TWIN CITIES
2924 4th Avenue South
Minneapolis, MN 55408
COURSE GUIDE
2011-2012
Main Line: 612-545-9700
School Absence Line: 612-545-9900
Hire4Ed Absence Line: 612-545-9797
Security Desk: 612-545-9823
Fax Line: 612-276-0142
TABLE OF CONTENTS
Explanation of Standards Based Grading
p. 3-4
Required Courses/Standards for Promotion/Graduation
p. 5
Promotion Requirements
p. 5
Credit Requirements
p. 6
Freshman Year Courses and Requirements
p. 7-23
Sophomore Year Courses and Requirements
p. 24-44
Junior Year Courses and Requirements
p, 45-66
Senior Year Courses and Requirements
p. 67-97
Graduation Schedule and Requirements:
p. 98
2
Cristo Rey Jesuit High Twin Cities -- A Standards Focused School
What is the purpose of standards based grading? The purpose of standards-based grading is to
report what students know and are able to do. Passing a class is not tied to the completion of
homework. It is based on the demonstration of knowledge and understanding of the standards.
Why aren't grades just "averaged?" The traditional system of averaging grades does not
necessarily present an accurate picture of where a student is in his/her learning.
What does a 4, 3, 2, or 1 mean?
4. Exceeds the standard
3. Meets the standard
2. Partially meets the standard
1. Does not meet the standard
What does a “YTD” mean?
"Yet to be Demonstrated." When a student receives a “YTD” in a class, the teacher is essentially
saying that the student has not provided enough evidence to allow the them to be able to make
an informed decision about how the student is performing. If the work is not completed or
sufficient learning has not been demonstrated, then the grade remains a “YTD until it is
demonstrated.
Why does a student receive separate grades for content knowledge and for academic
behavior? The standards based system is different because it is based upon criteria aligned to a
standard and seeks to clearly separate what a student knows and is able to do from the
contributing work habits that we call academic behaviors. The academic behaviors identified by
the Cristo Rey Network as most critical for college success are engagement, organization,
persistence with new tasks and teaming and collaboration.
How does this system prepare students for college?
Preparation for high school and college is built upon knowledge, skills and work habits. The
standards based grading system clearly communicates to students and parents what specific
knowledge, skills and work habits are expected.
3
There are three types of grades at CRJHS:
1) STANDARDS (for each class including
Hire4Ed)
2) Academic Behaviors (AB)
Students must demonstrate a 3.0 or higher on
every individual standard.
Every class has them and they are COMBINED
for an average of all 6 classes.
There are two: Organization and Engagement Math
English
Social Studies
Spanish
Religion
Science
3) Daily Practice (this uses the regular
This includes daily assignments, homework and
percentage system. IE: 9/10 = 90%
activities that help students to practice before
taking an assessment on a standard. This must
be completed before being allowed to assess.
A student’s GPA is calculated by averaging all of the standards from each of 6 classes, the
Hire4Ed grade, as well as the two academic behavior grades. One example is below:
CLASS
Score
American Literature
3.3
Religion 3
3.0
Chemistry
3.5
Algebra 2
3.7
Spanish 2 (Heritage)
3.0
American History
3.0
Hire4Ed
4.0
Academic Behaviors (Engagement)
3.0
Academic Behaviors (Organization)
4.0
FINAL GPA
3.38
4
Courses/Standards Required for Promotion/Graduation:
Students must demonstrate successfully the mastery of the given standards in each course to graduate or be
promoted to the next grade level. Students unable to demonstrate mastery of each standard during the Academic
Session will be given an “incomplete (I)” for the course.
Grade 9:
English Composition
Algebra I or Geometry
Physical Science
Grade 10:
World Literature
Geometry or Algebra II
Biology
Grade 11:
American Literature
Algebra II or Pre-Calculus
Chemistry
Religion I
Language & Math Principles
Physical Education/Health
Hire4Ed Internship
20 Service Hours
College Counseling
Religion II
World History
Spanish I*
Hire4Ed Internship
20 Service Hours
College Counseling
Religion III
American History
Spanish II*
Hire4Ed Internship
20 Service Hours
College Counseling
Grade 12:
English IV
Pre-Calculus or Calculus
Physics/Anatomy &
Environmental Science
Religion IV
Govt/Economics
Elective
Hire4Ed Internship
20 Service Hours
College Counseling
*Spanish is offered both as a Heritage Speaker Cohort and a Beginner Cohort
Promotion Requirements
In order to be promoted to the next grade or in order to graduate, a student must have demonstrated all standards
in all classes at a level of 3.0 or higher.
 If a student has not demonstrated a standard at the level of 3.0 or higher during a session the student will
be required to attend 7th period (3:25-3:55PM).
 If a student has not demonstrated a standard at the level of 3.0 or higher for standards from a previous
session, the student will be required to attend 8th period (4:00PM-5:00PM) until the standard has been
passed.
 If by the end of the school year, there are standards yet to be passed at a 3.0 level, the student will be
required to attend Summer School in July.
 If by the end of Summer School in July standards have yet to be passed at a 3.0 level in two or more
classes, the student will be required to repeat the grade the following year.
5
Credit Requirements
In order to earn college preparatory course credits, students at CRJHS-TC attend classes four days per week (except
for week that they work 2 days) from 8:00 am-3:25 pm. Students earn Business credits for successful contribution to
the Hire4Ed program.
Students earn one credit for successful completion of standards for one Academic session. Each Academic Session is
an average of six weeks in length.
English/Language Arts
Mathematics
Science
Religious Studies
Business
Social Studies
World Languages
Health/Physical Education
Elective *
Advisory
Elective Options*:
Visual Arts
Performing Arts
27 credits
27 credits
24 credits
24credits
24 credits
18 credits
12 credits
6 credits
6 credits
0
__________________________________________________
168 credits for graduation
World Language Year 3
Creative Writing
Note:
This course guide serves as a general guide to the expectations for students at each grade level
and in each course. As a freshman, sophomore, junior and senior, all students are expected to
demonstrate proficiency of standards that are taught in every class. The following pages provide
a detailed break down of what each student is expected to demonstrate during each session.
Please understand that these standards are what Cristo Rey faculty intend for students to
demonstrate, and sometimes adjustments are made.
6
FRESHMAN YEAR COURSES
ENGLISH COMPOSITION
Course Description:
6 sessions
Ninth grade English is an introduction to fundamental concepts and processes that will be essential in high
school and beyond, including the writing process, research skills, reading comprehension strategies, critical
analysis, oral presentation, and a meaningful exchange of ideas. Ninth grade English emphasizes a wide
variety of texts from a variety of literary traditions and times. To meet the needs of the 21st century,
students develop a global perspective. Students read, write and analyze narrative and expository texts
to gain an understanding of the world and themselves and to communicate effectively with others. Ninth
graders integrate content, thinking skills, and use various media and formats to communicate effectively
with different audiences. This course will be taught in the historical and social context of selected literature
in order to further students‟ understanding of themselves, their community, and the world.
Course Materials:
Novels and Graphic Novels, including: Yummy: The Last Days of a Southside Shorty, Our America,
Scoundrel and the Optimist, Book of Genesis by R. Crumb, Maus, The Boy in the Striped Pajamas, Blankets,
Sold, American Born Chinese, I am the Messenger, If You Come Softly, Romeo and Juliet
Standards by Session:
Session 1
1.9.6 Identify types of sentences
1.9.5 Identify and use correct subject-verb agreement
4.9.3
Come to discussions prepared, having read and researched material under study
7.9.6
Analyze how characters develop over the course of a text and interact with other characters
7.9.6a Analyze how characters advance the plot or develop the theme
6.9.4 Develop each paragraph with facts, extended definitions, concrete details, quotation, paraphrase or
other information and examples
6.9.5 Connect evidence to topic sentences with commentary
Session 2
6.9.1 Create a thesis with teacher direction
6.9.3 Create a topic sentence (claim)
2.9.1 Appropriately punctuate items in a series
1.9.4 Identify various types of clauses
7.9.5 Identify the elements of a story (or poem)
7.9.6 Analyze how characters develop over the course of a text and interact with other characters
6.9.1 Create a thesis with teacher direction
6.9.3 Create a topic sentence (claim)
6.9.4 Develop each paragraph with facts, extended definitions, concrete details, quotation, paraphrase or
other information and examples
6.9.5 Connect evidence to topic sentences with commentary
6.9.2 Create an outline to organize ideas, concepts and information
4.9.3 Come to discussions prepared, having read and researched material under study
8.9.9
Identify the argument and specific claims in a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient
7
Session 3
1.9.4 Identify various types of clauses
1.9.7 Identify and use the appropriate word in frequently confused pairs (e.g. its/it‟s, to/two/too,
there/their/they‟re, were/we‟re, where/wear, then/than, affect/effect, your/you‟re, past/passed,
led/lead, etc.)
6.9.1 Create a thesis that introduces a topic and claim with teacher direction
6.9.2
Create an outline to organize ideas, concepts and information
6.9.3
Create topic sentences that tie information to thesis
6.9.4 Develop each paragraph with facts, extended definitions, concrete details, quotation, paraphrase or
other information and examples
6.9.1 Connect evidence to topic sentences with commentary
4.9.1 Adapt speech to a variety of contexts.
7.9.5 Identify the elements of a poem (e.g. meter, rhyme, figurative language)
8.9.3 Identify the central idea of a text (theme)
Session 4
1.9.4 Identify various types of clauses
1.9.5 Construct sentences with correct subject/verb agreement
2.9.1 Appropriately punctuate items in a series
2.9.2 Insert commas correctly for introductory phrases or clauses
2.9.3a Insert commas to set off simple parenthetical phrases and appositives
2.9.3b Insert commas to set off adjectival/adverbial clauses and phrases
7.9.5 Identify elements of a poem
3.9.3. Define figures of speech (Metaphor, simile)
7.9.9 Identify a particular point of view or cultural experience reflected in a work of literature
8.9.3 Identify the central ideas of a text
6.9.1 Create a thesis that introduces a topic and claim with teacher direction
6.9.2 Create an outline to organize ideas, concepts and information
6.9.3 Create topic sentences that tie information to thesis
6.9.3.1 Develop each paragraph with facts, extended definitions, concrete details, quotation, paraphrase or
other information and examples
6.9.4 Connect evidence to topic sentences with commentary
4.9.3 Come to discussions prepared, having read and researched material under study
Session 5
1.9.4 Identify various types of clauses
1.9.5 Construct sentences with correct subject/verb agreement
2.9.1 Appropriately punctuate items in a series
2.9.2 Insert commas correctly for introductory phrases or clauses
2.9.3a Insert commas to set off simple parenthetical phrases and appositives
2.9.3b Insert commas to set off adjectival/adverbial clauses and phrases
7.9.6 Analyze how characters develop over the course of a text and interact with other characters
7.9.6a Analyze how characters advance the plot or develop the theme
8.9.3 Identify the central idea of a text
6.9.1 Create a thesis that introduces a topic and claim with teacher direction
6.9.2 Create an outline to organize ideas, concepts and information
6.9.3 Create topic sentences that tie information to thesis
6.9.4 Develop each paragraph with facts, extended definitions, concrete details, quotation, paraphrase or
other information and examples
6.9.5 Connect evidence to topic sentences with commentary
4.9.3 Come to discussions prepared, having read and researched material under study
8
Session 6
1.9.4 Identify various types of clauses (e.g. independent, dependent) to convey specific meanings and add
variety and interest to writing or presentations
1.9.5 Construct sentences with correct subject/verb agreement
2.9.1 Appropriately punctuate items in a series
2.9.2 Insert commas correctly for introductory phrases or clauses
2.9.3a Insert commas to set off simple parenthetical phrases and appositives
2.9.3b Insert commas to set off adjectival/adverbial clauses and phrases
3.9.3. Define figures of speech (Metaphor, simile)
7.9.9 Identify a particular point of view or cultural experience reflected in a work of literature
6.9.1 Create a thesis that introduces a topic and claim with teacher direction
6.9.6 Create an outline to organize ideas, concepts and information
6.9.7 Create topic sentences that tie information to thesis
6.9.7.1 Develop each paragraph with facts, extended definitions, concrete details, quotation, paraphrase or
other information and examples
6.9.8 Connect evidence to topic sentences with commentary
6.9.9 Use transitions to link the major sections of the text to create cohesion
8.9.1 Identify the argument and specific claims in a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient
8.9.10 Identify bias in informational texts
10.9.4 Compose multi-paragraph persuasive essays
10.9.6. Develop counterclaims fairly and thoroughly.
4.9.1 Adapt speech to variety of contexts
9
ALGEBRA I
6 sessions
Course Description:
Algebra I students will use the language of algebra--its vocabulary, symbols and reasoning-- to solve
problems and equations, describe relationships and patterns, analyze data, and apply algebra to
represent real life situations. Using algebraic, numerical and graphical representations, students will come
to see the connection between abstract and concrete ideas building a solid algebraic foundation for
subsequent mathematics coursework.
Course Materials: McDougall Littel Algebra 1 © 2007
Standards by Session:
Session 1
1.09.7 Calculate and use absolute value
1.09.1 Add, subtract, multiply and divide integers
1.09.2b Add, subtract, multiply, and divide decimals.
1.09.2a Add, subtract, multiply and divide fractions
1.09.4 Simplify expressions using order of operations with and without calculator.
1.09.3 Identify and apply properties of real numbers.
Session 2
2.09.1 Translate verbal phrases and sentences into algebraic expressions and equations
2.09.4 Simplify algebraic expressions
2.09.5 Evaluate algebraic expressions (including absolute value)
2.09.2 Solve multi-step single variable equations and inequalities.
2.09.12 Use direct and inverse variation to solve for unknown values
2.09.8 Solve absolute value equations with one variable
Session 3
3.09.1
3.09.2
3.09.3
3.09.4
3.09.5
3.09.6
3.09.7
4.09.4
7.09.1
7.09.2
7.09.3
7.09.4
7.09.5
3.09.9
4.09.1
Locate and plot ordered pairs on a coordinate plane (PKR)
Explain slope as a rate of change
Identify the four types of slope (positive, negative, zero, undefined)
Determine the slope of a line given the coordinates of two points
Graph a line given an equation in slope-intercept form (y=mx+b) and by making a table of point
Transform a linear equation from standard to slope-intercept form
Write an equation given the graph of a line
Solve word problems that utilize linear functions
Recognize functions as a mapping of an independent variable into a dependent variable
Evaluate polynomial functions that use function notation
Given a function and a domain, find the range numerically
Define a relation and function numerically
Determine when a relation is a function
Write an equation of a line given two points
Use mathematical symbols and variables to express a constant or linear relationship between
quantities
4.09.3 Recognize and apply appropriate formulas
Session 4
2.09.8 Solve absolute value equations with one variable
2.09.9 Solve problems involving percentages
2.09.11 Write and solve proportions
2.09.2 Solve multi-step single variable equations and inequalities.
10
3.09.10 Graph linear inequalities
3.09.11 Graph inequalities in one variable on a number line
3.09.12 Graph compound inequalities in one variable
3.09.13 Solve a system of linear inequalities by graphing
Session 5
2.09.10 Solve systems of equations by graphing, elimination, and substitution
5.09.01 Use multiple representations to solve problems, i.e., analytical, numerical, geometric
4.09.2 Recognize which type of expression best fits the context of a basic application (for example: linear
equations to solve distance/time problems, direct proportion problems
2.09.7 Simplify expressions using properties of integral exponents
1.09.10 Express numbers in scientific notation**
2.09.13 Simplify radical expressions (e.g. product and quotient properties of square roots)
1.09.11 Perform operations with radical expressions
Session 6
1.09.8 Perform operations on polynomials (e.g. adding, subtracting and multiplying)
1.09.9 Factor binomial and trinomial expressions (e.g. perfect square trinomials, difference of squares)
7.09.2 Evaluate polynomial functions that use function notation
2.09.6 Solve quadratic equations by factoring (common factor extraction, difference of two perfect squares,
quadratic trinomials)
5.09.2 Verify a solution algebraically and graphically
*For those Freshmen who take Geometry, see p. 27 for the general course sequence. (Sequence is
subject to change slightly for 9th grade Geometry vs. 10th grade Geometry).
11
PHYSICAL SCIENCE
6 sessions
Course Description:
The purpose of the course is to introduce the concepts of the physical sciences (i.e., chemistry and physics).
In this course students will be introduced to the study of the laws of nature including the areas of scientific
methods, scientific application of mathematics, science and society, communicating in science, physical and
chemical properties of matter, atomic structure and bonding, motion and forces, energy, heat and
thermodynamics, and, electricity and magnetism. First year high school students in the course will be
engaged in activities that promote critical thinking and scientific inquiry while working to improve their
organization, use of technology, and communication skills. The course will include laboratory experiences
that focus on application of introductory level knowledge and skills related to the physical sciences
specifically Conceptual Physics.
Course Materials: Prentice Hall Physical Science: Concepts in Action © 2009.
Standards by Session:
Session 1
1.09.1 Identify testable questions
1.09.3 Carry out a simple experiment (one task only) by following the procedure
1.09.4
1.09.2
3.09.4
2.09.3
1.09.5
1.09.6
2.09.4
4.9.1
4.9.3
Collect, organize, display, and analyze data
Define hypothesis using if – then statement
Recognize the importance of peer review in scientific knowledge
Demonstrate use of rulers, scales, and graduated cylinders
Report results of a scientific investigation either in writing or orally
Write an informal lab report that includes at least three of the components of a formal lab report
Apply concepts of measurement (e.g. conversion factors, nomenclature of SI metric system)
Use context (e.g. the overall meaning of a sentence, paragraph, or test; a word‟s position or function in
a sentence) as a clue to the meaning of a word or phrase
Accurately use general academic words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level
Session 2
11.09.1 Explain the structure of the periodic table in terms atomic #, atomic mass, element symbols and
energy levels
12.9.1 Describe the structure of an atom including positions, relative sizes and electrical forces of
subatomic particles
13.09.1 Describe how substances react chemically in characteristic ways to form new substances
(compounds) with different characteristics and properties
13.9.2 Recognize if a chemical equation is balanced and relate to the law of conservation of mass
10.9.1 Identify the different classifications of matter such as atoms, molecules, compounds, substances
and mixtures
10.9.2 Identify the unique physical and chemical properties of atoms, molecules, and ions in a range of
states
3.09.1 Recognize the important ways in which science and society influence each other (past, present
and in the future)
3.09.2 Identify the relationships of different scientific disciplines and their respective technological
applications
3.09.3 Identify the ethical considerations in the development in science and technology
5.09.1 Describe human effects on environment and resources, i.e. the relationship between global energy and
climate change or renewable resources
4.9.4 Use digital media (e.g. textual, graphical, interactive, etc.) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest
12
4.9.9
Gather information for a short research project from multiple relevant print and digital sources
assessing strengths and limitations of each source
Session 3
17.09.1 Demonstrate that waves carry energy over space & time
17.09.2 Identify a wave as a transverse or a longitudinal wave
18.09.1 Define electric charge, electric current, electric field & potential
18.09.2 Describe the basic components of an electric circuit
18.09.3 Demonstrate the difference between a series & parallel circuits
18.09.4 Describe the orientation of Earth‟s magnetic field
15.09.1 Define kinetic and potential energy
15.09.2 State the law of conservation of energy
4.9.7 Identify the central ideas or conclusions of a text; provide an accurate objective summary of the text
distinct from prior knowledge or opinions
4.9.1 Use context (e.g. the overall meaning of a sentence, paragraph, or test; a word‟s position or function in
a sentence) as a clue to the meaning of a word or phrase
Session 4
1.09.1 Identify testable questions
1.09.2 Define hypothesis using if – then statement
1.09.2a Define variables
1.09.3 Carry out a simple experiment (one task only) by following the procedure
1.09.4 Collect, organize, display, and analyze data
1.09.5 Report results of a scientific investigation either in writing or orally
1.09.6 Write an informal lab report that includes at least three of the components of a formal lab report
2.09.1 Identify types of relationships between different types of variables
2.09.2 When analyzing data, demonstrate mathematical concepts using basic algebra and descriptive
statistics (mean, median, mode and range) to solve problems
2.09.4 Apply concepts of measurement (e.g. conversion factors, nomenclature of SI metric system)
4.9.6 Use evidence in a text to support a scientific argument
4.9.8 Follow precisely a simple procedure when carrying out experiments, taking measurements, or
performing technical tasks, attending to special cases or exceptions defined in the text
Session 5
14.09.1 Define speed in terms of distance and time. Solve problems involving distance speed and time.
Interpret simple graphs of position vs. time.
14.09.1a Define acceleration as change in speed; interpret simple graphs of speed vs. time
14.09.2 Define force and identify different forces
14.09.3 State Newton‟s 1st & 2nd law
14.09.4 Apply Newton‟s 3rd law of motion and identify the action-reaction forces in various situations
14.09.5 State Newton‟s Law of Universal Gravitation
14.09.6 Recognize that momentum is conserved in collisions
2.09.1 Identify types of relationships between different types of variables
2.09.2 When analyzing data, demonstrate mathematical concepts using basic algebra and descriptive
statistics (mean, median, mode and range) to solve problems
2.09.3 Demonstrate use of rulers, scales, and graduated cylinders
2.09.4 Apply concepts of measurement (e.g. conversion factors, nomenclature of SI metric system)
4.9.1 Use context (e.g. the overall meaning of a sentence, paragraph, or test; a word‟s position or function in
a sentence) as a clue to the meaning of a word or phrase
Session 6
16.09.1
16.09.2
16.09.3
15.09.1
Relate temperature to the average kinetic energies of atoms and molecules
Explain heat as the energy transferred between objects at different temperatures
Interpret phase change diagram of water in terms of atomic/molecular bond changes
Define kinetic and potential energy
13
15.09.2 State the law of conservation of energy
4.9.2 Define common key symbols, prefixes, suffixes, Latin and Greek roots to decode unfamiliar words and
phrases
4.9.5 Select a system of organization to sequence ideas, concepts, and information to make important
connections and distinctions
14
Foundations of Scripture, Foundations of Catholic
Christianity
Course Description:
(1) Foundations of Scripture and (2) Foundations of Catholic Christianity are each semester-long
courses of a two-semester cycle that make up the freshman religion curriculum.
Foundations of Scripture
3 sessions
The purpose of this course is to give students a general knowledge and appreciation of the
Sacred Scriptures. Through their study of the Bible, they will come to encounter the Living Word of
God, Jesus Christ. The students will pay particular attention to the Gospels, where they will grow
to know and love Jesus Christ more personally. In the course, they will learn about the Bible,
authored by God through inspiration, and its value to people throughout the world.
Foundations of Catholic Christianity
3 sessions
The purpose of this course is to introduce students to the Mystery of Jesus Christ, the living Word
of God, the Second Person of the Blessed Trinity. In this course, students will understand that Jesus
Christ is the ultimate Revelation to us from God. In learning about who He is, the students will also
learn who He calls them to be. The students will also understand foundational concepts about the
Bible, the Paschal Mystery, the Sacraments, Tradition and morality.
Course Materials: The Bible
Standards by Session:
Session 1
1.9.1 Knowing self /purpose /gifts (why are you here?)
1.9.3 Able to assess prayer life.
1.9.4 Knowing religious background/faith community
3.9.1 Formulate an argument
3.9.2 Recognize another person‟s expressed argument
3.9.3 Respectfully express one‟s own opinion
3.9.4 Listen open mindedly with no interruption
4.9.1 (ENG) Adapt speech to a variety of contexts.
6.9.2 (ENG) Create an outline to organize ideas, concepts and information
4.9.3 (ENG) Come to discussions prepared, having read and researched material under study
Session 2
2.9.1 Locate a particular scripture passage
2.9. 2 Explain the literal and historical meaning(context) behind a scripture passage
2.9.3 Identify a biblical theme
I.9.2
Identify how God is revealed in many ways.
I.9.3
Define Divine Inspiration
I.9.4
Explain how the Bible came to be
I.9.11 Identify the parts of the Old Testament.
II.9.1 Define how Revelation is God‟s gift of Himself.
Session 3
2.9.1 Locate a particular scripture passage
2.9. 2 Explain the literal and historical meaning(context) behind a scripture passage
15
2.9.3
I.9.1
I.9.2
I.9.4
I.9.11
I.9.12
I.9.13
I.9.14
I.9.15
I.9.16
II.9.2
Identify a biblical theme
Explain the thirst and desire for God
Identify how God is revealed in many ways.
Explain how the Bible came to be
Identify the parts of the Old Testament.
Identify the parts of the New Testament
Explain how the Gospels occupy the central place in Scripture.
Identify the three stages in the formation of the Gospels
Define the Synoptic Gospels: Matthew, Mark, and Luke.
Compare and contrast the Gospel of John with the Synoptic Gospels.
Define how Faith is the response to God‟s self-Revelation.
Session 4
II.9.3
Explain how Jesus Christ is Son of God from all eternity and Son of Mary from the moment of the
Incarnation.
II.9.4 Explain the Revelation of Jesus about God (Jn 14:9).
II.9.5 Identify the Three Divine Persons of the Trinity.
I.9.6
Explain how Jesus Christ is fully God and fully man.
II.9.7 Summarize how Jesus embodies what has been revealed in and through creation.
