The essential question shaping our work in Advanced L:iterature invites students to reflect on what it means to “come of age,” and how different societies facilitate or impede the process for their young. While contemplating this, students will hone their literacy skills and probe what it means to become an adult– is it just turning 18 and being legally recognized as such, or do certain experiences propel us across the threshold, leaving childhood forever in our wake? Furthermore, in what ways does our identity have an impact on how society helps or hinders us through the process of maturation?

To wrestle with these questions, we adopt a three-pronged approach to balanced literacy, focusing on reading, writing and language as individual, albeit intimately connected, aspects of our work. Learning objectives for each of these elements are listed below:

I. Reading

Students will fortify their analytical and interpretive skills as we read across genres in Advanced Lit. Specifically, we will be practicing active, close reading and annotating to observe how authors use literary elements and devices to deal with the theme of coming of age in their texts. By pairing poems, short stories, film clips and non-fiction articles with the plays, novels and memoirs we read, we will see how an author's choice of genre also shapes his/her/their treatment of the theme.

II. Writing

Some sort of writing will transpire in class every day. Writing exercises and practices will range from informal (SYB exercises to begin class, stop-and-jot on class handouts and notes, free writes to generate ideas, journals, letters, etc.) to formal (critical analysis essays, book reviews, final creative pieces taken through the writing process, etc.). Much attention will be paid to generating complex, provocative thesis statements and supporting them with the use of textual evidence. Additionally, when delving into more creative writing, we will experiment with different styles, forms and techniques used by the writers we have studied in class.

III. Language

Through formalized language study, we will build vocabulary and deepen our understanding of Standard English Grammar rules. The goal is to bolster students' mindfulness and intentionality when making choices as speakers and writers, so their communication is cogent, compelling and original. Activities will include a study of morphemes and parts of speech, sentence structure analysis and reflection on how diction and syntax create a writer's voice.

Some of the longer form texts we will be reading include: Narrative of the Life of Frederick Douglass, The Color of Water, Speak, Woman Hollering Creek, Their Eyes Were Watching God and The Awakening.

Regarding social and emotional learning, students will build their empathy by engaging in perspective taking from multiple characters' points of view. When considering the touchstone texts we share as a class, students will write from non-narrating characters' perspectives and identify biases in the narrator's and/or author's recounting of the tale. Similarly, in creative writing, students will tell a personal story but displace themselves as the protagonist and write from a third party's point of view. Additional projects, like mock trials where characters are held to count for plot events that transpire, will promote students' ability to infer psychological factors, desires and environmental circumstances that impact one's behavior.

2nd and 3rd grade reading skills.

- Ask and answer who, what, where, when, and how to demonstrate understanding of key details in a text.

- Recount stories and determine their central message, lesson, or moral.

- Describe how characters in a story respond to major events and challenges.

- Describe characters in a story and explain how their actions contribute to the sequence of events.

- Determine the meaning of words/phrases based on how they are used in a text.

- Distinguish between literal and non literal language.

- Describe the overall structure of a story, including beginning, middle, and end.

- Acknowledge and understand different character points of view.

- Distinguish own point of view from that of narrator or characters.

- Use text evidence to support comprehension and understanding of characters, setting, and/or plot.

- Make connections between self, text, and world.

2nd and 3rd grade writing skills.

1. Write opinion pieces on topics or texts, supporting a point of view with reasons.

a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

b. Provide reasons that support the opinion.

c. Use linking words and phrases (e.g., because, therefore, since, for example) to connect opinion and reasons.

d. Provide a concluding statement or section.

2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.

b. Develop the topic with facts, definitions, and details.

c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

d. Provide a concluding statement or section.

3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.

c. Use temporal words and phrases to signal event order.

d. Provide a sense of closure.

4. With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing

types are defined in standards 1–3 above.)

5. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

6. Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).

7. Recall information from experiences or gather information from provided sources to answer a question.

8. Create and present a poem, narrative, play, art work, or personal response to a particular author or theme studied in class, with support as needed.

9. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Idlewild ELA integrates reading, writing, and word study in one course. We study authentic literature in many genres, such as poetry, stories, biography, informational nonfiction, and others. In addition to reading and discussing literature, we practice close reading and analysis, producing paragraphs and well-organized response essays. For each unit, we read 2-3 texts of a particular genre and produce a written work related to each text. Along the way, we study vocabulary, conventions, and grammar in context. Students are supported with graphic organizers and other tools to assist in planning and organizing writing. Key Learning Goals include: being able to read and discuss a variety of age-appropriate literature, supporting ideas with text evidence, and producing original essays, stories, and poems.

Course Description:

The Kindergarten and First Grade ELA course is designed to develop foundational literacy skills and foster a love for reading and writing in young learners. Through a balanced approach of phonics, sight words, vocabulary development, and comprehension strategies, students will develop the necessary skills to become proficient readers and effective communicators.

Course Objectives:

1. Phonics and Word Recognition: Students will learn letter sounds, phonemic awareness, and decoding skills to read and spell words.

2. Sight Words: Students will develop a sight word vocabulary to enhance reading fluency and comprehension.

3. Vocabulary Development: Students will expand their vocabulary through exposure to a variety of texts and engaging activities.

4. Reading Comprehension: Students will learn and apply strategies to understand and interpret texts, including retelling, making predictions, and asking questions.

5. Writing Skills: Students will develop basic writing skills, including letter formation, sentence structure, and creative expression.

6. Listening and Speaking: Students will practice active listening and effective communication skills through discussions, presentations, and storytelling.

Teaching Methods:

The course will utilize a combination of whole group instruction, small group activities, and individualized learning experiences to meet the diverse needs of students. Teachers will incorporate hands-on activities, interactive read-alouds, guided reading sessions, and writing workshops to engage students in meaningful learning experiences.

Assessment:

To measure growth in reading, students complete a 1:1 reading assessment using the Fountas & Pinnell Benchmark Reading Assessment at the beginning and end of the semester. Throughout both units, we monitored student progress and performance through pre and post assessments, observations, class discussions, independent writing samples, small group work, and 1:1 conferences.

To measure growth in writing, students complete a pre and post assessment aligned to The Writing Revolution approach. This explicitly teaches students the parts of a sentence and how to add more information to answer questions about the subject of the sentence.

Assessment will be ongoing and varied, including observations, informal assessments, and formal assessments such as reading fluency checks, sight word recognition, and writing samples. These assessments will inform instruction and provide feedback to students and parents on progress and areas for growth.

From Myth to Modern Times is a middle school English Language Arts course that examines the essential question: How do stories from different times and places continue to resonate today? This yearlong course covers the essential skills for reading, writing, speaking, and listening as it aligns with grade level standards. The work is centered around three main novel studies as well as supplementary texts such as short stories, news articles, poetry, and historical documents. Students engage with a variety of text types and practice writing in various forms. There are three main areas of focus in learning throughout the year: reading narrative stories and producing creative/narrative writing; reading nonfiction texts and writing informative/explanatory text focused on discipline-specific content; and evaluating technical texts and other nonfiction sources to distinguish among fact, opinion, and reasoned judgment in a text as well as researching and presenting their opinions in well-organized arguments to support claims with clear reasons and relevant evidence. Students learn content specific vocabulary along with conventions of grammar, spelling, capitalization, and punctuation. There is an emphasis on critical thinking skills, communication, and discussion or learning protocols.

Perspectives in Literature is an upper school English Language Arts course that examines the essential question: How does one’s identity influence one’s experience and perspectives? This yearlong course covers the essential skills for reading, writing, speaking, and listening as it aligns with grade level standards. The work is centered around three main novel studies as well as supplementary texts such as short stories, news articles, poetry, and historical documents. Students engage with a variety of text types and practice writing in various forms. There are three main areas of focus in learning throughout the year: reading narrative stories and producing creative/narrative writing; reading nonfiction texts and writing informative/explanatory text focused on discipline-specific content; and evaluating technical texts and other nonfiction sources to distinguish among fact, opinion, and reasoned judgment in a text as well as researching and presenting their opinions in well-organized arguments to support claims with clear reasons and relevant evidence. Students learn content specific vocabulary along with conventions of grammar, spelling, capitalization, and punctuation. There is an emphasis on critical thinking skills, communication, and discussion or learning protocols.

