table of contents - peachtree academy

Table of Contents

Introduction

High School

Graduation Requirements

Course Sequence Map

Course Descriptions (Core)

English (9-12)

Grade 9 - English 9 - Literature and Composition Honors/Accelerated

Grade 10 - English 10 - World Literature Honors

English 10 - Pre-Ap World Literature

Grade 11 - English 11 - American Literature

AP Language/Composition

Grade 12 - English 12 - British Literature

AP Literature/Composition

Math (9-12)

Grade 9 - Algebra I

Geometry/Algebra II

Grade 10 - Geometry

Accelerated Pre-Calculus

Grade 11 - Algebra II

Pre-Calculus

Grade 12 - Pre-Calculus

Calculus

Science (9-12)

Grade 9 - Honors Biology

Accelerated Biology

Grade 10 - Honors Chemistry

Accelerated Chemistry

Grade 11 - Anatomy

AP Biology

Grade 12 - Honors Physics

AP Biology

Social Studies (9-12)

PEACHTREE HIGH SCHOOL PATHWAYS Course Descriptions, Scope and Sequences, and Pacing Guides

1

Grade 9 - World Geography

Grade 10 - Honors World History

AP World History

Grade 11 - Honors US History

AP US History

Grade 12 - Honors American Government/Civics

AP American Government

Honors Economics

Electives (Course Descriptions)

Computing

Computer Programing

Introduction to Digital Technologies

Visual Design I, II, III and IV

Web Design

Fine Arts

HS (Studio) Art

Photography I and II

HS Drama I, II, III, and IV

Band I, II, III, and IV

Chorus

HS Chorus I, II, III, and IV

Intermediate Choral Ensemble

HS Music Theory

Foreign Language

Spanish I

Spanish II

Spanish III

Health and PE HS Health HS PE Personal Fitness

Other

Comparative Religion (Worldview) Communication Skills


2

HS Financial Literacy HS Forensics SAT/ACT Prep (Language Arts) SAT/ACT Prep (Math) Work Based Learning Yearbook/Journalism

Dual Enrollment

Internships

Schedule Change Request


3

INTRODUCTION


4

GRADUATION REQUIREMENTS

HIGH SCHOOL REQUIREMENTS

Class Credits

English 4 credits

Math 4 credits

Science 4 credits

History 4 credits

Fine Arts

Foreign Language 2 credits

Fine Arts Course 0.5 credits

2.5 credits

Foreign Language 2 credits

Bible 0.5 credits

PE 0.5 credits

Health 0.5 credits

Technology 0.5 credits

Fine Arts (2 credits from FL) 2.5 credits

Other Electives 3.5 credits

TOTAL 24 credits


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COURSE SEQUENCE MAP High School Accelerated Pathway

9th Grade 10th Grade 11th Grade 12th Grade

ENGLISH

English 9-Literature and Composition 23.06100

English 10- Pre-AP World Literature & Composition 23.06300

AP Language & Composition 23.05300 (AP American Lit.)

AP Literature & Composition 23.06500 (English Lit)

MATH

Geo/Alg II (Accelerated) 27.0976

Algebra II (27.0977) Pre-Calculus 27.09740

Calculus or (Choice Math/ DE) 27.07800

SOCIAL STUDIES

World Geography 45.07110

AP World History 45.08110

AP United States History 45.08200

AP Gov / US Politics 45.05200 AND Econ 45.06100

SCIENCE

Biology 26.01200

Chemistry 40.05100

Anatomy or AP Biology 26.07300 26.01200

Physics or AP Biology 40.08100 26.01200

FOREIGN LANGUAGE

Spanish I or II 60.07100

Spanish II or III 60.07200

Spanish III or Elective Choice 60.07300

ELECTIVE CHOICE


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High School Honors Pathway

9th Grade 10th Grade 11th Grades 12th Grade

ENGLISH

English 9-Literature and Composition 23.06100

English 10- World Literature and Composition 23.06300

English 11- American Literature 23.05100

English 12- British Literature (23.05200)

MATH

Algebra 1 27.09710 Geometry 27.09720 Algebra II (27.09730) Pre-Calculus (27.09740) or Statistics (27.08800)

SOCIAL STUDIES

World Geography 45.07110

World History 45.08300

United States History 45.08100

American Gov/Civics 45.05700 AND Econ 45.06100

SCIENCE

Biology 26.01200

Chemistry 40.05100

Anatomy 26.07300

Physics 40.08100

FOREIGN LANGUAGE

Spanish I 60.07100

Spanish II 60.07200

Spanish III 60.07300

ELECTIVE CHOICE


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ELECTIVES

Physical Education 36.01100 & Health/Sports Medicine 17.0110

Drama 52.02100 Personal Fitness 36.05100 Financial Literacy 7.42600 SAT Prep (Math and/or Eng.) 35.0670001 & 35.0670002 Work Based Learning (32.43300) Introduction to Online Instruction Dual Enrollment/Elective * Internship I, II, III and IV* Art - 50.03110 Photograph I - 50.07110 Photograph II - Chorus 53.07110 Band 53.03610 Music Theory 53.02100 Web Design I (11.43100) & II (11.43200)* Visual Design I (50.07210) & II (50.07200)* Video Production I (50.07310) & II (50.07320)* Yearbook/Journalism I and II (23.0320001 & 23.0320002))

Spanish I - 60.07100 & Spanish II - 60.07200

Comparative Religions 45.01100

Introduction to Digital Technologies & Programming I (11.41800)


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9

Course Descriptions

English 9 - Literature and Composition Honors/Accelerated

English 9 - Literature and Composition Honors

Class Description:

Freshman Literature and Composition begins the high school process of increasing students’ reading and writing

skills to those of successful adults. It does so by developing their abilities in the fields of vocabulary acquisition,

reading comprehension, academic writing, and multimedia presentation. Students analyze and respond to literature

of all kinds, write papers of various types to explore high-level concepts, and undertake projects necessitating the

research and creative delivery of information. Proper usage of conventions and citation learned in previous courses

will also be reviewed and expanded upon as the course progresses.

English 9 - Literature and Composition Accelerated

Class Description:

Freshman Literature and Composition begins the high school process of increasing students’ reading and writing

skills to those of successful adults. It does so by developing their abilities in the fields of vocabulary acquisition,

reading comprehension, academic writing, and multimedia presentation. Accelerated 9th grade students analyze and

respond to literature of all kinds, write papers of various types to explore high-level concepts, and undertake projects

necessitating the research and creative delivery of information with more in-depth coverage, and at a more

challenging pace. Proper usage of conventions and citation learned in previous courses will also be reviewed and

expanded upon as the course progresses.

English 9 - Literature and Composition Honors and Accelerated

Scope and Sequence:

Unit of Study Topics Length of Time Fiction Plot and Setting

Characters Conflicts Narrator and voice Mood and tone Symbolism and Irony Theme Write narrative essay

9 Weeks

Nonfiction Main Idea Supporting Details Form and Style Persuasion Persuasive essay

5 Weeks

Poetry Kinds of poetry Characteristics of poetry Analyzing poems Write expository essay

6 Weeks

Drama Elements of Drama Understanding Character Development Making Inferences Analyzing Cause and Effect Relationship Dramatic Structure Elements of Staging Read—“The Frog Prince” and Romeo and Juliet

9 Weeks


10

Write Character Analysis

Epic and Myth Characteristics Conflicts Traits of characters Understand Heroic characters Draw conclusion Write research essay

4 Weeks

Consumer and Workplace Documents Functional Documents Consumer Documents Understand Technical Terms Citing Internet sources Business communications Write Business Letters

3 Weeks

English 9 - Literature and Composition Honors and Accelerated Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks Writing

Essay explaining steps of Hero’s Journey in Homer’s Odyssey Writing structure is reinforced and enhanced through drafting process. ELAGSE9-10W2; ELAGSE9-10W4; ELAGSE9-10W5

Writing

Style analysis of a writer of Harper Lee in To Kill a Mockingbird Writing structure is reinforced and enhanced through drafting process. ELAGSE9-10W2; ELAGSE9-10W4; ELAGSE9-10W5

Writing

Argumentative Essay based off of research assignment on the controversies surrounding William Shakespeare’s writing. Writing structure is reinforced and enhanced through drafting process. ELAGSE9-10W1; ELAGSE9-10W4; ELAGSE9-10W5

Writing

Narrative essay where students incorporate a unique style to tell an engaging tale in the spirit of something read previously during the school year. Writing structure is reinforced and enhanced through drafting process. ELAGSE9-10W3; ELAGSE9-10W4; ELAGSE9-10W5

Speaking & Listening

Summer reading presentations. Socratic seminar ELAGSE9-10SL1


Research project presentation on historical background of To Kill a Mockingbird. Develop listening skills by taking notes on presentations and posing higher order thinking questions. ELAGSE9-10SL1 through ELAGSE9-10SL5


Tableaux from various scenes of Romeo and Juliet. Develop listening skills by taking notes on presentations and posing higher order thinking questions. ELAGSE9-10SL1 through ELAGSE9-10SL5


Present narrative stories. Show listening skills by writing brief reactions on the stories as they hear them. ELAGSE9-10SL1 through ELAGSE9-10SL5

Language

Focus: colons, semicolons, and parallel structure. Grammar issues from previous grades reviewed as necessary. ELAGSE9-10L1 through ELAGSE9-10L3

Language

Focus: clauses and phrases in writing to add variety to syntax. Grammar issues from previous grades reviewed as necessary. ELAGSE9-10L1 through ELAGSE9-10L3

Language

Focus: formal language and grammar necessary in writing research assignments. Grammar issues from previous grades reviewed as necessary. ELAGSE9-10L1 through ELAGSE9-10L3

Language

Focus: figuring out how to adjust sophistication of conventions and language to different writing tasks. Grammar issues from previous grades reviewed as necessary. ELAGSE9-10L1 through ELAGSE9-10L3


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Vocabulary

College-preparatory vocabulary from vocabtest.com and literary terms from Elements of Literature. ELAGSE9-10L4 through ELAGSE9-10L6

Vocabulary

C ollege-preparatory vocabulary using vocabtest.com and literary terms from Elements of Literature. ELAGSE9-10L4 through ELAGSE9-10L6

Vocabulary

College-preparatory vocabulary using vocabtest.com and literary terms from Elements of Literature. ELAGSE9-10L4 through ELAGSE9-10L6

Vocabulary

College-preparatory vocabulary using vocabtest.com and literary terms from Elements of Literature. ELAGSE9-10L4 through ELAGSE9-10L6

Reading Things Fall Apart (summer

reading) Homer’s Odyssey Fictional and nonfictional texts related to Hero’s Journey. ELAGSE9-10RL1 through ELAGSE9-10RL6; ELAGSE9-10RI1 through ELAGSE9-10RI6

Reading To Kill a Mockingbird

Fictional and nonfictional texts on Civil Rights Movement. ELAGSE9-10RL1 through ELAGSE9-10RL6; ELAGSE9-10RI1 through ELAGSE9-10RI6

Reading Romeo and Juliet

Nonfictional texts on understand the controversy surrounding his writing. ELAGSE9-10RL1 through ELAGSE9-10RL6; ELAGSE9-10RI1 through ELAGSE9-10RI6

Reading Left to Tell

Fictional and nonfictional narratives ELAGSE9-10RL1 through ELAGSE9-10RL6; ELAGSE9-10RI1 through ELAGSE9-10RI6

Research

Webquests on different versions of the Hero’s Journey. One is picked to apply to Homer’s Odyssey.

ELAGSE9-10W7 through ELAGSE9-10W9

Research

Research the time period in which To Kill a Mockingbird is set so that they may better understand the novel and how it ties in to real-life experiences. Assignment is formatted with MLA. ELAGSE9-10W7 through ELAGSE9-10W9

Research

Research for argumentative essay on the controversy surrounding Shakespeare’s plays. Assignment is formatted with MLA. ELAGSE9-10W7 through ELAGSE9-10W9

Research

Research for novel they want to read this quarter. They must explain why I should allow them to read the story by using credible sources. Assignment is formatted with MLA. ELAGSE9-10W7 through ELAGSE9-10W9

English 10 - World Literature Honors/Accelerated

English 10 - World Literature Honors

Class Description:

World Literature is a course designed to build reading skills to the level where students will be able to form a textual

analysis of what they read, identify the different characteristics of writing elements, and understand literature from

different cultures. It does so by developing their abilities in the fields of vocabulary acquisition, reading

comprehension, academic writing, and multimedia presentation. Students analyze and respond to literature of all

kinds, write papers of various types to explore high-level concepts, and undertake projects necessitating the


will also be reviewed and expanded upon as the course progresses.

English 10 - World Literature Accelerated

Class Description:

Accelerated World Literature is a course designed to build reading skills to the level where students will be able to


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form a textual analysis of what they read, identify the different characteristics of writing elements, and understand

literature from different cultures. It does so by developing their abilities in the fields of vocabulary acquisition, reading

comprehension, academic writing, and multimedia presentation. Students analyze and respond to literature of all

kinds, write papers of various types to explore high-level concepts, and undertake projects necessitating the


will also be reviewed and expanded upon as the course progresses. While this course covers much of the same

material as the Honors World Literature course, topics are covered more thoroughly and expectations for the mastery

of skills are substantially higher.

English 10 - World Literature and Composition Honors and Accelerated

Course Sequence:

Unit of Study Topics Length of Time

Grammar Review grammar learned in previous classes

Whole year

Vocabulary SAT/ACT-level vocabulary Whole year

Back to School: Remembering How to Write

Expository writing review One week


Expository essays One week


Antigone Three weeks


Body biography and character analysis Two weeks

Dante’s Infernal Racket: Relating the Inferno to Real Life

Sentence combining (semicolons v. commas)

One week


Dante’s Inferno Three weeks


Expository essays Two weeks


Oral presentations Two weeks

From Utopia to Dystopia: Cautionary Tales in World Literature

1984 Four weeks


Compare-and-contrast writing Two weeks


Clauses and phrases One week


Brave New World Two weeks


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Compare-and-contrast essay Three weeks

E tu, Students? Acting out and Understanding Julius Caesar

Oral presentation skills review Two weeks


Julius Caesar Three weeks


Oral recitations of Julius Caesar Two weeks

English 10 - World Literature and Composition Honors and Accelerated

Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks

Writing & Grammar

Informative/Explanatory Assess essay writing ability & understanding of grammar Summer Reading Essay

Writing & Grammar

Comparative Analysis Informational essay on modern sins and how they would fit in Dante’s Inferno

Writing & Grammar

Creative Writing Research Analysis comparing Nineteen Eighty-Four and Brave New World in MLA format

Writing & Grammar

Textual Research Analysis on a topic of students’ choosing; Final Exam


Summer Reading Presentation Oral reading/Present body biographies on Antigone


Give presentation on levels of Hell assignment for Dante’s Inferno

Speaking & Listening Presentation of 1984

Dystopian World project.


Oral reading/listening of Julius Caesar “Literature As an Art” project

Language

Grammar issues from previous grades reviewed as necessary. Focus will be on whatever is most lacking in their Summer Reading essays

Language

Grammar issues from previous grades reviewed as necessary. Emphasis on commas vs semicolons

Language

Grammar issues from previous grades reviewed as necessary. Emphasis on clauses and phrases

Language

Grammar issues from previous grades reviewed as necessary. Focus on student’s ability to use what s/he has learned in regards to grammar, analysis and formatting

Vocabulary

Vocabtest.com

Vocabulary

Vocabtest.com

Vocabulary

Vocabtest.com

Vocabulary

Vocabtest.com


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Reading

Classical Play Study Antigone

Literature Selections and Informational Selections

Reading

Novel Study Nineteen Eighty-Four by

George Orwell Literature Selections and Informational Selections

Reading

Novel Study Brave New World by Aldus

Huxley Literature Selections and Informational Selections

Reading

Classical Play Study Julius Caesar by William

Shakespeare Literature Selections and Informational Selections

Standards

Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an object summary of the text. ELAGSE9-10RL2 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g. how the language evokes a sense of time and place; how it sets a formal and informal tone.) ELAGSE9-10RL4 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELAGSE9-10RI6 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account. ELAGSE9-10RI7 Write informative/ explanatory texts to

Standards

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text. ELAGSE9-10RL1 Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an object summary of the text. ELAGSE9-10RL2 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g. how the language evokes a sense of time and place; how it sets a formal and informal tone.) ELAGSE9-10RL4 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. ELAGSE9-10RI6 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account.

Standards

Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an object summary of the text. ELAGSE9-10RL2 Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of the text, interact with other characters, and advance the plot and develop the theme. ELAGSE9-10RL3 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g. how the language evokes a sense of time and place; how it sets a formal and informal tone.) ELAGSE9-10RL4 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. ELAGSE9-10RL6 Determine an author’s point of view or purpose in a text

Standards

Determine a theme and/or central idea of text and closely analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an object summary of the text. ELAGSE9-10RL2 Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of the text, interact with other characters, and advance the plot and develop the theme. ELAGSE9-10RL3 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text. ELAGSE9-10RL1 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g. how the language evokes a sense of time and place; how it sets a formal and informal tone.) ELAGSE9-10RL4 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that


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examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. ELAGSE9-10W2 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and an audience. ELAGSE9-10W4 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. ELAGSE9-10W5

ELAGSE9-10RI7 Write informative/ explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. ELAGSE9-10W2 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and an audience. ELAGSE9-10W4 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. ELAGSE9-10W5

and analyze how an author uses rhetoric to advance that point of view or purpose. ELAGSE9-10RI6 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account. ELAGSE9-10RI7 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and an audience. ELAGSE9-10W4 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. ELAGSE9-10W5 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W7 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the

point of view or purpose. ELAGSE9-10RI6 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in print and multimedia), determining which details are emphasized in each account. ELAGSE9-10RI7 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and an audience. ELAGSE9-10W4 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. ELAGSE9-10W5 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELAGSE9-10W7 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. ELAGSE9-10W8


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flow of ideas, avoiding plagiarism and following a standard format for citation. ELAGSE9-10W8

English 11 - American Literature and Composition Honors

English 11 - American Literature and Composition Honors Class Description: Junior Literature and Composition develops students’ reading and writing skills through having them study some of the best literature our country has to offer. In this course, students analyze readings from major periods in American history to better grasp the unique literary voice of this nation. Just as with other literature and composition courses, advancement will also be made in the areas of vocabulary acquisition, convention usage, reading comprehension, academic writing, and multimedia presentation. Improvement in these areas will be geared toward getting students ready for understanding American culture, doing well on standardized tests, earning scholarships, and effectively communicating in the adult realm of life.


Course Sequence:


Early American Writers Characteristics of Period Myths Folk Tales Narratives Sermons Essays Letters Documents

6 Weeks

Romanticism Characteristics of Period Early Writers Fireside Poets Transcendentalists American Gothics

6 Weeks

Realism Characteristics of Period Whitman Dickinson Literature of Civil War

3 Weeks


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Regionalism and Naturalism Characteristics of Period Regionalism and Local Color Rise of Naturalism Role of Women

5 Weeks

Harlem Renaissance and Modernism

Harlem Renaissance New Poetry Modern Short Story Journalism as Literature

6 Weeks

Contemporary Literature Modern American Drama Civil Rights and Protest Literature

7 Weeks

Research Write research paper Document sources Prepare Work Cited List Use correct style for direct quotations

3 Weeks


Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks Writing

Compare and contrast essay comparing Frederick Douglass’s narrative to that of another slave. ELAGSE11-12W2; ELAGSE11-12W4-ELAGSE11-12W6

Writing

Style analysis on how Hawthorne conveys his issues with Puritan traditions. ELAGSE11-12W2; ELAGSE11-12W4-ELAGSE11-12W6

Writing

Argumentative essay on whether the protagonist in The Red Badge of Courage has gone through any true changes. ELAGSE11-12W1; ELAGSE11-12W4-ELAGSE11-12W6

Writing

Synthesis essay considering multiple opinions on what the point of The Great Gatsby is. ELAGSE11-12W1; ELAGSE11-12W4-ELAGSE11-12W6


Routinely present findings and writings with one another throughout the quarter. Develop listening skills by taking notes on presentations and posing higher order thinking questions. ELAGSE11-12SL1 through ELAGSE11-12SL5








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Language

Analyze how conventions change over time. Grammar issues from previous grades reviewed as necessary. ELAGSE11-12L1 through ELAGSE11-12L3

Language


Language


Language


Vocabulary


Vocabulary


Vocabulary


Vocabulary


Reading

A Narrative of the Life of Frederick Douglass

Read shorter fictional and nonfictional texts to give context to the various literary periods studied. Poems related to longer texts are routinely read and analyzed. ELAGSE11-12RL1 through ELAGSE11-12RL10; ELAGSE11-12RI1 through ELAGSE11-12RI10

Reading

The Scarlet Letter

Read shorter fictional and nonfictional texts to give to the various literary periods studied. Poems related to longer texts are routinely read and analyzed. ELAGSE11-12RL1 through ELAGSE11-12RL10; ELAGSE11-12RI1 through ELAGSE11-12RI10

Reading

The Red Badge of Courage


Reading

The Great Gatsby


Research

Research a literary period that will be studied in detail later in the year. Research must be cited using MLA format. ELAGSE11-12W7 through ELAGSE11-12W10

Research

Conduct mini-research projects where sources must be formatted using MLA format. ELAGSE11-12W7 through ELAGSE11-12W10

Research

Research different interpretations on The Red Badge of Courage with regard to character development. ELAGSE11-12W7 through ELAGSE11-12W10

Research

Research different interpretations of The Great Gatsby with regard to purpose and theme. ELAGSE11-12W7 through ELAGSE11-12W10


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English 11 - Advanced Placement Language and Composition


Class Description:

Advanced Placement Language and Composition is a course given in high school that could potentially take the

place of a freshman literature course in college. Students must become experts on rhetorical analysis, argumentative

writing, and source synthesis. In order to do so, students must hold themselves to a higher standard when

approaching the difficult readings and assignments they will encounter. All skills learned in previous courses -

including vocabulary acquisition, convention usage, reading comprehension, academic writing, and multimedia

presentation-will be reviewed and expanded upon at an accelerated rate.


Course Sequence:


Grammar Review of all correct grammar learned in previous grades

Whole year

Vocabulary College-level vocabulary words and literary terms

Whole year

Prompt Deconstruction Practice breaking down AP writing prompts

Whole year

What It Means to be Human: Expository Writing

Review paper organization

Two weeks


Frankenstein Four weeks


Extended definition essays Three weeks

What It Means to be a Nonfiction Novel: Genre Study and Argumentation

Argumentative structure

Two weeks


In Cold Blood Four weeks


Argumentative essay Three weeks

Style: Do You Have It? Creating style

Two weeks

Style: Do You Have It? Woman Warrior Four weeks

Style: Do You Have It? Style analysis essay Three weeks

Synthesizing the Human Condition: Looking from Multiple Perspectives

Synthesis Two weeks


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Invisible Man Four weeks


Research/synthesis essay Three weeks


Pacing Guide:

1

st Nine Weeks 2

nd Nine Weeks 3

rd Nine Weeks 4

th Nine Weeks

Writing

Extended definition essay utilizing Frankenstein to explore what it means to be human. Shorter expository, argumentative, synthesis, and narrative essays. ELAGSE11-12W1 through ELAGSE11-12W10

Writing

Argumentative essay on the appropriate genre of In Cold Blood. Shorter expository, argumentative, synthesis, and narrative essays. ELAGSE11-12W1 through ELAGSE11-12W10

Writing

Style analysis on the narrative structure, diction, and syntax of the author of The Woman Warrior. Shorter expository, argumentative, synthesis, and narrative essays. ELAGSE11-12W1 through ELAGSE11-12W10

Writing

Synthesis essay using credible sources to assess Ellison's descriptions of life during the Civil Rights movement Shorter expository, argumentative, synthesis, and narrative essays. ELAGSE11-12W1 through ELAGSE11-12W10








Routinely present findings and writings with one another throughout the quarter Develop listening skills by taking notes on presentations and posing higher order thinking questions. ELAGSE11-12SL1 through ELAGSE11-12SL5

Language Use The Elements of Style handbook to double check that style of writing is appropriate to assigned task. Grammar issues from previous grades reviewed as necessary. ELAGSE11-12L1 through ELAGSE11-12L3




Vocabulary

College-preparatory vocabulary from vocabtest.com and literary terms from The Language of

Vocabulary


Vocabulary


Vocabulary



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Composition. ELAGSE11-12L4 through ELAGSE11-12L6

Composition . ELAGSE11-12L4 through ELAGSE11-12L6



Reading Anchor: Frankenstein

Read a variety of nonfiction essays from The Language of Composition and Thank You for Arguing.

Poems related to longer texts are routinely read and analyzed. ELAGSE11-12RL1 through ELAGSE11-12RL10; ELAGSE11-12RI1 through ELAGSE11-12RI10

Reading Anchor: In Cold Blood



Reading Anchor: The Woman Warrior



Reading Anchor: Invisible Man (Ellison version) Read a variety of nonfiction essays from The Language of Composition and Thank You for Arguing. Poems related to longer texts are routinely read and analyzed. ELAGSE11-12RL1 through ELAGSE11-12RL10; ELAGSE11-12RI1 through ELAGSE11-12RI10

Research

Do research to support assertions when writing argumentative and synthesis essays. All papers that incorporate research must be formatted in MLA format. ELAGSE11-12W7 through ELAGSE11-12W10

Research


Research


Research


English 12 - British Literature and Composition Honors

English 12 - British Literature and Composition Honors Class Description: Senior Literature and Composition develops students’ reading and writing skills through the study of British literature. In this course, students will analyze readings from major periods in British history to learn how conventions have changed over time. Just as with other literature and composition courses, advancement will also be made in the areas of vocabulary acquisition, reading comprehension, and academic writing, Improvement in these areas will be include grammar review, as well as essay writing to effectively communicating in the adult realm of life.

