ARTS
_______ I. Arts: Creation and Performance (Write in two genres studied) ________________________________
CHOOSE TWO OF THE FOLLOWING: DANCE, MEDIA ARTS, MUSIC, THEATER, VISUAL ARTS, CREATIVE WRITING
Students will explore an art form through creation or/and performance of an original artistic piece with consideration of audience, intent, elements of the art form, and a sense of the artistic whole. Students will explore an art form through creation or/and performance of an original artistic piece with consideration of audience, intent, elements of the art form.
_______ II. Arts: Creation and Evaluation (Write in name of two genres studied) ___________________________
CHOOSE TWO OF THE FOLLOWING: DANCE, MEDIA ARTS, MUSIC, THEATER, VISUAL ARTS, CREATIVE WRITING
Students will experience and reflect on outside criticism of their artistic creation and/or performance, and use this reflection to self-evaluate and grow within the selected art form.
_______ III. Arts: Analysis and Interpretation 1 (Write in name of two genres studied) ________________________
CHOOSE TWO OF THE FOLLOWING: DANCE, MEDIA ARTS, MUSIC, THEATER, VISUAL ARTS
Students will analyze and interpret the creation and/or performance of a selected art form from an artist and examine the work(s) in relation to and with an understanding of the elements, techniques, and processes of the selected art form. Students will analyze and interpret the creation and/or performance of a selected art form from an artist in relation to the historical, social, political, personal, and cultural context within the work(s) was created.
CAREER AND TECHNOLOGY
CAREER EXPLORATION
_______ I. CAREER EXPLORATION: INVENTORY AND PLAN
Students will use an interest inventory and their own self-exploration to create a portfolio of potential career options.
_______II. CAREER EXPLORATION: TRAINING
Students will explore the necessary training and skills required to obtain some of their top career options, as well as challenges and obstacles they will face achieving that goal.
_______ III. CAREER EXPLORATION: LIFESTYLE CHOICES
Students will explore their preferred lifestyle choices which may include but is not limited to location of residence, hours working, family structure, mode of transportation, type of housing, and vacation and leisure time.
_______ IV. CAREER EXPLORATION: HEALTH CARE
Students will explore the role of health care in their life and examine various options and plans for health care insurance.
_______ V. CAREER EXPLORATION: BUDGETS
Students will create a sample personal and/or family budget reflecting their lifestyle choices and career options, and based on research of the area the student would like to reside.
_______ VI. CAREER EXPLORATION: CREDIT
Students will examine the risks and benefits of credit in various circumstances, including, but not limited to, credit cards, mortgages, and car loans and the impact credit rating has on obtaining loans in these areas.
_______ VII. CAREER EXPLORATION: POST-SECONDARY WORK
Students will examine the financial and practical benefits and challenges they will face in receiving the appropriate training for their career options, including when appropriate filling out financial aid papers and applying at one or more post-secondary institutions.
_______ VIII. CAREER EXPLORATION: INVESTMENT
Students will explore the role of investment, interest, and equity in their finances, including, but not limited to mutual funds, retirement plans, and savings accounts.
_______ IX. CAREER EXPLORATION: PERSONAL CHOICES
Students will explore the impact their personal, family, and consumer choices have on their personal life, family life, and local and global society, which may include but is not limited to home maintenance, transportation choices, purchasing/cooking food, and cleanliness.
TECHNOLOGY
_______ I. TECHNOLOGY: COMPUTER OPERATIONS
Students will demonstrate a basic understanding of fundamental computer operations and concepts.
_______ II. TECHNOLOGY: SOFTWARE APPLICATIONS
Students will show an understanding of software application.
_______ III. TECHNOLOGY: TELECOMMUNICATION NETWORKS
Students will use local, wide area, and worldwide network communication systems to access, analyze, interpret, and synthesize information.
_______ IV. TECHNOLOGY: INFORMATION GATHERING
Students will demonstrate skills in the selection and use of appropriate technologies to gather, process, and analyze data and to report information related to an investigation.
HEALTH/PE
PERSONAL HEALTH
_______ I. PERSONAL HEALTH: NUTRITION
Students will demonstrate understanding of the impact of nutrition, food selection, safety, and eating patterns.
_______ II. PERSONAL HEALTH: HEALTHY CHOICES: TOBACCO
Students will explore how tobacco affects one’s personal health, as well as the best methods to avoid and quit using tobacco.
_______ III. PERSONAL HEALTH: HEALTHY CHOICES: ALCOHOL
Students will explore how alcohol affects one’s personal health, as well as the best ways to stop underage drinking and encourage responsible adult drinking.
_______ IV. PERSONAL HEALTH: HEALTHY CHOICES: DRUGS
Students will explore how various legal and illegal drugs affect one’s personal health, as well as best methods to break drug addictions.
_______ V. PERSONAL HEALTH: HEALTHY CHOICES: STDS
Students will explore how various sexually transmitted diseases (STDs) affect one’s personal health, as well as treatment for these diseases.
_______ VI. PERSONAL HEALTH: HEALTHY CHOICES: PREGNANCY
Students will explore teen and unwanted pregnancies, with specific focus on rape, unprotected sex, and decision-making.
_______ VII. PERSONAL HEALTH: HEALTHY CHOICES: EATING DISORDERS
Students will explore how various eating disorders affect one’s personal health, as well as how individuals develop and overcome those disorders.
_______ VIII. PERSONAL HEALTH: HEALTHY CHOICES: SELF-INJURY
Students will explore common forms of self-injury, what leads to instances of self-injury, and the impact of self-injury on one’s personal health.
