newark public schools office of...

Newark Public Schools

Office of Curriculum

High School

Course Proficiency Handbook

2013

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NEWARK PUBLIC SCHOOLS ADVISORY BOARD MEMBERS

2012-2013

Ms. Antoinette Baskerville-Richardson, Chairperson

Dr. Rashied McCreary, Vice Chairperson

Mr. Shavar Jeffries

Mr. Alturrick Kenney

Dr. Ivan Lamourt

Mr. Marques-Aquil Lewis

Ms. DeNiqua Matias

Ms. Ariagna Perello

Ms. Eliana Pintor

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NEWARK PUBLIC SCHOOLS

A D M I N I S T R A T I O N

2012-2013

State Superintendent……………………………………….. Cami Anderson

School Business Administrator…………………………….. Valerie Wilson

Assistant Superintendent…………………………………… Mitch Center

Assistant Superintendent…………………………………… Tiffany Hardrick

Assistant Superintendent…………………………………… Brad Haggerty

Assistant Superintendent…………………………………… Roger Leon

Assistant Superintendent…………………………………… Peter Turnamian

Special Assistant for Curriculum…………………………… Dr. Caleb Perkins

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Contents Purpose of this Handbook ....................................................................................................................................... 6

Components of a Curriculum Guide ........................................................................................................................ 7

Assessment.......................................................................................................................................................... 8

Evaluating the Quality of Lessons and Units ....................................................................................................... 9

Department: English.............................................................................................................................................. 11

English I ............................................................................................................................................................. 11

English II ............................................................................................................................................................ 13

English III ........................................................................................................................................................... 15

English IV ........................................................................................................................................................... 17

Department: Mathematics .................................................................................................................................... 19

(HSPA requirements) ......................................................................................................................................... 19

Department: Mathematics .................................................................................................................................... 23

(CCSS requirements) ......................................................................................................................................... 23

Algebra I ............................................................................................................................................................ 24

Geometry .......................................................................................................................................................... 28

Algebra II ........................................................................................................................................................... 32

Pre-Calculus ....................................................................................................................................................... 35

Calculus ............................................................................................................................................................. 37

Math Applications ............................................................................................................................................. 38

Probability and Statistics ................................................................................................................................... 40

Discrete Mathematics ....................................................................................................................................... 42

Department: Physical and Health Education ........................................................................................................ 44

Health I .............................................................................................................................................................. 44

Health II ............................................................................................................................................................. 45

Health III ............................................................................................................................................................ 46

Health IV ............................................................................................................................................................ 47

Physical Education I-IV ...................................................................................................................................... 48

Department: Science ............................................................................................................................................. 49

Environmental Science ...................................................................................................................................... 49

Biology ............................................................................................................................................................... 51

Chemistry .......................................................................................................................................................... 53

Physics ............................................................................................................................................................... 55

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Department: Social Studies ................................................................................................................................... 56

World History .................................................................................................................................................... 56

United States History I ...................................................................................................................................... 57

United States History II ..................................................................................................................................... 58

Financial Literacy ............................................................................................................................................... 59

Department: Visual and Performing Arts .............................................................................................................. 60

Music Level One Performing ............................................................................................................................. 60

Visual Art Level One .......................................................................................................................................... 61

Dance Level One ................................................................................................................................................ 62

Theatre Level One ............................................................................................................................................. 63

Beginning Choir ................................................................................................................................................. 64

Mixed Choir ....................................................................................................................................................... 65

Concert Choir .................................................................................................................................................... 66

Advanced Choir ................................................................................................................................................. 67

Department: World Languages ............................................................................................................................. 68

Level 1 – Novice-Mid-Spanish/Portuguese/French........................................................................................... 68

Level 2 – Novice-High-Spanish/Portuguese/French .......................................................................................... 70

Level 3 – Intermediate-Mid-Spanish/Portuguese/French ................................................................................ 72

Department: English as a Second Language ......................................................................................................... 74

English as a Second Language (ESL)-ESL I .......................................................................................................... 74

English as a Second Language (ESL)-ESL II ......................................................................................................... 76

English as a Second Language (ESL) - ESL III ...................................................................................................... 77

English as a Second Language (ESL) - ESL IV ...................................................................................................... 78

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Purpose of this Handbook

Student proficiencies in knowledge, skills, behavior and attitude are an integral part of all courses of study

offered at Newark Public Schools. The New Jersey State Department of Education has adopted the Common

Core State Standards in Mathematics and English Language Arts & Literacy in History/Social Studies, Science,

and Technical Subjects as well as developed Core Curriculum Content Standards in certain content areas as

required curricular components. The Standards are embedded in all Newark Public Schools course

proficiencies and curricula as critical benchmarks of student learning.

Proficiencies honestly discuss a student's performance and understanding of subjects, topics and issues

discussed in class.

There are a variety of uses for this handbook; each one tied to a selected underlying purpose for assessment.

For administrators, the handbook suggests measurable indicators for select learning standards useful

for documenting local assessment efforts.

For teachers, the handbook is a tool for designing and applying instructional assessment to the

classroom and for collaborating with other teachers.

For students, it serves as a means for accruing evidence of their acquisition of skills and content and

for reflecting upon their growth over time.

It is hoped that the Course Proficiencies Handbook, in recognizing the value of the above stated purposes, will

act as a catalyst for bridging instructional and assessment practices and will be a force in promoting

collaboration amongst educators.

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Components of a Curriculum Guide

Good curriculum design (curriculum, assessment, and instruction) should be focused on developing and

deepening understanding of important ideas. Curriculum and instruction must be designed to engage students

in inquiry, promote transfer of learning, provide a conceptual framework for helping students make sense of

facts and skills, and uncover the big ideas of content. It must also examine an array of methods for

appropriately assessing the degree of student understanding, knowledge, and skill in the form of student

outcomes. Curriculum development should focus on unit plans nested in a larger, more coherent framework

of course study around big ideas, essential questions, and task performances.

Deliberate and focused instructional design requires a shift in our thinking about the specific learning sought

and the evidence of such learnings before thinking about what activities should be planned. We start by

identifying the big ideas and guiding principles that we want our students to use as the organizing structure for

learning.

Curricula should emphasize depth over breadth of knowledge, since research reveals that covering many

topics in a superficial way does not help students to develop the skills they need; in fact, covering too much

could lead to the development of disconnected rather than connected knowledge. Topics that merit in-depth

study are ones that are critical for understanding the subjects we are teaching, and thus are worthy of

thorough investigation. These topics are not necessarily easy to grasp, but they have relevance in the real

world.

Students construct understanding as they grapple with the essential questions around the big ideas in the unit

of study. Essential questions are open-ended and must be written in a way that students can understand.

They resist a simple or single “right” or factual answer and instead provoke deep thought. They should involve

students in substantive dialogue and debate.

We do not gain enduring understanding by passively sitting back and listening to big ideas, either. Human

brains need engagement to learn. Students’ motivation increase when they are involved in authentic

investigations that have value beyond the classroom. Therefore, authentic culminating activities and

performance tasks should be a part of every unit of study. However, when the purpose of instruction is

enduring understanding, on-going assessment is vital to provide the information that both teachers and

students need to make subsequent teaching, learning, and understanding possible. And students need clear

and continual feedback if they are to overcome any confusion that might prevent them from forming deep

understandings.

With this mind, curriculum guides should include the following:

A statement of philosophy that describes the purpose of the course and the rationale for including the course in the school curriculum.

The specific goals of the course that describe the skills, knowledge, and dispositions for students to have when they leave the class.

A sequence of performance indicators/objectives/outcomes that take the learner from where they are at the beginning of the course to the specific goals that have been established for the end of the course (i.e., course proficiencies).

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A content framework that organizes the course objectives into units or themes and describes what will be taught in each.

A yearly plan/pacing guide that describes what content will be taught and when throughout the school year.

An assessment plan that will be used to determine if the course goals have been achieved.

Assessment Assessment is the use of a variety of procedures to collect information about learning and instruction. Summative assessments are generally given one time at the end of some unit of time such as the semester or school year to evaluate students’ performance against a defined set of content standards. Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional outcomes. Thus, it is done by the teacher in the classroom for the explicit purpose of diagnosing where students are in their learning, where gaps in knowledge and understanding exist, and how to help teachers and students improve student learning. The assessment is embedded within the learning activity and linked directly to the current unit of instruction. The assessments are small-scale (a few seconds, a few minutes, certainly less than a class period). Furthermore, the tasks presented may vary from one student to another depending on the teacher’s judgment about the need for specific information about a student at a given point in time. Providing corrective feedback, modifying instruction to improve the student’s understanding, or indicating areas of further instruction are essential aspects of a classroom formative assessment. Interim assessments fall between formative and summative assessment. Interim assessments (1) evaluate students’ knowledge and skills relative to a specific set of academic goals, typically within a limited time frame, and (2) are designed to inform decisions at both the classroom and beyond the classroom level, such as the school or district level. Thus, they may be given at the classroom level to provide information for the teacher, but unlike true formative assessments, the results of interim assessments can be meaningfully aggregated and reported at a broader level. As such, the timing of the administration is likely to be controlled by the school or district rather than by the teacher, which therefore makes these assessments less instructionally relevant than formative assessments. These assessments may serve a variety of purposes, including predicting a student’s ability to succeed on a large-scale summative assessment, evaluating a particular educational program or pedagogy, or diagnosing gaps in a student’s learning. Many of the assessments currently in use that are labeled “benchmark,” “formative,” “diagnostic,” or “predictive” fall within our definition of interim assessments.

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Evaluating the Quality of Lessons and Units The Tri‐State Collaborative (comprised of educational leaders from Massachusetts, New York, and Rhode Island) has developed criterion‐based rubrics and review processes to evaluate the quality of lessons and units intended to address the Common Core State Standards for ELA/Literacy and Mathematics. The purpose of a Quality Review is to provide specific input for the improvement of instructional materials so that teaching and learning are aligned with the CCSS. The Tri‐State Quality Review Rubric is designed to evaluate:

Lessons that include instructional activities and assessments aligned to the CCSS that may extend over a few class periods or days.

Units that include integrated and focused lessons aligned to the CCSS that extend over a longer period of time.

Criteria that define the rubric are organized to describe quality in four dimensions:

Dimension I-Alignment to the Rigor of the CCSS

Dimension II-Key Areas of Focus in the CCSS

Dimension III-Instructional Supports

Dimension IV-Assessment The Tri-State Collaborative rubric and response form can be downloaded from http://www.achieve.org/EQuIP

http://www.achieve.org/EQuIP

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Course

Proficiencies

By Content Area

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Department: English English I Prerequisites: None Course Description: The ninth grade English course utilizes multicultural fiction and nonfiction as sources for students to produce a series of short researched writings and one extended research paper. Students will practice and build toward standards mastery of the Common Core State Standards in English Language Arts which prepares students for college and career readiness. Course Proficiencies/Student Outcomes - All students will:

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from a range of reading and grade appropriate level of text complexity to include the following types of text:

a. Short fiction(vignettes, short stories, excerpts) b. Nonfiction (speeches, articles, essays, reviews) c. Oral Tradition – world mythology d. Poetry e. Novels/books

2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and

figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text

(e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. 7. Integrate and evaluate content presented in diverse formats and media, including visually and

quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as

well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare

the approaches the authors take. 10. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence in the form of arguments and research papers. 11. Write informative/explanatory texts to examine and convey complex ideas and information clearly and

accurately through the effective selection, organization, and analysis of content in the form of critical reviews, analytical and expository essays utilizing multiple texts.

12. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences in the form of narrative essays and factual accounts.

13. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

14. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

15. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

16. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

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17. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

18. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. 19. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning

and the organization, development, and style are appropriate to task, purpose, and audience by presenting speeches, recitations, oral character/historical figure analysis, and role playing (extending the character)

20. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

21. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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English II Prerequisite: English I

Course Description: This course for tenth grade students provides a greater understanding and expanded use

of Standard English, a more pertinent use of mechanics, a wider exposure to literary masterpieces and an

additional opportunity in evaluative research. Students will produce a series of short researched writings and

one extended research paper. The narrative and informative selections, writing opportunities, and vocabulary

development will be applied toward preparation and mastery of the English Language Arts Common Core State

Standards.

Course Proficiencies/Student Outcomes - All students will:


a. Short fiction(vignettes, short stories, excerpts) b. Nonfiction (speeches, articles, essays, reviews) c. Literary Analysis d. Oral Tradition – epics, legends, and tall tales e. Poetry f. Novels/books


3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and

figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text

(e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. 7. Integrate and evaluate content presented in diverse formats and media, including visually and

quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as

well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare

the approaches the authors take. 10. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and

relevant and sufficient evidence in the form of arguments and research papers. 11. Write informative/explanatory texts to examine and convey complex ideas and information clearly and

accurately through the effective selection, organization, and analysis of content in the form of critical reviews, character/historical figures sketches, analytical and expository essays utilizing multiple texts.

12. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences in the form of narrative essays, monologues, and factual accounts.



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18. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. 19. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning

and the organization, development, and style are appropriate to task, purpose, and audience by presenting speeches, recitations, debates, and role playing (extending the character)



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English III Prerequisite: English I and II

Course Description: The course of study for the eleventh grade requires students to examine, analyze, and

develop cognitive skills that are needed for the appreciation of American literature. Students will move from

Early American offerings to contemporary American writers (1946-present), from which they will study

fictional and non-fictional prose, poetry, critical reviews and essays in preparation for mastery of the English

Language Arts Common Core State Standards.



a. Memoirs and slave narratives b. Speeches, articles, essays, reviews c. Literary Analysis d. Short stories and plays e. Poetry and songs f. Novels/books


3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. 7. Integrate and evaluate content presented in diverse formats and media, including visually and

quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to

compare the approaches the authors take. 10. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence in the form of arguments and research papers. 11. Write informative/explanatory texts to examine and convey complex ideas and information

clearly and accurately through the effective selection, organization, and analysis of content in the form of critical reviews, character/historical figures comparative analysis, literary analysis, analytical and expository essays utilizing multiple texts.

12. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences in the form of narrative essays, monologues, and factual accounts.

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18. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. 19. Present information, findings, and supporting evidence such that listeners can follow the line of

reasoning and the organization, development, and style are appropriate to task, purpose, and audience by presenting speeches, recitations, debates, and dramatic reenactments.



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English IV

Prerequisite: English I, II, and III

Course Description: Students enrolled in English IV will analyze, interpret, compare/contrast, and paraphrase complex reading selections. World literature, emphasizing history and culture from the divergent world cultures is studied. Students will continue to review fictional and non-fictional prose, poetry, critical reviews, and literary analysis in preparation for mastery of the English Language Arts Common Core State Standards.



a. Satire b. Speeches, articles, essays, reviews c. Literary Analysis d. Short stories and plays e. Poetry and songs f. Novels/books


3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text. 7. Integrate and evaluate content presented in diverse formats and media, including visually and

quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the

reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to

compare the approaches the authors take. 10. Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence in the form of arguments and research papers. 11. Write informative/explanatory texts to examine and convey complex ideas and information

clearly and accurately through the effective selection, organization, and analysis of content in the form of critical reviews, character/historical figures comparative analysis, literary analysis, analytical and expository essays utilizing multiple texts.

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12. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences in the form of narrative essays and factual accounts.






18. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. 19. Present information, findings, and supporting evidence such that listeners can follow the line of

reasoning and the organization, development, and style are appropriate to task, purpose, and audience by presenting speeches, recitations, debates, and dramatic reenactments.



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Department: Mathematics

(HSPA requirements) The NJDOE intends to maintain the operational assessment of the Mathematics component of the HSPA/AHSA

using current test specifications and performance standards. HSPA/AHSA test administrations will continue,

based upon the contract extension, in school years 2012-13, 2013-14, and 2014-15*. There will be no field

testing during the extension period.

*There may be one additional year of the full HSPA testing (re-testers or full administration) in the Spring of 2015 pending

the status of the PARCC exam.

1. Extend understanding of the number system to all real numbers.

2. Extend understanding and use of operations to real numbers and algebraic procedures.

3. Develop, apply, and explain methods for solving problems involving rational and negative exponents.

4. Understand and apply the laws of exponents to simplify expressions involving numbers raised to

powers.

5. Perform operations on matrices.

Addition and subtraction

Scalar multiplication

6. Recognize the limitations of estimation, assess the amount of error resulting from estimation, and

determine whether the error is within acceptable tolerance limits.

7. Draw perspective views of 3D objects on isometric dot paper, given 2D representations (e.g., nets or

projective views).

8. Use geometric models to represent real-world situations and objects and to solve problems using

those models (e.g., use Pythagorean Theorem to decide whether an object can fit through a doorway).

9. Apply the properties of geometric shapes.

Parallel lines – transversal, alternate interior angles, corresponding angles

Triangles

i. Conditions for congruence

ii. Segment joining midpoints of two sides is parallel to and half the length of the third

side

iii. Triangle Inequality

Minimal conditions for a shape to be a special quadrilateral Circles – arcs, central and inscribed angles, chords, tangents Self-similarity

10. Perform basic geometric constructions using a variety of methods (e.g., straightedge and compass,

patty/tracing paper, or technology).

Perpendicular bisector of a line segment Bisector of an angle Perpendicular or parallel lines

11. Use reasoning and some form of proof to verify or refute conjectures and theorems. Verification or refutation of proposed proofs Simple proofs involving congruent triangles Counterexamples to incorrect conjectures

12. Determine whether two or more given shapes can be used to generate a tessellation.

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13. Determine, describe, and draw the effect of a transformation, or a sequence of transformations, on a

geometric or algebraic [object] representation, and, conversely, determine whether and how one

[object] representation can be transformed to another by a transformation or a sequence of

transformations.

14. Recognize three-dimensional figures obtained through trans-formations of two-dimensional figures

(e.g., cone as rotating an isosceles triangle about an altitude), using software as an aid to visualization).

15. Generate and analyze iterative geometric patterns.

Fractals (e.g., Sierpinski’s Triangle) Patterns in areas and perimeters of self-similar figures Outcome of extending iterative process indefinitely

16. Use coordinate geometry to represent and verify properties of lines and line segments.

Distance between two points Midpoint and slope of a line segment Finding the intersection of two lines Lines with the same slope are parallel Lines that are perpendicular have slopes whose product is -1

17. Show position and represent motion in the coordinate plane using vectors. a. Addition and subtraction of vectors

18. Find an equation of a circle given its center and radius and, given an equation of a circle in standard form, find its center and radius.

19. Understand and use the concept of significant digits. 20. Choose appropriate tools and techniques to achieve the specified degree of precision and error

needed in a situation. Degree of accuracy of a given measurement tool Finding the interval in which a computed measure (e.g., area or volume) lies, given the degree

of precision of linear measurements 21. Use techniques of indirect measurement to represent and solve problems.

Similar triangles Pythagorean theorem Right triangle trigonometry (sine, cosine, tangent) Special right triangles

22. Use a variety of strategies to determine perimeter and area of plane figures and surface area and volume of 3D figures.

Approximation of area using grids of different sizes Finding which shape has minimal (or maximal) area, perimeter, volume, or surface area under

given conditions using graphing calculators, dynamic geometric software, and/or spreadsheets Estimation of area, perimeter, volume, and surface area

23. Use models and algebraic formulas to represent and analyze sequences and series. Explicit formulas for nth terms Sums of finite arithmetic series Sums of finite and infinite geometric series

24. Develop an informal notion of limit. 25. Use inductive reasoning to form generalizations. 26. Understand relations and functions and select, convert flexibly among, and use various

representations for them, including equations or inequalities, tables, and graphs. 27. Analyze and explain the general properties and behavior of functions [of one variable] or relations,

using [appropriate] algebraic and graphing [technologies] techniques. Slope of a line [or curve] Domain and range

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Intercepts Continuity Maximum/minimum Estimating roots of equations [Intersecting points as] Solutions of systems of equations Solutions of systems of linear inequalities using graphing techniques Rates of change

28. Understand and perform transformations on commonly-used functions.

Translations, reflections, dilations Effects on linear and quadratic graphs of parameter changes in equations Using graphing calculators or computers for more complex functions

29. Understand and compare the properties of classes of functions, including exponential, polynomial, rational, and trigonometric functions.

Linear vs. non-linear Symmetry Increasing/decreasing on an interval

30. Analyze and describe how a change in an independent variable leads to change in a dependent one. 31. Convert recursive formulas to linear or exponential functions 32. Use functions to model real-world phenomena and solve problems that involve varying quantities.

Linear, quadratic, exponential, periodic (sine and cosine), and step functions (e.g., price of mailing a first-class letter over the past 200 years)

Direct and inverse variation Absolute value Expressions, equations and inequalities Same function can model variety of phenomena Growth/decay and change in the natural world Applications in mathematics, biology, and economics (including compound interest

33. Select and use appropriate methods to solve equations and inequalities. Linear equations and inequalities – algebraically Quadratic equations – factoring (including trinomials when the coefficient of x2 is 1) and using the

quadratic formula Literal equations All types of equations and inequalities using graphing, computer, and graphing calculator techniques

34. Evaluate and simplify expressions. Add and subtract polynomials Multiply a polynomial by a monomial or binomial Divide a polynomial by a monomial Perform simple operations with rational expressions Evaluate polynomial and rational expressions

35. Judge the meaning, utility, and reasonableness of the results of symbol manipulations, including those carried out by technology.

36. Use surveys and sampling techniques to generate data and draw conclusions about large groups. 37. Advantages/disadvantages of sample selection methods (e.g., convenience sampling, responses to

survey, random sampling) 38. Evaluate the use of data in real-world contexts.

Accuracy and reasonableness of conclusions drawn Correlation vs. causation Bias in conclusions drawn (e.g., influence of how data is displayed) Statistical claims based on sampling

39. Estimate or determine lines of best fit (or curves of best fit if appropriate) with technology, and use them to interpolate within the range of the data.

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40. Analyze data using technology, and use statistical terminology to describe conclusions. Measures of dispersion: variance, standard deviation, outliers Correlation coefficient Normal distribution (e.g., approximately 95% of the sample lies between two standard

deviations on either side of the mean) 41. Design a statistical experiment, conduct the experiment, and interpret and communicate the outcome. 42. Distinguish between randomized experiments and observational studies. 43. Model situations involving probability with simulations (using spinners, dice, calculators and

computers) and theoretical models, and solve problems using these models. 44. Understand and use the “law of large numbers” (that experimental results tend to approach

theoretical probabilities after a large number of trials). 45. Estimate probabilities and make predictions based on experimental and theoretical probabilities. 46. Determine probabilities in complex situations.

Conditional events Complementary events Dependent and independent events

47. Calculate the expected value of a probability-based game, given the probabilities and payoffs of the various outcomes, and determine whether the game is fair.

48. Use concepts and formulas of area to calculate geometric probabilities. 49. Apply the multiplication rule of counting in complex situations, recognize the difference between

situations with replacement and without replacement, and recognize the difference between ordered and unordered counting situations.

50. Calculate combinations with replacement (e.g., the number of possible ways of tossing a coin 5 times and getting 3 heads) and without replacement (e.g., number of possible delegations of 3 out of 23 students).

51. Justify solutions to counting problems. 52. Recognize and explain relationships involving combinations and Pascal’s Triangle, and apply those

methods to situations involving probability. 53. Use vertex-edge graphs and algorithmic thinking to represent and solve practical problems.

Circuits that include every edge in a graph Circuits that include every vertex in a graph Scheduling problems (e.g., when project meetings should be scheduled to avoid conflicts)

using graph coloring Applications to science (e.g., who-eats-whom graphs, genetic trees, molecular structures)

54. Apply strategies for making fair decisions.

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Department: Mathematics

(CCSS requirements) At the high school level, the Common Core State Standards (CCSS) for Mathematics are organized by conceptual category

(number and quantity, algebra, functions, geometry, modeling and probability and statistics), showing the body of knowledge

students should learn in each category to be college and career ready, and to be prepared to study more advanced mathematics

(See the Common Core State Standards for Mathematics (2010)).

Within this document, the high school standards have been organized into course proficiencies that provide a strong

foundation for post-secondary success. The inclusion of certain proficiencies within their respective courses is based

largely upon the CCSS’s recommended Model Traditional Pathway for Algebra I, Algebra II, and Geometry.

While all standards figure in a mathematical education leading to college and career readiness, a few (+) standards have

been included that reflect the additional mathematics that students should learn in order to take advanced courses such as Calculus, Advanced Statistics or Discrete Mathematics. While these standards have been included to increase coherence, they are not necessarily expected to be addressed on high stakes assessments. Proficiencies assessed on end-of-course assessments

are shown by an asterisk (*).

The focus of this document is on organizing the Standards for Mathematical Content into bounded courses leading to college

and career readiness. The content standards must also be connected to the Standards for Mathematical Practice to ensure that

the skills needed for later success are developed. In particular, Modeling (defined by a ★) is an important avenue for

motivating students to study mathematics, for building their understanding of mathematics, and for preparing them for future

success.

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Algebra I Prerequisite: None

Course Description: Algebra 1 includes the study of real number properties, relationships between quantities,

expressions, equations and inequalities, systems of equations, and solving and graphing linear and quadratic

equations. Problem-solving techniques are stressed.

Course Proficiencies/Student Outcomes:

Relationships between Quantities and Reasoning with Equations

1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.*

2. Define appropriate quantities for the purpose of descriptive modeling.* 3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.*

4. Interpret expressions that represent a quantity in terms of its context.★* a. Interpret parts of an expression, such as terms, factors, and coefficients. b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For

example, interpret P(1+r)n as the product of P and a factor not depending on P. 5. Create equations and inequalities in one variable and use them to solve problems. Include equations

arising from linear and quadratic functions, and simple rational and exponential functions.* 6. Create equations in two or more variables to represent relationships between quantities; graph

equations on coordinate axes with labels and scales.* 7. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities,

and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.*

8. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.*

9. Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.*

10. Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.*

★ Modeling with mathematics is a theme in all high school courses. Modeling links classroom

mathematics and statistics to everyday life, work, and decision making. Modeling is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions. Quantities and their relationships in physical, economic, public policy, social and everyday situations can be modeled using mathematical and statistical methods.

+ While the high school standards specify the mathematics that all students should study in

order to be college and career ready, additional mathematics that students should learn in order to take advanced courses such as Calculus, Advanced Statistics or Discrete Mathematics is indicated by a (+).

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Linear and Exponential Relationships 1. Explain how the definition of the meaning of rational exponents follows from extending the properties

of integer exponents to those values, allowing for a notation for radicals in terms of rational exponents.

