CURRICULUM AND COURSE
DESCRIPTIONS
Course Descriptions
The following instructional guide offers a representative sample of course descriptions and
content that will inform the curriculum at the Pioneer Technology Charter School.
MIDDLE SCHOOL COURSE DESCRIPTIONS
The students have to complete 15credits (12credits must be from core classes) in grades 6–8.
Every student is required to successfully complete the following core curriculum by earning
12credits, which include: three years of English or ELD (3credits), three years of History/Social
Science (3 credits), three years of Mathematics (3credits) and three years of Science (3credits).
Students will also complete 3credits of Computers and Technology courses (including integration
classes in Math, Science, Social Studies and Language Arts) and 3credits of Physical
Education/Health courses. In the Middle School, students will take the following classes:
Grade
6
7
8
Fall Semester
Math 6A
Science 6A
English-Language Arts 6A
History-Social Science 6A
Physical Education 6A
Computers and Technology 6A
Foreign Language 6A
Character Education 6A
Art 6A
Math 7A
Science 7A
English-Language Arts 7A
History-Social Science 7A
Physical Education 7A
Computers and Technology 7A
Foreign Language 7A
Character Education 7A
Music 7A
Math 8A
Science 8A
English-Language Arts 8A
History-Social Science 8A
Physical Education/Health 8A
Computers and Technology 8A
Foreign Language 8A
Character Education 8A
Drama 8A
Spring Semester
Math 6B
Science 6B
English-Language Arts 6B
History-Social Science 6B
Physical Education 6B
Computers and Technology 6B
Foreign Language 6B
Character Education 6B
Art 6B
Math 7B
Science 7B
English-Language Arts 7B
History-Social Science 7B
Physical Education 7B
Computers and Technology 7B
Foreign Language 7B
Character Education 7B
Music 7B
Math 8B
Science 8B
English-Language Arts 8B
History-Social Science 8B
Physical Education/Health 8B
Computers and Technology 8B
Foreign Language 8B
Character Education 8B
Drama 8B
GRADE 6
Math 6AB
(Annual Course-Grade 6)
Prerequisites: None
Text: Saxon Math Series
Course Description:
In this course students master the four arithmetic operations with whole numbers, positive fractions,
positive decimals, and positive and negative integers, and. apply their knowledge to statistics and
probability. Students conceptually understand and work with ratios, proportions and percentages. They use
formulas to compute the areas of geometric shapes and solve one-step linear equations. Students provide
oral and written explanations of math concepts, and apply mathematics to everyday life. They will be aware
of a wide array of mathematics-related careers through problem solving and career professionals who will
visit the classes to speak and mentor.
Curriculum Content
Calculation and Estimations
Numbers: Understand numbers,
ways of representing numbers,
relationships among numbers,
and number systems.
Computation and Estimation:
Compute frequently and make
reasonable estimates.
Students will:

Solve problems involving addition,
subtraction, multiplication, and division of
positive fractions and explain why a
particular operation was used for a given
situation.

Explain the meaning of multiplication and
division of positive fractions and perform
the calculations (e.g., 5/8 ÷ 15/16 = 5/8
x 16/15 = 2/3).

Solve addition, subtraction, multiplication,
and division problems, including those
arising in concrete situations that use
positive and negative integers and
combinations of these operations.

Determine the least common multiple and
the greatest common divisor of whole
numbers; use them to solve problems
with fractions (e.g., to find a common
denominator to add two fractions or to
find the reduced form for a fraction).

Order, model, and compare positive
rational numbers.

Differentiate between rates and ratios and
express both as fractions.

Locate positive rational numbers on a
number line.

Determine equivalent forms of fractions,
mixed numbers and improper fractions.

Model square numbers and recognize
their characteristics.

Identify prime and composite numbers
less than 100.

Understand rates and ratios as
comparison of two quantities by division.
Students will:

Solve problems daily either manually by
using the correct order of operations
and/or by using a scientific calculator.
MA.06.CE.01: .02;
.03; .04; .05; .06;
.07; .08; .09; .10;
& .11.
M.A.06.CE.12; .13;
.14; .15; .16; .17;
.18; & .19.

Operations and Properties:
Understand meanings of
operations and how they relate
to one another.
Statistics and Probability
Statistics: Select and use
appropriate statistical methods
to analyze data.
Develop and analyze algorithms for
computing with fractions and mixed
numbers.

Understand linear, area, and discrete
models to multiply and divide fractions.

Solve problems involving common
percentages.

Covert mentally among common decimals,
fractions and percentages.

Apply grouping symbols to simplify
calculations and evaluate expressions.

Develop and use strategies to estimate
the results of positive rational number
computations and judge the
reasonableness of the results.

Use referent numbers in estimating
answers to adding and subtracting
fractions and mixed numbers.
Students will:

Compare and order positive and negative
fractions, decimals, and mixed numbers
and place them on a number line.

Interpret and use ratios in different
contexts (e.g., batting averages, miles per
hour) to show the relative sizes of two
quantities, using appropriate notations
(a/b, a to b, a:b).

Use proportions to solve problems (e.g.,
determine the value of N if 4/7 = N/21,
find the length of a side of a polygon
similar to a known polygon). Use crossmultiplication as a method for solving
such problems, understanding it as the
multiplication of both sides of an equation
by a multiplicative inverse.

Calculate given percentages of quantities
and solve problems involving discounts at
sales, interest earned, and tips.

Use the inverse operations of addition and
subtraction to solve problems and to
check solutions involving adding and
subtracting fractions and mixed numbers.

Apply the associative, commutative, and
distributive properties to simplify
computations with positive rational
numbers.
Students will:

Compute the range, mean, median, and
mode of data sets.

Understand how additional data added to
data sets may affect these computations
of measures of central tendency.

Understand how the inclusion or exclusion
of outliers affects measures of central
tendency.

Know why a specific measure of central
tendency (mean, median, mode) provides
the most useful information in a given
M.A.06.CE.20 &
.21.
M.A.06.SP.01
context.
Find, use, and interpret measures of
center and spread.
Students will:

Determine experimental probability of an
event from a set of data.

Express probability using fractions, ratios,
decimals and percents.

Understand that probability cannot
determine an individual outcome, but can
be used to predict the frequency of an
outcome through analysis of problems
and use of data.

Determine the number of possible
combinations of two or more classes of
objects and be able to explain the
rationale behind the combinations.

Represent all possible outcomes for
compound events in an organized way
(e.g., tables, grids, tree diagrams) and
express the theoretical probability of each
outcome.

Use data to estimate the probability of
future events (e.g., batting averages or
number of accidents per mile driven).
Students will:

Collect and use data from social science
and health classes to formulate questions
and collect, organize and display relevant
data to answer significant questions
related to current events.

Design experiments and simulations to
determine experimental probability of
different outcomes.

Recognize and understand the
connections among concepts of
independent outcomes, picking at
random, and fairness.

Represent and interpret the outcome of a
probability experiment using a frequency
distribution, including determining
experimental probabilities.
Students will:

Make predictions for succeeding trials of a
probability experiment given the outcome
of preceding repeated trials.

Predict the outcome of a probability
experiment by computing and using
theories of probability.

Represent probabilities as ratios,
proportions, decimals between 0 and 1,
and percentages between 0 and 100 and
verify that the probabilities computed are
reasonable; know that if P is the
probability of an event, 1-P is the
probability of an event not occurring.

Understand that the probability of either
of two disjoint events occurring is the sum
of the two individual probabilities and that

Probability: Understand and
apply basic concepts of
probability.
Collect and Display Data:
Formulate questions that can be
addressed with data and collect,
organize and display relevant
data and answer them.
Data Analysis and Predictions:
Develop and evaluate inferences
and predications that are based
on data.
MA.06.SP.02; .03;
.04 & .05
MA.06.SP.06; .07;
.08 & .09
MA.06.SP.10 & .11

Algebraic Relationships
Patterns and Functions:
Understand patterns, relations,
and functions.
Algebraic Relationships:
Represent and analyze
mathematical situations and
structures using algebraic
symbols.
Modeling: Use mathematical
models to represent and
understand quantitative
relationships.
the probability of one event following
another, in independent trials, is the
product of the two probabilities.
Understand the difference between
independent and dependent events.
Students will represent, analyze and determine
rules for finding patterns involving positive rational
numbers with tables, graphs, words and when
possible, symbolic rules.
Students will:

Develop an understanding of different
uses of variables.

Represent and evaluate algebraic
expressions involving two variables.

Describe and interpret relationships using
information from tables and graphs
including coordinate graphs (first
quadrant).

Graph linear equations on a coordinate
grid by making a table using whole
number coordinates.

Write and solve one-step linear equations
in one variable.

Write and evaluate an algebraic
expression for a given situation, using up
to three variables.

Apply algebraic order of operations and
the commutative, associative, and
distributive properties to evaluate
expressions; and justify each step in the
process.
Students will:

Model and solve contextualized problems
using various representations such as
graphs, tables and equations.

Recognize and represent direct variation
using tables and graphs.

Identify and sketch a graph that models a
given situation.

Use problems that incorporate health and
social science data to create mathematical
models. They will interpret the models to
illustrate a quantitative understanding.

Compare different samples of a
population with the data from the entire
population and identify a situation in
which it makes sense to use a sample.

Identify different ways of selecting a
sample (e.g., convenience sampling,
responses to a survey, random sampling)
and which method makes a sample more
representative for a population.

Analyze data displays and explain why the
way in which the question was asked
might have influenced the results
obtained and why the way in which the
results were displayed might have
influenced the conclusions reached.
MA.06.AR.01
MA.06.AR.02; .03;
.04 & .05
MA.06.AR.06 & .07

Change: Analyze change in
various contexts.
Measurement
Units and Tools: Understand
measurable attributes of objects
and the units, systems and
processes of measurement.
Direct and Indirect
Measurement: Apply
appropriate techniques, tools,
and formulas to determine
measurements.
Identify data that represent sampling
errors and explain why the sample (and
the display) might be biased.

Identify claims based on statistical data
and, in simple cases, evaluate the validity
of the claims.
Students will move beyond a particular problem by
generalizing to other situations:

Evaluate the reasonableness of the
solution in the context of the original
situation.

Note the method of deriving the solution
and demonstrate a conceptual
understanding of the derivation by solving
similar problems.

Develop generalizations of the results
obtained and the strategies used and
apply them in new problem situations.

Investigate how a change in one variable
relates to a change in a second variable.
Students will:

Select the most appropriate unit to
measure area and perimeter.

Carry out unit conversions in the U.S.
customary system as a result of
calculations involving measurements of
length, perimeter, volume and weight.

Covert from a measurement expressed in
one unit within a system to another using
a different unit within the same system to
measure perimeter and area.

Convert one unit of measurement to
another (e.g., from feet to miles, from
centimeters to inches).

Demonstrate an understanding that rate is
a measure of one quantity per unit value
of another quantity.
Students will:

Determine measurements of length and
perimeter to the nearest eight inch and
nearest inch.

Estimate the measures of angles greater
than 180 degrees.

Develop and use formulas for finding
perimeter and area of polygons.

Calculate the area and circumference of a
circle using pi as well as common
approximations.

Develop strategies for determining
approximate perimeter and area of
irregular shapes.

Determine the area of a complex figure
representative of a problem situation
composed of a combination of two or
more geometric figures.

Recognize that two-dimensional shapes
having the same perimeter may have
different areas and that shapes having the
MA.06.AR.09
MA.06.ME.01; .02
& .03
MA.06.ME.04; .05;
.06; .07; .08; .09;
.10; .11; .12 & .13





Geometry
Properties and Relationships:
Analyze characteristics and
properties of two- and threedimensional geometric shapes
and develop mathematical
arguments about geometric
relationships.
Modeling: Use visualization,
spatial reasoning, and geometric
modeling to solve problems.
same area may have different perimeters.
Analyze how changes in the area of a
figure affect the dimensions of the figure.
Use referents to make estimates of area
and evaluate the reasonableness of the
estimate.
Solve problems involving rates, average
speed, distance, and time.
Know common estimates of π (3.14;
22/7) and use these values to estimate
and calculate the circumference and the
area of circles; compare with actual
measurements.
Know and use the formulas for the
volume of triangular prisms and cylinders
(area of base x height); compare these
formulas and explain the similarity
between them and the formula for the
volume of a rectangular solid.
Students will:

Identify, describe, compare and classify
polygons by their sides and angles.

Identify and represent the radius, center,
diameter, chord and circumference of a
circle.

Identify combinations of angles that are
complementary or supplementary and
determine their measures.

Use properties of polygons to determine
the lengths of sides and perimeters.

Develop, understand and apply the
property of the sum of the measure of
interior angles in a polygon as well as the
sum of the exterior angles.

Find and use congruent polygons which
will cover a surface without overlapping
and understand the properties of
tessellation.

Identify angles as vertical, adjacent,
complementary, or supplementary and
provide descriptions of these terms.

Use the properties of complementary and
supplementary angles and the sum of the
angles of a triangle to solve problems
involving an unknown angle.

Draw quadrilaterals and triangles from
given information about them (e.g., a
quadrilateral having equal sides but no
right angles, a right isosceles triangle).

Understand the concept of a constant
such as π; know the formulas for the
circumference and area of a circle.
Students will:

Model, sketch, draw and label polygons,
circles, complementary angles,
supplementary angles, vertical angles and
adjacent angles.

Identify and describe the intersection of
MA.06>GM.01;
.02; .03; .04; .05
& .06
MA.06.GM.07 &
.08
Coordinate Geometry: Specify
locations and describe spatial
relationships using coordinate
geometry and other
representational systems.
Transformations and Symmetry:
Apply transformations and use
symmetry to analyze
mathematical situations.
two or more geometric figures in the
plane.
Students will:

Plot polygons on coordinate graphs (first
quadrant).

Determine the lengths and areas of simple
polygons from coordinate graphs.

Use variables in expressions describing
geometric quantities (e.g., P = 2w + 2l, A
= 1/2bh, C = πd - the formulas for the
perimeter of a rectangle, the area of a
triangle, and the circumference of a circle,
respectively).
Students will:

Build or sketch a shape that has a given
number of lines of symmetry and
rotational symmetries.

Learn to express in symbolic form simple
relationships arising from geometry.
Mathematical Problem Solving
Conceptual Understanding:
Students will:
Select, apply, and translate

Interpret the concepts of a problemamong mathematical
solving task and translate them into
representations to solve
mathematics.
problems.

Analyze problems by identifying
relationships, distinguishing relevant from
irrelevant information, identifying missing
information, sequencing and prioritizing
information, and observing patterns.

Formulate and justify mathematical
conjectures based on a general
description of the mathematical question
or problem posed.

Determine when and how to break a
problem into simpler parts.

Compare different samples of a
population with the data from the entire
population and identify a situation in
which it makes sense to use a sample.

Identify different ways of selecting a
sample (e.g., convenience sampling,
responses to a survey, random sampling)
and which method makes a sample more
representative for a population.

Analyze data displays and explain why the
way in which the question was asked
might have influenced the results
obtained and why the way in which the
results were displayed might have
influenced the conclusions reached.

Identify data that represent sampling
errors and explain why the sample (and
the display) might be biased.

Identify claims based on statistical data
and, in simple cases, evaluate the validity
of the claims.
Processes and Strategies: Apply
Students will:
and adapt a variety of

Select strategies that can work and then
appropriate strategies to solve
carry out the strategies chosen.
MA.06.GM.09 &
.10
MA.06.GM.11
MA.06.PS.01
MA.06.PS.02
problems.
Verification: Monitor and reflect
on the process of mathematical
problem solving.
Communication: Communicate
mathematical thinking
coherently and clearly. Use the
language of mathematics to
express mathematical ideas
precisely.
Accuracy: Accurately solve
problems that arise in
mathematics and other
contexts.

Apply strategies and results from simpler
problems to more complex problems.

Use estimation to verify the
reasonableness of calculated results.
Students will:

Produce identifiable evidence of a second
look at the
concepts/strategies/calculations to defend
a solution.

Estimate unknown quantities graphically
and solve for them by using logical
reasoning and arithmetic and algebraic
techniques.
Students will:

Use pictures, symbols, and/or vocabulary
to convey the path to the identified
solution.

Use a variety of methods, such as words,
numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain
mathematical reasoning.

Express the solution clearly and logically
by using the appropriate mathematical
notation and terms and clear language;
support solutions with evidence in both
verbal and symbolic work.
Students will:

Accurately solve problems using
mathematics.

Indicate the relative advantages of exact
and approximate solutions to problems
and give answers to a specified degree of
accuracy.

Make precise calculations and check the
validity of the results from the context of
the problem.
MA.06.PS.03
MA.06.SP.04
MA.06.PS.05
Science 6AB
(Annual Course-Grade 6)
Prerequisites: None
Text: Prentice Hall, Prentice Hall Science Explorer
Course Description
The sixth grade science course provides students with an understanding of basic science concepts
and skills in scientific inquiry, with an emphasis on earth science. Course topics include plate
tectonics, the distribution of fossils, Earth’s structure, how weathering affects topography,
thermal energy and the transfer of energy. The course also covers ecology and energy and
material resources. Students will develop skills in scientific investigation by making hypotheses,
selecting tools for investigations, collecting, analyzing and interpreting data, and communicating
their results in the form of written reports and oral presentations.
Curriculum Content
Unifying Concepts and Processes:
History and Nature of Science:
Science and Social Perspective:
Science and Technology:
Science-Related Careers
Scientific Inquiry:
System: Exploration of the solar system and systems
related to life science and earth science.
Model: All labs will use manipulatives, both virtual and
hands on.
Patterns of Change and Stability: Changes in Earth’s
mantel (integrated with Social Science/Current
Events), Change Over Time.
Scale: Study of the universe, galaxy and planetary
system.
Science as a Human Endeavor: Study will be
integrated into Social Science biography themes and
Language Arts Reading and Writing assignments.
Scientific Knowledge is Subject to Change: Theme:
Rain Forest and Interpretations. Panel and Team
Debate on Solutions to Problems Posed.
Empirical Standards, Logical Arguments, and
Skepticism: Topic: Rain Forest and Deforestation.
Role of Science in Issues: The Controversial Role of
Science.
Daily Choices: Rain Forest/Unseen Effects
Risks and Benefits: Philosophical Themes
Science: Rainforest Study Online
Technology: Virtual Estimating
Technological Design: Plotting Solutions for Rain
Forest (Program: Sim City and related software)
Guest speakers will offer students an opportunity to
collect details and requirements of careers related to
Earth Science.
Scientific progress is made by asking meaningful
questions and conducting careful investigations.
Perform scientific investigations by following
these steps:




Develop a hypothesis.
Select and use appropriate tools and
technology (including calculators,
computers, balances, spring scales,
microscopes, and binoculars) to perform
tests, collect data, and display data.
Construct appropriate graphs from data
and develop qualitative statements
about the relationships between
variables.
Communicate the steps and results from
an investigation in written reports and
oral presentations. Recognize whether
evidence is consistent with a proposed
explanation.
Investigation and Experimentation

Read a topographic map and a geologic map
for evidence provided on the maps and
construct and interpret a simple scale map.


Earth/Space Science
Dynamic Earth: Properties and Availability of
Materials
Dynamic Earth: Structure of Earth System
Interpret events by sequence and time from
natural phenomena (e.g., the relative ages of
rocks and intrusions).
Identify changes in natural phenomena over
time without manipulating the phenomena
(e.g., a tree limb, a grove of trees, a stream,
a hill slope).
Students will study units incorporating:

Chemical energy through photosynthesis
and then from organism to organism
through food webs

Matter transferred over time from one
organism to others in the food web and
between organisms and the physical
environment

Populations of organisms and categorized by
the functions they serve in an ecosystem

Different kinds of organisms and the
ecological roles they play in similar biomes

The number and types of organisms an
ecosystem

Resources available in an ecosystem and
abiotic factors, such as quantities of light
and water, a range of temperatures, and
soil composition

The utility of energy sources and factors
used in converting these sources to useful
forms and the consequences of the
conversion process

Different natural energy and material
resources, including air, soil, rocks,
minerals, petroleum, fresh water, wildlife,
and forests, and know how to classify them
as renewable or nonrenewable

The natural origin of the materials used to
make common objects
Students will study units that include:

Evidence of plate tectonics is derived from
the fit of the continents; the location of
earthquakes, volcanoes, and mid-ocean
ridges; and the distribution of fossils, rock
types, and ancient climatic zones.

Earth is composed of several layers: a cold,
brittle lithosphere; a hot, convecting mantle;
and a dense, metallic core.

Lithospheric plates the size of continents
and oceans move at rates of centimeters
per year in response to movements in the
mantle.

Earthquakes are sudden motions along
breaks in the crust called faults and that
volcanoes and fissures are locations where
magma reaches the surface.
Dynamic Earth: Changes
The Earth in Space

Major geologic events, such as earthquakes,
volcanic eruptions, and mountain building,
result from plate motions.

Major features of geology (including
mountains, faults, volcanoes) are a result of
plate tectonics.

The epicenter of an earthquake and the
effects of an earthquake on any region vary,
depending on the size of the earthquake,
the distance of the region from the
epicenter, the local geology, and the type of
construction in the region.
Students will study:

Role of water running downhill as the
dominant process in shaping the landscape

Rivers and streams: dynamic systems that
erode, transport sediment, change course,
and flood their banks in natural and
recurring patterns

Beaches: dynamic systems in which the
sand is supplied by rivers and moved along
the coast by the action of waves

Earthquakes, volcanic eruptions, landslides,
and floods as a catalyst for change in
human and wildlife habitats

The role of the sun as the major source of
energy for phenomena on Earth's surface

Solar energy reaching Earth through
radiation, mostly in the form of visible light

Heat from Earth's interior on the surface
primarily through convection

Convection currents distributing heat in the
atmosphere and oceans

Differences in pressure, heat, air movement,
and humidity resulting in weather changes
Students will study:

Energy carried from one place to another by
heat flow or by waves, including water, light
and sound waves, or by moving objects

Consumed fuel and the energy released as
heat energy

Heat conduction, fluids conduction and
convection.

Heat energy transferred between objects by
radiation

Properties of radiation in space and
influence on Earth
English-Language Arts 6AB
(Annual Course-Grade 6)
Prerequisite: None
Text: Holt, Rinehart and Winston Series, Elements of Literature Introductory Course, Grade 6
Classroom Library: College level dictionary, Spanish/English and English/Spanish dictionary,
Thesaurus, The Oxford Picture Dictionary, The Little Oxford Thesaurus
Course Description
This course focuses on reading comprehension, vocabulary development and writing. Students
improve their abilities to critically analyze texts, write clear, comprehensible essays, as well as
narrative and expository texts. Students also learn how to deliver focused, coherent presentations,
and well-organized and persuasive speeches
Common Curriculum Goals (CCG)
Reading
Analyze words, recognize words, and learn to read
grade-level text fluently across the subject areas.
Listen to, read, and understand a wide variety of
informational and narrative text across the subject
areas at school and on own, applying
comprehension strategies as needed.
Demonstrate general understanding of grade-level
informational text across the subject areas.
Oregon Grade-Level Standards (GLS)
Decoding and word recognition:

Read aloud grade-level narrative text and
informational text fluently and accurately
with effective pacing, intonation, and
expression.

Read or demonstrate progress toward
reading at an independent and instructional
reading level appropriate to grade level.
Listen to and read informational and narrative text:

Listen to, read, and understand a wide
variety of informational and narrative text,
including classic and contemporary
literature, poetry, magazines, newspapers,
reference materials, and online information.

Make connect to text, within text, and
among text across the subject areas.

Demonstrate listening comprehension of
more complex text through class and/or
small group interpretive discussions across
the subject areas.

Match reading to purpose- location of
information, full comprehension, and
personal enjoyment.

Understand and draw upon a variety of
comprehension strategies as needed- rereading, self-correcting, summarizing, class
and group discussions, generating and
responding to essential questions, making
predictions, and comparing information
from several sources.

Clearly identify specific words or wordings
that are causing comprehension difficulties
and use strategies to correct.
Informational text: Demonstrate general
understanding:

Identify and/or summarize sequence of
events, main ideas, facts, supporting
Develop an interpretation of grade-level
informational text across the subject areas.
Examine content and structure of grade-level
informational text across the subject areas.
Vocabulary
Increase word knowledge through systematic
vocabulary development; determine the meaning of
new words by applying knowledge of word origins,
word relationships, and context clues; verify the
meaning of new words; and use those new words
accurately across the subject areas.
Find, understand and use specific information in a
variety of texts across the subject areas to perform
a task.
details and opinions in informational and
practical selections.

Clarify understanding of informational texts
by creating simple outlines, graphic
organizers, diagram, logical notes, and/or
summaries.
Informational text: Develop an interpretation:

Predict future outcomes supported by the
text.

Make reasonable, logical statements,
conclusions, and inferences about a text,
supporting them with accurate examples
from the text.

Infer the main idea when it is not explicitly
states, and support with evidence from the
text.
Informational text: Examine content and structure:
Draw conclusions about the author’s overall purpose
as well as the author’s placement and inclusion of
specific information in the text.
Distinguish among facts, supported inferences, and
opinions in text.
Draw conclusions about reasons for actions or
beliefs based on an analysis of information in the
text.
Identify and analyze text that uses the compareand-contrast and cause-and-effect organizational
patterns.
Compare and contrast information on the same topic
after reading two passages or articles.
Connect and clarify main ideas by identifying their
relationships to multiple sources, known information
and ideas, and related topics.

Understand, learn, and use new vocabulary
that is introduced and taught directly
through informational text, literary text,
and instruction across the subject areas.

Develop vocabulary by listening to and
discussing both familiar and conceptually
challenging selections read aloud across
the subject areas.

Determine the meaning of unknown words
or words with unusually meanings in
informational and narrative text by using
word, sentence and paragraph clues.

Interpret figurative language, including
similes, metaphors, and words with
multiple meanings.

Understand and explain “shades of
meaning” in related words.

Determine pronunciation, meanings,
alternate word choices, and parts of
speech, using dictionaries and thesauruses.
Read to perform a task:

Read textbooks, biographical sketches,
letters, diaries, directions, procedures,
magazines, essays, primary source
historical documents, editorials, news



Literature
Listen to text and read text to make connections and
respond to a wide variety of literature of varying
complexity.
Demonstrate general understanding of grade level
literary texts.
Develop an interpretation of grade-level literary
texts.
Examine content and structure of grade-level literary
texts.
Writing
Pre-write, draft, revise, edit, and publish across the
subject areas.
stories, periodicals, bus routes, and
catalogs.
Locate information in titles, tables of
contents, chapter headings, illustrations,
captions, glossaries, indexes, graphs,
charts, diagrams, and tables to aid
understanding of grad-level text.
Identify the structural features of
newspapers, magazines, and online
information, and use features to obtain
information.
Follow multi-step instructions for preparing
applications.
Listen to and read literary text:

Listen to text and read to make
connections and respond to historically or
culturally significant works of literature that
enhance the study of other subjects.

Demonstrate listening comprehension of
more complex literary text through class
and/or small group interpretive discussions.
Literary text: Demonstrate general understanding:

Identify and/or summarize sequence of
events, main ideas, and supporting details
in literary selections.

Identify the speaker and recognize the
difference between first and third person
narration.
Literary text: develop an interpretation:

Predict future outcomes supported by the
text.

Determine characters’ traits by what the
characters say in narration and dialogue.

Analyze the influence of setting on the
conflict and its resolution.

Identify and examine the development of
themes in literary works.

Infer the main idea when it is not explicitly
stated.

Make reasonable inferences, statements,
and conclusions about a text, supporting
them with accurate examples.
Literary text: Examine content and structure:

Evaluate the author’s use of techniques to
influence readers’ attitudes and feelings.

Define how tone or meaning is conveyed in
poetry through word choice, figurative
language, sentence structure, line length,
punctuation, rhythm, repetition, and
rhyme.

Identify and analyze the characteristics of
poetry, drama, fiction, and non-fiction, and
explain the appropriateness of the literary
forms chosen by an author for a specific
purpose.
Planning, evaluation, and revision:

Use a variety of strategies to prepare for








Communicate supported ideas across the subject
areas, including relevant examples, facts, anecdotes,
and details appropriate to audience and purpose
that engage reader interest; organize information in
clear sequence, making connections and transitions
among ideas, sentences, and paragraphs; and use
precise words and fluent sentence structures that
support meaning.
Demonstrate knowledge of spelling, grammar,
punctuation, capitalization, and penmanship across
the subject areas.
Write narrative, expository, and persuasive texts,
using a variety of written forms—including journals,
essays, short stories, poems, research papers,
reports, business and technical writing—to express
ideas appropriate to audience and purpose across
the subject areas.
writing.
Discuss ideas for writing with classmates,
teachers, and other writers, and develop
drafts alone and collaboratively.
Identify audience and purpose.
Choose the form of writing that best suits
the intended purpose- personal letter, letter
to the editor, review, poem, report or
narrative.
Use the writing process-prewriting,
drafting, revising, editing, and publishing
successive versions.
Focus on a central idea, excluding loosely
related, extraneous, and repetitious
information.
Use a scoring guide to review, evaluate,
and revise writing for meaning and clarity.
Revise drafts to improve the organization
and consistency of ideas within and
between paragraphs.
Edit and proofread one’s own writing, as
well as that of others, using the writing
conventions, an editing checklist or list of
rules with examples of corrections for
specific errors.
Writing

Use of Oregon’s Official Writing Scoring
Guide

Write for different purposes and to a
specific audience or person, adjusting tone
and style as necessary.

Write multi-paragraph compositions that
includes engage the interest of the reader,
state a clear purpose, use common
organizational structures for providing
information in writing, develop the topic
using supporting details and precise
language, provide transitions to link
paragraphs and conclude with a detailed
summary linked to the purposed of the
composition.
Conventions

Spelling: Correct spelling

Grammar: Use indefinite pronouns, present
perfect verbs, past perfect verbs and future
perfect verbs correctly.

Punctuation: Use colons after salutations,
semicolons to connect main clauses,
commons before conjunction in compound
sentences and semicolons and commas for
transitions correctly.

Use correct capitalization

Handwriting will be legible.

Writing modes will include work samples of
personal narrative, fictional narrative
(imaginative), expository, and persuasive.

Writing Applications: Narrative Writing
includes write fictional narratives including
establishing and developing a plot and
Investigate topics of interest and importance across
the subject areas, selecting appropriate media
sources, using effective research processes, and
demonstrating ethical use of resources and
materials.
Speaking and Listening
Communicate supported ideas across the subject
areas using oral, visual, and multimedia forms in
ways appropriate to topic, context, audience, and
purpose; organize oral, visual, and multimedia
presentations in clear sequence, making connections
and transitions among ideas and elements; use
language appropriate to topic, context, audience and
purpose; and demonstrate control of eye contact,
speaking rate, volume, enunciation, inflection,
gestures, and other nonverbal techniques.
setting, and present a point of view that is
suitable to the story, including sensory
details and clear language to develop plot
and character and use a range of narrative
devices, such as dialogue or suspense.
Expository Writing
Response to literary text:
Write responses to literature including developing
interpretations showing careful reading,
understanding and insight, organized around clear
ideas and developed and justified through use of
examples and evidence from the text.
Research Reports/Multimedia Presentations:
Research reports will be written that pose relevant
questions focused to provide a clear and through
answer using credible sources and featuring support
of main ideas and substructure with appropriate
sources, facts, examples and details. Multiple
authoritative sources should be included.
Persuasive Writing:
Persuasive written work will be completed that
include a clear position with support that is well
organized citing relevant evidence. It should also
anticipate and address reader reservations and
counter-arguments.
Summaries, Business Letters, Job Applications,
Resumes
Technical Writing
Research Report Writing:

Use organizational features of electronic
text.

Use effective note-taking techniques

Paraphrase properly when taking notes

Use a variety of resource materials to
gather information for research topics.

Compose documents with appropriate
formatting

Quote or paraphrase ideas from resource
materials citing using MLA or appropriate
style sheet for math and science subjects.
Speeches will be assessed using the Oregon Official
Speaking Scoring Guide that includes assessment of:

A focus and point of view

Match of purpose, message, occasion, and
delivery to the audience

Organization

Supporting details

Reasoning

Examples

Description

Appropriate preview and summary steps

Use of correct grammar

Provides support for points and arguments

Use of visual and media displays

Effective language use

Effective rate, volume, pitch, tone and eye
contact

Sustain audience interest and attention
Listen critically and respond appropriately across the
subject areas.
Evaluate the significance and accuracy of
information and ideas presented in oral, visual, and
multimedia communications across the subject
areas.
through appropriate presentation
(organization, points, delivery)
Students will:
Relate verbal communication to the nonverbal
message.
Identify tone, mood and emotion conveyed in oral
communication.
Restate and execute multiple-step oral directions
and instructions.
Students will:

Identify and discuss persuasive and
propaganda techniques used on television
programming.

Compare ideas and points of view
presented in broadcast, print media and
electronic media.
Additional Curriculum
Reading: Students will read works focusing on:
 Developing a love of reading for relaxing and enjoyment
 Specialized vocabulary (with emphasis on Engineering, Technology, Science and
Biography)
Samples of student work will reflect high standards for:
 Identification and interpretation of figurative language with multiple meanings
 Recognition of origin and meanings of frequently used foreign words and
scientific words in literature and readings
 Use of clues to monitor expository text
 Understanding and explanation of “shades of meaning” of words
 Recognition of paragraph clues
 Projects and assignments reflecting classic and contemporary literature
 Research assignments illustrating use of magazines, newspapers and online
information
 Understanding thesis and point of view, as related to literature presenting
studies and experiment.
Writing and Writing Applications: Students will complete assignments that
require:
 Writing grade-appropriate clear, coherent and focused essays of at least 500700-words that illustrate an understanding of the stages of the writing process
including:
 Creation of written pieces using a variety of written organizational patterns
 Research utilizing a wide variety of electronic text features
 Proper formatting for research (APA and Chicago Style Manuals)
 Revision of written work using portfolio rubrics for various writing genres
 Create both a working and presentation portfolio with samples suitable for
submission for graduation and advanced certificates.
Listening and Speaking: Students will research, write and deliver
presentations that illustrate:
 Understanding of multiple-step oral instructions and directions
 Use standardized rubric to critique speaker from media sources.
Careers in English:


Classes will host speakers representing a wide spectrum of industries
Guest speakers will enforce the need for language arts skills in all careers
Grade 6 Literature Selections:
L’Engle, Madeleine, A Wrinkle in Time
Sacher, Louis, Holes
Steinbeck, John, The Red Pony
Bridges, Ruby, Through My Eyes
Oates, Joyce Carol, Big Mouth and Ugly
Girl
O’Dell, S, Island of the Blue Dolphins
Rawlings, A, The Yearling
Silverstein, Shel, Where the Sidewalk Ends
Lewis, C.S., The Chronicles of Narnia
Armstrong, William H., Sounder
Young, Ed, Lon Po Po: The Red Riding
Hood
Story from China and Red Riding Hood
James, We Have Always Lived in the Castle
DiCamillo, Kate, Because of Winn Dixie
Blume, Judy, Tiger Eyes
Rawls, Wilson, Where the Red Fern Grows
Taylor, Theodore, The Cay
Dahl, Roald, Charlie and the Chocolate
Factory
Lewis, C.S., The Lion, the Witch and the
Wardrobe
White, E.B. Charlotte’s Web
Hunt, Irene, Across Five Aprils
Uchida, Yoshiko, A Jar of Dreams
Paulsen, Gary, My Life in Dog Years
Cushman, Karen, Catherine Called Birdy
Winter, Jeanette, Follow the Drinking
Gourd
Doucet, Sharon Arms, Why Lapin’s Ears
Are
Long and other tales of the Louisiana
Bayou
Coburn, Jewell Reinhart, Angkat and
Cinderella
History-Social Science 6AB
(Annual Course—Grade 6)
Prerequisite: None
Text: McDougal Littell, World Cultures and Geography
Course Description
History-Social Science 6AB focuses on the people and events that ushered in the dawn of the
major Western and non-Western civilizations. The course emphasizes geography as it relates to
and informs human history. It also focuses on the everyday lives, problems, and
accomplishments of people, their roles in developing social, economic, and political structures,
and in establishing and spreading ideas that transformed the world. Students develop higher-level
critical thinking skills by examining the various factors, such as climate, native vegetation, and
animals that influenced the rise of civilization in some areas of the world but not in others.
Units:
Quarter One
Archaeological
Development
Mapping Concepts
World Current
Events
Quarter Two
Early Civilization of
Mesopotamia,
Egypt, and Kush
Ancient Hebrews
Ancient Greece
World Current
Events
Quarter Three
Early Civilizations of
India
Early Civilization of
China
World Current
Events
Quarter Four
Rome
Links to Current
Events
Presentation of
Portfolio for Social
Sciences
Social Sciences/History, 6 AB
Curriculum Themes and Topics
Sixth Grade Standards Addressed
Civics and Government:
Compare and contrast ancient governments with
our own government.
Understand citizen rights in context of history
taught and current events.
Understand resources that provide information
about public issues at the city, state, and national
level where appropriate in context with curriculum
and current events.
Explain how participation varies in the United
States and in the world, and how this compares
with other societies in context of history and
geography studied.
Common Curriculum Goals and Content
Standards Addressed
Understand and apply knowledge about
government and political systems, and the rights
and responsibilities of citizens.
CCG: Understand the origins, purposes and
functions of U.S. government, including the
structure and meaning of the U.S. Constitution.
CS: Understand the purposes of government and
the basic constitutional principles of the United
States republican form of government.
CCG: Understand the organization, responsibilities,
and interrelationships of local, state, and federal
governments in the United States.
CS: Understand the responsibilities and
interrelationships of local, state, and national
government in the U.S.
CCG: Understand the roles of the three branches
of government and explain how their powers are
distributed and shared.
CS: Understand the roles and powers of the
executive, legislative, and judicial branches.
CCG: Understand personal and political rights of
citizens in the United States.
CS: Understand the roles, rights, and
responsibilities of citizens in the United States.
CCG: Understand participatory responsibilities of
citizens in the community (voluntarism) and in the
political process (becoming informed about public
issues and candidates, joining political
parties/interest groups/associations,
communicating with public officials, voting,
influencing lawmaking through such processes as
petitions/initiatives).
CS: Understand the participatory obligations of
U.S. citizens.
CCG: Understand how government is influenced
and changed by support and dissent of individuals,
groups, and international organizations.
CS: Understand how individuals, groups, and
international organizations influence government
Explain how countries have interacted with one
another in context of period of history studied.
Explain how technology has made the world a
smaller community.
How governments have been organized; with
examples from grade level content/case studies.
Analyze the nature of war and conflicts, their
resolution, and their effects on society (historical
and contemporary examples).
CCG: Understand how nations interact with each
other, how events and issues in other countries
can affect citizens in the United States, and how
actions and concepts of democracy and individual
rights of the United States can affect other peoples
and nations.
CS: Understand how the United States
government relates and interacts with other
nations
CCG: Analyze major political systems of the world.
Content Standard: Understand that there are
different ways for governments to be organized
and to hold power.
CCG: Analyze the concepts of political power,
authority, conflict, and conflict management.
Know conflicts that have arisen regarding
fundamental values and principles (conflicts
between liberty and equality, conflicts between
individual rights and the common good, conflicts
between majority rule and minority rights).
Economics:
Give examples of how trade related to key
developments in the context of history studied.
Know examples from world history that
demonstrate that all decisions involve opportunity
costs and that making effective decisions involves
considering the costs and the benefits of
alternative choices.
In the context of history studied:
Identify factors that cause changes in market
supply and demand.
Describe the role of buyers and sellers in
determining the equilibrium price.
Understand economic concepts and principles and
how available resources are allocated in a market
economy.
CCG: Understand that resources are limited (e.g.,
scarcity).
CS: Understand the economic concept of scarcity.
CCG: Understand economic trade-offs and how
choices result in both costs and benefits to
individuals and society.
CS: Understand how trade-offs and opportunity
costs are decisions that can be measured in terms
of costs and benefits.
CCG: Understand how conditions in an economy
influence and are influenced by the decisions of
consumers, producers, economic institutions, and
government.
CS: Understand the concept of supply and
demand.
Describe how prices send signals to buyers and
sellers.
Know that price is an incentive for both buyers and
producers/sellers in the marketplace. Higher
prices for a good or service provide incentives for
buyers to purchase less of it and for producers to
make or sell more of it. Lower prices provide
incentives for buyers to purchase more of it and
for producers to make or sell less of it.
Understand elements of basic economic systems
commonly found in selected regions (for example,
tradition-based and command economies in the
Eastern hemisphere, or relate to ancient cultures).
CCG: Understand economic concepts, principles,
and factors affecting the allocation of available
resources in an economy.
CS: Understand and evaluate the underlying
philosophies and characteristics of various
economic systems, including that of the U.S.
economy.
Identify various institutions that are established as
a result of a given economic system, including a
free market system (for example, how market
systems give rise to corporations, partnerships,
labor unions, non-profit organizations, and
cooperatives).
CCG: Understand the role of government and
institutions (i.e., banks, labor unions) in various
economic systems in an economy.
CS: Understand the role of government and
institutions in an economy.
Explain how financial institutions (banks, credit
unions, stocks-and-bonds markets) channel funds
from savers to borrowers and investors.
Trace the development of different kinds of money
used in the United States, and explain how money
helps make saving easier (relate in terms of
ancient cultures).
Geography:
Explain the components of most maps (title, scale,
legend, grid, and projection). Compare different
map types (topographic, thematic, etc.) and
different map projections, and explain the
appropriate use for each.
CCG: Understand the interdependence of the
global economy and the role played by the United
States.
CS: Understand how the United States economy
relates and interacts with other nations.
CCG: Apply economic concepts and principles to
issues of personal finance.
CS: Demonstrate the knowledge and skills
necessary to make reasoned and responsible
financial decisions as a consumer, producer, saver,
and investor in a market economy.
Understand and use geographic skills and concepts
to interpret contemporary and historical issues.
CCG: Understand the spatial concepts of location,
distance, direction, scale, movement, and region.
CS: Understand and use spatial concepts of
geography.
Create maps, globes, graphs, charts, models, and
databases related to population, disease, and
economics; pose and answer questions about
geographic distributions and patterns; compare
world regions and countries, and cultures.
Analyze the characteristics, distribution, and
migration of population, in context of history
studied.
Develop maps of human migration and settlement
patterns at different times in history and compare
to the present in terms of: population, settlement,
climate, and language usage in the context of
world history.
Identify major biomes (major ecological
communities, such as rainforest, desert,
grassland), and explain ways in which the natural
environment of places in Europe and the Americas
relates to their climate, which is influenced by
earth/sun relationships.
Research the reasons for the locations of the
major manufacturing and agricultural regions of
Europe and the Americas, using a variety of
information resources.
Know the location of major mountain ranges
(Himalayas, Andes, Rockies, Alps, Ural, African
CCG: Use maps and other geographic tools and
technologies to acquire, process, and report
information from a special perspective.
CS: Locate places and understand and use
geographic information or relationships by reading,
interpreting, and preparing maps and other
geographic representations.
CCG: Locate major physical and human (cultural)
features of the Earth.
CS: Locate major physical and human features of
the Earth.
Rift, Atlas), deserts (Sahara, Gobi), rivers (Nile
Amazon, Yangtze, and Mississippi), cultural regions
(the Middle East and Latin America), and major
countries (by continent) in the world in the context
of history studied.
Understand the reasons for the locations of the
major manufacturing and agricultural regions of
Europe and the Americas.
Analyze the distribution of natural resources in
Europe and the Western Hemisphere.
Identify, locate, and compare religious symbols,
architectural landmarks, types of housing, ethnic
and racial characteristics of people, and level of
technological achievement.
CCG: Compare and analyze physical (e.g.,
landforms, vegetation, wildlife, climate, and
natural hazards) and human (e.g., population, land
use, language, and religion) characteristics of
places and regions.
CS: Identify and analyze physical and human
characteristics of places and regions, the processes
that have shaped them, and their geographic
significance.
Identify, locate, and compare clothing, recreation,
myths, building of dams for flood control, airconditioned buildings in warm climates, and
economic activities related to natural resources
(land use). (Relate ancient civilizations to the
present.)
Explain characteristics and locations of societies
including factors responsible for patterns of
population; influences of human migration; and
geographic factors responsible for the location of
economic activities (with a focus on ancient
civilizations).
CCG: Understand why places and regions are
important to human identity and serve as symbols
to unify or fragment society.
CCG: Analyze the causes of human migration (e.g.,
density, food and water supply, transportation and
communication systems) and its effects (e.g.,
impact on physical and human systems).
CS: Understand the distribution and movement of
people, ideas, and products.
Analyze and evaluate the causes and effects,
processes and patterns of human movements,
both chosen and forced in the world.
Understand spatial aspects of communication and
transportation systems in selected regions (for
example, time required to travel and communicate
over distances reduced by technological
developments).
Identify patterns of population distribution and
growth in the world, and explain changes in these
patterns, which have occurred over time.
Understand how changes in a physical
environment affect human activity in Latin
America, Europe.
Understand how clearing vegetation affects the
physical environment of a place and other places
(deforestation, desertification).
Analyze the distribution of natural resources in
Europe and the Western Hemisphere.
Analyze and give examples of the consequences of
human impact on the physical environment, and
evaluate ways in which technology influences
CCG: Understand economic, cultural, and
environmental factors that influence changes in
population and evaluate the consequences of the
resulting increases or decreases in population.
CS: Understand, analyze and evaluate the
consequences of population changes resulting
from economic, cultural, or environmental factors.
CCG: Understand how people and the environment
are interrelated.
CS: Understand how humans affect the physical
environment.
CS: Understand how physical characteristics in the
environment and changes in the environment
affect human activities.
human capacity to modify the physical
environment.
Give examples of how both natural and
technological hazards have impacted the physical
environment and human populations in specific
areas of Europe and the Americas.
Know examples of human systems that have been
developed in response to opportunities afforded by
the environment.
Understand the various geographic factors that
may divide or unite a country (for example,
mountains, rivers, valleys).
CCG: Understand how differing points of view,
self-interest, and global distribution of natural
resources play a role in conflict over territory.
Give examples of how land and water forms,
climate, and natural vegetation have influenced
historical trends and developments.
Understand the various geographic factors that
may divide or unite a country (for example,
mountains, rivers, valleys), using examples from
the Americas, Europe. Give examples of how land
and water forms, climate, and natural vegetation
have influenced historical trends and
developments.
CCG: Understand the geographic results of
resource use and management programs and
policies.
History:
Relate significant events and eras in United States
and world history to past and present issues and
developments.
CCG: Interpret and reconstruct chronological
relationships.
CS: Understand, represent, and interpret
chronological relationships in history.
Historical Skills:
Develop and compare time lines that identify major
people, events, and developments in the history of
individual civilizations and/or countries that
comprise Europe and the Americas.
Use the terms “decade,” “century,” “millennium.”
Compare alternative ways that historical periods
and eras are designated by identifying the
organizing principles upon which each is based.
Analyze cause and effect relationships, keeping in
mind multiple causation, including the importance
of individuals, ideas, human interests, beliefs, and
chance in history.
Analyze cause and effect relationships, keeping in
mind multiple causation, including the importance
of individuals, ideas, human interests, beliefs, and
chance in history.
CCS: Analyze cause and effect relationships,
including multiple causalities.
CS: Identify and analyze cause and effect
relationships in history.
Curriculum will use the Ten Themes presented in
the National Council for the Social Studies
(reference: http://www.socialstudies.org)
standards: 1) Culture, 2) Time, Continuity, and
Change, 3) People, Places, and Environments, 4)
Individual Development and Identity, 5)
Individuals, Groups, and Institutions, 6) Power,
Authority, and Governance, 7) Production,
Distribution, and Consumption, 8) Science,
Technology, and Society, 9) Global Connections,
10) Civic Ideals and Practices.
CCG: Understand, recognize and interpret change
and continuity over time.
CS: Interpret and represent chronological
relationships and patterns of change and continuity
over time.
Consider and use the Vital Unifying Themes and
Narratives of Human Experience from National
Council for History Education (reference
http://www.nche.net/): 1) Civilization, cultural
diffusion, and innovation, 2) Human Interaction
with the Environment, 3) Values, Beliefs, Political
Ideas, and Institutions, 4) Conflict and
Cooperation, 5) Comparative History of Major
Developments, 6) Patterns of Social and Political
Interaction.
Consider and use other examples for themes:
American isolationism, domestic reform,
development of capitalism, the conduct of war,
rights of African Americans, Native Americans,
Hispanic Americans, women; the role of youth;
racism.
Consider patterns of change and continuity in
history in relationship to contemporary events,
issues, problems, and phenomena.
CCG: Identify and analyze diverse perspectives on
and historical interpretation of historical issues and
Distinguish between primary and secondary sources
events.
of information.
CS: Identify and analyze various perspectives and
Interpret data from charts, tables, and graphs.
interpretations of historical issues and events.
Differentiate between factual and fictional
historical accounts; explain the meaning of
historical passages by identifying who was
involved, what happened, where it happened,
what events led to these developments, and what
consequences or outcomes followed.
Distinguish between fact and opinion.
Understand the major characteristics and historical
influence of the early civilizations of Mesopotamia,
Indus River Valley, Egypt, the Americas, and
Greece. Civilizations are cultures considered to
have reached a high level of social and cultural
development, specifically in regard to the
development and use of written language,
advances in the arts and sciences, government,
etc.
 Mesopotamia: monotheism, alphabet.
 Egypt: architecture (pyramids, Sphinx),
agricultural mastery (flood control), writing
(hieroglyphs), religious beliefs (polytheism),
paper (papyrus), mathematics.
 Pre-Columbia America: Maya (trade, pyramids,
astronomy, calendar); Inca (terracing, stone
architecture, textiles), Aztec (calendar, trade
routes, architecture, cities).
 China: inventions and technological innovations
(writing, paper, bronze); political organization
(dynastic hierarchy); religious beliefs.
 Greece: democracy, art, architecture, theater,
science and medicine (Hippocrates),
mathematics (geometry); military conquest
(Alexander the Great), logic (Socrates).
Identify and give examples of the political,
economic, and social characteristics of the Roman
World History
CCG: Understand and interpret events, issues,
and developments within and across eras of world
history.
Republic and Empire and how they are reflected in
the law, government, economy and society of the
United States.
 Political characteristics of the Roman Republic,
and how they are reflected in law and
government in the United States today (Roman
system of law, republican form of government,
constitution, senate, separation of powers).
 Economic features of the Roman Empire, and
how they compare (or compared) to similar
features in the United States (slavery, network of
roads for trade and commerce, use of coins,
taxes).
 Social Characteristics of the Roman Republic and
Empire (importance of religion—many gods),
differences in life of wealthy Romans, small
farmers and slaves.
 The historical legacy of the Romans (engineering
and architecture—public buildings, aqueducts,
roads, Latin) as the basis for modern-day
Romance languages, Roman law.
Understand the significance of the rise of Islam
and its interaction with Europe, Africa, and Asia.
Understand the development of the empires and
kingdoms of Kush (and its relationship to Egypt),
Ghana, Mali, and Songhai, and how resources,
location and trade enhanced their development.
Understand the development of dynasties (Qin,
Han, Tang, Ming, and Song), the development of
Confuciusism and Daoism, and the development of
technologies (compass, gunpowder, printing) in
Imperial China.
Understand the development of the lord-vassal
system (shoguns, daimyo, samurai), and
Buddhism and Shinto in feudal Japan.
Identify significant connections between Oregon
and the period of history studied.
Make appropriate connections between the local
community and events in the period of history
studied
U.S. History
CCG: Understand and interpret events, issues,
and developments within and across eras of U.S.
history.
CS: Understand the importance and lasting
influence of individuals, issues, events, people, and
developments in U.S. history.
State and Local History
CCG: Understand and interpret the history of the
state of Oregon.
CS: Understand and interpret events, issues, and
developments in Oregon history.
CCG: Understand and interpret events, issues,
and developments in the history of one’s family,
local community, and culture.
CS: Understand and interpret events, issues, and
developments in local history.
Social Science Analysis
Design and implement strategies to analyze issues,
explain perspectives, and resolve issues using the
social sciences.
Know and apply Bloom’s Taxonomy to formulate
questions.
CCG: Define and clarify an issue so that its
dimensions are well understood.
CS: Identify, research, and clarify an event, issue,
problem, or phenomenon of significance to society.
CCG: Acquire and organize materials from primary
and secondary sources.
CS: Gather, use, and evaluate researched
information to support analysis and conclusions.
CCG: Explain various perspectives on an event or
issue and the reasoning behind them.
CS: Understand an event, issue, problem, or
phenomenon from multiple perspectives.
CCG: Identify and analyze an issue.
CS: Identify and analyze characteristics, causes,
and consequences of an event, issue, problem, or
phenomenon.
Identify and interpret primary and secondary
source documents to increase understanding.
Interpret ideas and events from different historical
perspectives.
Practice making connections between past and
present.
Practice determining cause and effect
relationships.
Create criteria for measuring solutions or
alternatives.
Measure possible solutions or alternatives using set
criteria.
CCG: Select a course of action to resolve an issue.
CS: Identify, compare, and evaluate outcomes,
responses, or solutions, then reach a supported
conclusion.
Physical Education 6AB
(Annual Course-Grade 6)
Prerequisite: None
Text: Glencoe/McGraw-Hill, Teen Health, Course 1
Course Description
Courses offered in the Physical Education department are designed to help the students’ develop
psychomotor skills such as fundamental movement patterns, sports skills, and the five
components of physical fitness. In addition, students’ will develop a positive self-image and the
ability to work with other classmates. The curriculum includes sports such as basketball,
volleyball, football, soccer, track and field, softball, cooperative/teamwork games, mile run/mile
and a half run, anaerobic activities, warm-up (Jogging or J.J.), stretching, push-ups, abdominal
exercises, jump-rope, fun trust/games.
The Physical Education program consists of students in grades six through eight. Students will
participate in skill building activities, introduction to sports and activities, and physical activities
that link to the exploration of culture and history. The goal of the program is to develop a lifelong
program of activity to develop and maintain healthy habits and wellness.
Units:
Quarter One
Quarter Two
Quarter Three
Quarter Four
Stretching
Yoga
Individual Sport
Running
Choice of:
Stretching
Yoga
Folk Dance
Gymnastics
Team Volleyball
Basketball
Football
Soccer
Track and Field
Softball
Choice of:
Stretching
Yoga
Folk Dance
Gymnastics
Team Volleyball
Basketball
Football
Soccer
Track and Field
Softball
Choice of:
Stretching
Yoga
Folk Dance
Gymnastics
Team Volleyball
Basketball
Football
Soccer
Track and Field
Softball
Curriculum:
Students will demonstrate:
 Proficiency and motor skills necessary to perform a list of tasks related to the
units offered in the school program
 Perform physical tasks meeting the requirements of common occupations
 The formation of a personal life-long plan of physical activity for wellness
 Knowledge of psychological and sociological concept, principles and strategies
that are applicable to the activity and learning experience
 An ability to adapt leadership roles in group activity, performance or play
 Recognize the role of cooperation in team activity
 An understanding of diversity in group play
 An understanding of the link between group sports play, family, and occupations
 By writing a one-month physical fitness plan
 Using computerized calendar program, an exercise plan that meets personal
goals and needs
 Through a written research project, students will understand the role of
adequate nutrition in a healthy lifestyle. This project will involve integration of a
menu into the one-month exercise calendar
 Demonstrate independent learning of movement skills and motions
 Discuss the types of movements and the training impact of each movement
Computers and Technology 6AB
(Annual Course-Grade 6)
Prerequisite: None
See Appendix D
Character Education 6AB
(Annual Course—Grade 6)
Prerequisite: None
Text: Josephson Institute of Ethics Character Counts
Course Description
6th Grade Character Education allows students an opportunity to celebrate the common essential
values such cleanliness and courtesy, as well as forum to discuss necessary skills to live in a
multicultural world. The curriculum focus is on multicultural awareness and tolerance.
Curriculum Content will include:
Skills and Concepts Alignment