English 12 - British Literature and Composition Honors Course Sequence:

Unit of Study Topics Length of Time Anglo-Saxon and Medieval Epic

The Age of Chaucer 5 Weeks


22

Medieval Romance

English Renaissance Pastoral Poems and Sonnets Shakespearean Drama-Macbeth Rise of Humanism Spiritual and Devotional Writings Metaphysical Poets

8 Weeks

Restoration and 18th Century Social Observers

Satirical voices The Age of Johnson The Rise of Women Writers

4Weeks

Romanticism Characteristics Revolt Against Neoclassicism The Lake Poet Romantic Writers

9 Weeks

The Victorians Characteristics The Influence of Romanticism Realism in Fiction Victorian Writers and Viewpoints

6 Weeks

Modern and contemporary Literature Characteristics The challenge of Modernism The Irish Literary Renaissance Response to War and Colonialism Post War Writers

4 Weeks

Research Write Research Paper Choosing Sources Citing information in paper Writing Work Cited page

2 Weeks

English 12 - British Literature and Composition Honors Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks

Writing Satire of Beowulf dealing

with a modern journey Write shorter expository, argumentative, synthesis, and narrative essays. ELAGSE11-12W1 through ELAGSE11-12W10

Writing

Extended essay of comparison between Beowulf and The Taming of the Shrew Write shorter expository, argumentative, synthesis, and narrative essays. ELAGSE11-12W1 through ELAGSE11-12W10

Writing

Character analysis of Satan in Paradise Lost. Write shorter expository, argumentative, synthesis, and narrative essays. ELAGSE11-12W1 through ELAGSE11-12W10

Writing

Synthesis essay on why Pride and Prejudice is still studied today. Write shorter expository, argumentative, synthesis, and narrative essays. ELAGSE11-12W1 through ELAGSE11-12W10


Routinely present findings and writings with one another throughout the








23

quarter. Develop listening skills by taking notes on presentations and posing higher order thinking questions. ELAGSE11-12SL1 through ELAGSE11-12SL5




Language


Language


Language


Language


Vocabulary


Vocabulary


Vocabulary


Vocabulary


Reading Beowulf


Reading MacBeth The Taming of the Shrew Read shorter fictional and nonfictional texts to give context to the various literary periods studied. Poems related to longer texts are routinely read and analyzed. ELAGSE11-12RL1 through ELAGSE11-12RL10; ELAGSE11-12RI1 through ELAGSE11-12RI10

Reading Paradise Lost


Reading Pride and Prejudice



24

Research


Research


Research


Research

Conduct mini-research projects where sources must be formatted using MLA format. Research for synthesis paper using MLA format. ELAGSE11-12W7 through ELAGSE11-12W10

English 12 - Advanced Placement Literature and Composition


Class Description:

This class is a course given in high school that could potentially take the place of a freshman literature course in

college. Students must become experts on interpreting complex literature to determine its overall impact on readers.

In order to do so, students must hold themselves to a higher standard when approaching the difficult readings and

assignments they will encounter. All skills learned in previous courses -including vocabulary acquisition, convention

usage, reading comprehension, academic writing, and multimedia presentation-will be reviewed and expanded upon

at an accelerated rate.


Course Sequence:


Grammar Review of grammar learned in previous years

Whole year

Vocabulary College-level vocabulary words and literary terms

Whole year

Prompt Deconstruction Practice breaking down AP writing prompts

Whole year

Crazy Characters: An Analysis of Wuthering Heights Characterization

Expository writing review Two weeks


Wuthering Heights Four weeks


Character analysis essay Three weeks

For Whom Does Style Toll? Building blocks of style review Two weeks

For Whom Does Style Toll? For Whom the Bell Tolls Three weeks


25

For Whom Does Style Toll? Style Analysis essay Two weeks

For Whom Does Style Toll? Great Expectations Two weeks

Oh, the Genres You Will Use Synthesis process review Two weeks

Oh, the Genres You Will Use Heart of Darkness Two weeks

Oh, the Genres You Will Use King Lear Three weeks

Oh, the Genres You Will Use Multi-genre project Two weeks

American Dreams and International Schemes: Idealism in Different Cultures

Argumentation structure review Two weeks


Death of a Salesman Two weeks


Argumentative essay Two weeks


Silence Three weeks


Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks

Writing

Expository essay and

character analysis on a

character from Wuthering

Heights.

Shorter expository,

argumentative, synthesis, and

narrative essays.

ELAGSE11-12W1;

ELAGSE11-12W2;

ELAGSE11-12W3;

ELAGSE11-12W4;

ELAGSE11-12W5;

ELAGSE11-12W6;

ELAGSE11-12W7;

ELAGSE11-12W8;

ELAGSE11-12W9;

ELAGSE11-12W10

Writing

Style analysis on how Ernest

Hemingway creates themes in

For Whom the Bell Tolls.

Shorter expository,


narrative essays.

ELAGSE11-12W1;

ELAGSE11-12W2;

ELAGSE11-12W3;

ELAGSE11-12W4;

ELAGSE11-12W5;

ELAGSE11-12W6;

ELAGSE11-12W7;

ELAGSE11-12W8;

ELAGSE11-12W9;

ELAGSE11-12W10

Writing

Multi-genre paper on themes

and style Shakespeare uses

in King Lear.

Shorter expository,


narrative essays.

ELAGSE11-12W1;

ELAGSE11-12W2;

ELAGSE11-12W3;

ELAGSE11-12W4;

ELAGSE11-12W5;

ELAGSE11-12W6;

ELAGSE11-12W7;

ELAGSE11-12W8;

ELAGSE11-12W9;

ELAGSE11-12W10

Writing

Argumentative essay on

reality of the American Dream

in Death of a Salesman.

Shorter expository,


narrative essays.

ELAGSE11-12W1;

ELAGSE11-12W2;

ELAGSE11-12W3;

ELAGSE11-12W4;

ELAGSE11-12W5;

ELAGSE11-12W6;

ELAGSE11-12W7;

ELAGSE11-12W8;

ELAGSE11-12W9;

ELAGSE11-12W10


26


Routinely present findings

and writings with one another

throughout the quarter.

Develop listening skills by

taking notes on presentations

and posing higher order

thinking questions.

ELAGSE11-

12SL1;ELAGSE11-

12SL2;ELAGSE11-12SL3;

ELAGSE11-12SL4;

ELAGSE11-12SL5








thinking questions.

ELAGSE11-

12SL1;ELAGSE11-


ELAGSE11-12SL4;

ELAGSE11-12SL5








thinking questions.

ELAGSE11-

12SL1;ELAGSE11-


ELAGSE11-12SL4;

ELAGSE11-12SL5




throughout the quarter




thinking questions.

ELAGSE11-

12SL1;ELAGSE11-


ELAGSE11-12SL4;

ELAGSE11-12SL5

Language

Use The Elements of Style

handbook to double check

that style of writing is

appropriate to assigned task.

Grammar issues from

previous grades reviewed as

necessary.

ELAGSE11-12L1;

ELAGSE11-12L2;

ELAGSE11-12L3

Language





Grammar issues from


necessary.

ELAGSE11-12L1;

ELAGSE11-12L2;

ELAGSE11-12L3

Language





Grammar issues from


necessary.

ELAGSE11-12L1;

ELAGSE11-12L2;

ELAGSE11-12L3

Language





Grammar issues from


necessary.

ELAGSE11-12L1;

ELAGSE11-12L2;

ELAGSE11-12L3

Vocabulary

SAT-level vocabulary from

vocabtest.com and literary

terms from The Language of

Composition.

ELAGSE11-12L4;

ELAGSE11-12L5;

ELAGSE11-12L6

Vocabulary




Composition.

ELAGSE11-12L4;

ELAGSE11-12L5;

ELAGSE11-12L6

Vocabulary




Composition.

ELAGSE11-12L4;

ELAGSE11-12L5;

ELAGSE11-12L6

Vocabulary




Composition.

ELAGSE11-12L4;

ELAGSE11-12L5;

ELAGSE11-12L6


27

Reading

Anchor: Wuthering Heights

Read a variety of short stories

and poems from Literature

and Composition.

Poems and nonfiction pieces

related to longer texts are

routinely read and analyzed.

ELAGSE11-12RL1;

ELAGSE11-12RL2;

ELAGSE11-12RL3;

ELAGSE11-12RL4;

ELAGSE11-12RL5;

ELAGSE11-12RL6;

ELAGSE11-12RL7;

ELAGSE11-12RL8;

ELAGSE11-12RL9;

ELAGSE11-12RL10;

ELAGSE11-12RI1;

ELAGSE11-12RI2;

ELAGSE11-12RI3;

ELAGSE11-12RI4;

ELAGSE11-12RI5;

ELAGSE11-12RI6;

ELAGSE11-12RI7;

ELAGSE11-12RI8;

ELAGSE11-12RI9;

ELAGSE11-12RI10

Reading

Anchor: For Whom the Bell

Tolls, Great Expectations



and Composition.




ELAGSE11-12RL1;

ELAGSE11-12RL2;

ELAGSE11-12RL3;

ELAGSE11-12RL4;

ELAGSE11-12RL5;

ELAGSE11-12RL6;

ELAGSE11-12RL7;

ELAGSE11-12RL8;

ELAGSE11-12RL9;

ELAGSE11-12RL10;

ELAGSE11-12RI1;

ELAGSE11-12RI2;

ELAGSE11-12RI3;

ELAGSE11-12RI4;

ELAGSE11-12RI5;

ELAGSE11-12RI6;

ELAGSE11-12RI7;

ELAGSE11-12RI8;

ELAGSE11-12RI9;

ELAGSE11-12RI10

Reading

Anchor: Heart of Darkness,

King Lear



and Composition.




ELAGSE11-12RL1;

ELAGSE11-12RL2;

ELAGSE11-12RL3;

ELAGSE11-12RL4;

ELAGSE11-12RL5;

ELAGSE11-12RL6;

ELAGSE11-12RL7;

ELAGSE11-12RL8;

ELAGSE11-12RL9;

ELAGSE11-12RL10;

ELAGSE11-12RI1;

ELAGSE11-12RI2;

ELAGSE11-12RI3;

ELAGSE11-12RI4;

ELAGSE11-12RI5;

ELAGSE11-12RI6;

ELAGSE11-12RI7;

ELAGSE11-12RI8;

ELAGSE11-12RI9;

ELAGSE11-12RI10

Reading

Anchor: Death of a Salesman,

Silence



and Composition.




ELAGSE11-12RL1;

ELAGSE11-12RL2;

ELAGSE11-12RL3;

ELAGSE11-12RL4;

ELAGSE11-12RL5;

ELAGSE11-12RL6;

ELAGSE11-12RL7;

ELAGSE11-12RL8;

ELAGSE11-12RL9;

ELAGSE11-12RL10;

ELAGSE11-12RI1;

ELAGSE11-12RI2;

ELAGSE11-12RI3;

ELAGSE11-12RI4;

ELAGSE11-12RI5;

ELAGSE11-12RI6;

ELAGSE11-12RI7;

ELAGSE11-12RI8;

ELAGSE11-12RI9;

ELAGSE11-12RI10

Research

Do research to support

assertions when writing

argumentative and synthesis

essays. All papers that

incorporate research must be

formatted in MLA format.

ELAGSE11-12W7;

ELAGSE11-12W8;

ELAGSE11-12W9;

ELAGSE11-12W10

Research







ELAGSE11-12W7;

ELAGSE11-12W8;

ELAGSE11-12W9;

ELAGSE11-12W10

Research







ELAGSE11-12W7;

ELAGSE11-12W8;

ELAGSE11-12W9;

ELAGSE11-12W10

Research







ELAGSE11-12W7;

ELAGSE11-12W8;

ELAGSE11-12W9;

ELAGSE11-12W10


28

Math Pathways Honors Accelerated

Honors Accelerated

9th Grade Algebra I GSE Geometry B/ Algebra II Accelerated

10th Grade Geometry GSE Pre-Calculus Accelerated

11th Grade Algebra II GSE Pre-Calculus Accelerate

12th Grade Pre-Calculus Calculus

*Pre-Calculus Accelerated is being taught in both 10th Grade and 11th Grade only during the 2017/2018 school year as it is a TRANSITION year due to Curriculum Standards with the State of Georgia.


29

Math 9- Honors GSE Algebra 1

Math 9- Honors GSE Algebra 1 Course Description:

This is the first course in a high school honors sequence of courses designed to provide students with a rigorous

program of study in mathematics. This course differs from middle school math courses in both pacing and scope.

It includes radical, polynomial and rational expressions, basic functions and their graphs, simple equations, complex

numbers; quadratic and piecewise functions, sample statistics, and curve fitting. Application of mathematics to real

world topics and appropriate use of technology to solve mathematical equations will be covered throughout the

course. Focus will be placed on preparing the student for later mathematics courses in high school and college.

Math 9- Honors GSE Algebra 1

Course Sequence:

Unit of Study Topics Length of time

Relationships Between Quantities Foundations for Algebra 4 weeks

Reasoning with Equations and Inequalities

Equations Inequalities Systems of Equations

6 weeks

Linear and Exponential Functions Functions Linear Functions Exponents & Polynomials Quadratic Functions

6 weeks

Describing Data Describing Data Histogram Linear Models

4 weeks

Transformations in the Coordinate Plane

Reflections Rotations Composition Transformation

5 weeks

Connecting Algebra and Geometry Through Coordinates

Midpoint & Distance Formulas Perimeter, Circumference, & Area

4 weeks


30

Math 9- Honors GSE Algebra 1 Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks Topics

Relationships Between Quantities and Expressions and Reasoning with Linear Equations and Inequalities

Topics

Modeling and Analyzing Quadratic Functions

Topics

Modeling and Analyzing Exponential Functions

Topics

Comparing and Contrasting Functions and Describing Data

Standards

Extend the properties of exponents to rational exponents. Use properties of rational and irrational numbers. Reason quantitatively and use units to solve problems. Perform arithmetic operations on polynomials. Create equations that describe numbers or relationships. Understand solving equations as a process of reasoning and explain the reasoning. Solve equations and inequalities in one variable. Solve systems of equations.

Standards

Interpret the structure of expressions. Write expressions in equivalent forms to solve problems. Create equations that describe numbers or relationships. Solve equations and inequalities in one variable. Build a function that models a relationship between two quantities. Build new functions from existing functions. Understand the concept of a function and use function notation. Interpret functions that arise in applications in terms of the context. Analyze functions using different representations

Standards

Create equations that describe numbers or relationships. Build a function that models a relationship between two quantities. Build new functions from existing functions. Understand the concept of a function and use function notation. Interpret functions that arise in applications in terms of the context. Analyze functions using different representations.

Standards

Construct and compare linear, quadratic, and exponential models and solve problems. Interpret expressions for functions in terms of the situation they model. Interpret functions that arise in applications in terms of the context. Analyze functions using different representations. Summarize, represent, and interpret data on a single count or measurement variable. Summarize, represent, and interpret data on two categorical and quantitative variables. Interpret linear models.

Project

To Be Determined

Project

To Be Determined

Writing

Writing will consist of article analysis, constructed response, and algorithms.


31

Math 9 - Accelerated GSE Geometry B / Algebra II


Course Description:

This is the second course in a high school accelerated sequence designed to provide students with a rigorous

program of study in mathematics. It includes exponential and logarithmic functions, matrices, polynomial functions

of higher degree, conic sections, and normal distributions. Application of mathematics to real world topics and

appropriate use of technology to solve mathematical equations will be covered throughout the course. Focus will

be placed on preparing the student for the study of Pre-Calculus and future courses in college. Many of these

topics can be used extensively in the Science and Business professions. The course will include one presentation

and one project that connects topics to real world ideas.


Course Sequence:


Extending the number system Rational Exponents Complex Numbers

3 weeks

Quadratic functions Parabolas Solving Quadratic Equations

5 weeks

Modeling Geometry Conic Sections Solve Systems of Equations Graphically Use Algebra in Geometric Proofs

2 weeks

Inference and conclusions from data Data Classification and Statistics Experimental Design Descriptive Statistics

3 weeks

Polynomial functions Linear Systems and Graphs Polynomials & Polynomial Functions Roots of Polynomials

4 weeks

Rational and radical relationships Roots and Radical Expressions Solving Rational & Radical Equations

4 weeks

Exponentials and logarithms Exponential Models Logarithms Logarithmic and Exponential Functions

3 weeks

Trigonometric Functions Periodic Functions Trig Identities and Equations

3 weeks

Mathematical modeling Linear Programming Operations Research Applications Exploration

5 weeks


32


Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks Topics

Circle, Volume, and Probability

Topics

Quadratics Revisited and Operations With Polynomials

Topics

Polynomial Functions and Rational & Radical Relationships

Topics

Exponential & Logarithms and Mathematical Modeling

Standards

Understand and apply theorems about circles Understand independence and conditional probability Use the rules of probability to compute probabilities of compound events in a uniform probability model

Standards

Perform arithmetic operations with complex numbers Solve Quadratic equations by inspection, taking square roots, factoring, completing the square, and the quadratic formula, as appropriate. Extend the properties of exponents to rational exponents. Know and apply the Binomial Theorem.

Standards

Polynomial Functions Understand the relationship between zeros and factors of polynomials Interpret functions that arise in applications in terms of the context Rewrite rational expressions Analyze functions using different representations

Standards

Understand and solve exponential and logarithmic functions Write expressions in equivalent forms to solve problems Represent and solve equations and inequalities graphically

Project

To Be Determined

Project

To Be Determined

Writing


Math 10 - Honors GSE Geometry


Course Description:

This is the second course in a high school honors sequence of courses designed to provide students with a rigorous

program of study in mathematics. It includes fundamentals of proof, properties of polygons, coordinate geometry,

right triangles, right triangle trigonometry, properties of circles, statistical inference, and exponential functions.

Students will also complete a presentation on a historical or current mathematician and a project on the application

of Geometry to the real world. Application of mathematics to real world topics and appropriate use of technology to

solve mathematical equations will be covered throughout the course. Focus will be placed on preparing the student

for later mathematics courses in high school and college.


Course sequence:


Similarity, congruence, and proofs Reasoning and Proof Parallel and Perpendicular lines Congruent Triangles Similar triangles

7 weeks


33

Right triangle trigonometry Transformations Trigonometric ratios Solving right triangles

3 weeks

Circles and volume Properties of circles Volumes of solids

4 weeks

Extending the number system Rational Exponents Complex Numbers

4 weeks

Quadratic functions Conic Sections Solving quadratic equations

7 weeks

Modeling Geometry Constructions of geometric figures 4 weeks

Applications of probability Independent & conditional probability Two way frequency tables The addition rule Communicating statistical data

5 weeks


Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks Topics

Similarity, Congruence, and Proof

Topics

Right Triangle Trigonometry and Circles

Topics

Circles and Volume

Topics

Functions and Algebra Connections

Standards

Prove Geometric Theorems Understand Similarity and Congruence

Standards

Make Geometric Constructions Define Trigonometric Ratios and Solve Problems Involving Right Triangles

Standards

Understand and Apply Theorems About Circles Find Arc Lengths and Areas of Sectors of Circles Explain volume formulas and use them to solve problems

Standards

Interpret the Structure of Expressions Analyze functions Construct and Compare Linear, Quadratic, and Exponential Models

Project

To Be Determined

Project

To Be Determined

Writing


Math 10 - Accelerated GSE Pre-Calculus


Course Description:

This is the third course in an accelerated high school sequence of courses designed to provide students with a

rigorous program of study in mathematics. It includes rational, circular trigonometric and inverse trigonometric

functions; basic trigonometric identities and the laws of sines and cosines; sequences and series; polar and

parametric equations; vectors; the central limit theorem, and confidence intervals. Application of mathematics to

real world topics and appropriate use of technology to solve mathematical equations will be covered throughout


34

the course. Focus will be placed on preparing the student for the study of Calculus. Many of these topics can be

used extensively in the Science and Business professions. The course will include one presentation and one

project that connects topics to real world topics.


Course Sequence:


Functions and Graphs Recognizing and Classifying Functions

Understanding and describing the

behavior of functions

3 weeks

The Unit Circle and Radian measure The Unit Circle and Radian Measure

Angular and Linear Speed

Polar Coordinates

5 weeks

Trigonometric Functions Circular functions and their inverses

Trig Identities and Equations

4 weeks

Trigonometric Applications Solving Right Triangles

Law of Sines and Cosines

Solving Non-Right Triangles

4 weeks

Matrices and Vectors Addition, Subtraction, Row operations,

and Multiplication

Determinants and Inverses

The Matrix Equation

5 weeks

Applications of Matrices Operations Research

Linear Programming

3 weeks

Probability and Statistics Conditional Probability

Using Technology to analyze Data Sets

(Google Sheets)

Linear Regression using Technology

(Google Sheets)

4 weeks

Distributions and Hypothesis Testing The Normal, T, and Chi Squared

Distributions

Hypothesis Testing

3 weeks


35


Pacing Guide:

1

st Nine Weeks 2

nd Nine Weeks 3

rd Nine Weeks 4

th Nine Weeks

Topics

Functions and Trigonometry

Topics

Trigonometry and Trigonometric Identities

Topics

Probability and Statistics

Topics

Complex Numbers and Vectors

Standards

Interpret Functions That Arise in Applications Analyze Functions Using Different Representations. Extend the Domain of Trigonometric Functions Using the Unit Circle Build New Functions from Existing Functions

Standards

Apply Trigonometry to General Triangles Prove and Apply Trigonometric Identities Translate between the geometric description and the equation for a conic section Perform Operations on Matrices and Use Matrices in Applications

Standards

Use the rules of probability to compute probabilities of compound events in a uniform probability model Summarize, represent, and interpret data on a single count or measurement variable Understand and evaluate random processes underlying statistical experiments

Standards

Use Properties of Complex Numbers. Use Properties of Vectors and Matrices in the Real and Complex Plane

Project

To Be Determined

Project

To Be Determined

Writing


Math 11 - Honors GSE Algebra II


Course Description:

This is the third course in a high school honors sequence designed to provide students with a rigorous program of

study in mathematics. It includes exponential and logarithmic functions, matrices, polynomial functions of higher

degree, conic sections, and normal distributions. Application of mathematics to real world topics and appropriate use

of technology to solve mathematical equations will be covered throughout the course. Focus will be placed on

preparing the student for the study of Pre-Calculus and future courses in college. Many of these topics can be used

extensively in the Science and Business professions. The course will include one presentation and one project that

connects algebraic topics to real world ideas.


36


Course Sequence:


Inference and Conclusions from Data Data Classification and Statistics

Experimental Design

Descriptive Statistics

4 weeks

Polynomial Functions Linear Systems and Graphs

Polynomials & Polynomial Functions

Roots of Polynomials

7 weeks

Rational and Radical Relationships Roots and Radical Expressions

Multiplication & Division

Solving Rational & Radical Equations

5 weeks

Exponentials and Logarithms Exponential Models

Exponential Functions

Logarithms

Logarithmic Functions

3 weeks

Trigonometric Functions Periodic Functions


4 weeks

Mathematical Modeling Functions, Equations, and Graphs

Linear Programming

Operations Research

Applications Exploration

7 weeks


Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks Topics

Quadratics Revisited and Operations With Polynomials

Topics


Topics

Exponential & Logarithms and Mathematical Modeling

Topics


Standards

Perform arithmetic operations with complex numbers.

Standards

Polynomial Functions

Standards

Understand and solve exponential and logarithmic

Standards

Summarize, represent, and interpret data on a single


37

Extend the properties of exponents to rational exponents. Perform arithmetic operations on polynomials Understand Functions of degree 2 and higher

Understand the relationship between zeros and factors of polynomials Interpret functions that arise in applications in terms of the context Rewrite rational expressions Analyze functions using different representations

functions Write expressions in equivalent forms to solve problems Represent and solve equations and inequalities graphically

count or measurement variable Understand and evaluate random processes underlying statistical experiments

Project

To Be Determined

Project

To Be Determined

Writing


Math 11 - Accelerated GSE Pre-Calculus This course will only be taught for this grade level for the 2017-18 school year, as a transition course.


Course Description:

This is the third course in an accelerated high school sequence of courses designed to provide students with a

rigorous program of study in mathematics. It includes rational, circular trigonometric and inverse trigonometric

functions; basic trigonometric identities and the laws of sines and cosines; sequences and series; polar and

parametric equations; vectors; the central limit theorem, and confidence intervals. Application of mathematics

to real world topics and appropriate use of technology to solve mathematical equations will be covered

throughout the course. Focus will be placed on preparing the student for the study of Calculus. Many of

these topics can be used extensively in the Science and Business professions. The course will include one

presentation and one project that connects topics to real world topics.


Course Sequence:



Understanding and describing the

behavior of functions

3 weeks

The Unit Circle and Radian measure The Unit Circle and Radian Measure


Polar Coordinates

5 weeks



4 weeks


38




4 weeks

Matrices and Vectors Addition, Subtraction, Row operations,

and Multiplication


The Matrix Equation

5 weeks


Linear Programming

3 weeks


Using Technology to analyze Data Sets

(Google Sheets)

Linear Regression using Technology

(Google Sheets)

4 weeks

Distributions and Hypothesis Testing The Normal, T, and Chi Squared

Distributions

Hypothesis Testing

3 weeks


Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks Topics

Functions and Trigonometry

Topics

Trigonometry and Trigonometric Identities

Topics

Probability and Statistics

Topics

Complex Numbers and Vectors

Standards

Interpret Functions That Arise in Applications Analyze Functions Using Different Representations. Extend the Domain of Trigonometric Functions Using the Unit Circle Build New Functions from Existing Functions

Standards

Apply Trigonometry to General Triangles Prove and Apply Trigonometric Identities Translate between the geometric description and the equation for a conic section Perform Operations on Matrices and Use Matrices in Applications

Standards

Use the rules of probability to compute probabilities of compound events in a uniform probability model Summarize, represent, and interpret data on a single count or measurement variable Understand and evaluate random processes underlying statistical experiments

Standards

Use Properties of Complex Numbers. Use Properties of Vectors and Matrices in the Real and Complex Plane

Project

To Be Determined

Project

To Be Determined

Writing



39

Math 12 - Honors GSE Pre-Calculus


Course Description:

This is the fourth course in a high school honors sequence of courses designed to provide students with a rigorous

program of study in mathematics. It includes rational, circular trigonometric and inverse trigonometric functions;

basic trigonometric identities and the laws of sines and cosines; sequences and series; polar and parametric

equations; vectors; the central limit theorem and confidence intervals. Application of mathematics to real world

topics and appropriate use of technology to solve mathematical equations will be covered throughout the course.

Focus will be placed on preparing the student for the study of Calculus in future college courses. Many of these

topics can be used extensively in the Science and Business professions. The course will include one presentation

and one project that connects to real world topics.


Course Sequence:



Understanding and describing the behavior of functions

3 weeks

The Unit Circle and Radian

measure

The Unit Circle and Radian Measure


Polar Coordinates

5 weeks



4 weeks




4 weeks

Matrices and Vectors Addition, Subtraction, Row operations, and Multiplication


The Matrix Equation

5 weeks


Linear Programming

3 weeks


Using Technology to analyze Data Sets (Google Sheets)

Hypothesis Testing

Linear Regression using Technology (Google Sheets)

4 weeks


40

General Review Application Problems: Math in the Real World

Class Review

3 weeks


Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks Functions and Trigonometry

Trigonometry and

Trigonometric Identities Matrices and Vectors Probability and Statistics

Standards

Interpret the behavior of Functions Analyze Functions Using Different Representations. Extend the Domain of Trigonometric Functions Using the Unit Circle Polar Coordinates

Standards

Build New Functions from Existing Functions Apply Trigonometry to General Triangles Prove and Apply Trigonometric Identities

Standards

Perform Operations on Matrices and Use Matrices in Applications Use the rules of probability to compute probabilities of compound events in a uniform probability model Use Properties of Vectors and Matrices in the Real and Complex Plane

Standards

Use the rules of probability to compute probabilities of compound events in a uniform probability model Make inferences and justify conclusions from sample surveys, experiments, and observational studies

Project

To Be Determined

Project

To Be Determined

Writing


Math 12 - Accelerated - Calculus


Course Description:

This is the fifth course in a high school accelerated sequence of courses designed to provide students with a

rigorous program of study in mathematics. It includes problem solving, reasoning and estimation, functions,

derivatives, applications of the derivative, integrals, and application of the integral. Application of mathematics to

real world topics and appropriate use of technology to solve mathematical equations will be covered throughout

the course. Focus will be placed on preparing the student for later mathematics and STEM courses at a college level.

