Mequon-Thiensville School District

Scope & Sequence: Grades 9-12

In the Mequon-Thiensville School District, Scope and Sequence is the interrelated concept that refers to the overall organization of a guaranteed and viable curriculum in order to ensure its coherence and continuity. Scope refers to the breadth and depth of content and skills to be covered. Sequence refers to when and how these content and skills are ordered and presented to learners over time. The purpose of a Scope and Sequence is to ensure that all students in MTSD receive an equitable high-quality educational experience regardless of school or classroom.

Click here to view the other grade levels' Scope and Sequence:

AVID

Curriculum Overview: Advancement Via Individual Determination (AVID) is academic elective courses that prepares students for college readiness and success. Each week, students receive instruction utilizing a rigorous college preparatory curriculum that incorporates strategies focused on Writing, Inquiry, Collaboration, Organization, and Reading (WICOR) to support their academic growth. In addition, the AVID standards include a focus on Character Development, Communication, and College Preparedness. Students will have the opportunity to express their personal identity and goals, explore career options, and learn more about colleges across the country. Most importantly, students will work together to create a meaningful community. As an AVID family, students will support, challenge, and celebrate each other.

Click the cards below to view the Scope & Sequence for each course.

Business

Curriculum Overview: Wisconsin Career and Technical Education (CTE) programs (Business and Information Technology; Family and Consumer Sciences; Health Science; Marketing, Management and Entrepreneurship; and Technology and Engineering) have a rich history and foundation of preparing young adults for the next steps in their lives—postsecondary education and the world of work. Through ties to business, industry and community, CTE programs provide perspectives and partnerships necessary to educate the entire student. Career and Technical Education is both a collection of educational programs or content areas as well as a system of preparing students to be career and college ready.

Personal financial literacy education is the focus on teaching students the ability to understand, evaluate, and communicate information about money and financial services. This learning includes the selection of appropriate financial options, the ability to plan for the future, and the capability to respond to life events and their effect on personal finances. The Wisconsin Standards for Personal Financial Literacy (the standards) are divided into six strands: Financial Mindset, Education and Employment, Money Management, Saving and Investing, Credit and Debt, & Risk Management and Insurance.

Click the cards below to view the Scope & Sequence for each course.

Computer Science

Curriculum Overview: Computer Science is an academic discipline that encompasses the study of computers and algorithmic processes, including their principles, their hardware and software designs, their applications, networks, and their impact on society. Students will have the opportunity to experience many of the aspects of computer science from beginning coding to multimedia production to game design to cybersecurity.

The department’s mission is to spark student interest, create lifelong learners, and to equip students to be future problem solvers in an ever changing digital world. The HHS CS curriculum includes eleven courses and an opportunity to pursue independent study alongside a faculty mentor. Even if students do not plan on majoring in Computer Science, our course offerings enable them to explore different pathways within the field.

Click the cards below to view the Scope & Sequence for each course.

English

Curriculum Overview: English Language Arts instruction includes four distinct areas: reading, writing, speaking and listening, and language. ELA has a broad emphases on the following principles:

ELA as an integrated discipline that promotes achievement across all disciplines
ELA instruction building an understanding of the human experience
Literacy as an evolving concept, and becoming literate is a lifelong learning process
Critical thinking and problem solving, communication, collaboration, and creativity as integral to effective ELA instruction and as attributes necessary for Wisconsin graduates
Literacy, language, and meaning as socially constructed, evolving, and enhanced by multiple perspectives

Through instruction in ELA, all students will engage in these academic tasks:

Demonstrate growth and academic independence, including goal setting
Build strong content knowledge and skill
Respond to varying demands of audience, task, purpose, and discipline
Comprehend as well as critique
Select evidence based on relevance and reliability
Synthesize ideas from multiple sources
Use technology and digital media strategically and capably,
Come to understand a wide array of perspectives, values, and cultures

Three ways students in our classes connect with pieces of literature:

Major Work/Full Class Instruction:
- In most English classes, students read an anchor text together. In some courses, students read multiple texts all together. Some courses have no full class texts. Anchor texts are aligned to the specific standards for the course. Direct instruction, discussion, and writing in response to the text all happen as full-class activities.
Limited Choice Independent Read or Literature Circle:
- In a closed choice reading experience where students are doing independent work with a book but can only choose from teacher-provided selections. Students are applying skills in a more independent or group reading experience with direction, conferencing, and mini-lessons from the instructor. This is a less common situation, but we do have a few closed-choice lists in our 9-12 curriculum.
Open Choice Independent Read or Literature Circle:
- Independent reading experiences where students or groups of students, including students enrolled in Literature Seminar, a senior elective course, fit into neither of the above categories. In these cases, the students choose a book that fits particular criteria related to the standards of the course (examples include: award-winning, young adult, literary fiction, nonfiction, biography, etc.), but they have an open choice to select the specific title. Students may choose any book that meets the criteria. Therefore, the books cannot go through a vetting process, and often the teacher will not have read all of the texts. Students are applying skills in a more independent or group reading experience with direction, conferencing, and mini-lessons from the instructor.

Important Note: All literature in our curriculum has been carefully selected based on the standards of the course and their literary merit. Nevertheless, we affirm that what an individual student reads is always a family decision. We deeply respect the views of our students’ families. Therefore, students in Homestead English classes may choose to skip reading scenes with sensitive content if they wish. In this case, we provide them with a brief summary of the scene as an alternative. If your family prefers that your student not read a particular novel, we provide an alternative experience that aligns with the standards of the unit.

Click the cards below to view the Scope & Sequence for each course.

Grade Level: 12

Duration: 1 Trimester

Course Overview: In this one-trimester course, students can earn college credit. They will study advanced writing techniques applicable in both creative and academic contexts. They will read as writers whose purpose is to engage the writing process as original authors, choosing a genre and completing a self-designed writing project. Through genre immersion, study of authors and the art of writing, and guided practice, students will write original work with the intent to publish. Students will make choices about genres and subject matter, participate in a writer’s workshop with peers, and learn about writing for a variety of purposes and audiences.

Resources/Primary Texts - Selected Readings from:

Selected readings from Three Genres: The Writing of Literary Prose, Poems, and Plays
Selected readings from The Short Story Writer’s Companion
Selected readings from How to Grow a Novel
Selected readings from Elements of the Short Story
Selected readings from World Poetry, and Contemporary American Poetry
Student-selected readings from other nonfiction and fiction sources

Topics/Units:

Writing Exercises & Workshop Skill Development: Students explore different genres by writing experimentally in low stakes writing exercises, discovering the power of perceiving words as an artistic medium and the traditions around genre conventions as flexible in the hands of a contemporary artist. We also lay the foundational skills necessary for offering and receiving feedback in a collegiate level writer’s workshop setting. The revise writing exercises and one high-tension fictional scene based on peer and instructor feedback, learning to engage in the full writing process from invention to publication. Time frame: 3-4 weeks
Project Proposal Writing* & Preparation: Students read both in the genre and about the genre they plan to write in for their major project, present a research based mini-lesson on a key skill, and engage in dialogue regarding their ideas and needed resources for their self-designed project. This unit concludes with a formally presented project proposal. Time frame: 2 weeks
Major Project Creation, Workshop & Polishing: Students carry out their plan for their self-designed writing projects, most of which involve creating 8-20 pages of polished writing. They read 100 pages of non-fictional text about the skill of writing in the genre and about 200 pages of professionally published work in the same genre in which they are writing. They also submit their project to their writers workshop group in thirds, giving and receiving praise, interpretation, constructive criticism, and suggestions. Revision occurs in a cyclical fashion. Time frame: 6-7 weeks
Spoken Word Poetry & Portfolio Creation: Students study the unique genre of spoken word poetry or another genre they have never written in before, preparing a performance for the class. Those whose major projects involved writing spoken word may focus on performance technique during this unit as well as writing one new piece. All students assemble a metacognitive portfolio, tracing and reflecting on their development as writers. Time frame: 1-2 weeks

Grade Level: 9-12

Duration: 1 Trimester

Overview: In this one-trimester course, students can earn college credit as they continue to study journalism with a focus on how our school publications play a role in the larger world of journalism and mass media. Considering the roots in the institution, history, economics and social role each major medium plays in the larger picture, students will explore both traditional and contemporary forms of journalism and how it can play an interactive role in our school and community. Grades will be based on daily work as well as large production items required for publication. Assignments may include all facets of journalism: textbook reading and corresponding assignments, writing, photography, interviewing, broadcast, advertising, social media, blogging, digital web work, layout and design with the culmination of student works being compiled into a capstone portfolio.

Topics/Units:

Writing: News, Opinion, Humor, Feature, Activities, Sports, Headlines, Cutlines: Inverted pyramid style reporting, quote attribution, editorializing/bias, and AP style for publishing. Time frame: ongoing
Reading: Informational Text - Newspapers and Non-Fiction: Identification of news values, audience, packaging of stories. Time frame: 1 week
Speaking & Listening - Interviewing Sources for Written Articles: How to identify the best sources for a story (Online - CRAPP evaluation of sources), (Live Sources - Expert and ancillary sources), Open-ended vs Closed-ended questions. Time frame: 1 week
Technology & Media - Using InDesign, Photoshop, iMovie, Facebook, Twitter, Snapchat: Study of design and multimedia techniques as well as the use of social media in storytelling and brand promotion. Time frame: 2 weeks
Language - Journalistic Style Rules for Copyediting: Study updated rules of Associated Press and how they apply in journalistic writing. Time frame: 1 week
Media - Using Cameras and Software to Take Photographs for Both School Publications: Camera settings, shooting techniques and four-line vs. cutline captioning formats. Time frame: 1 week
Layout, Typography, and Design: Modular design, fonts, color scheme; how to find inspiration online to build a consistent and clean theme design. Time frame: 2 weeks
Capstone Portfolio Creation & Presentation: Ongoing work on publications: Tartan Yearbook and The Highlander Online website. Time frame: 2 weeks

Grade Level: 10

Duration: 2 Trimesters

Course Overview: Designed to give the student an introduction to important American literature from a variety of eras, this course focuses on multiple genres which students examine through the lens of unit essential questions. Students will be expected to read stories, novels, essays, and poetry, to participate in discussion of these materials, and to write papers and create oral presentations dealing with specific aspects of literature.

Resources (Primary Texts):

“Thank You, Ma’am” by Langston Hughes
“The Happiness Machine” by Ray Bradbury
“Accidents of a Veronica” by Toni Margarita Plummer
Civil Disobedience by Henry David Thoreau (excerpts)
J.F. Kennedy’s inaugural address (excerpts)
The Nickel Boys with selections fromThe Narrative Life of Frederick Douglass by Frederick Douglass
On the Pulse of Morning and other poems by Maya Angelou
The Great Gatsby by F. Scott Fitzgerald
Student selected texts related to unit essential questions

Topics/Units:

The Human Condition of Happiness - In the first unit, we focus on writing multi-paragraph literary analysis essays. The emphasis is on developing strong claims, ordering claims, defending claims with the best evidence from the texts we read, and providing strong commentary. We begin with a powerful theme-driven unit centered around the question: How do Americans seek and find happiness? Students read and synthesize ideas from a variety of short stories, poems, and nonfictional sources. Time frame: 5 weeks
Social Responsibility - During the second unit, our classes read excerpts from Henry David Thoreau’s Civil Disobedience, excerpts from John F. Kennedy’s inaugural address, Maya Angelou’s poem “On the Pulse of Morning,” student selected poems, and articles and videos of current events to discuss the essential question: What can individuals do to foster a strong sense of community, both locally and nationally? The assessment for this unit is a scored Socratic Seminar as we work toward mastery of speaking and listening skills. Timeframe: 3 weeks
Choice Novel Reading Unit - Another primary focus of this trimester, building off of students’ growth as readers during freshman year, is on increasing reading rate, building stronger comprehension skills when reading independently, and moving from comprehension to analysis. The essential question for our third unit is What can reading fiction do for an individual? In this unit, students continue to defend their interpretations of literature with strong evidence and well-reasoned commentary. As students continue mastering grade-level English and Language Arts standards, students engage in an open choice reading unit focused solely on the reading of fiction; during this unit, we lead them through a book selection process, conference with them regularly about the book they are reading, and engage them in writing that demonstrates their comprehension and analysis of the text. Time frame: 4 weeks
Grammar and Usage - Teaching and learning of grammatical concepts that are tested on the ACT happen throughout each trimester. Time frame: Ongoing
Choice Novel Reading Unit - Second trimester begins with a unit focusing on "How does reading impact society?" Building independence, students engage in another open choice reading unit focused on the reading of fiction. In this unit, students build off their previous essential question of What can reading fiction do for an individual? And transition into exploring the question What can reading fiction do for a community as a whole? Within this unit, along with their choice novel, students engage in various works of nonfiction, both visual and written, that expands upon the idea of how reading stories can impact whole cultures and societies. Time frame: 4 weeks
The Roaring 20s & The Great Gatsby Unit - During the second trimester, we then move into a robust unit that includes analysis of F. Scott Fitzgerald’s The Great Gatsby. Applying the strong comprehension and analytical skills we focused on in tri A and guided independent reading experiences, students read and analyze the text as they parepare to write a multi-paragraph literary analysis essay. Time frame: 4 weeks
Problem / Solution Research Unit - Students finish the trimester engaging in research which ultimately leads to the creation of an individual podcast. Students will select nonfiction primary sources, essays, articles, interviews, and in some cases documentaries utilizing our school databases to engage in study of a variety of perspectives that are relevant to their approved research question. Time frame: 4 weeks

Grade Level: 12

Duration: 2 Trimesters

Overview: Students will become skilled, insightful readers of prose fiction, dramatic literature and poetry written in a variety of eras and will become skilled writers who can compose original, drafted and polished essays as well as well-crafted essays written on demand. Both as readers and writers, students will become increasingly aware of the interplay between writers’ purposes, audiences, and subject matters, as well as the ways genre conventions and language choices contribute to meaning and effect in original writing.

Resources (Primary Texts):

Great Expectations by Charles Dickens
Beloved by Toni Morrison
Student selected, teacher approved novels for independent reading and literature circles

Topics/Units:

Sentence Structure, Vocabulary Development, and Oral Communication: Formal and informal work on these three content areas is embedded in all units. Time Frame: Ongoing
Literature as a Study of the Humanities: Based on summer reading, students discuss and write a prepared essay about the essential question: What does literature convey about the human condition? We work on advancement in all six traits of quality writing: ideas and content, organization, voice, sentence fluency, word choice, and conventions. Students also learn about the four parts of the AP Literature and Composition test, considering how the summative assessments of the course, poetry analysis, prose analysis, open-response analysis of full fictional works, and multiple choice style analysis of pre and post-20th century texts will influence our college preparatory work as readers and writers. Time Frame: 2 weeks
The Pre-20th Century Novel: In this unit, we read an exemplary anchor text together, practicing echo analysis, studying literary devices and how they shape meaning, learning to build a sophisticated argument based on a supportable interpretation, and develop annotation strategies that feed high level discussion and writing practices. The summative assessment for this unit involves writing a prepared essay. Time Frame: 7-8 weeks
Independent Reading: Students select and read an approved novel or play, practicing independently the work we did together in the second unit with our anchor text. Time Frame: 2-3 weeks
Impromptu Writing: Throughout the course, students practice on-demand writing guided by the standards articulated on the AP Board impromptu rubrics for poetry, prose, and full works of fiction. Time Frame: Ongoing
The Post-Modern Novel: Students study the evolution of the art of the novel by reading an exemplary postmodern novel as an anchor text. Students develop an increased understanding of how the versatility of literary tools allows authors to convey complexity of human experience, how art evolves in the context of history and innovation, and how to become a more sophisticated writer of literary criticism. Time Frame: 5 weeks
The Classic and the Contemporary Novel/Play: In literature circles, students select an approved work to fill in a gap in their experience of reading literature. They practice in a small group setting all the skills they have worked to master throughout the course, also continuing to prepare, first and foremost, for college level writing and, secondarily, for high score achievement on the AP Literature and Composition test. Time Frame: 4 weeks
Test Preparation: Students engage in continuous practice and review throughout the course, but we do concentrated test prep in our final weeks together, including taking a summative assessment of all four parts of the test over the course of four weeks. Time Frame: 3-4 weeks

Grade Level: 11

Duration: 3 Trimesters

Overview: AP English Language and Composition engages students in becoming skilled readers of prose written in a variety of rhetorical contexts and in becoming skilled writers who compose for a variety of argumentative and persuasive purposes. Both their writing and their reading should make students aware of the interaction between a writer’s purpose and audience, as well as the way genre conventions and the resources of language contribute to effective communication. Students will read one play and one novel but the majority of the course focuses on nonfiction texts. This course is designed to prepare students for the Advanced Placement exam. Students should expect college-level rigor.

Topics/Units;

Analyzing Nonfiction Texts: Students read nonfiction texts in order to better recognize the rhetorical choices the author made to convey an argument. Time frame: 3 weeks
Individual Research and Team Multimedia Presentation (Teacher Supported): As a team, collaborate to identify an academic or real-world problem or issue (e.g., local, national, global, academic/theoretical/philosophical). Develop a team research question that can be viewed from multiple perspectives. Team Multimedia Presentation and Defense (8–10 minutes) Together with your team, develop a presentation that communicates a convincing argument for your team’s proposed solution or resolution. Time frame: 10 weeks
Individual Research and Team Multimedia Presentation for College Board Submission (Independent Student Work): As a team, collaborate to identify an academic or real-world problem or issue (e.g., local, national, global, academic/theoretical/philosophical). Develop a team research question that can be viewed from multiple perspectives.Team Multimedia Presentation and Defense (8–10 minutes) Together with a team, develop a presentation that communicates a convincing argument for the team’s proposed solution or resolution. Time frame: 10 weeks
Individual Written Argument and Individual Multimedia Presentation for College Board Submission: Students must identify a research question prompted by analysis of the provided stimulus materials, gather information from a range of additional sources, develop and refine an argument, write and revise your argument, and create a presentation that students will be expected to defend orally immediately following their presentation.. Time frame: 12 weeks
Preparation for AP Language and Composition Exam: Transferring existing skills related to reading nonfiction and writing an argument to the specific measures of the AP Language and Composition rhetorical analysis, synthesis and argument essays. Time frame: 6 weeks (concurrent with #4)
College Application Essays and Literature: Preparing students for the college application process by examining the expectations college admission departments have for applicants in relation to an applicant’s personal essay. Time frame: 3 weeks

Grade Level: 11

Duration: 2 Trimesters

Overview: An AP course in English Language and Composition engages students in becoming skilled readers of prose written in a variety of rhetorical contexts and in becoming skilled writers who compose for a variety of argumentative and persuasive purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing. Students will read one play and one novel but the majority of the course focuses on nonfiction texts. This course is designed to prepare students for the Advanced Placement exam. Students should expect college-level rigor.

Resources/Primary Texts:

Assorted texts from The Language of Composition
Assorted texts from Everything’s an Argument
Much Ado About Nothing by William Shakespeare
Closed Choice of one of the following:
- The Handmaid’s Tale by Margaret Atwood
- A Tale of Two Cities by Charles Dickens
- One Flew Over the Cuckoo’s Nest by Ken Kesey
- The Things They Carried by Tim O’Brien
- Another student-selected, teacher-approved text

Topics/Units:

Vocabulary Study and ACT/Language Skills: Time frame: Ongoing
Rhetorical Analysis: Students learn how to assess the rhetorical situation and identify rhetorical choices (both devices and modes) that authors implement to enhance their arguments. Additionally, students use rhetorical strategies they have identified to enhance their own arguments. Time frame: 6 weeks
Argumentation and Persuasion: Students study the craft and structure of arguments. Students use this knowledge to build their own arguments by establishing claims and using appropriate evidence to support them and persuade a target audience. All evidence is fully analyzed to create a strong line of reasoning. Time frame: 5 weeks
Satire: Students practice rhetorical analysis using satirical texts and use models to craft their own satirical arguments. Students are able to identify the components of satire and explain their functions. Time frame: 1 week
The Novel as Argument (Choice Novel): Students choose from a closed list of novels. They read and analyze texts independently and collaborate with peers to discuss findings. Students craft a literary analysis based on the author’s underlying themes. Time frame: 5 weeks
Research/Synthesis: Students read a mix of self-selected and delivered texts, analyze the information provided, and integrate this source material to support their own claims. Students craft individual arguments and utilize textual evidence provided, which is continued through developing their own research question and response Time frame: 6 weeks
The College Essay/Personal Narrative: Students research information on a potential school of interest. They then learn what a college admissions office looks for in candidates and use their experiences and knowledge to craft their own college admission essay. Time frame: 6 weeks

Grade Level: 12

Duration: 1 Trimester

Overview: Creative Writing invites young writers to share their unique point of view in a variety of genres and to craft original works for the purpose of artistic expression. Shifting from a focus on academic written form, students write journals, poetry, fiction, and spoken word. Forming a community of writers, students read in each genre, apply literary techniques used by published writers, engage in writers’ workshop, and publish work both informally and formally.

Resources (Primary Texts):

“The Word” by Pablo Neruda
“Jabberwocky” by Lewis Carroll
“Traveling Through the Dark” by William Stafford
“The Writer” by Richard Wilbur
“A Story About the Body” by Robert Hass
“Barbie Doll” by Marge Piercy
“Never Offer Your Heart to Someone Who Eats Hearts” by Alice Walker
Student selected fictional short stories
A wide array of spoken word poems from Def Poetry Jam, Button Poetry, and other sources

Topics/Units:

Poetry: By interpreting professional poetry, analyzing theme, engaging in close reading, and observing varying ways of using literary devices, each student reads in order to apply new techniques in his/her own writing. This in-depth genre study challenges students to read poetry from the point of view of one writer studying another writer's approach for the purpose of developing an individual style. This unit also focuses on idea generation - how to begin, plan, and write poetry. Students engage in the writing process from invention, to prewriting, to drafting, to editing, to publication (formal and informal). Time frame: 4-6 weeks
Fiction: Students explore the elements of fiction: plot, character, theme, and setting. Individual lessons on point of view, verb tense, dialogue, action, description, story arc, and use of literary devices build the student’s skill in making choices while writing fiction. This unit also focuses on idea generation - how to begin, plan, and write a story. Students engage in the writing process from invention, to prewriting, to drafting, to editing, to publication (formal and informal). Time frame: 2-4 weeks
Autobiography/Memoir: Exploring the question "Who am I?" students engage in autobiographical writing and/or memoir writing exercises. Students read excerpts from autobiographies, memoirs, the works of confessional poets, and manifestos. Students engage in reflective writing, making genre choices as they craft pieces about self. Time frame: 1 week
Journal Writing: Throughout the semester, students engage in the habit of writing as an essential means of generating ideas and early drafts of work in each genre. Daily journal writing does occur during class as an essential part of daily lessons; however, most weeks, students are expected to write in their journal a minimum of five times outside of class. Out of class writing should reflect participation in the class, but students do choose topics and genres, promoting authenticity. Timeframe: Ongoing
Writer’s Workshop: Most Fridays, students meet in small groups to engage in an authentic writer's workshop. Drafts from group members are distributed on Wed. or Thurs. Students read, line edit, and provide big picture feedback on those drafts in preparation for Friday's workshop. During workshop, each student reads his/her piece aloud and then takes notes on the comments and suggestions provided by the members of the group. An in-depth discussion of each draft provides the writer with feedback to inform the revision process. After revising, the student submits the piece to the teacher. Time frame: 2 weeks
Spoken Word: After learning about the history and scope of the spoken word movement, students read, view (video recordings), and listen to (audio recordings) spoken word performances (poetry written for live performance). This unit also focuses on idea generation - how to begin, plan, and write a spoken word poem. Students engage in the writing process from invention, to prewriting, to drafting, to editing, to publication (live performance). Time frame: 2 weeks
Sentence Structure, Literary Terms Vocabulary Development, and Oral Communication: Formal and informal work on these three content areas is embedded in all units. Time frame: ongoing

Grade Level: 9

Duration: 2 trimesters

Overview: This course emphasizes the study of literature, writing and oral communication. Students will read and analyze short stories, poetry, drama, novels, memoirs, and a play. The course also emphasizes vocabulary development, grammar and sentence construction skills. Students explore fundamental theories and practices of public speaking as well.