II.9.8 Explain how Christ redeems us and gives us his grace so that we can choose the good according to
God‟s will and resist sin and its effects.
II.9.9 Explain how Jesus Christ reveals the Father to us, who we are, and our call to holiness.
II.9.10 Explain how Jesus also tells us of the goal in this life and of the end of life.
Session 5
1.9.1 Knowing self /purpose /gifts (why are you here?)
1.9.2 Articulate the concept and types of vocation.
2.9.4 Identify the major teachings found in a Catholic creed
2.9.5 Define major Church teachings
I.9.5
Define how Sacred Scripture exists in the life of the Church
I.9.6
Know that Authentic interpretation of the Bible is the
responsibility of the teaching office of the Church.
I.9.7
List criteria for interpreting the Sacred Scripture.
II.9.9 Explain how Jesus Christ reveals the Father to us, who we are, and our call to holiness.
Session 6
ENG 5.9.1 Conduct an inquiry-based research process that responds to a teacher generated question
ENG 5.9.2 Use information from multiple sources (print and electronic media) to complete the
research process to provide support or verification
ENG 6.9.1 Create a thesis that introduces a topic and claim with teacher direction
ENG 6.9.2 Create an outline to organize ideas, concepts and information
ENG 6.9.3 Create topic sentences that tie information to thesis
ENG 6.9.4 Develop each paragraph with facts, extended definitions, concrete details, quotation,
paraphrase or other information and examples
ENG 6.9.5 Connect evidence to topic sentences with commentary
ENG 6.9.6 Use transitions to link the major sections of the text to create cohesion
ENG 6.9.10 Develop and strengthen writing as needed by revising and editing in response to
teacher or peer feedback
ENG 8.9.9 Identify the argument and specific claims in a text, assessing whether the reasoning is valid
and the evidence is relevant and sufficient
ENG 8.9.10 Identify bias in informational texts
16
PE/HEALTH
Course Description:
6 sessions
Physical Education is designed for students to develop physical skills and improve strength and
coordination while participating in various sports, activities and other fitness. Some of these
include basketball, volleyball, soccer and track and field. The health portion of this course meets
once per week and is designed to promote personal, family, and community health. The course
offers students educational opportunities that promote healthy, lifelong lifestyle decisions.
Course Materials: a variety of texts and assorted materials
Standards by Session:
Health, Session 1
1.9.1: Describe why sleep is important in overall health.
1.9.2: Discuss the effects of sleep deprivation, including affects on memory.
1.9.3: State how much sleep an individual needs and why, including differences for people of different ages.
Health, Session 2
2.9.1: Track and analyze individual nutrition, create personal “myplate” based on results, and describe ways
to improve personal nutrition, where needed.
2.9.2: List different types of nutrients, what each does in maintaining overall health and how much of each is
generally required on a daily basis.
2.9.3: Analyze different parts of a food label.
2.9.4: Describe long-term consequences of poor nutrition, including obesity, diabetes and heart disease.
Health, Session 3
3.9.1: Analyze individual responsibility in maintaining sexual health.
3.9.2 List various sexual diseases, infections and viruses and discuss ways to prevent them.
3.9.3: Identify the major structures in the male and female reproductive systems, and their roles.
3.9.4: Describe how pregnancy occurs.
Health, Session 4
4.9.1: Identify various drugs as stimulants, hallucinogens or depressants and the characteristics of each type.
4.9.2: Describe the physical and psychological effects of various drugs on the human body, particularly the
nervous system.
4.9.3: Define abuse and addiction and analyze this and other long-term consequences of drug use.
Health, Session 5
5.9.1: Discuss what to do in various emergency situations that would require First Aid.
5.9.2: Define AED, state when it would be used, and describe the general technique.
5.9.3: Define CPR and the Heimlich and describe the general technique.
17
Health, Session 6
6.9.1: Analyze the effect of the media, technology and information in a community can impact personal,
family and community health.
6.9.2: Be aware of various services and facilities in the community to assist with the maintenance of individual,
family and overall physical and emotional health.
PE Standards, Assessed Each Session:
1.9.1 SWBAT complete warm ups X times/session, increasing their heart rate each time.
1.9.2
SWBAT complete new skill performances X times/session, increasing their heart rate each time.
1.9.3 SWBAT practice and reinforce new skills independently X times/session, increasing their
heart rate each time.
1.9.4 SWBAT track physical performance and progress over time.
Students must also be able to demonstrate improved performance on one specific physical activity per session
(for example, Session 1: push-ups, Session 2: mile time, Session 3: sit-ups, etc.)
18
PRINCIPLES OF ENGLISH AND MATH
Course Description:
6 sessions
This course is designed to boost freshman achievement in the areas of English and Math. The math
portion of the course focuses on increasing speed and accuracy of basic computation skills as well
as to reinforce pre-algebra skills and some concepts currently taught in Algebra or Geometry.
This will help to better prepare them for future math and science classes as well as standardized
tests in which speed and accuracy is important. The English portion of the course focuses primarily
on grammar, reading comprehension and summarizing texts. Students have the math portion twice
each week and the English portion twice each week on a rotational basis.
Course Materials:
Mainly overlaps with English Composition and Algebra I courses
Principles of Math Standards by Session
Session 1:
1.09.3 Identify and apply properties of real numbers
1.09.4 Simplifying expressions using order of operations with and without calculator
Units and measurements, converting
Session 2:
1.09.1 Add, subtract, multiply and divide integers
1.09.2 Add, subtract, multiply and divide fractions
1.09.5 Represent rational numbers in different ways
1.09.6 Compare and order rational and irrational numbers
1.09.7 Calculate and use absolute value
Session 3:
1.09.10 Express numbers in scientific notation
1.09.11 Perform operations with radical expressions
2.09.7 Simplify expressions using properties of integral exponents
Session 5:
4.09.1 Use mathematical symbols and variables to express a constant or linear relationship between
quantities
4.09.2 Recognize which type of expression best fits the context of a basic application (for example: linear
equations to solve distance/time problems, direct proportion problems
2.09.9 Solve problems involving percentages
4.09.3 Recognize and apply appropriate formulas
4.09.4 Solve word problems that utilize linear functions
Session 6:
2.10.2 Find unknown quantities of geometric figures using algebra
2.09.2 Solve multi-step single variable equations and inequalities
5.09.2 Verify a solution algebraically and graphically
Principles of English Standards by Session
Session 1:
1.9.2a Identify and correct run-on and fragment sentences (parts of speech)
19
Session 2:
8.9.3 Identify the central idea of a text
8.9.4 Summarize a grade level text
1.9.4 Identify various types of clauses (e.g. independent, dependent): types of sentences (compound,
complex, compound-complex)
Session 3:
8.9.9 Identify the argument and specific claims in a text, assessing whether the reasoning is valid and the
evidence is relevant and sufficient
8.9.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from text
2.9.3c Use capitalization, quotation marks, (parentheses, ellipses, and brackets) correctly
Session 4:
8.9.2 Explain how to interpret charts and graphs
2.9.1 Appropriately punctuate items in a series
1.9.3 Identify various types of phrases (e.g. noun, verb, adjective, adverb)
Session 5:
1.9.5a Construct sentences with correct subject-verb and verb tense agreement
8.9.7 Identify an author‟s perspective or purpose in a text
8.9.10 Identify bias in informational texts
Session 6:
2.9.3c Use capitalization, quotation marks (parentheses, ellipses, and brackets) correctly
20
Hire4Ed
Cristo Rey‟s Hire4Ed work-study program provides students with real-world work experience.
Students work five full days per month. They are transported to and from work each day, and
work standard daily business hours. Each student is pre-trained in effective communication and
professional business skills by Dale Carnegie© trainers. The training prepares students to perform
such tasks as filing, copying, faxing, delivering interoffice mail, assembling information packets,
very basic data entry, reception, and general "go-for" duties.
In addition to academic coursework, all students are assessed at the work place on 12 standards
each session.
Hire4Ed Standards:
1. Attendance and Punctuality
2. Workplace Skills and Terms
3. Attitude and Motivation
4. Productivity and Time Management
5. Workplace Adaptability
6. Initiative and Self-Direction
7. Workplace Understanding
8. Ethical Conduct
9. Self Presentation
10. Precision and Accuracy
11. Teamwork and Collaboration
12. Persistence in New Tasks
Hire4Ed Workplace Behaviors
1. Student Engagement
2. Organization
3. Precision and Accuracy
21
CAMPUS MINISTRY
Description:
Campus Ministry aims to promote the spiritual growth of students and to create a spiritual community in the
school. The goal is to promote this growth and environment while respecting and encouraging the various
rich religious and spiritual backgrounds from which our students come. Campus Ministry and the Religious
Studies Faculty work together to provide monthly worship Services. The majority of these liturgical services
take place in the form of Roman Catholic Mass, but CRJHS-TC also invites outside religious leaders from
other faiths to facilitate a prayerful gathering. Campus Ministry also facilitates retreat days once a year
for each grade level and staff. Retreats are an important part of promoting the spiritual growth of
students, faculty, and staff. These retreats may be held off-campus, on weekends, or over-night. Finally,
the Campus Ministry staff collaborates with the Assistant Principal, staff, faculty, and students to organize
a variety of service learning opportunities
Requirements:
-All students are required to participate in retreats.
-Students are required to complete 20 hours of service learning for every year of attendance at CRJHSTC for a total of 80 hours by graduation. Graduation from CRJHS-TC is contingent on fulfilling all
academic, Hire4Ed, retreat, and service learning requirements. Parents and/or guardians are able to
support Cristo Rey students by contributing up to 10 hours of service at the school. Service hours may be
completed outside of CRJHS-TC. Please contact the Campus Minister (612-545-9719) to inquire about
service hour opportunities or to verify completed service hours outside of CRJHS-TC.
16 Hours UST Service Learning Project
22
COLLEGE COUNSELING
Description:
The College Counseling Office is the key resource for students to understand the opportunities that
are available after graduation from Cristo Rey. Although College Counseling is not a course that
is graded and calculated into the GPA, students must still meet requirements in this department at
each grade level.
GRADE 9: EXPLORING COLLEGE I
Students in Grade 9 will begin exploring college in the following ways:
 comparing price levels associated with different types of colleges (2-year, 4-year, public,
private, for-profit);
 understanding how GPA is calculated;
 creating an accurate record of extracurricular activities, work-study experiences and any
awards.
To help make informed college choices in the future, students will:
 register for an account on Naviance Family Connection by November;
 attend at least one alumni presentation about colleges by February;
 complete a Career Interest Inventory and discuss the results with his/her counselor by June,
and
 attend at least one local college campus visit.
23
SOPHOMORE YEAR
COURSES
WORLD LITERATURE
Course Description:
Tenth grade English students continue to strengthen and further develop fundamental concepts
and processes that were introduced in ninth grade. Students will be exposed to a variety of
authors from various literary traditions. Tenth grade students will practice increasingly
sophisticated reading, writing, and analytical strategies. Using narrative and expository texts,
students will broaden their understanding of viewpoints beyond their own. Students are expected
to apply strategies for developing vocabulary, using appropriate Standard English, and thinking
critically while engaged in the writing process, research process, and communication skills. This
course will be taught in the historical and social context of selected literature in order to further
students‟ understanding of themselves, their community, and the world.
Course Materials: Gilgamesh, Persepolis, Kite Runner, Othello
Standards by Session:
Session 1
1.10.2 Consistently avoid run-on sentences and sentence fragments.
7.10.4 Summarize a grade level text (Literature & Info Text)
&8.10.4
9.10.2 Independently generate writing ideas though pre-writing strategies (e. g. webs, trees, lists, free writing,
brainstorming, questions, loops, and other graphic organizers)
9.10.5 Develop an effective thesis for a piece of writing
1.9.7 Identify and use the appropriate word in frequently confused pairs.
Session 2
3.10.2 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g. analyze, analysis, analytical, advocate, advocacy)
7.10.5a Analyze the elements of a story and how they inform the reader to understand the author‟s purpose
8.10.5b Analyze how the ideas are introduced and developed and the connections that are drawn between
them
9.10.6 Support a thesis with relevant, specific, varied and accurate information and provide commentary to
explain and connect evidence to the thesis
2.10.1 Use apostrophes to indicate simple possessive nouns and to show possession with irregular plural nouns
1.10.5a Compose sentences with correct subject-verb agreement when an interrupting phrase or clause suggests
a different number for the verb
1.10.1 Use parallel structure in writing
3.10.2 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g. analyze, analysis, analytical, advocate, advocacy)
9.10.8 Construct an introduction that engages the audience and helps introduce the thesis, and write a
conclusion that provides a clear ending and reinforces the thesis
9.10.5 Develop an effective thesis for a piece of writing
9.10.2 Independently generate writing ideas though pre-writing strategies (e. g. webs, trees, lists, free writing,
brainstorming, questions, loops, and other graphic organizers)
1.9.7 Identify and use the appropriate word in frequently confused pairs.
24
1.10.2 Consistently avoid run-on sentences and sentence fragments.
Session 3
3.10.2 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g. analyze, analysis, analytical, advocate, advocacy)
2.10.2 Use commas correctly for introductory phrases or clauses and correct errors in own writing
2.10.5a Use a semicolon and/or conjunctive adverb (e.g. however, therefore) to link two or more closely
related independent clauses
9.10.5 Develop an effective thesis for a piece of writing
9.10.2 Independently generate writing ideas though pre-writing strategies (e. g. webs, trees, lists, free writing,
brainstorming, questions, loops, and other graphic organizers)
9.10.6 Support a thesis with relevant, specific, varied and accurate information and provide commentary to
explain and connect evidence to the thesis
3.10.6 Determine the nuances in the meaning of words with similar denotations/informal tone
7.10.6a Analyze how complex characters (e.g. with multiple or conflicting motivations) develop over
the course of a text & interact with other char.
7.10.6b Analyze how complex characters advance the plot /develop the theme
7.10.7 Determine how the meaning of words and phrases used in context impact the meaning & tone (e.g.
how language evokes a sense of time & place; sets formal
8.10.6 Determine how the meaning of words and phrases used in context impact the meaning and tone (e.g.
how the language of a court opinion differs from that of a newspaper)
9.10.7 Arrange paragraphs in a coherent and logical order with sentence transitions
9.10.8 Construct an introduction that engages the audience and helps introduce the thesis, and write a
conclusion that provides a clear ending and reinforces the thesis
10.10.1 Choose language to create precise meaning
1.9.7 Identify and use the appropriate word in frequently confused pairs.
1.10.2 Consistently avoid run-on sentences and sentence fragments.
Session 4
9.10.5 Develop an effective thesis for a piece of writing
1.9.7 Identify and use the appropriate word in frequently confused pairs.
1.10.2 Consistently avoid run-on sentences and sentence fragments.
9.10.2 Independently generate writing ideas though pre-writing strategies (e. g. webs, trees, lists, free writing,
brainstorming, questions, loops, and other graphic organizers)
9.10.6 Support a thesis with relevant, specific, varied and accurate information and provide commentary to
explain and connect evidence to the thesis
9.10.7 Arrange paragraphs in a coherent and logical order with sentence transitions
9.10.8 Construct an introduction that engages the audience and helps introduce the thesis, and write a
conclusion that provides a clear ending and reinforces the thesis
3.10.2 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g. analyze, analysis, analytical, advocate, advocacy)
2.10.4 Use sentence-combining techniques, effectively avoiding problematic comma splices, run-on sentences,
and sentence fragments, especially in sentences containing subjects or verbs
3.10.1 Use context (e.g. the overall meaning of a sentence, paragraph, or test; a word‟s position or function in
a sentence) as a clue to the meaning of a word or phrase
3.10.3 Interpret figures of speech(simile, metaphor, symbolism, imagery, personification, allusion) in context
1.10.2 Consistently avoid run-on sentences and sentence fragments.
6.10.9 Compose a concluding statement or section that flows from and supports the thesis and claims (e.g.
articulating implications or the significance of the topic)
Session 5
1.9.7 Identify and use the appropriate word in frequently confused pairs.
1.10.2 Consistently avoid run-on sentences and sentence fragments.
9.10.2 Independently generate writing ideas though pre-writing strategies (e. g. webs, trees, lists, free writing,
brainstorming, questions, loops, and other graphic organizers)
25
6.10.9 Compose a concluding statement or section that flows from and supports the thesis and claims (e.g.
articulating implications or the significance of the topic)
9.10.5 Develop an effective thesis for a piece of writing
9.10.6 Support a thesis with relevant, specific, varied and accurate information and provide commentary to
explain and connect evidence to the thesis
9.10.7 Arrange paragraphs in a coherent and logical order with sentence transitions
9.10.8 Construct an introduction that engages the audience and helps introduce the thesis, and write a
conclusion that provides a clear ending and reinforces the thesis
1.10.5b Use correct pronoun antecedent agreement and correct ambiguous pronoun references
6.10.6 Use transitions and sentence structures to link the major sections of the text to create cohesion
3.10.2 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g. analyze, analysis, analytical, advocate, advocacy)
3.10.3 Interpret figures of speech(simile, metaphor, symbolism, imagery, personification, allusion) in context
7.10.3 Analyze in detail a theme over the course of the text including how it emerges and is shaped and
refined by certain details
7.10.6b Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop the
theme
1.10.3b Identify various types of phrases (e.g. adjectival, adverbial, participial?, absolute?)
Session 6
9.10.7 Arrange paragraphs in a coherent and logical order with sentence transitions
1.10.2 Consistently avoid run-on sentences and sentence fragments.
6.10.9 Compose a concluding statement or section that flows from and supports the thesis and claims (e.g.
articulating implications or the significance of the topic)
9.10.6 Support a thesis with relevant, specific, varied and accurate information and provide commentary to
explain and connect evidence to the thesis
9.10.8 Construct an introduction that engages the audience and helps introduce the thesis, and write a
conclusion that provides a clear ending and reinforces the thesis
3.10.2 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g. analyze, analysis, analytical, advocate, advocacy)
1.10.3b Identify various types of phrases (e.g. adjectival, adverbial, participial?, absolute?)
2.10.3b Use commas to set off adjectival/adverbial clauses and phrases and correct errors in own
writing
6.10.7 Use precise language and domain-specific vocabulary in context
1.10.3a Identify various types of phrases (e.g. adjectival, adverbial, participial, prepositional, absolute)
26
GEOMETRY
Course Description:
Geometry students will be able to use visualization, spatial reasoning, and geometric modeling to solve
problems. Students will discover geometry through an algebraic lens. This course will empower students
to become effective oral and written communicators through the use of logical reasoning. The application
of analysis and logical reasoning skills extend beyond geometry. These skills will enable students to be
successful in forming an argument and justifying it with evidence, all of which can be transferred to other
high school and college courses.
Course Materials: McDougal Little Geometry © 2007.
Standards by Session:
Session 1
2.10.2 Find unknown quantities of geometric figures using algebra
3.10.1a Use the midpoint formula to find the midpoint of segments on the coordinate plane
3.10.1b Use the distance formula to calculate the length of segments
3.10.3 Calculate the length of segments
10.10.2 Identify properties of basic geometric figures
4.10.1 Apply definitions, postulate, and theorems about congruent segments and segment addition to find
unknown length
Session 2
5.10.1 Use laws of deductive reasoning (Detachment and Syllogism) to draw conclusions and to conduct a two
column proof
6.10.1 Use compass, ruler, protractor, to find measure of perimeter, circumference, and area of common
geometric figures
10.9.1 Calculate area and perimeter/circumference of basic figures
10.10.6 Apply definitions and theorems about special segments (medians, altitudes, angle bisectors and
perpendicular bisectors) to find missing segment and angle measurements in triangles
4.10.2 Apply definitions, postulate, and theorems about congruent, complementary and supplementary angles
4.10.3 Apply definitions, postulates, and theorems about angles formed by perpendicular lines and when
parallel lines are cut by a transversal to find unknown angle measures
5.10.5 Write simple proofs of theorems
Session 3
4.10.3 Apply definitions, postulates, and theorems about angles formed by perp. lines and when parallel lines
are cut by a transversal to find unknown measures
2.10.1 Find linear equations that represent lines either perpendicular or parallel to a given line and thru a
point
3.10.2 Explain the relationship between various representations of a line and their slopes
4.10.4 Solve simple triangle problems using the triangle angle sum property and/or the Pythagorean
theorem
4.10.1 Apply definitions, postulate, and theorems about congruent segments and segment addition to find
unknown length
5.10.3 Write a 2 column proof justifying a conclusion about congruent triangles or their corresponding parts
(CPCTC)
Session 4
10.10.4 Classify triangles and quadrilaterals based on definitions
10.10.5 Apply congruence and similarity correspondences and properties of the figures to find missing parts of
geometric figures and provide logical justification
10.10.6 Apply def and theorems about special segments (medians, alt., angle/perpendicular bisectors) to find
missing segments and angle measurements in triangles
27
10.10.7 Apply the triangle inequality and other inequalities associated with triangles (the longest side is
opposite the greatest angle) to prove theorems and solve problems
5.10.6 Identify conditions (SAS, SSS, ASA, AAS, HL) in order to prove the congruence of triangles [L2 – identify
conditions (AA~, SSS~, SAS~) in order to prove the similarity of triangles)
10.10.10 determine interior and exterior angle measures for regular polygons
10.10.11 Apply properties of angles, parallel lines, arcs, radii, chords, tan/sec in circles to solve problems
Session 5
5.10.4 Apply post/theorem to identify special quads (including quads on the coordinate plane) use them to
write a 2 column proof and justify conclusions
10.10.1 Calculate surface area and volume of 3D figures
4.10.6 Find and use measures of lateral/surface areas, and vol. of prisms, pyramids, spheres, cylinders and
cones
10.10.3 Identify and use parts of a circle
10.10.8 Apply theorems about the arcs determined by the rays of angles formed by 2 lines intersecting in a
circle
10.10.9 Apply properties of quadrilaterals (sides, angles, diagonals); identify their special segments (alt, midsegment)
Session 6
3.10.4 Draw and interpret the results of transformations and compositions of transformations in the coordinate
plane, including reflections translations, rotations and dilations
3.10.5 Recognize and identify corresponding parts of congruent and similar figures after transformation
4.10.5 Apply right triangle trig to real life applications
8.10.1 Apply special right triangle properties and the Pythagorean theorem to solve congruent and similar
triangle problems
8.10.2 Use the properties of special triangles (isosceles, equilateral, 30-60-90, 45-45-90) to solve problems
8.10.3 Apply trigonometric ratios to solve problems involving angles of elevation and depression
*For those Sophomores who take Algebra 2, see p. 49 for the general course sequence.
28
BIOLOGY
Course Description:
6 sessions
Biology is a laboratory-based course that incorporates aspects of inquiry, cooperative learning
and independent research through a deeper understanding of living systems. A diverse range of
topics will be covered including scientific method, scientific applications of mathematics, science
and society, communicating in science, interdependence of living and nonliving systems, physical
and chemical properties of matter, atomic structure and bonding, chemical reactions and
equations, energy, structure and function of cells, biochemical pathways, Mendelian and molecular
genetics, and evolution. This course is designed for students who have been exposed to a oneyear long science course.