PHYSICAL FITNESS AND PHYSICAL EDUCATION
_______ I. PHYSICAL FITNESS AND PHYSICAL EDUCATION: FITNESS PLAN
Students will create a fitness plan by establishing current levels of cardiovascular fitness, muscular endurance, and flexibility; setting cardiovascular, muscular, and flexibility goals to improve total body fitness; selecting measurement strategies; identifying frequency, intensity, time, and types of activities required to meet goals; analyzing impact of goals on cardiovascular system and affected muscle groups; evaluating reasonableness of maintaining the fitness plan over an extended period of time; and evaluating effectiveness of the plan on total body fitness.
_______ II. PHYSICAL FITNESS AND PHYSICAL EDUCATION: AEROBIC ACTIVITY
Students will demonstrate knowledge and skills in an aerobic activity.
_______ III. PHYSICAL FITNESS AND PHYSICAL EDUCATION: PHYSICAL ACTIVITY #1
Students will demonstrate knowledge and skills in a physical activity.
_______ IV. PHYSICAL FITNESS AND PHYSICAL EDUCATION: PHYSICAL ACTIVITY #2
Students will demonstrate knowledge and skills in a physical activity.
LANGUAGE ARTS/READING
READING AND LITERATURE
_______ I. LANGUAGE ARTS: READING AND LITERATURE: WORD STUDY
Students will examine dictionaries, context clues, reference books, analogies, Greek and Latin roots, warranties, contracts, job descriptions, technical descriptions, labels, warnings, manuals, directions, applications, forms, journals, essays, speeches, biographies, autobiographies. In these different areas, students will review and analyze main ideas, perspective, support, bias, credibility of sources, weak logic, structure, and interpretation of significance.
_______ II. LANGUAGE ARTS: READING AND LITERATURE: GENRES OF LITERATURE
Students will demonstrate understanding of the basic genres of literature: fiction, poetry, and drama.
_______ III. LANGUAGE ARTS: READING AND LITERATURE: FICTION
Students will demonstrate understanding of the basic elements of fiction: diction, point of view (POV), symbolism, tone, irony, satire, character, setting, and plot structure.
_______ IV. LANGUAGE ARTS: READING AND LITERATURE: AMERICAN LITERATURE: NATIONAL LITERATURE AND ROMANTICISM.
Students will read, analyze, and evaluate several works in American literature, including the Declaration of Independence and either Phillis Wheatley or Washington Irving, although other writers may be substituted from early United States history. In addition, students will study the romantic period in American history, reading writers such as Hawthorne, Poe, Emerson, Thoreau, Whitman, and Dickinson, although other writers may be substituted.
_______ V. LANGUAGE ARTS: READING AND LITERATURE: AMERICAN LITERATURE: REALISM
Students will read, analyze, and evaluate several works in American literature from the period of realism. Writers may include but are not limited to Twain, Crane, James, Chopin, Douglass, Stowe, and Wharton.
_______ VI. LANGUAGE ARTS: READING AND LITERATURE: AMERICAN LITERATURE: MODERNISM
Students will read, analyze, and evaluate several works in American literature from the period of modernism. Writers may include but are not limited to Hemingway, Fitzgerald, Hurston, Wright, Salinger, Miller, O’Neill, Hansberry, Wilder, Williams, Hughes, Frost, William Carlos Williams, St. Vincent Millay, cummings, and Moore.
_______ VII. LANGUAGE ARTS: READING AND LITERATURE: AMERICAN LITERATURE: CONTEMPORARY LITERATURE
Students will read, analyze, and evaluate several works in American literature from within the last fifty years. Writers may include but are not limited to Erdrich, Morrsion, Silko, Cisneros, Albee, Wilson, Plath, Brooks, Rich, Wilbur, and Larkin.
_______ VIII.LANGUAGE ARTS: READING AND LITERATURE: BRITISH LITERATURE: EARLY TO RENAISSANCE
Students will read, analyze, and evaluate several works in early to Renaissance British literature. Works may include but are not limited to Beowulf, The Canterbury Tales, and the plays of Shakespeare.
_______ IX.LANGUAGE ARTS: READING AND LITERATURE: BRITISH LITERATURE: 17TH AND 18TH CENTURY LITERATURE
Students will read, analyze, and evaluate several works in British literature from the 17th and 18th centuries. Writers may include but are not limited to Milton, Swift, and Pope.
_______ X.LANGUAGE ARTS: READING AND LITERATURE: BRITISH LITERATURE: ROMANTICISM AND REALISM
Students will read, analyze, and evaluate several works in British literature from the Romantic and Realism periods. Writers may include but are not limited to Austen, Dickens, Charlotte and Emily Bronte, Hardy, Shelley, Eliot, Wordsworth, Keats, Shelley, Coleridge, Byron, and Tennyson.
_______ XI.LANGUAGE ARTS: READING AND LITERATURE: BRITISH LITERATURE: MODERNISM
Students will read, analyze, and evaluate several works in British literature from the modernist period. Writers may include but are not limited to Conrad, Joyce, Woolf, Beckett, Yeats, and Auden.
_______ XII. LANGUAGE ARTS: READING AND LITERATURE: WORLD LITERATURE: ANCIENT GREECE AND WORLD CLASSICS
Students will read, analyze, and evaluate several works in world literature, especially from ancient civilizations and the middle ages. Works may include but are not limited to Plato’s Republic, Oedipus the King, Antigone, The Odyssey, The Iliad, speeches by Roman orators, The Aenied, The Bible, The Epic of Gilgamesh, The Divine Comedy, The Koran, writings of Machiavelli, and the writings of Lao-Tzu, among others.
_______ XIII. LANGUAGE ARTS: READING AND LITERATURE: WORLD LITERATURE: PRE-20TH CENTURY EUROPEAN
Students will read, analyze, and evaluate several works in world literature, especially from pre-20th century Europe. Writers may include but are not limited to Tolstoy, Moliere, Baudelaire, Dostoevsky, Flaubert, Gogol, Balzac, Goethe, Cervantes, Zola, Ibsen, Chekhov, Pushkin, and Rilke.