Resources:

Selected Short Stories: “Everyday Use” by Alice Walker, “Sonny’s Blues” by James Baldwin,, “The Gift of the Magi” by O. Henry, “The Lottery” by Shirley Jackson, “The Most Dangerous Game” by Richard Connell, and “The Scarlet Ibis” by James Hurst”
Selected Poems: Edgar Allan Poe’s “The Raven,” Nikki Giovanni’s “Kidnap Poem,” Ishmael Reed’s “Beware: Do Not Read This Poem,” Pat Mora’s “Legal Alien,” Essex Hemphill’s “American Hero,” Robert Frost’s “The Road Not Taken,” Maya Angelou’s “Still I Rise,” Li-Young Lee’s “The Gift,” Pablo Neruda’s “Ode to my Socks,” and William Shakespeare’s “The Seven Ages of a Man” (from As You Like It).
One full length major work: novel or play. Examples: Of Mice and Men by John Steinbeck, The Absolutely True Diary of a Part-Time Indian by Sherman Alexie, The Bean Trees by Barbara Kingsolver, A Raisin in the Sun by Loraine Hansburry, Animal Farm by George Orwell, The Nickle Boys by Colson Whitehead, or The Odyssey by Homer.
Night by Elie Wiesel or open choice autobiography with teacher approval
The Tragedy of Romeo and Juliet by William Shakespeare

Topics/Units:

Unit 1: Becoming a Lifelong Reader: Students will read one novel from an approved list. With shorter anchor text reading experiences occurring in class, students read the novel, annotating in the text and keeping a journal of observations and interpretations. This task has five specific intended outcomes: to understand a complex text, to build an interpretation based on their own view of the meaning of the work, to analyze the writer’s unique style choices, to develop a shared academic vocabulary of terminology for literary analysis, and to lay a foundation for their study of another major work. Students will trace their own journey as readers, returning to texts written for audiences of different ages. By doing so, they will seek to uncover what they love about literature and why certain texts, characters, lines, or ideas impacted them. The ultimate goal of rereading particular texts and/or reconnecting with texts written for younger audiences is to synthesize their personal responses to literature throughout their lives through an advanced analytical lens. In addition to gaining practice defending interpretations, we will work on developing paragraphs. Students will write a narrative essay as the summative assessment. Time frame: 6 weeks
Unit 2: Literary Analysis of a Major Work: Building on foundational skills strengthened in Unit 1: Becoming a Lifelong Reader, students will read, annotate, and analyze a major work of literature (novel or play). In this unit, students will explore the unique cultural and historical context of the novel and gain practice strategically annotating a text with the overarching goal of tracking how topics develop into complex themes throughout the novel. In numerous written analyses of the novel, students will hone their ability to develop arguments and defend them with smoothly integrated evidence and insightful commentary. Students will master multiple compound and complex sentence structures, empowering them to clearly articulate abstract ideas while developing their own unique writing style and voice. Time frame: 6 weeks
Unit 3: Memoir and This I Believe: Students will read an approved memoir with the theme of overcoming adversity. Students will either engage in a literature circle or independent reading with teacher conferences depending on the number of texts selected per student. In addition to gaining practice of reading nonfiction text, students will write an essay describing their personal beliefs and will give a formal speech that connects a lesson they have learned from the text with a personal experience that has shaped them as an individual. The emphasis in this unit is on written voice, showing and not telling, and the power of storytelling.Students will prepare for their speech by reading international “This I Believe” speeches that describe core values of the human experience. Time frame: 4 weeks
Unit 4: Argumentative Research: Students develop argumentative research questions, select one, and once their question is approved, conduct research using books and databases. They will learn to evaluate sources for relevance and reliability, practice effective annotation and note taking tactics, and eventually craft an argumentative thesis based on the evidence they found and the critical thinking they engaged in during the inquiry. Students then craft a multi-paragraph essay with an introduction, conclusion, and works cited page. Their line of reasoning, selection of evidence, and argumentation strategies serve the goal of defending their thesis. They must demonstrate understanding of the complexity of the issue and reveal comprehension of multiple perspectives on the topic. Time frame: 2-4 weeks
Unit 5: The Tragedy of Romeo and Juliet by William Shakespeare: Students engage in literary analysis, learning to build and defend an original interpretation of the text based on close reading, cross-referencing, and selecting evidence to support their thesis and claims. Time frame: 4 weeks
Sentence Structure, Vocabulary Development, and Oral Communication: Formal and informal work on these three content areas is embedded in all units. Time frame: ongoing

Grade Level: 11

Duration: 2 Trimesters

Overview: Language and composition engages students in becoming skilled readers of prose written in a variety of rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. Students will become adept consumers of information, develop visual literacy, analyze media, and learn how language choices contribute to effectiveness in writing personal narratives, college essays, argumentative and persuasive essays, and literary analysis essays. This course, which includes a research element and at least one novel, is designed to help prepare students to read and write at the college level.

Resource (Primary Text):

The Ways We Lie by Stephanie Ericsson
The People Next Door by Jonathan R. Gould Jr.
What Are Friends For? by Marion Winik
Assorted essays and poems selected by the teacher and/ or students
The House on Mango Street by Sandra Cisneros or another short novel
The Things They Carried by Tim O’Brien
Book of student choice, teacher approval for small-group Literature Circles
Assorted short stories selected by the teacher and/or students
Student-selected research articles from school databases

Topics/Units:

Tri A

Grammar and Vocab: Both vocabulary and grammar skills are based on the need of the class in order to prepare all students for success in their writing and on the ACT. Time frame: Ongoing
Everything’s an Argument: In this unit, students will learn academic definitions of argument, persuasion, and rhetoric. They will build their understanding of the rhetorical triangle: who is arguing what to whom for what purpose? What is the occasion, and how does that influence the strategy of the writer/speaker? By close reading, reflecting, and assessing arguments in multiple genres, students will deepen their understanding of argumentation and persuasion. Students will demonstrate mastery of these concepts through formative and graded discussions and written assignments. Time frame: 2 weeks
Literature Circles: Themes as Arguments of Truth: Students are placed in groups based on a genre interest (literary fiction, young adult literature, historical fiction, non-fiction, science fiction, etc.) The group then selects a novel to read and, several times throughout the trimester, meets to discuss the themes of the text. By the time they finish, they will engage in a culminating discussion of the meaning of the work as a whole and identify themes presented as arguments of truth. This unit runs in conjunction with our writing unit as students read for 15-20 minutes each class. Time frame 4 weeks
Developing Versatility as an Argumentative Writer : Interacting with both teacher-provided and student-selected non-fiction texts, students read, evaluate, and craft arguments using various rhetorical structures and strategies. After deepening their understanding of how to build an argument by analyzing the work of published authors, students move to implementation. They will practice making appeals to ethos, logos, and pathos as well as doing original writing in a variety of rhetorical modes. This leads to writing full argumentative essays in preparation for the argumentative, on-demand writing prompt on the ACT. Time frame: 2-3 weeks
Arguments Made to Myself: Career Research & Decision Making Strategies: Students will research the nature of a variety of careers as well as the path to securing a job in a field of interest. In collaboration with the counseling department, students explore, research, reflect on, and discuss various careers. They then select one to explore further and craft a personal argument articulating the degree to which their selected career aligns with their goals and personalities. Time frame: throughout the trimester

Tri B

Grammar and Vocab: Both vocabulary and grammar skills are based on the need of the class in order to prepare all students for success in their writing and on the ACT. (This is continued from Tri A). Time frame: Ongoing
Full Class Read - The Things We Carry: This is a fictional story about a soldier who is drafted into the Vietnam War that explores the power of story-telling. Students analyze the text in order to craft literary analyses, participate in meaningful class discussion and hone their own story-telling ability in a narrative essay. Time frame: 5-6 weeks
Research: This is a problem-solution unit completed in pairs or small groups. Students compose a research question that compels them to solve a problem. The group explores how various stakeholders would seek to solve the problem, and then the students find a compromise among the researched stakeholders. The project includes both a multi-part essay and a formal presentation. Time frame: 4-5 weeks
College Essays/Cover Letters: Combining the argument and story-telling skills that students practice throughout the course, their culminating assignment is to compose either a college essay or cover letter. Students select whichever feels most relevant. Time frame: 1-2 weeks

Grade Level: 12

Duration: 1 Trimester

Overview: This college-preparatory writing course requires students to take the skills they have acquired in the area of literary analysis, expository writing and research techniques and apply them to cinematic subjects. Students interested in this course should be prepared to write college-level analytical essays, scholarly reviews and research papers with cinematic concepts and observations as the basis for this writing.

Topics/Units:

Genre Analysis: The primary goal in this unit is to help students identify genre as it appears in film by noting themes, lighting, composition, and story elements that may work together to define a genre. As the end measure for the unit, each student will be asked to choose a film related to the genre we studied in class and analyze that film according to our understanding of the rules for that genre. Time frame: 3 weeks
Visual Elements of Film: This unit focuses on the effect a director can have on an audience by simply using the visual elements of film like composition, editing and camera movement. As the end measure of this unit, students will develop a scene analysis for three separate visual techniques and describe how a director can use the visual elements of film to create a reaction in an audience. Time frame: 3 weeks
Documentary Film: This unit encourages students to explore the world of documentaries with two overriding goals in mind. First, we encourage students to consider documentaries as an interesting and entertaining viewing option. Second, we challenge students to consider the ways in which filmmakers may use elements of filmmaking to influence their opinions on a subject or topic. The end measure for this unit is an analytical paper that looks at how a director uses cinematic techniques to better communicate a message. Time frame: 3 weeks
Classic Film: While many consider classic films as award-winning or critically acclaimed, the goal of this unit is to provide students with a broader definition of a classic film and encourage them to defend a film they feel is worthy to be deemed a classic. As an end measure for this unit, students will be required to write a scholarly film review where they measure their film against the definition of a classic we develop as we watch class selections. Time frame: 3 weeks
Animation: By examining several short animation films, we will explore various types of animation including hand-drawn, stop action and computer generated animation.
Terms and ideas from this unit will appear on the final exam. Time frame: 2 days
Sound: The purpose of this unit is to examine the role of sound in film. Terms and ideas from this unit will appear on the final exam. Time frame: 1 day
Short Film: As appropriate, short films may be used to illustrate various aspects of the curriculum. This list, while not exhaustive, covers titles we have frequently used throughout the years. Time frame: ongoing

Grade Level: 12

Duration: 1 Trimester

Overview: This one trimester course offers students an opportunity to explore literature written by authors from diverse backgrounds. Looking through a variety of lenses, students will examine varying perspectives on the human experience as expressed in literature from around the world. While this is primarily a literature class focusing on novels, short fiction, and poetry, students will also engage in synthesis style discussion, interpretation of visual art, reflective writing, and analytical/interpretive writing.

Resources/Primary Texts: Students influence, by vote, all texts read in this course.

Topics/Units;

A Voice from the World Beyond: The class selects a novel by an author from another country to study as an anchor text. Students read, discuss, and write about the book, considering how the author’s perspective is similar and different from their own. The unit lays the foundation for the type of synthesizing of ideas we do when we start our personal blogs. Readers learn to consider new ideas from the literary work in concert with their own life experiences, other ideas they have studied across the curriculum and knowledge gained through research. Time frame: 5 weeks
Broadening & Sharing Our Perspectives: The class decides first whether they want to read another book together or break into literature circles. All students read one approved book; the text should offer a different perspective than the first novel. During this unit, students begin to regularly publish blog posts to the class and respond to one another’s blogs. This emphasis on synthesis style, personal writing and on digital and in-person dialogue allows students to continue their own view of the value of understanding diverse perspectives. Time frame: 4 weeks Some texts the students have selected include the following:
- Americanah
- Born a Crime
- Pachinko
- The Alchemist
- Nectar in the Sieve
- Oedipus or Antigone
- A Thousand Splendid Suns
- Like Water for Chocolate
- The House of Spirits
- Silence
- Other approved texts
Connecting and Community Building: Individuals or or groups read at least one novel or selected play, as well as selections from collections of poetry, essay anthologies, or other non-fictional works, focusing one topics relevant to the student generated, community building goals of the unit. Students not only continue to blog but also create presentations for the class. Time frame: 2 weeks
Guest speakers, Events, and/or Panel Discussions: Students organize opportunities to connect with people whose expertise or life experiences have the power to help them understand global perspectives. Time frame: ongoing
Sentence Structure, Vocabulary Development, and Oral Communication: Formal and informal work on these three content areas is embedded in all units. Time frame: ongoing

Grade Level: 10

Duration: 2 Trimesters

Overview: Designed to give the student an introduction to important literature from a variety of eras, this course includes works by major American authors. Students will be expected to read and analyze stories, novels, essays and poetry, to participate in discussion of these materials, and to write papers dealing with specific aspects of literature. Students in Honors American Literature are expected to engage in a higher level of analysis and with greater self-direction than their counterparts in American Literature.

Resource (Primary Texts):

“The Earth of Turtle’s Back” from Native American Stories, edited by Bruchac, Joseph & Caduot, Michael J.
The Lakota Way of Strength & Courage by Joseph M. Marshall III
“That's’ What they Used to Say”: Reflections on American Indian Oral Traditions by Donald L. Fixico
Storyteller by Leslie Marmon Silko
Selected poems from Whereas by Layli Long Soldier
Wisconsin Indian Literature: Anthology of Native Voices by Kathleen Tigerman
Poetry Foundation’s Native American Poetry and Culture website
The Scarlet Letter by Nathanial Hawthorn
The Nickel Boys by Colson Whitehead
“Self-Reliance” by Ralph Waldo Emerson
“Civil Disobedience” by Henry David Thoreau
The Narrative Life of Frederick Douglass by Frederick Douglass and, if time, Incidents in the Life of a Slave Girl by Linda Brent
Full class read: The Great Gatsby by F. Scott Fizgerald
Literature circles created by student novel selections:
- The Bean Trees by Barbara Kingslover
- The Color Purple by Alice Walker
- Kindred by Octavia Butler
- Woman Warrior by Maxine Hong Kingston
- Another student selected, teacher approved book by and American author

Topics/Units:

Oral Tradition and the Power of Storytelling: Students read written versions of early American oral storytelling both traditional and contemporary. This unit includes a comparative study of literary techniques and rhetorical strategies in oral and written works. Time frame: 3 weeks
The Emergence of American Individualism and Narrative Truth-Telling as Means of Building Community: Students read various works from authors active during the Realist period. Authors include Frederick Douglass and sometimes Linda Brent. Students read primary sources, learn about the history of literacy in America, and consider how access to the stories of Americans can build unity. They also consider the degree to which the traditional literary canon offered readers sufficient access to the breadth of the American experience. Time frame: 6 weeks
Inquiry and Synthesis -- The Process of Developing an Informed Position: Students research different historical concepts of justice in American nonfiction and fiction and write an original definition of justice. According to their definition, they identify something they consider an injustice addressed in a literary work and prepare a thesis-driven essay synthesizing judgments rooted in literary analysis and ideas from research. Time frame: 6 weeks
Research as Fundamental to Building a Just Community: Research Paper: Students research different historical concepts of justice and write an original definition of justice. According to their definition, they identify something they consider a social injustice and prepare a thesis-driven research essay that describes and defines the injustice and proposes a unique solution to the issue. Time frame: 6 weeks
Full Class Read of an American Novel: The Great Gatsby: Students engage in a close reading of a literary classic and analyze the way that it reflects the American experience during the 1920s. Time frame: 3 weeks
Analysis of and Response to Literary Criticism: Students read a variety of literary criticism revolving around The Great Gatsby and using a synthesis of the original text, their own ideas and criticism, write an analytical essay on Fitzgerald’s work. Time frame: 2 weeks
Modernism and the Harlem Renaissance: Students read a wide selection of short works by authors from both the Modernist Movement and the Harlem Renaissance. This unit focuses on contrasting styles, literary borrowings and the purposeful creation of new literary styles. Time frame: 3 weeks
Closed Choice Novel: Students select a contemporary work, reading to engage in literary analysis, evaluating the text for literary merit, and considering how literature can lead readers to better understand modern society and the academic and cultural conversations that impact the decisions schools make regarding literature in the 9-12 curriculum. Time frame: 4 weeks

Grade Level: 9

Duration: 2 trimesters

Overview: This course emphasizes the study of literature, writing and oral communication. Students read and analyze short stories, drama, novels, and mythology. Students will write essays and study vocabulary, grammar and sentence structure, advancing in their versatility as writers. The course incorporates research techniques, critical and creative thinking, logic and reasoning, and argumentation techniques for both written and oral communication. Students in Honors English 9 are expected to engage in a higher level of analysis and with greater self-direction than their counterparts in English 9.

Resources:

Student selected texts
Selected Short Stories: “Everyday Use” by Alice Walker, “Sonny’s Blues” by James Baldwin,, “The Gift of the Magi” by O. Henry, “The Lottery” by Shirley Jackson, “The Most Dangerous Game” by Richard Connell, and “The Scarlet Ibis” by James Hurst”
Selected Poems: Edgar Allan Poe’s “The Raven,” Nikki Giovanni’s “Kidnap Poem,” Ishmael Reed’s “Beware: Do Not Read This Poem,” Pat Mora’s “Legal Alien,” Essex Hemphill’s “American Hero,” Robert Frost’s “The Road Not Taken,” Maya Angelou’s “Still I Rise,” Li-Young Lee’s “The Gift,” Pablo Neruda’s “Ode to my Socks,” and William Shakespeare’s “The Seven Ages of a Man” (from As You Like It).
The Kite Runner by Khaled Hosseini OR another novel approved by the English department
Night by Elie Wiesel
Romeo and Juliet by William Shakespeare

Topics/Units:

Becoming a Lifelong Reader: With shorter anchor text reading experiences occurring in class, students re-read books they read throughout their lives, including one novel, annotating in the texts and/or keeping a journal of observations and interpretations. This task has five specific intended outcomes: to understand a complex text, to build an interpretation based on their own view of the meaning of the work, to analyze the writer’s unique style choices, to develop a shared academic vocabulary of terminology for literary analysis, and to lay a foundation for their study of another major work. Students will trace their own journey as readers, returning to texts written for audiences of different ages. By doing so, they will seek to uncover what they love about literature and why certain texts, characters, lines, or ideas impacted them. The ultimate goal of rereading particular texts and/or reconnecting with texts written for younger audiences is to synthesize their personal responses to literature throughout their lives through an advanced analytical lens. In addition to gaining practice defending interpretations, we will work on developing paragraphs. Students will write a narrative essay as the summative assessment. Time frame: 4-5 weeks
Literary Analysis of a Major Work: Building on foundational skills strengthened in Becoming a Lifelong Reader and engaging in an important pre-AP level of rigor, students will read, annotate, and analyze The Afghan-American author Khaled Hosseini’s contemporary coming of age novel The Kite Runner. In this unit, students will explore the unique cultural and historical context of the novel and gain practice strategically annotating a text with the overarching goal of tracking how topics develop into complex themes throughout the novel. In numerous written analyses of the novel, students will hone their ability to develop arguments and defend them with smoothly integrated evidence and insightful commentary. Students will master multiple compound and complex sentence structures, empowering them to clearly articulate abstract ideas while developing their own unique writing style and voice. The unit culminates with a formal literary analysis essay in which they defend an original, argumentative thesis. With the protagonist’s journey and mentor as inspiration, this unit will also culminate in a personal narrative speech, celebrating the mentors and affirming influences in students’ own lives. Time frame: 6 weeks
Memoir & This I Believe: Students will read Night, a memoir by Pulitzer Prize winning author Elie Wiesel — a Holocaust survivor. Students will discuss not only the themes but also Wiesel’s writing skill and genre. In addition to analyzing the stylistic elements of nonfiction text, students will also write an essay describing their personal beliefs and give a formal speech that connects a lesson they have learned from the text with a personal experience that has shaped them as an individual. The emphasis in this unit is on written voice, showing and not telling, and the power of storytelling. Students will prepare for their speech by reading international “This I Believe” speeches that describe core values of the human experience. Time frame: 3 weeks
Argumentative Research: Students develop argumentative research questions, select one, and once their question is approved, conduct research using books and databases. They will learn to evaluate sources for relevance and reliability, practice effective annotation and note-taking tactics, and eventually craft an argumentative thesis based on the evidence they found and the critical thinking they engaged in during the inquiry. Students then craft a multi-paragraph essay with an introduction, conclusion, and works cited page. Their line of reasoning, selection of evidence, and argumentation strategies serve the goal of defending their thesis. They must demonstrate understanding of the complexity of the issue and reveal comprehension of multiple perspectives on the topic. Time frame: 3-4 weeks
Romeo & Juliet: Students will engage in the study of William Shakespeare’s drama, The Tragedy of Romeo and Juliet, in which they will further analyze the various elements of a story such as plot, characterization, point of view, and theme. In addition, they will closely examine and evaluate the effect of the author’s literary devices. Thus, students will learn crucial skills, including pre-AP close-reading and cross-referencing strategies. They will engage in the more rigorous and sophisticated dialogue needed to progress into AP classes at Homestead High School and the collegiate level. As students read, they will routinely craft arguments and defend claims with well chosen evidence and insightful commentary. This unit culminates in a multi-paragraph literary analysis essay with an introduction and conclusion. Time frame: 5-6 weeks
Sentence Structure, Vocabulary Development, and Oral Communication: Formal and informal work on these three content areas is embedded in all units. Time frame: ongoing

Grade Level: 12

Duration: 1 trimester

Overview: This course is designed to create lifelong readers. The “book club” format will forge connections between literature and the students’ worlds. The students work in groups with the teacher, booksellers, and librarians to choose titles in a variety of genres. Students utilize a variety of strategies to increase reading rate, comprehension, and appreciation. They also learn about discussion and they write to, about, and like the authors whose works they read. Literature Seminar offers students plenty of choice and plenty of time to read and write; therefore, students who choose the course should be able to self-direct in order to succeed.

Resources: This course is based on student choice.

Each of the four units listed below allows students to select a book, read, discuss, respond in a reader’s journal, and create a final project after completing the text. Different sections of the class may encounter the units in a different order to ensure text availability to all students. Typically, classes make it through four units, but in some cases, a group may do only three. The course typically begins with a short story anchor text experience where students learn annotation techniques and set norms for discussion of literature. Throughout the units, students set and reevaluate reading, writing, and discussion goals.

Topics/Units:

The Phenomenon of Young Adult Literature - Students learn the history of the genre of young adult literature, consider what makes the genre unique, and explore their own taste when it comes to selecting texts of high interest based on theme, subgenre, and voice. Time frame: 3 weeks
Award Winners — Standards of Greatness: Students learn about different types of literary awards, assess the criteria and qualification of judges, and then evaluate their chosen text based on their analysis of the award criteria. Time frame: 3 weeks
Biography/Memoir — The Telling of a Life Story: Students compare and contrast fiction and nonfiction, considering the unique qualities of writing from and about real life experiences. Philosophical discussion of fact, truth, narrative arc, theme, and historical significance will drive discussion. Time frame: 3 weeks
Other Times/Other Places — A Reader’s Lens and a Writer’s Perspective: Students consider their own personal lens as a reader and evaluate the way the text from another time or another place offers insight into different perspectives. Time frame: 3 weeks

Grade Level: 9 - 12

Duration:1 Trimester

Overview: In this trimester-long course, students will learn different ways to tell stories using non-fiction and visual storytelling forms with the culminating goal of publishing their work. Units of study will involve interviewing, ethical dilemmas of storytelling, as well as using synthesis of sources to craft nonfiction writing including investigative research, feature, blogs, and opinion. Students in grades 9-12 may take this course concurrently with their grade-level English requirements.