Course Materials: Holt Biology © 2008
Standards by Session:
Session 1
3.10.1 Describe ways in which science and society influence each other (past, present, and in the future)
3.10.2 Explain the relationships of different types of scientific disciplines and their respective technological
applications
4.10.5 Select a few systems of organization to sequence ideas, concepts, and information to make
important connections and distinctions
4.10.6 Use evidence in a text to support a scientific argument
4.10.7 Identify the central ideas or conclusions of a text; provide an accurate objective summary of the text
distinct from prior knowledge or opinions
Session 2
6.10.1 Describe and explain the implications of Cell Theory on living organisms
6.10.3 Compare and contrast different types of cells (prokaryotic, eukaryotic cells, plant, animal)
6.10.5 Identify and describe the function of distinct cell structures (e.g. membranes, cytoskeleton, organelles)
6.10.4 Compare and contrast different mechanisms of substance transport into and out of cells (e.g. diffusion,
osmosis, passive and active transport)
1.10.1 Formulate testable questions based on simple observations
1.10.2 Formulate hypothesis from a testable question and/or observations
1.10.2a Identify the dependent/responding, independent/manipulated & controlled variables
1.10.3 Carry out a complex experiment (multiple tasks and/or variables) by following the procedure
1.10.4 Collect, organize, display, and analyze data
1.10.5 Interpret and report results of a scientific investigation either in writing or orally
1.10.6 Write an informal lab report that includes at least five of the components of a formal lab report
2.10.1 Use patterns and trends to predict, and describe phenomenon
2.10.2 Apply mathematical concepts to the analysis of data using basic algebra and descriptive statistics
(mean, median, mode) to solve problems
2.10.3 Demonstrate use of scales, graduated cylinders, balances etc. and demonstrate basic metric conversions
3.10.4 Recognize the importance of peer review in scientific knowledge
4.10.8 Follow precisely a simple procedure when carrying out experiments, taking measurements, or
performing technical tasks, attending to special cases or exceptions defined in the text
4.10.4 Use digital media (e.g. textual, graphical, interactive, etc.) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest
29
Session 3
8.10.1 Describe and predict the inheritance of traits using Mendelian genetic principles
8.10.2 Explain the relationship between meiotic cell division and Mendelian genetic principles
(including crossing over, random assortment, and gene mapping)
8.10.3 Compare and contrast meiotic and mitotic cell division
8.10.4 Describe the structure of DNA and RNA
8.10.4a Apply principles of transcription and translation to protein synthesis
8.10.4b Describe the process of DNA replication
3.10.3 Explain the ethical considerations in the development of science and technology
6.10.6 Describe the functions of the human body system and identify the major organs in each
6.10.7 Discuss how at least two human body systems are interdependent and function together to
carry out an essential life process
4.10.1 Use context (e.g. the overall meaning of a sentence, paragraph, or test; a word‟s position or
function in a sentence) as a clue to the meaning of a word or phrase
4.10.3 Accurately use general academic words and phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level
4.10.2 Define common key symbols, prefixes, suffixes, Latin and Greek roots to decode unfamiliar
words and phrases
Session 4
9.10.1 Explain how natural selection (variation, inheritance, competition, survival) is one form of
evolution
9.10.2 Explain how other evolutionary mechanisms (non-random mating, co-evolution, mutations) can account
for evolutionary changes in life forms
9.10.3 Explain and provide examples for various types of evidence that supports evolution (for
example: fossil, molecular, bio-geographic, embryological, observational)
9.10.4 Analyze the degree of relatedness among various species using taxonomic principles (cladistics,
phylogeny, morphology and DNA analysis)
Session 5
5.10.1 Diagram and describe the importance of the following biogeochemical cycles in an ecosystem:
water, carbon, nitrogen
5.10.2 Describe the levels of organization of living things from cells, through tissues, organs, organ
systems, organisms, populations and communities to ecosystems
5.10.3 Explain human effects on environment and resources specifically with regards to conservation
4.10.9 Gather information for short research projects from multiple relevant print and digital sources
assessing strengths and limitations of each source
4.10.10 Use information for writing an organized and supported research project that avoids plagiarism
and the overreliance on any one source and follows a standard format for citation
7.10.1 Describe photosynthesis as a chemical process
7.10.2 Compare and contrast anaerobic and aerobic respiration in terms of ATP production
7.10.2a Describe the function of ATP in cells
7.10.3 Describe the general structure and function of enzymes
6.10.2 Describe and explain the structure and function of the four main types of organic molecules in living
cells (carbs, lipids, proteins, nucleic acids)
10.10.1 Review the different classifications of matter such as atoms, molecules, compounds, substances
and mixtures
10.10.2 Explain the unique physical and chemical properties of atoms, molecules, and ions in a range of
states
10.10.3 Identify and contrast the states of matter (solid, liquid, gas, plasma) based on molecular
arrangements
10.10.4 Explain the properties of acidic, basic, and neutral solutions
12.10.1 Describe and model the structure of an atom including positions, relative sizes and electrical
forces of subatomic particles
30
Session 6
11.10.1 Explain and use the periodic table in terms of atomic #, atomic mass, element symbols and
energy levels and valence electrons
15.10.1 State the law of conservation of energy and identify in various situations how energy transfers
from one form to another
31
Mission of Christ, Mission of His Church
Course Description:
(1) Mission of the Christ and (2) Mission of His Church are each semester-long courses of a twosemester cycle that make up the sophomore religion curriculum.
Mission of Christ
3 sessions
The purpose of this course is to help students understand all that God has done for us through His
Son Jesus Christ. Students will learn of God‟s eternal plan for humans to share eternal happiness
with Him in Redemption through Jesus Christ. They will also be introduced to what a life of
discipleship of Christ entails.
Mission of the Church
3 sessions
The purpose of this course is to continue to encounter Christ in and through the Church. Students
will discover how the Church was founded by Christ through the Apostles and is sustained by the
Holy Spirit. The students will come to know the Church as the living Body of Christ that is both
human and divine. The focus of this course will be about the sacred nature of the Church as
established through the redemptive work of Christ.
Course Materials: The Bible (New American Translation), The Catholic Faith Handbook, Assorted
Handouts
Standards by Session for Mission of Christ:
First Session
III.10.1 Analyze the Creation of the World and our first Parents
III.10.2 Discuss the Fall from grace and consequential original Sin
III.10.3 Analyze the first prophecy of the Messiah, God‟s promise to redeem the
World
2.10.1 Locate a particular scripture passage and identify which section of the Bible it comes from
2.10.2 Explain the literal, historical, and allegorical meanings behind a scripture passage.
2.10.6 Identify products of the media with religious bias
3.10.1 Formulate an argument and seek support for it
Second Session
III.10.6 Outline the Baptism of Jesus and Jesus‟ triple temptation
III.10.7 Outline the miracle at the wedding of Cana
III.10.8 Compare the announcement of the Kingdom through parables and miracles
III.10.9 Outline the Transfiguration at Mount Tabor
III.10.10 Explain how Jesus institutes the Sacrament of the Eucharist
III.10.18 Develop intimacy and communion with Jesus Christ through prayer as an essential aspect in the life of
a believer or disciple
III.10.23 Articulate how the Lord‟s Prayer forms a basis for the Church‟s understanding of the value of prayer
III.10.11 Evaluate the Passion and Death of Jesus
III.10.12 Articulate the significance of the Resurrection of Jesus and how redemption accomplished the promise
fulfilled
III.10.13 Explain the Ascension and glorification of Jesus culminating in the sending the Holy Spirit at
Pentecost
III.10.14 Analyze how Christ was put to death for our sins and raised for our justification
III.10.17 Examine how God calls every individual to a vital relationship with him experienced in prayer
32
1.10.8 Apply Moral teaching of scripture to a specific personal situation
2.10.1 Locate a particular scripture passage and identify which section of the Bible it comes from
2.10.2 Explain the literal, historical, and allegorical meanings behind a scripture passage.
2.10.3 Identify and compare multiple biblical themes
3.10.1 Formulate an argument and seek support for it
Third Session
III.10.22 Give examples of how prayer requires effort
III.10.15 Explain our universal call to holiness of life
III.10.16 Demonstrate what it means to live as a disciple of Jesus
III.10.18 Develop intimacy and communion with Jesus Christ through prayer as an essential aspect in the life of
a believer or disciple
III.10.20 Express how prayer can be vocal, meditative, or contemplative
III.10.21 Identify the forms of prayer as blessing, adoration, petition, intercession, thanksgiving, and praise
1.10.1 Explain Jesus‟ call to use one‟s gifts and talents
2.10.6 Identify products of the media with religious bias and influence
2.10.7 Identify current events for religious bias and influence
3.10.2 Recognize and summarize another person‟s expressed argument
3.10.3 Respectfully express one‟s own opinion and fairly represent another person‟ s opinion, even if it
opposes one‟s own
3.10.4 Listen open mindedly with no interruption and critically analyze on a non-biased level
1.10.7 Interrelate the saints/holy figures with the culture that shaped them
1.10.3 Assess prayer life and express a prayer
3.10.1 Formulate an argument and seek support for it
3.10.2 Recognize and summarize another person‟s expressed argument
Standards by Session for Mission of Christ’s Church:
First Session
IV.10.1 Describe the origin, foundation, and manifestation of the Church.
IV.10.2 Illustrate the descent of the Holy Spirit.
IV.10.3 Enumerate how the Holy Spirit is present in the entire Church
IV.10.4 Articulate how the Holy Spirit inspires the Apostles‟ mission
IV.10.5 Outline the handing down of the teachings of Jesus
IV.10.6 Analyze the role of the Apostles in the early Church
1.10.8 Apply moral teaching of scripture to specific personal situation.
2.10.4 Identify the major teachings and historical context of a Catholic creed.
2.10.5: Define and compare major Church teachings.
2.10.7 Identify current events for religious bias and influence
IV.10.11 Explain how Christ founded the Church with a divine purpose and mission.
IV.10.12 Describe the Church‟s mission of evangelization.
Second Session
IV.10.7 Compare images of the Church in the Old and New Testaments
IV.10.8 Compare images of the Church rooted in Scripture and developed in Tradition
IV.10.9 Differentiate between the four marks of the Church: one, holy, catholic, and apostolic.
IV.10.10 Understand how the Church is a sign and instrument of communion with God and unity of the
human race.
IV.10.13 Identify and sequence the hierarchical communal structure of the Church
IV.10.14 Define Magisterium, the teaching office in the Church
IV.10.15 Explain the sanctifying office of the Church
IV.10.16 Explain the governing office of the Church
1.10.5 Explain/Identify how the charism is exemplified in the school.
3.10.
Respectfully express one‟s own opinion and fairly represent another person‟s opinion, even if it
opposes one‟s own
33
Third Session
IV.10.17 Articulate how belonging to the Church is essential.
IV.10.18 Illustrate how Jesus Christ enriches us through the Church.
IV.10.19 Examine the Church at prayer.
IV.10.20 Interpret how living as a member of the Church, the Body of Christ, means we live as disciples,
proclaiming the Lord Jesus‟ teaching to others.
1.10.3 Assess prayer life and express a prayer.
1.10.4 Compare personal faith to other faith communities
1.10.7 Interrelate the saints/holy figures with the culture that shaped them
2.10.6 Identify products of the media with religious bias and influence
3.10.4 Listen open mindedly with no interruption and critically analyze on a non-biased le
34
WORLD HISTORY
6 sessions
Course Description:
This course explores the rich fabric of world history from the beginnings of human society through the Age
of Exploration/Pre-Columbian America. The course has three main thrusts: learning essential historical
content, fostering the ability to think historically including identifying themes, patterns, and trends of
historical change, and finally, developing and refining essential reading, writing, speaking, and research
abilities to convey this knowledge competently. The course uses the R E S P E C T acronym as an
organizing principle, a set of seven lenses through which we will examine each historical era and make
comparisons across historical eras. R E S P E C T is an acronym which stands for the following: Religious,
Economic, Social, Political, Educational, Cultural and Technological. Each era in the World History courses is
a discrete measurement topic. There is also a benchmark representing each letter from the R E S P E C T
acronym to be taught as part of each measurement topic. The content that is part of the curriculum does
not preclude a teacher from teaching additional content or time periods.
Course Materials: Holt McDougal World History: Patterns of Interaction © 2012
Standards by Session:
Session 1 Standards:
-Identify Africa as the continent where humans originated.
-Explain the origins of early human beings.
-Trace the spread of humans throughout the world and analyze the impetus for human migration.
7.10.1 Use maps and other geographical tools to depict historical events and change
8.10.2 E-Trace the development of agriculture and evaluate its effect on the establishment of civilizations
8.10.3 S- Define the five characteristics of a civilization
8.10.7 T- Explain how technological changes affected early civilization (e.g., tools, communication,
transportation, wheels, geometry, number system, units of measure, cuneiform)
8.10.4 P- Describe how the earliest civilizations arose in Mesopotamia, organized governments and
established the world‟s first empires
8.10.1 R- Define polytheism and its role in early civilizations
8.10.5 E- Identify forms of education in Mesopotamia and explain who had access to it
8.10.6 C- Identify important art, architecture, literature, intellectual movements (Hammurabi‟s Code)
5.10.1 Identify the historical significance of an event. (The Neolithic Revolution)
Session 2 Standards:
6.10.2 Examine and make comparisons between two eras.
6.10.1 Differentiate between facts and opinions.
9.10.4 P- Compare and contrast the Zhou, Qin, and the Han dynasties ruling styles and decide what factors
lead to governmental decline (e.g., Zhou-power-shifting to nobles led to Warring States period, Qinbacklash to legalism, harsh policies led to anger and resentment, Han- corruption in the government,
soaring taxes, huge disparity between rich and poor leading to revolt)
9.10.1 R- Describe how the Mandate of Heaven helped explain the rise and decline of rulers and the
dynastic cycle
9.10.2 E- Describe the importance of the Silk Road and its impact on the spread of culture
9.10.7 T- Identify the blast furnaces that created iron, iron farming tools, and Chinese writing (Zhou) and
paper (Han) as achievements of ancient Chinese civilizations
9.10.3 S-Explain the importance of filial piety in the social culture of China
9.10.5 E- Identify forms of education in ancient China and explain who had access to it
9.10.6 C- Compare and contrast the fundamental principles of Confucian and Daoist philosophy
6.10.4 Evaluate historical decisions and actions.
6.10.5 Evaluate historical decisions and actions.
10.10.4 P- Identify the different political systems that developed in the Greek city-states (e.g., monarchy,
aristocracy, oligarchy, tyrants, democracy) and their influence on the Roman Republic and Empire)
35
10.10.2 E- Explain how Mediterranean geography and location influenced the economies of ancient Greece
and Rome
Identify the cause and effects of the Trojan and Persian wars.
Compare and contrast the city-states of Sparta and Athens.
10.10.5 E- Identify forms of education in ancient Greece and Rome and explain who had access to it
10.10.3 S- Compare and contrast the treatment of women and slaves in ancient Greece and Rome
5.10.2 Consider multiple perspectives to explain how and why people acted in a particular time period.
Session 3 Standards:
10.10.1 R- Analyze the influence of Greek mythology on Roman mythology and the transition to Christianity
10.10.6 C- Identify ways in which Romans adapted Greek culture (Philosophy, art, and architecture)
6.10.2 Examine and make comparisons between two eras.
Define arête and its role in Greek society.
Trace the events leading to the Golden Age of Greece.
10.10.7 T- Identify key achievements in Greek and Roman science and technology (heliocentric theory, Euclid‟s
geometry, development of lever, pulley, pump, domes and aqueducts)
Analyze the events that led the Roman Republic to become the Roman Empire.
Compare and contrast the Roman and American Republics.
Evaluate common elements of the Golden Age of Ancient Greece and the Pax Romana.
Describe the impetus behind gladiator games.
5.10.1 Organize historical events in proper chronological order.
6.10.2 Examine and make comparisons between two eras.
Session 4 Standards:
11.10.4 P- Identify the rulers Mansa Musa and Sunni Ali and explain the advantages and disadvantages of a
centralized government.
6.10.4 Identify cause and effect relationships.
11.10.2 E- Explain how trade was a source of power and wealth. (Examine what goods were traded and why
they were considered valuable: salt, gold, iron, copper, slaves. Also consider the cultural Exchange
and influence as a result of trading, e.g., Timbuktu)
11.10.3 S- Describe gender roles in sub-Saharan Africa
11.10.6 C- Identify oral story-telling and song-making as an integral part of African society
11.10.5 E- Identify forms of education in sub-Saharan Africa and explain who had access to it. (e.g., spread of
Islam encourages literacy, etc)
11.10.1 R- Explain how Islam spread throughout the Sahara and sub-Saharan Africa and replaced tribal
religions
Session 5 Standards:
12.10.4 P- Analyze the Church‟s structure, power, and influence in feudal European Society
12.10.2 E- Identify the guild system and medieval manor as the basic economic units of the Middle Ages
12.10.1 R- Compare and contrast Muslim and Christian justifications for the Crusades and how it led to cultural
diffusion
6.10.5 Evaluate historical decisions and actions.
5.10.2 Consider multiple perspectives to explain how and why people acted in a particular time period.
12.10.7 T- Identify the adoption of Asian technologies by medieval Europe. (e.g., Chinese compass, Chinese
stirrup, gunpowder, paper)
12.10.5 E- Identify forms of education in Medieval Europe and explain who had access to it
12.10.6 C- Identify monastic life as the focal point of intellectual activity
12.10.3 S-Summarize the roles and status of medieval women and the correlative role of masculinity and
chivalry
13.10.2 E- Identify how overseas trade spurred by the Crusades contributed to Italy‟s designation as the
birthplace of the Renaissance
13.10.4 P-Identify the Catholic Church, nobles, merchants and artisans as the ruling strata of city-states
13.10.3 S- Explain the effects of the urbanization of Europe. (e.g., guilds, social mobility, and sanitary
conditions/Plague)
36
13.10.5 E- Identify forms of education in Renaissance Europe and explain who had access to it. (e.g.,
universities)
13.10.6 C- Identify cultural contributions of the Renaissance and Scientific Revolution: humanism, literature,
art, and architecture
13.10.7 T-Identify scientific innovations contributed by the Renaissance and Scientific Revolution (e.g.,
heliocentric theory, telescope, domes, scientific method, Newton‟s laws, printing press)
13.10.1 R- Analyze the causes and effects of the Protestant Reformation.
Session 6 Standards:
6.10.3 Identify the facts and issues in a historical narrative.
5.10.2 Consider multiple perspectives to explain how and why people acted in a particular time period.
14.10.1 R- Identify evangelization as one of the major motivating factors of African and Mesoamerican
colonization by European powers
14.10.2 E- Describe how the mercantilist system encouraged exploration, conquest, and colonization. (e.g.,
capitalism, Columbian exchange)
14.10.7 T- Describe the new maritime technology that enabled Europeans to navigate more efficiently in
their conquests
14.10.6 C- Identify the rich cultural accomplishments of Mesoamerican civilizations. (e.g., Inca, Maya, Aztec,
etc.)
14.10.5 E- Identify forms of education in the European colonial system and explain who had access to it
14.10.3 S- Evaluate the social consequences of the Middle Passage, slave trade, and colonization of the Native
American peoples
14.10.4 P- Compare and contrast European imperialism in Africa and Mesoamerica
6.10.2 Examine and make comparisons between two eras.
6.10.5 Evaluate historical decisions and actions.
6.10.3 Identify the facts and issues in a historical narrative.
5.10.1 Organize historical events in proper chronological order.
37
SPANISH FOR BEGINNER’S 1
Course Description:
6 sessions
This course is intended for students who are not heritage Spanish speakers. Students taking this
class will learn introductory vocabulary, grammar and sentence structure, and will practice
reading, writing, speaking and listening in Spanish.
Course Materials: McDougal Littell Avancemos! © 2007
Standards by Session:
Session 1
5.1.2 Respond appropriately to simple oral commands and questions
4.1.6 Pronounce words and short phrases adequately for understanding (letters of the alphabet, greetings)
3.1.6 Use common greetings and farewells; basic introductions
2.1.3 Spell vocabulary correctly including accent marks
3.1.4 Recognize and apply basic items found in the classroom
1.1.1 List and use the different subject pronouns and determine when to use formal and informal ways of
address
4.1.2 Exchange personal information with a peer (¿De dónde eres?)
1.1.12 Conjugate the verb ser correctly
3.1.2 Name, use and order the days of the week and basic weather expressions
1.1.17 Use idiomatic expressions with hacer to express weather
8.1.1 Locate on a map and identify by name countries and continents of the Spanish speaking world
6.1.3 Identify simple text features (title, table of contents, bold print, cognates, illustrations, glossary, index)
Session 2
1.1.14 Conjugate the verb gustar with infinitives
4.1.4
Express personal preferences in a variety of settings (using the verb gustar)
1.1.2 Identify noun genders and use corresponding definite or indefinite articles
2.1.3 Spell vocabulary correctly including accent marks
3.1.2 Name and use simple pastimes and basic sports
3.1.6 Use basic food expressions
6.1.2 Identify information presented in maps, charts and graphs
3.1.3 Apply and practice simple physical characteristics and basic personality traits
2.1.3 Spell vocabulary correctly including accent marks
1.1.4 Express that nouns must agree with their adjective modifier in number and gender and have correct
placement in the sentence
4.1.1 Exchange personal information and basic descriptions in target language
7.1.1 Select and apply simple vocabulary to convey intended meaning
7.1.2 Produce simple, coherent sentences about a given topic
Session 3
1.1.13 Conjugate and use regular -ar verbs in the present tense
3.1.2 Name and use telling time and basic time divisions
3.1.4 Recognize and apply numbers 1-100
2.1.3 Spell vocabulary correctly including accent marks
7.1.2 Produce simple, coherent sentences about a given topic
7.1.4 Use conjunctions to link sentences (y, o)
1.1.12 Conjugate the verbs ser and estar correctly
3.1.3 Apply and practice basic temporary states (emotions and conditions)
2.1.3 Spell vocabulary correctly including accent marks
1.1.9 Use prepositions appropriately
1.1.16a,b Conjugate the irregular verbs ir and tener correctly
38
1.1.18 Use verbal expressions: tener que + infinitive
6.1.4 Identify the main idea and details of texts
Session 4
3.1.6 Use additional basic foods and beverages
2.1.3 Spell vocabulary correctly including accent marks
1.1.14 Conjugate the verb gustar with nouns and infinitives
1.1.13 Identify and use regular –er and –ir verbs in the present tense
1.1.7 Ask questions using interrogative expressions in correct word order
4.1.4 Express personal preferences in a variety of settings using gustar
5.1.1 Interpret short, simple conversations and narratives in familiar settings
6.1.1 Identify simple information in short texts to answer questions
4.1.2 Exchange personal information with a peer
1.1.10 Express possession using “de” and possessive adjectives
1.1.3 Recognize the contractions a + el = al and de + el = del and use personal „a‟
3.1.3 Identify and use in context words for family members
2.1.3 Spell vocabulary correctly including accent marks
Session 5
3.1.6 Use terms for basic clothing
3.1.3d Use simple description of things and basic colors
2.1.3 Spell vocabulary correctly including accent marks
1.1.17 Use idiomatic expressions with the verb “tener”
1.1.15a Conjugate present tense stem-changing verbs properly and use them in context (eie)
1.1.5a Recognize and use the different direct object pronouns
2.1.1 Punctuate sentences with all punctuation marks particular to Spanish
4.1.4 Express personal preferences in a variety of setting, using preferir and querer
1.1.16f Conjugate irregular verbs: ver
1.1.19 Use immediate future (ir + a + infinitive)
3.1.5 Locate and show simple places in a city
2.1.3 Spell vocabulary correctly including accent marks
6.1.1 Identify simple information in short texts to answer questions
7.1.2 Produce simple, coherent sentences about a given topic
1.1.15 Conjugate present tense stem-changing verbs properly and use them in context (all types)
1.1.18 Use verbal expressions: poder, querer, necesitar
Session 6
4.1.5 Present a 1minute clear and coherent presentation following rubric criteria
3.1.3 Apply and practice words for basic parts of the house
2.1.3 Spell vocabulary correctly including accent marks
1.1.11 Recognize meaning of más, menos, muy, mucho, mayor, mejor, peor
6.1.7 Compare information in a simple text
6.1.8 Translate from English to Spanish and from Spanish to English sentences that are student-produced
1.1.16 Conjugate irregular verbs in present tense (verbs w/irregular yo forms)
3.1.5 Locate and show basic travel expressions: air travel and train travel
2.1.3 Spell vocabulary correctly including accent marks
5.1.3 Identify main ideas from an oral passage
7.1.1 Select and apply simple vocabulary to convey intended meaning
7.1.2 Produce simple, coherent sentences about a given topic
7.1.3 Produce a short paragraph with a clear topic sentence
39
SPANISH FOR HERITAGE SPEAKERS, 1
Course Description:
6 sessions
This course is intended for students who are heritage Spanish speakers or who already feel
comfortable reading, writing, listening or speaking Spanish. Students taking this class will learn
vocabulary, grammar and sentence structure, and will practice reading, writing, speaking and
listening to be successful in a university and business environment.
Course Materials: : Holt Nuevas Vistas © 2006
Standards by Session:
Session 1
1.1H.1 Identify parts of speech: nouns, pronouns, verbs and adjectives
1.1H.13a Identify and use the three regular verb categories in present tense verb conjugations: AR, ER, IR
1.1H.2 Construct sentences using appropriate noun-adjective and subject-verb agreement
1.1H.12 Conjugate the verbs ser and estar correctly, and distinguish between the use of ser and estar
2.1H.4 Recognize the stressed syllable of words and separate words into syllables
3.1H.1 Recognize, recall and use vocabulary found in the assigned Spanish readings
7.1H.2 Produce coherent sentences about a given topic
7.1H.5 Compose writing in a variety of genres, including interpersonal communication (informal)
8.1H.1 Locate on a map and identify by name countries, continents and major geographical features of the
Spanish speaking world.