_______ XIV. LANGUAGE ARTS: READING AND LITERATURE: WORLD LITERATURE: 20TH CENTURY EUROPEAN
Students will read, analyze, and evaluate several works in world literature, especially from 20th century Europe. Writers may include but are not limited to Kafka, Mann, Camus, Pirandello, Brecht, Strindberg, Hesse, and Lorca.
_______ XV. LANGUAGE ARTS: READING AND LITERATURE: WORLD LITERATURE: LATIN AND SOUTH AMERICAN WRITERS
Students will read, analyze, and evaluate several works in world literature, especially from Latin and South America. Writers may include but are not limited to Borges, Allende, Neruda, Marquéz, and Paz.
_______ XVI. LANGUAGE ARTS: READING AND LITERATURE: WORLD LITERATURE: ANGLOPHONE LITERATURE
Students will read, analyze, and evaluate several works in world literature, especially works written in English by writers in former colonial possessions. Writers may include but are not limited to Naipaul, Soyinka, Coetzee, Paton, Gordimer, Markandaya, Walcott, Tutola, and Narayan.
_______ XVII. LANGUAGE ARTS: READING AND LITERATURE: WORLD LITERATURE: ASIAN WRITERS (may replace one)
Students will read, analyze, and evaluate several works in world literature, specifically in Asian countries. This standard may replace one of the World Literature standards. Writers may include but are not limited to Kenzaburo Oe.
_______ XVIII. LANGUAGE ARTS: READING AND LITERATURE: DRAMA
Students will demonstrate understanding of the basic elements of drama, including character, scene, dialogue, staging, and theme.
_______ XIX. LANGUAGE ARTS: READING AND LITERATURE: POETRY AND POETIC DEVICES
Students will demonstrate an understanding of the basic elements and devices used in poetry: structure, word choice, tone, imagery, figurative language (simile/metaphor), hyperbole, understatement, personification, apostrophe, rhyme, rhythm, alliteration, assonance, consonance, onomatopoeia, stanza, couplet, iambic pentameter, and genre (lyric, narrative, ode, elegy, monologue, epic, ballad, romance, sonnet).
_______ XX. LANGUAGE ARTS: READING AND LITERATURE: CRITICAL PERSPECTIVES
Students will explore, analyze, and evaluate several critical perspectives about a work of literature.
_______ XXI. LANGUAGE ARTS: READING AND LITERATURE: HISTORICAL CONTEXT
Students will explore the context in which a piece of literature was written as well as the context in which the piece of literature is set.
_______ XXII. LANGUAGE ARTS: READING AND LITERATURE: THEMES IN THE MEDIA
Students will explore a common theme through several forms of media.
_______ XXIII. LANGUAGE ARTS: READING AND LITERATURE: SPECIFIC SUPPORT
Students will use specific support from a piece of literature to develop an argument about the meaning and/or significance of that literature.
_______ XXIV. LANGUAGE ARTS: READING AND LITERATURE: ANNOTATED BOOKLIST 1
_______ XXV. LANGUAGE ARTS: READING AND LITERATURE: ANNOTATED BOOKLIST 2
_______ XXVI. LANGUAGE ARTS: READING AND LITERATURE: ANNOTATED BOOKLIST 3
_______ XXVII. LANGUAGE ARTS: READING AND LITERATURE: ANNOTATED BOOKLIST 4
Students will complete an annotated booklist each year that demonstrates an understanding of genre and theme while also evaluating the quality of the literature.
WRITING
_______ I. LANGUAGE ARTS: WRITING: NARRATIVE
Students will write about themselves in autobiographies and journals.
_______ II. LANGUAGE ARTS: WRITING: EXPOSITORY
Students will explain or inform in writing about a topic.
_______ III. LANGUAGE ARTS: WRITING: DESCRIPTIVE
Students will use details to create a mental picture (object, person, place) in writing.
_______ IV. LANGUAGE ARTS: WRITING: PERSUASIVE
Students will develop an opinion in writing.
_______ V. LANGUAGE ARTS: WRITING: CRITICAL
Students will analyze a person/place/thing with attention to meaning/ significance/value.
_______ VI. LANGUAGE ARTS: WRITING: RESEARCH
Students will write a research paper that displays the following: thesis, varied sources checked for accuracy, internet sources checked for reliability, and proper MLA/APA format. In addition, students will demonstrate an understanding of plagiarism and how to avoid it.
_______ VII. LANGUAGE ARTS: WRITING: AUDIENCE AND PURPOSE
Students will demonstrate a sense of audience and purpose for the different writing expectations mentioned in I to VI.
_______ VIII. LANGUAGE ARTS: WRITING: WRITING PROCESS
Students will develop their writing through the writing process: an outline, thesis, specific details, structure, revision, editing, in-text documentation, and bib all being developed through stages and support.
_______ IX. LANGUAGE ARTS: WRITING: SPELLING, GRAMMAR, AND USAGE
Students will demonstrate perfect spelling as well as an understanding of the following grammatical and usage concepts: formal/informal language, capitalization, punctuation, verb tense, sentence structure, paragraphing, reflexive case pronouns, nominative and objective case pronouns (including who/whom), comma, semicolon, colon, hyphen, dash, like/as if, any/any other, this kind/these kinds, who/that, every/many, subjunctive mood, subject/verb agreement, active/passive voice, and possessive pronouns with gerunds.
_______ X. LANGUAGE ARTS: WRITING: HANDWRITING AND WORD PROCESSING
Students will show clear and efficient forms of written work.