Topics/Units:

Journalistic Ethics; Press Law – First Amendment: Study of court cases and terminology applicable to rules and law in journalism. Time frame: 1 week
AP Style and copy-editing: Study updated rules of Associated Press and how they apply in journalistic writing. Time frame: 1 week
Writing: News, Feature, In-depth, Sports, Opinion, Blogs: Inverted pyramid style reporting, quote attribution, editorializing/bias, and AP style for publishing. Time frame: 3 weeks
Photojournalism: Camera settings, shooting techniques and four-line vs. cutline captioning formats. Time frame: 1 week
Social Media: Study of design and multimedia techniques as well as the use of social media in storytelling and brand promotion. Time frame: 2 days
Headline and Caption Writing: Writing tags for articles and proper journalistic labeling of photos. Time frame: 1 week
Typography/Infographics: Font selection, design, layout, spacing, and apps for creating graphics (Canva, easel.ly, piktochart). Time frame: 1 week
Multimedia apps for journalists: (Ways to create interactive elements for storytelling online: Adobe SparkPage, AdobeSparkVideo, Steller, etc.). Time frame: 1 week
Yearbook Coverage and Design: Modular design, fonts, color scheme; how to find inspiration online to build a consistent and clean theme design. Time frame: 2 weeks
In-depth Reporting: Study of evergreen topics for reporting as well as research techniques and lenses for inquiry. Time frame: 2 weeks

Engineering

Curriculum Overview: Engineering empowers students to step into the role of an engineer, adopt a problem-solving mindset, and make the leap from dreamers to doers. The program’ s courses engage students in compelling, real-world challenges that help them become better collaborators and thinkers.

Click the cards below to view the Scope & Sequence for each course.

Grade Level: 10 - 12

Duration: 2 Trimesters

Course Overview: This course propels students’ learning in the fundamentals of atmospheric and space flight. As they explore the physics of flight, students bring the concepts to life by designing an airfoil, propulsion system, and rockets. They learn basic orbital mechanics using industry-standard software. They also explore robot systems through projects such as remotely operated vehicles.

Primary Resource: PLTW.org

Topics/Units:

Aerospace Evolution - The goal of this lesson is for students to develop a foundational understanding of aerospace accomplishments. Achievements in aerospace engineering are set within the context of applying science, technology, math, and engineering to solve problems. Students develop their skills of working with a team and then within a larger group of the entire class while researching and discussing achievements in aerospace. - Time frame: 1 week
Physics of Flight - The goal of this lesson is for students to build a foundational understanding of how flight within the Earth’s atmosphere is possible. Students learn about the parts of an aircraft, how aircraft are controlled, and how the four forces of flight interrelate. Each of the forces of flight is explored individually to emphasize their impact. Students use a simulator to design an airfoil and analyze performance under changing conditions. An option is included for students to design, build, and test an airfoil in a wind tunnel if available. Students apply their knowledge and skills through a series of activities and projects to design, optimize, build, and test a competitive glider. - Time frame: 3 weeks
Propulsion - The goal for this lesson is for students to develop a deeper understanding of one of the four forces of atmospheric flight – thrust – while understanding the foundation of spacecraft propulsion. In this lesson students will learn about ways thrust is produced for aircraft and spacecraft. Students learn how aircraft propulsion system parameters interrelate using simulation software. Students design, build, and test their own model rockets.- Time frame: 3 weeks
Flight Planning - The goal of this lesson is for students to fly an aircraft using simulation software and learn how aircraft are safely coordinated. In this lesson students use a flight simulator to experience how aircraft respond to control systems. Students are introduced to navigation systems such as the Global Positioning System (GPS). Students apply their knowledge of GPS to plan a route and exchange this plan with another group to evaluate the plan’s accuracy. Students learn how aircraft are safely coordinated through Air Traffic Control (ATC). - Time frame: 3 weeks
Flight Physiology - The goal of this lesson is for students to learn how the human body is affected by flight conditions and its impact on aircraft design. Students will measure various parameters of their vision, reaction time, and communication effectiveness. Students research and present aircraft accident investigation resources. - Time frame: 1 week
Materials & Structures - The goal of this lesson is for students to learn about aerospace materials and their application. In this lesson students will explore properties of some aerospace materials. Students will design an aircraft structural component in computer aided design (CAD) simulation software. Students will create and test composite samples which represent structural components used in aircraft construction. - Time frame: 3 weeks
Space Travel - The goal of this lesson is for students to gain a perspective of the immense scale of the universe and our exploration of space. In this lesson students are oriented to the dimensions of space by relating it to distances which they can see in the world close to them. Students learn about the accomplishments in space exploration and the legal system which governs these activities. Students explore the growing space debris problem and design and mock-up a space junk mitigation system. - Time frame: 2 weeks
Orbital Mechanics - The goal of this lesson is for students to understand the need for various types of satellite orbits and how different orbits are well-suited for different satellite missions. This lesson will provide students with an introduction to and basic understanding of laws governing and describing satellite orbits. Students will learn about the Keplerian Element Set and Kepler’s Laws of Motion. Students apply what they learned by creating a model of the International Space Station orbit using Systems Tool Kit (STK). STK is a powerful software package used by aerospace engineers. - Time frame: 4 weeks
Remote Systems - The goal of this lesson is for students to learn to integrate mechanical, electrical, and software systems in the context of accomplishing a sequence of objectives to explore a new planet. In this lesson students learn to design, create, and test using a robot modeling system which includes input sensors and output devices. This system provides students a platform to model systems such as a robot and satellite. Students use the robot system to create a satellite model to gather elevation data of a terrain. This data is processed to generate a topographical map that they use as an input to planning a rover mission to that terrain. Students use the modeling system to design, build, program, and test an autonomous vehicle which simulates a rover sent to explore a remote location such as a planet or moon. An optional project is available for differentiated instruction in a classroom with a diverse level of student knowledge and skill. Students use the modeling system to create a physical simulation of an autopilot system. Students create a program to use an accelerometer input to control the output of an aircraft control surface. - Time frame: 3 weeks

Grades: 10 - 12

Duration: 2 Trimesters

Overview: Civil Engineering and Architecture (CEA) is a high school level specialization course in the PLTW Engineering Program. In CEA students are introduced to important aspects of building and site design and development. They apply math, science, and standard engineering practices to design both residential and commercial projects and document their work using 3D architectural design software. Through both individual and collaborative team activities, projects, and problems, students will solve problems as they practice common design and development protocols such as project management and peer review. Students will develop skills in engineering calculations, technical representation and documentation of design solutions according to accepted technical standards, and use of current 3D architectural design and modeling software to represent and communicate solutions.

Resource: myPLTW

Topics/Units:

History and Overview of Civil Engineering & Architecture: Research into both careers and opportunities in the field of CEA as well as global architectural history and overview. - Timeframe: 2 weeks
Building Design: An analysis of the systems that go into every building design from foundation to roof. Students will look at composition, application and function of different types of solutions for each system. Simultaneously, they will be introduced to architectural 3D modeling. - Timeframe: 3 weeks
Building Analysis: A sample of building analysis techniques that are used throughout the process of architectural design. Students will learn and complete cost and heating loss/gain for building plans. - Time frame: 2.5 weeks
Building Services: This is an exploration and introduction to MEP systems within a building. They will identify their uses as well as calculations used to determine the types of solutions for each system. - Timeframe:
Residential Design: Students will apply their knowledge of basic building construction and services through the process of designing a residence for a client and using sustainability principles within their design. - Time frame: 3.5 weeks
Commercial Design: Students will apply their knowledge of building structures and systems to commercial building while also learning about design aspects unique to a commercial structure. They will do this through a building design for a client while assuming various roles of engineers within a project. - Time frame: 2 weeks
Structural Design: An analysis of the structural skeleton of a building. Students will work through the process of evaluating a building from a structural member to the foundation including the research into load requirements and member calculations. - Time frame: 4 weeks
Site Design: An analysis of site conditions and parameters necessary for engineers to begin and design a site layout. - Time frame: 3 weeks
Client Design: An analysis of the structural skeleton of a building. Students will work through the process of evaluating a building from a structural member to the foundation including the research into load requirements and member calculations. -Time frame: 3 weeks

Grades: 10 - 12

Duration: 2 Trimesters

Computer Integrated Manufacturing is one of the specialization courses in the PLTW Engineering program. The course deepens the skills and knowledge of an engineering student within the context of efficiently creating the products all around us. Students build upon their Computer-Aided Design (CAD) experience through the use of Computer-Aided Manufacturing (CAM) software. CAM transforms a digital design into a program that a Computer Numerical Controlled (CNC) mill uses to transform a block of raw material into a product designed by a student. Students learn and apply concepts related to integrating robotic systems such as Automated Guided Vehicles (AGV) and robotic arms into manufacturing systems.

Resource: myPLTW

Topics/Units:

History of Manufacturing: A look into a timeline of manufacturing from the industrial revolution. Students will see how processes have changed over time and learn what major manufacturing techniques are used today. - Timeframe: 1 week
Mass Properties & Modeling: A manufacturing approach to CAD and design principles. Students will learn how to design around certain manufacturing processes and how to model this appropriately. - Timeframe: 2 weeks
Product Development: An introduction to CNC manufacturing, Students will learn the basics of G&M as well as CAM processes to use a CNC mill to create a machined part. - Timeframe: 6 weeks
Cost of Manufacturing: An analysis of the cost of materials, machine runtime, employee salaries, and overhead associated with manufacturing. Students will design and create a product while focusing on the profit margin of the product itself. - Timeframe: 3 weeks
Introduction to Automation: An overview of automated systems as well as a look at how robotic control arms are used within manufacturing and automation. - Timeframe: 2 weeks
Automated Control Systems: An introduction to sensor inputs used within control systems. Students will learn the basics of coding with conditional statements and variables. - Timeframe: 2 weeks
Automation Power: A focus on the various methods used to power an automated system. Students design, build and develop a program to model the use of fluid power to complete a task. - Timeframe: 3 weeks
Robotic Programming: Through a combination of automation and control systems, students create programs to control a robot arm. Ultimately students will integrate the robot into complex systems through communication with other control systems. -Timeframe: 5 weeks

Grade Level: 9 - 12

Duration: 2 Trimesters

Overview: Introduction to Engineering Design (IED) is a high school engineering course in the PLTW Engineering Program. In IED, students explore engineering tools and apply a common approach to the solution of engineering problems, an engineering design process. Through both individual and collaborative team activities, projects, and problems, students apply systems thinking and consider various aspects of engineering design including material selection, human-centered design, manufacturability, assemblability, and sustainability. Students develop skills in technical representation and documentation especially through 3D computer modeling using a Computer-Aided Design (CAD) application. As part of the design process, students produce precise 3D-printed engineering prototypes using an additive manufacturing process. Student-developed testing protocols drive decision-making and iterative design improvements.

Resource: myPLTW

Topics/Units:

Design Process: An overview of the design process used in engineering as well as a look into specific steps within that process, ‘Identify a Problem’ and ‘Generate Solutions. - Timeframe: 2 weeks
Technical Sketching: An introduction to various methods of documenting a solution through a sketch or drawing. Students will learn to create isometric and orthographic sketches using appropriate techniques. - Timeframe: 3 weeks
3D Modeling: An introduction and application of 3D CAD within the setting of engineering. Using mechanical CAD software, students will learn techniques and skills to model design ideas and solutions. - Timeframe: 3 weeks
Measurement & Documentation: An introduction to design communication through the use of technical drawings and quantitative annotations as both an analysis and a design plan. - Timeframe: 3 weeks
Product Assembly: An overview of the joinery methods used within manufacturing as well as a focus on skills needed to represent product assembly in CAD. - Timeframe: 3 weeks
Reverse Engineering: An analysis of the visual, functional, and structural components of a product. - Timeframe: 3 weeks
Mechanisms of Motion: An introduction to motion within a product with a focus on gears and cams. Students will explore this through both digital and physical models. - Timeframe: 4 weeks
Team Design Challenge: As a team, apply the design process to complete a design challenge within a design team. - Timeframe: 2 weeks

Grade Level: 10 - 12

Duration: 2 Trimesters

Principles of Engineering is a foundation course of the high school engineering pathway. This survey course exposes students to some of the major concepts that they will encounter in a postsecondary engineering course of study. Through problems that engage and challenge, students explore a broad range of engineering topics, including mechanisms, the strength of materials and structures, automation, and kinematics. The course applies and concurrently develops secondary level knowledge and skills in mathematics, science, and technology.

Resource:myPLTW

Topics/Units:

Mechanisms: The application of simple machines and rotational mechanisms relating to the manipulation of work and energy. - Timeframe: 3 weeks
Energy Sources: Research into the various energy sources used by the United States. Students will focus on the pros and cons of each source. - Timeframe: 1 week
Electricity: An introduction to simple circuits and motor power. - Timeframe: 2 weeks
Energy Applications: The basics of energy transfer, storage, and loss within a system. - Timeframe: 2 weeks
Statics: An introduction to forces and moments present within a static system. Students will evaluate, test, and modify trusses as a way to apply the content and skills within this unit. - Timeframe: 3 weeks
Product Lifecycle: A look at the processes used to manufacture and recycle a product through individual research. - Timeframe: 1 week
Material Properties: A look at a material's properties based on both its shape and chemical makeup through the use of models and testing. - Timeframe: 2 weeks
Fluid Systems: An introduction to fluid power. Students will focus on the properties of pneumatic and hydraulic systems as well as use hydraulics to manipulate work and energy. - Timeframe: 2 weeks
Control Systems: An introduction to coding and robotics within automated control systems. Students will build and program mechanisms to complete specific tasks. - Timeframe: 5 weeks
Statistics: An introduction to how statistics and probability is used within engineering - Timeframe: 3 weeks

Fine Arts

Curriculum Overview:

Fine Arts instruction is done through four core processes: Creating, Performing/Presenting/Producing, Responding and Connecting. It emphasizes:

Creating, developing and refining artistic work
Select, analyze and interpret artistic work for presentation
Develop and refine techniques for presentation
Convey meaning through presentation
Evaluate artistic works
Synthesize knowledge and personal experiences
Relate artistic works with societal, cultural, and historical context

The Homestead Fine Arts Department comprises five distinct learning areas: Band, Choir, Orchestra, Theater, and Visual Arts.

Band: Students learn about music through the performance of wind or percussion instruments in Concert and Symphonic Band, and march in select parades and football games.
Choir: Students learn about music through the performance of vocal music in Highlander Choir, Tartan Choir and Treble Choir
Orchestra: Students learn about music through the performance of violin, viola, cello and bass in String Orchestra, Symphony Orchestra and Chamber Orchestra
Theater: Students learn about all aspects of putting on a theater production, whether it is performing as an actor, dancer or building the sets and lighting the stage. There is a class for everyone.
Visual Art students learn about art through the process of art creation in a variety of media including drawing, painting, metals, ceramics, crafts, photography, and digital art .

Click the cards below to view the Scope & Sequence for each course.

Grade Level: 10 - 12

Duration: 3 Trimesters

Overview: The Homestead Chamber Orchestra is an advanced section of orchestra designed to meet the music learning needs of the most advanced and experienced violin, viola, cello, or string bass musicians of the entire HHS Orchestra Program. Enrollment is by audition, with the consent of the instructor, and will be limited to approximately 30 students. (Current members of the Co-Curricular Chamber Orchestra are automatically eligible to enroll in this section). Members of the Chamber Orchestra will continue to develop performance skills while studying advanced-level string and symphony orchestra repertoire. They will perform in conjunction with the Symphony Orchestra and members of the Symphonic Band to comprise Orchestra will also offer several additional performances as a self-contained ensemble. Chamber Orchestra student musicians are able to perform at the WSMA Solo Class A level, and most can study concerto-level solo repertoire. Primarily composed of juniors and seniors, Chamber Orchestra is open to students from grades 10-12 and fulfills the Fine Arts graduation requirement.

Primary Resources: Teacher-selected music repertoire

Topics/Units:

This is a spiraling curriculum that becomes more refined as students gain experience and knowledge through years of learning in our performance music program.

Performance Skills: The student will develop the techniques necessary for musical performance.
Music Literacy: The student will develop music reading and notation skills.
Music History and Culture: Through the study of a variety of repertoire, students will develop an understanding of the historical and cultural heritage of music.
Listening Skills and Analysis: The student will develop critical listening skills by analyzing, evaluating, and describing music and music performances.
Music Expression and Aesthetics: Through creating or recreating the music, the student will communicate the expressive intent or emotional content of musical works.

Grade Level: 11 - 12

Duration: 1 Trimester

Overview: The AP Music Theory course is designed to be a rigorous study of music theory to aid those who are interested in pursuing music beyond high school including performers, composers, and teachers, or for those with a passionate desire to study the mechanics of music construction. The focus will be on the skills required to be successful as a first-year music student at a college, university, or conservatory. This course is for students with a strong background in music, including the ability to read both bass and treble clef fluently. Course content includes harmony with harmonic analysis, melodic and rhythmic structure, part writing, formal analysis, score reading, and a music history overview. Personal music skills will be developed daily through ear training, dictation, and sight-singing with the goal of developing students’ “seeing ear” and “hearing eye.” Although keyboard skills are not required, they are beneficial and will be developed during the term of the class. If you are not currently enrolled in a music performance class but are interested in AP music theory, please make an appointment with a member of the music faculty before enrolling.

Primary Resources: Benward & Saker Music in Theory and Practice, Auralia ear training software

Topics/Units:

Unit 1: Music Fundamentals I: Pitch, Major Scales and Key Signatures, Rhythm, Meter, and Expressive Elements

Topics: pitch and pitch notation, rhythmic values, half steps and whole steps, major scales and scale degrees, major keys and key signatures, simple and compound beat division, meter and time signature, rhythmic patterns, tempo, dynamics and articulation

Unit 2: Music Fundamentals II: Minor Scales and Key Signatures, Melody, Timbre, and Texture

Topics: minor scales (natural, harmonic, and melodic), key relationships (relative, parallel, closely related, and distantly related), other scales (chromatic, whole-tone, pentatonic), interval size and quality, interval inversion and compound intervals, transposing instruments, timbre, melodic features, melodic transposition, texture (types and devices), rhythmic devices

Unit 3: Music Fundamentals III: Triads and Seventh Chords

Topics: triad and chord qualities (M, m, d, A), diatonic chords and Roman numerals, chord inversions and figures (introduction to figured bass), seventh chords (qualities, inversions, and figures), lead sheet symbols and various chord textures

Unit 4: Harmony and Voice Leading I: Chord Function, Cadence, and Phrase

Topics: Fux’s first-species counterpoint and soprano-bass counterpoint (appropriate leaps, preparation and resolution of tendency tones, contour, four types of melodic motion [parallel, contrary, similar, and oblique]), SATB voice leading (part-writing in a four-voice texture using triads and seventh chords in root position and all inversions), harmonic progression, functional harmony, cadences.

Unit 5: Harmony and Voice Leading II: Chord Progressions and Predominant Function

Topics: adding predominant function IV (iv) and ii (iio) to a melodic phrase, the vi (VI) chord, predominant seventh chords, the iii (III) chord, cadences and predominant function, cadential 6/4 chords, additional 6/4 chords

Unit 6: Harmony and Voice Leading III: Embellishments, Motives, and Melodic Devices

Topics: Embellishing tones (identifying and writing passing tones, neighbor tones, anticipations, escape tones, appoggiaturas, pedal points, suspensions, and retardations), motive and motivic transformation, melodic sequence, harmonic sequence.

Unit 7: Harmony and Voice Leading IV: Secondary Function

Topics: tonicization through secondary dominant and secondary leading tone chords, part-writing of secondary dominant and secondary leading tone chords.

Unit 8: Modes and Form

Topics: modes, phrase relationships, common formal sections

Unit 9: Review For AP Music Theory Exam.

From now until the AP Music Theory Exam, we will work through the 2008 and 2016 AP Music Theory Released Exams, and 2020 Practice Exam.

Math

Mathematics

Curriculum Overview: The MTSD mathematics curriculum ensures all students develop the behaviors and habits of mind necessary to be mathematically proficient and engage in deep mathematical understanding. To develop the necessary behaviors and habits of mind, MTSD math teachers use the 8 Standards for Mathematical Practice:

Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision.
Look for and make use of structure.
Look for and express regularity in repeated reasoning.

Mission of Math in MTSD: Together, we inspire students to gain an understanding and appreciation of mathematics that lasts a lifetime and evolves to meet the changing demands they will experience in life to shape our ever-changing world.

Vision of Math in MTSD: Empowering all math students to become accurate, efficient, engaged and flexible problem-solvers.

Click the cards below to view the Scope & Sequence for each course.

Phy Ed & Wellness

Curriculum Overview: Physical education is a sequential curriculum designed to develop motor skills, knowledge, and behaviors for mental and emotional health and active healthy living. Physical education contributes to the development of physical literacy, which is defined as an individual having the motivation, confidence, physical competence, knowledge, and understanding to value and take responsibility for purposeful engagement in physical activity for the development of the whole person throughout their lifespan. Beyond creating physically literate individuals, physical education is a subject supporting learning in all academic areas as evidence affirms participation in physical education improves concentration and memory, increases problem-solving abilities, enhances social and emotional learning, and fosters positive relationships.

-Adapted from Wisconsin State Standards for Physical Education

Each physical education class is graded based upon six categories; participation, effort, self direction, self control, respect, and understanding.

Click the cards below to view the Scope & Sequence for each course.

Grade Level: 9

Duration: 1 Trimester

This required class for all freshmen includes the basic tools needed to successfully begin to create a Lifetime Fitness Plan. Fitness concepts will be applied to and practiced in a variety of units that include field sports, racket sports, strength training/wellness, basketball, volleyball, and a basic aquatics activity unit in the swimming pool.

Topics/Units:

Aquatics: Basic strokes, treading water water safety, water games: Students will learn proper form for each stroke, successfully complete a reach or throw , don't go sequence, and apply rules, strategies, and scoring to basketball, polo, and flag ball. - Time frame: 10 days
Cooperative Invasion Games (soccer, flag football, ultimate frisbee, capture the football, etc): Students will learn basic invasion game strategies of offense team play while working to maintain possession of an object during game play using passing, receiving, shooting, and defending. - Time frame: 10 days
Racquet Sports (Tennis, pickleball, badminton): Students will learn fundamental skills, strategies, and scoring/gameplay relevant to tennis, pickleball, badminton. - Time frame: 10 days
Introduction to Strength Training/Fitness: weight room safety, basic resistance training, fitness components, training principles.: Students will learn how to manage equipment safely, using collars, an attentive spotter, and an appropriate amount of weight. Proper alignment while performing basic skills, moving through full range of motion, and breathing will also be a safety focus. They will learn how to begin to develop a fitness plan using the 5 fitness components and 4 principles of training. - Time frame: 10 days
Volleyball, Eclipseball, Nitroball: Students will develop effective basic passing underhand, overhand. Students will learn fundamental skills, strategies, and scoring/gameplay relevant to volleyball, eclipsball, and nitroball. - Time frame: 10 days
Basketball: Students will learn fundamental skills, strategies, and scoring/gameplay relevant to basketball. Students will learn variations of basketball gameplay, ranging from 1 vs. 1 up to 5 vs. 5. Time frame: 10 days

Grade Level: 9

Duration: 1 trimester

Health Education is a one-trimester course that is required for graduation. The course will be offered at the freshman level. The course goals will stress the interdependence of one’s mental, physical, and social well-being by focusing on physical health and wellness.

Topics/Units:

1. Personal and Consumer Health: Students will be able to apply the following concepts to a current life situation: G.R.E.A.T. decision making model, SMART goal model, effective communication, conflict resolution, hands only CPR. - Time frame: 4 weeks

Major Outcomes

Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
Students will demonstrate the ability to access valid information and products and services to enhance health.
Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
Students will demonstrate the ability to use decision-making skills to enhance health.
Students will demonstrate the ability to use goal-setting skills to enhance health.
Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Students will demonstrate the ability to advocate for personal, family, and community health.

Can Do Post Unit:

Analyze the impact of determinants of health
Explore factors that impact health behaviors
Analyze the impact of external influences on the health behavior of individuals and populations
Continue to analyze communication skills in various health-related settings
Demonstrate communication skills in health-related situations
Evaluate the impact of a decision-making process on health-related situations
Apply effective decision-making skills to enhance health
Analyze issues that impact setting a goal
Apply goal-setting skills to various health-related situations
Examine health-enhancing behaviors
Apply health-enhancing behaviors
Implement an advocacy plan pertaining to a health issue

Mental and Emotional Health: Student will be able to identify and analyze how the following skills impacts mental and emotional health: stigma, emotions, stress management techniques, sleep management, brain diagnosis topics & treatment, grief management, identifying signs and symptoms of suicide. - Time frame: 3 weeks

Major Outcomes

Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
Students will demonstrate the ability to access valid information and products and services to enhance health.
Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
Students will demonstrate the ability to use decision-making skills to enhance health.
Students will demonstrate the ability to use goal-setting skills to enhance health.
Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Students will demonstrate the ability to advocate for personal, family, and community health.