The essential question shaping our work in Social Justice and Change asks students to consider how and why all literature is, necessarily, a form of protest, either endorsing or condemning various social, cultural and political structures. Furthermore, the course asks students to identify the ways in which a text can act as a mirror for our society and, simultaneously, as a vehicle to transform that society. Students will hone their literacy skills by engaging with texts that are intentional in their desire to effect change and by asking how they, themselves, can harness the power of language to shape the world they want to live in?

To wrestle with these questions, we adopt a three-pronged approach to balanced literacy, focusing on reading, writing and language as individual, albeit intimately connected, aspects of our work. Learning objectives for each of these elements are listed below:

I. Reading

We will be working on our analytical and interpretive skills as we read across genres in ELA. Specifically, we will be practicing active, close reading and annotating to observe how authors use literary elements and devices to deal with the theme of social justice and change in their texts. By pairing poems, short stories, film clips and non-fiction articles with the plays, novels and memoirs we read, we will see how an author's choice of genre also shapes his/her/their treatment of the theme.

II. Writing

Some sort of writing will transpire in class every day. Writing exercises and practices will range from informal (SYB exercises to begin class, stop-and-jot on class handouts and notes, free writes to generate ideas, journals entries, letters, etc.) to formal (critical analysis essays, book reviews, final creative pieces taken through the writing process, etc.). Much attention will be paid to generating complex, provocative thesis statements and supporting them with the use of textual evidence. Additionally, when delving into more creative writing, we will experiment with different styles, forms and techniques used by the writers we have studied in class.

III. Language

Through formalized language study, we will build vocabulary and deepen our understanding of Standard English Grammar rules. The goal is to bolster students' mindfulness and intentionality when making choices as speakers and writers, so their communication is cogent, compelling and original. Activities will include a study of morphemes and parts of speech, sentence structure analysis and reflection on how diction and syntax create a writer's voice.

Some of the longer form texts we will be reading include: Tangerine, Some Kind of Hate, Brown Girl Dreaming, Witness, and Internment.

Regarding social and emotional learning, students will build their empathy by engaging in perspective taking from multiple characters' point of view. When considering the touchstone texts we share as a class, students will write from non-narrating characters' perspectives and identify biases in the narrator's and/or author's recounting of the tale. Additional projects, like mock trials, debates around current events issues and original, creative pieces will promote students' ability to recognize and appreciate multiple points of view and sides of an issue. Our culminating project for the year invites students to select a social justice issue meaningful to them, personally, and then craft original works that address the topic they’ve chosen and inspire activism in their intended audiences.

In American History I, students will think critically about the following question: "How should we tell America's story?". This course covers American history from the pre-colonial era through the Civil War and Reconstruction. Students will think critically about the formative events in American history and how they have historically shaped the perception of our country. Students will engage with history through analyzing primary sources to understand how identity and bias can influence our storytelling. Time will also be spent discussing current events, with connections being made to content discussed in class.

American History II

Course Description:

This course will serve as a college-level survey of the history of the United States from its First Nations beginnings, European Colonialism, Slavery, Revolutionary War, the expansion within the continental United States, the Imperialistic views of the world, the World Wars, Cold War, and onward to modern history. This course comprehensively explores the United States' rich and complex past, focusing on its transformation from colonial roots to a modern, diverse nation. Students will analyze pivotal events, social movements, and the evolving political landscape, fostering a deep understanding of the American story.

Students will Students will develop and use the necessary skills and methods used by historians by analyzing primary and secondary sources, implimenting historical arguments, discover the connections within history, and utilizing reasoning about comparison, causation, and continuity and change. This course will examine American History through the lens of one or more themes in each unit: American and National Identity; Work, Exchange, and Technology; Geography and the Environment; Migration and Settlement; Politics and Power; America in the World; American and Regional Culture; and Social Structures. We will trace these themes throughout the year, emphasizing their interconnectedness and effect on shaping changes throughout the United States and World history. This course will empower students to become more informed and critically engage with their nation's past and present. The course will also encourage social-emotional growth and the development of essential executive functioning skills necessary for success in a diverse and evolving society.