Session 2
1.1H.16 Identify regular and irregular past participles of some verbs to form and use the present perfect
tense
1.1H.11 Make greater, equal and superlative comparisons
1.1H.12 Use the verb estar as auxiliary verb in progressive compound tenses
2.1H.1 Punctuate sentences with all punctuation marks particular to Spanish
2.1H.3 Use capitalization rules particular to Spanish
6.1H.3 Identify text features
6.1H.2 Identify and interpret information presented in maps, charts and graphs
7.1H.6 Distinguish and use either formal or informal register
7.1H.5 Compose writing in a variety of genres, including interpersonal communication (formal)
Session 3
1.1H.13 Conjugate and use AR, ER, IR regular, irregular and stem-changing verbs in the preterit tense
1.1H.13 Conjugate and use AR, ER, IR regular and irregular verbs in the imperfect tense
1.1H.5 Differentiate and use direct and indirect object pronouns correctlY
2.1H.3 Apply rules for correct placement of accents in words and classify words (agunas, llanas, esdrújulas,
sobresdrújulas)
3.1H.1 Recognize, recall and use vocabulary found in the assigned Spanish readings
4.1H.2 Exchange information using formal and informal register
5.1H.1 Interpret conversations and narratives from authentic materials
6.1H.1 Identify information in short texts to answer questions
7.1H.5 Compose writing in a variety of genres: descriptive paragraphs (biographical sketch)
8.1H.4 Name famous people in history, literature, music, art and cinema from the Spanish-speaking world
40
Session 4
1.1H.13 Conjugate verbs in preterit and imperfect tenses and apply uses of preterit and imperfect in context
1.1H.12 Use estar as auxiliary verb in compound progressive tenses: continuous past (imperfect progressive)
3.1H.1 Recognize, recall and use vocabulary found in the assigned Spanish readings
4.1H.5 Present a 2-3 minute clear and coherent presentation following rubric criteria
4.1H.7 Apply the use of the informal and formal register with regular and irregular verbs in the preterit
tense
5.1H.3 Identify main idea and supporting details from an oral passage
6.1H.5 Identify the elements of a story (characters, plot, setting, conclusion)
7.1H.2 Produce coherent sentences about a given topic
7.1H.5 Compose writing in a variety of genres: narrative (autobiographical episode)
8.1H.3 Name traditions, celebrations, religious beliefs of countries of the Spanish-speaking world
Session 5
1.1H.15 Use the regular and irregular forms of the future tense (including immediate future)
1.1H.5 Conjugate reflexive verbs and use reflexive pronouns accurately
1.1H.17 Change sentences from active to passive voice and use the impersonal se with the passive voice
3.1H.1 Recognize, recall and use vocabulary found in the assigned Spanish readings
4.1H.2 Exchange information using formal and informal register (commercial)
6.1H.4 Identify the main idea and details of authentic texts
7.1H.5 Compose writing in a variety of genres: advertisement
Session 6
1.1H.1
1.1H.5
3.1H.2
4.1H.5
6.1H.6
7.1H.3
7.1H.4
Identify parts of speech and types of sentences: indicative mood and simple vs. compound sentences
Use direct and indirect object pronouns simultaneously
Use vocabulary to express terms, information, concepts and ideas
Present a 2-3 minute clear and coherent presentation following rubric criteria
Draw inferences supported by simple text
Produce a paragraph with clear topic sentence
Use conjunctions to link sentences (y, o) and transition words to link sentences in a paragraph (luego,
además, sin embargo)
7.1H.7 Identify and practice the steps of the writing process
1.1H.20 Use present subjunctive in noun clauses and after quizás, tal vez, ojalá
3.1H.2 Use vocabulary to express terms, information, concepts and ideas
4.1H.4 Express personal preferences, needs and wants in a variety of settings
7.1H.2 Produce coherent sentences about a given topic
7.1H.3 Produce a paragraph with clear topic sentence
7.1H.4 Use conjunctions to link sentences (y, o) and transition words to link sentences in a paragraph (luego,
además, sin embargo)
7.1H.7 Identify and practice the steps of the writing process
41
Hire4Ed
Cristo Rey‟s Hire4Ed work-study program provides students with real-world work experience.
Students work five full days per month. They are transported to and from work each day, and
work standard daily business hours. Each student is pre-trained in effective communication and
professional business skills by Dale Carnegie© trainers. The training prepares students to perform
such tasks as filing, copying, faxing, delivering interoffice mail, assembling information packets,
very basic data entry, reception, and general "go-for" duties.
In addition to academic coursework, all students are assessed at the work place on 12 standards
each session.
Hire4Ed Standards:
1. Attendance and Punctuality
2. Workplace Skills and Terms
3. Attitude and Motivation
4. Productivity and Time Management
5. Workplace Adaptability
6. Initiative and Self-Direction
7. Workplace Understanding
8. Ethical Conduct
9. Self Presentation
10. Precision and Accuracy
11. Teamwork and Collaboration
12. Persistence in New Tasks
Hire4Ed Workplace Behaviors
1. Student Engagement
2. Organization
3. Precision and Accuracy
42
CAMPUS MINISTRY
Description:
Campus Ministry aims to promote the spiritual growth of students and to create a spiritual community in the
school. The goal is to promote this growth and environment while respecting and encouraging the various
rich religious and spiritual backgrounds from which our students come. Campus Ministry and the Religious
Studies Faculty work together to provide monthly worship Services. The majority of these liturgical services
take place in the form of Roman Catholic Mass, but CRJHS-TC also invites outside religious leaders from
other faiths to facilitate a prayerful gathering. Campus Ministry also facilitates retreat days once a year
for each grade level and staff. Retreats are an important part of promoting the spiritual growth of
students, faculty, and staff. These retreats may be held off-campus, on weekends, or over-night. Finally,
the Campus Ministry staff collaborates with the Assistant Principal, staff, faculty, and students to organize
a variety of service learning opportunities
Requirements:
-All students are required to participate in retreats.
-Students are required to complete 20 hours of service learning for every year of attendance at CRJHSTC for a total of 80 hours by graduation. Graduation from CRJHS-TC is contingent on fulfilling all
academic, Hire4Ed, retreat, and service learning requirements. Parents and/or guardians are able to
support Cristo Rey students by contributing up to 10 hours of service at the school. Service hours may be
completed outside of CRJHS-TC. Please contact the Campus Minister (612-545-9719) to inquire about
service hour opportunities or to verify completed service hours outside of CRJHS-TC.
43
COLLEGE COUNSELING
Description:
The College Counseling Office is the key resource for students to understand the opportunities that
are available after graduation from Cristo Rey. Although College Counseling is not a course that
is graded and calculated into the GPA, students must still meet requirements in this department at
each grade level.
GRADE 10: EXPLORING COLLEGE II
Students in grade 10 will increase their financial aid awareness and literacy by:
 identifying key financial aid terms (scholarships, grants, loans, work-study, etc.)
 calculating the total cost of attendance at different types of colleges.
Sophomores will take the PLAN exam in September and interpret the results by the end of
November. In addition, they will:
 attend at least one alumni presentation about colleges by February;
 attend at least one in-house college fair;
 use their Career Interest Inventory results to consider possible college majors;
 attend at least one local college campus visit by the end of the school year, and
 Update their resumes with the most recent activities, work experience and awards.
44
JUNIOR YEAR COURSES
AMERICAN LITERATURE
6 sessions
Course Description:
The Junior English course builds upon the skills introduced in the first two years of high school English. In this
course, students read, write, and analyze both literary and expository texts with increasing independence.
Students will demonstrate competency in using the writing process to think through and then write about
increasingly complex topics for different audiences, purposes and formats, will employ multimedia to
formally and informally present information, will actively use sophisticated reading strategies to encounter
new literary texts and connect with previously studied material, and will make choices for effective
listening and speaking using learned strategies. This course will be taught in the historical and social
context of American literature in order to further students‟ understanding of themselves, their community,
and the world.
Course Materials: Poetry, The Great Gatsby, The Crucible, The Grapes of Wrath, Their Eyes
Were Watching God, Jesse
Standards by Session:
Session 1
1.11. 2 Write using grammatically correct sentences
8.11.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from complex text
1.9.7a Identify and use the appropriate word in frequently confused pairs (affect/effect, past/passed)
3.11.3 Interpret figures of speech (e.g. euphemism, oxymoron, hyperbole) in context and analyze their
role in the text
1.9.7b Identify and use the appropriate word in frequently confused pairs (led/lead, whether/weather)
4.11.1 Adapt speech to a variety of contexts and tasks to deliver effective formal and informal
presentations with confidence and fluidity using intentional articulation, emphasis, tone,
pauses, and clarity
1.9.7c Identify and use the appropriate word in frequently confused pairs (principle/principal,
except/accept)
9.11.1 Independently apply the steps of a writing process tailored to writing task
6.11.1 Create a concise thesis for research that introduces a topic and claim
9.11.8 Incorporate strategies and techniques used by published writers to create more sophisticated
introductions and conclusions
4.11.3 Come to discussions prepared, having read and researched material under study; explicitly draw on
that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas
Session 2
1.11.3a Use various types of phrases (adjectival)
8.11.4 Summarize a grade level text
8.11.1 Analyze motivation behind bias in texts
1.11.3b Use various types of phrases (adverbial)
3.11.1 Use context (e.g. the overall meaning of a sentence, paragraph, or test; a word‟s position or
function in a sentence) as a clue to the meaning of increasingly difficult words or phrases
7.11.3 Determine two more themes or central ideas of a text and analyze their development over the
course of a text, including how they interact and build on one another
45
1.11.3 Use various types of phrases (participial)
7.11.6b Analyze how conflicts between complex characters (e.g. those with multiple or conflicting
motivations) develop the theme.
8.11.1 Analyze motivation behind bias in texts
1.11.3 Use various types of phrases (prepositional)
7.11.3 Determine two more themes or central ideas of a text and analyze their development over the
course of a text, including how they interact and build on one another
1.11.3 Use various types of phrases (absolute)
1.11.3 Use various types of phrases (e.g. adjectival, adverbial, participial, prepositional, absolute)
1.11.3 Use various types of phrases (e.g. adjectival, adverbial, participial, prepositional, absolute)
4.11. 3 Come to discussions prepared, having read and researched material under study; explicitly draw
on that preparation by referring to evidence from texts and other research on the topic or issue
to stimulate a thoughtful, well-reasoned exchange of ideas
7.11.6b Analyze how conflicts between complex characters (e.g. those with multiple or conflicting
motivations) develop the theme.
6.11.1 Create a concise thesis for research that introduces a topic and claim
4.11.1 Adapt speech to a variety of contexts and tasks to deliver effective formal and informal
presentations with confidence and fluidity using intentional articulation, emphasis, tone,
pauses, and clarity
10.11.3 Compose multi-page expository…compare & contrast.
7.11.5 Analyze multiple interpretations of a story; drama or poem (e.g. recorded or live production of a
play, or recorded novel or poetry), evaluating how each version interprets the sourced text
4.11.1 Adapt speech to a variety of contexts and tasks to deliver effective formal and informal
presentations with confidence and fluidity using intentional articulation, emphasis, tone,
pauses, and clarity
Session 3
2.11.2 Consistently use commas, colons, and semicolons correctly and correct errors in own writing
8.11.3 Identify two or more major ideas of a text and analyze their development over the course of the text
2.11.2 Consistently use commas, colons, and semicolons correctly and correct errors in own writing
8.11.7 Evaluate the effectiveness of an author‟s efforts to achieve his or her purpose in a text in which the
rhetoric is particularly effective and analyze how that rhetoric advances his or her purpose
8.11.10 Analyze motivation behind bias in texts
2.11.1 Use a colon to introduce and example or an elaboration
4.11. 3 Come to discussions prepared, having read and researched material under study; explicitly draw on
that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas
2.11.2 Consistently use commas, colons, and semicolons correctly and correct errors in own writing
5.11.4 Construct meaning from primary source documents, taking into consideration the political, historical,
social and cultural influences of the period
8.11.7 Evaluate the effectiveness of an author‟s efforts to achieve his or her purpose in a text in which the
rhetoric is particularly effective and analyze how that rhetoric advances his or her purpose
8.11.10 Analyze motivation behind bias in texts
2.11.2 Consistently use commas, colons, and semicolons correctly and correct errors in own writing
2.11.1 Use a colon to introduce and example or an elaboration
10.11.3 Compose multi-page expository, persuasive, compare & contrast, research essays.
8.11.3 Identify two or more major ideas of a text and analyze their development over the course of the text
8.11.9 Delineate and evaluate the argument and specific claims in multiple texts, comparing arguments and
assessing the strength and validity of each
10.11.3 Compose multi-page expository, persuasive, compare & contrast, research essays.
46
Session 4
3.11.1 Use context (e.g. the overall meaning of a sentence, paragraph, or test; a word‟s position or function in
a sentence) as a clue to the meaning of increasingly difficult words or phrases
3.11.2 Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g. conceive, conception, conceivable)
3.11.3 Interpret figures of speech (e.g. euphemism, oxymoron, hyperbole, paradox) in context and analyze
their role in the text
4.11. 3 Come to discussions prepared, having read and researched material under study; explicitly draw on
that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas
7.11.7 Analyze the impact of specific word choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh
7.11.7 Analyze the impact of specific word choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh
7.11.3 Determine two more themes or central ideas of a text and analyze their development over the course
of a text, including how they interact and build on one another
Session 5
3.11.4 Identify unfamiliar words based on knowledge of etymology
3.11.1 Use context (e.g. the overall meaning of a sentence, paragraph, or test; a word‟s position or function in
a sentence) as a clue to the meaning of increasingly difficult words or phrases
3.11.4 Identify unfamiliar words based on knowledge of etymology
7.11.6b Analyze how conflicts between complex characters (e.g. those with multiple or conflicting motivations)
develop the theme.
3.11.4 Identify unfamiliar words based on knowledge of etymology
5.11.1 Conduct more sustained, extensive research projects that include multiple sources
5.11.2 Synthesize multiple sources (print and electronic media) on the subject, demonstrating understanding of
the subject under investigation
8.11.2 Analyze information presented in charts and graphs from multiple sources to address a question or
solve a problem
10.11.5 Develop claim(s) and counterclaims fairly and thoroughly utilizing relevant evidence to support claims,
anticipated counterclaims and possible bias
10.11.3 Compose multi-page expository…research essays.
3.11.4 Identify unfamiliar words based on knowledge of etymology
6.11.1 Create a concise thesis for research that introduces a topic and claim
6.11.2 Generate ideas utilizing a pre-writing strategy & create a system of organization to sequence complex
ideas, concepts and information to make important connections and distinction
6.11.3 Create topic sentences that serve as transitions from one claim to another
6.11.4 Develop each paragraph with well-chosen and sufficient facts, extended definitions, concrete details,
quotation, paraphrase, or other information and examples appropriate to the audience‟s knowledge of
the topic
6.11.5 Connect evidence to topic sentences with commentary to clarify the relationships among complex ideas
and concepts
6.11.9 Compose a concluding paragraph that synthesizes claims and evidence to support the thesis
(e.g.articulating implications or the significance of the topic)
6.11.10 Develop and strengthen writing by revising, editing, rewriting or trying a new approach focused
on addressing what is most significant for a specific purpose or audience
7.11.6b Analyze how conflicts between complex characters (e.g. those with multiple or conflicting
motivations) develop the theme.
4.11. 3 Come to discussions prepared, having read and researched material under study; explicitly draw on
that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas
6.11.10 Develop and strengthen writing by revising, editing, rewriting or trying a new approach focused
on addressing what is most significant for a specific purpose or audience
47
6.11.6 Use varied transitions and sentence structures to link the major sections of the text to create
cohesion
6.11.7 Use precise language and domain-specific vocabulary to manage the complexity of the topic
6.11.8 Convey a knowledgeable stance in a style that responds to the discipline and context
10.11.3 Compose multi-page expository…research essays
Session 6
1.11.1 Use parallel structure in writing
10.11.3 Compose multi-page personal narrative (college essay).
3.11.3 Interpret figures of speech (e.g. euphemism, oxymoron, hyperbole, paradox) in context and analyze
their role in the text
7.11.7 Analyze the impact of specific word choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh
10.11.3 Compose multi-page personal narrative (college essay).
6.11.1 Create a concise thesis for research that introduces a topic and claim
6.11.2 Generate ideas utilizing a pre-writing strategy & create a system of organization to sequence
complex ideas, concepts and information to make important connections and distinctions
6.11.3 Create topic sentences that serve as transitions from one claim to another
6.11.4 Develop each paragraph with well-chosen and sufficient facts, extended definitions, concrete
details, quotation, paraphrase, or other information and examples appropriate to the audience‟s
knowledge of the topic
6.11.9 Compose a concluding paragraph that synthesizes claims and evidence to support the thesis
(e.g. articulating implications or the significance of the topic)
7.11.7 Analyze the impact of specific word choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh
4.11.1 Adapt speech to a variety of contexts and tasks to deliver effective formal and informal presentations
with confidence and fluidity using intentional articulation, emphasis, tone, pauses, and clarity
6.11.6 Use varied transitions and sentence structures to link the major sections of the text to create cohesion
6.11.7 Use precise language and domain-specific vocabulary to manage the complexity of the topic
6.11.8 Convey a knowledgeable stance in a style that responds to the discipline and context
6.11.10 Develop and strengthen writing by revising, editing, rewriting or trying a new approach focused on
addressing what is most significant for a specific purpose or audience
4.11.1 Adapt speech to a variety of contexts and tasks to deliver effective formal and informal
presentations with confidence and fluidity using intentional articulation, emphasis, tone,
pauses, and clarity
48
ALGEBRA II
6 sessions
Course Description:
Algebra II complements and expands the mathematical content and concepts of Algebra I, further
enhancing algebraic foundations. Students who master Algebra II will be able to solve problems of
increasing level of difficulty. Students‟ knowledge of number systems will be expanded to include both the
real and imaginary number systems. Functions will be explored in depth through evaluation, composition,
numerical and graphical representation. Other topics include: matrices, exponents, radicals, and linear
and quadratic functions.
Course Materials: McDougal Littel Algebra 2© 2007
Standards by Session:
Session 1
1.11.1 Classify numbers to appropriate sets including complex numbers
5.11.3 Determine when to round to obtain the most precise answer
2.11.1 Translate and solve single variable word problems involving multi-step equations with variables
on both sides
2.11.6 Solve and graph multi-step absolute value equations and inequalities
3.11.1 Relates slope and rate of change algebraically and graphically
Session 2
3.11.3 Use given information to graph and write the equation of a line without the use of a calculator
3.11.2 Graph a line given an equation in slope-intercept form and point-slope form
3.11.4 Solve systems of linear and non-linear inequalities by graphing
2.11.7 Solve systems of equations by any method
2.11.9 Classify systems of equations (e.g. consistent, inconsistent, dependent)
4.11.3 Solve word problems that utilize systems of equations
Session 3
1.11.3 Perform basic operation involving matrices
1.11.5 Factor polynomials (e.g. by grouping, sum/difference of cubes)
4.11.1 Use mathematical symbols and variables to express a quadratic or polynomial relationship
between quantities
Session 4
3.11.8 Graph quadratic equations in standard and vertex form
5.11.4 Understand the basic shape of a quadratic function and the relationship between the x
intercepts of the graph and the zeros of the function
3.11.9 Perform transformations with absolute value and quadratic functions
4.11.2 Solve word problems that utilize quadratic functions
2.11.12 Find the solution to polynomial equations of higher degree that can be solved using factoring
and/or the quadratic formula
1.11.6 Simplify expressions involving complex numbers
2.11.17 Simplify complex fractional expressions
1.11.9 Determine the conjugate of a complex number
49
Session 5
7.11.2 Find the Domain and Range, numerically, algebraically, and graphically
7.11.3 Find the composition of two functions
3.11.6 Identify the basic shapes of the graphs of conic sections
4.11.2 Solve word problems that utilize quadratic functions
2.11.10 Simplify rational expressions
2.11.10 Simplify rational expressions
Session 6
2.11.3 Solve radical equations
2.11.8 Simplify nth root radicals involving numbers and variables
1.11.7 Perform binomial operations with radical expressions
2.11.16 Evaluate exponential expressions, including those with base
2.11.18 Evaluate logarithmic expressions in any base
*For those Juniors who take Pre-Calculus, see p. 70 for the general course sequence.
50
CHEMISTRY
6 sessions
Course Description:
Chemistry is a college-ready, laboratory-based course that incorporates aspects of inquiry, cooperative
learning and independent research through a deeper understanding of properties of material and the
changes that materials undergo. A diverse range of concepts will be developed, including scientific
method, scientific applications of mathematics, science and society, communicating in science, physical and
chemical properties of matter, Periodic Table, atomic structure and bonding, chemical reactions and
equations. This course is designed for students who have completed at least one prior science course.
Course Materials: Kendall/Hunt Chemistry: Discovering Chemistry You Need To Know © 2009.
Standards by Session:
Session 1
1.11.1 Formulate testable questions based on observations and research
1.11.2 Formulate hypothesis from a testable question and/or observations
1.11.2a Analyze the interactions between variables in an experiment
1.11.3 Design an experiment to test a hypothesis
1.11.4 Collect, organize, display and analyze data including error analysis and identifying possible bias
1.11.5 Interpret and report results of a scientific investigation as it relates to the hypothesis either in writing or
orally
1.11.6 Write a formal lab report that includes question, hypothesis, materials list, procedure, data table and
graphs, analysis and conclusion
2.11.2 Construct mathematical concepts to the analysis of data using basic algebra and descriptive statistics
(mean, median, mode) to solve problems
2.11.3 Apply concepts of measurement (for example, conversion factors, unit analysis, significant figures,
nomenclature of SI metric system). Students can demonstrate use of practical and accepted
measurement tools and instruments
Session 2
10.11.1 Distinguish between all sub-categories pure substances and mixtures.
12.11.5 Name molecular and ionic compounds using the rules of scientific nomenclature.
10.11.4 Explain the qualitative properties and nomenclature of acids, bases and neutral solutions.
5.11.1 Evaluates human effects on environment and resources
4.11.1 Use context (e.g. the overall meaning of a sentence, paragraph, or test; a word‟s position or function
in a sentence) as a clue to the meaning of a word or phrase
(recognizing difficulty of terms will
increase over time)
4.11.2 Select common key symbols, prefixes, suffixes, Latin and Greek roots to decode unfamiliar words and
phrases
4.11.3 Acquire and accurately use general academic words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level
4.11.5 Apply systems of organization to sequence ideas, concepts, and information to make important
connections and distinctions
4.11.6 Select and apply evidence in a text to support a scientific argument
Session 3
13.11.1 Explain how reactants form new products with different characteristics and properties including
reactions that go to completion, reversible reactions and equilibrium.
13.11.2 Balance and classify chemical equations (i.e. synthesis, decomposition, combustion, displacement
and redox)
51
15.11.3 Use a potential energy diagram to explain activation energy and how the use of a catalyst affects it.
4.11.4 Make strategic use of multiple digital media (e.g. textual, graphical, interactive, etc.) in presentations
to enhance understanding of findings, reasoning, and evidence and to add interest
4.11.8 Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined in the
text
Session 4
2.11.3 Apply concepts of measurement (for example, conversion factors, unit analysis, significant figures,
nomenclature of SI metric system). Students can demonstrate use of practical and accepted
measurement tools and instruments
2.11.4 Demonstrate basic calculations using scientific notation.
4.11.2 Select common key symbols, prefixes, suffixes, Latin and Greek roots to decode unfamiliar words and
phrases
3.11.2 Apply the relationships of different types of scientific disciplines and their respective technological
applications
3.11.3 Apply the ethical considerations in the development in science and technology
10.11.2 Explain the unique physical and chemical properties of matter such as density, boiling point, and
oxidation.
10.11.3 Compare and contrast between states of matter (solid, liquid, gas, plasma) based on molecular
arrangements and freedom of motion.
16.11.3 Explain phase changes in terms of the changes in energy and intermolecular distance using a phase
change diagram.
2.11.1 Use patterns and trends to extrapolate, predict and describe SIMPLE phenomena i.e. linear, (+/-)
and inverse
2.11.2 Construct mathematical concepts to the analysis of data using basic algebra and descriptive
statistics (mean, median, mode) to solve problems
1.11.2 Formulate hypothesis from a testable question and/or observations
1.11.2a Analyze the interactions between variables in an experiment
1.11.3 Design an experiment to test a hypothesis
1.11.4 Collect, organize, display and analyze data including error analysis and identifying possible bias
1.11.5 Interpret and report results of a scientific investigation as it relates to the hypothesis either in
writing or orally
1.11.6 Write a formal lab report that includes question, hypothesis, materials list, procedure, data table
and graphs, analysis and conclusion
Session 5
1.11.1 Formulate testable questions based on observations and research
1.11.2 Formulate hypothesis from a testable question and/or observations
1.11.2a Analyze the interactions between variables in an experiment
1.11.3 Design an experiment to test a hypothesis
1.11.4 Collect, organize, display and analyze data including error analysis and identifying possible bias
1.11.5 Interpret and report results of a scientific investigation as it relates to the hypothesis either in writing or
orally
1.11.6 Write a formal lab report that includes question, hypothesis, materials list, procedure, data table and
graphs, analysis and conclusion
3.11.1 Describe and analyze ways in which science and society influence each other including history of
atomic structure (past, present and in the future)
16.11.1 Distinguish qualitatively between endothermic and exothermic reactions.
10.11.6 Explain and identify the gas laws (i.e. Boyles, Charles, Gay-Lussac, Avogadro and Ideal) in terms of
Kinetic Molecular Theory and solve problems using each.
13.11.3 Demonstrate the mole concept through calculations involving molar mass, molar volume and
Avogadro‟s number.
10.11.6 Explain and identify the gas laws (i.e. Boyles, Charles, Gay-Lussac, Avogadro and Ideal) in terms of
Kinetic Molecular Theory and solve problems using each.
52
2.11.1 Use patterns and trends to extrapolate, predict and describe SIMPLE phenomena i.e. linear, (+/-) and
inverse
2.11.3 Apply concepts of measurement (for example, conversion factors, unit analysis, significant figures,
nomenclature of SI metric system). Students can demonstrate use of practical and accepted
measurement tools and instruments
2.11.4 Demonstrate basic calculations using scientific notation
4.11.1 Use context (e.g. the overall meaning of a sentence, paragraph, or test; a word‟s position or function
in a sentence) as a clue to the meaning of a word or phrase
(recognizing difficulty of terms will
increase over time)
4.11.7 Evaluate the central ideas or conclusions of a text; provide an accurate objective summary of the
text distinct from prior knowledge or opinions
Session 6
12.11.1 Examine and diagram models of atomic structure including locations (i.e. nucleus and electron cloud),
relative sizes and electrical charges of subatomic particles
10.11.6 Explain and identify the gas laws (i.e. Boyles, Charles, Gay-Lussac, Avogadro and Ideal) in terms of
Kinetic Molecular Theory and solve problems using each.
