breaking problems into smaller more manageable components,
planning investigations involving defined problems, and analyzing and
interpreting data.
Grade 11
Engineering II
Honors
Revised May, 2015
This honors-level hands-on course is devoted to the study of analog
and digital electronics, with a project component. Topics include AC
theory, capacitors and inductors, transformers, diodes, operational
amplifiers, basic digital gates, latches and flip-flops, counters, and
shift registers. Through investigative labs, students learn to design and
trouble-shoot digital circuits. Skill emphasis is on continuing the
development of the skills stressed in Honors Robotics.
73
Grade 11
French I
In this introductory course, which is conducted in French, students
the culture of the francophone world. Through integration of the four
French II
In this course, which is conducted in French, students continue
grammar sequence, is used to relate proper syntax to its role in
efficient oral and written communication. A richness and variety of
cultural insights increase students’ awareness of the francophone
world.
French III
In this intermediate course, which is conducted in French, students
receive a systematic study of grammar and verbs with an emphasis
placed on vocabulary enrichment, reading comprehension,
French IV Honors
In this honors- level course, which is conducted in French, students
explore the francophone world through critical analysis of literature,
vocabulary growth, and stylistics skills.
Chinese I
In this introductory course, which is conducted in Chinese, students
build fundamentals in vocabulary while gaining competence in
Chinese culture. Through integration of the four language skills:
listening, speaking, reading, and writing, emphasis is placed on using
the language in real situations.
Chinese II
Chinese III
In this course, which is conducted in Chinese, students continue their
study of Chinese through expanding their vocabulary and ability to
conduct daily communications.
Chinese IV Honors
Revised May, 2015
In this honors-level course, which is conducted in Chinese, students
enhance basic language skills with a focus on language proficiency in
the areas of description, narration, correspondence, and comparisons
74
Grade 11
Latin II
The biggest new topic in the second year is the beginning of their
study of the subjunctive Reading comprehension of Latin texts and
facility of translation into English, as well as the ability to translate
short English sentences into Latin, are primary objectives. In addition,
the study of Roman culture and history is extended through the
readings of various translations.
Latin III
In this course, students continue their study of the subjunctive of Latin
with an emphasis on sophisticated constructions of grammar and
syntax. The study of Roman culture is also extended through the
translation of “Jason and the Argonauts” and through an introduction
to the works of Caesar, Livy, Pliny the Younger, and Cicero.
AP Latin
In this Advanced Placement course, students increase their ability to
read, translate, understand, analyze, and interpret lines of Latin text.
Spanish I
In this introductory course, which is conducted in Spanish, students
the culture of the Spanish-speaking world. Through integration of the
four language skills: listening, speaking, reading, and writing,
Spanish II
grammar sequence, is used to relate proper syntax to its role in
Spanish IIA
Spanish IIB
In this course, which is conducted in Spanish, students explore the
second part of a two-year sequence of Spanish II. Students continue to
build fundamental skills with a focus on grammar and proper syntax.
A richness and variety of cultural insights increase students’ awareness
Spanish III
In this intermediate course, which is conducted in Spanish, students
review major grammar points, are introduced to many details of
grammar, and further their comprehension of the Hispanic culture.
Selected readings, which lend themselves to oral and written
discussions, further the students' comprehension of the Hispanic
culture.
Spanish IV Honors
Revised May, 2015
In this honors-level course, which is conducted in Spanish, students
study Spanish civilization, culture, art, literature, and grammar.
Advanced grammar topics are reviewed and practiced, and continued
practice in conversation is provided through class discussions and oral
projects.
75
Photography I, Honors Photography II, Sculpture I, Honors Sculpture II, AP
Photography, AP Studio Art
Grade 11
US Concert Band, Honors US Concert Band III, US String Orchestra,
Honors US String Orchestra III, Vocal Workshop, Chorale, Honors
Chamber Singers, Theatre Arts I, Theatre Arts II, Honors Theatre Arts III,
Revised May, 2015
76
Grade 12
Course Name
Course Description
Advanced Functions and
Modeling
In this course, students will explore topics including data analysis,
linear systems, linear programming, transformations, exponential
functions, logarithmic functions, piecewise functions, matrices,
radicals, quadratic functions, polynomial functions, rational
Pre-Calculus
Grade 12
Revised May, 2015
In this course, students will complete extensive work with
functions and their graphs, conics, solving systems of equations,
development of trigonometry, and receive an introduction to
sequences, series, vectors, probability, and limits.
Honors Pre-Calculus
In this honors-level course, students will complete extensive work
with functions and their graphs, conics, solving systems of
equations, development of trigonometry, polar coordinates, and
receive an introduction to calculus, sequences, series, vectors,
Calculus
In this course, students are introduced to differential and integral
calculus and explore topics including limits, derivatives, integrals,
and applications of derivatives and integrals.
AP Statistics
In this Advanced Placement course, students are introduced to
major concepts for collecting, analyzing, and drawing conclusions
from data while being exposed to four broad conceptual themes:
exploratory analysis, planning a study, probability, and statistical
inference. Not offered 2014-2015.
AP Calculus AB
include limits, derivatives, integrals, elementary differential
AP Calculus BC
include limits, derivatives, integrals, infinite series, elementary
differential equations, and applications and modeling.
Honors Multivariable
Calculus
In this post AP level course, students review single variable
calculus and infinite series, conic sections as parametric and polar
functions, vectors and the geometry of space, vector functions,
partial derivatives, multiple integrals, and vector calculus.
English IV
In this course students concentrate on themes in literature and
how these themes can be connected to our intellectual and
spiritual journeys as scholars and thoughtful human beings. In
addition to a continuing emphasis on proficiency in written
expression, oral expression and the interpretation of literature,
seniors continue to increase their skills in utilizing precise diction,
correct usage, and articulate discussion of complex topics in their
writing. A research paper is included.
77
AP English IV- Literature
and Composition
AP Psychology
Grade 12
Revised May, 2015
In this AP course, students explore a variety of complex topics
through the study of essays, plays, novels and poetry. In addition
to developing their skills in literary analysis through writing and
discussion, students also write a term essay that requires the
reading of an addition 21 works of literature related to a topic of
their choice, culminating in the writing of a 15-20 page paper. All
students are required to take the AP Literature and Composition
exam in the spring.
This AP course is designed to introduce students to study of
human behavior and the mental processes of humans through
systematic and scientific study. Students learn about
psychological facts, principals, phenomena, and the ethics
psychologists use in their practice.
AP Comparative
Government & Politics
Advanced Placement Comparative Government and Politics is an
intensive study of the structure of six Foreign Governments (UK,
China, Russia, Iran, Mexico, and Nigeria) and the processes that
make these forms of government effective in today’s modern and
ever changing world. All participants take the national Advanced
Placement exam at the end of the course.
AP US Government &
Politics
Advanced Placement American Government and Politics is an
intensive study of the structure of the United States Government
and the processes that make this form of government effective in
today’s modern and ever changing world. The course covers the
Constitution underpinnings of the United States Government,
political beliefs, political behaviors, political parties, interest
groups, mass media, the institutions of the national government,
civil rights and civil liberties.
AP Macroeconomics
Advanced Placement Macroeconomics is a course designed to
provide students with a sophisticated understanding of the global
economy and of the role students are playing and will play in the
complex global economic system.
AP European History
This course is a comprehensive chronological and topical survey
of the narrative of European history from 1450 to the present.
Emphasis is placed on the study of primary source materials for
historical interpretation and on expository essay writing in order
to distinguish significance of movements, trends, and cause and
effect relationships. The themes of study fall into three
categories: intellectual and cultural history, political and
diplomatic history, and social and economic history.
AP Human Geography
AP Human Geography is a full year course designed to introduce
students to the systematic study of patterns and processes that
have shaped human understanding, use, and alteration of the
Earth’s surface. Students use spatial concepts and landscape
analysis to examine human social organization and its
environmental consequences. Additionally, students learn about
the methods and tools geographers use in their science and
practice.
78
Psychology
World Religions
Humanities
Grade 12
Revised May, 2015
understanding the basis for psychology. Emphasis is placed on
promoting critical thinking in conjunction with classroom
materials and discussions, as well as beyond the classroom in
daily life.
World Religions is a semester-long survey course focusing on
nature/tribal religions, Hinduism, Buddhism, Taoism and
Confucianism, and the Abrahamic religions: Judaism,
Christianity, and Islam. Students will learn to think critically
about religion as a human pursuit because they will have the
This course addresses the question, “What does it mean to be
human?” through five thematic ideas: (1) man is self-conscious,
(2) man is moral, (3) man is mortal, (4) man is social or
relational, and (5) man is expressive or creative. The course is
interdisciplinary, incorporating history, philosophy, religion,
literature, science, art, and music. Not offered 2014-2015.
Political Issues
This semester-long contemporary topics course focuses on the
role of government in our lives. It is a discussion and presentation
based class grounded in current political, social, and economic
topics impacting America today. Not offered 2014-2015.
AP Chemistry
AP Chemistry is a college level course which includes a more
expansive in-depth theoretical analysis of the basic topics covered
in introductory chemistry. These topics include the nature of
chemical reactivity, the effect of bonding and structure on the
behavior of a molecule, models of acids and bases, the kinetic
molecular theory, thermodynamic principles, the nature of
electrochemical activity, nuclear forces and interactions and basic
organic chemistry. Advanced problem solving techniques in
stoichiometry, kinetics, equilibrium, qualitative and quantitative
analysis, acid/base and buffer chemistry, electrochemistry,
thermodynamics, gas laws, nuclear chemistry and
oxidation/reduction reactions are also demonstrated.
AP Biology
AP Biology is an intensive college level course that explores four
big ideas: evolution, cellular processes: energy and
communication, genetics and information transfer, and
interactions of biological systems. The model of instruction
focuses on enduring, conceptual understandings and the content
that supports them. The curriculum framework supports the
development of advanced inquiry and reasoning skills, such as
designing a plan for collecting data, analyzing data, applying
mathematical routines, and connecting concepts in an across
domains.
79
AP Physics I
AP Physics I is an Algebra based science course designed to be
equivalent to introductory college Physics. The course covers
Newtonian mechanics (including rotational dynamics and angular
momentum); work, energy, and power; mechanical waves and
sound; and electric circuits. Through the practice of scientific
inquiry and reasoning, students develop meaningful physics
knowledge. Inquiry based investigations are constructed to foster
student engagement in the practice of science through
experimenting, analyzing, making conjectures and arguments, and
solving problems in a collaborative setting.
AP Physics II
AP Physics II is an Algebra based science course designed to be
equivalent to a second semester college Physics. The course
covers fluid mechanics; thermodynamics; electricity and
magnetism; optics; and atomic and nuclear physics. Through the
practice of scientific inquiry and reasoning, students develop
meaningful physics knowledge. Inquiry based investigations are
constructed to foster student engagement in the practice of
science through experimenting, analyzing, making conjectures
and arguments, and solving problems in a collaborative setting.
Anatomy/Physiology
sciences. This course will involve extensive dissection
laboratories and other hands-on activities and will rely on
interactive software for understanding of the body systems.
Honors Seminar in
Sustainability
In this year-long, research-based, honors-level course, students
experience a dynamic course of study, combined with field
experiences, to educate the next generation of innovators, leaders,
and citizens for a sustainable planet. The curriculum encourages
students to explore and understand the environmental, economic,
social, and political impacts of natural resource use, and to
develop practices that conserve these resources when pursued
over generations. Students develop and implement independent
and collaborative lab experiences and projects while helping the
school meet the objectives of the school’s sustainability program.
Advanced Robotics
Honors
This honors- level, hands-on course is devoted to the study of
robotics. Topics include magnetism and electromagnetic
induction, DC motor theory, C programming, Bluetooth, and
pneumatics. Skills emphasized are critical thinking, working and
collaborating in a team environment, breaking problems into
smaller more manageable components, planning investigations
Grade 12
Engineering II Honors
Revised May, 2015
This honors-level hands-on course is devoted to the study of
analog and digital electronics, with a project component. Topics
include AC theory, capacitors and inductors, transformers, diodes,
operational amplifiers, basic digital gates, latches and flip-flops,
counters, and shift registers. Through investigative labs, students
learn to design and trouble-shoot digital circuits. Skill emphasis is
on continuing the development of the skills stressed in Honors
Robotics.
80
French I
Grade 12
French II
In this course, which is conducted in French, students continue
syntax. A functional approach, combined with a pedagogically
sound grammar sequence, is used to relate proper syntax to its
role in efficient oral and written communication. A richness and
variety of cultural insights increase students’ awareness of the
francophone world.
French III
In this intermediate course, which is conducted in French,
students receive a systematic study of grammar and verbs with an
emphasis placed on vocabulary enrichment, reading
French IV Honors
In this honors-level course, which is conducted in French,
students explore the francophone world through critical analysis
of literature, vocabulary growth, and stylistics skills.
AP French Language &
Culture
In this Advanced Placement course, which is conducted in
French, students further their proficiency in listening
comprehension, speaking, reading, and writing.
Chinese I
In this introductory course, which is conducted in Chinese,
students build fundamentals in vocabulary while gaining
competence in Chinese culture. Through integration of the four
language skills: listening, speaking, reading, and writing,
Chinese II
Chinese III
their study of Chinese through expanding their vocabulary and
ability to conduct daily communications.
Chinese IV Honors
Revised May, 2015
In this introductory course, which is conducted in French,
students build fundamentals in grammar, verbs, vocabulary
pronunciation, and the culture of the francophone world. Through
integration of the four language skills: listening, speaking,
reading, and writing, emphasis is placed on using the language in
real situations.
In this honors-level course, which is conducted in Chinese,
students enhance basic language skills with a focus on language
proficiency in the areas of description, narration, correspondence,
and comparisons based on situational context.
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Latin II
In this course, students continue their study of basic Latin with a
major emphasis on more sophisticated constructions of grammar
and syntax. The biggest new topic in the second year is the
beginning of their study of the subjunctive Reading
comprehension of Latin texts and facility of translation into
English, as well as the ability to translate short English sentences
into Latin, are primary objectives. In addition, the study of
Roman culture and history is extended through the readings of
Latin III
In this course, students continue their study of the subjunctive of
Latin with an emphasis on sophisticated constructions of
grammar and syntax. The study of Roman culture is also extended
through the translation of “Jason and the Argonauts” and through
an introduction to the works of Caesar, Livy, Pliny the Younger,
and Cicero.
AP Latin
In this Advanced Placement course, students increase their ability
to read, translate, understand, analyze, and interpret lines of Latin
text.
Spanish I
In this introductory course, which is conducted in Spanish,
students build fundamentals in grammar, verbs, vocabulary
Through integration of the four language skills: listening,
speaking, reading, and writing, emphasis is placed on using the
Spanish II
syntax. A functional approach, combined with a pedagogically
sound grammar sequence, is used to relate proper syntax to its
role in efficient oral and written communication.
Spanish IIB
In this course, which is conducted in Spanish, students explore
the second part of a two-year sequence of Spanish II. Students
continue to build fundamental skills with a focus on grammar and
proper syntax. A richness and variety of cultural insights increase
students’ awareness of the Spanish-speaking world.
Spanish III
In this intermediate course, which is conducted in Spanish,
students review major grammar points, are introduced to many
details of grammar, and further their comprehension of the
Hispanic culture. Selected readings, which lend themselves to
oral and written discussions, further the students' comprehension
of the Hispanic culture.
Spanish IV Honors
In this honors-level course, which is conducted in Spanish,
students study Spanish civilization, culture, art, literature, and
grammar. Advanced grammar topics are reviewed and practiced,
and continued practice in conversation is provided through class
Grade 12
AP Spanish Language
Revised May, 2015
In this Advanced Placement course which is conducted in
Spanish, students further their proficiency in listening
comprehension, speaking, reading, and writing.
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Grade 12
Photography I, Honors Photography II, Sculpture I, Honors Sculpture II, AP
Photography, AP Studio Art
US Concert Band, Honors US Concert Band III, Honors US Concert Band IV,
US String Orchestra, Honors US String Orchestra III, Honors US String
Orchestra IV, Vocal Workshop, Chorale, Honors Chamber Singers, Theatre
Arts I, Theatre Arts II, Honors Theatre Arts III, Performing Arts Foundations
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Math Department
Math Department Philosophy
The mathematics curriculum at Forsyth Country Day School encourages the optimal
mathematical growth of each student. We seek to develop a student’s problem-solving and
critical-thinking skills through a variety of instructional techniques in order for a student to
perform at a challenging level. We strive to cultivate a student’s appreciation for mathematics
through the application of diverse skills to real-world problems, while working cooperatively
with others and mastering procedures and techniques in preparation for the collegiate
mathematical experience. A student is encouraged to question, think, reason, compute, and
communicate mathematically as a means of confidently engaging in the study of mathematical
concepts.
Math Scope and Sequence
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Individual Course Outline
Course Name: Math K
Department: Math
Grade Level: K
Division: Lower School
Course Summary:
Using Math in Focus, students in kindergarten begin their mastery of foundational math skills.
This curriculum focuses on mathematical problem solving and building an understanding of
math concepts through a progression of concrete, pictorial, and abstract learning. Students in
kindergarten explore the relationships between numbers and real-life situations and learn to make
connections using numbers. Concepts covered include: numbers to 5, 10, and 20, ordering by
length and weight, size and position of objects, solid and flat shapes, skip counting to 100,
comparing sets, ordinal numbers, calendar patterns, counting on and back, number facts, length
and height, classifying and sorting, addition and subtraction stories, measurement, and money.
Targeted Skills for Content Mastery:
 Quantitative Reasoning
o Consider numerical quantities in various forms and compare their sizes
o Consider the relative measure of geometric shapes
o Recognize relative sizes of units of measure
o Formulate arithmetic conclusions based on observation and mathematical
judgment
o Formulate geometric conclusions based on observation and mathematical
judgment
o Recognize patterns and geometric representation of real-life situations
o Interpret symbolic representations of numerical quantities
 Number Sense and Operations with Whole Numbers
o Use concrete models to create a set with a given number of objects (up to 20)
o Use cardinal and ordinal numbers
o Count up to 20 objects in a set
o Count in 2s and 5s up to 20
o Compare and order sets of numbers
o Use addition and subtraction symbols to write number sentences
o Find missing terms in repeating patterns
o Identify odd and even numbers
o Add and subtract whole numbers
o Know the language of basic operations
o Estimate sums and differences
o Understand the properties of arithmetic operations, including addition with zero
 Geometry and Spatial Sense
o Name and sort solid shapes
o Identify similarities and differences in two-dimensional shapes
o Identify and describe basic geometric figures and describe their shapes, including
circles, triangles, and rectangles
 Measurement
o Compare lengths and heights using non-standard units
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Order objects by weight
Name and order the days of the week and the months of the year
Compare area using non-standard units
Solve real-world problems involving number operations, including basic money
problems
o Know the approximate sizes of customary units
o Know the relationships between measures within the same system
o Solve real-life problems involving coins, elapsed time, weight, or distance
Data Analysis, Statistics, and Probability
o Read and interpret graphs, including pictorial and tallies
o Organize data for a picture graph
o Represent data in pictograph
o Interpret data in tally charts and pictographs
Patterns, Functions, and Pre-Algebra
o Recognize a wide variety of patterns and the rules that explain them
o Select number sentences to represent problem situations
o Understand the concept of equality
Internal Methods of Assessment:
 Teacher observation
 Small and large group activities
Benchmarking:
 To be determined
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Course Name: Math 1
Department: Math
Grade Level: 1
Course Summary:
Using Math in Focus, students in first grade continue their mastery of foundational math skills.
math concepts through a progression of concrete, pictorial, and abstract learning. Differentiated
learning activities offer opportunities for some students to solidify their understanding of
material while other students extend their learning through more challenging material to ensure
that students progress through the curriculum at an appropriate instructional pace. Concepts
covered include: numbers to 10, 20, 40, and 100, number bonds, addition and subtraction facts to
10, 20, and 100, shapes and patterns, ordinal numbers and position, length, weight, picture and
bar graphs, mental math strategies, calendar and time, multiplication and division, and money.
o Recognize relative sizes of units of measure
judgment
judgment
o Use concrete and pictorial models to create a set with a given number of objects
(up to 100)
o Group objects and numbers up to 100 in tens and ones
o Use cardinal numbers up to 100 and ordinal numbers up to 10th
o Use number bonds to represent number combinations
o Represent numbers to 100 on a number line
o Count to 100
o Count by 1s, 2s, 5s, and 10s forward and backward to 100
o Compare and order whole numbers to 100
o Compare and order using the terms same, more, fewer, greater than, equal to, less
than, greatest, and least
o Use place value model and place value charts to represent numbers to 100
o Express numbers up to 100 in standard and word form
o Know the language of basic operations
o Understand the relationship between addition and multiplication
o Estimate sums and differences
o Understand the properties of arithmetic operations, including addition with zero
o Understand even and odd numbers
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o Use models, numbers, and symbols for addition and subtraction facts to 20
o Use the order, grouping, and zero properties to develop addition and subtraction
fact strategies
o Add and subtract up to 2-digit numbers with and without regrouping
o Formulate addition and subtraction stories
o Use mental math strategies to add and subtract
o Estimate quantity by using referents
o Add the same number to multiply
o Represent sharing equally and make equal groups
o Solve real-world problems involving number operations, including basic money
problems
o Identify zero as the identity element for addition and subtraction
o Use the associative and communicative properties of addition
o Understand the relationships between numbers in fact families
o Use a variety of concrete, pictorial, and symbolic model for addition and
subtraction
Geometry and Spatial Sense
o Identify, describe, and extend two-and three-dimensional shape patterns
o Identify real-world two-dimensional shapes
o Sort and classify two-dimensional shapes
o Identify real-world three-dimensional shapes
o Identify two-dimensional shapes in three-dimensional shapes
o Develop initial understanding of congruence and symmetry
o Understand basic properties of figures, including closure and number of sides
o Identify relationships between figures and images under transformations
o Identify lines of symmetry and the effects of combining, subdividing, and
changing basic shapes
Measurement
o Measure length using non-standard units
o Compare measurements made using different units
o Understand the inverse relationship between the size of a unit and the number of
units
o Solve weight problems
o Read a calendar to identify the days of the week, months, and seasons of the year
o Tell time to the hour and half hour
o Count and make coin combinations
o Add and subtract money
o Compare two lengths by comparing each with a third length
o Know the approximate sizes of customary units
o Collect and organize data in various ways
o Represent measurements and data in picture graphs, tally charts and bar graphs
o Solve problems involving data
o Read and interpret graphs, including bar, pictorial, table, and tallies
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 End of unit quizzes
 Daily work
 Group projects
Benchmarking:
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Course Name: Math 2
Department: Math
Grade Level: 2
Course Summary:
Using Math in Focus, students in second grade continue their mastery of foundational math
skills. This curriculum focuses on mathematical problem solving and building an understanding
of math concepts through a progression of concrete, pictorial, and abstract learning.
Differentiated learning activities offer opportunities for some students to solidify their
understanding of material while other students extend their learning through more challenging
material to ensure that students progress through the curriculum at an appropriate instructional
pace. Concepts covered include: numbers to 1,000, addition and subtraction up to 1,000, using
bar model for addition, subtraction, multiplication and division, multiplication tables of 2, 3, 4, 5,
and 10, metric measurement of length, mass, volume, mental math and estimation, money,
fractions, customary measurement of length, time, picture graphs, lines and surfaces, and shapes
and patterns.
o Recognize relative sizes of units of measure, including between systems
judgment
judgment
o Evaluate statistical arguments
o Model geometric transformations
o Use concrete and pictorial models to create a set with a given number of objects
(up to 1,000)
o Group objects and numbers up to 1,000 into hundreds, tens, and ones
o Group objects into equal-sized groups
o Use place value model to create equivalent representations of numbers
o Represent numbers to 1,000 on a number line
o Count to 1,000
o Count by multiples of ones, tens, and hundreds
o Compare and order numbers up to 1,000
o Use <, >, or = to compare whole numbers
o Use base-ten model and place value cards to represent numbers up to 1,000
o Express numbers to 1,000 in terms of place value
o Compose and decompose multi-digit numbers (including expanded form)
o Model addition and subtraction with place value
o Recall addition and subtraction facts
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o Use different methods to develop fluency in adding and subtracting multi-digit
numbers
o Add and subtract numbers to 1,000
o Solve multi-digit addition and subtraction problems by using a bar model
o Multiply and divide with 2, 3, 4, 5, and 10
o Represent multiplication as repeated addition
o Represent division as repeated subtraction
o Use the multiplication, division, and equal symbols to represent multiplication
and division situations
o Use bar model to represent multiplication and division situations
o Solve multiplication and division fact problems
o Use mental math strategies to add and subtract
o Round to the nearest ten to estimate sums and differences
o Skip count by 2s, 3s, 4s, 5s, and 10s
o Identify rules for number patterns
o Find missing terms in table patterns
o Understand that addition and subtraction are inverse operations
o Apply properties of addition
o Use the distributive property as a multiplication strategy
o Recognize how a bar model shows relationships between numbers and unknowns
in number sentences
o Use a variety of concrete, pictorial, and symbolic models for addition, subtraction,
multiplication, and division
o Model multiplication and division situations by writing multiplication and
division number sentences
o Use bar models and number sentences to represent real-world problems
o Determine the value of missing quantities in number sentences
o Use expanded notation
o Estimate sums, differences, products, and quotients
o Understand even and odd numbers
o Solve real-world problems involving number operations, including basic money
problems
Number Sense and Operations with Fractions and Decimals
o Connect geometric concepts with unit fraction halves, thirds, and fourths
o Understand the relationship between a fraction and a whole
o Compare and order halves, thirds, and fourths using bar model
o Add and subtract like fractions (halves, thirds, fourths)
o Identify parts of lines and curves
o Identify, describe, sort, and classify two-dimensional shapes
o Compose and decompose two-dimensional shapes
o Sort and classify two- and three- dimensional shapes by properties
o Understand basic properties of figures, including closure, number of sides,
vertices, and angles
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o Characterize lines as intersecting or parallel
o Identify relationships between figures and images under transformations
o Identify lines of symmetry and the effects of combining, subdividing, and
changing basic shapes
o Graph coordinates on a map grid
Measurement
o Identify $1, $5, $10, and $20 bills
o Count and make combinations of coins and bills
o Compare money amounts
o Solve addition and subtraction money problems
o Develop foundations for understanding area
o Demonstrate linear measure as an iteration of units
o Use rulers to measure length
o Measure lengths in meters, centimeters, feet, and inches
o Compare and measure lengths using customary and metric units
o Demonstrate partitioning and transitivity in relation to length
o Solve problems involving estimating, measuring, and computing length
o Compare and measure masses
o Solve mass problems
o Measure volume (capacity) in liters
o Solve volume problems
o Use A.M. and P.M. to write time
o Tell time to five minutes
o Find elapsed time
o Work with basic measures of perimeter and area
o Collect and organize data in various ways
o Represent data in a picture graph
o Interpret a picture graph with scales
o Solve real-world problems using picture graphs
o Understand the concept of chance
 End of unit quizzes and tests
 Daily work
 Group projects
Benchmarking:
 ERB
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Course Name: Math 3
Department: Math
Grade Level: 3
Course Summary:
Using Math in Focus, students in third grade continue their mastery of essential math skills. This
curriculum focuses on mathematical problem solving and building an understanding of math
concepts through a progression of concrete, pictorial, and abstract learning. Differentiated
covered include: numbers to 10,000, mental math and estimation, addition and subtraction up to
10,000, using a bar model for addition, subtraction, multiplication, and division, multiplication
tables of 6, 7, 8, and 9, money, metric length, mass, and volume, real-world measurement
problems, bar graph and line plot, fractions, customary length, weight, and volume, time and
temperature, angles and lines, two-dimensional shapes, and area and perimeter.
judgment
judgment
o Represent numbers to 10,000 in different equivalent form
o Count to 10,000
o Count by hundreds and thousands
o Compare and order whole numbers up to 10,000
o Use place value model to read, write, and represent numbers to 10,000
o Model regrouping in addition and subtraction with place value
o Add and subtract whole numbers to 10,000
o Solve addition and subtraction problems with greater numbers by using a bar
model
o Multiply and divide with 6, 7, 8, and 9
o Represent multiplication in different ways
o Represent division in different ways
o Multiply 1s, 10s, and 100s with and without regrouping
o Use addition and multiplication properties to multiply
o Divide 10s and 1s with and without regrouping, no remainder
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Use a bar model to represent multiplication and division situations
Solve one- and two-step multiplication and division problems
Use mental math strategies to add, subtract, multiply, and divide
Use front-end estimation and rounding to estimate sums and differences
Create and analyze multiplication and division patterns
Skip count by 6s, 7s, 8s, and 9s
Understand that multiplication and division are related
Create and analyze multiplication and division patterns
Model, define, and explain properties of multiplication
Identify odd and even numbers
Understand the relationship between the numbers in multiplication-division fact
families
o Describe number relationships in context
o Use a variety of concrete, pictorial, and symbolic models for multi-digit addition,
subtraction, multiplication, and division
o Write multiplication and division number sentences
o Write and solve number sentences for one- and two-step real-world problems
o Determine the missing parts (quantities or symbols) in number sentences
o Use expanded notation
o Understand the meanings and uses of fractions including fractions of a set
o Understand that the size of a fractional part is relative to the size of the whole
o Compare fractions using model and number lines
o Identify equivalent fractions through the use of model, multiplication, division,
and number lines
o Add and subtract like fractions
o Add and subtract money
o Solve real-world problems involving addition and subtraction of money
o Identify perpendicular and parallel lines
o Identify right angles and compare angles to right angles
o Describe, analyze, compare, and classify two-dimensional shapes by their sides
and angles
o Classify and sort polygons and quadrilaterals by attributes and properties
o Investigate composing and decomposing two-dimensional shapes
o Use attributes and properties to solve problems
o Find and compare the area of plane figures in different square units
o Identify symmetrical figures and one line of symmetry
o Solve problems involving congruency
o Identify pairs of shapes that show a flip, slide, and turn
o Demonstrate that figures and their flip, slide, and turn images are congruent
Measurement
o Select appropriate units and tools to estimate and measure length
o Use meter sticks, 12-inch rulers, and yardsticks to measure length
o Measure length to the nearest half inch and inch
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o Use referents to estimate distance
o Estimate and measure length, distance, and height in meters, centimeters, and
kilometers
o Convert among metric units of length
o Solve one- and two-step real-world problems in measurement
o Select appropriate units and tools to estimate and measure weight
o Use referents to estimate weight
o Estimate and find masses of objects
o Convert among units of mass
o Select appropriate tools and units to estimate and measure volume and capacity
o Determine the volume and capacity of a container
o Relate the units of customary capacity to one another
o Use referents to estimate capacity
o Estimate and measure capacity in liters and milliliters
o Convert among metric units of capacity
o Read time on a digital clock
o Convert between hours and minutes
o Determine elapsed time
o Add and subtract units of time
o Read a Fahrenheit thermometer
o Choose the appropriate tool and unit to measure temperature
o Use referents to estimate temperature
o Compare angles to right angles
o Measure perimeter of plane figures
o Choose the appropriate tool, unit, and strategy to measure perimeter
o Estimate perimeter of surfaces and objects
o Find and compare the area of plane figures in different square units
o Make different plane figures with the same area
o Estimate area of small and large surfaces
o Compare the area and perimeter of two plane figures
o Find the area of rectangles and composite figures
o Decompose solid figures to find the surface area
o Estimate and measure volume in cubic units
o Collect and organize data in a bar graph and line plot
o Interpret picture and bar graphs with scales
o Use frequency tables, bar graphs, picture graphs, and line plots to solve real-world
problems
o Understand the concept of chance
o Understand basic statistical measure such as mean, mode, and range
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o Analyze number and counting patterns
o Understand equality and inequality
o Write and solve inequalities
o Recognize patterns
o Solve simple open sentences involving whole numbers
 End of unit quizzes and tests
 Workbook pages
 Group projects
Benchmarking:
 ERB
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Course Name: Math 4
Department: Math
Grade Level: 4
Course Summary:
Using Math in Focus, students in fourth grade continue their mastery of essential math skills.
math concepts through a progression of concrete, pictorial, and abstract learning. Differentiated
covered include: place value of whole numbers, estimation and number theory, whole number
multiplication and division, tables and line graphs, data and probability, fractions and mixed
numbers, decimals, adding and subtracting decimals, angles, perpendicular and parallel lines,
squares and rectangles, area and perimeter, symmetry, and tessellations.
judgment
judgment
o Represent numbers to 100,000 in various contexts
o Count by thousands and ten thousands
o Compare and order whole numbers to 100,000
o Express numbers to 100,000 in standard, expanded, and word form
o Apply understanding of model for multiplication and division
o Recall multiplication facts and related division facts
o Develop fluency in multiplying multi-digit numbers
o Divide by a 1-digit number with a remainder
o Solve multi-digit multiplication and division problems
o Use mental math and estimation strategies to find sums, differences, products, and
quotients
o Decide whether an estimate or exact number is needed
o Use estimation in determining relative sizes of amounts or distances
o Represent division as the inverse of multiplication
o Find the greatest common factor and least common multiple
o Identify prime and composite numbers
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o Use a variety of concrete, pictorial, and symbolic models for multiplication and
division; and addition and subtraction with fractions and decimals
o Write and solve number sentences for one-, two-, and three-step real-world
problems
o Use bar models and number sentences for one-, two-, and three-step real-world
problems
o Determine the missing parts (quantities or symbols) in number sentences
o Recognize, write, name, and illustrate mixed numbers and improper fractions
o Find a fraction of a set
o Generate equivalent fractions
o Convert among mixed numbers and improper fractions
o Model decimals using tenths and hundredths
o Understand decimal notation through hundredths as an extension of the base-ten
system
o Read and write decimals that are greater than or less than 1
o Compare and order decimals
o Identify equivalent decimals
o Connect equivalent fractions and decimals
o Add and subtract unlike fractions
o Add and subtract decimals
o Solve problems with addition and subtraction of decimals
o Rounds and estimate with decimals
o Draw perpendicular and parallel lines
o Construct and measure angles
o Apply the properties of squares and rectangles
o Find unknown angle measure and side lengths of squares and rectangles
o Identify figures that form tessellations
o Identify line and rotational symmetry
o Relate rotational symmetry to turns and congruency
o Use transformations to form tessellations
Measurement
o Understand the relationships between the numbers and symbols in formulas for
area and perimeter
o Estimate and measure angles with a protractor
o Classify angles by angle measure
o Relate ¼, ½, ¾ and full turns to the number of right angles
o Find the perimeter of composite figures
o Solve problems involving the perimeter of squares, rectangles, and composite
figures
o Explain area as an attribute of two-dimensional figures
o Connect area measure to the area model for multiplication; use it to justify the
formula for the area of a rectangle
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o Estimate and measure area in square units
o Select appropriate units, strategies, and tools to solve area problems
o Explain the relationships among area formulas of different polygons
 Data Analysis, Statistics, and Probability
o Develop coordinate readiness with tables and line graph
o Construct line plot, stem-and-leaf plot, tables, and line graph
o Interpret tally charts, bar graph, picture graph, tables, and line graph
o Find the mean (average), median, mode, and range of a data set
o Understand the concept of chance and basic counting techniques used to describe
an event
o Identify, describe, and extend numeric and nonnumeric patterns
o Use a rule to describe a sequence of numbers or objects
o Understand equality and inequality
 Homework
 Quizzes
 Tests
 Group activities
Benchmarking:
 ERB
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Course Name: Math 5
Department: Math
Grade Level: 5
Division: Middle School
Course Summary:
Using Math in Focus, students in fifth grade continue their mastery of essential math skills. This
covered include: whole number multiplication and division, adding and subtracting fractions and
mixed numbers, algebra, area of a triangle, ratio, multiplying and dividing decimals, percentage,
angles, proprieties of triangles and four-sided figures, three-dimensional shapes, and volume of
cubes and rectangular prisms.
judgment
judgment
 Numbers and Number Relationships
o Count by hundred thousand and millions
o Compare and order numbers to 10,000,000
o Express numbers to 10,000,000 in various forms
o Explore negative numbers in context
o Divide fractions by whole numbers
o Find equivalent ratios
o Add and subtract decimals
o Multiply and divide decimals by whole numbers
o Solve multiplication and division problems
o Identify, describe, and extend numeric patterns involving all operations
o Understand the relationships between the numbers and symbols in formulas for
surface area and volume
 Number Systems and Number Theory
o Understand place value concepts through millions
o Convert fractions to decimals
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Relate fractions and division expressions
Model decimals using thousandths
Understand place value concepts through thousandths
Convert decimals to fractions
Use ratios to solve problems
Solve problems with percent
Convert fractions to percent
Find a percent of a number
Multiply multi-digit numbers
Find quotients involving multi-digit dividends
Select the most useful form of the quotient and interpret the remainder
Add and subtract unlike fractions and mixed numbers
Multiply proper fractions, improper fractions, mixed numbers, and whole
numbers
o Solve word problems with addition, subtraction, multiplication, and division of
fractions
o Solve problems with multiplication and division of decimals
o Use estimation and mental math to estimate sums, differences, products, and
quotients
o Estimate sums and differences with fractions and decimals
o Estimate products and quotients with decimals
o Find rules to complete number patterns
o Work with angles on a straight line
o Work with angles at a point
o Apply the properties of right, isosceles, and equilateral triangles
o Apply the sum of the angle measure of a triangle
o Apply the properties of a parallelogram, rhombus, and trapezoid
o Demonstrate that the sum of any two side lengths of a triangle is greater than the
length of the third side
o Find the area of a triangle
o Identify and classify prisms and pyramids
o Identify the solid that can be made from a net
o Identify cylinders, spheres, and cones
o Describe cylinders, spheres, and cones by the number of and types of faces, and
the number of edges and vertices
o Build solids using unit cubes
o Understand basic properties of figures, including applications in coordinate
geometry
o Apply geometric properties and relationships, including congruence of figures,
lines of symmetry, sum of angle measure in a triangle, images under
transformation, and two and three-dimensional shape changes
o Plot points on a coordinate grid
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Measurement
o Understand systems of measurement and the relationships among units of the
same system
o Use units appropriately and estimate measures using scale
o Understand the measure of figures, including perimeter, circumference, surface
area, volume, and angles (figures include rectangular solids)
o Understand the application of formulas in deriving measure and solving simple
rate problems
o Apply the idea that the sum of angles on a straight line is 180 degrees
o Apply the idea that vertical angles are equal in measure
o Apply the idea that the sum of angles at a point is 360 degrees
o Find the area of triangles
Statistics
o Read and interpret various types of simple graphs, including bar, single and
double line, circle pictorial, and tables
o Understand and compute mean, median, mode, and range
o Represent and analyze data in a double-bar graph
Probability
o Determine probability, solve problems of chance using ratios and related
probabilities, and make predictions based on mathematical probabilities
o Understand counting techniques, including the use of probability to determine
amounts
o Determine experimental probability of an outcome
o Compare the results of an experiment with theoretical probability
Pre-Algebra
o Represent patterns and mathematical situations involving tables, graph, and
equations
o Understand the use of variables, balancing equations, and completing simple
mathematical sentences to find an unknown
o Apply variables, expressions, and equations to solve real-world problems and
formulate equations from word sentences
o Simplify algebraic expressions
o Use the order of operations in numeric expressions with two or more operations
o Write and solve number sentences and equations for one- and two-step real-world
problems
o Write and solve equations
o Graph linear equations
o Understand the equality and inequality
 Homework
 Quizzes/Projects
 Tests
Benchmarking:
 ERB
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Course Name: Math in Focus 6
Department: Math
Grade Level: 6
Course Summary:
Using Math in Focus, students in sixth grade continue their mastery of essential math skills. This
material while other students extend their learning through more challenging material thus
ensuring that students progress through the curriculum at an appropriate instructional pace.
Concepts covered include: positive and negative numbers and number lines, multiplying and
dividing fractions and decimals, ratio, rate, percentage, algebraic expressions, equations and
inequalities, coordinate plane, area of polygons, circumference and area of a circle, surface area
and volume of solids, introduction to statistics, and measures of central tendency.
o Consider numerical quantities in various form and compare their sizes
judgment
judgment
 Ratios and Proportional Relationships
o Understand the concept of ratio and use relation language to describe proportional
relationships
o Solve multi-step real-world problems involving ratios using bar models
o Find equivalent rations using multiplication or division
o Make tables of equivalent ratios, including whole number measurements
o Understand the concept of a unit rate and use rate language in proportional
situations
o Compute and compare unit rates using division algorithm
o Solve unit rate problems, including unit pricing and constant speed
o Solve percent problems involving simple interest, tax, markups, discounts, and
commissions
o Solve multi-step percent problems involving percent increase and decrease
o Solve problems involving percents, including finding the whole when the percent
and its quantity are known
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o Understand positive and negative numbers can be used to describe quantities
having opposite directions or values
o Use positive and negative numbers to represent quantities in real-world context
o Use negative numbers to identify and locate points in all four quadrants of the
coordinate plane
o Understand and interpret the absolute value of a number is its distance from 0 on
the number line
o Represent fractions, decimals, and integers on a number line
o Relate the square of a whole number to the area of a square, and the cube of a
number to the volume of a cube
o Find the square of a number
o Find the square root or cube root of a perfect square or perfect cube, up to 150
o Write, interpret, and explain statements for fractions and integers
o Interpret statements of inequality as statements about relative position of two
numbers on a number line
o Fluently divide multi-digit numbers using the standard algorithm
o Interpret and compute quotients of fractions
o Fluently Multiply and divide multi-digit decimals using the standard algorithms
o Estimate answers to percent problems to check for reasonableness
Expressions and Equations
o Use the distributive property to factor the sum of two whole numbers, or algebraic
terms with whole-number coefficients
o Write a composite number as a product of its prime factors
o Find the greatest common factor or least common multiple of two whole numbers
o Use variables to write equations representing two real-world quantities that
change in relation to one another
o Analyze the relationship between an independent and dependent variable using
graphs, tables, and equations
o Write and evaluate numerical expressions and geometric formulas involving
whole-number exponents
o Write and evaluate algebraic expressions using the order of operations
o Identify parts of an expression using terms such as sum, term, product, and
coefficient
o Use the properties of addition and multiplication to write equivalent expressions,
including factoring a common factor from a sum
o Identify equivalent expressions and like and unlike terms of an expression
o Solve problems using variable expressions in real-world contexts
o Use substitution to identify value(s) that make an equation or inequality true
o Write and solve addition and multiplication equations to solve real-world
problems
o Write an inequality of the form x < c or x > c to represent a real-world situation
o Recognize that an inequality of the form x < c or x > c has an infinite number of
solutions, and represent the solutions on a number line
o Use negative numbers to identify and locate points in all four quadrants of the
coordinate plane
o Find the length of horizontal and vertical segments in the coordinate plane
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o Use tables and graphs to represent linear equations
o Solve real-world problems by graphing points in all four quadrants of the
coordinate plane
o Plot pairs of equivalent rates in the coordinate plane
o Identify regular polygons
o Draw polygons in the coordinate plane given the coordinates of the vertices
o Use coordinates to find the length of horizontal or vertical sides of polygons
o Find the cross sections formed by slicing a rectangular prism
o Identify the center, radius, diameter, and circumference of a circle
o Understand 𝜋 to be the ratio of the circumference to the diameter of a circle
o Solve real-world problems involving rates and circles
o Understand how the formula for the circumference of a circle is derived
o Use a formula to calculate the circumference of circles, semi-circles, and quarter
circles
o Solve problems involving the circumference of circles
o Find the area of triangles, parallelograms, trapezoids, and regular polygons by
decomposing into rectangles or triangles
o Represent prisms and pyramids with triangular or rectangular faces using nets
o Use nets of prisms and pyramids to find the surface area
o Find the volume of a rectangular prism with fractional edge lengths, and relate
this to the formula V = ℓwh
o Find the volume of non-rectangular prisms using the formulas V = Bh
Statistics and Probability
o Read and interpret frequency tables, dot plots, and histograms
o Recognize a statistical question
o Understand that a data set has a distribution, which can be described by its center
and shape
o Recognize that a measure of center summarizes all values of a data set with a
single number
o Identify measures of center of a data set and calculate each, and know when each
is most useful
o Describe the overall shape of a distribution, and relate the choice of a center to the
shape of the distribution
o Solve real-world problems involving the mean or median, such as finding a
missing data value given the mean
 Tests
 Quizzes/projects
 Homework
Benchmarking:
 ERB
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105
Course Name: Pre-Algebra AB
Department: Math
Grade Level: 6
Course Summary:
Pre-Algebra AB is an accelerated course for students with excellent mathematical ability and
academic maturity. The purpose of this course is to prepare students with strong foundational
skills in order to introduce algebraic problem solving. This course includes extensive work with
integers, variables, exponents, rational and irrational numbers, radical expressions, and
polynomials, as well as using various algebraic properties to evaluate and simplify expressions,
and solve and graph equations and inequalities. In addition, geometric concepts are explored
through the use of implementing perimeter, area, and volume formulas, solving angles, and
folding 3D model. Review of probability, combinations, permutations, and data analysis is also
included in this course. Math contest problems are integrated into the curriculum to further
encourage mathematical growth and development.
judgment
judgment
 Number and Number Relationships
o Recognize the form of a number appropriate for a given situation and apply ratio,
percent, and proportion in a variety of situations
o Understand equivalent form of numbers including fractions, decimals, and percent
o Understand multiple representations of numbers including expanded notation,
exponential form, and scientific notation
o Use estimate of numbers
o Understand and Use perfect squares and square roots
o Represent number relationships in one and two-dimensional graph
o Understand the concept of place value with whole numbers and decimals
o Understand multiples, factor, primes, and composites
o Understand the concept of order of operations
o Apply operations with fractions, decimals, and signed numbers and number
theory concepts in everyday mathematical situations
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o Use basic geometric language to identify, describe, and name shapes
o Understand basic characteristics and properties of figures, including applications
in coordinate geometry
o Understand congruence of figures by Applying geometric properties and
relationships
o Apply geometric properties to two and three-dimensional figures, including the
Pythagorean Theorem, congruence and similarities of figures, sums of angle
measure in a triangle, triangle inequalities, and transformations in a coordinate
plane
o Use formulas to solve problems involving basic geometric concepts such as area,
volume, surface area, and angles
Measurement
o Use units appropriately and estimate measure using scale
o Understand the measure of figures, including perimeter, circumference, surface
area, volume, and angles
o Understand the application of formulas in deriving measure and solving simple
rate problems
Statistics
o Read and interpret various types of simple graph including bar, single and double
line, circle, pictorial, and tables
o Understand and compute mean, median, mode, and range
o Understand and interpret data display
Probability
o Determine probabilities
o Solve problems of chance using ratios and related probabilities
o Understand counting techniques, including the use of probability to determine
amounts
o Make predictions based on mathematical probabilities
Pre-Algebra
o Apply variables, expressions, and equations to solve real-world problems
o Formulate equations from word sentences
o Represent patterns and mathematical situations involving tables, graph, and
equations
o Perform operations with integers
o Write and solve any type of linear equations
o Find greatest common factor and least common multiples
o Use rules of exponents
o Write and solve proportions
o Represent and interpret relations and functions
o Graph linear equations and inequalities on a number line or in the coordinate
plane
o Add, subtract, and multiply polynomials
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Tests
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
Quizzes
Homework
1st semester cumulative test
2nd semester cumulative test
Benchmarking:
ERB
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108
Course Name: Pre-Algebra B
Department: Math
Grade Level: 7
Course Summary:
Seventh grade Pre-Algebra B is a one-year accelerated course designed for mature, independent,
and mathematically skillful students. The purpose of this course is to prepare students with
strong foundational skills, and to introduce algebraic problem solving. Topics include integers,
exponents, rational and irrational numbers, expressions, equations, inequalities, proportions,
linear graphing, and polynomials. Geometry, probability, and data analysis applications are
explored during the year.
judgment
judgment
o Recognize patterns, logic problems, and geometric representation of real-life
situations
o Interpret algebraic representations
o Evaluate statistical arguments including counting principals and basic
interpretation of probabilities
o Understand order of arithmetic operations
o Represent number relationships in one- and two-dimensional graphs
o Use multiple representations of numbers including expanded notation,
o Identify perfect squares and understand the relationship to square roots
o Identify factors, primes, and composites
o Identify multiples of a number including least common multiple and greatest
common divisor
o Recognize the need for numbers beyond whole numbers, including signed
numbers, decimals, and fractions
o Apply operations with fractions, decimals, signed numbers, and number theory
concepts in everyday mathematical situations
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o Use basic geometric language to classify and characterize properties of geometric
figures, including three-dimensional figures
o Apply geometric properties to two- and three-dimensional figures, including the
plane
Measurement
o Apply concepts of measure, including perimeter, circumference, surface area,
volume, weight, and angle measure (figures include irregular shapes)
o Use units appropriately, including units in the metric system, and estimate
measure using scale
o Develop formulas to solve problems of measure and solve simple rate problems
Probability
o Understand counting techniques, including the use of permutations and
combinations
Statistics
o Generate, organize, evaluate, and interpret various data representations
o Compute mean, median, range, and mode
o Represent patterns and mathematical situations involving tables, graphs, verbal
rules, and equations
Pre-Algebra
mathematical problems
o Plot points in a coordinate plane
o Write and solve linear equations
o Graph linear equations and linear inequalities on a number line or in the
coordinate plane
o Identify rational and irrational numbers
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110
 Tests
 Quizzes
 Homework
Benchmarking:
 ERB
Revised May, 2015
111
Course Name: Algebra I
Department: Math
Grade Level: 7
Course Summary:
Seventh grade Algebra I is a two-year accelerated course designed for mature, independent, and
mathematically talented students. The purpose of this course is to prepare students with strong
foundational skills and to develop algebraic problem solving. Topics include simplifying
expressions, factoring, graphing, solving linear, quadratic, radical, and fractional equations, and
operations with exponents, radicals, and rational expressions. Math contest problems are
integrated into the curriculum to further encourage mathematical growth and development.
judgment
judgment
o Recognize patterns, logic problems, and geometric representations of real-life
situations
o Translate verbal phrases into algebraic expressions and verbal sentences into
algebraic equations and inequalities
o Interpret geometric representations, including applying properties in coordinate
geometry
o Identify perfect squares and understand their relationship to square roots
o Simplify, evaluate, and approximate square roots
o Simplify radical expressions by adding and subtracting
o Represent number relationships in one- and two-dimensional graphs
o Find the opposite and absolute value of a real number
o Identify factors
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common divisor
o Apply operations with fractions, decimals, signed numbers, and number theory
concepts in everyday mathematical situations
figures including three-dimensional figures
measure in a polygon, triangle inequalities, and transformations in a coordinate
plane
o Recognize relationships between parallel and perpendicular lines
Measurement
measure using scale
Probability
combinations
Statistics
o Understand and compute mean, median, range, and mode
Pre-Algebra
o Solve linear equations, linear inequalities, absolute value equations, and absolute
value inequalities
plane
o Represent patterns and mathematical situations involving tables, graph, verbal
mathematical problems, including simple non-linear equations
o Use properties of exponents
o Simplify algebraic expressions in various forms by applying arithmetic properties
(form include rational and exponential expressions)
o Understand equivalent algebraic expressions including expressions that are
obtained by factoring
o Evaluate algebraic expressions for given values
o Solve linear equations/inequalities, simple systems of linear equations, and literal
equations for one variable
o Identify arithmetic properties
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o Apply algebraic equations to solve real-life problems and mathematical situations
o Solve quadratic equations by factoring, completing the square, or the quadratic
formula
o Understand relationships of coefficients for equivalent quadratic expressions
o Understand the rectangular coordinate system and graph of points, linear
equations, absolute value equations, quadratic equations, and linear inequalities in
this system.
o Identify linear equations and their characteristics including slope and x- and yintercepts
o Identify functions and use function notation
o Translate real-life and mathematical situations into algebraic expressions or
equations
 Tests
 Quizzes
 Homework
 Mid-term exam
 Final exam
Benchmarking:
 ERB
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114
Course Name: Pre-Algebra B
Department: Math
Grade Level: 7 or 8
Course Summary:
Pre-Algebra B is a course designed to prepare students with strong foundational skills in order to
introduce algebraic problem solving. Topics include integers, exponents, rational and irrational
numbers, expressions, equations, inequalities, proportions, linear graphing, and polynomials.
Geometry, probability, and data analysis applications are explored during the year.
judgment
judgment
situations
o Represent number relationships in one and two-dimensional graph
o Identify perfect squares and understand the relationship to square roots
o Identify factor, primes and composites
common divisor
 Geometry and Spatial Sense
figures, including three-dimensional figures
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plane
Measurement
measure using scale
Probability
combinations
Statistics
o Compute mean, median, range, and mode
Pre-Algebra
mathematical problems
o Plot points in a coordinate plane
o Write and solve linear equations
o Graph linear equations and linear inequalities on a number line or in the
coordinate plane
o Identify rational and irrational numbers
 Tests
 Quizzes
 Homework
 1st semester cumulative test (7th Grade), Mid-term exam (8th Grade)
 2nd semester cumulative test (7th Grade), Final exam (8th Grade),
Benchmarking:
 ERB
Revised May, 2015
116
Department: Math
Grade Level: 7 or 8
Course Summary:
Algebra I is a course designed for mature, independent, and mathematically skillful students.
Algebra I can be taken in the seventh grade as a two-year accelerated math course, or in the
eighth grade as a one-year accelerated math course. The purpose of this course is to prepare
students with strong foundational skills in order to develop algebraic problem solving. Topics
include simplifying expressions; factoring; graphing; solving linear, quadratic, radical, and
fractional equations; and operations with exponents, radicals, and rational expressions. Math
contest problems are integrated into the curriculum to further encourage mathematical growth
and development.
judgment
judgment
o Recognize patterns, logic problems, and geometric representations of real-life
situations
o Translate verbal phrases into algebraic expressions and verbal sentences into
algebraic equations and inequalities
o Interpret geometric representations, including Applying properties in coordinate
geometry
o Identify perfect squares, and understand their relationship to square roots
o Simplify, evaluate, and approximate square roots
o Simplify radical expressions by adding and subtracting
o Represent number relationships in one- and two-dimensional graph
Revised May, 2015
117
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Number Systems and Number Theory
o Find the opposite and absolute value of a real number
o Identify factor
common divisor
figures including three-dimensional figures
measure in a polygon, triangle inequalities, and transformations in a coordinate
plane
o Recognize relationships between parallel and perpendicular lines
Measurement
measure using scale
Probability
combinations
Statistics
Pre-Algebra
o Solve linear equations, linear inequalities, absolute value equations, and absolute
value inequalities
plane
mathematical problems, including simple non-linear equations
o Use properties of exponents
o Simplify algebraic expressions in various form by Applying arithmetic properties
(form include rational and exponential expressions)
o Understand equivalent algebraic expressions including expressions that are
obtained by factoring
o Evaluate algebraic expressions for given values
Revised May, 2015
118
o Solve linear equations/inequalities, simple systems of linear equations, and literal
equations for one variable
o Identify arithmetic properties
o Solve quadratic equations by factoring, completing the square, or the quadratic
formula
o Understand relationships of coefficients for equivalent quadratic expressions
o Understand the rectangular coordinate system and graph of points, linear
equations, absolute value equations, quadratic equations, and linear inequalities in
this system.
o Identify linear equations and their characteristics including slope and x- and yintercepts
o Identify functions and use function notation
equations
 Tests
 Quizzes
 Homework
 1st semester cumulative test (7th Grade), Mid-term exam (8th Grade)
 2nd semester cumulative test (7th Grade), Final exam (8th Grade),
Benchmarking:
 ERB
Revised May, 2015
119
Course Name: Geometry
Department: Math
Grade Level: 8, 9, 10
Division: Middle & Upper School
Course Summary:
Geometry is an introduction to geometric concepts and reasoning through formal proof and
informal investigation and discovery. Students learn to visualize and analyze geometric
relationships in two and three dimensions as well as develop inductive and deductive reasoning
skills which enhance prior mathematical learning.
 Properties of Numbers
situations
o Understand equivalent forms of numbers, i.e., fractions, decimals, and percents
o Apply ratios, percents, and proportions in a variety of situations
o Identify perfect squares and their relationship to square roots
o Identify factors and multiples of a number including least common multiple and
greatest common divisor
 Pre-Algebra
o Understand, simplify, and evaluate algebraic expressions
o Understand equivalent algebraic expressions
o Solve and graph linear equations and inequalities
equations
mathematical problems including simple non-linear equations
o Simplify algebraic expressions in various forms by applying arithmetic properties
(forms include rational and exponential expressions)
measure using scale
 Equations, Inequalities and the Cartesian Plane
o Solve simple systems of linear equations, and literal equations for one variable
o Solve simple quadratic equations
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o Understand the rectangular coordinate system and the graphing of points, linear
equations, and linear inequalities
o Identify slope and x- and y- intercepts
Probability and Statistical Analysis
combinations
Points, Lines, Planes, and Angles
o Use the terms equidistant, point, line, plane, collinear, coplanar, and intersection
o Draw representations of points, lines, and planes
o Use symbols for lines, segments, rays, and distances
o Use postulates and theorems relating to points, lines, and planes
o State and use the Segment Addition Postulate and the Angle Addition Postulate
o Name angles and find their measure
Inequalities in Geometry
o Understand the relationship between logically equivalent statements
o Apply properties of inequality to numbers, lengths of segments, and measure of
angles
o State and use the Exterior Angle Inequality Theorem
o Write indirect proofs in paragraph form
Coordinate Geometry
o Use slope to determine whether two lines are parallel, perpendicular, or neither
o State and apply the midpoint formula and distance formula
o Prove statements by using coordinate geometry methods
Deductive Reasoning
o Recognize the hypothesis and the conclusion of an if-then statement
o State the contrapositive, the converse, and the inverse of an if-then statement
o Use a counterexample to disprove an if-then statement
o Understand the meaning of “if and only if”
o Apply the Midpoint Theorem, Angle Bisector Theorem and Vertical Angles
Theorem
o Apply the definitions and theorems of complementary and supplementary angles
o Apply the definitions and theorems about perpendicular lines
o Plan proofs and then write them in two-column form
Parallel Lines and Planes
o Distinguish between intersecting lines, parallel lines, and skew lines
o State and apply theorems about two parallel planes by a third plane
o Identify the angles formed when two lines are cut by a transversal
o State and apply postulates and theorems about parallel and perpendicular lines
o Classify triangles according to sides and to angles
o State and apply theorems and corollaries about the sum of the measure of the
angles of a triangle and its exterior angles
o Recognize the names of convex polygons and regular polygons
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o Find the measure of interior angles and exterior angles of convex polygons
Triangles
o Identify the corresponding parts of congruent figures
o Prove two triangles congruent by SSS, SAS, ASA, AAS, and HL
o Deduce information about segments and angles after proving that two triangles
are congruent by using corresponding parts of congruent triangles
o Apply theorems and corollaries about isosceles triangles and proving two
overlapping triangles congruent
o Apply the definitions of median, altitude, and perpendicular bisector
o State and apply theorems about a point on the perpendicular bisector of a segment
o State and apply theorems about a point on the bisector of an angle and the
converse
o Determine the geometric mean between two numbers
o State and apply the Pythagorean Theorem and related theorems about triangles
o Determine the lengths of two sides of a 45-45-90 or a 30-60-90 triangle when the
length of the third side is known
o Define the tangent, sine, and cosine ratios for an acute angle of a right triangle
Similar Polygons
o Express a ratio in simplest form
o Solve for an unknown term in a given proportion
o Use the AA Similarity Postulate, the SAS Similarity Theorem and the SSS
Similarity Theorem to prove triangles similar
o Apply the Triangle Proportionality Theorem and its corollary
o State and apply the Triangle Angle-Bisector Theorem
Quadrilaterals
o Apply the definition and theorems of a parallelogram
o Prove that certain quadrilaterals are parallelograms
o Apply the definitions and special properties of a rectangle, a rhombus, and a
square
o Determine when a parallelogram is a rectangle, rhombus, or square
o Identify and apply the properties of a trapezoid and an isosceles trapezoid
Circles
o Define a circle, a sphere, and terms related to them
o Recognize inscribed polygons and circles and circumscribed polygons and circles
o Define and apply properties about arcs, central angles, and chords of circles
o Solve problems and prove statements involving inscribed angles, angles formed by
chords, secants, tangents, and lengths of chords, secant segments, and tangent
segments
Area of Plane Figures and Volume of Solids
o Know and use the formulas for the area of rectangles, parallelograms, triangles,
rhombuses, and trapezoids
o Know and use formulas for area and circumference of circles
o Know and use the formulas for arc length and the areas of sectors of a circle
o Know and apply scale factor, perimeters, and areas of similar figures
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o Identify the parts of prisms, pyramids, cones, and cylinders
o Find the lateral area, total area, and volume of prisms, pyramids, cones, and
cylinders
o State and apply the properties of similar solids
 Tests
 Quizzes/labs/projects
 Homework
 Mid-term exam
 Final exam
Benchmarking:
 ERB (8th and 9th grade only)
Revised May, 2015
123
Department: Math
Grade Level: 9
Division: Upper School
Course Summary:
Algebra I is an introduction to algebraic concepts including simplifying expressions, factoring,
solving linear, quadratic, radical, and fractional equations, and operations with exponents,
 Pre-Algebra
o Apply variables, expressions, and equations to solve real-world problems
o Formulate equations from word sentences
o Represent patterns and mathematical situations involving tables, graphs, and
equations
o Write and solve any type of linear equation
o Find the greatest common factor and the least common multiple
o Apply the rules of exponents
o Graph linear equations and inequalities on a number line or the coordinate plane
 Foundational Operations and Rules of Algebra
o Use order of operations to evaluate algebraic expressions
o Represent numbers and number operations and use grouping symbols
o Evaluate variable expressions and represent real-life quantities using variables
o Evaluate expressions containing exponents and use exponents in real-life
problems
o Graph and compare real numbers using the number line and find absolute value
o Add, subtract, multiply, and divide real numbers
o Use the distributive property and simplify expressions by combining like terms
o Use rates to relate quantities measured in different units and use ratios to relate
quantities measured in the same units
 Linear Equations
o Solve equations using addition, subtraction, division, and reciprocal properties
o Solve and check solutions of equations
o Use two or more transformations to solve an equation
o Solve equations with variables on both sides by collecting like terms
o Use a problem-solving plan for problems that fit the linear model
o Find exact and approximate solutions to equations containing decimals
o Solve literal equations, especially formulas, for a specified variable
o Graph horizontal and vertical lines in the coordinate plane
o Graph a linear equation from a table and interpret a graph of linear equations
o Find the intercepts of the graph of a linear equation
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o Find the slope of a line using two of its points and interpret slope as a constant
rate of change or an average rate of change
o Find the slope and y-intercept of a line from its equation and use slope-intercept
form to sketch a graph of a line
o Use a graph as a check of an algebraic solution to a linear equation
o Solve and graph an absolute value equation
o Use the slope-intercept form to write an equation of a line
o Use point-slope form to write an equation of a line
o Use standard form to write an equation of a line
Linear Inequalities
o Solve inequalities using addition, subtraction, division, and reciprocal properties
o Solve and check solutions of inequalities
o Graph inequalities and indicate a range of answer values visually
o Write an inequality from a graph
o Solve and graph compound inequalities
o Solve and graph absolute value inequalities
Systems of Equations and Inequalities
o Solve systems of linear equations by graphing, substitution, and elimination
o Solve systems of linear inequalities by graphing
Exponential Properties and Functions
o Apply exponential rules of products, quotients, negative exponents, and zeros
o Translate real numbers into scientific notation
o Translate scientific notation into standard form
o Compare number quantities in scientific notation
o Write and graph exponential growth and decay functions
o Explore exponential growth and decay in real-life situations
Polynomials and Factoring
o Simplify polynomials by adding, subtracting, multiplying, and dividing
o Combine like term polynomials and discern unlike terms
o Solve polynomials by factoring (multiple processes to choose from)
o Solve completely for mathematical roots by factoring
Quadratic Equations & Radicals
o Solve quadratic equations by graphing or factoring
o Use square roots to solve quadratic equations
o Graph square root functions
o Solve quadratic equations by completing the square
o Solve quadratic equations using the Quadratic Formula
o Simplify radical expressions
o Solve radical equations
o Apply the Pythagorean Theorem and the Distance and Midpoint Formulas
Probability and Statistical Analysis
o Find probabilities using permutations and combinations
o Find probabilities of compound events
o Apply measures of central tendency
o Interpret stem-and-leaf plots, histograms, and box-and-whisker plots
o Interpret data using visual information
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Tests
Quizzes
Homework
Mid-term Exam
Final Exam
Benchmarking:
ERB
Revised May, 2015
126
Course Name: Geometry
Department: Math
Grade Levels: 9, 10
Course Summary:
Geometry is an introduction to geometric concepts and reasoning through formal proof and
informal investigation and discovery. Students learn to visualize and analyze geometric
relationships in two and three dimensions and to develop inductive and deductive reasoning
skills.
 Points, Lines, Planes, and Angles
o Use the terms equidistant, point, line, plane, collinear, coplanar, and intersection
o Draw representations of points, lines, and planes
o Use symbols for lines, segments, rays, and distances
o Use postulates and theorems relating points, line, and planes
o State and use the Segment Addition Postulate and the Angle Addition Postulate
o Name angles and find their measure
 Deductive Reasoning
o Recognize the hypothesis and the conclusion of an if-then statement
o State the contrapositive, the converse, and the inverse of an if-then statement
o Use a counterexample to disprove an if-then statement
o Understand the meaning of “if and only if” and use deductive reasoning
o Use properties from algebra and properties of congruence in proofs
o Apply the midpoint formula, the Midpoint Theorem, and the Angle Bisector
Theorem
o Apply the definitions and theorems of complementary and supplementary angles
o State and use the Vertical Angles Theorem
o Apply the definitions and theorems about perpendicular lines
o Plan proofs and then write them in two-column form
 Parallel Lines and Planes
o Distinguish between intersecting lines, parallel lines, and skew lines
o State and apply theorems about the intersection of two parallel planes by a third
plane
o Identify the angles formed when two lines are cut by a transversal
o State and apply postulates and theorems about parallel lines and perpendicular
lines
o Classify triangles according to sides and to angles
o State and apply theorems and corollaries about the sum of the measure of the
angles of a triangle and its exterior angles
o Recognize and name convex polygons and regular polygons
o Find the measure of interior angles and exterior angles of convex polygons
 Congruent Triangles
o Identify the corresponding parts of congruent figures
o Prove two triangles congruent by SSS, SAS, ASA, AAS, and HL
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o Deduce information about segments and angles after proving that two triangles
are congruent by using corresponding parts of congruent triangles
o Apply theorems and corollaries about isosceles triangles and proving two
overlapping triangles are congruent
o Apply the definitions of the median, altitude, and perpendicular bisector of a
triangle
o State and apply theorems about a point on the perpendicular bisector of a segment
o State and apply theorems about a point on the bisector of an angle and the
converse
Quadrilaterals
o Apply the definition and theorems of a parallelogram
o Prove that certain quadrilaterals are parallelograms
o Apply the definitions and special properties of a rectangle, a rhombus, and a
square
o Determine when a parallelogram is a rectangle, rhombus, or square
o Apply the definitions and identify the properties of a trapezoid and an isosceles
trapezoid
Inequalities in Geometry
o Understand the relationship between logically equivalent statements
o Apply properties of inequality to numbers, lengths of segments, and measure of
angles
o State and use the Exterior Angle Inequality Theorem
o Write indirect proofs in paragraph form
o State and apply the inequality theorems and corollaries for one triangle and two
triangles
Similar Polygons
o Express a ratio in simplest form
o Solve for an unknown term in a given proportion
o Use the AA Similarity Postulate to prove triangles similar
o Use the SAS Similarity Theorem and the SSS Similarity Theorem to prove
triangles similar
o Apply the Triangle Proportionality Theorem and its corollary
o State and apply the Triangle Angle-Bisector Theorem
Right Triangles
o Determine the geometric mean between two numbers
o State and apply the Pythagorean Theorem and related theorems about triangles
o Determine the lengths of two sides of a 45o-45o-90o or a 30o-60o-90o triangles
when the length of the third side is known
o Define the tangent, sine, and cosine ratios for an acute angle of a right triangle
Circles
o Define a circle, a sphere, and terms related to them
o Recognize inscribed polygons and circles and circumscribed polygons and circles
o Define and apply properties and theorems about arcs, central angles, and chords
of circles
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o Solve problems and prove statements involving inscribed angles, angles formed
by chords, secants, tangents, and lengths of chords, secant segments, and tangent
segments
Areas of Plane Figures
o Know and use the formulas for the area of rectangles, parallelograms, triangles,
rhombuses, and trapezoids
o Know and use formulas for areas of regular polygons, circumferences, and areas
of circles
o Know and use the formulas for arc lengths and the areas of sectors of a circle
o Find the ratio of the areas of two triangles and use area to solve for geometric
probability
o Know and apply the relationship between scale factor, perimeters, and areas of
similar figures
Areas of Volumes of Solids
o Identify the parts of prisms, pyramids, cones, and cylinders
o Find the lateral areas, total areas, and volumes of prisms, pyramids, cones, and
cylinders
o State and apply the properties of similar solids
Coordinate Geometry
o Find distances and apply the distance formula
o Use the slope to determine whether two lines are parallel, perpendicular, or
neither
o Understand the basic properties of vectors
o State and apply the midpoint formula
o Prove statements by using coordinate geometry methods
 Tests
 Quizzes/notebook checks/projects
 Homework
 Mid-term exam
 Final exam
Benchmarking:
 ERB (ninth grade only)
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Course Name: Algebra II
Department: Math
Grade Levels: 10, 11
Course Summary:
Algebra II is a continuation of the study of algebraic concepts including a study of linear,
quadratic, polynomial, rational, exponential, and logarithmic functions, systems of equations,
complex numbers, probability and statistics, sequences and series, and an introduction to
trigonometry.
 Linear Equations and Inequalities
o Review solving linear equations
o Solve literal equations for a specific variable
o Solve simple and compound linear inequalities and express solutions in interval
notation
o Solve absolute value equations and inequalities
o Review graphing linear equations using x- and y-intercepts, and using a point and
the slope of the line
o Find the slope of a line and identify parallel and perpendicular lines from their
slopes
o Write equations of lines using point-slope form
 Systems of Linear Equations, Inequalities, and Matrices
o Solve systems of equations by graphing, substitution, and linear combinations
o Identify a system of equations as consistent or inconsistent and as dependent or
independent
o Add, subtract, and multiply matrices
o Multiply a matrix by a scalar
o Evaluate the determinant of a 2 x 2 or a 3 x 3 matrix
o Find and use the inverse of a 2 x 2 matrix
o Solve systems of linear equations using inverse matrices
 Quadratic Equations
o Graph a quadratic equation
o Solve quadratic equations by graphing, factoring, completing the square, and
using the quadratic formula
o Solve equations by writing them in quadratic form
o Use the discriminant to determine the nature of the zeros of quadratic equations
o Add, subtract, multiply, and divide complex numbers
 Polynomials
o Add, subtract, multiply, and divide polynomials
o Factor polynomial expressions and equations
o Solve polynomial equations by factoring
o Divide polynomials using long division and synthetic division
 Powers, Roots, and Radicals
o Use properties of exponents to evaluate and simplify exponential expressions
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o Evaluate nth roots of real numbers using radical notation and rational exponent
notation
o Evaluate and simplify expressions containing radicals and rational exponents
o Simplify radical expressions
Functions
o Distinguish between relations and functions, and state the function’s domain and
range
o Find the composition of functions
o Graph and use absolute value and step functions
o Use translations and reflections to sketch the graph of a function
o Identify inverse relations and inverse functions and verify that two functions are
inverses of each other
Polynomial Functions
o Graph polynomial functions
o Use the Remainder and Factor Theorems to identify zeros, both rational and
irrational, of polynomial equations
Radical Functions
o Add, subtract, multiply and divide rational expressions
o Simplify a complex fraction
o Solve rational equations
o Solve inverse and joint variation problems
Exponential and Logarithmic Functions
o Graph exponential and logarithmic functions
o Evaluate exponential and logarithmic expressions
o Use properties of logarithms to simplify expressions
o Solve exponential and logarithmic equations
Quadratic Relations
o Write an equation of a parabola and sketch its graph
o Solve systems of equations and inequalities involving quadratics
Discrete Mathematics
o Use arithmetic and geometric sequences
o Find the sum of arithmetic and geometric series
o Solve problems using the Fundamental Counting Principle
o Solve problems involving linear and circular permutations
o Solve problems involving combinations
o Find the probability of an event
o Find the probability of two or more independent or dependent events
o Find the probability of mutually exclusive or inclusive events
Trigonometric Functions
o Use trigonometry with right triangles
o Evaluate trigonometric functions of any angle
o Know the graphs of the sine, cosine, and tangent functions
o Find the measure of an angle in either degrees of radians
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 Tests
 Homework
 Mid-term exam
 Final exam
Benchmarking:
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Course Name: Algebra II Honors
Department: Math
Grade Levels: 9, 10, 11
Course Summary:
Algebra II Honors is an accelerated course designed for mature, independent, and
mathematically talented students. It is a continuation of the study of algebraic concepts including
a study of linear, quadratic, polynomial, rational, exponential, and logarithmic functions, systems
of equations, complex numbers, probability and statistics, sequence and series, as well as an
introduction to trigonometry. This course places an emphasis on independent learning and
problem solving.
 Linear Functions and Inequalities
o Solve linear equations and inequalities in one variable
o Graph and use absolute value, step, and piecewise functions
 Systems of Linear Equations and Inequalities and Matrices
o Solve systems of equations in two or more variables using graphing, substitution,
elimination, and matrices
o Perform arithmetic operations with matrices, solve systems of equations using
matrices
o Use matrices to find the area of a triangle
 Quadratic Functions
o Graph quadratic equations and inequalities in standard form, vertex form, and
intercept form
o Identify the vertex and the maximum/minimum value of a parabola from its
equation
o Solve quadratic equations by factoring, completing the square, using the quadratic
formula, and graphing
o Use the discriminant to classify the solutions of a quadratic equation
 Powers, Roots, Radicals, and Complex Numbers
o Evaluate numerical expressions involving complex numbers
o Use properties of exponents to evaluate and simplify exponential expressions
o Apply properties of exponents to rational exponent expressions, including
evaluating nth roots
o Graph radical functions
 Functions
o Use translations and reflections to sketch the graph of a function
o Add, subtract, multiply, and divide functions
o Find the inverse of a function and find the composition of two functions
 Polynomial Functions
o Evaluate, factor, and perform the four basic arithmetic operations on polynomials
o Factor polynomials using grouping, quadratic form, and sum/difference of cubes
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o Find the solutions of polynomial functions, using the Remainder Theorem, the
Factor Theorem, and a graphing calculator
o Graph polynomial equations by identifying zeros and end behavior
Rational Functions
o Graph rational functions, including identifying vertical and horizontal asymptotes
o Solve rational equations, including those involving inverse and joint variation
o Add, subtract, multiply, and divide rational expressions
Exponential and Logarithmic Functions
o Graph exponential & logarithmic functions
o Convert from exponential to logarithmic form and vice versa
o Apply the properties of logarithms
o Use the exponential and logarithmic functions in problem solving
Discrete Mathematics
o Identify arithmetic and geometric sequences
o Use arithmetic and geometric sequences and series for problem solving
o Use the Fundamental Counting Principal
o Solve problems involving permutations and combinations
o Find the probability of an event
o Use boxplots, histograms, and normal distribution curves in finding measures of
central tendency
o Solve systems of equations both graphically and algebraically that are not linear
o Model real world problems with basic functions
Trigonometry
o Solve triangles using right triangle trigonometry
o Define angles using both degree and radian measure
o Evaluate trigonometric functions
o Graph sine, cosine, and tangent functions
Quadratic Relations
o Graph conic sections, including parabolas, circles, ellipses, and hyperbolas
o Use the graphing calculator to calculate regression curves of best fit
o Apply the distance and midpoint formulas
 Tests
 Homework
 Mid-term exam
 Final exam
Benchmarking:
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Course Name: Advanced Functions and Modeling
Department: Math
Course Summary:
The Advanced Functions and Modeling course provides an extensive study of mathematical
modeling and the application of functions. Topics include data analysis, linear systems, linear
programming, transformations, exponential functions, logarithmic functions, piecewise
functions, matrices, radicals, quadratic functions, polynomial functions, rational functions,
trigonometry, and probability. This course will review algebra in context in order to allow
students to retain and build upon their mathematical knowledge and skills as they move on to
college.
 Describing Data
o Provide graphical display of univariate data in the form of histograms, bar graph,
stem-and-leaf plot, dot plot, and boxplot
 Linear Models and Systems
o Use systems of linear equations to solve real-world problems
o Understand the limitations in using predictive models for extrapolating beyond
the range of the given data
o Use scatter plots and linear regression to determine the line of “best fit” for a
given bivariate data set that shows a pattern of linear change
 Functions, Relations, and Transformations
o Use multiple forms of linear functions and equations (slope-intercept form, pointslope form, and standard form) to solve real-world problems
o Provide examples of functions and non-functions via words, pictures, formulas,
and bivariate data sets
o Graph, with and without calculator assistance, linear functions, quadratic
functions, polynomial functions, and piece-wise functions
o Given the graph of linear, quadratic, and piece-wise functions, provide the
appropriate equation
o Determine the domain and the range of a function by examination of the graph of
the function
o Construct and deconstruct compositions of functions both algebraically and via
graph
o Recognize and sketch the graph of many parent functions, including, but not
limited to the following categories: linear, quadratic, cubic, sinusoidal,
exponential, absolute value, and square root
o Algebraically find, and graphically illustrate, key features of a function including
zeros, y-intercept, symmetry
o Demonstrate a graphical understanding, with and without calculator assistance, of
the effects of parameter changes on functions and their graph
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o Transform the graph of a function through vertical and horizontal shifts,
vertical and horizontal stretches and compressions, and reflections about the
axes
Exponential, Power, and Logarithmic Functions
o Demonstrate an understanding of the differences between linear growth,
exponential growth, and logarithmic growth
o Apply the properties of logarithms to the solving of logarithmic equations and
understand how these properties relate to the laws of exponents
o Solve exponential equations graphically, algebraically, and via the use of
logarithms
o Use exponential functions to explore and solve real-world problems in population
growth, and other areas of application
o Understand and apply the basic properties and theorems of roots and exponents
o Demonstrate a conceptual and practical understanding of exponential growth and
decay
Matrices and Linear Systems
o Use and apply matrix operations: add, subtract, and multiply, when possible
o Use matrices to solve real-world problems
o Use systems of inequalities and linear programming to solve real-world problems
Quadratic and Other Polynomial Functions
o Demonstrate understanding and fluency with quadratic functions in multiple
forms: vertex form, factored form, and standard form, and understand, both
intuitively and practically, why one form is preferable to another form in a given
situation
Application of Statistics
o Use and apply the correlation coefficient, r, for describing the linearity of a set of
bivariate data, and interpret such understanding with appropriate attributes
(positive vs. negative, strong vs. weak, linear vs. non-linear)
o Demonstrate an understanding of outliers in both univariate and bivariate data
Trigonometry
o Convert easily and fluently between degree measure and radian measure and
illustrate an understanding of radian measure as it relates to arc length
o Use models to explore and demonstrate an understanding of the periodic nature of
sinusoidal functions and solve real-world problems using such models
o Understand that functions other than trigonometric functions may be periodic in
nature
o Define the sine and cosine function as points on the graph of a unit circle, and
relate these definitions to the sinusoidal nature of the graphs of these functions
o Demonstrate fluency with the use of trigonometric ratios, and use these to solve
right triangle word problems
o Use the Pythagorean Theorem and its converse and properties of special right
triangles to solve mathematical problems
o Provide a definition, as well as graphical illustrations, of a periodic function
o Understand and apply key terminology of the unit circle: quadrants, reference
angles, and coterminal angles
o Understand the fundamental difference between an equation and an identity
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 Tests
 Quizzes
 Homework
 Projects
 Mid-term exam
 Final exam
Benchmarking:
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Course Name: Precalculus
Department: Math
Course Summary:
Precalculus covers advanced topics, including extensive work with functions and their graphs,
conics, systems of equations, a rigorous treatment of trigonometry, sequences, series, probability,
and an introduction to vectors and limits.
 Properties of Functions
o Identify and graph parent functions, including quadratic, absolute value, square
root, basic polynomial, and rational functions
o Determine the domain, range, and zeros of functions
o Perform operations on functions
o Reflect and translate the graphical representation of functions
o Find the inverse of a function, if the inverse exists
o Graph functions in two variables in a two-dimensional coordinate system
o Solve inequalities involving functions
 Exponents and Logarithms
o Define and use rules involving exponents
o Define and use exponential and logarithmic functions
o Define and apply properties of logarithms
o Rewrite logarithmic equations as exponential equations and vice versa
 Sequences, Series, and Probability
o Identify an arithmetic or geometric sequence, and find a formula for the nth term
o Define sequences recursively
o Find the sum of the first n terms of arithmetic or geometric series
o Find the sum of an infinite geometric series
o Solve combinatorics and probability problems
 Trigonometric Functions
o Know the graphs of the six trigonometric functions
o Find values of the trigonometric and inverse trigonometric functions
o Find the measure of an angle in either degrees or radians
o Find and use coterminal angles
o Use trigonometric functions to model periodic behavior
o Solve trigonometric equations
o Simplify trigonometric expressions, and prove trigonometric identities
 Triangle Trigonometry
o Use trigonometry to find unknown sides or angles or a right triangle
o Find the area given the lengths of two sides and the measure of the included angle
o Use the Law of Sines to find unknown parts of a triangle
o Use the Law of Cosines to find unknown parts of a triangle
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Vectors
o Manipulate vectors using vector addition, scalar multiplication, and the dot
product
o Sketch vectors
o Find the magnitude of a vector
o Find the angle between two vectors
o Determine if two vectors are orthogonal
Systems of Equations and Inequalities
o Solve systems of equations graphically and algebraically
o Solve systems of equations in three variables using matrices
o Solve systems of inequalities
Conics
o Identify equations for circles, parabolas, ellipses, and hyperbolas
o Graph and translate circles, ellipses, and hyperbolas
Limits
o Define and apply infinite limits
o Define and apply limits at a point
 Tests
 Quizzes
 Homework
 Mid-term exam
 Final exam
Benchmarking:
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Course Name: Precalculus Honors
Department: Math
Course Summary:
An accelerated course designed for mature, independent, and mathematically talented students,
Precalculus Honors presents advanced topics with emphasis on independent learning and
problem solving. These topics include extensive work with functions and their graph, conics,
systems of equations, a rigorous treatment of trigonometry, sequences, series, probability, polar
coordinates, vectors, parametric equations, and an introduction to limits and calculus.
 Properties of Functions
o Identify various types of functions, determine the domain, range, and zeros of
these functions, and graph these functions
o Perform operations on functions and determine the domains of these functions
o Reflect graphs and use symmetry to sketch graphs
o Determine periodicity and amplitude from certain graphs, stretch and shrink
graphs both vertically and horizontally, and translate graph
o Find the inverse of a function, if the inverse exists
o Graph functions in two variables in a two-dimensional coordinate system
o Solve inequalities involving functions
 Exponents and Logarithms
o Define and use rules involving exponents
o Define and use exponential and logarithmic functions
o Prove and apply properties of logarithms
o Rewrite logarithmic equations as exponential equations and vice versa
Sequences,
Series, and Probability
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o Identify an arithmetic or geometric sequence and find a formula for the nth term
o Use sequences defined recursively to solve problems
o Find the sum of the first n terms of arithmetic or geometric series
o Find or estimate the limit of an infinite sequence or determine that the limit does
not exist
o Find the sum of an infinite geometric series
o Represent series using sigma notation
o Use mathematical induction to prove that a statement is true
o Solve combinatorics and probability problems
 Systems of Equations and Inequalities
o Solve systems of equations graphically and algebraically
o Solve systems of equations in three variables using matrices
o Solve systems of inequalities
 Trigonometric Functions
o Find the arc length and area of a sector of a circle
o Find the measure of an angle in degrees or radians
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o Find and use coterminal angles
o Find values of the trigonometric and inverse trigonometric functions
o Sketch and transform the graphs of the trigonometric functions
o Solve and apply trigonometric equations
o Use trigonometric functions to model periodic behavior
o Simplify trigonometric expressions, and prove trigonometric identities
Triangle Trigonometry
o Use trigonometry to find unknown sides or angles of a right triangle
o Find the area of a triangle given two sides and the measure of the included angle
o Use the Law of Sines to find unknown parts of a triangle
o Use the Law of Cosines to find unknown parts of a triangle
o Use trigonometry to solve navigation and surveying problems
Vectors
o Manipulate vectors using vector addition, scalar multiplication, and dot product
o Sketch vectors
o Find the magnitude of a vector
o Determine if two vectors are orthogonal
Polar Coordinates and Complex Numbers
o Graph polar equations
o Convert between rectangular and polar coordinates
Conic Sections
o Identify equations for conic sections
o Graph and translate conic sections
Parametric Equations
o Define parametric equations
o Rewrite sets of parametric equations as single rectangular equations
o Find sets of parametric equations for graphs
Introduction to Calculus
o Define and apply infinite limits
o Define and apply limits at a point
o Determine whether a function is continuous
o Define the derivative
o Find derivatives of functions, and use derivatives to find slopes of graphs
 Tests
 Quizzes
 Homework
 Mid-term exam
 Final exam
Benchmarking:
 SAT Subject Test in Mathematics Level II
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Course Name: Calculus
Department: Math
Grade Level: 12
Course Summary:
Calculus is an introduction to differential and integral calculus designed for those students who
plan to take calculus in their freshman year of college. Topics include limits, derivatives,
integrals, and applications of derivatives and integrals.
 Functions, Graph, and Limits
o Analyze graphs of functions with emphasis on the interplay between the
geometric and analytic information and on the use of calculus to explain the
observed local and global behavior of a function
o Calculate limits using algebra and estimate limits from graphs or tables of data
o Understand asymptotes in terms of graphical behavior and describe asymptotic
behavior in terms of limits involving infinity
o Compare relative magnitudes of functions and their rates of change
o Understand continuity in terms of limits
o Understand the concept of the derivative geometrically, numerically, and
analytically
 Derivatives
o Concept of the Derivative
 Interpret the derivative as an instantaneous rate of change
 Define the derivative as the limit of the difference quotient
 Understand the relationship between differentiability and continuity
o Derivative at a Point
 Find the slope of a curve at a point
 Find the tangent line to a curve at a point and understand its use as a linear
approximation
 Find the instantaneous rate of change as the limit of average rate of change
 Approximate rate of change from graph and tables of values
o Derivative as a Function
 Identify corresponding characteristics of the graphs of 𝑓 and 𝑓’
 Understand the relationship between increasing and decreasing behavior of
𝑓 and the sign of 𝑓’
 Know the Mean Value Theorem and its geometric consequence
o Second Derivatives
 Identify corresponding characteristics of the graphs of 𝑓, 𝑓’, and 𝑓”
 Understand the relationship between the concavity of 𝑓 and the sign of 𝑓”
 Identify points of inflection as places where concavity changes
o Applications of Derivatives
 Analyze curves, including the notions of monotonicity and concavity
 Solve optimization problems
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 Model rates of change, including related rates problems
 Interpret the derivative as a rate of change in varied applied contexts,
including velocity, speed, and acceleration
o Computation of Derivatives
 Find derivatives of basic functions, including power, exponential, logarithmic,
trigonometric, and inverse trigonometric functions
 Use basic rules for the derivative of sums, products, and quotients of functions
 Find derivatives using the Chain Rule and using implicit differentiation
 Integrals
o Riemann Sums
 Understand the concept of a Riemann sum over equal subdivisions
 Calculate Riemann sums using left, right, and midpoint evaluation points
o Interpretations and Properties of Definite Integrals
 Define the definite integral as a limit of Riemann sums
 Use basic properties of definite integrals
o Applications of Integrals
 Use the integral as a rate of change to give accumulated change
 Use the method of setting up a Riemann sum and representing its limit as a
definite integral
 Find the area of a region
 Find the volume of a solid with known cross sections
 Find the volume of solids of revolution
 Find the average value of a function
 Find the distance traveled by a particle along a line
o Fundamental Theorem of Calculus
 Use the Fundamental Theorem to evaluate integrals
 Use the Fundamental Theorem to represent a particular antiderivative,
including the analytical and graphical analysis of functions so defined
o Techniques of Antidifferentiation
 Find antiderivatives of basic functions
 Find antiderivatives by substitution of variables, including change of limits
o Numerical Approximations to Definite Integrals
 Use Riemann sums to approximate definite integrals of functions
 Use the Trapezoidal rule to approximate definite integrals of functions
 Tests
 Quizzes
 Homework
 Mid-term exam
 Final exam
Benchmarking:
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Course Name: AP Statistics
Department: Math
Course Summary:
AP Statistics is a yearlong course offering college credit through the advanced placement-testing
program, and whose content reflect that of an introductory statistics course in college. The
purpose of this course is to introduce students to the major concepts and tools for collecting,
analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual
themes: exploratory analysis, planning a study, probability, and statistical inference.
 Organizing Data
o Construct and interpret contingency tables, conditional distribution tables, stemand-leaf display, bar charts, histograms, ogives, time plot, and dot plot, and know
how to examine the relative advantages and disadvantage of each as a descriptive
tool
o Compare the distributions of a variable for two or more groups by comparing, in
context, their shapes, center, spread, and any unusual features
o Understand how bias, measurement error, and display distortion can affect the
interpretation of data
o Identify and fluently use the appropriate “summary measure” for both categorical
and quantitative data
o Use normal model and the empirical rule to estimate the percentage of
observations falling within a given number of standard deviations from the mean
o Understand the importance of standardizing data and recognize that a z-score can
identify unusual or surprising values among data
o Demonstrate an understanding of the critical difference between a distribution and
a model
o Read and interpret correlation display produced by a statistics software package
o Know, by definition, what residuals are and what they tell us about the underlying
data
o Explain how the existence of one or more lurking variables can confound the
relationship between the two variables whose association is being studied
o Demonstrate an understanding of the difference between the “appropriateness of a
model” and the “strength of a model”
 Producing Data
o Perform simulations using both technology and non-technology-based methods,
and recognize when a simulation might usefully model random behavior in a realworld setting
o Identify the population, the parameter of interest, the sampling frame, the sample,
the sampling method, and any potential sources of bias in a statistical study
o Identify the factor, the treatments, and the response variable in a description of a
designed experiment
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o Know and apply the four basic principles of sound experimental design: control,
randomization, replication, and blocking
Probability
o Know and use the basic terminology for probability: trial, outcome, event,
sample space, sampling frame, disjoint events, independent events, etc.
o Understand and apply the addition rule, the multiplication rule, and the
complement rule, as well as the rules for conditional probability
o Construct and use tree diagrams and Venn diagrams to solve real-world
probability problems
o Understand and apply knowledge of the differences between a discrete and a
continuous random variable
o Apply an understanding of Bernoulli trials and of the Geometric and Binomial
distributions of random variables to solve real-world problems
o Demonstrate an understanding of a sampling distribution, and thus show that
sampling variability is both understandable and predictable
o Use sampling distribution model to make statements about the distribution of a
proportion or mean under repeated sampling
Inference
o Construct and interpret confidence intervals for proportions and for means
o Understand when a t-distribution must be used to describe the variability of a data
set
o Find minimum sample size requirements to meet given margin of error and
confidence level specifications
o Understand and apply the four-step process for hypothesis testing: hypothesis,
model, mechanics, and conclusion
o Understand and apply, in both technical and non-technical terms, the differences
between Type I errors and Type II errors
o Use the Chi-Square tests for goodness of fit, independence, and homogeneity of
populations
o Distinguish between groups of data that are matched and those that are
independent.
o Perform linear regression t-tests for the slope
 Tests
 Quizzes
 Homework
 Projects
 Mid-term exam
 Final exam
Benchmarking:
AP Statistics Exam
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Course Name: AP Calculus AB
Department: Math
Grade Level: 11, 12
Course Summary:
AP Calculus AB is a university level calculus course designed for mature, independent, and
mathematically talented students. Topics include those typically taught in one semester of
college calculus: limits, derivatives, integrals, elementary differential equations, and applications
of derivatives and integrals.
 Functions, Graphs, and Limits
o Analyze graphs of functions with emphasis on the interplay between the
geometric and analytic information and on the use of calculus to explain the
observed local and global behavior of a function
o Calculate limits using algebra and estimate limits from graphs or tables of data
o Understand graphs of continuous functions geometrically (Intermediate Value
Theorem and Extreme Value Theorem)
 Derivatives
 Understand the concept of the derivative geometrically, numerically, and
analytically
 Find the tangent line to a curve at a point
 Find a linear approximation
 Find the instantaneous rate of change as the limit of the average rate of change
 Approximate rates of change from graph and tables of values
 Identify corresponding characteristics of the graphs of 𝑓 and 𝑓’
 Understand the relationship between increasing and decreasing behavior of 𝑓
and the sign of 𝑓’
 Translate verbal descriptions into equations involving derivatives and vice
versa
 Identify corresponding characteristics of the graphs of 𝑓, 𝑓’, and 𝑓”
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 Interpret differential equations geometrically via slope fields
 Understand the relationship between slope fields and the solution to a
differential equation
 Find derivatives of basic functions, including power, exponential, logarithmic,
trigonometric, and inverse trigonometric functions
 Find derivatives using the Chain Rule and using implicit differentiation
 Integrals
o Riemann Sums
 Calculate Riemann sums using left, using right, and using midpoint evaluation
points
 Use the definite integral as the rate of change of a quantity over an interval
interpreted as the change of the quantity over the interval
 Use appropriate integrals to model physical, social, scientific, or economic
situations
 Set up a Riemann sum and represent its limit as a definite integral
 Find the area of a region
 Find the volume of solids of revolution
 Find antiderivatives by substitution of variables, including change of limits for
definite integrals
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o Applications of Antidifferentiation
 Find specific antiderivatives using initial conditions, including applications to
motion along a line
 Solve separable differential equations and use them in modeling, in particular,
the equation 𝑦’ = 𝑘𝑦 and exponent growth
 Use Riemann sums to approximate definite integrals of functions represented
algebraically, geometrically, and by tables of values
represented algebraically, geometrically, and by tables of values
 Tests
 Quizzes
 Homework
 Mid-term exam
 Final exam
Benchmarking:
 AP Calculus AB Exam
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Course Name: AP Calculus BC
Department: Math
Grade Level: 11, 12
Course Summary:
AP Calculus BC is a university level calculus course designed for mature, independent, and
mathematically talented students. Topics include those typically taught in two semesters of
college calculus: limits, derivatives, integrals, infinite series, elementary differential equations,
and applications and modeling.
 Functions, Graph, and Limits
o Analyze graph of functions with emphasis on the interplay between the geometric
and analytic information and on the use of calculus to explain the observed local
and global behavior of a function
o Calculate limits using algebra and estimate limits from graph or tables of data
o Understand graph of continuous functions geometrically (Intermediate Value
Theorem and Extreme Value Theorem)
o Analyze planar curves given in parametric, polar, and vector form
 Derivatives
 Understand the concept of the derivative geometrically, numerically, and
analytically
 Find the tangent line to a curve at a point
 Find a linear approximation
 Find the instantaneous rate of change as the limit of average rate of change
 Approximate rate of change from graph and tables of values
 Identify corresponding characteristics of the graph of 𝑓 and 𝑓’
 Understand the relationship between increasing and decreasing behavior of 𝑓
and the sign of 𝑓’
 Translate verbal descriptions into equations involving derivatives and vice
versa.
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 Identify corresponding characteristics of the graph of 𝑓, 𝑓’, and 𝑓”