Respect
Personal Cleanliness
Courtesy
Loyalty
Manners (Personal and Professional)
Business and Professional Speakers
TEACH Tolerance Unit
Respect! Units









TEACH Tolerance Units
SCAN

Bullying
Cooperativeness (Interpersonal and Group)
Developing Friendships
Multiculturalism
Empathy
Benevolence
Diversity
Attitude (Personal and Professional)
Presentation Skills (Interpersonal and Platform
Speaking)
Sportsmanship

Tolerance

Environmentalism
TEACH Tolerance Units (Southern Poverty Law
Center)
Guest Speakers
Friends of the Earth Curriculum
Sierra Club Curriculum
Earth Watch Curriculum
National Zoo Curriculum
Current Events
Local Issue Watch
Students will:
Identify a specific health outcome as a result of air
and/or water pollution
Demonstrate ways to reduce exposure to air and
water pollution
Describe personal strategies for minimizing potential
harm from exposure to the sun.
Analyze media messages that prevent and/or
promote sun exposure.
Use a decision making process to prevent exposure
to harmful substances.
Use a decision making model to consider alternative
modes of transportation.
Explore the types of local alternative transportation
modes.
Business and Professional Speakers
TEACH Tolerance Units
Professional Speakers
NBA Fairness Unit


Alcohol Awareness and Health
Drug Awareness and Health
Students will:
Describe the benefits of a tobacco and drug-free
environment.
Explain why most youth do not use tobacco and
other drugs.
Explain short-and-long term effects of drug use.
Explain the stages of drug dependence and addiction
and its’ effects on the adolescent brain.
Explain the dangers of second hand smoke and set a
goal to avoid it.
Identify support groups and organizations that
provide assistance to those affected by alcohol,
tobacco and drug addition.
Explain appropriate uses of over the counter and
prescription drugs. (medical guest speakers)
Explain school policies and community laws related to
alcohol, tobacco and illegal drug use, possession, and
sales. (drug enforcement guest speaker)
Demonstrate refusal skills when offered drugs
Demonstrate refusal skills when faced with drunk
driving situation.
Identify the differences between communicable
diseases and non-communicable diseases.
Debate “victimless” crimes.
Demonstrate personal health care practices that
prevent the spread of communicable disease.
Advocate for personal health practices that prevent
the spread of HIV/AIDS and Hepatitis B and C.
Resource materials will include: World of Difference, American Red Cross, American Heart and Lung Associations,
TEACH Tolerance (Southern Poverty Law Center), and the National Institutes of Health.
Art 6AB
(Annual Course-Grade 6)
Prerequisite: None
Text: Laurie Schneider Adams, The Making and Meaning of Art, Pearson/Prentice Hall
Course Description
This year-long course will emphasize the study and appreciation of art in all forms. The first
semester will introduce the study of art and is required to take the advanced course. Students will
visit local museums and use online virtual museums as part of their course curriculum. Local
museums will be invited to play a role in this course to encourage students to take part in local
cultural events.
Objectives





Overview of Western and non-Western art through form, content, and cultural
context
Application of art theories
Critiquing works of art
Understanding styles of art
Oral critiques of art forms



Written report on artist
Themes and purposes of art
The vocabulary of art
Units
What is Art?
Students will:














Identify and use principles of
design
Write about visual aspects in the
environment
Describe principles of design
Research and analyze the work of
an artist
Analyze materials used by the
artist
Compare and contrast similar
styles of works
Discuss the ways an artist solved
a visual arts problem
Prepare an Art Appreciation
portfolio
Understand historical
contributions and cultural
dimensions of visual arts
Analyze the role and development
of the visual arts and how it
relates to past a present cultures
around the world
Identify similarities and
differences in the purpose of art
created in different cultures
Identify and describe the role and
influence of new technologies on
contemporary works of art
Articulate how personal beliefs,
cultural traditions, current social,
economic, and political contexts
influence the interpretations of
the meaning or message in a
work of art
Compare the ways in which the
meaning of a single work of art
has been affected over time
because of changes in
interpretation and context.
Emphasis will be on crosscurricular links with the Social
Science and Language Arts
curriculums. Banned works from

Visiting the Museum
the Nazi period, the Armory
Show, and Renaissance works will
be discussed and viewed in this
course.
Employ conventions of art
criticism in writing and speaking
about art.
Students will:














Identify and use principles of
design
Write about visual aspects in the
environment
Describe principles of design
Research and analyze the work of
an artist
Analyze materials used by the
artist
Compare and contrast similar
styles of works
Discuss the ways an artist solved
a visual arts problem
Prepare an Art Appreciation
portfolio
Understand historical
contributions and cultural
dimensions of visual arts
Analyze the role and development
of the visual arts and how it
relates to past a present cultures
around the world
Identify similarities and
differences in the purpose of art
created in different cultures
Identify and describe the role and
influence of new technologies on
contemporary works of art
Articulate how personal beliefs,
cultural traditions, current social,
economic, and political contexts
influence the interpretations of
the meaning or message in a
work of art
Compare the ways in which the
meaning of a single work of art
has been affected over time
because of changes in
interpretation and context.
Emphasis will be on crosscurricular links with the Social

The Virtual Museum Experience
Media Techniques and Art Process
o Drawing
o Printmaking
o Photography
o Watercolor and Tempera
o Oil and Acrylic Painting
o Sculpture (Hard and Soft)
o Casting
o Relief
o Murals
Science and Language Arts
curriculums. Banned works from
the Nazi period, the Armory
Show, and Renaissance works will
be discussed and viewed in this
course.
Employ conventions of art
criticism in writing and speaking
about art
Students will:

Identify and use principles of
design
 Write about visual aspects in the
environment
 Describe principles of design
 Research and analyze the work of
an artist
 Analyze materials used by the
artist
 Compare and contrast similar
styles of works
 Analyze electronic media
 Discuss the ways an artist solved
a visual arts problem
Students will:
 Explore techniques and view
examples of art using these
techniques and processes.
 Connect and apply what is
learned in the visual arts to other
art forms and subject areas and
careers.
 Guest artists and museum
workers will speak to classes
about careers in art.
Foreign Language 6AB
(Annual Course-Grade 6)
Prerequisite: None
Text: La Como te va? A Nivel Verde Glencoe Middle School Spanish (2007)
GRADE 7
Math 7AB
(Annual Course-Grade 7)
Prerequisites: Math 6AB
Text: Saxon Math Series
Course Description:
Pre-Algebra prepares the students for the first course in algebra. This course covers an introduction to
measurement, geometry, basic algebra, and statistics. The focus will be on logical thought and presenting
problems that allow students to reason symbolically.
Curriculum Content
Calculation and Estimations
Numbers: Understand numbers,
ways of representing numbers,
relationships among numbers,
and number systems.
Computation and Estimation:
Compute frequently and make
reasonable estimates.
Operations and Properties:
Understand meanings of
operations and how they relate
to one another.
Students will:

Model and compare rational numbers with
an emphasis on integers.

Express numbers greater than one in
scientific and standard notation.

Use rates, ratios, and percentages to
solve problems.

Location rational numbers (with an
emphasis on integers) on a number line.

Interpret, model and use percentages
greater than 100 and less than one to
solve problems.

Determine the prime factorization of a
number less than 1000 and express the
prime factorization using exponents when
applicable.

Use factors, multiplication, prime
factorization, and relatively prime
numbers to solve problems.
Students will:

Solve problems involving percentages.

Apply order of operations, including
exponents, to simplify calculations and
evaluate expressions.

Develop and use strategies to estimate
the results of integer computations and
judge the reasonableness of the results.

Use referent numbers in estimating
answers to calculations with fractions and
percentages.

Compute with squares and cubes, with an
emphasis on finding area, surface area
and volume.

Multiply and divide fractions and mixed
numbers.

Develop and analyze algorithms and
compute with integers.
Students will:

Use inverse operations to solve problems
and check solutions involving calculations
with integers.

Apply the associative, commutative, and
distributive properties to simplify
computations with rational numbers.

Describe the effects of multiplying or
dividing a number by a number between
zero and one.

Apply the property of additive inverses to
determine solutions of equations.

Demonstrate the meaning of whole
number exponents as repeated
multiplication.
MA.07.01; .02;
.03; .04; .05; .06
& .07
MA.01.CE.08; .09;
.10; .11; .12; .13
& .14
MA.07>CE.15;
.16; .17; .18 & .19
Statistics and Probability
Statistics: Select and use
appropriate statistical methods
to analyze data.
Probability: Understand and
apply basic concepts of
probability.
Collect and Display Data:
Formulate questions that can be
addressed with data and collect,
organize and display relevant
data and answer them.
Data Analysis and Predictions:
Develop and evaluate inferences
and predications that are based
on data.
Students will find, use, and interpret measures of
center and spread, including mean and interquartile range for a given or derived data.
Students will:

Compare experimental probability of an
event with the theoretical probability and
explain any difference.

Determine all possible outcomes of a
particular event or all possible
arrangements of objects in a given set by
applying various methods including tree
diagrams and systematic lists.

Determine probabilities of simple
independent and dependent events.

Compute experimental probabilities from a
set of data and theoretical probabilities for
single and simple compound events, using
various methods.
Students will:

Recognize distortions of graphic displays
of sets of data and evaluate
appropriateness of alternative displays.
Determine the graphical representation of
a set of data that best shows key
characteristics of the data. These
problems will include historical materials
used in social science classes this year.

Represent and interpret data using
frequency distribution tables, box-andwhisker-plots, stem-and-leaf plots and
single-and multiple-line graphs.

Distinguish between random and biased
samples and identify possible sources in
bias in sampling. These problems will use
real-life current event topics including, but
not limited to, tobacco use and consumer
purchases.

Identify situations in which it makes sense
to sample and identify methods for
selecting a sample that are representative
of a population. Some of these problems
will use the online U.S. Federal Census
database.

Formulate questions and design
experiments and surveys to collect
relevant data. These questions will
integrate cross-curricular topics.
Students will:

Use observations about differences
between two or more samples to make
conjectures about the populations from
which the samples were taken.

Predict and evaluate how adding data to a
set of data affect measures of center.

Analyze data from frequency distribution
tables, box-and-whisker-plots, stem-andleaf plots using measure of center and
spread and draw conclusions.
MA.07.SP.01
MA.07.SP.02; .03;
.04 & .05
MA.07.SP.06; .07;
.08; .09; .10 & .11
MA.07.SP.12 & .13
Algebraic Relationships
Patterns and Functions:
Understand patterns, relations,
and functions.
Algebraic Relationships:
Represent and analyze
mathematical situations and
structures using algebraic
symbols.
Modeling: Use mathematical
models to represent and
understand quantitative
relationships.
Change: Analyze change in
various contexts.
Measurement
Units and Tools: Understand
measurable attributes of objects
and the units, systems and
processes of measurement.
Direct and Indirect
Measurement: Apply
appropriate techniques, tools,
and formulas to determine
measurements.
Geometry
Students will represent, analyze and determine
rules for finding patterns involving integers with
tables, graphs, words, and when possible, symbolic
rules.
Students will:

Algebraically represent situations and
solve problems involving linear equations
and inequalities.

Evaluate algebraic expressions and
formulas by substituting integers.

Interpret algebraic relationships
represented by two-column tables,
number lines, and coordinate graphs of
four quadrants.

Graph linear equations on a coordinate
grid by making a table using integer
coordinates.
Students will:

Model situations, make predictions and
inferences, and solve problems using
linear equations.

Recognize and represent direct variation
using tables, graphs, and equations.

Identify and sketch a graph that models a
given situation.
Students will identify and describe how a change in
one variable relates to a change in a second
variable.
MA.07.AR.01
Students will:

Select the most appropriate unit to
measure surface area and volume.

Convert from a measurement expressed
one unit within a system to another using
a different unit within the same system to
measure surface and volume.
Students will:

Develop and use strategies and formulas
for calculating surface area and volume of
right prisms, pyramids, and cylinders.

Develop strategies for determining
approximate volumes of irregular shapes.

Determine surface area and volume of
three-dimensional block constructions,
given a two-dimensional representation.

Compare and contrast the formulas for
surface area and volume of prisms and
pyramids.

Create examples of rectangular prisms
having the same volume, but different
surface areas.

Describe what happens to the surface
area and volume of a solid when the
shape is changed.

Use referents to make estimates of
surface area and volume and evaluate the
reasonableness of the estimate.
MA.07.ME.01 &
.02
MA.07.AR.02; .03;
.04 & .05
MA.07.AR.06; .07
& .08
MA.07.AR.09
MA.07.ME.03; .04;
.05; .06; .07; .08
& .09
Properties and Relationships:
Analyze characteristics and
properties of two- and threedimensional geometric shapes
and develop mathematical
arguments about geometric
relationships.
Modeling: Use visualization,
spatial reasoning, and geometric
modeling to solve problems.
Coordinate Geometry: Specify
locations and describe spatial
relationships using coordinate
geometry and other
representational systems.
Transformations and Symmetry:
Apply transformations and use
symmetry to analyze
mathematical situations.
Mathematical Problem Solving
Conceptual Understanding:
Select, apply, and translate
among mathematical
representations to solve
problems.
Processes and Strategies: Apply
and adapt a variety of
appropriate strategies to solve
problems.
Verification: Monitor and reflect
on the process of mathematical
problem solving.
Communication: Communicate
mathematical thinking
coherently and clearly. Use the
language of mathematics to
express mathematical ideas
precisely.
Accuracy: Accurately solve
problems that arise in
mathematics and other
contexts.
Science 7AB
(Annual Course-Grade 7)
Students will:

Determine defining properties that
characterize classes of quadrilaterals
including side and angle measurements
and their component parts.

Identify parallel and intersecting lines and
pairs of angles formed by parallel lines cut
by a transversal and determine their
measure.

Use proportional reasoning, drawings,
models or technology to demonstrate
congruence and similarity of polygons
with an emphasis on quadrilaterals.

Determine the measure of missing sides
and angles in congruent quadrilaterals
and their component parts.
Students will:

Model, sketch, and label prisms, pyramids,
cylinders, and quadrilaterals with specified
side lengths or angle measures.

Use two-dimensional representation of
three-dimensional objects.
Students will identify properties of quadrilaterals
and their component parts on a coordinate graph.
MA.07.GM.01; .02;
.03 & .04
Students will determine the image of a point on a
graph under translations and reflections.
MA.07.GM.08
Students will interpret the concepts of a problemsolving task and translate them into mathematics.
MA.07.PS.01
Students will choose strategies that can work and
then carry out the chosen strategies.
MA.07.PS.02
Students will produce identifiable evidence of a
second look at the concepts/strategies/calculations
used to defend a solution.
Students will use pictures, symbols, and/or
vocabulary to convey the path to the identified
solution.
MA.07.PS.03
Students will accurately solve problems that arise
in mathematics and other contexts.
MA.07.PS.05
MA.07.GM.05 &
.06
MA.07.GM.07
MA.07.PS.04
Prerequisite: Science 6AB
Text: Glencoe/McGraw-Hill, Glencoe Science Voyages: Exploring the Life, Earth and Physical
Science
Course Description
The major purpose of this course is to provide students with knowledge of basic science concepts
with an emphasis on biological sciences. This course will cover:






Cell biology
Genetics:
Evolution
Earth and Life History
Structure and Function in Living Systems
Physical Principles in Living Systems
Laboratory
In this course, the students will do experiments to develop comprehensive understanding of
scientific method. As a result, the students will:



Develop hypotheses
Select and use appropriate tools and technology to perform tests
Collect data, display data, construct appropriate graphs from data
Communicate the steps and results from investigation in the form of written reports and oral
presentations.
Curriculum Content
Unifying Concepts and Processes:
[System, Model, Patterns of Change and
Stability and Scale]
Cell Biology: Students will

Work using computer programs and
simulations to explore the working of the
cells. This will include:

Cell function in living organisms

Character differences of plant and animal
cells

Role of the nucleus in genetic information

How mitochondria works

Cholorplast Purpose

Cell division in mitosis

Understand multi-cellular organism
development through use of microscopes
and lab work
Structure and Function in Living Systems:
Students will understand:

Basic anatomy and physiology of plants and
animals

How organ systems function

How bones and muscles work

How the reproductive organs of humans
function

Function of the umbilicus and placenta

How structures and processes of flowering
plants function

How to relate structures of the eye and ear
to their function.
History and Nature of Science:
Science and Social Perspective:
Physical Principles in Living Systems:
Students understand

Physical principles underlying biological
structures and functions

The way the eye works

The properties of light: basic, reflected,
refracted, transmitted and absorbed by
matter through lab experiments using light
and prisms

How simple lenses work through
experimentation with lenses

The function of white light and the manner
that retinal cells react

Angle of reflection of a light and its relation
to the angle of incidence

How to compare joints in the body with
structure used in machines and simple
devices through work in the robotics lab and
with classroom robots

How levers work through use of assorted
levers in a lab setting

Basic function of the heart through
computerized experimentation with valves
and the circulatory system
[Science as a Human Endeavor, Scientific
Knowledge is Subject to Change, Empirical
Standards, Logical Arguments, Skepticism]
Earth and Life History: Students will
discuss and debate:

The role of rocks in understanding the
evolution of life on Earth

History of life on Earth

Rock cycle

Geologic layers and radioactive dating.
Students will use dating in research project

Use fossils to discuss how environment has
changed

How the movements of the Earth have
made changes in climate and geography

The past and present distribution of
organisms on changes in climate and
geographic connections
 How to explain significant developments and
extinction of plants and animal life on the
geologic time scale. Students will debate
what happened to the dinosaurs in this
lesson.
[Role of Science in Issues, Daily Choices,
Risks and Benefits]
Evolution: Student will understand:

Evolution and how it occurs in generations

Genetic variation and environmental factors.
Students will read and debate the role of
pollution in genetic variation

Biographical study of Charles Darwin and
the historical period of Darwin

How Darwinism influences study today

Theory of evolution and the evidence
supporting it

Science and Technology:
Science-Related Careers:
Scientific Inquiry
English-Language Arts 7AB
How to construct a simple branch diagram
for living organisms and how to expand it
for fossil organisms

How species become extinct and will
complete a rain forest project tracing
extinction of one species today. Students
will also research an species nearing
extinction, but now removed from the list
due to human efforts in conservation
[Science and Technology, Technological
Design]
Genetics: Students will use manipulatives
to discover

The influence of environmental factors on
cell development

Life cycles and reproduction methods of
sexual and asexual organisms

Transfer of genes in sexual reproduction

Determination of an inherited traits

Role of alleles in phenotype and how this
relates to the study of viruses

Role of DNA and how it works. Students will
incorporate probability study in this lesson
using computer models
Guest speakers will offer students an opportunity to
collect details and requirements of careers related to
Earth Science.
[Students will use both in class and virtual
labs]
Investigation and Experimentation:
Students will:

Use numerous lab, laboratory equipment,
and reporting techniques in their exploration
of the curriculum listed above

Use equipment including calculators,
robotics, computers, balances, spring scales,
microscopes and binoculars

Examine print and electronic resources in
each lesson

Write a research paper at least once on a
unit of study this year

Be able to develop a hypothesis for an
investigation this year

Communicate their findings using logical
connections, science concepts

Develop and conduct tests to prove a
connection

Construct scale models

Make maps

Label diagrams correctly to communicate
knowledge
 Communicate steps and results from an
investigation in written reports and oral
presentations
(Annual Course-Grade 7)
Prerequisites: English-Language Arts 6AB
Text: Holt, Rinehart and Winston Series, Elements of Literature
Classroom Library: College level dictionary, Spanish/English and English/Spanish dictionary,
Thesaurus, The Oxford Picture Dictionary, The Little Oxford Thesaurus
Course Description
English-Language Arts 7AB increases the student focus on expository and argumentative texts.
Reading strategies focus on comprehending informational materials through the use and analysis
of categories of materials and assessment of an author’s argument. In addition, student
interactions with literary texts become more sophisticated. Students are expected to articulate the
purposes and characteristics of different forms of prose, ranging from short stories to essays;
identify events that advance the plot in a story and determine how each event explains past or
present actions or foreshadows future actions; and analyze themes and characterization. With
regard to writing, English-Language Arts 7AB provides increased instruction in documentation
and argumentative support. Students are expected to write research reports that not only
summarize existing data but that also analyze and assess these data. Students are expected to
write multiple essays of at least 700 words each in the following categories: literary
interpretation, argumentation, summaries, and research. Students are expected to demonstrate a
command of formal Standard English. With regard to speaking and listening, students are
expected to deliver well-organized presentations using rhetorical strategies appropriate to a
variety of situations, including presentations of research and summaries of articles and books.
Common Curriculum Goals (CCG)
Reading
Analyze words, recognize words, and learn to read
grade-level text fluently across the subject areas.
Listen to, read, and understand a wide variety of
informational and narrative text across the subject
areas at school and on own, applying
comprehension strategies as needed.
Demonstrate general understanding of grade-level
Oregon Grade-Level Standards (GLS)
Decoding and word recognition: Read or
demonstrate progress toward reading at an
independent and instructional reading level
appropriate to the grade level.
Listen to and read informational and narrative text:

Listen to, read, and understand a wide
variety of informational and narrative text,
including classic and contemporary
literature, poetry, magazines, newspapers,
reference materials, and online information.

Make connect to text, within text, and
among text across the subject areas.

Demonstrate listening comprehension of
more complex text through class and/or
small group interpretive discussions across
the subject areas.

Match reading to purpose- location of
information, full comprehension, and
personal enjoyment.

Understand and draw upon a variety of
comprehension strategies as needed- rereading, self-correcting, summarizing, class
and group discussions, generating and
responding to essential questions, making
predictions, and comparing information
from several sources.
Clearly identify specific words or wordings that are
causing comprehension difficulties and use
strategies to correct.
Informational text: Demonstrate general
informational text across the subject areas.
Develop an interpretation of grade-level
informational text across the subject areas.
Examine content and structure of grade-level
informational text across the subject areas.
Vocabulary
Increase word knowledge through systematic
vocabulary development; determine the meaning of
new words by applying knowledge of word origins,
word relationships, and context clues; verify the
meaning of new words; and use those new words
accurately across the subject areas.
understanding:

Identify and/or summarize sequence of
events, main ideas, facts, supporting
details and opinions in informational and
practical selections.

Clarify understanding of informational texts
by creating simple outlines, graphic
organizers, diagram, logical notes, and/or
summaries.
Informational text: Develop an interpretation:

Predict future outcomes supported by the
text.

Make reasonable, logical statements,
conclusions, and inferences about a text,
supporting them with accurate examples
from the text.

Infer the main idea when it is not explicitly
states, and support with evidence from the
text.

Make valid inferences about an author’s
unstated meaning and valid conclusions
about an author’s stated meaning based on
facts, events, and images.
Informational text: Examine content and structure:

Determine the author’s purpose and how
the author’s perspective influences the text.

Differentiate between conclusions that are
based on fact and those that are based on
opinions.

Analyze text to determine the type and
purpose of the organizational structure
being used by the author.

Compare and contrast information on the
same topic after reading several pages or
articles.

Understand and analyze the differences in
structure and purpose between various
categories of informational texts.






Understand, learn, and use new vocabulary
that is introduced and taught directly
through informational text, literary text,
and instruction across the subject areas.
Develop vocabulary by listening to and
discussing both familiar and conceptually
challenging selections read aloud across
the subject areas.
Determine the meaning of unknown words
or words with unusually meanings in
informational and narrative text by using
word, sentence and paragraph clues.
Interpret figurative language, including
similes, metaphors, and words with
multiple meanings.
Understand and explain “shades of
meaning” in related words.
Determine pronunciation, meanings,
alternate word choices, and parts of
speech, using dictionaries and thesauruses.

Find, understand and use specific information in a
variety of texts across the subject areas to perform
a task.
Literature
Listen to text and read text to make connections and
respond to a wide variety of literature of varying
complexity.
Demonstrate general understanding of grade level
literary texts.
Develop an interpretation of grade-level literary
texts.
Determine meanings of words using
contextual
and structural clues.

Demonstrate understanding of idioms and
comparisons.

Clarify word meanings through the use of
definition, inference, example, restatement
or contrast.

Use knowledge of Greek, Latin, and AngloSaxon roots and word parts to understand
subject-area vocabulary.
Read to perform a task:

Read textbooks, biographical sketches,
letters, diaries, directions, procedures,
magazines, essays, primary source
historical documents, editorials, news
stories, periodicals, bus routes, and
catalogs.

Locate information in titles, tables of
contents, chapter headings, illustrations,
captions, glossaries, indexes, graphs,
charts, diagrams, and tables to aid
understanding of grad-level text.

Locate information by using consumer
product information.

Understand and explain the sue of a simple
mechanical device by following technical
directions.
Listen to and read literary text:

Listen to text and read to make
connections and respond to historically or
culturally significant works of literature that
enhance the study of other subjects.

Demonstrate listening comprehension of
more complex literary text through class
and/or small group interpretive discussions.
Literary text: Demonstrate general understanding:

Identify and/or summarize sequence of
events, main ideas, and supporting details
in literary selections.

Identify the speaker and recognize the
difference between first and third person
narration.
Literary text: develop an interpretation:

Predict future outcomes supported by the
text.

Identify events that advance the plot, and
determine how each event explains past or
present actions(s) or foreshadows future
action(s).

Analyze characterization as revealed
through a character’s thoughts, words,
speech patterns, and actions; the narrator’s
descriptions; and the thoughts, words, and
actions of other characters.

Identify and analyze development of
themes conveyed through characters,
actions, and images.

Examine content and structure of grade-level literary
texts.
Writing
Pre-write, draft, revise, edit, and publish across the
subject areas.
Communicate supported ideas across the subject
areas, including relevant examples, facts, anecdotes,
and details appropriate to audience and purpose
that engage reader interest; organize information in
clear sequence, making connections and transitions
among ideas, sentences, and paragraphs; and use
precise words and fluent sentence structures that
support meaning.
Infer the main idea when it is not explicitly
stated, and supported with evidence from
the text.

Infer unstated reasons for actions based on
events and images in the text.
Literary text: Examine content and structure

Explain the effects of common literary
devices, such as symbolism, imagery, and
metaphor in a variety of literary texts.

Evaluate how well literary elements
contribute to the overall effectiveness of a
selection.

Identify and analyze general themes.

Differentiate among and discuss the
purposes and characteristics of different
forms of prose.
Planning, evaluation, and revision:

Use a variety of strategies to prepare for
writing.

Discuss ideas for writing with classmates,
teachers, and other writers, and develop
drafts alone and collaboratively.

Identify audience and purpose.

Choose the form of writing that best suits
the intended purpose- personal letter, letter
to the editor, review, poem, report or
narrative.

Use the writing process-prewriting,
drafting, revising, editing, and publishing
successive versions.

Focus on a central idea, excluding loosely
related, extraneous, and repetitious
information.

Use a scoring guide to review, evaluate,
and revise writing for meaning and clarity.

Revise drafts to improve the organization
and consistency of ideas within and
between paragraphs.

Edit and proofread one’s own writing, as
well as that of others, using the writing
conventions, an editing checklist or list of
rules with examples of corrections for
specific errors.
Writing

Use of Oregon’s Official Writing Scoring
Guide

Write for different purposes and to a
specific audience or person, adjusting tone
and style as necessary.

Write multi-paragraph compositions –
descriptions, explanations, comparison and
contrast papers, problem and solution
essays that: state the thesis, explain the
situation, use organizational structures for
providing information in writing, develop
the topic using supporting details and
precise language, provide transitions to link
paragraphs and conclude with a detailed
Demonstrate knowledge of spelling, grammar,
punctuation, capitalization, and penmanship across
the subject areas.
Write narrative, expository, and persuasive texts,
using a variety of written forms—including journals,
essays, short stories, poems, research papers,
reports, business and technical writing—to express
ideas appropriate to audience and purpose across
the subject areas.
Investigate topics of interest and importance across
the subject areas, selecting appropriate media
summary linked to the purposed of the
composition.

The papers will also provide logical
evidence to support the arguments and
conclusions with anecdotes, descriptions,
facts and statistics, and/or specific
examples. These will be varied to make the
writing more interesting and more precise.

Students will use properly placed modifiers
and use an active voice.

Students will vary sentence structure by
using infinitives.
Conventions

Spelling: Correct spelling and spell correctly
derivatives.

Grammar: Use indefinite pronouns, present
perfect verbs, past perfect verbs and future
perfect verbs correctly.

Make clear references between pronouns
and antecedents by placing the pronoun
where it shows what word is referred.

Correctly use all parts of speech and types
of structures of sentences.

Demonstrate appropriate English usage.

Punctuation: Use colons after salutations,
semicolons to connect main clauses,
commons before conjunction in compound
sentences and semicolons and commas for
transitions correctly.

Use comma after a dependent clause that
introduces a sentence.

Use appropriate internal punctuation.

Place a question mark or exclamation point
inside quotation marks when it punctuates
the quotation, and outside when it
punctuates the main sentence.

Use correct capitalization

Handwriting will be legible.

Writing modes will include work samples of
personal narrative, fictional narrative
(imaginative), expository, and persuasive.

Write fictional and autobiographical
narratives that develop a standard plot line,
point of view, complex major and minor
characters and a definite setting, using a
range of appropriate strategies and naming
of specific narrative actions and
expressions.
Expository Writing: Response to literary text:
Students will:

Develop interpretations exhibiting careful
reading, understanding and insight.

Organize interpretations around several
clear ideas, premises, or images from the
literary work.

Justify interpretations through use of
sustained examples and textual evidence.
Persuasive Writing:
Persuasive written work will be completed that
sources, using effective research processes, and
demonstrating ethical use of resources and
materials.
Speaking and Listening
Communicate supported ideas across the subject
areas using oral, visual, and multimedia forms in
ways appropriate to topic, context, audience, and
purpose; organize oral, visual, and multimedia
presentations in clear sequence, making connections
and transitions among ideas and elements; use
language appropriate to topic, context, audience and
purpose; and demonstrate control of eye contact,
speaking rate, volume, enunciation, inflection,
gestures, and other nonverbal techniques.
include a clear position with support that is well
organized citing relevant evidence. It should also
anticipate and address reader reservations and
counter-arguments.
Research Report Writing:

Use organizational features of electronic
text

Pose relevant questions about the topic

Use effective note-taking techniques

Paraphrase properly when taking notes

Distinguish credible sources

Convey clear and accurate perspectives on
the subject.

Include evidence complied through the
formal research process with emphasis on
online data bases

Document sources using appropriate style
guide for subject area

Use a variety of resource materials to
gather information for research topics

Compose documents with appropriate
formatting

Quote or paraphrase ideas from resource
materials citing using MLA or appropriate
style sheet for math and science subjects
Research Reports/Multimedia Presentations:
Research reports will be written that pose relevant
questions focused to provide a clear and through
answer using credible sources and featuring support
of main ideas and substructure with appropriate
sources, facts, examples and details. Multiple
authoritative sources should be included. Report
writing will be integrated into technology classes and
will use word software, grammar and spell checking
features, databases and spreadsheets to manage
research.
Rubrics will be used to do: fact checking, argument
analysis and peer evaluation and critique.
Students will also write:
Summaries, Business Letters, Job Applications,
Resumes and be assigned Technical Writing as
related to their science and robotic projects.
Speeches will be assessed using the Oregon Official
Speaking Scoring Guide that includes assessment of:

A focus and point of view

Match of purpose, message, occasion, and
delivery to the audience

Organization

Supporting details

Reasoning

Examples

Description

Appropriate preview and summary steps

Use of correct grammar

Provides support for points and arguments

Use of visual and media displays

Effective language use

Effective rate, volume, pitch, tone and eye
contact
Use a variety of descriptive and accurate
words appropriate to audience and
purpose.

Sustain audience interest and attention
through appropriate presentation
(organization, points, delivery)

Use personal assessment rubrics to assess
speaking techniques
Students will:

Relate verbal communication to the
nonverbal message

Identify tone, mood and emotion conveyed
in oral communication

Restate and execute multiple-step oral
directions and instructions

Ask appropriate questions to obtain
information

Determine the speaker’s attitude toward
the subject

Respond to persuasive presentations with
questions, challenges or affirmations
Students will:

Analyze how images, text, and sound in
electronic journalism affect the viewer

Identify the techniques used to achieve the
effects in each instance

Identify, analyze, and critique persuasive
techniques used in oral presentations and
media messages

Listen critically and respond appropriately across the
subject areas.
Evaluate the significance and accuracy of
information and ideas presented in oral, visual, and
multimedia communications across the subject
areas.
Grade 7 Literature Selections:
Steinbeck, John, The Pearl
Tolkien, JRR, The Simarillion
Filipovic, A, Zlata’s Diary
Macaulay, D, Castles
Wilder, Laura I. Little House on the Prairie
Adamson, Joy, Born Free
Herriot, James, All Things Great and Small
Houston, Jeanne, Farewell to Manzanar
Jones, Ron, The Acorn People
Parks, Rosa, My Story
Hiaasen, Carl, Hoot
Frank, Anne, The Diary of a Young Girl
White, Ryan, The Ryan White Story
Dunbar, Paul Laurence, Jump Back Honey
Grahame, Kenneth, Wind in the Willows
Bradbury, Ray, R is for Rocket of
Dandelion Wine
Collier, My Brother Sam is Dead
Curtis, Christopher Paul, Bud, Not Buddy
Kipling, Rudyard, The Jungle Book
History-Social Science 7AB
(Annual Course-Grade 7)
Prerequisite: History-Social Science 6AB
Text: Glencoe/McGraw-Hill Human Heritage: A World History
Course Description
History-Social Science 7AB focuses on the social, cultural, and technological changes that
occurred in Europe and the Mediterranean from the fall of the Roman Empire in the 6th century
AD to the 19th century. The course also considers historical changes in Asia. The course
examines the methods of investigation that archaeologist, anthropologists, and historians use to
study the past. Students consider the influence of the Enlightenment on such concepts as natural
rights of individuals, divine rights of kings, and experimentation in science. Students also assess
how this influence is linked to the growth of democracy, particularly during the 18th century.
Units:
Quarter One
The Expansion and
Decline of the
Roman Empire
Islam in the Middle
Ages
China in the Middle
Ages
Curriculum
Quarter Two
Ghana Mali in
Medieval Africa
Medieval Japan
Medieval Europe
Quarter Three
Meso-American and
Andean Civilizations
The Renaissance
The Reformation
Quarter Four
The Scientific
Revolution
Change Over Time:
16-18 Centuries
Social Sciences/History, 7 AB
Curriculum Themes and Topics
Seventh Grade Standards Addressed
Civics and Government:
Understand different forms of government and citizen
rights in context of the history taught.
Compare and contrast government from the period of
history studied with our own government.
Understand citizen rights in context of history taught
and current events.
Understand resources that provide information about
public issues at the city, state, and national level where
appropriate in context with curriculum and current
events.
Understand resources that provide information about
public issues at the city, state, and national level where
appropriate in context with curriculum and current
events. Use various media (newspapers, internet, radio,
TV) as some of these resources.
Common Curriculum Goals and Content Standards
Addressed
Understand and apply knowledge about government and
political systems, and the rights and responsibilities of
citizens.
CCG: Understand the origins, purposes and functions of
U.S. government, including the structure and meaning
of the U.S. Constitution.
CS: Understand the purposes of government and the
basic constitutional principles of the United States
republican form of government.
CCG: Understand the organization, responsibilities, and
interrelationships of local, state, and federal
governments in the United States.
CS: Understand the responsibilities and
interrelationships of local, state, and national
government in the U.S.
CCG: Understand the roles of the three branches of
government and explain how their powers are
distributed and shared.
CS: Understand the roles and powers of the executive,
legislative, and judicial branches.
CCG: Understand personal and political rights of
citizens in the United States.
CS: Understand the roles, rights, and responsibilities of
citizens in the United States.
CCG: Understand participatory responsibilities of
citizens in the community (voluntarism) and in the
political process (becoming informed about public
issues and candidates, joining political parties/interest
groups/associations, communicating with public
officials, voting, influencing lawmaking through such
processes as petitions/initiatives).
CS: Understand the participatory obligations of U.S.
citizens.
Explain how participation varies in the United States
and in the world, and how this compares with other
societies in context of history and geography studied.
Explain how countries have interacted with one another
in context of period of history studied.
Explain how technology has made the world a smaller
community.
How governments have been organized; with examples
from grade level content/case studies.
Analyze the nature of war and conflicts, their resolution,
and their affects on society using historical and
contemporary examples.
Know conflicts that have arisen regarding fundamental
values and principles (conflicts between liberty and
equality, conflicts between individual rights and the
common good, conflicts between majority rule and
minority rights).
Economics:
Give examples of trade between countries in and
explain the costs and benefits in the context of history
studied.
Knows examples from world history that demonstrate
an understanding that all decisions involve opportunity
costs and that making effective decisions involves
considering the costs and the benefits associated with
alternative choices.
In the context of history studied:
Identify factors that cause changes in market supply and
demand.
Describe the role of buyers and sellers in determining
the equilibrium price.
CCG: Understand how government is influenced and
changed by support and dissent of individuals, groups,
and international organizations.
CS: Understand how individuals, groups, and
international organizations influence government
CCG: Understand how nations interact with each other,
how events and issues in other countries can affect
citizens in the United States, and how actions and
concepts of democracy and individual rights of the
United States can affect other peoples and nations.
CS: Understand how the United States government
relates and interacts with other nations
CCG: Analyze major political systems of the world.
Content Standard: Understand that there are different
ways for governments to be organized and to hold
power.
CCG: Analyze the concepts of political power,
authority, conflict, and conflict management.
Understand economic concepts and principles and how
available resources are allocated in a market economy.
CCG: Understand that resources are limited (e.g.,
scarcity).
CS: Understand the economic concept of scarcity.
CCG: Understand economic trade-offs and how choices
result in both costs and benefits to individuals and
society.
CS: Understand how trade-offs and opportunity costs
are decisions that can be measured in terms of costs and
benefits.
CCG: Understand how conditions in an economy
influence and are influenced by the decisions of
consumers, producers, economic institutions, and
government.
CS: Understand the concept of supply and demand.
Describe how prices send signals to buyers and sellers.
Know that price is an incentive for both buyers and
producers/sellers in the marketplace. Higher prices for
a good or service provide incentives for buyers to
purchase less of it and for producers to make or sell
more of it. Lower prices provide incentives for buyers
to purchase more of it and for producers to make or sell
less of it.
Extend understanding of basic economic systems
commonly found in selected regions.
Identify the elements of various economic systems
focusing on distribution of wealth, organization of
labor, and the interplay between various economic and
governmental systems.
CCG: Understand economic concepts, principles, and
factors affecting the allocation of available resources in
an economy.
CS: Understand and evaluate the underlying
philosophies and characteristics of various economic
systems, including that of the U.S. economy.
Explain how banks and other financial institutions
channel funds from savers to borrowers and investors in
other parts of the world (Africa, Asia, and the
Southwest Pacific).
Geography:
CCG: Understand the role of government and
institutions (i.e., banks, labor unions) in various
economic systems in an economy.
CS: Understand the role of government and institutions
in an economy.
CCG: Understand the interdependence of the global
economy and the role played by the United States.
CS: Understand how the United States economy relates
and interacts with other nations.
CCG: Apply economic concepts and principles to issues
of personal finance.
CS: Demonstrate the knowledge and skills necessary to
make reasoned and responsible financial decisions as a
consumer, producer, saver, and investor in a market
economy.
Understand and use geographic skills and concepts to
interpret contemporary and historical issues.
Create geographic tools to collect, analyze, and interpret
data.
Analyze the characteristics, distribution, and migration
of population, in context of history studied.
Use maps, charts and graphs to understand patterns of
movement (migrations, trade) over time (noting patterns
or change and/or continuity) and space (where groups
migrated to and from, and why they left one place and
moved to another).
Create maps, globes, graphs, charts, models, and
databases related to population, disease, and economics;
pose and answer questions about geographic
distributions and patterns; compare world regions and
countries, and cultures.
CCG: Understand the spatial concepts of location,
distance, direction, scale, movement, and region.
CS: Understand and use spatial concepts of geography.
Develop maps of human migration and settlement
patterns at different times in history and compare to the
present in terms of: population, settlement, climate, and
language usage in the context of world history.
CCG: Use maps and other geographic tools and
technologies to acquire, process, and report information
from a special perspective.
CS: Locate places and understand and use geographic
information or relationships by reading, interpreting,
and preparing maps and other geographic
representations.
CCG: Locate major physical and human (cultural)
features of the Earth.
CS: Locate major physical and human features of the
Earth.
Locate and map the climate regions, and explain how
and why they differ.
Identify and explain the distribution of ecosystems in
Africa and in Asia in terms of climate and landform
patterns.
Know the location of major mountain ranges
(Himalayas, Andes, Rockies, Alps, Ural, African Rift,
Atlas), deserts (Sahara, Gobi), rivers (Nile Amazon,
Yangtze, and Mississippi), cultural regions (the Middle
East and Latin America), and major countries (by
continent) in the world in the context of history studied.
Explain why specific areas of Africa and Asia have
major petroleum and mineral deposits and describe the
physical processes that resulted in deposits in these
locations.
Describe the restrictions that climate and landforms
place on land use in regions of Africa and Asia, and be
able to discern how patterns of population distribution
reflect these restrictions.
CCG: Compare and analyze physical (e.g., landforms,
vegetation, wildlife, climate, and natural hazards) and
human (e.g., population, land use, language, and
religion) characteristics of places and regions.
CS: Identify and analyze physical and human
characteristics of places and regions, the processes that
have shaped them, and their geographic significance.
Identify, locate, and compare religious symbols,
architectural landmarks, types of housing, ethnic and
racial characteristics of people, and level of
technological achievement.
Identify, locate, and compare clothing, recreation,
myths, building of dams for flood control, airconditioned buildings in warm climates, and economic
activities related to natural resources (land use).
Analyze the characteristics, distribution, and migration
of population in the historical periods studied.
Describe the impact of voluntary and involuntary
migration on physical and human systems.
Recognize push/pull factors related to migration and
settlement. Explain how physical and cultural factors
relate to the location of settlements.
Understand patterns and processes of migration and
diffusion in selected regions.
Give reasons why rates of population growth and life
expectancy vary among countries in the world.
Use maps, charts, and graphs to compare rural and
urban populations in selected countries.
Understand how changes in a physical environment
affect human activity in Africa and Asia.
Understand how clearing vegetation affects the physical
environment of a place and other places (deforestation,
desertification).
Analyze historical maps, and give examples of how land
and water forms, climate, and natural vegetation have
influenced historical trends and developments in Asia,
Africa, and the Southwest Pacific.
Use a variety of information resources to identify
current issues related to natural resources in selected
countries in Africa, Asia, and the Southwest Pacific, and
examine contrasting perspectives on these issues.
Extend and refine knowledge of examples of ways the
environment affects human systems in selected regions
(for example, natural barriers that become boundaries).
CCG: Understand why places and regions are important
to human identity and serve as symbols to unify or
fragment society.
CCG: Analyze the causes of human migration (e.g.,
density, food and water supply, transportation and
communication systems) and its effects (e.g., impact on
physical and human systems).
CS: Understand the distribution and movement of
people, ideas, and products.
CCG: Understand economic, cultural, and
environmental factors that influence changes in
population and evaluate the consequences of the
resulting increases or decreases in population.
CS: Understand, analyze and evaluate the consequences
of population changes resulting from economic,
cultural, or environmental factors.
CCG: Understand how people and the environment are
interrelated.
CS: Understand how humans affect the physical
environment.
CS: Understand how physical characteristics in the
environment and changes in the environment affect
human activities.
Understand the various geographic factors that may
divide or unite a country (for example, mountains,
rivers, valleys).
Give examples of how land and water forms, climate,
and natural vegetation have influenced historical trends
and developments.
CCG: Understand how differing points of view, selfinterest, and global distribution of natural resources play
a role in conflict over territory.
Understand the various geographic factors that may
divide or unite a country (for example, mountains,
rivers, valleys), using examples from Africa, Asia. Give
examples of how land and water forms, climate, and
natural vegetation have influenced historical trends and
developments.
CCG: Understand the geographic results of resource use
and management programs and policies.
History:
Historical Skills:
Develop and compare time lines that identify major
people, events, and developments in the history of the
individual civilizations and/or countries that comprise
Africa, Asia, and Southwest Pacific.
Apply absolute and relative chronology; identify major
eras, significant individuals, and events and describe
their characteristics; explain the significance of
important dates.
Relate significant events and eras in United States and
world history to past and present issues and
developments.
CCG: Interpret and reconstruct chronological
relationships.
CS: Understand, represent, and interpret chronological
relationships in history.
Recognize the interconnection of historical
people, places, events, and developments that
have taken place in civilizations of Africa, Asia,
and The Southwest Pacific.
Analyze cause-and-effect relationships, keeping in
mind multiple causation, including the importance of
individuals, ideas, human interests, beliefs, and chance
in history. Keep in mind that there may be more than
one cause for an event or movement
CCS: Analyze cause and effect relationships, including
multiple causalities.
CS: Identify and analyze cause and effect relationships
in history.
Curriculum will use the Ten Themes presented in the
National Council for the Social Studies (reference:
http://www.socialstudies.org) standards: 1) Culture, 2)
Time, Continuity, and Change, 3) People, Places, and
Environments, 4) Individual Development and Identity,
5) Individuals, Groups, and Institutions, 6) Power,
Authority, and Governance, 7) Production, Distribution,
and Consumption, 8) Science, Technology, and Society,
9) Global Connections, 10) Civic Ideals and Practices.
Consider and use the Vital Unifying Themes and
Narratives of Human Experience from National
Council for History Education (reference
http://www.nche.net/): 1) Civilization, cultural
diffusion, and innovation, 2) Human Interaction with
the Environment, 3) Values, Beliefs, Political Ideas, and
Institutions, 4) Conflict and Cooperation, 5)
Comparative History of Major Developments, 6)
Patterns of Social and Political Interaction.
Consider and use other examples for themes: American
isolationism, domestic reform, development of
capitalism, the conduct of war, rights of African
Americans, Native Americans, Hispanic Americans,
women; the role of youth; racism.
Consider patterns of change and continuity in history in
relationship to contemporary events, issues, problems,
and phenomena.
CCG: Understand, recognize and interpret change and
continuity over time.
CS: Interpret and represent chronological relationships
and patterns of change and continuity over time.
Draw appropriate conclusions based on data
from charts, tables, and graphs.
Know relative value of primary and secondary sources.
Recognize historical perspective by identifying the
historical context in which events occurred, and avoid
evaluating the past solely in terms of present-day
norms.
CCG: Identify and analyze diverse perspectives on and
historical interpretation of historical issues and events.
CS: Identify and analyze various perspectives and
interpretations of historical issues and events.
Understand the major developments and societal impact
of feudalism, the church, and the rise of cities in the
European Middle Ages.
Explain the relationship between the Roman Catholic
Church and society in the European Middle Ages
Charlemagne’s empire, causes and consequences of the
European Crusades, European trade connections to the
East, medieval universities, Gothic architecture,
religious music and art, chivalry, literature (epics,
fables, religious plays). Feudal relationships as a
foundation for political order (relationship between lord
and vassal); the manor (land) as the foundation of
economic and social life (roles of lord, knights, serfs).
Understand the characteristics and impact of
Renaissance thinking, art, and learning.
World History
CCG: Understand and interpret events, issues, and
developments within and across eras of world history.
 People began celebrating the talents and abilities they
believed given them by God; concept of “Renaissance
Man” (a person, male or female, who is able to do,
understand, and be interested in many things)
exemplified by Leonardo Da Vinci and Michelangelo;
art celebrated nature and the human body and
experimented with color and perspective; anatomical
drawings and studies increased understanding of
human body functions; modern science born in
Renaissance curiosity.
 Johann Gutenberg’s printing press put the Bible, the
Christians’ Holy Book, into the hands of the average
person. Many discovered the freedom accorded to
them in the Holy Writings which resulted in a burst of
new ideas, a surge of discovery and a fascination
about life; new discoveries in science and technology
reduced the danger of ocean voyages; and
Renaissance curiosity and focus on commerce
encouraged exploration (Age of Discovery).
Different interpretations of the Bible led to a division in
the established Christian church that created the
Protestant Reformation and the beginnings of many
different Christian religions. Different groups believed
that they had the only true faith and a duty to spread the
truth, as they understood it. Those who practiced other
religions suffered persecution. Religious persecution
became an impetus for emigration to America.
Identify significant connections between Oregon and
the period of history studied.
Make appropriate connections between the local
community and events in the period of history studied
U.S. History
CCG: Understand and interpret events, issues, and
developments within and across eras of U.S. history.
CS: Understand the importance and lasting influence of
individuals, issues, events, people, and developments in
U.S. history.
State and Local History
CCG: Understand and interpret the history of the state
of Oregon.
CS: Understand and interpret events, issues, and
developments in Oregon history.
CCG: Understand and interpret events, issues, and
developments in the history of one’s family, local
community, and culture.
CS: Understand and interpret events, issues, and
developments in local history.
Social Science Analysis
Practice using Bloom’s Taxonomy to formulate
questions.
Identify and interpret primary and secondary source
documents to increase understanding.
Practice interpreting ideas and events from different
historical perspectives.
Practice determining cause and effect relationships.
Create criteria for measuring solutions or alternatives.
Measure possible solutions or alternatives using set
criteria.
Design and implement strategies to analyze issues,
explain perspectives, and resolve issues using the social
sciences.
CCG: Define and clarify an issue so that its dimensions
are well understood.
CS: Identify, research, and clarify an event, issue,
problem, or phenomenon of significance to society.
CCG: Acquire and organize materials from primary and
secondary sources.
CS: Gather, use, and evaluate researched information to
support analysis and conclusions.
CCG: Explain various perspectives on an event or issue
and the reasoning behind them.
CS: Understand an event, issue, problem, or
phenomenon from multiple perspectives.
CCG: Identify and analyze an issue.
CS: Identify and analyze characteristics, causes, and
consequences of an event, issue, problem, or
phenomenon.
CCG: Select a course of action to resolve an issue.
CS: Identify, compare, and evaluate outcomes,
responses, or solutions, then reach a supported
conclusion.
Computers and Technology 7AB
(Annual Course-Grade 7)
Prerequisite: Computer Science 6AB
See Appendix C
Physical Education 7AB
(Annual Course-Grade 6)
Prerequisite: Physical Education 6AB
Text: Glencoe/McGraw-Hill, Teen Health, Course 2
Course Description
Courses offered in the Physical Education department are designed to help the students’ develop
psychomotor skills such as fundamental movement patterns, sports skills, and the five
components of physical fitness. In addition, students’ will develop a positive self-image and the
ability to work with other classmates. The curriculum includes sports such as basketball,
volleyball, football, soccer, track and field, softball, cooperative/teamwork games, mile run/mile
and a half run, anaerobic activities, warm-up (Jogging or J.J.), stretching, push-ups, abdominal
exercises, jump-rope, fun trust/games.
The Physical Education program consists of students in grades six through eight. Students will
participate in skill building activities, introduction to sports and activities, and physical activities
that link to the exploration of culture and history. The goal of the program is to develop a lifelong
program of activity to develop and maintain healthy habits and wellness.
Units:
Quarter One
Quarter Two
Quarter Three
Quarter Four
Stretching
Yoga
Individual Sport
Running
Choice of:
Stretching
Yoga
Folk Dance
Gymnastics
Team Volleyball
Basketball
Football
Soccer
Track and Field
Softball
Curriculum:
Students will demonstrate:
 Proficiency and motor skills
necessary to perform a list of tasks
related to the units offered in the
school program
 Perform physical tasks meeting the
requirements of common
occupations
 The formation of a personal lifelong plan of physical activity for
wellness
 Knowledge of psychological and
sociological concept, principles and
strategies that are applicable to the
activity and learning experience
 An ability to adapt leadership roles
in group activity, performance or
play
 Recognize the role of cooperation
in team activity
 An understanding of diversity in
group play
 An understanding of the link
between group sports play, family,
and occupations
 By writing a one-month physical
fitness plan
 Using computerized calendar
program, an exercise plan that
meets personal goals and needs
 Through a written research project,
students will understand the role of
adequate nutrition in a healthy
lifestyle. This project will involve
Choice of:
Stretching
Yoga
Folk Dance
Gymnastics
Team Volleyball
Basketball
Football
Soccer
Track and Field
Softball
Choice of:
Stretching
Yoga
Folk Dance
Gymnastics
Team Volleyball
Basketball
Football
Soccer
Track and Field
Softball


integration of a menu into the onemonth exercise calendar
Demonstrate independent learning
of movement skills and motions
Discuss the types of movements
and the training impact of each
movement
Character Education 7AB
(Annual Course-Grade 6)
Prerequisite: None
Text: Josephson Institute of Ethics, Character Counts
Course Description
7th Grade Character Education focuses on basic skills which students need to be successful in
their secondary and higher education such as study and test taking skills and time scheduling. It
also explores common universal values such as honesty and fairness in both abstract and real
world situations.
Curriculum Content will include:

Types and the Importance of Respect

Study Skills

Time Scheduling

Test Taking

Honesty

Definition and Types of Gossip

Fairness

Personal Contentment

Family Responsibilities

Generosity

Listening Skills

Cooperativeness

The Importance of Friendship and Skills in Making Friends

Group Cooperation

Types of Bullying and Harassment

Alcohol Awareness

Tolerance

Harms of Drugs (illegal and prescription)

The Importance of Relaxation

Internet Safety
Resource materials will include: World of Difference, American Red Cross, American Heart and Lung Associations,
TEACH Tolerance (Southern Poverty Law Center), Center for Missing and Exploited Children and the National
Institutes of Health.
Music 7AB
(Annual Course-Grade 6)
Prerequisite: None
Text: Charles B. Fowler, Music: Its Role and Importance in Our Lives
Course Description
This yearlong course will emphasize the study and appreciation of music in all forms. The first
year of music appreciation will introduce the study of music (with an emphasis on all forms of
music) and is required to take the advanced course. Students will be required to attend music
performances and use online performance sites as part of their course curriculum. Guest speakers
will play an important role in this class. Local symphonies and orchestras provide a rich resource
for this study.
Units:
















What is Music?
Music that Tells a Story
Instruments of the Orchestra
Four Sections of the Orchestra
Role of the Conductor
What Does the Composer Do?
What is a Music Score and How is it Read?
Four Important American Composers
Four Important American Conductors
Four Important Symphony Musicians
Rhythm in Music
Melody in Music
Basic Harmony in Music
Tone Color: Why Don’t All Instruments Sound Alike?
World Music
Music as Culture
Curriculum:
Students will understand music through:
 Overview of Western and non-Western music through form, content, and cultural
context
 Application of music theories
 Critiquing works of music
 Understanding styles of music
 Oral critiques of music pieces





















Written report on composer, musician or conductor
Themes and purposes of music
The vocabulary of music
Students will be able to:
Identify and use basic rhythm, melody, harmony
Write about musical aspects in the environment
Describe principles of written music
Research and analyze the work of a composer
Analyze instruments used by the musician
Compare and contrast similar styles of works
Analyze electronic music
Discuss the ways an artist solved a music problem
Prepare a Music Appreciation portfolio
Understand historical contributions and cultural dimensions of music
Analyze the role and development of music and how it relates to past a present
cultures around the world
Identify similarities and differences in the purpose of music created in different
cultures
Identify and describe the role and influence of new technologies on
contemporary works of music
Articulate how personal beliefs, cultural traditions, current social, economic, and
political contexts influence the interpretations of the meaning or message in a
work of music
Compare the ways in which the meaning of a single work of music has been
affected over time because of changes in interpretation and context. Emphasis
will be on cross-curricular links with the Social Science and Language Arts
curriculums. Banned works from the Nazi period, 1960s, rap music, and WWI
and WWII.
Employ conventions of music criticism in writing and speaking about music
Connecting and applying what is learned in music to other art forms and subject
areas and careers. Instrument designers and makers, conductors, composers
and musicians will speak to classes about careers in music.
Foreign Language 7AB
(Annual Course-Grade 8)
Prerequisite: Foreign Language- Spanish 6AB
Text: Como te va? B Nivel Azul Glencoe Middle School Spanish (2007)
GRADE 8
Math 8AB
(Annual Course-Grade 8)
Prerequisites: Math 7AB
Text: Saxon Math Series
Course Description
Students will use logic to reason symbolically to solve problems and types of equations. Problems
will increase in difficulty from the first semester to the second. Students will understand, write,
solve and graph linear and quadratic equations. Semester one introduces concepts and operations
and the second semester focuses on an integration of the materials mastered in semester one to
extend mathematical reasoning to real world issues and problems.
Curriculum Content
Calculation and Estimations
Numbers: Understand numbers,
ways of representing numbers,
relationships among numbers,
and number systems.
Computation and Estimation:
Compute frequently and make
reasonable estimates.
Operations and Properties:
Understand meanings of
operations and how they relate
to one another.
Statistics and Probability
Statistics: Select and use
appropriate statistical methods
to analyze data.
Probability: Understand and
Students will:

Compare numbers greater than one
expressed in scientific notation.

Apply proportions to solve problems.

Locate rational numbers on a number line.

Apply equivalent forms of rational
numbers to solve problems.

Identify and use mathematic properties of
subset and integers and rational, irrational
and real numbers.
Students will:

Develop and analyze algorithms and
compute with rational numbers.

Use order of operation rules, including
exponents.

Develop and use strategies to estimate
the results of rational number
computations and judge the
reasonableness of results.

Estimate square roots of whole numbers
less than 100 and cube roots of whole
numbers less than 1000 between two
whole numbers.

Use properties of numbers to demonstrate
whether assertions are true or false.
Students will:

Demonstrate the meaning of square roots
as lengths of the sides of squares and
cube roots as lengths of edges of cubes.

Use the inverse operations of squares and
square roots to solve problems and check
solutions.

Apply the associative, communicative, and
distributive properties to simplify
computations with rational numbers.

Apply the property of multiplicative
inverses to determine solutions of linear
equations and inequalities.

Understand closure properties for the four
basic arithmetic operations.
MA.08.CE.01;
.02; .03 & .04
Students will:

Estimate a line of best fit on a scatter plot
and informally explain the meaning of the
line and use the line to make predictions.

Choose appropriate measures of central
tendencies to describe given or derive
data.
Students will:
MA.08.SP.01 &
.02
MA.08.CE.05;
.06; .07 & .08
MA.08.CE.09;
.10; .11 & .12
MA.08.SP.03 &
apply basic concepts of
probability.
Collect and Display Data:
Formulate questions that can be
addressed with data and collect,
organize and display relevant
data and answer them.
Data Analysis and Predictions:
Develop and evaluate inferences
and predications that are based
on data.
Algebraic Relationships
Patterns and Functions:
Understand patterns, relations,
and functions.
Algebraic Relationships:
Represent and analyze
mathematical situations and
structures using algebraic
symbols.

Apply theoretical probability to determine
if an event or game is fair or unfair and
pose and evaluate modifications to
change the fairness.

Understand and use appropriate
terminology to describe complementary
and mutually exclusive events and
determine their probabilities.
Students will:

Collect and display data as lists, tables,
and plots using appropriate technology
including, but not limited to, graphing
calculators and computer software.

Represent bivariate data in a scatter plot
and identify relationships in the plot.
Students will estimate or predict the occurrence of
future events using data.
.04
Students will:

Represent, analyze and determine rules
for finding patterns relating to linear
functions, nonlinear functions and
arithmetic sequences with tables, graphs,
and symbolic rules.

Identify functions as linear or nonlinear
from tables, graphs, or equations and
contrast their properties.

Interpret the meaning of the rate of
change and y-intercept of linear relations
in a problem setting.
Students will:

Represent and solve equations of the
form zx + b = c or k(ax + b) = c.

Approximate solutions of systems of linear
equations from a graph.

Recognize and generate equivalent
symbolic forms for algebraic expressions
with an emphasis on linear relationships.

Evaluate algebraic expressions and
formulas, including expressions involving
exponents and parentheses, by
substituting rational numbers.

Translate between and interpret linear
relationships represented by words,
symbols, tables and graphs.

Determine the slope and x- and yintercepts given the graph of a linear
equation.

Graph a linear equation given the slope
and an initial value.

Recognize and graph the solutions of
linear inequalities on a number line.

Graph simple quadratic equations by
generating a table of values for a given
equation.

Identify and describe the effects of
changing the slope or y-intercept on the
MA.08.AR.01;
.02 & .03
MA.08.SP.05 &
.06
MA.08.SP.07
MA.08.AR.04;
.05; .06; .07;
.08; .09; .10;
.11; .12 & .13
Modeling: Use mathematical
models to represent and
understand quantitative
relationships.
Change: Analyze change in
various contexts.
Measurement
Units and Tools: Understand
measurable attributes of objects
and the units, systems and
processes of measurement.
Direct and Indirect
Measurement: Apply
appropriate techniques, tools,
and formulas to determine
measurements.
Geometry
Properties and Relationships:
Analyze characteristics and
properties of two- and threedimensional geometric shapes
and develop mathematical
arguments about geometric
relationships.
graph of a linear relationship of the form
y=kx or y=kx+b.
Students will:

Model situations, make predictions and
inferences, and solve problems using
linear equations and inequalities.

Recognize and represent direct variation
using tables, graphs, and equations.

Determine when data represented in a
table or graph represents a linear or
nonlinear relationship.
Students will:

Understand that the rate of change in a
linear function is constant and is equal to
the slope of its graphed line.

Determine the slope of a line given two
points on the line.

Analyze the nature of change in quantities
in linear relationships represented in
graphs, tables, and formulas. These will
be taken from cross-curricular
assignments.

Apply quadratic equations to physical
problems, such as the motion of an object
under the force of gravity. Students will
visit with a guest speaker to discuss the
use of Algebra in Space Science.
MA.08.AR.14 &
15
MA.08.AR.17;
.18 & .19
Students will:

Determine an appropriate scale for
representing an object in a scale drawing.

Carry out unit conversions between the
metric and U.S. customary systems of
measurement given conversion ratios.

Covert between units for large and small
numbers in the metric system.
Students will:

Calculate and analyze changed in area
and volume in relation to changes in line
measures of figures.

Analyze how changes in surface area and
volume of a solid affect the dimensions of
the solid.

Solve problems involving rates and
derived measurements for such attributes
as speed, velocity and density.

Determine actual distances from scale
drawings, blueprints, and maps and
solving problems involving scale factors.
These will be cross-curricular in nature.
MA.08.ME.01;
.02 & .03
Students will:

Determine defining properties that
characterize classes of triangles, including
side and angle measurements and their
component parts.

Use proportional reasoning, drawings,
models or technology to demonstrate
similarity and congruence of polygons
MA.08.GM.01;
.02; .03; .04;
.05; .06; .07 &
.08
MA.08.ME.04;
.05; .06 & .07
with an emphasis on triangles.
Determine the measures of corresponding
sides and angles of congruent and similar
triangles and their component parts.

Use the Pythagorean theorem to
determine if triangles are right triangles
and to determine the lengths of missing
sides in right triangles.

Investigate triangles and their component
parts and draw conclusions about their
properties.

Create and critique inductive and
deductive arguments to verify the
Pythagorean theorem.

Justify conclusions that two triangles are
or are not congruent and are and are not
similar.
Students will:

Draw to scale two-dimensional
representations of rectangular prisms and
triangles with specified side lengths or
angle measures.

Construct and read drawings and models
made to scale including real life drawings
of the U.S. Capitol buildings posted online.
Students will:

On a coordinate plane, determine the
relative placement of two lines.

Determine the distance between two
points on a coordinate graph using right
triangles and the Pythagorean theorem.
Students will:

Classify transformations based on whether
they produce congruent or similar noncongruent figures.

Identify and sketch the figure that is the
result of a given rotation, translation
reflection or dilation or a combination of
two transformations.

Know properties of dilated images.

Determine the effects of a transformation
on linear and area measurements of an
original figure.

Modeling: Use visualization,
spatial reasoning, and geometric
modeling to solve problems.
Coordinate Geometry: Specify
locations and describe spatial
relationships using coordinate
geometry and other
representational systems.
Transformations and Symmetry:
Apply transformations and use
symmetry to analyze
mathematical situations.
Mathematical Problem Solving
Conceptual Understanding:
Select, apply, and translate
among mathematical
representations to solve
problems.
Processes and Strategies: Apply
and adapt a variety of
appropriate strategies to solve
problems.
Verification: Monitor and reflect
on the process of mathematical
problem solving.
MA.08.GM.09 &
.10
MA.08.GM.11 &
.12
MA.08.GM.13;
.14; .15 & .16
Students will interpret the concepts of a problemsolving task and translate them into mathematics.
MA.08.PS.01
Students will choose strategies that can work and
then carry out the strategies chosen in written
work and oral presentations.
MA.08.PS.02
Students will:

Produce identifiable evidence of a second
look at concepts/strategies/ and
calculations to defend a solution.

Use the properties of the number system
to judge the validity of the results, to
MA.08.PS.03
Communication: Communicate
mathematical thinking
coherently and clearly. Use the
language of mathematics to
express mathematical ideas
precisely.
Accuracy: Accurately solve
problems that arise in
mathematics and other
contexts.
justify each step of the procedure, and to
prove or disprove statements
Students will use pictures, symbols, and/or
vocabulary to convey the path to the identified
solution.
Students will:

Accurately solve problems using
mathematics.

Use and know the simple steps of a
logical argument. This study will integrate
into their Social Science and Language
Arts classes in the study of logical proofs
and political arguments.
MA.08.PS.04
MA.08.PS.05
Science 8AB
(Annual Course-Grade 8)
Prerequisite: None
Text: Glencoe Introduction to Physical Science
Course Description
This course will be taught at SCP with an emphasis on student experimentation. Students will
replicate the experiments with instruments done by the scientific community in the original
discoveries. Units in motion, forces and studies in density and buoyancy will all be all be done
with student self-discovery as the first element of the lessons and activities. Other units will
incorporate lab study and field trips to local science museums
Laboratory:
In this course, the students will do experiments to develop comprehensive understanding of
scientific method. As a result, the students will:




Develop hypotheses.
Select and use appropriate tools and technology to perform tests.
Collect data, display data, construct appropriate graphs from data.
Communicate the steps and results from investigation in the form of written reports and
oral presentations.
Curriculum
Curriculum Content
Unifying Concepts and Processes:
[System, Model, Patterns of Change and
Stability and Scale]
Density and Buoyancy: Students will
understand:

Nature of buoyant forces in fluids

How to measure buoyancy

How to calculate the density of a substance

The theory underlying buoyancy

How to predict “Will it float or sink?”

The mass of an object (mass per unit
volume) through experimentation with water
History and Nature of Science:
Science and Social Perspective:
Science and Technology:
and objects
[Science as a Human Endeavor, Scientific
Knowledge is Subject to Change, Empirical
Standards, Logical Arguments, Skepticism]
The Periodic Table: Students will:
Develop a periodic table for a hobby or interest

Identify regions on the table and understand
what they mean

Understand that each element has
corresponding numbers and what these
mean

Know substances can be classified and how
the table does this

Understand the properties of elements on
the table
 Study biographies of the scientific names
represented on the Periodic Table.
 Current Events: New elements and debate
over inclusion
Motion: Students will understand:

Velocity through experimentation

Formulas to calculate average speed,
position, velocity

Interpretation of graphs using velocity and
motion

How to solve problems using distance, time
and average speed through experimentation
with physical objects
[Role of Science in Issues, Daily Choices,
Risks and Benefits]
Structure of Matter: Students will understand:

Basics of matter, properties and atomic
structure

Role of elements

Structure of the atom

How compounds are formed

How atoms and molecules form solids
through a mini-lab using crystals

States of matter

How to use the periodic table to identify
elements in single compounds

Debate the role of nuclear energy as a
source of power for the world
[Science and Technology, Technological
Design]
Genetics: Students will use manipulatives
to discover
Chemistry of Living Systems: Students will:

Know basic characteristics of carbon and the
role it plays in the chemistry of living
organisms

Understand the composition of living
organisms

Be aware that living organisms have
different kind of molecules
Forces: Students will understand:

Unbalanced forces and how they work

Identify forces acting on an object

Role of gravity through use of the NASA
online curriculum
Earth in the Solar System: Students will:

Know the basic structure and composition of
the universe including galaxies

Role of the Sun in the Milky Way and our
galaxy

Basics of stars including composition of
stars, role of stars,

Basic appearance and size, appearance and
composition of plants, stars, satellites,
comets and asteroids

Debate declassification of stars and planets
(Pluto)
Science-Related Careers:
Scientific Inquiry
English-Language Arts 8AB
(Annual Course-Grade 8)
Guest speakers will offer students an opportunity to
collect details and requirements of careers related to
Earth Science.
[Students will use both in class and virtual
labs]
Investigation and Experimentation:
Students will:

Use numerous lab, laboratory equipment,
and reporting techniques in their exploration
of the curriculum listed above

Use equipment including calculators,
robotics, computers, balances, spring scales,
microscopes and binoculars
Chemistry of Living Systems: Students will:

Know basic characteristics of carbon and the
role it plays in the chemistry of living
organisms

Understand the composition of living
organisms

Be aware that living organisms have
different kind of molecules through virtual
experimentation

Examine print and electronic resources in
each lesson

Write a research paper at least once on a
unit of study this year

Be able to develop a hypothesis for an
investigation this year

Communicate their findings using logical
connections, science concepts

Develop and conduct tests to prove a
connection

Construct scale models

Make maps

Label diagrams correctly to communicate
knowledge
 Communicate steps and results from an
investigation in written reports and oral
presentations
Prerequisite: English-Language Arts 7AB
Text: Holt, Rinehart and Winston Series, Elements of Literature
Course Description
English-Language Arts 8AB builds on the skills developed in 7AB. The focus of reading
activities is on literary analysis. Specifically, students are required to evaluate plot and to analyze
character motivations, setting, and theme. In addition, students are expected to understand the
structural and rhetorical differences among various genres, including poetry. Writing activities
continue to emphasize the structural and rhetorical features of academic discourse, with particular
attention to documentation, evidence, and audience. Students are expected to produce papers of
at least 700 words in a variety of modes for diverse audiences. With regard to speaking and
listening, students are expected to deliver well-organized presentations using rhetorical strategies
appropriate to a variety of situations, including presentations of research and summaries of
articles and books.
Curriculum
Common Curriculum Goals (CCG)
Reading
Analyze words, recognize words, and learn to read
grade-level text fluently across the subject areas.
Listen to, read, and understand a wide variety of
informational and narrative text across the subject
areas at school and on own, applying
comprehension strategies as needed.
Demonstrate general understanding of grade-level
informational text across the subject areas.
Oregon Grade-Level Standards (GLS)
Decoding and word recognition:

Read aloud grade-level narrative text and
informational text fluently and accurately
with effective pacing, intonation, and
expression.

Read or demonstrate progress toward
reading at an independent and instructional
reading level appropriate to grade level.
Listen to and read informational and narrative text:

Listen to, read, and understand a wide
variety of informational and narrative text,
including classic and contemporary
literature, poetry, magazines, newspapers,
reference materials, and online information.

Make connect to text, within text, and
among text across the subject areas.

Demonstrate listening comprehension of
more complex text through class and/or
small group interpretive discussions across
the subject areas.

Match reading to purpose- location of
information, full comprehension, and
personal enjoyment.

Understand and draw upon a variety of
comprehension strategies as needed- rereading, self-correcting, summarizing, class
and group discussions, generating and
responding to essential questions, making
predictions, and comparing information
from several sources.

Clearly identify specific words or wordings
that are causing comprehension difficulties
and use strategies to correct.
Informational text: Demonstrate general
understanding:

Identify and/or summarize sequence of
events, main ideas, facts, supporting
Develop an interpretation of grade-level
informational text across the subject areas.
Examine content and structure of grade-level
informational text across the subject areas.
Vocabulary
Increase word knowledge through systematic
vocabulary development; determine the meaning of
new words by applying knowledge of word origins,
word relationships, and context clues; verify the
meaning of new words; and use those new words
accurately across the subject areas.
details and opinions in informational and
practical selections.

Clarify understanding of informational texts
by creating simple outlines, graphic
organizers, diagram, logical notes, and/or
summaries.
Informational text: Develop an interpretation:

Predict future outcomes supported by the
text.

Make reasonable, logical statements,
conclusions, and inferences about a text,
supporting them with accurate examples
from the text.

Infer the main idea when it is not explicitly
states, and support with evidence from the
text.

Determine an author’s implicit and explicit
assumptions and beliefs about a subject
based on evidence in the selection.
Informational text: Examine content and structure:

Draw conclusions about the author’s overall
purpose as well as the author’s placement
and inclusion of specific information in the
text.

Note and analyze instance of unsupported
inferences, deceptive reasoning,
persuasion, and propaganda in text.

Compare and contract information on the
same topic after reading several passages
or articles.

Identify and analyze text that uses
proposition and support patterns.

Find similarities and differences between
texts in the treatment, amount of depth of
coverage, or organization of ideas on a
particular subject.

Synthesize and use information from a
variety of consumer and public documents
to explain a situation or decision and to
solve a problem.





Find, understand and use specific information in a
Understand, learn, and use new vocabulary
that is introduced and taught directly
through informational text, literary text,
and instruction across the subject areas.
Determine meanings of words using
contextual and structural clues.
Analyze idioms and comparisons to infer
the literal and figurative meanings of
phrases
Verify the meaning of a word in its context
through the use of definition, restatement,
example, comparison or contrast.
Determine pronunciation, meanings,
alternate word choices, parts of speech, or
etymologies of words, using dictionaries
and thesauruses
Read to perform a task:
variety of texts across the subject areas to perform
a task.





Literature
Listen to text and read text to make connections and
respond to a wide variety of literature of varying
complexity.
Demonstrate general understanding of grade level
literary texts.
Develop an interpretation of grade-level literary
texts.
Examine content and structure of grade-level literary
texts.
Read textbooks, biographical sketches,
letters, diaries, directions, procedures,
magazines, essays, primary source
historical documents, editorials, news
stories, periodicals, bus routes, and
catalogs.
Synthesize information found in various
parts of charts, tables, diagrams,
glossaries, or related grade-level text to
reach supported conclusions. Assignments
made in this category will be integrated
into technology and science projects and
assignments.
Locate information in titles, tables of
contents, chapter headings, illustrations,
captions, glossaries, indexes, graphs,
charts, diagrams, and tables to aid
understanding of grad-level text.
Identify the structural features of
newspapers, magazines, and online
information, and use features to obtain
information.
Follow multi-step instructions for preparing
applications.
Listen to and read literary text:

Listen to text and read to make
connections and respond to historically or
culturally significant works of literature that
enhance the study of other subjects.

Demonstrate listening comprehension of
more complex literary text through class
and/or small group interpretive discussions.
Literary text: Demonstrate general understanding:

Identify and/or summarize sequence of
events, main ideas, and supporting details
in literary selections.

Identify the speaker and recognize the
difference between first and third person
narration.
Literary text: develop an interpretation:

Predict future outcomes supported by the
text.

Determine characters’ traits by what the
characters say in narration and dialogue

Analyze the influence of setting on the
conflict and its resolution

Identify and examine the development of
themes in literary works

Infer the main idea when it is not explicitly
stated

Make reasonable inferences, statements,
and conclusions about a text, supporting
them with accurate examples
Literary text: Examine content and structure:

Evaluate the author’s use of techniques to
influence readers’ attitudes and feelings

Analyze and contrast the use of point of
view in literary texts, and explain how it




Writing
Pre-write, draft, revise, edit, and publish across the
subject areas.
Communicate supported ideas across the subject
areas, including relevant examples, facts, anecdotes,
and details appropriate to audience and purpose
that engage reader interest; organize information in
clear sequence, making connections and transitions
among ideas, sentences, and paragraphs; and use
precise words and fluent sentence structures that
support meaning.
affects text
Analyze the importance of the setting to
the mood, tone, and meaning of the text
Analyze how dialogue is used to develop
characters and mood in a selection
Evaluate the structural elements of the
plot, including the way in which conflicts
are addressed and resolved
Identify and analyze recurring themes
across traditional and contemporary works
Planning, evaluation, and revision:

Use a variety of strategies to prepare for
writing.

Discuss ideas for writing with classmates,
teachers, and other writers, and develop
drafts alone and collaboratively.

Identify audience and purpose.

Choose the form of writing that best suits
the intended purpose- personal letter, letter
to the editor, review, poem, report or
narrative.

Use the writing process-prewriting,
drafting, revising, editing, and publishing
successive versions.

Focus on a central idea, excluding loosely
related, extraneous, and repetitious
information.

Use a scoring guide to review, evaluate,
and revise writing for meaning and clarity.

Revise drafts to improve the organization
and consistency of ideas within and
between paragraphs.

Edit and proofread one’s own writing, as
well as that of others, using the writing
conventions, an editing checklist or list of
rules with examples of corrections for
specific errors.
Writing

Use of Oregon’s Official Writing Scoring
Guide

Write for different purposes and to a
specific audience or person, adjusting tone
and style as necessary.

Create compositions that engage the
reader, have a clear message, a coherent
thesis, and end with a clear and wellsupported conclusion.

Support theses or conclusions with
quotations, opinions from experts,
paraphrases, analogies, and/or similar
devices.

Establish coherence within and among
paragraphs through effective transitions
and parallel structures.

Present a lively and effective personal style
through the use of varied sentence types
and sentence openings.

Enhance clarity and support meaning by
using parallel sentence construction
Indicate clearly the relationship between
ideas by using subordination, coordination,
appositives and other devices

Write multi-paragraph compositions that
includes engage the interest of the reader,
state a clear purpose, use common
organizational structures for providing
information in writing, develop the topic
using supporting details and precise
language, provide transitions to link
paragraphs and conclude with a detailed
summary linked to the purposed of the
composition.
Conventions

Spelling: Correct spelling

Grammar: Use indefinite pronouns, present
perfect verbs, past perfect verbs and future
perfect verbs correctly.

Punctuation: Use colons after salutations,
semicolons to connect main clauses,
commons before conjunction in compound
sentences and semicolons and commas for
transitions correctly.

Use correct capitalization

Handwriting will be legible.

Computerized software will be used to
check spelling, grammar and alternative
word/vocabulary usage

Writing modes will include work samples of
personal narrative, fictional narrative
(imaginative), expository, and persuasive.
Narrative Writing:

Write biographical or autobiographical
narratives or short stories that:

Relate a clear, coherent incident, event or
situation by using well-chosen details.

Reveal the significance of, or the writer’s
attitude about, the subject.

Use narrative and descriptive strategies in
writing
Research Report Writing

Identify topics, develop high-level questions
for inquiry with sub-questions to guide
research of sub-topics

Use effective note taking techniques

Plan and conduct multi-step information
searches by using computer networks
(Technology integration)

Analyze the validity and reliability of
primary and secondary sources and use the
information appropriately

Achieve an effective balance between
documented research information and
original ideas

Use appropriate methods of citation for
quoted as well as paraphrased materials
Write response to literary text:

Demonstrate careful reading and insight

Demonstrate knowledge of spelling, grammar,
punctuation, capitalization, and penmanship across
the subject areas.
Write narrative, expository, and persuasive texts,
using a variety of written forms—including journals,
essays, short stories, poems, research papers,
reports, business and technical writing—to express
ideas appropriate to audience and purpose across
the subject areas.
Investigate topics of interest and importance across
the subject areas, selecting appropriate media
sources, using effective research processes, and
demonstrating ethical use of resources and
materials.
into interpretation
Connect the student’s own responses to the
writer’s techniques and to specific
contextual references

Draw supported inferences about the
effects of a literary work on its audience

Support interpretations through reference
to the text, other works, other authors, or
to personal knowledge
Expository writing: Research
reports/multimedia presentations
Write research reports that include a thesis, variety
of primary sources, include important ideas,
concepts and direct quotations from significant
sources.
These reports will paraphrase and summarize
different perspectives on the topic and be organized
with display information on charts, tables, maps and
graphs. All sources will be documented using an
appropriate style sheet for science, math, or social
sciences.
Persuasive Writing:
Persuasive written work will be completed that
include a clear position with support that is well
organized citing relevant evidence. It should also
anticipate and address reader reservations and
counter-arguments.
Summaries, Business Letters, Job
Applications, Resumes
Technical Writing will also be required.
These will be related to career development and will
include simple business letters, job applications and
resumes in a conventional format that present
information purposefully and succinctly.
Student will also be required to write technical
documents related to their science and robotics lab
including factors and variables that need to be
considered and formatted in an appropriate manner.
These letters and documents will identify a sequence
of activities needed to design a system, operate a
tool, or explain the bylaws of an organization’s
constitution or guidelines.

Speaking and Listening
Communicate supported ideas across the subject
areas using oral, visual, and multimedia forms in
ways appropriate to topic, context, audience, and
purpose; organize oral, visual, and multimedia
presentations in clear sequence, making connections
and transitions among ideas and elements; use
language appropriate to topic, context, audience and
purpose; and demonstrate control of eye contact,
speaking rate, volume, enunciation, inflection,
gestures, and other nonverbal techniques.
Speeches will be assessed using the Oregon Official
Speaking Scoring Guide that includes assessment of:

A focus and point of view

Match of purpose, message, occasion, and
delivery to the audience

Organization

Supporting details

Reasoning

Examples

Description

Appropriate preview and summary steps

Use of correct grammar

Provides support for points and arguments

Use of visual and media displays

Effective language use

Listen critically and respond appropriately across the
subject areas.
Evaluate the significance and accuracy of
information and ideas presented in oral, visual, and
multimedia communications across the subject
areas.
Grade 8 Literature Selections:
Klingsolver, Barbara, Bean Trees
Steinbeck, John, Cannery Row
Richter, C, Light in the Forest
Santiago, Esmeralda, When I was
Puerto Rican
Dorris, Michael, Yellow Raft in Blue
Water
Gaines, Ernest, The Autobiography of
Miss Jane Pittman
Tolkien, JRR, The Hobbit
De Saint-Exupery, The Prince
Effective rate, volume, pitch, tone and eye
contact