Can do post unit:

Analyze the impact of determinants of health
Explore factors that impact health status
Analyze the impact of external and internal influences on the health behavior of individuals and populations
Analyze sources of information for validity and reliability
Demonstrate communication skills in health-related situations
Evaluate the impact of a decision-making process on health-related situations
Apply effective decision-making skills to enhance health
Apply goal-setting skills to various health-related situations
Examine health-enhancing behaviors
Apply health-enhancing behaviors
Develop strategies to advocate for a health issue
Implement an advocacy plan pertaining to a health issue

ATOD: Alcohol, Tobacco and Other Drugs: Students will be able to differentiate psychological and physiological dependence, recognize how alcohol affects the brain, classify various drugs and the legal ramifications. - Time frame: 2 weeks

Major Outcomes

Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
: Students will demonstrate the ability to access valid information and products and services to enhance health.
Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
Students will demonstrate the ability to use decision-making skills to enhance health.
Students will demonstrate the ability to use goal-setting skills to enhance health.
Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Students will demonstrate the ability to advocate for personal, family, and community health.

Can Do’s After the Unit:

Explore factors that impact health status
Analyze the impact of external and internal influences on the health behavior of individuals and populations.
Examine health enhancing behaviors
Apply health enhancing behaviors
Develop strategies to advocate for a health issue
Implement an advocacy plan pertaining to a health issue
Continue to apply criteria for choosing accurate sources of information
Analyze sources of information for validity and reliability
Continue to analyze communication skills in a various health related settings
Evaluate the impact of a decision-making process on health-related situations.
Apply effective decision-making skills to enhance health
Apply goal setting skills to various health related situations

Nutrition: Students will be able to identify the purpose of various macronutrients and how it affects your body, as well as identifying flaws within the food industry. - Time frame: 2 weeks

Major Outcomes

Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.Students will demonstrate the ability to access valid information and products and services to enhance health.
Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
: Students will demonstrate the ability to use decision-making skills to enhance health.
Students will demonstrate the ability to use goal-setting skills to enhance health.
Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Students will demonstrate the ability to advocate for personal, family, and community health.

Can Do’s After the Unit:

Analyze the impact of external and internal influences on the health behavior of individuals and populations.
Examine health enhancing behaviors
Apply health enhancing behaviors
Continue to analyze communication skills in a various health related settings
Apply effective decision-making skills to enhance health

Human Growth and Development: Students are able to opt out of the Human Growth and Development unit. Information and the opportunity to preview materials prior to making the decision to opt-out are provided to students and parents in advance of instruction. For a detailed scope and sequence, please navigate to the Grade 9-12 - Phy Ed and Wellness - Human Growth and Development course on the high school curriculum board- Time frame: 2 weeks

Major Outcomes

Students will comprehend concepts related to health promotion and disease prevention to enhance health.
Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
Students will demonstrate the ability to access valid information and products and services to enhance health.
Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.
Students will demonstrate the ability to use decision-making skills to enhance health.
Students will demonstrate the ability to use goal-setting skills to enhance health.
Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.
Students will demonstrate the ability to advocate for personal, family, and community health.
Students will be able to:
- Explain what is consent and what is not
- Compare and contrast a healthy relationship vs. an unhealthy relationship
- Discuss the influences that media has on our sexual thoughts and choices
- Identify the cost of being a parent
- identify key components in the different reproductive systems
- Explain the best ways to prevent STDs/STIs

Can Do’s After the Unit:

Explore factors that impact health status
Analyze the impact of determinants of health
Analyze the impact of external and internal influences on the health behavior of individuals and populations.
Examine health enhancing behaviors
Apply health enhancing behaviors
Demonstrate communication skills in health related situations
Develop strategies to advocate for a health issue
Continue to analyze communication skills in a various health related settings
Evaluate the impact of a decision-making process on health-related situations.
Apply effective decision-making skills to enhance health
Apply goal setting skills to various health related situations

Grade Level: 10 - 12

Duration: 1 Trimester

Course Overview: Students who love the great outdoors will want to experience the challenges that this course has to offer. Units include outdoor camping & survival skills, fishing , orienteering, archery, biking, curling, kayaking, hiking, climbing. This course will have a curling, climbing and scuba fee to be paid at registration. Students must have access to their own bike and helmet. The winter trimester will include cross country skiing, snowshoeing, and winter camping skills.

Topics/Units:

Archery: Students will be able to learn and demonstrate safe archery actions. Students will participate with a variety of bows on the designated archery range. - Time frame: 6 days
Biking: Students will bring in a bike and helmet. Students will learn proper riding techniques, safety aspects and maintenance skills, while riding in a variety of terrains. - Time frame: 8 days
Orienteering: Students will learn how to properly use a map and compass. Students will participate in activities where they will find markers using their navigational skills. - Time frame: 4 days
Ropes/Climbing: Students will learn the proper way to tie common knots and use a belay system. Students will participate in a hands-on climbing experience at Turner Climbing Gym. - Time frame: 3 days
Outdoor Skills: Students will learn basic outdoor skills including wilderness 1st aid, shelter building and other essential camping skills. - Time frame: 8 days
Scuba Diving & Snorkeling: Students will participate in basic snorkeling activities and the “Discover Scuba” program in the Homestead pool. - Time frame: 4 days
Disc Golf: Students will demonstrate two or more mature throwing patterns in attempting to get the disc into the disc entrapment device. Time frame: 6 days
Kayaking and Canoeing: Students will learn and demonstrate multiple paddling techniques for kayaking and canoeing. Students will use safe practices throughout the unit. - Time frame: 5 days
Fishing: Students will learn, basic knot skills, and casting skills. Students will learn the different styles of fishing and when to use proper equipment and tackle. - Time frame: 4 days
Curling: Students will be able to learn the history, rules, techniques and strategies of the game. This will be done through lead-up learning at school and hands-on experience at the curling center. - Time frame: 7 days

Grade Level: 10 - 12

Duration: 1 Trimester

This course includes units in basic fitness workouts, yoga, pilates, wellness health topics, and personal safety. Instruction leading to certification in the techniques of CPR, AED, and First Aid are a part of this course based on the American Red Cross Standards. A course fee to cover CPR certification through the American Red Cross will be charged at registration.

Basic Fitness Workouts: Students will be able to self monitor their skills in the following fitness components (strength training, aerobic training, agility and flexibility). - Time frame: 20 days

Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Participates regularly in physical activity
Achieves and maintains a health-enhancing level of physical fitness
Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

Can Do Post Unit:

Demonstrate cognitive understanding
Chooses to be physically active
Sets goals for a physically active lifestyle
Values physical activity as part of a healthy lifestyle

Personal Safety: Students will be able to access their ability to be aware of general recognition and avoidance of possible harmful situations or persons in their surroundings. - Time frame: 7 days

Standards:

Examine the use of a decision-making process in various health related situations
Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks
Students will demonstrate the ability to advocate for personal, family, and community health
Students will demonstrate the ability to use health-enhancing behaviors and avoid or reduce health risks

Can Do Post Unit:

Demonstrate a variety of behaviors that avoid or reduce health risks to self and others. These include but are not limited to: various complex safety-related behaviors.

CPR/First Aid/AED: Students will follow the American Red Cross curriculum standards in order to achieve certification. - Time frame: 12 days

Standards:

Examine the use of a decision-making process in various health related situations
Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks
Students will demonstrate the ability to advocate for personal, family, and community health
Students will demonstrate the ability to use health-enhancing behaviors and avoid or reduce health risks

Can Do Post Unit:

Demonstrate a variety of behaviors that avoid or reduce health risks to self and others. These include but are not limited to: various complex safety-related behaviors.

Pilates: Students will be able to participate in the basic understanding of pilates practice and its benefits to lifelong fitness. Modifications to all poses are encouraged in order to demonstrate equity. - Time frame: 7 days

Standards:

Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Participates regularly in physical activity
Achieves and maintains a health-enhancing level of physical fitness
Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

Can Do Post Unit:

Demonstrate cognitive understanding
Chooses to be physically active
Sets goals for a physically active lifestyle
Values physical activity as part of a healthy lifestyle

Yoga: Students will be able to participate in the basic understanding of yoga practice and its benefits to lifelong fitness. Modifications to all poses are encouraged in order to demonstrate equity for all abilities. - Time frame: 8 days

Standards:

Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Participates regularly in physical activity
Achieves and maintains a health-enhancing level of physical fitness
Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction

Can Do Post Unit:

Demonstrate cognitive understanding
Chooses to be physically active
Sets gals for a physically active lifestyle
Values physical activity as part of a healthy lifestyle

Wellness Health Topics: Students will be exposed to a variety of health topics (personal & consumer health, mental and emotional health, alcohol and drug abuse, nutrition) and how it relates to lifelong wellness. - Time frame: 6 days

Standards:

Students analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.
Students will demonstrate the ability to access valid information adn products and services to enhance health.

Can Do Post Unit:

Determine the availability of information, products, and services that enhance health.
Access health information, products, and services that improve health outcomes
Evaluate the validity of sources of health information using key criteria.

Science

Curriculum Overview: Science is an academic discipline encompassing the study of the natural world including engineering applications, understanding problem-solving and design thinking within the human built world. Engineering ideas encompass the interactions of science, technology, and society and provide an important foundation to prepare students for post-secondary education, careers, and community involvement.

Click the cards below to view the Scope & Sequence for each course.

Grade Level: 11 - 12

Duration: 2 Trimesters

Overview: AP Biology is an introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore the following topics: evolution, cellular processes, energy and communication, genetics, information transfer, ecology, and interactions.

Primary Resources: Urry, Cain, et. al. Biology In Focus. Third Edition. Campbell, 2020. Also, AP Classroom

Topics/Units:

Unit 1: Chemistry of Life - This first unit sets the foundation for students to understand the chemical basis of life, which is needed for mastery of future areas of focus, and provides students with a survey of the elements necessary for carbon-based systems to function. Timeframe: 2 weeks
Unit 2: Cell Structure and Function - The cell is the basic unit of life. Cells contribute to the organization of life and provide the environment in which organelles function. Timeframe: 2 weeks
Unit 3: Cellular Energetics - Students build on knowledge gained in Unit 2 about the structure and function of cells, focusing on cellular energetics. This unit will provide students with the knowledge necessary to master the concepts of energy capture and use. Timeframe: 3 weeks
Unit 4: Cell Communication and Cell Cycle - Students continue to learn about the role of cells, focusing on how cells use energy and information transmission to communicate and replicate. Timeframe: 2 weeks
Unit 5: Heredity - Unit 5 focuses on heredity and the biological concepts and processes involved in ensuring the continuity of life. Students learn that the storage and transmission of genetic information via chromosomes from one generation to the next occur through meiosis. Timeframe: 2 weeks
Unit 6: Gene Expression and Regulation - Students gain in-depth knowledge about nucleic acids and their role in gene expression. Students receive a finer focus on the comparison between the structures of DNA and RNA. Understanding protein synthesis (transcription and translation) is vital to answering essential questions about gene expression. Regulation of gene expression and cell specialization are instrumental in ensuring survival within an individual and across populations. Timeframe: 4 weeks
Unit 7: Natural Selection - The concepts in Unit 7 build on foundational content from previous units as students discover natural selection, a mechanism of evolution—the theory that populations that are better adapted to their environment will survive and reproduce. Thus, the evolution of a species involves a change in its genetic makeup over time. Timeframe: 4 weeks
Unit 8: Ecology - Unit 8 brings together all other units to show how a system’s interactions are directly related to the system’s available energy and its ability to evolve and respond to changes in its environment. Timeframe: 2 weeks

Grade Level: 11 - 12

Duration: 2 Trimesters

Overview: The AP Chemistry course provides students with a college-level foundation to support future advanced coursework in chemistry. Students cultivate their understanding of chemistry through inquiry-based investigations, as they explore content such as: atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics, and equilibrium. The AP Chemistry course is designed to be the equivalent of the general chemistry course usually taken during the first college year.

Primary Resources: Zumdahl, Steven S. Chemistry. 10th ed. N.p: Cengage Learning, 2018. Print. (A digital textbook is available accompanying our OWLv2 homework platform) and AP Classroom

Topics/Units:

Atomic Structure & Chemical Reactions - Students will apply their understanding of atomic structure to models and representations of chemical phenomena and explain changes and interactions of chemical substances. Timeframe: 3 -4 weeks
Molecular & Ionic Compound Structures and Properties- Students apply their knowledge of atomic structure at the particulate level and connect it to the macroscopic properties of a substance. Both the chemical and physical properties of materials can be explained by the structure and arrangement of atoms, ions, or molecules and the forces between them. Timeframe: 3 weeks
Intermolecular Forces & Properties of Matter- Students will investigate the properties of solids, liquids, and gases that reflect the relative orderliness of the arrangement of particles in those states, their relative freedom of motion, and the nature and strength of the interactions between them. There is a relationship between the macroscopic properties of solids, liquids, and gases, as well as the structure of the constituent particles of those materials on the molecular and atomic scale.Timeframe: 3 weeks
Thermodynamics- Students apply the laws of thermodynamics to describe the essential role of energy and explain and predict the direction of changes in matter. The availability or disposition of energy plays a role in virtually all observed chemical processes. Timeframe: 3 weeks
Kinetics- Students will develop an understanding of the rates at which chemical changes occur and the factors that influence the rates. Those factors include the concentration of reactants, temperature, catalysts, and other environmental factors. Timeframe: 3 weeks
Equilibrium- Chemical equilibrium is a dynamic state in which opposing processes occur at the same rate. In this unit, students learn that any bond or intermolecular attraction that can be formed can be broken. Students apply Le Châtelier’s principle to reason qualitatively about the direction of the shift in an equilibrium system resulting from various possible stresses. Timeframe: 2 weeks
Acids & Bases - Students will apply the explanations and calculations they learned in Unit 6 to the acid-base equilibrium system. Students will collect titration data and develop titration curves to represent a variety of acid-base systems. Timeframe: 3 weeks
Applications of Thermodynamics - Students will connect principles and calculations across the areas of kinetics, thermodynamics, equilibrium, and electrochemistry to explain and support claims about what is happening in chemical systems. Timeframe: 2 weeks

Grade Level: 11 - 12

Duration: 2 Trimesters

Overview: AP Environmental Science is designed to be the equivalent of a one-semester introductory college course in environmental science. The goal of the course is to provide students with the scientific principles, concepts, and methodologies required to understand the inter-relationships of the natural world, to identify and analyze environmental problems both natural and man-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them. Students’ independent study of each unit is critical to their success as class time is devoted to discussion and lab activity. This course provides the opportunity for students to take the AP Environmental Science exam in May and, depending on their college and choice of majors, may qualify them for college credit or higher placement in science.

Topics/Units:

Environmental Problems, Their Causes, and Sustainability - Students will use maps, case studies, models, and laws to establish a foundation for the course. Timeframe: 10 days (then ongoing)
Water - Students will focus on issues impacting water quality and aquatic ecosystems. Topics include various types of water pollution resulting from runoff, agricultural use and urbanization. Timeframe: 15 days
The Living World: Ecosystems and Biodiversity - Students will focus on examining the Earth as a system with interdependent components, processes, and relationships. Students will examine the distribution of resources in ecosystems and its influences on species interactions. Biodiversity in ecosystems is a key component to sustaining life within the living world. Timeframe: 15 days
Earth Systems: Geology, Soil, and Solid Waste - This unit explores earth systems and the resources that support life. Geological changes that occur to earth systems at convergent and divergent boundaries can result in the creation of mountains, island arcs, earthquakes, volcanoes, and seafloor spreading. Soils are a resource, formed when parent material is weathered, transported, and deposited. The atmosphere is another resource, composed of certain percentages of major gases. Climate is influenced by the sun’s energy, Earth’s geography, and the movement of air and water. In subsequent units, students will examine how humans use natural resources and their impact on the environment. Timeframe: 15 days
Population Dynamics - This unit examines the relationship between the type of species and the changes in habitat over time. Population growth is limited by environmental factors, especially by the availability of resources and space. In subsequent units, students will explore how increases in populations affect earth systems and resources, land and water use, and energy resources. Timeframe: 15 days
Food Resources and Land Use – This unit explores human activities that disrupt ecosystems both positively and negatively and the methods employed to reduce impact. It examines the human use of natural resources through many means. Agricultural practices in particular can cause environmental disruption. For example, one of the largest uses of freshwater is for irrigation. Every irrigation method employed for agriculture has its own benefits and drawbacks. In subsequent units, students will examine different types of energy resources, the consumption of these resources, and the impact on the environment. Timeframe: 10 days
Energy Efficiency and Renewable Energy - This unit examines the human use of renewable and nonrenewable sources of energy and their impact on the environment. Energy consumption differs throughout the world and the availability of natural energy resources depends on the region’s geologic history. Subsequent units will examine the impact of human activity on the atmosphere, land, and water. Timeframe: 10 days
Pollution, Risk, Toxicology, and Human Health - Air pollution has many sources and effects, both indoors and outdoors. Air is a natural resource that covers the Earth and crosses many system boundaries. Human activities affect the quality of the air both indoors and outdoors. Through legislation, the Clean Air Act regulates the emission of air pollutants that affect human health. The gases and particulates in the atmosphere come from both natural and human sources; once air pollution sources are identified, methods can be used to reduce it. Pollution created by human activities directly impacts ecosystems in the air, on land, and in water. The source of pollution can sometimes be easy to identify, but other times the source is diffused. There are many human health issues that can be linked to pollution. Legislation has been created to reduce discharges of pollution in water and regulate drinking water. Increases in waste cause global concerns for organisms that live on land and in water. In the final unit, students will explore how local and regional human activities can have a global impact. Timeframe: 15 days
Global Change - A central aspect of environmental science is to understand the global impact of local and regional human activities. Humans can mitigate their impact through the sustainable use of resources. Human activities can cause ozone depletion in the stratosphere and increases in the greenhouse gases in the atmosphere. Increases in greenhouse gases can cause human health and environmental problems. These environmental problems include global climate change, ocean warming, and endangered species. Timeframe: 10 days

Grade Level: 10-12

Duration: 2 Trimesters

AP Physics 1 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through classroom study, in-class activity, and hands-on, inquiry-based laboratory work as they develop these science practices: modeling, mathematical routines, scientific questioning, experimental methods, data analysis, argumentation, and making connections.

Primary Resource: College Physics (2nd Edition) - Eugenia Etkina

Kinematics: Unit 1 introduces students to the study of motion and serves as a foundation for all of AP Physics 1 by exploring the idea of acceleration and showing students how representations can be used to model and analyze scientific information as it relates to the motion of objects. Time frame: 4 weeks
Dynamics: In Unit 2, students are introduced to the term force, which is the interaction of an object with another object. Part of the larger study of dynamics, forces are used as the lens through which students analyze and come to understand a variety of physical phenomena. Time frame: 2a - 3 weeks; 2b - 2 weeks
Energy: In Unit 3, students will be introduced to the idea of conservation as a foundational model of physics, along with the concept of work as the agent of change for energy. Time frame: 3 weeks
Fluids: In Unit 4, students consider how the forces and conservation laws studied in Units 1 through 3 can be applied to the study of ideal fluids. Time frame: 3 weeks
Momentum: Unit 5 introduces students to the relationship between force, time, and momentum via calculations, data analysis, designing experiments, and making predictions. Time frame: 2 weeks
Torque and Rotational Motion: Unit 6 completes the study of mechanical physics by introducing students to torque and rotational motion. Time frame: 4 weeks
Simple Harmonic Motion: In Unit 7, students will continue to use the same tools, techniques, and models that they have been using throughout this course to analyze a new type of motion: simple harmonic motion. Time frame: 2 weeks

Grade Level: 12

Duration: 2 Trimesters

Overview: AP Physics 2 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics through classroom study, in-class activity, and hands-on, inquiry-based laboratory work as they develop these science practices: modeling, mathematical routines, scientific questioning, experimental methods, data analysis, argumentation, and making connections.

Primary Resource: College Physics (2nd Edition) - Eugenia Etkina

Topics/Units

Electric Force, Field, and Potential: Unit 1 begins the study of electromagnetic phenomena at a fundamental level, introducing students to the concepts of electric charge, electric force, and electric field and potential. Time frame: 4 weeks
Electric Circuits: Unit 2 revisits the behavior of charged particles, discussed in Unit 1, to deepen students’ understanding of the law of conservation of energy and how it is applied to electric circuits. Time frame: 3 weeks
Magnetism and Electromagnetic Induction: In Unit 3, students will supplement the knowledge of Units 1 and 2 by exploring the relationships between moving charges and the magnetic forces and fields they generate. Time frame: 3 weeks
Thermodynamics: In Unit 9, students investigate what they cannot see by examining the properties of ideal gases. This unit’s focus is the study of relationships and change, so it is important that students can discuss—and describe mathematically—what happens when a physical scenario changes, such as the consequences of heating or cooling a system. Time frame: 3 weeks
Geometric and Physical Optics: In this unit, students will be introduced to the different ways of thinking about and modeling light, but the ideas and models used in this unit are fundamentally different from those used earlier in the course, as well as those used in previous physics courses. Time frame: 3 weeks
Waves, Sound, and Physical Optics: In Unit 6, students will investigate the behavior of waves, including a focused look at sound waves. The study of waves includes ways to quantify a wave, such as amplitude, wavelength, period, frequency, and wave speed, and how light can be modeled as a wave. Time frame: 4 weeks
Quantum, Atomic, and Nuclear Physics: Unit 7 lays the groundwork for the study of modern physics by resolving the conflicts and questions that were left unanswered by Newtonian mechanics. While new models and representations are introduced in Unit 7, students will be able to make connections between the content of this unit and the fundamental principles of physics, principles of conservation, and models and representations used earlier in the course. Time frame: 3 weeks

Grade Level: 12

Duration: 2 Trimesters

Overview: Mechanics is a calculus-based, college-level physics course. It covers kinematics; Newton’s laws of motion; work, energy, and power; systems of particles and linear momentum; circular motion and rotation; oscillations; and gravitation.

Electricity and Magnetism is a calculus-based, college-level physics course, especially appropriate for students planning to specialize or major in physical science or engineering. The course explores topics such as electrostatics; conductors, capacitors, and dielectrics; electric circuits; magnetic fields; and electromagnetism.

Introductory differential and integral calculus are used throughout the course.

Primary Resource: Physics for Scientists and Engineers: A Strategic Approach (4th edition) - Randall Knight

Topics/Units

AP Physics C: Mechanics

Kinematics: Unit 1 introduces students to kinematics—particularly one-dimensional, two-dimensional, and projectile motion. Time frame: 1 weeks
Newton’s Laws of Motion: Unit 2 investigates Newton’s laws of motion, which describe the relationship among moving objects and the forces acting on them. Time frame: 3 weeks
Work, Energy, and Power: Unit 3 explores the relationship between work, energy, and power and introduces the principle of conservation as a foundational model of physics, as well as the concept of work as an agent of change for energy. Time frame: 1 week
Systems of Particles and Linear Momentum: Unit 4 introduces students to these factors through the concepts of center of mass, impulse and momentum, and the conservation of linear momentum. Time frame: 2 weeks
Rotation: In this unit, students will investigate torque and rotational statics, kinematics, and dynamics, in addition to angular momentum and its conservation, to gain an in-depth and comprehensive understanding of rotation. Time frame: 3 weeks
Oscillations: Unit 6 pays close attention to the type of motion we experience when we talk or listen to music. Through the concept of oscillations, students are introduced to the model of simple harmonic motion (SHM), springs, and pendulums. Time frame: 2 weeks

Grade Level: 9

Duration: 2 Trimesters

Overview: This course is the foundational science course at Homestead which prepares students for all future science options, including access to Honors and AP level science disciplines. Topics of study will include the interdependence of organisms with an emphasis placed on cellular biology, the chemistry of life, the energy of living systems, heredity, ecology, and evolution. Laboratory investigations are an integral part of the course.