_______ XI. LANGUAGE ARTS: WRITING: 30 JOURNALS YEAR 1
_______ XII. LANGUAGE ARTS: WRITING: 30 JOURNALS YEAR 2
_______ XIII. LANGUAGE ARTS: WRITING: 30 JOURNALS YEAR 3
_______ XIV. LANGUAGE ARTS: WRITING: 30 JOURNALS YEAR 4
Students will write thirty journals a year, reflecting on their growth as students while also refining their writing skills.
SPEAKING, LISTENING, AND VIEWING
_______ I. LANGUAGE ARTS: SPEAKING: STRUCTURE
Students will demonstrate an understanding of proper ways to structure various forms of speeches.
_______ II. LANGUAGE ARTS: SPEAKING: LANGUAGE
Students will demonstrate an understanding of proper ways to use language in various forms of speeches.
_______ III. LANGUAGE ARTS: SPEAKING: STYLE
Students will demonstrate an understanding of different expectations and styles for different forms of speeches.
_______ IV. LANGUAGE ARTS: SPEAKING: PRESENTATIONS YEAR 1
_______ V. LANGUAGE ARTS: SPEAKING: PRESENTATIONS YEAR 2
_______ VI. LANGUAGE ARTS: SPEAKING: PRESENTATIONS YEAR 3
_______ VII. LANGUAGE ARTS: SPEAKING: PRESENTATIONS YEAR 4
Students will complete three presentations per year, one of which will occur during a presentation night activity.
_______ VIII. LANGUAGE ARTS: LISTENING: FACT AND OPINION
Students will demonstrate an understanding of the difference between fact and opinion in an audio presentation, as well as the credibility of several presentations based on the use of fact and opinion.
_______ IX. LANGUAGE ARTS: LISTENING: NONVERBAL COMMUNICATION
Students will demonstrate several examples of nonverbal communication, as well as an ability to observe and analyze these behaviors in communication.
_______ X. LANGUAGE ARTS: LISTENING: INTERPERSONAL COMMUNICATION
Students will be able to demonstrate skills in several forms of interpersonal communication: mediation, one-on-one work, small group discussion, and large group discussion. As well, students will demonstrate an understanding of effective speaking skills, effective listening skills, appropriate feedback, problem-solving techniques, effective group skills, and communication strategies.
_______ XI. LANGUAGE ARTS: VIEWING: THE ROLE AND IMPACT OF MEDIA
Students will explore several media formats to demonstrate an understanding of the role and impact of media formats in our society.
_______ XII. LANGUAGE ARTS: VIEWING: ACCURACY AND BIAS
Students will explore several media formats to discover, analyze, and evaluate the degrees of accuracy and bias.
_______ XIII. LANGUAGE ARTS: VIEWING: ETHICS
Students will demonstrate an understanding of the importance of ethics in several media formats.
MATH
Algebra
- Absolue Value including Graphing: Represent relationships in various contexts using absolute value inequalities in two variables; solve them graphically.
- Algebraic Expressions: Add, subtract, multiply, divide and simplify algebraic fractions.
- Data Analysis & Probability Algebra I: Analyze the effects on summary statistics of changes in data sets. Calculate experimental probabilities by performing simulations or experiments involving a probability model and using relative frequencies of outcomes. Understand that the Law of Large Numbers expresses a relationship between the probabilities in a probability model and the experimental probabilities found by performing simulations or experiments involving the model.
- Equivalent Expressions: Justify steps in generating equivalent expressions by identifying the properties used. Use substitution to check the equality of expressions for some particular values of the variables; recognize that checking with substitution does not guarantee equality of expressions for all values of the variables.
- Evaluate Polynomials: Evaluate polynomial and rational expressions and expressions containing radicals and absolute values at specified points in their domains.
- Exponential Functions: Represent and solve problems in various contexts using exponential functions, such as investment growth, depreciation and population growth.
- Exponents: Apply the properties of positive and negative rational exponents to generate equivalent algebraic expressions, including those involving nth roots.
- Factoring Polynomials: Factor common monomial factors from polynomials, factor quadratic polynomials, and factor the difference of two squares.
- Function Notations: Understand the definition of a function. Use functional notation and evaluate a function at a given point in its domain.
- Graphing: Sketch graphs of linear, quadratic and exponential functions, and translate between graphs, tables and symbolic representations. Know how to use graphing technology to graph these functions.
- Graphing Functions: Distinguish between functions and other relations defined symbolically, graphically or in tabular form.
- Linear Inequalities: Represent relationships in various contexts using systems of linear inequalities; solve them graphically. Indicate which parts of the boundary are included in and excluded from the solution set using solid and dotted lines.
- Operations on Polynomials: Add, subtract and multiply polynomials; divide a polynomial by a polynomial of equal or lower degree.
- Solutions to Equations: Recognize that to solve certain equations, number systems need to be extended from whole numbers to integers, from integers to rational numbers, from rational numbers to real numbers, and from real numbers to complex numbers. In particular, non-real complex numbers are needed to solve some quadratic equations with real coefficients.
- Solving Linear and Quadratic Functions: Represent and solve problems in various contexts using linear and quadratic functions
Algebra II
- Analyze Functions: Find the domain of a function defined symbolically, graphically or in a real-world context.
- Analyze Graphs of Polynomials: Identify intercepts, zeros, maxima, minima and intervals of increase and decrease from the graph of a function.
- AsymptotesUnderstand the concept of an asymptote and identify asymptotes for exponential functions and reciprocals of linear functions, using symbolic and graphical methods.
- Counting: Select and apply counting procedures, such as the multiplication and addition principles and tree diagrams, to determine the size of a sample space (the number of possible outcomes) and to calculate probabilities.
- Domain and Range: Evaluate polynomial and rational expressions and expressions containing radicals and absolute values at specified points in their domains.
- Exponential Functions II: Represent relationships in various contexts using equations involving exponential functions; solve these equations graphically or numerically. Know how to use calculators, graphing utilities or other technology to solve these equations.