 Analyze planar curves given in parametric, polar, and vector form, including
velocity and acceleration vectors
 Use implicit differentiation to find the derivative of an inverse function
 Interpret differential equations geometrically via slope fields and the
relationship between slope fields and derivatives of implicitly defined
functions
 Solve differential equations numerically using Euler’s method
 Use L’Hopital’s Rule in determining convergence of improper integrals
and series
 Find derivatives of basic functions, including xn, exponential, trigonometric,
and inverse trigonometric functions
 Find derivatives using the Chain Rule and implicit differentiation
 Find derivatives of parametric, polar, and vector functions
Integrals
o Riemann Sums
 Calculate Riemann sums using left, right, and midpoint evaluation points
 Use the definite integral as the rate of change of a quantity over an interval
interpreted as the change of the quantity over the interval
 Use appropriate integrals to model physical, social, or economic situations
 Use the method of setting up a Riemann sum and representing its limit as a
definite integral
 Find the area of a region, including a region bounded by polar curves
 Find the length of a curve, including a curve given in parametric form
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
 Find antiderivatives by substitution of variables, including change of limits for
definite integrals
 Find antiderivatives by parts and simple partial fractions (nonrepeating linear
factor only)
 Evaluate improper integrals as limits of definite integrals
o Applications of Antidifferentiation
 Find specific anti-derivatives using initial conditions, including applications to
motion along a line
 Solve separable differential equations and use them in modeling, in particular,
the equation 𝑦’ = 𝑘𝑦 and exponent growth
 Solve logistic differential equations and use them in modeling
 Use Riemann sums to approximate definite integrals of functions represented
algebraically, geometrically, and by tables of values
represented algebraically, geometrically, and by tables of values
Polynomial Approximations and Series
o Concept of Series
 Recognize series as a sequence of partial sums
 Understand that convergence of a series is the limit of the sequence of partial
sums
 Use technology to explore convergence and divergence of various series
o Series of Constants
 Identify and use geometric and harmonic series
 Identify and use alternating series with error bound
 Understand the relationship between terms of series as areas of rectangles and
improper integrals, including the integral test and its use in testing the
convergence of p-series
 Use the ratio test to determine convergence and divergence of a series
 Use the comparison test to determine convergence and divergence of a series
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o Taylor Series
 Use Taylor polynomials to approximate various functions, such as the sine
function
 Find the general Taylor series centered at 𝑥 = 𝑎
 Identify and use the Maclaurin series for the functions ex, sin x , cos x and
1/(1 - x)
 Manipulate Taylor series and use shortcuts to computing Taylor series,
including differentiation, antidifferentiation, and the formation of new series
from known series
 Use functions defined by power series and radius of convergence
 Calculate the Lagrange error bound for Taylor polynomials
 Tests
 Quizzes
 Homework
 Mid-term exam
 Final exam
Benchmarking:
 AP Calculus BC Exam
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Course Name: Honors Multivariable Calculus
Department: Math
Grade Level: 12
Course Summary:
Honors Multivariable Calculus is a college-level course for students who have successfully
completed AP Calculus BC. Topics include a review of single variable calculus and infinite
series, then proceeding to conic sections as parametric and polar functions, vectors and the
geometry of space, vector functions, partial derivatives, multiple integrals, vector calculus, and
may include second order differential equations.
 Advanced Integration Techniques
o Evaluate integrals using integration by parts, partial fractions, trigonometric
substitutions, and trigonometric integrands
o Determine the convergence or divergence of improper integrals
 Advanced Application of Integrals
o Find the arc length of a continuous curve on a closed interval
o Find the area of a surface of revolution
o Apply integration techniques to solve problems involving hydrostatic force and
moments and center of mass
 Parametric Equations and Polar Coordinates
o Sketch curves defined by parametric and polar equations
o Identify and graph conic sections in parametric and polar coordinates
o Determine the slope of the tangent and the points at which horizontal and vertical
tangents occur for a parametric curve
o Find area, length, and surface area for a parametric curve
o Find area, and length for a polar curve
 Vectors and the Geometry of Space
o Use a three dimensional coordinate systems to plot points and to represent curves
in three space
o Apply properties of vectors to simplify expressions using vectors
o Calculate the dot product and cross product of two vectors
o Apply the dot product and the cross product to find work, torque, area, and
volume
 Vector Functions
o Write equations of lines in space in vector, parametric, and symmetric form
o Write equations of planes in three space in vector and scalar form
o Sketch cylinders and quadric surfaces
o Find the domain and limit of vector functions
o Evaluate derivatives and integrals of vector functions
o Find parametric equations for the tangent line to a vector function
o Find the length and curvature of a curve in space
o Find the velocity, acceleration, and speed of a particle in space
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