Textbook: HMH Science Dimensions: Biology

Topics/Units:

Scientific Skills: Evaluating models, making scientific arguments, graphing and data analysis. Time frame: ongoing

Characteristics of Life: Introduced at the beginning of the course, and used as a common theme throughout each unit, as students focus on different characteristics of living things. Time frame: ongoing

Cells and Homeostasis - Evaluate how the structure of the cell supports the function of maintaining homeostasis to keep organisms alive. Time frame: 3 weeks
Energy in Living Systems - identify basic biochemical molecules and discuss their uses within all living things. Focus on how matter and energy cycle within an organism and within an ecosystem. Discuss how living systems are interdependent at multiple levels of biological organization. Time frame: 5 weeks
Ecology - Focus on levels of organization within an ecosystem, nutrient cycles,energy flow and population dynamics. Time frame: 3 weeks, 10 days
DNA Structure and Replication - construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carries out the essential functions of life. Time frame: 3 weeks
Cell Growth & Reproduction - Use models to illustrate the role of cellular division in producing and maintaining complex organisms, and discuss how inheritable genetic variations result from meiosis, errors during replication and random mutations. Time frame: 3 weeks
Genetics - Discuss how inheritable genetic variations result from meiosis, errors during replication and random mutations. Clarify relationships about the role of DNA and chromosomes in coding instructions for characteristic traits passed from parents to offspring. Apply concepts of probability to explain the variation and distribution of expressed traits in a population. Time frame: 3 weeks
Evolution - Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Model how natural selection can lead to changes in populations over time. Time frame: 4 weeks

Grade Level: 9

Duration: 2 Trimesters

Overview: This course is the foundational science course at Homestead which prepares students for all future science options, including access to Honors and AP level science disciplines. When compared to on-level Biology, the Honors version of the course will include more complexity and deeper investigation of concepts and topics. Some activities and assessments will be modeled after the AP Biology curriculum. Topics of study will include the interdependence of organisms with an emphasis placed on cellular biology, the chemistry of life, the energy of living systems, heredity, ecology, and evolution. Laboratory investigations are an integral part of the course. Candidates for Biology Honors should be strong independent students that deal well with abstract thinking and demonstrate persistence in the pursuit of knowledge.

Textbook: HMH Science Dimensions: Biology

Topics/Units:

Scientific skills: Evaluating models, making scientific arguments, graphing and data analysis. Time frame: ongoing

Characteristics of Life: Introduced at the beginning of the course, and used as a common theme throughout each unit, as students they focus on different characteristics of living things. Time frame: ongoing

Foundations of Biology Cells and Homeostasis - evaluate how the structure of the cell supports the function of maintaining homeostasis to keep organisms alive. Time frame: 3 weeks
Chemistry of Life - identify basic biochemical molecules and discuss their uses within all living things, identify how matter and energy change in a chemical reaction. Time frame: 2 weeks
Cellular Energy - focus on how matter and energy cycle within an organism and within an ecosystem through the chemical processes of photosynthesis and respiration. Discuss how living systems are interdependent at multiple levels of biological organization. Time frame: 5 weeks
Ecology - Focus on levels of organization within an ecosystem, nutrient cycles , energy flow and population dynamics. Use graphs and data to evaluate and explain factors that affect the carrying capacity of an ecosystem. Time frame: 3 weeks
DNA Structure and Replication - construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carries out the essential functions of life. Model how mutations in DNA alter proteins and lead to changes in phenotypes. Time frame: 3 weeks
Cell Cycle, Mitosis and Cancer - Use models to illustrate the role of cellular division in producing and maintaining complex organisms. Evaluate graphs to compare and contrast the life cycle of healthy and cancerous cells. Time frame: 2 weeks
Meiosis and Reproduction - Discuss how inheritable genetic variations result from meiosis, errors during replication and random mutations. Clarify relationships about the role of DNA and chromosomes in coding instructions for characteristic traits passed from parents to offspring. Time frame: 1 week
Genetics - Apply concepts of probability to demonstrate the variation and distribution of expressed traits in a population, evaluate different models that demonstrate various patterns of inheritance. Time frame: 4 weeks
Evolution - Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence. Explain how natural selection leads to the adaptation and potential evolution of organisms. Time frame: 2 weeks

Grade Level: 10 - 12

Duration: 2 Trimesters

Overview: Chemistry studies the core ideas of matter and its interactions. Using the periodic table, students will learn to navigate the laboratory setting to see applications of chemical principles and concepts. Students cultivate their understanding of chemistry through classroom study, in-class activities, and hands-on laboratory work. To provide a learning environment that is student-centered and curriculum-driven the practices of the Next Generation Science Standards are employed. Problem solving, including calculations, is an important part of the course.

Primary Resource: Teacher Created Materials & Canvas Course Page

Topics/Units:

Foundations of Chemistry - Students will be introduced to the basic understandings of chemistry and guiding principles in the laboratory setting. Time frame: 15 - 20 days
Atomic Structure - Students will explore the structure of the atom while building on the understanding that science is a developing field in which ideas & theories are continuously changing. Students will learn about ions, isotopes, average atomic mass and an introduction to the mole. Time frame: 15 days
The Periodic Table, Trends and Intro to Bonding - Students will develop the ability to understand how electrons are arranged around the nucleus and use this knowledge to describe how the periodic table is arranged. Students will gain the ability to distinguish among ionic, covalent and metallic bonding patterns and properties. Time frame: 10 days
Chemical Nomenclature - Students will recognize and apply naming patterns and develop neutral chemical formulas. Time frame: 10- 15 days
Chemical Reactions & Kinetics - Students will apply the law of conservation of mass while studying chemical reactions and the rate at which they occur. Time frame: 15 days
The Mole & Stoichiometry- Students will study and apply chemical reaction quantities through application of the mole and mole ratio. Laboratory activities will help visualize product production. Time frame: 10 days
The Kinetic Molecular Theory & Gasses - Student will qualitatively and quantitatively explore microscopic and macroscopic variables as they relate to the behavior of matter. Time frame: 10 days
Intermolecular Forces (time allowing) - Students will study the interaction of liquids based on polarity. Students will complete application questions to solve real-world interactions. Time frame: 5 days

Grade Level: 10 - 12

Duration: 2 Trimesters

Overview: Chemistry studies the core ideas of matter and its interactions. Using the periodic table, students will learn to navigate the laboratory setting to see applications of chemical principles and concepts. Students cultivate their understanding of chemistry through classroom study, in-class activities, and hands-on laboratory work. To provide a learning environment that is student-centered and curriculum driven the practices of the Next Generation Science Standards are employed. Problem solving, including calculations, is an important part of the course. Units of study are the same for Chemistry but will be more inquiry based and mathematically rigorous. Some topics will be covered to greater depth; there will be greater emphasis on analysis and application.

Primary Source: Teacher Developed Resources & Canvas

Topics/Units:

Foundations of Chemistry - Students will be introduced to the basic understandings of chemistry and guiding principles in the laboratory setting. Time frame: 15 - 20 Days
Atomic Structure & The Periodic Table- Students will explore the structure of the atom while building on the understanding that science is a developing field in which ideas & theories are continuously changing. Students will learn about average atomic mass and an introduction to the mole. Students will develop the ability to understand how electrons are arranged around the nucleus and use this knowledge to describe how the periodic table is arranged: Time frame: 10 - 15days
Compounds: Bonding & Nomenclature - Students will use knowledge of electron configurations to further explain periodicity of the table. Applying periodicity, students will gain the ability to distinguish among ionic, covalent and metallic bonding patterns and properties. Students will recognize naming patterns and develop neutral chemical formulas while applying the mole concept to compounds. Time frame: 10-15 days
Chemical Reactions & Kinetics - Students will apply the law of conservation of mass while studying chemical reactions and the rate at which they occur. Time frame: 10 - 15 days
The Mole & Stoichiometry - Students will study and apply chemical reaction quantities through application of the mole and mole ratio. Laboratory activities will help visualize product production. Time frame: 10 - 15 days
The Kinetic Molecular Theory & Gasses - Students will qualitatively and quantitatively explore microscopic and macroscopic variables as they relate to the behavior of matter. Time frame: 10 days
Intermolecular Forces - Students will study the interactions of liquids based on polarity. Students will complete application questions to solve real-world interactions. Time frame: 6-9 days
Solutions and Acids & Bases - Students will apply properties of solutions to acid base chemistry in the laboratory setting. Time frame: As time allows

Grade Level: 10 - 12

Duration: 2 Trimesters

Overview: This course provides students with the opportunity to explore the multiple components of earth and space science at an introductory level. Students can expect a greater understanding of topics such as the planets, the moon, stellar evolution, severe weather, topographic maps, volcanoes, earthquakes, ocean processes, and current technological advances used to study and understand our planet and other celestial objects.

Primary Resource: Teacher-created materials

Topics/Units:

Charting the Skies - Students learn the basics of the big bang theory, electromagnetic radiation, telescopes, and celestial motion. Students will construct an explanation of the Big Bang theory based on astronomical evidence of light spectra, motion of distant galaxies, and composition of matter in the universe. Time frame: 3 weeks
Sun and Stars - Students learn about stellar evolution, solar structure, and spectral analysis. Students communicate scientific ideas about the way stars, over their life cycle, produce elements, as well as develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation. Time frame: 2 weeks
Constellations - Students learn about the nature of constellations, and perform further research of a constellation of choice. Students conduct independent research to describe stellar formations, the celestial sphere, and constellation mythology. Time frame: 1 week
Planets - Students learn about the formation and structure of terrestrial planets and gas giants, and perform further research of two planets of choice. Students use mathematical representations to predict the motion of orbiting objects in the solar system. Students apply scientific reasoning and evidence from other planetary surfaces to construct an account of planet formation and early history. Time frame: 1 week
The Moon - Students learn about the formation and structure of the moon, lunar exploration, and lunar phases. Students use mathematical representations to predict the motion of orbiting objects in the solar system. Time frame: 1 week
Earth’s Weather - Students learn about the nature and evolution of severe weather, and perform further research of a severe weather event of choice. Students conduct independent research to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate, and relate the availability of natural resources, occurrence of natural hazards, and changes in climate. Time frame: 2 weeks
Mapping - Students learn about remote imaging, map projections, latitude/longitude, and topographic maps. Students use maps to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. Time frame: 2 weeks
Plate Tectonics - Students learn about Earth’s interior and how tectonic plate boundaries result in a variety of features. Students evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. Time frame: 3 weeks
Volcanoes - Students make connections between plate tectonics and the location of volcanoes, and learn about types of volcanoes, plutonic formations, and eruptive violence. Students develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. Time frame: 2 weeks
Earthquakes - Students make connections between plate tectonics and the occurrence of earthquakes, and learn about seismic waves and seismogram interpretation. Students continue their evaluation of evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the locations of earthquakes. Time frame: 2 weeks
Earth’s Oceans - Students learn about current threats to Earth’s oceans, and perform further research of an ocean threat of choice. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. Time frame: 2 weeks

Grade Level: 10 - 12

Duration: 2 Trimesters

Overview: HBS is an Honors levels class that provides foundational knowledge and skills in anatomy and physiology, clinical medicine, and laboratory research. The course engages students in how this content can be applied to real-world situations, cases, and problems. The HBS course includes interviews, challenges, and testimonials from biomedical professionals in a variety of settings—clinical, research, and public health. Through both individual and collaborative team activities, projects, and problems, students tackle real-world challenges that biomedical professionals face in the field. Students work with the same tools and equipment used in hospitals and labs as they engage in relevant hands-on work. They explore BioDigital™ 3D interactive models, simulations, and assessments to visualize human anatomy and physiology. Students develop skill in technical documentation to represent and communicate experimental findings and solutions to problems, as well as skill in ethical reasoning and clinical empathy.

Topics/Units:

Unit 1: Road to Rehabilitation - In this unit, students join a dynamic team of biomedical professionals dedicated to helping patients with illness or injury progress through rehabilitation to get them back to doing what they love. Students explore the human skeletal and muscular systems as they gain the knowledge and skills they need to design a solution for their assigned patient—involving physical rehabilitation, assistive devices, and overall strategies for physical and mental well-being. Timeframe - 6 weeks
Unit 2: Research Ready - In this unit, students have accepted an internship at the Development and Aging Research Center at a fictional university. The researchers in this lab are especially interested in exploring how the brain and other parts of the nervous system change as a person ages and how the endocrine system controls how a person’s body carries out various processes. The research findings of this lab will inform innovations, treatments, and strategies to improve the quality of life and longevity for people around the world. Time Frame - 6 weeks
Unit 3 : Adventure Awaits: In this unit, students assume the role of an expedition leader who escorts adventure travelers through a series of activities and events in extreme or remote environments. They are tasked to ensure the health and wellness of their group— focusing on the cardiovascular, respiratory, and immune systems. They investigate pathogens native to an assigned environment and interventions to prevent and treat those pathogens. Students use what they have learned to work together to respond to an emergency medical incident that happens on an adventure trip, presented in an interactive simulation. Time Frame - 6 weeks
Unit 4: Patient Perspectives: In this unit, students are biomedical science advisors working on the development of an interactive exhibit. Ins and Outs of the Body: Patient Perspectives will combine art and storytelling into an immersive experience that spotlights the stories of real patients to investigate the structure and function of the urinary and digestive systems. Time Frame - 6 weeks

Grade Level: 10 - 12

Duration: 1 Trimester

Overview: This course is designed to develop an understanding of ecological concepts using experimentation and inquiry. Emphasis will be placed on the history, biomes, and wildlife found in Wisconsin while also studying geology, water, and forestry. Students should have a strong interest in the outdoors, a solid math background, and an ability to collect and analyze data. The independent nature and extent of lab work require a high level of maturity and self-motivation.

Topics/Units:

Wisconsin Geography and Phenology - Students will use maps and images to establish a foundation of knowledge for the course. Emphasis on mapping skills, observation, and mathematical relationships will prepare students for future activities. - Timeframe: 10 days then ongoing
Energy and Matter in Wisconsin’s Ecosystems - Students will construct a model for energy flow and compare and contrast it to matter cycling. Emphasis on mathematical relationships, visual representation, diagrams, and illustrations will improve understanding of key concepts. - Timeframe: 15 days
Wisconsin Forestry - Students will evaluate claims, and provide evidence and reasoning that complex interactions in ecosystems maintain balance, consistency, and stability. Students will understand that ecosystems are susceptible to changing conditions but biodiversity promotes resilience. Emphasis will be placed on evaluating and communicating various land use strategies based on cost-benefit ratios. - Timeframe: 10 days
Wisconsin Soils - Students will develop an understanding of Wisconsin soil types and the pros and cons of the parent material found beneath our feet. Students will model a soil profile and use a soil texture triangle diagram to identify and compare soil types based on their percentage of clay, silt, and sand. - Timeframe: 5 days
Wisconsin Biodiversity - Students will understand the importance of biodiversity to ecosystem resilience. Emphasis will be placed on evaluating a wildlife case study to determine a viable solution. - Timeframe: 5 days
Wisconsin Water Resources - Students will construct an explanation based on evidence for how the availability of natural resources has been influenced by human activity Students will execute an authentic study of the Milwaukee River at Mequon Road. The data collected will be shared with Riveredge Nature Center, MMSD, and the Testing the Waters Program. -Timeframe: 15 days

Social Studies

Curriculum Overview: Social studies is the integrated study of economics, geography, history, political science, and the behavioral sciences of psychology, sociology, and anthropology to promote civic competence. This area of study provides an important foundation to prepare students to become engaged, informed participants committed to the ideas and values of our democratic republic, able to apply the skills of inquiry, collaboration, decision making, and problem solving (adapted from the National Council for the Social Studies definition). Students will become civically-engaged problem-solvers who critically examine their roles in local, regional, state, national, and global communities. Through the study and application of the individual disciplines of social studies (behavioral sciences, economics, geography, history, and political science), students become lifelong learners able to collaborate and thrive in our interdependent world.

Click the cards below to view the Scope & Sequence for each course.

Grade Levels: Primarily 9, but open to 10-12

Duration: 2 Trimesters

Resource: Rubenstein, J. M. (2024). The Cultural Landscape: An Introduction to Human Geography (12th ed.). Pearson.

Overview: The purpose of AP Human Geography is to offer an experience that introduces students to the AP Social Studies courses. While learning about the relationships between people and their physical surroundings, students will be guided through strategies and procedures designed to help them be successful in their first AP-level class. Topics of study include population demographics, cultural geography, agriculture and diet, globalization, and urbanization. Students are expected to take the AP test to potentially earn college credit. This course is the honors level option that satisfies the entry-level social studies requirement for graduation.

Topics/Units:

Thinking Geographically: This first unit sets the foundation for the course by teaching students how geographers approach the study of places. Students are encouraged to reflect on the “why of where” to better understand geographic perspectives. Many other high school courses ask students to read and analyze data, but for this course, students also apply a spatial perspective when reading and analyzing qualitative and quantitative data. Students learn the ways information from data sources such as maps, tables, charts, satellite images, and infographics informs policy decisions such as voting redistricting or expanding transportation networks. They also learn about how people influence and are influenced by their environment; the resulting impact on topography, natural resources, and climate; and the differences between and consequences of environmental determinism and possibilism. Finally, students are introduced to the language of geography, learning discipline-specific terminology and applying that language to contemporary, real-world scenarios so they can better study population processes and patterns in the next unit. - Timeframe: 11-13 days
Population and Migration Patterns and Processes: This unit addresses the patterns associated with human populations. Populations may increase or decrease as a result of a combination of natural changes (births and deaths) and migration patterns (emigration and immigration). Students examine population distributions at different scales—local, national, regional, and global. Population pyramids demonstrate age-sex structures, revealing the growth or decline of generations and allowing geographers to predict economic needs based on reproductive and aging patterns. Students learn about factors that influence changes in population as well as the long- and short-term effects of those population changes on a place’s economy, culture, and politics. For example, environmental degradation and natural hazards may prompt population redistribution at various scales, which in turn creates new pressures on the environment and on cultural, economic, and political institutions. The study of migration patterns allows students to examine factors contributing to voluntary and forced relocation and the impact of these migrating populations on existing settlements. - Timeframe: 17-19 days
Cultural Patterns and Processes: The main focus of this unit is on cultural patterns and processes that create recognized cultural identities. Students consider the physical environment to determine the effects of geographical location and available resources on cultural practices. Visuals representing artifacts, mentifacts and sociofacts all shed light on cultural landscapes and how they change over time. Practice in analyzing images of different places at different times for evidence of their ethnicity, language, religion, gender roles and attitudes, and other cultural attributes builds students’ understanding of cultural patterns and processes. This unit also considers from a temporal and spatial perspective how culture spreads, through traditional forces such as colonialism and imperialism and through contemporary influences such as social media. Rather than emphasize the details of cultural practices associated with specific languages and religions, this unit instead focuses on the distribution of cultural practices and on the causes and effects of their diffusion. For example, students might study the distribution of Chinese versus English languages or the diffusion patterns of religions such as Hinduism and Islam, at local, national, or global scales. - Timeframe: 17-19 days
Political Patterns and Processes: This unit addresses the political organization of the world. Building on the knowledge of populations and cultural patterns learned in previous units, students examine the contemporary political map and the impact of territoriality on political power and on issues of identity for people. Students also look at the different types of political boundaries, how they function, and their scale, as they consider both internal and international boundaries. The interplay of political and cultural influences may cause tensions over boundaries to arise, such as sovereign states making claims on what other states consider to be international waters. Students also examine forms of government and how forces such as devolution may alter the functioning of political units and cause changes to established political boundaries. Separatist and independence movements that challenge the sovereignty of political states may arise from economic and nationalistic forces, as seen in Scotland, Northern Ireland, and Spain. The influence of supranational organizations such as the United Nations or the European Union and their role in global affairs presents another challenge to nationalist sovereignty. Students understanding of cultural patterns and processes helps inform their understanding of the consequences of centrifugal and centripetal forces. - Timeframe: 16-18 days
Agriculture and Rural Land-Use Patterns and Processes: This unit examines the origins of agriculture and its subsequent diffusion. Students learn about the ways agricultural practices have changed over time as a result of technological innovations, such as equipment mechanization and improvements in transportation that create global markets. In addition, they examine the consequences of agricultural practices such as the use of high-yield seeds and chemicals, revisiting the human-environmental relationships studied in Unit 1. The course emphasis on spatial patterns is evident in this unit as students consider the differences in what foods or resources are produced and where they are produced. These agricultural production regions are impacted by economic and technological forces that increase the size of agricultural operations and the carrying capacity of the land. This has in turn created a global system of agriculture and the interdependence of regions of agricultural consumption and production. - Timeframe: 9-11 days
Industrial and Economic Development Patterns and Processes: This unit addresses the origins and influences of industrial development, along with the role industrialization plays in economic development and globalization. Concepts learned in the political unit, such as territoriality, help students build an understanding of the measures of social and economic development and explain development theories, such as dependency theory and Rostow’s Stages of Economic Growth. The theories they explore are in turn useful in explaining spatial variations in development such as core-periphery relationships. Students examine contemporary spatial patterns of industrialization and the resulting geography of uneven development—for example, the differences between urban and rural China or Brazil. They explore changes to places resulting from the growth or loss of industry and the role of industry in the world economy. Measurements of development provide the quantitative data to analyze the spatial relationships of the global market. Statistics and spatial data reveal the impact of development on individual populations, including the role of women in the labor market. Students explore strategies for sustainable development focused on women, children, health, education, the environment, and global cooperation. - Timeframe: 17 days
Cities and Urban Land Use Patterns and Processes: This uni addresses the origins and influences, particularly site and situation, of urban settlements as students explore cities across the world and the role of those cities in globalization. They examine the spatial distribution of the world’s largest cities, comparing them across regions and analyzing patterns of connectivity and accessibility. Within cities, students identify patterns of development and make inferences about their economic and political influences at regional, national, and international levels of scale. Students examine the hierarchy of urban settlements on the landscape, applying the rank-size rule and central place theory at regional and national scales to evaluate mobility patterns and economic and political relationships. Statistics such as census data are used to reveal the challenges of urban places, including density, sprawl, demands of infrastructure, and mobility. Students examine patterns of change over time and modern challenges to sustainability from urban growth. On both local and global scales, they look at the ways that cities are improving sustainability through new approaches to growth, such as mixed-land use zoning, smart growth policies, and public transportation-oriented development at local and international scales. - Timeframe: 16-18 days

Grade Level: 10 - 12

Duration: 2 Trimesters

Course Overview: The AP Psychology course introduces students to the systematic and scientific study of human behavior and mental processes. While considering the psychologists and studies that have shaped the field, students explore and apply psychological theories, key concepts, and phenomena associated with such topics as the biological bases of behavior, sensation and perception, learning and cognition, motivation, developmental psychology, testing and individual differences, treatments of psychological disorders, and social psychology. Throughout the course, students employ psychological research methods, including ethical considerations, as they use the scientific method, evaluate claims and evidence, and effectively communicate ideas (adopted from the Advanced Placement Course Description in Psychology by the College Board, 2024)

Resource: Myers, D. G. & DeWall, C. N. (2018). Myers’ Psychology for the AP Course (3rd ed.). Bedford, Freeman & Worth.