A major focus of the study of calculus is developing problem solving skills that can be used in all disciplines.


41


Course Sequence:


Functions and Limits Recognizing and Classifying functions

Graphical descriptions, continuity, discontinuity, max, and

mins

Graphical Limits

Algebraic Limits

4 weeks

Differentiation Limits and Differentiation

Differentiation of simple functions

Differentiation of exponential and Trig functions

First and Second Derivative Tests

5 weeks

Techniques of Differentiation Simplification of Complex Functions

The Chain Rule

The Product Rule

The Quotient Rule

4 weeks

Applications of

Differentiation

Optimization Problems 2 weeks

Riemann Sums Area Under the Curve

Left, Right, Midpoint, and Trapezoidal Rules

2 weeks

Integration The Fundamental Theorem of Calculus and Integration

Integration of simple functions

3 weeks

Techniques of Integration Simplification of Complex Functions

U-Substitution

Integration by Parts

5 weeks

Applications of

Differentiation

Net Change and Average Value

Population, Value, and application problems

4 weeks

Series and Sequences Review of notation Convergence, divergence, and oscillation

3 weeks


42


Pacing Guide:

1

st Nine Weeks 2

nd Nine Weeks 3

rd Nine Weeks 4

th Nine Weeks

Functions and Derivatives Techniques of Differentiation

The Indefinite and Definite Integral

Techniques of Integration

Standards

Students will investigate properties of functions and use algebraic manipulations to evaluate limits and differentiate functions.

Standards

Students will investigate limits, continuity, and differentiation of functions. Students will apply the rules of differentiation to functions.

Standards

Students will explore the concept of integration and its relationship to differentiation. Students will apply the rules of integration to functions.

Standards

Students will explore the concept of integration and its relationship to differentiation. Students will apply the rules of integration to functions.

Project

To Be Determined

Project

To Be Determined

Writing



43

Science 9 - Honors Biology Science 9 - Honors Biology Course Description: The Honors Biology curriculum is designed to continue student investigations of the life sciences that began in grades K-8 and provide students the necessary skills to be proficient in the concepts foundational to the biological sciences. Students will investigate biological systems at the molecular, cellular, and macrobiological level. Hands-on labs, activities, inquiry investigations, and field work, as well as projects, media, and reading assignments will all be used to assist students in their mastery of the material.


44

Science 9 - Honors Biology Course Sequence:


Introduction Introduction to Biology Study of Life Experimental design Inquiry

2 weeks

History of Life Geological Timescale/Fossils Origins/Evolutionary History

2 weeks

Organization of life Cell structure and function Classification Ecosystem structure The Biosphere

4-5 weeks

Chemistry of Life and Transport

Matter Properties of Water Macromolecules Enzymes Cell membrane and transport

3 weeks

Energy and Energy Flow Cell Respiration Fermentation Photosynthesis Ecosystem - Food Webs/Food chains Cycle in the ecosystem

3-4 weeks

Cell Growth and Division Cell Cycle 2 weeks

Genetics Chromosomes Meiosis Mendel/Gene Mendelian Genetics

4 weeks

DNA processes and Biotechnology DNA/Replication Transcription Translation Gene Expression Biotechnology

3 weeks

Bacteria and Viruses Bacteria Viruses

1-2 weeks

Population equilibrium Natural Selection Hardy-Weinberg Habitat/Niche Community Interactions Population density Growth patterns

3-4 weeks

Survey of Animals Invertebrates Vertebrates Behavior

2-3 weeks

Survey of Plants Life Cycles/Reproduction Tropisms

1-2 weeks


45

Science 9 - Honors Biology Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks Organization of Life:

Life is organized at all levels from cells to

biosphere

Introduction to Biology History of Life Evolutionary History Cell Structure and Function Classification of Kingdoms Ecosystem Structure and the Biosphere Biomes

Energy Transformations: Energy can be neither

created nor destroyed but can be transformed from one form to another as it flows through organisms

and ecosystems

Chemistry of Life Functions of Organic Molecules Cellular Transport Homeostasis Photosynthesis Cellular Respiration Cycles of Matter Energy Flow Food Chains and Webs

Growth and Heredity: Organisms must be able to grow and reproduce to ensure species survival

Cell Growth Asexual and Sexual Reproduction Mendelian Genetics DNA and RNA Processes Chromosomes and Mutations Genetic Engineering DNA Technology Biological Resistance Bioethics Viruses and Bacteria

Equilibrium: Survival and stability require

that living things maintain biological balance at all

levels

Natural Selection Population Genetics Interactions in Ecosystems Succession Survey of Animals Animal Adaptations and Behavior Plant Adaptations

Standards

SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells SB4. Obtain, evaluate, and communicate information to illustrate the organization of interacting systems within single-celled and multi-celled organisms. SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment SB6. Obtain, evaluate, and communicate information to assess the theory of evolution.

Standards

SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment

Standards

SB2. Obtain, evaluate, and communicate information to analyze how genetic information is expressed in cells. SB3. Obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations

Standards

SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment SB6. Obtain, evaluate, and communicate information to assess the theory of evolution.


46

Major Labs, Activities, or Projects

Inquiry Cubes Data Analysis and Identification of Variables activities Microscope Lab Cells PBL: Cell City Project Biome Jigsaw Classification Lab


Enzyme Virtual Lab Breakfast is Ready Inquiry activity Osmosis Inquiry Egg Lab Yeast Fermentation Lab Cellular Respiration/Photosynthesis Project HHMI Biointeractive Food Chains Energy Flow Lab - Food Chains


Mitosis in Onion root tips Mitosis Animations Virtual Lab: Investigating Bacterial Growth Corn Genetics Punnett Squares practice Sex-linked traits activities Codominance activities Pedigree Analysis Human Karyotypes DNA extraction lab Transcription/Translation activities and videos Case Studies


Natural Selection Lab Genetic Drift activity Modeling Predation Survivorship Curves Animal dissections

Writing

Writing will consist of: Daily Warm-up activities Conclusion summary or answers to questions for the labs. Lab Notebook Formal Lab Reports Short answer/essay questions on tests.

Writing


Writing


Writing


Science 9 - Accelerated Biology Science 9 - Accelerated Biology Course Description: The Accelerated Biology curriculum is designed to continue student investigations of the life sciences that began in grades K-8 and provide students the necessary skills to be proficient in the concepts foundational to the biological sciences. Students will investigate biological systems at the molecular, cellular, and macrobiological level. Hands-on labs, activities, inquiry investigations, and field work, as well as projects, media, and reading assignments will all be used to assist students in their mastery of the material. This course moves at a more rapid pace and students will delve deeper into concepts presented. Science 9 - Accelerated Biology Course Sequence:


Introduction Introduction to Biology Study of Life Experimental design Inquiry

2 weeks


47

History of Life Geological Timescale/Fossils Origins/Evolutionary History

2 weeks

Organization of life Cell structure and function Classification Ecosystem structure The Biosphere

4-5 weeks

Chemistry of Life and Transport Matter Properties of Water Macromolecules Enzymes Cell membrane and transport

3 weeks

Energy and Energy Flow Cell Respiration Fermentation Photosynthesis Ecosystem - Food Webs/Food chains Cycle in the ecosystem

3-4 weeks

Cell Growth and Division Cell Cycle

2 weeks

Genetics Chromosomes Meiosis Mendel/Gene Mendelian Genetics

4 weeks

DNA processes and Biotechnology

DNA/Replication Transcription Translation Gene Expression Biotechnology

3 weeks

Bacteria and Viruses Bacteria Viruses

1-2 weeks

Population equilibrium Natural Selection Hardy-Weinberg Habitat/Niche Community Interactions Population density Growth patterns

3-4 weeks

Survey of Animals Invertebrates Vertebrates Behavior

2-3 weeks

Survey of Plants Life Cycles/Reproduction Tropisms

1-2 weeks


48

Science 9 - Accelerated Biology Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks Organization of Life:

Life is organized at all levels from cells to

biosphere

Introduction to Biology History of Life Evolutionary History Cell Structure and Function Classification of Kingdoms Ecosystem Structure and the Biosphere Biomes

Energy Transformations: Energy can be neither

created nor destroyed but can be transformed from one form to another as it flows through organisms

and ecosystems

Chemistry of Life Functions of Organic Molecules Cellular Transport Homeostasis Photosynthesis Cellular Respiration Cycles of Matter Energy Flow Food Chains and Webs

Growth and Heredity: Organisms must be able to grow and reproduce to ensure species survival

Cell Growth Asexual and Sexual Reproduction Mendelian Genetics DNA and RNA Processes Chromosomes and Mutations Genetic Engineering DNA Technology Biological Resistance Bioethics Viruses and Bacteria

Equilibrium: Survival and stability require

that living things maintain biological balance at all

levels

Natural Selection Population Genetics Interactions in Ecosystems Succession Survey of Animals Animal Adaptations and Behavior Plant Adaptations

Standards

SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells SB4. Obtain, evaluate, and communicate information to illustrate the organization of interacting systems within single-celled and multi-celled organisms. SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment SB6. Obtain, evaluate, and communicate information to assess the theory of evolution.

Standards

SB1. Obtain, evaluate, and communicate information to analyze the nature of the relationships between structures and functions in living cells SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment

Standards

SB2. Obtain, evaluate, and communicate information to analyze how genetic information is expressed in cells. SB3. Obtain, evaluate, and communicate information to analyze how biological traits are passed on to successive generations

Standards

SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment SB6. Obtain, evaluate, and communicate information to assess the theory of evolution.


Inquiry Cubes Data Analysis and Identification of Variables activities Microscope Lab Cells PBL: Cell City Project Biome Jigsaw


Enzyme Virtual Lab Breakfast is Ready Inquiry activity Osmosis Inquiry Egg Lab Yeast Fermentation Lab Cellular Respiration/Photosynthesis


Mitosis in Onion root tips Mitosis Animations Virtual Lab: Investigating Bacterial Growth Corn Genetics Punnett Squares practice Sex-linked traits activities


Natural Selection Lab Genetic Drift activity Modeling Predation Survivorship Curves Animal dissections


49

Classification Lab

Project HHMI Biointeractive Food Chains Energy Flow Lab - Food Chains

Codominance activities Pedigree Analysis Human Karyotypes DNA extraction lab Transcription/Translation activities and videos Case Studies

Writing


Writing


Writing


Writing


Science 10 - Honors Chemistry Science 10 - Honors Chemistry Course Description:

Students will explore how matter is organized and the knowledge gained by scientists is placed in a form to be

useful. Students will examine the patterns that exist in the nature of chemistry and how those patterns relayed

through the periodic table. Further course of study will be the mathematical applications to chemical reactions,

solutions, and energy. There will be both traditional and inquiry based laboratory experiences. The expected math

is the use of ratios, simple algebra I techniques, squares and square roots, and logarithms.

Science 10 - Honors Chemistry Course Sequence:

Unit of Study Topics Length of Time Finding Order Matter

History of Chemistry Metric System

Atoms Mixtures, Elements, and Compounds

1 week 2 weeks 1 week 2 weeks 3 weeks

Finding Patterns Periodic Table Trends of Elements Formation of Bonds

3 weeks 2 weeks 3 weeks

Exploring Changes Bonds Influence Reactions Conservation of Matter

Stoichiometry (Math Applied to Reactions)


Reactions and Conditions Phases of Matter( gas laws) Molarity and Concentration

Acids and Bases



50

Science 10 - Honors Chemistry

Pacing Guide :

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks Finding Order

Matter


Atoms Mixtures, Elements and

Compounds

Finding Patterns

Periodic Table

Trends of Elements Formation of Bonds

Exploring Changes

Bonds Influence Reactions

Conservation of Matter Stoichiometry (Math Applied to

Reactions)

Reactions and Conditions

Energy in Reactions

Phases of Matter Molarity and Concentration

Mathematics and Models Patterns Help Predictions Counting Particles Chemical Equations

Solutions

Standards

SC1: Students will analyze the nature of matter and its classifications. SC2: Students will relate how the Law of Conservation of Matter is used to determine chemical composition in compounds and chemical reactions. SC3: Students will use the modern atomic theory to explain the characteristics of atoms. SC4: Students will use the organization of the Periodic Table to predict properties of elements.

Standards

SC1: Students will analyze the nature of matter and its classifications. SC2: Students will relate how the Law of Conservation of Matter is used to determine chemical composition in compounds and chemical reactions. SC3: Students will use the modern atomic theory to explain the characteristics of atoms. SC4: Students will use the organization of the Periodic Table to predict properties of elements.

Standards

SC1: Students will analyze the nature of matter and its classifications. SC2: Students will relate how the Law of Conservation of Matter is used to determine chemical composition in compounds and chemical reactions. SC4: Students will use the organization of the Periodic Table to predict properties of elements. SC6: Students will understand the effects motion of atoms and molecules in chemical and physical processes.

Standards

SC1: Students will analyze the nature of matter and its classifications. SC5: Students will understand that the rate at which a chemical reaction occurs can be affected by changing concentration, temperature, or pressure and the addition of a catalyst. SC7: Students will characterize the properties that describe solutions and the nature of acids and bases.

Vocabulary

General Academic and Content Specific

Vocabulary


Vocabulary


Vocabulary


Model Building and Properties Labs Textbook Chapters 1, 2, 3, 4, 5 Writing will include conclusions on lab reports, project summaries, and writing of problems.

Finding Patterns Labs Textbook Chapters 6, 7, 8, 9 Model Building Writing will include conclusions on lab reports, project summaries, and writing of problems.

Mathematical Applications Labs Selected Math Worksheets Textbook Chapters 10, 11, 12, 13, 14 Writing will include conclusions on lab reports, project summaries, and writing of problems.

Continued Math Applications Labs Textbook Chapters 16, 17, 18, 19 Outside Reading Writing will include conclusions on lab reports, project summaries, and writing of problems.


51

Science 10 - Accelerated Chemistry


Course Description: Students will explore how matter is organized and the knowledge gained by scientists is placed in a form to be useful. Students will examine the patterns that exist in the nature of chemistry and how those patterns relayed through the periodic table. Further course of study will be the mathematical applications to chemical reactions, solutions, and energy. There will be both traditional and inquiry based laboratory experiences. The expected math is the use of ratios, advanced algebra I techniques, squares and square roots, and logarithms.


Course Sequence:


Finding Order Matter History of Chemistry

Metric System Atoms

Mixtures, Elements, and Compounds

1 week 2 weeks 1 week 2 weeks 3 weeks

Finding Patterns Periodic Table Trends of Elements Formation of Bonds


Exploring Changes Bonds Influence Reactions Conservation of Matter

Stoichiometry (Math Applied to Reactions)


Reactions and Conditions Phases of Matter( gas laws) Molarity and Concentration

Acids and Bases



Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks Finding Order

Matter


Atoms Mixtures, Elements and

Compounds

Finding Patterns

Periodic Table

Trends of Elements Formation of Bonds

Exploring Changes

Bonds Influence Reactions

Conservation of Matter Stoichiometry (Math Applied to

Reactions)

Reactions and Conditions

Energy in Reactions

Phases of Matter Molarity and Concentration

Mathematics and Models Patterns Help Predictions Counting Particles Chemical Equations

Solutions

Standards

SC1: Students will analyze the nature of matter and its classifications. SC2: Students will relate

Standards

SC1: Students will analyze the nature of matter and its classifications. SC2: Students will relate how the

Standards

SC1: Students will analyze the nature of matter and its classifications. SC2: Students will relate how

Standards

SC1: Students will analyze the nature of matter and its classifications. SC5: Students will


52

how the Law of Conservation of Matter is used to determine chemical composition in compounds and chemical reactions. SC3: Students will use the modern atomic theory to explain the characteristics of atoms. SC4: Students will use the organization of the Periodic Table to predict properties of elements.

Law of Conservation of Matter is used to determine chemical composition in compounds and chemical reactions. SC3: Students will use the modern atomic theory to explain the characteristics of atoms. SC4: Students will use the organization of the Periodic Table to predict properties of elements.

the Law of Conservation of Matter is used to determine chemical composition in compounds and chemical reactions. SC4: Students will use the organization of the Periodic Table to predict properties of elements. SC6: Students will understand the effects motion of atoms and molecules in chemical and physical processes.

understand that the rate at which a chemical reaction occurs can be affected by changing concentration, temperature, or pressure and the addition of a catalyst. SC7: Students will characterize the properties that describe solutions and the nature of acids and bases.

Vocabulary


Vocabulary


Vocabulary


Vocabulary


Model Building and Properties Labs Textbook Chapters 1, 2, 3, 4, 5 Writing will include conclusions on lab reports, project summaries, and writing of problems.

Finding Patterns Labs Textbook Chapters 6, 7, 8, 9 Model Building Writing will include conclusions on lab reports, project summaries, and writing of problems.

Mathematical Applications Labs Selected Math Worksheets Textbook Chapters 10, 11, 12, 13, 14 Writing will include conclusions on lab reports, project summaries, and writing of problems.

Continued Math Applications Labs Textbook Chapters 16, 17, 18, 19 Outside Reading Writing will include conclusions on lab reports, project summaries, and writing of problems.

Science 11 - Honors Anatomy


Course Description:

Anatomy & Physiology is a yearlong course that provides students the opportunity to explore the relationship between the structure and function of the human body. Students will be able to interact with and investigate topics such as homeostasis, biochemistry, cytology, histology, anatomical and physiological disorders, medical diagnosis and treatments, and a survey of the body systems. Laboratories and inquiry investigations will reinforce concepts and principles presented in this course.


Course Sequence:


Introduction Introduction to Anatomy Body Organization and terminology Homeostasis

3 weeks

Biochemistry Chemical basis of life Structure of matter

1-2 weeks


53

Cells Microscope Cell structure and function Transport Cellular Metabolism

4 weeks

Histology Types of Tissues

2 weeks

Integumentary System Skin Accessory organs Healing and burns

2-3 weeks

Support and Movement Bone growth and development Skeletal organization Bones Structure and function of joints Types of movements Structure of skeletal muscle Muscle contraction Major skeletal muscles

7-8 weeks

Integration and Coordination

Nervous system pathways Nerve impulses The senses

4 weeks

Endocrine System Hormones 1-2 weeks

Transport Blood Cardiovascular System Lymphatic system

4 weeks

Absorption and Excretion Digestion Nutrition Respiratory Urinary Water and electrolyte balance

5 weeks

Growth and Development Human Reproductive system 1-2 weeks

Science 11 - Honors Anatomy Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks Levels of Organization:

Introduction Chemical Basis of Life

Cells Cellular Metabolism

Tissues

Support and Movement: Integumentary system

Skeletal system Joints

Support and Movement: Muscular system

Integration and Coordination: Nervous system

Endocrine system Transport:

Blood Cardiovascular

Transport: Cardiovascular

Lymphatic Absorption and Excretion:

Digestive Nutrition

Respiratory Urinary

Water, Electrolyte, and Acid-Base balance

Reproduction

Standards

SAP1. Students will analyze anatomical structures in

Standards

SAP2. Students will analyze the interdependence of the

Standards

SAP2. Students will analyze the interdependence of the

Standards

SAP4. Students will analyze the physical, chemical, and


54

relationship to their physiological functions.

integumentary, skeletal, and muscular systems as these relate to the protection, support and movement of the human body.

integumentary, skeletal, and muscular systems as these relate to the protection, support and movement of the human body. SAP3. Students will assess the integration and coordination of body functions and their dependence on the endocrine and nervous systems to regulate physiological activities. SAP4. Students will analyze the physical, chemical, and biological properties of process systems as these relate to transportation, absorption and excretion, including the cardiovascular, respiratory, digestive, excretory and immune systems.

biological properties of process systems as these relate to transportation, absorption and excretion, including the cardiovascular, respiratory, digestive, excretory and immune systems. SAP5. Students will analyze the role of the reproductive system as it pertains to growth and development of humans

Labs/Activities

Body Organization Homeostasis Chemistry of Life Microscope Cell Structure and Function Transport Tissues Coloring

Labs/Activities

Integumentary System Bone structure Skeletal Organization The skull Thoracic cage Upper limbs Lower Limbs Joint structure and movements Case Studies Coloring Diagrams Skeletal System hoodie project

Labs/Activities

Muscle size vs. Strength lab Muscle structure - lab w/ straws Muscle contraction Stop motion video project Muscle Stimulation Lab - Virtual The Senses Labs Sheep Brain dissection Cow eye Dissection Endocrine System Jigsaw Case Studies Coloring Diagrams

Labs/Activities

Pig heart dissection Fetal Pig dissection

Writing

Writing will consist of: Anatomy in the News reports 1x/month Conclusion summary or answers to questions for the labs. Short answer/essay questions on tests.


55

Science 11 - AP Biology


Course Description

AP Biology is a year long introductory college-level biology course. The goal of this course is to not only give

students a college-level experience, but also to prepare students for the AP Biology exam in May.

The course content is structured around four Big Ideas and seven Science Practices:

Big Ideas (BI)

● Evolution ● Energy Processes ● Information ● Interactions

Science Practices (SP) 1. The student can use representations and models to communicate scientific phenomena and solve scientific problems. 2. The student can use mathematics appropriately. 3. The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. 4. The student can plan and implement data collection strategies appropriate to a particular scientific question. 5. The student can perform data analysis and evaluation of evidence. 6. The student can work with scientific explanations and theories. 7. The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains.

These ideas encompass the core principles and theories of all living systems that serve as the foundation of life. With the new updates to the exam, students will focus on depth of knowledge and understanding, rather than breadth. To be successful on the exam, students will be expected to apply content knowledge by demonstrating the seven science practices, which are skill-based in nature. In other words, they will have to show what they know by doing. AP biology is no longer about memorization of facts and figures, but rather the application of content through critical thinking and skill.

Students will have the opportunity to deepen their understanding of these core ideas and principles of biology through inquiry-based investigations. To master the concepts, students will learn through modes of: labs, activities, video lectures, current event articles, and scientific journals. Students will then be assessed in their understanding through lab reports, quizzes, tests, and projects.


Scope and Sequence:


Introduction Science practices Foundation for AP Biology

1-2 weeks

Matter Biochemistry Cells

4-5 weeks


56

Energy Enzymes/Metabolism Cell Respiration/Fermentation Photosynthesis

3-4 weeks

Evolution Darwin Evolution of Populations Origin of species History of Life Phylogeny

5-6 weeks

Interactions Behavior Biomes Populations Community Ecosystems/Energy Conservation

3-4 weeks

Communication Cell Cycle Meiosis Cell Communication

2-3 weeks

Information Mendel/Gene Mendelian Genetics

1-2 weeks

Regulation DNA/Replication Gene to protein Gene Expression Bacteria/Viruses Biotechnology Genome

4-5 weeks

Physiology Plants - Flowers, response, and homeostasis Animals - Homeostasis, Immunity, Nervous, Cardiovascular

3-4 weeks

Review for Exam Review 2-3 weeks


Pacing Guide

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks

Introduction, Matter, and Energy

Introduction to AP Biology

Biochemistry Cells

Enzymes/Metabolism Cell

Respiration/Fermentation Photosynthesis

Evolution and Interactions

Darwin Evolution of Populations

Origin of Species History of Life

Phylogeny Behavior Biomes

Populations Community

Ecosystems/Energy Conservation

Communication, Information, and

Regulation

Cell Cycle

Meiosis Cell Communication

Mendel/Gene Mendelian Inheritance

DNA Replication Gene to Protein

Gene Expression Bacteria/Virus

Physiology

Plants - Flowers, homeostasis, and response

Animals - homeostasis, Immunity, nervous, and

cardiovascular

AP Exam Review


57

Biotechnology Genome

Standards Big Ideas: 2 and 4 EU 2.A, 2.B, 2.D, 4.A, 4.B, 4.C EK 2.A.3 - (LO 2.6, 2.7, 2.8,

2.9) – [SP 2.2, 6.2, 4.1, 1.1, 1.4] EK 2.B.1 – (LO 2.10, 2.11) –

[SP 1.4, 3.1, 1.1, 7.1, 7.2] EK 2.B.2 - (LO 2.12) – [SP

1.4] EK 2.B.3 – (LO 2.13, 2.14) –

[SP 6.2, 1.2, 1.4] EK 2.D.1a – (LO 2.22, 2.23,

2.24) – [SP 1.3, 3.2, 4.2, 7.2, 5.1] EK 4.A.1 – (LO 4.1, 4.2, 4.3)

– [SP 7.1, 1.3, 6.1, 6.4] EK 4.A.2 – (LO 4.4, 4.5, 4.6)

– [SP 6.4, 6.2, 1.4] EK 4.B.1 – (LO 4.17) – [SP

5.1] EK 4.B.2 – (LO 4.18) – [SP

1.4] EK 4.C.1 – (LO 4.22) – [SP

6.2] EK 2.A.1 – (LO 2.1, 2.2, 2.3)

– [SP 6.2, 6.1, 6.4] EK 2.A.2 – (LO 2.4, 2.5,

2.41) – [SP 1.4, 3.1, 6.2, 5.3, 7.1] EK 4.B.1 – (LO 4.17) – [SP

5.1]

Standards Big Ideas: 1,2,3 and 4 EU 1.A, 1.B, 1.C, 1.D, 2.D, 2.E, 3.C, 3.E, 4.A, 4.B, 4.C EK 1.A.1 – (LO 1.1, 1.2, 1.3)

– [SP 1.5, 2.2, 5.3] EK 1.A.2 – (LO 1.4, 1.5) –

[SP 5.3, 7.1] EK 1.A.3 – (LO 1.6, 1.7, 1.8)