Partial Derivatives
o Determine the limit of a function in two variables
o Apply the definition of continuity to a function in two variables
o Calculate partial derivatives of functions in two or more variables
o Apply Clairaut’s Theorem
o Find equations of tangent planes for functions in two or more variables
o Apply partial derivatives to find linear approximations of function values
o Apply the chain rule for derivatives to functions with two or more variables
o Calculate directional derivatives and gradient vectors
o Determine the maximum and minimum values of a function of two or more
variables by Applying the Second Derivative Test
Multiple Intervals
o Apply double integrals to calculate the volume of a solid in space
o Apply Fubini’s Theorem to use iterated integrals to evaluate a double integral
o Evaluate double integrals in polar coordinates
o Evaluate triple integrals using Fubini’s Theorem
o Apply triple integrals to find volume of a solid in space
o Apply triple integrals in cylindrical coordinates
o Apply triple integrals in spherical coordinates
Vector Calculus
o Sketch a vector field
o Evaluate line and surface integrals
o Apply the Fundamental Theorem for Line Integrals
o Calculate the curl and divergence of a vector field
o Apply Green’s Theorem to evaluate a line integral
o Find a parametric representation for a surface
o Apply Stokes’ Theorem to evaluate a surface integral
o Apply the Divergence Theorem to evaluate flux across a boundary surface
Second Order Differential Equations
o Solve second order differential equations
o Solve non-homogeneous linear equations
o Apply second order differential equations to problem solving
o Use series to solve differential equations
 Tests
 Quizzes
 Homework
 Mid-term exam
 Final exam
Benchmarking:
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English Department
English Department Philosophy
The philosophy of the English Department is to expand students’ knowledge of the human
experience through reading by enabling them to develop mature and compassionate responses to
our complex world and to enjoy the fulfillment of personal growth as an individual. Students are
required to think analytically and to generate both creative and philosophical responses to ideas.
Because communication is central to the enhancement of the human experience, students must be
able to articulate their thoughts and ideas effectively in both verbal and written form.
English Scope and Sequence
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Course Name: Reading/Language Arts K
Department: English
Grade Level: K
Course Summary:
Kindergarten uses the Journeys reading series, a comprehensive reading/language arts program
by Houghton Mifflin Harcourt. It contains and correlates reading, writing, auditory, and oral
language skills for the child who does not yet know how to read or write, as well as for the child
who comes to kindergarten already reading or writing. It provides the student with a thorough
understanding of the letters of the alphabet: letter names, how to write them, what sounds they
represent, and what function they serve as they are blended to form words. It also introduces the
child to high-frequency words and builds and strengthens comprehension, vocabulary, and
grammar. Instruction is provided in whole group as well as in small groups and students are
assessed and provided support at their own instructional level. Students read leveled books and
work on skills designed for their specific needs in small groups, which allow the teacher to
differentiate learning to meet the needs of each student.
Targeted Skills and Content Mastery:
 Verbal Reasoning
o Recognize the relationship between two words and identify another pair of words
with the same relationship
o Identify the definition that accurately describes the relationship between a pair of
words
o Recognize which of several elements does or does not fit into a thematically
grouped list of words
o Generalize about a thematically grouped list of words and choose an appropriate
heading for the list
o Solve deductive ordering problems
o Draw conclusions that are directly deducible from the information provided
o Solve inductive reasoning problems by reasoning from details or evidence to a
generalization or hypothesis that makes sense of the evidence
 Auditory Comprehension
o Determine the meaning of a word/phrase through context clues from text read
aloud
o Choose correct definition or synonym from text read aloud
o Identify explicit details from text read aloud
o Provide answers to “who,” “what,” “where,” “when,” “why,” and “how”
questions about text read aloud
o Use implicit information from a passage read aloud to make inferences about the
motives or behaviors of characters
o Use implicit information from a passage read aloud to summarize or draw
conclusions
o Draw connections between and among various pieces of information in text read
aloud
o Synthesize explicit information to make predictions or draw conclusions about
text read aloud
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


o Synthesize implicit information to make predictions or draw conclusions about
text read aloud
Reading Comprehension
o Determine the meaning of a word/phrase through context clues from text
o Choose correct definition or synonym from text
o Use explicit information to identify the main idea from text
o Identify explicit details from the text
questions about the text
o Use implicit information from a passage to make inferences about the motives or
behaviors of characters
o Use implicit information from a passage to summarize or draw conclusions
o Draw connections between and among various pieces of information in text
text
text
Word Analysis
o Recognize common words that are important to reading fluency
o Recognize those common words that do not follow basic rules of sound-letter
correspondence
o Recognize vowel sounds in varying positions (initial and medial)
o Recognize consonant sounds in varying positions (initial and medial)
o Recognize compound words
o Choose the root/base word with appropriate inflectional ending in the context of a
sentence
o Choose the correct plural form of a word in context
o Understand the correct use of comparative adjectives
o Understand the correct use of superlative adjectives
o Use context clues to choose the appropriate word to fill in a blank in a sentence
Writing Mechanics
o Identify misspellings of commonly used words
o Recognize correct and incorrect capitalization of proper nouns
o Recognize correct and incorrect capitalization of the first word in a sentence
o Recognize correct and incorrect punctuation
o Recognize correct end punctuation
o Apply correct pronoun use
 Sight word assessments
 Phonics and reading assessments
 Writing samples
Benchmarking:
 Informal reading assessment
 Harcourt Journeys assessments
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Course Name: Reading/Language Arts 1
Department: English
Grade Level: 1
Course Summary:
First grade continues the use of the Journeys reading series, a comprehensive reading/language
arts program by Houghton Mifflin Harcourt. This program focuses on text-based comprehension,
phonemic awareness, high-frequency words, speaking and listening skills, academic vocabulary,
spelling, grammar, and writing skills. Through cloze reading, students are provided with
activities to promote a deep level of reading comprehension. The vocabulary and grammar
curriculum build essential skills in reading and writing. Throughout the curriculum, students are
assessed and provided support at their individual instructional level. Instruction is provided in
whole group as well as in small groups in which students read leveled books and work on skills
designed for their specific needs.
words
aloud
o Choose the correct definition or synonym from text read aloud
conclusions
aloud
text read aloud
text read aloud
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


o Choose the correct definition or synonym from text
o Identify explicit details from text
text
text
Word Analysis
correspondence
o Recognize vowel sounds in varying positions (initial, medial, and final)
o Recognize consonant sounds in varying positions (initial, medial, and final)
o Understand the correct use of contractions
sentence
Writing Mechanics
o Recognize proper punctuation for letter writing
o Recognize correct use of the comma
o Recognize the correct use of the apostrophe in contractions and possessives
o Apply rules of English diction and grammar
 Informal evaluations at the end of each unit of study
 Formal assessments at the end of each unit
 Informal writing assessments
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Benchmarking:
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Department: English
Grade Level: 2
Course Summary:
Students in second grade explore reading and language arts through the continuation of the
Journeys reading series, a comprehensive reading/language arts program by Houghton Mifflin
Harcourt. This series correlates reading, writing, auditory, and oral language skills focusing
specifically on text-based comprehension, phonemic awareness, high-frequency words, speaking
and listening skills, academic vocabulary, spelling, grammar, and writing skills. Through the use
of cloze reading activities, students experience a deep level of reading comprehension while the
vocabulary and grammar curriculum build their essential skills in reading and writing.
Throughout the curriculum, students are assessed and provided support at their individual
instructional level. Instruction is provided in whole group as well as in small groups in which
students read leveled books and work on skills designed for their specific needs.
words
aloud
o Choose correct definition or synonym from text read aloud
conclusions
aloud
text read aloud
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


text read aloud
text
text
Word Analysis
correspondence
o Recognize vowel sounds in varying positions (initial, medial, and final)
o Recognize consonant sounds in varying positions (initial, medial, and final)
o Understand the correct use of contractions
sentence
Writing Mechanics
o Identify misspellings of commonly used words with affixes
o Identify misspellings of words that display improper pluralization
o Recognize proper punctuation for dialogue
o Understand pronoun-antecedent agreement
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o Apply the rules of diction within the context of a sentence
o Apply the correct verb form and tense including subject-verb agreement
 Teacher created tests
 Writing samples
 Dictation tests
Benchmarking:
 ERB
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Department: English
Grade Level: 3
Course Summary:
Students in third grade explore reading and language arts through the continuation of the
words
aloud
o Choose the correct definition or synonym from text read aloud
conclusions
aloud
text read aloud
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


text read aloud
text
text
Writing Mechanics
o Recognize correct and incorrect capitalization in titles and forms of address
o Apply the correct verb form and tense including subject-verb agreement and
parallelism
o Apply rules of correct and effective expression at the sentence level, including
proper modification
o Apply rules of sentence boundaries, including avoiding run-ons and fragments
Writing Concepts and Skills
o Recognize thesis statements
o Recognize topic sentences
o Recognize conclusions
o Recognize effective transitions between ideas, sentences, and paragraphs
o Effectively and logically sequence information within a paragraph or passage
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o Recognize the role of the audience within varying contexts
o Draw logical conclusions about the intended audience for a given passage
o Understand how the purpose for and focus of a piece of writing help determine
the kind of information included and the appropriate style and tone of the piece
o Choose the appropriate main idea for a paragraph
o Identify effective relevant details to support a given idea or thesis
o Effectively combine two or more sentences into one logical sentence
o Recognize and identify accurate and appropriate word choices in a piece of
writing
o Recognize well-crafted sentences that exhibit rhetorical precision
 Teacher-created tests
 Authentic assessments which accompany novel study
 Writing samples
 Dictation tests
 Weekly spelling list tests
 Text supplemented vocabulary tests
Benchmarking:
 ERB
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166
Department: English
Grade Level: 4
Course Summary:
Students in fourth grade explore reading and language arts through the continuation of the
o Recognize the relationship between two words and Identify another pair of words
o Identify the definition that accurately describe the relationship between a pair of
words
generalization or hypothesis that make sense of the evidence
 Reading Comprehension
questions about text
o Synthesize explicit information to make predictions or draw conclusions about a
text
text
 Vocabulary
o Understand the meaning of a word in the context of a sentence and identify the
correct definition
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

o Identify a synonym of a word from the meaning derived from the context of a
sentence
o Identify an antonym of a word from the meaning derived from the context of a
sentence
o Choose an appropriate word or words to fill in the blanks in a sentence by
distinguishing among subtle shades of meaning
o Understand the meaning of a word in the context of a passage and identify the
correct definition of that word
o Understand the meaning of a word in the context of a passage and identify a
synonym for that word
o Understand the meaning of a word in the context of a passage and identify an
antonym for that word
Writing Mechanics
parallelism
o Apply rules of correct and effective expression at the sentence level including
proper modification
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writing
 Daily assignments
 Quizzes
 Projects
 Teacher-generated tests
 Spelling tests
Benchmarking:
 ERB
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169
Course Name: Language Arts 5
Department: English
Grade Level: 5
Course Summary:
Students in fifth grade explore language arts through the continuation of the Journeys reading
series, a comprehensive reading/language arts program by Houghton Mifflin Harcourt. This
series correlates reading, writing, auditory, and oral language skills focusing specifically on textbased comprehension, phonemic awareness, high-frequency words, speaking and listening skills,
academic vocabulary, spelling, grammar, and writing skills. Through the use of cloze reading
activities, students experience a deep level of reading comprehension while the vocabulary and
grammar curriculum build their essential skills in reading and writing. Throughout the
curriculum, students are assessed and provided support at their individual instructional level.
Instruction is provided in whole group as well as in small groups in which students read leveled
books and work on skills designed for their specific needs.
words
questions about a text
o Understand connections between and among explicit pieces of information from
passage
o Put pieces of information from the passage in the correct chronological order
o Use implicit information from a passage to answer specific questions about a text
o Determine whether information included in a passage consists of fact or opinion
o Use explicit information to determine the author’s likely intent for writing a
passage or for including certain information
o Use implicit information to determine the author’s likely intent for writing a
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

o Recognize cause-and-effect relationships among elements in a text
o Categorize and combine pieces of information in a text
o Synthesize explicit information to make predictions, draw conclusions, or
formulate a hypothesis about a text
o Synthesize implicit information to make predictions, draw conclusions, or
Vocabulary
correct definition
sentence
sentence
Writing Mechanics
parallelism
proper modification
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171
o
o
o
o
o
o
o
o
o
o
o
Recognize conclusions
Recognize effective transitions between ideas, sentences, and paragraphs
Effectively and logically sequence information within a paragraph or passage
Recognize the role of the audience within varying contexts
Draw logical conclusions about the intended audience for a given passage
Understand how the purpose for and focus of a piece of writing help determine
Choose the appropriate main idea for a paragraph
Identify effective relevant details to support a given idea or thesis
Effectively combine two or more sentences into one logical sentence
Recognize and identify accurate and appropriate word choices in a piece of
writing
Recognize well-crafted sentences that exhibit rhetorical precision
 Projects
 Book report
 Tests
 Quizzes
Benchmarking:
 ERB
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172
Course Name: Language Arts 6
Department: English
Grade Level: 6
Course Summary:
Students in sixth grade explore language arts through the continuation of the Journeys reading
series, a comprehensive reading/language arts program by Houghton Mifflin Harcourt. This
series correlates reading, writing, auditory, and oral language skills focusing specifically on textbased comprehension, phonemic awareness, high-frequency words, speaking and listening skills,
academic vocabulary, spelling, grammar, and writing skills. Through the use of cloze reading
activities, students experience a deep level of reading comprehension while the vocabulary and
grammar curriculum build their essential skills in reading and writing. Throughout the
curriculum, students are assessed and provided support at their individual instructional level.
Instruction is provided in whole group as well as in small groups in which students read leveled
books and work on skills designed for their specific needs.
words
o Use explicit information to identify the main idea of a text or part of a text
o Identify explicit details from a passage
o Provide answers to “who,” “what,” “where,” when,” “why,” and “how” questions
about the text
o Understand the connections between and among explicit pieces of information
from a passage
o Put pieces of information from a passage in the correct chronological order
passage or for including certain information in a passage
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


o Compare and contrast elements in a text
formulate hypotheses about a text
Vocabulary
correct definition
sentence
sentence
Writing Mechanics
parallelism
proper modification
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o
o
o
o
o
o
o
o
o
o
o
writing
 Major tests at the end of each unit of literature
 Reading quizzes
 Vocabulary quizzes
 Essays
Benchmarking:
 ERB
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175
Course Name: English 7
Department: English
Grade Level: 7
Course Summary:
The study of literature acquaints students with the various types of literature and stresses the
skills of comprehension, the recognition of the main idea, and the identification of other literary
elements and devices. Students concentrate on making connections between different literatures
studied. Writing exercises utilize MLA format, focus on the five-paragraph essay structure, and
stress effective sentences and paragraphs. The computer lab and netbooks are utilized to support
this process. Regular assignments involve descriptive, narrative, and persuasive writing. The
proper method to research a topic, write about it, and present the results is taught in a step-bystep manner. Regular lessons in Vocabulary Workshop help to strengthen and develop the
knowledge base of vocabulary. Grammar study includes mastery of the parts of speech and parts
of the sentence with an emphasis on the application of these concepts to student writing. Types
of sentences, punctuation, and capitalization are taught and then reinforced through
compositions.
words
o Use explicit information to identify the main idea of text or part of a text
about the text
from a passage
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


Vocabulary
o Identify a synonym for a word, either in the context of a sentence or alone
o Identify an antonym for a word, either in the context of a sentence or alone
Writing Mechanics
o Recognize spelling errors in commonly used words
o Recognize spelling errors in words with affixes
o Recognize spelling errors in words that display improper pluralization
o Recognize correct use of the comma, semicolon, and colon
parallelism
proper modification
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o
o
o
o
o
o
o
o
o
writing
 Reading quizzes
 Essays
Benchmarking:
 ERB
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178
Course Name: English 7 Honors
Department: English
Grade Level: 7
Course Summary:
In seventh grade Honors English, the study of literature acquaints students with the various types
of literature and stresses the skills of comprehension, the recognition of the main idea, and the
identification of other literary elements and devices. Students concentrate on making connections
between different literatures studied. Writing exercises utilize MLA format, focus on the five
paragraph essay structure, and stress effective sentences and paragraphs. The computer lab and
netbooks are utilized to support this process. Regular assignments involve descriptive, narrative,
and persuasive writing. The proper method to research a topic, write about it, and present the
results is taught in a step-by-step manner. Regular lessons in Vocabulary Workshop help to
strengthen and develop the knowledge base of vocabulary. Grammar study includes mastery of
the parts of speech and parts of the sentence with an emphasis on the application of these
concepts to student writing. Types of sentences, punctuation, and capitalization are taught and
then reinforced through compositions. While the content of this course is similar to the regular
seventh grade English course, the pace, depth, and evaluation of the course is accelerated to
provide students with an appropriate level of challenge.
words
about the text
from a passage
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