Topics/Units

Scientific Foundations of Psychology: Throughout the course, students will develop science practices that are fundamental to the study of psychology. Students will benefit from multiple opportunities to develop these practices in a scaffolded manner. The four specific science practices include: Concept Application, Research Methods and Design, Data Interpretation, and Argumentation. (Taught in Myers’ Unit 1 and throughout) Time frame: Ongoing
Biological Bases of Behavior: Psychology is the scientific study of behavior and mental processes. All psychological phenomena studied throughout AP Psychology have a biological basis. [This unit] focuses on how the functions of our biological systems influence our physical and mental actions and responses. Knowledge of biological functions and mechanisms, especially how neurons communicate, how the brain functions, and how sleep and sensation impact behavior and mental processes, will help students gain a more comprehensive understanding of psychology throughout the course as well as awareness of how all behaviors and mental processes are based in biological operations. For instance, in [this unit], students will learn that biological mechanisms are vital to memory, and in [later units], they will discover that damage to certain biological structures can be the cause of psychological disorders. (Taught in Myers’ Units 2 and 3) Time frame: 15-20 days
Cognition: Cognition plays a major role in the field of psychology. Building on the knowledge of anatomical structures and biological processes students learned [previously], this unit introduces them to the memory processes and contains content that is relevant to their daily lives, such as how people remember and perceive the world around them. In [this unit], students learn about the basic elements of thought, judgment, and problem-solving, as well as research- based strategies for memory improvement that can be directly applicable to their lives outside of the classroom. Students also delve into the measurement of intelligence and achievement, including how these assessments have been used both to identify students with aptitude to increase opportunities in school and the workplace, but also to limit access to jobs, military ranks, and educational institutions. The focus on perception in this unit, coupled with sensation, helps connect biological bases of behavior with cognitive psychology—ideas about how expectations and biases filter sensations to produce perception relate to theories about memory construction, forgetting, and judgment. This content will remain important as students move on to discussions of cognitive development in children and adults in the development and learning unit , where they will encounter a reappearance of concepts, such as schema and memory failure. (Taught in Myers’ Units 3 and 5) Time frame: 15-20 days
Development and Learning: Development and learning are about growth and change. The domains of development and learning encountered in [previous units] give students opportunities to understand how biological, cognitive, and environmental factors—studied in [previous units]—come together to influence growth throughout the lifespan. While the most noticeable and dramatic growth and development stage occurs from birth to roughly 18 years of age, people continue to grow and develop throughout their lives. Though some aspects of an individual person, such as personality or eye color, remain relatively stable throughout life, other aspects, such as memory retention or sensory acuity, can fluctuate with age. People experience formal and informal learning throughout a significant portion of their lives. Classical conditioning and operant conditioning are two fundamental forms of learning that have been studied extensively for over 100 years. The advent of computers in the mid-20th century brought about new theories and methods for examining learning, and today, artificial intelligence models continue to unlock ways we can better understand how people learn. (Taught in Myers’ Units 6 and 4) Time frame: 15-20 days
Social Psychology and Personality: Social psychology is the study of how other people and groups influence behavior and mental processes, as well as how behavior and mental processes influence an individual’s experiences in social situations. This unit explores how external social factors and internal personality variables come into play in a wide variety of everyday situations for people. Psychologists throughout history have proposed different theories that categorize different personalities and explain their connection to behavior and mental processes. Various perspectives in psychology have shaped these theories and how psychologists study personality. Some psychologists study what motivates us and/or our emotional responses to understand our individual differences; other psychologists seek to understand why different personalities exist, how they are developed, and if and how they change. As they explore the content of this unit, students will gain understanding about themselves, their peers, their families, and others whom they may meet in day-to-day life and begin to provide insight into factors that may contribute to mental and physical health issues that they will examine in [the final unit]. (Taught in Myers’ Units 7 and 9 ) Time frame:15-20 days
Mental and Physical Health: While people’s overall health and well-being is a deep interest of all psychologists, there are more specific areas within these categories on which certain psychologists place their main research focus. Health psychologists explore factors that help people lead mentally and physically healthy lives. Positive psychologists explore factors related to mental health and happiness, focusing on positive emotions, cognitions, and experiences. Psychologists who study and/or treat psychological disorders utilize theoretical perspectives to explain a disorder’s origin and/or determine the best method for its treatment. These explanations and treatments build on the theories, perspectives, concepts, and processes studied throughout the course. Connecting content and perspectives presented in this unit and those presented in the previous units can help students realize why psychologists use integrated approaches and evidence-based practices to understand and treat psychological disorders. Overall, this final unit presents an opportunity for students to see real-world application of course content to people’s authentic experiences of psychological health, illness, and wellness. (Taught in Myers’ Units 7 and 8) Time frame: 15-20 days

Critical Writing & Critical Reading - Time frame: Ongoing

Grade Level: 11 - 12

Duration: 1 Trimester

Resource: Bianco, W. T. & Canon, D. T. (2015). American Politics Today (4th ed.). W. W. Norton & Co. Teacher selected primary sources based on required AP readings such as a few of the Federalist Papers and landmark Supreme Court Cases.

Overview: This course is designed to teach students about the history and major institutions of the American government. America’s political heritage, the Constitution, political ideology, linkage institutions (political parties, interest groups, the media, and voting), the three branches of the government, and public policy are some of the many topics that will be addressed. AP American Government satisfies one requirement for the three credits of the required social studies sequence. Students are expected to take the AP test to potentially earn college credit.

Topics/Units:

Constitutional Underpinnings/Federalism/Civil Liberties and Civil Rights: In this unit, the students will understand the foundations of the American Government system established in the U.S. Constitution and the Bill of Rights such as federalism and the protection of their civil liberties and civil rights. - Timeframe: 17 days
The Political Process: In this unit, the students will define and describe public opinion and how that interjects into the four main linkage institutions. The students will consider how those linkage institutions allow citizens to become involved in the political process and affect the creation of public policy and its execution. - Timeframe: 18 days
Policy-Making Institutions: In this unit, the students will focus on the inner workings of the legislative and executive branches. - Timeframe: 17 days
The Politics of National Policy: In this unit, the students will differentiate the three types of public policy, (economic, social/domestic, and foreign). Students will describe the roles played by each branch of the government and outside groups in the making and executing of policy. - Timeframe: 8 days
Critical Reading and Writing - Timeframe: Ongoing

Grade Level: 10 - 12

Duration: 2 Trimesters

Resource: Brinkley, A. (2015). American History: Connecting with the Past, AP Edition (15th ed). McGraw Hill Education

Overview: AP U.S. History covers the development of the United States from the exploration of the Americas to contemporary times. Readings will be more extensive and at a higher level than in on-level U.S. History. Students will need to demonstrate their understanding of various historical themes and thinking skills and to write historic and data-based essays. Students are expected to take the AP test to potentially earn college credit.

Topics/Units:

Period 1: 1491-1607: Native American societies as well as how and why Europeans first explored, and then began to colonize, the Americas. - Timeframe: 8 days
Period 2: 1607-1754: The colonies established in the New World by the Spanish, French, Dutch, and British - Timeframe: 12 days
Period 3: 1754-1800: Events that led to the American Revolution and the formation of the United States and examine the early years of the republic - Timeframe: 12 days
Period 4: 1800-1848: Development of the young nation politically, culturally, and economically - Timeframe: 12 days
Period 5: 1844-1877: The expanding nation and the events that led to the secession of the Southern States and the Civil War. - Timeframe: 12 days
Period 6: 1865-1898: Nation’s economic and demographic shifts in this period and their links to cultural and political changes. - Timeframe: 12 days
Period 7: 1890-1945: America’s changing society and culture and the causes and effects of the global wars and economic, cultural, and political transformations, - Timeframe: 12 days
Period 8: 1945-1980: Rivalry between the Soviet Union and the United States the growth of various civil rights movements, and the economic, cultural, and political transformations, - Timeframe: 12 days
Unit 9: 1980-Present: Advance of political conservatism, developments in science and technology, and demographic shifts that had major cultural and political, - Timeframe: 8 days

Grade Level: 11 - 12

Duration: 1 Trimester

Resources: Teacher selected documents. Primary sources such as Federalist Paper selections

Overview: This course is designed to give students a working knowledge of American government and politics at the local, state, and national levels. The foundation of this course is framed with the principles of the United States Constitution and the institutions of government. From this foundation, the political process is examined through the various linkage institutions that connect citizens to their government. Public policy, the outcome of government and linkage institutions, is examined throughout the course.

Topics/Units:

The Foundations of the United States Government: In this unit, the students will understand the foundations of the American Government system established in the Declaration of Independence and U.S. Constitution and the Bill of Rights by studying comparative politics and political philosophy. - Timeframe: 17 days
The United States Political System: In this unit, the students will define and describe public opinion and how that interjects into the four main linkage institutions. The students will consider how those linkage institutions allow citizens to become involved in the political process and affect the creation of public policy and its execution. - Timeframe: 18 days
The Organization of American Government: The Legislative and Executive Branches: In this unit, the students will focus on the inner workings and responsibilities of the legislative and executive branches. - Timeframe: 16 days
The Judicial Branch, Civil Liberties, and Civil Rights: In this unit, the students will understand the foundation of and the inner workings of the state and federal judicial branches. Students describe how a case reaches the Supreme Court and analyze the factors that influence their decisions. Students will understand how Supreme Court decisions affect citizens' civil liberties and rights - Timeframe: 8 days
Critical Reading and Critical Writing - Timeframe: Ongoing

Grade Level: 10 - 12

Duration: 1 Trimester

Resource: No textbook. Collection of teacher-generated resources.

Overview: Students in this elective will investigate human thoughts, feelings, and behavior. This class introduces students to Psychology’s History, Perspectives, and Research Methods; The Biological Basis of Behavior; Development and Personality Theories; Mental Health/Wellness; and Social Psychology.

Topics/Units:

Psychology’s History, Perspectives, and Research Methods: Unit 1 introduces students to psychology as the scientific study of behavior and mental processes. In the first part of this unit, students learn about the history of psychology, various subfields, and how to develop a scientific attitude. They read and evaluate various descriptive and experimental studies through a scientific and ethical lens. For the second part of the unit, students are introduced to seven psychological perspectives that describe and explain behavior through an integrated biopsychosocial approach. - Timeframe: 13 days
The Biological Basis of Behavior: Unit 2 immerses students in the concept that everything psychological is simultaneously biological. Students begin by learning about the major divisions of the nervous system and how psychologists learn about neuroscience. Finally, students investigate the structures and functions of major biological concepts through hands-on creation and scenario application. - Timeframe: 11 days
Development and Personality Theories: Unit 3 introduces students to some of the major physical, social and cognitive milestones throughout lifespan development. Students identify, apply and evaluate theories and research from iconic psychologists in the areas of development and personality. - Timeframe: 10 days
Mental Health and Wellness: Unit 4 engages students in an investigation of mental health and wellness. Students identify the classifications, characteristics, prevalence, and treatment of select psychological disorders listed in the DSM-V-TR. They also examine aspects of health, stress, and the field of Positive Psychology. - Timeframe: 10 days
Social Psychology: Unit 5 introduces students to Social Psychology as the study of how other people and groups influence behavior and mental processes. Students will examine and critique experiments that focus on group dynamics, social interactions, perceptions and the power of a situation. - Timeframe: 9 days

Grade Level: 9 - 12

Duration: 1 Trimester

Resource: No textbook. Collection of teacher-generated resources.

Overview: The course is designed to introduce students to the sociological study of American society. Major themes in sociological thinking include the interplay between the individual, groups, and society, how society is both stable and changing, how groups function, the features of American culture, how deviance and conformity are achieved, and the causes and consequences of social inequality with regard to status, wealth, race and gender in the United States. Course content will be presented in a variety of ways including class discussions, films, and documentaries, simulations, group problem solving, small group work, and project-based learning.

Topics/Units:

Introduction to Sociology, Culture & Social Norms: Students will study the basics of the origins of Sociological study, and apply those studies to modern American culture and modern American social norms. The unit culminates in a project in which students compare their choice of American culture to accepted social norms. - Timeframe: 13-15 days
Behavior in Groups: Students will study the impact of society and peer groups on the decision-making of people. Topics such as deviance, conformity, groupthink, and roles within groups are emphasized. The unit culminates in a project in which students investigate the roles that popular characters in American society play in their social groups and lives. - Timeframe: 20-22 days
Social Classes, Race & Gender in Modern American Society: Students will learn about the impact of occupation, income, wealth, and prestige on the social standing of people in American society, study the history of race relations in American society and its impact on today’s American culture and analyze the role that gender plays in modern American culture. The unit culminates in a project that analyzes the different social groups and roles that a character in modern American society occupies. - Timeframe: 20-22 days

Grade Level: 10 - 11

Duration: 2 Trimesters

Resource: Course Canvas Page and Teacher Created Resources

Overview: United States History consists of eight content units of study. Four are addressed in the first half (U.S. History A) covering American History from the founding era to the 1920s focusing on developing students' historical thinking skills. Four are also addressed in the second half (U.S. History B): looking at the Great Depression and response, World War II, Domestic and Foreign policy post World War II to the present. In trimester B students will complete a major research project as an ongoing unit throughout the trimester.

Units/Topics:

Foundations of American History - An examination of our founding core values (FRED J) and early developments in American history including our founding documents and westward expansion.- Timeframe: 18 days
Towards Civil War and Reconstruction - An examination of slavery in American history, the causes of the Civil War, and the challenges and successes of Post Civil War Reconstruction. - Timeframe: 12 days
Promise and Peril of Reconstruction - An examination of how the forces of immigration, industrialization, and urbanization both challenged and advanced American society. - Timeframe: 14 days
Rights and Responsibilities in a global context - An examination of early themes in American foreign policy including American involvement in World War I. The unit culminates with an examination of 1920s America and the process of society becoming modern. - Timeframe: 12 days
Two Great Crisis - the Great Depression and World War II - An examination of the causes of the Great Depression and American participation in World War II and how American society responded to both events. - Timeframe: 13 days
Foreign Policy Post World War II to the Present - An examination of how the United States took a global leadership position following WWII as we fought a Cold War and responded to terrorism at home and abroad. - Timeframe: 14 days
Domestic Policy Post World War II to the Present - An examination of American economic challenges and successes following World War II and how disparate groups engaged in movements to advance rights within American society. - Timeframe: 14 days
Inquiry Project - An self-guided research project demonstrating an understanding of evaluating resources and a research-based argument around a historical topic culminating with a presentation of student findings. - Timeframe: Ongoing

World Language

Curriculum Overview: The mission of the Mequon-Thiensville School District World Language Program is to equip all students with transferable skills that encourage them to recognize, respect and respond to cultural perspectives while inspiring a passion to investigate the world as informed global citizens. Upholding our mission, the World Language Department offers students in grades 7-12 the opportunity to study three official United Nations languages: French and Spanish (grades 7-12) and Chinese (grades 9-12). Additionally, high school students may choose to study Latin, a time-honored classical language.

Click the cards below to view the Scope & Sequence for each course.

Grades: 11 - 12

Duration: 2 Trimesters

Course Overview: This fifth year course is for students who have successfully completed French 4 with a B (or teacher recommendation). This curriculum works to extend and refine advanced grammar structures in all areas of communication. A strong command of vocabulary from a wide variety of sources is developed while integrating central themes, essential questions and critical thinking. The class is conducted entirely in French to improve fluency and confidence in speaking and listening comprehension. Included are articles, novels, short stories and plays from the French-speaking world; feature films from the French cinema; history, politics and current events; advanced listening practice and grammar review; and oral and written projects which emphasize the communicative use of French. The course is also meant to prepare students for the Advanced Placement exam.

AP Skill Categories that will be addressed throughout the course:

Skill Category 1: Comprehend written, audio, audiovisual, and visual text.
Skill Category 2: Make interdisciplinary and cultural connections.
Skill Category 3: Interpret the content of written and audio text.
Skill Category 4: Make meanings from words and expressions.
Skill Category 5: Communicate interpersonally by speaking with others.
Skill Category 6: Communicate interpersonally by writing to others.
Skill Category 7: Communicate through spoken presentations.
Skill Category 8: Communicate through written presentations.

Primary Resources:

Thèmes textbook
AP Classroom
Authentic Francophone texts (infographics, articles, videos, cartoons, songs, etc.)

Topics/Units:

Unit 1 - Science & Technology - Time Frame: approximately 3-4 weeks

Grammar focus:
- Review of “si clauses” and associated tenses
  - Present or present perfect → Present, future, or imperative
  - Past progressive (Imperfect) → Conditional
  - Past perfect → Conditional perfect
Vocabulary focus
- Introduce and review vocabulary associated with ethical questions, future technologies, social media, and the social impact of technology.

Unit 3 - Family and Communities - Time Frame: approximately 3-4 weeks

Grammar focus:
- Review of past tenses
- Review of prepositions
- Review of conjunctions
Vocabulary focus
- Introduce and review vocabulary associated with childhood and adolescence, customs and ceremonies, family structures, friendship, and love.

Unit 4 - Global Challenges - Time Frame: approximately 3-4 weeks

Grammar focus:
- Review of subjunctive vs. indicative moods
Vocabulary focus
- Introduce and review vocabulary associated with economic issues, environmental issues, health issues, human rights, racism, and discrimination.

Unit 5 - Beauty and Aesthetics - Time Frame: approximately 3-4 weeks

Grammar focus:
- Review descriptive adjectives and adjective agreement, possessives, and demonstratives.
Vocabulary focus
- Introduce and review vocabulary associated with architecture, ideals of beauty, literature, music, performing arts, and visual arts.

Introduction to French - French speaking world, how to learn a foreign language, French alphabet and numbers - Time frame: 1 week

Grammar focus:
- Overall review of grammar and structures in preparation of the AP exam.
Vocabulary focus
- Introduce and review vocabulary associated with education, leisure and sports, travel, advertising, and marketing.

Grade Level: 11 - 12

Duration: 2 Trimesters

Overview: The class is intended for students who wish to develop competency by integrating their language skills including the ability to comprehend formal and informal spoken Spanish in a variety of situations, a strong command of vocabulary, and a grasp of structure to allow accurate reading of authentic newspaper and magazine articles as well as literature in Spanish and the ability to express themselves coherently, resourcefully and with reasonable fluency and accuracy in both written and spoken Spanish. The class is conducted entirely in Spanish and students are required to speak Spanish. The curriculum reflects various areas of interest shared by the students and the instructor in addition to required topics from the College Board (the arts, culture, science and technology, global challenges, personal and public identities, beauty and aesthetics, families and communities, history, contemporary life, and current events) and it includes short stories, authentic newspaper and magazine articles, literature from the Spanish-speaking world, feature films from Spanish and Latin American cinema, advanced listening practice with authentic audio selections such as newscasts, podcasts, etc., grammar review, and oral and written projects which emphasize the communicative use of Spanish. In addition to formal argumentative essays requiring synthesis, students will write articles or audio reviews based upon authentic sources to build more confidence in their writing skills.

Primary Resource:

AP Spanish Language and Culture Exam Preparation Workbook
TEMAS textbook
Online access to both the workbook and textbook (vhlcentral)
Numerous teacher-generated sources

Topics/Units:

Students work on the following skills in Spanish:

Improving both Informal and formal oral communication
Utilizing advanced academic vocabulary in both written and spoken contexts
Incorporating a variety of verb tenses within written and spoken communication (including a conjugation review of each tense in both Spanish and English)
Processing and discussing current events, news articles, podcasts and authentic literature in a variety of formats
Practicing each aspect presented on the AP Spanish Language and Culture Exam
Studying and utilizing Spanish idiomatic expressions and common sayings/proverbs.

AP Introduction and Grammar Review: Students begin to utilize the AP themes and connect them to literature and current events. Students begin to practice with multiple-choice activities based on text and audio sources. Students review preterite and imperfect tenses. - Timeframe: 2 weeks
Processing Current Events Articles: Students read and process advanced articles (beginning with Noelia Tabilo and Sonita Alizadeh) and summarize them in both written and spoken form. - Timeframe: 2-3 weeks
Students begin to investigate 6 different authentic sources that coincide with the different AP themes and summarize them in written form. This is done 4 times throughout Spanish 5A and 5B (combined). - Timeframe: 2 weeks (each time throughout course)
Immigration: Students investigate legal options for immigrants seeking work in the United States. Several authentic songs dealing with immigration are analyzed as students watch the movie La misma luna with a culminating assessment in all 4 domains of language. Students also begin to incorporate more infographic text interpretation. - Timeframe: 5 weeks
La Llorona: Students are assigned different versions of this popular legend and must retell their version and discuss how it compares to other versions. - Timeframe: 1-2 weeks
Day of the Dead: Students learn about the historical and cultural aspects in great depth behind the products, practices and perspectives of the “Día de los Muertos” tradition in Mexico. As they watch the Disney movie Coco, they must apply their knowledge while also learning about a variety of Mexican musical genres and historical figures. A culminating test concludes the unit. - Timeframe: 3-4 weeks
Final Exam (5A) = Presentation: Students investigate a current topic of interest using 4-5 authentic sources and create an interactive, digital presentation that they present orally to the class. - Timeframe: 1 week
Tongue Twisters, Riddles and Pronunciation, BEGIN PRACTICE WITH 2nd SECTION OF AP EXAM (email, persuasive essay, simulated conversation and cultural comparison): Students begin the 2nd trimester improving oral pronunciation and comprehension while working on the production aspects of the AP Exam. - Timeframe: Ongoing (2nd Trimester only)
Short Stories about Humility: Students read “La taza de té” and “La perdiz vanidosa” and discuss cultural perspectives about intelligence and humility. - Timeframe: 1-2 weeks
Latin Music and Dance and Definitions of Beauty: Students explore 5 genres of Latin Music and Dance (Salsa, Chachachá, Bachata, Merengue and Cumbia) while discussing perceptions of beauty and their cultural implications. - Timeframe: 4-5 weeks
Poetry and Social Stereotypes: Students analyze 3 short poems dealing with social norms and stereotypes, beginning with Una carta a un desterrado, in which they review the Odyssey in Spanish.- Timeframe: 1-2 weeks
Practice test with Section II of the AP Exam Students complete elements of an AP Exam all based on the theme of Valentine’s Day in the Spanish-speaking world. - Timeframe: 1 week
Final Exam (5B) = Modified Section I of an AP Practice Test: Students are given 4 authentic text, audio and infographic sources to utilize when answering multiple-choice questions. All sources and questions are taken from an official AP practice test.

Grade Level: 9 - 12

Duration: 2 Trimesters

Overview: This course will focus on all four aspects of communication: listening, speaking, reading, and writing. Students will do vocabulary and grammar exercises, use the Internet, audio, and video materials and explore the culture. Emphasis is placed on pronunciation, basic grammatical structures, and reading for vocabulary building and cultural interest. As in all language courses, success is dependent on the student’s commitment to daily review and independent study.

Primary Resource: D’accord! 1A

Topics/Units:

Introduction to French - French-speaking world, how to learn a foreign language, French alphabet, and numbers - Timeframe: 1 week
Unit 1 - Greetings and Classrooms - Timeframe: 4 weeks

Content: Basic greetings, leavetakings, meeting people, descriptions, classroom items, numbers, subject pronouns, the verb être, using adjectives.
Student objectives: Students will be able to introduce themselves and meet others. They will learn how to count to 60. They will be able to describe a classroom and other people using the vocabulary and the verb être.

Unit 2 - Academic Life - Timeframe: 4 weeks

Content: courses in school, describing school life, forming questions, making statements negative, using more verbs, days, times and telling time, the verb avoir, and expressions with avoir
Student Objectives: Students will be able to talk about their classes and their schedules. Students will be able to use more verbs to describe what they do at school. They will also be able to tell time.

Unit 3 - Family Life - Timeframe: 4 weeks

Content : family members, pets, physical and personality adjectives, possessive adjectives, occupations, prepositions, numbers 60 -100
Student Objectives: Students will be able to talk about the characteristics of their family and friends. They will be able to use vocabulary and adjectives to describe how people are related. They will be able to count to 100.

Unit 4 - City Life - Timeframe: 4 weeks

Content: Places and activities around town, the verb aller, question words, cafe vocabulary, the verbs prendre and boire, more verbs (2nd group),
Student Objectives: Students will be able to say where they are going and what they will be doing. They will be able to say where places are located using prepositions. They will be able to order food and drinks in a cafe. They will be able to talk about more diverse subjects using the new verbs.

French Culture and Life - Timeframe: Ongoing

Students will learn about aspects of French life and French culture throughout the various units and films related to the units.

French Pronunciation- Timeframe: Ongoing

Students will learn and improve their French-speaking skills throughout the oral activities in each unit.

Reading and Writing skills in French - Timeframe: Ongoing

Students will work on reading and comprehending various authentic texts that relate to each unit. They will also be working their ability to write in French on the different subjects and in various formats.

Grade Level: 9 - 12 Duration: 2 Trimesters

Course Overview: This course continues to develop the basic language skills with additional vocabulary building, more advanced grammatical concepts, and continued practice in conversation. Students do longer readings and study the history, culture, and customs of French-speaking countries. The majority of this class is conducted in French.