– [SP 1.4, 2.1, 4.1, 6.4] EK 1.A.4 – (LO 1.9, 1.10,

1.11, 1.12, 1.13) – [SP 5.3, 5.2, 4.2, 7.1, 1.1, 2.1] EK 1.B.1 – (LO 1.14, 1.15,

1.16) – [SP 3.1, 7.2, 6.1] EK 1.B.2 – (LO 1.17, 1.18,

1.19) – [3.1, 5.3, 1.1] EK 1.C.1 – (LO 1.20, 1.21) –

[SP 5.1, 4.2] EK 1.C.2 – (LO 1.22, 1.23,

1.24) – [SP 6.4, 4.1, 7.2] EK 1.C.3 – (LO 1.25, 1.26) –

[SP 1.2, 5.3] EK 1.D.1 – (LO 1.27, 1.28,

1.29, 1.30, 1.31) – [SP 1.2, 3.3, 6.3, 6.5, 4.4] EK 1.D.2 – (LO 1.32)- [SP

4.1] EK 3.C.2 – (LO 3.27, 3.38) –

[SP 7.2, 6.2] EK 2.D.1 – (LO 2.22, 2.23,

2.24) – [SP 1.3, 3.2, 4.2, 7.2, 5.1] EK 2.E.3 – (LO 2.38, 2.39,

2.40) – [SP 5.1, 6.1, 7.2] EK 3.E.1 – (LO 3.40, 3.41,

3.42) – [SP 5.1, 1.1, 7.1] EK 4.A.5 – (LO 4.11, 4.12,

4.13) – [SP 1.4, 4.1, 2.2, 6.4] EK 4.A.6 – (LO 4.14, 4.15,

4.16) – [SP 2.2, 1.4, 6.4] EK 4.B.3 – (LO 4.19) – [SP

2.2, 5.2] EK 4.B.4 – (LO 4.20, 4.21) –

[SP 6.2, 6.3, 6.4]

Standards Big Ideas: 2,3 and 4 EU 2.E, 3.A, 3.B, 3.C, 3.D, 4.A, 4.C EK 3.A.2 – (LO 3.7, 3.8,

3.9, 3.10, 3.11) – [SP 6.2, 6.5, 1.2, 7.1, 5.3] EK 3.D.1 – (LO 3.31, 3.32,

3.33) – [SP 7.2, 3.1, 1.4] EK 3.D.2 – (LO 3.34, 3.35)

– [SP 6.2, 1.1] EK 3.D.3 – (LO 3.36) – [SP

1.5] EK 3.D.4 – (LO 3.37, 3.38,

3.39) – [SP 6.1, 1.5, 6.2] EK 3.A.3 - (LO 3.12, 3.13,

3.14) – [SP 1.1, 7.2, 3.1, 2.2] EK 3.A.4 – (LO 3.15, 3.16

,3.17) – [SP 6.2, 6.5, 6.3, 1.2] EK 3.C.1 – (LO 3.24, 3.26)

– [SP 6.4, 7.2] EK 2.E.1 – (LO 2.31, 2.32,

2.33, 2.34) – [SP 7.2, 1.4, 6.1, 7.1] EK 3.A.1 – (LO 3.1, 3.2,

3.3, 3.4, 3.5, 3.6) – [SP 6.2, 6.5, 4.1, 1.2, 6.4] EK 3.B.1 – (LO 3.18, 3.19,

3.20, 3.21) – [SP 7.1, 6.2, 1.4] EK 3.B.2 – (LO 3.22, 3.23)

– [SP 6.2, 1.4] EK 3.C.1 – (LO 3.25) – [SP

1.1] EK 3.C.2 – (LO 3.27, 3.28)

– [SP 7.2, 6.2] EK 3.C.3 – (LO 3.29, 3.30)

– [SP 6.2, 1.4] EK 4.A.3 – (LO 4.7) – [SP

1.3] EK 4.C.2 – (LO 4.23, 4.24)

– [SP 6.2, 6.4]

Standards Big Ideas: 2,3 and 4 EU 2.C, 2.D, 2.E, 3.E, 4.A, 4.B EK 2.C.1 - (LO 2.15, 2.16,

2.17, 2.18, 2.19, 2.20) – [SP 6.1, 7.2, 5.3, 6.4] EK 2.C.2 – (LO 2.21, 2.42) –

[SP 4.1, 3.1] EK 2.D.2 – (LO 2.25, 2.26,

2.27) – [SP 6.2, 5.1, 7.1] EK 2.D.3 – (LO 2.28) – [SP

1.4] EK 2.D.4 – (LO 2.29, 2.30,

2.43) – [SP 1.1, 1.2, 7.2] EK 2.E.2 – (LO 2.35, 2.36,

2.37) – [4.2, 6.1, 7.2] EK 3.E.2 – (LO 3.43, 3.44,

3.45, 3.46, 3.47, 3.48, 3.49. 3.50) – [SP 6.2, 7.1, 1.2, 1.1] EK 4.A.4 – (LO 4.8, 4.9. 4.10)

– [SP 3.3, 6.4, 1.3] EK 4.B.2 – (LO 4.18) – [SP

1.4]


58

EK 4.C.3 – (LO 4.25, 4.26) –

[SP 6.1, 6.4] EK 4.C.4 – (LO 4.27) – [SP

6.4]


Bozeman videos – Science Practices (Summer Assignment) – Review and discuss. Practice skills Brine Shrimp Inquiry Water Properties Lab activities Pattern Matching I & II Osmosis/Diffusion Investigation #4 Cell Organelle Campaign POGILS – Biochemistry basics, Membrane structure and function Toothpicktase (alternative to #13) Cell Respiration Investigation #6 Photosynthesis Investigation #5 POGILS – Free energy, enzymes, ATP, Cell respiration, Glycolysis, Oxidative phosphorylation, photosynthesis


Hardy-Weinberg Investigation #2 Blast Investigation Investigation #3

Wooly Worm Lab POGILS – Hardy Weinberg, Speciation, Phylogenetic trees, Mass Extinction HHMI Biointeractive – rock pocket mouse activity Dust Bowl argumentation Eutrophication POGIL Animal behavior investigation #12 – pill bugs Global Climate change POGIL


Mitosis and Meiosis Investigation #7 POGILS - Cell Cycle , Cell Communication, Signal Transduction Pathway Biochemistry and Cell Signaling Pathway of the MCR1 Gene (HHMI Biointeractive) Cell Signaling DISEASE project Dihybrid cross practice Corn Genetics – Chi Square analysis Mendelian Problem sets Statistics of Inheritance POGIL HHMI Biointeractive – Using genetic crosses to analyze a stickle back trait Transformation Investigation #8 Restriction Enzyme Investigation #9

POGILS - Transcription, Translation, and Control of Gene expression of prokaryotes POGIL Mutations


Transpiration Investigation #11 POGILS - Feedback Mechanisms , Control of Blood Sugar Levels, Neuron structure, Neuron Function, Plant Hormones, Immunity Henrietta Lacks book and discussion After school Review sessions

Writing

Writing will consist of: Daily Warm-up activities Conclusion summary or answers to questions for the labs. Lab Notebook Formal Lab Reports Short answer/essay questions on tests. Free response Questions (FRQ’s)


59

Science 12 - Honors Physics


Course Description:

Physics is the study of matter and energy and how they interact. The first quarter is about motion and then the

second quarter is causation of motion. All of second semester is concerning energy in its varying forms,

transformed, and how it is conserved. The primary math applied is Algebra I with application of trigonometry of right

triangles.


Scope and Sequence:


Motion and Newton’s laws Mathematical Rates Kinematics Introduce Forces


Forces and Resulting Motion Forces and Friction Circular Motion Momentum


Energy Potential and Kinetic Power Heat Electricity

2 weeks 2 weeks 2 weeks 3 weeks

Wave Energy Waves Sound Light Modern/Relativity

2 weeks 2 weeks 3 weeks 1 week


Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks

Motion and Newton’s Law

Mathematical Rates Kinematics Newton Toy Project

Forces and Resulting Motion

Dynamics and Causes of Motion Momentum Project

Energy

Conservation Project Electricity Project

Wave Energy

Sound and Light Projects: Sound and Light Relativity


60

Mathematical Applications and Motion

Friction, Circular Motion and Momentum

Potential, Kinetic, Power, Heat, and Electricity

Waves, Sound and Light Modern/Relativity

Standards

SP1. Students will analyze the relationships between force, mass, gravity, and the motion of objects.

Standards

SP1. Continued SP3. Students will evaluate the forms and transformations of energy.

Standards

SP3. Continues SP4. Students will analyze the properties and applications of waves. SP5. Students will evaluate relationships between electrical and magnetic forces.

Standards

Students will SP2. evaluate the significance of energy in understanding the structure of matter and the universe. SP6. Describe the corrections to Newtonian physics given Quantum mechanics and relativity.

Vocabulary


Descriptive Motion Labs Textbook Chapters 1-4 Writing will include conclusions on lab reports, project summaries, and writing of problems.

Motion’s Causes Momentum Labs Textbook Chapter 5-9 Writing will include conclusions on lab reports, project summaries, and writing of problems.

Types of Energy: heat, kinetic, potential Waves: sound, electricity Labs Textbook Chapter 10-13 and Selected Sections 20, 22, 23, 24 Writing will include conclusions on lab reports, project summaries, and writing of problems.

Energy of Waves Waves: light, Quantum mechanics Labs Textbook Chapter 14-18 and 27 Writing will include conclusions on lab reports, project summaries, and writing of problems.



Course Description

AP Biology is a year long introductory college-level biology course. The goal of this course is to not only give

students a college-level experience, but also to prepare students for the AP Biology exam in May.

The course content is structured around four Big Ideas and seven Science Practices:

Big Ideas (BI)

● Evolution ● Energy Processes ● Information ● Interactions


61

Science Practices (SP) 1. The student can use representations and models to communicate scientific phenomena and solve scientific problems. 2. The student can use mathematics appropriately. 3. The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. 4. The student can plan and implement data collection strategies appropriate to a particular scientific question. 5. The student can perform data analysis and evaluation of evidence. 6. The student can work with scientific explanations and theories. 7. The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains.

These ideas encompass the core principles and theories of all living systems that serve as the foundation of life. With the new updates to the exam, students will focus on depth of knowledge and understanding, rather than breadth. To be successful on the exam, students will be expected to apply content knowledge by demonstrating the seven science practices, which are skill-based in nature. In other words, they will have to show what they know by doing. AP biology is no longer about memorization of facts and figures, but rather the application of content through critical thinking and skill.

Students will have the opportunity to deepen their understanding of these core ideas and principles of biology through inquiry-based investigations. To master the concepts, students will learn through modes of: labs, activities, video lectures, current event articles, and scientific journals. Students will then be assessed in their understanding through lab reports, quizzes, tests, and projects.

Science 12 - AP Biology Scope and Sequence:


Introduction Science practices Foundation for AP Biology

1-2 weeks

Matter Biochemistry Cells

4-5 weeks

Energy Enzymes/Metabolism Cell Respiration/Fermentation Photosynthesis

3-4 weeks

Evolution Darwin Evolution of Populations Origin of species History of Life Phylogeny

5-6 weeks

Interactions Behavior Biomes Populations Community Ecosystems/Energy Conservation

3-4 weeks


62

Communication Cell Cycle Meiosis Cell Communication

2-3 weeks

Information Mendel/Gene Mendelian Genetics

1-2 weeks

Regulation DNA/Replication Gene to protein Gene Expression Bacteria/Viruses Biotechnology Genome

4-5 weeks

Physiology Plants - Flowers, response, and homeostasis Animals - Homeostasis, Immunity, Nervous, Cardiovascular

3-4 weeks

Review for Exam Review 2-3 weeks

Science 12 - AP Biology Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks Introduction, Matter, and Energy

Introduction to AP Biology Biochemistry Cells Enzymes/Metabolism Cell Respiration/Fermentation Photosynthesis

Evolution and Interactions Darwin Evolution of Populations Origin of Species History of Life Phylogeny Behavior Biomes Populations Community Ecosystems/Energy Conservation

Communication, Information, and Regulation Cell Cycle Meiosis Cell Communication Mendel/Gene Mendelian Inheritance DNA Replication Gene to Protein Gene Expression Bacteria/Virus Biotechnology Genome

Physiology Plants - Flowers, homeostasis, and response Animals - homeostasis, Immunity, nervous, and cardiovascular AP Exam Review

Standards Big Ideas: 2 and 4 EU 2.A, 2.B, 2.D, 4.A, 4.B, 4.C EK 2.A.3 - (LO 2.6, 2.7, 2.8,

2.9) – [SP 2.2, 6.2, 4.1, 1.1, 1.4] EK 2.B.1 – (LO 2.10, 2.11)

– [SP 1.4, 3.1, 1.1, 7.1, 7.2] EK 2.B.2 - (LO 2.12) – [SP

1.4] EK 2.B.3 – (LO 2.13, 2.14)

– [SP 6.2, 1.2, 1.4] EK 2.D.1a – (LO 2.22, 2.23,

2.24) – [SP 1.3, 3.2, 4.2, 7.2, 5.1] EK 4.A.1 – (LO 4.1, 4.2,

Standards Big Ideas: 1,2,3 and 4 EU 1.A, 1.B, 1.C, 1.D, 2.D, 2.E, 3.C, 3.E, 4.A, 4.B, 4.C EK 1.A.1 – (LO 1.1, 1.2, 1.3)

– [SP 1.5, 2.2, 5.3] EK 1.A.2 – (LO 1.4, 1.5) –

[SP 5.3, 7.1] EK 1.A.3 – (LO 1.6, 1.7, 1.8)

– [SP 1.4, 2.1, 4.1, 6.4] EK 1.A.4 – (LO 1.9, 1.10,

1.11, 1.12, 1.13) – [SP 5.3, 5.2, 4.2, 7.1, 1.1, 2.1] EK 1.B.1 – (LO 1.14, 1.15,

1.16) – [SP 3.1, 7.2, 6.1] EK 1.B.2 – (LO 1.17, 1.18,

1.19) – [3.1, 5.3, 1.1]

Standards Big Ideas: 2,3 and 4 EU 2.E, 3.A, 3.B, 3.C, 3.D, 4.A, 4.C EK 3.A.2 – (LO 3.7, 3.8, 3.9,

3.10, 3.11) – [SP 6.2, 6.5, 1.2, 7.1, 5.3] EK 3.D.1 – (LO 3.31, 3.32,

3.33) – [SP 7.2, 3.1, 1.4] EK 3.D.2 – (LO 3.34, 3.35) –

[SP 6.2, 1.1] EK 3.D.3 – (LO 3.36) – [SP

1.5] EK 3.D.4 – (LO 3.37, 3.38,

3.39) – [SP 6.1, 1.5, 6.2] EK 3.A.3 - (LO 3.12, 3.13,

3.14) – [SP 1.1, 7.2, 3.1, 2.2]

Standards Big Ideas: 2,3 and 4 EU 2.C, 2.D, 2.E, 3.E, 4.A, 4.B EK 2.C.1 - (LO 2.15, 2.16,

2.17, 2.18, 2.19, 2.20) – [SP 6.1, 7.2, 5.3, 6.4] EK 2.C.2 – (LO 2.21, 2.42) –

[SP 4.1, 3.1] EK 2.D.2 – (LO 2.25, 2.26,

2.27) – [SP 6.2, 5.1, 7.1] EK 2.D.3 – (LO 2.28) – [SP

1.4] EK 2.D.4 – (LO 2.29, 2.30,

2.43) – [SP 1.1, 1.2, 7.2] EK 2.E.2 – (LO 2.35, 2.36,

2.37) – [4.2, 6.1, 7.2]


63

4.3) – [SP 7.1, 1.3, 6.1, 6.4] EK 4.A.2 – (LO 4.4, 4.5,

4.6) – [SP 6.4, 6.2, 1.4] EK 4.B.1 – (LO 4.17) – [SP

5.1] EK 4.B.2 – (LO 4.18) – [SP

1.4] EK 4.C.1 – (LO 4.22) – [SP

6.2] EK 2.A.1 – (LO 2.1, 2.2,

2.3) – [SP 6.2, 6.1, 6.4] EK 2.A.2 – (LO 2.4, 2.5,

2.41) – [SP 1.4, 3.1, 6.2, 5.3, 7.1] EK 4.B.1 – (LO 4.17) – [SP

5.1]

EK 1.C.1 – (LO 1.20, 1.21) –

[SP 5.1, 4.2] EK 1.C.2 – (LO 1.22, 1.23,

1.24) – [SP 6.4, 4.1, 7.2] EK 1.C.3 – (LO 1.25, 1.26) –

[SP 1.2, 5.3] EK 1.D.1 – (LO 1.27, 1.28,

1.29, 1.30, 1.31) – [SP 1.2, 3.3, 6.3, 6.5, 4.4] EK 1.D.2 – (LO 1.32)- [SP

4.1] EK 3.C.2 – (LO 3.27, 3.38) –

[SP 7.2, 6.2] EK 2.D.1 – (LO 2.22, 2.23,

2.24) – [SP 1.3, 3.2, 4.2, 7.2, 5.1] EK 2.E.3 – (LO 2.38, 2.39,

2.40) – [SP 5.1, 6.1, 7.2] EK 3.E.1 – (LO 3.40, 3.41,

3.42) – [SP 5.1, 1.1, 7.1] EK 4.A.5 – (LO 4.11, 4.12,

4.13) – [SP 1.4, 4.1, 2.2, 6.4] EK 4.A.6 – (LO 4.14, 4.15,

4.16) – [SP 2.2, 1.4, 6.4] EK 4.B.3 – (LO 4.19) – [SP

2.2, 5.2] EK 4.B.4 – (LO 4.20, 4.21) –

[SP 6.2, 6.3, 6.4] EK 4.C.3 – (LO 4.25, 4.26) –

[SP 6.1, 6.4] EK 4.C.4 – (LO 4.27) – [SP

6.4]

EK 3.A.4 – (LO 3.15, 3.16

,3.17) – [SP 6.2, 6.5, 6.3, 1.2] EK 3.C.1 – (LO 3.24, 3.26) –

[SP 6.4, 7.2] EK 2.E.1 – (LO 2.31, 2.32,

2.33, 2.34) – [SP 7.2, 1.4, 6.1, 7.1] EK 3.A.1 – (LO 3.1, 3.2, 3.3,

3.4, 3.5, 3.6) – [SP 6.2, 6.5, 4.1, 1.2, 6.4] EK 3.B.1 – (LO 3.18, 3.19,

3.20, 3.21) – [SP 7.1, 6.2, 1.4] EK 3.B.2 – (LO 3.22, 3.23) –

[SP 6.2, 1.4] EK 3.C.1 – (LO 3.25) – [SP

1.1] EK 3.C.2 – (LO 3.27, 3.28) –

[SP 7.2, 6.2] EK 3.C.3 – (LO 3.29, 3.30) –

[SP 6.2, 1.4] EK 4.A.3 – (LO 4.7) – [SP

1.3] EK 4.C.2 – (LO 4.23, 4.24) –

[SP 6.2, 6.4]

EK 3.E.2 – (LO 3.43, 3.44,

3.45, 3.46, 3.47, 3.48, 3.49. 3.50) – [SP 6.2, 7.1, 1.2, 1.1] EK 4.A.4 – (LO 4.8, 4.9. 4.10)

– [SP 3.3, 6.4, 1.3] EK 4.B.2 – (LO 4.18) – [SP

1.4]


Bozeman videos – Science Practices (Summer Assignment) – Review and discuss. Practice skills Brine Shrimp Inquiry Water Properties Lab activities Pattern Matching I & II Osmosis/Diffusion Investigation #4 Cell Organelle Campaign POGILS – Biochemistry basics, Membrane structure and function Toothpicktase (alternative to #13) Cell Respiration Investigation #6 Photosynthesis Investigation #5 POGILS – Free energy, enzymes, ATP, Cell respiration, Glycolysis, Oxidative phosphorylation, photosynthesis


Hardy-Weinberg Investigation #2 Blast Investigation Investigation #3 Wooly Worm Lab POGILS – Hardy Weinberg, Speciation, Phylogenetic trees, Mass Extinction HHMI Biointeractive – rock pocket mouse activity Dust Bowl argumentation Eutrophication POGIL Animal behavior investigation #12 – pill bugs Global Climate change POGIL


Mitosis and Meiosis Investigation #7 POGILS - Cell Cycle , Cell Communication, Signal Transduction Pathway Biochemistry and Cell Signaling Pathway of the MCR1 Gene (HHMI Biointeractive) Cell Signaling DISEASE project Dihybrid cross practice Corn Genetics – Chi Square analysis Mendelian Problem sets Statistics of Inheritance POGIL HHMI Biointeractive – Using genetic crosses to analyze a stickle back trait Transformation Investigation #8 Restriction Enzyme Investigation #9


Transpiration Investigation #11 POGILS - Feedback Mechanisms , Control of Blood Sugar Levels, Neuron structure, Neuron Function, Plant Hormones, Immunity Henrietta Lacks book and discussion After school Review sessions


64

POGILS - Transcription, Translation, and Control of Gene expression of prokaryotes POGIL Mutations

Writing will consist of:

Daily Warm-up activities Conclusion summary or answers to questions for the labs. Lab Notebook Formal Lab Reports Short answer/essay questions on tests. Free response Questions (FRQ’s)

History


65

History 9 - World Geography


Course Description:

The World Geography course is designed to meet the rigorous standards of Peachtree Academy for preparing

students to excel in introductory college human geography courses. The purpose of this course is to systematically

study and understand the physical geography and geographic processes evident in the world and the impact of

humanity on it.


Scope and Sequence:

Unit of Study Topics Chapters Length of Time

Part I: Physical Geography Cultural Geography United States Canada

Physical Geography Cultural Geography United States Canada

1/2/3/4/5/6/7/8/9 9 Weeks

Part II: Mexico Central America Caribbean Islands South America Europe Central Asia

Belarus Central America Central Asia Central Europe Mexico Northern Europe Russia South America Southern Europe The Balkans The Caribbean Ukraine Western Europe

10/11/12/13/14/15/16/17/18

9 Weeks

Part III: Africa East Asia South Asia

Central Africa China East Africa Eastern Mediterranean India Mongolia North Africa Persian Gulf Southern Africa Taiwan The Indian Perimeter West Africa

15/16/17/18/19/20/21/22

9 Weeks


66

Part IV: Southeast Asia Japan and the Koreas Oceania Australia and New Zealand

Australia Island Southeast Asia Japan Mainland Southeast Asia New Zealand Pacific Islands The Koreas

28/29/30/31/32 9 Weeks


Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks Physical Geography Cultural Geography United States Canada

Mexico Central America Caribbean Islands South America Europe Central Asia

Africa East Asia South Asia

Southeast Asia Japan and the Koreas Oceania Australia and New Zealand

Standards

SSWG1 Physical aspects of geography. SSWG2 Cultural aspects of geography. SSWG8 Physical and human systems that have shaped contemporary Canada and the United States.

Standards

SSWG5 Physical and human systems that have shaped contemporary South Asia, Southeastern Asia, and Eastern Asia. SSWG6 Physical and human systems that have shaped contemporary Europe.

Standards

SSWG4 Physical and human systems that have shaped contemporary Sub-Saharan Africa. SSWG5 Physical and human systems that have shaped contemporary South Asia, Southeastern Asia, and Eastern Asia.

Standards

SSWG5 Physical and human systems that have shaped contemporary South Asia, Southeastern Asia, and Eastern Asia. SSWG9 Physical and human systems that have shaped contemporary Oceania, including Australia, New Zealand, and Antarctica.

Topics

Physical Geography Cultural Geography United States Canada

Topics

Mexico Central America The Caribbean South America Northern Europe Western Europe Central Europe Southern Europe The Balkans Russia Ukraine Belarus Central Asia

Topics

The Persian Gulf The Eastern Mediterranean North Africa West Africa Central Africa East Africa Southern Africa India The Indian Perimeter China Mongolia Taiwan

Topics

Japan The Koreas Mainland Southeast Asia Island Southeast Asia Australia New Zealand The Pacific Islands


67

Text Chapters

Chapter 1 Studying Geography Chapter 2 Earth in Space Chapter 3 Weather and Climate Chapter 4 Landforms, Water, and Natural Resources Chapter 5 Human Geography Chapter 6 Human Systems Chapter 7 Natural Environments of North America Chapter 8 The United States Chapter 9 Canada

Text Chapters

Chapter 10 Mexico Chapter 11 Central America and the Caribbean Chapter 12 South America Chapter 13 Natural Environments of Europe Chapter 14 Northern and Western Europe Chapter 15 Central Europe Chapter 16 Southern Europe and the Balkans Chapter 17 Russia, Ukraine, and Belarus Chapter 18 Central Asia

Text Chapters

Chapter 19 The Persian Gulf and Interior Chapter 20 The Eastern Mediterranean Chapter 21 North Africa Chapter 22 West and Central Africa Chapter 23 East Africa Chapter 24 Southern Africa Chapter 25 India Chapter 26 The Indian Perimeter Chapter 27 China, Mongolia, and Taiwan

Text Chapters

Chapter 28 Japan and the Koreas Chapter 29 Mainland Southeast Asia Chapter 30 Island Southeast Asia Chapter 31 Australia and New Zealand Chapter 32 The Pacific Islands

History 10 - Honors World History


Course Description:

In this course students will have the opportunity to study major events and themes in world history. The course

begins with a study of the earliest civilizations and continues by examining major developments and themes in all

regions of the world. The course culminates in a study of change and continuity and globalization at the beginning of

the 21st century.


Scope and Sequence:


Part I. The Early Complex

Societies, 3500 to 500

B.C.E.

Before History

Early Societies in Southwest Asia and the Indo-

European Migrations

Early African Societies and the Bantu Migrations

Early Societies in South Asia

Early Society in East Asia

Early Societies in the Americas and Oceania

1/2/3/4/5/6

4.5 Weeks

Part II. The Formation of

Classical Societies, 500

B.C.E. to 500 C.E.

The Empires of Persia

The Unification of China

State, Society, and the Quest for Salvation in India

Mediterranean Society: The Greek Phase

Mediterranean Society: The Roman Phase

Cross-Cultural Exchanges on the Silk Roads

7/8/9/10/11/12 4.5 Weeks


68

Part III. The Postclassical

Era, 500 to 1000 C.E.

The Expansive Realm of Islam

The Resurgence of Empire in East Asia

India and the Indian Ocean Basin

The Two Worlds of Christendom

13/14/15/16 4.5 Weeks

Part IV. The Acceleration of

Cross-Cultural Interaction,

1000 to 1500 C.E.

Nomadic Empires and Eurasian Integration

States and Societies of Sub-Saharan Africa

The Increasing Influence of Europe

Worlds Apart: The Americas and Oceania

Reaching Out: Expanding Horizons of Cross-

Cultural Interaction

17/18/19/20/21 4.5 Weeks

Part V. The Origins of Global

Interdependence, 1500 to

1800

Transoceanic Encounters and Global Connections

The Transformation of Europe

New Worlds: The Americas and Oceania

Africa and the Atlantic World

Tradition and Change in East Asia

The Islamic Empires

22/23/24/25/26/27 4.5 Weeks

Part VI. An Age of

Revolution, Industry, and

Empire, 1750 to 1914

Revolutions and National States in the Atlantic

World

The Making of Industrial Society

The Americas in the Age of Independence

Societies at Crossroads

The Building of Global Empires

28/29/30/31/32 4.5 Weeks

Part VII. Contemporary

Global Realignments, 1914

to the Present

The Great War: The World in Upheaval

An Age of Anxiety

Nationalism and Political Identities in Asia, Africa,

and Latin America

New Conflagrations: World War II and the Cold

War

The End of Empire

A World without Borders

33/34/35/36/37/38 6 Weeks


69


Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks

Part I: Founding the New Nation c. 33,000 B.C.–1783 A.D. Part II: Building the New Nation 1776–1860

Part III: Testing the New Nation 1820–1877 Part IV: Forging an Industrial Society 1865–1909

Part V: Struggling for Justice at Home and Abroad 1901–1945 Part VI: Making Modern America 1945 to the Present

Review and AP Exam

Standards

SSWH1 Origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE. SSWH2 Major achievements of Chinese and Indian societies from 1100 BCE to 500 CE. SSWH3 Political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE. SSWH4 Byzantine and Mongol empires between 450 CE and 1500 CE. SSWH5 Origins and expansion of the Islamic World between 600 CE and 1300 CE. SSWH6 Diverse characteristics of early African societies before 1800 CE. SSWH7 European medieval society with regard to culture, politics, society, and economics.