Vocabulary
o Identify a synonym for a word, either in the context of a sentence or alone
o Identify an antonym for a word, either in the context of a sentence or alone
Writing Mechanics
parallelism
proper modification
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o
o
o
o
o
o
o
o
o
o
o
writing
 Reading quizzes
 Essays
Benchmarking:
 ERB
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181
Course Name: English 8
Department: English
Grade Level: 8
Course Summary:
In eighth grade English, students study literature, writing, grammar, and vocabulary. The
students begin the year with an introduction to the elements of literature such as plot, setting, and
characterization by reading several short stories. As the year progresses, they begin to expand
their discussions beyond plot to an understanding of characters’ motives and authors’ themes.
Students learn to write different types of expository essays as well as personal narratives. The
students continue to review grammar skills and progress to more complex sentence structure and
paragraph development. Students learn to do research that culminates in a project which is
integrated into the curriculum of other departments.
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Vocabulary
o Identify synonyms of words
o Identify antonyms of words
o Identify a synonym of a word in the context of a passage
o Identify an antonym of a word in the context of a passage
Writing Mechanics
parallelism
proper modification
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writing
 Reading quizzes
 Essays
Benchmarking:
 ERB
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Course Name: English 8 Honors
Department: English
Grade Level: 8
Course Summary:
Students in eighth grade Honors English study literature, writing, grammar, and vocabulary. The
students begin the year with an introduction to the elements of literature such as plot, setting, and
character by reading a collection of short stories. As the year progresses, they begin to expand
their discussions beyond plot to an understanding of characters’ motives and authors’ themes.
Students learn to write different types of expository essays as well as a research paper. The
students continue to review grammar skills and progress to more complex sentence structure,
paragraph development, and complex sentence diagramming. An emphasis is placed on the
integration of the English curriculum and the Civics curriculum. While the content of this course
is similar to the regular eighth grade English course, the pace, depth, and evaluation of the course
is accelerated to provide students with an appropriate level of challenge.
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Vocabulary
Writing Mechanics
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writing
 Reading quizzes
 Essays
Benchmarking:
 ERB
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Course Name: English I
Department: English
Grade Level: 9
Course Summary:
Freshman English is a genre study of world literature focusing on short stories, novels, plays,
poetry, and the epic. Students improve their proficiency in composition through paragraph
development and essay writing, culminating in the writing of a research paper. Vocabulary
development and grammar accompany the reading, writing, projects, and class activities. The
ninth grade course is designed to prepare students for more intensive, analytical study of
literature and more complex methods of oral and written expression, which will be required in
future Upper School courses.
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o Identify the style, tone, or theme of a text
o Interpret themes and meanings of a text
o Recognize the structure of a text, including genre, development, and organization
o Understand characterization in narrative and dramatic selections
Vocabulary
o Understand both denotations and connotations of words in context
Writing Mechanics
parallelism
proper modification
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writing
o Responds to a writer’s use of language, including diction, imagery, and figurative
language, and to its effect on the reader
o Analyze aspects of narration, including narrative voice, tone, and point of view
 Daily reading quizzes assess students’ mastery of assigned reading homework
 Vocabulary quizzes assess students’ mastery of key words
 Grammar quizzes assess students’ mastery of grammar concepts
 Unit tests, projects, and presentations evaluate students’ understanding of texts, author’s
style and purpose, theme, and other literary devices and historical and cultural concepts
 Compositions are evaluated according to content, originality, and mechanics
 The term paper is evaluated according to MLA standards
 Exams cover the work of the entire semester and cover mastery of writing and
comprehension of material covered (Semester exam counts twenty percent of the
semester grade)
Benchmarking:
 ERB
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Course Name: English I Seminar Honors
Department: English
Grade Level: 9
Course Summary:
The ninth grade seminar course challenges highly motivated and intellectually curious students
with rigorous texts and complex assessments designed to cultivate a new understanding of their
world while preparing them for honors and AP level English courses. To this end, students are
encouraged to think logically, formulate arguments effectively, and communicate efficiently in a
discussion-based format. Students will study a variety of genres of world literature in an effort to
introduce global concepts and concerns, explore human nature, and define human excellence.
Students also improve composition skills through the intensive study and practice of grammar
and writing, culminating in a research project. Vocabulary study continues with Power Plus for
the New SAT, Book I. Students should expect nightly reading assignments, frequent writing
opportunities, coursework that requires them to work independently, and classroom experiences
that require careful preparation, critical thinking, and original thought.
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Vocabulary
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proper modification
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o
o
o
o
o
o
o
o
o
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o
o
writing
Responds to a writer’s use of language, including diction, imagery, and figurative
Analyze aspects of narration, including narrative voice, tone, and point of view
Analyze poetry in terms of speaker, audience, occasion, and purpose
 Unit tests, projects, and presentations evaluate students’ understanding of texts, author’s
 Teacher- and student-generated discussion questions monitor students’ understanding of
assigned reading
 Compositions are evaluated according to content, originality, and mechanics
 The term paper is evaluated according to MLA standards
 Exams cover the work of the entire semester and cover mastery of writing and
semester grade)
Benchmarking:
 ERB
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Course Name: English II World Literature
Department: English
Grade Level: 10
Course Summary:
English II students cultivate a global perspective through a focused study of all genres of world
literature. The thematically-based course explores the role of the individual in society, the human
experience in relation to nature and science, freedom and oppression, and reality versus
illusion/perception. Reading for meaning and developing critical thinking skills through reading,
writing, and discussion is achieved through continual practice. Students hone composition skills
with the intensive study and practice of grammar and writing, culminating in a research project.
Special attention is given to correct usage as required by the writing sections of both the SAT
and ACT. Vocabulary study continues with Power Plus for the New SAT, Book II.
words
about the text
from a passage
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Writing Mechanics
parallelism
proper modification
writing
 Tests on all major works or units studied
 Essays
 Quizzes for reading comprehension and Power Plus vocabulary lessons
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Mid-term exam
Final exam
Benchmarking:
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Course Name: English II Honors World Literature
Department: English
Grade Level: 10
Course Summary:
Honors English II challenges highly motivated and intellectually curious students with rigorous
texts and complex assessments designed to deepen their understanding of their world while
preparing them for honors- and AP-level English courses. Through a focused study of all genres
of world literature, the thematically based course explores the role of the individual in society,
the human experience in relation to nature and science, freedom and oppression, and reality
versus illusion/perception. Students hone composition skills with the intensive study and practice
of grammar and writing, culminating in a research project. Special attention is given to correct
usage as required by the writing sections of both the SAT and ACT. Vocabulary study continues
with Power Plus for the New SAT, Book II. Students should expect nightly reading assignments,
frequent writing opportunities, coursework that requires them to work independently, and
classroom experiences that require careful preparation, critical thinking, and original thought.
words
o Provide answers to "who," "what," "where," when," "why," and "how" questions
about the text
from a passage
o Use explicit information to determine the author's likely intent for writing a
o Use implicit information to determine the author's likely intent for writing a
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Writing Mechanics
parallelism
proper modification
o Recognize effective transitions between ideas, sentences, and paragraph
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writing
o Critique and construct arguments
o Respond to a writer's use of language, including diction, imagery, and figurative
o Analyze aspects of narration, including narrative voice, tone, and point of view
o Analyze poetry in terms of speaker, audience, occasion, and purpose
 Tests on all major works or units studied
 Essays
 Quizzes for reading comprehension and Power Plus vocabulary lessons
 Mid-term exam
 Final exam
Benchmarking:
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Course Name: English III
Department: English
Grade Level: 11
Course Summary:
English III is a survey course that covers major American authors and their writings from the
seventeenth through the twentieth centuries. Vocabulary development is continued through the
Power Plus for the New SAT text, and grammar development continues through weekly exercises
and personal practice. Composition development stresses the writing of expository papers
through analysis of prose model and intensive writing practice; the writing experience for the
course culminates in a research paper submitted during the second semester.
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Writing Mechanics
parallelism
proper modification
writing
 Daily reading quizzes assess students’ mastery of assigned reading homework
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Unit tests, projects, and presentations evaluate students’ understanding of texts, author’s
Compositions are evaluated according to content, originality, and mechanics
The term paper is evaluated according to MLA standards
Exams cover the work of the entire semester and cover mastery of writing and
semester grade)
Benchmarking:
 PSAT
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Course Name: AP English III- Language and Composition
Department: English
Grade Level: 11
Course Summary:
AP English Language and Composition “engages students in the careful reading and critical
analysis of written and visual texts. Through the close consideration of selected texts, students
become skilled readers of prose written in a variety of rhetorical contexts, and in becoming
skilled writers who compose for a variety of purposes. Both their writing and their reading
should make students aware of the interactions among a writer’s purposes, audience
expectations, and subjects, as well as the way genre conventions and resources of language
contribute to effectiveness in writing.”
Therefore, students will learn “to read primary and secondary sources carefully, to synthesize
material from these texts in their own compositions, and to cite sources using conventions
recommended by professional organizations such as the Modern Language Association (MLA).”
~ adapted from English Literature and Composition Course Description, College Board AP,
2010.
 Rhetorical Knowledge
o Encounter opportunities to write about a variety of subjects from a variety of
disciplines
o Demonstrate an awareness of audience and purpose
o Write prose of sufficient richness and complexity to communicate effectively with
mature readers
o Emphasize the expository, analytical, and argumentative writing that form the
basis of academic and professional communication, as well as the personal and
reflective writing that fosters the development of writing facility in any context
o Understand that the expository, analytical, and argumentative writing they must
do in Advanced Placement classes and college courses is based on reading as well
as on personal experience and observation
o Move beyond such programmatic responses as the five-paragraph essay
o Place emphasis of writing on content, purpose, and audience and allow this focus
to guide the organization of their writing.
o Become acquainted with a wide variety of prose styles from many disciplines and
historical periods and gain understanding of the connections between writing and
interpretive skill in reading
o Demonstrate awareness of how stylistic effects are achieved by writers’ linguistic
choices
 Processes
o Write in both informal and formal contexts to gain authority and learn to take
risks in writing
o Complete imitation exercises, journal keeping, collaborative writing, and in-class
responses in an effort to become increasingly aware of themselves as writers and
of the techniques employed by the writers they read
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o Formulate varied, informed arguments
o Revise a work to make it suitable for a different audience
o Create and sustain arguments based on reading, research, and/or personal
experience
o Write for a variety of purposes
o Produce expository, analytical, and argumentative compositions that introduce a
complex central idea and develop it with appropriate evidence
o Move effectively through the stages of the writing process, with careful attention
to inquiry and research, drafting, revising, editing, and review
o Write thoughtfully about their own process of composition
o Write effectively under time constraints, such as those they will encounter on
essay exams on standardized tests and in college
o Write effectively and confidently in their Upper School and college courses
across the curriculum and in their professional and personal lives
Knowledge of Conventions
o Enter the course with an understanding and ability to use standard English
grammar
o Reinforce writing conventions at every level
o Appropriately and effectively use a wide-ranging vocabulary
o Utilize a variety of sentence structures, including appropriate use of subordination
and coordination
o Utilize logical organization, enhanced by specific techniques to increase
coherence, such as repetition, transition, and emphasis
o Utilize a balance of generalization and specific illustrative detail
o Effectively use rhetoric, including controlling tone, establishing and maintaining
voice, and achieving appropriate emphasis through diction and sentence structure
o Synthesize material from primary and secondary sources in their own
compositions
o Cite sources using conventions recommended by professional organizations such
as the Modern Language Association (MLA)
o Effectively use research materials and synthesize varied sources
o Demonstrate understanding and mastery of standard written English as well as
stylistic maturity in their own writings
Critical Thinking, Reading, and Writing
o Read primary and secondary sources carefully
o Evaluate the legitimacy and purpose of sources used
o Consider each source as a text that was itself written for a particular audience and
purpose
o Sort through disparate interpretations to analyze, reflect upon, and write about a
topic
o Read complex texts with understanding
o Analyze and interpret samples of good writing, identifying and explaining an
author’s use of rhetorical strategies and techniques
o Analyze how graphics and visual images both relate to written texts and serve as
alternative form of text themselves
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 Weekly vocabulary quizzes
 Reading quizzes
 In-class compositions
 Out of class compositions for each unit
 Research project
 Mid-term exam
 Final exam
Benchmarking:
 AP English Exam in Language and Composition
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Course Name: English IV
Department: English
Grade Level: 12
Course Summary:
Senior Topics will be a yearlong concentration on themes in literature and how these themes can
be connected to our intellectual and spiritual journeys as scholars and as thoughtful human
beings. In addition to a continuing emphasis on proficiency in written expression, oral
expression, and the interpretation of literature, seniors will learn new techniques in managing
oral presentations and sharing ideas about the universal human truths explored by great writers
past and present.
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Writing Mechanics
parallelism
proper modification
writing
 Tests covering all reading assignments, lectures, and classroom discussions
 In-class essays
 Senior term paper
 Recitation of poems or excerpts from Shakespeare’s plays
 Weekly vocabulary quizzes
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Mid-term exam
Final exam
Benchmarking:
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Course Name: AP English IV- Literature and Composition
Department: English
Grade Level: 12
Course Summary:
The Advanced Placement English course is an opportunity for those students who are gifted in
writing and critical thinking to explore the study of literature on a college level. Students are
selected by considering English teachers’ recommendations, test scores such as the SAT and
ACT, grades in previous English courses, and performance on a writing sample. All students are
required to take the Advanced Placement English Examination in Literature and Composition,
which is given in the spring of each year. College credit may be granted to qualified students.
Advanced Placement Literature and Composition is weighted one letter grade in computing GPA
and class rank.
Although the Advanced Placement English course is organized by genre, the selected literature is
constantly reflective of a number of thematic ideas that can be compared and contrasted
throughout the year. The course begins with a thorough study of the essay, including a study of
the various types of discourse and elements of style. Approximately 15-20 essays by a variety of
authors are read and analyzed as models. The study of drama begins with the Greeks and
includes Shakespeare and at least two modern selections. Three major novels are studied in
depth, and each student presents a 20-30 minute oral critique. The year concludes with a
thorough study of poetry. Students are expected to know literary terms and to be able to write
well both creatively and critically. A major paper, called the term essay, is required. Students
read at least two novels, three plays, five short stories, ten poems, and one non-fiction work
outside of class. These selections are all related to one general thematic idea. The students write
a 3,000-word essay conveying their own ideas on the topic, which are supported by references
from the literature read.
 Style Analysis and Understanding of Narrative Voice
o Evaluate literature by assessing the quality and artistic achievement of literary
work and considering their social and cultural values
o Recognize widening cultural horizons of literary work by reading work by authors
of diverse ethnicities, nationalities, religions, races, dialects, genders, or classes
o Gain awareness that the English language that writers use has changed
dramatically through history, and that today it exists in many national and local
varieties
o Read deliberately and thoroughly, taking time to understand a work’s complexity,
to absorb its richness of meaning, and to analyze how that meaning is embodied
in literary form
 Diction
o Appropriately and effectively use a wide-ranging vocabulary
o Utilize a variety of sentence structures, including appropriate use of subordination
and coordination
o Utilize logical organization, enhanced by specific techniques to increase
coherence, such as repetition, transition, and emphasis
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o Utilize a balance of generalization and specific illustrative detail
o Effectively use rhetoric, including controlling tone, establishing and maintaining
voice, and achieving appropriate emphasis through diction and sentence structure
Critical Reading and Writing
o Read work from several genres and periods from the 16th to the 21st century
o Experiences literature by subjectively reading and responding to literary work,
including precritical impressions and emotional responses
o Interpret literature by analyzing through close reading to arrive at an
understanding of its multiple meanings
o Demonstrate awareness of literary tradition and the complex ways in which
imaginative literature build upon the ideas, work, and authors of earlier times
o Demonstrate familiarity with the Bible and Greek and Roman mythology because
they are so central to Western literature
o Write to understand a literary work, including response and reaction papers,
annotation, freewriting, and keeping some form of reading journal
o Write to explain a literary work, involving analysis and interpretation and
including writing brief focused analyses on aspects of language and structure
o Write to evaluate a literary work, involving making and explaining judgments
about its artistry and exploring its underlying social and cultural values through
analysis, interpretation, and argument
o Write effectively under time constraints, such as those they will encounter on
essay exams on standardized tests and in college
o Write involving extended discourse in which students develop an argument or
present an analysis at length
o Write using research, perhaps negotiating different critical perspectives
o Demonstrate maturity of skill and will to seek larger meaning through thoughtful
research
 Major tests
 Essays
 Oral presentations
 Quizzes
 Mid-term exam
 Term essay
Benchmarking:
 AP English Exam in Literature and Composition
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Course Name: Creative Writing
Department: English
Grade Level: 10, 11, 12
Course Summary:
Creative Writing is an elective designed to inspire creative written and oral expression. Students
work independently and in groups to learn the process of publishing manuscripts and accepting
criticism on creative endeavors. There is a heavy emphasis on process and the joy of the creative
energies that engender poetry, fiction, autobiographical work, and creative non-fiction. This
course is offered as an advanced 911A for students with special permission from instructor.
 Create original work of fiction and poetry
 Participate in public readings and performances
 Create a personal portfolio of creative work
 Quality of assignments
 Weekly deadlines
 Participation
Benchmarking:
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Social Studies Department
Social Studies Department Philosophy
The Social Studies Department at Forsyth Country Day School pursues a rigorous course of
study designed to impart to the student a view of culture and civilization through time, in a
global context. We exist to develop within the students the skills of analytical reading, critical
thought, and clarity of argument in both the written and the oral form. The department also will
guide students in their independent research so that it meets the canons of historical inquiry. The
student will leave the department with a broad and deep knowledge of western and world
civilizations, the interaction of western and non-western cultures, and the role of beliefs and
values in forming and shaping civilizations and cultures throughout time and space.
Social Studies Scope and Sequence
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Course Name: Social Studies K
Department: Social Studies
Grade Level: K
Course Summary:
Our kindergarten students explore important aspects of being a good citizen, various aspects of
the United States including national symbols, occupations currently in their community and from
long ago, the world in which they live, how things change over time, and stories of the past.
 Understanding Time Patterns and Relationships
o Understand the sequence of events and the relationship between events in time
o Use timelines to understand chronology
o Recognize the relationship between events in time
o Understand the connection of past and present
o Recognize the ways that patterns and relationships change over time
 Understanding the Importance of Individuals and Groups Across Time and Place
o Identify leaders and achievers
o Understand how ordinary people make a difference
o Recognize founders and first people
o Recognize contributors to change
o Identify historical figures
 Understanding the Importance of Issues, Events, and Ideas Across Time and Place
o Identify innovations and inventions
o Understand impacts and turning points
 Geography
o Understand relative and absolute location
o Recognize physical features (landforms, bodies of water, vegetation)
o Understand human-environment interactions including seasons and climate, land
use, natural resources, conversation, pollution, and population density
 Economics
o Understand wants and basic needs
o Recognize goods and services
o Understand transportation and communication links
o Recognize mediums of exchange and trade
o Provide answers to "who," "what," "where," "when," "why," and "how" questions
about the text read aloud
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conclusions
aloud
text read aloud
text read aloud
about the text
text
text
 Class discussions
Benchmarking:
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Course Name: Social Studies 1
Grade Level: 1
Course Summary:
In first grade, students explore the ways in which people work together as well as their
responsibilities to other people. Through an extensive study of cultures near and far, students
expand their boundaries as they learn about economics and history. Students also learn the
importance of social skills and responsibilities along with integrated map and globe skills.
o Determine cause and effect
o Understand historical points of view
o Recognize revolutions and transformations
o Recognize economic, political, and social changes
 Geography
use, natural resources, conversation, and pollution
o Understand the movement of people, products, and ideas
o Recognize physical, cultural, and political regions
 Economics
o Understand scarcity and resource allocation
o Understand interdependence and income
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Auditory Comprehension
conclusions
aloud
text read aloud
text read aloud
about the text
text
text
 Projects
 Report
Benchmarking:
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Grade Level: 2
Course Summary:
In second grade, students learn the influences many different groups, both past and present, have
had on our world. They learn about the groups to which they belong, groups throughout the
world, community economic structure, and resources. Students also learn about how economic
development of a region is influenced by geography. Maps, charts, and globes are explored to
demonstrate the interdependence of society and the world.
 Geography
use, natural resources, conversation, and pollution
o Understand the movement of people, products, and ideas migration
o Recognize physical, cultural, and political regions
 Economics
o Understand supply and demand
o Understand productivity and economic growth
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conclusions
aloud
text read aloud
text read aloud
about the text
text
text
 Unit Testing
 Completion of information packets
 Projects
Benchmarking:
 ERB
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Grade Level: 3
Course Summary:
In the third grade, the social studies program focuses on regions of the United States, examining
history, geography, economics, humanities, and citizenship. In addition to their extensive study
of the United States, students will also spend time focusing specifically on North Carolina’s
geographical features and history.
o Recognize reform movements
o Understand debates and controversies
 Geography
o Understand the movement of people, products, ideas, and historic migration
o Recognize physical, cultural, political, economic, and time zone regions
 Economics
o Recognize economic activities
o Identify and understand markets and prices
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Verbal Reasoning
conclusions
aloud
text read aloud
text read aloud
about the text
text
text
 Chapter quizzes
 Regional map tests
Benchmarking:
 ERB
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Grade Level: 4
Course Summary:
In the fourth grade social studies program, students trace history from early humankind through
the fall of the Roman Empire and follow the lives of early humans, people of Mesopotamia,
Ancient Egypt, and the Near East, Ancient India, Ancient China, Ancient Greece, and Ancient
Rome. Geographical information is integrated into the content.
o Recognize reform movements
o Understand debates and controversies
 Geography
o Understand the movement of people, products, ideas, and historic migration
o Recognize physical, cultural, political, economic, and time zone regions
 Economics
o Recognize economic activities
o Identify and understand markets and prices
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Verbal Reasoning
about the text
text
text
 Daily assignments
 Quizzes
 Projects
 Tests
Benchmarking:
ERB
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Grade Level: 5
Course Summary:
Fifth grade social studies concentrate on the geographical and cultural aspects of Latin America,
Canada, Europe, and the United States. Some history, as it relates to the economy, politics, and
social structure of these areas is also stressed. Map skills, geographical terminology, and an
appreciation for cultural differences are emphasized.
 Map and Chart Skills
o Understand longitude and latitude
o Use multiple maps to draw conclusions and compare
o Understand and use Mercator and equal-area projections
o Practice using great circle routes
o Practice reading contour maps
o Practice using maps with different scales
o Read time zone maps
o Read timelines
o Read historical maps
o Use line, bar, and circle graph
o Interpret climograph
o Interpret political, physical, and distribution maps
o Identify and compare different kinds of maps
o Interpret cross sections and diagrams
o Master cardinal and intermediate directions
o Identify the major landforms, waterways, and places with the highest and lowest
elevations in the Western Hemisphere
o Realize the relative location of regions in the Western Hemisphere
 United States
o Become aware of environmental issues that affect the regions of the United States
o Recognize some of the major natural resources of the United States
o Understand and describe the relationship between latitude, elevation, ocean
currents, climate, and geographic features throughout the United States
o Identify the origins of the first Americans and the probable migration routes and
reasons for that migration
o Define and recognize the role of Berengia in the migration of the first Americans
 Europe
o Understand and list some of the reasons for European exploration in the Western
Hemisphere
o List some of the European explorers that impacted Canada and Latin-America
o List some of the improvements in navigation that facilitated the long ocean
voyages made by early European explorers
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Canada
o Recognize the importance of the St. Lawrence Seaway
o Understand the ways early European settlers made a living in Canada
o Describe some of the causes of the French and Indian War and how the French
lost most land holdings here
Latin America
o Have a general understanding of the conquest of the Aztecs and Inca
o Understand the social pyramid in the great civilizations and the early Spanish
colonies of Latin America
o Describe the effect of earthquakes and volcanoes in Latin America
o Describe the challenges cities face with their growing population
o Describe the role of missionaries in early Latin America
o Recognize some of the early peoples of Latin America
Verbal Reasoning
about the text
o Understand connections between and among explicit pieces of information from a
passage
o Put pieces of information from the passage in the correct chronological order
o Recognize cause-and-effect relationships among elements in a text
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 Map tests
 Teacher generated quizzes
 Graded research projects
 Chapter tests
Benchmarking:
 ERB
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Grade Level: 6
Course Summary:
Sixth grade social studies concentrate on the culture and history of countries in the Eastern
Hemisphere, specifically focusing on Asia, Africa, and the Pacific Realm, while relating physical
geography, economics, and political and social aspects to these areas. While developing more
sophisticated map skills and geographical terminology, students learn to appreciate cultural
differences and global interdependencies. Sixth grade social studies often serve as the core
around which our interdisciplinary units are planned.
Geography and Map Skills
o Use and interpret various types of geographic representations
o Use and interpret various types of graphs
o Understand latitude and longitude
o Understand the geography of the lands of the Eastern hemisphere (Asia, Africa,
and the Pacific Realm) and how it influenced the emergence, expansion, and
decline of civilizations over time
o Recognize and understand the five themes of geography
Cultural Awareness
o Describe the culture and modern day life in the lands of the Eastern hemisphere
o Understand the interdisciplinary relationships between social studies and other
areas
o Describe the movement of people, ideas, diseases, and products throughout the
world
o Understand the emergence, expansion, and decline of civilizations and regions
over time
o Understand how historical events influence individuals and cultural groups
Study, Note-taking, and Research Skills
o Understand and use various study skills
o Understand and apply reference and research skills
o Understand and utilize Cornell style note-taking techniques
o Use the SQ3R reading method
Verbal Reasoning
Reading Comprehension
o Understand connections between and among explicit pieces of information from
a passage
 Writing Mechanics
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
writing
 Map tests
 Teacher-generated tests
 Teacher-generated quizzes
 Graded research projects
Benchmarking:
 ERB
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Course Name: U.S. History
Grade Level: 7
Course Summary:
Seventh grade U.S. History is a survey course of American history which focuses on American
history from the colonization of Jamestown through the present day. In addition to factual
knowledge of key people, events, and documents, the process of learning will be stressed with an
emphasis on note-taking, organizational, and higher-level thinking skills.
 Improve organizational and note-taking skills
 Develop writing and critical-thinking skills
 Appreciate the cultural diversity of our nation
 Demonstrate general knowledge of key people and events in U.S. history
 Determine the significance of certain individuals and events in history
 Acquire a basic understanding of certain historical documents
 Recognize the political, social, economic, and geographical themes in U.S. history
 Improve research and public speaking skills
 Appreciate art, music, and literature as tools for acquiring historical knowledge
 Discuss current events and explain how they relate to student lives
 Examine the Constitution and understand the framework of American government
passage
 Writing Mechanics
 Writing Concepts and Skills
writing
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 Chapter tests
 Projects
Benchmarking:
 ERB
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Course Name: Honors U.S. History
Grade Level: 7
Course Summary:
In this honors-level survey course, students examine American history from the colonization of
Jamestown through the present day. In addition to factual knowledge of key people, events, and
documents, the process of learning will be stressed with an emphasis on note-taking,
organizational, and higher-level thinking skills. This honors-level course is based on the regular
course, but is taught at an accelerated pace and is supplemented by greater depth and complexity
of material.
 Improve organizational and note-taking skills
 Develop writing and critical-thinking skills
passage
writing
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 Chapter tests
 Projects
Benchmarking:
 ERB
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Course Name: Civics
Grade Level: 8
Course Summary:
The eighth grade Civics course examines the federal government, studies America's economic
and legal systems, compares these structures to other global systems, and investigates current
local, national, and international events.
 Demonstrate a general understanding of current major U.S. political issues
 Describe and explain the origins and organization of American government
 Analyze the impact that U.S. politics and constitutional principles have on the rest of the
world
 Define citizenship and the responsibilities of being a citizen
 Demonstrate a basic comprehension of the American legal system
 Explain the principles of the market economy
 Research and evaluate the news media
 Demonstrate a general awareness of major current issues
passage
writing
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 Quizzes
 Tests
 In-class projects
 Mid-term exam
 Final exam
Benchmarking:
 ERB
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Course Name: Honors Civics
Grade Level: 8
Course Summary:
The eighth grade Honors Civics course examines the federal government, studies America's
economic and legal systems, compares these structures to other global systems, and investigates
current local, national, and international events. This honors-level course is based on the regular
course, but is taught at an accelerated pace and is supplemented by greater depth and complexity
of material.
 Demonstrate a general understanding of current major U.S. political issues
 Describe and explain the origins and organization of American government
 Analyze the impacts that U.S. politics and constitutional principles have on the rest of the
world
 Define citizenship and the responsibilities of being a citizen
 Demonstrate a basic comprehension of the American legal system
 Explain the principles of the market economy
 Research and evaluate the news media
 Demonstrate a general awareness of major current issues
passage
writing
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 Quizzes
 Tests
 In-class projects
 Mid-term exam
 Final exam
Benchmarking:
 ERB
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Course Name: Ancient Medieval History
Grade Level: 9
Course Summary:
Ancient Medieval History is a survey course from prehistoric times to the Renaissance period
(ca. 1500). This course is taught not only from an historical but also a cultural perspective
including a major unit of study on world religions. Also included in the curriculum is the study
of current events.
 Prehistory
o Demonstrate knowledge of prehistoric man
o Evaluate the question of evolution
o Develop knowledge of content-specific terms
o Locate contemporary Mediterranean countries on a map
o Identify significant personalities that have studied the period
o Analyze the events from this period and form conclusions about their impact on
today’s society
 Early River Civilizations
o Demonstrate knowledge of early river civilizations including Mesopotamia,
Ancient Egypt, Ancient India, and Ancient China
o Analyze the four cultures and compare and contrast their development
o Develop knowledge of content specific terms
o Identify significant personalities from the period
o Locate contemporary Middle Eastern and Oriental countries on a map
o Draw comparisons between the early river civilizations and contemporary
American society
today’s society
 Ancient Greece
o Demonstrate knowledge of the classical heritage of Ancient Greece
o Display understanding of Greece’s rise from monarchy to democracy
o Identify regions, geographic formations, and cities of Ancient Greece on a map
o Draw comparisons between Ancient Greece and contemporary American society
today’s society
 Ancient Rome
o Demonstrate knowledge of the classical heritage of Ancient Rome
o Evaluate the reasons for the rise of the Roman Republic
o Identify regions, geographic formations, and cities of Ancient Rome on a map
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o
o
o
o
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
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Evaluate the reasons for the rise of the Roman Empire
Analyze the reasons for the fall of Rome
Draw comparisons between Ancient Rome and contemporary American society
Analyze the events from this period and form conclusions about their impact on
today’s society
The Dark Ages
o Demonstrate knowledge of the Dark Ages
o Demonstrate understanding of feudalism as a social, political, and economic
structure
o Draw comparisons between the Dark Ages and contemporary American society
today’s society
The Later Middle Ages
o Demonstrate knowledge of the Later Middle Ages
o Draw comparisons between the Later Middle Ages and contemporary American
society
o Analyze the events form this period and form conclusions about their impact on
today’s society
Christianity
o Demonstrate knowledge of the Rise of Christianity and its impact on European
civilization
o Identify significant personalities that relate to the rise of Christianity
o Draw comparisons between Christianity and other world religions
Islam
o Demonstrate knowledge of the Rise of Islam and its impact on Mediterranean
culture
o Identify significant personalities that relate to the rise of Islam
o Draw comparisons between Islam and other world religions
Religion Project
o Analyze a specific religion in depth
o Demonstrate understanding and expertise to the entire class
o Display competence in public speaking
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 Projects
 Report
 Tests, Quizzes
Benchmarking:
 ERB
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Course Name: Honors Ancient Medieval History
Grade Level: 9
Course Summary:
Honors Ancient Medieval History is a survey course from prehistoric times to the Renaissance
period (ca. 1500). This course is taught not only from an historical but also a cultural perspective
including a major unit of study on world religions. Also included in the curriculum is the study
of current events. This honors-level section will move at an accelerated pace which will allow for
increased reading assignments and class discussions. Students entering this section should have
well-developed writing and research skills from the outset of the course.
 Prehistory
o Demonstrate knowledge of prehistoric man
o Evaluate the question of evolution
o Locate contemporary Mediterranean countries on a map
o Identify significant personalities that have studied the period
today’s society
 Early River Civilizations
o Demonstrate knowledge of early river civilizations including Mesopotamia,
Ancient Egypt, Ancient India, and Ancient China
o Analyze the four cultures and compare and contrast their development
o Locate contemporary Middle Eastern and Oriental countries on a map
o Draw comparisons between the early river civilizations and contemporary
American society
today’s society
 Ancient Greece
o Demonstrate knowledge of the classical heritage of Ancient Greece
o Display understanding of Greece’s rise from monarchy to democracy
o Identify regions, geographic formations and cities of Ancient Greece on a map
o Draw comparisons between Ancient Greece and contemporary American society
today’s society
 Ancient Rome
o Demonstrate knowledge of the classical heritage of Ancient Rome
o Evaluate the reasons for the rise of the Roman Republic
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o
o
o
o
o
o