- Geometric Sequences: Express the terms in a geometric sequence recursively and by giving an explicit (closed form) formula, and express the partial sums of a geometric series recursively.
- Graphing Nonlinear Functions: Sketch the graphs of common non-linear functions and translations of these functions. Know how to use graphing technology to graph these functions.
- Graph Translation: Determine how translations affect the symbolic and graphical forms of a function. Know how to use graphing technology to examine translations.
- Linear Programing: Solve linear programming problems in two variables using graphical methods.
- Parabolas: Identify the vertex, line of symmetry and intercepts of the parabola corresponding to a quadratic function, using symbolic and graphical methods, when the function is expressed in the form f(x) = ax2 + bx + c, in the form f(x) = a(¬x – h)2 + k , or in factored form.
- Quadratic Equations and Inequalities: Represent relationships in various contexts using quadratic equations and inequalities. Solve quadratic equations and inequalities by appropriate methods including factoring, completing the square, graphing and the quadratic formula. Find non-real complex roots when they exist. Recognize that a particular solution may not be applicable in the original context. Know how to use calculators, graphing utilities or other technology to solve quadratic equations and inequalities.
- Radical Expressions: Solve equations that contain radical expressions. Recognize that extraneous solutions may arise when using symbolic methods.
- Random Numbers: Use random numbers generated by a calculator or a spreadsheet, or taken from a table, to perform probability simulations and to introduce fairness into decision making.
- Rate of Change: Make qualitative statements about the rate of change of a function, based on its graph or table of values.
- Real World Probability: Apply probability concepts to real-world situations to make informed decisions.
- Regression: Use scatterplots to analyze patterns and describe relationships between two variables. Using technology, determine regression lines (line of best fit) and correlation coefficients; use regression lines to make predictions and correlation coefficients to assess the reliability of those predictions.
- Solving Radicals: Assess the reasonableness of a solution in its given context and compare the solution to appropriate graphical or numerical estimates; interpret a solution in the original context.
- Solving Sequences: Recognize and solve problems that can be modeled using finite geometric sequences and series, such as home mortgage and other compound interest examples. Know how to use spreadsheets and calculators to explore geometric sequences and series in various contexts.
- The Complex Numbers: Check whether a given complex number is a solution of a quadratic equation by substituting it for the variable and evaluating the expression, using arithmetic with complex numbers
Geometry
- Geometry: 2-D Polygons: Students will utilize formulas to find the area, perimeter, and interior, and exterior angles of two dimensional regular polygons, as well as the area and perimeter of irregular 2-D polygons.
- Geometry: 3-D Polygons: Students will demonstrate the ability to find the surface area and volume of regular and irregular three dimensional polygons, and determine the ratios of similar solids.
- Geometry: Angles: Students will demonstrate the ability to decipher angles by a variety of definitions such as:congruent, transversal, adjacent, complimentary, and supplementary angles and use this understanding to solve problems.
- Geometry: Arcs: Students will utilize formulas and definitions to understand circular ideas such as chords, secants, tangents, arcs, central angles, and their related theorems.
- Geometry: Circles: Students will utilize formulas to find the diameter, circumference, and area of circles, and to graph circles.
- Geometry: Congruent and similar figures.Students will know and apply properties of congruence and similar figures to solve problems and logically justify results.
- Geometry: Graphing: Students will utilize the Cartesian (X, Y) plane for representing real or animated structures, and understand the significance of distance, midpoint, slope, parallel and perpendicular lines, and the algebraic expression of a graph.
- Geometry: Isometries, Symmetry, Scale Drawings: Students will recognize isometries (translations, rotations, reflections) and their interrelationships, use vectors to graph translations, and use their understanding of proportion to create scale drawings and explain geometric mean.
- Geometry: Lines, Planes, Midpoints: Students will define and understand the differences and interrelationships between points, lines, rays, planes. Students will calculate distances and midpoints on numberlines
- Geometry: Pythagorean Theorem, Vectors: Students will use the Pythagorean Theorem to solve simple triangle equations. Students will know and apply properties of right triangles, including 45-45-90 and 30-60-90 triangles, to solve problems and logicly justify results. Students will graph vectors and their sums.
- Geometry: Triangle: sStudents will demonstrate an understanding of the types and congruence of equalateral, isosceles, right, and similar triangles.
Advanced Topics
- Analyzing Data: Describe a data set using data displays, such as box-and-whisker plots; describe and compare data sets using summary statistics, including measures of center, location and spread. Measures of center and location include mean, median, quartile and percentile. Measures of spread include standard deviation, range and inter-quartile range. Know how to use calculators, spreadsheets or other technology to display data and calculate summary statistics.
- Conditional Probability: Use the relationship between conditional probabilities and relative frequencies in contingency tables.
- Correlation and Causation: Identify and explain misleading uses of data; recognize when arguments based on data confuse correlation and causation.
- Data Collection: Explain the impact of sampling methods, bias and the phrasing of questions asked during data collection.
- Display Distortion I: Evaluate reports based on data published in the media by identifying the source of the data, the design of the study, and the way the data are analyzed and displayed. Show how graphs and data can be distorted to support different points of view. Know how to use spreadsheet tables and graphs or graphing technology to recognize and analyze distortions in data displays.
- Probability Formulas: Understand and use simple probability formulas involving intersections, unions and complements of events.
- Set Notation: Apply probability concepts such as intersections, unions and complements of events, and conditional probability and independence, to calculate probabilities and solve problems.