2. Rewrite expressions involving radicals and rational exponents using the properties of exponents. 3. Prove that, given a system of two equations in two variables, replacing one equation by the sum of

that equation and a multiple of the other produces a system with the same solutions.* 4. Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of

linear equations in two variables.* 5. Understand that the graph of an equation in two variables is the set of all its solutions plotted in the

coordinate plane, often forming a curve (which could be a line).* 6. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and

y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and

logarithmic functions.★* 7. Graph the solutions to a linear inequality in two variables as a half-plane (excluding the boundary in

the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.*

8. Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).*

9. Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.*

10. Recognize that sequences are functions, sometimes defined recursively, whose domain is a subset of the integers. For example, the Fibonacci sequence is defined recursively by f(0) = f(1) = 1, f(n+1) = f(n) + f(n-1) for n ≥ 1.*

11. For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing,

positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.★* 12. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it

describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n

engines in a factory, then the positive integers would be an appropriate domain for the function.★* 13. Calculate and interpret the average rate of change of a function (presented symbolically or as a table)

over a specified interval. Estimate the rate of change from a graph.★* 14. Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to

model situations, and translate between the two forms.★ 15. Distinguish between situations that can be modeled with linear functions and with exponential

functions.* a. Prove that linear functions grow by equal differences over equal intervals; and that

exponential functions grow by equal factors over equal intervals. b. Recognize situations in which one quantity changes at a constant rate per unit interval relative

to another. c. Recognize situations in which a quantity grows or decays by a constant percent rate per unit

interval relative to another. 16. Construct linear and exponential functions, including arithmetic and geometric sequences, given a

graph, a description of a relationship, or two input-output pairs (include reading these from a table).* 17. Interpret the parameters in a linear or exponential function in terms of a context.*

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Descriptive Statistics 1. Represent data with plots on the real number line (dot plots, histograms, and box plots).* 2. Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and

spread (interquartile range, standard deviation) of two or more different data sets.* 3. Interpret differences in shape, center, and spread in the context of the data sets, accounting for

possible effects of extreme data points (outliers).* 4. Summarize categorical data for two categories in two-way frequency tables. Interpret relative

frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.*

5. Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.*

a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data.

b. Informally assess the fit of a function by plotting and analyzing residuals. c. Fit a linear function for a scatter plot that suggests a linear association.

6. Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.*

7. Compute (using technology) and interpret the correlation coefficient of a linear fit.* 8. Distinguish between correlation and causation.*

Expressions and Equations

1. Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2).*

2. Choose and produce an equivalent form of an expression to reveal and explain properties of the

quantity represented by the expression.★* a. Factor a quadratic expression to reveal the zeros of the function it defines. b. Complete the square in a quadratic expression to reveal the maximum or minimum value of

the function it defines. c. Use the properties of exponents to transform expressions for exponential functions. For

example the expression 1.15t can be rewritten as (1.151/12)12t ≈ 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.

3. Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.*

4. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

5. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.*

6. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

7. Solve quadratic equations in one variable.* a. Use the method of completing the square to transform any quadratic equation in x into an

equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form.

b. Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.

8. Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = –3x and the circle x2 + y2 = 3.

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Quadratic Functions and Modeling

1. Explain why the sum or product of two rational numbers is rational; that the sum of a rational number and an irrational number is irrational; and that the product of a nonzero rational number and an irrational number is irrational.


positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.★ 3. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it


engines in a factory, then the positive integers would be an appropriate domain for the function.★ 4. Calculate and interpret the average rate of change of a function (presented symbolically or as a table)

over a specified interval. Estimate the rate of change from a graph.★ 5. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases

and using technology for more complicated cases.★* a. Graph linear and quadratic functions and show intercepts, maxima, and minima. b. Graph square root, cube root, and piecewise-defined functions, including step functions and

absolute value functions. 6. Write a function defined by an expression in different but equivalent forms to reveal and explain

different properties of the function.* a. Use the process of factoring and completing the square in a quadratic function to show zeros,

extreme values, and symmetry of the graph, and interpret these in terms of a context. b. Use the properties of exponents to interpret expressions for exponential functions. For

example, identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing exponential growth or decay.

7. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.*

8. Write a function that describes a relationship between two quantities.★ a. Determine an explicit expression, a recursive process, or steps for calculation from a context.* b. Combine standard function types using arithmetic operations. For example, build a function

that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.

9. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.*

10. Find inverse functions. a. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an

expression for the inverse. For example, f(x) = 2 x3 or f(x) = (x+1)/(x-1) for x ≠ 1. 11. Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity

increasing linearly, quadratically, or (more generally) as a polynomial function.

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Geometry Prerequisite: Algebra I

Course Description: Geometry includes the study of plane and three-dimensional figures. Logical thinking is

explored through deductive and inductive methods. Topics include the geometry of points, lines, and planes,

properties of congruence and similarity, circles and spheres, coordinate geometry, area, and volume.


Congruence, Proof, and Construction 1. Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on

the undefined notions of point, line, distance along a line, and distance around a circular arc.* 2. Represent transformations in the plane using, e.g., transparencies and geometry software; describe

transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).*

3. Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.*

4. Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.*

5. Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.*

6. Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.*

7. Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.*

8. Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.*

9. Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.*

10. Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.*





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11. Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.*

12. Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.*

13. Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.* Similarity, Proof, and Trigonometry

1. Verify experimentally the properties of dilations given by a center and a scale factor.* a. A dilation takes a line not passing through the center of the dilation to a parallel line, and

leaves a line passing through the center unchanged. b. The dilation of a line segment is longer or shorter in the ratio given by the scale factor.

2. Given two figures, use the definition of similarity in terms of similarity transformations to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.*

3. Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.*

4. Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.*

5. Explain and use the relationship between the sine and cosine of complementary angles.*

6. Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied problems.★* 7. Apply concepts of density based on area and volume in modeling situations (e.g., persons per square

mile, BTUs per cubic foot).* 8. Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy

physical constraints or minimize cost; working with typographic grid systems based on ratios).* 9. (+) Derive the formula A = 1/2 ab sin(C) for the area of a triangle by drawing an auxiliary line from a

vertex perpendicular to the opposite side. 10. (+) Prove the Laws of Sines and Cosines and use them to solve problems. 11. (+) Understand and apply the Law of Sines and the Law of Cosines to find unknown measurements in

right and non-right triangles (e.g., surveying problems, resultant forces). Extending to Three Dimensions

1. Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s Principle, and informal limit arguments.*

2. Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.★* 3. Identify the shapes of two-dimensional cross-sections of three dimensional objects, and identify three-

dimensional objects generated by rotations of two-dimensional objects.* 4. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree

trunk or a human torso as a cylinder).*

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Connecting Algebra and Geometry through Coordinates 1. Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that

a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2).*

2. Prove the slope criteria for parallel and perpendicular lines and uses them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).*

3. Find the point on a directed line segment between two given points that partitions the segment in a given ratio.*

4. Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using

the distance formula.★* 5. Derive the equation of a parabola given a focus and directrix.

Circles With and Without Coordinates

1. Prove that all circles are similar.* 2. Identify and describe relationships among inscribed angles, radii, and chords. Include the relationship

between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.*

3. Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.*

4. Identify and describe relationships among inscribed angles, radii, and chords. *

5. Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.*

6. Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.*

7. Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2).

8. Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).*

9. (+) Construct a tangent line from a point outside a given circle to the circle. Applications of Probability

1. Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes, or as unions, intersections, or complements of other events (“or,” “and,” “not”).

2. Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities, and use this characterization to determine if they are independent.

3. Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.

4. Construct and interpret two-way frequency tables of data when two categories are associated with each object being classified. Use the two-way table as a sample space to decide if events are independent and to approximate conditional probabilities. For example, collect data from a random sample of students in your school on their favorite subject among math, science, and English. Estimate the probability that a randomly selected student from your school will favor science given that the student is in tenth grade. Do the same for other subjects and compare the results.

5. Recognize and explain the concepts of conditional probability and independence in everyday language and everyday situations. For example, compare the chance of having lung cancer if you are a smoker with the chance of being a smoker if you have lung cancer.

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6. Find the conditional probability of A given B as the fraction of B’s outcomes that also belong to A, and interpret the answer in terms of the model.

7. Apply the Addition Rule, P(A or B) = P(A) + P(B) – P(A and B), and interpret the answer in terms of the model.

8. (+) Apply the general Multiplication Rule in a uniform probability model, P(A and B) = P(A)P(B|A) = P(B)P(A|B), and interpret the answer in terms of the model.

9. (+) Use permutations and combinations to compute probabilities of compound events and solve problems.

10. (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). 11. (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing,

pulling a hockey goalie at the end of a game).

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Algebra II Prerequisite: Algebra I, Geometry

Course Description: Algebra 2 expands the study of algebra to include complex numbers, quadratics, and

logarithms. Topics include the study of linear, quadratic, polynomial, exponential and logarithmic functions,

each integrating technology and real world applications.


Polynomial, Rational, and Radical Relationships

1. Know there is a complex number i such that i2 = −1, and every complex number has the form a + bi with a and b real.*

2. Use the relation i2 = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.*

3. Solve quadratic equations with real coefficients that have complex solutions.*

4. Interpret expressions that represent a quantity in terms of its context.★ a. Interpret parts of an expression, such as terms, factors, and coefficients. b. Interpret complicated expressions by viewing one or more of their parts as a single entity. For

example, interpret P(1+r)n as the product of P and a factor not depending on P. 5. Use the structure of an expression to identify ways to rewrite it. For example, see x4 – y4 as (x2)2 – (y2)2,

thus recognizing it as a difference of squares that can be factored as (x2 – y2)(x2 + y2).* 6. Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use

the formula to solve problems. For example, calculate mortgage payments.★* 7. Understand that polynomials form a system analogous to the integers, namely, they are closed under

the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.* 8. Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on

division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).* 9. Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct

a rough graph of the function defined by the polynomial.* 10. Prove polynomial identities and use them to describe numerical relationships. For example, the

polynomial identity (x2 + y2)2 = (x2 – y2)2 + (2xy)2 can be used to generate Pythagorean triples.* 11. Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x),

where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.*

12. Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.*

13. Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using

★ Modeling with mathematics is a theme in all high school courses. Modeling links classroom mathematics and statistics to everyday life, work, and decision making. Modeling is the process of choosing and using appropriate mathematics and statistics to analyze empirical situations to understand them better and to improve decisions. Quantities and their relationships in physical, economic, public policy, social and everyday situations can be modeled using mathematical and statistical methods.



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technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and

logarithmic functions.★* 14. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases

and using technology for more complicated cases.★* a. Graph polynomial functions, identifying zeros when suitable factorizations are available, and

showing end behavior. 15. (+) Understand that rational expressions form a system analogous to the rational numbers, closed

under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.

16. (+) Extend polynomial identities to the complex numbers. For example, rewrite x2 + 4 as (x + 2i)(x– 2i). 17. (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials. 18. (+) Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a

positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle.

Trigonometric Functions

1. Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.*

2. Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.*

3. Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency,

and midline.★* 4. (+) Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to find sin (θ), cos (θ), or

tan (θ), given sin (θ), cos (θ), or tan (θ), and the quadrant of the angle.* Modeling with Functions

1. Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.*

2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.*

3. Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or non-viable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.*

4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.


positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.★ 6. Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it


engines in a factory, then the positive integers would be an appropriate domain for the function.★ 7. Calculate and interpret the average rate of change of a function (presented symbolically or as a table)

over a specified interval. Estimate the rate of change from a graph.★* 8. Graph functions expressed symbolically and show key features of the graph, by hand in simple cases

and using technology for more complicated cases.★

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a) Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. b) Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.*

9. Write a function defined by an expression in different but equivalent forms to reveal and explain different properties of the function.

10. Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.*

11. Write a function that describes a relationship between two quantities.* a. Combine standard function types using arithmetic operations. For example, build a function

that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.*

12. Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.*

13. Find inverse functions. a. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an

expression for the inverse. For example, f(x) = 2 x3 or f(x) = (x+1)/(x-1) for x ≠ 1. 14. For exponential models, express as a logarithm the solution to a x bct = d where a, c, and d are

numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.* 15. (+) Understand the inverse relationship between exponents and logarithms and use this relationship to

solve problems involving logarithms and exponents. 16. (+) Interpret the parameters in a linear or exponential function in terms of a context.

Inferences and Conclusions from Data

1. Use the mean and standard deviation of a data set to fit it to a normal distribution 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.

2. Understand statistics as a process for making inferences about population parameters based on a random sample from that population.*

3. Decide if a specified model is consistent with results from a given data-generating process, e.g., using simulation. For example, a model says a spinning coin falls heads up with probability 0.5. Would a result of 5 tails in a row cause you to question the model?*

4. Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.*

5. Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.*

6. Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.*

7. Evaluate reports based on data.* 8. (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). 9. (+) Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing,

pulling a hockey goalie at the end of a game). 10. (+) Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence

relationships in a network.

11. (+) Work with 2 2 matrices as transformations of the plane, and interpret the absolute value of the determinant in terms of area.

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Pre-Calculus Prerequisite: Algebra I, Geometry, Algebra II

Course Description: Precalculus includes polynomial, exponential, logarithmic, rational and trigonometric

functions: expressed numerically, graphically, algebraically and analytically. Emphasis in the trigonometry

portion of the course includes analysis and graphic interpretation of the six trigonometric functions. Series,

sequences, conic sections and their applications are developed and applied. Limits of continuous functions are

defined and applied as a foundation for calculus.