Standards

SSWH8 Development of societies in Central and South America. SSWH9 Change and continuity in the Renaissance and Reformation. SSWH10 The age of discovery and expansion into the Americas, Africa, and Asia. SSWH11 Political and social changes in Japan and in China from the seventeenth century to mid-nineteenth century AD. SSWH12 Origins and contributions of the Ottoman, Safavid, and Mughal empires. SSWH13 Intellectual, political, social, and economic factors that changed the world view of Europeans. SSWH14 The Age of Revolutions and Rebellions.

Standards

SSUSH17 Causes and consequences of the Great Depression. SSUSH18 Franklin Roosevelt’s New Deal; response to the depression; ways governmental programs aided those in need. SSUSH19 Origins, major developments, and the domestic impact of World War II, especially the growth of the federal government. SSUSH20 Domestic and international impact of the Cold War on the United States. SSUSH21 Impact of technological development and economic growth on the United States SSUSH22 Dimensions of the Civil Rights Movement. SSUSH25 Changes in national politics since 1968.

Standards

All Standards are covered in review


70

Topics

Early Societies

Migrations

Early Empire of Persia

Uniting of China

Uniting of India

Mediterranean Society –

Greek and Roman

Silk Road

Christianity

Topics

Islam

Nomadic Empires

European Influence

Cross-Cultural Interactions

Global Connections

New World

Atlantic Exchange

Topics

Islamic Empires

Atlantic Rim Revolutions

Industrial Societies

Age of Independence

Global Empires

Great War

Topics

Third World Nationalism

Fall of the Empires

World War II

Globalization

All Primary Topics are

covered in the Review

Text Chapters

Chapter 1 The Foundations

of Complex Societies

Chapter 2 Early African

Societies and the Bantu

Migrations

Chapter 3 Early Societies

in South and East Asia

Chapter 4 Early Societies

in the Americas and

Oceania

Chapter 5 The Empires of

Persia

Chapter 6 The Unification

of China

Chapter 7 State, Society,

and the Quest for Salvation

in India

Chapter 8 Mediterranean

Society under the Greeks

and the Romans

Chapter 9 Cross-Cultural

Exchanges on the Silk

Roads

Chapter 10 The Christian

Commonwealth of

Byzantium

Text Chapters

Chapter 11 The Expansive

Realm of Islam

Chapter 12 The Resurgence of

Empire in East Asia

Chapter 13 India and the Indian

Ocean Basin

Chapter 14 Nomadic Empires

and Eurasian Integration

Chapter 15 States and Societies

of Sub-Saharan Africa

Chapter 16 Christian Western

Europe during the Middle Ages

Chapter 17 Worlds Apart: The

Americas and Oceania

Chapter 18 Reaching Out:

Cross-Cultural Interactions

Chapter 19 Transoceanic

Encounters and Global

Connections

Chapter 20 The Transformation

of Europe

Text Chapters

Chapter 21 New Worlds: The

Americas and Oceania

Chapter 22 Africa and the

Atlantic World

Chapter 23 Tradition and

Change in East Asia

Chapter 24 The Islamic

Empires

Chapter 25 Revolutions and

National States in the Atlantic

World

Chapter 26 The Making of

Industrial Society

Chapter 27 The Americas in

the Age of Independence

Chapter 28 The Building of

Global Empires

Chapter 29 The Great War:

The World in Upheaval

Chapter 30 An Age of Anxiety

Text Chapters

Chapter 31 Nationalism

and Political Identities in

Asia, Africa, and Latin

America

Chapter 32 New

Conflagrations: World War

II

Chapter 33 The Cold War

and Decolonization

Chapter 34 A World without

Borders

All Chapters are covered in

Review

History 10 - AP World History History 10 - AP World History Course Description:

Advanced Placement World History is an introductory college-level course examining significant aspects of the

history of the World from earliest archeological indications to the present. The primary purpose of the class is to

prepare to take the AP exam administered by the College Board in May. Students who earn a 3 or better may be

entitled to college credit, advanced placement in college, or both, depending on the individual policies of the


71

university. It should be understood at the outset that the class reflects a college-level curriculum and as a result is

significantly more challenging than regular courses in World History and will require outside preparation and

independent learning. Students use a college-level text, primary and secondary sources and a variety of learning

resources and approaches in the course of study.

Course Rational:

Studying the history of the world is one of the most worthwhile and beneficial activities in subject studies.

Rehearsing the story of people and nations helps students appreciate how and why nations and peoples rose to

prominence and fell into obscurity as well as the cycles and patterns of creativity and growth, complacency and

decline, recovery and restoration the nations experienced. They may grow to respect the individuals and people

groups who helped bring humanity where it stands today. People who do not know history tend against perspective

on where their lives fit into the human story and therefore struggle to value the need to contribute to human

flourishing and cultivate those good things that define the life of their nation. The study makes efforts to “own” the

many mistakes that accompany the growing pains of nations while considering lessons of sacrifice, courage,

wisdom, and persistence. The logic of the study is to identify influences and traditions to establish perspectives on

actions and decisions that have driven the history of the world. The study also considers various national histories as

they affect each other along with the impacts of geography, economics, ideology, politics, technology, imperialism

and race on the course of human progress and conflict and the wisdom of applying the knowledge of history to other

situations as a catalyst toward understanding the story of human history.

History 10 - AP World History Scope and Sequence


Part I. The Early Complex Societies, 3500 to 500 B.C.E.

Before History Early Societies in Southwest Asia and the Indo-European Migrations Early African Societies and the Bantu Migrations Early Societies in South Asia Early Society in East Asia Early Societies in the Americas and Oceania

1/2/3/4/5/6

4 Weeks

Part II. The Formation of Classical Societies, 500 B.C.E. to 500 C.E.

The Empires of Persia The Unification of China State, Society, and the Quest for Salvation in India Mediterranean Society: The Greek Phase Mediterranean Society: The Roman Phase Cross-Cultural Exchanges on the Silk Roads

7/8/9/10/11/12 5 Weeks

Part III. The Postclassical Era, 500 to 1000 C.E.

The Expansive Realm of Islam The Resurgence of Empire in East Asia India and the Indian Ocean Basin The Two Worlds of Christendom

13/14/15/16 3 Weeks


72

Part IV. The Acceleration of Cross-Cultural Interaction, 1000 to 1500 C.E.

Nomadic Empires and Eurasian Integration States and Societies of Sub-Saharan Africa The Increasing Influence of Europe Worlds Apart: The Americas and Oceania Reaching Out: Expanding Horizons of Cross-Cultural Interaction

17/18/19/20/21 4 Weeks

Part V. The Origins of Global Interdependence, 1500 to 1800

Transoceanic Encounters and Global Connections The Transformation of Europe New Worlds: The Americas and Oceania Africa and the Atlantic World Tradition and Change in East Asia The Islamic Empires

22/23/24/25/26/27

5 Weeks

Part VI. An Age of Revolution, Industry, and Empire, 1750 to 1914

Revolutions and National States in the Atlantic World The Making of Industrial Society The Americas in the Age of Independence Societies at Crossroads The Building of Global Empires

28/29/30/31/32 5 Weeks

Part VII. Contemporary Global Realignments, 1914 to the Present

The Great War: The World in Upheaval An Age of Anxiety Nationalism and Political Identities in Asia, Africa, and Latin America New Conflagrations: World War II and the Cold War The End of Empire A World without Borders

33/34/35/36/37/38

6 Weeks

History 10 - AP World History Pacing Guide

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks Part I: Founding the New Nation c. 33,000 B.C.–1783 A.D. Part II: Building the New Nation 1776–1860



REVIEW AND AP EXAM


73

Standards

SSWH1 Origins, structures, and interactions of complex societies in the ancient Eastern Mediterranean from 3500 BCE to 500 BCE. SSWH2 Major achievements of Chinese and Indian societies from 1100 BCE to 500 CE. SSWH3 Political, philosophical, and cultural interaction of Classical Mediterranean societies from 700 BCE to 400 CE. SSWH4 Byzantine and Mongol empires between 450 CE and 1500 CE. SSWH5 Origins and expansion of the Islamic World between 600 CE and 1300 CE. SSWH6 Diverse characteristics of early African societies before 1800 CE. SSWH7 European medieval society with regard to culture, politics, society, and economics.

Standards

SSWH8 Development of societies in Central and South America. SSWH9 Change and continuity in the Renaissance and Reformation. SSWH10 The age of discovery and expansion into the Americas, Africa, and Asia. SSWH11 Political and social changes in Japan and in China from the seventeenth century to mid-nineteenth century AD. SSWH12 Origins and contributions of the Ottoman, Safavid, and Mughal empires. SSWH13 Intellectual, political, social, and economic factors that changed the world view of Europeans. SSWH14 The Age of Revolutions and Rebellions.

Standards


Standards


Topics

Early Societies Migrations Early Empire of Persia Uniting of China Uniting of India Mediterranean Society – Greek and Roman Silk Road Christianity

Topics

Islam Nomadic Empires European Influence Cross-Cultural Interactions Global Connections New World Atlantic Exchange

Topics

Islamic Empires Atlantic Rim Revolutions Industrial Societies Age of Independence Global Empires Great War

Topics

Third World Nationalism Fall of the Empires World War II Globalization

All Primary Topics are covered in the Review


74

Text Chapters

Chapter 1 The Foundations of Complex Societies Chapter 2 Early African Societies and the Bantu Migrations Chapter 3 Early Societies in South and East Asia Chapter 4 Early Societies in the Americas and Oceania Chapter 5 The Empires of Persia Chapter 6 The Unification of China Chapter 7 State, Society, and the Quest for Salvation in India Chapter 8 Mediterranean Society under the Greeks and the Romans Chapter 9 Cross-Cultural Exchanges on the Silk Roads Chapter 10 The Christian Commonwealth of Byzantium

Text Chapters

Chapter 11 The Expansive Realm of Islam Chapter 12 The Resurgence of Empire in East Asia Chapter 13 India and the Indian Ocean Basin Chapter 14 Nomadic Empires and Eurasian Integration Chapter 15 States and Societies of Sub-Saharan Africa Chapter 16 Christian Western Europe during the Middle Ages Chapter 17 Worlds Apart: The Americas and Oceania Chapter 18 Reaching Out: Cross-Cultural Interactions Chapter 19 Transoceanic Encounters and Global Connections Chapter 20 The Transformation of Europe

Text Chapters

Chapter 21 New Worlds: The Americas and Oceania Chapter 22 Africa and the Atlantic World Chapter 23 Tradition and Change in East Asia Chapter 24 The Islamic Empires Chapter 25 Revolutions and National States in the Atlantic World Chapter 26 The Making of Industrial Society Chapter 27 The Americas in the Age of Independence Chapter 28 The Building of Global Empires Chapter 29 The Great War: The World in Upheaval Chapter 30 An Age of Anxiety

Text Chapters

Chapter 31 Nationalism and Political Identities in Asia, Africa, and Latin America Chapter 32 New Conflagrations: World War II Chapter 33 The Cold War and Decolonization Chapter 34 A World without Borders

All Chapters are covered

in Review

History 11 - Honors US History

History 11 - Honors US History

Course Description:

The United States of America is one of the greatest nations in the history of the world. Rehearsing the national story

helps students appreciate how and why the nation was established, understand the cycles and patterns of creativity

and growth, complacency and decline, recovery and restoration the nation has experienced and respect the

individuals and people groups who helped make it great. Citizens who do not know the national history tend not to

know where their lives fit into the story and therefore struggle to see the need to contribute to those good things that

define the life of the nation. The study helps the students both to “own” the mistakes made by the nation and

appreciate the lessons of sacrifice, courage, wisdom, and persistence that made her great. The logic of the study is

to identify influences and traditions that have driven the national life. The study also considers other national histories

as they affected American history, the impacts of geography, economics, ideology, politics, technology, imperialism

and race on the course of national progress and conflict and the wisdom of applying the knowledge of history to

other situations as a way to understanding them. The purpose of this course is to systematically study and

understand the history of the United States so students can appreciate the cultural heritage of the US.


75

History 11 - Honors US History Scope and Sequence


Part I: Founding the New Nation c. 33,000 B.C.–1783 A.D.

Colonial Era Revolution Constitution

1/2/3/4/5/6/7/8/9

6 Weeks

Part II: Building the New Nation 1776–1860

Constitution National Growth Regional Divisions

9/10/11/12/13/14 6 Weeks

Part III: Testing the New Nation 1820–1877

Slavery Controversy Manifest Destiny Sectionalism Civil War Reconstruction

15/16/17/18/19/20/21/22

6 Weeks

Part IV: Forging an Industrial Society 1865–1909

Reconstruction Gilded Age Industry Urbanization The Great West Agricultural Revolution Imperial Expansion

22/23/24/25/26/27 6 Weeks

Part V: Struggling for Justice at Home and Abroad 1901–1945

Progressivism World War I "Roaring Twenties Great Depression New Deal World War II

28/29/30/31/32/33/34/35

6 Weeks

Part VI: Making Modern America 1945 to the Present

Cold War Sixties and Seventies Conservatism Post–Cold War Era

36/37/38/39/40/41/42 6 Weeks

History 11 - Honors US History Pacing Guide

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks Part I: Founding the New Nation c. 33,000 B.C.–1783 A.D. Part II: Building the New Nation 1776–1860



Part VI: Making Modern America 1945 to the Present Review and Final Exam


76

Standards

SSUSH1 European settlement in North America during the 17th century. SSUSH3 Primary causes of the American Revolution. SSUSH4 Identify aspects of the American Revolution. SSUSH5 Adoption and implementation of the United States Constitution. SSUSH6 Growth in the early decades of the new nation. SSUSH7 Economic growth in the first half of the 19th century, and responses to it.

Standards

SSUSH8 North-south divisions and westward expansion.SSUSH9 Key events, issues, individuals, causes, course, and consequences of the Civil War. SSUSH10 Legal, political, and social dimensions of Reconstruction. SSUSH11 Economic, social, and geographic impact of the growth of big business and technological innovations after Reconstruction.

Standards

SSUSH13 Major efforts to reform American society and politics in the Progressive Era. SSUSH15 Origins and impact of U.S. involvement in World War I. SSUSH17 Causes and consequences of the Great Depression. SSUSH18 Franklin Roosevelt’s New Deal; response to the depression; ways governmental programs aided those in need. SSUSH19 Origins, major developments, and the domestic impact of World War II, especially the growth of the federal government. SSUSH20 Domestic and international impact of the Cold War on the United States.

Standards

SSUSH21 Impact of technological development and economic growth on the United States SSUSH22 Dimensions of the Civil Rights Movement. SSUSH25 Changes in national politics since 1968.

Topics

Colonial Era Revolution Constitution National Growth

Topics

Regional Divisions Slavery Controversy Manifest Destiny Sectionalism Civil War Reconstruction Gilded Age Industry

Topics

Urbanization The Great West Agricultural Revolution Imperial Expansion Progressivism World War I "Roaring Twenties” Great Depression New Deal World War II

Topics


Text Chapters

Chapter 1 - New World Beginnings Chapter 2 - The Planting of English America Chapter 3 - Settling the Northern Colonies Chapter 4 - American Life in the 17

th Century

Chapter 5 -Colonial Society on the Eve of Revolution Chapter 6 - The Duel for North America Chapter 7 - The Road to Revolution Chapter 8 - America Secedes from the Empire Chapter 9 - The

Text Chapters

Chapter 13 - The Rise of a Mass Democracy Chapter 14 - Forging the National Economy Chapter 15 - The Ferment of Reform and Culture Chapter 16 - The South and the Slavery Controversy Chapter 17 - Manifest Destiny and Its Legacy Chapter 18 - Renewing the Sectional Struggle Chapter 19 - Drifting Toward Disunion Chapter 20 - Girding for War: The North and the South Chapter 21 - The Furnace of

Text Chapters

Chapter 25 - America Moves to the City Chapter 26 - The Great West and Agricultural Revolution Chapter 27 - Empire and Expansion Chapter 28 – Progressivism; Republican Roosevelt Chapter 29 - Wilsonian Progressivism Chapter 30 - The War to End War Chapter 31 - American Life in the "Roaring Twenties Chapter 32 - The Politics of Boom and Bust

Text Chapters

Chapter 36 - The Cold War Begins Chapter 37 - The Eisenhower Era Chapter 38 - The Stormy Sixties Chapter 39 - The Stalemated Seventies Chapter 40 - The Resurgence of Conservatism Chapter 41 - America and the Post–Cold War Era Chapter 42 - The American People; New Century


77

Confederation and the Constitution Chapter 10 - Launching the New Ship of State Chapter 11 - The Triumphs and Travails of the Jeffersonian Republic Chapter 12 - The Second War for Independence and the Upsurge of Nationalism

Civil War Chapter 22 - The Ordeal of Reconstruction Chapter 23 - Political Paralysis in the Gilded Age Chapter 24 - Industry Comes of Age

Chapter 33 - The Great Depression and the New Deal Chapter 34 - Franklin D. Roosevelt; Shadow of War Chapter 35 - America in World War II

History 11 - AP US History


Course Description:

Advanced Placement United States History is an introductory college-level course examining significant aspects of

the history of the United States from the Pre-Columbian period to the present. The primary purpose of the class is to

prepare to take the AP exam administered by the College Board in May. Students who earn a 3 or better may be

entitled to college credit, advanced placement in college, or both, depending on the individual policies of the

university. It should be understood at the outset that the class reflects a college-level curriculum and as a result is

significantly more challenging than regular courses in US History and will require outside preparation and

independent learning. Students use a college-level text, primary and secondary sources and a variety of learning

resources and approaches in the course of study.

Course Rationale:

The United States of America is one of the greatest nations in the history of the world. Rehearsing the national story

helps students appreciate how and why the nation was established, understand the cycles and patterns of creativity

and growth, complacency and decline, recovery and restoration the nation has experienced and respect the

individuals and people groups who helped make it great. Citizens who do not know the national history tend against

perspective on where their lives fit into the story and therefore struggle to value the need to contribute to human

flourishing and cultivate those good things that define the life of the nation. The study makes efforts to “own” the

many mistakes that accompany the growing pains of a nation while considering lessons of sacrifice, courage,

wisdom, and persistence. The logic of the study is to use identified influences of Enlightenment thinking and religious

traditions to establish perspectives on actions and decisions that have driven the national life. The study also

considers other national histories as they affected American history, the impacts of geography, economics, ideology,

politics, technology, imperialism and race on the course of national progress and conflict and the wisdom of applying

the knowledge of history to other situations as a catalyst toward understanding them.


78


Scope and Sequence


Part I: Founding the New Nation c. 33,000 B.C.–1783 A.D.

Colonial Era Revolution Constitution

1/2/3/4/5/6/7/8/9

6 Weeks

Part II: Building the New Nation 1776–1860

Constitution National Growth Regional Divisions

9/10/11/12/13/14 6 Weeks

Part III: Testing the New Nation 1820–1877

Slavery Controversy Manifest Destiny Sectionalism Civil War Reconstruction

15/16/17/18/19/20/21/22

6 Weeks

Part IV: Forging an Industrial Society 1865–1909

Reconstruction Gilded Age Industry Urbanization The Great West Agricultural Revolution Imperial Expansion

22/23/24/25/26/27 6 Weeks

Part V: Struggling for Justice at Home and Abroad 1901–1945

Progressivism World War I "Roaring Twenties” Great Depression New Deal World War II

28/29/30/31/32/33/34/35

6 Weeks

Part VI: Making Modern America 1945 to the Present


36/37/38/39/40/41/42 6 Weeks


79


Pacing Guide (first semester)

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks AP Framework Periods 1, 2 & 3

Part I: Founding the New Nation c. 33,000 B.C.–1783 A.D. Part II: Building the New Nation 1776–1860

AP Framework Periods 4,5 & 6


AP Framework Periods 7, 8 & 9


Review and AP Exam

Standards

SSUSH1 European settlement in North America during the 17th century. SSUSH3 Primary causes of the American Revolution. SSUSH4 Identify aspects of the American Revolution. SSUSH5 Adoption and implementation of the United States Constitution. SSUSH6 Growth in the early decades of the new nation. SSUSH7 Economic growth in the first half of the 19th century, and responses to it. SSUSH8 North-south divisions and westward expansion.

Standards

SSUSH9 Key events, issues, individuals, causes, course, and consequences of the Civil War. SSUSH10 Legal, political, and social dimension s of Reconstruction. SSUSH11 Economic, social, and geographic impact of the growth of big business and technological innovations after Reconstruction. SSUSH13 Major efforts to reform American society and politics in the Progressive Era. SSUSH15 Origins and impact of U.S. involvement in World War I.

Standards


Standards


Topics

Colonial Era Revolution Constitution National Growth Regional Divisions

Topics

Slavery Controversy Manifest Destiny Sectionalism Civil War Reconstruction Gilded Age Industry Urbanization The Great West Agricultural Revolution Imperial Expansion

Topics

Progressivism World War I "Roaring Twenties Great Depression New Deal World War II Cold War Sixties and Seventies

Topics

Conservatism Post–Cold War Era All Primary Topics are covered in the Review


80

Text Chapters

Chapter 1 - New World Beginnings Chapter 2 - The Planting of English America Chapter 3 - Settling the Northern Colonies Chapter 4 - American Life in the 17

th Century

Chapter 5 -Colonial Society on the Eve of Revolution Chapter 6 - The Duel for North America Chapter 7 - The Road to Revolution Chapter 8 - America Secedes from the Empire Chapter 9 - The Confederation and the Constitution Chapter 10 - Launching the New Ship of State Chapter 11 - The Triumphs and Travails of the Jeffersonian Republic Chapter 12 - The Second War for Independence and the Upsurge of Nationalism Chapter 13 - The Rise of a Mass Democracy Chapter 14 - Forging the National Economy

Text Chapters

Chapter 15 - The Ferment of Reform and Culture Chapter 16 - The South and the Slavery Controversy Chapter 17 - Manifest Destiny and Its Legacy Chapter 18 - Renewing the Sectional Struggle Chapter 19 - Drifting Toward Disunion Chapter 20 - Girding for War: The North and the South Chapter 21 - The Furnace of Civil War Chapter 22 - The Ordeal of Reconstruction Chapter 23 - Political Paralysis in the Gilded Age Chapter 24 - Industry Comes of Age Chapter 25 - America Moves to the City Chapter 26 - The Great West and the Agricultural Revolution Chapter 27 - Empire and Expansion

Text Chapters

Chapter 28 – Progressivism; Republican Roosevelt Chapter 29 - Wilsonian Progressivism Chapter 30 - The War to End War Chapter 31 - American Life in the "Roaring Twenties Chapter 32 - The Politics of Boom and Bust Chapter 33 - The Great Depression and the New Deal Chapter 34 - Franklin D. Roosevelt; Shadow of War Chapter 35 - America in World War II Chapter 36 - The Cold War Begins Chapter 37 - The Eisenhower Era Chapter 38 - The Stormy Sixties Chapter 39 - The Stalemated Seventies

Text Chapters

Chapter 40 - The Resurgence of Conservatism Chapter 41 - America and the Post–Cold War Era Chapter 42 - The American People; New Century All Chapters are covered in Review

History 12 - Honors American Government and Civics


Course Description:

The Honors American Government and Civics course is designed to meet the rigorous standards of Peachtree

Academy for preparing students to excel in introductory college courses requiring background knowledge in

government and civics. The purpose of this course is to systematically study and understand the government of the

United States so students can appreciate the functions of governance in the US. Though the course uses the Key

Concepts from the AP United States Government and Politics Framework as a guide, the coursework is on

Peachtree Academy’s advanced honors level and not that of AP or college.

*This is a one Semester Course.


81


Scope and Sequence:


Part 1: Constitutional Foundations

Introducing Government in America The Constitution Federalism Civil Liberties and Public Policy Civil Rights and Public Policy

1/2/3/4/5 4 Weeks

Part 2: People and Politics

Public Opinion and Political Action The Mass Media and the Political Agenda Political Parties Nominations and Campaigns Elections and Voting Behavior Interest Groups

6/7/8/9/10/11 4 Weeks

Part 3: The Policymakers

Congress The Presidency Congress, the President, and the Budget: The Politics of Taxing and Spending The Federal Bureaucracy The Federal Courts.

12/13/14/15/15/16 4 Weeks

Part 4: Policies

Economic Policymaking Social Welfare Policymaking Policymaking for Healthcare, the Environment, and Energy National Security Policymaking.

17/18/19/20 4 Weeks

Part 5: State and Local Government

The New Face of State and Local Government. 21 1.5 Weeks



82


Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks

Part 1: Constitutional Foundations Part 2: People and Politics

Part 3: The Policymakers Part 4: Policies Part 5: State and Local Government

Standards

SSCG1 The student will demonstrate knowledge of the political philosophies that shaped the development of United States constitutional government. SSCG2 The student will analyze the natural rights philosophy and the nature of government expressed in the Declaration of Independence. SSCG3 The student will demonstrate knowledge of the United States Constitution. SSCG4 The student will demonstrate knowledge of the organization and powers of the national government. SSCG5 The student will demonstrate knowledge of the federal system of government described in the United States Constitution. SSCG6 The student will demonstrate knowledge of civil liberties and civil rights. SSCG7 The student will describe how thoughtful and effective participation in civic life is characterized by obeying the law, paying taxes, serving on a jury, participating in the political process, performing public service, registering for military duty, being informed about current issues, and respecting differing opinions. SSCG8 The student will demonstrate knowledge of local, state, and national elections. SSCG19 The student will compare and contrast governments that are unitary, confederal, and federal; autocratic, oligarchic and democratic; and presidential and parliamentary.