- Standard Deviation: Use the mean and standard deviation of a data set to fit it to a normal distribution (bell-shaped curve) and to estimate population percentages. Recognize that there are data sets for which such a procedure is not appropriate. Use calculators, spreadsheets and tables to estimate areas under the normal curve
- Triganometric Ratios: Understand how the properties of similar right triangles allow the trigonometric ratios to be defined, and determine the sine, cosine and tangent of an acute angle in a right triangle. Apply the trigonometric ratios sine, cosine and tangent to solve problems, such as determining lengths and areas in right triangles and in figures that can be decomposed into right triangles. Know how to use calculators, tables or other technology to evaluate trigonometric ratios. Use calculators, tables or other technologies in connection with the trigonometric ratios to find angle measures in right triangles in various contexts.
- Venn Diagrams: Describe the concepts of intersections, unions and complements using Venn diagrams. Understand the relationships between these concepts and the words AND, OR, NOT, as used in computerized searches and spreadsheets.
SCIENCE
(Choose TWO from Physical Science, Physics, Chemistry, and Earth and Space Systems)
HISTORY AND NATURE OF SCIENCE (REQUIRED)
_______ I. HISTORY AND NATURE OF SCIENCE: SCIENTIFIC WORLD VIEW
Students will understand the nature of scientific ways of thinking and that scientific knowledge changes and accumulates over time.
_______ II. HISTORY AND NATURE OF SCIENCE: SCIENTIFIC INQUIRY
Students will design and conduct a scientific investigation.
_______ III. HISTORY AND NATURE OF SCIENCE: SCIENTIFIC ENTERPRISE
Students will understand the relationship between science and technology and how both are used.
_______ IV. HISTORY AND NATURE OF SCIENCE: HISTORIC PERSPECTIVES
Students will recognize the historical and cultural context of scientific endeavors and how they influence one another.
BIOLOGY (REQUIRED)
_______ I. BIOLOGY: CELLS
Students will comprehend that all living things are composed of cells and that the life processes in a cell are based on molecular interactions.
_______ II. BIOLOGY: ECOLOGY
Students will describe how the environment and interactions between organisms can affect the number of species and the diversity of species in an ecosystem. The student will understand energy flow in ecosystems.
_______ III. BIOLOGY: GENETICS
Students will explain how inherited characteristics are encoded by genes.
_______ IV. BIOLOGY: EVOLUTION
Students will understand how biological evolution provides a scientific explanation for the fossil record of ancient life forms, as well as for the striking molecular similarities observed among the diverse species of living organisms.
_______ V. BIOLOGY: HUMAN ORGANISM
Students will understand how all organ systems, including the nervous system, interact to maintain homeostasis.
CHEMISTRY
_______ I. CHEMISTRY: ATOMIC THEORY
Successful completion of this standard will result in an understanding about atomic structure, how it was discovered, and how an understanding of matter allows us to explain the world and the universe. This includes atomic structure, ions, isotopes, and the periodic table: how it was constructed and what it tells us.
_______ II. CHEMISTRY: ENERGY
Students will understand energy forms, transformations, and transfers. Successful completion of this standard will result in a greater understanding of the relationship between matter and energy. This includes thermodynamics, enthalpy, and exothermic and endothermic reactions.
_______ III. CHEMISTRY: CHEMICAL REACTIONS
Students will describe chemical reactions and the factors that influence them. Successful completion of this standard will result in an understanding of how symbols are used, solution chemistry, electrolytes, and types of chemical reactions.
_______ IV. CHEMISTRY: APPLICATION
Using the information gained in previous Chemistry standards, students will design and complete an experiment.
EARTH AND SPACE SYSTEMS
_______ I. EARTH: GEOLOGY
Students will understand that the interactions of the atmosphere, biosphere, lithosphere, hydrosphere, and space have resulted in ongoing change of the Earth system over geologic time. Students will investigate the impact humans have on the environment.
_______ II. EARTH: WATER CYCLE AND WEATHER
Students will explain the causes and effects of the Earth’s atmospheric and hydrologic processes.
_______ III. SPACE: UNIVERSE: THE SOLAR SYSTEM
Students will relate the formation and components of our solar system to the conditions necessary for life.
_______ IV. SPACE: UNIVERSE: ASTRONOMY
Students will use astronomical data to reveal the structure, scale, and changes in the stars, galaxies and universe over time.
PHYSICS
_______ I. PHYSICS: MOTION
Students will understand the nature of force and motion. This standard focuses on exploring the world of motion and how we use mathematical relationships to describe it. Successful completion of the standard will result in an understanding of velocity, acceleration, freefall, projectile motion, angular acceleration, angular speed and displacement, vectors, harmonic motion, and wave motion.
_______ II. PHYSICS: ENERGY
The student will understand energy forms, transformations and transfers. Successful completion of this standard will result in an understanding of potential and kinetic energy and their relationship, the conservation of energy, and the concepts of energy work and power.
_______ III. PHYSICS: FORCES
Students will understand the forces of nature and their application. Students need to demonstrate an understanding of the forces in the universe and how those forces affect objects in the universe. Successful completion of this standard will result in an understanding of gravitational, electromagnetic, Newton’s laws, normal force, frictional forces, free body diagrams, momentum and impulse, conservation of momentum, and restorative forces in pendulums.
_______ IV. PHYSICS: APPLICATIONS
Students will apply what they have learned through the other physics standards to complete an experiment that demonstrates knowledge of physics.
PHYSICAL SCIENCE
_______ I. PHYSICAL SCIENCE: ENERGY
Students will realize that energy can be transformed within a system or transferred to other systems or the environment, but is always conserved. Upon successful completion of this standard, students will be able to calculate and/or explain energy, work, power, electricity, magnetism sound and light.
_______ II. PHYSICAL SCIENCE: HUMAN INTERACTIONS WITH PHYSICAL SYSTEMS
Students will relate that there are benefits, costs and risks to different means of generating and using energy. Students will compare local and global environmental and economic decisions that result in the forms of energy used.