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


Identify regions, geographic formations, and cities of Ancient Rome on a map
Develop knowledge of content-specific terms
Evaluate the reasons for the rise of the Roman Empire
Analyze the reasons for the fall of Rome
Draw comparisons between Ancient Rome and contemporary American society
Analyze the events from this period and form conclusions about their impact on
today’s society
The Dark Ages
o Demonstrate knowledge of the Dark Ages
o Demonstrate understanding feudalism as a social, political, and economic
structure
o Draw comparisons between the Dark Ages and contemporary American society
today’s society
The Later Middle Ages
o Demonstrate knowledge of the Later Middle Ages
o Draw comparisons between the Later Middle Ages and contemporary American
society
today’s society
Christianity
o Demonstrate knowledge of the Rise of Christianity and its impact on European
civilization
o Identify significant personalities that relate to the rise of Christianity
o Draw comparisons between Christianity and other world religions
Islam
o Demonstrate knowledge of the Rise of Islam and its impact on Mediterranean
culture
o Identify significant personalities that relate to the rise of Islam
o Draw comparisons between Islam and other world religions
Religion Project
o Analyze a specific religion in depth
o Demonstrate understanding and expertise to the entire class
o Display competence in public speaking
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 Projects
 Report
 Tests, Quizzes
Benchmarking:
 ERB
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Course Name: Modern World History (SS902)
Grade Level: 10
Course Summary:
The Modern World History course surveys major events in world history from 1300 to the
present, and the resulting social, political and economic changes. The course is for sophomores
and is a prerequisite for those who take Advanced Placement European History during the senior
year. It is required as one of the three units needed for graduation.
 Demonstrate knowledge of a basic survey of the important themes, events, and persons in
global history from 1300 to the present.
 Recognize the impact of certain individuals and the significance of certain events on
History.
 Understand geography as a key to historical and cultural relationships and recognize
changes in geographical boundaries at different time periods in world history.
 Reach thoughtful conclusions and become independent thinkers with critical, analytical
thinking skills.
 Apply research skills successfully in the execution of research projects which proves a
thesis on a global topic.
 Become aware of the global influence on one’s heritage as a citizen of the United States
and learn one’s social, legal, and ethical rights and obligations with knowledge of the
originations of these rights.
 Obtain useful background information for a clear and logical understanding of current
events and issues.
 Appreciate and study the various periods of art, literature, and music as reflections and
characteristic of the moods, interests, and concerns of people at any given time period.
 Two to three major unit tests each quarter
 Reading quizzes
 Document-based question projects
 Projects Research Projects
 Oral Presentations
 Subjective Effort Assessment
 Mid-term and final exams
Benchmarking:
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Course Name: Honors Modern World History (SS903)
Grade Level: 10
Course Summary:
The Modern World History Honors course surveys major themes and events in World History
from the Renaissance to the present. Students will utilize a demanding college level text, closely
examine many primary sources, and often work independently. In addition, there will be an
emphasis on analysis and application of course material, research and writing skills,
conceptualization and connectivity of major historical themes, and critical thinking. Techniques
and skills required for success on AP History exams will be introduced and reviewed as well.
The course is for sophomores and is one of two possible prerequisites for those who take
Advanced Placement European History during the senior year. It is required as one of the three
units needed for graduation. Prerequisite: Teacher recommendations, approval of department and
Upper School Director.
World history from 1300 to the present.
 Understand concepts essential to historical analysis
History.
 Use historical knowledge in interpreting data based on maps, graph, and charts
events and issues
Demonstrate knowledge of facts and terms commonly used in the social sciences
 Understand cause-and-effect relationships
 Demonstrate knowledge of history and geography necessary for understanding major
historical developments
 Display capacity to interpret artistic materials
 Assess quotations from speeches, documents, and other published materials
changes in geographical boundaries at different time periods in world history.
thinking skills.
 Apply research skills successfully in the execution of a research project which proves a
thesis on global topics.
characteristic of the moods, interests, and concerns of people at any given time period.
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 Reading quizzes
 Document-based question projects
 Oral Assessments
 Subjective Effort Assessment
Benchmarking:
 College Board World History Subject Test
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Course Name: Honors Modern World History
Grade Level: 10
Course Summary:
The Modern World History Honors course surveys major themes and events in World History
from the Renaissance to the present. Students will utilize a demanding college level text, closely
examine many primary sources, and often work independently. In addition, there will be an
emphasis on analysis and application of course material, research and writing skills,
conceptualization and connectivity of major historical themes, and critical thinking. Techniques
and skills required for success on AP History exams will be introduced and reviewed as well.
The course is for sophomores and is one of two possible prerequisites for those who take
Advanced Placement European History during the senior year. It is required as one of the three
units needed for graduation. Prerequisite: Teacher recommendations (English and History),
approval of department and Upper School Director.
European history from ca. 1450 to the present
history
changes in geographical boundaries at different time periods in European history
thinking skills
 Apply research skills successfully in the execution of a term paper which proves a thesis
on a European topic
 Become aware of one’s Western heritage as a U.S. citizen and learn one’s social, legal,
and ethical rights and obligations with knowledge of the originations of these rights
events and issues
characteristic of the moods, interests, and concerns of people at any given time period
 Demonstrate knowledge of facts and terms commonly used in the social sciences
 Understand cause-and-effect relationships
 Demonstrate knowledge of history and geography necessary for understanding major
historical developments
 Understand concepts essential to historical analysis
 Display capacity to interpret artistic materials
 Assess quotations from speeches, documents, and other published materials
 Use historical knowledge in interpreting data based on maps, graph, and charts
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 Reading quizzes
 DBQ projects
Benchmarking:
 College Board World History Subject Test
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Course Name: U.S. History
Department: History
Grade Level: 11
Course Summary:
United States History is a survey course of the nation’s history studying the basic events,
personalities and documents and historical perspective. Social Studies skills such as critical and
analytical thinking, research, and writing are used. Areas of focus will include political, social,
economic, cultural, and geographic patterns of U.S. history.
 Develop a greater appreciation for the study of history
 Develop an understanding for the process of historical inquiry
 Demonstrate knowledge of the great issues at the heart of U.S. history
 Demonstrate knowledge of the major aspects of U.S. history-political, social, economic,
cultural, geographical, and their interrelationship
 Demonstrate a mastery of a broad body of historical knowledge from colonial times to
the present
 Demonstrate a knowledge of present-day United States and its relationship to the rest of
the world
 Create well-developed and organized written responses to the study and research of
history
 Demonstrate the knowledge learned through daily, in-class exercises, unit tests, research
and writing projects, and semester exams
 Major assessment at the end of each unit
 Minor research project
 Major research project
 Reading and review quizzes
External Assessment(s) and Benchmarking:
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Course Name: Honors U.S. History
Grade Level: 11
Course Summary:
Honors U.S. History is a survey course of the nation’s history studying the basic events,
personalities, and documents from a historical perspective. Social studies skills such as critical
and analytical thinking, research, and writing are used. Areas of focus will include political,
social, economic, cultural, and geographic patterns of U.S. history. This honors-level section will
move at an accelerated pace, which will allow for more course topics to be pursued through
increased reading assignments and class discussions. Students entering this section should have
well-developed writing and research skills from the outset of the course.
 Develop a greater appreciation for the study of history
 Develop an understanding for the process of historical inquiry
 Demonstrate knowledge of the great issues at the heart of U.S. history
 Demonstrate knowledge of the major aspects of U.S. history – political, social, economic,
cultural, geographical, and their interrelationship
 Demonstrate a mastery of a broad body of historical knowledge from colonial times to
the present
 Demonstrate a knowledge of the present-day United States and its relationship to the rest
of the world
 Create well-developed and organized written responses to the study and research of
history
 Demonstrate the knowledge learned through daily, in-class exercises, unit tests, research
and writing projects, and semester exams
 Recall basic information and require students to know facts, terms, concepts, and
generalizations
 Analyze and interpret material such as graphs, charts, paintings, text, cartoons,
photograph, and maps
 Understand important aspects of U.S. history
 Relate ideas to given data
 Evaluate data for a given purpose basing judgment either on internal evidence, such as
proof and logical consistency, or on external criteria, such as comparison with other
work, established standards, and theories
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 Major assessment at the end of each unit
 Minor research project
 Major research project
 Reading and review quizzes
Benchmarking:
 College Board U.S. History Subject Test
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Course Name: AP US History
Department: History
Grade Level: 11
Course Summary:
Advanced Placement United States History is a survey course of the nation’s history
going beyond the basics to consider differing interpretations, issues, and primary
sources. Critical and analytical skills, research writing, interpretation of maps, charts, and
graphs, organizing, comparing and conceptualizing are emphasized. All participants take the
 Chronological reasoning
o Compare causes and/or effects, including between short-term and long-term
effects.
o Analyze and evaluate the interaction of multiple causes and/or effects.
o Assess historical contingency by distinguishing among coincidence, causation,
and correlation, as well as critiquing existing interpretations of cause and effect.
o Analyze and evaluate historical patterns of continuity and change over time.
o Connect patterns of continuity and change over time to larger historical processes
or themes.
o Explain ways that historical events and processes can be organized within blocks
of time.
o Analyze and evaluate competing models of periodization of United States history.
 Comparison and contextualization
o Compare related historical developments and processes across place, time, and/or
different societies, or within one society.
o Explain and evaluate multiple and differing perspectives on a given historical
phenomenon.
o Explain and evaluate ways in which specific historical phenomena, events, or
processes connect to broader regional, national, or global processes occurring at
the same time.
o Explain and evaluate ways in which a phenomenon, event, or process connects to
other, similar historical phenomena across time and place.
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
Creating historical arguments from historical evidence
o Analyze commonly accepted historical arguments and explain how an argument
has been constructed from historical evidence.
o Construct convincing interpretations through analysis of disparate, relevant
historical evidence.
o Evaluate and synthesize conflicting historical evidence to construct persuasive
historical arguments.
o Analyze features of historical evidence such as audience, purpose, point of view,
format, argument, limitations, and context germane to the evidence considered.
o Based on analysis and evaluation of historical evidence, make supportable
inferences and draw appropriate conclusions.
 Historical interpretations and synthesis
o Combine disparate, sometimes contradictory evidence from primary sources and
secondary works in order to create a persuasive understanding of the past.
o Apply insights about the past to other historical contexts or circumstances,
including the present.
o Analyze diverse historical interpretations.
o Evaluate how historians’ perspectives influence their interpretations and how
models of historical interpretation change over time.
 Primary source and interpretive writings for seminar participation, and research and
writing exercises
 Unit tests
 Reading quizzes
 AP US History Test
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Course Name: AP European History
Grade Level: 12
Course Summary:
This course is a comprehensive chronological and topical survey of the narrative of European
history from 1450 to the present. Emphasis is placed on the study of primary source materials for
historical interpretation and on expository essay writing in order to distinguish significance of
movements, trends, and cause and effect relationships. The themes of study fall into three
categories: intellectual and cultural history, political and diplomatic history, and social and
economic history. A prerequisite to enrolling is the completion of the sophomore World History
class (or its Honors equivalent) or a similar study in another high school. Students are admitted
upon teacher recommendations from former history and English teachers. Students are required
to take the Advanced Placement European national exam given by the College Board in May.
 Demonstrate a knowledge of basic chronology and of major trends and events from
approx. 1450 to the present, that is from the High Renaissance to the very recent past
 Understand some of the principal themes in modern European history: namely
intellectual and cultural, political and diplomatic, social and economic currents
 Distinguish movements, trends, causes and effects, and significances related to the survey
of events
 Develop the ability to read primary sources and weigh the evidence and reach
conclusions on the basis of facts and on the understanding of various viewpoints and
motivations
 Gain interpretative and analytical ability
 Gain an understanding of how Western man’s creative efforts in art, music, and literature
reflect his perception of his place in the world at different time periods
 Acquire an ability to analyze and to express historical understanding in writing
 Tests
 Essays
 Quizzes
 Document-based questions
 Seminar presentations
 Summaries of outside readings
Benchmarking:
 AP European History Exam
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Course Name: AP Human Geography
Course Summary:
AP Human Geography is a year-long course designed to introduce students to the systematic
study of patterns and processes that have shaped human understanding, use, and alteration of the
Earth’s surface. Students use spatial concepts and landscape analysis to examine human social
organization and its environmental consequence. Additionally, students learn about the methods
 Use and think about maps and spatial data
 Understand and interpret the implications of associations among phenomena in place
 Recognize and interpret at different scales the relationships among patterns and processes
 Define regions and evaluate the regionalization process
 Characterize and analyze changing interconnections among places
 Tests
 Projects
 Quizzes
 Analysis sheets
Benchmarking:
 AP Human Geography Exam
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Course Name: AP US Government and Politics
Department: History
Grade Levels: 11 and 12
Course Summary:
Advanced Placement American Government and Politics is an intensive study of the structure of
the United States Government and the processes that make this form of government effective in
today’s modern and ever changing world. The course covers the Constitution underpinnings of
the United States Government, political beliefs, political behaviors, political parties, interest
groups, mass media, the institutions of the national government, civil rights and civil liberties.
All participants take the national Advanced Placement Exam at the end of the course.
1. Analyze the goals, beliefs, membership, tactics, and effectiveness of U.S political parties
and interest groups.
2. Analyze the process by which public policy is made at federal, state, and local level.
3. Compare and contrast the function ad structure of the judicial branches federal, state, and
local governments.
4. Compare and contrast the political system of the United Sates with political systems
employed in other countries.
5. Compare and contrast the structure and functions of the executive branches of the federal,
state, and local governments.
6. Compare and contrast the structure and functions of the legislative branches of the
federal, state and local governments.
7. Explain the fact of federal, state, and local government policy and how individuals that
can influence government policy.
8. Recall the civil rights and civil liberties guaranteed to individuals by the United States
Constitution.
9. Recall the historical circumstances and philosophies that provide the foundation for the
political system of the United States.
10. Understand the factors which influence the political behavior of individuals and groups in
the United States and utilize those factors to analyze historical data for contemporary
political behavior.
11. Utilize the data and concepts in objectives 1- 10 to analyze and evaluate contemporary
issues.
 Quizzes
 Essays
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Unit tests
Oral presentations
Technology project
Current events
First semester exam
 AP American Government and Politics Exam
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Course Name: AP Macroeconomics
Grade Level: 12
Course Summary:
Advanced Placement Macroeconomics is a course designed to provide students with a
sophisticated understanding of the global economy and of the role students are playing and will
play in the complex global economic system. All participants take the national Advanced
Placement Exam at the end of the course.
 Develop an understanding of basic economic concepts
 Demonstrate an understanding of measurement of economic performance
 Examine national income and price determinants
 Develop an understanding of macro-economic equilibrium
 Investigate the financial sector
 Develop an understanding of inflation, unemployment, and stabilization policies
 Quizzes
 Unit tests
 Presentation/debate
Benchmarking:
 AP Macroeconomics Exam
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Course Name: AP Comparative Government and Politics
Department: History
Grade Levels: 11 and 12
Course Summary:
This course introduces students to fundamental concepts used by political scientists to study the
processes and outcomes of politics in a variety of country settings. The course aims to illustrate
the rich diversity of political life, to show available institutional alternatives, to explain
differences in processes and policy outcomes, and to communicate the importance of global
political and economic changes. Nine countries form the core of the AP Comparative
Government and Politics course: Israel, Germany, Brazil, China, Great Britain, Iran, Mexico,
Nigeria, and Russia. All students will take the AP exam in May.
 The student will demonstrate knowledge of the similarities and differences among types
of political systems
 The student will demonstrate knowledge of sovereignty, authority and power
 The student will demonstrate knowledge of political institutions
 The student will demonstrate knowledge of the role of citizens and society in the state
 The student will demonstrate knowledge of political and economic change
 The student will demonstrate knowledge of public policy
 The student will demonstrate knowledge of the different social sciences by use of the
tools of social science inquiry
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Quizzes
In- class free response
Essays
Unit tests
Oral presentations
First Semester Exam
 AP Comparative Government Exam
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Course Name: Psychology
Department: History
Grade Levels: 10, 11, and 12
Course Summary:
Psychology is the study of the mind and human behavior. Introductory Psychology provides
students with a foundation for understanding what psychology is, how it is studied scientifically,
and how our minds mature, and sometimes develop abnormally, over the lifespan. Emphasis is
placed on promoting critical thinking in the classroom and everyday life.
 Investigate the history and growth of psychology
 Explore key theories used to explain psychological phenomena
 Understand the scientific methodology of psychology
 Apply methodological mastery to develop and execute psychological experiments
 Gain an appreciation and sensitivity for the various psychological disorders impacting
humans
 Further one’s understanding of himself or herself
 Quizzes
 Tests
 Research Project
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Course Name: AP Psychology
Department: History
Course Summary:
Psychology is the study of the mind and human behavior. AP Psychology provides students with
a foundation for understanding what psychology is, how it is studied scientifically, and how our
minds and bodies mature physically, emotionally, and sometimes abnormally over the lifespan.
Emphasis is placed on promoting critical thinking in the classroom and everyday life.
 Investigate the history and growth of psychology
 Explore key theories used to explain psychological phenomena
 Understand the scientific methodology of psychology
 Apply methodological mastery to develop and execute psychological experiments and
critique primary source research articles
 Become proficient in the nervous system, as well as sensory systems such as the eye and
ear
 Recognize the physiological causes and treatments of psychological disorders
 Gain an appreciation of and sensitivity for the various psychological disorders impacting
humans
 Further one’s understanding of himself or herself
 Quizzes
 Tests
 Research project
 Writing assessments
 AP Psychology Exam
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Course Name: Humanities
Grade Level: 12
Course Summary:
This course addresses the question, “What does it mean to be human?” through five thematic
ideas: (1) man is self-conscious, (2) man is moral, (3) man is mortal, (4) man is social or
relational, and (5) man is expressive or creative. The course is interdisciplinary, incorporating
history, philosophy, religion, literature, science, art, and music.
 Acquire a clearer understanding of the Western tradition by considering some of the
seminal artistic, philosophic, and religious work in their historical context
 Acquire a clear sense of our own time by seeing its place within the development of the
Western tradition as a whole
 Explore the possibilities of human nature and experience by considering how various
thinkers and cultures have responded to the question, “What does it mean to be human?”
 Develop a critical sense of self-awareness within the environment and of the implications
of values and goals
 Further one’s ability to write forceful, argumentative, and analytical essays
 Acquire the skills of careful reading which respects the integrity of the text, while
remaining alive to the intellectual setting from which it arises
 Consider the basic questions of “Who are we?”, “Why are we here?”, and “Where are we
going?”
 Develop an understanding of man in conflict with self, with society, with the natural
world, and with the sense of the divine
 Unit tests
 Reading quizzes
 Essays
 Reactions papers
 Presentations
 Projects
Benchmarking:
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Course Name: World Religions
Course Summary:
World Religions is a semester-long survey course focusing on nature/tribal religions, Hinduism,
Buddhism, Taoism and Confucianism, and the Abrahamic religions: Judaism, Christianity, and
Islam. Students will learn to think critically about religion as a human pursuit because they will
have the ability to compare one phenomenon across different cultures.
 Identify the major beliefs and practices that characterize the larger world religions
 Analyze the functions of religion within a culture
 Use terminology particular to the academic study of religion
 Evaluate some of the effects of the religious impulse on individuals and cultures
 Demonstrate knowledge of the subject matter through discussions, debates, individual
presentations, tests, and an exam
 Tests
 Presentations
 Final essay-based exam
Benchmarking:
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Course Name: Political Issues
Course Summary:
This is a one-semester contemporary topics course that focuses on the role of government in our
lives. It is a discussion and presentation based class grounded in current political, social, and
economic topics impacting America today.
 Evaluate controversial contemporary topics including but not limited to: the economy, the
federal deficit, the War on Terror, privacy, capital punishment, Title IX, freedom of
speech issues on the Internet, abortion, gun control, euthanasia, affirmative action, United
States foreign policy issues, education, immigration and naturalization, and freedom of
speech in movies and television
 Identify current political leaders
 Evaluate the controversial topic’s effect on society’s future
 Demonstrate knowledge of macro and micro economic principles that impact political
issues and decisions locally, nationally and internationally
 Analyze Internet use and misuse
 Demonstrate skills in various computer applications: Microsoft Word, Microsoft Excel,
and Microsoft PowerPoint
 Develop debating and personal interaction skills
 Display competence in public speaking
 Develop knowledge of content-specific terms
 Demonstrate knowledge of the American political system
 Compare and contrast the government of the United States with other world governments
 Evaluate perspectives of other classmates
 Quizzes
 Class Participation
 Final Exam Project
Benchmarking:
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Science Department
Science Department Philosophy
The science curriculum fosters an atmosphere of curiosity and exploration in order to promote
the mastery of key concepts and principles of science. Teachers cultivate inquiry and invention
to develop scientific practice. Through the integration of learning content and scientific practice,
students acquire meaningful knowledge, improve problem-solving and critical-thinking skills,
and acknowledge the relevance of science to their lives and the world around them. Every year
of science K-12 prepares students for success at the next level.
Science Scope and Sequence
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Course Name: Science K
Department: Science
Grade Level: K
Course Summary:
Through the use of the Science Fusion program, kindergarten students experience an inquirybased science curriculum that focuses on hands-on learning activities with write-in science
textbooks which help to develop critical thinking skills. Throughout each lesson, students are
asked to inquire, think, predict, analyze, and apply concepts. Through the use of differentiated
materials, students are able to access material on their instructional level and in doing so develop
essential reading skills. Additionally, students will use manipulatives to explore various abstract
science concepts, which directly correlate with skills that students are learning in mathematics.
In this course, students will explore units on animals, plants, habitats, day and night, Earth’s
resources, weather and the seasons, matter, energy, and motion.
 Motion and Stability: Forces and Interactions
o Plan and conduct an investigation to compare the effects of different strengths or
different directions of pushes and pulls on the motion of an object
o Analyze data to determine if a design solution works as intended to change the
speed or direction of an object with a push or a pull
 Energy
o Make observations to determine the effect of sunlight on Earth’s surface
o Use tools and materials provided to design and build a structure that will reduce
the warming effect of sunlight on Earth’s surface
 From Molecules to Organisms: Structures and Processes
o Use observations to describe patterns of what plants and animals (including
humans) need to survive
 Earth’s Systems
o Use and share observations of local weather conditions to describe patterns over
time
o Construct an argument supported by evidence for how plants and animals
(including humans) can change the environment to meet their needs
 Earth and Human Activity
o Use a model to represent the relationship between the needs of different plants
and animals (including humans) and the place they live
o Ask questions to obtain information about the purpose of weather forecasting to
prepare for and respond to severe weather
o Communicate solutions that will reduce the impact of humans on the land, water,
air, and/or other living things in the local environment
 Engineering Design
o Ask questions, make observations, and gather information about a situation
people want to change to define a simple problem that can be solved through the
development of a new or improved object or tool
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o Develop a simple sketch, drawing, or physical model to illustrate how the shape
of an object helps it function as needed to solve a given problem
o Analyze data from tests of two objects designed to solve the same problem to
compare the strengths and weaknesses of how each performs
 Classroom discussion
 Hands-on activities
Benchmarking:
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Course Name: Science 1
Department: Science
Grade Level: 1
Course Summary:
Through the use of the Science Fusion program, first grade students experience an inquiry-based
science curriculum that focuses on hands-on learning activities with write-in science textbooks,
which help to develop critical-thinking skills. Throughout each lesson, students are asked to
inquire, think, predict, analyze, and apply concepts. Through the use of differentiated materials,
students are able to access material on their instructional level and in doing so develop essential
reading skills. Additionally, students will use manipulatives to explore various abstract science
concepts which directly correlate with skills that students are learning in mathematics. In this
course, students will explore units on technology, animals, plants, environments, Earth’s
resources, weather and seasons, objects in the sky, matter, and forces and energy.
 Waves and Their Applications in Technologies for Information Transfer
o Plan and conduct investigations to provide evidence that vibrating materials can
make sound and that sound can make materials vibrate
o Make observations to construct an evidence-based account that objects in
darkness can be seen only when illuminated
o Plan and conduct investigations to determine the effect of placing objects made
with different materials in the path of a beam of light
o Use tools and materials to design and build a device that uses light or sound to
solve the problem of communicating over a distance
o Use materials to design a solution to a human problem by mimicking how plants
and/or animals use their external parts to help them survive, grow, and meet their
needs
o Read texts and use media to determine patterns in behavior of parents and
offspring that help offspring survive
 Heredity: Inheritance and Variation of Traits
o Make observations to construct an evidence-based account that young plants and
animals are like, but not exactly like, their parents
 Earth’s Place in the Universe
o Use observations of the sun, moon, and stars to describe patterns that can be
predicted
o Make observations at different times of year to relate the amount of daylight to
the time of year
 Engineering Design
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 Notebook
Benchmarking:
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Department: Science
Grade Level: 2
Course Summary:
Through the use of the Science Fusion program, second grade students experience an inquirybased science curriculum that focuses on hands-on learning activities with write-in science
textbooks, which help to develop critical-thinking skills. Throughout each lesson, students are
asked to inquire, think, predict, analyze, and apply concepts. Through the use of differentiated
materials, students are able to access material on their instructional level and in doing so develop
essential reading skills. Additionally, students will use manipulatives to explore various abstract
science concepts which directly correlate with skills that students are learning in mathematics. In
this course, students will explore units on technology, animals, plants, environments for living
things, Earth and its resources, weather, the solar system, changes in matter, energy, and
magnets.
 Matter and Its Interaction
o Plan and conduct an investigation to describe and classify different kinds of
materials by their observable properties
o Analyze data obtained from testing different materials to determine which
materials have the properties that are best suited for an intended purpose
o Make observations to construct an evidence-based account of how an object made
of a small set of pieces can be disassembled and made into a new object
o Construct an argument with evidence that some changes caused by heating or
cooling can be reversed and some cannot
 Ecosystems: Interactions, Energy, and Dynamics
o Plan and construct an investigation to determine if plants need sunlight and water
to grow
o Develop a simple model that mimics the function of an animal in dispersing seeds
or pollinating plants
 Biological Evolution: Unity and Diversity
o Make observations of plants and animals to compare the diversity of life in
different habitats
o Use information from several sources to provide evidence that Earth events can
occur quickly or slowly
 Earth’s Systems
o Compare multiple solutions designed to slow or prevent wind or water from
changing the shape of the land
o Develop a model to represent the shapes and kinds of land and bodies of water in
an area
o Obtain information to identify where water is found on Earth and that it can be a
solid or liquid
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Engineering Design
 Notebook
 Quizzes
 Tests
Benchmarking:
 ERB
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Department: Science
Grade Level: 3
Course Summary:
Through the use of the Science Fusion program, third grade students experience an inquiry-based
science curriculum that focuses on hands-on learning activities with write-in science textbooks,
which help to develop critical-thinking skills. Throughout each lesson, students are asked to
inquire, think, predict, analyze, and apply concepts. Through the use of differentiated materials,
students are able to access material on their instructional level and in doing so develop essential
reading skills. Additionally, students will use manipulatives to explore various abstract science
concepts which directly correlate with skills that students are learning in mathematics. In this
course, students will explore units on investigating questions, the engineering process, plants and
animals, ecosystems and interactions, changes to Earth’s surface, people and resources, water
and weather, Earth and its moon, matter, and simple and compound machines.
 Motion and Stability: Forces and Interactions
o Plan and conduct an investigation to provide evidence of the effects of balanced
and unbalanced forces on the motion of an object
o Make observations and/or measurements of an object’s motion to provide
evidence that a pattern can be used to predict future motion
o Ask questions to determine cause and effect relationships of electric or magnetic
interactions between two objects not in contact with each other
o Define a simple design problem that can be solved by applying scientific ideas
about magnets
o Develop a model to describe that organisms have unique and diverse life cycles
but all have in common birth, growth, reproduction, and death
 Ecosystems: Interactions, Energy, and Dynamics
o Construct an argument that some animals form groups that help members survive
 Heredity: Inheritance and Variation of Traits
o Analyze and interpret data to provide evidence that plants and animals have traits
inherited from parents and that variation of these traits exists in a group of similar
organisms
o Use evidence to support the explanation that traits can be influenced by the
environment
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Biological Evolution: Unity and Diversity
o Analyze and interpret data from fossils to provide evidence of the organisms and
the environments in which they lived long ago
o Use evidence to construct an explanation for how the variations in characteristics
among individuals of the same species may provide advantages in surviving,
finding mates, and reproducing
o Construct an argument with evidence that in a particular habitat some organisms
can survive well, some survive less well, and some cannot survive at all
o Make a claim about the merit of a solution to a problem caused when the
environment changes and the types of plants and animals that live there may
change
Earth’s Systems
o Represent data in tables and graphical display to describe the typical weather
conditions expected during a particular season
o Obtain and combine information to describe climates in different regions of the
world
Earth and Human Activity
o Make a claim about the merit of a design solution that reduces the impacts of a
weather-related hazard
Engineering Design
o Define a simple design problem reflecting a need or a want that includes specified
criteria for success and constraints on materials, time, or cost
o Generate and compare multiple possible solutions to a problem based on how well
each is likely to meet the criteria and constraints of the problem
o Plan and carry out fair tests in which variables are controlled and failure points
are considered to identify aspects of a model or prototype that can be improved
 Notebook
 Quizzes
 Tests
 Written report
Benchmarking:
 ERB
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Department: Science
Grade Level: 4
Course Summary:
Through the continuation of the Science Fusion program, fourth grade students experience an
inquiry-based science curriculum that focuses on hands-on learning activities with write-in
science textbooks, which help to develop critical-thinking skills. Throughout each lesson,
students are asked to inquire, think, predict, analyze, and apply concepts. Through the use of
differentiated materials, students are able to access material on their instructional level and in
doing so develop essential reading skills. Additionally, students will use manipulatives to explore
various abstract science concepts which directly correlate with skills that students are learning in
mathematics. In this course, students will explore units on the engineering process, plants and
animals, energy and ecosystems, weather, Earth and space, properties of matter, changes in
matter, energy, electricity, and motion.
 Energy
o Use evidence to construct an explanation relating the speed of an object to the
energy of that object
o Make observations to provide evidence that energy can be transferred from place
to place by sound, light, heat, and electric currents
o Ask questions and predicts outcomes about the changes in energy that occur
when objects collide
o Apply scientific ideas to design, test, and refine a device that converts energy
from one form to another
 Waves and Their Applications in Technologies for Information Transfer
o Develop a model of waves to describe patterns in terms of amplitude and
wavelength and that waves can cause objects to move
o Develop a model to describe that light reflecting from objects and entering the eye
allows objects to be seen
o Generate and compare multiple solutions that use patterns to transfer information
 From Molecules to Organisms, Structures and Processes
o Construct an argument that plants and animals have internal and external
structures that function to support survival, growth, behavior, and reproduction
o Use a model to describe that animals receive different types of information
through their senses, process the information in their brain, and respond to the
information in different ways
o Identify evidence from patterns in rock formations and fossils in rock layers for
changes in landscape over time to support an explanation for change in a
landscape over time
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Earth’s Systems
o Make observations and/or measurements to provide evidence of the effects of
weathering or the rate of erosion by water, ice, wind, or vegetation
o Analyze and interpret data from maps to describe patterns of Earth’s features
Earth and Human Activity
o Obtain and combine information to describe that energy and fuels are derived
from natural resources and their uses to affect the environment
o Generate and compare multiple solutions to reduce the impacts of natural Earth
processes on humans
Engineering Design
o Define a simple design problem reflecting a need or a want that includes specified
criteria for success and constraints on materials, time, or cost
o Generate and compare multiple possible solutions to a problem based on how well
each is likely to meet the criteria and constraints of the problem
 Projects
 Quizzes
 Tests
 Written report
Benchmarking:
 ERB
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Department: Science
Grade Level: 5
Course Summary:
The purpose of this course is to expose students to the vast landscape of the scientific world.
Students will use scientific exploration to develop a broad understanding of science and utilize
their understandings to form a healthy relationship with the environment in which they live.
Topics include scientific investigation, cells and how they allow organisms to grow, ecosystems,
energy and natural resources, the earth’s surface, rocks and fossils, the solar system, matter, light
and sound, and forces and motion. Emphasis is on understanding the processes as well as on
mastery of facts. By using the scientific method as a problem-solving tool, students learn to
collect, represent, and analyze data. Students will begin the process of learning to think and
explore like a scientist, which they can use to become excited about discovering science as they
move through their education and in the world around them.
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How Scientists Work (August)
o Foster inquiry skills about science and the scientific method
o Perform safe, controlled experiments in all types of science
Engineering Design (September)
generalization or hypothesis that make sense of the evidence
Cells to body systems, Living Things (September, October)
o Discover that all living things are made up of cells and observe cells working
together to make up tissues, organs, and organ systems
o Dramatize how the human body moves, breathes and circulates blood
o Interpret how the human body digests food, removes waste and sends messages
o Observe how living things have characteristics and how these characteristics are
passed on to offspring
Ecosystems: Interactions, Energy, and Dynamics (November, December)
o Recognize that all living things interact and depend on one another
o Develop a model to describe the movement of matter among plants, animals,
decomposers, and the environment
o Use model to describe that energy in animals’ food (used for body repair, growth,
motion, and to maintain body warmth) was once energy from the sun
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Natural Resources (December)
o Critique the impact that humans have on the environment and how humans can
lower that impact
o Obtain and combine information about ways individual communities use science
ideas to protect the Earth’s resources and environment
Earth’s Systems (January, February)
o Generate models of how the Earth’s crust and oceans have changed: Pre-Pangea
to modern day
o Describe and graph the amounts and percentages of water and fresh water in
various reservoirs to provide evidence about the distribution of water on Earth
o Develop hypotheses on how rocks and fossils help scientists learn about the Earth
The Solar System and the Universe (March)
o Compare and contrast the eight planets within our universe
o Gain perspective on the Earth’s place in our Solar System and value the
magnitude of the Universe
Matter and Its Interactions (March, April)
o Develop a model to describe that matter is made of particles too small to be seen
o Understand the three different states of matter, solid, liquid, gas
o Experiment with how temperature affects matter and chemical reactions
o Make observations and measurements to identify materials based on their
properties
o Conduct experiments using new science tools and chemical materials, observing
chemistry at work
Light and Sound (April, May)
o Identify how sound travels through different types of matter
o Describe the many properties of light and how these properties can change
Motion and Stability: Forces and Interactions (May)
o Support an argument that there are forces exerted on objects even when no
movement is seen
o Explain the basic laws of physics in our universe
 Tests
 Quizzes
 Labs and Lab Reports
 In-class activities
Benchmarking:
 ERB
Resources:
 Holt McDougal ScienceFusion Textbook
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Department: Science
Grade Level: 6
Course Summary:
The sixth grade program continues to encourage hands-on participation in laboratory experiences
that stress logical thinking and problem solving skills. The sixth grade curriculum includes a
review of the scientific method at the beginning of the year, as well as study of geological
concepts including mapping and weathering on Earth’s surface. During the winter and spring,
students study meteorology, climate, and basic physical properties of air. Students design and
create experiments for testing in myriad labs throughout the year. They are responsible for all
aspects from the genesis of their ideas to designing presentations to report their findings. The
curriculum as a whole includes three main themes: Earth’s changing surface, weather and
climate, and ecology. Within these themes, students will explore the common thread that is
woven into the curriculum. One major theme is to promote an understanding of how the human
race is affecting the world in myriad ways.
 Weather and Climate
o Collect data to provide evidence for how the motions and complex interactions of
air masses result in changes in weather conditions
o Develop and use a model to describe how unequal heating and rotation of the
Earth cause patterns of atmospheric and oceanic circulation that determine
regional climates
 Earth and Human Activity
o Ask questions to clarify evidence of the factors that have caused the rise in global
temperatures over the past century
o Construct a scientific explanation based on evidence for how the uneven
distributions of Earth’s mineral, energy, and groundwater resources are the result
of past and current geoscience processes
o Construct a scientific explanation based on evidence for the role of photosynthesis
in the cycling of matter and flow of energy into and out of organisms
o Develop a model to describe how food is rearranged through chemical reactions
forming new molecules that support growth and/or release energy as this matter
moves through an organism
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Ecosystems: Interactions, Energy, and Dynamics
o Analyze and interpret data to provide evidence for the effects of resource
availability on organisms and populations of organisms in an ecosystem
o Develop a model to describe the cycling of matter and flow of energy among
living and nonliving parts of an ecosystem
o Construct an argument supported by empirical evidence that changes to physical
or biological components of an ecosystem affect populations
o Construct an explanation that predicts patterns of interactions among organisms
across multiple ecosystems
o Evaluate competing design solutions for maintaining biodiversity and ecosystem
services
Earth’s Place in the Universe
o Construct a scientific explanation based on evidence from rock strata for how the
geologic time scale is used to organize Earth’s 4.6-billion-year-old history
Earth’s Systems
o Construct an explanation based on evidence for how geoscience processes have
changed Earth’s surface at varying time and spatial scales
o Analyze and interpret data on the distribution of fossils and rocks, continental
shapes, and seafloor structures to provide evidence of the past plate motions
o Develop a model to describe the cycling of Earth’s materials and the flow of
energy that drives this process
o Develop a model to describe the cycling of water through Earth’s systems driven
by energy from the sun and the force of gravity
 Tests
 Quizzes
 Lab grades
 Projects
Benchmarking:
 ERB
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Department: Science
Grade Level: 7
Course Summary:
The purpose of this course is to engage each student to think like a scientist, ask questions, and
find answers. Students will develop improved cognition through the study of scientific branches
including: space science, the diversity of life, and motion, forces, and energy. Students will
integrate technology as a vital part of the scientific community. The teacher expects work and
effort commensurate with the demands of the course.
 Space Systems
o Develop and use a model of the Earth-sun-moon system to describe the cyclic
patterns of lunar phases, eclipses of the sun and moon, and seasons
o Develop and use a model to describe the role of gravity in the motions within
galaxies and the solar system
o Analyze and interpret data to determine scale properties of objects in the solar
system
 Energy
o Construct and interpret a graphical display of data to describe the relationships
of kinetic energy to the mass of an object and to the speed of an object
o Develop a model to describe that when the arrangement of objects interacting at
a distance changes, different amounts of potential energy are stored in the
system
o Apply scientific principles to design, construct, and test a device that either
minimizes or maximizes thermal energy transfer
o Plan an investigation to determine the relationships among the energy
transferred, the type of matter, the mass, and the change in the average kinetic
energy of the particles as measured by the temperature of the sample
o Construct, use, and present arguments to support the claim that when the kinetic
energy of an object changes, energy is transferred to or from the object
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Forces and Interactions
o Apply Newton’s Third Law to design a solution to a problem involving the
motion of two colliding objects
o Plan an investigation to provide evidence that the change in an object’s motion
depends on the sum of the forces on the object and the mass of the object
o Ask questions about data to determine the factor that affect the strength of
electric and magnetic forces
o Construct and presents arguments using evidence to support the claim that
gravitational interactions are attractive and depend on the masses of
interacting objects
o Conduct an investigation and evaluate the experimental design to provide
evidence that fields exist between objects exerting forces on each other even
though the objects are not in contact
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Natural Selection and Adaptations
o Analyze and interpret data for patterns in the fossil record that document the
existence, diversity, extinction, and change of life form throughout the history
of life on Earth under the assumption that natural laws operate today as in the
past
o Apply scientific ideas to construct an explanation for the anatomical
similarities and differences among modern organisms and between modern
and fossil organisms to infer evolutionary relationships
o Analyze display of pictorial data to compare patterns of similarities in the
embryological development across multiple species to identify relationships
not evident in the fully formed anatomy
o Construct an explanation based on evidence that describes how genetic
variations of traits in a population increase some individuals’ probability of
surviving and reproducing in a specific environment
o Use mathematical representations to support explanations of how natural
selection may lead to increases and decreases of specific traits in populations
over time
 Labs
 Quizzes
 Projects
 Tests
Benchmarking:
 ERB
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Course Name: Honors Forensic Science
Department: Science
Grade Level: 7
Course Summary:
Honors Forensic Science is a one-semester elective course offered to seventh grade students. In
this course, students will learn about international black market dealings, trade requirements,
professional opportunities within the field, and steps of prosecution for persons associated with
wildlife crimes across the globe. Students will perform an autopsy (necropsy) on a rodent (vole
or mouse), interact with U.S. Fish and Game personnel, and solve a mystery surrounding
mysterious big game deaths.
 Obtain a basic understanding of the branches of Forensic Science and its applications in
society
 Utilize case study to gain knowledge of forensic techniques and terminology
 Collect and categorize evidence and data
 Examine data and evidence
 Develop keen observational skills
 Use observations and evidence to analyze crime scenarios
 Create comprehensive scientific reports
 Investigate careers which relate to forensic science
 Learn from and make connections with community members (detectives, arson
investigator, print specialist, medical examiner) and local colleges/universities
 Develop the ability to listen intently and speak confidently
 Investigate computer simulations and relate them to real-world applications
 Gain understanding and appreciation for global trade agreements and international laws
 Enhance intellectual curiosity and personal integrity
 Quizzes
 Tests
 Labs
Benchmarking:
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Department: Science
Grade Level: 8
Course Summary:
The purpose of this course is to expand students’ content knowledge in life and physical sciences
through inquiry investigations. Topics include the relationship of science to technology, the
structure and interactions of matter, the function of cells, principles of genetics, and the structure
and function of human organ systems. Emphasis is on understanding the processes as well as on
mastery of facts. By using the scientific method as a problem-solving tool, students learn to
collect, represent, and analyze data. Laboratory skill development including technical writing,
operation of microscopes, and working with chemicals and equipment safely are cornerstones of
this course. Additionally, learners incorporate the use of computer word processing and
spreadsheet software to practically apply technology in a research environment. As students
learn to work independently in the lab, they develop the skills and confidence needed for success
in more advanced courses in the Upper School.
 Structure, Function, and Information Processing
o Conduct an investigation to provide evidence that living things are made of cells;
either one cell or many different numbers and types of cells
o Develop and use a model to describe the function of a cell as a whole and ways
parts of cells contribute to the function
o Use an argument supported by evidence for how the body is a system of
interacting subsystems composed of groups of cells
o Gather and synthesize information that sensory receptors respond to stimuli by
sending messages to the brain for immediate behavior or storage as memories
 Growth and Development of Organisms
o Use an argument based on empirical evidence and scientific reasoning to support
an explanation for how characteristic animal behaviors and specialized plant
structures affect the probability of successful reproduction of animals and plants
respectively
o Construct a scientific explanation based on evidence for how environmental and
genetic factors influence the growth of organisms
o Develop and use a model to describe why structural changes to genes (mutations)
located on chromosomes may affect proteins and may result in harmful,
beneficial, or neutral effects to the structure and function of the organism
o Develop and use a model to describe why asexual reproduction results in
offspring with identical genetic information and sexual reproduction results in
offspring with genetic variation
o Gather and synthesize information about the technologies that have changed the
way humans influence the inheritance of desired traits in organisms
 Natural Selection and Adaptations
o Analyze and interpret data for patterns in the fossil record that document the
existence, diversity, extinction, and change of life forms throughout the history of
life on Earth under the assumption that natural laws operate today as in the past
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