Essential Questions:

1. How has American identity changed, and what forces shaped it?

2. How has internal and external conflict shaped and developed the United States?

3. How have the ideals of liberty, equality, and justice been interpreted and redefined throughout American history?

Key Topics:

1. Colonial America: African culture, Native origins, Early settlements, Native and European interactions, and independence.

2. The American Revolution: Causes, leaders, and the impact on global politics.

3. Westward Expansion: Manifest Destiny, conflicts with indigenous peoples, and the Oregon Trail.

4. Civil War and Reconstruction: Slavery, the Civil War, and the challenges of rebuilding.

5. Progressive Era: Social reform, women's suffrage, and the rise of industrial America.

6. World Wars and Their Aftermath: America's role in global conflicts and post-war changes.

7. Civil Rights Movement: Struggles for equality and the legacy of activists like Martin Luther King Jr.

8. Contemporary America: The Cold War, globalization, and challenges facing today's nation.

Learning Outcomes and Objectives:

Students will investigate and develop an understanding of the key concepts, people, groups, and events in this course's scope and sequence. Develop and apply historical thinking and reasoning skills to study U.S. history. Develop knowledge of historical content through the application of thematic learning objectives. Explore and interpret a variety of primary sources and secondary texts related to US History.

1. Analyze and interpret historical events, primary sources, and cultural artifacts.

2. Explain the significance of key historical figures, movements, and periods.

3. Recognize the impact of globalization on contemporary society.

4. Develop strong research, critical thinking, and communication skills.

5. Formulate connections between past and present, fostering a global perspective.

Areas for Social-Emotional Learning & Executive Functioning Growth:

1. Empathy: Students will develop empathy and perspective-taking by learning about various cultures, points of view, and diverse societies.

2. Effective Communication and teamwork: Learned through collaboration and class discussions.

3. Time and Self-Management: The development of EF skills through independent research, assignments, and projects.

4. Decision-Making: The examination of historical strategies will foster effective decision-making skills.

Ancient History 2 (Global History I) - Ancient World to the Industrial Era

Course Description:

Ancient History (Global History 1) is a course that cultivates an understanding of world history from humanity's earliest beginnings in the Paleolithic and Neolithic Eras to the beginnings of the Industrial Age of the 1750s. Students will develop and use the necessary skills and methods used by historians by analyzing primary and secondary sources, implimenting historical arguments, discover the connections within history, and utilizing reasoning about comparison, causation, and continuity and change.

This course will examine World History through the lens of one or more themes in each unit: Humans and the Environment, Cultural Developments and Interactions, Governance, Economic Systems, Social Interactions and Organizations, and Technology and Innovation. Students will trace these themes throughout the year, emphasizing their interconnectedness and effect on shaping changes throughout World History. This course aims to cultivate well-rounded, informed, and socially aware historians by equipping them with the needed skills to navigate a complex, interconnected world.

Essential Questions:

1. Throughout history, how have societies evolved and interacted to lead to our current interconnected world?

2. What are universal themes found throughout history - how do these themes reflect the human experience?

3. How do geography, culture, and individual agency shape and mold historical events?

Key Topics:

1. Ancient Civilizations: Mesopotamia, Egypt, Indus Valley, early China, etc.

2. Classical Civilizations: Greece, Rome, Byzantine, Ottomans, etc.

3. Medieval World: Feudalism, Crusades, the Silk Road, Japan, India, etc.

4. Age of Exploration: Impact on indigenous peoples, global trade, etc.

5. The Renaissance and Scientific Revolution: Art, science, culture, etc.

6. Enlightenment and Revolution: Influence on modern political thought

7. Imperialism and Colonization: Global consequences, resistance, and change

8. Industrial Revolution: Transformations in nature, society, and economics

Learning Outcomes and Objectives:

By the end of this course, students will be able to:

Investigate and develop an understanding of the key concepts, people, groups, and events in this course's scope and sequence. Develop and apply historical thinking and reasoning skills to studying World History. Develop knowledge of historical content through the application of thematic learning objectives. It builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage.