Sustain audience interest and attention
through appropriate presentation
(organization, points, delivery)
Analyze oral presentations and the effect of the
speaker’s interpretations on the listener.
Paraphrase a speaker’s purpose and point of view
and ask relevant questions concerning the speaker’s
content, delivery and purpose.
Provide constructive feedback to speakers
concerning the coherence and logic of a speech’s
content and delivery and its overall impact upon the
listener.
Evaluate the credulity of a speaker.
Interpret and evaluate the various ways in which
visual image-makers communicate information and
affect impressions and opinions.
Mandela, Nelson, A Long Walk to Freedom
Hughes, Langston, The Big Sea
Wolf, Tobias, This Boy’s Life
Soto, Gary, Taking Sides
Santiago, Esmeralda, When I Was Puerto
Rican
Kidd, Sue Monk, The Secret Life of Bees
Bradbury, Ray, Something Wicked This Way
Comes
Sinclair, Upton, The Jungle
Twain, Mark, The Adventures of Tom Sawyer
History-Social Science 8AB
(Annual Course-Grade 8)
Prerequisite: History-Social Science 7AB
Text: McDougal Littell, Creating America: A History of the United States: Beginnings through
World War I
Course Description
History-Social Science 8AB focuses on American history from the framing of the Constitution to
the start of World War I, with special emphasis on America’s role in the war. After reviewing the
development of America’s democratic institutions founded on the Judeo-Christian heritage and
English parliamentary traditions, particularly the shaping of the Constitution, students trace the
development of American politics, society, culture, and economy. They examine the regional
variations that emerged after the Constitution and consider how these variations contributed to the
outbreak of civil war. Finally, students examine industrialization and its social and economic
consequences.
Curriculum
Social Sciences/History, 8 AB
This grade is critical to developing a student portfolio for the Social Sciences and for practicing testing
techniques to prepare students to take a formal assessment to measure skills and knowledge in this subject
area.
Curriculum Themes and Topics
Eighth Grade Standards Addressed
Civics and Government:
Understand the purposes of government as stated in the
Constitution and the specific provisions that limit the
power of government in order to protect the rights of
individuals.
Eligible Content:
Distinguish the purposes of government as
stated in the Preamble.
Common Curriculum Goals and Content Standards
Addressed
Understand and apply knowledge about government and
political systems, and the rights and responsibilities of
citizens.
CCG: Understand the origins, purposes and functions of
U.S. government, including the structure and meaning
of the U.S. Constitution.
CS: Understand the purposes of government and the
basic constitutional principles of the United States
republican form of government.
Understand how the power of government is
limited in the United States.
Recognize the provisions of the Bill of Rights
(Amendments 1-10) that protect individual rights.
Identify the essential ideas of our republican form of
government expressed in the Constitution.
Introduce “supremacy clause” in events from the period
of U.S. History studied.
Distinguish purposes of government as stated in the
Preamble. To form a more perfect union, establish
justice, etc.
Understand how the power of government is limited in
the U.S. Separation and sharing of powers; checks and
balances; and the Bill of Rights.
Recognize how the provisions in the Bill of Rights
protect individual rights. Trial by jury; freedom of
religion, speech, press, and assembly, due process
(search and seizure, speedy and public trial) and right of
appeal.
Identify and distinguish how powers and responsibilities
are distributed and balanced among the federal, state,
and local levels.
Eligible Content:
Identify the power and/or responsibility of each level of
government.
Understand how laws are made and enforced at the
federal, state and local levels.
Understand the roles and responsibilities of the local,
state, and national government and how they are
distributed.
Understand how laws are made and enforced at the
federal, state, and local levels.
Laws are made to protect the rights of individuals and
the common good. Laws are enforced at each level of
jurisdiction, federal, state, and local.
CCG: Understand the organization, responsibilities, and
interrelationships of local, state, and federal
governments in the United States.
CS: Understand the responsibilities and
interrelationships of local, state, and national
government in the U.S.
Eligible Content:
Understand the basic idea of checks and balances of
each branch of the federal government.
Identify the legislative, executive, and judicial
institutions at each level of government.
Understand the powers and responsibilities of the
Executive Branch of government.
Understand how courts are organized by level and
jurisdiction, and that law is divided into Constitutional
Law, criminal law, and civil law.
Understand the checks and balances of each branch of
government:
Legislative: power to impeach the President and federal
judges, power to disapprove of presidential
nominations, and power to propose amendments to the
Constitution;
Executive: power to veto laws passed by Congress,
power to nominate federal judges, and power to act as
commander-in-chief;
Judicial: power to declare laws made by Congress or
actions of the executive branch unconstitutional.
Roles of each Branch of Federal Government:
Legislative: power to make war, levy taxes, establish
post offices, coin/print money, regulate commerce,
borrow money, and “elastic clause,”
Executive: commander-in-chief, makes treaties, and
makes appointments;
Judicial: concepts of “original jurisdiction” and
“appellate jurisdiction”.
Division of Government at each Level:
Federal government: U.S. Congress [legislative],
president [executive], U.S. Supreme Court [judicial];
state government:
State legislature [legislative], Governor [executive],
State Supreme Court [judicial];
Local government City and County Commissioners
[legislative], Mayor [executive], District judges
[judicial].
Specific Differences between Each Branch of Federal,
State, and Local Government:
Understand the Executive Branch of government that
carries out the laws made by the legislative branch; and
in the national government, makes treaties with foreign
governments and conducts wars.
How courts are organized by level: federal, state, and
county and their jurisdiction: Constitutional, criminal,
civil.
Understand the key differences between how laws are
developed at the state and federal levels.
CCG: Understand the roles of the three branches of
government and explain how their powers are
distributed and shared.
CS: Understand the roles and powers of the executive,
legislative, and judicial branches.
Understand the rights of citizens guaranteed under the
Bill of Rights.
Press, petition, religion, assembly, speech, search and
seizure.
CCG: Understand personal and political rights of
citizens in the United States.
CS: Understand the roles, rights, and responsibilities of
citizens in the United States.
Understand how citizens can make their voices heard in
the political process.
Eligible Content:
Identify and give examples of ways that citizens can let
their opinions be known in the political process.
Monitoring politics and government: reading about and
discussing public issues, and attending meetings of
government agencies; influencing politics and
government: voting, working for a political campaign,
signing or circulating a petition, participating in a
peaceful demonstration, donating money to a political
cause or party, contacting congressional representatives,
running for office.
Identify and give examples of how groups and
organizations can influence the actions of government.
Eligible Content:
Identify and give examples of how groups and
organizations can influence government policy or
decisions and describe how these actions can lead to
such influence.
CCG: Understand participatory responsibilities of
citizens in the community (voluntarism) and in the
political process (becoming informed about public
issues and candidates, joining political parties/interest
groups/associations, communicating with public
officials, voting, influencing lawmaking through such
processes as petitions/initiatives).
CS: Understand the participatory obligations of U.S.
citizens.
CCG: Understand how government is influenced and
changed by support and dissent of individuals, groups,
and international organizations.
CS: Understand how individuals, groups, and
international organizations influence government
Explain how groups have formed to influence policy
and decision-making by lobbying, funding, advertising,
and testifying.
Explain how the United States has interacted with other
countries in U.S. History.
Congress declares war, approves treaties and
international trade agreements, passes immigration
laws, and may appropriate foreign aid; the President
negotiates treaties, appoints ambassadors, and acts as
Commander-in-Chief; the Supreme Court decides cases
involving treaties, ambassadors, and treason.
Wars potentially bring loss of life, shortages in
consumer goods, political opposition, economic
growth; trade agreements can affect U.S. workers;
foreign policy decisions can provide national security
or a threat to national security.
CCG: Understand how nations interact with each other,
how events and issues in other countries can affect
citizens in the United States, and how actions and
concepts of democracy and individual rights of the
United States can affect other peoples and nations.
CS: Understand how the United States government
relates and interacts with other nations
Understand various forms of government.
Eligible Content:
Compare and contrast various forms of government to
the United States’ government.
Compare forms of government: Democracy compared
to dictatorship, monarchy, and oligarchy; with examples
from grade level content/case studies.
CCG: Analyze major political systems of the world.
Content Standard: Understand that there are different
ways for governments to be organized and to hold
power.
Analyze the nature of war and conflicts, their resolution,
and their affects on society (Example: the U.S. Civil
War).
Know instances in which political conflict in the United
States has been divisive and reasons for this division.
Know why most political conflict in the United States
has generally been less divisive than in many other
nations (shared respect for the Constitution, a sense of
unity within diversity, willingness to use the legal
system to manage conflict).
CCG: Analyze the concepts of political power,
authority, conflict, and conflict management.
Economics:
Understand incentives in a market economy that
influence individuals and businesses in allocating
resources (time, money, labor, and natural resources).
Understand economic concepts and principles and how
available resources are allocated in a market economy.
CCG: Understand that resources are limited (e.g.,
scarcity).
CS: Understand the economic concept of scarcity.
Eligible Content:
Know that people respond predictably to positive and
negative incentives.
Identify economic factors contributing to the historical
events studied.
Describe how people respond predictably to positive
and negative incentives.
A positive incentive is perceived as a reward and
encourages a particular behavior. A negative incentive
is perceived as something to be avoided, and
discourages a particular behavior. Incentives influence
people’s economic behavior. Incentives can be
monetary or non-monetary. Non-monetary incentives
might include status, convenience, health, enjoyment,
etc.
Know examples from United States history that
demonstrate an understanding that all decisions involve
opportunity costs and that making effective decisions
involves considering the costs and the benefits
associated with alternative choices (example, using U.S.
History context: investment in slaves and land
prevented developing industry).
CCG: Understand economic trade-offs and how choices
result in both costs and benefits to individuals and
society.
CS: Understand how trade-offs and opportunity costs
are decisions that can be measured in terms of costs and
benefits.
Understand the ways that the media creates needs and
wants for consumers; that media-made expectations
give some people different economic values.
Understand that costs can include: scarcity, higher
prices, over-production; benefits: higher profit, more
goods and services.
Identify factors that cause changes in market supply and
demand.
Describe the role of buyers and sellers in determining
the equilibrium price.
CCG: Understand how conditions in an economy
influence and are influenced by the decisions of
consumers, producers, economic institutions, and
government.
CS: Understand the concept of supply and demand.
Describe how prices send signals to buyers and sellers.
Know that price is an incentive for both buyers and
producers/sellers in the marketplace. Higher prices for
a good or service provide incentives for buyers to
purchase less of it and for producers to make or sell
more of it. Lower prices provide incentives for buyers
to purchase more of it and for producers to make or sell
less of it.
Understand how decisions regarding what to produce,
how to produce, and for whom to produce are answered
in various economic systems.
Eligible Content:
Understand how decisions about production are made in
traditional, capitalist, and command economies.
CCG: Understand economic concepts, principles, and
factors affecting the allocation of available resources in
an economy.
CS: Understand and evaluate the underlying
philosophies and characteristics of various economic
systems, including that of the U.S. economy.
Apply three basic economic questions to various
economic systems in selected regions. (What goods and
services will be produced? How will they be produced?
Who will buy them?)
Analyze the impact of economic decisions in the United
States. (What goods and services will be produced?
How will they be produced? Who will buy them?)
Know the various kinds of specialized institutions that
exist in market economies (for example, corporations,
labor unions, banks, stock markets).
Explain the role of banks and other financial institutions
in the economy of the United States.
CCG: Understand the role of government and
institutions (i.e., banks, labor unions) in various
economic systems in an economy.
CS: Understand the role of government and institutions
in an economy.
Compare and contrast credit, savings, and investment
services available to the consumer from financial
institutions, keeping in mind new services available.
Demonstrate how banks create money through the
principle of fractional reserve banking.
Examine the development of the banking system in the
United States.
Understand that banks and credit unions are institutions
where people save money and earn interest, and where
other people borrow money and pay interest. Interest
rates provide incentives for borrowing. Low interest
rates are a positive incentive for people to borrow. High
interest rates are a negative incentive to borrow.
Understand that the U.S. economy is involved in the
economies of other nations through trade, investment,
and banking.
Know that availability of goods and services,
employment opportunities, purchasing power, scarcity,
inflation, and imports and exports of goods and
services.
Understand the function of money.
Eligible Content:
Understand how money functions as a means of
exchange, a store of value, and a measure of value.
Understand factors that determine personal income and
predict future earnings, based on plans for education
and training.
Eligible Content:
Understand how a wage or salary is the price of labor,
and is usually determined by the supply and demand for
labor.
Understand that people’s incomes, in part, reflect
choices they have made about education, training, skill
development, and careers.
Understand how workers can increase their productivity
by improving their skills or by using tools and
machinery.
Understand different ways that people invest and save.
Eligible Content:
CCG: Understand the interdependence of the global
economy and the role played by the United States.
CS: Understand how the United States economy relates
and interacts with other nations.
CCG: Understand how money makes it easier to trade,
borrow, save, invest, and compare the value of goods
and services.
CS: Understand the purpose and functions of money in
the economy.
CCG: Apply economic concepts and principles to issues
of personal finance.
CS: Demonstrate the knowledge and skills necessary to
make reasoned and responsible financial decisions as a
consumer, producer, saver, and investor in a market
economy.
Understand that banks and credit unions are institutions
where people save money and earn interest, and where
other people borrow money and pay interest.
Understand that stocks, bonds, and other investments
are ways people earn money.
Understand the various ways that people can invest their
money.
Geography
Understand fundamental geography vocabulary such as
concepts of distance, latitude, longitude,
interdependence, accessibility, and connections.
Eligible Content:
Use maps, charts, and graphs to understand patterns of
movement over time and space.
Analyze the characteristics, distribution, and migration
of population, in the context of U.S. History.
Use maps, charts and graphs to understand patterns of
movement (migrations, trade) over time (noting patterns
or change and/or continuity) and space (where groups
migrated to and from, and why they left one place and
moved to another, in the U.S.).
Understand and use geographic skills and concepts to
interpret contemporary and historical issues.
CCG: Understand the spatial concepts of location,
distance, direction, scale, movement, and region.
CS: Understand and use spatial concepts of geography.
Read, interpret, and understand how to construct
geographic representations to analyze information,
understand spatial relationships and compare places.
Eligible Content:
Use maps, charts, graphs, and photographs to analyze
spatial distributions and patterns.
Develop maps of human migration and settlement
patterns at different times in U.S. History and compare
to the present in terms of: population, settlement,
climate, and language usage.
CCG: Use maps and other geographic tools and
technologies to acquire, process, and report information
from a special perspective.
CS: Locate places and understand and use geographic
information or relationships by reading, interpreting,
and preparing maps and other geographic
representations.
Map and locate all states of the United States, major
cities, mountain ranges, and river systems of the United
States.
Locate and map the major climate regions in the United
States and describe the characteristics of each climate
type.
Know the location of major mountain ranges
(Himalayas, Andes, Rockies, Alps, Ural, African Rift,
Atlas), deserts (Sahara, Gobi), rivers (Nile Amazon,
Yangtze, and Mississippi), cultural regions (the Middle
East and Latin America), and major countries (by
continent) in the world in the context of history studied.
CCG: Locate major physical and human (cultural)
features of the Earth.
CS: Locate major physical and human features of the
Earth.
Identify and compare physical and human
characteristics of major regions and significant places in
the world.
Eligible Content:
Locate and identify population centers and geographic
reasons for their locations.
Identify, locate, and compare the cultural characteristics
of places and regions.
Recognize relationships between the physical and
cultural characteristics of a place or region.
Name and describe process that build up the land and
CCG: Compare and analyze physical (e.g., landforms,
vegetation, wildlife, climate, and natural hazards) and
human (e.g., population, land use, language, and
religion) characteristics of places and regions.
CS: Identify and analyze physical and human
characteristics of places and regions, the processes that
have shaped them, and their geographic significance.
processes that erode it (e.g., close to rivers and/or
coastlines, rich natural environment, climate conducive
to agriculture, trade centers).
Identify, locate, and compare religious symbols,
architectural landmarks, types of housing, ethnic and
racial characteristics of people, level of technological
achievement.
Identify, locate, and compare clothing, recreation,
myths, building of dams for flood control, airconditioned buildings in warm climates, and economic
activities related to natural resources (land use).
Identify and understand worldwide patterns of
population distribution, migration, and cultural diffusion
and interactions.
Eligible Content:
Identify patterns of population distribution and infer
causes.
Recognize and identify patterns of migration streams in
U.S. history.
Understand how migration streams affect the spread of
cultural traits.
Know examples of migration and cultural diffusion in
United States history.
Using data from population pyramids and other visual
representations (graphs, charts, narratives) and infer
causes.
Understand cause and effect, directionality, form of
transportation, religion, language, political systems,
order of arrival (relationship of 19th century native
populations to newcomers in the United States).
Analyze migrations from Europe and Africa to colonies
in North America, westward migration to Oregon in the
19th century.
CCG: Understand why places and regions are important
to human identity and serve as symbols to unify or
fragment society.
CCG: Analyze the causes of human migration (e.g.,
density, food and water supply, transportation and
communication systems) and its effects (e.g., impact on
physical and human systems).
CS: Understand the distribution and movement of
people, ideas, and products.
Identify economic, cultural, and environmental factors
that affect population, and predict how the population
would change as a result.
Eligible content:
Identify and give examples of economic, cultural, and
environmental factors that influence population.
Predict the affect of a given economic, cultural, or
environmental change on a population.
Understand how war, natural resources, recreation and
entertainment, employment opportunities, climate,
physical features can lead to population increase,
population decrease, and population shifts.
CCG: Understand economic, cultural, and
environmental factors that influence changes in
population and evaluate the consequences of the
resulting increases or decreases in population.
CS: Understand, analyze and evaluate the consequences
of population changes resulting from economic,
cultural, or environmental factors.
Understand how human modification of the physical
environment in a place affects both that place and other
places.
Eligible Content:
Understand how the process of urbanization affects the
physical environment of a place, the cultural
characteristics of a place, and the physical and human
CCG: Understand how people and the environment are
interrelated.
CS: Understand how humans affect the physical
environment.
CS: Understand how physical characteristics in the
environment and changes in the environment affect
human activities.
characteristics of the surrounding region.
Understand how clearing vegetation affects the physical
environment of a place and other places.
How the process of urbanization affects the physical
environment of a place (disruption of existing
vegetation and wildlife habitats, redirection of water
flow), the cultural characteristics of a place (greater
diversity and proximity of goods and services), and the
physical and human characteristics of the surrounding
region (relocation of wildlife, growth of suburbs).
Understand how changes in a physical environment
affect human activity.
Eligible Content:
Understand how changes in the physical environment
can increase or diminish capacity to support human
activity.
Understand how climatic events or climate change
affect human activity.
Predict how changes in an ecosystem (not caused by
human activity) might influence human activity.
Develop maps showing the distribution of natural
resources, such as forests, water sources, wildlife in the
United States at the beginning of the 19th century, and
give examples of how people exploited these resources
as the country became more industrialized and people
moved westward.
Identify ways people modified the physical environment
as the United States developed, and the types of
problems that came as a result.
Explain the importance of the major mountain ranges
and the major river systems in the development of the
United States in the 19th century.
Use information technology, such as geographic
information systems and remotely sensed images to
gather information on ways people have changed the
physical environment of the United States in the 19th
century.
Understand that human and non-human changes can
affect human activity. (Drought floods, global
warming, volcanic eruption, drought, forest fires caused
by lightning, recreation, urbanization, employment
opportunities.)
CCG: Understand how differing points of view, selfinterest, and global distribution of natural resources play
a role in conflict over territory.
Identify ways people modified the physical
environment as the United States developed, and the
types of problems that came as a result.
CCG: Understand the geographic results of resource use
and management programs and policies.
History:
Relate significant events and eras in United States and
world history to past and present issues and
developments.
CCG: Interpret and reconstruct chronological
relationships.
CS: Understand, represent, and interpret chronological
relationships in history.
Represent and interpret data and chronological
relationships from history, using timelines and
narratives.
Eligible Content:
Identify and create chronologies of events.
Compare and contrast historical interpretations.
Develop and interpret United States history time lines
from the period of U.S. history studied, designating
appropriate intervals of time and recording events
according to the chronological order in which they
occurred.
Identify similarities and differences in historical
interpretations based on the experiences of different
gender, racial or cultural groups. Issues and events are
limited to those included in the U.S. history benchmark
and eligible content for Benchmark III.
Distinguish between cause and effect relationships and
events that happen or occur concurrently or
sequentially.
Understands ways patterns, chronology, sequencing
(including cause and effect), and the identification of
historical periods are influenced by frames of reference.
Recognize how forces from different spheres of life
(political, economic, and social) can cause or shape an
event. Events will be limited to those included in the
U.S. History benchmark and eligible content for
Benchmark III. For example, the forced relocation of
Indians in the 19th century was shaped by economic
forces (the desire of white settlers for land), political
forces (treaties and military actions) and social forces
(attitudes about native peoples).
CCS: Analyze cause and effect relationships, including
multiple causalities.
CS: Identify and analyze cause and effect relationships
in history.
Identify and give examples of chronological patterns
and recognize them in related events over time.
Curriculum will use the Ten Themes presented in the
National Council for the Social Studies (reference:
http://www.socialstudies.org) standards: 1) Culture, 2)
Time, Continuity, and Change, 3) People, Places, and
Environments, 4) Individual Development and Identity,
5) Individuals, Groups, and Institutions, 6) Power,
Authority, and Governance, 7) Production, Distribution,
and Consumption, 8) Science, Technology, and Society,
9) Global Connections, 10) Civic Ideals and Practices.
Consider and use the Vital Unifying Themes and
Narratives of Human Experience from National Council
for History Education (reference http://www.nche.net/):
1) Civilization, cultural diffusion, and innovation, 2)
Human Interaction with the Environment, 3) Values,
Beliefs, Political Ideas, and Institutions, 4) Conflict and
Cooperation, 5) Comparative History of Major
Developments, 6) Patterns of Social and Political
Interaction.
Consider and use other examples for themes: American
isolationism, domestic reform, development of
capitalism, the conduct of war, rights of African
Americans, Native Americans, Hispanic Americans,
women; the role of youth; racism.
Consider patterns of change and continuity in history in
relationship to contemporary events, issues, problems,
and phenomena.
CCG: Understand, recognize and interpret change and
continuity over time.
CS: Interpret and represent chronological relationships
and patterns of change and continuity over time.
Evaluate data within the context it was created, testing
its reliability, credibility, and bias.
Evaluate sources of information for a purpose (for
example, relevance, reliability, accuracy, objectivity).
Know ways to develop and support a point of view
based on a historical event.
Recognize historical perspective by identifying the
historical context in which events unfolded and by
avoiding evaluation of the past solely in terms of
present-day norms.
CCG: Identify and analyze diverse perspectives on and
historical interpretation of historical issues and events.
CS: Identify and analyze various perspectives and
interpretations of historical issues and events.
Understand the political, economic, and cultural impact,
and lasting influence of early civilizations on world
development.
Eligible Content:
Understand the major characteristics and historical
influence of the early civilizations of Mesopotamia,
Indus River Valley, Egypt, the Americas, Greece,
Identify and give examples of the political, economic,
and social characteristics of the Roman Republic and
Empire and how they are reflected in the law,
government, economy and society of the United States.
Understand the importance of the rise of Islam and its
interaction with Europe.
Understand the development of the empires and
kingdoms of sub-Saharan Africa, Imperial China, and
feudal Japan.
Understand the major developments and societal impact
of feudalism, the church, and the rise of cities in the
European Middle Ages.
Understand the characteristics and impact of
Renaissance thinking, art, and learning.
Understand how the Agricultural Revolution
contributed to and accompanied the Industrial
Revolution: need for more efficient farming to support
urban populations led to consolidation of land, which
pushed small farmers into cities where they became
factory workers; steel and mass production made
possible improved farm machinery.
World History
CCG: Understand and interpret events, issues, and
developments within and across eras of world history.
U.S. History
CCG: Understand and interpret events, issues, and
developments within and across eras of U.S. history.
CS: Understand the importance and lasting influence of
Eligible Content:
individuals, issues, events, people, and developments in
Identify and understand the issues and events that U.S. history.
were addressed at the Constitutional Convention.
Trace the route and understand the significance of the
Lewis and Clark Expedition.
Understand the effects of 19th century westward
migration, the idea of Manifest Destiny, European
immigration, and rural to urban migration on indigenous
populations and newcomers in the United States.
Understand the effects of Jacksonian Democracy on
political practices.
Recognize and understand conditions of the African slave
trade and experiences of enslaved African Americans and
“free Blacks” in the United States.
Understand how the abolitionists advocated for the end of
Understand how individuals, issues and events changed
or significantly influenced the course of U.S. history
post American Revolution through 1900.
slavery and the impact of their activities.
Understand how African Americans dealt with the
conditions of their enslavement and used religion and
family to create a viable culture to cope with the effects
of slavery.
Identify and understand the events that led to the Civil
War.
Understand the political, economic, and social causes,
course, and impact of the Civil War.
Understand how Reconstruction affected the country.
Identify and understand Constitutional changes that
resulted from the Civil War and Reconstruction.
Understand the effects of Indian Wars and the opening of
the West on Native American tribes.
Understand the effects of the Irish potato famine in the
mid-1800s on the U.S. society.
Understand the motivations for territorial expansion to
the Pacific Ocean/Hawaii (“Manifest Destiny”).
Understand the effect of territorial expansion on other
nations and their people.
Identify and understand the issues and events that were
addressed at the Constitutional Convention: Articles of
Confederation, Shay’s Rebellion, The Great
Compromise, 3/5 Compromise, Trade Compromise.
Trace the route (St. Louis to Fort Clatsop) and understand
the significance of the Lewis and Clark Expedition:
mapped the Louisiana Purchase, established relationships
with Indian tribes.
Understand the effects of 19th century westward
migration, the idea of Manifest Destiny, European
immigration, and rural to urban migration on indigenous
populations and newcomers in the United States: effects
of 19th century westward migration, (Indians were forced
onto reservations, killed in wars and by diseases;
Mexicans lost land claims; most newcomers benefited
from migration (gold,’49ers, land opportunities, religious
freedom). European immigration, (populations from
northern and western Europe in the mid-1800s;
increasing numbers from southern and eastern Europe in
the late 1800s; white native populations often resented
newcomers, i.e., Chinese immigrants, Irish immigrants,
and others), and rural to urban migrations on native
populations and newcomers in the United States.
Understand the effects of Jacksonian Democracy on
political practices: effects on political practices, party
politics, political campaigning.
Recognize and understand conditions of the African slave
trade and experiences of enslaved African Americans and
“free Blacks” in the United States: conditions of the
African slave trade (experience of the Middle Passage),
and experiences of enslaved African Americans (slave
codes, threat of violence, housing, clothing, diet), and
“free Blacks” in the United States (restrictions on
freedoms—movement, assembly, carry weapons, testify
in court against whites).
Understand how the abolitionists advocated for the end of
slavery and the impact of their activities press—
newspapers, pamphlets, Uncle Tom’s Cabin, lectures,
some violence—Kansas, and the impact of their activities
(movement grew and became more political over time).
Understand how African Americans dealt with the
conditions of their enslavement and used religion and
family to create a viable culture to cope with the effects
of slavery: how African Americans dealt with the
conditions of their enslavement (escape—Underground
Railroad and role of Harriet Tubman, rebellion—few
successful revolts, passive aggressive behaviors—
remarks with double meanings, and used religion and
family to create a viable culture to cope with the effects
of slavery (music and Bible stories express a longing for
freedom); focus on the importance of family).
Identify and understand the events that led to the Civil
War: differing economies, social patterns and attitudes
about slavery in the North and South; sectional disputes
about the expansion of slavery into western territories;
concept of states’ rights; breakup of the Democratic Party
and emergence of the Republican Party (role of Abraham
Lincoln).
Understand the political, economic, and social causes,
course, and impact of the Civil War: Northern and
Southern advantages in the war (North: advantages in
industrial production, transportation and finance; South:
advantages: strong military leaders, defensive position
(the North had to invade and conquer the South in order
to restore it to the Union), purpose and impact of the
Emancipation Proclamation; key events (where the war
began and ended; Gettysburg as the turning point;
Sherman’s March to the Sea; effect of Union blockade);
role of U.S. Grant and Robert E. Lee).
Understand how Reconstruction affected the country: end
of Reconstruction and emergence of formal/legal
segregation (Plessy vs. Ferguson, Black Codes),
sharecropping, hostility among southern whites (Ku Klux
Klan).
Identify and understand Constitutional changes that
resulted from the Civil War and Reconstruction:
Constitutional amendments including abolishment of
slavery, equal protection, and right of non-whites to vote.
Understand the effects of Indian Wars and the opening of
the West on Indian tribes: various strategies employed by
Indians in response to increase in white encroachment;
attempts to assimilate Indian people (impact of the
government’s reservation policy; intent of the Dawes Act
and Indian people’s response).
Understand the effects of the Irish potato famine in the
mid-1800s on the U.S. society: large numbers of Irish
emigrated to the United States; provided labor for
construction of western railroads, sometimes displaced
native-born workers in factories because they were
willing to work for lower wages (tension).
Understand the motivations for territorial expansion to
the Pacific Ocean/Hawaii (“Manifest Destiny”): effect of
territorial expansion on other nations and their people
(Mexican War), Hawaii.
Understand the effect of territorial expansion on other
nations and their people: motivations for territorial
expansion to the Pacific Ocean (“Manifest Destiny”,
demand for more land for settlement, and gold), and
overseas (expansionistic foreign policy) in the late 19th
century, to spread democracy, expand and control
international trade, influence global balance or power.
Understand how various groups of people were affected
by events and developments in Oregon state history.
Eligible Content:
Identify and understand significant events,
developments, groups and people in the history of
Oregon from post-American Revolution until 1900.
Understand the interactions and contributions of the
various people and cultures that have lived in or
migrated to the area that is now Oregon from postAmerican Revolution until 1900.
Identify significant connections between Oregon and
the period of history studied.
State and Local History
CCG: Understand and interpret the history of the state
of Oregon.
CS: Understand and interpret events, issues, and
developments in Oregon history.
Understand the lasting influence of events and
developments in local history.
Make appropriate connections between the local
community and events in the period of history studied.
CCG: Understand and interpret events, issues, and
developments in the history of one’s family, local
community, and culture.
CS: Understand and interpret events, issues, and
developments in local history.
Design and implement strategies to analyze issues,
explain perspectives, and resolve issues using the social
sciences.
CCG: Define and clarify an issue so that its dimensions
are well understood.
CS: Identify, research, and clarify an event, issue,
problem, or phenomenon of significance to society.
CCG: Acquire and organize materials from primary and
secondary sources.
CS: Gather, use, and evaluate researched information to
support analysis and conclusions.
Social Science Analysis
Clarify key aspects of an event, issue, or problem
through inquiry and research.
Distinguish between issues of primary or secondary
importance.
Gather, interpret, use, and document information from
multiple sources, distinguishing facts from opinions
and recognizing points of view.
Identify and interpret primary and secondary source
documents to increase understanding.
Examine a controversial event, issue, or problem from
more than one perspective.
Practice interpreting ideas and events from different
historical perspectives.
CCG: Explain various perspectives on an event or issue
and the reasoning behind them.
CS: Understand an event, issue, problem, or
phenomenon from multiple perspectives.
Examine the various characteristics, causes, and effects
of an event, issue, or problem.
Practice determining cause and effect relationships.
CCG: Identify and analyze an issue.
CS: Identify and analyze characteristics, causes, and
consequences of an event, issue, problem, or
phenomenon.
CCG: Select a course of action to resolve an issue.
CS: Identify, compare, and evaluate outcomes,
responses, or solutions, then reach a supported
conclusion.
Consider two or more outcomes, responses, or solutions,
identify their strengths and weaknesses, then conclude
and justify which is the best.
Create criteria for measuring solutions or alternatives.
Measure possible solutions or alternatives using set
criteria.
Computers and Technology 8AB
(Annual Course—Grade 8)
Prerequisite: Computer and Technology 7AB
See Appendix C
Physical Education 8AB
(Annual Course—Grade 8)
Prerequisite: Physical Education 7AB
Text: Glencoe/McGraw-Hill, Teen Health, Course 3
Course Description
Courses offered in the Physical Education department are designed to help the students’ develop
psychomotor skills such as fundamental movement patterns, sports skills, and the five
components of physical fitness. In addition, students’ will develop a positive self-image and the
ability to work with other classmates. The curriculum includes sports such as basketball,
volleyball, football, soccer, track and field, softball, cooperative/teamwork games, mile run/mile
and a half run, anaerobic activities, warm-up (Jogging or J.J.), stretching, push-ups, abdominal
exercises, jump-rope, fun trust/games.
The Physical Education program consists of students in grades six through eight. Students will
participate in skill building activities, introduction to sports and activities, and physical activities
that link to the exploration of culture and history. The goal of the program is to develop a lifelong
program of activity to develop and maintain healthy habits and wellness.
Units:
Quarter One
Stretching
Yoga
Individual Sport
Running
Quarter Two
Choice of:
Stretching
Yoga
Folk Dance
Gymnastics
Team Volleyball
Basketball
Football
Soccer
Track and Field
Softball
Quarter Three
Choice of:
Stretching
Yoga
Folk Dance
Gymnastics
Team Volleyball
Basketball
Football
Soccer
Track and Field
Softball
Quarter Four
Choice of:
Stretching
Yoga
Folk Dance
Gymnastics
Team Volleyball
Basketball
Football
Soccer
Track and Field
Softball
Curriculum:
Students will demonstrate:
 Proficiency and motor skills necessary to perform a list of tasks related to the
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units offered in the school program
Perform physical tasks meeting the requirements of common occupations
The formation of a personal life-long plan of physical activity for wellness
Knowledge of psychological and sociological concept, principles and strategies
that are applicable to the activity and learning experience
An ability to adapt leadership roles in group activity, performance or play
Recognize the role of cooperation in team activity
An understanding of diversity in group play
An understanding of the link between group sports play, family, and occupations
By writing a one-month physical fitness plan
Using computerized calendar program, an exercise plan that meets personal
goals and needs
Through a written research project, students will understand the role of
adequate nutrition in a healthy lifestyle. This project will involve integration of a
menu into the one-month exercise calendar
Demonstrate independent learning of movement skills and motions
Discuss the types of movements and the training impact of each movement
Character Education 8AB
(Annual Course—Grade 8)
Prerequisite: None
Text: Josephson Institute of Ethics, Character Counts
Course Description
8th Grade Character Education will prepare students’ minds for life-long careers and a high school
path as a steppingstone to careers and lives. The course also explores crucial issues for high
school students such as the dangers of risk taking behavior. While the health courses explore
specific dangers of drugs and alcohol, this course will ask the students to make personal decisions
related to involvement in these
high-risk behaviors. Guest speakers will play an important role in this course.
Curriculum
 Career Education – Holland Codes Test
 Career Education – Exploring Careers and Interests
 Career Education – Career Decisions
 Career Education – Multiple Intelligences
 Career Education – Personality Assessment
 Personal Integrity
 Academic Integrity
 Harms of Smoking (tobacco, cloves, etc.)
 Harms of Alcohol Use
 International Etiquette
 Honesty
 Cooperativeness
 Friendship
 Alcohol Awareness
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Tolerance
Harms of Drugs (illegal and prescription)
The Role of Self Determination and Personal Choice
Risk Taking
Safety When Using the Internet
Drama 8AB
(Annual Course—Grade 8)
Prerequisite: None
Text: Selection will be by the instructor for the units of study. Instructors will select texts from
state, district and department approved textbooks.
Course Description
This is a performance course that includes the training of classical and modern monologues,
scene study, learning terminology and theatre history, and includes an end-of-semester
performance. Students are exposed to the dramatic arts and given opportunities to investigate the
discipline to discover and develop their talents in this area. Through a variety of methods,
students communicate in a dramatic form, make artistic choices, solve problems, build positive
self-concepts and relate interpersonally.
Curriculum
History of the Theater
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Art Theater
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Puppetry and Masks
Theater Appreciation
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Historical Timeline
Beginning of theatre
Greeks and Romans
Middle Ages
Eastern Theatre
Commedia dell’ arte
Shakespeare
Modern Theatre and Realism
Stanislavski and The Moscow
Early Theatre in the U.S.
Musical Theatre
The American Regional
Theatre
Contemporary Theatre: A
world and Theatre Change
Ancient
Modern
World
United States
Adult
Children
Theatre Conventions
Audience Etiquette
Comparing Types of Theater
Theater Careers
Techniques and Skills
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Production
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Performances
Playwrights
Actors/Resume Writing
Producers
Directors
Designers
Stage Management
Teaching
Crew
Define the Mechanics of
Pantomime
Range of motion/Isolations
Improvisation
Define purpose of study for
the actor
Various improvisational
exercises
Monologues
Physical and Vocal Warm ups
Articulation
Pantomime Performance
Stage Terminology
Stage Directions
The Structure of Plays
Preparing a Part
Selecting the Play
Audition Process
Rehearsal Procedure
Behind the Scenes
Production Teams
Types of Staging
Foreign Language 8AB
(Annual Course—Grade 8)
Prerequisite: Foreign Language-Spanish 7AB
Text: El espanol para nosotros: curso para hispanohablantes Level 1 Glencoe
HIGH SCHOOL COURSE DESCRIPTIONS
SCP courses can be classified in four categories: Mandatory courses, AP courses, required
electives, and additional electives. In grades 9-12 each student must complete 230 credits (180
credits of mandatory courses and 50 credits of required electives) for graduation. Each semester
course is worth 5 credits; each annual course is 10 credits. Students may also choose to take up to
20 credits of additional electives so that the student can earn up to 250 credits, some of which
could be transferred to college. The students can also transfer in community college credits for
twice the number of high school credits. High school graduation requires satisfactory completion
of all required courses and satisfactory passing of minimum
proficiency requirements as mandated by the State of Oregon (Education Code Section
OAR 581-022-0102).
Every student is required to successfully complete the prescribed curriculum (mandatory
courses) by earning 180 credits, which include:
• Four years of College Prep English (40 credits),
• Three years of Social studies (30 credits),
• Three years of College Prep Mathematics (30 credits),
• Three years of Science (All of them laboratory courses) (30 credits),
• One year of Visual and Performing Arts (10 credits),
• Two years of Foreign Language (20 credits),
• Two years of Physical Education/Health (20 credits)
In addition to the prescribed core curriculum, every student should complete the required elective
courses:
• Two years of Computers and Technology courses (20 credits),
• 30 credits of Electives
College-track students should complete one more year of the same Foreign Language and 10
credits of College-Prep Electives as part of their 30 credits of Electives to meet the requirements
for college admission and advanced certificates and endorsements.
Enrollment in AP classes: Students may enroll in an AP class through one of the followings:
1- Completing all prerequisites with at least a B+ each and getting recommendation letters from
the prerequisite class teachers.
2- If enrolled in the school in the current year: Passing a certain score on a qualification test
given by the AP Course teacher to prove that s/he has necessary skills in the prerequisite of the
AP course.
MATH COURSES
Summary Chart of Standards and Criteria for Mathematics
These standards will be used as a curriculum guide for all mathematics courses. Students will
begin portfolio creation (meeting PASS Standards and Oregon State Benchmarks in the first
course taken at the high school level).
Standard A: Solve Mathematical Problems
Criteria: Formulation and Understanding;
Processes and Strategies; Verification;
Communication
Standard B: Perform Algebraic Operations
Criteria: Solving Equations and Inequalities;
Estimate and Compute; Use of Matrices
Standard C: Use Geometric Concepts and
Models
Criteria: Recognition and Analysis of
Geometric Figures; Direct and Indirect
Measurement; Use of Geometric Models
Standard D: Use Probability and Statistics to
Collect and Study Data
Criteria: Use of Probability; Organization and
Display of Data; Use, Analyze, and Interpret
Data; Statistical Investigation
Standard E: Use Functions to Understand
Mathematical Relationships
Criteria: Representation and Recognition of
Functions; Analysis of Functions; Use of
Functions as Models
Standard F: Represent, Analyze, and Use
Advanced Functions
Criteria: Manipulation and Solution of
Advanced Functions; Representation and
Recognition of Advanced Functions; Analysis
of Advanced Functions; Use of Advanced
Functions as Models
Algebra 1
(Annual Course)
Prerequisites: None
Text: Algebra 1, McDougal Littell
Course Description
Algebra I is a two semester course that provides students with a solid background in algebra and
that prepares them for all higher-level math courses.
Curriculum:
Students will be able to:
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Identify and use mathematic properties of subset and integers and rational, irrational and
real numbers
Understand closure properties for the four basic arithmetic operations
Use properties of numbers to demonstrate whether assertions are true or false
Understand and use operations of finding the reciprocal, taking a root and the opposite,
and raising to a fractional power
Understand the rules of exponents
Solve equations and inequities involving absolute values
Simplify expressions before solving problems
Solve multi-step problems involving linear equations and linear inequalities in one
variable, showing justification
Graph a linear equation and compute the x- and y- intercepts
Able to sketch the region defined by linear inequalities
Verify that a point lies on a line, given an equation of the line
Represent and generalize sequences resulting from linear, quadratic, and exponential
relationships using recursive or explicit formula tables of values and graphs
Produce a valid conjecture using inductive reasoning by generalizing from a pattern of
observations
Evaluate and make a table for two-variable formulas and match a graph or table of values
to its formula
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Algebraically represent situations and solve problems involving quadratic and
exponential equations, including exponential growth and decay
Use graphs to solve nonlinear equations, including quadratics
Represent and solve a system of linear equations with two variables using simultaneous
equations and by graphing
Recognize and generate equivalent forms for algebraic expressions, including combining
like terms and expanding binomials
Evaluate algebraic expressions and formulas by substituting real numbers
Translate between and interpret quadratic and exponential relationships represented by
words, symbols, tables and graphs
Determine and interpret maxima or minima and zeros of quadratic functions, and linear
functions where y = constant
Graph linear inequalities in two variables
Graph quadratic and exponential equations
Identify independent and dependent variables and determine the domain and range of a function in
a problem situation
Analyze how changing a parameter in a quadratic or exponential function of the form
y=k^x+b, y=kx^2+b, or y=k(x+b)^2 affects its graph
Model situations, make predictions and inferences, and solve problems using linear,
quadratic, and exponential functions
Determine when data represented in a table or graph represents a linear, quadratic, or
exponential relationship
Approximate and interpret rates of change in graphical and numeric data
Analyze the nature of change of each variable in a non-linear relationship as suggested by
a table of values, a graph or a formula
Derive linear equations by using the point-slope formula
Concepts of parallel and perpendicular lines and how their slopes are related
Find the equation of a line perpendicular to a given line that passes through a given point
Solve a system of two linear equations in two variables algebraically and interpret the
answer graphically
Solve a system of two linear inequalities in two sets and sketch the solution sets
Add, subtract, multiply and divide monomials and polynomials
Solve multistep problems, including word problems using subtraction, multiplication and
division of monomials and polynomials
Apply basic factoring techniques to second- and simple third-degree polynomials.
Simplify fractions with polynomials in the numerator and denominator
Add, subtract, divide and multiply rational expressions and functions
Solve a quadratic equation by factoring or completing the square
Apply algebraic techniques to solve rate and work problems, and percent mixture
Understand the concepts of relation and a function and how they work in relation to one
another
Determine the domain of independent and dependent variables defined by a graph, a set
of ordered pairs or a symbolic expression
Determine whether a relation defined by a graph, a set of ordered pairs or a symbolic
expression is a function and justify the conclusion
Know the quadratic formula and are familiar with its proof
Can complete the square with a quadratic formula
Can use the quadratic formula to find the roots of a second-degree polynomial and how to
solve quadratic equations
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Graph quadratic functions
Understand the root of quadratic function graphing is at the x-intercepts
Use quadratic formula or factoring technique (or both) to determine whether the graph of
a graph of a quadratic function will intersect the x-axis in zero, one, or two points
Apply quadratic equations to physical problems, such as the motion of an object under
the force of gravity. Students will visit with a guest speaker from JPL to discuss the use
of Algebra in Space Science.
Use and know the simple steps of a logical argument. This study will integrate into their
Social Science and Language Arts classes in the study of logical proofs and political
arguments.
Use the properties of the number system to judge the validity of the results, to justify
each step of the procedure, and to prove or disprove statements
Algebra 2
(Annual Course)
Prerequisites: Algebra 1
Text: Algebra 2, McDougal Littell
Course Description
Algebra II expands the content and concepts of Algebra I and Geometry.
Curriculum:
Students will know and be able to use:
 Solve equations and inequalities involving absolute value
 Solve systems of linear equations and inequalities in two or three variables by
substitution, with graphs, or with matrices
 Adept at operations on polynomials, including long division
 Factor polynomials representing the difference of squares, perfect square trinomials, and
the sum and difference of two cubes
 How real and complex numbers are related both arithmetically and graphically
 Plot complex numbers as points in the plane
 Add, subtract, multiply and divide complex numbers
 Add, subtract, multiply and divide, reduce and evaluate rational expressions with
monomial and polynomial denominators
 Simply complicated rational expressions
 Solve and graph quadratic equations by factoring, completing the square, or using the
quadratic formula
 Apply the above techniques in solving word problems
 Solve quadratic equations in the complex number system
 Demonstrate and explain the effect that changing a coefficient has on the graph of
quadratic functions
 Graph quadratic functions (determining the maxima, minima, and zeros of the function
 Prove simple laws of logarithms
 Laws of fractional exponents
 Exponential functions involved in growth and decay
 Define logarithms to translate between logarithms in any base
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Properties of logarithms to simplify logarithmic numeric expressions and to identify their
approximate values
Truth of a specific algebraic station involving rational expressions, radical expressions or
logarithmic or exponential functions
Geometry of the graph of a conic section depends on the coefficients of the quadratic
equation representing it
Method for completing the square to put equations into standard form
Fundamental counting principles to compute combinations and permutations and
probabilities
Binomial theorem to expand binomial expressions that are raised to positive integer
powers
Apply method of mathematical induction to prove general statements about positive
integers
Find the general term and the sums of arithmetic series and of both finite and infinite
geometric series
Derive summation formulas for arithmetic series and for both finite and infinite
geometric series
Solve problems involving functional concepts, such as composition, defining the inverse
function and performing arithmetic operations on functions.
Justify steps in combining and simplifying functions using properties from number
systems
Geometry
(Annual Course)
Prerequisites: None
Text: Geometry: An Integrated Approach-McDougal Littell
Course Description
Geometry introduces students to the study of basic figures and shapes in the plane and in space.
Students will apply simple deductive reasoning to points, lines, and planes while developing
relations and applications to other geometric figures. Teachers will use space science to motivate
students in the practical application of the study.
Units:
Common Geometric
Figures
Inductive and
Deductive Reasoning
Proofs
Volumes and Surface
Areas
Proofs
Congruency and
Similarity
Triangle Inequality
Theorem
Relationships
Proofs
Parallel Line
Problems
Properties of
Quadrilaterals
Properties of Circles
Constructions
Proofs
Perimeter,
Circumference, Area,
Volume, Lateral Area
and Surface Problems
Curriculum:
Students will demonstrate:
 Understanding by identifying and giving examples of undefined terms, axioms, theorems
and inductive and deductive reasoning
 The ability to use magazine advertisements to create statements of inductive a deductive
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reasoning claims
Write geometric proofs, including proofs by contradiction
Construct and judge the validity of a logical argument and give counterexamples to
disprove a statement
Prove basic theorems involving congruence and similarity
Prove that triangles are congruent or similar
Use the concept of corresponding parts of congruent triangles
Know and are able to use the triangle inequality theorem
Prove and use theorems involving the properties of parallel lines cut by a transversal
Understand and use the properties of quadrilaterals
Understand and use the properties of circles
Determine the precision of a given measuring tool
Determine the appropriate units, scales, and tools for solving situations involving
measurement
Know, derive and solve problems involving the perimeter, circumference, area, volume,
lateral area and surface area of common geometric figures
Compute the volumes and surface areas of prisms, pyramids, cylinders, cones and
spheres and have the formula for these operations committed to memory
Develop and use strategies and formulas for calculating surface area and volume for
cones and spheres
Use formulas to solve problems involving finding missing perimeter, area, surface area of
volume of polygons, circles, prisms, pyramids, cones, cylinders, and spheres
Develop and understand and use the formula for determining arc length
Determine perimeter and area of shapes of circles and polygons in context
Determine the surface area and volume of a complex figure composed of a combination
of two or more geometric figures or a figure derived from a regular solid
Compare and contrast formulas for surface area and volume of cylinders and cones
Determine a shape that has minimum or maximum perimeter area, surface area or volume
under specified conditions
Make and use scale drawings and models to solve problems
Determine defining properties that characterize classes of three-dimensional figures and
their component parts
Recognize and represent three-dimensional figures and their component parts
Justify and use theorems involving the angles formed by parallel lines cut by a transversal
Develop and understand and apply properties of circles and of inscribed and
circumscribed polygons
Use measures of sides and of interior and exterior angles of polygons to classify figures
and solve problems
Prove congruence of two triangles or their corresponding component parts
Determine the measures of corresponding angles, sides and corresponding parts of
congruent and similar figures
Use side, side length and triangle inequality relationships to solve problems
Use trigonometric functions, and angles and side relationships of special right triangles to
solve for an unknown length and determine distances and solve problems (crosscurricular development with robotics and space science problems)
Investigate relationships among chords, secants, tangents, inscribed angles, and inscribed
and circumscribed polygons of circles
Construct and judge the validity of a logical argument and give counter-examples to
disprove a statement
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Justify and use theorems involving the properties of triangles, quadrilaterals, circles, and
their component parts to verify congruence and similarity
Model, sketch, and label (where appropriate) construct cones and spheres and basic
elements of geometric figures using compass and straight edge or technology
Describe how two or more objects are related in space
Make a model of a three-dimensional figure from a two-dimensional drawing and make a
two dimensional representation of a three-dimensional object through scale drawings,
perspective drawings, blueprints or computer simulations
Recognize representations of three-dimensional objects from different perspectives and
identify cross-sections of three-dimensional objects
Determine the relative placement of two lines on a coordinate plane given the algebraic
equations representing them
Calculate slope, distance and midpoint between points with an emphasis on practical
applications
Use coordinate geometry to determine whether a figure is symmetrical with respect to a
line or a point
Determine whether a given pair of figures on a coordinate plane represent a translation,
reflection, rotation and/or dilation
Determine the image of a figure on a coordinate graph under translations, reflections and
rotations
Given a figure and its image on a coordinate graph, determine the translation vector or
locate the axis of reflection
Determine the coordinates of and draw the dilation of a figure on a coordinate graph
Know properties of dilated images
Analyze the congruence, similarity, and line or rotational symmetry of figures using
transformations
Determine the effects of a transformation on linear and area measurements of the original
figure
Compute areas of polygons and be able to apply this knowledge to work in planning the
school garden
Determine how changes in dimensions affect the perimeter, area and volume of common
geometric figures and solids
Find and use measures of sides and of interior and exterior angles of triangles and
polygons to classify figures and solve problems
Prove relationships between angles in polygons by using properties of complementary,
supplementary, vertical, and exterior angles
Be able to prove the Pythagorean theorem and be able to determine distance and find
missing lengths of sides of right triangles
Perform basic constructions with a straightedge and compass
Prove that the standard construction of the perpendicular from a point to a line
Prove theorems by using coordinate geometry
Know the definitions of the basic trigonometric functions defined by the angles of a right
triangle
Able to use elementary relationships between angles of a right triangle to explain the
larger angle and explain the rationale
Use trigonometric functions to solve for an unknown length of a side of a right triangle,
given an angle and a length of a side
Know and are able to use angle and side relationships in problems with special right
triangles
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Prove and solve problems regarding relationships among chords, secants, tangents,
inscribed angles, and inscribed and circumscribed polygons of circles
Know the effect of rigid motions on figures in the coordinate plane and space, including
rotations, translations, and reflections
Use rigid motions to prove the side-angle-side criterion of triangle congruence
Trigonometry- Elective
(Semester Course)
Prerequisite: Geometry 1
Text: Larson, Algebra and Trigonometry, McDougal Littell
Course Description
Trigonometry utilizes skills and techniques from geometry and algebra. Use of trigonometric
functions and the ability to prove basic identities regarding them is a major component of this
course. This class is a prerequisite of calculus. Students may be taking this course concurrently
with physics.
Curriculum:
Students will understand:
 Graphs of the sine and cosine functions
 How to use fundamental counting principles to compute combinations and permutations
 Half-angel and double angle formulas for sines and cosines
 DeMoivre’s theorem and can give the nth roots of a complex number given in polar form
 Polar coordinates
 Complex numbers
Students will understand and be able to use:
 Use half-angel and double angle formulas to prove and/or simplify other trigonometric
identities
 Notion of angle and how to measure it in degrees and radian
 How to convert between degrees and radians
 Definition of sine and cosine of points on a unit circle
 Pythagorean theorem and other proofs of trigonometric identities
 Simplification using identities provided
 Graph functions using amplitude, frequency, period and phase shift
 Definitions of tangent and cotangent functions and can graph them
 Definitions of secant and cosecant functions and can graph them
 Relationship of the tangent of the angle that a line makes with the x-axis and the slope of
the line
 Definitions of inverse trigonometric functions and can graph the functions
 Standardize a quadratic equation to complete a square
 Recognize the above as an ellipse, circle, parabola or hyperbola and graph the equation
 Combinations and permutations to compute probabilities
 Use the binomial theorem to expand binomial expressions that are raised to positive
integer powers
 Apply the method of mathematical induction to prove general statements about the
positive integers
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Find the general term and the sums of arithmetic series and of both finite and infinite
geometric series
Derive he summation formulas for arithmetic series and for both finite and infinite
geometric series
Solve problems involving functional concepts, such as composition, defining the inverse
function and performing arithmetic operations on functions
Use properties from number systems to justify steps in combining and simplifying
fractions
Compute, by hand, values of the trigonometric functions and inverse trigonometric
functions at various standard points
Use laws of sines and the laws of cosines to solve problems
Determine the area of a triangle, given one angle and the two adjacent sides
Can determine polar coordinates of a point given in rectangular coordinates and vice
versa
Represent equations given in rectangular coordinates in terms of polar coordinates
Represent complex numbers in a polar form
Able to multiply complex numbers in their polar form
Adept at using trigonometry in a variety of applications and word problems
Probability and Statistics- Elective
(Semester Course)
Prerequisite: None
Text: TBA
Course Description
Students at SCP will be encouraged to take this course to understand probability and enhance
their abilities in processing statistical information. Classes will utilize real world examples as a
foundation for study.
Units:
Probability
Interpretation of Data
Problem Solving
Problem Solving
Curriculum:
Students know and can use:
 Notion of independent events
 Rules of addition, multiplication and complementation to solve for probabilities or
particular events in finite sample spaces
 Definition of conditional probability and use it to solve for probabilities in finite sample
spaces
 Discrete random variables and solve for the probabilities of outcomes
 Standard distributions and solve for events in problems in which the distribution belongs
to those families
 Mean and the standard of deviation of a normally distributed random variable
 Mean, median and mode of distribution of data
 Organize and describe distributions of data by using a number of different methods
 Apply knowledge to real world examples in the study of history, sociology, and science
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Estimate from a graph or a set of data the mean and standard deviation of a normal
distribution and draw conclusions about the distribution of data using measures of center
and spread
Analyze bivariate data and identify the type of function that could be used to model the
data
Compute the probability of a compound event
Determine probabilities of dependent and independent events
Use conditional probability to solve problems
Determine all possible outcomes of a particular event of all possible arrangements of
objects in a given set by applying counting strategies, combinations and permutations
Determine appropriate designs for simulations and modeling to study a problem and
construct empirical probability distributions to represent results
Use matrices, histograms, scatter plots, and box-and-whisker-plots to interpret data
Identify examples of populations that are normally distributed
Make inferences and predictions from data in histograms, scatter plots and parallel box
plots
Make predictions about populations based on reported sample statistics
Understand that inferences about a population are drawn from a sample involve
uncertainty and that the role of statistics is to measure that uncertainty
Pre-Calculus- Elective
(Semester Course)
Prerequisite: Algebra 2
Text: Graphical Numerical Algebraic-Addison Wesley
Course Description
This course offers students an introduction to Calculus. Students will work advanced problems in
the Calculus course, but this class provides a forum where students are able to work in a more
relaxed atmosphere, due to the limited amount of content covered. Few high school classes have
time to work through all of the material that a college-level Calculus course requires, but in
offering two courses SCP will provide a Calculus class meeting the same standards of a collegelevel Calculus course.
Curriculum:
Students will be able to identify:
Maxima, minima, inflection points, intervals in which the function is increasing and decreasing
on a function graph
Students will understand and be able to demonstrate:
 Continuity of a function
 Intermediate value theorem
 Extreme value theorem
 Derivative of a function at a point
 Notion of differentiability
 Formal definition and graphical interpretation of limit of values of function
 Definition of convergence and divergence of a function as the domain variable
approaches either a number or infinity
Chain rule and its proof and applications
Differentiation to solve optimization in a variety of pure and applied contexts
Mean Value of a theorem
Differentiation to sketch, by hand and calculator, graphs of function
Definite integrals in problems involving area, velocity, acceleration, volume of a solid,
area of a surface of revolution, length of a curve and work
 Techniques of integration (substitution, parts and trigonometric substitution) and compute
these by hand and with a calculator
 Apply knowledge to real world examples in the study of history, sociology, and science
Students will know and understand the importance of:
 Newton’s method for approximating zeros of a function
 Rolle’s Theorem
 L’Hopital’s Rule
 Simpson’s Rule
 Improper integrals as limits of definite integrals
 Taylor polynomials
 Taylor series of basic functions
 Elementary differential equations and applications to growth-and-decay problems
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Calculus- Elective
(Semester Course)
Prerequisite: Pre-Calculus
Text: Applied Calculus- Houghton-Mifflin
Course Description
This college entry-level course will cover one variable calculus. Individual instructors will work
with the school curriculum advisor and/or assistant principal in charge of curriculum to determine
topics covered in one year. The College Board syllabi for Calculus AB and Calculus BC of the
Advanced Placement Mathematics will serve as a guideline for curriculum coverage.
Units:
Differential equations
Infinite sequences and series
Intrinsic Theory
Form
Theory
Curriculum
Students will understand and be able to demonstrate:
 Continuity of a function
 Intermediate value theorem
 Extreme value theorem
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Derivative of a function at a point
Notion of differentiability
Formal definition and graphical interpretation of limit of values of function
Definition of convergence and divergence of a function as the domain variable
approaches either a number or infinity
Chain rule and its proof and applications
Differentiation to solve optimization in a variety of pure and applied contexts
Mean Value of a theorem
Differentiation to sketch, by hand, graphs of function
Use of Riemann sums (to approximate integrals)
Definite integrals in problems involving area, velocity, acceleration, volume of a solid,
area of a surface of revolution, length of a curve and work
Techniques of integration (substitution, parts and trigonometric substitution) and compute
these by hand
Properties of inverse trigonometric functions and express these as indefinite integrals
Convergence and divergence of sequences and series of real numbers
Using the comparison and ratio test and the alternate series test, determine series
convergence.
Students will understand and be able to compute:
 Derivatives of higher orders
 Derivatives of parametrically defined functions
 Implicit differentiation in a wide variety of problems in physics, chemistry, economics,
sociology and health
 Definition of the integral to model problems in physics and economics (obtaining the
results in terms of integrals)
 Fundamental theorem of calculus and use it to interpret integrals as antiderivatives
 Integrals of rational functions by combining techniques of substitution, integration of
parts, trigonometric substitution, with algebraic techniques of partial fractions and
completing the square (by hand)
 Compute integrals of trigonometric functions using techniques of substitution, integration
of parts, trigonometric substitution
 Radius (interval) of the convergence of power series
Students will be able to identify and use:
 Maxima, minima, inflection points, intervals in which the function is increasing and
decreasing on a function graph
Students will know and understand the importance of:
 Rolle’s Theorem and demonstrate application
 L’Hopital’s Rule and demonstrate application
Resources for Mathematics
National Network of Eisenhower Regional Consortia
Saxon Math Online
AP Calculus (AB or BC)- Elective
(Semester Course)
Prerequisite: Calculus
Text: AB- Calculus: Graphical, Numerical,Algebraic, Addison Wesley/ Pearson, BC- Calculus:
Concepts and Applications, Key Curriculum
Course Description:
AP Calculus includes all of the traditional concepts, skills and applications from integral and
differential calculus, studied according to the syllabus constructed for the course by the College
Board. The BC syllabus - which is usually (but not always) offered as a course option- adds
additional topics not found in the AB course syllabus. In both courses, a national standardized
exam is taken in the spring for possible college credit.
AP Statistics- Elective
(Semester Course)
Prerequisite: Calculus
Text: Statistics – Modeling the World, Pearson/Addison-Wesley
Course Description:
AP Calculus includes all of the traditional concepts, skills and applications from integral and
differential calculus, studied according to the syllabus constructed for the course by the College
Board. The BC syllabus - which is usually (but not always) offered as a course option- adds
additional topics not found in the AB course syllabus. In both courses, a national standardized
exam is taken in the spring for possible college credit.
ENGLISH-LANGUAGE ARTS
English-Language Arts 9
(Annual Course-Grade 9)
Prerequisite: None
Text: Glencoe Reader’s Choice: World Literature, Glencoe/McGraw-Hill
Glencoe Writer’s Choice: Grammar & Composition, Glencoe/McGraw-Hill
Course Description
English-Language Arts 9AB is the first course in the high school sequence. The focus of reading
activities is on fiction as well as on Greek, Roman, and Norse mythology as sources for word
derivations and topics for discussion. Reading comprehension focuses on developing criticalthinking skills, such as synthesizing content and ideas from several sources, paraphrasing texts
and connecting them to other sources, and original analysis. Students develop a solid
understanding of workplace documents, such as business letters, memos, and manuals. Literary
analysis continues the development of analytical skills developed in earlier grades, with attention
to character, setting, theme, plot, and point of view. Writing activities emphasize the structural
and rhetorical features of academic discourse, with particular attention to documentation,
evidence, and audience. Specifically, students practice using the two major documentation
formats, APA and MLA; they develop clear, nontrivial research questions requiring use of
primary and secondary sources; they synthesize information from multiple sources to provide
support for arguments; and they analyze and assess research information. Students will work to
meet the goal of reading 1,500,000 words in outside literature for each school year.
Themes: The World of Myths and Legends, Short Story as Art Form, World Issues
Units:
Quarter One:
Fable, folktales, myth,
and fairy tales
Poetry
Speech organization
Patterns and elements
Paraphrasing and
notetaking
Quarter Two:
The Epic
Expository writing:
Process analysis
Poetry
Persuasive essay
using cause and effect
organization pattern
Short story elements
Quarter Three:
Drama
Expository writing:
Compare and Contrast
Sonnet
Listening to poetry
Character
development
Quarter Four:
Novel
Descriptive essays
Multimedia
presentation (Outline,
script, storyboarding,
and technology skills
combined)
Written business letter
Curriculum:
Common Curriculum Goals (CCG)
Reading
Oregon Grade-Level Standards (GLS)
Analyze words, recognize words, and learn to read gradelevel text fluently across the subject areas.
Decoding and Word Recognition
Read at an independent and instructional reading level
appropriate to grade level.
Listen to, read, and understand a wide variety of
informational and narrative text across the subject areas at
school and on own, applying comprehension strategies as
needed.
Demonstrate general understanding of grade-level
informational text across the subject areas.
Develop an interpretation of grade-level informational
text across the subject areas.
Determine meanings of words using contextual and
structural clues.
Identify and use the literal and figurative meanings
of words and phrases.
Distinguish between the denotative and connotative
meanings of words, and interpret the connotative
power of words.
Use general dictionaries, specialized dictionaries,
glossaries, thesauruses, or related references to
increase vocabulary.
Understand technical vocabulary in subject area reading.
Examine content and structure of grade-level
informational text across the subject areas.
Read to Perform a Task
Read textbooks; biographical sketches; letters; diaries;
directions; procedures; magazines; essays; primary source
historical documents; editorials; news stories; periodicals;
bus routes; catalogs; technical directions; consumer,
workplace, and public documents.
Synthesize information found in various parts of charts,
tables, diagrams, glossaries, or related grade-level text to
reach supported conclusions.
Analyze the structure and format of job and consumerrelated materials, including the graphics and headers, and
explain how the features support the intended purposes.
Demonstrate sophisticated use of technology by following
directions in technical manuals (e.g., those found with
graphing calculators and specialized software programs
and in access guides to World Wide Websites on the
Internet).
Vocabulary
Increase word knowledge through systematic vocabulary
development; determine the meaning of new words by
applying knowledge of word origins, word relationships,
and context clues; verify the meaning of new words; and
use those new words accurately across the subject areas.
Find, understand and use specific information in a variety
of texts across the subject areas to perform a task.
Informational Text: Demonstrate General Understanding
Identify and/or summarize sequence of events, main
ideas, facts, supporting details, and opinions in
informational and practical selections.
Clarify understanding of informational texts by creating
sophisticated outlines, graphic organizers, diagrams,
logical notes, or summaries.
Informational Text: Develop an Interpretation
Predict probable future outcomes supported by the text,
including foreshadowing clues.
Infer an author’s unstated meaning and draw conclusions
about an author’s stated meaning based on facts, events,
images, patterns or symbols found in text.
Make reasoned assertions about an author’s arguments by
using elements of the text to defend and clarify
interpretations.
Analyze implicit relationships, such as cause-and-effect,
sequence-time relationships, comparisons, classifications,
and generalizations.
Infer the main idea when it is not explicitly stated, and
support with evidence from the text.
Informational Text: Examine Content and Structure
Draw conclusions about the author’s purpose based on
evidence in the text.
Differentiate among reasoning based on fact versus
reasoning based on opinions, emotional appeals, or other
persuasive techniques.
Evaluate if and how the author uses authoritative sources
to establish credibility for arguments, proposed actions, or
policies.
Compare and contrast information on the same topic after
reading several passages or articles.
Evaluate the logic, unity, and consistency of text.
Evaluate an author’s argument or defense of a claim by
evaluating the relationship between generalizations and
evidence, the comprehensiveness of evidence, and the
way in which the author’s intent or bias affects the
structure and tone of the text (e.g., in professional
journals, sports journals, editorials, political speeches,
primary source materials).
Evaluate the logic of documents (e.g., directions for
assembly of an item, applications), examining the
sequence of information and procedures in anticipation of
possible reader misunderstandings. Generate relevant
questions about readings on issues that can be researched.
Synthesize the content from several sources or works by a
single author dealing with a single issue; paraphrase the
ideas and connect them to other sources and related topics
to demonstrate comprehension.
Extend ideas presented in primary or secondary sources
through original analysis, evaluation, and elaboration.
Literature
Listen to text and read text to make connections and
respond to a wide variety of literature of varying
complexity.
Literary Text: Demonstrate General Understanding
Identify and/or summarize sequence of events, main
ideas, and supporting details in literary selections
Literary Text: Develop an Interpretation
Predict probable future outcomes supported by the text.
Analyze interactions between characters in a literary text
(e.g., internal and external conflicts, motivations,
relationships, influences) and how these interactions
affect the plot.
Identify themes in literary works, and provide support for
interpretations from the text.
Infer the main idea when it is not explicitly stated, and
support with evidence from the text.
Identify and analyze unstated reasons for actions or
beliefs based on explicitly stated information.
Demonstrate general understanding of grade level literary
texts.
Literary Text: Examine Content and Structure
Identify various literary devices, including figurative language,
imagery, allegory, and symbolism; evaluate the significance of
the devices; and explain their appeal.
Interpret and evaluate the impact of subtleties, contradictions,
and ironies in a text.
Explain how voice and the choice of a narrator affect
characterization and the tone, plot, and credibility of a text.
Analyze an author’s development of time and sequence,
including the use of complex literary devices, such as
foreshadowing or flashbacks.
Evaluate the impact of word choice and figurative language
on tone, mood, and theme.
Identify and describe the function of dialogue, soliloquies,
asides, character foils, and stage directions in dramatic
literature.
Analyze the impact the choice of literary form has on the
author’s message or purpose.
Analyze the way in which a work of literature is related to
the themes and issues of its historical period.
Compare works that express a universal theme, and
provide evidence to support the ideas expressed in each
work.
Develop an interpretation of grade-level literary texts.
Examine content and structure of grade-level literary
texts.
Writing
Pre-write, draft, revise, edit, and publish across the
subject areas.
Compare and contrast the presentation of a similar theme
or topic across genres to explain how the selection of
genre shapes the theme or topic.
Analyze a work of literature, showing how it reflects the
heritage, traditions, attitudes, and beliefs of its author.
Standards will be assessed using Oregon’s
Official Writing Scoring Guide in grades 3 - CIM.
Establish a coherent and clearly supported thesis that
engages the reader, conveys a clear and distinctive
perspective on the subject, maintains a consistent tone and
focus throughout the piece of writing, and ends with a
well supported conclusion.
Create an organizational structure that logically and
effectively presents information using transitional
elements that unify paragraphs and the work as a whole.
Use precise language, action verbs, sensory details, and
appropriate modifiers.
Demonstrate an understanding of sentence construction—
including parallel structure and subordination—to achieve
clarity of meaning, vary sentence types, and enhance flow
and rhythm.
Communicate supported ideas across the subject areas,
including relevant examples, facts, anecdotes, and details
appropriate to audience and purpose that engage reader
interest; organize information in clear sequence, making
connections and transitions among ideas, sentences, and
paragraphs; and use precise words and fluent sentence
structures that support meaning.
Demonstrate knowledge of spelling, grammar,
punctuation, capitalization, and penmanship across the
subject areas.
Spelling: Produce writing that shows accurate spelling.
Grammar: Show control of clauses, including main and
subordinate, and phrases, including gerund, infinitive, and
participial.
Understand and use proper placement of modifiers.
Demonstrate an understanding of proper English usage,
including the consistent use of verb tenses and forms.
Punctuation: Use conventions of punctuation correctly,
including semicolons, colons, ellipses, hyphens, and
dashes.
Capitalization: Use correct capitalization.
Write narrative, expository, and persuasive texts, using a
variety of written forms—including journals, essays, short
stories, poems, research papers, reports, business and
technical writing—to express ideas appropriate to
audience and purpose across the subject areas.
Handwriting: Write legibly.
Writing Modes
Work Samples can be selected from any of the listed
modes: Personal Narrative, Fictional Narrative
(Imaginative), Expository, Persuasive
Required word length will meet CIM standards of 5001,500 words.
Writing Applications
Narrative Writing
Write biographical or autobiographical narratives or short
stories:
·
Relate a sequence of events, and communicate
the significance of the events to the audience.
·
Locate scenes and incidents in specific places.
·
Describe with concrete sensory details the
sights, sounds, and smells of a scene and the specific
actions, movements, gestures, and feelings of the
characters; use interior monologue to depict the
characters’ feelings.
·
Pace the presentation of actions to
accommodate changes in time and mood.
·
Make effective use of descriptions of
appearance, images, shifting perspectives, and sensory
details.
Expository Writing: Response to Literary Text
Write responses to literature:
·
Demonstrate an understanding of the significant
ideas of literary works.
·
Support important ideas and viewpoints through
accurate and detailed references to the text or to other
works.
·
Demonstrate an awareness of the author’s use
of stylistic devices and an appreciation of the effects
created.
·
Identify and analyze the impact of perceived
ambiguities, nuances, and complexities within the text.
Expository Writing: Research Reports/Multimedia
Presentations
Write analytical essays and research reports:
·
Gather evidence in support of a thesis, including
information on all relevant perspectives.
·
Convey information and ideas from primary and
secondary sources accurately and coherently.
·
Make distinctions between the relative value
and significance of specific data, facts, and ideas.
·
Include visual aids by employing appropriate
technology to organize and record information on charts,
maps, and graphs.
·
Anticipate and address readers’ potential
misunderstandings, biases, and expectations.
·
Use technical terms and notations accurately.
·
Document sources.
Persuasive Writing
Write persuasive compositions:
·
Structure ideas and arguments in a sustained
and logical fashion.
·
Use specific rhetorical (communication) devices
to support assertions, such as appealing to logic through
reasoning; appealing to emotion or ethical beliefs; or
relating a personal anecdote, case study, or analogy.
·
Clarify and defend positions with precise and
relevant evidence, including facts, expert opinions,
quotations, and expressions of commonly accepted beliefs
and logical reasoning.
·
Address readers’ concerns, counter-claims,
biases, and expectations.
Summaries, Business Letters, Job Applications and
Resumes, Technical Writing
Write business letters:
·
Provide clear and purposeful information and
address the intended audience appropriately.
·
Use appropriate vocabulary, tone, and style to
take into account the nature of the relationship with, and
the knowledge and interests of, the intended audience.
·
Emphasize central ideas or images.
·
Follow a conventional style with page formats,
fonts, and spacing that contributes to the document’s
readability and impact.
Write technical documents, such as a manual on rules
of behavior for conflict resolution, procedures for
conducting a meeting, or minutes of a meeting:
·
Report information and convey ideas logically
and correctly.
·
Offer detailed and accurate specifications.
·
Include scenarios, definitions, and examples to
aid comprehension.
·
Anticipate readers’ problems, mistakes, and
misunderstandings.
Research Report Writing
Use clear research questions and suitable research
sources, including the library, electronic media, and
personal interviews, to gather and present evidence from
primary and secondary print or Internet sources.
Use effective note-taking techniques to ensure appropriate
documentation of quoted as well as paraphrased material.
Develop the main ideas within the body of the
composition through supporting evidence, such as
scenarios, commonly held beliefs, hypotheses, and
definitions.
Synthesize information from multiple sources and identify
complexities and discrepancies in the information and the
different perspectives found in each medium, including
almanacs, microfiche, news sources, in-depth field
studies, speeches, journals, and technical documents.
Integrate quotations and citations into a written text while
maintaining the flow of ideas.
Use appropriate conventions for documentation in text,
notes, and works cited, following the formats in specific
style manuals (e.g., Works Cited Entries-MLA, Reference
Entries APA).
Design and publish documents by using publishing
software and graphics programs.
Reflect manuscript requirements, including title page
presentation, pagination, spacing and margins, and
integration of source and support material, such as citing
sources within the text, using direct quotations, and
paraphrasing.
Investigate topics of interest and importance across the
subject areas, selecting appropriate media sources, using
effective research processes, and demonstrating ethical
use of resources and materials.
Speaking and Listening
Communicate supported ideas across the subject areas
using oral, visual, and multimedia forms in ways
appropriate to topic, context, audience, and purpose;
organize oral, visual, and multimedia presentations in
clear sequence, making connections and transitions
among ideas and elements; use language appropriate to
topic, context, audience and purpose; and demonstrate
control of eye contact, speaking rate, volume,
enunciation, inflection, gestures, and other nonverbal
techniques.
Speaking
Classes will follow standards assessment using Oregon’s
Official Speaking Scoring Guide for the purpose of
classroom work sample assessment.
Present and support a clear thesis statement and choose
appropriate types of proof (e.g., statistics, testimony,
specific instances) that meet standard tests for evidence,
including credibility, validity, and relevance.
Choose appropriate techniques for developing the
introduction and conclusion (e.g., by using literary
quotations, anecdotes, references to authoritative sources).
Choose logical patterns of organization (e.g.,
chronological, topical, cause-and-effect) to inform and to
persuade, by seeking agreement or action, or uniting
audiences behind a common belief or cause.
Recognize and use elements of speech forms (e.g.,
introduction, first and second transitions, body,
conclusion) in formulating rational arguments and
applying the art of persuasion and debate.
Analyze the occasion and the interests of the audience,
and choose effective verbal techniques and language.
Use appropriate grammar.
Use props, visual aids, graphs, and/or electronic media to
enhance the appeal and accuracy of rehearsed
presentations (not part of scoring guide criteria).
Produce concise notes for extemporaneous speaking (not
part of scoring guide criteria).
Analyze the occasion and the interests of the audience,
and choose effective verbal and non-verbal techniques,
such as volume, expression, rate, gestures, eye contact for
presentations.
Listen critically and respond appropriately across the
subject areas.
Speeches will meet the suggested speech length CIM of
3-7 minutes for formal presentations. School will develop
assessment guide for team debates, Lincoln-Douglas
debates and panel discussions.
Listening
Formulate judgments about ideas under discussion, and
support those judgments with convincing evidence.
Evaluate the significance and accuracy of information and
ideas presented in oral, visual, and multimedia
communications across the subject areas.
Follow complex verbal instructions that include technical
vocabulary and processes.
Analysis
Evaluate the clarity, quality, and effectiveness of a
speaker’s important points, arguments, evidence,
organization of ideas, delivery, diction, and syntax.
Identify and analyze the types of arguments used by the
speaker, including argument by causation, analogy,
authority, emotion, and logic.
Identify the aesthetic effects of a media presentation, and
evaluate the techniques used to create them.
Compare and contrast the ways in which media genres
(e.g., televised news, news magazines, documentaries,
online information) cover the same event.
Analyze historically significant speeches (e.g., Abraham
Lincoln’s “Gettysburg Address,” Martin Luther King,
Jr.’s “I Have a Dream”) to find the rhetorical devices and
features that make them memorable.
Analyze how language and delivery affect the mood and
tone of the oral communication and make an impact on
the audience.
Grade 9 Literature Selections:
Paton, Cry the Beloved Country
Potter/Globe, Myths and Folktales around the
World
Homer, The Odyssey
Huong, Paradise of the Blind
Shakespeare, Romeo and Juliet
Achebe, Things Fall Apart
Rosenberg, World Mythology
Keene, ed. Anthology of Japanese Literature
Angus, ed., The Best Short Stories of the
Modern Age
Sabin, ed., Classical Myths That Live Today
McNess, ed., Contemporary Latin American
Short Stories
Bellow, ed., Great Jewish Short Stories
Carreras de Zapata, ed., Short Stories by Latin
American Women: The Magic and the Real
Shulman, West Side Story
Tharu and Lalita, eds., Women Writing in India
Sophocles, Oedipus Rex
Rexroth, ed., One Hundred Chinese Poems
Fitzgerald, “Bernice Bobs Her Hair”
Minatoya, Talking to High Monks in the Snow
Momaday, House Made of Dawn
Warren, ed., Short Story Masterpieces
Howes, ed., Eye of the Heart: The Short Stories
of Latin America
Birch, ed., Anthology of Chinese Literature,
Volumes I & II
Marquez, Chronicle of a Death Foretold
Connel, The Most Dangerous Game
Buck, The Good Earth
Malamud, The Magic Barrel
Homer, The Odyssey
Alvarez, Julia, How the Garcia Girls Lost
Their Accent
Carter, Forrest, The Education of Little Tree
Shaw, George Bernard, Pygmalion
Potok, Chaim, The Chosen
Bronte, Emile, Wuthering Heights
Dickens, Charles, Great Expectations
Bradbury, Ray, The Martian Chronicles
Tennyson, Idylls of the King
Homer, Iliad
Shakespeare, Julius Caesar
Waugh, The Loved One
Moore, ed., Modern Poetry from Africa
Hershey, A Single Pebble
McCullers, The Heart is a Lonely Hunter
Steinbeck, Of Mice and Men or The Pearl
Hinton, The Outsiders
Anaya, Rudolfo, Bless Me Ultima
English-Language Arts
(Annual Course-Grade 10)
Prerequisite: English
Text: The Language of World Literature, McDougal Littell
Course Description
English-Language Arts 10AB continues the work of English-Language Arts 9AB (the
continuation is so seamless that the state standards conflate the two courses into a single
description). The course stresses independent reading, and state guidelines quantify the amount
of independent reading, specifying 1–1.5 million words annually. The course continues the focus
on documentation, evidence, and audience in written discourse, but paper length increases to
1,500 words. With regard to oral discourse, the focus is on longer, more complex presentations
that use a variety of delivery techniques involving gestures, intonation, eye contact, and so forth.
Students are expected to use various visual aids and electronic media to enhance their oral
presentations. Students will work to meet the goal of reading 1,500,000 words in outside
literature for each school year.
Themes: Diversity, Slavery and Freedom, Decision Making, Life’s Challenges
Units:
Quarter One:
Drama
Comedy, dramatic
monologue, tragedy
Classic tragedy and
Shakespearian tragedy
Soliloquy and
narration
Symbols, allegory,
figurative language,
imagery
Quarter Two:
Public address
Rhetoric
Narrative essay
Non-Fiction work
Biography and
autobiography
Grade 10 Literature Selections:
Randall, ed., Black Poets
Brucheas, ed., Breaking Silence: An Anthology
Crow, Dog, Lakota Woman
Wilson, Fences
Potok, The Chosen
Wang & Zhae, eds., Chinese American Poetry
Chapman, ed., Black Voices
Tan, Amy, The Joy Luck Club
Baldwin, James, Go Tell It on the Mountain
King, Martin Luther, Jr., I Have a Dream
Alexie, The Lone Ranger and Tonto Fistfight in
Heaven
Cather, Willa, My Antonia
White, The Once and Future King
Quarter Three:
Argument and
persuasion
The Essay form
Drama and tragedy
Poetry
Symbols, allegory,
figurative language,
imagery
Quarter Four:
Research paper
World literaturefiction
World Literaturepoetry
Multimedia
presentations
(planning, outlining,
script, storyboard, and
technology skills
combined)
Shakespeare, William, Macbeth
Douglas, Frederick, Narrative of the Life of
Frederick Douglas
Ibsen, Henrik, Hedda Gabler
Anonymous, Beowulf
Euripides, Medea
Knowles, John, A Separate Peace
Bronte, Charlotte, Jane Eyre
Hammett, Dashiell, The Maltese Falcon
Selection of historic speeches from world
leaders
Selection of speeches from today’s leaders
(Congressional Record)
The Canterbury Tales
Mallory, Morte D’Arthur
English-Language Arts 11
(Annual Course—Grade 11)
Prerequisite: English 10
Text: Prentice Hall Literature, Penguin Edition, Pearson Prentice Hall
Course Description
The focus in English-Language Arts 11 is on helping students develop analytical and evaluative
skills. The course continues the emphasis on etymology and morphology but concentrates more
on vocabulary common to disciplines other than English. Reading activities focus on public
documents such as policy statements, speeches, and debates. Point-of-view essays from
newspapers and magazines are rich sources of instructional materials at this level. In addition,
English-Language Arts 11AB continues the focus on literature and literary genres, with a new
emphasis on subgenres such as satire and parody. Students are expected to contrast the major
literary forms and characteristics of certain literary periods, relate literary works and authors to
major themes and historical issues, and analyze the philosophical, political, religious, ethical, and
social influences that have shaped literature in certain periods. With regard to writing, students
are expected to demonstrate full knowledge of the basic elements of written discourse. They are
expected to write well-structured arguments with good support and to employ rhetorical devices
and visual aids to enhance meaning. Their use of language is expected to be fresh. In addition,
students are required to deliver polished formal and extemporaneous reflective presentations, oral
reports on historical investigations, oral responses to literature, multimedia presentations, and
recitations of poems, selections from speeches, or dramatic soliloquies. Students will work to
meet the goal of reading 1,500,000 words in outside literature for each school year.
Themes: Change Over Time in America, Continuity of Life, Themes of American History,
Heritage of the American People, Irony and Satire
Units:
Quarter One:
Satire, parody and
allegory
Poetry
Short story
Exposition
Listening Skills
Notetaking
Business letter
Reports and technical
papers
Quarter Two:
Drama
Poetry and figurative
language
Poetry recitation
Literary movements
Archetype
Symbols, allegory,
figurative language,
imagery
English 11 Literature Selections:
Chief Joseph, I Will Fight No More Forever
Franklin, Benjamin, Autobiography
Chopin, Kate, The Awakening
Ibsen, Henrik, A Doll’s House
Heller, Joseph, Catch 22
Steinbeck, John, Tortilla Flat
Wright, Richard, Native Son
Kerouac, Jack, On the Road
Quarter Three:
Fiction
Literary movements
Elements of short
stories
Poetry and figurative
language
Autobiographical
essay (college essay)
Quarter Four:
Essays
Listening to logical
appeals
Etymology of political
science and historical
terms
Non-Fiction
Multimedia
presentation (Outline,
script, research,
storyboard and
multimedia
elements
combined)
Argument/Persuasion:
Fallacies and
persuasive
organization patterns
Workplace writing
Hurston, Zora Neale, Their Eyes Were
Watching God
Lee, Harper, To Kill a Mockingbird
Thoreau, Henry David, Walden
Steinbeck, John, The Grapes of Wrath
Williams, Tennessee, The Glass Menagerie
Donne, Death Be Not Proud
O’Conner, Flannery, Selection of short stories
Franklin, Benjamin, Poor Richard’s Almanac
London, Jack, The Sea Wolf
Allende, Isabelle, The House of the Spirits
Camus, Albert, The Guest
Hawthorne, Nathaniel, The Scarlet Letter
Crane, Stephen, The Red Badge of Courage
Wilder, Thorton, Our Town
Shakespeare, William, Midsummer Night’s
Dream
Bradbury, Ray, Fahrenheit 451
Gaines, Ernest, A Lesson Before Dying
Faulkner, William, Nobel Prize Acceptance
Speech
Whitman, Walt, Selection of poems
Twain, Mark, Life on the Mississippi
Rowland, Mary, “A Narrative of the Captivity”
Edwards, Jonathan, “Sinners in the Hands of an
Angry God”
Henry, Patrick, “Speech to the Virginia
Convention”
King, Martin Luther, Jr., “I Have a Dream”
Steinbeck, John, Nobel Prize Acceptance
Speech
Hemingway, Ernest, Nobel Prize Acceptance
Speech
English-Language Arts 12
(Annual Course-Grade 12)
Prerequisite: English 11
Text: Prentice Hall Literature, Penguin Edition, Pearson Prentice Hall
and McDougal Litell The Language of Literature, World Literature, McDougal Litell
Course Description
English-Language Arts 12AB continues the focus on developing students’ analytical and
evaluative skills. The course continues the emphasis on etymology and morphology and
vocabulary common to disciplines other than English. Reading activities focus on public
documents such as policy statements, speeches, and debates. Point-of-view essays from news
papers and magazines are rich sources of instructional materials at this level. In addition,
English-Language Arts 12AB continues the focus on literature and literary genres and subgenres
such as satire and parody. The course also focuses on the historical genres and literary traditions
of American and world literature. At a more sophisticated level, students are expected to contrast
the major literary forms and characteristics of certain literary periods, relate literary works and
authors to major themes and historical issues, and analyze the philosophical, political, religious,
ethical, and social influences that have shaped literature in certain periods. With regard to
writing, students are expected to demonstrate full knowledge of the basic elements of written
discourse. They are expected to write well-structured arguments with good support and to
employ rhetorical devices and visual aids to enhance meaning. They should integrate databases,
graphics, and spreadsheets into word processing documents. Their use of language is expected to
be fresh. In addition, students are required to deliver polished formal and extemporaneous
reflective presentations, oral reports on historical investigations, oral responses to literature,
multimedia presentations, and recitations of poems, selections from speeches, or dramatic
soliloquies. Students will work to meet the goal of reading 1,500,000 words in outside literature
for each school year.
Themes: Dealing with Challenges, Life Examined and Choices, Power and Challenging Power,
Government and the Governed, Satire and the Essay
Units:
Quarter One:
College essay
Resume
Quarter Two:
Business letter
Chronological
Quarter Three:
Persuasive speech
outline
Quarter Four:
Multimedia
presentation
Autobiographical
essay
Poetry
Interview questions
and answers
College essay
summary of event
Laboratory narrative
report
College essay
Grade 12 Literature Selections:
Kesey, Ken, One Flew Over the Cuckoo’s Nest
Burgess, Anthony, A Clockwork Orange
Garcia Marquez, Gabriel, One Hundred Years
of Solitude
Nafisi, Azar, Reading Lolita in Tehran
Rodriguez, Richard, Hunger of Memory
Albom, Mitch, Tuesdays with Morrie
Hosseini, Khaled, Kite Runner
Marquez, Love in the Time of Cholera
Conrad, Heart of Darkness
Camus, Albert, The Plague
Stoppard, Rosencrantz and Guildenstern Are
Dead
Hardy, The Mayor of Casterbridge
Shakespeare, King Lear, Othello or Hamlet
Emerson, Ralph Waldo, Self Reliance
Fitzergerald, F. Scott, The Great Gatsby
Levy, Cesar Chavez, Autobiography of La
Causa
Biography of scientist
or mathematician
Research on current
event
Outline of current
event issues
Critique of persuasive
speech/political
speech
(Research, outline,
script, storyboard and
technology
elements
combined)
Storyboard and script
for presentation
Letter to the editor
Letter of request
Persuasive speech,
research, outline
Orwell, 1984 or Animal Farm
Huxley, Brave New World
Golding, William, Lord of the Flies
Orwell, George, Shooting an Elephant
Hesse, Herrmann, Siddhartha
Camus, Albert, The Stranger
Swift, Jonathan, A Modest Proposal
Auden, WH, The Unknown Citizen
Shelley, “Ozymandias”
Dostoevsky, Crime and Punishment
Tolstoy, The Death of Ivan Ilych
Remarque, E., All Quiet on the Western Front
Vonnegut, Kurt, Slaughterhouse-Five
Cisneros, Sandra, The House on Mango Street
Baldwin, Alex, The Fire Next Time
Miller, Henry, Death of a Salesman
Albee, Edward, The American Dream and Zoo
Story
Recommended Resources for Language Arts Curriculum
Teach Tolerance.org
National Council for the Teachers of English/Exxon Mobil Masterpiece Theater Literature
Curriculum
SOCIAL SCIENCES
Life Skills
(Semester Course)
Prerequisite: None
Text: Selection will be by the instructor for the units of study. Instructors will select texts from
state, district and department approved textbooks.
Course Description:
The Life Skills semester course will focus on study skills, time management and core research
materials. Students will also do work in small group and partner assignments in order to develop
a sense of teamwork and cooperation. This course will also review the student portfolio and assist
in developing a voice for student work and self-assessment. Guest speakers will discuss the
demands of college and students will take a career inventory test to assist them in exploring
employment options matching their test profile. The concept of “Service” and the school service
learning programs will be highlighted in this course. Students will be responsible for scheduling
work in the school garden and the battery recycling program. Students will schedule volunteer
time in the school peer-tutoring program as part of the course requirements for this course.
Themes: Service Learning, Personal Planning and Budgeting, Time Management, Wellness,
Safety
Topical Coverage:
Quarter One
Leadership,
Collaboration and
Cooperation
Quarter Two
Critical Thinking and
Problem Solving
Citizenship
Self-assessment and
Reflection
Money Management
and Budgeting
Goal Setting
Self-discipline
Units:
Leadership, Collaboration and Cooperation: Students will know and be able to demonstrate
the managerial, adaptive, and associative skills appropriate to their grade level. Students will:
 Take responsibility for their actions
 Work cooperatively with others to plan, initiate, and complete a project
 Engage in responsible, compassionate peer relationships
 Develop organizational skills to create and maintain a personal portfolio
 Understand cultural elements in social skills and practices
Self-assessment and Reflection: Students will learn how to assess and be aware of their status
and change their behavior and attitudes in an appropriate manner. Students will:
 Reflect on his/her role as a community member
 Become aware of his/her ability to affect the community
 Be an active member of the school community
 Reflect on and evaluate their own and others’ learning, adaptability, and resourcefulness
 Reflect on academic work and determine areas for advancement and improvement using
appropriate rubrics
Goal Setting: Students will learn to set short-term and long-term goals in keeping with the
student's own goals and abilities. They will:
 Make decisions and choices for the future
 Understand school and testing standards and be able to make their own achievement
goals and benchmarks to meet the se standards
 Work with family and guardians to create options for themselves