o Apply scientific ideas to construct an explanation for the anatomical similarities
and differences among modern organisms and between modern and fossil
organisms to infer evolutionary relationships
o Analyze display of pictorial data to compare patterns of similarities in the
embryological development across multiple species to identify relationships not
evident in the fully formed anatomy
o Construct an explanation based on evidence that describes how genetic variations
of traits in a population increase some individuals’ probability of surviving and
reproducing in a specific environment
o Use mathematical representations to support explanations of how natural selection
may lead to increases and decreases of specific traits in populations over time
Forces and Interactions
o Apply Newton’s Third Law to design a solution to a problem involving the
motion of two colliding objects
o Plan an investigation to provide evidence that the change in an object’s motion
depends on the sum of the forces on the object and the mass of the object
o Ask questions about data to determine the factors that affect the strength of
electric and magnetic forces
o Construct and present arguments using evidence to support the claim that
gravitational interactions are attractive and depend on the masses of interacting
objects
o Conduct an investigation and evaluate the experimental design to provide
evidence that fields exist between objects exerting forces on each other even
though the objects are not in contact
Chemical Reactions
o Analyze and interpret data on the properties of substances before and after the
substances interact to determine if a chemical reaction has occurred
o Develop and use a model to describe how the total number of atoms does not
change in a chemical reaction and thus mass is conserved
o Undertake a design project to construct, test, and modify a device that either
releases or absorbs thermal energy by chemical processes
 Lab report
 Quizzes
 Projects
 Tests
Benchmarking:
 ERB
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Course Name: Honors S.T.E.A.M
Department: Science
Grade Level: 8
Course Summary:
Rising eighth graders showing high aptitude for mathematics and scientific thought will be
eligible for this semester-long honors-level course. Participants will investigate numerous
phenomena from the perspective of an engineer, a scientist, and a creative artist culminating with
a video production of a Mythbusters-style episode chronicling their discoveries. Students will be
responsible for cooperating with peers, contacting community field experts to research the
development of the featured topics, constructing replica prototypes, and presenting findings
supported by data and experiences collected during the class.
 Gain an understanding of the techniques that engineers use to approach problems
 Understand the techniques utilized by scientists when exploring various phenomena
 Understand the approach that a creative artist uses when approaching various phenomena
 Contact local field experts to research various topics
 Construct replica prototypes
 Test various phenomena using prototypes
 Present findings and data
 Create a comprehensive video documenting the processes and approaches used during
investigation
 Presentations
 Group projects
Benchmarking:
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Course Name: Physics Foundation
Department: Science
Grade Level: 9
Course Summary:
Physics Foundation is a laboratory-based introductory course that examines basic mathematical
techniques of science, motion, matter, chemical reactions, laboratory techniques, and the atomic
theory process of science. This course is required for graduation and is usually taken during the
ninth grade.
 Understand scientific notation and arithmetic
 Understand units of measurement, both defined and derived
 Recognize the sensitivity, uncertainty, accuracy, and precision required in scientific
measurement
 Understand application of the standard laboratory format to all data
 Understand graphing techniques
 Examine computer technology in science
 Understand kinematics
 Recognize and apply the Laws of Newton in relation to dynamics
 Understand friction and normal forces
 Understand the properties of gravitation, momentum, and energy
 Describe various states of matter
 Understand the behavior of reactants in various chemical reactions
 Apply basic laboratory techniques and measurements
 Recognize and understand basic atomic theory
 Understand the quantum-mechanical model of the atom
 Read and understand the periodic table of elements
 Quizzes
 Tests
 Labs
Benchmarking:
 ERB
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Course Name: Honors Physics Foundation
Department: Science
Grade Level: 9
Course Summary:
Honors Physics Foundation is an introductory course for the highly motivated freshman planning
to take additional honors and advanced placement science courses during their sophomore,
junior, and senior years. This course will move at an accelerated pace and will include
challenging laboratory work requiring critical thinking. Students should be independent learners
with a strong work ethic. The Honors Physics Foundation curriculum includes basic
mathematical techniques of science, motion, matter, chemical reactions, laboratory techniques,
and the atomic theory.
 Understand scientific notation and arithmetic
 Understand units of measurement, both defined and derived
 Recognize the sensitivity, uncertainty, accuracy, and precision required in scientific
measurement
 Understand application of the standard laboratory format to all data
 Understand graphing techniques
 Examine computer technology in science
 Understand kinematics
 Recognize and apply the Laws of Newton in relation to dynamics
 Understand friction and normal forces
 Understand the properties of gravitation, momentum, and energy
 Describe various states of matter
 Understand the behavior of reactants in various chemical reactions
 Apply basic laboratory techniques and measurements
 Recognize and understand basic atomic theory
 Understand the quantum-mechanical model of the atom
 Read and understand the periodic table of elements
 Quizzes
 Tests
 Labs
Benchmarking:
 ERB
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Course Name: Chemistry Foundations
Department: Science
Grade Level: 10
Course Summary:
Chemistry Foundations is a laboratory-based introductory course that emphasizes basic
knowledge of rational thinking as it pertains to understanding and problem solving in the areas of
chemical reactions, heat, stoichiometry, nomenclature, atomic theory, periodicity, gas laws,
solutions, equilibrium, acid/base theory, and electrochemistry. This course is required for
graduation and may be taken in the eleventh or twelfth grade.
 Describe how the chemical elements of nature function, i.e. atomic theory,
thermochemistry, periodicity, phase chemistry (solid, liquid, gas), stoichiometry,
equilibrium, acid/base, and electrochemistry
 Recognize elementary mathematical relationships that explain the chemical principals of
nature
 Use measuring devices with correct precision and accuracy
 Explain how the applications of natural chemical elements are applied to technology and
the effects it has on society
 Apply the principles of chemistry to lab experiments
 Synthesize and analyze data to determine results
 Report the results in a written form
 Quizzes
 Tests
 Labs
Benchmarking:
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Course Name: Honors Chemistry
Department: Science
Grade Level: 10
Course Summary:
Honors Chemistry is a laboratory-based introductory course that emphasizes basic knowledge of
rational thinking as it pertains to understanding and problem solving in the areas of chemical
reactions, heat, stoichiometry, nomenclature, atomic theory, periodicity, gas laws, solutions,
equilibrium, acid/base theory, and electrochemistry. The course requires excellent skills in
organizing and analyzing concepts and data. Tenth grade students can be recommended for this
course by the chemistry instructor. Co-enrollment in Honors Algebra II is required for tenth
grade enrollment.
nature
 Remember fundamental concepts and specific information
 Demonstrate familiarity with terminology
 Apply a single principle to unfamiliar and/or practical situations to obtain a qualitative
result or solve a quantitative problem
 Infer and deduce from qualitative data and/or quantitative data
 Integrate two or more relationships to draw conclusions or solve problems
 Minor assessments
 Chapter assessments
 Laboratory report
 Webassign
 Mid-term exam
 Final exam
Benchmarking:
 College Board Chemistry Subject Test
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Course Name: Conceptual Physics
Department: Science
Grade Level: 11
Course Summary:
Conceptual Physics is a laboratory-based introductory course designed to explain physical
science concepts including motion, gravity, work, energy, waves (sound and light), electricity,
and magnetism with algebra-based problem solving. Development of the system of international
units as applied to physical measurement is included.
 Describe how the physical elements of nature function ( i.e. motion, energy, momentum,
sound, electricity, magnetism, light, and gravity)
 Recognize elementary mathematical relationships that explain the physical principals of
nature
 Explain how the applications of natural physical elements are applied to technology and
 Apply the principles of physics to lab experiments
 Tests
 Quizzes
 Homework
 Lab report
 Mid-term exam
 Final exam
Benchmarking:
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Course Name: AP Biology
Department: Science
Course Summary:
AP Biology is an intensive college-level course that explores four big ideas: evolution, cellular
processes - energy and communication, genetics and information transfer, and interactions of
biological systems. The model of instruction focuses on enduring, conceptual understandings and
the content that supports them. The curriculum framework supports the development of
advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing
data, applying mathematical routines, and connecting concepts in and across domains. Eleventh
and twelfth grade students who have successfully completed Honors Chemistry and have been
approved by the AP Biology instructor may take this course.
 Apply the scientific method to solve a biological problem
 Discuss the structures and functions of cells in relationship to the cell theory
 Demonstrate patterns of inheritance
 State evidence that supports the scientific theory of evolution and relate the role of
genetics to the process of evolution
 Relate classification of organisms to their diverse distinguishing characteristics
 Recognize and identify animal structures and functions using dissection model
 Compare the interdependence of organisms in different biological communities
 Use representations and models to communicate scientific phenomena and solve
scientific problems
 Use mathematics appropriately
 Engage in scientific questioning to extend thinking or to guide investigations within
the context of the AP course
 Plan and implement data collection strategies appropriate to a particular scientific
question
 Perform data analysis and evaluation of evidence
 Work with scientific explanations and theories
 Connect and relate knowledge across various scales, concepts, and representations in
and across domains
 Lab report
 Tests
 Research paper
 Mid-term exam
Benchmarking:
 AP Biology Exam
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Course Name: AP Chemistry
Department: Science
Course Summary:
AP Chemistry is a college-level course which includes a more expansive in-depth theoretical
analysis of the basic topics covered in introductory chemistry. These topics include the nature of
chemical reactivity, the effect of bonding and structure on the behavior of a molecule, model of
acids and bases, the kinetic molecular theory, thermodynamic principles, the nature of
electrochemical activity, nuclear forces and interactions, and basic organic chemistry. Advanced
problem-solving techniques in stoichiometry, kinetics, equilibrium, qualitative and quantitative
analysis, acid/base and buffer chemistry, electrochemistry, thermodynamics, gas laws, nuclear
chemistry, and oxidation/reduction reactions are also demonstrated. Laboratory experiments
which emphasize the students’ participation in the creation of the testing paradigm, formulation
of methods of data collection, methods of analysis of data and determination of principles of
chemistry underlying the overall experimental experience are included.
nature
 Report the results in written form
 Describe and delineate the historical background of the atomic model, and describe the
atom in terms of protons, neutrons, and electronic structure
 Explain the organization of the periodic table in terms of atomic number,
electronegativity, ionic and atomic radii, reactivity, ionization energy, and valance
structure
 Demonstrate ionic and covalent bonded compounds’ electronic interactions, due to
structure and electron distribution
 Define the mole and perform all calculations related to it: molarity, empirical formula,
percent composition, limiting reactant, and gas laws
 Describe and define the five general chemical reactions and name and balance specific
equations using specific techniques
 Define, explain, and apply equilibrium theory, create a practical equilibrium system, and
explain Le Chatelier”s principle
 Define acids and bases as Arrhenius, Bronsted-lowry or Lewis type, and explain and
calculate neutralizations, equilibria, and complex ion solutions
 Explain and demonstrate the components of thermodynamics: enthalpy, entropy, and
Gibbs Free Energy and illustrate them in practical terms
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
Illustrate electron exchange, oxidation/reduction reactions, and electrolysis and perform
appropriate calculations
 Tests
 Labs
 Essays
 Mid-term exam
Benchmarking:
 AP Chemistry Exam
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Course Name: AP Physics I
Department: Science
Course Summary:
AP Physics I is an algebra-based science course designed to be equivalent to an introductory
college physics course. The course covers Newtonian mechanics (including rotational dynamics
and angular momentum); work, energy, and power; mechanical waves and sound; and electric
circuits. Through the practice of scientific inquiry and reasoning, students develop meaningful
physics knowledge. Inquiry-based investigations are constructed to foster student engagement in
the practice of science through experimenting, analyzing, making conjectures and arguments,
and solving problems in a collaborative setting.
nature
 Remember and understand concepts or information
 Recall and use a single physical relationship
 Recall and integrate two or more physical relationships
 Tests
 Quizzes
 Labs
 Project
 Mid-term exam
 Final exam
Benchmarking:
 College Board Physics Subject Test
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Course Name: AP Physics II
Department: Science
Grade Level: 12
Course Summary:
AP Physics II is an algebra-based science course designed to be equivalent to a second-semester
college physics course. The course covers fluid mechanics; thermodynamics; electricity and
magnetism; optics; and atomic and nuclear physics. Through the practice of scientific inquiry
and reasoning, students develop meaningful physics knowledge. Inquiry-based investigations are
constructed to foster student engagement in the practice of science through experimenting,
analyzing, making conjectures and arguments, and solving problems in a collaborative setting.
nature
 Solve multi-concept problems using quantitative and qualitative reasoning on written
assessments
 Demonstrate a proficiency in a hands-on laboratory environment by:
o Identifying factors when observing an observed phenomena
o Creating an experiment to study factors and gather data
o Analyzing data and deriving mathematical relationships
o Sharing the results verbally and in written report
 Understand the connection of physics to the real world
 Tests
 Quizzes
 Lab Report
 Mid-term exam
Benchmarking:
 AP Physics Exam
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Course Name: Introduction to Engineering
Department: Science
Course Summary:
Introduction to Engineering is a regular-level course designed to give students who enjoy math
and science the opportunity to explore areas of engineering through extensive hands-on
activities. Emphasis is given to improving analytical and problem-solving skills. Students in
grades nine through eleven who are enrolled in geometry or higher math are eligible to take this
course.
 Apply concepts of engineering to the world in which we live
 Solve problems using the Engineering Method
 Collaborate in a team environment
 Create design using the math, science, and technology learned in the classroom
 Quizzes
 Tests
 Labs
 Projects
Benchmarking:
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Course Name: Honors Robotics
Department: Science
Course Summary:
Honors Robotics, a hands-on course following Introduction to Engineering, is devoted to the
study of robotics. Topics include magnetism and electromagnetic induction, DC motor theory, C
programming, Bluetooth, and pneumatics. Skills emphasized are critical thinking, working and
collaborating in a team environment, breaking problems into smaller, more manageable
components, planning investigations involving defined problems, and analyzing and interpreting
data.
 Display a working knowledge of DC motor theory
 Determine the working torque and angular velocity of a DC motor
 Program in C by creating and using arrays, functions, and various conditional techniques
 Write programs to make two robots communicate via Bluetooth utilizing handshaking
 Use an oscilloscope to measure the voltage, frequency, and period of square wave signals
 Determine the speed of a motor from the wave form of quadrature encoders
 Calculate the speed signal to a motor using pulse width modulation
 Design robots that run autonomously and with remote control
 Understand various components in a pneumatically controlled system
 Design and build a robot that will climb a rope a specified distance and return to the
starting point without falling
 Lab
 Tests
 Projects
Benchmarking:
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Course Name: Engineering II Honors
Department: Science
Course Summary:
Honors Engineering II is a hands-on course following Honors Robotics devoted to the study of
analog and digital electronics with a project component. Topics include AC theory, capacitors
and inductors, transformers, diodes, operational amplifiers, basic digital gates, latches and flipflops, counters, and shift registers. Through investigative labs, students learn to design and
trouble-shoot digital circuits. Skill emphasis is on continuing the development of the skills
stressed in Honors Robotics.
 Use the oscilloscope to investigate alternating circuits
 Design, build, and troubleshoot circuits
 Recognize the applications of digital and analog circuitry in the world around us
 Work with classmates to design and build a project that utilizes many of the concepts
learned throughout the engineering courses taken at FCDS
 Unit tests
 Quizzes
 Labs
 Class project
Benchmarking:
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Course Name: Honors Seminar in Sustainability
Department: Science
Course Summary:
The Honors Seminar in Sustainability is a year-long research-based course. This course offers a
dynamic course of study, combined with field experiences, to educate the next generation of
innovators, leaders, and citizens for a sustainable planet. The curriculum encourages students to
explore and understand the environmental, economic, social, and political impacts of natural
resource use, and to develop practices that conserve these resources when pursued over
generations. Students develop and implement independent and collaborative lab experiences and
projects while helping the school meet the objectives of its sustainability program. Eleventh and
twelfth grade students who have been approved by the course instructor may take this course.
 Identify and analyze environmental problems both natural and man-made
 Understand and evaluate the relative risks associated with these problems
 Examine alternative solutions for resolving and /or preventing them
 Implement new technologies and practice to reduce FCDS’s carbon footprint
 Make positive contributions to the community
 Performance-based assessment
Benchmarking:
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Course Name: Anatomy/Physiology
Department: Science
Course Summary:
Human Anatomy and Physiology is a year-long survey course for students considering a career
in the health fields and biological sciences. This course will involve extensive dissection
laboratories and other hands-on activities and will rely on interactive software for understanding
of the body systems. This course will be limited to 12 students per semester. Prerequisites:
Biology I and one semester of Chemistry.
 Organization and Simplest Levels in the Body
o Understand the similarities and differences between anatomy and physiology
o Explain levels of structural organization and comprehend necessary life functions
o Learn basic anatomy terminology and apply it in laboratory situations
o Identify, describe, compare, and contrast the first and second levels of structural
organization-cells and tissues
 Systems: Covering, Support, and Movement
o Identify the major parts and compare anatomy and physiology of integumentary,
skeletal, and muscular systems
o Assess the parts and subsystems of the nervous systems and recognize how they
help regulate the body
o Learn how special senses contribute to homeostasis, learn the organs, and be able
to describe how the endocrine system regulates hormonal action
 Body Mechanics
o Understand blood, its function, and its composition
o Identify heart anatomy and describe basic physiology of the heart
o Describe physiology of blood circulation and identify major veins and arteries
o Recognize organs of lymphatic system and explain how the system functions
o Describe and compare organs and functions of the respiratory, digestive, urinary,
and reproductive systems
o Identify basic physiology of each of the above systems and explain how they
regulate homeostasis
o Construct a working knowledge of the body defenses
o Understand what each role each system plays in contributing to balance in the
human body and how they all participate in homeostatic relationships
 Lab report
 Quizzes
 Semester portfolio
Benchmarking:
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World Languages Department
World Languages Department Philosophy
The World Languages Department believes that the study of language and culture is a vital
component in preparing students to live and lead in a rapidly changing and complex global arena.
World Languages students can communicate confidently and competently at an intermediate
level in the target language with native speakers in authentic cultural contexts. To enable
students to examine, analyze, compare, and contrast the products, practices, and perspectives of
other cultures, classes are taught in the target language to the fullest extent possible. Students
explore the relationship between language and culture as it relates to their own culture as well as
its relationship to other disciplines. Ultimately, students appreciate the differences that exist
among all world citizens and they celebrate the similarities that unite all world cultures.
World Languages Scope and Sequence
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Course Name: Conversational Spanish A
Department: World Languages
Grade Level: K
Course Summary:
Conversational Spanish A is the first level in the conversational Spanish series. In this course,
students are taught using the Teaching Proficiency through Reading and Storytelling (TPR-S)
method. Using this method, teachers employ stories to help students internalize vocabulary and
complex structures of Spanish. Students gain listening comprehension and conversational skills
through the use of songs, puppets, games, reading, and creative writing. As students progress
through the grade levels, conversational Spanish courses will be expanded to include levels C
through G. The goal of this Spanish series, Levels A through G, is for the student to obtain a
significant level of conversational fluency in the language by the series end. As in the mastery of
one’s primary language, a program of conversational fluency does not place a large emphasis on
grammar or literature.
 Understand spoken Spanish on a variety of topics
 Present information, concepts, and ideas in Spanish to an audience of listeners
 Engage in conversations or correspondence in Spanish, provide and obtain information,
express feelings and emotions, and exchange opinions
 Respond to simple questions in Spanish
 Translate short stories from Spanish to English
 Provide details to stories in Spanish
 Oral participation
 Group work
Benchmarking:
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Grade Level: 1
Course Summary:
Conversational Spanish A is the 1st level in the conversational Spanish series. In this course,
 Group work
Benchmarking:
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Grade Level: 2
Course Summary:
 Group work
Benchmarking:
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Grade Level: 3
Course Summary:
 Group work
Benchmarking:
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Grade Level: 4
Course Summary:
 Group work
Benchmarking:
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Grade Level: 5
Course Summary:
 Group work
Benchmarking:
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Grade Level: 6
Course Summary:
 Group work
Benchmarking:
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Course Name: Spanish IA
Grade Level: 7
Course Summary:
Seventh grade Spanish is an introductory course using a proficiency-oriented, balanced approach
to the four language skills: listening, speaking, reading, and writing. By integrating these four
skills, emphasis is placed on using the language in real situations while building study skills and
strong fundamentals in grammar, verbs, vocabulary pronunciation, and the culture of the
Spanish-speaking world.
 Understand and interpret spoken and written Spanish on a variety of topics
 Present information, concepts, and ideas in Spanish to an audience of listeners or readers
 Speak with an intonation and pronunciation readily understandable to native speakers
 Demonstrate an understanding of the relationship between the practice and the products
of the Hispanic world and the perspectives of its culture
 Further his or her knowledge of other disciplines through the study of Spanish
 Use Spanish both within and beyond the school setting
 Discover and practice study skills and learning strategies
 Develop and cultivate higher-order thinking skills
 Show evidence of becoming a lifelong learner by using the Spanish language and culture
for personal enjoyment and enrichment
 Quizzes
 Vocabulary
 Grammar
 Listening/Speaking
 Chapter tests, generally including a reading selection
 Homework, including free response and paragraph
 Group work
 Class participation
Benchmarking:
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Course Name: French IA
Grade Level: 7
Course Summary:
French I is an introductory course using a proficiency-oriented, balanced approach to the four
language skills: listening, speaking, reading, and writing. By integrating these four skills,
emphasis is placed on using the language in real situations while building study skills and strong
fundamentals in grammar, verbs, vocabulary, pronunciation, and the culture of the Frenchspeaking world.
 Engage in conversations or correspondence in French, provide and obtain information,
 Understand and interpret spoken and written French on a variety of topics
 Present information, concepts, and ideas in French to an audience of listeners or readers
 Demonstrate an understanding of the relationship between both the practice and the
products of the Francophone world and the perspectives of its culture
 Further his or her knowledge of other disciplines through the study of French
 Use French both within and beyond the school setting
 Develop and cultivate higher order thinking skills
 Show evidence of becoming a lifelong learner by using the French language and culture
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 Listening/speaking
o Listening activities
o Dialogues
o Role play
o Pattern drills
o Interviews
o Pronunciation drills
o Skits
o Poetry recitation
 Reading/writing
o Vocabulary quizzes
o Grammar quizzes
o Verb quizzes
o Chapter tests
o Section tests
o Dictations
o Paragraph
o Projects
Benchmarking:
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Course Name: Chinese IA
Grade Level: 7
Course Summary:
In the seventh grade, the Chinese course helps beginners develop communicative competence in
the four basic skills of listening, speaking, reading, and writing while gaining competence in
Chinese culture, exercising the ability to compare aspects of different cultures, making
connections to students’ daily lives, and building links among communities.
 Use basic vocabulary for simple conversation
 Read, understand, and interpret Chinese passages at the beginning level 1
 Speak, listen to, and write Chinese as part of the language-learning process
 Transfer skills acquired in the study of Chinese to the study of other Asian languages
 Compare and contrast the Chinese culture with that of his or her own culture
 Demonstrate respect and appreciation for all world cultures
 Oral quizzes
 Written quizzes
 Oral recitations
 Presentations
 Written paragraph
 Essays
 Listening tests
 Reading tests
 Writing tests
Benchmarking:
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Course Name: Spanish IB
Grade Level: 8
Course Summary:
Eighth grade Spanish is an introductory course using a proficiency-oriented, balanced approach
to the four language skills: listening, speaking, reading, and writing. By integrating these four
skills, emphasis is placed on using the language in real situations while building study skills and
strong fundamentals in grammar, verbs, vocabulary pronunciation, and the culture of the
Spanish-speaking world.
 Quizzes
 Vocabulary
 Grammar
 Group work
Benchmarking:
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Course Name: French IB
Grade Level: 8
Course Summary:
Eighth grade French concludes the French 1 course begun in the sixth grade. It is an introductory
course using a proficiency-oriented, balanced approach to the four language skills: listening,
speaking, reading and writing. Emphasis is placed on using the language in real situations while
building study skills and strong fundamentals in grammar, verbs, vocabulary, pronunciation, and
the culture of French-speaking countries. Numerous listening and speaking activities
accompanied by a CD-ROM program and French language websites enhance skills.
of the Francophone world and the perspectives of its culture
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o Dialogues
o Role play
o Pattern drills
o Interviews
o Skits
o Poetry recitation
 Reading/writing
o Grammar quizzes
o Verb quizzes
o Chapter tests
o Section tests
o Dictations
o Paragraph
 Projects
Benchmarking:
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Course Name: Chinese IB
Grade Level: 8
Course Summary:
In the eighth grade, the Chinese course helps beginners continue to develop communicative
competence in the four basic skills of listening, speaking, reading, and writing while gaining
competence in Chinese culture, exercising the ability to compare aspects of different cultures,
making connections to students’ daily lives, and building links among communities.
 Read, understand, and interpret Chinese passages at the beginning level 1
 Speak, listen to, and write Chinese as part of the language-learning process
 Compare and contrast the Chinese culture with that of his or her own culture
 Demonstrate respect and appreciation for all world cultures
 Oral quizzes
 Written quizzes
 Oral recitations
 Presentations
 Written paragraph
 Essays
 Listening tests
 Reading tests
 Writing tests
Benchmarking:
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Course Name: Spanish I
Grade Levels: 8, 9, 10, 11, 12
Course Summary:
Spanish I is an introductory course using a proficiency-oriented, balanced approach to the four
fundamentals in grammar, verbs, vocabulary pronunciation, and the culture of the Spanishspeaking world.
 Quizzes
 Vocabulary
 Grammar
 Mid-term Exam
 Final Exam
Benchmarking:
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Course Name: Spanish II
Grade Levels: 9, 10, 11, 12
Course Summary:
Spanish II is a course in which proficiency is pursued through emphasis on meaning and
communication by integrating the four language skills. A functional approach, combined with a
pedagogically sound grammar sequence, is used to relate proper syntax to its role in efficient oral
and written communication. A richness and variety of cultural insights increase students’
 Quizzes
 Vocabulary
 Grammar
 Mid-term Exam
 Final Exam
Benchmarking:
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Course Name: Spanish IIA
Course Summary:
Spanish IIA is a course in which proficiency is pursued through emphasis on meaning and
awareness of the Spanish-speaking world. Spanish IIA is the first year of a two-year sequence of
Spanish II.
 Quizzes
 Vocabulary
 Grammar
 Mid-term Exam
 Final Exam
Benchmarking:
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Course Name: Spanish IIB
Course Summary:
Spanish IIB is a course in which proficiency is pursued through emphasis on meaning and
awareness of the Spanish-speaking world. Spanish IIB is the second year of a two-year sequence
of Spanish II.
 Quizzes
 Vocabulary
 Grammar
 Mid-term Exam
 Final Exam
Benchmarking:
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Course Name: Spanish III
Course Summary:
Spanish III is an intermediate course conducted in Spanish that review major grammar points and
introduces many details of grammar. Students practice and refine the four skills of listening,
speaking, reading and writing through vocabulary enrichment, reading comprehension,
conversation, and paragraph writing. Selected readings, which lend themselves to oral and
written discussions, further the students' comprehension of the Hispanic culture.
 Quizzes
 Vocabulary
 Grammar
 Mid-term Exam
 Final Exam
Benchmarking:
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Course Name: Spanish IV Honors
Course Summary:
Spanish IV Honors is an advanced course conducted in Spanish which further develop the four
skills of listening, speaking reading and writing through the study of civilization, culture, art,
literature and grammar. Literary selections include poetry, short stories, and plays. Appropriate
contextual vocabulary usage is emphasized. Advanced grammar topics are reviewed and
practiced, and continued practice in conversation is provided through class discussions and oral
projects.
 Analyze and interpret orally and in writing classical and contemporary literature and
periodicals
 Ability to identify the sentence that most accurately describes what is presented in a
photograph or what someone in the photograph might say
 Identify a plausible continuation of a short conversation
 Answer comprehension questions based on more extensive listening selections
 Identify usage that is both structurally correct and contextually appropriate
 Assess vocabulary and grammatical usage in longer paragraphs
 Answer questions based on various types of selections in areas such as main and
supporting ideas, themes, style, tone, and the spatial and temporal settings of a passage
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 Written, in-class tests (objective and essay)
 Essays
 Creative writing
 Projects
 Presentations
 Oral work
 Mid-term exam
 Final exam
Benchmarking:
 College Board Spanish with Listening Subject Test
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Course Name: AP Spanish Language
Grade Level: 12
Course Summary:
The AP Spanish Language course is intended for qualified students who wish to complete study
in secondary school comparable in content and difficulty of such advanced-level college courses
as Spanish Composition and Conversation. The AP Program in Spanish Language is intended for
those who have reasonable proficiency in listening comprehension, speaking, reading, and
writing. Students who enroll should already have basic knowledge of the culture and language of
Spanish-speaking peoples.
periodicals
 Written, in-class tests (objective and essay)
 Essays
 Creative writing and letter writing
 Projects
 Conversations and presentations
 Oral work
 Mid-term exam
Benchmarking:
 AP Spanish Language Exam
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Course Name: French I
Course Summary:
French I is an introductory course using a proficiency-oriented, balanced approach to the four
fundamentals in grammar, verbs, vocabulary pronunciation, and the culture of the francophone
world.
o Dialogues
o Role play
o Pattern drills
o Interviews
o Skits
o Poetry recitation
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


Reading/writing
o Grammar quizzes
o Verb quizzes
o Major tests
o Dictations
o Paragraph
o Letters
o Projects
Mid-term exam
Final exam
Benchmarking:
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Course Name: French II
Course Summary:
French II is a course in which proficiency is pursued through emphasis on meaning and
awareness of the francophone world.
o Role play
o Interviews
o Presentations
o Skits
 Reading/writing
o Grammar quizzes
o Verb quizzes
o Major tests
o Compositions
o Paragraph
 Mid-term exam
 Final exam
Benchmarking:
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325
Course Name: French III
Course Summary:
French III is an intermediate course conducted in French that integrate the four language skills
and provides a systematic study of grammar and verbs. Emphasis is placed on vocabulary
enrichment, reading comprehension, conversation, and paragraph writing. Readings include
classical and contemporary stories and articles from the francophone world.
o Role play
o Interviews
o Presentations
o Recitations
 Reading/writing
o Vocabulary tests
o Grammar tests
o Verb tests
o Major chapter tests
o Compositions
o Paragraph
o Letters
 Mid-term exam
 Final exam
Benchmarking:
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Course Name: French IV Honors
Course Summary:
French IV Honors is an advanced course conducted in French and is an introduction to literature
of the francophone world. Readings include novels, short stories, plays and poetry. Emphasis is
on critical analysis, vocabulary growth, and stylistics skills. Considerable study of advanced
grammar is undertaken. Continued practice in conversation is provided through class discussions
and oral presentations.
periodicals
of the francophone world and the perspectives of its culture
 Knowledge of words representing different parts of speech and some basic idioms within
culturally authentic contexts
 Ability to select an appropriate word or expression that is grammatically correct within a
sentence
 Understanding of such points as main and supporting ideas, themes, and setting of a
passage
 Extemporaneous discussions
 Role play
 Prepared analyses
 Presentations
 Recitations
 Projects based on literary themes
 Reading/writing
 Vocabulary tests
 Grammar tests
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

 Précis
 Major literature tests
 Rédactions
 Explication de texte
Mid-term exam
Final exam
Benchmarking:
 College Board French with Listening Subject Test
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Course Name: AP French Language and Culture
Grade Level: 12
Course Summary:
The AP French Language and Culture course is intended for qualified students who are in the
final stages of their secondary school training and who are interested in completing study
comparable in content and difficulty to courses in French composition and conversation at the
third-year college level. The AP Program in French Language and Culture is for students who
have chosen to develop further their proficiency in all four language skills: listening, speaking,
reading, and writing.
periodicals
of the francophone world and the perspectives of its culture
 Knowledge of words representing different parts of speech and some basic idioms within
culturally authentic contexts
 Ability to select an appropriate word or expression that is grammatically correct within a
sentence
 Understanding of such points as main and supporting ideas, themes, and setting of a
passage
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 Extemporaneous discussions
 Role play
 Prepared analyses
 Presentations
 Recitations
 Projects based on literary themes
 Reading/writing
 Vocabulary tests
 Grammar tests
 Rédactions
 Explication de text
 Verb tests
 Mid-term exam
Benchmarking:
 AP French Language and Culture Exam
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Course Name: Latin II
Course Summary:
Latin II continues the study of basic Latin with a major emphasis on more sophisticated
constructions of grammar and syntax. The biggest new topic in the second year is the beginning
of their study of the subjunctive. Reading comprehension of Latin texts and facility of translation
into English, as well as the ability to translate short English sentences into Latin, are primary
objectives. In addition, the study of Roman culture and history is extended through the readings
of various translations.
 Use with reasonable accuracy Latin vocabulary, grammar, syntax appropriate to the level
of study
 Read, understand, and interpret Latin passages of a level of difficulty appropriate to the
level of study
 Use orally, listen to, and write Latin as part of the language learning process
 Transfer skills acquired in the study of Latin to the study of other foreign languages
 Recognize and use elements of Latin to increase knowledge of English
 Reinforce and further their knowledge of other disciplines through the study of Latin
 Compare and contrast the Roman culture with that of their own culture
 Demonstrate respect and appreciation for cultures that differ from their own
 Use knowledge of Latin in a multilingual world
 In-class observation
 Homework
 Quizzes
 Tests
 Mid-term exam
 Final exam
Benchmarking:
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Course Name: Latin III
Course Summary:
Latin III continues the study of the subjunctive of Latin. There is an emphasis on other
sophisticated constructions of grammar and syntax. After the completion of the study of major
grammatical topics, reading comprehension of Latin texts and facility of translation into English,
as well as the ability to translate short English sentences into Latin are primary objectives. In
addition, the study of Roman culture is extended through the translation of “Jason and the
Argonauts” and through an introduction to the work of Caesar, Livy, Pliny the Younger, and
Cicero.
 Use with reasonable accuracy Latin vocabulary, grammar, and syntax appropriate to the
level of study
level of study
 Use orally, listen to, and write Latin as part of the language learning process
 Recognize and use elements of Latin to increase knowledge of English
 Reinforce and further their knowledge of other disciplines through the study of Latin
 Compare and contrast the Roman culture with that of their own culture
 Homework
 Quizzes
 Tests
 Mid-term exam
 Final exam
Benchmarking:
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Course Name: AP Latin
Course Summary:
The AP Latin course is intended for qualified students who are in the final phase of their high
school study of Latin and who are interested in pursuing a college-level course. Some of the
primary objectives of this course are to improve their understanding of the Latin language and to
gain an appreciation for two of the most important authors in Roman antiquity. The students will
be tested on their ability to read, translate (as literally as possible), understand, analyze, and
interpret the required lines of Vergil’s Aeneid and Caesar’s Gallic Wars. The students will read
required Latin lines of these works, and in addition, they will read parts of these works in
English. Using Vergil and Caesar as the authors, the course should teach the student to read with
historical, critical, and literary understanding. By paying particular attention to the critical
interpretation and analysis of these texts, students should be able to apply the skills they acquire
in this course to many other areas of learning and to their professional interests.
level of study
 Recognize figures of speech and features of style of the authors they read
 Respond appropriately to more complex written Latin
 Write phrases and sentences in Latin
 Read Latin prose aloud with attention to meaningful phrase grouping and appropriate
voice inflection
 Use with reasonable accuracy Latin vocabulary, grammar, and syntax appropriate to the
level of study
 Demonstrate knowledge of the daily life, people, and facts of Roman history as they
relate to the literature
 Recognize and use elements of Latin to increase knowledge of English in their course
study
 Homework
 Quizzes
 Tests
 Special projects
 Mid-term exam
Benchmarking:
 AP Latin Exam
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Course Name: Chinese I
Course Summary:
This course helps beginners develop communicative competence in the four basic skills of
listening, speaking, reading, and writing while gaining competence in Chinese culture, exercising
the ability to compare aspects of different cultures, making connections to students’ daily lives,
and building links among communities.
 Read, understand, and interpret Chinese passages of a level of difficulty appropriate to
the level of study
 Use orally, listen to, and write Chinese as part of the language-learning process
 Compare and contrast the Chinese culture with that of their own culture
 Listening activities
 Dialogues
 Role play
 Pattern drills
 Interviews
 Pronunciation drills
 Poetry recitation
 Major tests
 Dictations
 Paragraph
 Letters
 Projects
 Mid-term exam
 Final exam
Benchmarking:
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Course Name: Chinese II
Course Summary:
Chinese II continues to systematically build learners’ abilities in the four skills of listening,
speaking, reading, and writing. The content and exercises in Chinese II build upon what has been
studied in Chinese I program, gradually adding more sophisticated vocabulary and grammatical
structures.
 Engage in conversations or correspondence in Chinese, provide and obtain information,
 Understand and interpret spoken and written Chinese on a variety of topics
 Present information, concepts, and ideas in Chinese to an audience of listeners or readers
of the Chinese world and the perspectives of its culture
 Further the knowledge of other disciplines through the study of Chinese
 Use Chinese both within and beyond the school setting
 Show evidence of becoming a lifelong learner by using the Chinese language and culture
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 Dialogues
 Role play
 Pattern drills
 Interviews
 Grammar
 Verb quizzes
 Major tests
 Dictations
 Paragraph
 Letters
 Projects
 Mid-term exam
 Final exam
Benchmarking:
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Course Name: Chinese III
Course Summary:
Chinese III continues to explore the communicative functions of Chinese I and II. Emphasis is
given to in-depth training in daily communication tasks. As these tasks are extended both in
depth and breadth, Chinese III utilizes a larger vocabulary that focuses on students’ abilities to
conduct daily communications and leads to the next level.
 Use with reasonable accuracy Chinese vocabulary, grammar, and syntax appropriate to
the level of study
 Read, understand, and interpret Chinese passages of a level of difficulty appropriate to
the level of study
 Use listening skills and oral and written Chinese as part of the language learning process
 Transfer skills acquired in the study of Chinese to the study of other foreign languages
 Reinforce and further knowledge of other disciplines through the study of Chinese
 Compare and contrast the Chinese culture with that of their own culture
 Dialogues
 Role play
 Pattern drills
 Interviews
 Grammar
 Verb quizzes
 Major tests
 Dictations
 Paragraph
 Letters
 Projects
 Mid-term exam
 Final exam
Benchmarking:
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Course Name: Chinese IV Honors
Course Summary:
Chinese IV Honors is an advanced class which enhances basic language skills learned in
previous levels and focuses on language proficiency, particularly in the areas of description,
narration, correspondence, and comparisons based on situational context. The course is
conducted in Chinese and requires out-of-class reading and composition.
 Engage in conversations or correspondence in Chinese, provide and obtain information,
 Understand and interpret spoken and written Chinese on a variety of topics
 Present information, concepts, and ideas in Chinese to an audience of listeners or readers
periodicals
 Further the knowledge of other disciplines through the study of Chinese
of the Chinese world and the perspectives of its culture
 Use Chinese both within and beyond the school setting
 Show evidence of becoming a lifelong learner by using the Chinese language and culture
 Ability to understand language based on short, spoken dialogues and narratives primarily
about everyday topics
 Ability to select the answer that best completes a Chinese sentence in a way that is
structurally and logically correct
 Understanding of such points as main and supporting ideas, themes, and the setting of
passages
 Dialogues
 Role play
 Pattern drills
 Interviews
 Grammar
 Verb quizzes
 Major tests
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