1. Apply concepts of linear relations, functions, and inverses.

2. Graph polynomial and rational functions.

3. Apply basic concepts of analytical geometry.

4. Perform operations with functions.

5. Analyze trigonometric and logarithmic functions using different representations.

6. Solve system of equations.

7. Define and sketch graphs of the six circular functions.

8. Solve triangles using the appropriate trigonometric ratio, Law of Sines, or Law of Cosines.

9. Define, evaluate, and graph trigonometric functions and their inverses.

10. Identify, simplify, and verify trigonometric identities.

11. Solve trigonometric equations algebraically and graphically.

12. Perform basic operations with geometric and algebraic vectors.

13. Perform basic operations on complex numbers expressed in rectangular or polar form.

14. Graph polar coordinates and polar equations, and identify and graph classical curves.

15. Use De Moivre’s Theorem to find powers and roots of complex numbers.

16. Graph, write, and identify equations of conic sections.

17. Evaluate exponential and logarithmic expressions.

18. Solve exponential and logarithmic equations algebraically and graphically.

19. Calculate expected values and use them to solve problems.--

20. Use probability to evaluate outcomes of decisions.

21. Explain volume formulas and use them to solve problems.

22. Perform operations on matrices and use matrices in applications.

23. Find the nth term of an arithmetic or geometric sequence.

24. Determine the sum of a finite arithmetic or geometric series, and of an infinite geometric series.

25. Evaluate limits of polynomial and rational functions.




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26. Determine the slope of a curve.

27. Evaluate the limit of sequences, and functions at infinity.

28. Determine the area under a curve using the area of rectangles.

29. (+) Recognize vector quantities as having both magnitude and direction. Represent vector quantities by

directed line segments, and use appropriate symbols for vectors and their magnitudes.

30. (+) Find the components of a vector by subtracting the coordinates of an initial point from the coordinates

of a terminal point.

31. (+) Solve problems involving velocity and other quantities that can be represented by vectors

32. (+) Add and subtract vectors

a) Add vectors end-to-end, component-wise, and by the parallelogram rule. Understand that the

magnitude of a sum of two vectors is typically not the sum of the magnitudes.

b) Given two vectors in magnitude and direction form, determine the magnitude and direction of

their sum.

c) Understand vector subtraction v – w as v + (–w), where –w is the additive inverse of w, with the

same magnitude as w and pointing in the opposite direction. Represent vector subtraction

graphically by connecting the tips in the appropriate order, and perform vector subtraction

component-wise.

33. (+) Multiply a vector by a scalar.

a) Represent scalar multiplication graphically by scaling vectors and possibly reversing their direction; perform scalar multiplication component-wise.

b) Compute the magnitude of a scalar multiple cv using ||cv|| = |c|v. Compute the direction of cv knowing that when |c|v ≠ 0, the direction of cv is either along v (for c > 0) or against v (for c < 0).

34. (+) Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors.

35. (+) Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).

36. (+) Interpret the parameters in a linear or exponential function in terms of a context. 37. (+) Use special triangles to determine geometrically the values of sine, cosine, tangent for π /3, π/4 and

π/6, and use the unit circle to express the values of sine, cosine, and tangent for π-x, π+x, and 2π-x in terms of their values for x, where x is any real number.

38. (+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions. 39. (+) Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency,

and midline. 40. (+) Understand that restricting a trigonometric function to a domain on which it is always increasing or

always decreasing allows its inverse to be constructed. 41. (+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the

solutions using technology, and interpret them in terms of the context. 42. (+) Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve

problems. 43. (+) Derive the equation of a parabola given a focus and directrix. 44. (+) Derive the equations of ellipses and hyperbolas given the foci, using the fact that the sum or difference

of distances from the foci is constant.

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Calculus Prerequisite: Algebra I, Geometry, Algebra II, Precalculus

Course Description: Calculus is a full-year course in elementary functions, in which both differential and

integral calculus concepts are explored. Topics include limits, functions (polynomial, rational, radical, and

transcendental), rate of change, curve sketching, optimization, anti-derivatives and indefinite integrals, and the

application of the rules of differentiation and integration.


1. Work with functions represented in a variety of ways: graphical, numerical, analytical, and verbal;

understand the connections among these representations.

2. Understand the meaning of the derivative and use derivatives to solve a variety of problems.

3. Understand the meaning of both definite and indefinite integrals, and use definite and indefinite integrals

to solve a variety of problems.

4. Understand and apply the Fundamental Theorem of Calculus to definite integrals; understand the

relationship between the derivative and the definite integral as expressed in the Fundamental Theorem of

Calculus.

5. Communicate mathematics both orally and in well-written sentences and explain solutions to problems.

6. Model a written description of a physical situation with a function or an integral.

7. Use technology to help solve problems, experiment with data, interpret results, and verify conclusions.

8. Determine the plausibility of solutions, including sign, size, relative accuracy, and units of measurement.

9. Develop an appreciation of calculus as a coherent body of knowledge, connected to other disciplines

outside of mathematics.




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Math Applications Prerequisite: None

Course Description: Math Applications is designed to equip students with the knowledge and tools that

enable them to solve problems beyond those encountered in a traditional classroom. This course allows the

student to make connections between mathematics studied in a classroom and the mathematics used in life.


1. Draw a diagram to organize information spatially, then use the constructed diagrams to solve

mathematical and everyday problems.

2. Develop spatial sense and an ability to use geometric properties and relationships to solve problems in

mathematics and everyday life.

3. Use isometric, oblique, and one- and two-point perspective drawings to draw two-dimensional

representations of three-dimensional objects.

4. Collect, organize, describe, and analyze numerical data in order to interpret and draw valid conclusions in

real life situations.

5. Investigate and discuss patterns in numbers, shapes and expressions in order to analyze, extend, and

create a pattern-based representation for real-world phenomena.

6. Use iterative and recursive patterns and processes to model a variety of practical situations and solutions.

7. Solve real-world problems using geometric models.

8. Express mathematically and explain the impact of change in an object's dimensions on its surface area and

volume.

9. Develop the ability to pose and solve mathematical problems found in mathematics, other disciplines, and

everyday experiences.

10. Use manipulatives, calculators, computers, and other mathematical tools to enhance mathematical

thinking and understanding.

11. Communicate mathematics through written, oral, symbolic, and visual forms of expression.

12. Develop mathematical reasoning and critical thinking skills to evaluate situations, select problem-solving

strategies, and draw logical conclusions.

13. Illustrate and model ratios, proportions, and percents in real-life situations.

14. Use technology to gather, organize, interpret, and represent data.

15. Use coordinates, maps, tables, and grids to determine the distance between two cities using latitude and

longitude information.





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16. Express change in related quantities as a linear, quadratic, or periodic relationship in order to predict

relations between quantities that change over time.

17. Use algebraic methods to solve problems arising from mathematical situations, everyday experiences, and

other disciplines.

18. Collect, organize, and analyze data to make predictions and model using appropriate curve fitting

techniques.

19. Recognize that there may be multiple ways to solve a problem, weigh their relative merits, and select and

use appropriate problem solving strategies.

20. Reflect on and clarify thinking so as to present convincing arguments for conclusions reached.

21. Pose, explore, and solve a variety of problems including non-routine and open-ended with several

solutions and/or solution strategies.

22. Construct, explain, justify, and apply a variety of problem solving strategies in both cooperative and

independent learning environments.

23. Develop alternative problem-solving strategies if initially selected approaches do not work.

24. Recognize, formulate, and solve problems arising from mathematical situations, everyday experiences,

applications to other disciplines and career applications.

25. Explore the validity and efficiency of various problem-posing and problem-solving strategies, and develop

alternative strategies and generalizations, as needed.

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Probability and Statistics Prerequisite: Algebra I, Geometry

Course Description: Probability and Statistics is a one-semester course, in which students will learn: methods

of gathering, organizing, and describing statistical data; the underlying principles of probability and their

importance to the study of statistics; and the interpretation and analysis of statistical data. The focus of this

course is directed to the concepts and applications of probability and statistics. Students are encouraged to use

calculators and computers to facilitate computational processes.


1. Understand how to use statistical methods to obtain accurate information from data. 2. Recognize and construct methods of data collection. 3. Construct and interpret graphical displays of distributions of data in the forms of graphs, Pareto diagrams,

stem-and-leaf displays, frequency distributions, and histograms. 4. Distinguish the difference between the purpose of regression analysis and correlation, and how each is used. 5. Explore bivariate and categorical data. 6. Understand the importance of inferences related to the mean of a population about the parameters

proportion, variance, and standard deviation. 7. Interpret and understand the statistical significance of probability. 8. Understand the properties of mutual exclusiveness and independence and be able to apply multiplication and

addition rules to “and” and “or” compound events. 9. Calculate conditional probabilities. 10. Calculate probability values using appropriate algorithms. 11. Manipulate discrete random variables, calculate their probability distributions, and calculate their probability

expected values and standard deviation. 12. Understand and apply the normal distribution. 13. (+) Use statistics appropriate to the shape of the data distribution to compare center (median, mean) and

spread (interquartile range, standard deviation) of two or more different data sets. 14. (+) Use the mean and standard deviation of a data set to fit it to a normal distribution 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.

15. (+) Summarize categorical data for two categories in two-way frequency tables. Interpret relative frequencies in the context of the data (including joint, marginal, and conditional relative frequencies). Recognize possible associations and trends in the data.





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16. (+) Represent data on two quantitative variables on a scatter plot, and describe how the variables are related.

a. Fit a function to the data; use functions fitted to data to solve problems in the context of the data

b. Informally assess the fit of a function by plotting and analyzing residuals c. Fit a linear function for a scatter plot that suggests a linear association.

17. (+) Understand statistics as a process for making inferences to be made about population parameters based on a random sample from that population.

18. (+) Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.

19. (+) Use data from a sample survey to estimate a population mean or proportion; develop a margin of error through the use of simulation models for random sampling.

20. (+) Use data from a randomized experiment to compare two treatments; use simulations to decide if differences between parameters are significant.

21. (+) Define a random variable for a quantity of interest by assigning a numerical value to each event in a sample space; graph the corresponding probability distribution using the same graphical displays as for data distributions.

22. (+) Calculate the expected value of a random variable; interpret it as the mean of the probability distribution. 23. (+) Develop a probability distribution for a random variable defined for a sample space in which theoretical

probabilities can be calculated; find the expected value. 24. (+) Develop a probability distribution for a random variable defined for a sample space in which probabilities

are assigned empirically; find the expected value. 25. (+) Weigh the possible outcomes of a decision by assigning probabilities to payoff values and finding expected

values. a) Find the expected payoff for a game of chance b) Evaluate and compare strategies on the basis of expected values

26. (+) Use probabilities to make fair decisions (e.g., drawing by lots, using a random number generator). 27. (+) Analyze decisions and strategies using probability concepts.

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Discrete Mathematics Prerequisite: Algebra I, Geometry

Course Description: Discrete Mathematics is a one-semester college preparatory course, in which students

construct models, discover and use algorithms, and relate new concepts to real world applications. Topics

include social decision-making, graph theory, algorithmic thinking, recursion, and combinatorics.


1. Model and analyze situations using vertex-edge graphs.

2. Identify and describe vertex-edge graphs using appropriate vocabulary such as valence, connectedness,

path, planarity, and directed graph.

3. Apply and create algorithms to solve problems involving circuits, cycles, trees, networks and paths.

4. Use graphs to solve conflict-resolution problems, such as map coloring, scheduling, matching, and

optimization.

5. Describe and apply coding algorithms, such as ISBN numbers, UPC codes, Zip codes, and banking codes to

create valid code numbers.

6. Describe and apply error-detecting schemes and check digits to identify valid code numbers.

7. Analyze the fairness of a game and relate fairness to optimal strategy.

8. Use tree diagrams, linear systems, and experimental data and simulation to analyze strategies and payoffs.

9. Describe and analyze strategies in non-zero-sum games, including dilemmas.

10. Identify and describe voting procedures: weighted voting, plurality, majority, sequential (winners run off),

sequential (losers are eliminated), Borda count, and Condorcet winner.

11. Describe possible effects of approval voting, insincere and sincere voting, preference schedule, and

strategic voting on election outcome.

12. Solve allocation problems, using apportionment methods.

13. Identify and explain inconsistencies in historical and current apportionment schemes, such as allocation of

congressional representatives and salary caps in sports.

14. Apply fair division techniques to solve apportionment problems using Hamilton’s Method and Jefferson’s

Method.

15. Apply techniques for fair division in discrete and continuous situations, such as estate division or cake

cutting.

16. Recognize, identify, and classify types of symmetry within given diagrams, objects, and historical

structures.

17. Recognize and identify complex symmetry within fractals.

18. Construct optimal solutions to situations using tabular structures and modeling.




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19. (+) Study the following topics related to vertex-edge graphs: Euler circuits, Hamilton circuits, the Travelling Salesperson Problem (TSP), minimum weight spanning trees, shortest paths, vertex coloring, and adjacency matrices.

20. (+) Understand, analyze, and apply vertex-edge graphs to model and solve problems related to paths, circuits, networks, and relationships among a finite number of elements, in real-world and abstract settings.

21. (+) Devise, analyze, and apply algorithms for solving vertex-edge graph problems. 22. (+) Extend work with adjacency matrices for graphs, such as interpreting row sums and using the nth

power of the adjacency matrix to count paths of length n in a graph.

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Department: Physical and Health Education Health I Pre-requisites: None Course Description: This course focuses on Health Foundations, Nutrition and Physical Activity (Level I),

Anatomy & Physiology (Level I), Mental & Emotional Health and Sexual Education (Diseases & Disorders).


1. Design a weekly nutritional plan for families with different lifestyles, resources, special needs, and cultural

backgrounds

2. Analyze the nutritional values of new products and supplements.

3. Determine the relationship of nutrition and physical activity to weight loss, weight gain, and weight

maintenance.

4. Relate advances in technology to maintaining and improving personal health.

5. Determine the emotional, social, and financial impact of mental illness on the family, community, and

state.