1. Analyze and interpret historical events, primary sources, and cultural artifacts.

2. Explain the significance of key historical figures, movements, and periods.

3. Recognize the impact of globalization on contemporary society.

4. Develop strong research, critical thinking, and communication skills.

5. Formulate connections between past and present, fostering a global perspective.

Areas for Social-Emotional Learning & Executive Functioning Growth:

1. Empathy: Students will develop empathy and perspective-taking by learning about various cultures, points of view, and diverse societies.

2. Effective Communication and teamwork: Learned through collaboration and class discussions.

3. Time and Self-Management: The development of EF skills through independent research, assignments, and projects.

4. Decision-Making: The examination of historical strategies will foster effective decision-making skills.

Participation in Government & Sociology

Participation in Government (Semester 1)

Course Description:

The Participation in Government course intends to empower students with the various skills and knowledge needed to actively participate in the American democratic process by providing an understanding of government structures and civic responsibilities. Students will examine the history of the American government, its evolution, and the contemporary issues faced within our current period.

Essential Questions:

1. How can informed and active citizen participation impact our democracy?

2. What are government roles, responsibilities, and limitations at various levels?

3. How can students translate civic knowledge into effective civic action?

Key Topics:

1. Civic Duties: voting, jury duty, taxes, participating in govt., etc.

2. Governments: democracy, oligarchy, monarchy, totalitarian, etc.

3. The U.S. Constitution: Origins, principles, and amendments.

4. Branches of Government: Role and functions of the three branches.

5. State and Local Government: Understanding non-federal governments

6. Civic Engagement: Voting, activism, and the power of the individual citizen.

7. Rights and Responsibilities: Civil rights, civil liberties, and obligations as citizens.

8. Contemporary Issues: Current events, policies, and progressive movements.

Learning Outcomes and Objectives:

The Participation in Government course intends to prepare students to be active contributors within a democratic society. Promoting skills so students can stay informed, engaged, and responsible citizens are key aspects of the Participation in Government course.

1. Students will understand the structures and functions of the American government at the federal, state, and local levels.

2. Students will develop critical thinking skills through analyzing policies, decisions, and current events.

3. Students will engage individually and within groups in thoughtful debates about current issues.

4. Students will understand the roles of the American citizen - this course seeks for students to exercise their rights and responsibilities.

Areas for Social-Emotional Learning & Executive Functioning Growth:

1. Empathy: Students will develop empathy and perspective-taking by learning about various cultures, points of view, and diverse societies.

2. Effective Communication and teamwork: Learned through collaboration and class discussions.

3. Time and Self-Management: The development of EF skills through independent research, assignments, and projects.

4. Decision-Making: Examining historical strategies will foster effective decision-making skills.

Sociology (Semester 2)

Course Description:

Sociology is about people – how they act, interact, and react with one another. Through this course, students will better understand the complexities of human societies. This senior-level class intends to better prepare students for life in a university setting. This course is to help students understand their place in the groups to which they belong and the function, influence, and interaction within institutions, neighborhoods, and societies. Sociology investigates human society, social relations, organization, and change. This course encourages critical analysis and fosters a deeper understanding of the social world by examining various principles, theories, and methods of sociology. Students will use surveys, case studies, experiments, and interviews to help them gain a better understanding of the people who make up the planet.

Essential Questions:

1. How do societal structures, norms, and institutions shape human behavior and interactions?

2. What are social inequality and injustice's root causes and consequences?

3. How can sociological insights inform our approach to addressing real-world social issues?

Key Topics:

1. Introduction to Sociology: Concepts, theories, and research methods.

2. Institutions: Family, education, religion, the media, etc.

3. Socialization and Identity: How individuals develop within society - how a society develops people.

4. Social Structures and ROles: Class, race, gender, etc.

5. Deviance and Social Control: Crime, conformity, and the criminal justice.

6. Social Change: Technology, globalization, and social movements.

7. Applied Sociology: Using Sociology theories and methods in society.

Learning Outcomes and Objectives:

The main objective of the Sociology course is to equip students with the essential tools to analyze and understand the complex web of human societies. By encouraging social-emotional growth and the development of critical thinking and executive functioning skills, this course will empower students to apply sociological insights to create positive change in the world.