Dictations
Paragraph
Letters
Projects
Mid-term exam
Final exam
Benchmarking:
 College Board Chinese with Listening Subject Test
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339
Fine Arts Department
Fine Arts Department Philosophy
Arts Education is an essential component of each student’s education. The goals for each student
at Forsyth Country Day School include an active engagement in Arts Education and a lifelong
pursuit of creativity and cultural enrichment for the development of the total individual. The Fine
Arts Department strongly believes in the development of each student as a competent performing
artist as well as an expressive visual artist. Students in kindergarten through eighth grade enjoy
instruction in both music and visual arts. Upper School students explore both visual arts and
performing arts through a comprehensive program leading to more narrowly focused studies in
the various disciplines at the conclusion of their FCDS education.
Fine Arts Scope and Sequence
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Course Name: Art K
Department: Fine Arts
Grade Level: K
Course Summary:
In kindergarten, students learn to recognize the four basic shapes (the circle, the square, the
triangle, and the cylinder) and their relationship to all objects around them. They talk about why
people create art and about the kinds of artwork that visual artists produce. The young students
explore the elements of color, shapes, and lines by painting pictures depicting ideas such as
“animal,” “family,” and “self.”
 Identify and talk about art elements, with special emphasis on shape, line, and color
 Identify and talk about the principles of design, with special emphasis on movement and
rhythm (pattern)
 Identify various art media and art form
 Paint pictures depicting ideas such as "animal," "family," and "self," and describe their
paintings and use of color
 Build three-dimensional artwork
 Use a variety of lines and shapes in artwork
 Use art for storytelling
 Talk about why artists create art
 Talk about their artwork, including why they created the work; identify the subject of the
work
 Talk about the various kinds of artwork visual artists produce
 Use basic art materials effectively and in cooperation with others
 Completion of artwork
 Effort
Benchmarking:
 Participation in non-school related art exhibits (Dixie Classic Fair, Muddy River Art
Exhibit)
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Course Name: Art 1
Grade Level: 1
Course Summary:
In the first grade, students continue to recognize, in a broader sense, the basic shapes in their
surroundings. They identify and talk about art forms in the community such as architecture,
murals, or sculpture. The young learners identify broad categories of artwork such as painting,
drawing, sculpture, prints, and pottery. They investigate the various kinds of artwork that visual
artists produce and compare and contrast the use of art elements in their own artwork and the
artwork of others. The art elements that are explored are color, form, shape, line, space, and
texture.
 Compare and contrast the use of art elements in the environment, their own artwork, and
artwork they are studying, with emphasis on color, line, and shape
 Use art materials to complete exercises that explore variations in the use of line, shape,
and color to communicate ideas
 Show contrast in a two-or three-dimensional artwork
 Create a three-dimensional form representing an animal or bird
 Talk about familiar objects from today and long ago
 Identify and talk about art forms in their community (e.g., architecture, murals, or
sculpture)
 Describe what they like or dislike about a work of art and tell why, using art terms
 Identify broad categories of artwork (painting, drawing, sculptures, prints, pottery)
 Recognize how people throughout time have responded to their world through art
 Effort
Benchmarking:
Exhibit)
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Course Name: Art 2
Grade Level: 2
Course Summary:
In the second grade, students develop an increased understanding of the four basic shapes: the
circle, the square, the cone, and the cylinder. The course build upon the concepts learned the
previous year. Students use a variety of media to explore the elements of color, form, shape, line,
space, and texture. They recognize and understand two-dimensional space and three-dimensional
space. Responding to stories, students translate verbal language into visual imagery.
 Compare and contrast the use of art elements in the environment, their own artwork, and
 artwork they are studying, with emphasis on color and space
 Use a variety of media in explorations of line, shape, color, space, movement, and
emphasis
 Create two-dimensional artwork using overlapping to create the illusion of depth (space)
 Create a three-dimensional sculpture that communicates movement
 Describe what an artist does
 Identify the message, meaning, and/or mood of specific art work
 Compare and contrast natural and man-made objects they consider to be works of art
 Translate the verbal language they heard in a story into visual imagery
 Effort
Benchmarking:
Exhibit)
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Course Name: Art 3
Grade Level: 3
Course Summary:
Students in third grade meet once a week throughout the year. Using a variety of media in
drawing and painting, students explore different ways of expression through visual art. They
identify and discuss how art is or was used in events and celebrations from the past and present
and in various cultures. Students will explore a number of artists and their unique techniques for
creating art.
 Compare and contrast the use of art elements with emphasis on color, form, and texture
in the environment, their own artwork, and the artwork they are studying
 Compare and contrast two works of art that were made using different media
 Create artwork that demonstrates an understanding of depth
 Create compositions that reflect a sense of unity and rhythm
 Identify and discuss how art is or was used in events and celebrations from the past and
present and in various cultures
 Analyze the elements an artist used to create a work of art
 Distinguish between representational and nonrepresentational artwork
 Discuss the importance of artists other than painters and sculptors
 Demonstrate basic knowledge of the technical process used in visual arts (creating a work
using sequencing appropriate to the technique, including cleanup procedures)
 Expose students to present-day art creations, exhibits, purchases, and auctions
 Student and teacher critique
 Effort
Benchmarking:
Exhibit)
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Course Name: Art 4
Grade Level: 4
Course Summary:
Fourth graders meet for art once a week throughout the year. Student projects reflect the fourth
grade North Carolina social studies curriculum. For example, creating hand-woven baskets and
looking at the work of craftspeople in the state enhances student understanding of the rich
heritage of fine and applied arts in North Carolina. The students learn to make technical and
expressive judgments about the success of an artwork and to give reasons for their opinions.
Students travel to the North Carolina Art Museum to experience, first-hand, a wide variety of art
media from centuries past to the present day.
 Compare and contrast art elements, with emphasis on similarities and differences in
shape (two-dimensions) and form (three-dimensions), types of line, and color variations
 Convey ideas or emotions in an assigned medium
 Use a variety of painting, drawing, and modeling techniques in their artwork
 Create work of art that communicate and record impressions and views of everyday
events
 Identify and discuss artwork of the past and present by comparing and contrasting them
 Identify and describe the work of contemporary artists and craftspersons
 Describe artwork in terms of the art elements and design principles
 Identify multiple purposes for creating work of art
 Make judgments about the success of an artwork (technical and expressive) and give
reasons for their opinions
 Connect what they learn in the visual arts to other disciplines
 Identify how art improve the aesthetic quality of the environment
 Student and teacher critiques
 Effort
Benchmarking:
Exhibit)
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Course Name: Art 5
Grade Level: 5
Course Summary:
Fifth grade students meet for art once a week throughout the year. Projects are designed to
follow the National Standards for the Visual Arts, be integrated with classroom study, and to
promote personal expression. Drawing skills are reinforced and enhanced while new techniques
and materials continue to be introduced. Student artwork is interrelated with subjects introduced
in other classes.
 Understand and apply media, techniques, and processes
 Use knowledge of structures and functions
 Choose and evaluate a range of subject matter, symbols, and ideas
 Understand the visual arts in relation to history and cultures
 Reflect upon and assess the characteristics and merits of their work and the work of
others
 Make connections between the visual arts and other disciplines
 Refer to qualities that can be seen directly (art elements and design principles) and
identify expressive qualities when describing a personal preference for a work of art
 Effort
Benchmarking:
Exhibit)
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Course Name: Art 6
Grade Level: 6
Course Summary:
Sixth grade students meet for art once a week throughout the year. Projects are designed to
follow the National Standards for the Visual Arts, be integrated with classroom study and to
promote personal expression. Drawing skills are reinforced and enhanced while new techniques
and materials continue to be introduced. Student work includes two-dimensional and threedimensional art projects.
 Understand the visual arts in relation to history and cultures
others
 Make connections between visual arts and other disciplines
 Effort
Benchmarking:
Exhibit)
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Course Name: Art 7 (Elective)
Grade Level: 7
Course Summary:
Seventh grade students meet twice a week throughout one semester. Projects are designed to
incorporate all aspects of the National Standards for the Visual Arts, be integrated with core
classroom study, and promote personal expression. Drawing skills are reinforced and enhanced
while new techniques and materials continue to be introduced. Students learn to define the
elements of art and the principles of design and to apply this knowledge in their artwork.
 Begin to learn how to choose and evaluate from a limited range of subject matter,
symbols, and ideas
 Begin to understand the visual arts in relationship to history and cultures
 Begin to reflect upon and assess the characteristics and merits of each individual’s work
and the work of others through oral critiques in a group setting
 Begin to make connections between the visual arts and other disciplines
 Project completion: Each project must be completed (photographed, saved in a digital
portfolio and both the original and digital image submitted) by the deadline unless other
arrangements have been made with the instructor at least one week prior to the deadline.
 Grades will be determined as follows:
o Studio Work: 70%
o Outside of class/Online Assignments, in-class hand-outs: 15%
o In-class Critique: 15%
 A separate grade will be given for “effort” and general participation.
Benchmarking:
 Students may enter the National Scholastics Art Competition yearly
 Local art competitions
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Course Name: Art 8 (Elective)
Grade Level: 8
Course Summary:
Eighth grade students meet twice a week throughout one semester. Projects are designed to
incorporate all aspects of the National Standards for the Visual Arts, be integrated with core
classroom study, and promote personal expression. More advanced materials are used in eighth
grade to prepare students for a strong high school experience. Sculpture, drawing, and design
skills are reinforced and enhanced while new techniques and materials continue to be introduced.
Students continue to understand and implement the elements of art and the principles of design
into their artwork.
 Understand and Apply media, techniques and processes
 Continue to understand the visual arts in relationship to history and cultures
 Continue to reflect upon and assess the characteristics and merits of each individual’s
work and the work of others through oral critiques in a group and/or online setting
 Continue to make connections between the visual arts and other disciplines
 Project completion: Each project must be completed (photographed, saved in a digital
portfolio, and both the original and digital image submitted) by the deadline unless other
arrangements have been made with the instructor at least one week prior to the deadline.
 Grades will be determined as follows:
o Studio Work: 70%
o Outside of class/Online Assignments, In-class hand-outs: 15%
o In-class Critique: 15%
 A separate grade will be given for “effort” and general participation
Benchmarking:
 Students may enter the National Scholastics Art Competition yearly
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Course Name: Drawing I
Grade Levels: 9,10,11,12
Course Summary:
Drawing I introduces students to the basics of drawing, artistic investigation, art criticism, and
art history. Drawing I is intended to address a very broad interpretation of drawing issues and
media. The students are also asked to demonstrate proficiency in drawing in a variety of forms.
It is expected that students will have a general understanding of the elements and principles of
design as they relate to drawing, create strong pieces, and be able to critique their artwork and
the art of their peers in a constructive manner as well as work towards developing an individual
style as an artist.
 Demonstrate interest in basic drawing skills and techniques
 Develop a definition of drawing as mark making
 Work towards developing an individual style of drawing as an artist
 Begin to make critical judgments about the quality of various drawings
 Begin to use a range of subject matter, symbols, and ideas in the production of art
 Demonstrate a basic understanding in a variety of media through discussion and choices
about materials as they relate to function
 Demonstrate an understanding of design in the production of art to communicate ideas in
an organized manner
 Logically defend individual choices in art work through written and oral critiques in solo
and group settings
 Compare and contrast styles of art from major time periods of Western and non-Western
cultures using vocabulary specific to the visual arts
 Visit a virtual art gallery once per quarter
 Communicate individual perceptions of the world by making connections between the
chosen subject and how the rules of art can be manipulated for self-expression
 Complete a portfolio of artwork, both digitally and in its original form, by the end of the
course
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 Students will be evaluated according to class participation (readiness for class,
preparation for class, and work ethic) demonstration of concepts taught, sketchbook
and/or journal entries, and written and oral activities relating to project work.
 Grades will be averaged according to the following breakdown:
o Studio work: 60%
o Preparation and participation for weekly critiques: 30%
o Weekly Drawing Workshops and in-class hand-outs: 10%
 Grade scale: The upper school grade scale will apply to all project work. A rubric and
evaluation is used to evaluate each completed project for a grade and will be reviewed
with the student during the project and at the completion of each project.
 A separate grade will be given for “effort” and general participation.
Benchmarking:
 Guest instructors from regional secondary education institutions and higher education
institutions will be invited to assist in monthly critiques.
o Students are required to enter the National Scholastics Art Competition yearly
o Local art competitions
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Course Name: Honors Drawing II
Course Summary:
Honors Drawing II builds upon the techniques and concepts introduced in Drawing I. Students
will continue their investigation of drawing with an emphasis on mixed media in an effort to
further develop personal style and ideas. Art criticism, art history, and implementation of the
elements and principles of design continue to be integral components of the course. It is expected
that students will use creative problem solving and individual expression as they further their
drawing skills to produce work toward building a strong portfolio. Students are expected to
engage in critiques of their artwork, the art of their peers, and the outside instructors in a
constructive manner.
 Demonstrate interest in advancing drawing in a variety of artistic problems
 Further develop an individual style of drawing as an artist
 Further develop a personal definition of drawing as mark-making
 Make sound critical judgments about the quality of artwork
 Continue to use a range of subject matter, symbols, and ideas in the production of art
 Demonstrate proficiency in a variety of media with a focus on acrylic painting, through
discussion and choices about materials as they relate to function
 Further demonstrate an understanding of design in the production of art to communicate
ideas in an organized manner
 Logically defend individual choices in art work through written and oral critiques in solo
and group settings
cultures using vocabulary specific to the visual arts and understand how to incorporate
this knowledge into individual work
 Visit art galleries, studios, and museums at least once a quarter
 Recognize, describe, analyze, discuss, and write about the visual characteristics of works
of art
 Maintain a detailed sketchbook of all notes, sketches, and digital imagery
course
o Studio work: 60%
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o Weekly Drawing Workshops and in-class hand-outs:10%
Grade scale: The upper school grade scale will apply to all project work. A rubric and
A separate grade will be given for “effort” and general participation.
Benchmarking:
 Students are required to enter the National Scholastics Art Competition yearly.
 Other local art competitions will be entered as they become available.
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Course Name: 2-D Design I
Course Summary:
Two-Dimensional (2D) Design introduces students to the basics of two-dimensional art
production and involves purposeful decision-making about how to use the elements and
principles of art in an integrative way. The principles of design (unity/variety, balance, emphasis,
contrast, rhythm, repetition, proportion/scale, figure/ground relationships) can be articulated
through the visual elements (line, shape, color, value, texture, space). These basic building
blocks of design guide students in making decisions about how to organize an image on a picture
plane in order to communicate content. Effective design is possible whether one uses
representational or abstract approaches to art. Investigation of 2-D form could include, but is not
limited to, graphic design, typography, digital imaging, photography, collage, fabric design,
weaving, illustration, painting, printmaking, etc. Individual reflection and experimentation are
encouraged as students build a broad knowledge base of materials and processes.
 Demonstrate interest in basic design skills and techniques
 Develop an understanding of design as a visual connection between form
 Work towards developing an individual style as an artist
 Begin to make critical judgments about the quality of various work of art
 Use a range of subject matter, symbols, and ideas in the production of art
 Demonstrate a basic understanding of a variety of media through discussion and choices
about materials as they relate to function
 Demonstrate an understanding of design in the production of art to communicate ideas in
an organized manner
 Demonstrate purposeful decision making about how to use the elements and principles of
art in an integrative way
 Logically defend individual choices in artwork through written and oral critiques in solo
and group settings
 Visit a virtual art gallery once per quarter
 Complete a portfolio of artwork by the end of the course
o Studio work: 60%
o Weekly Design Workshops and in-class hand-outs:10%
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Grade scale: The Upper School grade scale will apply to all project work. A rubric and
Benchmarking:
 Students are required to enter the National Scholastics Art Competition yearly.
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Course Name: Honors 2-D Design II
Course Summary:
Honor Two-Dimensional (2-D) Design II builds upon the techniques and concepts introduced in
Design I. Design II involves advanced purposeful decision making about how to use the
elements and principles of art in an integrative way. Student should have a clear understanding of
the elements and principles of design to consistently create strong imagery and communicate
content whether representational or abstract. Students will explore advanced techniques in
graphic design, typography, digital imaging, photography, collage, fabric design, weaving,
illustration, painting, printmaking, etc. More individual investigation of art history and select
subject matter is used as students develop their preferred process, materials, and methods to
develop their images. It is expected that students will use creative problem solving and
individual expression as they further their design skills to produce work toward building a strong
portfolio. Students are expected to engage in critiques of their artwork, the art of their peers, and
the outside instructors in a constructive manner.
 Demonstrate interest in advancing design skills and techniques though the elements and
principles of design with the basic understanding of design as a visual connection
between forms
 Further develop an individual style as an artist using a variety of media
 Make sound critical judgments about the quality of various work of art
 Use a range of subject matter, symbols, and ideas in the production of art
 Demonstrate proficiency in a variety of media through discussion and choices about
materials as they relate to function
 Clearly demonstrate purposeful decision making in design through the elements and
principles in the production of art to communicate ideas in an organized manner
 Logically defend individual choices in artwork through written and oral critiques in solo
and group settings
 Visit art galleries, studios, and museums at least once a quarter
 Recognize, describe, analyze, discuss, and write about the visual characteristics of works
of art
course
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Grades will be averaged according to the following breakdown:
o Studio work: 60%
o Weekly Design Workshops and in-class hand-outs:10%
Benchmarking:
 Students are required to enter the National Scholastics Art Competition yearly
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Course Name: Photography I
Course Summary:
The Photography I course serves as an introduction to the study of photography as a means of
artistic expression, a medium of communication, and as a technical skill set. These three
principles serve as the primary building blocks of the curriculum. Equal time will be spent
mastering the technical side of photography, learning the history of photography as a
communication tool, and creating photographic work of artistic expression.
 Develop a basic understanding of exposure as it relates to photography
 Demonstrate an understanding of how shutter speed, lens aperture, and ISO interact to
produce a photographic image
 Demonstrate the ability to achieve a desired look for their images
 Develop a basic understanding of effective composition and the elements of good design
 Demonstrate the ability to implement balance, repetition, rhythm, perspective, viewpoint,
cropping, parsimony, and figure ground relationship in order to produce work that has a
profound impact on the viewer
 Demonstrate the ability to analyze and discuss photographic work in an informed and
meaningful way through class critiques and written responses
 Traditional quizzes and tests are used to evaluate a student’s progress regarding the
technical side of photography (i.e., methodology, objective information, and the
application of certain mathematical principles)
 Participation in class discussion and graded written responses are used to assess a
student’s understanding of photography as a communication medium as well as their
ability to reason, defend, or explain their artistic intentions or interpretations
 The student’s photographic body of work is evaluated and assessed for evidence of
technical mastery (i.e., exposure, sharpness, focus, color, and compositional decisions)
 The student’s photographic body of work is also examined for creativity, artistic voice,
imagination, scope, and ambition
External Methods of Assessment:
 The student’s work will be shared with and evaluated by the arts faculty from a collection
of participating institutions.
 The student will be required to submit work in a variety of exhibitions, contests, and
competitions for selection and adjudication.
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Course Name: Honors Photography II
Course Summary:
The Honors Photography II course expands upon the concepts and information covered in
Photography I. The course is similar in subject matter, but differs in scope and depth.
Photography II introduces analog photography techniques using black and white film and silver
emulsion paper. The course requires that students explore a variety of approaches and genres in
an effort to move them outside their comfort zone. As an honors-level course, there is a marked
increase in rigor, workload, and an expectation of not proficiency but excellence in the work the
student submits for assessment.
 Master the idea of photographic exposure and demonstrate a fluid ability to manipulate
shutter speed, lens aperture, and ISO
 Develop an individual style
 Demonstrate mastery of effective composition and the elements of good design
 Produce work that has a profound impact on the viewer
 Analyze and discuss photographic work in an informed and meaningful way through
class critiques and written responses
 Begin designing and writing their own project proposals
technical side of photography (i.e., methodology, objective information, and the
application of certain mathematical principles)
student’s critical reasoning as it relate to photography.
 The student’s photographic body of work is evaluated and assessed for technical
excellence, creativity, artistic voice, imagination, scope, and ambition.
 The student’s proposals will be evaluated for their ambition, feasibility, and artistic
complexity.
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Course Name: Sculpture I
Course Summary:
The Sculpture I course is an introductory level course for students who are interested in creating
three-dimensional art. The course utilizes woodworking, ceramics, and stone carving to teach
three dimensional composition and design. This is a class for motivated, hands-on students who
are willing to put in the extra time t required for success. The students create a found materials
sculpture, a mini collection of polymer clay figures, a set of ceramic plates, and a variety of
wheel thrown pieces.
 Demonstrate the ability to work with a variety of woodworking tools
 Demonstrate the ability to carve stone in a directed and controlled manner using hammer
and chisel
 Demonstrate proficiency in slab built and wheel thrown pottery
 Develop an individual style
 Demonstrate an understanding of effective 3D composition and the elements of good
sculpture design
 Analyze and discuss works of sculpture in an informed and meaningful way through class
critiques and written responses
technical side of sculpture (i.e., methodology, objective information, and the proper use
of sculpture tools)
 Participation in class discussions and graded written responses are used to assess a
student’s critical reasoning as it relate to sculpture.
 The student’s sculptures are evaluated and assessed for technical proficiency, creativity,
artistic voice, imagination, scope, and ambition.
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Course Name: Honors Sculpture II
Course Summary:
The Honors Sculpture II course represents the highest level sculpture course offered and expands
upon the concepts and information covered in Sculpture I. Furthermore, the Honors Sculpture II
course requires students to develop, submit, and work through their own proposals with a final
sculpture mini portfolio as the end goal. The course requires that students explore a variety of
approaches in an effort to move them outside their comfort zones. As honors-level course, there
is a marked increase in rigor, workload, and an expectation not of proficiency but of excellence
in the work the student submits for assessment. This is a course for committed art students only.
 Demonstrate extreme proficiency in woodworking, ceramics, and stone carving
 Develop consistency in one’s work as defined by individual style
 Demonstrate the ability to develop, propose, and complete sculpture proposals for a miniportfolio
 Analyze and discuss works of sculpture in an informed and meaningful way
 Apply information gleaned to one’s work
technical side of sculpture (i.e., methodology, objective information, and the use of
sculpture tools and materials)
 Participation in class discussions and graded written responses are used to assess a
student’s critical reasoning as it relates to sculpture.
 The work for the student’s mini portfolio is evaluated and assessed for technical
 Students are assessed on their ability to apply suggestions gleaned from critiques to
strengthen their work.
 The student’s proposals will be evaluated for their ambition, feasibility, and artistic
complexity.
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Course Name: AP Photography
Course Summary:
AP Photography is designed as a course for committed art students who are seeking a rigorous
curriculum in order to further their study of photography as a fine arts medium. Students enroll
under the assumption that they have mastered photographic exposure and have a solid
understanding of good composition and design. The course includes summer work that needs to
be completed by the deadlines given in order to begin the course in the fall. The student will
produce a portfolio for submission to the College Board for adjudication. This is a college-level
course and is taught in such a manner. Spending time outside class is not only recommended but
necessary in order to do well. Students must be comfortable both providing and receiving
feedback from peers and the instructor during classroom critiques.
 Demonstrate breadth in photographic work as required in the AP portfolio
 Demonstrate the ability to produce extremely high-level work, beyond high school-level
art
 Produce a concentration of work based on a well-reasoned and adequately researched
proposal
 Develop and explore complex ideas and solve challenging artistic problems in their
artwork
 Analyze and discuss photographic work in an informed and meaningful way through
class critiques and written responses
 Produce and exhibit a digital slideshow of their body of work
technical side of photography.
student’s critical reasoning as it relates to photography.
 The student’s photographic body of work is evaluated and assessed for technical
 The student’s AP portfolio will be evaluated for merit of college credit.
 The student’s AP portfolio will be submitted and adjudicated by the AP board for college
credit.
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Course Name: AP Studio Art
Course Summary:
The AP Studio Art portfolios are designed for students who are seriously interested in the
practical experience of art. AP Studio Art is not based on a written examination; instead, students
submit portfolios for evaluation at the end of the school year. The class enables highly motivated
students to perform at the college level while still in high school. Students will be expected to
complete 24 individual works of art during the course of the first three quarters in order to fulfill
the requirements of the AP portfolio. This will require students to spend a considerable amount
of time outside of class in order to complete this work. Each student will decide if he or she is
going to complete the AP Drawing, 2D Design, or 3D Design portfolio. Students must be highly
motivated and capable of creating a large body of personal artwork. Should a student elect to
take the class twice, he or she will need to prepare two different portfolios.
o Communicate ideas regularly in at least one visual arts medium
o Initiate, define, and solve challenging visual arts problems independently using
intellectual skills such as analysis, synthesis, and evaluation
 Analyze and interpret artwork for relationships among form, context, purposes, and
critical model, showing understanding of the work of critics, historians, aestheticians, and
artists
 Analyze common characteristics of visual arts evident across time and among
cultural/ethnic groups to formulate analyses, evaluations, and interpretations of meaning
others
 Make connections between visual arts and other disciplines
 Synthesize the creative and analytical principles and techniques of the visual arts and
selected other art disciplines, the humanities, or the sciences
 Complete a portfolio of artwork containing three sections:
o Sections I: QUALITY – excellence demonstrated in five original work
o Section II: CONCENTRATION – 12 works demonstrating an in-depth, personal
commitment to a particular artistic concern.
o Section III: BREADTH – 12 works demonstrating a variety of experiences in
using the formal, technical, and expressive means available to an artist.
 Complete a portfolio of artwork, both digitally and in original form, by the end of the
course
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o Studio work: 60%
Grading on all projects will reflect similar grading as the AP College Board. Although
effort is valued, emphasis will focus on the quality of the finished work.
Benchmarking:
 All work must be submitted to the AP College Board for assessment.
 Students are required to enter the National Scholastics Art Competition yearly
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Course Name: Music K
Grade Level: K
Course Summary:
In kindergarten, musical skills and concepts are expanded to a more advanced level. Steady beat
is played by many kinds of musical instruments and experienced through many types of
movements. Rhythm patterns include the half note, quarter note, eighth note, and quarter rest.
Orff instruments are played to accompany songs they are learning. Songs of greater length are
memorized with rhythmic and dance movements. Emphasis is placed on tone-matching for
accurate pitch in songs. Children learn more complex dance movements in which children are
with partners and doing circle and line dances. Improvised movements are also encouraged.
Students learn to identify instruments, styles, and to use a variety of descriptive terms when
discussing listening selections. Styles include the march, lullaby, folk song, and others.
Imaginative play is also used in kindergarten as a way to experience tempo, dynamic changes,
and stories found in vocal and instrumental music.
 Demonstrate the difference between singing and speaking voices
 Vocally match pitches sung or played
 Perform the steady beat of a song
 Match body movement to continuing rhythm patterns
 Imitate (echo) simple rhythm patterns
 Distinguish between the singing voices of men, women, and children
 Identify pitched and unpitched percussion instruments
 Distinguish between vocal and instrumental music
 Distinguish between music of contrasting styles and moods
 Demonstrate that music can be slow or fast
 Demonstrate that music can be loud or soft
 Be introduced to the concept of a musical phrase
 Start singing, playing, or moving at the appropriate time following the musical
introduction to a familiar song
 Sing and identify songs with and without accompaniment
 Student performance
Benchmarking:
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Course Name: Music 1
Grade Level: 1
Course Summary:
First grade music is a continuation of many of the skills and concepts taught in kindergarten with
a greater emphasis placed on performance. Students are encouraged to create their own songs
and lyrics. Students learn to recognize clef signs and dynamic markings. They also continue the
study of identifying note values and patterns through speech, clapping, and drawing note values
on staff paper. Singing expressively is emphasized and origins and meanings of songs are
discussed. The history of musical instruments is studied with visual examples. Select instruments
are introduced with demonstrations on how to hold and play them. Listening selections are often
centered on the student drawing objects or scenes that relate to the listening selection. This
assists the student in focusing their attention on the listening selection.
 Respond to upward and downward melodic direction
 Sing from notated sol, mi, and la on lines and spaces
 Clap melodic rhythm
 Perform rhythmic patterns using ta, ti-ti, quarter rest, half note, and half rest
 Perform rhythmic patterns with accents in a 4-beat pattern
 Perform in ensembles using body percussion
 Identify tuned instruments which can be used to accompany singing
 Recognize change in tempo
 Recognize and identify the terms forte and piano
 Recognize and identify a coda and an instrumental interlude
 Identify like and unlike phrases
 Write simple music dictation
Benchmarking:
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Grade Level: 2
Course Summary:
Music students build on experiences and skills from previous years as they learn to perform,
create, and respond to music in the second grade. Students learn by doing. Singing, playing
instruments, moving to music, and creating music enable them to acquire musical skills and
knowledge. Second grade students learn to sing alone and with others. They also study periods of
music, composers, and the orchestra. Pitch and rhythm are emphasized as they sing a varied
repertoire of songs representing genres and styles from diverse cultures. Partner songs and
rounds are used to teach harmony. Rhythm and steady beat are taught through the use of Orff
instruments. Students improvise and echo simple rhythmic patterns. Simple notation to illustrate
different note values and pitch are used in various activities. Students also learn to identify
symbols and traditional terms referring to dynamics, tempo, articulation, etc. Second grade
students increase their ability to listen, analyze, and describe music through creative movement.
International folk dances are used to reinforce spatial concepts such as forward, backward, right,
left, clockwise, and counterclockwise.
 Demonstrate the melodic contour of a musical phrase
 Sing from notated do, re, mi, fa, sol, la, ti, do
 Recognize and respond to repeated melodic patterns
 Identify repeated rhythmic patterns in familiar songs
 Recognize the relative values of ta, ti-ti, ta-a, quarter rest, and half rest
 Identify and perform whole note, whole rest, half note, half rest, quarter note, quarter rest,
and eighth notes
 Perform a steady beat with accents
 Identify and define the terms allegro, adagio, accelerando, ritard, and fermata
 Identify and perform mezzo forte, mezzo piano, fortissimo, pianissimo, crescendo,
decrescendo and accent
 Identify repeat signs in familiar songs
 Identify verse-refrain form as AB form
 Play one-chord accompaniments on Orff instruments
 Perform simple orchestrations as accompaniments to singing
 Participate in simple two-part singing activities
 Identify the four families of the orchestra
Benchmarking:
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Grade Level: 3
Course Summary:
Third grade students continue to refine skills acquired in previous years as they learn to perform,
create, and respond to music. There is a special emphasis on learning to read music as the
children learn to play the recorder. Students learn to read whole, half, dotted half, quarter, and
eighth notes and rests in several meter signatures. Students can identify and notate rhythm
patterns presented by the teacher. Students identify symbols and traditional terms referring to
dynamics, tempo, and articulation and interpret them correctly when playing the recorder. Good
posture and correct breathing techniques are emphasized through both the recorder and through
singing. Students sing ostinatos, partner songs, and rounds as they learn to respond to the cues of
a conductor. Students sing expressively, with appropriate dynamics, phrasing, and interpretation.
Students sing a varied repertoire of songs representing genres and styles from diverse cultures.
Students explain, using appropriate music terminology, their feelings about the music they hear
and how it relates to other art form.
 Identify melodic patterns that move by step, leap, or repeats
 Sing from staff notation the tones do, re, mi, fa, sol, la, ti, and high do
 Identify and perform four-beat rhythmic ostinato patterns
 Identify and perform rhythmic patterns using triplets
 Read from notation and play the soprano recorder
 Perform compositions using first and second endings
 Perform compositions which use the terms D.C. al Fine and Fine
 Play I and V chords to accompany a two-chord melody
 Distinguish between rounds and canons and sing in two parts
 Compose a song for the recorder
Benchmarking:
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Grade Level: 4
Course Summary:
Fourth grade students augment the skills and experiences from previous years as they continue to
perform, create, and respond to music. Students analyze aural examples of a varied repertoire of
music representing diverse genres and cultures as they identify several forms such as call and
response, theme and variations, and canons. Students use correct terminology as they compare
and contrast listening examples. Fourth grade students sing in two-part harmony and learn to
read a vocal score. Students sing accurately and with good breath control throughout their
singing ranges. Fourth grade students participate in a musical revue which enables them to
incorporate drama and dance into their music instruction. Students develop criteria for evaluating
the quality and effectiveness of music performances and compositions and apply the criteria in
their personal listening and performing.
 Read and perform diatonic melodies from staff notation
 Recognize and identify intervals within the range of an octave
 Perform question/answer improvisations on Orff instruments
 Perform rhythmic patterns using sixteenth notes
 Recognize and perform rhythmic patterns including syncopation, single eighth notes, and
dotted rhythms
 Recognize and perform 6/8 meter
 Play melodies on xylophones and recorder
 Identify tone qualities of soprano, alto, tenor, and bass voices and instruments
 Recognize musical compositions containing call and response and canons
 Identify and recognize sequence in familiar songs and listening selections
 Perform three- and four-part rounds or canons
 Learn to play chords on the ukulele
Benchmarking:
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Course Name: Chorus 5
Grade Level: 5
Course Summary:
The fifth grade chorus strives to study quality choral music that mirrors the fifth grade social
studies curriculum. Students learn to sing and dance traditional music from the various countries
they study throughout the year. Students also learn the cultural implications of the music they
perform so they can be informed citizens of the world. Students continue their musical journey
through the development of skills including note-reading, singing, and moving.
 Sing accurately and with good breath control throughout their singing ranges in large and
small groups
 Sing with expression and technical accuracy, both music in unison and music in two
parts.
 Perform at least two concerts entirely from memory
 Demonstrate an understanding of proper posture and appropriate performance stage
presence
 Demonstrate the ability to make a critical informed decision about the accuracy of other’s
performances, as well as their own
 Demonstrate an ability to read music at the most basic level. This includes 4/4, 3/4, and
2/4 time signatures, whole notes, half notes, quarter notes, eighth notes, and their
corresponding rest values
 Demonstrate an understanding of the music of other cultures in the Americas through
authentic performance
 Demonstrate an understanding of dynamics, articulation, and tempo indications at the
most basic level
 Daily participation based on the following:
 Posture
 Enthusiasm
 Effort
 Diction
 Overall focus
Benchmarking:
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Course Name: Orchestra 5
Grade Level: 5
Course Summary:
In the introductory strings class, fifth grade students have the opportunity to begin taking group
lessons on the violin, viola, cello, or bass. Students will gain a foundation in the basics of
properly playing and holding their instrument along with reading, notating, and interpreting
music.
 Learn to hold the instrument and bow properly
 Learn to play alone and in small groups keeping an independent, continuous steady beat
presence
 Demonstrate the ability to make a critical and informed decision about the accuracy of
other’s performances, as well as their own
 Demonstrate an ability to sight-read music at the most basic level. This includes 4/4, 3/4,
time signatures, half notes, quarter notes, eighth notes, and their corresponding rest values
 Demonstrate an understanding of dynamics, articulation, and tempo indications/notation at
the most basic level
 Demonstrate the ability to give the letter name of notes written on the musical staff
 Identify the key signatures that correspond to the keys of C, D, and G major
 Demonstrate the ability to properly play both an “up” and “down” bow
 Posture
 Intonation
 Playing tests
 Sight-reading exercises
 Enthusiasm
 Effort
 Overall focus
Benchmarking:
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Course Name: Chorus 6
Grade Level: 6
Course Summary:
The sixth grade chorus strives to study quality choral music that mirrors the sixth grade social
studies curriculum. Students learn to sing and dance traditional music from the various countries
they study throughout the year. Students also learn the cultural implications of the music they
perform so they can be informed citizens of the world. Students continue their musical journey
through the development of skills including note-reading, singing, and moving.
small groups
 Sing with expression and technical accuracy, both music in unison and music in two and
three parts
 Perform at least two concerts entirely from memory
presence
performances, as well as their own
 Demonstrate an ability to read music at the most basic level. This includes 4/4, 3/4, and
2/4, 6/8, 9/8, 12/8 time signatures, whole notes, half notes, quarter notes, eighth notes,
and their corresponding dotted notes and rest values
 Demonstrate an understanding of the music of other cultures in Europe, Africa, and Asia
through authentic performance
most basic level
 Posture
 Enthusiasm
 Effort
 Diction
 Overall focus
Benchmarking:
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Course Name: Orchestra 6
Grade Level: 6
Course Summary:
Sixth grade students have the opportunity to continue taking group lessons on the violin, viola,
cello, and bass in the second level of strings class. Students will further their learning of the
foundations of proper string instrument playing along with more emphasis being placed on
reading, notating, and interpreting music.
 Continue to refine instrument posture and bow hold
 Continue working alone and in small groups to improve their understanding and
execution of keeping an independent, continuous steady beat
 Demonstrate an understanding of proper body posture and appropriate performance stage
presence
 Demonstrate an ability to sight-read music at an intermediate level. This includes 4/4,
3/4, 2/4, 6/8, and 9/8 time signatures, whole notes, half notes, dotted half notes, quarter
notes, eighth notes, triplets, and their corresponding rest values
 Demonstrate an understanding of dynamics, articulation, and tempo indications/notation
at an intermediate level
 Demonstrate a greater ability to give the letter name of all the notes written on the
musical staff
 Identify the key signatures that correspond to the keys of F, Bb, A, and E major
 Demonstrate an understanding of basic bow direction, including hooks, slurs, and ties
 Begin to explore more advanced positions on their instruments. Violins and violas will
begin to use fourth finger in place of the open strings. Cellos and basses will begin to
shift beyond first position. Cellos will work on shifting to second position while basses
will work on shifting up to third position
 Begin to explore and experiment with self-tuning
 Posture
 Intonation
 Playing tests
 Sight-reading exercises
 Enthusiasm
 Effort
 Overall focus
Benchmarking:
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Course Name: Chorus 7/Chorus 8 (Elective)
Grade Levels: 7, 8
Course Summary:
The Fury Singers is a choir for seventh and eighth graders devoted to studying high-quality
choral repertoire for changing voices. Students also learn the fundamentals of sight-reading
choral music, building on the aural skills they have learned in fifth and sixth grades. Chorus, for
most students, will be five days a week to mirror the band and orchestra schedules. There will be
some students who come in and out throughout the week depending on their schedules for other
classes. We will sing a combination of mixed-choir music as well as music for girls’ voices and
boys’ voices.
small groups
 Sing with expression and technical accuracy both music in unison and music in two parts
 Perform at least two concerts and one adjudication entirely from memory
presence
performances, as well as that of their own
 Demonstrate ability to sight-sing music at a basic level. This includes 4/4, 3/4, 2/4, 6/8,
and 9/8 time signatures, whole notes, half notes, dotted half notes, quarter notes, dotted
quarter notes, eighth notes, and their corresponding rest values
most basic level
 Sing a variety of music from around the world in a variety of languages
 Work on recognizing the changing voice and learn strategies of how to work through the
change
 Large group singing
 Small group singing
 Diction exercises
 Sight-singing exercises
 Participation in class and out of class performances
Benchmarking:
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Course Name: Band 7/Band 8 (Elective)
Grade Levels: 7, 8
Course Summary:
Seventh and eighth grade students further develop their musical skills in the intermediate concert
band. Students in the intermediate concert band will further their learning of the foundations of
proper wind, brass, and percussion technique, sound production, and tone quality along with
obtaining an intermediary level of mastery with reading, notating, and interpreting music.
 Continue to refine holding their instrument and developing their sound
 Demonstrate an understanding of proper body posture and appropriate stage presence for
performances
 Demonstrate an ability to sight-read music at a more advanced intermediate level. This
includes 4/4, 3/4, 2/4, 6/8, 9/8, and 12/8 time signatures, whole notes, half notes, dotted
half notes, quarter notes, dotted quarter notes, eighth notes, quarter note triplets, eighth
note triplets, sixteenth notes, dotted sixteenth notes, and their corresponding rest values
 Demonstrate the ability to perform and an understanding of dynamics, articulation, and
tempo indications/notation at a more advanced intermediate level
 Demonstrate a greater ability to recognize the letter name of notes written on the musical
staff
 Identify the key signatures that correspond to the keys of Bb, F, Eb, Ab, C, and G major
and demonstrate the ability to play each scale while further exploring the range of their
instrument
 Demonstrate the ability to play the chromatic scale one octave slurred
 Demonstrate the ability to detect, diagnose, and correct the tuning of their instrument
(self-tuning)
 Performances
 Tests
 Quizzes
Benchmarking:
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Course Name: Orchestra 7/Orchestra 8 (Elective)
Grade Levels: 7, 8
Course Summary:
Seventh and eighth grade students have the opportunity to continue taking group lessons on the
violin, viola, cello, and bass in the intermediate level string orchestra. Students in the
intermediate string orchestra will further their learning of the foundations of proper string
instrument playing along with obtaining an intermediary level of mastery with reading, notating,
and interpreting music.
 Continue to refine instrument posture and bow hold
 Continue working alone and in small groups improving their understanding and
 Demonstrate an understanding of proper body posture and appropriate performance stage
presence
 Demonstrate an ability to sight-read music at a more advanced intermediate level. This
includes 4/4, 3/4, 2/4, 6/8, and 9/8 time signatures, whole notes, half notes, dotted half
notes, quarter notes, eighth notes, triplets, and their corresponding rest values
 Demonstrate an understanding of dynamics, articulation, and tempo indications/notation
at a more advanced intermediate level
 Demonstrate a greater ability to give the letter name of all the notes written on the
musical staff
 Identify the key signatures that correspond to the keys of Eb, Ab, Db, and B, major
 Demonstrate an understanding of more advanced bow direction including hooks, slurs,
and ties. This also includes interpreting and executing proper bowing
(direction/placement) while playing music from both concert and lesson book literature
 Begin to explore more advanced positions on their instruments. Violins and violas will
begin to work on shifting up to third position. Cellos and basses will begin to shift
beyond third and fourth position
 Learn two octave major and minor scales up to four sharps and flats. They will also learn
the corresponding two octave arpeggios and major scales in thirds
 Demonstrate the ability to detect, diagnose, and correct the tuning of their instruments
(self-tuning)
 Material organization
 Performances
 Homework and preparation
Benchmarking:
 Music in the Parks Adjudication (full group)
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Course Name: Vocal Workshop
Course Summary:
Students take greater responsibility for knowledge of their parts in three-part mixed and four-part
choral music. They continue to develop reading skills and understanding of music notation. They
begin to grasp the concepts of blend and balance as they sing more difficult music with greater
expression and musicality. They begin to evaluate themselves more critically and objectively.
Singers work to improve flexibility, strength, and accuracy in their maturing voices. They focus
on clear and proper diction and healthily energized vocal technique. Male singers continue to
adjust to their adolescent vocal transitions as they move to the bass clef. Female singers become
proficient singing the soprano or alto part independently. They continue to improve their reading
and recognition of formal and stylistic symbols while expanding their musical vocabularies.
They are encouraged to audition for solos and to keep abreast of, attend and participate in
various local musical events.
 Sing with expression and technical accuracy a large and varied repertoire of vocal
literature with a level of difficulty of at least 3 on a scale of 1-6, including some songs
from memory
 Sing music written in four or more parts, with and without accompaniment
 Sing in a variety of languages, including English, Latin, Italian, Hebrew, German, French
and Spanish
 Demonstrate well-developed ensemble skills
 Sing in small ensembles with one student on a part
 Demonstrate the ability to read a vocal score by describing how the elements of music are
used
 Sight-read increasingly difficult music accurately and expressively
 Demonstrate increasingly extensive knowledge of the technical vocabulary of music
 Interpret some nonstandard notation symbols used by some 20th-century composers
 Analyze aural examples of a varied repertoire of music, representing diverse genres and
cultures by describing the use of elements of music and expressive devices
 Analyze and describe use of the elements of music in a given work that make it unique,
interesting, and expressive
 Evaluate music and music performances using specific criteria for making informed,
critical evaluations of the quality and effectiveness of performances and compositions
 Singing tests
 Rehearsal and performance attendance and participation
 Performances
Benchmarking:
 Smart Music
 NCMEA Music Performance Adjudication
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Course Name: Chorale
Course Summary:
The FCDS Chorale has a rich history of choral excellence. Students elect to take Chorale as a
means to further their vocal development in this performance-based class. Each singer is
responsible for independent mastery of his or her part. Singers in Chorale continue to improve
their developing voices by focusing on proper vocal technique: breath support, posture,
intonation, diction, blend, interpretation, and expression. They perform music from a variety of
styles, languages, and historical periods. Chorale performs publicly several times each year
including, but not limited to, the NC Independent School Choral Festival in October, the Holiday
Concert in December, the NCMEA Music Performance Adjudication in March, the Spring
Concert in April, various morning meetings and athletic events, and at Baccalaureate in June.
Occasionally students have the opportunity to rehearse or perform with guest conductors,
instrumentalists, or other community ensembles. All performances are required unless otherwise
stated.
from memory
 Sing music written in four or more parts, with and without accompaniment
 Sing in a variety of languages, including English, Latin, Italian, German, French and
Spanish
used
 Analyze aural examples of a varied repertoire of music representing diverse genres and
cultures, by describing the use of elements of music and expressive devices
 Evaluate a performance, composition, arrangement, or improvisation by comparing it to
similar or exemplary model
 Identify various roles that musicians perform and cite representative individuals who
have functioned in these roles
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 Singing tests
 Performances
Benchmarking:
 Smart Music
 NCMEA Solo & Ensemble Adjudication
 NC Independent Schools Choral Festival
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Course Name: Honors Chamber Singers
Course Summary:
The Honors Chamber Singers is the elite vocal ensemble at Forsyth Country Day School.
Students perform vocal chamber music from all styles and historical periods. They are also
responsible for the music that is studied in the larger Chorale ensemble and they perform with
that group as well. Students who perform in this group are skilled singers who have a desire to
perform choral music at the highest level. They continue their theory and sight-reading study
through analysis of their own choral repertoire. In addition to the performances with Chorale, the
Chamber Singers maintain a busy performance schedule that includes, but is not limited to, the
Christmas Candlelight Tours at the Biltmore Estate in November, the Solo/Ensemble Festival in
March, various on-campus events, and other performances deemed appropriate by the director.
The Chamber Singers must be a balanced group of elite singers, therefore, membership is based
on the need for specific voice parts and students must commit to the group for the entire school
year.
from memory
 Sing music written in four or more parts with and without accompaniment
 Sing in a variety of languages, including English, Latin, Italian, Hebrew, German,
French, and Spanish
used
 Analyze aural examples of a varied repertoire of music, representing diverse genres and
cultures, by describing the use of elements of music and expressive devices
 Singing tests
 Performances
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Benchmarking:
 Smart Music
 NCMEA Solo & Ensemble Adjudication
 NC Independent Schools Choral Festival
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Course Name: US Concert Band
Course Summary:
Ninth through twelfth grade students have the opportunity to continue participating in the
advanced level concert band. Students in the advanced concert band will further their learning of
the foundations of proper wind, brass, and percussion instrument playing along with obtaining a
high level of mastery with reading, notating, and interpreting music.
 Strive to master instrument posture, finger position, and sound/tone
 Demonstrate the ability to perform and understand dynamics, articulations, and tempo
indications/notation at a more advanced level. Continue working alone and in small groups
to improve their understanding and execution of keeping an independent, continuous
steady beat (including: creating and rehearsing in chamber groups of varying
instrumentation)
 Demonstrate an ability to sight-read music at an advanced level. This includes music
written in mixed meter time signatures, incorporating both poly-rhythmic and poly-tonal
elements
 Demonstrate a mastery of proper body posture and appropriate performance stage presence
 Demonstrate the ability to detect, diagnose, and correct the tuning of their instrument (selftuning)
 Identify the key signatures that correspond to all major and minor keys
 Learn scales full range of instrument in all major and minor keys
 Learn the corresponding arpeggios and major/minor scales in thirds
 Performances
 Tests
 Quizzes
Benchmarking:
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Course Name: Honors US Concert Band III
Course Summary:
Eleventh and twelfth grade students have the opportunity to continue participating in the
advanced level concert band and receive honors-level credit. Honors Band is an extension of the
standard band curriculum going beyond what is covered in class giving students the opportunity
to explore areas such as: performance, conducting, listening, appreciation, history, analyzing,
composing, the use of current technology, and research culminating in written report. Students
must create and/or maintain a portfolio which contains a combination of written and audio
examples of their work.
 Play and perform instrumental literature at the III-V level of difficulty, with proper
expression and well-developed technical accuracy
 Read and notate (compose) music by hand as well as using notation software
 Demonstrate the ability to read a full instrumental score including clef reading with
transposing
 Evaluate music performances, music recording, and music rehearsal technique
 Demonstrate understanding of the relationships between music, other arts, and content
areas outside of the arts and music in relation to history and culture and be able to write
analytically about those subjects
 Research/analysis paper
 Conducting
 Portfolio
 Composition/transposition project
Benchmarking:
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Course Name: Honors US Concert Band IV
Grade Level: 12
Course Summary:
Twelfth grade students have the opportunity to continue participating in the advanced level
concert band and receive honors-level credit. Honors Band is an extension of the standard band
curriculum going beyond what is covered in class giving students the opportunity to explore
areas such as: performance, conducting, listening, appreciation, history, analyzing, composing,
the use of current technology, and research culminating in written report. Students must create
and/or maintain a portfolio which contains a combination of written and audio examples of their
work.
 Play and perform instrumental literature at the III-V level of difficulty, with proper
transposing
 Research/analysis paper
 Conducting
 Portfolio
 Composition/transposition project
Benchmarking:
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Course Name: US String Orchestra
Course Summary:
Ninth through twelfth grade students have the opportunity to continue taking group lessons on
the violin, viola, cello, and bass in the advanced level string orchestra. Students in the advanced
string orchestra will further their learning of the foundations of proper string instrument playing
along with obtaining a high level of mastery with reading, notating, and interpreting music.
 Strive to master instrument posture and bow hold
execution of keeping an independent, continuous steady beat (including creating and
rehearsing in chamber groups of varying instrumentation)
 Demonstrate a mastery of proper body posture and appropriate performance stage
presence
 Demonstrate an ability to sight-read music at an advanced level (including music written
in mixed meter time signatures, incorporating both poly-rhythmic and poly-tonal
elements)
 Identify the key signatures that correspond to all major and minor keys
 Demonstrate a mastery of bow direction including hooks, slurs, and ties (including
interpreting and executing proper bowing (direction/placement) while playing music
from both concert and lesson book literature)
 Demonstrate a mastery of the advanced positions on their instruments
 Understand and execute proper playing while shifting beyond fifth position
 Learn three octave scales in all major and minor keys
 Learn the corresponding three octave arpeggios and major/minor scales in thirds
 Learn to implement/manipulate the motion of vibrato to the all of their playing
 Musical preparedness
 Concert/performance participation
 Material organization
 Homework/preparation
Benchmarking:
 Annual trip with Music Performance Adjudication (full group)
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Course Name: Honors US String Orchestra III
Course Summary:
Eleventh and twelfth grade students have the opportunity to continue taking group lessons on the
violin, viola, cello, and bass in the advanced level string orchestra and receive honors-level
credit. Honors Orchestra is an extension of the standard orchestra curriculum going beyond what
is covered in class. In addition to the standard orchestra curriculum, Honors Orchestra students
will analyze and write about music and music performance at an advanced level. Students must
create and/or maintain a portfolio which contains a combination of written and or audio
examples of their work.
 Play and perform instrumental literature at the IV-VI level of difficulty with proper
transposing
 Performance
 Leadership
 Portfolio: Research/Analysis/Organization
Benchmarking:
 NCMEA Western Regional Orchestra Auditions or equivalent audition (individual
evaluation)
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Course Name: Honors US String Orchestra IV
Grade Level: 12
Course Summary:
Twelfth grade students have the opportunity to continue taking group lessons on the violin, viola,
cello, and bass in the advanced level string orchestra and receive honors-level credit. Honors
Orchestra is an extension of the standard orchestra curriculum going beyond what is covered in
class. In addition to the standard orchestra curriculum, Honors Orchestra students will analyze
and write about music and music performance at an advanced level. Students must create and/or
maintain a portfolio which contains a combination of written and or audio examples of their
work.
 Play and perform instrumental literature at the IV-VI level of difficulty, with proper
transposing
 Performance
 Leadership
 Portfolio: Research/Analysis/Organization
Benchmarking:
 NCMEA Western Regional Orchestra Auditions or equivalent audition (individual
evaluation)
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Course Name: Theatre Arts I
Course Summary:
Theatre Arts I is a process-driven course that guides students reflectively through an experience
of the human condition from the perspective of others. This collaborative course works
extensively with other members of the FCDS community. The project-based units focus on
storytelling, improvisation, basic stage craft, and acting. Students will create a comedic improv
show, participate in the Storytelling Festival, assist Theatre Arts II showcase performances, and
present scenes to audiences around the school. Students will develop and use skills in speech,
movement, critical thinking, collaboration, creative thinking, stage craft, and reflection.
 Demonstrate understanding of the enchantment principle: where the story, the teller, and
the audience meet
 Demonstrate different modes of inclusion, audience participation, in-role telling,
imagery, and movement when telling stories
 Develop a repertoire of at least three stories of different types
 Use internet resources for finding stories and storytelling opportunities
 Develop comfort and skill with extemporaneous movement and speech in front of an
audience
 Explore the history of dramatic improvisation in Commedia del Arte
 Use basic principles of mime
 Take on roles to create new characters physically, mentally, and verbally
 Participate in theatre games in practice and in performance
 Master the “Yes And” principle
 Work together to create and perform in a Comedy Improv Show
 Safely use the technology of current stage practitioners, including: lighting equipment,
sound equipment, and scenery
 Practice basic elements of design for the stage
 Collaborate with current U/S, M/S, and/or L/S productions to assist with the technical
and scenic elements
 Create scale model and drawings of scene design
 Work together to oversee the use of the auditorium and ensure the safe and appropriate
use of the technical elements in the space
 Read plays and scenes from modern and historical periods
 Critically analyze scenes and character motivation
 Perform in scenes from historical and modern plays
 Explore different cultures through performance
 Give and receive constructive criticism on performances
 Keep journals to reflect upon their experiences
 Keep neat and organized portfolios of their work for future reference
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 Journaling
 Collaborative peer feedback
 In-class performances and reflections
 Outside performances and reflections
 Performance and video viewings and reflections
 Portfolio
Benchmarking:
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Course Name: Theatre Arts II
Course Summary:
Theatre Arts II is a process-driven course that expands upon the skills developed in Theatre Arts
I. Students are guided reflectively through experiences of the human condition from the
perspective of others, and learn how to guide others through similar experiences. This is a
collaborative course that works extensively with other members of the FCDS community. The
project-based units focus on acting foundations, design and production, directing, and film.
Students will compete in a state-wide one-act play competition and produce and perform in fall
and spring showcases. Students will continue to develop and use skills in speech, movement,
critical thinking, collaboration, creative thinking, stage craft, and reflection.
audience
 Use scene analysis techniques to develop playable actions
 Practice basic elements of design for the stage
 Collaborate with current FCDS productions to assist with the technical elements
use of the technical elements in the space.
 Practice different performing techniques from different periods
 Attend and critically review outside performance events around the community
 Create an original short film
 Direct scenes with student actors
 Produce and perform in fall and spring showcases of class work
 Keep neat and organized portfolios for future reference
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 Journaling
 Portfolio
Benchmarking:
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Course Name: Honors Theatre Arts III
Course Summary:
Honors Theatre Arts III is a process driven course that expands upon the skills developed in
Theatre Arts I and Theatre Arts III. This is a collaborative course that works extensively with
other members of the FCDS community, and it meets concurrently with Theatre Arts II to create
an acting-directing workshop atmosphere. The project-based units focus on advanced acting
skills, design and production, and directing. Students will compete in a state-wide one-act play
festival, produce, perform, and direct fall and spring showcases, and create a Senior Honors
Project in an area of particular interest or aptitude. Students will continue to develop and use
skills in speech, movement, critical thinking, collaboration, creative thinking, stage craft, and
reflection.
audience
 Use scene analysis techniques to develop playable actions
 Collaborate with current FCDS productions to assist with the technical elements
use of the technical elements in the space.
 Practice different performing techniques from different periods
 Attend and critically review outside performance events around the community.
 Direct scenes with student actors
 Produce, perform, and direct in fall and spring showcases of class work
 Keep neat and organized portfolios for future reference
 Journaling
 Portfolio
Benchmarking:
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Course Name: Performing Arts Foundations
Course Summary:
Performing Arts Foundations will provide a meaningful experience and breadth of knowledge of
the arts so that students may apply their knowledge and experience to the creation of art and are
better able to understand and appreciate artistic expression on the basis of that experience and
knowledge.
 Evaluate professional and student performances
 Acquire and demonstrate basic vocabulary of performing arts
 Understand the contribution of performing arts to the human experience
 Understand and articulate the connections between history and the performing arts
 Create and evaluate works of art through various methods of self-expression
 Express understanding of performance techniques through student performances
 Major tests
 Homework
Benchmarking:
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Class Syllabi Examples
(Please note that the individual class outlines represent the targeted skills and content mastery for each class and do
not include the specific content or pacing of each course. Beginning in April, teachers will develop class syllabi, which
will be approved by Department Chairs and senior administration. These syllabi will include specific content,
instructional materials, pacing, and grading policies. The following section contains several examples of class syllabi
from Lower, Middle, and Upper School from the 2013-2014 school year.)
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Lower School Class Syllabus Example
Second Grade Syllabus, 2013-2014
I.
Overview
The purpose of second grade is to build and enrich upon the skills, information, and character
development taught in the previous years. A greater emphasis on global learning and
awareness is explored as well.
We expand on literacy and writing, introducing the children to more genres in literature, as
well as greater complexities in the writing process. Second graders are exposed to more indepth mathematical concepts and vocabulary, applying this knowledge to higher level
problem solving.
II.
Textbooks (Resources)
 Harcourt Trophy Reading Series-2014 edition
 Scott Foresman/Addison Wesley Math series-North Carolina Edition
 Dale Seymour/Pearson MCP Mathematics series
 Houghton/Mifflin: English
 Scott Foresman: D’Nealian Handwriting
 Harcourt Brace: Living in Our World Social Studies resource
 MacMillan: Communities Near and Far Social Studies resource
 Literature: The One in the Middle is the Green Kangaroo ( Judy Blume), Cam
Jansen mysteries various titles (David Adler), Second Grade Rules, Amber Brown
(Paula Danzinger) Muggie Maggie (Beverly Cleary)
 Accelerated Reader program
 Smartboard Interactive lessons and activities
 United Streaming
 Discovery Education
III.
Expectations and Requirements
 Follow the policies of FCDS Student Handbook.
 Students are expected to be kind and respectful to others.
 Students are expected to be prepared for classes.
 Students are expected to complete homework.
IV.
Evaluations
 Students are being assessed formally and informally throughout the year by
quizzes, reading and math assessments, tests, projects, oral presentation, writing
samples, STEM projects, and a variety of daily assessments.
V. Course Objectives-August 23-October 25
Language Arts
A. English
 Use correct punctuation when abbreviating
 Use capitalization and punctuation correctly
 Identify complete and incomplete sentences
B. Grammar
 Subjects/ predicates
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 Simple sentences
 Types of sentences
 Nouns
 Singular and plural nouns
 Proper nouns
C. Reading
 Identify subject and predicate in a sentence
 Demonstrate sequentially ordering events of a story
 Compare and contrast characters, plot, and stories
 Identify author’s purpose
 Identify and understanding cause and effect
 Understand story structure
 Recognize short vowel sounds
 Recognize long vowel sounds
 Recognize consonant blends
D. Handwriting
 Review formation of lowercase and uppercase alphabet
E. Writing/Composition
 Determine and write a main idea sentence
 Informative writing
 Narrative writing
 Use a friendly letter writing format
Social Studies
 Identify cardinal and intermediate directions
 Define differences between globes and maps
 Identify northern and southern hemispheres
 Recognize map keys
 Identify oceans and continents
Math
 Know and have mastery of math fact families through 20
 Telling time
 Understand components of a calendar
 Money concepts
 Identify and use graphing techniques
 Addition and subtraction number sentences and strategies
Course Outline-August 21, 2013-October 25, 2013
August 26- September 6, 2013
Focus Topic- Animal Traits
Essential Question- “What is a perfect pet like?”
 Phonics/spelling- short vowels a and i
 Writing- narrative writing: Sentences that tell a true story
 Grammar- subjects/ predicates
 English- punctuation and abbreviating
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