12.11.2 Explain how the electronic configuration of atoms governs chemical bonding and chemical properties.
12.11.3 Illustrate Hund‟s rule, the Aufbau Principle and the Pauli Exclusion Principle by writing out electron
configurations and drawing orbital diagrams.
3.11.1 Describe and analyze ways in which science and society influence each other including history of atomic
structure (past, present and in the future)
3.11.3 Apply the ethical considerations in the development in science and technology
3.11.4 Critique the use of peer review in the development of scientific knowledge
2.11.3 Apply concepts of measurement (for example, conversion factors, unit analysis, significant figures,
nomenclature of SI metric system). Students can demonstrate use of practical and accepted
measurement tools and instruments
11.11.1 Explain the structure of the periodic table in terms of the elements with atomic number, atomic
mass, element symbols, energy levels, valence electrons, and properties (groups/families/periods).
11.11.2 Use the periodic table to characterize matter and identify the different trends and repeating
properties (i.e. atomic radius, electronegativity, electron affinity, ionization energy)
4.11.5 Apply systems of organization to sequence ideas, concepts, and information to make important
connections and distinctions
4.11.6 Select and apply evidence in a text to support a scientific argument
Session 6/(As time allows):
17.09.3 Identify amplitude, wavelength, frequency, period and wave speed
17.09.4 State the range of electromagnetic spectrum
12.11.4 Compare and contrast ionic and covalent bonding (i.e. polarity, Lewis diagrams, and their
properties)
12. 11.6 Apply the VSEPR theory to predict molecular geometry.
13.11.6 Determine the percent composition using an empirical or chemical formula.
4.11.2 Select common key symbols, prefixes, suffixes, Latin and Greek roots to decode unfamiliar words and
phrase
53
Sacraments, Morality
Course Description:
(1) Sacraments and (2) Morality are each semester-long courses of a two-semester cycle that
make up the junior religion curriculum.
Sacraments - (Semester Course)
3 sessions
The purpose of this course is to help students understand that they can encounter Christ today in a full and
real way in and through the Sacraments, especially the Eucharist. Students will examine each of the
Sacraments in detail so as to learn how they may encounter Christ throughout life.
Morality - (Semester Course)
3 sessions
The purpose of this course is to help students understand how they can live out God's plan for their lives in
Christ. Students will learn the moral concepts and precepts that govern the lives of Christ's disciples.
Course Materials: Ave Maria Press “Meeting Jesus in the Sacraments” and a variety of other
texts.
Standards by Session:
Session 1:
v.11.1 Define Sacrament
v.11.2 Explain sacramental nature of Jesus and the Church
2.11.7 Compare various current events with religious bias and influence
3.11.4 listen open mindedly with no interruption, critically analyze on a non-biased level and respond with
one‟s own opinion
4.11.3: Come to discussions prepared…reasoned exchange of ideas
4.11.4: Work with peers to promote civil, democratic discussions and decision-making
v.11.3 Describe how Jesus acts through the sacramentsv.11.4 Identify and describe the historical, ritualistic
and personal dimensions of baptism
3.11.1 Formulate and outline supporting points for an argument
6.11.1 Create a concise thesis for research that introduces a topic and claim
8.11.10 Analyze motivation behind bias in texts
8.11.2 Analyze information presented in charts and graphs from multiple sources to address a question or
solve a problem
Session 2:
6.11.2 Create a system of organization to sequence complex ideas, concepts and information to make
important connections and distinctions
6.11.3 Create topic sentences that serve as transitions from one claim to another
6.11.4 Develop each paragraph with well chosen facts…
6.11.5 Connect evidence to topic sentences with commentary to clarify the relationships among complex
ideas and concepts
6.11.9 Compose a concluding paragraph that synthesizes claims and evidence to support topic
8.11.4 Summarize a grade level text
v.11.6 Identify and describe the historical, ritualistic, and personal dimensions of Holy Eucharist
4.11.2 Present information, findings and supporting evidence conveying a clear and distinct perspective…
4.11.6 Evaluate a speaker‟s perspective in presentations to enhance understanding of findings…
8.11.2 Analyze info presented in charts and graphs from multiple sources to address a question or solve a
problem
v.11.5 identify and describe the historical, ritualistic and personal dimensions of Confirmation
54
1.11.7 defend the importance of saints/holy figures as role models- can be any person of any faith,
spirituality or appreciation of spirituality
1.11.4 Engage in respectful interreligious dialogue in order to edify personal faith
6.11.1 Create a concise thesis for research that introduces a topic and claim
6.11.2 Create a system of organization to sequence complex ideas, concepts and information to make
important connections and distinctions
6.11.3 Create topic sentences that serve as transitions from one claim to another
6.11.4 Develop each paragraph with well chosen facts…
6.11.5 Connect evidence to topic sentences with commentary to clarify the relationships among complex
ideas and concepts
6.11.9 Compose a concluding paragraph that synthesizes claims and evidence to support topic
4.11.2 Present information, findings and supporting evidence conveying a clear and distinct perspective…
V.11.7 Identify and describe the historical, ritualistic, and personal dimensions of Reconciliation
5.11.4 Construct meaning from primary source documents…
6.11.7 Use Precise language and domain-specific vocabulary to manage complexity of topic
8.11.4 Summarize grade-level text
Session 3:
V.11.9 Identify and describe the historical, ritualistic and personal dimensions of Holy Orders
1.1.11. Discern his/her own personal vocation
1.11.3 Assess personal prayer life and express in multiple forms of prayer
1.11.8 Apply moral teaching of scripture to specific personal and global situations
2.11.3 identify, compare and critically discuss multiple biblical themes
6.11.1 Create a concise thesis for research that introduces a topic and claim
6.11.2 Create a system of organization to sequence complex ideas, concepts and information to make
important connections and distinctions
6.11.3 Create topic sentences that serve as transitions from one claim to another
6.11.4 Develop each paragraph with well chosen facts…
6.11.5 Connect evidence to topic sentences with commentary to clarify the relationships among complex
ideas and concepts
6.11.9 Compose a concluding paragraph that synthesizes claims and evidence to support topic
6.11.8 Convey a knowledgeable stance in a style that responds to the discipline and context
6.11.7 Use Precise language and domain-specific vocabulary to manage complexity of topic
8.11.4 Summarize grade-level text
8.11.10 Analyze motivation behind bias in texts
4.11.1 Adapt speech to a variety of contexts and tasks to deliver effective formal and informal
presentations…
4.11.5 Make strategic use of digital media…
V.11.10 Identify and describe the historical, ritualistic and personal dimensions of Marriage
V.11.8 Identify and describe the historical, ritualistic, and personal dimensions of Anointing the sick
55
U.S. HISTORY
6 sessions
Course Description:
This course begins with the Imperial Crisis of the 1760s and explores the history of the United States
through the present. The course has three main thrusts: learning essential historical content, fostering the
ability to think historically including identifying themes, patterns, and trends of historical change, and
finally, developing and refining essential reading, writing, speaking, and research abilities to convey this
knowledge competently. The course uses the R E S P E C T acronym as an organizing principle, a set of
seven lenses through which we will examine each historical era and make comparisons across historical
eras. R E S P E C T is an acronym which stands for the following: Religious, Economic, Social, Political,
Educational, Cultural and Technological. Each era in the American History course is a discrete measurement
topic. There is also a benchmark representing each letter from the R ES P E C T acronym to be taught as
part of each measurement topic. The content that is part of the curriculum does not preclude a teacher from
teaching additional content or time periods.
Course Materials: Teacher‟s Curriculum Institute History Alive! Pursuing American Idols© 2008
Standards by Session:
Session 1 Standards:
8.11.3 S- Identify and compare the position of women, blacks, un-propertied males and Native Americans at
the establishment of the new nation; compare and contrast the position of the above with the following key
phrases from our foundational documents: “We hold these truths to be self-evident, that all men are
created equal…” and “We the People….”
8.11.4 P- Identify, compare and contrast the roles and rights of individual citizens, states and National
government as presented in our foundational documents and as implemented from The American
Revolution up through the end of the first party system in the Early Republic. Foundational documents to be
analyzed are DOI, State Constitutions, Articles of Confederation, The Constitution of the United States of
America and the Bill of Rights
8.11.6 C- Consider and discuss the influence of ideas on societal change: thought and art that shaped the
independence movement (speeches of Patrick Henry, political cartoons, pamphlets including Common
Sense, correspondence, e.g., letters between Abigail and John Adams)
8.11.3 S- Identify and compare the position of women, blacks, un-propertied males and Native Americans at
the establishment of the new nation; compare and contrast the position of the above with the following key
phrases from our foundational documents: “We hold these truths to be self-evident, that all men are
created equal…” and “We the People….”
8.11.4 P- Identify, compare and contrast the roles and rights of individual citizens, states and National
government as presented in our foundational documents and as implemented from The American
Revolution up through the end of the first party system in the Early Republic. Foundational documents to be
analyzed are DOI, State Constitutions, Articles of Confederation, The Constitution of the United States of
America and the Bill of Rights
8.11.6 C- Consider and discuss the influence of ideas on societal change: thought and art that shaped the
independence movement (speeches of Patrick Henry, political cartoons, pamphlets including Common
Sense, correspondence, e.g., letters between Abigail and John Adams)
8.11.2 E- Identify the chief elements of Alexander Hamilton‟s economic program to establish the fiscal health
of the new nation
8.11.5 E-Identify and explain the provision for public education in The Ordinance of 1787; compare and
contrast the educational opportunities provided by it to different genders, races and classes
56
8.11.7 T- Identify, describe and compare various innovations in the use of waterways for the purpose of
territorial expansion, transportation and commerce (Lewis & Clark, Robert Fulton and steam boat, canal
system)
2.11.5 Analyze motivation behind bias in texts
5.11.2 Evaluate actions of people in the past recognizing the historical context in which they were operating
6.11.1 Analyze competing historical interpretations
3.11.1 Create a concise thesis for research that introduces a topic and claim (ENG 6.11.1)
3.11.2 Create a system of organization to sequence complex ideas, concepts, and information to make
important connections and distinctions (ENG 6.11.2)
3.11.3 Create topic sentences that serve as transitions from one claim to another (ENG 6.11.3)
3.11.4 Develop each paragraph with well-chosen and sufficient facts, extended definitions, concrete details,
quotation, paraphrase, or other information and examples appropriate to the audience‟s knowledge
of the topic (ENG 6.11.4)
3.11.5 Connect evidence to topic sentences with commentary to clarify the relationships among complex
ideas and concepts (ENG 6.11.5)
4.11.3 Come to discussions prepared, having read and researched material under study; explicitly draw on
that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas (ENG 4.11.3)
4.11.1 Adapt speech to a variety of contexts and tasks to deliver effective formal and informal
presentations with confidence and fluidity using intentional articulation, emphasis, tone, pauses, and
clarity (ENG 4.11.1)1)
Session 2 Standards:
9.11.1 Analyze the moral arguments for and against the abolition of slavery
9.11.2 E- Compare and contrast the economic structures and infrastructure of the North and South prior to
the Civil War and explain how these differences contributed to the Civil War
9.11.4 P- Trace the development and evaluate the resolution of the contest between states‟ rights and the
abolition of slavery, from the sectional crisis through the Civil War and Reconstruction (identify key
Congressional legislation and significant events relevant to slavery & states‟ rights including the Missouri
Compromise, nullification crisis, Compromise of 1850, Kansas-Nebraska Act, decision in Dred Scott case,
Lecompton Constitution, election of 1860, secession, Emancipation Proclamation, the Civil Rights
Amendments, and the Compromise of 1877)
9.11.7 T- Discuss how the following affected the American economy and culture of the period: the cotton gin,
railroads, telegraph, advanced weaponry of Civil War and photography
9.11.3 S-Discuss the role of women and blacks in significant social reform movements prior to, during the Civil
War and in its aftermath (including women‟s suffrage, abolition, temperance, education and psychiatric
care reform)
9.11.5 E- Examine the implementation of public education in terms of access by race, gender and immigrant
group in this period
9.11.6 C- Evaluate how art both reflected and influenced the cultural values and historical events of this era
(possible options: Mary Chestnut‟s diary, Uncle Tom‟s Cabin,“ Ain‟t I a Woman”, Gettysburg Address, July
4th speech by Frederick Douglass)
10.11.4 P- Describe how westward expansion in the mid- to late 1800s led to conflicts between American
settlers and Native American
10.11.6 C- Trace the origins and implications of “Manifest Destiny”
10.11.1 R-Describe how the religious diversity of American immigrants impacted the social fabric of American
society
10.11.5 E- Identify, compare and contrast the access to and purposes of education provided to Native
Americans and immigrants in this period. (e.g., assimilation, melting pot or mosaic?)
Session 3 Standards:
10.11.2 E- Describe how large steel, oil, and railroad corporations dominated the economy in the late 1800‟s
(including the establishment of monopolies, vertical/horizontal consolidation and trusts)
57
10.11.3 S- Define “Social Darwinism” and analyze its role in the relationship between capital and labor
10.11.7 T- Identify and describe innovations in technology that fostered the growth of American industry in the
late 1800s (interchangeable parts, textile mills, the factory system, Bessemer process in steel production)
11.11.2 E- Identify and describe the economic factors behind the emergence of American Imperialism (SpanishAmerican War, Filipino insurrection, Roosevelt Corollary, annexation of Hawaii)
11.11.7 T- Identify and compare significant breakthroughs in civilian and military technology during this era
(assembly line production, movies, phonograph; emphasis on naval might, battle tank, barbed wire)
11.11.6 C- Identify and analyze the role of propaganda and yellow journalism in the significant events of this
era
11.11.4 P Analyze the causes and results of the First World War
11.11.1 R- Explain the significance of the Social Gospel
11.11.3 S- Identify, explain and apply the four goals of Progressivism
11.11.5 E- Describe the impact of Plessy v. Ferguson on public education
Session 4 Standards:
12.11.6 C- Identify, describe and analyze the flourishing of American literature, music and art during the Jazz
Age: the Harlem Renaissance, etc.
12.11.2 E- Describe the major programs and analyze the effects of the New Deal
12.11.3 S- Discuss differences in the philosophy of government assistance between Hoover and FDR
12.11.1 R- Analyze reasons why the US did not intervene sooner to prevent the genocide of European Jews
(concept of anti-Semitism)
12.11.5 E- Analyze the use of education (specifically, how Biology and History were to be taught) by the Nazi
party to promote the idea of there being a “master race”
12.11.4 P- Analyze the causes and results of the Second World War
Session 5:
13.11.5 E-Discuss and analyze the effects of the Brown v. Board of Education decision on American education
14.11.5 E- Identify and evaluate efforts made to close the achievement gap in American education
13.11.4 P- Identify, compare and contrast the competing political ideologies of the Cold War powers
13.11.7 T- Identify and describe the impact of the space race on American society
13.11.1 R- Identify, compare and contrast the religious perspective on the horrors of the 20th century: the
Holocaust (Eli Wiesel, others and the “death of God”) and the threat of nuclear war (Neibuhr an
Christian realism)
13.11.2 E- Identify and discuss the change in the role of women in American society in the aftermath of WWII
and the shift to the suburbs
13.11.3 S- Identify the key ideas and evaluate the results of popular protest movements of this era (Civil
Rights movement, resistance to the war in Vietnam)
13.11.6 C- Evaluate the impact of art on social and political change during this era: e.g. The Crucible, protest
music
1.11.1 Conduct more sustained, extensive research projects that include multiple sources (ENG 5.11.1)
1.11.2 Synthesize multiple sources (print and electronic media) on the subject, demonstratin
understanding of the subject under investigation (ENG 5.11.2)
1.11.3 Assess the strengths and limitations of each source in terms of the specific task, purpose and
audience (ENG 5.11.3)
1.11.4 Construct meaning from primary source documents, taking into consideration the political, historical,
social, and cultural influences of the period (ENG 5.11.4)
58
Session 6 Standards:
14.11.1 R- Identify, compare and contrast the religious/moral outlook of American/Western societies and the
Muslim world about “The War on Terror”
14.11.2 E- Analyze the root causes of the economic recession (2009-2010) and compare them with the Great
Depression
14.11.3 S- Identify the details and evaluate the proposed resolutions in the contemporary debate over the
critical social issues of today:
a. Gay rights
b. Government “Safety Net” Programs – health care, welfare
c. Urban renewal
d. Immigration
14.11.4 P- Explain the rise of the Conservative Republican movement and evaluate the arguments about key
Constitutional issues it has prompted:
a. judicial activism
b. executive power
c. new federalism
d. the contest between national security and civil liberties
14.11.6-7 C +T- Identify key advances in, and evaluate the impact of, information technology on
a. the nature of American education
b.the dissemination and validation of information
c.the creation and presentation of art (visual, musical, print media)
59
SPANISH FOR BEGINNERS, 2
Course Description:
6 sessions
This course is intended for students who are not heritage Spanish speakers and who have taken
Spanish for Beginners 1 as sophomores. Students taking this class will continue learning
introductory vocabulary, grammar and sentence structure, and will practice reading, writing,
speaking and listening in Spanish.
Course Materials: McDougal Littell Avancemos! © 2007
Standards by Session:
Session 1
1.2.1 Use the subject pronouns with corresponding verb endings to from sentences
1.2.12a Conjugate and use the verb ser correctly
1.2.2 Identify noun genders and use corresponding definite or indefinite articles
1.2.4 Recognize that nouns must agree with their adjective modifier in number and gender and have correct
placement in the sentence
3.2.3 Use descriptive adjectives to describe physical appearance, characteristics and health
1.2.14 Conjugate and use the verb gustar correctly
1.2.13b Use correct verb endings in present for irregular verbs (IR-TENER-HACER)
4.1.1 Provide personal information in target language
1.2.13a Use correct verb endings in present (AR-ER-IR) verbs
Session 2
1.2.12 Use the verbs ser and estar correctly
1.2.13c Use correct verb endings in present stem-changing verbs correctly
1.1.20 Use ir + a + infinitive to express what will happen in the near future
4.1.4 Express personal preferences in a variety of settings
1.2.5a Use direct object pronouns accurately
7.2.3 Produce simple paragraphs about a given topic
3.1.5 Use terms for travel and vacations
1.2.3 Use contractions and personal „a‟
1.2.13d Use correct verb endings in preterit tense –ar verbs
1.2.16a Conjugate irregular verbs in preterit: -car, -gar, zar
4.2.5 Present a 2 minute clear and coherent presentation using a variety of verb tenses and vocabulary
following rubric criteria
4.2.6 Pronounce sentences with adequate intonation and pronunciation for understanding
7.2.2 Produce coherent sentences about a given topic
Session 3
1.2.13e Use correct verb endings in preterit ER-IR
1.2.16b Conjugate irregular verbs in preterit (ir, ser, dar, ver)
3.2.4a Vocab: sports and competitions
Session 4
6.2.1 Summarize simple information to answer questions
5.2.1 Interpret moderate-length conversations and narratives in a wider variety of settings
1.2.16a
Preterit: car-gar-zar
1.2.16b
Preterit: ir, ser, dar, ver
1.2.16c Preterit: hacer, venir, querer
1.2.13d Preterit: regular –ar verbs
1.2.13e Preterit: regular –er and –ir verbs
60
1.2.16d Conjugate irregular verbs in preterit (u group) Estar- tener- poder-poner- saber
1.2.16e Conjugate irregular verbs in preterit (j group) Decir-traer – traducir - conducir
3.2.2 Vocab: in the market
7.2.2 Produce simple paragraphs about a given topic
1.2.15 Conjugate preterit stem-changing and double vowel verbs properly and use them in context (ei,
ou, y group)
4.2.1 Provide information about personal/family history
Session 5
1.2.18 Use verbal expressions in past tense
3.2.5a Vocab (U4L1)
1.2.13f Use correct verb ending in the imperfect tense conjugations including ir- ser- ver
1.3.10 Determine the use of preterit vs. imperfect tense
7.2.4 Use an assigned pre-writing activity to organize thoughts and ideas
7.2.2 Produce simple paragraphs about a given topic
3.2.5a Vocabulary (Unit 2, Lesson 2)
1.2.5c Use reflexive pronouns accurately
1.2.21 Use present progressive
6.2.1 Summarize simple information to answer questions
Session 6
3.2.5c
1.2.13c
1.2.16
1.2.5c
1.2.19
5.2.2
3.2.6b
Vocab U3L1
Use correct verb conjugations in present tense: verbs with irregular yo forms
Conjugate and use saber and conocer in context
Use direct, indirect and reflexive pronouns accurately
Use formal and informal affirmative and negative regular and irregular commands
Respond appropriately to a series of oral commands
Know English translations and use in context words related to cooking and food
61
SPANISH FOR HERITAGE SPEAKERS, 2
Course Description:
6 sessions
This course is intended for students who are heritage Spanish speakers, who already feel
comfortable reading, writing, listening or speaking Spanish and who have taken Spanish for
Heritage Speakers 1 as sophomores. Students taking this class will continue to learn vocabulary,
grammar and sentence structure, and will practice reading, writing, speaking and listening to be
successful in a university and business environment.
Course Materials: Holt Nuevas Vistas © 2006
Standards by Session:
Session 1
3.2H.1 Define and apply vocabulary to communicate in a variety of contexts
4.2H.2 Exchange and discuss desires, doubts, uncertainties, and dreams of others correctly using formal
and informal register
5.2H.1 Interpret conversations and different genres from authentic materials
6.2H.1 Summarize information to answer questions
6.2H.4 Interpret the main idea and supporting details of authentic texts …..
6.2H.8 Translate from English into Spanish and from Spanish into English text that are produced and
used (paragraphs)
7.2H.2 Produce complex coherent sentences about a given topic
8.2H.4 Explain the importance of the roles played by famous people in history, literature, music, art,
and cinema from several Spanish-speaking countries
1.2H.1a Use parts of speech: nouns, pronouns, verbs, and adjectives in more complex constructions.
1.2H.1b Use definite and indefinite articles, omitting them when appropriate
1.1H.2a Construct sentences using appropriate noun and adjective agreement.
1.1H.2b Identify irregular gender of nouns ending in: dad-cion-ma-pa using corresponding articles and
practice omission of articles where appropriate
1.1H.4 Use number and gender agreement of nouns and adjectives, and correct placement for
intended meaning in the sentence
Session 2
7.2H.3 Produce clear, coherent paragraphs with topic sentence
8.2H.3 Illustrate a tradition, celebration, religious belief, or historical and current events
8.2H.5 Explain important political, geographical and cultural contributions of Hispanic culture in daily
life in the United States
1.2H.12 Use “ser” and “estar” with like adjectives for intended meaning …..
2.2H.3 Demonstrate command of correct placement of accents in words and classify words;
differentiate meaning or nuance when written with a diacritical accent
2.2H.4 Apply in context rules particular to the use of : H- LL- Y
4.2H.4 Express and defend personal preferences and viewpoint in a variety of settings
Session 3
3.2H.2 Apply a broad array of vocabulary terms to present information, concepts, and ideas
5.2H.3 Identify main idea, supporting details, the main parts of a story and some literary devices from a
complex oral passage from different genres using visual media
6.2H.3 Employ text features to more complex text
6.2H.5 Interpret the elements of a story and how they relate to each other
6.2H.7 Compare information within an authentic text
6.2H.8 Translate from English into Spanish and from Spanish into English text that are produced and
used (paragraphs)
62
1.1H.13 Conjugate and use AR-ER-IR regular and irregular, stem-changing verbs as well as verbs with
spelling changes in present, preterit and imperfect tenses
1.1H.14 Use verbs that require indirect object pronouns
1.1H.18 Use verbal expressions in multiple tenses
Session 4
7.2H.2 Produce complex coherent sentences about a given topic
7.2H.3 Produce clear, coherent paragraphs with topic sentence
7.2H.7 Independently apply the steps of the writing process (e.g. prewriting, drafting, revising, editing
and publishing)
8.2H.4 Explain the importance of the roles played by famous people in history, literature, music, art,
and cinema from several Spanish-speaking countries
1.1H.13 Conjugate and use AR-ER-IR regular and irregular, stem-changing verbs as well as verbs with
spelling changes in present, preterit and imperfect tenses
2.2H.4 Apply in context rules particular to the use of “B/ V”
2.2H.1 Use interrogative and exclamatory marks in the middle of the sentence when necessary
Session 5
1.1H.13 Conjugate and use AR-ER-IR regular and irregular, stem-changing verbs as well as verbs with
spelling changes in present, preterit and imperfect tenses
1.1H.6 Differentiate between adjectives and adverbs as modifiers
3.2H.1 Define and apply vocabulary to communicate in a variety of contexts
4.2H.7 Demonstrate the use of the informal and formal register with regular and irregular verbs in the
present, preterit, future and conditional tenses and with the present subjunctive
5.2H.3 Identify main idea, supporting details, the main parts of a story and some literary devices from a
complex oral passage from different genres using visual media
6.2H.4 Interpret the main idea and supporting details of authentic texts …..