1. Students will analyze and interpret social phenomena and perspectives.

2. Students will develop critical thinking skills by analyzing policies, decisions, and current events.

3. Students will develop critical thinking and research skills through sociological inquiry.

4. Students will discuss complex social issues and controversies.

5. Students will apply sociological knowledge to real-world problems and advocacy efforts.

Areas for Social-Emotional Learning & Executive Functioning Growth:

1. Empathy: Students will develop empathy and perspective-taking by learning about various cultures, points of view, and diverse societies.

2. Effective Communication and teamwork: Learned through collaboration and class discussions.

3. Time and Self-Management: The development of EF skills through independent research, assignments, and projects.

4. Decision-Making: Examining historical strategies will foster effective decision-making skills.

Middle School Social Studies seeks to answer the essential question: "What are the critical aspects of modern societies". Building off the study of early human civilization, MS Social Studies broadly covers the world as it progresses from medieval to modern. Students will think critically about how human societies created a modern world through political, economic, social, cultural, and geographic lenses. Topics covered include (but are not limited to): The Renaissance, Scientific Revolution, global empires, the Age of Revolution, Industrialization, and major 20th century conflicts. Students will use primary and secondary sources to make inferences about historical topics and think critically about identity, perspective, and cultural differences. Time is also spent discussing current events, geography, and the qualities of a global citizen.

Medieval History (Global History II) - Early Modern to Today

Course Description:

This course will serve as a college-level survey of the history of the modern world. Students will cultivate an understanding of World History by delving into the profound changes occurring due to the Industrial Age that shaped the contemporary world. Students will further investigate how events from the past historical events led to the complex world we live in today.

Students will Students will develop and use the necessary skills and methods used by historians by analyzing primary and secondary sources, implimenting historical arguments, discover the connections within history, and utilizing reasoning about comparison, causation, and continuity and change. This course will examine World History through the lens of one or more themes in each unit: Humans and the Environment, Cultural Developments and Interactions, Governance, Economic Systems, Social Interactions and Organizations, and Technology and Innovation. We will trace these themes throughout the year, emphasizing their interconnectedness and effect on shaping changes throughout World History. Students will become empowered, informed global citizens capable of understanding, critically assessing, and participating in the complex dynamics of the modern world. It encourages social-emotional growth and the development of essential executive functioning skills for success in an interconnected global society.

Essential Questions:

1. How have world events and movements influenced the development of today's world?

2. How do historical conflicts, revolutions, and innovations impact the decisions made by contemporary leaders?

3. How do innovations affect how we produce, exchange, and consume goods and services?

3. How does history inform our understanding of contemporary global issues and our role in a rapidly changing world?

Key Topics:

1. The World in 1750 CE - Powerful Eurasian States, Coastal African Kingdoms, European Maritime Empires, and the interaction between them all.

2. The Enlightenment and Age of Revolutions

3. Unresolved Global Conflicts: World Wars and Their Impact: Causes, consequences, and the birth of the United Nations.

4. Decolonization and the Rise of Nationalism: Independence movements and their impact.

5. The Cold War: Superpower rivalry, proxy conflicts, and the collapse of the Soviet Union.

6. Tension Between Traditional Cultures and Modernization

7. The Global Economy: Economic systems, globalization, and the digital age.

8. Contemporary Global Challenges: Climate change, terrorism, and human rights.

9. Emerging Global Powers: The Rise of China and India.

10. Digital Age and Social Media: The influence of technology on society and politics.

Learning Outcomes and Objectives:

Students will investigate and develop an understanding of the key concepts, people, groups, and events in this course's scope and sequence. Develop and apply historical thinking and reasoning skills to studying World History. Develop knowledge of historical content through the application of thematic learning objectives. It builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Explore and interpret a variety of primary sources and secondary texts related to World History.