Reading- sequencing, infer/predict
Social Studies-map skills: Cardinal and intermediate directions
Math- telling time to the hour and half hour, telling time to 5 minutes, telling time
before and after, elapsed time, telling time to the minute
September 9-13, 2013
Focus Topic- Family Time
Essential Question- “What are some things that families like to do together?”
 Phonics/Spelling- short vowels o, u, e
 Writing- friendly letters
 Grammar- simple sentences
 English- capitalization and punctuation,
 Reading- compare and contrast/questions
 Social Studies- globes and maps
 Math- using a calendar, counting money through dimes, counting money through
quarters
Focus Topic- Animal Traits
Essential Question- “What do pets need to be healthy and happy?”
 Phonics/Spelling- long vowels a and i and sounds of c
 Writing- sentences that describe
 Grammar- types of sentences
 English- capitalization and punctuation
 Reading- authors purpose, analyze, and evaluate
 Social Studies- identify hemispheres
 Math- counting money through half dollars, counting money through dollars,
review and assessments
Focus Topic- Getting along with others
Essential Question- “How do good friends act?”
 Phonics/Spelling- long vowels o, u, and e, sounds for g
 Writing- narrative writing: true stories
 Grammar- what is a noun
 English- identify complete and incomplete sentences
 Reading- cause and effect; summarize
 Social Studies- recognize map keys
 Math- making a table, reading data from a survey, recording data, Venn diagrams,
pictograph, bar graph
September 30 - October 4, 2013
Focus Topic- Place Around Town
Essential Question- “What is a perfect pet like?”
 Phonics/Spelling- consonant blends with r, l, and s
 Writing- narrative writing/ true story
 Grammar- singular and plural nouns
 English- review punctuation and abbreviating
Revised May, 2015
398
 Reading- story structure/ visualizing
 Social Studies- review and assessment of map skills
 Math- line plot, coordinate graph, review and assessment
October 7-18, 2013
Focus Topic- Animal Homes
Essential Question- “What are animal homes like?”
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Phonics/Spelling- common final blends nd, ng, nk, nt, ft, xt, mp
Writing-informative writing; informational paragraph
Grammar- plural nouns
English- review complete and incomplete sentences
Reading- text and graphic features/ questions
Social Studies- identify oceans and continents
Math- writing addition sentences and joining groups to add, write a number
sentence, taking away to subtract, comparing to find how many more, writing
subtraction sentences
October 21-25, 2013
Focus Topic- Agriculture
Essential Question- “What can you learn from planting a garden?”

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Phonics/Spelling- double consonants and ck
Writing- informative writing; informational paragraph
Grammar- proper nouns
English- review and assessment
Reading- conclusions, analyze/evaluate
Social Studies- characteristics of continents
Math- choose and operation, adding in any order and fact families, finding the
missing part, review and assessment
*Many other educational and learning opportunities are happening daily. In all classes
acceleration of the curriculum and differentiating of instruction will affect pacing and content.
Revised May, 2015
399
Middle School Class Syllabus Example
Seventh Grade History, 2013-2014
I. Overview
Seventh grade Social Studies is a survey course of American history from the Age of
Exploration thru World War II. In addition to factual knowledge of key people, events,
and documents, the process of learning will be stressed with an emphasis on reading
strategies and note taking, organizational, and higher-level thinking skills. Projects and
class activities are designed to allow students to use their creative talents and participate
as more active learners. Throughout the year, current events are discussed.
II. Required Texts and Materials
 Robert Dallek, Jesus Garcia, Donna Ogle and Frederick Risinger. American History
(Illinois: McDougal Littell, 2008)
 How America Work: Kids Discover Magazine
 The Great Depression: Kids Discover Magazine
III. Expectations and Requirements
 Students are required to use a three-ringed, loose-leaf binder to organize all written work
and handouts. One individual pocket folder should be included in the notebook.
 Daily assignments will require active reading. Students are expected to come to class
with a basic understanding of the required reading and written work completed. Because
homework is an integral part of each day’s lesson, late work will not be accepted unless
there are extenuating circumstances.
 Students are responsible for checking the teacher web page for announcements and
assignments. Daily work will also be posted on the board in the classroom.
 Students missing class for a sports event must get their work prior to leaving for the day
and complete the assignment for submission the next school day. Student athletes will be
expected to turn in all assignments due on the day of an athletic event BEFORE leaving
campus regardless of their dismissal time.
 Students are expected to get all work prior to planned absences and return to class with
completed assignments. For unplanned absences, students should check the teacher
webpage and the absentee folder in the seventh grade hall for handouts.
 All school policies including the Honor Code outlined in the Student/Parent
Handbook shall apply in this class.
Revised May, 2015
400
IV. Testing and Evaluation
A. Tests: Teacher-generated tests will cover all reading assignments, reading guides, class notes,
and interactive class activities. A typical test will include some multiple choices, fill in the blank,
and artistic expression to primarily measure students’ factual knowledge. Additionally, students
will write a well- developed paragraph to evaluate information and draw conclusions. Students
can also expect a skills assessment activity to be included. Examples include interpreting charts,
graph, timelines and political cartoons.
B. Homework: Daily assignments are evaluated in the following ways: checked for completion
and/or accuracy, 10 question assessment on note taking skills (students will be allowed to use
their reading guides for this assessment), and student participation in class discussions and group
activities.
C. Quizzes/Skills: Most quizzes are announced and cover a small amount of material. The course
includes periodic evaluation of skills such as maps, charts, graph, timelines, document-based
questions, and art/music interpretation.
D. Projects: One major individual project is assigned each quarter. All projects will require
research and the use of technology. Students will demonstrate their knowledge of a major topic
in creative ways.
E. Notebook: Notebook checks will be unannounced. Students who complete all work and
organize it daily in the history binder will do very well on this assessment.
F. Grades will be calculated as follows: Tests- 50% Quizzes/Skills- 15% Homework- 15%
Projects- 10% Notebook Check- 10% G. No extra credit work will be offered at the end of the
quarter. Extra credit opportunities, however, will be offered on each test.
V. Course Objectives
The student will:
 Improve organizational and note taking skills
 Develop writing and critical thinking skills
 Apply reading strategies to improve comprehension of content area
 Understand and use a variety of study skills
 Gain an understanding of what it means to be an American
Revised May, 2015
401
VI. General Course Outline (timeframes provided are subject to change)
Unit 1- Age of Exploration, 1492-1650 (August 21-September 6)
A. Motives for exploration
B. European explorations and claims
C. European competition for New World empires
D. Cultural interactions including Natives and Africans
E. Results of the Age of Exploration
Unit 2- The English Colonies, 1585-1763 (September 10-October 9)
A. Early colonies have mixed success
B. Establishment of the New England, Middle, and Southern regions
C. Cultural comparison of colonial regions
D. Democratic traditions originating in the English colonies
E. The French and Indian War
F. Project: English Colonization website
Unit 3- The American Revolution, 1763- 1783 (October 10-December 4)
A. Cause of the Revolutionary War
B. British policies and colonial reactions
C. The Declaration of Independence
D. Significant battles, people, and dates of the Revolutionary War
E. Legacy of the American Revolution
F. Project: Revolutionary War newspaper (this project will be coordinated with the novel Johnny
Tremain in English)
Unit 4- Creating a Republic, 1776-1800 (December 5-January 9)
A. The Confederation Era: strengths and weaknesses
B. Creating the Constitution
C. Framework of America’s government
D. Development of political parties
Unit 5- Expansion and Change, 1800-1850 (January 10-23)
A. The Louisiana Purchase
B. The War of 1812 C. Highlights of the first 12 Presidents
Unit 6- The Civil War, 1846-1865 (January 24-March 6)
A. Cause of the Civil War
B. Strengths and weaknesses of the Union and Confederacy
C. Important battles, people, and dates of the Civil War
D. Life on the battlefield and home front
E. Comparison of battle tactics
F. Legacy of the Civil War
G. Project: Civil War Person
Revised May, 2015
402
Unit 7- Reconstruction, 1865-1877 (March 7-20)
A. Rebuilding the Union
B. Changing lives of Freedmen
C. Political changes in the South
Unit 8- Westward Expansion, 1860-1900 (March 21-26)
A. New Inventions transform the nation
B. Native Americans’ fight to survive
C. Myth vs. reality of the Wild West
Unit 9- Industrialization and Immigration, 1860-1914 (March 27-April 4)
A. Urban and rural effects of Industrialization
B. Immigration and urban growth
C. African American discrimination
D. The labor movement
Unit 10- The Progressive Era, 1890-1920 (April 7-10)
A. Progressive Presidents: Roosevelt, Taft, and Wilson
B. Reform impact the nation C. U.S. become a world power
Unit 11- World War 1, 1914-1920 (April 11-23)
A. Cause of the Great War
B. America prepares for war
C. America fights in Europe
D. Legacy of World War 1
Unit 12- The Roaring Twenties, 1920-1929 (April 24-May 5)
A. Postwar economics and politics
B. Daily life in the Twenties
C. Cultural conflicts
D. Project: Twenties Glogster
Unit 13- The Great Depression, 1929-1940 (May 6-14)
A. Cause and Effects of the Great Depression
B. Hoover and Roosevelt’s approaches to the Depression
C. New Deal programs
D. Segregation in the South (coordinated with novel in English, Roll of Thunder, Hear My Cry)
Unit 14- World War II, 1931-1945 (May 15-May 27)
A. Cause of World War II
B. The Home Front
C. War in Africa, Europe, and the Pacific
D. Legacy of WWII
Revised May, 2015
403
Upper School Class Syllabus Example
English I Syllabus, 2013-2014
Welcome to FCDS Upper School!
I am excited about teaching this class and getting to know each of you. This handout contains
information that is important for your success in this class. Please read it carefully, place it in the
front of your notebook, and sign the attached form. Also, please ask your parents to read this
syllabus and to sign the attached form. This syllabus will also be posted on my Haiku page for
ready reference. If you ever have concerns or questions related to expectations, grades, or
assignments, please stop by and talk with me. I hope you get off to a great start and have a
wonderful year!
Course Overview
English I is a genre study of world literature focusing on short stories, novels, plays, poetry, and
the epic. Students will improve proficiency in composition through paragraph development and
essay writing, culminating in the writing of a research paper. Vocabulary development and
grammar accompany the reading, writing, projects, and class activities. The ninth grade course is
designed to prepare students for more intensive, analytical study of literature and more complex
methods of oral and written expression, which will be required in future Upper School courses.
Course Objectives
Students will accomplish the following:
 Evaluate the hero archetype in a variety of genres of literature from across the ages and
around the globe
 Recognize and interpret use of literary terms
 Strengthen critical thinking
 Evaluate media resources in order to gather proper source materials to use in oral
presentations, written reports, criticisms, and the research paper
 Improve writing skills through emphasis on the writing process
 Learn the research process and write a research paper
 Improve discussion and speaking skills
 Enrich spoken and written vocabulary
 Build a strong grammar foundation
 Cultivate a love of reading
Required Texts/Materials
Texts:
 Ender’s Game by Orson Scott Card (summer reading)
 The Odyssey by Homer
 Oedipus the King by Sophocles
 Romeo and Juliet by William Shakespeare
 Cyrano de Bergerac by Edmond Rostand
Revised May, 2015
404
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Night by Elie Wiesel
The Power of One by Bryce Courtenay
Vocabulary Power Plus for the New SAT (Book One - red text)
Grammar Exercise Workbook 10 (purple text)
It is essential that you have the school-mandated edition of each book so that you can follow
along in class with ease. You are encouraged to highlight and make notes in your books.
Additional resources (short stories, poems, essays, grammar, etc.) will be photocopied and
distributed to you. These will be required texts, and you must keep them in your notebook.
Materials:
You must be prepared daily for class with your English I notebook (see below for organization
guidelines), the text being currently read, and any other items that I have asked you to bring,
including a writing implement. You may wish to leave your grammar and vocabulary texts in
your backpack at all times, as you will need them often. Not having the expected materials will
result in a zero homework grade.
Notebook Guidelines:
You are required to keep a detailed, well-organized notebook which you bring to class each day.
You will need at least seven dividers, and your notebook should be divided into the following
sections for the first semester. (We will rearrange your notebook at the beginning of the second
semester.):
Section 1: Vocabulary
Section 2: Grammar
Section 3: Composition handouts/returned compositions
Section 4: Ender’s Game
Section 5: Short stories
Section 6: Oedipus the King
Section 7: The Odyssey
Course Components
Literature: You will have regular reading assignments for English class. You will be expected
to annotate your texts this year, so always have a pen or pencil handy when you read. You should
come to class each day having completed the assigned reading and expecting a brief reading
quiz.
Composition: Writing is a major focus of this course. You will write paragraphs, essays, and a
research paper, as well as creative pieces. Brainstorming, planning, and multiple drafts are
essential components of papers written outside of class. You will be allowed to complete an
optional rewrite for most of your papers, which will be averaged with the first grade you
received; that average grade will be recorded. Written work completed outside of class should be
Revised May, 2015
405
typed, MLA format, Times New Roman, 12 point, double spaced, 1 inch margins, with an
appropriate heading.
Vocabulary: You will use Vocabulary Power Plus for the New SAT (Book One) to improve your
vocabulary and should expect a vocabulary quiz most Fridays. You will also study vocabulary
which relates to the literature you read.
Grammar: You will study grammatical concepts on a regular basis and relate the lessons to the
literature you read and the compositions you write. You should expect a grammar component to
each weekly vocabulary quiz, along with periodic, cumulative tests.
Homework: All assignments are to be completed individually unless otherwise indicated.
You will have homework on a regular basis. Homework may include, but is not limited to,
reading, completing study questions, writing compositions, working on projects, preparing for
discussions, or working on long-term assignments. If you have questions concerning homework,
I encourage you to stop by during tutorial (3:15-3:45). Expect your daily homework to take
approximately 30 minutes, though writing compositions and studying for major tests will require
more time.
Note regarding homework: You are responsible for keeping up with your homework even if
you are absent. I provide ample opportunities for you to stay up-to-date, including my teacher
page, the weekly calendar on the board in my classroom, and the printed unit calendar distributed
in class. In addition, you can always check with your teacher or a classmate, so there is no
excuse for not knowing what your homework is!
Grading
Homework grades: Homework grades consist of, but are not limited to, the following: quizzes
on daily homework assignments, grades on homework which is collected, and
grammar/vocabulary checks. One homework grade will be dropped each quarter. The remaining
grades are averaged and the result is 25% of the quarter grade. Daily homework, which is
discussed/covered during class, is due at the beginning of the period and will not be accepted
late.
Minor grades: Minor grades consist of, but are not limited to, the following: weekly quizzes on
vocabulary and grammar, short written assignments, and small projects and presentations. These
grades are averaged, and the result is 25% of the quarter grade. Minor assignments will be
accepted late with a 10-point penalty for each day the assignment is late.
Major grades: Major grades consist of, but are not limited to, the following: tests which assess
your understanding of required readings, in-class essays, formal essays, research paper, and
extensive projects. Some assignments may count as two or more major grades. These grades are
averaged, and the result is 50% of the quarter grade. Major assignments will be accepted late
with a 10-point penalty for each day the assignment is late.
Revised May, 2015
406
Policies
All school policies, including the Honor Code, outlined in the Student/Parent Handbook,
shall apply in this class.
Honor Code: I take Forsyth Country Day School’s Honor Code VERY seriously, and I expect
you to do so as well. Any violation of the Honor Code will result in a zero for the assignment
and immediate referral to the Judicial Board. Note: Students will often use forums, Google
Documents, or an online resource to complete homework assignments. PLEASE remember that
you must still adhere to the Honor Code while participating in a forum or working on a group
project. Any violation of the Honor Code or school rules will result in swift and appropriate
punishment.
Note taking: You will need to take notes during class. Be sure to copy notes and exercises that
are written on the board. You will find your notes invaluable when you study for tests and
prepare for exams.
Participation: You are expected to participate in class – listen, respond, and comment
appropriately. You will have some assignments that include a participation grade; however, you
will not have an overall participation grade.
In order to succeed in this course, read each assignment carefully. There is no substitute for
reading the work yourself. Avoid using any type of summary of the work (such as SparkNotes,
CliffNotes, and other internet sources). I am available to help you during tutorial if you have
questions.
Absences
If you are absent, check my teacher page in order to access homework assignments and
handouts. You will be expected to turn in all assignments upon your return to class.
See Forsyth Country Day School Handbook, page 32
“If a student has to miss class to participate in a school activity, it is the student’s
responsibility to see teachers in advance to get all assignments and to return to class fully
prepared.”
“If a student is absent on the day of a test or when a paper is due, the student should be
prepared to take the test or submit the paper on the day he/she returns. For extended
absences (two days or more), students generally will be allowed two days for every day
absent to make-up tests and papers and to complete class work.”
Expectations
 Treat yourself and others with respect.
 Do your best at all times.
 All actions, speech, and writing must be appropriate for the classroom environment.
 Be on time; three tardies equal one point. If you are late from another class, bring a note.
Revised May, 2015
407

Remember that the classroom is a place of learning.
o Come to class prepared and with all materials.
o Only one person talks at a time.
o Focus on what is being taught or discussed and take good notes.
o Sit appropriately – face the front of the room, do not lean back in your chair, and
do not tilt the desk.
o Do not do work for other classes while in my class; this automatically results in
one point.
o Do not show up for class and immediately ask to be excused; take care of your
business between classes.
 Any posturing, disrespect, confrontation, hostility, or insubordination towards me will
result in parent contact and immediate meeting with an administrator.
 You are allowed to have beverages with lids in my class, but the first time I have to clean
up after you, the privilege is revoked.
Daily Procedure
 Turn off your cell phone and put it in your backpack at the beginning of each class
period. If you fail to do so and I see you with your phone (or hear your phone) during
class, I will give you a point and take your phone.
 Put necessary materials on your desk: assignment book, notebook, vocabulary book, and
text.
 Turn in homework – if applicable.
 Do not pack up to leave until I dismiss you.
Course Outline (Please note that content/timeframes are estimates and are, therefore,
subject to change.)
Literature/Composition
Ender’s Game
Youthful hero
Literary terms
Test/in-class essay
Expository composition
Short stories
Literary terms
Test/in-class essay
Vocabulary
Lesson #1
Lesson #2
Grammar
Punctuation
Dates
August 21September 13
Lesson #3
Lesson #4
Lesson #5
Lesson #6
Nouns and pronouns;
punctuation and
capitalization
September 16October 16
Oedipus the King
Tragedy/tragic hero
Literary terms
Test/in-class essay
Lesson #7
Adjectives
October 17-25
Revised May, 2015
408
The Odyssey
Epic/epic hero
Literary terms
Test/in-class essay
Exam review
Literature/Composition
Research paper
Lesson #8
Lesson #9
Lesson #10
Verbs and adverbs
October 28December 6
Exam review
Vocabulary
Lesson #11
Lesson #12
December 9-10
Dates
January 2-24
Romeo and Juliet
Shakespearian tragedy
Romantic hero
Literary terms
Test/in-class essay
Cyrano de Bergerac
Idealistic hero
Literary terms
Test/in-class essay
Night
Life is Beautiful
Memoir
Film as literature
Youthful hero
Literary terms
Compare/contrast
composition
Creative writing
Poetry
Literary terms
Creative writing
The Power of One
Youthful hero
Literary terms
Test/in-class essay
Lesson #13
Lesson #14
Exam review
Grammar
Prepositions and
prepositional phrases;
parts of the sentence
Conjunctions; subject/verb
agreement; items in a
series
Lesson #15
Lesson #16
Fragments, run-ons, and
end punctuation
February 18-March
7
Lesson #17
Lesson #18
Adjective clause; noun
clause
March 17- April 11
Lesson #19
Lesson #20
Adverb clause
April 7-April 23
Lesson #21
April 24-May 16
Exam review
Exam review
Complex and
compound/complex
sentences; sentence
combining and varying
sentence structure
Exam review
Revised May, 2015
409
January 27-February
14
May 15-20

FCDS Curriculum - Forsyth Country Day School

Transcription

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