Use a constructive manner to set and attain personal goals
Create a positive self-image and be able to visualize self in the future
Understand the variables of life forces and develop the maturity and flexibility to modify
goals as situations change
 Establish both long and short-term academic goals
Self-discipline: Students will learn to control their behavior at all times and will respect and
uphold the values of the school community. Students will:
 Develop effective study skills and habits, including creation of portfolios, attendance at
research field trips, note taking, library research, computer skills, and study strategy
groups
 Build skills over grade levels in the following areas: following directions, analyzing
complex projects and develop the skills to complete assigned projects
 Evaluate their behavior on a formal and informal level
 Plan and take action on appropriate ways
 Take an active approach in modifying behavior, if school or teacher intervention is
necessary
 Develop skills to answer peer pressure, bullying and teasing
Critical Thinking and Problem Solving: Students will learn to be effective problem solvers and
will develop advanced critical-thinking skills. Students will:
 Effectively access, evaluate, and integrate information from a variety of sources
 Use a wide variety of thinking processes appropriate for the resolution of complex
problems
 Understand the consequences of choices and accept the consequences in a rational
manner
 Be able to develop an opinion and defend that opinion with supporting examples in
writing or in speech
 Develop a framework for determining fact, opinion and value choices
 Understand the various forms of supporting reasoning
 Understand the basic elements of higher order reasoning through project experience,
including laboratory, project and portfolio activities
 Develop sequential reasoning skills and be able to apply them in a real-life situation
Citizenship: Students will learn and enforce their civic rights and responsibilities. They will
develop their citizenship values in the following categories. Students will:
 Take responsibility for their actions
 Understand the importance of following rules and procedures
 Understand their role in society and participate as part of the community, including
taking part in community service at all grade levels
 Understand the importance of maintaining personal and community environments.
Students will model environmental planning at the school including recycling and
participating in forums to determine safe environmental practices at the school.
 Obey laws and participate in a student court structure to maintain a safe school
community
 Voice their opinions as a requirement of democracy. This will include active participation
in voting and directed political and social action campaigns at the school.
 Function in cross-cultural interactions at each grade level
 Understand the role of global citizenship
 Take an active role in the school and activities of the local community
 Be aware of peaceful coexistence and practice peace
 Understand citizenship in a national context and be prepared to exercise their duties and
utilize their rights
Money Management and Budgeting:
Students will understand:
 Personal budgeting
 Managing credit cards and credit debt
 All students will complete the FDIC Money Smart computerized program of instruction
World History
(Annual Course)
Prerequisite: None
Text: Roger Beck, et al. World History: Patterns of Interaction (McDougal Littell)
Course Description
This course is designed to promote an appreciation, understanding and enjoyment of past events
within world history, as well as to appreciate the current events that will become history. This
course will focus on developing or enhancing each student’s thinking process, reading writing
and commenting on the history.
Course will integrate the study of world geography and cultures with current events. Students will
use online newspapers and news magazine for the core readings in this class. The study will
enhance objectives of the Language Arts curriculum for grades 6-9 by examination of motivation
and source credibility, creation of solid reasoning and discovery of the use of fallacies of logical
arguments. Students will write position papers on topics related to current events using Internet
and print resources. APA will be used as the required style manual in this course.
Themes: Change Over Time, Diversity and Similarities, Culture
Units:
Quarter One
Panel Discussion:
Finding Issues-Great
Britain and the
Colonies
Transportation and
Travel
Primary Sources
Quarter Two
Panel Discussion:
Finding Issues-Native
Americans and
Westward Expansion
The Office of the
President
Research Skills
Quarter Three
Panel Discussion:
Finding IssuesSlavery and the Civil
War
The Power of
Congress
Style Sheets
Quarter Four
Panel Discussion:
Finding IssuesAmerica First or
World War
The Role of the
Supreme Court
Secondary Sources
Multimedia
Presentation
Curriculum:
Social Sciences/History, 9 AB World History
Curriculum Themes and Topics
Ninth Grade Standards Addressed
Common Curriculum Goals and Content Standards
Civics and Government:
Examine the sources of authority through history, and
explain popular sovereignty or consent of the governed
as the source of legitimate authority of government in a
representative democracy or democratic republic.
Using both contemporary and historical examples,
identify governments in the world that are, are not,
examples of constitutional representative democracy.
Use a variety of sources to compare and contrast
historical and contemporary examples of governments,
both those with constitutions but unlimited government,
and those with constitutions and limited government.
Understand how laws are developed to provide order,
set limits, protect basic rights, and promote the common
good.
Identify the responsibilities of citizens in the United
States and what they can do to meet these
responsibilities in a global sense.
Understand how U.S. individuals, groups, and political
parties have influenced policy and decisions in world
events.
Explain how world organizations and governments have
interacted.
Explain how governments of various countries are
organized and compare and contrast them with the
government of the United States.
Identify international organizations of global power and
influence (North Atlantic Treaty Organization/ NATO,
the United Nations, the European Union, Association of
Southeast Asian Nations/ASEAN), and report on the
influence and limits to influence that each experiences.
Addressed
Understand and apply knowledge about government and
political systems, and the rights and responsibilities of
citizens.
CCG: Understand the origins, purposes and functions of
U.S. government, including the structure and meaning
of the U.S. Constitution.
CS: Understand the purposes of government and the
basic constitutional principles of the United States
republican form of government.
CCG: Understand the organization, responsibilities, and
interrelationships of local, state, and federal
governments in the United States.
CS: Understand the responsibilities and
interrelationships of local, state, and national
government in the U.S.
CCG: Understand the roles of the three branches of
government and explain how their powers are
distributed and shared.
CS: Understand the roles and powers of the executive,
legislative, and judicial branches.
CCG: Understand personal and political rights of
citizens in the United States.
CS: Understand the roles, rights, and responsibilities of
citizens in the United States.
CCG: Understand participatory responsibilities of
citizens in the community (voluntarism) and in the
political process (becoming informed about public
issues and candidates, joining political parties/interest
groups/associations, communicating with public
officials, voting, influencing lawmaking through such
processes as petitions/initiatives).
CS: Understand the participatory obligations of U.S.
citizens.
CCG: Understand how government is influenced and
changed by support and dissent of individuals, groups,
and international organizations.
CS: Understand how individuals, groups, and
international organizations influence government
CCG: Understand how nations interact with each other,
how events and issues in other countries can affect
citizens in the United States, and how actions and
concepts of democracy and individual rights of the
United States can affect other peoples and nations.
CS: Understand how the United States government
relates and interacts with other nations
CCG: Analyze major political systems of the world.
Content Standard: Understand that there are different
ways for governments to be organized and to hold
power.
Analyze the nature of war and conflicts, their resolution,
and their affects on society (historical and contemporary
examples).
Point out specific situations where human or cultural
factors are involved in global conflict situations and
identify different viewpoints in the conflict; create
scenarios under which these cultural factors would no
longer trigger conflict.
CCG: Analyze the concepts of political power,
authority, conflict, and conflict management.
Economics:
Understand economic concepts and principles and how
available resources are allocated in a market economy.
CCG: Understand that resources are limited (e.g.,
scarcity).
CS: Understand the economic concept of scarcity.
Explain how consumers and producers confront the
condition of scarcity, by making choices about goods,
services, and time.
Knows examples from world history that demonstrate
an understanding that all decisions involve opportunity
costs and that making effective decisions involves
considering the costs and the benefits associated with
alternative choices.
Compare and contrast how the various economic
systems (traditional, market, command, mixed) answer
the questions: What to produce? How to produce it?
And for whom to produce?
Analyze the impact of economic decisions in various
countries. (What goods and services will be produced?
How will they be produced? Who will buy them?)
Understand that government can affect international
trade through tariffs, quotas, and trade agreements.
Tariffs are taxes placed on imports to increase their
price in the domestic market. There are two kinds or
tariffs—protective tariffs and revenue tariffs. Quotas
are used when foreign goods are priced so cheaply that
even a high tariff may not protect domestic
manufacturers. Trade barriers are meant to protect
domestic industries, but often lead to trade retaliation,
less trade and higher consumer prices. High tariffs
often hurt more than they help. Nations make trade
agreements with other countries to selectively reduce
tariffs. Trade barriers can also be imposed for political
or social reasons (blockades and/or embargoes) to
punish or pressure; restrictions to protect health, safety,
or the environment.
CCG: Understand economic trade-offs and how choices
result in both costs and benefits to individuals and
society.
CS: Understand how trade-offs and opportunity costs
are decisions that can be measured in terms of costs and
benefits.
CCG: Understand how conditions in an economy
influence and are influenced by the decisions of
consumers, producers, economic institutions, and
government.
CS: Understand the concept of supply and demand.
CCG: Understand economic concepts, principles, and
factors affecting the allocation of available resources in
an economy.
CS: Understand and evaluate the underlying
philosophies and characteristics of various economic
systems, including that of the U.S. economy.
CCG: Understand the role of government and
institutions (i.e., banks, labor unions) in various
economic systems in an economy.
CS: Understand the role of government and institutions
in an economy.
Explain how changes in exchange rates of currencies
impact the purchasing power of people in the United
States and other countries.
Geography:
Read a topographical map to interpret its symbols.
Determine the landforms and human features that
represent physical and cultural characteristics.
Understand the advantages and disadvantages of using
various geographic representations (maps, including
topographic, charges, graphs, globes, photographs,
pictures, models, databases, satellite-produced images)
to depict and solve geographic problems (e.g., problems
related to location movement human-environment
interactions).
Demonstrate that, as an attempt to represent the round
earth on flat paper, all maps distort, and be able to
evaluate the distortion associated with any given
projection.
CCG: Understand the interdependence of the global
economy and the role played by the United States.
CS: Understand how the United States economy relates
and interacts with other nations.
CCG: Apply economic concepts and principles to issues
of personal finance.
CS: Demonstrate the knowledge and skills necessary to
make reasoned and responsible financial decisions as a
consumer, producer, saver, and investor in a market
economy.
Understand and use geographic skills and concepts to
interpret contemporary and historical issues.
CCG: Understand the spatial concepts of location,
distance, direction, scale, movement, and region.
CS: Understand and use spatial concepts of geography.
Ask geographic questions and obtain answers from a
variety of sources, such as books, atlases, and other
written materials; statistical source material; fieldwork
and interviews; remote sensing; word processing; and
GIS (Geographic Information Systems). Reach
conclusions and give oral, written, graphic, and
cartographic expression to conclusions.
Use a variety of geographic representations (maps,
charts, population pyramids, graphs, statistics, globes,
photographs, and satellite-produced images) to analyze
information, and make decisions regarding geographic
issues (for example, transportation routes, land use,
location of facilities, traffic patterns).
CCG: Use maps and other geographic tools and
technologies to acquire, process, and report information
from a special perspective.
CS: Locate places and understand and use geographic
information or relationships by reading, interpreting,
and preparing maps and other geographic
representations.
Locate, identify and explain changes in political
boundaries since 1900 (changes in the map of Europe,
Africa and the Middle East after World War I—what
was changed and why), divisions of Germany and
Berlin and other changes in political boundaries after
World War II.
CCG: Locate major physical and human (cultural)
features of the Earth.
CS: Locate major physical and human features of the
Earth.
Know and apply the subcategories of physical and
cultural characteristics when describing any given place.
CCG: Compare and analyze physical (e.g., landforms,
vegetation, wildlife, climate, and natural hazards) and
human (e.g., population, land use, language, and
religion) characteristics of places and regions.
CS: Identify and analyze physical and human
characteristics of places and regions, the processes that
have shaped them, and their geographic significance.
CCG: Understand why places and regions are important
to human identity and serve as symbols to unify or
fragment society.
Evaluate the impact of human migration on patterns of
spatial variations (e.g., settlement patterns during the
Industrial Revolution, refugee movements).
Explain how technology affects the diffusion of culture
(e.g., mass media, transportation networks).
Develop maps of human migration and settlement
patterns at different times in history, and compare to the
present.
Hypothesize about the impact of push/pull factors on
human migration in selected regions and about the
changes in these factors over time
CCG: Analyze the causes of human migration (e.g.,
density, food and water supply, transportation and
communication systems) and its effects (e.g., impact on
physical and human systems).
CS: Understand the distribution and movement of
people, ideas, and products.
Explain the concept of population dynamics, and
through maps establish world patterns of population
distribution, density, and growth. Relate population
growth rates to health statistics, food supply, or other
measures of well-being. Understand that patterns differ
not only among countries but also between regions
within a single country.
CCG: Understand economic, cultural, and
environmental factors that influence changes in
population and evaluate the consequences of the
resulting increases or decreases in population.
CS: Understand, analyze and evaluate the consequences
of population changes resulting from economic,
cultural, or environmental factors.
Identify human-caused threats to the world’s
environment: atmospheric and surface pollution,
deforestation, desertification, salinization, over-fishing,
urban sprawl, and species extinction. Map the
worldwide occurrence of each of these phenomena.
Examine the characteristics of major global
environmental changes (Examples: global warming or
the decline of certain species of flora and fauna; and
assess whether the changes are the result of human
action, natural causes, or both).
Identify ways in which occurrences in the natural
environment can be a hazard to humans: earthquakes,
volcanic eruptions, tornadoes, flooding, hurricanes, and
cyclones, lightening-triggered fires.
Examine ways that people in different parts of the world
have adapted to the physical environment.
Evaluate ways in which technology has expanded the
capability of humans to modify the physical
environment and the ability of humans to mitigate the
effect of natural disasters.
CCG: Understand how people and the environment are
interrelated.
CS: Understand how humans affect the physical
environment.
CS: Understand how physical characteristics in the
environment and changes in the environment affect
human activities.
CCG: Understand how differing points of view, selfinterest, and global distribution of natural resources play
a role in conflict over territory.
CCG: Understand the geographic results of resource use
and management programs and policies.
History:
Trace the approximate chronology and territorial range
of human communities, and analyze the processes that
lead to their development, for the period of history
studied.
Interpret maps and time lines depicting major events in
Relate significant events and eras in United States and
world history to past and present issues and
developments.
CCG: Interpret and reconstruct chronological
relationships.
CS: Understand, represent, and interpret chronological
relationships in history.
World History during the period studied.
Explain causes, events, and consequences of wars
associated with the period of history studied.
Curriculum will use the Ten Themes presented in the
National Council for the Social Studies (reference:
http://www.socialstudies.org) standards: 1) Culture, 2)
Time, Continuity, and Change, 3) People, Places, and
Environments, 4) Individual Development and Identity,
5) Individuals, Groups, and Institutions, 6) Power,
Authority, and Governance, 7) Production, Distribution,
and Consumption, 8) Science, Technology, and Society,
9) Global Connections, 10) Civic Ideals and Practices.
Consider and use the Vital Unifying Themes and
Narratives of Human Experience from National
Council for History Education (reference
http://www.nche.net/): 1) Civilization, cultural
diffusion, and innovation, 2) Human Interaction with
the Environment, 3) Values, Beliefs, Political Ideas, and
Institutions, 4) Conflict and Cooperation, 5)
Comparative History of Major Developments, 6)
Patterns of Social and Political Interaction.
Consider and use other examples for themes: American
isolationism, domestic reform, development of
capitalism, the conduct of war, rights of African
Americans, Native Americans, Hispanic Americans,
women; the role of youth; racism.
Consider patterns of change and continuity in history in
relationship to contemporary events, issues, problems,
and phenomena.
CCS: Analyze cause and effect relationships, including
multiple causalities.
CS: Identify and analyze cause and effect relationships
in history.
CCG: Understand, recognize and interpret change and
continuity over time.
CS: Interpret and represent chronological relationships
and patterns of change and continuity over time.
Locate and analyze primary and secondary sources
presenting differing perspectives on events and issues
of the past in context to topics of study.
CCG: Identify and analyze diverse perspectives on and
historical interpretation of historical issues and events.
CS: Identify and analyze various perspectives and
interpretations of historical issues and events.
Understand how innovations in industry and
transportation created the factory system, which led to
the Industrial Revolution and transformed capitalism:
innovations in industry (steam power, machinery, mass
production) and transportation (canals, road, railroads)
created the factory system, which led to the Industrial
Revolution. How the Industrial Revolution transformed
capitalism (emergence of the corporation).
Understand the concepts of imperialism and nationalism:
the concept of imperialism (the domination of the
political, economic and cultural life of one country or
region by another) and nationalism (feelings of national
pride and a desire to promote national interests).
Understand how European colonizers interacted with
indigenous populations of Africa, India and Southeast
Asia, and how the native populations responded:
concern with profits and securing valuable resources,
colonial governments ruled harshly; Africans demanded
World History
CCG: Understand and interpret events, issues, and
developments within and across eras of world history.
freedom; Indians rebelled (Sepoy Rebellion), and
Chinese rebelled (Boxer Rebellion).
Understand the major consequences of imperialism in
Asia and Africa at the turn of the century: most of Africa
was under foreign rule. Britain controlled India,
European nations controlled trade in China, the French
controlled southeast Asia; Germany and Italy were
among the last to race for colonies; imperialism as one
cause of World War I.
Understand Japanese expansion overseas and the
consequences for Japan and Asia during the 20th century:
desire for raw materials; Japanese invasion of Manchuria
marks beginning of Japanese aggression that will lead to
World War II.
Understand the impact of the Chinese Revolution of
1911, and the cause of China’s Communist Revolution
in 1949: overthrow of Manchu Dynasty (end of imperial
rule) and establishment of the Chinese Republic under
Sun Yat-sen, and the causes of China’s Communist
Revolution of 1949: democracy promised but not
delivered and failure to solve economic problems
contributed to the appeal of the Communist Party;
formation of the People’s Republic of China and role of
Mao Zedong.
Identify and understand the causes and consequences of
the Russian Revolution of 1917, and the impact on
politics in nations around the world: the causes and
consequences of the Russian Revolution of 1917: The
czarist government was weak, corrupt and inefficient
during World War I; Russian armies suffering huge
defeats; food was scarce; workers were discontented;
Russian czars resisted change and reform. Czar
overthrown and Communists gain power (role of Lenin),
civil war erupts; Lenin dies and Stalin assumes power;
life in the Soviet Union under Stalin, and the impact on
politics in the United States in the 1920s (the Russian
Revolution introduces Communism as a new political
structure to the world with a focus on a command
economy, abolition of private property and religion, and
totalitarian rule. Tensions rise between capitalist and
socialist philosophies resulting in America’s first “Red
Scare” highlighted by the Palmer Raids and the SaccoVanzetti trial).
Identify and understand the causes and consequences of
the Mexican Revolution of 1911-1917: most land in
hands of wealthy landowners, foreign investment and
control, extreme poverty among peasants; American
intervention contributes to long-term legacy of
resentment and distrust.
Identify and understand the causes of WWI and the
reasons why the United States entered this war:
militarism, nationalism, imperialism, system of alliance
(Central Powers: Germany Austria-Hungary, Ottoman
Empire; Allies: Great Britain, France, Italy, Russia);
assassination of Archduke Franz Ferdinand by a Serbian
nationalist. German submarine warfare, British
propaganda, Zimmerman Note.
Understand the character of the war on the western and
eastern fronts in World War I, and how new military
technology contributed to the scale and duration of the
war: new technology—poison gas, tanks, machine guns,
airplanes, submarines.
Identify significant connections between Oregon and
the period of history studied.
Make appropriate connections between the local
community and events in the period of history studied.
Social Science Analysis
Prioritize the importance of different current events and
defend the ranking.
Identify problems of concern from current events.
Identify and interpret primary and secondary source
documents to increase understanding.
Practice interpreting ideas and events from different
historical perspectives.
Practice determining cause and effect relationships.
Identify possible solutions for a particular problem.
Compare solutions to a particular problem.
U.S. History
CCG: Understand and interpret events, issues, and
developments within and across eras of U.S. history.
CS: Understand the importance and lasting influence of
individuals, issues, events, people, and developments in
U.S. history.
State and Local History
CCG: Understand and interpret the history of the state
of Oregon.
CS: Understand and interpret events, issues, and
developments in Oregon history.
CCG: Understand and interpret events, issues, and
developments in the history of one’s family, local
community, and culture.
CS: Understand and interpret events, issues, and
developments in local history.
Design and implement strategies to analyze issues,
explain perspectives, and resolve issues using the social
sciences.
CCG: Define and clarify an issue so that its dimensions
are well understood.
CS: Identify, research, and clarify an event, issue,
problem, or phenomenon of significance to society.
CCG: Acquire and organize materials from primary and
secondary sources.
CS: Gather, use, and evaluate researched information to
support analysis and conclusions.
CCG: Explain various perspectives on an event or issue
and the reasoning behind them.
CS: Understand an event, issue, problem, or
phenomenon from multiple perspectives.
CCG: Identify and analyze an issue.
CS: Identify and analyze characteristics, causes, and
consequences of an event, issue, problem, or
phenomenon.
CCG: Select a course of action to resolve an issue.
CS: Identify, compare, and evaluate outcomes,
responses, or solutions, then reach a supported
conclusion.
AP World History
(Annual Course)
Prerequisite: World History
Text: Roger Beck, et al. World History: Patterns of Interaction (McDougal Littell)
[This course meets the same Oregon curriculum standards for World History and includes
additional topics designed to meet the demands of the Advanced Placement test.]
Course Description
This course is designed to offer students a comprehensive look at the development of the modern
world, tracing its origins back to the rise of agricultural societies and following its development
into the contemporary era of globalization.
Themes: Change Over Time, Diversity and Similarities, Culture
Units: Major civilizations, events, figures, and historical themes will be covered in detail.
Students will practice chronological and spatial thinking, historical interpretation, and research.
Students will gain an understanding of how history relates to our contemporary world as the
causal relationship between historical and current events is explored. The Advanced Placement
course requires a course project and requires that the student take the AP examination. Students
will write compare and contrast essays based on unit study in preparation for the AP exam.
Quarter One
Panel Discussion:
Finding Issues-Great
Britain and the
Colonies
Transportation and
Travel
Primary Sources
Quarter Two
Panel Discussion:
Finding Issues-Native
Americans and
Westward Expansion
The Office of the
President
Research Skills
Quarter Three
Panel Discussion:
Finding IssuesSlavery and the Civil
War
The Power of
Congress
Style Sheets
Quarter Four
Panel Discussion:
Finding IssuesAmerica First or
World War
The Role of the
Supreme Court
Secondary Sources
Multimedia
Presentation
Curriculum:
Western Political Thought:
 Students will understand the relationship with the ethical and moral principles of
Judaism, Greek and Roman philosophy, and Christianity
 Guest speakers will contribute a significant amount of discussion to this unit
Glorious Revolution, French and American Revolutions:
 Students will understand how each revolution differed and resembled each other
 Major philosophers will be the subjects of biographical study
 Students will list the principles of the major documents influence the development of the
United States government by reading elements of each online at the Library of Congress
and on the Gutenberg Project
 Students will also understand the unique nature of the American Revolution
 Students will know how the French Revolution lead to changes leading to the Age of
Napoleon
 Napoleon will be studied as a biographical figure
 The spread of nationalism across Europe will be traced from the rise of Napoleon through
the Revolutions of 1848
Industrial Revolutions of England, France, Germany, Japan and the US:
Students will understand:
 These resolutions will be examined in detail using a spreadsheet to chart similarities and
differences
 Emphasis will be made on new forms of energy and this will be integrated into the study

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of science this year
Biographies of famous inventors will be part of the multimedia presentation this school
year
Students will be able to describe, using maps and routes, the growth of population,
migrations and growth of cities
Students will research in the US Departments of Population, Commerce and Labor to
develop thesis statements for this research
Links between natural resources and industry will be linked to the recycling project and
the school garden projects
Students will debate the merits and disadvantages of Utopianism, Social Democracy,
Socialism and Communism
Students will understand the differences in Communistic systems
Romantic art and literature will be explored through short readings and online visits to
world museums including Japanese, German, French and British museums and portrait
galleries
Language Arts will integrate assignments for this unit
New Imperialism in Africa, Southeast Asia, China, India, Latin America, and the
Philippines:
Students will understand:
 Two areas will be studied each year and these will rotate with the Language Arts reading
curriculum in short stories and poetry
 The rise of economics, political power, use of technology and land resources, national
hegemony, colonial rule and struggles for independence will be major themes for study
The causes of the First World War:
Students will understand:
 World War I will be analyzed and debated in a panel format
 Students will be required to do research and create electronic note cards for their research
 Students will map major campaigns and turning points
 The Russian Revolution will be examined through a biographical study of the Romanoff
Family and their demise
 The America First and Peace Movement will be the focus of discussion centered on
intervention or isolationism
 Human rights will be studied in this time period and linked to human rights work today
Effects of First World War:
Students will understand:
 The effects will be discussed and debated
 Biographical study of Woodrow Wilson
 The goals of a League of Nations will be the focus
 Students will design their own world court and international forum
 The Arts during this period will be explored online at virtual museums
The rise of totalitarian governments after World War I:
Students will understand:
 The reasons for the rise will be the focus of study for one unit that includes the Russian
Revolution
 Stalin’s rise to power
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The human costs of totalitarian regimes in Germany, Italy and the Soviet Union
This unit will ask students to trace the world opinion regarding leaders of this movement
The focus on the Nazi Party and Hitler will provide an opportunity for deep analysis
since Hitler was voted Time Magazine’s man of the year for more than one year before
World War II
Students will examine Amnesty International’s site and debate, using violations of human
rights and degree of public suppression, current countries meeting the criterion of
“totalitarian regimes.”
The reasons for World War II and the Consequences of that War:
Students will:
 Compares the drive for empire in the world during the 1930s and 1940s
 Options of intervention appeasement and isolationism will be debated
 Biographies of key figures will be included as assignments in this unit
 Students will debate in a world court the decision to drop the atomic bomb
 Discussion of the Nazis and the Holocaust will include instructional materials from the
US Holocaust Museum
 The effects, human and economic, will be discussed and students will hear guest speakers
talking about the effects of war
 Field trips to the local Japanese and Holocaust museums will be part of the curriculum
 Students will work with curriculum materials from the Southern Poverty Leadership
Center on this period of time
International development post-WWII:
Students will understand:
 Economic and military power shifts caused by the war
 Causes and effects of the Cold War, Truman Doctrine and the Marshall Plan
 Fear of Communism
 Causes of the Chinese Civil War
 Reasons for the uprisings in eastern European countries
 Forces of nationalism in the Middle East
 Reasons for collapse of the Soviet Union
 Students will use educational materials from the United Nations to discuss the advantages
and disadvantages of the organization
 US membership in other pacts and organizations will be debated as a class.
 The transformation of the Soviet Union from 1945 until today
 Guest speakers will be the core of the curriculum dealing with the human costs of war,
totalitarian rule, and civil unrest.
Nation building in the contemporary world:
 New nations will be the subject of this revolving unit of study.
 Middle East will be the focus for each year
 The second unit will rotate with Africa, Mexico, Latin American countries and China.
The challenges of the region, recent history, and important trends will be featured.
Students will be assigned topics and create oral presentations that will be viewed and
collected as part of a school library.
The World Economy and the information, technological and communications revolutions:
Students will:

Create a timeline or information, technology and communications that will be placed in
the classrooms as a reference point for literature and cultural study
United States History
(Annual Course)
Prerequisite: World History
Text: Cayton, America: Pathways to the Present, Pearson/Prentice Hall
Course Description
This course is designed to offer students a comprehensive look at the development of from the
Reconstruction through the 21st Century. Students will practice chronological and spatial
thinking, historical interpretation, and research. Students will gain an understanding of how
history relates to our contemporary world as the causal relationship between historical and current
events is explored.
Review the major themes from grade eight and continue with the study of United States History
and its position in world affairs will cover the first quarter or less. Concentrated study will focus
on the Industrial Revolution through current history to discover threads that run from 1900 until
today. Extended readings will tie literature from the Language Arts course to events in American
History.
Themes: Democracy, Change over Time, War and Peace
Units:
Quarter One
Panel Discussion:
Finding Issues-Great
Britain and the
Colonies
Transportation and
Travel
Primary Sources
Review Industrial
Revolution
Quarter Two
Panel Discussion:
Entry into World War
I
The 1920s and
Parallels to Today?
The Great
Depressions and
Scarcity
Quarter Three
World War II
Technology
Rise of American
Consumer Culture
Housing Over the
Decades
Quarter Four
Vietnam
Panel Discussion:
Finding IssuesAmerica as World
Peacekeeper
The Role of the
Supreme Court
Secondary Sources
Multimedia
Presentation
Curriculum Themes and Topics
Ten-Twelve Grade Standards Addressed
Civics and Government:
Understand the purpose of laws and government,
provisions to limit power, and the ability to meet
changing needs as essential ideas of the Constitution.
Eligible Content:
Understand the “supremacy clause” of the U.S.
Constitution as a means of resolving conflicts between
Common Curriculum Goals and Content Standards
Addressed
Understand and apply knowledge about government and
political systems, and the rights and responsibilities of
citizens.
CCG: Understand the origins, purposes and functions of
U.S. government, including the structure and meaning
of the U.S. Constitution.
CS: Understand the purposes of government and the
basic constitutional principles of the United States
republican form of government.
state and federal law.
Understand the concept of judicial review as a means of
resolving conflict over the interpretation of the
Constitution and the actions of government.
Understand how to amend the U.S. Constitution and the
Oregon Constitution including how amendments may be
introduced, what is required for passage, and how the
process accommodates changing needs and the
preservation of values and principles.
Understand the Supremacy clause, and how it resolved
conflicts.
Understand the concept of Judicial Review. Judicial
review refers to the power of the courts to declare laws
and actions of local, state, or national governments as
invalid if they violate the Constitution. A Supreme
Court decision on the meaning of the Constitution can
be changed only if the Court itself changes its views or
if an amendment to the Constitution is passed.
Understand how to amend the Constitution of the
United States and the Constitution of Oregon.
Introduced: U.S. Constitution: two-thirds vote of
House and Senate or two-thirds vote of state
legislatures to call a convention. Oregon Constitution:
introduced in legislature, referred to the voters or
initiated by voters. This requires a petition signed by
registered voters. Passage: U.S. Constitution:
ratification by three-fourths of the states. Oregon
Constitution: majority vote of the people. How process
accommodates changing needs and the preservation of
values and principles: Federal constitutional
amendment process is demanding so that changes will
not be made lightly; however, amendments have been
made over time to accommodate changing needs.
Explain how a constitutional democracy provides
majority rule with equal protection for the rights of
individuals, including those in the minority, through
limited government and the rule of law.
Explain the part of Article IV, Section 4, of the United
States Constitution, which says, “The United States
shall guarantee to every State in the Union a republican
form of Government . . .”
Explain the constitutional principles of federalism,
separation of powers among three branches of
government, the system of checks and balances,
republican government (republicanism) or
representative democracy, and popular sovereignty;
provide examples of these principles in the
governments of the United States and the state of
Oregon.
The “supremacy clause” establishes the Constitution,
laws passed by Congress and treaties as supreme when
in conflict with state laws. Subsequent amendments to
the Bill of Rights reinforced the supremacy of federal
law. Constitution is limited by Amendment 10 ensuring
that powers not expressly granted to government rests
with the people.
Understand the function of local, state, and
national government and how the actions of one
influence the workings of another.
The differences in jurisdiction and in the
matters that are handled between the levels of
government. What happens in cases of
overlapping jurisdiction.
Explain how and why powers are distributed
between local, state, and national governments;
shared power, such as the power to tax, borrow
money, regulate voting; functions primarily
exercised by state governments, such as
education, law enforcement, highways; and
distribution of power reflects the value of local
decision-making and local control.
CCG: Understand the organization, responsibilities, and
interrelationships of local, state, and federal
governments in the United States.
CS: Understand the responsibilities and
interrelationships of local, state, and national
government in the U.S.
Understand that laws are the mechanism through which
policy is expressed and debated, disputes resolved, and
government limited.
The process by which laws are developed at the federal
level [introduction of a bill, committee review process,
approval of House and Senate, and presidential review
–approval, veto] key differences between how laws are
developed at the federal level and in Oregon
[referendum: legislature may choose to present passed
legislation to voters for popular approval before
adoption; initiative petition: voters may initiate
legislation and place directly on the ballot for popular
approval and adoption].
Eligible Content:
Understand how laws are developed and applied to
provide order, set limits, protect basic rights, and
promote the common good.
Understand the process by which laws are developed at
the federal level, and key differences between how laws
are developed at the federal level and in Oregon.
Identify and understand the powers and limits to power
of the Presidency.
Executive Powers: Commander in Chief, head of the
Executive Branch, conducts foreign policy, appoints
ambassadors and judges, grants pardons, sees that laws
are executed. Limits: congressional override, limits by
courts, limits by public opinion.
CCG: Understand the roles of the three branches of
government and explain how their powers are
distributed and shared.
CS: Understand the roles and powers of the executive,
legislative, and judicial branches.
Understand the role of the courts and of the law in
protecting the rights of U.S. citizens.
Eligible Content:
Understand how the Bill of Rights offers protection of
individual rights and how rights are limited for the
benefit of the common good.
Understand the role of due process in the protection of
individuals.
Understand how the rights of citizens have been
augmented by case law decisions.
Understand how the rights of citizens have been
augmented by case law decisions.
CCG: Understand personal and political rights of
citizens in the United States.
CS: Understand the roles, rights, and responsibilities of
citizens in the United States.
How the Bill of Rights [first 10 amendments to the U.S.
Constitution] offers protection of individual rights
[provisions of the Bill of Rights], and how rights are
limited for the benefit of the common good.
The role of due process in the protection of individuals
[habeas corpus, presumption of innocence, trial by jury,
right to counsel, right against self incrimination,
protection against double jeopardy, and right of appeal].
“Miranda Rights”: Right to an attorney in state trials,
right to an attorney at the time of arrest, the right to be
informed of rights, end of “separate but equal”.
Understand how the rights of citizens have been
augmented by case law decisions, judicial activism and
restraint.
Understand the civic responsibilities of U.S. citizens
and how they are met.
Eligible Content:
Identify the responsibilities of citizens in the United
States and understand what an individual can do to meet
these responsibilities.
Identify the responsibilities of citizens in the United
States and what they can do to meet these
responsibilities in a national sense.
Civic responsibilities of American citizen [obedience of
law, being informed about public issues, monitoring the
adherence of government leaders and institutions to
constitutional provisions and limitations, paying taxes,
registering to vote and casting educated votes, serving
as a juror, and performing public service].
CCG: Understand participatory responsibilities of
citizens in the community (voluntarism) and in the
political process (becoming informed about public
issues and candidates, joining political parties/interest
groups/associations, communicating with public
officials, voting, influencing lawmaking through such
processes as petitions/initiatives).
CS: Understand the participatory obligations of U.S.
citizens.
Understand how government policies and decisions
have been influenced and changed by individuals,
groups, and international organizations.
Eligible Content:
Understand how U.S. political parties have influenced
government policy and decisions.
Understand the causes, course, and impact of the civil
rights/equal rights movements.
Understand the Constitutional changes that resulted
from major events in the 20th century.
Understand how U.S. individuals, groups and political
parties have influenced policy and decisions in national
events.
The origins and major characteristics of American
political parties [why political parties first developed –
people had different views about government; why new
parties develop –a belief that neither of the two major
parties is meeting a certain need. Third parties are
formed to remedy this situation. How parties provide
opportunities for citizen participation (working on
campaigns, working in and up the party’s
organization—precinct, ward, country, district, state,
and national levels). Opportunities for participation in
the political process—voting, joining political parties
and interest groups, communicating with public
officials, influencing lawmaking through initiative
petitions, and civil disobedience (carries risks).
Understand how government policy was influenced by
CCG: Understand how government is influenced and
changed by support and dissent of individuals, groups,
and international organizations.
CS: Understand how individuals, groups, and
international organizations influence government
the concepts of judicial review, activism, and restraint:
Jim Crow laws, Plessy v. Ferguson, Brown v. Board of
Education, Civil Rights Act 1964, ERA Amendment,
Disabilities Act, Title IX, Vietnam War: 26th
Amendment, Suffrage Movement: 19th Amendment,
Prohibition and its repeal; Marbury v. Madison; Roe v.
Wade; Scott v. Sanford; Weeks v. U.S.
Understand how government policy is influenced by
PACs and other lobbying and interest groups.
Understand the purposes and functions of major
international organizations and the role of the United
States in them.
Eligible Content:
Understand and give examples of how international
organizations influence policies or decisions.
Understand the purposes and functions of the United
Nations, and the role of the United States in the United
Nations.
Understand the purpose and function of international
humanitarian agencies and special interest advocacy
groups, and how the United States interacts with people
in other nations through these organizations.
Explain the role of world organizations and agencies in
affecting policy in the United States and in the world.
NATO, UN, League of Nations.
The purposes [to serve as an agency to deal
peacefully with disputes between nations] and functions
of the United Nations, [forum for discussion and
recommendations for solutions to problems; Secretary
General serves as Executive], and the role of the United
States in the United Nations [permanent member of the
Security Council; UN headquarters are in New York
City].
The purpose and function of international humanitarian
agencies and special interest advocacy groups [these
voluntary associations, which exist independently of
government, provide economic and social services to
people in need or advocate for national governments to
take action collectively to solve an international
problem], and how the United States interacts with
people in other nations through these organizations [the
American people voluntarily support these
organizations with their labor and contributions].
CCG: Understand how nations interact with each other,
how events and issues in other countries can affect
citizens in the United States, and how actions and
concepts of democracy and individual rights of the
United States can affect other peoples and nations.
CS: Understand how the United States government
relates and interacts with other nations
Understand how various forms of government function
in different situations.
Eligible Content:
Compare and contrast how various forms of government
function in similar and different situations.
Explain the functions of governments of various
countries and compare and contrast them with the
government of the United States.
Define and provide examples of different forms of
government, including direct democracy,
representative democracy, republic, monarchy,
oligarchy, and autocracy.
Compare and contrast the way totalitarian governments
and democratic governments function in times of: war,
CCG: Analyze major political systems of the world.
Content Standard: Understand that there are different
ways for governments to be organized and to hold
power.
economic trouble, and civil disobedience.
Analyze the nature of war and conflicts, their resolution,
and their affects on society (Example: the WWI, WWII,
Korea, and Vietnam).
Point out specific situations where human or cultural
factors are involved in global conflict situations and
identify different viewpoints in the conflict; create
scenarios under which these cultural factors would no
longer trigger conflict.
Knows why people may agree on values or principles in
the abstract but disagree when they are applied to
specific issues such as the right to life and capital
punishment.
CCG: Analyze the concepts of political power,
authority, conflict, and conflict management.
Economics:
Understand economic concepts and principles and how
available resources are allocated in a market economy.
CCG: Understand that resources are limited (e.g.,
scarcity).
CS: Understand the economic concept of scarcity.
Understand how specialization and competition
influence the allocation of resources.
Eligible Content:
Understand how specialization increases efficiency,
potential output, and consumer well being, but may
have negative side effects.
Understand the rise of economic specialization.
Understands economic specialization and how
specialization generally affects costs, amount of goods
and services produced, and interdependence.
Specialization increases efficiency, potential output, and
consumer well being, (when nations specialize in what
they can produce more efficiently, and then trade with
each other, both nations may be advantaged), but may
have negative side effects. Historically, these have
included decline of the artisan, increasing alienation of
worker from the product, and a reliance on technology
that replaces labor as it makes that labor more
productive. Among nations overspecialization leads to
a loss of diversity, which makes living standards in such
nations vulnerable to sudden shifts in world prices.
Understand a cost-benefit analysis of economic choices.
Eligible Content:
Compare and contrast the allocation of goods and
services in market and command economies.
Understand how people make decisions by analyzing
economic conditions and changes.
Knows examples from United States history that
demonstrate an understanding that all decisions involve
opportunity costs and that making effective decisions
involves considering the costs and the benefits
associated with alternative choices.
Explain how consumers and producers confront the
condition of scarcity, by making choices that involve
opportunity costs and trade-offs.
Explain how people make decisions by analyzing
CCG: Understand economic trade-offs and how choices
result in both costs and benefits to individuals and
society.
CS: Understand how trade-offs and opportunity costs
are decisions that can be measured in terms of costs and
benefits.
economic conditions and changes. Explain how
government responds to problems in the economy (rapid
inflation or rising unemployment) with fiscal and /or
monetary policies.
Understand how consumer demand and market price
directly impact one another.
Eligible Content:
Understand that competition among seller’s leads to
lower prices and impacts production.
CCG: Understand how conditions in an economy
influence and are influenced by the decisions of
consumers, producers, economic institutions, and
government.
CS: Understand the concept of supply and demand.
Understand that competition among buyers increases
prices and allocates goods and services only to those
who can afford them.
Define aggregate supply and demand and distinguish
from market supply and demand, gross domestic
product (GDP), economic growth, unemployment, and
inflation.
Illustrate and explain how the relationship between
aggregate supply and aggregate demand is an important
determinant of the levels of unemployment and
inflation in an economy.
Demonstrate how supply and demand determines
equilibrium price and quantity in the product, resource,
and financial markets.
Demonstrate how changes in supply and demand
influence equilibrium price and quantity in the product,
resource, and financial markets.
Know that an increase in the price of a product
encourages people to look for lower-price substitutes.
This causes the quantity demanded of the higher price
item to decrease and tends to increase price and quantity
demanded for the substitute.
Evaluate different economic systems, comparing
advantages and disadvantages of each.
Eligible Content:
Use cost-benefit analysis to compare and contrast
economic systems.
CCG: Understand economic concepts, principles, and
factors affecting the allocation of available resources in
an economy.
CS: Understand and evaluate the underlying
philosophies and characteristics of various economic
systems, including that of the U.S. economy.
Use a cost-benefit analysis model to compare and
contrast economic systems.
Explain the costs and benefits of capitalist, socialist,
command economies.
Understand how government can affect the national
economy through policy.
Understand how government can affect international
trade through tariffs, quotas and trade agreements.
Eligible Content:
Understand how government responds to problems in the
economy (rapid inflation or rising unemployment) with
fiscal and/or monetary policies.
CCG: Understand the role of government and
institutions (i.e., banks, labor unions) in various
economic systems in an economy.
CS: Understand the role of government and institutions
in an economy.
Identify and give examples of ways that the U.S.
government can affect the economy through legislation or
policy decisions.
Identify tariffs, quotas, and trade agreements and
understand the consequences of their use on the
economy.
Explain the interrelated roles of households, businesses,
and government in the economy.
Analyze how the government uses taxing and spending
decisions (fiscal policy) to promote price stability, full
employment, and economic growth.
Articulate how a change in monetary or fiscal policy
can impact a student’s purchasing decision.
Explain how the government responds to problems in the
economy (rapid inflation or rising unemployment) with
fiscal and/or monetary policies. Describe ways that the
U.S. government can affect the economy through
legislation or policy decisions. Government responds to
problems in the economy (rapid inflation or rising
unemployment) by fiscal and monetary policies.
Congress creates a fiscal policy, raising or lowering
spending and taxation, choosing the appropriate response
to meet the crisis (inflation or unemployment). The
Federal Reserve creates monetary policy by 1)
influencing the supply of money to the nation’s banks
and directly impacting the demand for loans by the
public, 2) altering interest rates (i.e., cost of money), 3)
raising or lowering interest rates can directly affect
consumer and business spending, and can correct
problems like rising inflation or unemployment.
Understand the purposes and functions of major
international economic organizations and the role of the
United States in them.
CCG: Understand the interdependence of the global
economy and the role played by the United States.
CS: Understand how the United States economy relates
and interacts with other nations.
Eligible Content:
Understand the purpose and function of international
economic agencies and groups and how the United
States interacts with people in other nations through
these groups.
Trace the development of U.S. economic influence
throughout the world.
Examine the influence of individuals, businesses, labor,
and other segments of the economy on United States
foreign policy.
Understand the potential risks and returns of various
investment opportunities, including entrepreneurship, in
a market economy.
Identify and give examples of potential incentives and
disincentives of entrepreneurship.
CCG: Apply economic concepts and principles to issues
of personal finance.
CS: Demonstrate the knowledge and skills necessary to
make reasoned and responsible financial decisions as a
consumer, producer, saver, and investor in a market
economy.
Identify and give examples of potential risks and returns
of economic decisions under various economic
conditions.
Understand the risks and benefits to the use of credit.
Identify potential incentives (the possibility of making a
profit, opportunity to create new products or improving
existing ones) and disincentives (the possibility of losing
money) of entrepreneurship.
Identify potential risks and returns of economic
decisions under various economic conditions (e.g., the
decision to invest in stocks, bonds, real estate or bank
deposits), considering examples/case studies from
history studied.
Understand how money makes saving and borrowing
easier.
Eligible Content:
Understand how money functions in the banking system
and as part of fiscal policy.
Understand how the supply of money has an effect on
the total economy (for example, the Great Depression).
CCG: Understand how money makes it easier to trade,
borrow, save, invest, and compare the value of goods
and services.
CS: Understand the purpose and functions of money in
the economy.
Geography:
Understand and use geographic information using a
variety of scales, patterns of distribution, and
arrangement.
Eligible Content:
Understand the advantages and disadvantages of using
various geographic representations to depict and solve
geographic problems.
Explain that maps contain spatial elements of point,
line, area, and volume, Which can be represented in a
range of technology from simple sketch map to GIS.
Give examples of how maps are often used to convey
biased information, so that critical analysis of map
sources is essential.
Understand and use geographic skills and concepts to
interpret contemporary and historical issues.
CCG: Understand the spatial concepts of location,
distance, direction, scale, movement, and region.
CS: Understand and use spatial concepts of geography.
Interpret and evaluate information using complex
geographic representations.
Eligible Content:
Use a variety of geographic representations to analyze
information and draw conclusions about geographic
issues.
Ask geographic questions and obtain answers from a
variety of sources, such as books, atlases, and other
written materials; statistical source material; fieldwork
and interviews; remote sensing; word processing; and
GIS. Reach conclusions and give oral, written, graphic,
and cartographic expression to conclusions.
Use a variety of geographic representations (maps,
charts, population pyramids, graphs, statistics, globes,
photographs, and satellite-produced images) to analyze
information, and make decisions regarding geographic
issues (for example, transportation routes, land use,
location of facilities, traffic patterns).
CCG: Use maps and other geographic tools and
technologies to acquire, process, and report information
from a special perspective.
CS: Locate places and understand and use geographic
information or relationships by reading, interpreting,
and preparing maps and other geographic
representations.
Locate and identify places, regions, and geographic
features that have played prominent roles in historical or
contemporary issues and events.
Eligible Content:
Locate, identify and explain changes in countries over
time.
Locate and identify places and regions most prominent
in contemporary events in Oregon, the United States,
and the world.
CCG: Locate major physical and human (cultural)
features of the Earth.
CS: Locate major physical and human features of the
Earth.
Analyze changes in the physical and human
characteristics of places and regions, and the effects of
technology, migration, and urbanization on them.
Eligible Content:
Apply geographic tools to identify change in a place
over time, and to infer reasons for the change.
Use geographic tools (maps, aerial photographs,
satellite-produced images), to make and identify change
in a place over time, and to infer reasons for the change
(for example, pollution drought, war).
CCG: Compare and analyze physical (e.g., landforms,
vegetation, wildlife, climate, and natural hazards) and
human (e.g., population, land use, language, and
religion) characteristics of places and regions.
CS: Identify and analyze physical and human
characteristics of places and regions, the processes that
have shaped them, and their geographic significance.
CCG: Understand why places and regions are important
to human identity and serve as symbols to unify or
fragment society.
Understand how worldwide transportation and
communication patterns have affected the flow and
interactions of people, ideas, and products.
Eligible Content:
Understand how transportation and communication
systems of the present compare to those of the past, and
how this changes perceptions of space and time.
Understand how communication and transportation
technologies contribute to trade and cultural
convergence
Identify major patterns of human migration, both past
and present.
Identify spatial patterns in the movement of people,
goods, and ideas throughout history.
Understand the relationships between changing
transportation technologies and increasing urbanization.
Evaluate the impact of human migration on physical
and human systems.
Identify patterns of economic activity in terms of
primary (growing and extracting), secondary
(manufacturing), and tertiary (distributing and services)
activities.
Understand how transportation and communication
systems of the present compare to those of the past in
terms of factors such as quality, efficiency, and speed,
and how this changes perceptions of space and time and
has led to more global interdependence.
Understand how communication and transportation
technologies contribute to trade (amount, direction,
speed) and cultural convergence (for example, influence
of large corporations all over the world). An increase in
cultural convergence contributes to a corresponding
decrease in cultural uniqueness.
CCG: Analyze the causes of human migration (e.g.,
density, food and water supply, transportation and
communication systems) and its effects (e.g., impact on
physical and human systems).
CS: Understand the distribution and movement of
people, ideas, and products.
Analyze and evaluate the impact of economic, cultural
or environmental factors that result in changes to
population of cities, countries, or regions.
Eligible content:
Evaluate the consequences of economic, cultural, or
environmental changes on a given population.
Assess the consequences of population growth or
decline in various parts of the United States. Determine
whether the local community is growing or shrinking,
and develop long-range plans based on present trends.
Understand how different methods of extracting (in
forestry and mining) and using resources (consumption
v. “reduce, reuse, and recycle”) affect the environment.
Understand human modifications of the physical
environment and analyze their global impacts and
consequences for human activity.
Eligible Content:
Distinguish between renewable resources and nonrenewable resources and the global consequences of
mismanagement.
Identify and understand different methods of extracting
and using resources and analyze and compare the affect
on the environment.
CCG: Understand economic, cultural, and
environmental factors that influence changes in
population and evaluate the consequences of the
resulting increases or decreases in population.
CS: Understand, analyze and evaluate the consequences
of population changes resulting from economic,
cultural, or environmental factors.
Identify and give examples of changes in a physical
environment, and evaluate their impact on human
activity in the environment.
Eligible Content:
Identify and give examples of changes in human activity
due to changes in the physical environment, and analyze
the impact on both.
Identify environmental issues that affect the Americas.
Examine contrasting perspectives on these problems,
and explain how human-induced changes in the physical
environment in one place cause changes in another
place.
Distinguish among renewable resources (resources that
can be regenerated if used carefully; for example, fish
and timber), non-renewable resources (finite resources
that cannot be replaced once they are used; petroleum,
minerals), flow resources (resources that are neither
renewable nor nonrenewable, but must be used as, when
and where they occur or they are lost; for example,
running water, wind, sunlight) and the global
consequences of mismanagement (water shortages,
pollution, desertification).
CCG: Understand how people and the environment are
interrelated.
CS: Understand how humans affect the physical
environment.
CS: Understand how physical characteristics in the
environment and changes in the environment affect
human activities.
Assess how people’s perceptions of their relationship to
natural phenomena have changed over time, and
analyze how these changing perceptions are reflected in
human activity and land use.
CCG: Understand how differing points of view, selfinterest, and global distribution of natural resources play
a role in conflict over territory.
Analyze examples of changes in the physical
environment that have reduced the capacity of the
environment to support human activity.
Evaluate how and why the ability of the earth to feed its
people has changed over time.
Analyze world patterns of resource distribution and
utilization, and explain the consequences of use of
renewable and non-renewable resources.
Develop possible solutions to scenarios of
environmental change brought on by human activity.
Develop policies that are designed to guide the use and
management of Earth’s resources and that reflect
multiple points of view.
CCG: Understand the geographic results of resource use
and management programs and policies.
History
Relate significant events and eras in United States and
world history to past and present issues and
developments.
CCG: Interpret and reconstruct chronological
relationships.
CS: Understand, represent, and interpret chronological
relationships in history.
Reconstruct, interpret, and represent the chronology of
significant events, developments, and narratives from
history.
Eligible Content:
Reconstruct the chronological order of significant
events related to historical developments.
Interpret the relationship of events occurring over time.
Interpret timelines, charts and graphs illustrating
chronological relationships.
Trace the approximate chronology and territorial range of
human communities, and analyze the processes that lead
to their development, for the period of history studied.
Construct a time line of the main events on the origin and
development of civilizations/countries/world political
organizations.
For the period of history studied, interpret maps and time
lines depicting major events in U.S. History.
Interpret the relationship of events occurring over time
(cause and effect relationships, coincidental
relationships—accidental and remarkable occurrences
of events at the same time, suggesting but lacking a
casual relationship, unrelated events). Events will be
limited to those included in the U.S. History and World
History benchmarks and eligible content for CIM.
Compare and contrast institutions and ideas in history,
noting cause and effect relationships.
Explain causes, events, and consequences of wars
associated with the period of history studied.
CCS: Analyze cause and effect relationships, including
multiple causalities.
CS: Identify and analyze cause and effect relationships
in history.
Curriculum will use the Ten Themes presented in the
National Council for the Social Studies (reference:
http://www.socialstudies.org) standards: 1) Culture, 2)
Time, Continuity, and Change, 3) People, Places, and
Environments, 4) Individual Development and Identity,
5) Individuals, Groups, and Institutions, 6) Power,
Authority, and Governance, 7) Production, Distribution,
and Consumption, 8) Science, Technology, and Society,
9) Global Connections, 10) Civic Ideals and Practices.
Consider and use the Vital Unifying Themes and
Narratives of Human Experience from National Council
for History Education (reference http://www.nche.net/):
1) Civilization, cultural diffusion, and innovation, 2)
Human Interaction with the Environment, 3) Values,
Beliefs, Political Ideas, and Institutions, 4) Conflict and
Cooperation, 5) Comparative History of Major
Developments, 6) Patterns of Social and Political
Interaction.
Consider and use other examples for themes: American
isolationism, domestic reform, development of
capitalism, the conduct of war, rights of African
Americans, Native Americans, Hispanic Americans,
women; the role of youth; racism.
Consider patterns of change and continuity in history in
relationship to contemporary events, issues, problems,
and phenomena.
Recognize and interpret continuity and/or change with
respect to particular historical developments in the 20th
century.
CCG: Understand, recognize and interpret change and
continuity over time.
CS: Interpret and represent chronological relationships
and patterns of change and continuity over time.
Understand how contemporary perspectives affect
historical interpretation.
Locate and analyze primary and secondary sources
presenting differing perspectives on events and issues of
the past and future in context to topics of study.
CCG: Identify and analyze diverse perspectives on and
historical interpretation of historical issues and events.
CS: Identify and analyze various perspectives and
interpretations of historical issues and events.
Understand the causes, characteristics, lasting influence, World History
CCG: Understand and interpret events, issues, and
and impact of political, economic, and social
developments within and across eras of world history.
developments in world history.
Eligible Content:
Understand how innovations in industry and
transportation created the factory system, which led to the
Industrial Revolution and transformed capitalism.
Understand how the Agricultural Revolution contributed
to and accompanied the Industrial Revolution.
Understand the concepts of imperialism and nationalism.
Understand how European colonizers interacted with
indigenous populations of Africa, India and Southeast
Asia, and how the native populations responded.
Understand the major consequences of imperialism in
Asia and Africa at the turn of the century.
Understand Japanese expansion overseas and the
consequences for Japan and Asia during the 20th century.
Understand the impact of the Chinese Revolution of
1911, and the cause of China’s Communist Revolution in
1949.
Identify and understand the causes and consequences of
the Russian Revolution of 1917, and the impact on
politics in nations around the world.
Identify and understand the causes and consequences of
the Mexican Revolution of 1911-1917.
Identify and understand the causes of WWI and the
reasons why the United States entered this war.
Understand the character of the war on the western and
eastern fronts in World War I, and how new military
technology contributed to the scale and duration of the
war.
Understand how the terms of the Versailles Treaty and
the social and economic challenges of the postwar decade
set the stage for World War II.
Understand how the United States and other nations
responded to aggression in Europe and Asia during the
first half of the 20th century.
Understand isolationism and the military and economic
mobilization of the United States prior to and during
World War II, and its impact on American society.
Understand the character of the war in Europe and the
Pacific, and the role of inventions and new technology on
the course of the war.
Understand the systemic campaign of terror and
persecution in Nazi Germany.
Understand the response of the world community to the
Nazis and to the Holocaust.
Identify and understand the causes and consequences of
the resistance movement in India.
Understand the division of Europe after WWII leading to
the Cold War.
Understand the impact of the Cold War on individuals,
groups and nations.
Understand the causes and impact of the Korean and
Vietnam Wars.
Understand how the terms of the Versailles Treaty and
the social and economic challenges of the postwar
decade set the stage for World War II: treaty redraws
boundaries of Europe; European allies reject Wilson’s
Fourteen Points, U.S. rejects the League of Nations;
treaty wounds German national pride; war reparations
hurt the German economy; postwar conditions led to the
emergence of Nazi party in Germany (emotional appeal
of Adolf Hitler) and Italian fascism; Japanese military
takeover of the Japanese government.
Understand how the United States and other nations
responded to aggression in Europe and Asia during the
first half of the 20th century: initial response; policy of
appeasement, U.S. isolationism, response of the League
of Nations to Italy’s attack on Ethiopia; European
nations declared war on Germany and its allies in 1939
following the invasion of Poland, the U.S. stops all
shipment of steel and oil to Japan following the
Japanese invasion of Indochina; U.S. declares war on
Japan following Japanese attack on U.S. naval base at
Pearl Harbor on December 7, 1941.
Understand isolationism and the military and economic
mobilization of the United States prior to and during
World War II, and its impact on American society:
consumer industries converted to military production
and production capacity soared (Kaiser shipyards, farm
production); Great Depression ends; rationing of goods
required, restrictions on labor strikes, and impact on
American society (internment of Japanese Americans,
more African Americans move north and west (racial
tensions), women worked in war plants and shipyards).
Understand the character of the war in Europe and the
Pacific, and the role of inventions and new technology
on the course of the war: German blitzkrieg; multiple
fronts, pushing north from Africa, east from Normandy
and west from the Soviet Union; alliances of major
powers: Germany, Italy, Japan (Axis Powers), Great
Britain, France, the USSR, United States (Allied
Powers); and the Pacific (island hopping), and the role
of inventions and new technology on the course of the
war (airplanes, atomic bombs—including Truman’s
justification for their use, nylon radar).
Understand the systemic campaign of terror and
persecution in Nazi Germany: denial of civil and human
rights, use of ghettos, deportations and concentration
camps (Jews, political prisoners, gypsies, and others),
“Final Solution,” near annihilation of European Jewry.
Understand the response of the world community to the
Nazis and to the Holocaust: curbs on immigration,
limited outcry, noteworthy incidents of sanctuary
(Denmark), individual acts of heroism, and organized
resistance efforts.
Identify and understand the causes and consequences of
the resistance movement in India: nationalism as a
cause; India’s movement for independence (Gandhi)
and the principle of non-violence.
Understand the division of Europe after WWII leading
to the Cold War.
Understand the impact of the Cold War on individuals,
groups and nations.
Understand the causes and impact of the Korean and
Vietnam Wars.
Understand how individuals, issues, and events
changed or significantly influenced the course of U.S.
history after 1900.
Eligible Content:
Identify and understand the effects of 19th century
reform movements on American life In the early 20th
century.
Understand the concerns, successes and limitations of
Progressivism.
Understand how new inventions, new methods of
production and new sources of power transformed work,
production, and labor in the early 20th century.
Understand the changes in society and culture in the
early 20th century.
Understand the causes of the Great Depression and the
effect of the Great Depression on the American family.
Understand how the Franklin D. Roosevelt
administration and the New Deal addressed the Great
Depression, redefined the role of government, and had a
profound impact on American life.
Understand the changes that created the economic
boom after World War II.
Identify and understand the effects of 19th century
reform movements on American life In the early 20th
century.
Understand the concerns, successes and limitations of
Progressivism: concerns—social reform, political
corruption at the state and local level, economic
advantages of trusts and monopolies, social conditions
of the urban poor (role of the “muckrakers”).
Successes—changes in forms of city government,
voting reforms (initiative, referendum, recall, the
popular election of senators and women’s suffrage),
income tax, Prohibition, protection of workers and
consumers; business regulation, child labor laws,
conservation of natural resources, legacy of continued
reform. Limitations—national agenda did not include
issues of institutional racism and segregation (Jim Crow
laws), immigration restrictions, government policies
toward Native Americans, increasing gap between
wealthy and impoverished.
Understand how new inventions, new methods of
production and new sources of power transformed work,
production, and labor in the early 20th century:
automobile, radio, moving assembly line, electricity as
major power source.
Understand the changes in society and culture in the
early 20th century: more businesses go public, millions
of small investors put money in the stock market,
margin buying, farming crisis, northern migration,
increased urbanization, rise of the Klan, Harlem
Renaissance, role of women.
U.S. History
CCG: Understand and interpret events, issues, and
developments within and across eras of U.S. history.
CS: Understand the importance and lasting influence of
individuals, issues, events, people, and developments in
U.S. history.
Understand the causes of the Great Depression and the
effect of the Great Depression on the American family:
causes—industrial overproduction, stagnation of
workers’ wages, large inequities in income, failure in
the farm sector, Hoover’s federal economic policies,
impact of global depression, collapse of the stock
market in 1929, bank failures. Effect—lack of food,
homelessness, migration effect of prolonged
unemployment on families; community and
organizational responses to the conditions of the
Depression (Bonus Army, solidification of the labor
union movement).
Understand the impact of the Franklin D. Roosevelt
administration and how the New Deal addressed the
Great Depression, redefined the role of government, and
had a profound impact on American life:
 FDR pushed through massive legislative agenda for
relief, recovery and reform;
 The role of government was expanded and organized
labor won new rights; and
 The New Deal left a legacy of programs still in
existence today (FDIC, FICA).
Understand the changes that created the economic boom
after World War II.
Understand the causes, characteristics and impact of
political, economic and social developments in Oregon
state history.
Eligible Content:
Identify and understand significant events,
developments, groups and people in the history of
Oregon after 1900
Understand the interactions and contributions of the
various people and cultures that have lived in or
migrated to the area that is now Oregon after 1900.
Consider and analyze different interpretations of key
events and/or issues in history from the perspective of
Oregon.
Identify significant connections between Oregon and the
period of history studied.
State and Local History
CCG: Understand and interpret the history of the state
of Oregon.
CS: Understand and interpret events, issues, and
developments in Oregon history.
Understand the causes, characteristics and impact, and
lasting influence of political, economic, and social
developments in local history.
Make appropriate connections between the local
community and events in the period of history studied.
CCG: Understand and interpret events, issues, and
developments in the history of one’s family, local
community, and culture.
CS: Understand and interpret events, issues, and
developments in local history.
Social Science Analysis
Design and implement strategies to analyze issues,
explain perspectives, and resolve issues using the social
sciences.
CCG: Define and clarify an issue so that its dimensions
are well understood.
CS: Identify, research, and clarify an event, issue,
problem, or phenomenon of significance to society.
Define, research, and explain an event, issue, problem,
or phenomenon and its significance to society.
Formulate questions to direct investigation.
Identify problems from historical narratives, fables, and
myths.
Gather, analyze, use, and document information from
various sources, distinguishing facts, opinions
inferences, biases, stereotypes, and persuasive appeals.
Understand what it means to be a critical consumer of
information.
Identify sources of historical, geographic, economic,
and civics information.
Evaluate information in terms of its relevance to a
particular topic.
CCG: Acquire and organize materials from primary and
secondary sources.
CS: Gather, use, and evaluate researched information to
support analysis and conclusions.
Analyze an event, issue, problem, or phenomenon from
varied or opposed perspectives or points of view.
Identify points of view from historical narrative,
legends, and myths.
Identify “sides” (points of view) in terms of current
events issues.
CCG: Explain various perspectives on an event or issue
and the reasoning behind them.
CS: Understand an event, issue, problem, or
phenomenon from multiple perspectives.
Analyze an event, issue, problem, or phenomenon,
identifying characteristics, influences, causes, and both
short- and long-term effects.
Identify causes of events, problems, and issues.
Identify effects of events, problems, and issues.
CCG: Identify and analyze an issue.
CS: Identify and analyze characteristics, causes, and
consequences of an event, issue, problem, or
phenomenon.
Propose, compare, and judge multiple responses,
alternatives, or solutions, then reach a defensible,
supported conclusion.
Identify possible solutions for a particular problem.
Compare solutions to a particular problem.
CCG: Select a course of action to resolve an issue.
CS: Identify, compare, and evaluate outcomes,
responses, or solutions, then reach a supported
conclusion.
Included in the U.S. History Curriculum:
Review of the Ideals and Philosophical Foundation for the US:
 Enlightenment and rise of democratic ideals
 Ideological origins of the American Revolution and debate of these issues in today’s
world
 Federal vs. state’s rights
 Growing democratization
 Effects of the Civil War and Reconstruction and the effects of racism and discrimination
 Effects of the Industrial Revolution
Rise of Industrialism:
Students will understand:
 The reasons for large-scale rural-to-urban migration and massive immigration from
Southern and Eastern Europe
 Immigration will be studied through a research project that requires each student to
research online one family. Students will pair with one researching a family in a rural
area and the other researching a separate family in an urban area. Pairs will then compare
and contrast the experiences of their topics.
 Readings from The Jungle and evaluate the working conditions of this period with those
of today
 Track industrialization using Department of Commerce and Labor records
 The significance of rusts, cartels, political parties, laws and regulations on local, state and
federal levels
 Natural resources used during this period and the reasons for use
 The Progressive, Social Darwinist, and Populist agendas
 The role of geography in the industrial world
 Curriculum materials from the National Geographic Society
Religion will be studied and understood through:
 Analysis of religious contributions
 Examination of religious revivals and their leaders
 Examination of CA in the twentieth century
 Discussion of the religious liberties expanded through First Amendment challenges to the
US Supreme Court.
Rise of US as World Power:
Students will study and understand:
 The Open Door policy
 Spanish American War
 US territorial expansion
 Revolution in Panama
 TR’s Big Stick policy
 Dollar Diplomacy and Moral Diplomacy
 The two policies above will be compared and contrasted using a spreadsheet
 The Home Front in WWI will be done through reading selections from Studs Terkel
 Role of Great Britain in the world will be taught through a comparison of the country
today
 The recycling project and school garden will assist in demonstrating home front activities
in both WWI and in WWII.

Contemporary Issues:
Since contemporary issues are incorporated in the context of earlier lessons, students will be
asked to select two important social and/or domestic issues facing contemporary society and write
a position paper explaining possible options for action. These papers will require research and
will integrate with the Language Arts curriculum by asking students to interview and write for
positions from local political figures and leaders.
.
AP United States History
(Annual Course)
Prerequisite: United States History
Text: A History of the United States, Oxford University Press
Course Description:
[This course meets the same Oregon curriculum standards for U.S. History and includes
additional topics designed to meet the demands of the Advanced Placement test.]
The AP program in United States History is designed to provide students with the analytical skills
and factual knowledge necessary to deal critically with the problems and materials in United
States history. The program prepares students for intermediate and advanced college courses by
making demands equivalent to those made by full-year introductory college courses. Students
will learn to assess historical material, the relevance of the materials to a given interpretive
problem, the reliability of the historical material, and the importance of documents. Students will
be charged with weighing evidence and interpretations presented in historical scholarship.
Students enrolling in this course will be required to complete individual unit projects and take the
Advanced Placement exam and this necessitates less emphasis on integration of current events.
Content in this course differs from the non-AP course due to the testing requirements. Test dates
require students to complete unit study by May and unit planning reflects this timeline. After
testing, students will complete a multimedia presentation summarizing key events from one
decade of United States History. These will focus on digital image capture and appropriate music
for the period. These presentations will be collected in a digital library to be used in subsequent
semesters as review for the AP classes and as an introduction to units in the non-AP US History
classes.
Themes: Continuity and Change Over Time
Units:
Quarter One
Colonial America to
the Civil War
Quarter Two
Civil War to
World War I
Quarter Three
World War I to
Vietnam War
Quarter Four
Vietnam to Today
Essay Outlining Unit
Multiple Choice
Testing Strategies
Curriculum:
Great Britain and Colonies
Students will understand:
 Goals and objectives of English rulers
 The purpose of colonization
 Devine Rights of Kings and British Constitutional Law
 Triangular Trade and economic development
 England and her neighbors
War in Europe
Students will understand:
 The causes and results of war in Europe
 How European wars affected colonials
The American Colonies
Students will understand:
 Background for colonial settlement
 Geographical differences and how geography influenced settlement
 Rise of self-rule
 Taxes and English regulations
Rise of Colonial Rule
Students will understand:
 Colonial trade and European relations
 Home grown leadership
The Revolutionary War
Students will understand:
 Reasons for war
 Major battles and leaders
 Significance of the war
Articles of Confederacy
Students will understand:
 Dissent and agreement
 Basic elements of rule
 Constitutional Conventions
 Rise of American Leadership
 Hamiltonian and Jeffersonian Democracy
The New Republic and the Constitution
Students will understand:
 Theory and key elements of the Constitution
 Importance of the Bill of Rights
 Balance of Power
 Key early Supreme Court decisions and their significance
 The rise of political parties
Trials of the New Republic
Students will understand:
 Political diversity
 Development of a new nation
 Banking and farming
The Age of Jackson
Students will understand:
 Reasons for the movement West
 The significance of President Jackson and the Indian Policy
 Democratic Democracy under Jackson
 Jackson and banking
Industry and Growth
Students will understand the significance of:
 New inventions
 Rise of industry
 Geographic movement
 Economic issues facing North and South
Westward Expansion
Students will understand the significance of:
 The Slavery Question
 Gold and westward movement
 Frederick Jackson Turner and the Frontier Thesis
 New territories and states
Antebellum South
Students will understand the importance of:
 Southern differences
 State’s Rights
 Compromise and new statehood
Era of Reform
Students will understand:
 Social movements of the time
 Just folks and the American experience
 Era of immigration
Civil War and Reconstruction
Students will study and understand:
 Causes of the Civil War
 Advantages and Disadvantages of each side
 The role of other nations
 Significance of Reconstruction
 Role of Lincoln
 Impeachment and compromise
 End of Reconstruction
 Legacy of Reconstruction
Rise of Industry and Labor Unions
Students will understand the significance of:
 New inventions and industrialization
 Protection of the environment and use of resources
 Social and cultural changes in America
 Rises of unionism
Immigration
Students will understand the significance of:
 Reasons for immigration
 Life of immigrants
 Limits on limitation
 Significance of immigration
Rise of Industrialism:
Students will understand:
 The reasons for large-scale rural-to-urban migration and massive immigration from
Southern and Eastern Europe
 Immigration will be studied through a research project that requires each student to
research online one family. Students will pair with one researching a family in a rural
area and the other researching a separate family in an urban area. Pairs will then compare
and contrast the experiences of their topics.
 Readings from The Jungle and evaluate the working conditions of this period with those
of today
 Track industrialization using Department of Commerce and Labor records
 The significance of rusts, cartels, political parties, laws and regulations on local, state and
federal levels
 Natural resources used during this period and the reasons for use
 The Progressive, Social Darwinist, and Populist agendas
 The role of geography in the industrial world
 Curriculum materials from the National Geographic Society
Religion will be studied and understood through:
 Analysis of religious contributions
 Examination of religious revivals and their leaders
 Examination of CA in the twentieth century
 Discussion of the religious liberties expanded through First Amendment challenges to the
US Supreme Court.
Rise of US as World Power:
Students will study and understand:
 The Open Door policy
 Spanish American War
 US territorial expansion
 Revolution in Panama
 TR’s Big Stick policy
 Dollar Diplomacy and Moral Diplomacy



The two policies above will be compared and contrasted using a spreadsheet
The Home Front in WWI will be done through reading selections from Studs Terkel
Role of Great Britain in the world will be taught through a comparison of the country
today
 The recycling project and school garden will assist in demonstrating home front activities
in both WWI and in WWII.
The 1920s: Study will emphasize the large grey area in historical interpretation and encourage
students to make their own interpretations of key events. Written reports and oral presentations
will be judged on use and quality of supporting materials, rather than on “political correctness” in
interpretation.
Students will know and understand:
 Policies of Harding, Calvin Coolidge and Hoover
 International and domestic events and philosophies. Students will debate the events of the
1920s using the events of today.
 Eighteenth and Nineteenth Amendments
 Harlem Renaissance will integrate study with Language Arts, Music and Art
Appreciation courses
 Influence of radio and movies on popular culture
 Mass production techniques, growth of the cities, and impact of new technologies.
Students will visit history exhibits at the LA County Museum of Natural History to
examine LA in this period.
 Fine art will be used to illustrate this unit. Students will visit online museums to view
works.
The Great Depression and New Deal:
Students will:
 Explain causes and understand effects
 Debate government intervention policies
 Human effects including Dust Bowl
 Debate the role of government alphabet programs
 Understand the rise of organized labor and debate the effectiveness of the movement
 Cesar Chavez and the United Farm Workers will be the focus of the union research
US participation in WWII
Students will understand:
 Events prior to the attack on Pearl Harbor
 US and Allied war strategy and map the major campaigns
 Contributions of fighters and the role of specialized forces
 FDR’s foreign policy during WWII
 Constitutional infringement during the war and compare and contrast these actions to
current events
 Debate decisions of the US Supreme Court over WWII policies and human rights
 Advancements of war weaponry and the significance of these weapons
 Debate the decision to drop the atomic bomb
 US aid to Western Europe
Post-WWII America
Students will study and understand:
 Change in labor and labor practices
 Immigration
 Truman’s labor policy
 Federal spending and program development