1. Analyze and interpret historical events, primary sources, and cultural artifacts.

2. Explain the significance of key historical figures, movements, and periods.

3. Recognize the impact of globalization on contemporary society.

4. Develop strong research, critical thinking, and communication skills.

5. Formulate connections between past and present, fostering a global perspective.

Areas for Social-Emotional Learning & Executive Functioning Growth:

1. Empathy: Students will develop empathy and perspective-taking by learning about various cultures, points of view, and diverse societies.

2. Effective Communication and teamwork: Learned through collaboration and class discussions.

3. Time and Self-Management: The development of EF skills through independent research, assignments, and projects.

4. Decision-Making: The examination of historical strategies will foster effective decision-making skills.

2nd and 3rd grade Social Studies

Sourcing, evaluating, compare/contrast, problem v solution, cause and effect, theorizing, asking questions, recognizing patterns, drawing conclusions, perspective taking, bias, change over time, recognizing timelines, reading maps, reading graphs, debating.

Course Description:

The Kindergarten and First Grade Social Studies course is designed to introduce young learners to the world around them and develop their understanding of basic social studies concepts. Through engaging activities, discussions, and hands-on experiences, students will explore topics such as community, diversity, geography, history, and citizenship.

Course Objectives:

1. Community: Students will learn about the concept of community and develop an understanding of their roles and responsibilities within their own community. They will explore different community helpers, local landmarks, and community traditions.

2. Diversity: Students will develop an appreciation for diversity and learn about different cultures, traditions, and celebrations. They will explore similarities and differences among people and develop respect for others.

3. Citizenship: Students will learn about the rights and responsibilities of being a good citizen. They will explore concepts such as fairness, honesty, and respect for others. They will also learn about the importance of rules and laws in society.

Teaching Methods:

The course will utilize a variety of teaching methods to engage students and make social studies concepts meaningful and relevant. Teachers will incorporate read-alouds, discussions, hands-on activities, and virtual field trips to bring the content to life. Role-playing, simulations, and project-based learning will also be used to deepen understanding and promote active participation.

Assessment:

Assessment will be ongoing and varied, including observations, informal assessments, and projects. Students may be assessed through discussions, presentations, written reflections, and hands-on activities. These assessments will provide feedback to students and parents on progress and areas for growth. Teachers will use assessment data to inform instruction and tailor learning experiences to meet the needs of all students.

Core Connections Algebra is the first course in a five-year sequence of college preparatory mathematics courses that starts with Algebra I and continues through Calculus. It aims to deepen and extend student understanding built in previous courses by focusing on developing fluency with solving linear equations, inequalities, and systems. These skills are extended to solving quadratic equations, exploring linear, quadratic, and exponential functions graphically, numerically, symbolically, and as sequences, and by using regression techniques to analyze the fit of models to distributions of data.

On a daily basis, students in Core Connections Algebra use problem-solving strategies, questioning, investigating, analyzing critically, gathering and constructing evidence, and communicating rigorous arguments justifying their thinking. Under teacher guidance, students learn in collaboration with others while sharing information, expertise, and ideas.

The course is well balanced among procedural fluency (algorithms and basic skills), deep conceptual understanding, strategic competence (problem solving), and adaptive reasoning (extension and application). The lessons in the course meet all of the content standards, of Appendix A of the Common Core State Standards for Mathematics. The course embeds the CCSS Standards for Mathematical Practice as an integral part of the lessons in the course.