Standards

SSCG9 The student will explain the differences between the House of Representatives and the Senate, with emphasis on terms of office, powers, organization, leadership, and representation of each house. SSCG10 The student will describe the legislative process including the roles played by committees and leadership. SSCG11 The student will describe the influence of lobbyists (business, labor, professional organizations) and special interest groups on the legislative process. SSCG12 The student will analyze the various roles played by the President of the United States; include Commander-in-Chief of the Armed Forces, chief executive, chief agenda setter, representative of the nation, chief of state, foreign policy leader, and party leader. SSCG13 The student will describe the qualifications for becoming President of the United States. SSCG14 The student will explain the impeachment process and its usage for elected officials. SSCG15 The student will explain the functions of the departments and agencies of the federal bureaucracy. SSCG16 The student will demonstrate knowledge of the operation of the federal judiciary. SSCG17 The student will demonstrate knowledge of the organization and powers of state and local government described in the Georgia Constitution. SSCG18 The student will demonstrate knowledge of the powers of Georgia’s state and local governments. SSCG20 The student will describe the tools used to carry out United States foreign policy (diplomacy; economic, military, and humanitarian aid; treaties; sanctions and military intervention). SSCG21 The student will describe the causes and effects of criminal activity. SSCG22 The student will demonstrate knowledge of the criminal justice process.


83

Topics

Campaigns, Civil Liberties, Civil Rights, Comparative Governmental Forms, Constitution, Elections, Federalism, Interest Groups, Mass Media, Nominations, Political Action, Political Agendas, Political Parties, Public Opinion, Public Policy, Voting Behavior.

Topics

Budget, Congress, Economic Policy, Energy Policy, Environmental Policy, Federal Bureaucracy, Federal Courts, Healthcare Policy, Local Government, National Security Policy, Politics, Presidency, Social Welfare Policy, Spending, State Government, Taxing.

Text Chapters

1. Introducing Government in America. Part 1: Constitutional Foundations 2. The Constitution. 3. Federalism. 4. Civil Liberties and Public Policy. 5. Civil Rights and Public Policy. Part 2: People and Politics 6. Public Opinion and Political Action. 7. The Mass Media and the Political Agenda. 8. Political Parties. 9. Nominations and Campaigns. 10. Elections and Voting Behavior. 11. Interest Groups.

Text Chapters

Part 3: The Policymakers 12. Congress. 13. The Presidency. 14. Congress, the President, and the Budget: The Politics of Taxing and Spending. 15. The Federal Bureaucracy. 16. The Federal Courts. Part 4: Policies 17. Economic Policymaking. 18. Social Welfare Policymaking. 19. Policymaking for Healthcare, the Environment, and Energy. 20. National Security Policymaking. Part 5: State and Local Government 21. The New Face of State and Local Government.


History 12 - AP United States Government and Politics


Course Description:

The express purpose of this one semester course is to prepare students to take the AP Exam for U.S Government

and Politics. Students who earn a 3 or better may be entitled to college credit, advanced placement in college, or

both, depending on the individual policies of the university. It should be understood at the outset that the class

reflects a college-level curriculum and as a result is significantly more challenging than regular courses in American

Government and will require outside preparation and independent learning. It requires a substantial amount of

reading and preparation for every class as it is taught as it would be in college. The objectives of this course go

beyond a basic analysis of how the US government “works.” Students will do this by developing a critical

understanding of the strengths and weaknesses of the American political system, as well as their rights and

responsibilities as citizens. Students are responsible for keeping up with events in the news. Current events provide

concrete connections for each lesson. Students will be asked to think critically and look at topics in American


84

Government using an interactive format. We will not only review facts but will engage in simulations, will debate

current issues, and will follow current events. Students will complete selected projects each quarter and one

research paper during the semester. Students use a college-level text, primary and secondary sources and a variety

of learning resources and approaches in the course of study.


Scope and Sequence:


Part 1: Constitutional Foundations

Introducing Government in America. The Constitution. Federalism. Civil Liberties and Public Policy. Civil Rights and Public Policy.

1/2/3/4/5

8 Weeks

Part 2: People and Politics

Public Opinion and Political Action. The Mass Media and the Political Agenda. Political Parties. Nominations and Campaigns. Elections and Voting Behavior. Interest Groups.

6/7/8/9/10/11 8 Weeks

Part 3: The Policymakers

Congress. The Presidency. Congress, the President, and the Budget: The Politics of Taxing and Spending. The Federal Bureaucracy. The Federal Courts.

12/13/14/15/15/16 8 Weeks

Part 4: Policies

Economic Policymaking. Social Welfare Policymaking. Policymaking for Healthcare, the Environment, and Energy. National Security Policymaking.

17/18/19/20 8 Weeks

Part 5: State and Local Government

The New Face of State and Local Government.

21 3 Weeks


85


Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks


Part 2: People and Politics Part 3: The Policymakers


Review and AP Exam

Standards

SSCG1 The student will demonstrate knowledge of the political philosophies that shaped the development of United States constitutional government. SSCG2 The student will analyze the natural rights philosophy and the nature of government expressed in the Declaration of Independence. SSCG3 The student will demonstrate knowledge of the United States Constitution. SSCG4 The student will demonstrate knowledge of the organization and powers of the national government. SSCG5 The student will demonstrate knowledge of the federal system of government described in the United States Constitution. SSCG6 The student will demonstrate knowledge of civil liberties and civil rights. SSCG7 The student will describe how thoughtful and effective participation in civic life is characterized by obeying the law, paying taxes, serving on a jury, participating in the political process, performing public service, registering for military duty, being informed about current issues, and respecting differing

Standards

SSCG9 The student will explain the differences between the House of Representatives and the Senate, with emphasis on terms of office, powers, organization, leadership, and representation of each house. SSCG10 The student will describe the legislative process including the roles played by committees and leadership. SSCG11 The student will describe the influence of lobbyists (business, labor, professional organizations) and special interest groups on the legislative process. SSCG12 The student will analyze the various roles played by the President of the United States; include Commander-in-Chief of the Armed Forces, chief executive, chief agenda setter, representative of the nation, chief of state, foreign policy leader, and party leader. SSCG13 The student will describe the qualifications for becoming President of the United States. SSCG14 The student will explain the impeachment process and its usage for elected officials.

Standards

SSCG15 The student will explain the functions of the departments and agencies of the federal bureaucracy. SSCG16 The student will demonstrate knowledge of the operation of the federal judiciary. SSCG21 The student will describe the causes and effects of criminal activity. SSCG22 The student will demonstrate knowledge of the criminal justice process.SSCG19 The student will compare and contrast governments that are unitary, confederal, and federal; autocratic, oligarchic and democratic; and presidential and parliamentary. SSCG20 The student will describe the tools used to carry out United States foreign policy (diplomacy; economic, military, and humanitarian aid; treaties; sanctions and military intervention). SSCG8 The student will demonstrate knowledge of local, state, and national elections. SSCG17 The student will demonstrate knowledge of the organization and powers of state and local government described in the Georgia Constitution. SSCG18 The student will demonstrate knowledge of the

Standards



86

opinions.

powers of Georgia’s state and local governments.

Topics

Campaigns, Civil Liberties, Civil Rights, Constitution, Elections, Federalism, Interest Groups, Mass Media, Nominations, Political Action, Political Agendas, Political Parties, Public Opinion, Public Policy, Voting Behavior.

Topics

Budget, Campaigns, Congress, Elections, Interest Groups, Nominations, Political Parties, Politics, Presidency, Spending, Taxing, Voting

Topics

Economic Policy, Energy Policy, Environmental Policy, Federal Bureaucracy, Federal Courts, Healthcare Policy, Local Government, National Security Policy, Social Welfare Policy, State Government.

Topics

All Primary Topics are covered in the Review

Text Chapters

1. Introducing Government in America. Part 1: Constitutional Foundations 2. The Constitution. 3. Federalism. 4. Civil Liberties and Public Policy. 5. Civil Rights and Public Policy. Part 2: People and Politics 6. Public Opinion and Political Action. 7. The Mass Media and the Political Agenda.

Text Chapters

Part 2: People and Politics 8. Political Parties. 9. Nominations and Campaigns. 10. Elections and Voting Behavior. 11. Interest Groups. Part 3: The Policymakers 12. Congress. 13. The Presidency. 14. Congress, the President, and the Budget: The Politics of Taxing and Spending.

Text Chapters

Part 3: The Policymakers 15. The Federal Bureaucracy. 16. The Federal Courts. Part 4: Policies 17. Economic Policymaking. 18. Social Welfare Policymaking. 19. Policymaking for Healthcare, the Environment, and Energy. 20. National Security Policymaking. Part 5: State and Local Government 21. The New Face of State and Local Government.

Text Chapters

Reference Made to All Chapters as needed in Review

History 12 - Honors Economics


Course Description:

The Honors Economics course is designed to meet the rigorous standards of Peachtree Academy for preparing

students to excel in introductory college courses requiring introductory knowledge in both microeconomics and

macroeconomics. The purpose of this course is to systematically study and understand fundamental economic

principles so students can appreciate the functions of economics, especially US, but also internationally. Though the

course refers to Key Concepts from the AP Microeconomics Framework, the coursework is on Peachtree Academy’s

advanced honors level and not that of AP or college.



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Scope and Sequence:


Introduction to Economics

Alternatives, Choices, Circular Flow, Limits, Market System

1/2 1 Week

Price, Quantity, and Efficiency

Demand, Elasticity, Externalities, Market Equilibrium, Market Failures, Public Goods, Supply.

3/4/5 1 Week

Microeconomics of Product Markets

Businesses, Consumer Behavior, Costs of Production, Efficiency, Monopolistic Competition, Oligopoly, Pure Competition - Long Run, Pure Competition - Short Run, Pure Monopoly, R&D, Technology.

6/7/8/9/10/11 3 Weeks

Microeconomics of Resource Markets

Demand for Resources, Energy Economics, Interest, Natural Resource Economics, Profit, Rent, Wage Determination.

12/13/14/15 2 Weeks

Microeconomics of Government

Asymmetric Information, Expenditures, Public Choice, Public Finance, Taxes, Voting.

16/17 1 Week

Microeconomic Issues and Policies

Agriculture Economics, Agriculture Policy, Antitrust Policy, Antitrust Regulation, Discrimination, Health Care, Immigration, Income Inequality, Poverty.

18/19/20/21/22

3 Weeks

GDP, Growth and Instability

Business Cycles, Domestic Output, Economic Growth, Inflation, Macroeconomics, National Income, Unemployment.

23/24/25/26 2 Weeks


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Macroeconomic Models and Fiscal Policy

Aggregate Demand, Aggregate Expenditures, Aggregate Supply, Debt, Deficits, Fiscal Policy, Macroeconomic Relationships.

27/28/29/30 2 Weeks

Money, Banking and Monetary Policy

Banking, Financial Economics, Financial Institutions, Interest Rates, Monetary Policy, Money Creation, Money

31/32/33/34 2 Weeks

International Economics

Balance of Payments, Economics of Developing Countries, Exchange Rates, International Trade, Trade Deficits

37/38/39 1 Week



Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks



Standards

Fundamental Economic Concepts SSEF1 The student will explain why limited productive resources and unlimited wants result in scarcity, opportunity costs, and tradeoffs for individuals, businesses, and governments. SSEF2 The student will give examples of how rational decision making entails comparing the marginal benefits and the marginal costs of an action. SSEF3 The student will explain how specialization and voluntary exchange between buyers and sellers increase the satisfaction of both parties. SSEF4 The student will compare and contrast different economic systems and explain how they answer the three basic economic questions of what to produce, how to produce, and for whom to produce. SSEF5 The student will describe the roles of government in a market economy. SSEF6 The student will explain how productivity, economic growth, and future standards of living are influenced by investment in factories, machinery, new technology, and the health, education, and training of people.

Standards

Macroeconomic Concepts SSEMA1 The student will illustrate the means by which economic activity is measured. SSEMA2 The student will explain the role and functions of the Federal Reserve System. SSEMA3 The student will explain how the government uses fiscal policy to promote price stability, full employment, and economic growth. International Economics SSEIN1 The student will explain why individuals, businesses, and governments trade goods and services. SSEIN2 The student will explain why countries sometimes erect trade barriers and sometimes advocate free trade. SSEIN3 The student will explain how changes in exchange rates can have an impact on the purchasing power of individuals in the United States and in other countries. Personal Finance Economics SSEPF4 The student will evaluate the costs and benefits of


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Microeconomic Concepts SSEMI1 The student will describe how households, businesses, and governments are interdependent and interact through flows of goods, services, and money. SSEMI2 The student will explain how the Law of Demand, the Law of Supply, prices, and profits work to determine production and distribution in a market economy. SSEMI3 The student will explain how markets, prices, and competition influence economic behavior. SSEMI4 The student will explain the organization and role of business and analyze the four types of market structures in the U.S. economy. Personal Finance Economics SSEPF1 The student will apply rational decision making to personal spending and saving choices. SSEPF2 The student will explain that banks and other financial institutions are businesses that channel funds from savers to investors. SSEPF3 The student will explain how changes in monetary and fiscal policy can have an impact on an individual’s spending and saving choices.

using credit. SSEPF5 The student will describe how insurance and other risk-management strategies protect against financial loss. SSEPF6 The student will describe how the earnings of workers are determined in the marketplace.

Topics

Agriculture, Alternatives, Antitrust Policy, Asymmetric Information, Businesses, Choices, Circular Flow, Consumer Behavior, Cost Reduction, Demand, Discrimination, Efficiency, Elasticity, Energy Economics, Expenditures, Externalities, Health Care, Immigration, Income Inequality, Interest, Limits, Market Equilibrium, Market Failures, Market System, Microeconomics, Monopolistic Competition, Natural Resources, Economics, Oligopoly, Policies, Poverty, Price, Product Markets, Profit, Public Choice, Public Finance, Public Goods, Pure Competition, Pure Monopoly, Quantity, R&D, Regulation, Rent, Resource Markets, Resources, Supply, Taxes, Technology, Voting, Wage Determination.

Topics

Aggregate Demand, Aggregate Expenditures, Aggregate Supply, Balance of Payments, Banking, Business Cycles, Debt, Deficits, Developing Country Economics, Domestic Output, Economic Growth, Exchange Rates, Extensions, Financial Economics, Financial Institutions, Fiscal Policy, GDP, Global Economy, Growth, Inflation, Instability, Interest Rates, International Economics, International Exchange-Rate Systems, International Trade, Macro Policy, Macro Theory, Macroeconomic Models, Macroeconomic Relationships, Macroeconomics, Monetary Policy, Monetary Policy, Money Creation, Money, National Income, Trade Deficits, Unemployment.

Text Chapters

Part 1: An Introduction to Economics and the Economy Chapter 1 - Limits, Alternatives, and Choices (+ Appendix) Chapter 2 - The Market System and the Circular Flow Part 2: Price, Quantity, and Efficiency Chapter 3 - Demand, Supply, and Market Equilibrium (+ Appendix) Chapter 4 - Elasticity Chapter 5 - Market Failures: Public Goods and Externalities Part 3: Microeconomics of Product Markets Chapter 6 - Consumer Behavior (+ Appendix) Chapter 7 - Businesses and the Costs of Production Chapter 8 - Pure Competition in the Short Run Chapter 9 - Pure Competition in the Long Run Chapter 10 - Pure Monopoly Chapter 11 - Monopolistic Competition and Oligopoly (+ Appendix) Chapter 11W - Technology, R&D, and Efficiency

Text Chapters

Part 7: GDP, Growth and Instability Chapter 23 - An Introduction to Macroeconomics Chapter 24 - Measuring Domestic Output and National Income Chapter 25 - Economic Growth Chapter 26 - Business Cycles, Unemployment, and Inflation Part 8: Macroeconomic Models and Fiscal Policy Chapter 27 - Basic Macroeconomic Relationships Chapter 28 - The Aggregate Expenditures Model Chapter 29 - Aggregate Demand and Aggregate Supply (+ Appendix) Chapter 30 - Fiscal Policy, Deficits, and Debt Part 9: Money, Banking and Monetary Policy Chapter 31 - Money, Banking, and Financial Institutions Chapter 32 - Money Creation Chapter 33 - Interest Rates and Monetary Policy Chapter 34 - Financial Economics


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Part 4: Microeconomics of Resource markets Chapter 12 - The Demand for Resources Chapter 13 - Wage Determination (+ Appendix) Chapter 14 - Rent, Interest, and Profit Chapter 15 - Natural Resource and Energy Economics Part 5: Microeconomics of Government Chapter 16 - Public Finance: Expenditures and Taxes Chapter 17 - Asymmetric Information, Voting, and Public Choice Part 6: Microeconomic Issue and policies Chapter 18 - Antitrust Policy and Regulation Chapter 19 - Agriculture: Economics and Policy Chapter 20 - Income Inequality, Poverty, and Discrimination Chapter 21 - Health Care Chapter 22 - Immigration

Part 10: Extensions and Issues Chapter 35 - Extending the Analysis of Aggregate Supply Chapter 36 - Current Issues in Macro Theory and Policy Part 11: International Economics Chapter 37 - International Trade Chapter 38 - The Balance of Payments, Exchange Rates, and Trade Deficits Chapter 39W - The Economics of Developing Countries Optional Content COI 1 - The United States and the Global Economy COI 2 - Previous International Exchange-Rate Systems


HIGH SCHOOL

ELECTIVES


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COMPUTING

Computer Programming (9th - 12th)

Course Description:

This course will be an introduction to computing. Students will learn the basics of computer programming and logic.

We will utilize JAVA as it relates to simple programs and multimedia applications. This course will follow the Georgia

Professional Standards for Computer Programming I. This course is a Technology elective for Diploma completion.

By the end of the class the students should feel comfortable to both learn additional computer programming

independently and be prepared for their first college level programming class.


Computer Programming (9th - 12th)

Course Sequence:

Unit of Study Topics Book chapters Length of time

Intro to Computer Science

Intro to Computer Science Intro to Java Intro to Programming

1 2 3

6 weeks

Pictures

Loops Pixels & Matrices Booleans Drawing

4 5 6 7

6 weeks

Sounds Modifying Sounds Modifying in Ranges Combining Samples Creating Classes

8 9 10 11

6 weeks


Introduction to Digital Technology

Course Description: Introduction to Digital Technology is the foundational course for Web & Digital Communications, Programming, Advanced Programming, Information Support & Services, and Network Systems courses. This semester long course is designed for high school students to understand, communicate, and adapt to a digital world as it impacts their personal life, society, and the business world. Exposure to foundational knowledge in hardware, software, programming, web design, IT support, and networks are all taught with hands-on activities and project focused tasks. Students will not only understand the concepts, but apply their knowledge to situations and defend their


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actions/decisions/choices through the knowledge and skills acquired in this course. Employability skills are integrated into activities, tasks, and projects throughout the course standards to demonstrate the skills required by business and industry. *This is a one Semester Course.

Introduction to Digital Technology Scope and Sequence:


Career Concentration Technology Careers Presentation Skills Computer Applications and appropriate use

3 weeks

Data Representations Binary and Hexadecimal Code Color representation methods

3 weeks

Computer Components Hardware Peripherals including input-output devices

2 weeks

Networking Networking hardware and components Network types and functionality

2 weeks

Problem Solving and Processes Algorithms Flow Charts

2 weeks

Logical Structures If, else if, while, and incremental structures

2 weeks

Language Types Types of Programming Languages Classification of Programming Languages

2 weeks


Introduction to Digital Technology Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks Standards IT-IDT-2 Explore, research, and present findings on

positions and career paths in technology and the impact of technology on chosen career area. IT-IDT-3 Demonstrate effective professional

communication skills (oral, written, and digital) and practices through presentation. IT-IDT-4 Identify, describe, evaluate, select and use

appropriate technology IT-IDT-5 Understand, communicate, and adapt to a digital

world. IT-CSP-3 Apply abstractions in digital data to explain how

bits are grouped to represent higher-level abstractions such as numbers and characters.

Standards IT-IDT-6 Explore and explain the basic components of

computers. IT-IDT-6 Explore and explain the basic components of

computer networks. IT-CSP-3 Apply abstractions in digital data to explain how bits

are grouped to represent higher-level abstractions such as numbers and characters. IT-IDT-7 Use computational thinking procedures to analyze and

solve problems. IT-IDT-10 Describe, analyze, develop and follow policies for

managing ethical and legal issues in the business world and in a technology-based society.


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Visual Design I, II, III , and IV

Course Description:

Foundations of Visual Design is a semester long project-based curriculum to introduce concepts and communication

skills in graphic design, illustration, print and media production using Adobe tools. The course is designed to develop

key skills in the following areas: copyright and fair use, color theory, typography, drawing and illustration, digital

photography manipulation and design layout.



Course Sequence:


Elements and Principles of Graphic Design AAVTC-IGD-13 AAVTC-IGD-1.5

Elements and Principles of Design Design Vocabulary, Color Theory Examples of Good and Bad Design Idea-generation and Collaboration

1 weeks

Photoshop AAVTC-IGD-16 AAVTC-IGD-20

Characteristics of Bitmap images Photoshop Workspace, Palettes and Customization File Formats and Compression Use and Function of Photoshop Tools, Layers and Features Presentation

4 weeks

Illustrator AAVTC-IGD-16 AAVTC-IGD-20

Characteristics of Vector images Illustrator Workspace, Pen Tool and Customization File Formats Use and Function of Illustrator Tools, Layers and Features Presentation

4 weeks

InDesign AAVTC-IGD-15 AAVTC-IGD-18

Introduction to Typography InDesign Workspace and Customization File Packaging Use and Function of InDesign Tools and Features Presentation

5 weeks

Portfolio AAVTC-IGD-10

Combine all previous work into a final InDesign document to serve as a body of work

4 weeks



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Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks Projects

Bring in examples of good and bad design and discuss findings in front of the class. Demonstrate communication skills through presentation. Quiz on Design Principles. Create a poster in Photoshop using layers of cropped and resized images that illustrate graphic design principles. Demonstrate understanding of Photoshop and Design techniques through presentation and critique by peers. In Photoshop use layers, scale, shadow, perspective and lighting techniques to create a photo-realistic, imaginary scene. Demonstrate understanding of Photoshop and Design techniques through presentation and critique by peers. Quiz on Photoshop Workspace and Tools. Using the pen tool in Illustrator, trace the outlines of several letters and shapes to create letterforms using the proper techniques associated with the pen tool. Create a Mosaic in Illustrator using outlined letterforms, shapes, colors and patterns created by merging and manipulating objects with the tools available. Demonstrate understanding of Illustrator and Design techniques through presentation and critique by peers. Quiz on Illustrator Workspace and Tools. Bring in examples of good and bad logo design or a sequence of how a company logo has changed over time. Demonstrate understanding of design principles through presentation. Create a Logotype of a fictitious company owned by you in Illustrator using techniques learned in the previous project with the tools available. Demonstrate understanding of Illustrator and Logo Design through presentation and critique by peers.

Projects

Introduction to Typography Bring in good and bad examples of typography, fonts and other elements of type used in design and discuss findings in front of the class. Demonstrate communication skills through presentation. Using InDesign, re-create a typography diagram in InDesign using layers, lines and arrows, type boxes, alignment tools and color selector tools. Quiz on Typography and InDesign Workspace and tools. Alternate tracks for final projects:

A. Create a Poster layout using Indesign that uses elements created in Illustrator and Photoshop and using InDesign for the typography. Demonstrate understanding of InDesign and layout through presentation and critique by peers.

B. Create an Advertisement for a fictitious company

using the logo created in a previous exercise that uses elements created in Illustrator and Photoshop in the layout of the ad.Demonstrate understanding of InDesign and layout through presentation and critique by peers.

Using InDesign, create a final project portfolio showcasing techniques and design principles used in all of the projects created during the semester. Demonstrate understanding of Design principles and a progression of work through presentation and critique by peers.



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Web Design

Course Description:

This course will be an introduction to Web Design. Students will learn how to design and control web sites by coding

valid HTML. Students will also learn how to use a web site builder to design a website based on a pre-designed

template, and will also learn to use the WordPress Content Management System (CMS). Students will be taught the

basics of Cascading Style Sheets (CSS) to enhance the look and feel of a website.


Web Design

Scope and Sequence:

Unit of Study Topics Books/Chapters Length of Time

HTML Basics Web design principles

Text elements

Links and Comments

Images

W3 Schools

Kahn Academy HTML/CSS

Basics

4 weeks

Website Designer Using a website designer to build a web page

N/A 1 week

Content Management Systems (CMS)

Domains Web Hosting Using WordPress to build a website

● Posts ● Pages ● Themes ● Plugins

Getting Started with WordPress Ebook

6 weeks

Cascading Style Sheets (CSS)

CSS Basics

Additional HTML Elements

Additional CSS Selectors

W3 Schools 1 week

Final Project Use WordPress to build an exercise/fitness website

N/A 5 weeks


Web Design

Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks Web Fundamentals

Using a website designer Web Design Principles HTML CSS

Media

HTML vs. Visual Editor Media Library Basic Image Editing

http://www.w3schools.com/

https://www.khanacademy.org/computing/computer-programming/html-css

https://www.khanacademy.org/computing/computer-programming/html-css

http://www.w3schools.com/


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Standards IT-WDEV-2 - Develop a web page using Hypertext Markup Language (HTML) and Cascading Style Sheets (CSS).

Standards IT-WDEV-2 - Develop a web page using Hypertext Markup Language (HTML) and Cascading Style Sheets (CSS).

WordPress Foundations

Content Management Systems (CMS) Domains Web Hosting Dashboard Posts and Pages Comments and Moderation

Customization

Sidebar Widgets Menus Themes Plugins Site Development

Standards IT-WDEV-3 - Apply concepts of Javascript to web page development.

IT-WDEV-4 - Create a single functional web page based on a design mockup and

user requirements. IT-WDEV-5 - Explain the components needed to develop a dynamic website (Web

Development Stack). IT-WDEV-6 - Use a server side language to build a multi-page website incorporating

a web form, at least two templates with shared portions, and data-driven homepage (Server Side Languages)

Standards IT-WDEV-6 - Use a server side language to build a multi-page website incorporating

a web form, at least two templates with shared portions, and data-driven homepage (Server Side Languages)

Projects

Paragraphs, Lists, and Headings Images Wix or Weebly CMS Research

Projects

Blog Fitness Website Web Hosting Research


FINE ARTS ______

HS (Studio) Art

Course Description:

The visual arts program offers students comprehensive art experiences with detailed explorations in the classics

such as painting, drawing, printmaking, graphic design, and crafts. In addition to gaining confidence and proficiency

working with a variety of mediums, students will learn about the history, analysis, and interpretation of art.


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Goals of Visual Arts Education:

Art in school is both a body of knowledge and a series of activities. Fundamentally, learning in art has four major

components. The goal of art education is the development of these areas.

*by making art (art production);

*by responding to and making judgements about the properties and qualities that exist in visual forms (art criticism);

*by acquiring knowledge about the contributions artists and art make to culture and society (art history);

*by understanding the nature, meaning, and value of art (aesthetics).