Increase in the powers of the presidency
Diverse environmental regions of North America
Technological developments since 1945 and their significance. These reports will be
added to the timeline from earlier study.
 Forms of popular culture. Students will use the American Memory Collection from the
Library of Congress to do research in photographic images.
US Foreign Policy Since WWII
Students will understand:
 Development and significance of the United Nations, International Monetary Fund,
World Bank, GATT Treaty and the International Declaration of Human Rights
 Role and significance of military alliances
 Origins and geopolitical consequences of the Cold War and containment policy
 Effect of foreign policy on domestic policies and in reverse. These include:
McCarthyism, blacklisting, deportation, spy trials, Bay of Pigs, Korean War, Berlin
Blockade, Vietnam War, Latin American Policy, Cold War, atomic testing and
disarmament policies, and Vietnam protests. Guest speakers will provide a wealth of
personal information for students. Government produced films from this period will be
used in this portion of the unit
 US and Middle East foreign policy
 US and Mexico foreign policy
Civil and Voting Rights:
Students will study and understand:
 Curriculum materials from Teach Tolerance.org will form the basis of this unit. PBS Eyes
on the Prize will present visual images to accompany study including:
 Development of the Civil Rights Movement and key figures of the movement
 Key legal decisions advancing civil rights
 Film and audio recordings from leaders regarding strategy and policy choices
 Biographical study of non-violent leaders as well as radical leaders
 Role of churches in the movement
 Influence of laws and the effect on voting
 Radical resistance from the American Indian Movement
 Resistance from the Latin community and its effect today
 Women’s Rights Movement and the significance on issues and policies today
American Government and Civics
(Semester Course)
Prerequisite: World History, US History
Text: Colonial and American Primary Documents and
Civics: Government and Economics in Action, Pearson Prentice Hall
Course Description
Students will learn about the foundations of American government, the political behavior of the
American people, the legislative branch, the executive branch, the judicial branch, and the
organization of state and local government. Special emphasis will be placed on the Constitution
and its creation and on the concept of Federalism as it applies to the United States.
This senior level course takes an in-depth look at the development of the three branches of the
American government. The roots of democracy will be examined in detail and readings from the
senior level Language Arts class will link social science themes with literature of the various
periods. Class will require a field trip to the courthouse to view a trial in progress. Course will
read classic essays and literature available on the Guttenberg Project.
Themes: Change Over Time, Democracy, Natural Rights, and Balance of Power
Semester Units:
Quarter One
Foundations of
Government
Constitution
Branches of
Government
Federalism
States Rights
Quarter Two
Current Events
Constitutional Issues
Debate
State Government
Local Government
Economics
(Semester Course)
Prerequisite: World History, US History
Text: Economics: Principles in Action, Pearson Prentice Hall
Course Description
Students will master fundamental economic principles of micro- and macroeconomics. They will
begin with an in-depth study of the stock market and its functions. Students will then focus on
supply and demand, business organizations, competition and monopolies, the American labor
force, measuring the economy’s performance, money and banking, and the Federal Reserve
System and monetary policy.
This one semester senior course will examine economic theory and practice. Students will be
required to develop a personal economic theory that will be defended over the semester. Guest
speakers from banking, industry and government will offer opportunities to discuss various
theories of economic development. This class will be responsible for operation of a small school
student store and will be placed in charge of bookkeeping and filing imaginary income taxes on
the business.
Themes: Money and Influence, Change over Time
Semester Units:
Quarter One
Microeconomics
FDIC Money Wise
Program
Supply and Demand
Quarter Two
Macroeconomics
Federal Reserve Bank
Curriculum
Current Economic
Current Economic
Issues related to topics
Issues related to topics in Quarter Two
in Quarter One
Economic Vocabulary:
Students will understand:
 Basic economic terms and vocabulary
 Use appropriate economic terminology
Market Economy in a Global Setting:
Students will understand:
 Key terminology
 Role of China and the Far East
 Historical and present day trade agreements
State, Local and Federal regulations on fiscal policy and the US Labor Market:
Students will:
 Minimum wage requirements
 Labor unions and lobbying
 Key legislation governing US fiscal policy
 Congress, President and the Budget
 Concept of a Balanced Budget
 Line Item Veto
The World Labor Market:
Students will understand the importance of:
 Imported and exported goods
 Major labor US labor legislation
 Outsourcing work
 Goods and services
Economic data collection and accuracy:
Students will:
 Understand major sources to research economic and monetary data
 Write a research paper using these sources on a timely topic
International Trade:
Students will be able to:
 Explain a trade balance and the significance
 Advantages and disadvantages to a trade deficit
 US and major trading parities
 Outsourcing
World Economic Forces:
Students will understand:
 Future economic trends
 Discuss impact of trade policies
 Current bills and resolutions in Congress
References for Social Science
The American Indian: Yesterday, Today, and Tomorrow, California Department of Education,
1991
National Council on Social Sciences
National Curriculum Standards for Social Studies
Suggested Resources for Social Sciences
The Library of Congress: American Memory Collection
PBS and Discovery Channel Biography Series (Video and published materials)
National Geographic Society Online Site
Teach Tolerance.org (Digital, posters, online and curriculum materials)
FDIC: Money Wise Program
California Digital Library
Project Vote Smart
PBS Educational Curriculum
Rock and Roll Hall of Fame, Music Curriculum
Smithsonian Museum Online
British Museum Online
Charter Documents at the National Archives
American National Archives
Ad*Access Project
History Matters
Facing History and Ourselves
Best of History
American Social History Project
The History Channel
Modern History Sourcebook
100 Milestone Documents in American History
JSTOR
SCIENCE COURSES
Summary Chart of Standards and Criteria for Science
These standards will be used as a curriculum guide for all science courses. Students will begin
portfolio creation (meeting PASS Standards and Oregon State Benchmarks in the first course
taken at the high school level).
Standard A: Know Fundamental Concepts of
the Sciences (Meeting CIM requirements)
Criteria: Knowledge of Unifying Scientific
Concepts; Knowledge of Physical Science
Concepts; Knowledge of Life Science
Concepts; Knowledge of Earth and Space
Science Concepts.
Standard B: Design and Conduct Scientific
Inquiry (Exceeding CIM requirements)
Crtieria: Formulation of Questions and
Hypotheses; Design of Investigations;
Collection and Presentation of Data; Analysis
and Interpretation.
Standard C: Analyze Scientific Knowledge,
Theories, and Research
Criteria: Analysis of Scientific Theories and
Writings; Understanding of Scientific
Knowledge and Research; Evaluation of
Scientific and Social Implications
Standard D: Understand, Use, and Investigate
a Field of Science
Criteria: Understanding of Concepts, Terms
and Principles; Use of Information, Skills and
Processes; Investigation of Principles, Theories
and Relationships.
Biology
(Annual Course)
Prerequisite: Life Science
Text: Modern Biology, Holt, Rinehart & Winston
Course Description
The basis of the biology course will begin with a brief review of the content standard
requirements for the eighth grade. Experimentation and exploration using computerized and
laboratory projects will be the core to test student made hypothesis and thesis.
Oregon State Curriculum Standards/Benchmarks and Oregon University System Proficiency
Performances are listed as standards since all students attending the Academy are assumed to be
applying to college after graduation from high school. Student work below these standards will be
given opportunities for improvement in group and individualized settings each week to improve
work to meet acceptable (or highly proficient or exemplary) standards.
Units:
Study of Cells
Molecular Biology
Biotechnology
Homeostasis
Meiosis and Fertilization
Population Genetics
Speciation
Ecology
Infection and Immunity
Classification/Taxonomy
Zoology
Classification (Portfolio Field)
Bio Chem (Portfolio Field)
Body Systems (Portfolio Field)
Density (Portfolio Field)
Curriculum:
Cell Biology
Students will:
 Understand cell construction and workings including: enzymes proteins and biochemical
reactions, pH balance, and chemical reactions of cells.
 Be able to explain the nature of and how prokaryotic and eukaryotic cells and viruses work
 Know the central dogma of molecular biology and how RNA and DNA facilitates the follow
of information
 Understand the role of ER and Golgi apparatus
 Be able to replicate by computer model how usable energy is captured from sunlight by
chloroplasts and how it is stored
 Understand the nature and role of mitochondria in making stored chemical-bond energy
available to cells and how macromolecules in cells in organisms are synthesized from
precursors
 Know how chemiosmotic gradients in mitochondria and cholorplast store energy for ATP
production
Genetics (Molecular Biology)
Students will experiment with native plants in the school garden to explore genetics.
Students will:
 Understand how to predict probable outcomes of pheotypes in a genetic cross from the
genotypes of the parents and mode of inheritance
 Be able to predict mode of inheritance (autosomal or X-linked and dominant or recessive)
 Be able to explain the genetic basis for Mendel’s law of segregation and independent
assortment
 Know how to predict the probable mode of inheritance from a pedigree diagram showing
phenotypes
 Be able to use data on frequency of recombination at meiosis to estimate genetic distances
between loci and to interpret genetic maps of chromosomes by using laboratory models and
computer mapping programs
 Students will debate current issues from scientific journals to explore the controversy of
DNA manipulation. Through debate, computer models and article examination, students
will:
 Understand the role of genes and DNA sequencing
 Be able to explain the general pathway by which ribosomes synthesize proteins and know
how to apply the genetic coding rules to predict the sequencing of amino acids form a
sequence of codons in RNA
 Understand how mutations in the DNA sequence of a gene may or may not affect the
expression of he gene or the sequence of amino acids in the ended protein
 Understand specialization of cells in multicellular organisms, know how proteins can differ,
and understand the differences in shapes and chemical properties of unique proteins
Genetics (Biotechnology)
Students will understand:
 The general structures and functions of DNA, RNA and protein
 How to apply base-pairing rules to explain precise copying of DNA
 How biotechnology is used to produce novel biomedical and agricultural products through
examination of every day products that can be purchased in the supermarket. Students will
take a field trip to the supermarket to identify genetically altered products and then will
research online to determine “truth in advertising” packaging claims.
 How basic DNA technology is used to construct recombinant DNA molecules
 How exogenous DNA is inserted into bacterial cells by reading appropriate articles and
interviewing guest speaker experts
Physiology (Homeostasis)
Through the biological study of Claude Bernard, students will know:
 How the complementary activities of major body systems provide cells with oxygen and
nutrients and removes toxic waste products.
 How the nervous system mediates communication between different parts of the body and
how this relates to the environment
 How feedback loops in the nervous and endocrine systems regulate conditions in the body
 The functions of the nervous system and the role of neurons
 How sensory neurons, interneurons and motor neurons work
 The individual functions and the sites of secretion of digestive enzymes, stomach acid, and
bile salts
 How the homeostatic role of the kidneys, removal of nitrogenous wastes, and the role of the
liver in blood detoxification and glucose balance. This study will incorporate the
examination of how excessive use of alcohol influences the function of the kidney
 How the cellular and molecular basis of muscle contraction
 How hormones provide internal feedback mechanisms for homeostasis at the cellular level
in whole organisms
Genetics (Meiosis and Fertilization)
Students will:
 Understand how organisms reproduce offspring of their own kind and that organisms of the
same species resemble each other. Students will examine the differences between asexual
cell reproduction and formation of male or female gamete cells.
 Explore the concepts of mutation and sexual reproduction leading to genetic variation by
using the school garden and native plantings
 Understand that meiosis is an early step in sexual reproduction and that only certain cells
undergo this process
 Understand random chromosome segregation and results
 Explain how new combinations of alleles may be generated in a zygote through the fusion of
male and female gamates
 Understand why nearly half of the DNA sequence comes from each parent through the use
of manipulative lab models
 Know the role of chromosomes in determine the sex of an individual
 Be able to predict possible combinations of alleles in a zygote from the genetic makeup of
the parents
Evolution (Population Genetics)
Biological evolution will be the basis of study in this unit. Historical readings will focus on the
development of scientific theory and the nature of hypothesis or reasonable guessing. Students will
research the latest fossil discoveries and their impact on the theory of evolution.
Students will understand:
 Why natural selection acts on phenotype rather than genotype
 Frequency of an allele in a gene pool of a population depends on stable and unstable factors
 Why lethal alleles may be carried in a heterozygote
 Understand that new mutations are constantly generated in a gene pool and the influence of
variation within a species increases likelihood of survival in changed environmental
conditions
 Be able to explain the Hardy-Weinberg equilibrium, its likelihood to occur, and how to
solve the equation to predict the frequency of genotypes in a population with limitations
Evolution (Speciation)
This unit will be taught in conjunction with the Evolution unit. Students will select one constantly
changing geographic environment to investigate the adaptations of species. A written research
project will be assigned for students working in pairs. Students will also read current event reports
on recently discovered geographically isolated populations.
Students will:
 Understand the genetic changes that result from a constantly changing environment and how
natural selection works
 Understand the influence of a great diversity of species
 The effects of genetic drift on a population
 How reproductive or geographic isolation affect speciation
 Know how to analyze fossil evidence and experiment with fossil representation and
simulated computer programs
 Understand how biological diversity, episodic speciation and mass extinction occur
 How to use comparative embryology, DNA or protein sequence comparisons
 How to use independent sources or data to create a branching diagram showing probable
evolutionary relationships
How molecular clocks operate and the significance of such devices
Ecology
Study of this unit will include guest speakers (from industry and environmental groups) and viewing
of the video series produced by PBS to illustrate the concepts in this unit. Students will debate
global warming, recycling, and legal limits for three types of air pollutant, various pollutants in
water and the manner of refuse disposal. Students will also focus on the school garden composting
system to make conclusions for this unit.
Students will:
 Understand what creates stability in an ecosystem
 Know how to analyze changes in an ecosystem and determine possible influences for the
changes
 Be able to determine reasons for fluctuation in a population size
 Understand the water, carbon and nitrogen cycle by use of composting pile in the school
garden
 Be aware that a vital part of an ecosystem is the stability of the producers and decomposers
 Understand how the food web works in relation to an energy pyramid
 Be able to distinguish between accommodation and adaptation through genetic change
Physiology (Infection and Immunity)
Students will be assigned to debate topics related diseases and public policy. These debates will
require research in online newspaper databases and will incorporate scientific findings and the
degree that public policy reflects the scientific findings. Topics for 1997-1998 will include: Bird Flu,
SARS, AIDS, and TB
Student research will involve:
 Studying the components of the immune system and how vaccines and antibiotics are used
to combat diseases
 Integration of current events relating to potentially pandemic diseases (bird flu and SARS)
and historical and diseases currently facing medical workers today that compromise the
immune systems (AIDS), will be examined in detail
 The variety of body mechanisms to combat diseases
 The role of the skin in protecting the body and the role of antibodies
 How vaccinations work and when they are effective in combating disease
 Understand the differences between bacteria and viruses


Know why someone with a compromised immune system is unable to survive usually
benign microorganism infections
Know the roles of phagocytes, B-lymphocytes and T-lymphocytes in the immune system
Chemistry
(Annual Course)
Prerequisite: Physical Education
Text: Chemistry: Matter & Change, Glencoe/McGraw-Hill
Course Description
Chemistry instruction will include intensive experimentation in the laboratory and use of
computerized lab programs. Laboratory reports will be presented in both written and oral formats.
Students will be expected to defend report conclusions using data from their experimentation.
Oregon State Curriculum Standards/Benchmarks and Oregon University System Proficiency
Performances are listed as standards since all students attending the Academy are assumed to be
applying to college after graduation from high school. Student work below these standards will be
given opportunities for improvement in group and individualized settings each week to improve
work to meet acceptable (or highly proficient or exemplary) standards.
Units:
Atomic and Molecular Structure
Chemical Bonds
Gasses
Solutions
Chemical Equilibrium
Nuclear Processes
Organic and Biochemistry
Chemical Thermodynamics
Acids and Bases
Conservation of Matter
Stoicheiometry (National student surveys show that this topic is most relevant to college
Chemistry and the unit will reflect the importance to college study)
Reaction Rates
Periodicity (Portfolio Study)
Bonding (Portfolio Study)
Kinetics (Portfolio Study)
Inorganic (Portfolio Study)
Curriculum:
Atomic and Molecular Structure
Students will understand:
Use of the periodic table including the following:
 How to relate the position of an element on the table
o Understand the use of atomic number and mass
o How to use the table to identify metals, semimetals, nonmetals an halogens
o How to use the table to identify alkali metals, alkaline earth metals and transition
metals, trends in ionization energy, electronegativity, and the relative sizes of ions
and atoms
o How to use the table to determine the number of electrons available for bonding
o Understand the relative mass of the atom and the nucleus
o Be able to identify lanthanide, actinide, and transactinide elements
o Know how the transuranium elements were synthesized and identified
o How to relate the position of an element in the table to its quantum electron
configuration and reactivity to other table elements
 Know the experimental basis for Thomson’s discovery, Rutherford’s nuclear atom,
Milikan’s experiment and Einstein’s explanation of the photoelectric effect. These will be
taught integrated into a biographical study of each man.
 Know the experimental basis for the development of the quantum theory of atomic structure
and the historical importance of the Bohr model of the atom. These will be taught using the
PBS series on the discovery of the atom.
 Understand the nature and principles of spectral lines and know the reasoning underscoring
Planck’s relationship.
Chemical Bonds
After study of this unit, students will understand:
 Biological, chemical, and physical properties of matter and the resulting bonds and forces
between electrons and protons and between atoms and molecules
 How atoms combine to form molecules
 Chemical bonds between atoms in molecules
 Understand biological molecular covalency
 The nature of repeating patterns in salt crystals
 The force of electrostatic attraction
 Behavior of atoms and molecules in liquids and solids
 How to draw Lewis dot structures
 How to predict the shape of simple molecules and their polarity using Lewis dot structures
 How electronegativity and ionization energy relate to bond formation
 How to identify solids and liquids held together by van der Waals forces or hydrogen
bonding
 How to relate the van der Waals forces to volatility and boiling/melting point temperatures
Gases and Their Properties
Students will enhance their knowledge of chemistry and mathematical skills by understanding:
 The random motion of molecules
 The effect of molecular collisions with surfaces
 Kinetic molecular theory of the motion of atoms and molecules
 The properties of gases
 The random motion of molecules and the relationship with the diffusion of gases
 How to apply gas laws to relations between pressure, temperature, and volume in any
amount of an ideal gas or any mixture of ideal gases
 The values and meanings of standard temperature and pressure
 How to convert between Celsius and Kelvin temperature scales
 The history and personalities behind the Celsius and Kelvin scales
 The absolute concept of absolute zero
 How kinetic theory of gases and how it relates to the absolute temperature of a gas
 How to solve problems by using the ideal gas law in the form PV = nRT
 How to apply Dalton’s law of partial pressure
 How to use Graham’s law to predict diffusion of gasses
 Biographical details of both Dalton and Graham
Solutions
Students will understand:
 The physical sets of matter and corresponding properties
 Molecules and ions
 Mathematical unit conversions
 Calculate mass and volume in a variety of units
 How to work with ratios, percentages and moles
 Links between the concepts of electronegativity, covalent bonding, shapes of molecules and
ionic compounds with the knowledge of mixtures
 The nature of solutions
 Definitions of solute and solvents
 How to describe the dissolving process at the molecular level
 How temperature, pressure and surface influence the dissolving process
 How to calculate the concentration of a solute
 The relationship between the molatity of a solute in a solution and the solution’s depressed
freezing point or elevated boiling point and how molecules in a solution are separated and
purified by methods of chromatography and distillation. These two will be done through
experimentation.
Chemical Equilibrium
Students understand:
 The dynamic process of chemical equilibrium at the molecular level
 Le Chatelier’s principle and his experiments
 How to predict the effects of changes in concentration, temperature, and pressure
 How equilibrium is established
 How to write and calculate an equilibrium constant expression for a reaction
Nuclear Processes
Students understand:
 The basis of nuclear processes including naturally occurring radioactive decay
 The difference between nuclear fission and fusion
 How protons and neutrons are held together in the nucleus
 The formula for change in mass and the significance over chemical of nuclear reactions over
chemical reactions
 And identify some naturally occurring radioactive isotopes
 And identify the three most common forms of radioactive decay
 How the nucleus changes in types of decay
 The types of radiation and the amount of human damage each can achieve. Students will
place this knowledge within a historical context of World War II experimentation and use of
the nuclear bomb as a weapon.
 How to calculate the half-life of a radioactive substance. Students will be able to identify
and map geographic locations of nuclear testing. Panels will debate current hazards of above
ground and underground nuclear testing.
 The nature of quarks
Organic and Biochemistry
Students understand:
 The bonding characteristics of carbon and how it allows formation of organic molecules
 The nature of polymers
 The bonding characteristics of carbon through computerized and lab experimentation
 The properties of amino acids and proteins

The naming system for the ten simplest linear hydrocarbons and isomers that contain single
bonds
 The naming system for simple hydrocarbons with double and triple bonds
 The naming system for simple molecules that contain a benzene ring
 How to identify functional groups that form the basis of alcohols, ketones, ethers, amines,
esters, aldehydes, and organic acids
 The R-group structure of amino acids
 How R-group structures combine
Chemical Thermodynamics
Students will experiment with heat and temperature to discover:
 How energy is exchanged or transformed in chemical reactions
 The physical changes of matter
 How to describe temperature and heat flow in terms of the motion of molecules (or atoms)
 How chemical processes can either release or absorb thermal energy
 How energy is released when a material condenses or freezes
 The manner in which energy is absorbed when a material evaporates or melts
 How to solve problems involving heat flow and temperature changes using known values of
specific, latent or phase heat change
 How to apply Hess’s law to calculate enthalpy change in a reaction
 How to use Gibbs free energy equation
Acids and Bases
Students will understand and be able to explain:
 Aqueous acid-base reactions
 Observable properties of acids and bases
 How to use the pH scale as a measure of acidity and basicity
 The Arrhenius, Bronsted-Lowry and Lewis acid-base definitions
 How to calculate pH from the hydrogen-ion concentration
 How buffers stabilize pH in acid-base reactions
 The Aqueous dissolving process
 Concentration calculations and units
 Balanced chemical reactions
 Interpretation of periodic trends in electronegativity for the upper two rows of the periodic
table
 How the positive hydrogen ion is forms
 Charge and formula of the hydroxide ion
 Polar covalent bonding
 The difference between two important types of neutral molecular compounds that dissolve
in an aqueous solution (those that remain almost completely as neutral molecules and those
that partially or almost completely produce charged ions)
Conservation of Matter and Stoichiometry
Students will integrate mathematical and technology skills in this unit. After study, students will be
able to:
 Describe chemical reactions by writing balanced equations
 Explain the principles of conservation of matter in chemical reactions
 Calculate the mass of products and reactants
 Explain the quantity “one mole”
 Be able to use “Avogadro’s Number”
 How to determine the molar mass of a molecule from its chemical formula and a table of
atomic masses
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How to convert the mass of molecular substance to moles, number of particles, or volume of
gas at standard temperature and pressure
 How to calculate the masses of reactants and products in a chemical reaction from the mass
of one of the reactants or products and the relevant atomic masses
 How to calculate percent yield in a chemical reaction
 How to identify reactions that involve oxidation and reduction and how to balance
oxidation-reduction reactions
Reaction Rates
After experimentation and study of this unit, students will understand and be able to describe:
 Rates of chemical reactions
 Factors affecting rates
 Energy changes involved in chemical reactions
 Formation of products in chemical reactions
 The chemical reactions at the molecular level
 How kinetic energy is measured by temperature
 Reinforce how the knowledge of pressure and volume relationships for gasses can plot
potential energy versus course of reaction for endothermic and exothermic reactions
 The calculations of rates of change from slopes of line and curves
 Frequency factors related to chemical reaction rates in collision of reactant molecules
 The effect of concentration, temperature and pressure on reaction rates
 The role of a catalyst in increasing the reaction rate
 A definition and the role of activation energy in a chemical reaction
Students will be able to explain:
 The factors influencing chemical reaction rates by participation in chemistry labs and team
experimentation during class periods
 The role a catalyst plays in increasing the reaction rate
 The definition and role of activation energy in a chemical reaction
Physics
(Annual Course)
Prerequisite: Physical Science
Text: Holt Physics, (2006), Holt, Rinehart & Winston
Course Description
Students enrolled in Physics will be involved in laboratory experimentation and reporting as a
regular part of their course work. Guest speakers will discuss theories and real life integration of
the field with career paths.
Oregon State Curriculum Standards/Benchmarks and Oregon University System Proficiency
Performances are listed as standards since all students attending the Academy are assumed to be
applying to college after graduation from high school. Student work below these standards will be
given opportunities for improvement in group and individualized settings each week to improve
work to meet acceptable (or highly proficient or exemplary) standards.
Units:
Motion and Forces
Conservation of Energy
Momentum
Heat Thermodynamic
Waves
Electric Phenomena
Magnetic Phenomena
Light/Optics (Portfolio Study)
Quantum (Portfolio Study)
Nuclear (Portfolio Study)
Curriculum:
Motion and Forces
Students will understand:
 Newton’s laws of motion of objects
 How to solve problems that involve constant speed and average speed
 The relationship between the universal law of gravitation and the effect of gravity on an
object at the surface of the Earth
 When applying force to an object perpendicular to the direction of its motion causes the
object to change direction, but not speed
 Circular motion requires the application of constant force directed toward the center of
the circle
 That Newton’s laws are not exact, but a good approximations unless an object is moving
close to the speed of light or is small enough that quantum effects are important
 How to solve two-dimensional trajectory problems
 How to resolve two-dimensional vectors into their components and calculate the
magnitude and direction of a vector from its components
 How to solve two-dimensional problems involving balanced forces (statics)
 How to solve problems in circular motion by using the formula for centripetal
acceleration. This will be done by laboratory experimentation.
 The basics of Coulomb’s law and how it relates to universal gravitation
Conservation of Energy and Momentum
Students will understand:
 The laws of conservation of energy and momentum
 How to predict and describe the movement of objects
 How to calculate kinetic energy
 How to calculate changes in gravitational potential energy near the earth. Guest speakers
for this lab will relate how this formula relates to working engineers and space science.
 How to solve problems involving conservation of energy in simple systems. Lab reports
for this experimentation will be reported using computer programs.
 How to calculate momentum as the product of mv
 That momentum is a separately conserved quantity different from energy
 Why an unbalanced forces produces a change in its momentum
 How to solve problems involving elastic and inelastic collisions in one dimension and
also in simple systems with various sources of potential energy. Students will
demonstrate labs involving capacitors and springs to other science students as part of an
oral laboratory demonstration.
Heat and Thermodynamics
Students will be able to explain:
 The reasons that energy cannot be created or destroyed
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How energy is transferred to the environment as heat. The school garden composting
system will be used as part of this exploration.
How heat flow and work are two forms of energy transfer between systems
The cycle of heat engines and how it works
The elements of the internal energy of an object (thermal energy)
The reasons for the uniform distributions of energy levels in the processes in a system
The reasons that the statement “Entropy tends to increase” is true
The second law of thermodynamics
How to solve problems involving heat flow, work, and efficiency in a heat engine
That all real engines lose some heat to their surroundings through lab experimentation
and reporting
Waves
Students will understand:
 The characteristics properties of waves
 Waves carry energy from one place to another
 How to identify transverse and longitudinal waves in mechanical media (after laboratory
experimentation with springs and ropes)
 How to solve problems involving wavelength, frequency, and wave speed
 Understand sound is a longitudinal wave and the properties of sound. This laboratory
experiment will integrate the physics of sound with experimentation with various musical
instruments including guitars, bass and cello
 The differences between radio waves, light and x-rays. This concept will be illustrated by
visiting a college laser lab.
 How to identify the characteristic properties of waves. Students with either take a field
trip to a Doppler radar station or interview a local meteorologist in this lesson.
Electric and Magnetic Phenomena
Students will understand:
 The practical applications of electric and magnetic phenomena and how they are related
 How to predict voltage or current in DC and electric circuits constructed from batteries,
wires, resistors and capacitors. Students will be involved in construction of a simple
circuit board.
 The properties of Ohm’s law and how it can be applied
 How to calculate the power in any resistive circuit using a standard formula
 The properties of transistors and the role in electric circuits. Students will interview an
electrical engineer to determine how both are involved in Los Angeles commercial
industries
 The basic elements of electrical fields and how this phenomenon can be applied to
industry
 How to determine the direction of a magnetic field through experimentation with straight
wires and coils
 The nature of magnetic fields from different sources
 The basic properties of plasmas (the fourth state of matter) and how ions react in a
plasma field
 How vector force fields work
 How to determine the force on a charged particle in an electric field
 How to calculate the electric field resulting from a point charge
 How static electric fields operate
 The magnitude of force on a moving particle in a magnetic field using a standard formula
 How to apply the concepts of electrical and gravitational potential energy to solve
problems involving conservation of energy
Suggested Resources for Science
NASA Science Curriculum
PHYSICAL EDUCATION
Physical Education
(Annual Course)
Prerequisite: None
Texts: NTC/Contemporary, Health: Making Life Choices, Expanded Edition and Prentic Hall,
Inc, Prentice Hall Health: A Guide to Wellness.
Course Description
The Physical Education program consists of a rotation of units in a two-year cycle. Students must
take two years to meet graduation requirements.
Units:
Quarter One
Walking
Aerobic Dance
Running
Advanced Yoga
Gymnastics
Two-player
Volleyball
Folk Dance
Square Dance
Social Dance
Team Volleyball
Basketball
Football
Soccer
Track and field
Softball
Quarter Two
Walking
Aerobic Dance
Running
Advanced Yoga
Gymnastics
Two-player
Volleyball
Folk Dance
Square Dance
Social Dance
Team Volleyball
Basketball
Football
Soccer
Track and field
Softball
Quarter Three
Walking
Aerobic Dance
Running
Advanced Yoga
Gymnastics
Two-player
Volleyball
Folk Dance
Square Dance
Social Dance
Team Volleyball
Basketball
Football
Soccer
Track and field
Softball
Content Standards:
Common Curriculum Goals
Content Standards
Benchmark 3 (Grade 8)
CIM (Grades 9-12)
Curriculum:
Students will demonstrate:
 The ability to combine complex movement into a pattern
Quarter Four
Walking
Aerobic Dance
Running
Advanced Yoga
Gymnastics
Two-player
Volleyball
Folk Dance
Square Dance
Social Dance
Team Volleyball
Basketball
Football
Soccer
Track and field
Softball
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Variety of motor skills
Analyze and apply rules, procedures and etiquette that are safe and effective for specific
situations and activities
Apply conflict resolution strategies in appropriate ways and analyze potential
consequences when confronted with unsportsmanlike behavior
Identify the elements of socially acceptable conflict resolution and sportsmanship
Motor Skill proficiency in one physical activity
Participate in physical activities and evaluate personal factors that impact participation
Through physical activity, understand ways in which personal characteristics,
performance styles, and activity preferences will change over the life span
Independently design a written personal fitness and activity program which incorporates
related physical fitness components and principles (overload, progression, specificity and
individuality)
Competency in complex version of three or more of the following (individual, dual,
aerobic/cardio-respiratory lifetime activities, outdoor pursuits, dance, self-defense, yoga,
martial arts, team sports, strength training and conditioning, aquatics) and be able to
demonstrate the rules and strategies for this movement form
Utilize the following components to critique an activity (skills and strategies, use of
feedback, positive and negative aspects of personal performance, appropriate practice and
conditioning procedures)
Execute a floor exercise, jump rope or manipulative routine with intentional changes in
direction, speed, and flow
Demonstrate one of the following rhythmic activities (folk, square, social, creative dance,
aerobic)
Describe and apply the principles of training, conditioning and practice for specific
physical activities.
Detect and correct errors of a critical element of movement
Demonstrate basic strategies specific to one team activity and one dual or individual
activity
Communicate to others basic strategies specific to one team activity and one dual or
individual activity
Proficient skill movement in sports, dance and activities
Explain skill-related elements of an activity
Explain and use the skills of biomechanics
Evaluate the social, physical and emotional dynamics of participating in a team or
individual sport or activity
Receive feedback and evaluate that feedback to improve performance as an individual or
group participant
Evaluate and explain how condition is important to a specific activity
Create or modify training plans for an activity to achieve improved results in
performance
Develop strategies to use in solo or team activities or performances
Assess the effect or outcome of a particular performance strategy
Evaluate independent learning of movement skills
Participate in moderate vigorous activity at least four days a week
Develop a personal fitness plan, a strategy for achieving that plan
Be able to defend a personal fitness plan based on sound reasoning and research
Develop a defendable fitness plan for a family member or friend
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Be able to modify a plan for self or others based on physical or emotional changes
Evaluate products that are sold on the basis of the ability to alter appearance or body
shape
Use the five components of health-related physical fitness to assess oneself
Identify physical activities that bring personal enjoyment
Illustrate an ability to incorporate these activities in a regular regime outside school hours
and during the summer months
Develop a list of personal goals and a plan to meet those goals using a spreadsheet
Encourage others in group sports, regardless of individual ability
Be able to evaluate a personal role in a team situation
Illustrate an ability to be a team player by allowing others to assume roles in group play
or activity
Identify leadership roles and understand how physical activity relates to these roles
Evaluate independent learning of movement skills
Health and Safety
(Annual Course)
Prerequisite: None
Texts and Instructional Materials:
Everyday Learning Corporation, Totally Awesome Health (6-8)
Glencoe Health, A Guide to Wellness (Glencoe/McGraw-Hill) (9-12)
Teach Tolerance (Southern Poverty Law Center) (6-12)
World of Difference (B’nai B’rith) (6-9)
FEMA Home Safety Materials (6-12)
National Fire Association Materials (6-12)
American Red Cross Disaster Safety Materials (6-12)
State of Oregon Driver’s Manual (9-12)
American Auto Club Safe Driving Educational Materials (9-12)
American Cancer Association (Tobacco Free! Curriculum) (6-12)
National Center for Missing and Exploited Children Safety Curriculum (9-10)
Course Description
The curriculum in Health and Safety teaches healthy lifestyles and wellness. Students will use
core information to evaluate health and safety issues. Information and resources, including
scientific research in the fields of alcohol, nutrition, and diet, dental health, brain research, drugs,
and driving safety, will be presented in this course to allow students to make responsible life
choices. One course unit will explore choices to resolve conflicts. Peaceful resolution of conflicts
will be taught from the Teach Tolerance curriculum from the Southern Poverty Law Center. Life
skills and goal setting learned in the Life Skills class will be reinforced with advanced curriculum
in this course. Student participation in service learning projects involving health issues at local
elementary schools will be a student option. These will include health walks, dental care
demonstrations and healthy eating programs. Guest speakers will play an important part in health
instruction. Speakers from law enforcement, hospital emergency rooms, nutritionists, nurses,
doctors and dentists will speak as part of projects assigned each semester.
Themes: Fitting In, Risk Taking, Life Choices, Wellness, and Fitness
Units:
Wellness and Behavior:
Recovery from Illness
Life Planning
Homeland Security
Driving
Sex
Dental Health
Nutrition
Dieting
Healthy Eating
Sleep
Healthy Snacking
Food for Thought
Drugs and Alcohol
Curriculum:
Wellness (MS & HS)
Students will understand and demonstrate behaviors that prevent disease and speed recovery from illness
including:
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Recognition of the symptoms of common illnesses
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Cooperation in treatment and management of diseases
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Taking prescription and over-the counter medicines properly
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Understanding medical instructions
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Developing and using effective coping strategies
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Focus on a balance of work, exercise and relaxation
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Avoid self-destructive behavior
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Practice good personal hygiene
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Discussion of public health laws and regulations
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Receive regular health screenings, including dental
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Promotion of a positive, active role in personal and family health
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Understanding growth and development
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Identifying assistance from school officials, health officials and government
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Identify resources at home, school and in the community for managing family and personal relationship
issues and problems
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Identify rules and laws intended to prevent injuries
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Analyze how the media portrays fire and explosives and compare it to the reality of fire science (integration
with science and technology classes)
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Demonstrate verbal and non-verbal communication to avoid unsafe situations in and around water
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Practice strategies for managing and reducing stress, anger and conflict
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Set goals to reduce stress and using coping strategies
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Advocate respect for diversity
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Develop a goal to wear safety equipment correctly, even when peers do not
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Use sound decision making to use safety practices in and around motorized vehicles
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Advocate for the installation of home fire sprinklers and smoke and fire alarms
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Demonstrate an awareness of websites or organizations that promote survival skills and kits (integration with
technology classes)
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Demonstrate procedures to get help in emergency situations and to avoid self-injury
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Demonstrate how to stabilize injuries until help arrives
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Devise a communication plan with family in case of emergency
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Practice and use a variety of clear communication skills and peer resistance skills to avoid violent situations
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Design an advocacy campaign for preventing violence, aggression and bullying
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Determine resources for help on problems of gambling, alcohol and drug issues
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Identify early signs of stress and implement stress management techniques
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Set personal media viewing goals
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Advocate for healthy communication skills within relationships
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Analyze how personal, family, and cultural values influence behaviors
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Identify the social environments that influence health and well-being
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Be an advocate for hearing and vision safety and protection
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Become familiar with OSHA laws and how they relate to work situations (even part time employment)
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Demonstrate pro-social communication skills
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Identify school and community resources that aid anyone depressed or contemplating suicide
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Identify how to communicate to a friend or relative you think is an addict and urge them to receive support
Nutrition & Diet (MS & HS)
Students understand the importance of:
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Rest, relaxation and sleep to wellness
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Exercise
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Proper diet
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Nutrition pyramid
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Avoiding foods with excessive salt, sugar, additives and preservatives
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Conduct a personal dietary assessment using the USDA guidelines
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Differentiate between diets that are healthy and diets linked to disease
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Track progress toward achieving a short-term personal goal related to variety and moderation when healthy
eating
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Advocate for proper food preparation and storage practices in the home (BAC! Curriculum)
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Promote healthy ways to maintain or lose weight through self-management and behavior change, not dieting
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Identify how food choices are influenced by culture, family, media, technology, peers, body image and
emotions
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Identify food eating disorders
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Set goals for healthy eating based on a dietary analysis to enhance health
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Critique the adequacy of personal diet for key nutrients and identify foods that supply necessary nutrients
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Demonstrate safe food preparation and storage practices
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Make a decision to eat foods that optimize health
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Develop a personal health and fitness portfolio
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Research food and nutrition advocacy groups in the community
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Analyze the impact of various influences, including the environment, have on eating habits and attitudes
toward weight management
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Keep a personal fitness log and evaluate the results
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Access information to determine the recommended amount and types of physical activity necessary for body
types and age
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Advocate to peers for use of safety equipment during physical activity
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Analyze influences that may affect self-esteem
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Set goals to increase positive self-image
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Communicate with a peer the ways of accessing help in a critical situation
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Identify ways to be physically active throughout a lifetime
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Share with others the appropriate use of safety equipment for physical activity (including sun safety)
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Differentiate between a sedentary lifestyle and an active lifestyle
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Demonstrate refusal skills to avoid the use of performance enhancing drugs
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Use the decision making process to refuse and avoid the use of performance enhancing drugs
Dental Health (MS & HS)
Students will understand through study and observation:
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Regular dental screening and care
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Foods related to healthy teeth
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Proper use of teeth
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Guest speaker will relate the relationship of health teeth to general health
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Analyze public health and insurance policy regulations that influence dental health promotion and disease
prevention
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Advocate dental screenings
Alcohol, Brain Research and Health (MS & HS)
Through presentations of guest speakers and field trips, students will understand:
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Impact of alcohol on the brain
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Impact of alcohol and drugs on driving
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Personality changes resulting from drug use
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Exercising self-control
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Seeking assistance for help with alcohol
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Demonstrate where and how to access appropriate services for addition
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Set goals to avoid alcohol, tobacco and other drug use
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Communicate to others school policies and state laws regulating student’s non-use of alcohol, tobacco and
other drug use
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Use decision making process to stay away from situations where drugs will be used
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Advocate for the benefits of abstaining from or discontinuing tobacco and/or drug use
Drugs, Brain Research and Health (MS & HS)
Students will study units and understand:
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UCLA, Department of Medicine, brain studies involving drugs and brain function
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Understanding helpful and harmful drugs
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Appropriate use of prescription and over the counter drugs
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Exercising self-control
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Seeking assistance for help with drugs
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Access information about drug testing in the workplace
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Advocate for abstaining from alcohol, tobacco and other drugs during pregnancy
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Advocate for athletes to abstain from alcohol, tobacco and other drugs
Safe Driving (HS only)
Students will study units and understand:
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Avoiding risky behavior
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The Physics of Driving
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Obtaining assistance while driving
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Recognizing emergencies
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All weather driving
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Safe auto requirements
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Motorcycles and scooter safety
Choices (Communicable Diseases) (HS only/Parent Permission Required)
Students understand the risks of:
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Unsafe sex
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Transference of bodily fluids
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Sexual encounters
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Incidents of TB, AIDS, Influenza, and Hepatitis in the United States, state and county
Students will:
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Demonstrate the ability to access community resources providing assistance for health and pregnancy issues
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Effectively communicate decisions and behaviors of family, peers and others that promote healthy sexual
behaviors
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Compare the effectiveness for a variety of contraceptives, including abstinence and disease reduction
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Describe the relationship between peer pressure, media influences and sexual decision-making
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Develop short and long-term goals that will maintain sexual health and avoid unintended pregnancy and
STDs
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Use the decision making process to make healthy choices around sexual health
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Advocate for using sexual protection if having sex
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Describe how alcohol and other drugs can affect decision-making and influence sexual risk taking
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Devine values and what influences our values, including media, analyze how our values impact our sexual
related decisions
Bullies and Fighters (MS)/ Dealing With Difficult People (HS)
Students understand the importance of:
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Practicing avoidance behavior
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Knowing alternatives to violence
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Avoiding risky behavior
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Demonstrate pro-social communication skills
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Describe how, where and when to report dangerous situations
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Be able to identify dangerous situations
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Describe how alcohol and other drug use can affect decision making and influence violence
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Describe what to do if exposed to bullying situation
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Be an advocate for the promotion of respect and empathy for individual differences
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Identify public and private violence prevention resources
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Differentiate between pro-social and anti-social words and actions in the media
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Working with peers to resolve conflicts
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Exercising self-control
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Developing and using interpersonal and other communication skills
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Seeking assistance for help with risky situations
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Using positive peer pressure
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Methods of making new friends
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Appropriate personal behavior
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Expressing feelings in an acceptable way
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Demonstrating positive actions toward others
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Constructive resolution of conflicts
Resisting negative peer pressure
Critical thinking in conflict situations
Gang avoidance
Homeland Security and School Safety (MS & HS)
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Fire Safety at Home and School
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Earthquake Safety
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Elementary Emergency First Aid
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Disaster Safety
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Family Safety
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Analyze the history and development of the uniform fire code and how it regulates buildings to protect
property and save lives (integrated into Social Science classes)
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Use decision making process to develop a plan on how to avoid risk in wildland urban interfaces areas around
your home, school and community
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Learn appropriate use and wearing of safety equipment to be worn in times of emergency and disaster
FOREIGN LANGUAGE
(Other foreign language courses will be offered upon parent request and availability)
Spanish 1
(Annual Course)
Prerequisite: Spanish Grade 8
Text: El espanol para nosotros: curso para hispanohablantes Level 2 Glencoe
Theme: Cultures and Geography
Spanish 2
(Annual Course)
Prerequisite: Spanish 1
Text: El espanol para nosotros: curso para hispanohablantes Level 3 Glencoe
Theme: History
Spanish 3
(Annual Course)
Prerequisite: Spanish 2
Text: El espanol para nosotros: curso para hispanohablantes Level 4 Glencoe
Themes: Travel
Spanish 4
(Annual Course)
Prerequisite: Spanish 3
Text: Galeria de arte y vida Mc Graw Hill (2007)
Themes: Literature
Spanish Literature 1
(Annual Course)
Prerequisite: Spanish 4
Text: Tesoro literario McGraw Hill (2007)
Course Description
Spanish Literature I will include comprehension exercises and intensive conversation and
discussion related to Latin literature. Discussions and lectures will be done in Spanish. This
course will also involve vocabulary, oral and written exercises and focus on assistance with
critical thinking in conversation and written work. Octavio Paz, Isabel Allende, and Frederico
Garcia Lorca will be the featured authors and their works (in Spanish) will be the core of unit
study. Coursework will enable students to take the Advanced Placement Language Exam.
ART/MUSIC
Visual Arts
(Annual Course)
Prerequisite: None
Text: Fleming Honour, The Visual Arts: A History (7th Edition), 2006
D’Alleva, Look! Art History Fundamentals, 2007, Prentice Hall
Course Description
The advanced art appreciation course focuses on providing a framework for prior student study in
Social Science and Language Arts classes where art works were used to enhance core content.
Students will take field trips to area museums and use the virtual museum sites from the World
Wide Web as a basis for study.
Themes: Art as Culture, History and Art
Units:
Public art
Architecture
Arts and crafts
Women artists
Folk/Outsider art
Avant-garde artists
Survey of Art
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Pre-historic
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Non-Western Art
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Ancient
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Medieval
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Renaissance
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Baroque
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Eighteenth Century
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Nineteenth Century
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Twentieth Century
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Modernism
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Post-Modernism
Curriculum:
Students in Advanced Art Appreciation will:
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Process, analyze, and respond to sensory information through the language and skills unique to the visual arts
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Perceive and respond to works of art
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Develop an advanced vocabulary of visual arts and perceptual skills
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Analyze and discuss complex ideas, such as color, scale, expressive content, virtual works of art, and real
works of art during field trips and artist presentations of work.
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Discuss a series of works of art
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Research two periods of painting, sculpture, or other media and discuss their similarities and differences
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Compare how distortion is used in photography or painting
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Describe the use of the elements of art to express a mood in one or more works of art
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Analyze the works of a well-known artist as to the art media selected and the effect of that selection on the
artist
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Understand the historical contributions and cultural dimension of the visual arts
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Students analyze the role and development of the visual arts in past and present cultures throughout the
world, noting human diversity as it relates to the visual arts and artists.
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Identify contemporary artists worldwide who have achieved regional, national or international recognition
and discuss the ways in which their work reflects, plays a role in, and influences present-day culture
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Investigate and discuss universal concepts expressed in works of art from diverse cultures
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Research the methods art historians use to determine the place, context, value and culture that produced a
given work. Students will use this technique in visiting two museums.
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Describe the relationship involved in the process, product and the viewer
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Construct a rationale for the validity of a specific work of art artwork that falls outside their own conceptions
of art
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Compare and contrast works of art, probing beyond the obvious and identifying psychological content found
in the symbols and images
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Develop written criteria for the selection of pieces to put into an Art Appreciation Portfolio. Student will
write a written defense of portfolio inclusions.
Resources for Art Appreciation I and II
Teach Tolerance.org
MoMA.org-Red Studio
Walker Art Center Online
Birmingham Museum of Art Online
Learning at Whitney-Whitney Museum of American Art Online (http://artport.whitney.org/)
New York Public Library Digital Gallery
New Deal Artwork (http://newdeal.feri.org/default.cfm/)
Twentieth-Century Contemporary Visual Artists (http://the-artist.org/artmovement/welcome.cfm/)
American Museum of National History New York (http://www.amnh.org/education/resources/special_collections.org)
Library of Congress: American Memory Collection
Smithsonian American Art Museum
National Portrait Gallery Education
Guggenheim Museum Online
National Gallery of Art (Kid’s Site)
Alternet.org/wiretap/ (online youth art magazine)
British Broadcasting Art (http://www.bbc.co.uk/blast/art/
PBS Contemporary Artists Site (http://www.pbs.org/art21/)
Color is the Keyboard (http://www.publicandartist.org/color/)
Music Appreciation
(Annual Course)
Prerequisite: None
Text: Joseph Machlis and Kristine Forney, The Enjoyment of Music (W.W. Norton)
Themes: Music as Culture, Form
Units:
What is a Symphony?
Chamber Music
Voice Only: Vocal and Choral Music
The Small Orchestra
The Big Orchestra
Baroque Period
Romantic Period
Important American Composers
Important German/Austrian Composers
Important Russian Composers
Key French Composers
Key English Composers
20th Century Composers
Curriculum:
Students in Advanced Music Appreciation will:

Process, analyze, and respond to sensory information through the language and skills unique to music

Perceive and respond to works of music

Develop an advanced vocabulary of music and performance skills

Analyze and discuss complex ideas, such as tone color, harmony, melody, and rhythm in works of music
during field trips and artist presentations of music.

Discuss a symphony

Research two periods of music and discuss their similarities and differences

Describe the use of the elements of art to express a mood in one or more works of music

Analyze the works of a well-known composer or musician as to the medium and instruments used and the
effect of that selection on the music

Understand the historical contributions and cultural dimension of the musical arts

Students analyze the role and development of music in past and present cultures throughout the world, noting
human diversity as it relates to the music, composers and artists.

Identify contemporary musicians worldwide who have achieved regional, national or international
recognition and discuss the ways in which their work reflects, plays a role in, and influences present-day
culture

Investigate and discuss universal concepts expressed in works of music from diverse cultures

Research the methods music historians use to determine the place, context, value and culture that produced a
given work. Students will use this technique in visiting two museums.