Key concepts addressed in this course are:

- Representations of linear, quadratic, and exponential relationships using graphs, tables, equations, and contexts.
- Symbolic manipulation of expressions in order to solve problems, such as factoring, distributing, multiplying polynomials, expanding exponential expressions, etc.
- Analysis of the slope of a line multiple ways, including graphically, numerically, contextually (as a rate of change), and algebraically.
- Solving equations and inequalities using a variety of strategies, including rewriting (such as factoring, distributing, or completing the square), undoing (such as extracting the square root or subtracting a term from both sides of an equation), and looking inside (such as determining the possible values of the argument of an absolute value expression).
- Solving systems of two equations and inequalities with two variables using a variety of strategies, both graphically and algebraically.
- Representations of arithmetic and geometric sequences, including tables, graphs, and explicit or recursive formulas.
- Use of exponential models to solve problems, and to compare to linear models.
- Investigation of a variety of functions including square root, cube root, absolute value, piecewise-defined, step, and simple inverse functions.
- Use of function notation.
- Statistical analysis of two-variable data, including determining regression lines, correlation coefficients, and creating residual plots.
- The differences between association and causation, and interpretation of correlation in context.
- Comparison of distributions of one-variable data.

Calculus covers all content required for the AP® Calculus Test - both AB and BC. The course starts with five major problems that introduce the following big ideas of calculus: optimization, limits, differential equations, exponential functions, the relationship between distance and velocity, piecewise functions, volumes of revolution, volumes by slicing, and the Fundamental Theorem of Calculus. Each of these five major problems is revisited again later in the course for students to solve using new calculus knowledge.

Each chapter reviews the concepts developed previously and builds on them. The curriculum contains several key labs and hands-on activities throughout the course to introduce concepts, such as when students recognize that the rate of a walker relates to the slope of a graph in the "Slope Walk." Labs also develop conceptual understanding, such as when the students discover instantaneous velocity in the "Ramp Lab." Students learn about derivatives and integrals simultaneously during the first four chapters and both are presented geometrically and in context.

The first four chapters cover:

Pre-calculus topics, such as trigonometric functions, domain and range, and composite functions

Limits and continuity

Applications of rates of change, such as velocity and acceleration

The difference between average velocity and instantaneous velocity

The definition of a derivative and the Power Rule Slope Functions - functions that find the slope of another function for all values in the domain

Differentiability and non-differentiability

Increasing and decreasing functions and concavity

Estimating the area under a curve with a Riemann Sum Area functions - functions that find the area under a curve from 0 to all values in the domain

The fifth chapter connects derivatives and integrals together with the Fundamental Theorem.

Chapters six through nine cover:

How to find the distance, velocity and acceleration of an object when given information about its position, velocity or acceleration

Optimization o Related Rates o Derivative tools such as the Product, Quotient and Chain Rules, as well as implicit differentiation and finding derivatives of all trigonometric and inverse trigonometric functions

The derivative and integral of the natural logarithm and y = ex

The Mean Value Theorem o Integration using Substitution

Differential Equations and Slope Fields

Volumes of Revolutions and volumes of known cross-section

Some material required for the BC Calculus Exam is introduced throughout the course in optional extensions of Chapters 5 - 9. These topics include:

Newton's Method

l'Hopital's Rule

Improper Integrals, as well as integrating with partial fractions and integrating by parts

Arclength

Chapters ten through thirteen cover additional BC Calculus content, including:

Convergence and divergence of infinite series

Differentiation and integration of polar functions, as well as parametric functions and vector functions

Logistic Curves

Approximating functions with polynomials

Taylor and Maclaurin Polynomials, as well as the error

Core Connections Geometry is the second course in a five-year sequence of college preparatory mathematics courses that starts with Algebra I and continues through Calculus. It aims to formalize and extend the geometry that students have learned in previous courses. It does this by focusing on establishing triangle congruence criteria using rigid motions and formal constructions and building a formal understanding of similarity based on dilations and proportional reasoning. It also helps students develop the concepts of formal proof, explore the properties of two- and three-dimensional objects, work within the rectangular coordinate system to verify geometric relationships and prove basic theorems about circles. Students also use the language of set theory to compute and interpret probabilities for compound events.

Second and third grade math skills which include numbers & operations, algebra & algebraic thinking, measurement & data, and geometry.

Numbers to 1,000, addition, subtraction, length, weight, multiplication, division, mental calculation, money, fractions, time, capacity, graphing, shapes, numbers to 10,000, tables, measurement, geometry, area, perimeter, division with remainders, multi-step word problems.