6.2H.8 Translate from English into Spanish and from Spanish into English text that are produced and
used (paragraphs)
1.2H.2 Use the present subjunctive with noun clauses
1.2H.4 Use the present subjunctive with adjective clauses
1.2H.6 Use the present subjunctive in adverbial clauses
Session 6
1.2H.13 Use the imperfect subjunctive including “if” clauses
7.2H.1 Select and apply rich and varied vocabulary to convey intended meaning
7.2H.4 Use transitions to link the major sections of the text to create cohesion between two paragraphs
7.2H.5 Compose writing in a variety of genres, including descriptive paragraphs, narratives, and formal
letter; and others such as instructions, interpersonal communication, and short composition
8.2H.1 Identify the distinct regions of target countries and identify major geographical features
63
Hire4Ed
Cristo Rey‟s Hire4Ed work-study program provides students with real-world work experience.
Students work five full days per month. They are transported to and from work each day, and
work standard daily business hours. Each student is pre-trained in effective communication and
professional business skills by Dale Carnegie© trainers. The training prepares students to perform
such tasks as filing, copying, faxing, delivering interoffice mail, assembling information packets,
very basic data entry, reception, and general "go-for" duties.
In addition to academic coursework, all students are assessed at the work place on 12 standards
each session.
Hire4Ed Standards:
1. Attendance and Punctuality
2. Workplace Skills and Terms
3. Attitude and Motivation
4. Productivity and Time Management
5. Workplace Adaptability
6. Initiative and Self-Direction
7. Workplace Understanding
8. Ethical Conduct
9. Self Presentation
10. Precision and Accuracy
11. Teamwork and Collaboration
12. Persistence in New Tasks
Hire4Ed Workplace Behaviors
1. Student Engagement
2. Organization
3. Precision and Accuracy
64
CAMPUS MINISTRY
Description:
Campus Ministry aims to promote the spiritual growth of students and to create a spiritual community in the
school. The goal is to promote this growth and environment while respecting and encouraging the various
rich religious and spiritual backgrounds from which our students come. Campus Ministry and the Religious
Studies Faculty work together to provide monthly worship Services. The majority of these liturgical services
take place in the form of Roman Catholic Mass, but CRJHS-TC also invites outside religious leaders from
other faiths to facilitate a prayerful gathering. Campus Ministry also facilitates retreat days once a year
for each grade level and staff. Retreats are an important part of promoting the spiritual growth of
students, faculty, and staff. These retreats may be held off-campus, on weekends, or over-night. Finally,
the Campus Ministry staff collaborates with the Assistant Principal, staff, faculty, and students to organize
a variety of service learning opportunities
Requirements:
-All students are required to participate in retreats.
-Students are required to complete 20 hours of service learning for every year of attendance at CRJHSTC for a total of 80 hours by graduation. Graduation from CRJHS-TC is contingent on fulfilling all
academic, Hire4Ed, retreat, and service learning requirements. Parents and/or guardians are able to
support Cristo Rey students by contributing up to 10 hours of service at the school. Service hours may be
completed outside of CRJHS-TC. Please contact the Campus Minister (612-545-9719) to inquire about
service hour opportunities or to verify completed service hours outside of CRJHS-TC.
65
COLLEGE COUNSELING
Description:
The College Counseling Office is the key resource for students to understand the opportunities that
are available after graduation from Cristo Rey. Although College Counseling is not a course that
is graded and calculated into the GPA, students must still meet requirements in this department at
each grade level.
GRADE 11:PREPARING FOR COLLEGE I
Students in grade 11 will use Naviance Family Connection regularly to research college
information. By the end of junior year, students will:
 identify the cost of attendance of colleges on their Naviance list;
 research the average financial aid package offered by colleges on their Naviance list;
 identify colleges on their Naviance list that require the CSS Profile in addition to the
FAFSA.
 Review GPA and test score ranges for potential college matches using Naviance Family
Connection.
In addition, students will expand their use of college admissions vocabulary (ED, EA, Rolling,
Regular, etc.) Benchmarks for junior year include:
 attend at least two college admissions officers visits by November;
 take the ACT Exam at Cristo Rey in April;
 attend an evening Financial Aid meeting with a parent in May;
 attend at least one regional campus visit by June;
 attend at least one in-house college fair by June;
 complete their college application essay by June, and
 update resumes with the most recent activities, work experience and awards.
66
SENIOR YEAR COURSES
ENGLISH IV
Course Description:
3 sessions each
(1) Non-Narrative and (2) Narrative English are each semester-long courses of a two-semester
cycle that make up the senior English curriculum.
The Senior English course refines and deepens the speaking, reading, writing, and critical thinking skills
practiced in the junior year. In this course, twelfth grade students read, write, analyze, and synthesize
both literary and expository texts. Students will refine their competency in the writing process by
independently selecting and manipulating writing strategies to create polished work. Additionally, twelfth
grade students will use their reading, critical thinking, listening and speaking skills to achieve college
readiness by actively engaging in various types of academic discourse. This course anticipates and
practices the skills necessary to read and write across disciplines at the college level. It will be taught in
the historical and social context of selected literature in order to further students‟ understanding of
themselves, their community, and the world. This course is split into two semester courses: one semester of
narrative English and one semester of non-narrative English.
Course Materials: Non-Narrative: Tattoos on the Heart and various articles on social issues;
Narrative: Animal Farm, Silence, 1984, Fahrenheit 451
Standards by Session:
Non-Narrative:
First Session
10.12.3 Compose a multi-page expository essay.
6.12.3 Develop each paragraph thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotation, paraphrase or other information and
examples appropriate to the audience‟s knowledge of the topic
1.12.1 Students will write varied and grammatically correct sentences
2.12.1 Consistently insert punctuation with accuracy and style
3.12.1 Use context (e.g. the overall meaning of a sentence, paragraph, or test; a word‟s position or
function in a sentence) as a clue to the meaning of increasingly difficult words or phrases
8.12.7 Evaluate the effectiveness of an author‟s efforts to achieve his or her purpose in a text in which the
rhetoric is particularly effective, analyzing how style and content contribute to the power,
persuasiveness or eloquence of the text
8.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain
8.12.3 Identify two or more major ideas of a text and analyze their development over the course of the
text, including how they interact and build on one another to produce a complex analysis
5.12.1 Assess the strengths and limitations of each source and apply strategies to draw conclusions
from information to relate knowledge to curricular areas, real-world situations and further
investigations
8.12.7 Evaluate the effectiveness of an author‟s efforts to achieve his or her purpose in a text in which
the rhetoric is particularly effective, analyzing how style and content contribute to the power,
persuasiveness or eloquence of the text
8.12.3 Identify two or more major ideas of a text and analyze their development over the course of the
text, including how they interact and build on one another to produce a complex analysis
67
8.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text, including determining where the text leaves matters
uncertain
10.12.5 Develop claim(s) and counterclaims fairly and thoroughly utilizing relevant evidence to support
claims, anticipated counterclaims and possible bias
Second Session
3.12.2 Identify unfamiliar words based on knowledge of etymology
8.12.4 Summarize a grade level text
8.12.9 Delineate and evaluate the argument and specific claims in multiple texts, comparing arguments and
assessing the strength and validity of each
8.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain
5.12.1 Assess the strengths and limitations of each source and apply strategies to draw conclusions
from information to relate knowledge to curricular areas, real-world situations and further
investigations
8.12.9 Analyze motivation behind bias in texts and infer what information was added or omitted as a
result
8.12.2 Evaluate the relevance of information presented in charts and graphs from multiple sources to
address a question or solve a problem
5.12.1 Assess the strengths and limitations of each source and apply strategies to draw conclusions
from information to relate knowledge to curricular areas, real-world situations and further
investigations
5.12.4 Evaluate primary source documents to use as a resource for supporting an argument, taking into
consideration the political, historical, social and cultural influences of the period
5.12.2 Synthesize multiple sources (print and electronic media) on the subject, demonstrating
understanding of the subject under investigation with sources of increasing complexity and difficulty
Third Session
5.12.1 Conduct more sustained, extensive multi-media research projects that include multiple sources
6.12.2 Generate ideas utilizing a pre-writing strategy and choose the most effective system of
organization to sequence complex ideas, concepts and information to make important
connections and distinctions
6.12.1 Create a concise thesis for research that introduces a complex topic and multiple claims
10.12.5 Develop claim(s) and counterclaims fairly and thoroughly utilizing relevant evidence to support
claims, anticipated counterclaims and possible bias
6.12.4 Connect evidence to topic sentences with commentary to clarify the relationships among
complex ideas and concepts
6.12. 3 Develop each paragraph thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotation, paraphrase or other information and
examples appropriate to the audience‟s knowledge of the topic
10.12.5 Develop claim(s) and counterclaims fairly and thoroughly utilizing relevant evidence to support
claims, anticipated counterclaims and possible bias
10.12.3 Compose multi-page expository… and synthesis essays
6.12.8 Compose a concluding section that synthesizes claims and evidence to support the thesis and
presents implications of the findings
6.12.7 Convey a knowledgeable stance in a style that responds to the discipline and context as well as
to the expertise of the likely readers
6.12.9 Independently develop and strengthen writing by revising, editing, rewriting, or trying a new
approach focused on addressing what is most significant for a specific purpose or audience
10.12.3 Compose multi-page expository… and synthesis essays
10.12.5 Develop claim(s) and counterclaims fairly and thoroughly utilizing relevant evidence to support
claims, anticipated counterclaims and possible bias
6.12.5 Use varied transitions in conjunction with topic sentences to link the major sections of the text
to achieve cohesion
68
6.12.6 Use precise language and domain-specific vocabulary and techniques such as metaphor, simile,
and analogy to manage the complexity of the topic
6.12.7 Convey a knowledgeable stance in a style that responds to the discipline and context as well as
to the expertise of the likely readers
6.12.9 Independently develop and strengthen writing by revising, editing, rewriting, or trying a new
approach focused on addressing what is most significant for a specific purpose or audience
10.12.3 Compose multi-page expository… and synthesis essays
1.12.1 Students will write varied and grammatically correct sentences
2.12.1 Consistently insert punctuation with accuracy and style
6.12.9 Independently develop and strengthen writing by revising, editing, rewriting, or trying a new
approach focused on addressing what is most significant for a specific purpose or audience
10.12.3 Compose multi-page expository… and synthesis essays
Narrative:
First Session
2.12.1 Consistently insert punctuation with accuracy
3.12.1 Use context (e.g. the overall meaning of a sentence, paragraph, or test; a word‟s position or function in
a sentence) as a clue to the meaning of increasingly difficult words or phrases
8.12.10 Analyze motivation behind bias in texts and infer what information was added or omitted as a
result
10.12.3 Compose multi-page expository, analytic (literary), persuasive, evaluative, and/or synthesis
essays
Second Session
4.12.1 Adapt speech to a variety of contexts and tasks to deliver effective formal and informal presentations
engaging the audience (encouraging participation when appropriate) and using eye contact, gestures,
direct address, and direct reference to specific audience members
4.12.2 Present information, findings and supporting evidence, conveying a clear and distinct perspective such
that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and
the organization, development, substance and style are appropriate to purpose, audience and a range
of formal and informal tasks (e.g. the Aristotelian triad of ethos, logos, and pathos)
1.12.1 Students will write varied and grammatically correct sentences
2.12.1 Consistently insert punctuation with accuracy
3.12.1 Use context (e.g. the overall meaning of a sentence, paragraph, or test; a word‟s position or function in
a sentence) as a clue to the meaning of increasingly difficult words or phrases
3.12.2 Interpret figures of speech (e.g. euphemism, oxymoron, hyperbole, paradox) in context and analyze
their role in the text to convey meaning
3.12.3 Identify unfamiliar words based on knowledge of etymology
4.12.3 Facilitate a formal discussion among peers that requires use of evidence to support positions and to
respond to other opinions
7.12.7 Analyze the impact of specific word choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh, engaging or beautiful (Include Shakespeare as well as
other authors.)
Third Session
1.12.1 Students will write varied and grammatically correct sentences
2.12.1 Consistently insert punctuation with accuracy
3.12.1 Use context (e.g. the overall meaning of a sentence, paragraph, or test; a word‟s position or function in
a sentence) as a clue to the meaning of increasingly difficult words or phrases
3.12.2 Interpret figures of speech (e.g. euphemism, oxymoron, hyperbole, paradox) in context and analyze
their role in the text to convey meaning
3.12.3 Identify unfamiliar words based on knowledge of etymology
7.12.3 Produce an account of two or more themes or central ideas of a text and analyze their development
over the course of a text, including how they interact and build on one another
7.12.6b Analyze how conflicts between complex characters (e.g those with conflicting motivations)
develop the theme and connect to the context in a historical or modern society
69
PRE-CALCULUS
6 sessions
Course Description:
Pre-calculus students will explore, in depth, the topics of radicals and rational exponents, polynomial and
rational functions, graphs and their transformations, logaritheoremic and exponential functions and their
applications, and trigonometry. Students will discover how their algebraic foundation supports much of
what they encounter in Precalculus (e.g. factoring polynomials and solving equations are necessary in order
to graph higher order polynomial functions). Students will be able to solve a variety of equations and
apply mathematical concepts and formulas to real life applications (e.g. population growth and compound
interest).
Course Materials: a variety of texts and assorted materials
Standards by Session:
Session 1
2.12.1 Determine unknown quantities by using the inverse relationships for the four basic operations,
exponentiation, and root extractions
2.12.2 Convert expressions with rational exponents to radical form
2.12.3 Solve rational equations with uncommon denominators
2.12.4 Solve multi-step radical equations
Session 2
1.12.1 Describe sets of numbers using interval and set-builder notation
7.12.1 Identify and apply relationships among significant points of a function (e.g. zeros, relative
extreme)
7.12.2 Determine the number and nature of solutions to polynomial equations with real coefficients
over the complex numbers
7.12.3 Identify domain, range, increasing/decreasing intervals, end behavior, asymptotes, symmetry
(odd and even functions), and limits, and connect these concepts to the graphs of functions
7.12.4 Compare and contrast characteristics of different families of functions (such as polynomial,
rational, radical, power, exponential, logaritheoremic, trigonometric, and piecewise-defined
functions) and translates among verbal, tabular, graphical, and symbolic representations of
functions
2.12.5 Solve polynomial equations using a variety of techniques (rational zero theorem, graphing,
factoring)
2.12.9 Determine the center-radius form for the equation of a circle in standard form
2.12.10 Write the equation of a circle, given its center and a point on the circle or from its graph
Session 3
3.12.1 Analyze and graph polynomial functions
3.12.2 Analyze and graph rational functions
3.12.3 Graph and transform the parent functions, (e.g. absolute value, square root, quadratic, cubic,
etc.)
3.12.4 Graph the inverse of a given function
3.12.5 Approximate the solution to polynomial equations of higher degree by inspecting the graph
Session 4
2.12.6 Solve exponential and logaritheoremic equations
2.12.8 Apply the properties of logaritheorems to rewrite logaritheoremic expressions in equivalent
forms
4.12.1 Apply exponential functions to model growth (e.g. compound interest, population growth)
4.12.2 Apply exponential functions to model decay (e.g. carbon-14 dating)
4.12.3 Utilize logaritheoremic functions to model real world problems (e.g. Richter scale, sound
intensity)
70
Session 5
7.12.5 Describe and contrast common elementary functions symbolically and graphically, including
x^n,x^(-1), ln x, log_a ⁡x,e^x,a^x,and the basic trigonometric functions
8.12.1 Solve trigonometric equations
8.12.2 Verify trigonometric identities
8.12.3 Differentiate between degree and radian measure (L2-Convert degrees-radians)
8.12.4 Analyze the Unit Circle and utilize it to evaluate the six trig functions at specified radian and
degree measures
8.12.5 Know and apply the definitions of the six trig functions
8.12.11 Convert rectangular coordinates into polar form
Session 6
8.12.6 Evaluate inverse trig functions
8.12.7 Apply right triangle trig to real life applications
8.12.8 Solve oblique triangles using the Law of Sines and Law of Cosines
8.12.9 Apply the Sum and Difference Formula to transform expressions
8.12.10 Apply the Double-Angle and Half-Angle Formulas to transform expressions
71
PHYSICS
6 sessions
Course Description:
The purpose of this course is to further introduce concepts of Physics. Physics is the study of the laws of
nature including the areas of scientific methods, scientific application of mathematics, science & society,
communicating in science, physical & chemical properties of matter, atomic structure and bonding, motion &
forces, energy, heat & thermodynamics, waves, and, electricity and magnetism. Students will be engaged
in activities that promote analytical thinking, scientific inquiry, and development of higher level cognitive
skills while working to improve their organization, use of technology, and communication skills. The course
will include laboratory experiences that focus on the variables in each area and the relationship they have
with each other. This course is designed for high school students who have advanced high school math skills
and are inclined to major in a science/engineering Physics discipline. Other senior level science courses are
being designed to support varied mathematics capabilities.
Course Materials: Pearson Conceptual Physics ©2010
Standards by Session:
Session 1
2.12.3 Interpret and apply concepts behind derived measurement (conversion factors, SI, unit analysis)
14.12.1 Distinguish between position and displacement and speed and velocity. Solve problems involving
position, displacement, speed and velocity; interpret complex graphs of position/displacement vs. time
Understand Newton‟s first two laws of motion and how they differed from Aristotle‟s
14.12.1a Define acceleration as change in motion; solve problems using kinematic equations; interpret
graphs of velocity vs time.
14.12.2 Identify and represent forces as vectors and calculate components of forces and resultant force using
vectors.
4.12.3 Acquire and accurately use general academic words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level
4.12.4 Make strategic use of multiple digital media (e.g. textual, graphical, interactive, etc.) in presentations
to enhance understanding of findings, reasoning, and evidence and to add interest
4.12.5 Apply systems of organization to sequence ideas, concepts, and information to make important
connections and distinctions
Session 2
2.12.1 Use patterns and trends to extrapolate, predict, and describe complex phenomenon i.e. multi-variable
systems
2.12.2 Construct mathematical concepts to the analysis of data using basic algebra and descriptive statistics
-Add vectors and find components
1.12.1 Formulate testable questions based on observations & research
1.12.2 Formulate hypothesis from a testable question and/or observations
1.12.2a Analyze the interactions between variables in an experiment
12.2.3 Design an experiment to test a hypothesis.
1.12.4 Collect, organize, display and analyze data including error analysis and identifying possible bias.
1.12.5 Interpret and report results of a scientific investigation as it relates to the hypothesis either in writing or
orally
1.12.6 Write a formal lab report that includes question, hypothesis, materials list, procedure, data table and
graphs, analysis and conclusion.
14.12.7 Describe impulses as rate of change of momentum
14.12.6 Analyze collisions in terms of conservation of momentum
14.12.8 Identify the center seeking force that causes a circular motion
14.12.9 Explain gravity in terms of a center seeking force at a distance
72
15.12.1 Determine the kinetic and potential energy of objects in various situations
Understand the properties of conservation of energy(conversion from kinetic to potential, friction)
15.12.2 Solve problems involving kinetic and potential energy and energy transfer between the two forms of
energy
Session 3
16.12.1 Demonstrate that temperature is related to the average kinetic energies of atoms and molecules
16.12.2 Calculate the heat transferred between two objects at different temperatures given the specific heat
capacities of the objects
16.12.3 Interpret phase heating curves in terms of atomic/molecular bond changes and solve problems of heat
energy needed to result in a phase change
Session 4
16.12.3a Analyze the relationship between heat, work and change in internal energy using 1st law of
thermodynamics
16.12.4 Explain the concept of entropy and the 2nd law of thermodynamics
17.12.1 Justify that waves carry energy and not matter over space and time
17.12.2 Classify different kinds of waves including mechanical, electromagnetic, transverse, longitudinal etc.
17.12.3 Solve problems involving amplitude, wavelength, frequency, period and wave speed
17.12.4 Predict the characteristic behavior of wave interactions : interference, diffraction, refraction,
Doppler effect and polarization
17.12.5 Apply wave characteristics to sound waves
Session 5
17.12.6 Compare and contrast the different applications of waves in each class of electromagnetic spectrum
17.12.7 Solve problems of optics involving law of reflection, law of refraction and lens equation
18.12.1 State Coulomb‟s law and solve problems of electric charge and electric fields
18.12.2 Construct a variety of electric circuits
18.12.3 Solve problems involving Ohm‟s law in series and parallel circuits
18.12.4 Describe the magnetic field around a permanent magnet
Session 6
18.12.5 Describe the relationship between magnetic and electric fields as different aspects of a single
electromagnetic field
73
HUMAN ANATOMY
Course Description:
3 sessions
Human Anatomy and Physiology is a laboratory-based course that incorporates aspects of
inquiry, cooperative learning and independent research through a deeper understanding of
human body systems. The course will consist of in-depth studies of the anatomy and physiology of
human cells and tissue structures. This will be followed by a comprehensive study of the major
systems of the body: nervous, integumentary, skeletal, muscular, circulatory, respiratory, digestive,
urinary, lymphatic, endocrine and reproductive systems. Students will also study different
relationships between body systems and basic medical terminology. By the end of the course,
students will be better prepared for college level anatomy and physiology coursework. This
course is designed for students who have been exposed to three years of high school science, in
particular one year of Biology. It is recommended for those students who would like to pursue a
career in medical fields.
Course Materials: Pearson, Essentials of Human Anatomy and Physiology © 2009
Standards by Session:
First Session
3.12.1 Define and differentiate between anatomy and physiology.
3.12.2 List functions that humans must perform to maintain life.
3.12.3 Define and explain the importance of homeostasis and describe how the body maintains
homeostasis within various body systems (ex: regulation of body temp, blood carbon dioxide
levels, and blood glucose levels).
3.12.4 Discuss various ways in which human body systems are interdependent and function together to
carry out an essential life process.
3.12.5 Properly sequence the levels of structural organization in the human body from the molecular
level to the level of an organism.
3.12.6 Use the language of anatomy to reference anatomical orientation including describing body
directions, body cavities, surfaces and body planes.
Second Session
4.12.1 Describe the major functions of the skin and 4 types of body membranes, how these functions
are accomplished and identify the structures and layers of the skin.
4.12.2 Explain the role of the skin of maintaining homeostasis and describe what can happen to the skin
and body membranes when homeostasis is out of balance: burns, skin cancers, psoriasis,
jaundice etc. and how to prevent them.
5.12.5 Describe briefly how each of the senses function to allow humans to see, hear, feel, taste an
smell.
5.12.6 Identify the structures of the human eye and the human ear and describe the functions of each.
1.12.4 Critique the use of peer review in the development of scientific knowledge.
6.12.1 Identify the major endocrine glands and tissues, list the hormones produced by each and
describe their general functions.
6.12.2 Describe how different hormones regulate the body.
6.12.3 Discuss ways in which hormones promote body homeostasis, and what can happen if imbalance
occurs (i.e. dwarfism, gigantism, sterility, diabetes, etc)
6.12.4 Identify and describe the major structures and functions of the female and male reproductive
systems.
6.12.5 Describe how hormones such as LH, FSH, Estrogen and testosterone allow for processes (ovarian
and testis functioning, menopause etc.) in the reproductive system to occur.
74
6.12.6 Describe how pregnancy occurs, how pregnancy alters the functioning of the mother‟s body,
how labor occurs and how an embryo develops.
1.12.1 Evaluate ways in which science and society influence each other (past, present and in the future)
1.12.2 Integrate different ethical viewpoints the ethical considerations and their development in science and
technology
2.12.8 Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions
defined in the text
2.12.9 Gather information for self-generated research projects from multiple relevant print
and digital sources assessing strengths and limitations of each source
Third Session
7.12.1 Describe the function of the lymphatic system and identify and describe its major structures
including lymph, lymphatic vessels, lymph nodes, tonsils, the thymus and the spleen.
7.12.2 Describe and indentify the importance of the different types of body defenses including:
phagocytes, natural killer cells, inflammation, fever, B and T cells, macrophages and antibodies.
7.12.3 Describe immunodeficiencies, allergies and autoimmune diseases.
8.12.1 Describe the cellular components and physical characteristics of blood, what helps blood to
function properly or improperly and determine blood types in the ABO blood system.
8.12.2 Identify the major anatomical areas of the human heart.
8.12.3 Describe and differentiate between the types of blood vessels and identify where the body‟s
major blood vessels are.
8.12.4 Describe the development of the cardiovascular system and how to maintain cardiovascular
health.
8.12.5 Properly measure blood pressure and pulse rate and list factors affecting each.
8.12.5 Describe what happens if homeostatic imbalance in the cardiovascular system occurs:
hyper/hypo tension, atherosclerosis, coronary artery disease, varicose veins, heart murmurs,
etc.
8.12.6 Name the organs that form the respiratory pathway.
8.12.7 Describe the process of gas exchange in the lungs and tissues.
8.12.8 Describe what can happen if homeostasis is out of balance in the respiratory system: lung
cancer, hyperventilation, COPD, smoking, pleurisy, CO poisoning, Cystic Fibrosis, etc.
1.12.3 Integrate knowledge from basic science to its technological application
9.12.1 Identify the overall function of the digestive system and describe the general activities of each
digestive system organ, enzymes or hormones associated with each, and how each organ
functions.