Primary Resources:

Authentic Francophone texts (infographics, articles, videos, cartoons, songs, etc.)
D’accord! 1B

Topics/Units

Unit 1 - Les Loisirs - Time frame: 3-4 weeks

Content:

Grammar focus (review from French 1):
- Present tense - ER, IR, RE verbs, common irregular verbs (faire, avoir, aller, être)
- Primary focus on faire (to do/make) and jouer (to play)
Futur proche (near future: aller + infinitive)
Adverbs of frequency
Negation
- Vocabulary focus:
  - Free time, hobbies, sports, music
  - Yes/no questions using faire & jouer
  - Yes/no questions using ER verbs, sortir, dormir, partir, and aller
  - Making comparisons
  - Who/what/when/where/why questions
- Summative assessment:
  - Integrated Performance Assessment:
  - Interpretive reading
  - Interpersonal speaking
  - Presentational writing

Student Objectives:

Students will be able to ask and respond to questions about their hobbies (standard 2).
Students will be able to discuss their hobbies using basic who/what/when/where/why details (standards 2 and 3).
Students will be able to interpret authentic audio and written Francophone texts about hobbies (standard 1).
Students will be able to use the present tense and near future in speaking and writing (standards 2 and 3).
Students will be able to compare popular hobbies in their own communities with those of various Francophone countries (standard 4).

Unit 2 - Mon Look - Time frame: 3-4 weeks

Content:

Grammar focus:
- Adjective agreement and placement
- The verb mettre (to put (on))
- Present tense, near future, and past tense (“je” only)
Partitive articles (du, de la, de l’, des, de)
- Vocabulary focus:
  - Clothing
  - Descriptions of people (personality and appearance)
  - Descriptions of clothing (color, size, style, etc.)
  - Giving opinions about outfits
  - Agreeing/disagreeing
- Summative assessment:
  - Integrated Performance Assessment:
  - Interpretive reading
  - Interpretive listening
  - Presentational writing
  - Interpersonal speaking

Student Objectives:

Students will be able to describe people and their clothing verbally and in writing (standards 2 and 3).
Students will be able to give their opinions on outfits, ask others’ opinions, and agree and disagree (standard 2).
Students will be able to interpret authentic audio and written Francophone texts about clothing and styles (standard 1).
Students will be able to use the verb mettre in the present tense in speaking and writing (standards 2 and 3).
Students will be able to use partitive articles correctly in speaking and writing (standards 2 and 3).
Students will be able to use proper adjective agreement and placement in speaking and writing (standards 2 and 3).
Students will be able to compare fashion and style in their own communities with those of various Francophone countries (standard 4).

Unit 3 - Une Maison Idéale - Time frame: weeks

Content:

Grammar focus:
- Prepositions
- Partitive articles (review)
- Adjective agreement and placement (review)
- Direct object pronouns (introduction to le, la, les as d.o. pronouns)
- Present tense: trouver, penser, aimer
- On peut + infinitive
Vocabulary focus:
- House, furniture, and rooms
- Descriptions of homes/furnishings
- Giving opinions about homes/furnishings
- Agreeing/disagreeing
- Summative assessment:
  - Integrated Performance Assessment:
  - Interpretive listening
  - Interpretive reading
  - Interpersonal speaking
  - Presentational writing

Student Objectives:

Students will be able to speak and write using complex sentences that include details like adjectives and prepositions (standards 2 and 3).
Students will be able to converse by giving opinions, agreeing and disagreeing, and asking follow-up questions (standard 2).
Students will be able to interpret authentic audio and written Francophone texts about homes (standard 1).
Students will be able to correctly use partitive articles in speaking and writing (standards 2 and 3).
Students will be able to compare homes in their own communities with those of various Francophone countries (standard 4).

Unit 4 - La Nourriture - Time frame: 3-4 weeks

Content

Grammar focus:
- Present tense: ER, IR, RE verbs
- Present tense: prendre, avoir, and boire
- Transition words
- Partitive articles (review)
Vocabulary focus:
- Food shops and items that can be purchased at each (eg. la boulangerie: du pain, des croissants, etc.)
- School cafeteria
- Francophone specialties
- Expressing preferences
- Making comparisons
Summative assessment:
- Presentation: Francophone Cuisine
  - Students will research the cuisine of a Francophone country, create a Google Slides presentation, and present it to the class.

Student Objectives:

Students will be able to speak and write in more complex sentences and short paragraphs by incorporating sequence and transition words (standards 2 and 3).
Students will be able to interpret authentic audio and written Francophone texts about cuisine and school cafeterias (standard 1).
Students will be able to correctly use partitive articles in speaking and writing (standards 2 and 3).
Students will be able to compare cuisine and school cafeterias in their own communities with those of various Francophone countries (standard 4).

Unit 5 - Ma Journée Typique - Time frame: 3-4 weeks

Content:

Grammar focus:
- Reflexive verbs in the present tense
- Present tense: prendre, mettre, partir
- Transition and sequence words
Vocabulary focus:
- Daily routine activities
- Seasons and weather
- Who/what/when/where/why details
- Time (review)
Summative assessment:
- Presentation: Un jour ordinaire
- Students will create a Google Slides presentation depicting an ordinary day in their lives. They will present it to the class.

Student Objectives:

Students will be able to correctly use reflexive verbs in the present tense to talk about their daily routine in speaking and writing (standards 2 and 3).
Students will be able to speak and write in more complex sentences and short paragraphs by incorporating sequence and transition words (standards 2 and 3).
Students will be able to interpret authentic audio and written Francophone texts about daily routines (standard 1).
Students will be able to compare daily routine activities in their own communities with those of various Francophone countries (standard 4).

Unit 6 - En Martinique - Time frame: 3-4 weeks

Content:

Grammar focus:
- Past tense with avoir
  - Regular ER, IR, RE verbs
  - Irregular verbs - emphasis on voir and faire
- Past tense with être
  - Emphasis on aller
- Imperfect tense (introduction)
  - When to use imperfect
  - Emphasis on être
- Vocabulary focus:
  - Things to see in Martinique (palm tree, waterfall etc.)
  - Activities to do in Martinique (swimming, fishing, etc.)
  - Who/what/when/where/why details
- Summative assessment:
  - Presentation: Mon Voyage en Martinique
  - Students will research Martinique and present on an imaginary trip they took there using the past tense and Martinique vocabulary.
  - Integrated Performance Assessment (Final Exam)
  - Interpretive reading
  - Interpretive listening
  - Interpersonal speaking
  - Presentational writing

Student Objectives:

Students will be able to use the past tense in speaking and writing (standards 2 and 3).
Students will be able to use the imperfect tense in speaking and writing (standards 2 and 3).
Students will be able to differentiate when to use the past tense versus the imperfect tense in speaking and writing (standards 2 and 3).
Students will be able to recognize the past and imperfect tenses in French audio and written texts and be able to explain why each is used (standard 1).
Students will be able to speak and write in more complex sentences and short paragraphs by incorporating detail as well as sequence and transition words (standards 2 and 3).
Students will be able to interpret authentic audio and written Francophone texts about daily routines (standard 1).
Students will be able to make comparisons between their own cultures and the products and practices related to Martinique in order to understand perspectives of people living in Martinique. (standard 4).

Grade Level: 10 - 12

Duration: 2 Trimesters

Overview: French III is designed to develop a greater degree of mastery and facility in basic language skills. This class is conducted entirely in French. Students learn to follow complex discourse in the language and to write and speak independently. Students will utilize multiple media, including internet, video, and audio materials, and will progress from guided composition to more independent writing.

Primary Resources:

Authentic Francophone texts (infographics, articles, videos, cartoons, songs, etc.)
D’accord! 2

Topics/Units:

1.Unit 1 - Les Vacances - Time frame: 3-4 weeks

Grammar focus:
1. Past tense (review)
  1. Avoir verbs
    1. Regular ER, IR, & RE verbs
    2. Irregular verbs
  2. Être verbs
    1. Intransitive verbs
    2. Reflexive verbs
  3. Negation in past tense
2. Imperfect
Vocabulary focus:
1. Vacation
2. Sequence words
3. Who/what/when/where/why details
Summative assessment:
1. Integrated Performance Assessment
  1. Interpretive reading
  2. Interpretive listening
  3. Interpersonal speaking
  4. Presentational writing

Unit 2 - Les Campeurs (Le Petit Nicolas) Mini Unit - Time frame: 1-2 weeks

Grammar focus:
1. Past tense
2. Imperfect
Vocabulary focus:
1. Camping
Summative assessment:
1. Integrated Performance Assessment
  1. Students will read Les Campeurs and complete an interpretive reading task. After reading, they will complete a presentational writing assignment and an interpersonal speaking assignment.

Unit 3 - L’Impressionnisme - Time frame: 3-4 weeks

Content:
1. Grammar focus:
  1. Review of present tense
  2. Review of past and imperfect tenses
  3. Review of adjective agreement and placement
  4. Direct object pronouns
Vocabulary focus:
1. Describing art
  1. Types of paintings
  2. Materials
  3. Technique
  4. Composition
  5. Subjects
Summative assessment:
1. Integrated Performance Assessment
  1. Students will read an article about impressionism (interpretive reading) and complete presentational speaking and writing tasks.
2. Presentational speaking:
  1. For this assessment, Madame will show you a painting and you will:
    1. Describe the painting
    2. Describe the ways in which the painting exemplifies Impressionism, as well as the ways in which it is not typical of an Impressionist work.
    3. Tell who you think painted this painting and why.
3. Presentational writing
Student Objectives:
1. Presentational Speaking: I can present information about a painting, including who I think painted it.
2. Presentational Writing: I can describe a painting in writing.
3. Interpretive Listening: I can understand a video about a painter or painting.
4. Interpersonal Communication: I can exchange information about a painting.
5. Interpretive Reading: I can understand articles about painters and paintings.

Unit 4 - La Santé - Time frame: 3-4 weeks

Grammar focus:
1. Simple future tense
2. Quand clauses
3. Si clauses (present and future)
Vocabulary focus:
1. Expressing opinions
2. Expressing disbelief
3. Expressing support, encouragement, and congratulations
4. Giving advice
5. Health (specifically related to sleep, nutrition, exercise, and mental health)
Summative assessment:
1. This is a project-based unit where students will choose a New Year’s Resolution and document their research and goals and provide feedback to their classmates. The unit will culminate with a group presentation on a health topic of their choice as well as a blog post and a conversation.

Unit 5 - Les Châteaux - Time frame: 2-3 weeks

Grammar focus:
1. Passé simple (literary past tense)
  1. How to recognize it and comprehend it in texts
2. Review of past and imperfect tenses
Vocabulary focus:
1. Châteaux
2. Medieval and renaissance history
3. House and rooms
Summative assessment:
1. Project:
  1. Choose one of the following projects to complete in order to research and demonstrate your knowledge of the Loire Valley Châteaux:
    1. Timeline
    2. Map
    3. Brochure

Unit 6 - L’Environnement - Time frame: 3-4 weeks

Grammar focus:
1. Subjunctive mood
  1. Uses
  2. Formation
2. Conditional tense
3. Quand clauses
4. Si clases
Vocabulary focus:
1. Environment
  1. Global warming
  2. Pollution
  3. Deforestation
2. Giving advice and suggestions
Summative assessment:
1. Integrated Performance Assessment:
2. Interpretive reading
3. Interpretive listening
4. Interpersonal speaking
5. Presentational writing

Grade Level: 9 -12

Duration: 2 Trimesters

Overview: Students learn to read Latin narratives with comprehension. The storyline begins in the city of Pompeii and ends the year in the country of Britain. Cultural topics are discussed at each stage on different facets of Roman life. Students increase their vocabulary through a daily focus on Latin roots and discussion of English derivatives from Latin vocabulary words. Creative use of plays, songs, and projects adds to the variety of learning in the classroom. Roman history and mythology are discussed weekly from the beginning of the monarchy to the end of the Empire, while the stories of the gods are presented with creativity and accuracy.

Primary Resource: Cambridge Latin Course Unit 1 & Unit 2

Topics/Units:

The following components are part of the Cambridge Latin series and are a daily focus of the Latin curriculum. These components are as follows:

Grammar
Vocabulary/Derivatives
Culture/History
Reading Comprehension

UNIT 1

Stage 1: Caecilius - Timeframe: 8 days

Roman houses
Roman numerals
Bulla Ceremony

Stage 2: In Villa - Timeframe: 8 days

Plan a Cena!
Learn Nominative & Accusative cases.
Grumio cenam coquit.

Stage 3: Negotium - Timeframe: 8 days

Occupations learned Story & Play format
Intro 1st, 2nd & 3rd Declension nouns
Read about the Town of Pompeii

Stage 4: In Foro - Timeframe: 8 days

Questions with Interrogative words.
1st & 2nd person singular present
Put on a play after translating a story.
Study maps of Pompeii.

Stage 5: In Theatro - Timeframe: 8 days

Intro Nominative plural.
Declensions - 1-3.
Discuss the contrast between Greek & Roman theaters.

Stage 6: Felix - Timeframe: 8 days

Slaves & Freedmen
Students work on “Felix” group activity.
Intro the Imperfect & Perfect tense, 3rd Person Singular.

Stage 7: Cena - Timeframe: 4 days

Perfect tense review
Perfect tense review

Stage 8: Gladiatores - Timeframe: 8 days

Gladiatorial Shows;
The Riot at Pompeii
Accusative Plural Superlative Adjectives

Stage 9: Thermae - Timeframe: 8 days

Pompeiian Baths
Quintus’ birthday visit to baths.
Grammar of Indirect Object.

Stage 10: Rhetor - Timeframe: 3 days

Pompeiian
Differences in Greek & Roman Societies.
Present Tense of Esse
1st & 2nd Pers Pl Intro

Stage 11: Candidati - Timeframe: 6 days

Local Gov’t & Elections
Learn Roman Graffiti
Learn the Special Verbs of the Dative
Question words Introduced with Quis, Quid, Quo.
Num and ne - Question Words introduced

Stage 12: Vesuvius - Timeframe: 8 days

The Destruction & Excavation of Pompeii.
Intro of 1st & 2nd Pers S & Pl.

UNIT II

Stage 13: n Britannia - Timeframe: 8 days

Focus on Britannia
Meet our new Characters - Salvius, Rufilla, Bregans, King Cogidubnus & Varica.
Infinitive + volo, nolo and possum.
Questions with nonne.

Stage 14: Apud Salvium - Timeframe: 8 days

Romans in Britain.
“Difficile est” & “Decorum est” Phrases.
Agreement of noun & adjectives

Stage 15: Rex Cogidubnus - Timeframe: 8 days

Cogidubnus, King of the Regnenses
Boat race between Belimicus & Dumnorix.
Relative clauses intro

Stage 16: In Aula - Timeframe: 8 days

Palace at Fishbourne
Dancing bear at a Cena
Pluperfect tense Intro

Stage 17: Alexandria - Timeframe: 5 days

City of Alexandria
Crowd attacks Quintus
Introduction of the Genitive case.

Stage 18: Eutychus et Clemens - Timeframe: 5 days

Glassmaking in Alexandria, Egypt
Clemens is harassed by Eutychus for refusing to pay protection money. Holy cat saves the day & rescues Clemens.

END OF LATIN I

Grade Level: 9 - 12

Duration: 2 Trimesters

Course Overview: Students continue to increase their reading skills this year with more comprehensive stories. The storyline begins the year in Alexandria, Egypt, then travels to Britain mid-year, and ends the year in Rome. Cultural topics continue to be discussed at each stage about different facets of life in Roman Britain including the Roman military and life in the camps. Students continue to expand their use of the language with the introduction of the subjunctive mood. This helps in their use of more advanced grammatical constructions. Students work on a variety of creative research projects throughout the year.

Primary Resource: CAMBRIDGE LATIN COURSE UNIT 2 & UNIT 3

Topics/Units:

The following components are part of the Cambridge Latin series and are a daily focus of the Latin curriculum. These components are as follows:

Grammar
Vocabulary/Derivatives
Culture/History
Reading Comprehension

Stage 19 - Isis - Timeframe: 12 days

Review of Latin I Grammar
The Worship of Isis
The sacred procession of Isis
Increased incidence of pronouns - hic, haec, hoc
Review of Imperative & Vocative case
Review of Noli, Nolite

Stage 20 - Medicus - Timeframe: 10 days

Medicine & Science
Astrologer’s superstitious cures kill Barbillus.
Barbillus’ Last Will & Testament
Intro of Present Active Participle - lacrimantes

END OF UNIT II

Stage 21 - Aquae Sulis - Timeframe: 8 days

Aquae Sulis and its Baths
How to kill King Coggie?
(PPP) Perfect Passive Participle Intro
Partitive Genitive
Review of debeo, iubeo, Volo.

Stage 22 - Defixio - Timeframe: 8 days

Magic & Curses
Modestus Plays are translated & acted.
Perfect Active Participle -introduced - ingressus
Defixio Project assigned.

Stage 23 - Haruspex - Timeframe: 6 days

Roman Religion
Cephalus offers Coggie a poisoned drink, Cephalus is forced to drink it instead.
Introduction of neuter nouns

Stage 24 - Fuga - Timeframe: 10 days

Travel & Communication
Dumnorix seeks help from Quintus.
Race to see Agricola.
Discussion of “cum” clauses
Intro of Gerundive of Obligation - mihi bibendum est.
Pluperfect Subjunctive - venissent
Imperfect Subjunctive -Portaret

Stages 25, 26, 27 - Milites - Timeframe: 10 days

The Legionary Soldier
Modestus Play Exam
The Legionary Fortress
Agricola, Governor of Britain
Subjunctive Clauses - Indirect Question, Indirect Command, Purpose, Result

END OF LATIN 2A

Stage 28 - Palace of King Cogidubnus - Timeframe: 10 days

Interpreting Evidence: Our Knowledge of Roman Britain
Salvius becomes heir to Cogidubnus
Class plans a funeral for King Cogidubnus.
Create a Tombstone Project.
Ablative + Perfect Passive Participle - gladio centurionis vulneratus

Stage 29 - Roma - Timeframe: 10 days

The Roman Forum
Haterius, contractor, builds the Arch of Titus.
Jewish family in Roman jail.
Class watches the Masada movie.
Present & Imperfect Passive tense Introduced - portatur, portabatur

Stage 30 - Haterius - Timeframe: 10 days

Roman Builders
Haterius takes Salvius up in the crane to see the city of Rome.
Perfect Passive & Pluperfect Passive - deceptus sum, auditae erant
Roman Forum Monuments
Daily Picta Presentations

Stage 31 - In Urbe - Timeframe: 5 days

The City of ROME
Euphrosyne arrives on a Greek ship to find Haterius’ house. Praeco refuses her admittance.
The terms “salutatio” and “Stoic” are defined.
“Deponent” verbs are Introduced - regressa

Students present their Monumentum Optimum Projects - Timeframe: 5 days

3-Part Coin Project - Creation of ancient coin, My Denarius Creation, US Numismatics

Stage 32 - Euphrosyne - Timeframe: 5 days

Astrology, Philosophy & other Beliefs
Euphrosyne is finally admitted to Haterius’ house. She is to lecture on Stoic Philosophy.
Review of Deponent verbs

Exam 2B Review: Review of Grammar, Classical Coin Project, Storyline, Character Background - Timeframe: 10 days
END OF LATIN 2B

Grade Level: 10 - 12

Duration: 2 Trimesters

Overview: This year begins the transition from adapted to unadapted Latin. Students start reading Latin authors chosen not only for their appeal but also for their ease of transition. The storyline is the culmination of three years with the same characters and their travels. In addition, selected unadapted readings from Martial and Catullus are read and discussed. The “I, Claudius” BBC series from the Robert Graves publication is course-long project students view to gain a glimpse into the first years of the early Empire. Students end the year with a research presentation about this era and its emperors.

Primary Resource: CAMBRIDGE LATIN COURSE UNIT 3 & UNIT 4

Topics/Units:

The following components are part of the Cambridge Latin series and are a daily focus of the Latin curriculum. These components are as follows:

Grammar
Vocabulary/Derivatives
Culture/History
Reading Comprehension

“I, Claudius” BBC Series - Historical presentation of the 1C BC focuses on the Julio-Claudian Dynasty and their family strengths and weaknesses

Ovid’s Metamorphoses by Mandelbaum - An in-depth mythology textbook, written by Ovid

STAGE 33 - Pantomimus - Timeframe: 12 days

Christianity, Entertainment
Paris performs Dido’s Lament on stage but Is interrupted byTychicus. Epaphroditus breaks into the palace.
Future & Future PerfectTense introduced - Videbit viserit.

Stage 34 - Libertus - Timeframe: 10 days

Freedmen Epaphroditus & Salvius entrap Domitia. Paris is ambushed inHaterius’ house and Myropnous vows revenge for his friend.
Present Passive infinitive -Portari - to be carried
Future passive - Parabuntur - They will be prepared

END OF UNIT 3

Stage 35 - Rus - Timeframe: 10 days

Country Villas
Glabrio writes a letter from Rome to his friend, Lupus, in the country.
Introduce Indirect Statement with
Pres. Active Infinitive.

Stage 36 - Recitatio - Timeframe: 10 days

Unit on Epigrams.
Students translate Martial’s epigrams & discuss the poetic devices within.
Martial Epigram Project
Present Subjunctive Intro- portet, audiam

Stage 37 - Consilium - Timeframe: 10 days

The Emperor’s Council
Agricola sends a letter to Domitian telling of his victories. Domitian recalls Agricola to Rome.
Ind. Statement with Perf Active & Passive Infinitives. Fear clauses are Introduced.

Stage 38 - Nuptiae - Timeframe: 5 days

The storyline on marriage.
Ind. Statement with Future Act & Present, Passive Infinitives.
Perfect Subjunctive - Ierit, audiverit
Deliberative Subj - Quid faciam?

Review of Latin 3A - Timeframe: 2 days

END OF LATIN 3A

Ovid’s Metamorphoses Chapters 4-8

Stage 39 - Studia - Timeframe: 4 days

Authors, Readers & Listeners
Unit on Ovid’s Flood Myth.
Students translate Ovid & find poetic devices within lines. Poetry scansion is taught to students in Ovid's passage.

Stage 40 - Iudicium - Timeframe: 10 days

Roman Law Courts
The trial of Salvius begins. This is the completion of the Cambridge 3-year storyline - very exciting for students.
Indirect Statement ( all infinitives)

Stage 45 - Lesbia - Timeframe: 10 days

Clodia. Seven Poems by Catullus to highlight his relationship with Lesbia.
Catullus Project

Stage 48 - Nero et Agrippina - Timeframe: 7 days

Emperor Nero’s plot to murder his mother, Agrippina.

How Accurate is “I, Claudius” -Research Paper - Students select one character from the “I Claudius” series to research for accuracy. Must have a primary, & 2 secondary sources.

Socratic seminar

Exam Review/Seminar Discussion - - Timeframe: 2 days

End of Latin 3B

Grade Level: 11 - 12

Duration: 2 Trimesters

Overview: Latin 4 Honors exposes advanced Latin students to a compilation of prose and poetry; in translating these works, students have the opportunity to parse grammatical forms and reflect on various writing styles. The course is designed to create a firm translation base for unadapted Latin that students will use as a bridge into the rigorous College in the Schools (dual credit program offered through the University of Minnesota) curriculum offered in Latin 5. Latin 4 includes a study of the following works: selections from Love and Transformation: An Ovid Reader to include “Baucis and Philemon,” Pliny’s Letters or a selection of Plautus’ comedies; B.G. Balme’s Cupid and Psyche (poetry); Cicero’s Letters to Terentia and Tullia (poetry); and Petronius “The Millionaire's Dinner Party” (prose). This collection of classical works by outstanding writers will expose students to a wide range of authors’ styles and grammatical idiosyncrasies, and offer their experience with rigorous unadapted passage variations that will equip them to succeed in the Latin 5 CIS course.

Primary Resource: Each Unit studied uses a different Resource with specific Latin passages and grammatical forms to translate

Topics/Units:

Ovid’s Metamorphoses by Mandelbaum: An in-depth mythology textbook written by Ovid - Time frame: Ongoing Chapters 8B-10

GRAMMAR Packet Reviews - Time frame: Ongoing for each unit

SYNOPSIS Quizzes - Time frame: Bi-Monthly assessments

UNIT I:

PLAUTUS - The Study of Comedy - Time frame: 10 days

“Roman Way” Packets are distributed to read.
Class begins reading Auricula Meretricula together.
Pairs choose a Plautus play to read & perform.
Class continues reading Auricula.
Pairs finish reading play. They select an act to perform for class.
Class finishes Plautus play and discusses the stock
characters in play.
Acting begins on each pair’s play.
Discussion follows.
Test on Comedy Unit
Class watches “Funny Thing Happened on the Way to
the Forum” (Pastiche of Plautus’ Plays)

Unit 2:

PROSE - CICERO - “ His Finest Hour” - Time frame:10 days

Students work on setting up Cicero’s timeline & discuss his life as a preamble to the unit.
Begin the translation and discussion of Cicero’s 7 letters to his wife Terentia.