6. Relate advances in medicine and technology to the diagnosis and treatment of mental illness.

7. Justify when individual or collaborative decision-making is appropriate.

8. Analyze factors that support or hinder the achievement of personal health goals during different life stages.

9. Predict the short- and long-term consequences of good and poor decision-making on oneself, friends, family, and

others.

10. Analyze strategies to enhance character development in individual, group, and team activities

11. Analyze the impact of competition on personal character development

12. Evaluate information that supports abstinence from sexual activity using reliable research data.

13. Apply critical thinking and problem-solving strategies during learning experiences.

14. Interpret researched material accurately and communicate the meaning of the data correctly when

presenting.

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Health II Pre-requisites: Health I Course Description: This course focuses on Interpersonal Communication, Anatomy and Physiology (Section II),

Injury Prevention and Environmental Health and Newark Community Awareness.


1. Demonstrate first-aid procedures, including Basic Life Support and automatic external defibrillation, caring

for head trauma, bone and joint emergencies, caring for cold and heat injuries, and responding to medical

emergencies.

2. Predict the short- and long-term consequences of unresolved conflicts.

3. Analyze how new technologies may positively or negatively impact the incidence of conflict or crisis.

4. Examine how a family might cope with crisis or change and suggest ways to restore family balance and

function.

5. Develop a personal stress management plan to improve/maintain wellness.

6. Employ skills for communicating with family, peers, and people from other backgrounds and cultures that

may impact the health of oneself and others.

7. Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts.

8. Predict the short- and long-term consequences of good and poor decision-making on oneself, friends,

family, and others.

9. Analyze current issues facing the disability community and make recommendations to address those

issues.



presenting.

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Health III

Pre-requisites: Health I and II

Course Description: This course focuses on Driver’s Education, Organ Donation and Tobacco, Alcohol and Other

Drugs


1. Analyze the relationship between alcohol and drug use and the incidence of motor vehicle crashes.

2. Develop a rationale to persuade peers to comply with traffic safety laws and avoid driving distracters.

3. Summarize New Jersey motor vehicle laws and regulations and determine their impact on health and

safety (e.g., organ/tissue donation, seatbelt use, and the use of hand-held devices).

4. Plan and implement an advocacy strategy to stimulate action on a state, national, or global health issue,

including but not limited to, organ/tissue donation.

5. Determine the potential risks and benefits of the use of new or experimental medicines and herbal and

medicinal supplements.

6. Summarize the criteria for evaluating the effectiveness of a medicine.

7. Relate personal abuse of prescription and over-the-counter medicines to wellness.

8. Compare and contrast the incidence and impact of commonly abused substances (such as tobacco,

alcohol, marijuana, inhalants, anabolic steroids, and other drugs) on individuals and communities in the

United States and other countries.

9. Correlate increased alcohol use with challenges that may occur at various life stages.

10. Relate injected drug use to the incidence of diseases such as HIV/AIDS and hepatitis.

11. Analyze the effectiveness of various strategies that support an individual’s ability to stop abusing drugs and

remain drug-free.



presenting.

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Health IV

Pre-requisites: Health I, II, and III

Course Description: This course focuses on Consumer Health and Advocacy, Nutrition and Physical Activity

(Level II), Growth and Development, Diseases and Disorders (Level II) and Life After Graduation


1. Analyze the unique contributions of each nutrient class (fats, carbohydrates, protein, water, vitamins, and

minerals) to one’s health.

2. Predict diseases and health conditions that may occur during one’s lifespan and speculate on potential

prevention and treatment strategies.

3. Develop strategies that will impact local, state, national, and international public health efforts to prevent

and control diseases and health conditions.

4. Analyze a variety of health products and services based on cost, availability, accessibility, benefits, and

accreditation.

5. Determine the effect of accessibility and affordability of healthcare on family, community, and global

health.

6. Compare embryonic growth and fetal development in single and multiple pregnancies, including the

incidence of complications and infant mortality.

7. Analyze the relationship of an individual’s lifestyle choices during pregnancy and the incidence of fetal

alcohol syndrome, sudden infant death syndrome, low birth weight, premature birth, and other

disabilities.

8. Evaluate the methods and resources available to confirm pregnancy.

9. Determine the impact of physical, social, emotional, cultural, religious, ethical, and legal issues on elective

pregnancy termination.

10. Evaluate parenting strategies used at various stages of child development based on valid sources of

information.

11. Compare the legal rights and responsibilities of adolescents with those of adults regarding pregnancy,

abortion, and parenting.

12. Analyze factors that affect the decision to become a parent.



presenting.

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Physical Education I-IV Pre-requisites: None Course Description: This course focuses on promoting optimum growth and development while simultaneously instilling habits to develop lifelong physical fitness practices and attitudes. Activities include health-related fitness, invasion games, net games, striking and field games, target games, lifetime activities, rudimentary knowledge of basic sports-specific rules, elements of dance and aerobic activities. Course Proficiencies/Student Outcomes: 1. Explain and demonstrate ways to transfer movement skills from one game, sport, dance, or recreational

activity to another (e.g., striking skills from/to tennis, badminton, ping pong, racquetball). 2. Analyze application of force and motion (weight transfer, power, speed, agility, range of motion) and

modify movement to impact performance. 3. Design and lead a rhythmic activity that includes variations in time, space, force, flow, and relationships

(creative, cultural, social, and fitness dance). 4. Critique a movement skill/performance and discuss how each part can be made more interesting, creative,

efficient, and effective. 5. Demonstrate and assess tactical understanding by using appropriate and effective offensive, defensive,

and cooperative strategies. 6. Apply a variety of mental strategies to improve performance. 7. Analyze factors that influence intrinsic and extrinsic motivation and employ techniques to enhance

individual and team effectiveness. 8. Analyze the role, responsibilities, and preparation of players, officials, trainers, and other participants and

recommend strategies to improve their performance and behavior. 9. Develop rule changes to existing games, sports, and activities that enhance safety and enjoyment. 10. Determine the current impact of globalization and technology on the development of, participation in, and

viewing of games, sports, dance, and other movement activities, and predict future impact. 11. Compare the short- and long-term impact on wellness associated with physical inactivity. 12. Design, implement, and evaluate a fitness plan that reflects knowledge and application of fitness-training

principles. 13. Determine the role of genetics, gender, age, nutrition, activity level, and exercise type on body

composition. 14. Compare and contrast the impact of health-related fitness components as a measure of fitness and health. 15. Debate the use of performance-enhancing substances (i.e., anabolic steroids and other legal and illegal

substances) to improve performance.

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Department: Science Environmental Science Prerequisites: None

Course Description: Environmental Science is designed to prepare students for entrance into their high school level Biology course. This is a multidisciplinary course that draws from all the sciences, as well as other disciplines. Traditional lecture is integrated with demonstrations, critical thinking and problem solving activities to enable students to gain a better understanding of the relationship between humans and the world in which we live. The essential themes of the course include: Introduction to Environmental Science, Ecology, Populations, Air, Water and Land, Mineral and Energy Resources, and Our Health and Our Future. Course Proficiencies/Student Outcomes:

1. Develop problem solving, decision-making, and inquiry skills. 2. Integrate mathematics and metric measurements, as a tool for problem solving in science, and as a means

of expressing and/or modeling scientific theories. 3. Apply safety principles in the laboratory and in daily activities. 4. Learn to identify systems of interacting components and understand how their interactions combine to

produce the overall behavior of the system. 5. Use technology and instrumentation. 6. Identify ways in which the study of Environmental Science serves as a foundation for many career

opportunities. 7. Demonstrate an understanding of how people of various cultures have contributed to the advancement of

science and technology. 8. Develop an understanding of how major environmental issues have impacted on society and discuss their

ethical implications. 9. Develop workplace readiness skills. 10. Explain the concept of open and closed systems. 11. Describe the factors which influence the proper functioning of a healthy ecosystem. 12. Describe the flow of energy and the movement of nutrients through the biosphere and their effect on

organisms. 13. Discuss the properties, phases, composition, and interactions of matter. 14. Discuss the relationship between photosynthesis and respiration. 15. Apply natural selection to changes in the inherited characteristics of a population. 16. Analyze the role organisms play in a typical ecosystem. 17. Explain ecological succession, differentiating between primary and secondary succession. 18. Differentiate between the world’s forest biomes, identify where each is located and the man-made threats

to each. 19. Explain why clean fresh water is vital to life on Earth and examine the threats to the Earth’s fresh water

supply. 20. Describe the effects of air, water and land pollutants on both man and society. 21. Describe major causes and effects of climate change. 22. Analyze possible solutions to solve the urban crisis and implement practical urban planning practices. 23. Discuss strategies of food production, maintenance of soil productivity, and the challenges of feeding the

world. 24. Debate the ethical and practical arguments about the feasibility of preserving biodiversity. 25. Discuss the environmental consequences of relying on fossil fuels for energy and list the advantages and

disadvantages of alternative fuel sources. 26. Identify examples of how all citizens can act as stewards for the Earth.

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27. Describe the flow of energy and the movement of nutrients through the biosphere and their effect on organisms.

28. Explain why environmental cooperation is necessary on the international, national and local level.

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Biology Prerequisites:

Course Description: Course Proficiencies/Student Outcomes:

1. Design investigations, collect evidence, analyze data, and evaluate evidence to determine measures of

central tendencies, causal/correlational relationships, and anomalous data.

2. Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and

diagrams.

3. Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with

respect for their safety and welfare.

4. Use atomic models to predict the behaviors of atoms in interactions.

5. Model how the outermost electrons determine the reactivity of elements and the nature of the chemical

bonds they tend to form.

6. Account for differences in the physical properties of solids, liquids, and gases.

7. Relate pH scale to the concentrations of various acids and bases.

8. Represent and explain the relationship between the structure and function of each class of complex

molecules using a variety of models.

9. Demonstrate the properties and functions of enzymes by designing and carrying out an experiment.

10. Predict a cell’s response in a given set of environmental conditions.

11. Distinguish between the processes of cellular growth (cell division) and development (differentiation).

12. Describe modern applications of the regulation of cell differentiation and analyze the benefits and risks

(e.g., stem cells, sex determination).

13. Describe how a disease is the result of a malfunctioning system, organ, and cell, and relate this to possible

treatment interventions (e.g., diabetes, cystic fibrosis, lactose intolerance).

14. Cite evidence that the transfer and transformation of matter and energy links organisms to one another

and to their physical setting.

15. Use mathematical formulas to justify the concept of an efficient diet.

16. Predict what would happen to an ecosystem if an energy source was removed.

17. Explain how environmental factors (such as temperature, light intensity, and the amount of water

available) can affect photosynthesis as an energy storing process.

18. Investigate and describe the complementary relationship (cycling of matter and flow of energy) between

photosynthesis and cellular respiration.

19. Explain how the process of cellular respiration is similar to the burning of fossil fuels.

20. Analyze the interrelationships and interdependencies among different organisms, and explain how these

relationships contribute to the stability of the ecosystem.

21. Model how natural and human-made changes in the environment will affect individual organisms and the

dynamics of populations.

22. Explain the value and potential applications of genome projects.

23. Predict the potential impact on an organism (no impact, significant impact) given a change in a specific

DNA code, and provide specific real world examples of conditions caused by mutations.

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24. Demonstrate, through modeling, how the sorting and recombination of genes during sexual reproduction

has an effect on variation in offspring (meiosis, fertilization).

25. Account for the appearance of a novel trait that arose in a given population.

26. Estimate how closely related species are, based on scientific evidence (e.g., anatomical similarities,

similarities in DNA base and/or amino acid sequence).

27. Provide a scientific explanation for the history of life on Earth using evidence (e.g., fossil record, DNA,

protein structures, etc.).

28. Account for the evolution of a species by citing evidence of biological mechanisms.

29. Explain how the climate in regions throughout the world is affected by seasonal weather patterns, as well

as other factors, such as the addition of greenhouse gases to the atmosphere and proximity to mountain

ranges and to the ocean.

30. Demonstrate, using models, how internal and external sources of energy drive the hydrologic, carbon,

nitrogen, phosphorous, sulfur, and oxygen cycles.

31. Compare, over time, the impact of human activity on the cycling of matter and energy through

ecosystems.

32. Assess (using maps, local planning documents, and historical records) how the natural environment has

changed since humans have inhabited the region.

33. Assess (using scientific, economic, and other data) the potential environmental impact of large-scale

adoption of emerging technologies (e.g., wind farming, harnessing geothermal energy).

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Chemistry Prerequisites:


1. Apply all safety principles.

2. Demonstrate self-management skills.

3. Develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and

hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data,

drawing conclusions, and communicating results.

4. Integrate mathematics as a tool for problem-solving in science.

5. Learn to identify systems of interacting components and understand how their interactions combine to

produce the overall behavior of the system.

6. Gain an understanding of the structure and behavior of matter.

7. Compare and contrast physical and chemical properties and changes.

8. Differentiate among the classes of matter by describing the properties of elements, compounds, and

mixtures.

9. Analyze the role of energy in chemical reactions.

10. Interpret the kinetic theory by describing the behavior of the three phases of matter.

11. Identify and solve problems related to the ideal gas laws.

12. Evaluate the atom based on its historical development and electron configurations.

13. Examine, compare and contrast periodic trends of elements within groups and periods.

14. To analyze the role of energy in nuclear chemical reactions & explain how nuclear forces can be used to

produce energy by causing chemical, physical or nuclear changes.

15. Name compounds and write and interpret chemical formulas.

16. Compare and contrast ionic and covalent bonds.

17. Apply the mole concept to explain the behavior of matter and calculate quantitative relationships.

18. Write, balance, and interpret the four types of chemical equations.

19. Derive quantitative information about chemical equations and solve problems based on the relationships

of the reactants and products.