Describe the relationship involved in the process, product and the viewer

Construct a rationale for the validity of a specific work of music that falls outside their own conceptions of
music

Compare and contrast works of music, probing beyond the obvious and identifying psychological content

Develop written criteria for the selection of pieces to put into a Music Appreciation Portfolio. Student will
write a written defense of portfolio inclusions.
Resources for Music Appreciation I and II
Teach Tolerance.org
MoMA.org-Red Studio
New York Public Library Digital Gallery
American Museum of National History New York (http://www.amnh.org/education/resources/special_collections.org)
Library of Congress: American Memory Collection
British Broadcasting Art (http://www.bbc.co.uk/blast/art/
COMPUTER SCIENCE
Computer Literacy:
(Annual Course)
Prerequisite: None
Text: None
Course Description:
This course will be designed to meet the requirements for graduation in computer education. It will provide
an awareness of what computers are and the ethical and historical aspects of computing. Students will have
‘hands on’ experience with applications in word-processing, spreadsheet and database programs. Some
classes will be lecture and some will be laboratory-based classes. Quizzes, tests and computer based
exercises and projects will form the basis of the student’s grade.
Computer Applications:
(Annual Course)
Prerequisite: Computer Literacy
Text: None
Course Description:
This course will focus on teaching students to use computers and computer software. They will be
introduced to the uses of word processors, spreadsheets, and data management systems at the level required
for home and school use. By the end of the course, students will have set up a work sheet model from a
spreadsheet package, designed a format for a data base, entered data, and written a report using data
management system. Student will use the word processor to write the letters and resumes and will also
learn to evaluate software of various kinds and learn the workings of a PC.
Multimedia:
(Annual Course)
Prerequisite: Any Computer Class
Text: None
Course Description:
Available for students interested in learning to use a variety of multi-media tools. During the first quarter,
instruction will be given in programs such as HyperCard, Hyperstudio, Adobe PhotoShop, Amazing
Animation, and QuickTime. During the second quarter, students will plan and produce a project that
requires working across platforms, integrating sound, graphics, and video. Steps in the development of the
project include: 1. Identifying the goals of the project 2. conducting a need assessment 3. preparing an
analysis and designing the product 4. producing the project 5. conducting formative evaluations throughout
the development process 6. presenting the project to a panel for final evaluation Programming in C: The
students will attend mastery on programming. The C programming language will be used on the
DOS/Windows platform. Topics covered will range from basic declarations through dynamic data
structures and will include all data types, files and functions.
AP Computer Science:
(Annual Course)
Prerequisite: Computer Literature and Computer Application
Text: None
Course Description:
This course will prepare students for the Advanced Placement Computer Science exam. The curriculum
will follow that defined by the College Entrance board and will cover the C++ programming language.
Programming methodology, language structure and the ethical use computers in our society encompass the
major focus of this course.
COURSES
Subject Area
Mandatory Courses
Elective Courses
Algebra 1
Algebra 2
Geometry
Trigonometry (1/2)
Probability and Statistics (1/2)
Pre-Calculus (1/2)
Calculus (1/2)
AP Calculus AB
AP Calculus BC
AP Statistics
Science
Biology (with Lab)
Chemistry (with Lab)
Physics (with Lab)
Scientific Method
Science Fair Project
Robotics
AP Biology
AP Chemistry
AP Physics B
AP Physics C
Language Arts
English 9
English 10
English 11
English 12
Creative Writing
Public Speaking
Math
Social Sciences
World History
US History
American Government and
Civics (1/2)
Economics (1/2)
Life Skills
Sociology
AP US History
AP World History
Computer Literature
Computer Applications
Multimedia
AP Computer Science
Computers
Foreign Language
Spanish-1
Spanish-2
Spanish-3
Spanish-4
Spanish Literature
Other Foreign Languages
Physical Education
Physical Education
Health and Safety
Art/Music
Visual Arts
Music Appreciation
TOTAL
18
Minimum 5
STANDARD ALIGNMENT
Objectives, Curriculum Units and Lessons
According to No Child Left Behind, all students at ________________must be technologically
literate by the eighth grade. In addition to stand alone technology classes, individual classes in all
content areas will teach skills unique to the field of study and reinforce technology skills.
Social Sciences
Grade: 6 - Ancient Civilizations
Curriculum units of study will be based on geography. _____________will use the National
Geographic Society curriculum as the foundation for study. Cultures will be studied by viewing
the every day lifestyle of peoples. Online pen pal websites will allow students to exchange email
with students from other countries.
Objective
Units
Lessons and Activities
Archaeological Studies
Hunter Gatherer
Virtual mapping
Societies Mapping
Mapping Change Over Time
(Integration Science)
Careers in Archaeology
Guest Speaker
Pacific Northwest Natives
Interactive Computer Dig
Archaeological Mapping
Mapping-National
Change Over Time
Geographic Society
Current Events
Mesopotamia, Egypt, Kush
Effects of War
Farming and Agriculture
Virtual Farming
Population Simulation
Biographical Interview
Interview Simulation
Questions
Evolution of Language
Egyptian Art-Getty
Online Collections
Museum
Local Collections
My Own Language
BBC History of Language
Lesson
Series
Slang and Regionalisms
Integration into
Language Arts
Vocabulary Unit
Ancient Hebrews
Guest
Speaker/Biographical
Presentation
Judaism-Laws-High Holy
Diversity Activities
Days – Guest Speaker
Holiday Celebrations
Map Activity and
Current Events
Reporting
Early Greek Civilizations
Field Trip
Art Treasures
Greek Law-Panel
Legal Panel
Discussion
Guest Speaker - Law
Mapping-National
Change Over Time
Geographic Society
Materials
Early Indian Civilizations
Myths and gods/Masked
Integration with Language Arts
Play
Myths
Role Playing-Scientists
Biographical Study
and Mathematicians
Links with Language Arts
Rolling on the River:
Oregon First Peoples
Map Unit
Guest Speaker
Medical, Math and
Current Events
Scientific Advances-Role
Playing
Early Chinese Civilization
Take the High Road:
National Geographic Lessons
Map Unit on the Silk
Roads
Teachings of ConfuciusPanel
Spreadsheet of
Change Over Time
Dynasties/technology
Guest Speaker
Integration
Roman Empire-Beginning
Field Trip - Virtual
Art and History
Museums
Biography-
Integration with Language Arts
Research/Bibliography
Map Game
National Geographic Society
Online simulation
Grade: 7 - Medieval and Early Modern Times
Objective
Units
Lessons and Activities
Expansion and the Fall of the
Roman Empire
Online Museum-Art
Virtual Getty Museum
Online Mapping-
National Geographic Society
Expansion
Mini-History
China in the Middle Ages
Multimedia Presentations
Field Trip-Chinese Art
Guest SpeakersReligions
Farming Techniques
Islam in the Middle Ages
School Garden
Online Museums
Mapping
National
Geographic Society
Medieval Africa
Online Museums
African Folktale Project
Guest Speaker
Medieval Japan
Screen Drawing Project
Integration with Art
Guest Speaker- Art
Museum or Collector
Panel Discussion-Royal
Current Events
Japan
Medieval Europe
Meso-America and Andean
Civilizations
Online Museums
The Castle Unit
Virtual Experience
Mapping Activities
National Geographic Society
Mapping
National
Geographic Society
Popcorn Unit
National Popcorn Growers
U.S Virtual
Renaissance
Spreadsheet of one area
(Math/Science/Arts)
Reformation
Biography-Timeline
Virtual
Mapping Activities
In class and Virtual
Panel Discussions
Integration Language Arts
Scientific Revolution
Inventor Reports-Written
Integration Language Arts
16th,
Multimedia
Integration Technology
17th
&
18th
Centuries
Presentations-Group
Activity (Class in Three
Sections)
Readings from Magna
Carta, English Bill of
Integration Language Arts/Drama
Rights and the American
Declaration of
Independence
Oral Presentation of
Integration Technology
Multimedia Project-Peer
Critiques
Grade: 8 - American History
The focus for the first semester is the development of America’s democratic institutions and the
development of American politics, society, culture and the economy. The origins of regional
differences will be stressed. The events leading up the Civil War and the consequences of that
struggle will be explored. The rise of industrialization and contemporary social and economic
conditions will be the last unit of the year.
Objective
Major events preceding the
founding of the nation and
relationship to the development of
American constitutional democracy
Units
Lessons and Activities
Personalities of the Great
Integration Language Arts
Awakening
The Declaration of Independence
France or England: War!
America’s Democratic Heritage
The Political Principles of the US
Constitution: Enumerated and
Implied Powers
In Congress Assembled
We the People Unit
Integration Language Arts
Spreadsheet of Continental
Integration Technology
Congress
Foundations of the American
Political System
Current Events
Time Magazine Program
Project Vote-Smart Curriculum
Virtual Campaign (election
years voting and campaign)
We the People Unit
Aspirations and Ideals of the
People
History Firsthand (Library of
Online research
Congress)
Colonization and Settlement,
1585-1763 Tinker, Tailor,
Farmer, Sailor (LofC)
Diaries
US Foreign Policy in the Early
Republic
Sea Changes: A Study of a New
Challenges of the American
People from 1800 to 1850
Marco Paul's Travels on the Erie
England Industry
Canal: An Educational Voyage
Integration Language Arts
(LofC) and America Dreams,
(LofC)
Women’s Movement:
Voices for Votes: Suffrage
Strategies (LofC) and Women:
Struggle and Triumph (LofC)
Divergent Path of the South:
1800-1850
American Art Online (LorC)
Integration Technology and Art
Images of Our People (LofC)-
Integration Language Arts
North, Middle and Southern
Colonial
readings, images and import and
export records
Divergent Path of the West:
1800-1850
Local Museum Visit &
Curriculum Unit
Journeys West (LofC) and Lewis
Integration Language Arts
& Clark (LofC)
Tracking Down the Real Billy the
Kid (LofC)
Slavery Issue
Created Equal? (Library of
Congress)
North/South Panel
Causes, key events and
consequences of the Civil War
Civil War Panel Debate:
Research Skills
Photojournalism (LofC) Matthew
Integration Arts
Brady-Journals and Mathew
Brady Bunch (LofC)/Guest
Speaker-Photojournalist
National Expansion and Reform,
1815-1860 America Dreams
(LofC)
The Civil War through a Child's
Integration Language Arts
Eye (Library of Congress)
Reconstruction
Transformation of the American
Economy and the Social and Political
Influences of the Industrial
Revolution
Reconstruction Spreadsheet
Research Project: Boat to Ellis
Island (Online)
Kings of Capitalism: Research
online (Department of
Commerce)
Integration Technology
Just Folks: Living in Cities and
on Farms
Inventors and their Inventions:
Integration Language Arts
Research Paper
Indian Boarding Schools:
Civilizing the Native Spirit
(LofC)
The Grange and Populist Party:
Panel Presentation
Grade: 9 - World History and Geography
Objective
Development of Western
Political Thought
Units
Lessons and Activities
Readings from Text
Integration Language Arts
And Primary Sources
Biography Assignment-Paper and
Integration Language Arts
Panel Presentation “A Meeting of
the Minds”
Revolutions
Glorious Revolution
French Revolution (CA
Framework and DOE Lesson
Plans)
American Revolution Compare
Integration Language Arts
and Contrast Paper
Industrial Revolutions
Invention Reports-Oral/Online
Integration Technology
Research
Compare and Contrast Industrial
Integration Technology
Revolutions-Report Spreadsheet
New Imperialism
Past, Present and Future –Class
divided into two topic areas
World War I
Debate Entry and Significance
Totalitarian Governments
History Channel and PBS
Integration Language Arts
Curriculum Units
WWII and Significance
Biography Key Figures-Written
Integration Language Arts
Paper
Post-War World-Mapping
Integration Technology
(Tiger Mapping and National
Geographic Society)
International Development
Continent Panel Reports-
Integration Language Arts
Research with Current Events
Relationship
Guest Speaker-College State
Dept.-Careers
Nation Building
Middle East War-Guest Speakers
UN Debate
Embassy Guests for two units
Technology Boom
Recent Inventions-Multimedia
Integration Technology
Presentation
Grade: 10 - United States History
Objective
Units/Lessons
Ideals and Foundations
We the People Curriculum
Industrialization, Immigration
and Growth of the Cities
Standard(s) Addressed
Child Labor in America (LOC)
Thank You, Mr. Edison (LOC)biography assignment
Who Really Built America?
Integration with Technology
(LOC) & Mapping Unit
Creation of a Class Timeline
Women, Their Rights & Nothing
Less (LOC)
America at the Centennial (LOC)
Integration with Current Events
and World Cultures
Virtual
1900 America (LOC)
To Market, To Market (LOC)
Religion-Guest Speakers
Presidential Policies
A Place in the World and World
War I
Current Events
What Are We Fighting For Over
There? (LOC)
Exploring Cultural Rituals (LOC)
Census Research Paper
Integration Current Events and
World Cultures
Integration Language Arts
What Do You See (LOC)
Victory Gardens
Integration Science
Progressives
Debate-OR Political Race
Field Trip
Society and Culture
Inventions
Integration Science
Great Depression
Studs Terkel Interviews and
Integration Language Arts
Literature Connection
Interviewing Techniques
Victory Garden-School Garden
Integration Science
Unit
World War II
Virtual Field Trip-Museum of
Tolerance
Home Front/War Front
Civil Rights
Debate: Atomic Bomb
Integration Science
Teach Tolerance Units
Integration Language Arts
Eyes on the Prize Curriculum
Understanding History and
Local History
Ourselves Units
From Jim Crow to Linda Brown
(LOC) and curriculum from
Southern Poverty Law Center
Jackie Steals Home (LOC)
Baseball and Popular Culture
Foreign & Domestic Policy Since
Guest Speakers: Korean War,
WWII
Vietnam, Women’s Movement
and Iraq War
Diversity and Ignorance through
the Teach Tolerance Curriculum
Change Over Time
Compare and Contrast Eras: Red
Scare, Communist Scare and
Today
Popular Culture Through Radio,
Integration Technology
Films and TV
Fine Art Survey
Integration with
Arts Classes
Modern America
America Dreams (LOC)
Current Events
Current Events-Weekly
Integration Language Arts
Multimedia Presentation-Decade
Integration Technology
(1950-1990)
Grade: 11 - Civics/Government (One semester)
Objective
Fundamental Principles and
Moral Values of the People
Balance of Power
Units/Lessons
Standard(s) Addressed
Readings and Summaries
Integration with Language
Arts Classes
Challenges to Each Branch-
Integration with Technology
Multimedia Presentations
Theories of Government
Spreadsheet of theories
Integration with Technology
Immigration
Debate: Mexican border
Bill of Rights
Contemporary Vote
Key Issues
Panel Discussion: Research and
Current Events
Integration with Language Arts
Paper
World View of America
Historical and Current/de
Current Events
Tocqueville and Modern Day
France
The Constitution
Class Project-Article Research-
Integration Technology
Online
The President
Mini-Research
Integration with Language Arts
Projects/Summaries
Foreign Policy
Field Trip: Embassy (Virtual)
Integration Technology
Mapping-National Geographic
Integration Technology
Units
The Judiciary
Court House Visit (Virtual)
Guest Speakers Judge and
Lawyer
Constitutional Challenges
The Legislature
Interview: Public Official
Contemporary Issues
Attendance at School Board
Meeting
and Vote Smart Project
Grade: 11 Economics (One semester)
Objective
Units/Lessons
Monetary Policy and Theory
Research Paper on monetary
Standard(s)
theories
Economic Vocabulary
Game-Weekly
Market Economy
Simulation on World Economy
Fiscal Policy and Government
Panel Scenarios
World Labor Market
Guest Speaker-Outsourcing
Economic Data
Truth or Fiction: Evaluation of
Integration Technology
Statistics
International Trade
Online Data Collection
World Banking/Online Banking
Guest Speaker
FDIC Curriculum MoneySmart
World Economic Forces
Mapping and Projections
Stock Market Project
Integration Technology
If Time Permits:
Field Trip: Stock Company
Field Trip: Bank
Language Arts
Courses in the Language Arts offer teachers a framework of mandatory assignments that build in
units at the middle and high school levels. Literature selections are taken from the approved list
and teachers will work during the mandatory development days to integrate themes with other
content areas before the school year begins. Integrated units will be evaluated at the end of each
year. Classes at all levels integrate writing and grammar development using computer word
processing and grammar and writing drill programs. Peer editing rubrics will be integrated into
most of the writing assignments and teachers will use the online RubiStar to create specific
grading rubrics for assignments. Rubrics will be presented to students as assignments are given
and students will use the same rubrics for peer editing at the high school level.
Grade: 6- English Language Arts
Objective
Units
Word Analysis, Fluency, and
Systematic Vocabulary Development
Weekly Vocabulary and Assigned Grade Level Reading
Reading Comprehension:
Informational Materials
Daily Newspaper Article/Online Essay-Compare and Contrast
Weekly Literature Magazine
Literary Response and Analysis:
Focus on
Forms of Literature: Short Story, Essay, Novel
Characterization
Setting
Tone and the Language of Poetry
Themes: Poetry
Literary Devices
Plot
Speaker/Voice
Writing Strategies
Writing Included in each
activity or lesson
Characterization: Paper
Weekly current event summary
Author Report
Portfolio Essays
Business Letter
Writing Applications
Narrative Assignment (2
required)
Expository Assignment (2
required)
Research Report (1 required)
Response to Literature (3
required)
Persuasive Compositions (1
required) - Debate and Panel
Discussion (one required)
Written and Oral English Language
Grammar Gremlin Competition
(Integrated with Technology)
Portfolio Review and Peer Edit
Computerized topical spelling
review
Personalized spelling review
(using technology)
Business Letters
Listening and Speaking Strategies
Presentation: Author
Presentation
Portfolio Defense
Character Presentation
Note taking-Other Presentations
Note taking-Short Stories
Advertisement Claims
Speaking Applications
Story Telling
Book Summary & Review
Book Panel
Author Defense
Multimedia Presentation on
Social Science Topic
Integration using thematic work
and research
Grade: 7 - English Language Arts
Objective
Units
Word Analysis, Fluency, and
Systematic Vocabulary Development
Weekly Vocabulary Jeopardy
Reading Comprehension:
Informational Materials
Daily Newspaper & Bi-weekly
Game
public document
Weekly Literature Magazine
Literary Response and Analysis:
Focus on
Forms of Prose: Short Story,
Essay, Novel, Novella
Foreshadowing-Short Story
Characterization
Contrasting Points of View
Themes: Universal & Recurring
Class Critique: Essay
Writing Strategies
Weekly current event summary
Author Research &
Report/Technology
Portfolio Essays & Revision
Writing Applications
Research Report (1 required)
Autobiography
Response to Literature (3
required)
Persuasive Compositions (2
required)-Debate and Panel
Discussion (one required)
Portfolio Review and Peer Edit
Written and Oral English Language
Expand computerized topical
spelling review database
Personalized spelling review
(Technology)
Presentation: Author
Presentation
Portfolio Defense
Listening and Speaking Strategies
Character Defense Presentation
Note taking-Other Presentations
Note taking-Panels
Public Address Analysis
Panel Presentation-Persuasive
Multimedia Presentation
Grade: 8 - English Language Arts
Objective
Word Analysis, Fluency, and
Systematic Vocabulary Development
Units
Weekly Vocabulary and
Assigned Grade Level Reading
Word Origin-Daily Exercise
Reading Comprehension:
Informational Materials
Daily Newspaper
Article/Online Essay-Compare
and Contrast
Weekly Literature Magazine
Product Information-Reading
and Design Integration with
Technology
Writing summaries (3directions, summary and
mechanical device)
Literary Response and Analysis:
Focus on
Non-Fiction (Integration with
History)
Paper on Structural Elements of
Novel
Author Paper: Style
Forms of Poetry-Focus on
American Poetry &
Enhancing a Poetry Unit with
American Memory (Library of
Congress)
Historical Context: Characters
Plot Development
Essay
Biographical Approach
Essay
Writing Strategies
Writing included in each
activity or lesson
Bibliography on Author
Historical Context and
Literature Paper
Peer Review of Papers
Writing Applications
Write 2 Short Stories
Write 2 Responses to
Literature
Write 1 research report
(listed above)
Write 5 persuasive
composition
Write business letter
Write a basic resume
Integration with Science
project-writing a lab
report
Written and Oral English Language
Evaluation of essays
Portfolio Review and
Peer Edit
Computerized topical
spelling review
Personalized spelling
review (using
technology)
Business Letters
Listening and Speaking Strategies
Presentation Evaluation
(Instructor’s Choice)
Portfolio Defense
Presentation
(Instructor’s Choice)
Note taking-Other
Presentations
Note taking-Short
Stories
Advertisement Claims
Speaking Applications
Author Biography
Book Summary &
Review
Research Presentation
Author Defense
Poetry recitation
(Students may use
technology integration)
as part of multimedia
presentation
Grade: 9-10 English Language Arts
Objective
Word Analysis, Fluency, and
Systematic Vocabulary Development
Units
Weekly Vocabulary and
Assigned Grade Level
Reading
Word Origin-Daily
Exercise
Reading Comprehension:
Informational Materials
Daily Newspaper
Article/Online Essays;
Interview Questions for
Political Figure
Weekly Literature
Magazine
Work Place DocumentsOne each week
Annotated Bibliography
on Top Four College or
Universities (Student
Selection)
Use of WWW sites and
graphic calculators
integrated with math and
science concepts
(Integrated assignment)
Literary Response and Analysis:
Focus on
Shakespeare Selection
(required)
Novel (Unit IntegrationCreated by Grade Level
Teaching Group) (2
Minimum)
Drama Selection
Novella Selection
Writing Strategies
Writing Included in each
activity or lesson
Interview-Oral History
Weekly current event
summary
Shakespeare PaperTragedy (using
technology)
Drama Paper-Tragedy
Persuasive PaperInstructor Choice
Writing Applications
Write Short Stories-2
Genres and Their Characteristics
Responses to Literature-4
Analytical Essay
Research PaperControversial Topic
Essay
Write Business Letter
Lab Report (2 required)
Written and Oral English Language
Sentence Construction
Review
Portfolio Review and Peer
Edit
Use Word Correct/Editing
Feature
Research Paper (above)
Listening and Speaking Strategies
Presentation: 9Informative/10-Persuasive
Portfolio Defense
Public Address- 9-2
speeches/10-3 speeches
Note taking-Other
Presentations
Speaking Applications
Present Informative
Speech
Book Summary & Review
Book Panel
Interview (DigitalIntegration with History)
Speech Critique
Present 1 persuasive
speech each year
Present 1 descriptive
presentation
Deliver Multimedia
Presentation (Integration
with Technology)
Grade: 11-12 English Language Arts
Objective
Word Analysis, Fluency, and
Systematic Vocabulary Development
Units
Weekly Vocabulary and
Assigned Grade Level
Reading
Word Origin-Daily
Exercise
Reading Comprehension:
Informational Materials
Daily Newspaper
Article/Online Essays;
Interview Questions for
Political Figure
Weekly Literature
Magazine
Expository Texts-One
each week (Integration
with Social Sciences)
Literary Response and Analysis:
Focus on
Analyze characteristics
of subgenres
Read Shakespeare
PlayOne each year
Novel (Unit IntegrationInstructor Choice from
grade-level list)
Short Stories - 3
Essays-4
Drama-second period
Writing Strategies
Writing Included in
each activity or lesson
Elements of DiscourseCritique of Writing
Weekly current event
summary
Humorous Writing
School Newspaper
Articles
Writing Applications
Autobiographical Essay
(College Essay)
Fictional Essay
Biographical Essay on
Author
Response to Literature4
Reflective
Compositions-4
Historical InvestigationTopical/Integrated into
Social Science Courses
Update resume and
autobiographical essay
Create multimedia
presentation
Written and Oral English Language
Editing Symbols
Portfolio Review and
Peer Edit
Computerized topical
spelling review
Personalized spelling
review (Technology)
Listening and Speaking Strategies
Presentation:
Persuasive
Portfolio Defense
Rhetoric: Persuasive
Appeals and
Advertising
(in Election Years-Ads)
Note taking-Other
Presentations
Speaker Critique
Public Address
(Integrated with Social
Science)
Speaking Applications
Present Reflective
Presentation
Book Summary &
Review
Book Panel
Present Oral Report on
Historical Investigation
(Integration with Social
Sciences)
Deliver Multimedia
Presentation integrating
recitation of literature
Grade: 6-8 Physical Education
Objective
Units
Wellness
Link Exercise and Health
Exercise and Diet
Weekly Record of Exercise
One Month Plan
Lifelong Plan for Health
Computerized Exercise
Plan
Nutrition
Food Groups
Eating for Exercise
Food Pyramid
Physical Proficiency
Single Participant
Team Activity
Leader
Movement
Link Movement
Independent Learning of
Skills & Motions
Understand Diversity in
Movement and Play
Exercise
Sports and Dance Units
Grade: 9-12 Physical Education
Objective
Units/Lessons
Wellness
Exercise and Health
Units (NIH)
Exercise and Diet
Weekly Record of
Exercise and Food
Intake - One Month Plan
Lifelong Plan for Health
Computerized Exercise
Plan-Semester Plan
Advanced Understanding
Food Groups and
of Nutrition
Interactions
Eating for Exercise
Food Pyramid
Advanced Physical
Single Participant
Proficiency (Rated on a
Team Activity
Scale of 1 to 6)
Leader
Movement
Link Movement
Independent Learning of
Advanced Skills &
Motions and Sports
teams
Understand Diversity in
Movement and Play and
Sports
Exercise
Sports and Dance Units
Grade: 10 Health and Safety
Objective
Units/Lessons
Choices
HS- Peer Pressure and
Sex
MS-Good Hygiene and
Occupational Safety
Home Safety
National Fire Association
Tolerance and Diversity
Teach Tolerance Units
Wellness and Habits
Tobacco Free!
(American Cancer
Association)
Safety
Safe Driving (AAA Club)
Work and School Safety
Red Cross Master of
Disaster Units
Homeland Security
FEMA Home and School
Safety
Enjoyment & Relaxation
Recreation Yesterday
and Today (Library of
Congress/AMC)
Nutrition and Diet &
Looking Good, Feeling
Dental Health
Good: From the Inside
Out (NIH)
Survival Skills
Sleep, Sleep Disorders,
and Biological Rhythms
(NIH)
Exercise
The Science of Energy
Balance: Calorie Intake
and Physical Activity
(NIH)
Wellness and the World
The Science of Mental
Illness (NIH)
Wellness
Understanding Alcohol:
Investigations into
Biology and Behavior
(NIH)
Fine and Performing Arts
Grade: 7 Music Appreciation
Students may elect to take Music Appreciation more than once. Lessons and Activities will be
different each year. Unit formatting and themes will remain the same but composers and selection
of music will rotate every three years.
Each musical era will be placed into the appropriate cultural context relating to the arts, society,
economics, and scientific and mathematical exploration.
Objective
Artistic Perception: Processing,
Analyzing, and Responding to
Sensory Information Through the
Language and Skills Unique to Music
Units
Reading Music
Pass Standard(s) and State
Benchmarks
Standard A
Communicate an understanding
of various art forms or disciplines
Music Critic
Standard B & C
Recognize exemplary works,
artists, movements and historical
developments in the arts
Understand the historical,
cultural, artistic, and/or personal
context in which the work of art was
created.
Use knowledge of technical,
organizational and aesthetic elements
to describe and analyze one’s own art
and the art of others
Recognize the significance of
experiences with the arts and reflect
on the performance or creation of an
artistic work
Reading the Critics
Standard B & C
Understand the elements and
principles that are common across
various art forms or disciplines
Recognize the significance of
experiences with the arts and reflect
on the performance or creation of an
artistic work
What is Music?
/Definitions
Standards A & C
Communicate an understanding
of various art forms or disciplines
Recognize the significance of
experiences with the arts and reflect
on the performance or creation of an
artistic work
Description of Written
Work
Creative Expression:
Creating, Performing, and
Participating in Music
Explore technological
innovations in music
Standards B, C & E
Respond to works of art, giving
reasons for preferences
Standards A & D
Analyze social/cultural
perspectives in the arts, within a work
of art, or in varied responses to a
specific work
Recognize exemplary works,
artists, movements and historical
developments in the arts
Identify and use basic
rhythm, melody and
harmony
Standards A, D & E
Understand how assumptions,
values, organizations, and conditions
of societies influence artistic
creations
Use appropriate sound production
Use correct rhythms and pitches;
execution of dynamics; and
articulation
Use an expression and style of
interpretation that is appropriate to
the composer’s intent
Perform music for a public
audience
Solving a Problem in
Music
Selection of Instruments
and Technology
Historical & Cultural Context:
Understanding the Historical
Contributions and Cultural
Dimensions of Music
Movements and Eras of
Music
Standards A & D
Communicate an understanding
of various art forms or disciplines
Standards A, B, C, D, & E
Recognize the significance of
experiences with the arts and reflect
on the performance or creation of an
artistic work
Standards A, B, & C
Recognize the significance of
experiences with the arts and reflect
on the performance or creation of an
artistic work
Recognize exemplary works,
artists, movements and historical
developments in the arts
Western and NonWestern Music
Standards A, B & C
Communicate an understanding
of various art forms or disciplines
Recognize the significance of
experiences with the arts and reflect
on the performance or creation of an
artistic work
Influence Over Time
Standards A, B, & C
Communicate an understanding
of various art forms and disciplines
Recognize and understand the
creative process within various art
forms or disciplines
Recognize exemplary works,
artists, movements and historical
developments in the arts
Aesthetic Valuing:
Responding to, Analyzing, and
Making Judgments About Works of
Music
Collection of Music
Reflections including one
Critique
Standards A, B, C, & E
Communicate an understanding
of various art forms or disciplines
Use an expression and style of
interpretation that is appropriate to
the composer’s intent
Recognize the significance of
experiences with the arts and reflect
on the performance or creation of an
artistic work
Music Criticism in written
and oral presentations
Standards A, B, C, & D
Recognize exemplary works,
artists, movements and historical
developments in the arts
Understand the historical,
cultural, artistic, and/or personal
context in which the work of art was
created.
Use knowledge of technical,
organizational and aesthetic elements
to describe and analyze one’s own art
and the art of others
Recognize the significance of
experiences with the arts and reflect
on the performance or creation of an
artistic work
Connections, Relationships,
Careers in Music
Applications: Connecting
(Science Related)
and Applying What Is
Diversity in Music/World
Learned in Music to Learning in
Other Art Forms and Subject Areas
and to Careers
Music
Portfolio of Projects and
Standard C & E
Standards B, C & E
Recognize exemplary works,
artists, movements and historical
developments in the arts
Standard E Benchmarks
Papers
Music and History
Standards B, C & E
Recognize exemplary works,
artists, movements and historical
developments in the arts
Grade: 9-12 Advanced Music Appreciation (elective)
Students may elect to take Advanced Music Appreciation more than once. Lessons and Activities
will be different each year. Unit formatting and themes will remain the same but composers and
selection of music will rotate every four years.
Each musical era will be placed into the appropriate cultural context relating to the arts, society,
economics, and scientific and mathematical exploration.
Objective
Artistic Perception: Processing,
Analyzing, and Responding to
Sensory Information Through the
Language and Skills Unique to Music
Units
Definitions
Change Over Time
Symphony
Chamber Music
Pass Standard(s) and State
Benchmarks
Standard A
Recognize, examine and
understand the elements and
principles that are common across
various art forms or disciplines
Use knowledge of technical,
organizational and aesthetic elements
to describe and analyze one’s own art
and the art of others
Recognize artistic elements in
works of art
Recognize and describe how
technical, organizational and
aesthetic elements contribute to the
ideas, emotions and overall impact
communicated by works of art
Creative Expression:
Creating, Performing, and
Participating in Music
Instrumentation
Scoring
Voice
Standards A, D
Recognize, examine and
understand the elements and
principles that are common across
various art forms or disciplines
Use knowledge of technical,
organizational and aesthetic elements
to describe and analyze one’s own art
and the art of others
Recognize artistic elements in
works of art
Recognize and describe how
technical, organizational and
aesthetic elements contribute to the
ideas, emotions and overall impact
communicated by works of art
Perform music for a public
audience
Recognize the significance of
experiences with the arts and reflect
on the performance or creation of an
artistic work
Historical & Cultural Context:
Understanding the Historical
Contributions and Cultural
Dimensions of Music
Composers
Conductors
Vocal and Choral Music
Research Paper on a
Movement or Era
Pacific Northwest, West
Music Contributions
Standards B, C, E
Recognize exemplary works,
artists, movements and historical
developments in the arts
Understand the historical,
cultural, artistic, and/or personal
context in which a work of art was
created
Understand the roles of the arts in
empowering people and enriching
their lives
Understand how assumptions,
values, organizations, and conditions
of societies influence artistic
creations
Aesthetic Valuing:
Responding to, Analyzing, and
Making Judgments About Works of
Music
Critique of Composer
Critique of Performance
Critique of Conductor
Standards B, C & E
Use an expression and style of
interpretation that is appropriate to
the composer’s intent
Recognize, examine, and
understand the elements and
principles that are common across
various art forms and disciplines
Recognize and understand the
creative process within various art
forms or disciplines
Communicate an understanding
of various art forms or disciplines
Recognize exemplary works,
artists, movements and historical
developments in the arts
Understand the historical,
cultural, artistic, and/or personal
context in which a work of art was
created
Connections, Relationships,
Applications: Connecting and
Applying What Is Learned in Music
to Learning in Other Art Forms and
Subject Areas and to Careers
History, Language Arts
and Music (AP)
Portfolio of Work this
Semester-Multimedia
Presentation Using
Music
Careers-Electronic
Music and Music
Historians
Standards A, B, C, & E
Recognize, examine and
understand the elements and
principles that are common across
various art forms or disciplines
Use knowledge of technical,
organizational and aesthetic elements
to describe and analyze one’s own art
and the art of others
Recognize artistic elements in
works of art
Recognize and describe how
technical, organizational and
aesthetic elements contribute to the
ideas, emotions and overall impact
communicated by works of art
Recognize and describe how
technical, organizational and
aesthetic elements contribute to the
ideas, emotions and overall impact
communicated by works of art
Perform music for a public
audience
Recognize the significance of
experiences with the arts and reflect
on the performance or creation of an
artistic work
Recognize exemplary works,
artists, movements and historical
developments in the arts
Understand the historical,
cultural, artistic, and/or personal
context in which a work of art was
created
Grade: 6 Art Appreciation
Students may elect to take Music Appreciation more than once. Lessons and Activities will be
different each year. Unit formatting and themes will remain the same but composers and selection
of music will rotate every three years.
Each musical era will be placed into the appropriate cultural context relating to the arts, society,
economics, and scientific and mathematical exploration.
Objective
Units/Lessons
PASS Standard(s) and State
Benchmarks
Artistic Perception
What is Art?
Standards A, B & C
Guest Speakers-Artists
Standards A, B, & C
Recognize and understand the
creative process within various art
forms or disciplines
Communicate an understanding
of various art forms or disciplines
Recognize exemplary works,
artists, movements and historical
developments in the arts
Understand the historical,
cultural, artistic, and/or personal
context in which a work of art was
created
Vocabulary of Art
Standard A
Use an expression and style of
interpretation that is appropriate to
the composer’s intent
Recognize, examine, and
understand the elements and
principles that are common across
various art forms and disciplines
Creative Expression
Basic Techniques and the Art
Process: Drawing, Printmaking,
Photography, Watercolor and
Tempera, Oil and Acrylic Painting,
Sculpture (Hard and Soft), Casting,
Relief and Murals
Standards A, B, C, D
Recognize, examine, and
understand the elements and
principles that are common across
various art forms and disciplines
Recognize and understand the
creative process within various art
forms or disciplines
Recognize exemplary works,
artists, movements, and historical
development in the arts
Historical and Cultural Context
Visiting the Museum
Standards A, B, C, E
Understand how the arts
influence, shape and are used to
change or preserve society
Movements and Periods and
Artists: Panels and Written Report
Standards A, B, C, E
Use an expression and style of
interpretation that is appropriate to
the composer’s intent
Recognize, examine, and
understand the elements and
principles that are common across
various art forms and disciplines
Recognize and understand the
creative process within various art
forms or disciplines
Communicate an understanding
of various art forms or disciplines
Recognize exemplary works,
artists, movements and historical
developments in the arts
Understand the historical,
cultural, artistic, and/or personal
context in which a work of art was
created
Geographic Differences
Standards A, B, C, F
Recognize, examine, and
understand the elements and
principles that are common across
various art forms and disciplines
Recognize and understand the
creative process within various art
forms or disciplines
Art as Culture
Standards A, B, C
Recognize, examine and
understand the elements and
principles that are common across
various art forms or disciplines
Connections, Relationships and
Applications
Art Theory
Standards A, B, C
Recognize, examine and
understand the elements and
principles that are common across
various art forms or disciplines
Use knowledge of technical,
organizational and aesthetic elements
to describe and analyze one’s own art
and the art of others
Recognize artistic elements in
works of art
Recognize and describe how
technical, organizational and
aesthetic elements contribute to the
ideas, emotions and overall impact
communicated by works of art
Recognize and describe how
technical, organizational and
aesthetic elements contribute to the
ideas, emotions and overall impact
communicated by works of art
Perform music for a public
audience
Recognize the significance of
experiences with the arts and reflect
on the performance or creation of an
artistic work
Recognize exemplary works,
artists, movements and historical
developments in the arts
Understand the historical,
cultural, artistic, and/or personal
context in which a work of art was
created
Portfolio on Artist or Period
Standards A, B, C, E
Analyze social/cultural
perspectives in the arts, within a work
or art, or in varied responses to a
specific work
Evaluation of Art
Standard E
Analyze social/cultural
perspectives in the arts, within a work
or art, or in varied responses to a
specific work
Purposes of Art
Standards A, B, C, E
Understanding the roles of the
arts in empowering people and
enriching their lives
Analyze social/cultural
perspectives in the arts, within a work
or art, or in varied responses to a
specific work
Art in History
Standards A, B, C, E
Understanding the roles of the
arts in empowering people and
enriching their lives
Understand how assumptions,
values, organizations, and conditions
of societies influence artistic
creations
Understand how the arts
influence, shape and are used to
change or preserve societies
Grade: 9 Visual Arts
Students may elect to take Advanced Art Appreciation more than once. Lessons and Activities
will be different each year. Unit formatting and themes will remain the same but composers and
selection of art will rotate every four years.
Each era of study will be placed into the appropriate cultural context relating to the arts, society,
economics, and scientific and mathematical exploration.
Objective
Units/Lessons
Artistic Perception
Public Art
PASS Standard(s) and State
Benchmarks Addressed
Standards A, B, C, E
Understanding the roles of the
arts in empowering people and
enriching their lives
Understand how assumptions,
values, organizations, and conditions
of societies influence artistic
creations
Understand how the arts
influence, shape and are used to
change or preserve societies
Guest Speakers-Artists
Standards A, B, C, D
Understanding the roles of the
arts in empowering people and
enriching their lives
Understand how assumptions,
values, organizations, and conditions
of societies influence artistic
creations
Understand how the arts
influence, shape and are used to
change or preserve societies
Vocabulary of Art
Standards A, B, C, D
Communicate an understanding
of various art forms
Recognize and understand the
creative process within various art
forms
Creative Expression
Folk/Outsider Art, Crafts,
Clay, Architecture,
School Garden and
Outdoor Art
Standards A & D
Recognize the significance of
experiences with the arts and reflect
on the performance or creation of an
artistic work
Recognize exemplary works,
artists, movements and historical
developments in the arts
Understand the historical,
cultural, artistic, and/or personal
context in which a work of art was
created
Perform art for a public
performance or exhibit
Historical and Cultural Context
Visiting the MuseumFour Field Trips During
the Year
Standards B, C, A
Recognize the significance of
experiences with the arts and reflect
on the performance or creation of an
artistic work
Recognize exemplary works,
artists, movements and historical
developments in the arts
Understand the historical,
cultural, artistic, and/or personal
context in which a work of art was
created
Movements and Periods
and Artists: Panels and
Written Report
Standards B & C
Understanding the roles of the
arts in empowering people and
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

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Detailed Study of the
Movements and Artists
including: Pre-historic
Non-Western Art
Ancient
Medieval
Renaissance
Baroque
Eighteenth Century
Nineteenth Century
Twentieth Century
Modernism
Post-Modernism
enriching their lives
Understand how assumptions,
values, organizations, and conditions
of societies influence artistic
creations
Understand how the arts
influence, shape and are used to
change or preserve societies
Recognize the significance of
experiences with the arts and reflect
on the performance or creation of an
artistic work
Recognize exemplary works,
artists, movements and historical
developments in the arts
Understand the historical,
cultural, artistic, and/or personal
context in which a work of art was
created
Connections, Relationships and
Applications
Art Theory
Standards B, C, E
Recognize, examine and
understand the elements and
principles that are common across
various art forms or disciplines
Use knowledge of technical,
organizational and aesthetic elements
to describe and analyze one’s own art
and the art of others
Recognize artistic elements in
works of art
Recognize and describe how
technical, organizational and
aesthetic elements contribute to the
ideas, emotions and overall impact
communicated by works of art
Recognize and describe how
technical, organizational and
aesthetic elements contribute to the
ideas, emotions and overall impact
communicated by works of art
Recognize the significance of
experiences with the arts and reflect
on the performance or creation of an
artistic work
Recognize exemplary works,
artists, movements and historical
developments in the arts
Understand the historical,
cultural, artistic, and/or personal
context in which a work of art was
created
Evaluation of Art
Standards B & E
Communicate an understanding
of various art forms
Analyze social/cultural
perspectives in the arts, within a work
of art, or in varied responses to a
specific work
Purposes of Art
Standards A, B, C
Understanding the roles of the
arts in empowering people and
enriching their lives
Understand how assumptions,
values, organizations, and conditions
of societies influence artistic
creations
Understand how the arts
influence, shape and are used to
change or preserve societies
Art in History-Focus on
Standards A, B & C
the Periods Above
Portfolio
Independent Work with
Standards A & D
Instructor
Create, Present and Perform: Use
ideas, skills and techniques in the arts
(PASS standards)
Apply artistic elements and
technical skills to create, present
and/or perform works of art for a
variety of audiences and purposes
Science
The Science classes will integrate the service learning projects (school garden and battery
recycling) into the curriculum. All courses will use lab and experimentations at a minimum of
four times a year. Technology will be integrated into every lesson offered at all grade levels.
Grade: 6 Earth Science
Objective
Plate Tectonics and Earth’s
Structure
Units/Lessons
Shake, Rattle and Roll:
Online Plate Tectonics
Graphing CA 1989
Quake (Integration with
History)
Exploring the Environment Units (NASA)
Shaping Earth’s Surface
Project Wet
FEMA Flood Lesson
EPA Beaches and
Coastal Tidelands
Heat (Thermal Energy)
EPA-SunWise Program
From a Distance: An
Introduction to Remote
Sensing/GIS/GPS Units
(NASA)
Hurricanes as Heat
Engines (NASA)
Energy/Earth System
Project Wet
EPA-SunWise Program
Graphing Atmospheric
Ozone (NASA)
Ecology (Life Sciences)
Great Plant Escape
(NASA)
School Garden (Service
Learning) Composting
Resources
EPA Environmental
Detectives
EPA Recycle Unit
Wool Unit/National Wool
Board
Beef and Resources
Investigation & Experimentation
EPA SunWise UVH Lab
Project Wet Labs
FEMA Flood Lab
All NASA Units
incorporate labs (as time
permits)
Grade: 7 Life Science
Objective
Cell Biology
Units/Lessons
Cell Software
Discover Earth: Earth as
a System (Adapted)
(NASA)
Simple Cells and the
Microscope
Genetics
DNA Model
Manipulatives Unit
Great Planet Escape
(Adapted) (NASA)
Evolution
Image the Universe
(Adapted) (NASA)
Earth Sciences
Exploring the
Environment (NASA)
Volcanic eruptions and
Plate Tectonics
Exploring the
Environment (NASA)
Asteroids
Exploring the
Environment (NASA)
Radioactivity, fossils and
rocks
Structure and Function of Living
Systems
Discover Earth: Earth as
a System (Adapted)
(NASA)
School Garden UnitPlant Growth
PBS Human Body
series and adapted
curriculum with
manipulatives
Physical Science
IMAGERS (NASA)
From a Distance (NASA)
TRMM: EYE
Robotics Lab
Microscope and
telescope Lab
Investigation & Experimentation
All NASA Units
incorporate labs
(Integration of a
minimum of six for the
year)
Grade: 8 Physical Science
Objective
Units/Lessons
Motion
Wright Flyer (NASA
Quest Unit)
Forces
Wright Flyer (NASA
Quest Unit) and NASA
Aerospace Online
Curriculum
Structure of Matter
Imagine the Universe
(NASA) Units
Earth Sciences (Earth in the Solar
System)
From a Distance (NASA
Unit)
Imagine the Universe
(NASA Unit)
From Stargazers to
Starships (Stern) and
Tour the ASM Sky
Reactions
Chemistry of Living Systems
(Life Sciences)
From text
Discover Earth: Earth as
a System (Adapted)
(NASA)
Periodic Table
Unit: Periodic Table
Density and Buoyancy
Will It Float? And
There’s Air In There
(NASA)
And Archimedes’
Principle
(NASA/Aerospace)
Investigation and
Experimentation
All units have a minimum
of one lab. Six labs are
required for this year.
Grade: 9-12 Biology
Objective
Units/Lessons
Cell Biology
Cell Biology and Cancer
Units (NIH)
Using Technology to
Study Cellular and
Molecular Biology
Microscope Lab
Genetics
Human Genetic
Variation Units (NIH)
The Human Genome
Project-Guest Speaker
Ecology
EPA Environmental
Units
Environmental Defense
Fund Curriculum Units
Project Wild
Project Wet
Evolution
Text
Physiology
The Brain:
Understanding
Neurobiology (Selected
Lessons) (NIH)
Roles of Acids and
Bases in the Body
(#AELP-CHM0201 Ed
Ref Desk)
Emerging and Reemerging Infectious
Diseases Units (NIH)
Grade: 9-12 Chemistry
Objective
Units/Lessons
Atomic and Molecular Structure
Periodic Table Unit and
SMILE Project Unit
Chemical Bonds
Expedition 2000 (ISS)
Conservation of Matter
From Text
and Stoichiometry
Gases and Their Properties
SMILE Project Units
Charles’ Law (#AELPCHM0202 Ed Ref Desk)
Acids and Bases
ChemMatters Units
Solutions
ChemMatters Units
Chemical Thermodynamics
ChemMatters Units
Reaction Rates
SMILE Project Units and
Food Chemistry Unit
Chemical Equilibrium
Organic Chemistry and
Biochemistry
Nuclear Processes
SMILE Project Units
School Garden Unit
Carbon Dating Lab
NASA Units and Guest
Speakers/Field Trip to
Nuclear Power Plant
Grade: 9-12 Physics
Objective
Motion and Forces
Units/Lessons
Newton Car Unit (NASA)
Airplane Gallery Unit
(NASA)
Weight and Balance
Forces Acting on an
Airplane (NASA Unit)
Newton’s First, Second
and Third Laws of
Motion (Lessons and
Activities) (NASA)
Graphing Data from a
Spreadsheet
Conservation of Energy and
Momentum
NASA Glenn History and
Missions Problems
(NASA Units) and Guest
Speaker
Springs and Capacitors
Lab
Heat and Thermodynamics
Stanford SOLAR Series
Units and Labs
Waves
Stanford SOLAR Series
Units and Labs:
(Calculating Doppler
Shifts and Solar
Spectrometry)
Guest Speaker or Trip to
Observatory
Electric and Magnetic
Phenomena
Stanford SOLAR Series
Units and Labs and
Guest Speaker
Mathematics
Overview:
Mathematics in the middle schools will focus on building a foundation of number sense,
operations and quantitative reasoning, including algebraic thought, patterns, and relationships.
Geometry and spatial reasoning skills, measurement, basic skills in probability and statistics will
also be included in units of study. Lessons will ask students to explore math concepts, properties
of numbers and algorithms I in practical real-life problems. Students will be asked to describe
these relationships in verbal, numeric, graphic and symbolic representations of the relationships.
Lessons and activities will geometric relationships and properties and spatial reasoning including
modeling, problem solving and analysis of word problems. Assessment will require students to
use critical thinking skills to quantify attributes, generalize procedures to solve problems.
Students will use appropriate statistics, data, reasoning and concepts using probability to draw
conclusions, evaluate arguments and proofs, and adapt and revise reasoning based on peer and
instructor recommendations.
Units, lessons, and activities, emphasize problem solving and appropriate language to make
connections between mathematics and other content areas. Students will use technology,
including four-function calculators, for use in problems involving whole numbers, decimals and
fractions. Lessons and units will also include manipulative materials to facilitate conceptual
understanding and problem solving.
Grade: 6 Mathematics
Objective
Units/Lessons
Number Sense: Compare and
Fun With Foods (Real
Order and Solve Problems
World Problems &
Nutrition Integration)
Fractions, Fractions,
Everywhere!
A Decimal is an
Important Point
Patterns in Nature
(Science Integration)
Compare and Order
Tangrams
Erastosthenes Formula
Calculate and Solve addition,
Public Utility Power Units
subtractions, multiplication,
Text
and division
Decimals Patchwork
Patterns (NSA/MEPP)
Algebra and Functions
Text
It’s All Variable
(NSA/MEPP)
Graphing (integration
with Social Sciences)
NASA Speed, Distance
and Time Units
Measurement and Geometry
NASA Math Units of
plane and solid shapes
Two-dimensional figure
descriptions and
identification
Statistics, Data Analysis and
Birth Rates for Our City
Probability
Unit (Integration into
Social Science units)
Mathematical Reasoning
Our School Census
And Application
School Garden and
Planting Design
Careers in Math
Meet a Mathematician
(NSA/MEPP)
Grade: 7 Mathematics
Objective
Number Sense
Units/Lessons
Rational Numbers in
Scientific Notations
Problems and
Approximate Number
Problems
Positive Number to
Whole Number Powers
Problems
Convert Fractions to
Decimals and to Percent
Problems
Problems Using Rational
and Irrational Numbers
Exponent, Powers and
Root Problems
Algebra and Functions
Problems Using
Qualitative Relationships
Involving Algebraic
Terminology,
Expressions, Equations,
Inequalities, Graphs
Problems Involving
Integer Powers and
Simple Roots
Problems Requiring
Graphs and
Interpretation of Linear
and Nonlinear Functions
Problems Involving
Simple Linear Equations
and Inequalities over the
Rational Numbers
Measurements and Geometry
Statistics, Data Analysis, and
Probability
School Garden Design
Planting Guide
Portfolio: Semester
Problem Involving:
Collection, Organization,
Data Sets (Technology
Integration with
Spreadsheet)
Mathematical Reasoning
Real World Problems
Guest Speaker from
Industry Illustrating
Connection with this
Course
Grade: 8 Pre-Algebra
Objective
Identify and Use Properties and
Subsets
Units/Lessons
Rational and Irrational
Numbers
Real Numbers
Closure Properties
Operations
Take the Opposite
Find the Reciprocal
Take the Root
Raise to a Fractional
Power
Rules of Exponents
Solve Equations and Inequalities
Absolute Value
Problems
Simplify
Expressions and
Polynomials
Measurement
It’s All in the
Measurements
(NSA/MEPP)
Identify and Use Properties and
Subsets: Integers
Get A Line on Integers
(NSA/MEPP)
Incredible Integer
(NSA/MEPP)
The Sum of Our Integer
Intelligences
(NSA/MEPP)
Integer and Equation
Jeopardy (NSA/MEPP)
Interesting Integers &
Exciting Equations
(NSA/MEPP)
Grade: 9 Algebra I
Objective
Identify and Use Properties and
Subsets
Units/Lessons
Integers
Rational and Irrational Numbers
Real Numbers
Closure Properties
Operations
Take the Opposite
Find the Reciprocal
Take the Root
Raise to a Fractional Power
Rules of Exponents
Solve Equations and Inequalities
Absolute Value Problems
Simplify
Expressions and Polynomials
Solve Multistep Problems
Word Problems
Linear Equations
Justification
Graphing
Linear Equations
Verify Points
Points on Line
Point Slop Formula
Linear Equations
Parallel and Perpendicular Lines
Text Problems
Monomials and Polynomials
Word Problems and Multistep
Problems
Factoring
Common Factor Problems and
Squares
Rational Expressions and
Functions
Application
Grade: 10 Algebra II
Objective
Solve Problems
Text Problems
Space Mathematics (NASA)
Units/Lessons
Equations and Inequalities
Involving Absolute Value (and
Graph Functions)
Polynomials (including long
division; squares and cubes)
Real and Complex Numbers
(Relationship and points in the
plane; add, subtract, multiply and
divide)
Quadratic Equations (word
problems and complex number
system)
Rational Expressions with
monomial and polynomial
denominators
Simplify complicated rational
expressions
Solve Systems
Linear Equations and Inequalities
by Substitution (With Graphs or
with Matrices)
Explanation of Laws
Prove Simple Logarithms and
Translations in Any Base and
Approximate Values
Fractional Exponents and the
Relationship to Growth and
Decay
Graph
Quadratic Functions (and
determine maxima, minima, and
zeros of the function) and use of
factoring, completing the square
or suing the quadratic formula
Changes in the Coefficient
Problems
Determine Truth
Algebraic Statements
Practical Application
Space Mathematics (NASA)
Grade: 11 Geometry
Objective
Units/Lessons
Defined Words
Jeopardy Game
Basic Trigonometric Functions
Proofs
Geometric proofs
Proofs by Contradiction
Isoperimetric Geometry
(Introduction-Adapted) (NASA)
Theorems and Properties:
Problems in:
Congruence and Similarity
Triangle Inequality
Parallel Lines
Quadrilaterals
Circles
Pythagorean Theorem
Coordinate Geometry
Validity
Problems and Counter examples
Geometric Figure Use
Problems involving perimeter,
circumference, area, volume,
lateral areas and surface area
Computing Volumes and Surface
Areas
Problems involving prisms,
pyramids, cylinders, cones and
squares [know formulas for each]
and polygons, scalene triangles,
equilateral triangles, rhombi,
parallelograms, and trapezoids
School Garden: Covering trellis
decorations
Classify Figures and Solve
Problems
Use of Equipment
Triangles and Polygon Problems
Problems using straightedge and
compass
Trigonometric Functions
Problems using unknown length
of a side of a right triangle; Angle
and side relationships;
Elementary relationships between
angles of a right triangle
Solving Proofs
Relationship problems of:
secants, chords, tangents,
inscribed angles and inscribed
and circumscribed polygons of
circles
Practical Application
Grade: 9-12 Trigonometry
Objective
Measuring Angles
Space Mathematics (NASA)
Units/Lessons
Degree and Radian problems and
Slope of the Line Problems
Graphing
Sine and Cosine Functions
Proofs
Problems with the Pythagorean
Theorem
Graphing
Problems involving amplitude,
frequency, period and phase shift;
secant and cosecant functions;
tangent and cotangent functions;
inverse trigonometric functions
Defining
Tangent and Cotangent
Inverse Trigonometric Function
Secant and Cosecant Functions
and Laws and Applications
Addition Formula
Half Angle
Trigonometry
Unknown Sides or Angles in
Right Triangle Problems
Variety of Application and World
Problems
Triangle
Area Problems
Polar Coordinates
Rectangular Coordinates;
Equations given in rectangular
coordinates
Complex Numbers
Polar Form Problems
Theorems
DeMoivre’s theorem
Grade: 9-12 Calculus
Objective
Visualizations and
Transformation Figures
Differential Equations
Units/Lessons
Radius Problems
Graphing with Calculator and by
Hand
Definitions and Use them to
Solve Problems
Euler’s Method
Models
Rolle’s Theorem, L’Hopital’s
Rule, Riemann Sums, Integrals,
Theorem of Calculus, Simpson’s
Rule and Newton’s Method
Taylor’s Theory
Polynomials and Taylor Series
Probability
Technology
Application to Real World
Space Science Units
Grade: 9-12 Statistics
In an age of rapid communication and immediate access to information and data, students need to
understand statistical information. Students will collect, study, and use descriptive statistics in
this course. Students will also learn to interpret data and to make decisions based on their
interpretations. Probability is a part of this strand and students will explore problems of
probability, the study of chance, so that numerical data can be used to predict future events as
well as record the past. A command of statistics and probability is essential in all aspects of adult
life.
Objective
Units/Lessons
Definitions
Computer Database
Demonstrate Understanding
The Bigger They
Are…(SCORE)
Discovering Growth
Patterns (SCORE)
How Popular Is Your
Web Site? (SCORE)
NASA Space Units
Color Computers and
Math (SCORE)
Population Ratio
(SCORE)
Project
Statistical Project:
Independent DesignPortfolio Project
List of required courses for graduation at Pioneer
Subject Area
Mandatory Courses
Elective Courses
Algebra 1
Algebra 2
Geometry
Trigonometry (1/2)
Probability and Statistics (1/2)
Pre-Calculus (1/2)
Calculus (1/2)
AP Calculus AB
AP Calculus BC
AP Statistics
Science
Biology (with Lab)
Chemistry (with Lab)
Physics (with Lab)
Scientific Method
Science Fair Project Robotics
AP Biology
AP Chemistry
AP Physics B
AP Physics C
Language Arts
English 9
English 10
English 11
English 12
Creative Writing
Public Speaking
Social Sciences
World History
US History
American Government and
Civics (1/2)
Economics (1/2)
Life Skills
Sociology
AP US History
AP World History
Math
Computer Literature
Computer Applications
Multimedia
AP Computer Science
Computers
Foreign Language
Spanish-1
Spanish-2
Spanish-3
Spanish-4
Spanish Literature
Other Foreign Languages
Physical Education
Physical Education
Health and Safety
Art/Music
Visual Arts
Music Appreciation
TOTAL
18
Minimum 5