_______ III. PHYSICAL SCIENCE: MATTER
Students will understand that the structure of the atom determines chemical properties of elements. Students will investigate chemical reactions involving the rearrangement of atoms as chemical bonds are broken and formed through transferring or sharing of electrons and the absorption or release of energy.
_______ IV. PHYSICAL SCIENCE: MOTION
Students will understand that forces and object mass determine the motion of an object. Upon successful completion of this standard students will have an understanding of inertia, acceleration and gravity.
SOCIAL STUDIES
ECONOMICS
_______ I. ECONOMICS: THE MARKET ECONOMY
Students will explore the workings of a market economy and apply these concepts when examining an actual community and/or a specific market.
_______ II. ECONOMICS: THE NATIONAL ECONOMY
Students will explore the economic policies of a nation or nations and examine the impact these policies have on the people and markets of that nation.
_______ III. ECONOMICS: ESSENTIAL SKILLS
Students will understand and use economic concepts, theories, principles, and quantitative methods to analyze current events. Students will learn and be able to apply personal financial management and investment practices.
_______ IV. ECONOMICS: INTERNATIONAL ECONOMIC RELATIONSHIPS
Students will explore the positive and negative impact of globalization on the world’s population. Students will explore an agency, trade agreement, or other economic structure that impacts the global economy, analyze and evaluate its global purpose and impact on people, and create a response, solution, or proposal relating to its purpose and impact.
_______ V. ECONOMICS: ECONOMICS AND PUBLIC POLICY
Students will apply economic theories and concepts to public policy issues.
GEOGRAPHY
_______ I. GEOGRAPHY: ESSENTIAL SKILLS
Students will use maps, globes, geographic information systems, and other databases to answer a variety of geographic questions at a variety of scales from local to global.
_______ II. GEOGRAPHY: SPATIAL ORGANIZATION
Students will explore the roles of maps in uncovering information about a nation or nations and use this information in understanding patterns of one or more of the following: consumption, population growth, poverty, trade, voting behavior, innovation/technology, and transportation.
_______ III. GEOGRAPHY: INTERCONNECTION
Students will explore the relationship between nations (or groups within a nation) with tensions over political boundaries and through examination of the issues, address solutions to the conflict. Students will explore the geographic impact of human movement on nations through an examination of one or more effected groups, and examine the causes for this movement and potential resolutions.
U.S. GOVERNMENT AND CIVICS
_______ I. U.S. GOVERNMENT AND CIVICS: CIVIC VALUES, SKILLS, RIGHTS, AND RESPONSIBILITIES
Students will explore, through a case study, the history of social action in the United States and, through action and inquiry, examine its current effectiveness and means for enacting effective change in today’s society. Students will explore local current and/or historical events and, through active primary research and oral histories, create their own historical research project concerning local citizens. Students will explore the meanings and contributions of being an active participant in the local and global community through meaningful action.
_______ II. U.S. GOVERNMENT AND CIVICS: BELIEFS AND PRINCIPLES OF U.S. DEMOCRACY
Students will explore the philosophical ideals behind the American constitution and, through examination, compare and contrast its effect beside the constitutions of established nations (or other government structure.
_______ III. U.S. GOVERNMENT AND CIVICS: ROOTS OF THE REPUBLIC
Students will explore the workings of the American executive system and, through action, will examine the role and influence of this office on a local and national level.
_______ IV. U.S. GOVERNMENT AND CIVICS: GOVERNMENTAL PROCESSES AND INSTITUTIONS
Students will explore the workings of the American legislative system and, through action, will examine the powers of the individual citizen in the U.S., Minnesota, and/or local democracy. Students will explore the workings of the American judicial system and, through interviews and/or previous and current court cases, will examine the rights of the individual citizen within the court system.
U.S. HISTORY
_______ I. U.S. HISTORY: INDIGENOUS PEOPLE OF NORTH AMERICA
Students will demonstrate knowledge of indigenous cultures in North America prior to and during western explorations.
_______ II. U.S. HISTORY: THREE WORLDS CONVERGE (1450-1763)
Students will explore the cultural, social, and political significance of the Native American cultures and their interactions with European nations (both explorers and colonizers) and examine their impact on U.S. society and culture in modern times.
_______ III. U.S. HISTORY: REVOLUTION AND THE NEW NATION (1763-1820)
Students will explore the philosophical and practical concepts that sparked the American Revolution and created the U.S. Constitution and examine the changes, interpretations, and consistency of the application of the U.S. Constitution during modern times.
_______ IV. U.S. HISTORY: EXPANSION, INNOVATION, AND REFORM (1801-1861)
Students will explore a conflict the United States had before the Civil War, and analyze its political and social impact during the time period and modern times, including a discussion of the concept of Manifest Destiny.
_______ V. U.S. HISTORY: CIVIL WAR AND RECONSTRUCTION (1850-1877)
Students will examine a piece or pieces of the Civil War and analyze its significance to the people, to political resolution, and to social interactions between the North and South. Students will explore an issue, event, or time period concerning slavery in North America, and examine its impact on U.S. society and culture in modern times.
_______ VI. U.S. HISTORY: RESHAPING THE NATION/MODERN AMERICA (1877-1916)
Students will explore a conflict the United States had after the Civil War and analyze its political and social impact during the time period it occurred and in modern times.
_______ VII. U.S. HISTORY: THE EMERGENCE OF MODERN AMERICA (1890-1930)
Students will analyze the wide range of reform efforts known as Progressivism between 1890 and World War I. Students will understand the causes and consequences of World War I. Students will understand how the United States changed politically, culturally, and economically from the end of World War I to the eve of the Great Depression.
_______ VIII. U.S. HISTORY: THE GREAT DEPRESSION AND WORLD WAR II (1929-1945)
Students will understand the origins and impact of the Great Depression and the New Deal, 1929-1940. Students will understand the origins of World War II, the course of the war, and the impact of the war on American society.