20. To identify and apply Le Chatelier’s principle to an equilibrium system.

21. Identify oxidation-reduction reactions and the corresponding oxidizing and reducing agents.

22. Analyze neutralization reactions by naming and describing the properties of acids, bases, and salts.

23. Write name and interpret the four types of organic reactions. Compare and contrast the structure and

function of amino acids, proteins, enzymes and nucleic acids.

24. Understand and use technology, and other tools, as a source of information and an application of scientific

principles.

25. Develop an understanding of how people of various cultures have contributed to the advancement of

science and technology, and how major discoveries and events have advanced science and technology.

26. Develop an understanding of technology as an application of scientific principles.

27. List and describe careers relating to chemistry.

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28. Develop career planning and workplace readiness skills.

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Physics Prerequisites:


1. Develop problem solving, decision-making, and inquiry skills.

2. Apply safety principles in the laboratory and in daily activities.

3. Apply mathematical models that describe physical phenomena to predict real world events.

4. Integrate mathematics and metric measurements, as a tool for problem solving in science, and as a means

of expressing and/or modeling scientific theories.

5. Differentiate among distance, speed, velocity, and acceleration.

6. State Newton’s Laws of Motion and apply them to everyday situations.

7. Identify the various forces we encounter every day.

8. Distinguish between linear, projectile, and circular motion.

9. Define and calculate work and power.

10. State the concepts of the Conservation of Energy and momentum and show how they apply in the world

around us.

11. List the properties and types of waves and use wave properties to compare the different waves in

electromagnetic spectrum.

12. Describe the nature and causes of electricity and create simple electric circuit.

13. Describe magnetic field around permanent magnet and Earth.

14. Discuss that moving electric charges can produce magnetic forces and magnets can produce electric

forces.

15. Explain how electromagnetic, gravitational, and nuclear forces can be used to produce energy by causing

chemical, physical, or nuclear changes.

16. State the laws of thermodynamics and show how they apply around us.

17. Distinguish between temperature and heat and describe the states of matter from the molecular

perspective.

18. Recognize, analyze, and assess alternate explanations and model.

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Department: Social Studies World History Prerequisites: None

Course Description: Students examine major turning points that shaped the modern world, from the late fifteenth century to the present, beginning with an introduction to the medieval world and the cultures and civilizations in Africa, Asia, Europe and North America. The course focuses on the exploration of the West, the causes and effects of the Industrial and French Revolutions, imperialism and colonization, World Wars I and II, nationalism among modern nations and the issues surrounding conflict and cooperation in the modern era. The increasing global character of modern culture, society, economics, ideologies and politics is studied. Course Proficiencies/Student Outcomes:

1. All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century.

2. Students will demonstrate a knowledge of the world as series of emerging interdependent systems. This will include the discipline of history, economics, geography, (cultural characteristics, climate, land forms and political boundaries) anthropology, political science and sociology.

3. Students will develop an understanding of the causes, effects, and consequences of significant turning points through history.

4. Students will explain, analyze and evaluate the process of change. This will include such change as social, technological, political, economic, cultural, and art.

5. Students will recognize, analyze and evaluate the obstacles and conflict that prevent effective communication and cooperation among cultures and societies.

6. Students will analyze the causes and consequences of discrimination including prejudice, segregation, exclusion and genocide. Students will evaluate how discrimination has affected the historical struggle for human rights.

7. Students will analyze alternatives and propose solutions to significant global issues. 8. Students will acquire the skills necessary to perform successfully in reading, writing, interpreting and

researching historical material to engage in reasoned and responsive action. 9. Students will use the knowledge gained to recognize the values inherent in the individual to be a positive

and constructive member of a diverse and multidimensional world. 10. Students will address issues and problems, and contribute to the building of community (classroom,

school, neighborhood, state, nation and world).

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United States History I Prerequisites: None

Course Description: This course is a survey of American history from 1585-1900, tracing the political, social, cultural, geographic and economic development of the United States from colonial times to the start of the 20th century. Special attention is given to the establishment of the new nation, its expansion across the continent, sectional problems and reconstruction and the issues raised by industrialization, urbanization and immigration. Multiple perspectives are presented through the eyes, words, deeds and influences of distinct racial, ethnic, gender and social groups. Course Proficiencies/Student Outcomes: 1. All students will acquire the knowledge and skills to think analytically about how past and present

interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

2. Students will apply historical concepts to relate the past and present in their understanding of history in a global context.

3. Students will explain how cultural diversity influenced the development of the United States. The role of women, ethnic, racial and religious minorities along with the roadblocks of prejudice and discrimination would be stressed.

4. Students will analyze and explain the foundation of American Government on the Federal, State, and local levels and the interrelationship of the individual, groups, institutions, and nations in persevering and expanding democratic principles.

5. Students will apply an understanding of the major economic system including the role of government, labor, business and the consumers in the development of economic change.

6. Students will apply an understanding of the importance of geography, scientific innovations, environment interactions, the arts and the family on United States history.

7. Students will explain the role of New Jersey in the development of United States history. 8. Students will acquire the skills necessary to perform successfully in reading, writing, interpreting and



school, neighborhood, state, nation and world). 11. Students will develop an understanding of the causes, effects, and consequences of significant turning

points through history.

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United States History II Prerequisites: United States History I

Course Description: A continuation of United States History I, this course focuses on central themes and issues in the development of American society and institutions from the late nineteenth century to the recent past. The following are addressed: industrialization and its effect on American society; the economy; political processes; immigration; urbanization; changing demographics; progressivism and social justice; foreign policy; World Wars I and II and the Cold War; the Great Depression and the New Deal; social movements of the 1960’s; the political realignment of the Reagan years and other recent historical events. The course is presented through various perspectives. Course Proficiencies/Student Outcomes:

1. All students will acquire the knowledge and skills to think analytically about how past and present

interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

2. Students will apply historical concepts to relate the past and present in their understanding of history in a global context.

3. Students will explain how cultural diversity influenced the development of the United States. The role of women, ethnic, racial and religious minorities along with the roadblocks of prejudice and discrimination would be stressed.

4. Students will analyze and explain the foundation of American Government on the Federal, State, and local levels and the interrelationship of the individual, groups, institutions, and nations in persevering and expanding democratic principles.

5. Students will apply an understanding of the major economic system including the role of government, labor, business and the consumers in the development of economic change.

6. Students will apply an understanding of the importance of geography, scientific innovations, environment interactions, the arts and the family on United States history.

7. Students will explain the role of New Jersey in the development of United States history. 8. Students will acquire the skills necessary to perform successfully in reading, writing, interpreting and



school, neighborhood, state, nation and world). 11. Students will develop an understanding of the causes, effects, and consequences of significant turning

points through history.

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Financial Literacy Prerequisites: none

Course Description: The Financial Literacy course represents those standards of learning that are essential and necessary for all students. The implementation of the ideas, concepts, knowledge, and skills contained in the Financial Literacy course will enable students to implement those decision-making skills they must apply and use to become wise and knowledgeable consumers, savers, investors, users of credit, money managers, citizens, and members of a global workforce and society. Course Proficiencies/Student Outcomes: 1. All students will develop skills and strategies that promote personal and financial responsibility related to

financial planning, savings, investment, and charitable giving in the global economy. 2. Students will apply the principle that money management involves setting financial goals. 3. Students will explain that credit management includes making informed choices about sources of credit

and requires an understanding of the cost of credit. Credit worthiness is dependent on making informed credit decisions and managing debt responsibly.

4. Students will apply an understanding of the importance that information about investment options assists with financial planning. Appropriate application of basic economic principles leads to wiser decisions for individual, family, and business financial planning.

5. Students will demonstrate the ability to prioritize wants and needs assists in making informed investments, purchases, and decisions.

6. Students will use the knowledge gained to recognize that consumer protection includes providing information about the range of products and services and about consumer resources, rights, and responsibilities.

7. Students will address the potential for building and using personal wealth that includes a responsibility to the broader community and an understanding of the legal rights and responsibilities of being a good citizen.

8. Students will analyze various common financial risks and ways to manage risks. Insurance is designed to protect the consumer against unintended losses.

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Department: Visual and Performing Arts Music Level One Performing Prerequisites: none

Course Description: Music students are immersed in the evolution and process of musicianship. Students will develop and increase their knowledge and understanding of basic music concepts. This course of study develops the musician from a rudimentary or beginning level in the first year to advanced proficiency equal to the requirements for audition in honors ensembles and membership in collegiate vocal groups. Solo repertoire and stage presence are emphasized. The curriculum includes instruction in the technical aspects of the applied area. Students will learn individual practice strategies and develop the technical skills to be successful solo performers and ensemble musicians. Students will study music history and music theory and apply that knowledge to their performances. Solo and ensemble performances are required. It will lead to the achievement of reading and performing music, allowing for varied proficiency levels by individual students’ capabilities and musicianship abilities. Course Proficiencies/Student Outcomes: 1. Synthesize knowledge of the elements of music in the performance of complex musical scores from

diverse cultural contexts. 2. Use contextual clues to differentiate between unique and common properties and to discern the cultural

implications of works of music 3. Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to

substantiate the hypothesis. 4. Develop informed personal responses to an assortment of artworks in music, using historical significance,

craftsmanship, cultural context, and originality as criteria for assigning value to the works. 5. Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic

responses to music 6. Formulate criteria for arts evaluation using the principles of positive critique and observation of the

elements of art and principles of design, and use the criteria to evaluate works of music, diverse cultural contexts and historical eras.

7. Analyze how the elements of music are manipulated in original or prepared musical scores. 8. Determine how music has influenced world cultures throughout history.

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Visual Art Level One

Prerequisites: none

Course Description: Course Proficiencies/Student Outcomes: 1. Distinguish innovative applications of the elements of art and principles of design in visual artwork from

diverse cultural perspectives and identify specific cross cultural themes. 2. Translate literary, musical, theatrical, and dance compositions by using them as stimulus/inspiration for

corresponding visual artworks. 3. Use contextual clues to differentiate between unique and common properties and to discern the cultural

implications of works of visual art 4. Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to

substantiate the hypothesis. 5. Develop informed personal responses to an assortment of visual artwork, using historical significance,


responses to visual art work 7. Formulate criteria for arts evaluation using the principles of positive critique and observation of the

elements of art and principles of design, and use the criteria to evaluate works of music, diverse cultural contexts and historical eras.

8. Analyze how the elements of art are manipulated in original or prepared visual artwork. 9. Determine how art work has influenced world cultures throughout history.

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Dance Level One Prerequisites: none

Course Description: Course Proficiencies/Student Outcomes: 1. Distinguish innovative applications of the elements of dance in chorography from diverse cultural

perspectives and identify specific cross cultural themes. 2. Translate literary, musical, theatrical, and visual art compositions by using them as stimulus/inspiration for

corresponding dance. 3. Use contextual clues to differentiate between unique and common properties and to discern the cultural

implications of works of dance 4. Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to

substantiate the hypothesis. 5. Develop informed personal responses to an assortment of dances, using historical significance,


responses to dance. 7. Formulate criteria for arts evaluation using the principles of positive critique and observation of the

elements of dance and use the criteria to evaluate works of dance from diverse cultural contexts and historical eras.

8. Analyze how the elements of dance are manipulated in original or prepared choreography artwork. 9. Determine how dance has influenced world cultures throughout history.

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Theatre Level One

Prerequisites: none

Course Description: The first year of Theatre begins with an effort to give students a comprehensive background and experience in speech, voice and diction. The early emphasis is on having students recognize their own strengths and weaknesses in these areas. Students practice numerous exercises designed to help them develop a clean, pleasing, audible and well-modulated voice. Through further exercises, students learn the skills needed to develop carefully controlled and well-coordinated movements. Students also practice and perfect the basic movements involved in live dramatic presentations. In addition, students study the history of drama from its earliest pre-European beginnings; the literature of the Greek/Roman theatre, as well as mythology and a variety of dramatic theories and theater philosophies. Students will also be introduced to basic research skills and techniques. It is through scene studies and presentations that students learn basic performance skills. Students also gain experience in technical theater needed to present plays and begin to acquire knowledge of today’s theatre careers. Course Proficiencies/Student Outcomes: 1. Analyze examples of theatre’s influence on history and history’s influence on theatre in Western and non-

Western theatre traditions. 2. Formulate a process of script analysis to identify how the physical, emotional, and social dimensions of a

character are communicated through the application of acting techniques. 3. Apply the basic physical and chemical properties (e.g., light, electricity, color, paint, scenic construction,

costumes, makeup, and audio components) inherent in technical theatre to safely implement theatre design.

4. Create plays that include well-structured plots and subplots, clear thematic intent, original characters, and technical theatrical elements appropriate to a variety of theatrical genres.

5. Create and evaluate performances by citing evidence of specific physical choices, sustained vocal technique, and clearly motivated actions.

6. Speculate on the artist’s intent, using discipline-specific arts terminology and citing embedded clues to substantiate the hypothesis.

7. Develop informed personal responses to an assortment of plays, using historical significance, craftsmanship, cultural context, and originality as criteria for assigning value to the works.

8. Evaluate how exposure to various cultures influences individual, emotional, intellectual, and kinesthetic responses to theatre.

9. Formulate criteria for arts evaluation using the principles of positive critique and observation of the elements of theatre and use the criteria to evaluate works of plays from diverse cultural contexts and historical eras.