HS (Studio) Art

Scope and Sequence:


Principles of Art 8 Common Art Principles

1.5 Weeks

Elements of Art 9 Elements of Art and Design

1.5 Weeks

Positive and Negative Space How space is important to art 2 weeks

One Point Perspective Learn to draw using a vanishing point. 2 weeks

Two Point Perspective Learn to draw using 2 vanishing points 2 weeks

Drawing Drawing what you see 2 weeks

Shading Taking a 2-D drawing and making a 3-D form

2 weeks

Fabric Manipulation Upcycling and Tie Dye 2 weeks

Weaving and Tapestry Weaving terms and vocabulary 1 week

Sculpture 3-D characters made from sketchbook ideas

2 weeks


HS (Studio) Art

Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks

Topics

Principles and Elements of Art & Design. Positive & negative space in design. Perspective drawing.

Topics

How to turn a 2-D drawing into a 3-D form. Shading and highlighting. Fabric manipulation and weaving. Sculpture.


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Standards

VAHSVAMS.1, VAHSVAPR.6 VAHSVAMS.3, VAHSVAC.2 VAHSVAPR.1 VAHSVAPR.2

Standards

VAHSDRCU.2, VAHSDR.2 VAHSDRPR.1 VAHSDRPR.2 VAHSDRPR.3

Projects

Students create a collage with principles of design that include:color, line, shape, texture, space, form, unity, & balance. Students create Noton squares that reflect mirror image & positive/negative space. Students create several one point and two point perspective drawings. This includes letters, words, landscapes, and city blocks.

Projects

Students learn shading techniques that enable them to transform 2-D shapes into 3-D objects. Students upscale recycled fabrics into tie dye tapestry. Students weave yarn using traditional weaving techniques. Students create characters out of clay.

Writing

Students use sketchbooks for planning and thumbnail sketches to brainstorm ideas that will be reflected in final projects.

Writing

Students use sketchbooks to draw and sketch still life objects to shade and highlight. Students use sketchbooks to create a backstory & portrait of a character they will later make a clay sculpture of.


HS Photography I and II

Course Description:

This course will help students become well rounded in the fundamentals of digital photography. Four areas of

instruction will be emphasized: How cameras work, how composition works, how lighting works, and how to use

editing software. Students will receive basic instruction, demonstration, and see samples of desired outcomes.

Students will be allowed to go outside and shoot assignments, based on what they are learning. Perhaps the most

useful part of classroom instruction will be daily reviews of photos students have shot the previous day(s). They can

see what makes a successful photo and what does not.


HS Photography I and II

Scope and Sequence:


Principles of Photography 8 Common Principles of Photography 2 Weeks

Camera Settings Students research the meaning of each camera mode and practice each.

2 Weeks

Lighting Various light sources are used and 1 week


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practiced by students

Product Photography Students create light boxes and photograph a variety of products

2 weeks

ISO, Aperture, Shutter Speed Experimentation with these adjustments 2 weeks

Photo Composition Rule of Thirds, Leading Lines, Balance, Framing Subjects, etc.

2 weeks

Group Photos Portraits with multiple people 1 week

Landscape photography Field Trip after practice on school property 1.5 weeks

Still Life/Food Photography Students bring in objects to photograph. Semester ends with food photography.

2.5 weeks



Course Description:

High School Drama is a semester long course to introduce concepts and communication skills in improv, acting and

stage production. The course is designed to develop key skills in the following areas: improv, acting, stage direction,

lights and sound. Participation is vital to the success of the class. Class assignments will include improvisational

techniques, working together as an ensemble, reading, acting, memorization and stage performances. The goal of

this course is to further your understanding and appreciation of the objectives, techniques, and methods used in

learning to act.



Scope and Sequence:


HIstory of Theatre TAHSADI. 8 TAHSADII. 8

Ancient Greeks Improvisation Acting Methods Stage acting vs. Film Acting and other forms

2 weeks

Improv TAHSADI. 7 TAHSADII. 7

What is improv? Short form and long form improvisation Learning to work as an ensemble Yes, and... Improv games

3 weeks

Acting TAHSADI. 3 TAHSADII. 3

Stage directions Cold readings Emotion, believability, acting methods, memorization Examining several selections to perform

4 weeks


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Auditioning for a role The monologue: selection, memorization and performance

Rehearsals & Technical Theatre TAHSADI. 5 TAHSADII. 5

Blocking, staging, cues, receiving notes from the director Working as an ensemble, memorization Character development Props, costumes and technical theatre (lights and sound) Run-throughs and dress rehearsals

8 weeks

Performance TAHSADI. 4 TAHSADII. 4

Combine everything learned in class to perform a full-length dramatic production

1 week



Scope and Sequence:

1st

Nine Weeks 2nd

Nine Weeks

Introduction and History of the birth of Drama in the Greek Civilization. Structure of the Buildings and stages used in early theatre through Shakespeare’s time and the present. Quiz on Early Theatre and the types of stages and buildings. Introduce warm-ups and Improvisation and how it relates to theatre and acting. Yes, and… exercises and techniques used in improv games. Authenticity and working together as an ensemble. Add more difficult and lengthy games and warm-ups as the group progresses. Introduce more characters, emotions, voices and games as needed. Participation grades for Improv, Yes, and… games. Define stage directions according to how the Ancient Greeks and early theatre defined them. Conduct cold readings and use characterization and emotion to expand the range of actors. Conduct exercises to show the ranges and methods used to achieve realistic performances on stage. Select several passages are picked to rehearse and perform as memorized pieces. The class will choose a performance piece to perform for the final project from several pieces. Auditions: Selecting an audition monologue and memorizing it to perform for the purpose of getting a role in the performance piece chosen and reading from the script of the piece chosen with one or more partners reading different characters.

After parts are chosen by the instructor, there will be a read-through of the entire piece with each person reading the part of the character they were given. The play will be blocked (each character's’ entrance, movements on stage and exits are marked and rehearsed) at the beginning of the rehearsal period. Before each rehearsal, the cast and crew will do warm-ups. The piece will be broken into smaller rehearsal sections and worked on until they can be combined with other sections to make up a larger scene, and then eventually an entire act and then the whole performance. Characters will be given backstories, and developed on stage during the rehearsals. Outside work will need to be done to develop the characters authentically when not rehearsing. Props, costumes and set design (including lighting and sound design) will be ongoing throughout the rehearsal period. Before the performance date, several dress rehearsals (with characters wearing costumes, running lights and sound and using props) will be conducted. Performance night(s) will have required ‘call times’ for all backstage crew and actors. The cast will do warmups and head backstage to check props, get into costumes and prepare for the performance. After the performance, the set and costumes and props will be taken down and returned to the property department or other person.


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Music

The music program offers students comprehensive music experiences with detailed explorations

in the classics such as performance, music literacy, theory, sight-reading, ear-training, and music

history. In addition to gaining confidence and proficiency working with a variety of media, students

will learn about the analysis and interpretation of music.

GOALS OF MUSIC EDUCATION:

Music in school is both a body of knowledge and a series of activities. Fundamentally, learning in music has

four major components. The goal of music education is the development of these areas:

*by making music (music production);

*by responding to and making judgments about the properties and qualities that exist in visual and aural

forms (music critique);

*by acquiring knowledge about the contributions musicians and music make to culture and society;

*by understanding the nature, meaning, and value of music (aesthetics).

HS Band I,II, III, and IV

Course Description:

The music program offers students comprehensive music experiences with detailed explorations in the classics

such as performance, music literacy, theory, sight-reading, ear-training, and music history. In addition to

gaining confidence and proficiency working with a variety of media, students will learn about the analysis

and interpretation of music.


Scope and Sequence:


Theory Music Vocabulary Rhythm Note Reading

All Year All Year All Year

Analysis Form Dynamics Expression/Phrasing History

All Year All Year All Year All Year

Rehearsal Classroom Rehearsal Personal Practice Techniques

All Year All Year


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Performance Etiquette All State/Solo and Ensemble Music Christmas Concert Music Festival/Spring Concert Music Solo and Ensemble/Spring Concert Music

All Year 9 weeks 9 weeks 9 weeks 9 weeks


Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks

Theory

Music Vocabulary Rhythm Note Reading Standards

MHSIB.3 MHSIB.5

Theory


MHSIB.3 MHSIB.5

Theory


MHSIB.3 MHSIB.5

Theory


MHSIB.3 MHSIB.5

Analysis

Form Dynamics Expression/Phrasing History Standards

MHSIB.6 MHSIB.7 MHSIB.8

Analysis



Analysis



Analysis



Rehearsal

Classroom rehearsal Personal Practice Techniques Standards

MHSIB.3

Rehearsal


MHSIB.3

Rehearsal


MHSIB.3

Rehearsal


MHSIB.3


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Performance

Etiquette All-State Music/Solo and Ensemble Music Standards

MHSIB.2

Performance

Etiquette Christmas Music Standards

MHSIB.2

Performance

Etiquette Festival Spring Concert Music Standards

MHSIB.2

Performance

Etiquette Solo and Ensemble usic/Spring Concert Music Standards

MHSIB.2


Course Description:

High School Music Theory The music program offers students comprehensive music experiences with detailed

explorations in the art of music literacy in the form of basic music notation. Each student is expected to actively

participate in daily in-class activities as well as completion of homework assignments, quizzes, tests, and projects.

Each student’s grade will be based on completion of the each of those types of assignments. At the conclusion on

this course, the student will have mastered the following standards:

Overall view of Music history in all four time periods

Reading and notating music

Listening to, analyzing and describing music

Playing basic rhythms on percussion instruments

Playing basic notation/rhythms on the piano

Composing/Arranging basic melodies

Understanding music in relation to history and culture


Scope and Sequence:


Theory Music Vocab Rhythm Note Reading

Quarters 1-4

Analysis Form Dynamics Expression History

Quarters 1-4


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Rehearsal Classroom Personal Practice

Quarters 1-4

Performance Etiquette Fall Concert Music Christmas Concert Spring Concert Solo/Ensemble Festival GICAA Literary Festival

Quarters 1-4


Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks Theory

Music Vocabulary Pitch, Rhythm, Scales, Dynamics Rhythm Basic 16th-whole note Note Reading Treble/Bass Clef Vocal Parts SATB

Theory

Music Vocabulary Diction, Blend, Intervals Rhythm Of Individual Part Note Reading Focus on individual student voicing Vocal Parts SATB

Theory

Music Vocabulary Tempo, Breathing, Tone Rhythm Explore with different tempos/Time Signatures Note Reading Name part notes in a performance piece Vocal Parts SATB

Theory

Music Vocabulary Stage Presence, Phrasing,Style, Artistry Rhythm Unusual combo: Duple/Triplets/Syncopation Note Reading Name notes in another part Vocal Parts SATB

Music Analysis

Form Dynamics Expression History Vocabulary

Music Analysis


Music Analysis


Music Analysis


Rehearsal

Classroom Warm-up, Sight Read, Vocab reinforcement, Sectionals Personal Practice Listening Logs with Recordings

Rehearsal


Rehearsal


Rehearsal


Performance

Etiquette Dress, Appearance, Respect Stage Presence Facial Animation, Stance, Choreography Staging A/V Tech, Props, Costuming Choral Festival Auditioned- Opportunities Harvest Festival Small Ensemble Praise Band

Performance

Etiquette Dress, Appearance, Respect Stage Presence Movement, Connection, Emotion Staging A/V Tech, Props, Costuming Christmas Concert Auditioned- Opportunities Christmas on the Square GHP District/Allstate

Performance

Etiquette Dress, Appearance, Respect Stage Presence Energy, Eye Contact, Staging A/V Tech, Props, Costuming Spring Concert Music Auditioned- Opportunities GICAA Literary Panther Showcase

Performance

Etiquette Dress, Appearance, Respect Stage Presence Be Prepared, Work well with group members Staging A/V Tech, Props, Costuming Solo and Ensemble Music Auditioned- Opportunities Solo/Ensemble


105

Intermediate Chorus Ensemble

Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks 3rd

Nine Weeks 4th

Nine Weeks

Theory

Music Vocabulary Rhythm Part/Percussion/other instrum Note Reading Inner/outer ledger Vocal Parts 5+Harmonies

Theory

Music Vocabulary Rhythm Part/Percussion/other instrum Note Reading Focus on individual student voicing Vocal Parts Classical/Acapella

Theory

Music Vocabulary Rhythm Part/Percussion/other instrum, tempos, Time Signatures Note Reading Name part notes in a performance piece Vocal Parts Foreign Language

Theory

Music Vocabulary Rhythm Unusual combo: Singing/Instrum Note Reading Name part notes in a performance piece Vocal Parts Jazz/Broadway studies

Music Analysis

Form Dynamics Expression History Vocabulary Arranging Composition

Music Analysis


Music Analysis


Music Analysis


Rehearsal


Rehearsal


Rehearsal


Rehearsal



106

Performance

Etiquette Dress, Appearance, Respect Stage Presence Facial Animation, Stance, Choreography Staging A/V Tech, Props, Costuming Choral Festival Auditioned- Opportunities Harvest Festival Small Ensemble Praise Band

Performance

Etiquette Dress, Appearance, Respect Stage Presence Movement, Connection, Emotion Staging A/V Tech, Props, Costuming Christmas Concert Auditioned- Opportunities Christmas on the Square Concert Solos

Performance

Etiquette Dress, Appearance, Respect Stage Presence Energy, Eye Contact Staging A/V Tech, Props, Costuming Spring Concert Music Auditioned- Opportunities GICAA Literary Panther Showcase

Performance

Etiquette Dress, Appearance, Respect Stage Presence Be Prepared, Work well with group members Staging A/V Tech, Props, Costuming Solo and Ensemble Music Auditioned- Opportunities Solo/Ensemble Concert Solos

HS Music Theory

Course Description:

The music program offers students comprehensive music experiences with detailed explorations in the art of music

literacy in the form of basic music notation. Each student is expected to actively participate in daily in-class activities

as well as completion of homework assignments, quizzes, tests, and projects. Each student’s grade will be based

on completion of the each of those types of assignments. At the conclusion on this course, the student will have

mastered the following standards:

Overall view of Music history in all four time periods

Reading and notating music

Listening to, analyzing and describing music

Playing basic rhythms on percussion instruments

Playing basic notation/rhythms on the piano

Composing/Arranging basic melodies

Understanding music in relation to history and culture



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FOREIGN LANGUAGE

Spanish I

Course Description:

Spanish 1 is the introductory Spanish language course designed to develop skills in speaking, listening

comprehension, reading and writing, as well as familiarize students with aspects of the target culture.

Spanish I

Scope and Sequence:


Leccion preliminar Hola! Nueva York

Spanish alphabet Greetings & introductions Numbers from 1-10 Days of the week Weather Classroom phrases

3 weeks

Unit 1 Un rato con los amigos Estados Unidos

Subject pronouns and ser Gustar with an infinitive Snack foods & beverages After school activities Describing yourself and others

2 weeks

Unit 2 Vamos a la escuela! Mexico

Verbs tener, estar & ir Present tense of -AR verbs Daily schedules Time & numbers 11-100 Describe classes, location & expressing feelings

2-3 weeks


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Unit 3 Comer en familia Puerto Rico

Gustar with nouns Present tense of -ER & -IR verbs Possessive adjectives Meals & food Asking questions Family, dates & numbers from 200-1,000,000

3 weeks

Unit 4 En el centro Espana

Stem-changing verbs Clothing & shopping Places & events Getting around town Restaurant vocabulary

1-2 weeks

Unit 5 Bienvenido a nuestra casa Ecuador

Ser vs estar Ordinal numbers Irregular verbs & affirmative tu commands Planning & chores

2 weeks

Unit 6 Mantener un cuerpo sano Republica Dominicana

Verb jugar; saber vs conocer Personal a Preterite of regular -AR verbs & -CAR, -GAR & -ZAR verb Sports Staying healthy Parts of the body

2 weeks

Unit 7 Una semana fenomenal! Argentina

Preterite of -ER & -IR verbs Preterite of ir, ser & hacer Pronouns after prepositions & affirmative & negative words Sending emails, making phone calls & places of interest

2-3 weeks


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Unit 8 Una rutina diferente Costa Rica

Reflexive verbs & present progressive Indirect object pronouns & demonstrative adjectives Daily routines Vacation plans Discussing vacation & leisure activities

2 weeks

Spanish I

Pacing Guide:

1st

Nine Weeks Preliminary Lesson –

Unit 2

2nd

Nine Weeks Units 3-4

3rd


4th


Vocabulary

Alphabet, greetings, numbers, Days of the Week and Months of the Year, subject pronouns, begin on basic verbs (to be, to have, etc.)

Vocabulary

Vocab in relation to Day of the Dead, food & beverages, talk about family, pet and ages, give dates and discuss birthdays, discuss clothing items, shopping and seasons, describe places, events and intro to food

Vocabulary

Describe houses & household items, planning parties, responsibilities/chores, gifts, sports, parts of the body, health-related words & expressions, outdoor activities

Vocabulary

Talk about technology, negative & indefinite situations, events, talk on the phone, amusement park, extend invitations, places of interest, talk about typical day, daily routine, vacations, what you are doing

Grammar

Basic greetings, regular verb conjugations in the present tense for –AR verbs, “gustar” and verbs like “gustar”, use of pronouns, adjective-noun agreement, article-noun agreement, irregular verbs in the present tense (ir, ver, ser, estar)

Grammar

Express possession &

possessive adjectives, learn

comparatives, introduce

conjugations of present tense

of –ER/-IR verbs,

interrogatives, learn “gustar”

used with infinitive, “tener”

expressions, stem-changing

verbs (e→ie, o→ue, e→i),

direct object pronouns, &

learn to talk about how one

will do something in the near

future (ir+a+infinitive)

Grammar

“Ser” vs. “estar”, ordinal numbers, discuss more irregular verbs, affirmative tú commands, “saber” vs. “conocer”, “jugar”, “doler”(talk about pain), preterite of –AR verbs, preterite of –car, -gar, & -zar verbs Quarterly project demonstrating writing ability and grammar

Grammar

Preterite of –ER/-IR verbs, affirmative & negative words, the use of “¡Qué+adj.!”, preterite of “ser”, “ir” & “hacer”, pronouns after prepositions, reflexive verbs, present progressives, indirect object pronouns, demonstrative adjectives


110

Reading

Various activities that are in relation to material being learned (i.e. group readings when introducing new vocabulary)

Reading


Reading


Reading


Writing

Various writing assignments in activities constructing sentences related to grammar lessons Quarterly project demonstrating writing ability

Writing

Constructing a paragraph for project on Day of the Dead, various writing assignments in activities constructing sentences related to grammar lessons Quarterly project demonstrating writing ability

Writing


Writing


Listening

Be able to understand basic class instructions in Spanish & responses to questions

Listening

Begin to be able to understand instructions related to lessons, continue practice understanding class instructions & responses to questions

Listening


Listening


Speaking

Conversational activities with related to grammar topics Be able to ask to go to the bathroom, office or to get water in Spanish Quarterly project demonstrating speaking ability

Speaking

Conversational activities related to grammar topics Presentation of culture project Quarterly project demonstrating speaking ability

Speaking

Conversational activities related to grammar topics Quarterly project demonstrating speaking ability

Speaking

Conversational activities related to grammar topics Quarterly project demonstrating speaking ability

Culture

Learn about traditions of natives to various Spanish-speaking countries discussed in the units

Culture Day of the Dead Project Learn about traditions of natives to various Spanish-speaking countries discussed in the units

Culture


Culture Culture Food Project Learn about traditions of natives to various Spanish-speaking countries discussed in the units

Standards

Use basic greetings, farewells, and expressions of courtesy. Ask for clarification. Comprehend basic directions. MLI.IP1

Use formal and informal forms of address. Understand simple instructions.

Standards

Express like/dislike, emotions, and agreement/disagreement. Make simple requests. MLI.IP1 Identify the main ideas and some details when reading and listening. MLI.INT1

Standards

Demonstrate Novice-Mid proficiency when presenting rehearsed material & comprehension of rehearsed material. MLI.P2 Identify commonly held cultural viewpoints. Describe cultural customs and traditions.

Standards

Ask questions and provide responses based on suggested topics. Use sequenced information meaningfully. MLI.IP1 Initiate, participate in, and close a brief exchange. Demonstrate Novice-Mid proficiency in oral and written


111

MLI.IP2

Differentiate among statements, questions, and exclamations. Give basic information about self and others using suggested topics. Demonstrate Novice-Mid proficiency in oral and written presentations. MLI.IP2

Give information about current events of target cultures. Understand the impact of current events of target cultures. MLI.CCC4

Compare cultural patterns of behavior and interaction. Demonstrate awareness of students’ own cultures. Recognize similarities/differences between target language and English. Recognize basic sound distinctions and their effect on communication. MLI.CCC2 Give information about current events of target cultures. Understand the impact of current events of target cultures. MLI.CCC4

MLI.CU1 Give information about current events of target cultures. Understand the impact of current events of target cultures. MLI.CCC4

exchanges. MLI.IP2 Comprehend simple, culturally authentic reading materials. MLI.INT

Give information about current events of target cultures. Understand the impact of current events of target cultures. MLI.CCC4

Spanish 2

Course Description:

Spanish 2 is the succeeding Spanish language course designed to review and build on the skills covered in Spanish

1 in regards to speaking, listening comprehension, reading and writing, as well as familiarize students with aspects of

the target culture. There will be more focus on syntax (sentence structure) and composition.

Spanish 2

Scope and Sequence:


Leccion preliminar Mis amigos y yo Florida

Definite & indefinite articles Subject pronouns & ser Adjectives Verbs: tener, gustar Ir+a+infinitive Personality characteristics

3 weeks

Unit 1 ¡A conocer nuevos lugares! Costa Rica

Direct & indirect object pronouns Preterite of -AR verbs, ir, ser, hacer, ver & dar Going on a trip/vacation

2 weeks


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Unit 2 ¡Somos saludables! Argentina

Preterite of -ER & -IR verbs Demonstrative adjectives & pronouns Reflexive verbs & present progressive Sports, health & daily routines

2-3 weeks

Unit 3 ¡Vamos de compras! Puerto Rico

Present tense of irregular yo verbs Pronouns after prepositions Preterite of -IR stem-changing verbs Clothes, market & shopping

3 -weeks

Unit 4 Cultura antigua, ciudad moderna México

Imperfect tense; Preterite vs imperfect Preterite of -CAR, -GAR & -ZAR verbs Past and present in stories

1-2 weeks

Unit 5 ¡A comer! España

Formal commands & pronoun placement Affirmative & negative words Double object pronouns Preparing & describing food Ordering meals in a restaurant

2 weeks

Unit 6 ¿Te gusta el cine? Estados Unidos

Affirmative & negative informal commands Present subjunctive Making movies Invitations to a premiere

2 weeks

Unit 7 Soy periodista República Dominicana

Continue with subjunctive Por vs para School newspaper Family & relationships

2 weeks

Unit 8 Nuestro futuro Ecuador

Other impersonal expressions Future tense Environment & conservation Careers & professions

2 weeks


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Spanish 2

Pacing Guide:

1st


Unit 2

2nd


3rd


4th


Vocabulary

Identify and describe people, definite & indefinite articles, activities, food, feelings, travel preparations & vacation, informational questions, buying gifts & souvenirs, sporting events, athletics, & health

Vocabulary

Vocab. in relation to Day of the Dead, words in the marketplace, clothing/accessories and shopping, words/phrases used in stories and legends, describe past activities, polite self-expressions, early civilizations, giving directions

Vocabulary

Food ingredients, preparation of food, instructions, ordering meals, food description, service description, movies, movie equipment, words about technology, invitations, & phone conversations

Vocabulary

logical & persuasive arguments, opinions, newspaper terms, relationships, extended family & family names, places in town, environmental problems & solutions, professions & hobbies

Grammar Review quarter Identify/describe people, talk about likes & dislikes, near future tense, personal a, direct & indirect obj. pronouns, interrogatives, review present tense, preterite tense, adverbs, demonstrative pronouns, pensar + infinitive, reflexive verbs & present progressive

Grammar

Verbs like “gustar”, irregular “yo” verbs in present tense, pronouns after prepositions, expressions of time with “hacer”, irregular & stem-changing preterite verbs, past participles, imperfect tense, & preterite vs. imperfect

Grammar

Adj. ending in –ísimo, commands, pronoun placement, affirmative/negative words, double obj. pronouns, vamos+a+infinite, & subjunctive tense

Grammar

Continue subjunctive, impersonal expressions, “por” vs. “para”, comparatives, long forms of possessive adjectives, superlatives, future tense, pronouns

Reading


Reading


Reading


Reading


Writing


Writing


Writing


Writing


Listening


Listening

Begin to be able to understand lectures related to lessons, continue practice of understanding class instructions & responses to questions, gradually begin to use Spanish in class discussion

Listening

Be able to understand lectures related to lessons, continue practice of understanding class instructions & responses to questions, gradually use more Spanish in class discussion

Listening

Be able to understand lectures related to lessons, continue practice of understanding class instructions & responses to questions, almost no English in lessons & class instructions

Speaking

Conversational activities related to grammar topics Presentation of culture

Speaking


Speaking


Speaking



114

project Quarterly project demonstrating speaking ability




Culture


Culture

Day of the Dead project Learn about traditions of natives to various Spanish-speaking countries discussed in the units

Culture

Food project Learn about traditions of natives to various Spanish-speaking countries discussed in the units

Culture


Standards

Express needs and preferences. Express feelings and emotions. Request help and clarification. Give descriptions. Give and follow directions and instructions. Ask questions and provide responses based on topics such as self, others, and the immediate environment. MLII.IP1

Give brief, organized oral presentations, using visual and technological support as appropriate. MLII.P1

Identify main ideas and essential details when reading and listening MLII.INT1

Compare vocabulary usage and structural patterns of the target language with English. MLII.CCC3

Give information regarding major current events of the culture. Understand the impact of major current events of the target cultures. MLII.CCC4

Standards

Initiate, participate in, and close an oral or written exchange. Demonstrate Novice-Mid to Novice-High proficiency in oral and written exchanges with respect to proper pronunciation, intonation, and writing mechanics. MLII.IP2 Relate main ideas and essential details from level-appropriate print or non-print material. Give brief, organized oral presentations, using visual and technological support as appropriate. MLII.P Identify patterns of behavior typically associated with cultures, such as eating and shopping customs, leisure activities, and celebration of national holidays. MLII.CU1 Compare and contrast traditions, such as holidays, foods, and celebrations. MLII.CCC2 Give information regarding major current events of the culture. Understand the impact of major current events of the target cultures. MLII.CCC4

Standards

Write short, organized compositions, using visual and technological support as appropriate. MLII.P1 Give brief, organized oral presentations, using visual and technological support as appropriate. MLII.P1 Differentiate among increasingly complex statements, questions, and exclamations. MLII.INT2 Give information regarding major current events of the culture. Understand the impact of major current events of the target cultures. MLII.CCC4

Standards

Relate main ideas and essential details from level-appropriate print or non-print material. Give brief, organized oral presentations, using visual and technological support as appropriate. MLII.P1 Give brief, organized oral presentations, using visual and technological support as appropriate. MLII.P1 Identify patterns of behavior typically associated with cultures, such as eating and shopping customs, leisure activities, and celebration of national holidays. MLII.CU1 Compare and contrast traditions, such as holidays, foods, and celebrations. MLII.CCC2 Give information regarding major current events of the culture. Understand the impact of major current events of the target cultures. MLII.CCC4


115

Spanish 3

Course Description:

Spanish 3 is the succeeding Spanish language course designed to review and build on the skills covered in Spanish

1and 2 in regards to speaking, listening comprehension, reading and writing, as well as familiarize students with

aspects of the target culture. There will be more focus on conversation, composition and literature.