9.12.2 Describe the effect of aging and of homeostatic imbalances (i.e. gallstones, vomiting, heartburn,
pancreatitis, diarrhea, etc.) on the digestive system.
9.12.3 Describe the location of and the structure of the kidney and how they function to maintain
homeostasis.
2.12.6 Select and apply evidence in a text to support a scientific argument
2.12.5 Apply systems of organization to sequence ideas, concepts, and information to make
important connections and distinctions
2.12.10 Integrate information into writing a well organized and supported research project that
avoids plagiarism and the overreliance on any one source and follows a standard format
for citation
5.12.1 Describe the functions of and identify major structures in the central and peripheral nervous
system, including the brain, the spinal cord, and a neuron.
5.12.2 Explain the function of the sympathetic and parasympathetic divisions of the autonomic nervous
system and contrast the effects of each on different organs.
5.12.4 Describe what happens to the nervous system when homeostasis is out of balance: multiple
sclerosis, drug use, meningitis, concussions, paralysis, cerebral palsy etc.
75
ENVIRONMENTAL SCIENCE
3 sessions
Course Description:
Environmental Science is a laboratory-based course that incorporates aspects of inquiry, cooperative
learning and independent research through a deeper understanding of living systems and their interactions
with the environment. A diverse range of topics will be covered including the scientific method, scientific
application of mathematics, science and society, scientific literacy and writing, interdependence of living
and nonliving systems, evolution, energy, human population, and resource use and pollution. This course is
designed for students who have had 3 years of science instruction.
Course Materials: a variety of texts and assorted materials
Standards by Session:
First Session
5.12.1 Diagram and describe the importance of the following biogeochemical cycles in an ecosystem:
water, carbon, nitrogen, and phosphorus
5.12.3 Diagram and explain trophic levels in an ecosystem focusing on the amount of available energy
at each level
5.12.4 Integrate factors that influence populations including biotic and abiotic factors
5.12.5 Describe limiting factors in an ecosystem and apply them to the concept of carrying capacity
26.12.1 Describe limiting factors affecting population growth including food production, healthcare,
industry, and sanitation
26.12.2 Examine the exponential growth of the human population and relate to the exponential growth
of resource consumption
27.12.7 Research current approaches to sustainability and compare between developed and developing
countries
3.12.1 Evaluate ways in which science and society influence each other (past, present and in the future)
Second Session
3.12.1 Evaluate ways in which science and society influence each other (past, present and in the future)
15.12.3 Diagram and explain trophic levels in an ecosystem focusing on the amount of available energy
at each level
1.12.2 Formulate hypothesis from a testable question and/or observations
1.12.4 Collect, organize, display and analyze data including error analysis and identifying possible bias
2.12.1 Use patterns and trends to predict, and describe phenomenon
2.12.2 Apply mathematical concepts to the analysis of data using basic algebra and descriptive
statistics (mean, median, and mode) to solve problems
3.12.2 Integrate knowledge from basic science to its technological application
3.12.4 Critique the use of peer review in the development of scientific knowledge
15.12.4 Differentiate between commonly used fuels and alternative fuels including the required
technology, renewability, availability, pollution problems, and implementation problems
3.12.3 Integrate different ethical viewpoints the ethical considerations and their development in science
and technology
4.12.1 Use context (e.g. the overall meaning of a sentence, paragraph, or test; a word‟s position or
function in a sentence) as a clue to the meaning of a word or phrase (recognizing difficulty of
terms will increase over time)
4.12.3 Acquire and accurately use general academic words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level
4.12.4 Make strategic use of multiple digital media (e.g. textual, graphical, interactive, etc.) inz
presentations to enhance understanding of findings, reasoning, and evidence and to add
interest
4.12.5 Apply systems of organization to sequence ideas, concepts, and information to make important
connections and distinctions
4.12.6 Select and apply evidence in a text to support a scientific argument
76
4.12.7 Evaluate the central ideas or conclusions of a text; provide an accurate objective summary of
the text distinct from prior knowledge or opinions
Third Session
3.12.1 Evaluate ways in which science and society influence each other (past, present and in the future)
3.12.2 Integrate knowledge from basic science to its technological application
3.12.3 Integrate different ethical viewpoints the ethical considerations and their development in
science and technology
27.12.2 Apply case studies to relate land, air, and water pollution to human health issues
27.12.3 Evaluate methods used for remediation of land, water, and air pollution
27.12.4 Research local and national environmental legislation related to protecting land, air,
and
water resources
27.12.5 Describe ozone depletion and acid rain with an emphasis on sources of pollution
4.12.1 Use context (e.g. the overall meaning of a sentence, paragraph, or test; a word‟s position or
function in a sentence) as a clue to the meaning of a word or phrase (recognizing difficulty of
terms will increase over time)
4.12.3 Acquire and accurately use general academic words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level
4.1.8 Follow precisely a complex multistep procedure when carrying out experiments, taking
measurements, or performing technical tasks, attending to special cases or exceptions defined
in the text
412.9 Gather information for self-generated research projects from multiple relevant print and digital sources
assessing strengths and limitations of each source
77
CHURCH HISTORY, CATHOLIC SOCIAL TEACHING
Course Description:
Church History:
3 sessions
The purpose of this course is to survey the Church‟s extensive growth over two thousand years.
The Church‟s history begins with its conception with Christ and His Apostles and sustained by the
Holy Spirit through apostolic succession via the divine and human elements of the Church.
Church History by Session:
Session 1
VIII.I.A The origin, foundation, and manifestation of the Church
VIII.I.B Holy Spirit inspires the Apostles‟ mission-great commission
VIII.II.1A Unique phenomenon in Roman Empire
VIII.II.1B House liturgies
VIII.II.2A Constantine and Edict of Milan
VIII.II.2B Fathers inculturated Scipture for Greek and Roman peoples
1.12.8 Apply moral teaching of scripture to specific personal and global situation and develop a response.
2.12.5 Define and compare the major Church teachings within their historical contexts in comparison to
ongoing theological conversations
2.12.6 Identify and critique products of the media for religious bias and influence
Session 2
VIII.II.2C The development of the Eastern Patriarchates.
VIII.II.2D Church councils and doctrinal developments
VIII.II.3 The Roman Church of the West
VIII.II.4A Collapse of Roman Empire of the West around 476
VIII.II.4B The monks as evangelizers
VIII.II.4A Politics and religion
VIII.II.4B New religious orders, new universities
VIII.II.5A Situating the Crusades
VIII.II.5B some Results of the Crusades
VIII.II.6A Scholars
VIII.II.6B Art, architecture and music
VIII.II.7A Luther‟s complaints and proposals; innovations
VIII.II.7B The break from Rome: Protestantism
VIII.II.7C Nationalism
VIII.II.7D Church responds at the Council of Trent
VIII.II.7E Counter-reform
VIII.II.8A The Americas
VIII.II.8B Missionaries (Jesuits, Franciscans, Dominicans)
VIII.II.8C Japan, India-St. Francis Xavier
VIII.II.8D Matteo Ricci, SJ
VIII.II.9A Rationalism, scientific model, Deism-Descartes, Voltaire, Rousseau
VIII.II.9B The French Revolution and its impact on the Church
VIII.II.9C Post-revolutionary France say religious revival in nineteenth century.
VIII.II.10A Pope Pius IX reigned 32 years, 1846-1878
VIII.II.10B The First Vatican Council
VIII.II.11A Industrial Revolution
VIII.II.11B Social injustices
VIII.II.11C Pope Leo XIII (1878-1903)-Reum Novarum
VIII.II.12A Pope Leo XIII
VIII.II.12B Pope Pius XI
VIII.II.12C Pope John XXIII
VIII.II.12D Second Vatican Council
78
VIII.II.12E Pope Paul VI,
VIII.II.12F Pope John Paul II
1.12.4 Reflect on and connect a theological concept to a particular prayer expression.
2.12.7 Identify and critique current events for religious bias and influence
Session 3
VIII.II.12G United States Conference of Catholic Bishops
VIII.II.13A Motto “To Restore All Things in Christ”
VIII.II.13B Opposed “modernism
VIII.II.14A Pope Benedict
XV and World War I – seven point peace plan
VIII.II.14B Pope Pius XI
VIII.II.14C Pope Pius XII
VIII.II.15A Pope John XXIII-his pastoral vision for the Council
VIII.II.15B The Council documents pastoral tone and language
VIII.II.15C Pope Paul VI
VIII.II.15D Developments after the Council
VIII.II.16A First non-Italian Pope in centuries
VIII.II.16B Evangelizer to the world: 104 papal trips overseas
VIII.II.16C Teacher: numerous encyclicals, post-synodal documents writings
VIII.II.16D Pastor: Holy Thursday letters to priests-his World Youth Days
VIII.II.16E Themes: be not afraid, human dignity, evangelization
VIII.II.16F Assassination attempt: example of courage, faith and forgiveness
VIII.II.16G The Catechism of the Catholic Church
VIII.II.17A First Encyclical Dues Caritas Est followed by apostolic exhortation Sacramentum Caritatis
VIII.II.17B Addresses clash of culture and civilization with faith
VIII.II.17C Ecumenism today: Church of the East, Oriental Orthodox, eastern Orthodox, Protestant.
VIII.II.18A Colonial America
VIII.II.18B Immigrations-ethnic Catholics
VIII.II.18C Church‟s role in development of social justice in the US.
VIII.II.18D Eastern Catholics
VIII.II.18E Catholic Education
VIII.II.18F Late 20th to start of 21st Century.
1.12.1 Discern her/his own personal vocation
Course Description:
Catholic Social Teaching:
3 sessions
The purpose of this course is to introduce students to living as Christian disciples in society. Under
the scope of Catholic Social Teaching, students will learn about Christ‟s preferential option for the
poor and neglected as the model for personal application.
Course Materials: A Long Way Gone, Memoirs of a Boy Soldier, Ishmael Beah, We Regret to
Inform you that Tomorrow we Will Be Killed with our Families, Philip Gourvetich, UN Declaration
on Human Rights, UN Convention on Rights of the Child, Pacem In Terris (Encyclical- Pope‟s Letter),
Untouchable, Mulak Anand, No Future Without Forgiveness (Desmond Tutu), Gandhi
Autobiography, Dangerous Love- The Sermons of Oscar Romero
Catholic Social Teaching Standards by Session:
Session 1
ix.11.D Principles of Catholic Social Teaching from the Universal Magisterium (human rights, rights and
responsibilities, solidarity, etc)
ix.11. A Church has always stood for charity and justice
ix.ivA Concept of social sin
79
1.12.4
ix.iiiC
IX.III
3.12.1
3.12.2
Clearly articulate one‟s personal beliefs and values in faith practices
Responsibilities and Rights
US Conference of Catholic Bishops
Formulate and outline a strong, reliable support for an argument
Recognize, summarize and critically evaluate another person‟s argument in order to strengthen your
personal argument
5.12.2 Synthesize multiple sources (print and electronic media) on the subject, demonstrating understanding of
the subject under investigation with sources of increasing complexity and difficulty
5.12.3 Assess the strengths and limitations of each source and apply strategies to draw conclusions from
information to relate knowledge to curricular areas, real-world situations, and further investigations
6.12.2 Choose the most effective system of organization to sequence complex ideas, concepts and
information to make important connections and distinctions.
6.12.8 Compose a concluding section that synthesizes claims and evidence to support the thesis and presents
implications of the findings.
Session 2
IX.III.A
IX.II.B
2.12.2
2.12.3
6.12.1
6.12.3
The Dignity of human life
Different types of Justice
Explain and compare the literal, historical, allegorical and moral meanings behind scripture passages
Identify, compare and critically discuss multiple biblical themes as they relate to the modern world
Create a concise thesis that introduces a complex topic and multiple claims
Develop each paragraph thoroughly by selecting the most significant and relevant facts, extended and
definitions, concrete details, quotation, paraphrase or other info and examples appropriate to
audience‟s knowledge of the topic
6.12.4 Connect evidence to topic sentences with commentary to clarify the relationships among complex ideas
and concepts
6.12.8 Compose a concluding section that synthesizes claims and evidence to support the thesis and presents
implications of the findings.
IX.IIIB Call to family, community and participation
IX.IV.B The social dimension of the Commandments
3.12.3 Respectfully express own opinion, fairly represent another person‟s opinion, show openness to
opposition and growth.
3.12.4 Listen open mindedly …engaging in respectful debate
4.12.2 Present information, findings and supporting evidence conveying a clear and distinct perspective such
that listener can follow the line of reasoning, alternative or opposing perspectives are addressed , and
the organization, development, substance and style are appropriate to purpose, audience and a range
of formal and informal tasks
5.12.4 Evaluate primary source documents to use as a resource for supporting an argument, taking into
consideration the political, historical, social and cultural influences of the period
Session 3
IX.III. Solidarity: Individuals should work for a common goal
IX.IIIE Dignity of work and the rights of workers
4.12.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning
and evidence and to add interest
IX.IIID Preferential option for the poor
IX.IIC
Social teaching in the modern era
IX.IVC Social dimensions of the Beatitudes
2.12.3 Identify, compare and critically discuss multiple biblical themes as they relate to the modern world
80
4.12.2 Present information, findings and supporting evidence conveying a clear and distinct perspective such
that listener can follow the line of reasoning, alternative or opposing perspectives are addressed , and
the organization, development, substance and style are appropriate to purpose, audience and a range
of formal and informal tasks
5.12.1 Conduct more sustained, extensive multi-media research projects that include multiple sources
5.12.2 Synthesize multiple sources (print and electronic media) on the subject, demonstrating understanding of
the subject under investigation with sources of increasing complexity and difficulty
6.12.1 Create a concise thesis that introduces a complex topic and multiple claims
6.12.3 Develop each paragraph thoroughly by selecting the most significant and relevant facts, extended and
definitions, concrete details, quotation, paraphrase or other info and examples appropriate to
audience‟s knowledge of the topic
6.12.4 Connect evidence to topic sentences with commentary to clarify the relationships among complex ideas
and concepts
6.12.8 Compose a concluding section that synthesizes claims and evidence to support the thesis and presents
implications of the findings.
81
ECONOMICS
3 sessions
Course Description:
The goal of Economics in the 21st Century is to enable students to become economically literate and
effective decision-makers, as well as, responsible and productive citizens in an increasingly globalized
economy. This course begins by building the foundations of economic understanding by introducing students
to the fundamental microeconomic concepts necessary to analyze macroeconomic and global concepts.
Throughout this course, students will consistently be asked to analyze the role of the consumer in micro,
macro and global economic systems and analyze how changes in the economy affect individuals,
households, businesses, the government, and the environment. The final component of Economics in the 21st
Century requires students to practically apply their knowledge by investigating and articulating economic
solutions through practical application of real world problems. As with the other social studies courses this
course will include learning essential content, fostering the ability to think analytically, and finally,
developing and refining essential reading, writing, speaking, and research abilities to competently convey
this knowledge.
Course Materials: Freakonomics by Steven D. Levitt
Standards by Session:
First Session
8.12.1 Examine the causal relationships between scarcity and the need for choices.
8.12.2 Explain opportunity cost and its relationship to marginal benefit and marginal cost.
8.12.3 Identify the difference between monetary and non-monetary incentives and how changes in incentives
cause changes in behavior of individuals.
8.12.4 Evaluate the role of private property in decisions to despoil, conserve, or improve scarce resources.
8.12.5 Analyze the role of an economic system (market, command, mixed) in establishing and preserving
political and personal liberty. (e.g. works of Adam Smith, Karl Marx, etc.)
9.12.1 Understand the relationship of the concept of incentives to the law of supply and the relationship of the
concept of incentives and substitutes to the law of demand.
9.12.2 Discuss the effects of changes in supply and/or demand on the relative scarcity, price, and quantity of
particular products (supply/demand curve.)
9.12.3 Explain the roles of property rights, competition, and profit in a market economy and as an incentive to
entrepreneurs.
8.12.5 Describe the costs and benefits of an open market for both buyers and sellers.
8.12.4 Summarize a grade level text.
8.12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matter uncertain.
3.12.1 Use context (e.g. the overall meaning of a sentence, paragraph or text; a word‟s position or function in
a sentences) as clue to the meaning of increasingly difficult words or phrases
Second Session
9.12.4 Analyze how domestic and international competition affects goods and services produced and the
quality, quantity, and price of those products (GDP, CPI).
8.12.9 Delineate and evaluate the argument and specific claims in multiple texts, comparing arguments and
assessing the strength and validity of each
8.12.10 Analyze motivation behind bias in texts and infer what information was added or omitted as a result
6.12.8 Compose a concluding section that synthesizes claims and evidence to support the thesis and presents
implications of the findings
6.12.9 Independently develop and strengthen writing by revising, editing, rewriting, or trying a new approach
focused on addressing what is most significant for a specific purpose or audience
6.12.5 Use varied transitions in conjunction with topic sentences to link the major sections of the text to achieve
cohesion
3.12.3 Identify unfamiliar words based on knowledge of etymology
82
3.12.4 Acquire and use accurately general academic words and phrases sufficient for reading, writing,
speaking, and listening at the college and career readiness level
3.10.5 Make appropriate word choice in writing based on nuanced meanings of words with similar
denotations
1.12.1 Strategically employ a variety of sentence structures to create intended meaning, audience appeal
and style.
4.12.2 Present information, findings and supporting evidence, conveying a clear and distinct perspective such
that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and
the organization, development, substance and style are appropriate to purpose, audience and a range
of formal and informal tasks (e.g. the Aristotelian triad of ethos, logos, and pathos)
4.12.3 Facilitate a formal discussion among peers that requires use of evidence to support positions and to
respond to other opinions
4.12.4 Work with peers to promote civil, democratic discussions and decision-making, set clear goals and
deadlines and establish individual roles as needed
10.12.1 Describe the aims of government fiscal policy (e.g. regulation, taxation, borrowing, spending) and their
influence on production, employment, and price levels.
10.12.2 Explain the aims and tools of monetary policy via the Federal Reserve, and their influence on
economic activity including money supply, discount rate, and availability of credit.
10.12.4 Define, calculate and explain the significance of the unemployment rate, the number of new jobs
created monthly, the inflation or deflation rate, and the rate of economic growth.
10.12.3 Compare and contrast US fiscal and monetary policy with the government policies of other mixed
markets (England, Germany) as well as command (North Korea) and emerging mixed economies
(Russia, China) of other nations.
Third Session
11.12.1 Understand the operations of the labor market including the circumstances surrounding the
establishment of labor unions, procedures that unions use to gain benefits for their members, the effects
of unionization, and legislative regulations placed on union activity.
11.12.2 Describe the current economy and labor market, including the types of goods and services produced
the types of skills workers need, the effects of rapid technological change and the impact of
international competition.
11.12.3 Analyze wage differences between jobs and professions, using the laws of demand and supply and
the concept of productivity.
11.12.4 Analyze the effect of product demand on the derived demand for labor.
83
GOVERNMENT
Course Description:
3 sessions
Government/Civics for the 21st Century is a semester social studies course that focuses on the foundations
of government and responsible participatory citizenship. A deeper understanding of government will be
achieved through analyzing the political process, political ideologies, the Constitution and Bill of Rights, the
three branches of government, as well as the rights and responsibilities of individuals in our government
system. Throughout this course, students will consistently be asked to analyze the various roles of individual
citizens and groups in the political process as well as how America's founding ideals (Democracy,
Opportunity, Liberty, Equality and Rights) as outlined by the framers have shaped and continue to shape
American government. As with the other social studies courses this course will include learning essential
content, fostering the ability to think analytically including identifying themes, patterns, and trends of
change, and finally, developing and finally, developing and refining essential reading, writing, speaking,
and research abilities to competently convey this knowledge.
Course Materials: Pearson Longman The Struggle for Democracy © 2005
Standards by Session:
First Session
8.12a.1 Analyze the influence of Greek, Roman, English, and leading European political thinkers such as John
Locke, Charles-Louis Montesquieu, Niccolo Machiavelli, and William Blackstone on the development
of American government
8.12a.2 Compare and contrast democratic and non-democratic forms of government (e.g. oligarchy,
monarchy, democracy, dictatorship, republic, aristocracy, autocracy, confederation, presidential
government, parliamentary government)
8.12a.3 Analyze the political theories and arguments contained within the Declaration of Independence
Identify key elements of Democracy
9.12a.1 Identify the weaknesses of the Articles of the Confederation, which led to the Constitutional
Convention and how the Constitution was intended to address those weaknesses
9.12a.3 Describe the six basic principles of the American Constitution: individual rights, popular sovereignty,
limited government, separation of powers, checks and balances, and federalism
9.12a.4 Discuss the meaning and importance of each of the rights guaranteed under the Bill of Rights and
how they have been interpreted over time (e.g. Freedom of religion, speech, press, assembly,
privacy)
Second Session
9.12a.5 Explain how the Founding Fathers‟ view of human nature led to the establishment of a
constitutional system that limited the power of those that govern and the governed as articulated in
the Federalist
9.12a.6 Analyze the systems of separated and shared powers, the role of factions (Federalist #10), checks
and balances (Federalist #51), the importance of an independent judiciary (Federalist #78),
enumerated powers, rule of law, federalism, and civilian control of the military
1.12.4 Evaluate primary source documents to use as a resource for supporting an argument, taking into
consideration the political, historical, social, and cultural influences of the period (ENG 5.12a.4)
Will be able to identify main arguments of Federalists and Anti Federalists
Identify individuals active with Federalists and Anti- Federalists and their motivations
10.12a.1 Analyze Article I of the Constitution as it relates to the legislative branch, including eligibility for
office and length of terms of representatives and senators; election to office, the roles of the
House and Senate; impeachment proceedings; the role of the vice president; the enumerated
legislative powers; and the process by which a bill becomes a law
10.12a.2 Explain the processes by which the Constitution can be amended
84
10.12a.3 Analyze Article II of the Constitution as it relates to the executive branch, including the eligibility for
office and length of term, election to and removal from office, the oath of office, and the
enumerated executive powers
10.12a.4 Analyze Article III of the Constitution as it relates to the judicial branch, including the length of
terms of judges, the jurisdiction of the federal courts and the processes of selection and the
confirmation of Supreme Court justices
Third Session
11.12a.1 Analyze the changing interpretations of the Constitution over time, including interpretation of the
basic freedoms (religion, speech, press, assembly, and petition) articulated in the First Amendment
and the due process and equal protection of the law clauses of the Fourteenth Amendment
11.12a.2 Analyze judicial activism and judicial restraint and the effects of each policy over the decades (e.g.
Warren and Rehnquist courts)
11.12a.3 Evaluate the effects of the Court‟s interpretations of the Constitution in Marbury v Madison (judicial
review), McCulloch v Maryland (federal supremacy), and the United States v Nixon (executive
privilege) with emphasis on the arguments espoused in these cases
11.12a.4 Analyze the shift in interpretations of civil rights and the controversies resulting from cases such as
Plessey v. Ferguson, Brown v. Bd. of Education, Miranda v. Arizona, and Regents of the University of
California v. Bakke
13.12a.1 Define citizenship, process of naturalization, and the controversies surrounding this issue
throughout America‟s history
13.12a.2 Describe the opportunities that citizens have to participate in the political process (e.g. voting,
campaigning, lobbying, demonstrating, petitioning, picketing, running for political office)
13.12a.3 Analyze the individual‟s legal obligations including obeying the law, serving as a juror, and paying
taxes
13.12a.4 Analyze the reciprocity between rights and responsibilities. Examine how enjoyment of one‟s rights
entails respect for the rights of others
85
ELECTIVES (for Seniors)
ELECTIVE SPANISH
Course Description:
6 sessions
This course is intended for students who are heritage Spanish speakers, who already feel
comfortable reading, writing, listening or speaking Spanish. Students taking this class will continue
to learn vocabulary, grammar and sentence structure, and will practice reading, writing, speaking
and listening to be successful in a university and business environment. Students will also have an
opportunity to watch and reflect on various films throughout the year.
Course Materials: a variety of texts and assorted materials
Standards by Session:
Session 1
1.3H.1a Explain uses parts of speech: nouns, pronouns, verbs, and adjectives in more complex
constructions.