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Beginning Choir

Prerequisites: none

Course Description: The Beginner’s Choir program students are immersed in the evolution and process of choral musicianship. Students in will develop and increase their knowledge and understanding of basic music concepts. This course of study develops the vocalist from a rudimentary or beginning level in the first year to advanced proficiency equal to the requirements for audition in honors ensembles and membership in collegiate vocal groups. Solo repertoire and stage presence are emphasized. The curriculum includes instruction in the technical aspects of voice, with considerable time dedicated to vocal health. Students will learn individual practice strategies and develop the technical skills to be successful solo performers and ensemble singers. Students will study music history and music theory and apply that knowledge to their vocal performances. Solo and ensemble performances are required. It will lead to the achievement of reading and performing music, allowing for varied proficiency levels by individual students’ capabilities and musicianship abilities. Course Proficiencies/Student Outcomes: 1. All Students will acquire the knowledge and skills to demonstrate an understanding of music literacy,

which will include :music symbol/time signature ,Treble clef / note names ,Bass Clef/ note names, Major tonality, Rhythm Reader / sight singing

2. Students will demonstrate of knowledge of the proper technique required for singing alone and in groups, with an emphasis on breathing, enunciation and vowel production.

3. Students will analyze text of choral repertoire for complexity and when applicable historical implications. 4. Students will demonstrate an understanding of intonation through pitch matching and critique 5. Students will analyze the role the Arts have in culture.

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Mixed Choir

Prerequisites: Beginner’s Choir

Course Description: Mixed Choir is offered to students who wish to continue their vocal training at an advanced level and as an opportunity to express themselves through singing. Emphasis is on the provision for students to experience a wide range of vocal music, historical, standard/traditional and contemporary, compatible with the developing adolescent singing voice. Students develop the skill of reading music that is enhanced by text. Students are required to listen to recorded vocal music, view videotaped performances and attend performances as models to develop and hone critical listening and performance skills. Performance participation is required. Correct vocal production is emphasized. Course Proficiencies/Student Outcomes: 1. Students will demonstrate appropriate posture, breath support, tone production accurate pitches. 2. Students will identify appropriate posture, breathing mechanics promoting good intonation. 3. Students demonstrate correct tone production with particular attention to a free tone quality. 4. Students explore balance and blend in vocal ensemble / solo technique based on musical genre 5. Students will develop skills in identifying and defining standard music concepts and applications of the

elements of music. 6. Students will show continued development of music reading skills (harmony, melody, dynamics, rhythm &

form) 7. Students will show continued development of sight reading skills, harmonic & melodic (2prt. & 3prt.) 8. Students will demonstrate ear training, promoting correct matching of pitches. 9. Students will identify simple harmonic structure chords & progressions (see list) 10. Students will develop skills in offering a variety of choral music literature in a performance setting. 11. Students will develop skills in becoming more independent in abilities of reading and performing choral

music. 12. Students will perform a varied Literature in SATB, SSA, TTBB and SAT/B arrangement of music. 13. Students will developing performance skills designed to meet needs of students in solo and/or ensemble. 14. Interdisciplinary Aspects of Selected Music included and not limited to Choral Music from All-City Newark,

NJ Regional, All-State (NJMEA), All-State Jazz (NJMEA/IAJE) or other audition based choral or solo materials 15. Interdisciplinary aspects of Choral music (School-to-Careers, Music Business & Technology, etc.) 16. Preparations and presentation of a licensed musical play. 17. Preparation of appropriate music selections for varied school performances 18. Music History/Literature- Through performance, students will compare, contrast and analyze

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Concert Choir

Prerequisites: Mixed Choir

Course Description: Concert Choir places the emphasis on performance for students with more mature voices. In this course students perform, with significant refinement, a wide range of vocal music, historical, standard/traditional and contemporary, that is more demanding and rigorous. Students are required to listen to recordings, view videotaped musical performances and attend performances as models to develop and hone critical listening and performance skills. Performance participation is required. Correct vocal production is emphasized. Course Proficiencies/Student Outcomes: 1. Students will demonstrate continued development of appropriate posture, breathing mechanics

promoting good intonation. 2. Students will demonstrate continued to development of basic skills in diction and technique. 3. Students will demonstrate continued development of diction, articulation and enunciation 4. Students will demonstrate a proficiency in ear training through correct matching of pitches. 5. Students will Sight-read complex rhythm patterns including cut time and triple meters. 6. Student with others and maintain an identified part in SATB music. 7. Students will demonstrate music literacy by performing musical symbols Accurately perform a musical

score observing all symbols 8. Students will perform appropriate selections of solo/ensemble music for contest purposes. 9. Students will experience being a part of a structured organization that judges in a constructive manner the

prepared performance of the individual and/or group effort of vocal singing. 10. Students will perform Literature in SSATB arrangement of music. 11. Students will prepare selections appropriate for Collegiate vocal auditions

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Advanced Choir

Prerequisites: Concert Choir

Course Description: Advanced Choir places the emphasis on performance for students with more mature voices. The Advanced choir is for students who have completed three years of vocal music study. In this course students perform, with significant refinement, a wide range of vocal music, historical, standard/traditional and contemporary, that is more demanding and rigorous. Students in Advanced Choir are expected to prepared choral repertoire outside of rehearsal. Students are required to listen to recordings, view videotaped musical performances and attend performances as models to develop and hone critical listening and performance skills. Performance participation is required. Correct vocal production is emphasized. Students completing this course should be able to audition for collegiate scholarships. Course Proficiencies/Student Outcomes: 1. Students will demonstrate through their performance an expanded understanding of balance and blend. 2. Students will demonstrate through their performance expanded skills in performance via solo and/or

ensemble. 3. Students will define and perform basic and additional symbols used in a musical score. 4. Students will identify all music symbols in a musical score. 5. Students will sing 4 to 8 part harmonies. 6. Students will perform solo repertoire. 7. Students will demonstrate through their performance, an understanding of dynamic contrasts, tempo

changes, and variety of expressions in vocal solo/ensemble and accurately interpret them in performance. 8. Students will perform repertoire in SSAATTBB arrangement. 9. Students will demonstrate through performance an understanding of repertoire from the major historical

periods of music and discuss the relevant social, historical and economic impact that music has had on specific time periods.

10. Experience being a part of a small ensemble singing SSA, SATB and SSATB vocal parts and identifying appropriate singing balances.

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Department: World Languages Level 1 – Novice-Mid-Spanish/Portuguese/French Prerequisites: None Course Description: This course enables students to begin to acquire communicative proficiency in Spanish/French/Portuguese, while at the same time, developing an understanding of Spanish/French/Portuguese speaking cultures. The language is presented within the context of the contemporary Spanish/French/Portuguese ‐speaking world and is designed to stress successful communication of meaning. This curriculum is designed to prepare students to function linguistically and culturally at the NOVICE-MID Learner Range. The NOVICE-MID Level student is able to communicate using memorized words and phrases to talk about familiar topics related to school, home, and the community. The primary goal in this course is to achieve student understanding and use of languages by highlighting what students can do with language rather than what students know about the language. Therefore, it challenges students to use language in meaningful contexts every day, rather than focusing on the mastery of grammar and vocabulary

Course Proficiencies/Student Outcomes: The Novice-Mid Language Learner 1. Understands and communicates at the word level and can independently identify and recognize

memorized words and phrases that bring meaning to text. 2. Recognizes familiar spoken or written words and phrases contained in culturally authentic materials using

electronic information sources related to targeted themes. 3. Demonstrates comprehension of simple, oral and written directions, commands, and requests through

appropriate physical response. 4. Recognizes a few common gestures and cultural practices associated with the target culture(s). 5. Identifies familiar people, places, and objects based on simple oral and/or written descriptions. 6. Demonstrates comprehension of brief oral and written messages using age and level appropriate,

culturally authentic materials on familiar topics. 7. Understands and communicates at the word level and can use memorized words and phrases

independently to:

Respond to learned questions.

Ask memorized questions.

State needs and preferences.

Describe people, places, and things 8. Uses digital tools to exchange basic information at the word and memorized-phrase level related to self

and targeted themes. 9. Gives and follows simple oral and written directions, commands, and requests when participating in age-

appropriate classroom and cultural activities 10. Imitates appropriate gestures and intonation of the target culture(s)/language during greetings, leave-

takings, and daily interactions. 11. Asks and responds to simple questions, makes requests, and expresses preferences using memorized

words and phrases 12. Exchanges information using words, phrases, and short sentences practiced in class on familiar topics or on

topics studied in other content areas 13. Understands and communicates at the word level and can use memorized words and phrases

independently to:

Make lists.

State needs and preferences.

Describe people, places, and things

https://www13.state.nj.us/NJCCCS/ContentAreaTableView_WorldLang.aspx




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14. Uses basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience

15. Imitates, recites, and/or dramatizes simple poetry, rhymes, songs, and skits 16. Copies/writes words, phrases, or simple guided texts on familiar topics 17. Presents information from age- and level-appropriate, culturally authentic materials orally or in

writing. 18. Names and labels tangible cultural products and imitate cultural practices from the target

culture(s). 19. Content at this level of teaching includes some combination of the following topics:

The self: family, friends, home, rooms, health, school, schedules, leisure activities, likes and dislikes, clothes, pets and animals.

Beyond self: geography, directions, buildings and monuments, weather and seasons, symbols, cultural and historical figures, colors, numbers, days, dates, months, time, food and customs, transportation





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Level 2 – Novice-High-Spanish/Portuguese/French

Prerequisites: Level 1 or Placement Exam

Course Description: This course provides a continuing study of the French, Spanish or Portuguese language and

culture presented within the context of the contemporary French/Spanish/Portuguese‐speaking world.

Enhanced attainment of communicative proficiency is emphasized through activities and materials that

promote authentic language use in real‐life situations. An in-depth application of the three modes of

communication and cultural activities affords the student a deeper understanding. This curriculum is designed

to prepare students to function linguistically and culturally at the NOVICE-HIGH Learner Range. The NOVICE-

HIGH Level students communicate using words, lists, and simple sentences to ask and answer questions, to

handle simple transactions related to everyday life, and to talk about subject matter studied in other classes.

Grammar plays a supporting role in allowing students to achieve stated linguistic proficiency goals. Research

has established that all grammar learning must take place within a meaningful context, with the focus on

producing structures to support communication.

Course Proficiencies/Student Outcomes: The Novice-High Language Learner

1. Can use words, lists, and simple sentences independently

2. Recognizes familiar words and phrases, understands the main idea, and infers the meaning of some

highly contextualized, unfamiliar spoken or written words contained in culturally authentic materials

using electronic information sources related to targeted themes.

3. Demonstrates comprehension of a series of oral and written directions, commands, and requests

through appropriate physical response.

4. Recognizes some common gestures and cultural practices associated with target culture(s).

5. Identifies people, places, objects, and activities in daily life based on oral or written descriptions.

6. Demonstrates comprehension of short conversations and brief written messages on familiar topics.

7. Identifies the main idea and other significant ideas in readings from age- and level-appropriate, culturally authentic materials

8. Asks and answers questions related to everyday life. 9. Handles simple transactions related to everyday life:

Initiate, maintain, and end a conversation. Ask for and give permission. Express needs. Give reasons. Request, suggest, and make arrangements. Extend, accept, and decline an invitation. Express an opinion and preference.

10. Uses digital tools to exchange basic information by recombining memorized words, phrases, and

sentences on topics related to self and targeted themes.

11. Gives and follows a series of oral and written directions, commands, and requests for participating in

age- and level- appropriate classroom and cultural activities.

12. Imitates appropriate gestures, intonation, and common idiomatic expressions of the target

culture(s)/language during daily interactions.

13. Asks and responds to questions, make requests, and express preferences in various social situations.








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14. Converses on a variety of familiar topics and/or topics studied in other content areas.

15. Recombines basic information at the word and sentence level related to self and targeted themes to

create a multimedia-rich presentation to be shared virtually with a target language audience.

16. Uses and understands learned expressions, sentences and strings of sentences, questions and polite

commands when speaking and listening.

17. Creates simple paragraphs when writing.

18. Understands important ideas and some details in highly contextualized authentic texts when reading.

19. Demonstrates increasing fluency and control of vocabulary.

20. Shows no significant pattern of error when performing functions at the novice-low level.

21. Communicates effectively with some pattern of error, which may interfere slightly with

comprehension of functions performed at this level

22. Understands oral and written discourse, with few errors in comprehension when reading.

23. Imitates culturally appropriate behavior when working with the functions at this level

24. Content at this level of teaching includes some combination of the following topics:

The self: family, friends, home, rooms, health, school, schedules, leisure activities, likes and

dislikes, shopping, clothes, prices, sizes and quantity and pets and animals.

Beyond self: geography, topography, directions, buildings and monuments, weather and seasons,

symbols, cultural and historical figures, places and events, numbers, time, food and customs,

transportation, travel, professions and work.


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Level 3 – Intermediate-Mid-Spanish/Portuguese/French

Prerequisites: Level 2 or demonstration of equivalent proficiency

Course Description: This course provides a continuing study of the Spanish/French/Portuguese language and culture presented within the context of the contemporary Spanish/French/Portuguese‐speaking world. Enhanced attainment of communicative proficiency is emphasized through activities and materials that promote authentic language use in real‐life situations. An in-depth application of the three modes of communication and cultural activities affords the student a deeper understanding of Spanish/French/Portuguese and American cultures.

Course Proficiencies/Student Outcomes: The Intermediate-Mid Language Learner

1. Understands and communicates at the sentence level and can use strings of sentences independently 2. Identifies the main idea and some supporting details when reading. 3. Understands the gist and some supporting details of conversations dealing with everyday life. 4. Infers the meaning of some unfamiliar words when used in familiar contexts. 5. Compares and contrasts information contained in culturally authentic materials using electronic

information sources related to targeted themes

6. Demonstrates comprehension of oral and written instructions connected to daily activities and to some

unfamiliar situations through appropriate responses

7. Analyzes the use of verbal and non-verbal etiquette (i.e., gestures, intonation, and cultural practices) in the

target culture(s) to determine the meaning of a message.