_______ IX. U.S. HISTORY: POST-WAR U.S. (1945-1972)
Students will understand the social and economic changes in the United States, 1945-1960. Students will understand the Cold War, its causes, consequences, and military conflicts. Students will understand the key domestic political issues and debates in the post-war era to 1972. Students will understand the changes in legal definitions of individual rights in the 1960 and 1970s and the social movements that prompted them.
_______ X. U.S. HISTORY: CONTEMPORARY AMERICA (1970 TO THE PRESENT)
Students will understand the evolution of foreign and domestic policy in the last three decades of the 20th century and the beginning of the 21st century.
WORLD HISTORY
_______ I. WORLD HISTORY: BEGINNINGS OF HUMAN SOCIETY, EARLY CIVILIZATIONS
Students will explore the formation of early civilizations and examine modern society’s tools and abilities to learn about and interpret these early civilizations.
_______ II. WORLD HISTORY: WORLD CIVILIZATIONS AND RELIGIONS: 1000 BC-500 AD
Students will explore the birth of a religion, analyze its cultural, social, and political impacts, and address and/or compare its purpose and teachings beside its practice in society OR students will look at multiple religions and compare and contrast their purpose and teachings and/or their interactions and impacts with each other and society.
_______ III. WORLD HISTORY: WORLD CIVILIZATIONS AND RELIGIONS: 1500 BC – 700 AD
Students will explore and compare the rise of civilizations in different parts of the world and/or the rise of a governance structure, and examine the impact of trade, invention, and exploration on the growth and current state of these civilizations and/or governance structure.
_______ IV. WORLD HISTORY: EARLY MEDIEVAL AND BYZANTIUM: 400 AD – 1000 AD
Students will demonstrate knowledge of the Byzantine Empire. Students will demonstrate knowledge of Europe during the Middle Ages from about 500 to 1000 AD in terms of its impact on Western civilization.
_______ V. WORLD HISTORY: GLOBAL ENCOUNTERS, EXCHANGES, AND CONFLICTS: 500 AD TO 1500 AD
Students will demonstrate knowledge of Islamic civilization from about 600 to 1000 AD. Students will demonstrate knowledge of civilizations and empires of the Eastern Hemisphere and their interactions through regional trade patterns. Students will demonstrate knowledge of the interactions between Christendom and the Islamic world, 750-1500 AD. Students will demonstrate a knowledge of overseas trade, exploration, and expansion in the Mediterranean, Indian, and Atlantic Oceans, 1000-1500 AD. Students will demonstrate knowledge of complex societies and civilizations in the Americas. Students will demonstrate knowledge of social, economic, and political changes and cultural achievements in the late medieval period.
_______ VI. WORLD HISTORY: EMERGENCE OF A GLOBAL AGE, 1450—1800 AD
Students will demonstrate knowledge of development leading to the Renaissance and Reformation in Europe in terms of its impact on Western civilization. Students will demonstrate knowledge of the status and impact of global trade on regional civilizations of the world after 1500 AD. Students will demonstrate knowledge of the integration of large territories under regional and global empires.
_______ VII. WORLD HISTORY: AGE OF EMPIRES AND REVOLUTIONS 1640 — 1920
Students will explore the role imperialism played in shaping our current global structure, and use that information to examine a current interaction or interactions between two or more nations or groups of people within a nation.
_______ VIII. WORLD HISTORY: GLOBAL CONFLICT, 1914-1945
Students will explore the birth, development, and execution of a global conflict in the 20th Century and examine its effect on modern society.
_______ IX. WORLD HISTORY: THE POST-WAR PERIOD, 1945 TO THE PRESENT
Students will demonstrate knowledge of political, economic, social, and cultural aspects of independence movements and development efforts. Students will demonstrate knowledge of significant political and cultural developments of the late 20th century that affect global relations. Students will identify challenges and opportunities as we enter the 21st century.
WORLD LANGUAGES
_______ I. WORLD LANGUAGE: COMMUNICATION
Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Students understand and interpret written and spoken language on a variety of topics. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
_______ II. WORLD LANGUAGE: CULTURES
Students demonstrate an understanding of the relationship between the practices and Perspectives of the culture studied. Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
_______ III. WORLD LANGUAGE: CONNECTIONS
Students reinforce and further their knowledge of other disciplines through the foreign language. Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
_______ IV. WORLD LANGUAGE: COMPARISONS
Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
_______ V. WORLD LANGUAGE: COMMUNITIES
Students use the language both within and beyond the school setting. Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
OTHER STANDARDS
SENIOR PROJECT
_______ I. SENIOR PROJECT: COMPLETION AND PRESENTATION
Students will develop, complete, and present an effective senior project with all elements of a quality project authentically embedded within the project.
_______ II. SENIOR PROJECT: SENIOR WORKBOOK
Students will fully complete the related assignments noted in the senior book checklist.
SERVICE LEARNING
_______ I. SERVICE LEARNING: YEAR 1
_______ II. SERVICE LEARNING: YEAR 2
_______ III. SERVICE LEARNING: YEAR 3
_______ IV. SERVICE LEARNING: YEAR 4
Students will participate in a short-term active service learning experience within the school community and reflect on the experience.
ADVISORY (in effect 2006-2007 school year)
_______ I. ADVISORY PORTFOLIO: YEAR 1
_______ II. ADVISORY PORTFOLIO: YEAR 2
_______ III. ADVISORY PORTFOLIO: YEAR 3
_______ IV. ADVISORY PORTFOLIO: YEAR 4
Each year, students will develop a showcase portfolio that highlights their best work after revision and reflection. Upon completion of each portfolio, students will earn Advisory credit for that school year.