1.3H.1b Demonstrate the use of definite and indefinite articles omitting them when appropriate
1.3H.13 Differentiate between verbs tenses (present – preterit and imperfect)
3.3H.1 Use and control the ambiguities of the vocabulary in reading, writing and speaking
5.3H.3 Identify main idea, supporting details, the main parts of a story and literary devices from a
complex oral passage from different genres using visual media
6.3H.4 Interpret the main ideas and supporting details of authentic text such as: simple fiction,
nonfiction and visual texts
7.3H.3 Produce clear, coherent paragraphs with topic sentence, supporting details, and concluding
sentence
Session 2
4.3H.5 Defend point of view on a controversial topic
1.3H.13 Differentiate between verbs tenses
1.3H.3 Differentiate between use of Indicative and Subjunctive Mode
3.3H.1 Use and control the ambiguities of the vocabulary in reading, writing and speaking
5.3H.3 Identify main idea, supporting details, the main parts of a story and literary devices from a
complex oral passage from different genres using visual media
6.3H.4 Interpret the main ideas and supporting details of authentic text such as: simple fiction,
nonfiction and visual texts
7.3H.5 Compose writing in a variety of genres, at a greater level of complexity including essays
Session 3
1.3H.2 Use the present subjunctive with noun clauses
3.3H.1 Use and control the ambiguities of the vocabulary in reading, writing and speaking
5.3H.3 Identify main idea, supporting details, the main parts of a story and literary devices from a
complex oral passage from different genres using visual media
6.3H.4 Interpret the main ideas and supporting details of authentic text such as: simple fiction,
nonfiction and visual texts
6.3H.8 Translate from English into Spanish and Spanish into English texts that are produced and used
(paragraphs)
7.3H.5 Compose writing in a variety of genres, at a greater level of complexity including essays
8.3H.4 Explain the importance of the roles played by famous people in history, literature, music, art,
and cinema from various Spanish-speaking countries
86
Session 4
1.3H.4 Use the present subjunctive with adjective clauses
3.3H.1 Use and control the ambiguities of the vocabulary in reading, writing and speaking
5.3H.3 Identify main idea, supporting details, the main parts of a story and literary devices from a
complex oral passage from different genres using visual media
6.3H.4 Interpret the main ideas and supporting details of authentic text such as: simple fiction,
nonfiction and visual texts
6.3H.8 Translate from English into Spanish and Spanish into English texts that are produced and used
(sentences and paragraphs)
7.3H.5 Compose writing in a variety of genres, at a greater level of complexity including essays
Session 5
1.3H.6 Use the present Subjunctive in adverbial clauses
3.3H.1 Use and control the ambiguities of the vocabulary in reading, writing and speaking
5.3H.3 Identify main idea, supporting details, the main parts of a story and literary devices from a
complex oral passage from different genres using visual media
6.3H.4 Interpret the main ideas and supporting details of authentic text such as: simple fiction,
nonfiction and visual texts
7.3H.5 Compose writing in a variety of genres, at a greater level of complexity including essays
Session 6
3.3H.1 Use and control the ambiguities of the vocabulary in reading, writing and speaking
5.3H.3 Identify main idea, supporting details the main parts of a story and literary devices from a
complex oral passage from different genres using visual media
6.3H.4 Interpret the main ideas and supporting details of authentic text such as: simple fiction,
nonfiction and visual texts
7.3H.5 Compose writing in a variety of genres, at a greater level of complexity including essays
8.3H.3 Compare the traditions, celebrations, religious beliefs, or historical and current events between
Spanish-speaking countries
87
VISUAL ARTS
Course Description:
6 sessions
This elective is offered for those seniors who seek a basic knowledge of art. This course will help
students to develop basic perceptual, observational and compositional skills necessary to study
and use different types of drawing media, processes and techniques.
Course Materials: a variety of texts and assorted materials
Standards by Session:
Session 1
1.1.A Utilize vocabulary of art within the studio and critique setting in regard to: media, technique, process,
elements and principles of design, critique structure, historical and cultural study
1.2.A Explain and apply line, shape, value, color, texture, form, space
1.3.A Demonstrate an understanding of elemental relationships through successful use of the principles of
design: balance, movement, rhythm, pattern, emphasis, contrast and unity, in a composition
6.10.1 Adapt speech to a variety of contexts and tasks to deliver a variety of formal and informal
presentations using poise, enunciation, gestures, and rate
6.10.2 Present information, findings and supporting evidence clearly, concisely, and logically such that listeners
can follow the line of reasoning and the organization, development, substance and style are
appropriate to purpose, audience and task
Session 2
1.4.A Identify and understand a variety of techniques (e.g. 2D: HB Pencil, cross-hatching, drawing; 3dimensional: raffia, coiling, basket weaving)
1.5.A Classify major western and non-western artistic periods, artists, and techniques (e.g. Japanese Gyotaku
-fish prints- and print making)
1.6.A Apply media, techniques and processes introduced in class through observation exercises (e.g. still life,
observation from photograph or master artwork.)
2.7.A Demonstrate understanding and skill level through art displays (e.g. class critique, campus display,
public display, school event)
2.8.A Demonstrate the ability to improvise within the artistic process (e.g. free art, abstract expressionist art,
artistic choices)
6.10.5 Make strategic use of digital media (e.g. textual, graphical, interactive, etc.) in presentations to
enhance understanding of findings, reasoning, and evidence and to add interest
6.10.6 Evaluate a speaker‟s perspective, reasoning and use of evidence and rhetoric; identify any fallacious
reasoning or exaggerated or distorted evidence
Session 3
3.1.A Evaluate artwork based on craftsmanship and aesthetic properties (sensory, formal, technical and
expressive properties and reflection on society)
3.2.A Analyze how variations and combinations of artistic elements are used to communicate stories, ideas
and emotions (e.g. expressive use of line and color)
3.3.A Critique an art work to assess if it effectively conveys its meaning; assess one‟s own response to the
work
3.4.A Give and receive constructive criticism through description, analysis, interpretation, and evaluation
3.5.A Defend conclusions about the meaning and effectiveness of a piece, with objective statements relating
to the elements of art (e.g. the combination of blue monochromatic and subject matter conveyed the
coldness of poverty)
3.6.A Demonstrate reflection in response to artistic works, own or others, including a reaction to the piece
88
6.10.3
Come to discussions prepared, having read and researched material under study; explicitly draw on
that preparation by referring to evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas
6.10.4 Work with peers to set rules for collegial discussions and decision-making (e.g. informal consensus,
voting on key issues, presentation of alternate views), clear goals and deadlines and individual roles as
needed
Session 4
2.1.A. Reinvent an already existing image, myth, or event (e.g. non-objective interpretation of a Renaissance
Master)
2.2.A Create an original work based on a supplied idea through the proficient use of knowledge and skills
(e.g. create a drawing that incorporates a hand into a surreal environment while demonstrating
knowledge and skill of value change)
2.3.A Solve complex problems that arise in the composition, media, technique and process (e.g. creating a
specific outcome/effect - light, space, emotion)
2.4.A Create an original work of art, making choices on concept and technique
Session 5
4.1.A Research and demonstrate learned knowledge for at least one influential visual artist or genre
4.2.A Compare how art both reflects and creates culture (e.g. African masks were born from a culture of
storytelling and ritual)
4.3.A Investigate and discuss motivations to produce art throughout history into current times - sentimental,
financial, religious, political and historical
4.4.A Explain the role of art in social movements (e.g. Pablo Picasso‟s Guernica and the Spanish Civil War)
4.5.A Identify universal human experiences, ideas and themes in one‟s own work and/or others
4.6.A Formulate connections between art and other curricular areas ( e.g. clay production relates to science,
contextual information relates to social studies)
4.7.A Research necessary training and special skills needed for careers in art (e.g. environmental design,
communication design, product and fashion design, entertainment, cultural enrichment, and studio
production)
5.10.1 Create a thesis that introduces a topic and claim
5.10.2 Create a system of organization to sequence ideas, concepts, and information to make important
connections and distinctions
5.10.3 Create more complex topic sentences that tie information to thesis
5.10.4 Develop each paragraph with well-chosen and sufficient facts, extended definitions, concrete details,
quotation, paraphrase, or other information and examples
5.10.5 Connect evidence to topic sentences with commentary to clarify the relationships among ideas and
concepts
5.10.6 Use transitions and sentence structures to link the major sections of the text to create cohesion
5.10.7 Establish and maintain a formal style and objective tone according to the conventions of the discipline
5.10.8 Compose a concluding statement or section that flows from and supports the thesis and claims (e.g.
articulating implications or the significance of the topic)
5.10.9 In addition to teacher and peer feedback, develop and strengthen writing by independently revising,
editing, and rewriting
5.10.10 Cite all research sources using the appropriate format
Session 6
2.5.A Apply the edit process (e.g. sketch, studio production, in-progress critique, refine)
2.6.A Create a portfolio of written and visual materials that present artistic ability, a variety of media and
subject matter
89
PERFORMING ARTS
Course Description:
6 sessions
This course is offered for those seniors who seek a basic knowledge of the performing arts. This
course teaches basic skills, exercises and scene work aim to developing concentration, freedom
and power of expression, connection with a text and with acting partners, and a process for
approaching characterization. The emphasis is on contemporary, realistic texts. Students in this
course will have the opportunity to perform in the Fall and in the Spring.
Course Materials: a variety of texts and assorted materials
Standards by Session:
Session 1
1.1.D
Utilize vocabulary including stage directions (e.g. upstage, downstage, cheat out, blocking), acting
methods (e.g. Stanislavski, emotional memory, method, external, internal), historical terms (e.g. Globe,
Greek Theatre, passion play), script terms (e.g. cue, dialogue, business), interpretative terms (e.g.
subtext, pacing, tone), theatre terms (e.g. thrust, proscenium)
1.2.D Explain and apply body, voice, internal work, external realization, make-up, costume, props, lighting,
set design
1.3.D Demonstrate an understanding of the dramatic principles and structures (e.g. plot structure, tragedy,
comedy, farce)
1.4.D Identify and understand a variety of processes (e.g. stage, film, TV, rehearsal, readings, acting
preparation, monologue, dialogue, scene work, improvisation, interpretation)
6.12.3 Facilitate a formal discussion among peers that requires use of evidence to support positions and to
respond to other opinions
6.12.4 Work with peers to promote civil, democratic discussions and decision-making, set clear goals and
deadlines and establish individual roles as needed
6.12.5 Make strategic use of digital media (e.g. textual, graphical, interactive, etc.) in presentations to
enhance understanding of findings, reasoning, and evidence and to add interest
Session 2
1.5.D Classify major western and non-western dramatic periods, artists, and techniques (e.g. Shakespearean,
Greek, and modern drama)
1.6.D Imitate observed interpretations of an acting problem after reading a text or watching a professional
interpretation
2.1.D Revise a scene or story structure; write a scene or perform an improvisation that conveys an idea
2.2.D Create an original work based on a supplied idea through the proficient use of knowledge and skills
(e.g. create a scene using voice, body, words, pacing, subtext, props to express an emotion)
2.3.D Solve a complex scene or idea using learned elements (e.g. difficult blocking, intense emotional pacing,
multiple layers of meaning, or a combination of styles)
2.4.D Compose the script for a scene or short play, a monologue from personal experience (may also include
videoed or voice recorded pieces)
2.5.D Refine a script or performance piece after receiving feedback; include notes on criticism offered in
portfolio
2.8.D Demonstrate the ability to improvise through scene study and character development
Session 3
3.1.D Evaluate the characteristics and merits of their work and the work of others
3.2.D Analyze how variations and combinations of the dramatic elements are used to communicate stories,
ideas and emotions within a piece(e.g. body language, lighting, tone, etc.)
3.3.D Critique a dramatic work (written and/or performance) to assess if it effectively conveys its meaning;
assess one‟s own response to the work
3.4.D Give and receive constructive criticism of dramatic works
90
3.5.D
3.6.D
Defend conclusions about the meaning and effectiveness of a piece, with objective statements relating
to the elements of drama
Demonstrate reflection in response to dramatic works, own or others, including a reaction to the piece
Session 4
4.1.D Research and demonstrate learned knowledge for at least one influential artist (writer, actor, or
director) or genre
4.2.D Compare how art both reflects and creates culture (e.g. French neoclassical drama and the rise of
English drama)
4.3.D Investigate and discuss motivations to produce drama throughout history into current times - sentimental,
financial, religious, political and historical
6.12.1 Adapt speech to a variety of contexts and tasks to deliver effective formal and informal presentations
engaging the audience (encouraging participation when appropriate) and using eye contact, gestures,
direct address, and direct reference to specific audience members
6.12.2 Present information, findings and supporting evidence, conveying a clear and distinct perspective such
that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and
the organization, development, substance and style are appropriate to purpose, audience and a range
of formal and informal tasks (e.g., the Aristotelian triad of ethos, logos, and pathos)
Session 5
4.4.D Explain the role of theater in major social movements (e.g. Medieval passion plays, Uncle Tom‟s Cabin)
4.5.D Identify universal human experiences, ideas and themes in one‟s own work and/or others (e.g. reality
vs. illusion in A Street Car Named Desire)
4.6.D Formulate connections to learning in other academic and arts disciplines to enrich and contextualize the
dramatic arts
4.7.D Research the varied opportunities within the dramatic arts, both acting and its allied arts
5.12.1 Create a concise thesis for research that introduces a complex topic and multiple claims
5.12.2 Choose the most effective system of organization to sequence complex ideas, concepts, and information
to make important connections and distinctions
5.12.3 Create topic sentences that serve as transitions from one claim to another
5.12.4 Develop each paragraph thoroughly by selecting the most significant and relevant facts, extended
definitions, concrete details, quotation, paraphrase, or other information and examples appropriate to
the audience‟s knowledge of the topic
5.12.5 Connect evidence to topic sentences with commentary to clarify the relationships among complex ideas
and concepts
5.12.6 Use varied transitions in conjunction with topic sentences to link the major sections of the text to achieve
cohesion
5.12.7 Establish and maintain a formal style and objective tone according to the conventions of the discipline
5.12.8 Compose a concluding section that synthesizes claims and evidence to support the thesis and presents
implications of the findings
5.12.9 Independently develop and strengthen writing by revising, editing, rewriting, or trying a new approach
focusing on addressing what is most significant for a specific purpose or audience
5.12.10 Cite all research sources using the appropriate format
Session 6
2.6.D Create a theater notebook including various examples of theatrical experiences such as: set and
costume design, written character analysis, reflections and techniques, a script of a scene or shot play,
performances, peer and teacher reviews (may include video or voice recorded pieces)
2.7.D Perform a live performance either in or outside the classroom
91
CREATIVE WRITING
Course Description:
This course is designed to introduce students to writing in three genres: poetry, personal essay,
and short fiction. It introduces students to the creative writing and revision processes. I expect
students to read all materials assigned, to participate in discussions, and give respectful
constructive feedback to their fellow students.
Course Materials:
The Best American Nonrequired Reading 2010, Dave Eggers and David Sedaris.
A Poetry Handbook, Mary Oliver.
101 Great American Poems (Dover Thrift Editions).
Standards by Session:
Session 1
9.12.1 Discern and apply personal prewriting strategies
4.12.3 Facilitate a formal discussion among peers that requires use of evidence to support positions and t
respond to other opinions
9.12.9 Consistently revise content for clarity and correctness
9.12.10 Reflect on the writing process and make goals for future improvement
10.12.3 Compose multi-page expository, analytic (literary), personal narrative (college essay), persuasive,
evaluative and/or synthesis essays
10.12.4 Employ appropriate and effective rhetorical devices (e.g. tone, dialogue, metaphor, simile and
imagery) to develop a style and to deepen meaning in writing
9.12.5 Incorporate strategies and techniques used by published writers to achieve overall coherence,
smooth transitions and logical flow
9.12.6 Construct an introduction that frames a compelling question, problem, contradiction or dilemma
within the text and contains an effectively placed thesis, and write a conclusion that is both
sophisticated and provides effective closure to the essay
9.12.8 Consistently identify and correct errors in mechanics and conventions
Session 2
9.12.1 Discern and apply personal prewriting strategies
4.12.3 Facilitate a formal discussion among peers that requires use of evidence to support positions and t
respond to other opinions
9.12.9 Consistently revise content for clarity and correctness
9.12.10
Reflect on the writing process and make goals for future improvement
10.12.3 Compose multi-page expository, analytic (literary), personal narrative (college essay), persuasive,
evaluative and/or synthesis essays
10.12.4 Employ appropriate and effective rhetorical devices (e.g. tone, dialogue, metaphor, simile and
imagery) to develop a style and to deepen meaning in writing
9.12.5 Incorporate strategies and techniques used by published writers to achieve overall coherence,
smooth transitions and logical flow
9.12.6 Construct an introduction that frames a compelling question, problem, contradiction or dilemma
within the text and contains an effectively placed thesis, and write a conclusion that is both
sophisticated and provides effective closure to the essay
9.12.8 Consistently identify and correct errors in mechanics and conventions
Session 3
9.12.1 Discern and apply personal prewriting strategies
4.12.3 Facilitate a formal discussion among peers that requires use of evidence to support positions and t
respond to other opinions
9.12.9 Consistently revise content for clarity and correctness
92
9.12.10 Reflect on the writing process and make goals for future improvement
10.12.3 Compose multi-page expository, analytic (literary), personal narrative (college essay), persuasive,
evaluative and/or synthesis essays
10.12.4 Employ appropriate and effective rhetorical devices (e.g. tone, dialogue, metaphor, simile and
imagery) to develop a style and to deepen meaning in writing
9.12.5 Incorporate strategies and techniques used by published writers to achieve overall coherence,
smooth transitions and logical flow
9.12.6 Construct an introduction that frames a compelling question, problem, contradiction or dilemma
within the text and contains an effectively placed thesis, and write a conclusion that is both
sophisticated and provides effective closure to the essay
9.12.8 Consistently identify and correct errors in mechanics and conventions
Session 4
9.12.1 Discern and apply personal prewriting strategies
4.12.3 Facilitate a formal discussion among peers that requires use of evidence to support positions and t
respond to other opinions
9.12.9 Consistently revise content for clarity and correctness
9.12.10 Reflect on the writing process and make goals for future improvement
10.12.3 Compose multi-page expository, analytic (literary), personal narrative (college essay), persuasive,
evaluative and/or synthesis essays
10.12.4 Employ appropriate and effective rhetorical devices (e.g. tone, dialogue, metaphor, simile and
imagery) to develop a style and to deepen meaning in writing
9.12.5 Incorporate strategies and techniques used by published writers to achieve overall coherence,
smooth transitions and logical flow
9.12.6 Construct an introduction that frames a compelling question, problem, contradiction or dilemma
within the text and contains an effectively placed thesis, and write a conclusion that is both
sophisticated and provides effective closure to the essay
9.12.8 Consistently identify and correct errors in mechanics and conventions
Session 5
9.12.1 Discern and apply personal prewriting strategies
4.12.3 Facilitate a formal discussion among peers that requires use of evidence to support positions and t
respond to other opinions
9.12.9 Consistently revise content for clarity and correctness
9.12.10 Reflect on the writing process and make goals for future improvement
10.12.3 Compose multi-page expository, analytic (literary), personal narrative (college essay), persuasive,
evaluative and/or synthesis essays
10.12.4 Employ appropriate and effective rhetorical devices (e.g. tone, dialogue, metaphor, simile and
imagery) to develop a style and to deepen meaning in writing
9.12.5 Incorporate strategies and techniques used by published writers to achieve overall coherence,
smooth transitions and logical flow
9.12.6 Construct an introduction that frames a compelling question, problem, contradiction or dilemma
within the text and contains an effectively placed thesis, and write a conclusion that is both
sophisticated and provides effective closure to the essay
9.12.8 Consistently identify and correct errors in mechanics and conventions
Session 6
9.12.1 Discern and apply personal prewriting strategies
4.12.3 Facilitate a formal discussion among peers that requires use of evidence to support positions and t
respond to other opinions
9.12.9 Consistently revise content for clarity and correctness
9.12.10 Reflect on the writing process and make goals for future improvement
10.12.3 Compose multi-page expository, analytic (literary), personal narrative (college essay), persuasive,
evaluative and/or synthesis essays
10.12.4 Employ appropriate and effective rhetorical devices (e.g. tone, dialogue, metaphor, simile and
imagery) to develop a style and to deepen meaning in writing
93
9.12.5 Incorporate strategies and techniques used by published writers to achieve overall coherence,
smooth transitions and logical flow
9.12.6 Construct an introduction that frames a compelling question, problem, contradiction or dilemma
within the text and contains an effectively placed thesis, and write a conclusion that is both
sophisticated and provides effective closure to the essay
9.12.8 Consistently identify and correct errors in mechanics and conventions
94
Hire4Ed
Cristo Rey‟s Hire4Ed work-study program provides students with real-world work experience.
Students work five full days per month. They are transported to and from work each day, and
work standard daily business hours. Each student is pre-trained in effective communication and
professional business skills by Dale Carnegie© trainers. The training prepares students to perform
such tasks as filing, copying, faxing, delivering interoffice mail, assembling information packets,
very basic data entry, reception, and general "go-for" duties.
In addition to academic coursework, all students are assessed at the work place on 12 standards
each session.
Hire4Ed Standards:
1. Attendance and Punctuality
2. Workplace Skills and Terms
3. Attitude and Motivation
4. Productivity and Time Management
5. Workplace Adaptability
6. Initiative and Self-Direction
7. Workplace Understanding
8. Ethical Conduct
9. Self Presentation
10. Precision and Accuracy
11. Teamwork and Collaboration
12. Persistence in New Tasks
Hire4Ed Workplace Behaviors
1. Student Engagement
2. Organization
3. Precision and Accuracy
95
CAMPUS MINISTRY
Description:
Campus Ministry aims to promote the spiritual growth of students and to create a spiritual community in the
school. The goal is to promote this growth and environment while respecting and encouraging the various
rich religious and spiritual backgrounds from which our students come. Campus Ministry and the Religious
Studies Faculty work together to provide monthly worship Services. The majority of these liturgical services
take place in the form of Roman Catholic Mass, but CRJHS-TC also invites outside religious leaders from
other faiths to facilitate a prayerful gathering. Campus Ministry also facilitates retreat days once a year
for each grade level and staff. Retreats are an important part of promoting the spiritual growth of
students, faculty, and staff. These retreats may be held off-campus, on weekends, or over-night. Finally,
the Campus Ministry staff collaborates with the Assistant Principal , staff, faculty, and students to organize
a variety of service learning opportunities
Requirements:
-All students are required to participate in retreats.
-Students are required to complete 20 hours of service learning for every year of attendance at CRJHSTC for a total of 80 hours by graduation. Graduation from CRJHS-TC is contingent on fulfilling all
academic, Hire4Ed, retreat, and service learning requirements. Parents and/or guardians are able to
support Cristo Rey students by contributing up to 10 hours of service at the school. Service hours may be
completed outside of CRJHS-TC. Please contact the Campus Minister (612-545-9719) to inquire about
service hour opportunities or to verify completed service hours outside of CRJHS-TC.
5 hours for Senior Day of Service
96
COLLEGE COUNSELING
Description:
The College Counseling Office is the key resource for students to understand the opportunities that
are available after graduation from Cristo Rey. Although College Counseling is not a course that
is graded and calculated into the GPA, students must still meet requirements in this department at
each grade level.
GRADE 12: PREPARING FOR COLLEGE II
Students in grade 12 will be refining their college knowledge, applying to colleges, applying for
scholarships, completing the FAFSA (and if required, the CSS Profile), comparing financial aid
award offers, committing to one college with an enrollment deposit, and learning about the nonacademic parts of college life. Students will:
 request two (2) teacher recommendations with a minimum of four (4) weeks‟ notice;
 complete a practice test and take the ACT Exam in October;
 attend at least two college admissions officers‟ visits by November;
 prepare a final list of schools by September;
 visit at least one college campus by November;
 complete applications for all colleges for all colleges on Naviance list;
 submit ACT scores and any others requested on college applications;
 create final resume including extracurricular activities, community service and awards;
 write any supplemental essays required by applications;
 pay for applications or request fee waivers before application deadlines;
 meet all financial aid form deadlines (FAFSA, Verification, CSS Profile, and schoolspecific);
 apply for at least one (1) scholarship by the stated deadline;
 Review financial aid award letters with counselor and parents/guardians in April;
 Submit one (1) enrollment deposit to a college by the 1 May deadline, and
 Participate in at least one (1) college life seminar by June.
As a requirement for graduation, each senior must complete the Senior Exit Survey.
97
Graduation Schedule:
Friday Morning:
8:00am - Final Advisory
8:15am – Kiva – Discuss Graduation
9:15am – Gym – Practice Graduation
10:30am – Individual Pictures of Graduates on stage in Caps & Gowns
-Males: Wear a collared shirt and tie under the gown
-Females: Wear a nice dress or conservative blouse and skirt
11:15am – Whole Group Picture in Caps & Gowns
Students dismissed to Prepare for Baccalaureate
Baccalaureate:
6:15pm – Students Arrive
- Dressed Formally
6:30pm – Baccalaureate Begins
- Graduate and 4 Family Members
7:15pm – (Approximately) Awards Begin
- The Service Award
- Ryan Family Hire4Ed Award
- Academic Excellence Award
- The Magis Award
7:45pm – Reception
Graduation:
1:00pm – Doors Open to Public for Seating
1:00pm – Students Arrive & Prepare
- Go up to Learning Garage 1
-Males: Wear a collared shirt and tie under the gown
-Females: Wear a nice dress or conservative blouse and skirt
1:30pm – Students move to Library to greet Faculty & Staff
1:45pm - Main Doors Closed to Public
1:55pm – Graduates Promenade down Agora into Gymnasium
2:00pm – Opening Prayer
PROFESSIONAL PHOTOGPRAHER: Please ask your family & friends to remain behind the
stanchions.
3:45pm – (Approximately) Graduation Completed
-Return Gown to Library (must sign your name) before leaving.
*Monday or Wednesday following Graduation – Last Day of Work
You will receive your official diploma when:
· Graduation Gown is returned (The Cap & Tassel are yours to keep)
· Finals Grades are tabulated and Transcripts are completed
· Hire4Ed Commitments are met
· Graduation Checklist is complete
Provided all items are completed, you should expect your Official Diploma and Transcript in the
mail or ready to be picked up at the school office on the Friday following graduation.
98
99
100