8. Uses target language to paraphrase what is heard or read in oral or written descriptions of people, places,

objects, and daily activities.

9. Comprehends conversations and written information on a variety of familiar and some unfamiliar topics.

10. Compares and contrasts the main idea, theme, main characters, and setting in readings from age- and

level-appropriate, culturally authentic materials.

11. Infers the meaning of some unfamiliar words in some new contexts.

12. Uses knowledge of structures of the target language to deduce meaning of new and unfamiliar structures

13. Uses digital tools to participate in short conversations and to exchange information related to a variety of

familiar topics and some unfamiliar topics.

14. Gives and follows a series of oral and written directions, commands, and requests for participating in age-

and level-appropriate classroom and cultural activities in familiar and some unfamiliar situations.

15. Use appropriate gestures, intonation, and common idiomatic expressions of the target culture(s)/language

in familiar and some unfamiliar situations.

16. Asks and responds to factual and interpretive questions of a personal nature, on school-related topics, and

on some unfamiliar topics and situations.

17. Engages in short conversations about personal experiences or events, topics studied in other content

areas, and some unfamiliar topics and situations.

18. Synthesizes information related to the cultural products, cultural practices, and cultural perspectives

associated with targeted culture(s) to create a multimedia-rich presentation on targeted themes to be

shared virtually with a target language audience.

19. Dramatizes student-created and/or authentic short plays, skits, poems, songs, stories, or reports.

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20. Uses language creatively to respond in writing to a variety of oral or visual prompts about familiar and

some unfamiliar situations.

21. Synthesizes information found in age- and level-appropriate culturally authentic materials.

22. Compares the cultural perspectives of the target culture(s) with those of one’s own culture, as evidenced through the cultural products and cultural practices associated with each.

23. Content at this level of teaching includes some combination of the following topics: History, art, literature, music, current affairs, and civilization, with an emphasis on significant people and events in these fields, as well as Career choices, the environment, and social issues.

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Department: English as a Second Language English as a Second Language (ESL)-ESL I

Course Description: English as a Second Language (ESL) is the state mandated developmental Language Arts Program for immigrant students who have been identified as English Language Learners (ELLs). For ELLs, the ESL classes constitutes the equivalent of English Language courses for general education students in terms of both academic requirements and calculations of credits for graduation, class ranking, honors, and awards. A full year of daily instruction equivalent to two traditional periods (80 minutes) has been required by the Newark Public Schools in order to accelerate language acquisition and prepare students to meet all these performance measures and additional mainstreaming requirements. At each of the four proficiency stages, two ESL sections will be paired in order to deliver a developmentally-coherent and comprehensive sequence of instruction extensive enough to cover the full range of both receptive and productive skills across the domains of listening, speaking, reading and writing. Placement into a two-sections sequence of ESL is determined by English Proficiency LEVEL NOT by grade English proficiency is established through the administration of a state-approved English Proficiency Test (currently measured by the IDEA/IPT tests) and a review of the student's academic record. ESL instruction sequencing below corresponds to the Proficiency Levels established by Title III ESEA regulations and the terminology given to these levels on the NCLB required ACCESS Proficiency Test. The most important goal is to prepare the ELLs for a successful transition to the linguistic and academic rigor of general program English and content classes.

E.S.L. I COMMUNICATION AND STRUCTURES (Semester I) Requisite: New arrival never enrolled in E.S.L. course in the U.S.A. This course provides students at the entering/beginning level with a systematic entry into the basic elements of English in the four language domains: listening, speaking, reading and writing, focusing on developing basic academic and survival vocabulary skills on relevant themes (school objects, places and procedures, daily activities, information, feelings, clothing, parts of the body, and the community), listening and speaking (through comprehension of oral conversations linked to essential questions, writing (producing simple sentences and paragraphs following language frames), reading (comprehension, sequence, main idea in simple reading selections), and grammar (verb to be, ask and answer questions using the present simple, adjectives, nouns and verbs). This course is intended to be taught in one semester in block scheduling A/B daily instruction. E.S.L. I ACADEMIC LANUGAGE (Semester II) Pre-requisite: ESL I Communication and Structure (Semester I). This course continues the introduction of elements of emerging/beginning English, expanding on the four language domains: listening, speaking, reading and writing using content vocabulary embedded in non-fiction contemporary reading selections: reading (introducing literary genres, character analysis, elements of poetry, and story elements), writing (writing about literature, reflections, and explanations) listening and speaking (listening and responding to audio recording of reading selections). In addition the students will continue developing grammar and language structures through contemporary reading selections relevant to a theme/essential question. This course is intended to be taught in the Second Semester as a continuation to Semester I(ESL I Communication and Structures). Course Proficiencies/Student Outcomes:

A. All the ELLs will acquire the knowledge to enhance the college and career readiness standards, the Common Core State Standards (CCSS), the Next Generation Science Standards (NGSS), and the WIDA ELD (English Language Development) Standards.

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B. All the students will meet the individual annual English proficiency growth targets required by the federal ESEA AMAO mandates (Annual Measurable Achievement Objectives) as measured by the ACCESS Test.

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English as a Second Language (ESL)-ESL II

Course Description: English as a Second Language (ESL) is the state mandated developmental Language Arts Program for immigrant students who have been identified as English Language Learners (ELLs). For ELLs, the ESL classes constitutes the equivalent of English Language courses for general education students in terms of both academic requirements and calculations of credits for graduation, class ranking, honors, and awards. A full year of daily instruction equivalent to two traditional periods (80 minutes) has been required by the Newark Public Schools in order to accelerate language acquisition and prepare students to meet all these performance measures and additional mainstreaming requirements. At each of the four proficiency stages, two ESL sections will be paired in order to deliver a developmentally-coherent and comprehensive sequence of instruction extensive enough to cover the full range of both receptive and productive skills across the domains of listening, speaking, reading and writing. Placement into a two-sections sequence of ESL is determined by English Proficiency LEVEL NOT by grade English proficiency is established through the administration of a state-approved English Proficiency Test (currently measured by the IDEA/IPT tests) and a review of the student's academic record. ESL instruction sequencing below corresponds to the Proficiency Levels established by Title III ESEA regulations and the terminology given to these levels on the ACCESS Proficiency Test. The most important goal is to prepare the ELLs for a successful transition to the linguistic and academic rigor of general program English and content classes. E.S.L. II COMMUNICATION AND STRUCTURES (Semester I) Prerequisite: ESL I (Communication and Structure I, Academic Language I) and/or ACCESS proficiency level in 2.0-2.9.

This course continues at the developing level of novice language competency in the four language domains: listening, speaking, reading and writing by using content vocabulary embedded in non-fiction contemporary reading selections. In addition, the students will continue learning: elements of literature (character, plot, setting, narrator’s point of view, non-fiction texts) through a series of short stories relevant to essential questions; reading strategies (plan and monitor, ask questions, make inferences, determine importance); grammar (sentences, subjects and predicates, subject-verb agreement, subject pronouns, present tense verbs, past and future tense, object pronouns, possessive pronouns and adjectives, prepositions and pronoun agreement); writing (personal narrative, news article, short story and problem solution essay). E.S.L. II ACADEMIC LANUGAGE (Semester II) Prerequisite: ESL II (Communication and Structure II) and/or ACCESS proficiency level in 2.0-2.9. In this course, the students will continue developing skills in the four language domains listening, speaking, reading and writing. In addition, the students will continue learning elements of literacy (genres: short stories, persuasive no-fiction, drama and poetry); reading strategies (make connection, synthesize and visualize); grammar (adjectives and adverbs, indefinite pronouns, word order sentences, compound sentences, compound and complex sentences and the present perfect tense); writing (descriptive essay, persuasive essay and literary analysis). Course Proficiencies/Student Outcomes:



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English as a Second Language (ESL) - ESL III

Course Description: English as a Second Language (ESL) is the state mandated developmental Language Arts Program for immigrant students who have been identified as English Language Learners (ELLs). For ELLs, the ESL classes constitutes the equivalent of English Language courses for general education students in terms of both academic requirements and calculations of credits for graduation, class ranking, honors, and awards. A full year of daily instruction equivalent to two traditional periods (80 minutes) has been required by the Newark Public Schools in order to accelerate language acquisition and prepare students to meet all these performance measures and additional mainstreaming requirements. At each of the four proficiency stages, two ESL sections will be paired in order to deliver a developmentally-coherent and comprehensive sequence of instruction extensive enough to cover the full range of both receptive and productive skills across the domains of listening, speaking, reading and writing. Placement into a two-sections sequence of ESL is determined by English Proficiency LEVEL NOT by grade English proficiency is established through the administration of a state-approved English Proficiency Test (currently measured by the IDEA/IPT tests) and a review of the student's academic record. ESL instruction sequencing below corresponds to the Proficiency Levels established by Title III ESEA regulations and the terminology given to these levels on the ACCESS Proficiency Test. The most important goal is to prepare the ELLs for a successful transition to the linguistic and academic rigor of general program English and content classes. E.S.L. III COMMUNICATION AND STRUCTURES (Semester I) Prerequisite: ESL II (Communication and Structure II, Academic Language II) and/or ACCESS proficiency level in 3.0-3.9. This course continues to equip expanding level students with intermediate proficiency in language domains of listening, speaking, reading, and writing. Students will continue learning elements of literacy (genres: short stories, persuasive non-fiction, drama and poetry); reading strategies (make connection, synthesize and visualize); grammar (adjectives and adverbs, compound and complex sentences, perfect tenses and participles); writing (short story, persuasive essay, and literary analysis); and listening/speaking (dramatic reading, debate, narrative presentation). E.S.L. III ACADEMIC LANUGAGE (Semester II) Prerequisite: ESL III Communication and Structure and/or ACCESS proficiency level in 3.0-3.9.

This course focuses on the exploration of the expanding level through systematic exploration of more sophisticated language structures and grammar (subjects and predicates, subject-verb agreement, subject pronouns, present, past and future verb tenses, possessive words, prepositions, subject and object pronouns, and pronoun agreement). Students will explore elements of short stories (character, plot, setting, theme, narrator’s point of view) and learn about kinds of nonfiction (features, text structures). They will develop their writing skills (autobiographical narrative, position paper, reflective essay and research report), as well as their listening/speaking skills by participating in oral presentations, debates, and interviews. Additionally, students will learn reading strategies (plan and monitor, determine importance, make inferences, ask questions). Course Proficiencies/Student Outcomes:


B. All the students will meet the individual annual English proficiency growth targets required by the

federal ESEA AMAO mandates (Annual Measurable Achievement Objectives) as measured by the

ACCESS Test.

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English as a Second Language (ESL) - ESL IV

Course Description: English as a Second Language (ESL) is the state mandated developmental Language Arts Program for immigrant students who have been identified as English Language Learners (ELLs). For ELLs, the ESL classes constitutes the equivalent of English Language courses for general education students in terms of both academic requirements and calculations of credits for graduation, class ranking, honors, and awards. A full year of daily instruction equivalent to two traditional periods (80 minutes) has been required by the Newark Public Schools in order to accelerate language acquisition and prepare students to meet all these performance measures and additional mainstreaming requirements. At each of the four proficiency stages, two ESL sections will be paired in order to deliver a developmentally-coherent and comprehensive sequence of instruction extensive enough to cover the full range of both receptive and productive skills across the domains of listening, speaking, reading and writing. Placement into a two-sections sequence of ESL is determined by English Proficiency LEVEL NOT by grade English proficiency is established through the administration of a state-approved English Proficiency Test (currently measured by the IDEA/IPT tests) and a review of the student's academic record. ESL instruction sequencing below corresponds to the Proficiency Levels established by Title III ESEA regulations and the terminology given to these levels on the NCLB required ACCESS Proficiency Test. The most important goal is to prepare the ELLs for a successful transition to the linguistic and academic rigor of general program English and content classes. E.S.L. IV COMMUNICATION AND STRUCTURES (Semester I) Prerequisite: ESL III (Communication and Structure III, Academic Language III) and/or ACCESS proficiency level at 4.0 or above.

This course helps students at the bridging level to analyze, evaluate, and apply appropriate use of language to accurately express ideas in all academic and social contexts. Students will continue learning: elements of literature (short stories-conflict, characters, theme, style, narrative non-fiction text structures and features); reading strategies (plan and monitor, ask questions, make inferences, determine importance); grammar (sentences, subjects and predicates, subject-verb agreement, subject pronouns, present tense verbs, present, past and future tense, subject and object pronouns, possessive words, prepositions and pronoun agreement); writing (reflective essay, autobiography, position paper, research report), and listening/speaking (oral response to literature, descriptive presentation, panel discussion, and oral report). E.S.L. IV ACADEMIC LANUGAGE (Semester II) Prerequisite: ESL IV Communication and Structure and/or ACCESS proficiency level at 4.0 or above

This course at the bridging level serves as transition to advanced level reading, and, in particular, writing skill in various formats which are required on the HSPA and in general English courses. Students will continue learning: elements of literature (short stories-plot, persuasive non-fiction, drama and poetry); reading strategies (make connections, synthesize, visualize); grammar (adjectives and adverbs, compound, complex, and compound-complex sentences, perfect tenses, participles); writing (literary research report, persuasive essay, and literary analysis) and acquire listening/speaking (dramatic reading, debate, narrative presentation). Course Proficiencies/Student Outcomes:



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