TERENTIA’S LETTER (to Cicero) PROJECT - Time frame:16 days

Each student writes a letter in Latin by Terentia to Cicero, responding to his 7 letters. The letter contains required grammatical forms and appropriate Latin.

UNIT 3

THE MILLIONAIRE’S DINNER PARTY - Satire - Time frame: 6 days

Students begin with a history on Petronius, the writer, - his background, the political environment in Rome, the humor in his writing, and the audience he wishes to reach.
Students translate as a class the story of Trimalchio and his dinner party.
Students are assessed short quizzes on the chapters and the true intent of Petronius’ use of satire in this light and humorous event were discussed.
Grammar packet included to complete

Exam Review - Time frame:2 days

END OF LATIN 4A

Ovid’s Metamorphoses by Mandelbaum: An in-depth mythology textbook written by Ovid - Time frame: Ongoing

GRAMMAR Packet Reviews - Time frame: Ongoing for each unit

SYNOPSIS Quizzes - Time frame: Bi-Monthly assessments

THE BOY & HIS DOLPHIN by Pliny - Time frame: 3 days

Pliny’s aspects on Roman social life and the importance of leisure time at the shore. The question after translation of this simplistic & beautiful story is - what would you have done in this situation?
Short comprehension assessment follows.

BAUCIS & PHILEMON by Ovid - Time frame: 17 days

A beautiful myth about an old couple at the end of their lives who have honored the gods well and lived a holy, respectful life. The gods bless them with 3 final wishes.
Students spend group time translating the poem by Ovid and answering comprehension questions.
Assessments follow chapter passages.

CUPID & PSYCHE by Balme - Time frame: 13 days

This poetry is a love story between 2 very different individuals - Cupid, the god of love and Psyche, the most beautiful girl in the land.
Students select a chapter to translate from the story and will produce a prezi, google doc or powerpoint to describe their chapter in an interesting way to the class. Also all the comprehension and grammar questions must be completed in their chapter.
Happy production!

BAYEUX TAPESTRY - History of the Battle of Hastings - Time frame: 10 days

Students will learn the history of the Bayeux Tapestry. How it was made, why it was created, where and by whom? How is this associated with the Latin language?
Students will discuss the tapestry and the scenes stitched on it.

TAPESTRY BY YOU PROJECT - Each student will create his own life’s tapestry modeled after the true Tapestry. - Time frame: 10 days

END OF HONORS LATIN

Grade Level: 9 - 12

Duration: 2 Trimesters

Overview: This is the introductory world language course in Chinese. This course is designed for the high school level students who have had no prior experience in Chinese language.This course will develop students’ basic communicative competence in the Chinese language. Throughout the course, students develop their listening, speaking, reading and writing skills across the three communicative modes: interpretive, interpersonal, and presentational. The emphasis in this course will be on building students’ communicative competence in oral and auditory skills. Students will be able to communicate verbally in the Chinese language within given situations. This course will prepare students for a smooth transition into Chinese II. Success will depend on each student’s commitment to daily review and practice.

Primary Resource:

Topics/Units:

TRIMESTER 1

Unit 1 - China

Sections 1 & 2 - China & the Chinese Language - Time frame: Week 1
Sections 3 & 4 - Basic Strokes & Pinyin.- Time frame: Week 2

Unit 2 - Greeting phrases

Section 1 - Common greetings phrases - Time frame: Week 3
Section 2 - Self introduction - Time frame: Week 4

Unit 3 - Chinese numbers

Section 1 - Numbers from 0-99 - Time frame: Week 5
Section 2 - Numbers from 100 - 900 - Time frame: Week 6

Research & Presentational Project/Mid-Term Review - Time frame: Week 7

Unit 4 - Friends & ages

Section 1- Introducing friends - Time frame: Week 8
Section 2 - Asking/answering age questions - Time frame: Week 9

Unit 5 - Common classroom objects - Weeks 10-11

End of the trimester review and final exam - Week 12

TRIMESTER 2

Unit 6 - Family & occupations

Section 1 - Family members - Time frame: Week 1
Section 2 - Occupations - Time frame: Week 2

Unit 7 - Pets

Section 1 - Common family pets - Time frame: Week 3
Section 2 - The size and temperament of pets - Time frame: Week 4

Unit 8 - Countries & nationalities

Section 1 - Countries - Time frame: Week 5
Section 2 - Nationalities - Time frame: Week 6

Grade Level: 9 - 12

Duration: 2 Trimesters

Overview: This course is designed for the high school level students who have completed Chinese I. This course will continue to develop students’ communicative competence in the Chinese language. Cultural topics focus on the history of the Chinese language, lifestyle, and current events. Throughout the course, students develop their listening, speaking, reading and writing skills across the three communicative modes: interpretive, interpersonal, and presentational. Students will be able to communicate in the Chinese language in the level-appropriate situations. This course will prepare students for a smooth transition into Chinese III. Success will depend on each student’s commitment to daily review and practice.

Primary Resource:

Topics/Units:

Trimester 1

Review the content of Chinese 1 - Time frame: Week 1

Unit 1 - Chinese calendar

Section 1 - Months of the year - Time frame: Week 3
Section 2 - Days of the week - Time frame: Week 3

Unit 2 - Daily & routine activities

Section 1 - Daily activities - Time frame: Week 4
Section 2 - Chinese clock/time - Time frame: Week 5
Section 3 - Routine activities - Time frame: Week 6

Research & Presentational Project/Mid-Term Review - Time frame: Week 7

Unit 3 - Directions & rooms of a house

Section 1 - Directional words - Time frame: Week 8
Section 2 - Rooms of a house - Time frame: Week 9

Unit 4 - Clothes & Colors

Section 1 - Clothes - Time frame: Week 10
Section 2 - Colors - Time frame: Week 11

End of Trimester review & final exam - Time frame: Week 12

Trimester 2

Unit 6 - Chinese money & fruits

Section 1 - Chinese monetary units - Time frame: Week 1
Section 2 - Fruits - Time frame: Week 2
Section 3 - Tastes of fruits - Time frame: Week 3
Unit 7 - Phone calls

Section 1 - Making and answering phone calls - Time frame: Week 4
Section 2 - Asking about availability (free or busy) - Time frame: Week 5

Research & Presentational Project/Mid-Term Review - Time frame: Week 6

Unit 8 - Foods and drinks

Section 1-3 - Common foods and drinks- Time frame: Week 7

Unit 9 - Seasons & Weather

Section 1 - Seasons- Time frame: Week 8
Section 2 - Weather Conditions- Time frame: Week 9

End of the trimester review & final exam - Time frame: Week 10

Grade Level: 9 - 12

Duration: 2 Trimesters

Overview: This course emphasizes the four domains of language: listening, speaking, reading, and writing. Students will acquire a basic level of vocabulary and grammar through a variety of in-class and online activities and resources that incorporate cultural awareness of the Spanish-speaking world. Success is dependent on daily review and practice.

Primary Resource: Descubre 1A

Topics/Units:

Unit 1 - Getting acquainted - Timeframe: 2.5 weeks

Vocabulary Content

Classroom commands
Alphabet and pronunciation
Presentations and getting-to-know you (name, age, where you’re from, etc.)
Greetings/farewells
Basic conversation (how are you, etc.)
Numbers 0-100
Ser + Adjectives

Grammar Structures

Classroom survival phrases
Forming questions and answers
First and second person forms of basic verbs
Ser + Adjectives and adjective agreement
Tener
Llamarse
Ordinal numbers
Formal vs. informal

Cultural and Global Connections and Comparisons

Pronunciation of Spanish and listening to native speakers introduce themselves
Maps of the Spanish speaking world
Highlights of cultures of different Spanish speaking countries/cities
Day of the Dead (Tri. 1)
Authentic music

Unit 2 - School - Timeframe: 2.5 weeks

Vocabulary Content

School supplies
Common items in the classroom
School subjects
School schedules
Time
Interrogative question words
Days of the week, months, seasons
Numbers 100- 1 million
Likes/Dislikes
High-frequency verbs

Grammar Structures

Subject pronouns and their substitutions
Present tense of GUSTAR
The present tense of the verbs IR, DAR & ESTAR
Sentence & question structure
Structure of questions of inquiry

Cultural and Global Connections and Comparisons

Pronunciation of Spanish and listening to native speakers talk about school
Highlights of cultures of different Spanish speaking countries/cities
Use of number 1,000, 2,000 etc..
Authentic music
Review of previous grammar and vocabulary
Comparing schools and school schedules in various Spanish-speaking countries

Unit 3- Family and Home - Timeframe: 2.5 weeks

Vocabulary Content

Family Members
Household items
Household activities
Common -AR verbs

Grammar Structures

Conjugating present tense verbs (first & third person singular & plural forms)
Regular and irregular verbs
Sentence and question word order
Estar + Prepositions
AR verbs (what family is doing)
Subject and verb agreement
Possessive adjectives

Cultural and Global Connections and Comparisons

Pronunciation of Spanish
Authentic Latin music
Lineage of family surnames in Latin culture
Review of previous grammar and vocabulary

Unit 4 - Meal time - Timeframe: 2.5 weeks

Vocabulary Content

Meals
Basic food vocabulary
Basic target culture foods
Describing how something tastes

Grammar Structures

Tener que
Ir a INF
Acabar de
Ver
Saber
Direct objects
Sentence word order
Basic modal verbs
Additional ongoing content
Pronunciation of Spanish
Authentic music
Continued practice of question and answer formats for self and about others
Review of previous grammar and vocabulary

Unit 5 - Sports & Activities - Timeframe: 2.5 weeks

Vocabulary Content

Freetime activities (sports, hobbies ,music, art, etc.)
Expressions of frequency (siempre, nunca, etc.)
Activities/hobbies
Months, days, seasons

Grammar Structures

Descriptive Adjectives and how to use them
Possessive adjectives and how to use them
Present tense of regular -ER & -IR verbs: definitions & conjugations
Present tense of Verbs: TENER and VENIR
Correct use of present tense modal verbs (dos verbos)
Stem Changing Verbs

Cultural and Global Connections and Comparisons

Pronunciation of Spanish
Authentic Latin music
Lineage of family surnames in Latin culture
Review of previous grammar and vocabulary

Unit 6- Health and Body - Time frame: 2.5 weeks

Vocabulary Content

Body parts
Health terms and minor illnesses
Estar and tener expressions

Grammar Structures

Doler & IDOPs
Deber
Ser vs. estar
Tener expressions

Cultural and Global Connections and Comparisons

Pronunciation of Spanish
Authentic music
Continued practice of question and answer formats for self and about others
Review of previous grammar and vocabulary

Unit 7- The Spanish-Speaking World - Time frame: 2.5 weeks

Vocabulary Content

Target Language continents / countries
Cardinal directions
Basic geography vocabulary
Basic city vocabulary
Adjectives to describes sites

Grammar Structures

Review of all grammar structures taught in Units 1-6

Cultural and Global Connections and Comparisons

Pronunciation of Spanish
Authentic Latin music

Grade Level: 9 - 12

Duration: 2 Trimester2

Course Overview: This course is a continuation of the foundation built in Spanish 1. Students will increase their knowledge of vocabulary, grammar and cultural awareness throughout the year, specifically focusing on the use of past tense. Students will also enhance their cultural awareness through two different video series.

Primary Resource: Descubre 1B

Standards: Wisconsin Standards for World Languages

Trimester 1: 12 Weeks - Topics/Units:

Week 1: Lec. Preliminar

Review of Spanish 1, Lessons 1-4
Focus on skills practice say/read/write/hear past vocabulary and grammar

Activities/Resources:

Video Series: ¿Eres tú, María?
Presentational writing poster assessment to show knowledge of past material as foundation
Verb speed tests on Canvas.

Week 2: Lesson 5: Vacations

Vacations/travel
Adjectives of condition
Weather/season/months
estar

Activities/Resources:

Video Series: ¿Eres tú, María?
Vocab.lists and online guides/practice
Skills practice to say/read/write/hear using our vocabulary and grammar to discuss travel to Spanish speaking destinations: when, where, with whom and why
Interpretive listening: weather forecast

Week 3: Lesson 5.2 - Presente Progresivo - Repaso de verbos de bota Lesson 5.4 - Direct Object Pronouns

Activities/Resources:

Video Series: ¿Eres tú, María?
Skills practice to say/read/write/hear using our vocabulary and grammar
Interpersonal: Video assignment: ¿Qué estás haciendo?

Week 4: Lesson 5.1 - Estar + adjectivos Lesson 5.3 - SER vs ESTAR

Activities/Resources:

Video Series: ¿Eres tú, María?
Skills to practice how to say/read/write/hear using our vocab.
Grammar to talk about conditions and descriptions
Comparing and contrasting using the two verbs “to be”

Week 5: Lesson 5 - Summative Assessment

Prep and present writing assessment travel brochure

Activities/Resources:

Video Series: ¿Eres tú, María?
Rubric and scaffolding for rough draft & final draft of assessment
Online of travel brochures to investigate

Week 6: Lesson 5 - Summative Interpersonal Presentation

Activities/Resources:

Video Series: ¿Eres tú, María?
Rubric and scaffolding for rough draft & final presentation on planning a trip

Week 7: Lesson 6 - Shopping Lesson 6.2 Indirect Object Pronouns

Vocabulary: clothing, colors, shopping/buying/giving
Adjectives with -SER

Activities/Resources:

Video Series: ¿Eres tú, María?
Vocab.lists and online guides/practice
Skills practice to say/read/write/hear using vocab. and grammar concepts
Compare and contrast shopping in open air markets vs. stores in the Spanish speaking world

Week 8: Lesson 6.1 - SABER vs CONOCER

Activities/Resources:

Compare/contrast the verbs Saber and Conocer
Online guides/practice
Skills practice to say/read/write/hear about what one knows how to do and who they know (or don’t know)

Week 9: Lesson 6.3 - Intro. To Preterite tense

For regular verbs and Dar, ver, ser, ir

Activities/Resources:

Video Series: ¿Eres tú, María?
Skills practice to say/read/write/hear using the past tense

Week 10: Continue with Preterite Lesson 6: Summative Writing Assessment with Interpretive Reading

Activities/Resources:

Video Series: ¿Eres tú, María?
Using a provided website or ad, decide on how to spend your money on new clothes for yourself and as gifts to give to your family and friends.

Week 11: Lesson 6: Summative Interpersonal Presentation

Activities/Resources:

Rubric and scaffolding for rough draft and final presentation on buying items to replace lost luggage on vacation

Week 12: Review: Interpretive Reading Assessment and Exam Prep

Final exam will incorporate the skills of interpretive listening, interpretive reading and writing to demonstrate acquired knowledge of the vocabulary and grammatical concepts taught this trimester on lessons 5 & 6

Trimester 2 - 12 Weeks

Week 1: Review of Spanish 2A Concepts Lección 7 & 7.2: Daily Routines

Activities/Resources:

VHL
Pqt. de actividades
Video: Alike
Vocab.lists and online guides/practice
Skills practice to say/read/write/hear using our vocabulary and grammar to talk about daily routines
Learning about some foods unique to the Spanish speaking world

Week 2: Lección 7.1 - Reflexive Verbs

Activities/Resources:

VHL
Pqt. de actividades
Present silly song using reflexive verbs
Continue using skills practice to say/read/write/hear using our vocabulary and grammar to talk about daily routines
Interpretive listening with interview of actor Julián Larrea

Week 3: Lección 7.3 - Verbs like Gustar & review of indirect object pronouns

Activities/Resources:

VHL
Pqt. de actividades
Skills to practice how to say/read/write/hear the different kinds of pronouns learned (direct;indirect; reflexive) and how to use verbs like gustar to express what is liked/disliked with food
Compare own routine

Week 4: Using Verbs like Gustar and Reflexible Verbs in the Preterite

Activities/Resources:

VHL
Skills to practice how to say/read/write/hear the preterite tense using lesson 7 vocabulary

Week 5: Lección 8.1: Preterite of verbs that have spelling changes

Activities/Resources:

VHL/fotonovela
Pqt. de actividades
Skills to practice how to say/read/write/hear the preterite tense irregular verbs
Write a short blog post

Week 6: Lesson 7 Assessments

Activities/Resources:

Present a 60 second interview with another classmate on daily routines
Complete a written assessment to demonstrate understanding of Lesson 7 concepts and vocabulary

Week 7: Lesson 8/9: Food and Celebrations 8.3: Comparisons

Activities/Resources:

VHL
Vocab.lists and online guides/practice
Skills practice to say/read/write/hear using our vocabulary and grammar to talk about food and celebrations in our lives and some in the Spanish speaking world

Week 7: Lesson 8/9: Food and Celebrations 8.3: Comparisons

Activities/Resources:

VHL
Vocab.lists and online guides/practice
Skills practice to say/read/write/hear using our vocabulary and grammar to talk about food and celebrations in our lives and some in the Spanish speaking world

Week 8: Cultural Comparison Task

Activities/Resources:

Research a unique celebration that occurs in the Spanish speaking world and compare/contrast it to your favorite celebration during the year
Create a 1-pager to show your findings

Week 9: Preterite: “Super Irregulars”

Activities/Resources:

Extr@ 9
VHL
Skills practice to say/read/write/hear using our vocabulary and grammar using the past tense of the targeted irregular verbs
Present: silly song

Week 10: Continue with 9 Intro to IMPERFECT tense

Activities/Resources:

VHL
Compare and contrast the use of the two past tenses in Spanish
Skills practice to say/read/write/hear using our vocabulary and grammar to talk about food and celebrations in the past

Week 11: Use the present, preterite and imperfect together

Activities/Resources:

Prepare and present lesson 8/9 writing and then an interpersonal speaking assessment
Talk about a celebration you attended and another you researched from the Spanish speaking world with lesson 8/9 vocabulary and grammar concepts

Week 12: Review of 2B and Final Exam preparations

Review: Interpretive Reading assessment and exam prep
Final exam will incorporate the skills of interpretive listening, interpretive reading and writing to demonstrate acquired knowledge of the vocabulary and grammatical concepts taught this trimester on lessons 7, 8/9

Grade Level: 10 - 12

Duration: 2 Trimesters

Course Overview: Spanish 3 emphasizes vocabulary development, grammatical structures, new verb tenses, and the use of the present subjunctive. The class is conducted entirely in Spanish, and students are required to participate orally throughout each class in all activities, using the target language.. The curriculum consists of various short stories and legends from Spanish-speaking countries, weekly episodes of the Destinos video series, popular songs, and feature-length foreign films. Oral and written work is based on this curriculum and is evaluated for both content and grammar.

Primary Resource: Descubre 2 (online VISTA access) and teacher-created materials

Topics/Timeframe:

Destinos episodes: Students learn and practice vocabulary, explore cultural and historical elements of Spanish-speaking countries, watch episodes and take comprehension quizzes for each episode. Timeframe: Ongoing
Pronunciation: Students continually work to accurately pronounce words in Spanish through a variety of activities and checkpoints. Timeframe: Ongoing
Verb charts: Students conjugate verbs in all known tenses, accurately depicting each form’s English translation. Timeframe: Ongoing

UNIT 1: Present and Past Narration - Timeframe: 6 weeks

Grammar review of the present, preterite, and (introduction to) imperfect tense: In-depth recognition/production of all conjugations (including irregulars) when narrating in the present and the past tenses
Descubre lesson 1 vocabulary: Students continue to practice present and past tenses utilizing the medical vocabulary
STORY: El león y las pulgas - Students read a folktale, learning and applying new vocabulary and grammar. End assessment includes a written portion requiring students to explain the story in Spanish using both past tenses and vocabulary.

UNIT 2: Commands - Timeframe: 4 weeks

Grammar = Informal and formal commands
Descubre lessons 2-3 = Students utilize the vocabulary in order to practice producing and interpreting commands
STORY: Los tres consejos - Students read a folktale, learning and applying new vocabulary and grammar. End assessment includes a written portion requiring students to explain the story in Spanish using both past tenses and vocabulary.

UNIT 3: Present Subjunctive - Timeframe: 6 weeks

Grammar = students learn the formation of the present subjunctive within the context of impersonal expressions (“VOCES” vs. “JIPI”)
Descubre lesson 4 = Students utilize present subjunctive within the context of nature and ecology vocabulary
STORY: El hijo ladrón - Students read a folktale, learning and applying new vocabulary and grammar. End assessment includes a written portion requiring students to explain the story in Spanish using both past tenses and vocabulary.

UNIT 4: Present Subjunctive extension - Timeframe: 6 weeks

Grammar = students learn to use the present subjunctive in phrases of emotion, persuasion, and doubt (in addition to impersonal expressions)
STORY: La profecía de la gitana - Students read a folktale, learning and applying new vocabulary and grammar. End assessment includes a written portion requiring students to explain the story in Spanish using both past tenses and vocabulary.
MOVIE= Students utilize present subjunctive within the context of the Argentine move “Valentín”

UNIT 5: Future & Conditional - Timeframe: 4 weeks

Grammar = students learn the formation of future and conditional tenses
Descubre lessons 7-8 = Students utilize future and conditional tenses within the context of work and fine arts vocabulary
STORY: El pájaro de los 7 colores - Students read a folktale, learning and applying new vocabulary and grammar. End assessment includes a written portion requiring students to explain the story in Spanish using both past tenses and vocabulary.

UNIT 6: Perfect Tenses - Timeframe: 6 weeks

Grammar = students learn the formation of the present subjunctive within the context of impersonal expressions (“VOCES” vs. “JIPI”)
Descubre lesson 6 = Students utilize present perfect (indicative and subjunctive) and pluperfect tenses within the context of wellness vocabulary
STORY: El Origen del nopal - Students read a folktale, learning and applying new vocabulary and grammar. End assessment includes a written portion requiring students to explain the story in Spanish using both past tenses and vocabulary.

REVIEW - Timeframe: 1-2 weeks

MOANA: Students watch the Disney movie Moana in Spanish with Spanish subtitles as the context to review all of the grammar they have learned in Spanish 1, 2, and 3.

Grade Level: 11 - 12

Duration: 1 Trimester

Overview: The goal of this course is to develop high-level proficiency in reading, writing, listening, and speaking. Spanish 4 emphasizes vocabulary development, grammatical structures (such as if clauses and a more in-depth study of all aspects and tenses of the subjunctive) reading, writing, listening comprehension, and communication skills. The class is conducted entirely in Spanish and students are required to speak Spanish and participate orally in the activities. The curriculum includes various short stories, poetry, a Spanish-language play, authentic magazine and newspaper articles from Spanish-speaking countries, weekly episodes of the popular Spanish TV series emphasizing culture and historical events, Cuéntame, ¿cómo pasó?, popular songs, feature-length movies, authentic listening selections, history, culture, and projects. Oral and written work is based on this curriculum and is evaluated for both content and grammar. Students who successfully complete this course are ready for AP Spanish or college-level Spanish.

Primary Resource:

Topics/Units:

Review of previous Vocabulary and grammatical concepts
Pronunciation
Cultural Awareness
Verb Conjugations
Speaking / Pronunciation

Cuéntame, ¿cómo pasó? Video Series: Students watch episodes of the first season of the award-winning Spanish TVE series "Cuéntame, ¿cómo pasó?". Set in 1968, the series chronicles life in a typical Spanish family during the last years of Franco's dictatorship. Emphasis is on oral comprehension, reading, cultural and historic awareness, and vocabulary development.- Timeframe: Weekly

Movie:Gol: Students will view the movie ¡GOL! explore the themes of: immigration and economic hardship, family relationships and support, and the challenge and strength of setting personal goals.- Timeframe: 10 days

Movie: El viaje de Carol: The movie, El viaje de Carol, engages the students in listening comprehension and provides additional context for group discussion and original writing based on the culture and history of Spain during the Spanish Civil War. - Timeframe: 10 days

Fundraising

Curriculum: A Closer Look

Standards-Based Learning

Scope & Sequence: Grades 9-12

AVID

Business

Computer Science

English

Engineering

Fine Arts

Math

Phy Ed & Wellness

Science

Social Studies

World Language

High School

Scope & Sequence: Grades 9-12

AVID

Business

Computer Science

English

Engineering

Fine Arts

Math

Phy Ed & Wellness

Science

Social Studies

World Language