Spanish 3

Scope and Sequence:


Leccion preliminar Una vida ocupada Estados Unidos

Verbs like gustar Present tense Saber vs conocer Ser vs estar Reflexive verbs

3 weeks

Unit 1 Nos divertimos al aire libre México

Preterite tense Imperfect tense Camping & nature Family relationships At the beach

2 weeks

Unit 2 ¡Es hora de ayudar! Estados Unidos

Informal commands & other command forms Pronouns with commands Impersonal expressions + infinitive Volunteer activities & projects Requests & recommendations Media

2-3 weeks

Unit 3 ¡El futuro de nuestro planeta! Centroamérica

Future tense Por vs para Present subjunctive Environment Presenting opinions

3 -weeks

Unit 4 AsG quiero ser El caribe

Continue with future tense & subjunctive Professions Describing others Expressing emotions Supporting opinions

1-2 weeks


116

Unit 5 ¿Cómo te entretienes? Los países andinos

Finish subjunctive Conditional tense Reported speech Travel, technology Participating in group discussion Leisure activities

2 weeks

Unit 6 ¿Dónde vivimos? España

Past participles as adjectives Perfect tense Neighborhood & apartment vocab Traveling by train Describing a cultural excursion

2 weeks

Unit 7 Tu pasado y tu futuro Venezuela y Colombia

Imperfect subjunctive & perfect subjunctive Planning for the future School activities & events Part-time jobs & pursuing a career

2-3 weeks

Unit 8 Hablemos de literatura Cono Sur

Past progressive Conjunctions Discussing & critiquing literature Reading novel

3-4 weeks

Spanish 3

Pacing Guide:

1st


Unit 2

2nd


3rd


4th


Vocabulary

Descriptions of self and others, describe daily routine, talk about pastimes, nature, activities, skills, vacations, media & the community, make requests/recommendations, express opinions

Vocabulary

Technology, environmental issues, obligations/responsibilities, points of view, evidence to support opinion, express wishes & desires, express doubt, denial, & positive and negative emotions

Vocabulary

Personal items, express what does or doesn’t exist, report what others said, daily activities, talk about neighborhoods, build on descriptions of places, people and things, discuss history of a place

Vocabulary

Discuss work & school activities, career possibilities, narrate the past, hypothesize, critique literature, link events & ideas, interpretations on literature, & giving opinions on what you have read

Grammar Review quarter

Conjugations in the present, preterite and imperfect

Grammar Future tense, ir+a+infinitive

(near future tense), and begin present subjunctive,

Grammar

Continue with present subjunctive, expressions with sea, qué vs. cuál,

Grammar

Imperfect & perfect subjunctive tenses, sequence of tenses, past progressive, conjunctions,


117

tenses, ser vs. estar, gustar & verbs like gustar, commands, & impersonal expressions

suffixes, & comparatives & superlatives

conditional tense, reported speech, past participles as adjectives, present, past & future perfect tenses

& application of grammar to understanding a novel in the Spanish language

Reading


Reading

Continue reading activities based on vocabulary and grammar Build on the reading comprehension activities from Q1 by applying them to poetry

Reading

Continue reading activities based on vocabulary and grammar Build on the reading comprehension activities from Q1-3 by applying them to short stories

Reading

Build on the reading comprehension activities from the first three quarters by applying them to a novel in Spanish Novel: Como agua para chocolate

Writing


Writing

Persuasive essay in Spanish Quarterly project demonstrating writing ability

Writing

Comparative essay in Spanish Quarterly project demonstrating writing ability

Writing

Textual analysis in Spanish Quarterly project demonstrating writing ability

Listening

Be able to understand lectures related to lessons, practice understanding class instructions & responses to questions, almost no English in lessons & class instructions

Listening


Listening


Listening


Speaking


Speaking


Speaking


Speaking

Conversational activities related to the novel, its presentation of culture & the project relating to it Quarterly project demonstrating speaking ability

Culture


Culture Day of the Dead project Learn about traditions of natives to various Spanish-speaking countries discussed in the units Day of the Dead activities &

project

Culture


Culture

Learn about traditions of natives to various Spanish-speaking countries discussed in the units Cinco de mayo activities & Food project

Standards

Give detailed descriptions. MLIII.IP1D

Give and follow detailed instructions. MLIII.IP1E

The students initiate, sustain, and close oral and written exchanges in the target language, applying familiar vocabulary and structures to new situations.

Standards

Exchange information through conversations, notes, letters, or e-mail on familiar topics. MLIII.IP2C Identify main ideas and supporting details from a variety of sources. MLIII.INT1A Understand culturally authentic materials and

Standards

Understand simple connected discourse. MLIII.INT1E Begin to self-correct. MLIII.IP2E Produce brief oral presentations in the present with increasing proficiency. MLIII.P1B Write short, organized

Standards

Produce brief oral presentations in the present with increasing proficiency. MLIII.P1B MLIII.P2B: Prepare and present original essays, poetry, skits, or stories in the target language. MLIII.P2B Write short, organized compositions in the present with increasing accuracy, using


118

MLIII.IP2

Participate in extended oral and written activities reflecting the present. MLIII.IP2A

The students apply familiar vocabulary and structures to new situations. MLIII.IP2

Identify main ideas and supporting details from a variety of sources. MLIII.INT1A

The students understand and discuss perspectives, practices, and products of the cultures studied and how they are interrelated. MLIII.CU1

information. MLIII.INT1B: Demonstrate comprehension of current events and issues presented through print and electronic media. MLIII.INT1C Demonstrate Novice-High to Intermediate-Low proficiency in listening and reading comprehension. MLIII.INT1F The students understand and discuss perspectives, practices, and products of the cultures studied and how they are interrelated. MLIII.CU1 Begin to participate in oral and written activities reflecting the future and past. MLIII.IP2B

compositions in the present with increasing accuracy, using visual and technological support as appropriate. MLIII.P1C Demonstrate Novice-High to Intermediate-Low proficiency in listening and reading comprehension. MLIII.INT1F The students understand and discuss perspectives, practices, and products of the cultures studied and how they are interrelated. MLIII.CU1

visual and technological support as appropriate. MLIII.P1C Demonstrate Novice-High to Intermediate-Low proficiency in listening and reading comprehension. MLIII.INT1F The students understand and discuss perspectives, practices, and products of the cultures studied and how they are interrelated. MLIII.CU1 Locate and use resources in the target language, such as individuals and organizations accessible through the community or the Internet, to reinforce cultural knowledge. MLIII.CCC4B

Health and PE

High School Health

Course Description:

Students in high school demonstrate comprehensive health knowledge and skills. Their behaviors reflect a

conceptual understanding of the issues associated with maintaining good personal health. They serve the

community through the practice of health-enhancing behaviors that promote wellness throughout life.


**Source for Standards: GeorgiaStandards.org


119

High School Health

Scope and Sequence:


Mental and Emotional Health Empowered Decision Making

6 days

Growth and Development Appreciating the Environment

5 days

Nutrition Amazing Body System Cautious Consumer

6 days 6 days

Alcohol, Tobacco, and Other Drugs Responsible use of drugs 6 days

Injury Prevention and Safety Violence Prevention Guide

Communicable and Chronic Diseases Common Communicable Disease Teen’s Guide to First Aid

5 days 5 days


High School Health

Pacing Guide:

1st Nine Weeks 2nd Nine Weeks

Empowered Decision Making Amazing Body System Cautious Consumer Responsible use of drugs

Appreciating the Environment Common Communicable Disease Violence Prevention Guide Teen’s Guide to First Aid

Standards HE H.S.2. Students will analyze the influence of family, peers,

culture, media, technology, and other factor on health behaviors. HE H.S.3. Students will demonstrate the ability to access valid

information and products and services to enhance health. HE H.S.4. Students will demonstrate the ability to use

interpersonal communication skills to enhance health and avoid or reduce health risks. HE H.S.5. Students will demonstrate the ability to use

decision-making skills to enhance health. HE H.S.6. Students will demonstrate the ability to use goal-

setting skills to enhance health. HE H.S.7. Students will demonstrate the ability to practice

health-enhancing behaviors and avoid or reduce health risks. HE H.S.8. Students will demonstrate the ability to advocate for

personal, family, and community health.

Standards HE H.S.1. Students comprehend concepts related to health

promotion and disease prevention to enhance health. HE H.S.3. Students will demonstrate the ability to access valid

information and products and services to enhance health. HE H.S.4. Students will demonstrate the ability to use

interpersonal communication skills to enhance health and avoid or reduce health risks. HE H.S.5. Students will demonstrate the ability to use

decision-making skills to enhance health. HE H.S.6. Students will demonstrate the ability to use goal-

setting skills to enhance health. HE H.S.7. Students will demonstrate the ability to practice

health-enhancing behaviors and avoid or reduce health risks. HE H.S.8. Students will demonstrate the ability to advocate for

personal, family, and community health.


120


High School Physical Education

Course Description:

This course and the text are designed to help students achieve personal fitness. However, achieving your fitness

goals require a commitment to following the principles presented and completing the many student activities.

Students will be encouraged to strive for an optimal level of health and fitness.



Scope and Sequence:


Physical Fitness

Bowling Volleyball Tennis Basketball Fitness Gram

15 days

Movement Competencies Bowling Volleyball Tennis Basketball Fitness Gram

15 days

Self Management Bowling Volleyball Tennis Basketball

15 days



Pacing Guide:

1st Nine Weeks 2nd Nine Weeks

Physical Fitness

Volleyball Fitness Gram

Physical Fitness

Bowling Tennis Basketball

Standards PE.9.2. Uses fitness results to develop personal fitness goals. PE.9.3. Records heart rate before, during, and after vigorous

physical activity PE.9.9. Demonstrates increasing competence in more

advanced specialized skills PE.9.11. Identifies and applies movement concepts

appropriate for specialized skills in a variety of settings.

Standards PE9.2. Uses fitness results to develop personal fitness goals. PE.9.3. Records heart rate before, during, and

after vigorous physical activity. PE.9.9. Demonstrates increasing competence in more

advanced specialized skills PE.9.11. Identifies and applies movement concepts

appropriate for specialized skills in a variety of settings.


121

PE.9.12. Identifies the purpose for and participates in the

establishment of safe practices, procedures, and etiquette for a variety of activities. PE.9.3. Implements a personal fitness plan that applies basic

training principles. PE.9.4. Describes the difference between health and skill-

related fitness. PE.9.5. Engages in physical activity at the target heart rate for

a minimum of 20 minutes. PE.9.10. Chooses appropriate behavior to work productively

with partner and in a group to accomplish goals in both cooperative and competitive activities.

PE.9.12. Identifies the purpose for and participates in the

establishment of safe practices, procedures, and etiquette for a variety of activities. PE.9.3. Implements a personal fitness plan that applies basic

training principles. PE.9.4. Describes the difference between health and skill-

related fitness. PE.9.5. Engages in physical activity at the target heart rate for

a minimum of 20 minutes. PE.9.10. Chooses appropriate behavior to work productively

with partner and in a group to accomplish goals in both cooperative and competitive activities.


Personal Fitness Course Description:

Provides instruction in methods to attain a healthy level of physical fitness. Covers how to develop a lifetime

fitness program based on a personal fitness assessment and stresses strength, muscular endurance,

flexibility, body composition and cardiovascular endurance. Includes fitness principles, nutrition, fad diets,

weight control, stress management, adherence strategies and consumer information; promotes self-

awareness and responsibility for fitness.


122

Other

Comparative Religions

Course Description:

The Comparative Religions course is designed to meet the rigorous standards of Peachtree Academy for preparing

students to excel in integrating into the diverse culture of the United States and develop a foundation for success in

introductory college courses. The purpose of this course is to systematically study and understand the traditional

religions of the world as well as the various ideologies that serve the function of religion in the lives of individuals and

structure of other entities.


Comparative Religions

Scope and Sequence:

Unit of Study Topics Lessons Length

Part I: Traditional Religions Ideologies Functioning as Religions

Anthropology Ethics Philosophy Science Sociology Theology Veritology

1/2/3/4/5/7

9 Weeks

Part II: History and Historical Revisionism The State, Labor and Community Involvement

Community Involvement History Labor The American Experiment The State Unio Mystica

6/8/9/10/11/12 9 Weeks



123

Communication Skills

Course Description:

This course introduces the concepts and skills involved in listening, and critical thinking in a variety of contexts,

including work situations, personal and family relationships, and education. The emphasis will be on intrapersonal,

interpersonal, group, and mass communication. Factors such as how culture, learning, ability, and socioeconomic

background can impact communication will also be explored. Elements covered will include the ethical

responsibilities of listening and the processes of hearing, understanding, remembering, interpreting, evaluating, and

responding. Skills used to build and manage relationships will include using critical thinking to analyze specific

situations; using persuasion theories to create or critique messages; identifying how values, beliefs, and cultural

differences impact the listening and responding process; and encouraging the use of empathy to enhance listening in

diverse contexts. *This is a one Semester Course.

Communication Skills Scope and Sequence

**Content Modified from Edgenuity; ITCAS-LA1097

Unit of study Topics Length of time

Unit 1: Foundations of Communication Introduction to Communication Self-Awareness and Perception

Week 1

Unit 2: Understanding Verbal and Nonverbal messages

Verbal Messages Nonverbal Messages

Week 2

Unit 3: Listening and Responding;Culture and Gender Differences

Listening and Responding Culture and Gender Differences

Week 3

Unit 4: Interpersonal, Small Group, and Organizational Communication

Interpersonal Communication Group and Organizational Communication

Week 4

Unit 5: Speech; Introduction to Public Speaking

Understanding Public Speaking Getting Started: Choosing a Topic, Purpose and Thesis

Week 5

Unit 6: Preparing and Delivering your speech

Research and Supporting Materials Writing Your Presentation Delivering Your Presentation

Weeks 6-9

Unit 7: Informative and Persuasive Speeches

Speaking to Inform Speaking to persuade

Weeks 10-12

Unit 8: Preparing your Persuasive/Informative Speech

Choosing a Persuasive/Informative Topic, Purpose and Thesis Research and Supporting Materials Writing Your Persuasive/Informational Presentation

Weeks 13-15

Unit 9: Delivering your speech Delivering Your Persuasive/Informational Presentation

Weeks 16-18



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Communication Skills Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks Vocabulary

Ongoing and content specific

Vocabulary

Ongoing and content specific

Writing

Presentations/Project

Writing

Presentations/Project

Speaking

Class Assignments Presentations Speeches

Speaking

Class Assignments Presentations Speeches

Project

Topic (TBD) Presentation

Project

Informative/Persuasive Speech


HS Financial Literacy

Course Description:

This course is a comprehensive study of personal financial literacy designed for the college-bound and career-oriented student. Students learn how to make informed financial decisions related to budgeting, banking, credit, insurance, taxes, and career exploration. An integral component of the financial literacy curriculum is the application of decision-making skills that enables students to become more responsible consumers for lifetime success. In addition, students will participate in the H&R Online Budget Challenge. *This is a one Semester Course.

HS Financial Literacy Scope and Sequence:


Culture, Value, Economics The Market System The Fiscal System The Social Science of Scarcity Capitalism vs Socialism Culture and Values Wants vs Needs

Weeks 1-6

The Money You Earn Career Management The High Cost of living

Weeks 7-11

The Money You Spend Where Did it Go & Why? The High Cost of Debt Bankruptcy Costs & Consequences

Weeks 12-14

The Money You Keep How I make Money with Money Savings & the Banking System Invest for the long Run

Weeks 15-17



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HS Financial Literacy

Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks Writing

Cornell notes Research Projects/Papers

Writing

Cornell notes Research Projects/Papers

Life Lessons

Money Management Credit Management Resource Management

Life Lessons

Risk Management Financial Security Career Decisions

Speaking

Presentations

Speaking

Mock Interviews

Vocabulary

Content specific

Vocabulary

Content specific

Projects

Stock Market Challenge

Projects

H&R Block Budget Challenge


HS Forensics

Course Description:

Forensics is a high school elective course rich in exploration and lab investigation. The Forensic Science curriculum

is designed to build upon science concepts and to apply science to the investigation of crime scenes. Through the

study of forensics, students will apply many disciplines of scientific study such as biology/anatomy, chemistry, and

physics. The course will survey key topics in forensic science, including the application of the scientific process to

forensic analysis, procedures and principles of crime scene investigation, physical and trace evidence, and the law

and courtroom procedures from the perspective of a forensic scientist. Students will learn the scientific protocols for

analyzing a crime scene, how to use chemical and physical separation methods to isolate and identify materials, how

to analyze biological evidence and the criminal use of tools, including impressions from firearms, tool marks, arson,

and explosive evidence.


HS Forensics Scope and Sequence


Introduction Introduction to Forensics History The Law

1 week

Crime Scene Crime scene basics Eyewitness basics Crime scene processing

4 weeks

Physical Evidence Fingerprints Impression Evidence - tools, bites, etc Hair and Fibers Chromatograph

2 weeks


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Blood Blood Typing Blood Spatter

2 weeks

DNA Fingerprints DNA Fingerprint DNA extraction Technology used to process blood and DNA

2-3 weeks

Other Evidence and fields

Entomology Anthropology Document analysis Ballistics Toxins and Urine Arson

4-5 weeks


HS Forensics Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks Major Concepts/Skills: Collection and recording of data Legal roles and duties of Investigators Extrapolation of Evidence Physical and Chemical Separation Chemical Analysis Biological Analysis Topics: Introduction to Forensics History and Law Basics Crime Scene Basics Physical Evidence Fingerprints Impression Evidence Hair/Fibers Chromatography Blood

Major Concepts/Skills: Biological Analysis Toxicology/Serology Anthropology of a crime scene Entomological techniques DNA analysis Weapon Impressions analysis Topics: DNA Fingerprints Forensic Entomology Anthropology Arson Document Analysis Ballistics Drugs and Toxins

Standards

SFSI. Students will recognize and classify various types of

evidence in relation to the definition and scope of Forensic Science SFS2. Students will use various scientific techniques to

analyze physical and trace evidence. SFS5. Students will evaluate the role of Forensics as it

pertains to Medicolegal Death Investigation.

Standards

SFS3. Students will analyze the use of toxicology, serology,

and DNA technology in forensic investigations SFS4. Students will evaluate the role of ballistics, tool marks

and evidence of arson in forensic investigation. SFS5. Students will evaluate the role of Forensics as it

pertains to Medicolegal Death Investigation.


Videos CSI Web Adventures - cases to solve Various online activities Mini Crime Scene project Crime scene drawings Fingerprinting labs/activities Tire/lip/tool marks labs/activities Hair and Fiber Analysis Labs


Videos CSI Web Adventures - cases to solve Various online activities DNA fingerprinting research and presentation on technologies Who ate the cheese? Case Entomology, Anthropology, and Arson activities Document Analysis Case


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Blood typing, Blood stain, and Blood Pattern Analysis

Ballistics lab Urine and Blood Analysis ID of unknown substances Case of Lois McArthur


SAT/ACT Prep - Language Arts

Class Description:

English SAT/ACT Prep teaches students the content and format of the verbal sections on the two major tests people

take for college entry. It also exposes them to test-taking techniques that will be beneficial to them on the day of their

exam(s) such as choice elimination, pacing, ordering, and educated guessing. Even if students already have

experience with these techniques, they will learn how to best utilize them on these two very unique exams. Details

and techniques for the writing sections of each exam will also be discussed.



Scope and Sequence:

Unit of Study Topic Length of Time

Introduction to Course Basic test-taking strategies Two weeks

ACT/SAT Formats Structure of two tests Two weeks

ACT Mastery ACT English skills Two weeks

ACT Mastery ACT Reading Comprehension skills Two weeks

SAT Mastery SAT English skills Two weeks

SAT Mastery SAT Reading Comprehension skills Two Weeks

Optional Essay Sections Timed essay writing strategies Two weeks

Optional Essay Sections ACT Essay section One week

Optional Essay Sections SAT Essay section One week



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Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks

Texts Barron’s ACT 36: Aiming for the Perfect Score and Barron’s 6 Practice Tests for the New SAT

Texts Barron’s ACT 36: Aiming for the Perfect Score and Barron’s 6 Practice Tests for the New SAT

Skills/Content Focus

General test-taking skills Formats of each test ACT English section content ACT Reading Comprehension section content

Skills/Content Focus

SAT Writing and Language section content SAT Reading section content ACT optional essay content SAT optional essay content

Skills/Content Practice

Daily Newsela article quiz for reading comprehension Untimed activities to focus on content mastery Bi-weekly practice sections under timed conditions from textbooks and online sources for each content area.

Skills/Content Practice

Daily Newsela article quiz for reading comprehension Weekly practice sections under timed conditions from textbooks and ACT/SAT test websites for each content area. Bi-weekly practice essays under timed conditions with feedback from instructor

Standards Addressed

ELAGSE11-12L1, ELAGSE11-12L2, ELAGSE11-12L3, ELAGSE11-12L4, ELAGSE11-12RI1, LAGSE11-12RI2, ELAGSE11-12RI5, ELAGSE11-12RI6

Standards Addressed

ELAGSE11-12L1, ELAGSE11-12L2, ELAGSE11-12L3, ELAGSE11-12L4, ELAGSE11-12RI1, ELAGSE11-12RI2, ELAGSE11-12RI5, ELAGSE11-12RI6, ELAGSE11-12W1, ELAGSE11-12W2, ELAGSE11-12W4


SAT/ACT Prep - Math Course Description: The primary objective of this class will be to prepare the student for the math portion of the SAT and ACT. The SAT

is changing. The new redesigned SAT was given for the first time in March. The material in this class will be based

on the new SAT and the ACT. The class will include math instruction, SAT and ACT information, and practice tests.

At times we will use Khan Academy to practice test questions. Sometimes students will answer questions that they

have not seen before. Students should do their best to think through and answer all questions.

Class topics will include

● The SAT and ACT

● Overview and Requirements


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● University specific requirements

● Practice, practice, practice

● Coverage of Math Material

● Statistics

● Key concepts

● Problem types

● Problem Solving techniques

This will be a flexible class. Emphasis will be placed on student needs. Not all students may have the same

assignments. Each student will have assignments of comparable time and difficulty.


Worked Based Learning/Online Learning

Course Description:

Work-based learning is an instructional strategy that is essential in preparing all students for success in

postsecondary education and their future careers . The primary purposes of work-based learning are to expose

students to career options and provide opportunities for skill development and mastery over time. This course will

focus on topics which are related to the student’s career goal, program of study, and to teach them transferable

skills.



Preparing for Success Dressing for Success First Impressions

3 weeks

Job Seeking Interview Process/Styles Mock Interviews

3 weeks

Finding a Career Path Gafutures.org Career Assessment Career Investigations

3 weeks

Getting Reading for the next step Job Application College Application

3 weeks

Resume Resume Types/Styles Identifying and Fixing Problems on a resume Resume Formats Job Objective/Descriptions Job Target

4 weeks

Resume/Cover Letters Resume Cover Letter Writing 2 weeks



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Worked Based Learning/Online Learning

Pacing Guide::

1st

Nine Weeks 2nd

Nine Weeks

Major Concepts/Skills

Dressing for Success First Impressions Interview Process/Styles Mock Interviews Gafutures.org Career Assessment Career Investigations Job Application College Application

Major Concepts/Skills

Resume Types/Styles Identifying and Fixing Problems on a resume Resume Formats Job Objective/Descriptions Job Target Resume Cover Letter Writing

Standards

Standard 5: Classroom curriculum and instruction for the work-based learning program is designed to meet the requirements necessary to prepare a student for postsecondary education and/or employment, business ownership, and/or entrepreneurship ventures.

Standards

Standard 5: Classroom curriculum and instruction for the work-based learning program is designed to meet the requirements necessary to prepare a student for postsecondary education and/or employment, business ownership, and/or entrepreneurship ventures.

Activities or Projects

Videos Worksheets www.gafutures.org Various online activities PowerPoint Presentations Group Projects

Activities or Projects

Videos Worksheets Various online activities PowerPoint Presentations Group Projects Students will write their own resume


Yearbook/Journalism

Course Description: Yearbook is an elective course that gives students marketable experience in print media publishing. This focus of this

course works toward the completion of a finished product, the Panther Pride yearbook. In class, students compose,

construct, and edit all elements of computerized text layout, graphic art, and digital photography. Students work on

many clerical operations, conduct student polls, take photos, and write articles. The course in turn covers many of

the content standards and objectives encountered in English courses, as does it also for objectives of art, business,

and computer technology courses. Students must cooperatively work with others, must be hardworking, and be

eager to be creative. Out of class and after school, students will shoot digital photos, as such, the students are

responsible for the proper care and handling of our digital cameras. This course also examines legal and ethical

issues of media law and copyright.



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Yearbook/Journalism

Scope and Sequence:


Publication Development

Staff roles and responsibilities, theme creation, section divisions, coverage & design decisions.

Week 1

Story/Content Generation

Developing sources, leads and angles, interviewing techniques

Week 2

Publishing Process Students participate in the ongoing, hands-on production of the Peachtree Academy yearbook: researching & writing stories, editing & revising, page/spread layout, photography & graphic elements, headlines & captions.

Weeks 3-9

Progression of Publishing Process Students participate in the ongoing, hands-on production of the Peachtree Academy yearbook: researching & writing stories, editing & revising, page/spread layout, photography & graphic elements, headlines & captions.

Weeks 10-17

Publication Wrap-Up & Review

Distribution and customer service, evaluation & critique of book

Week 18


Yearbook/Journalism

Pacing Guide:

1st

Nine Weeks 2nd

Nine Weeks Focus

Team Building Software Training Photography/Camera Basics Theme Development Cover Design Layout Development Faculty Spreads Senior Spreads Junior Spreads Sophomore Spreads Freshman Spreads

Focus

Fall Sports Spreads Academic Clubs Spreads Activities Spreads Winter Sports Spreads Student Interest Spreads Spring Sports Spreads Spring Activities Spreads Distribution

Resources

Yearbook software program Teacher generated handouts Powerpoint presentations

Resources

Yearbook software program Teacher generated handouts Powerpoint presentations

Assessments

Quizzes Tests Layouts/Spreads Deadlines

Assessments

Quizzes Tests Layouts/Spreads Deadlines

Vocabulary Vocabulary


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Ongoing and will pertain to relevant jargon Ongoing and will pertain to relevant jargon
