Beruflich Dokumente
Kultur Dokumente
Table
of
Contents
Introduction.................................................................................................................4
The
Organization
of
This
Book......................................................................................5
Overall
Curriculum
Plan ...............................................................................................5
Core
Courses,
Project
Class
Focus,
and
Social
Emotional
Focus............................................................5
Quarterly
Themes
By
Year .....................................................................................................................................6
Year
One:
The
Quality
of
Life.......................................................................................7
Semester
One,
Quarter
One:
Exploring
Our
Town........................................................8
Week
One.......................................................................................................................................................................8
Week
Two......................................................................................................................................................................9
Week
Three................................................................................................................................................................10
Week
Four ..................................................................................................................................................................11
Week
Five ...................................................................................................................................................................12
Week
Six ......................................................................................................................................................................13
Week
Seven................................................................................................................................................................14
Week
Eight .................................................................................................................................................................15
Week
Nine ..................................................................................................................................................................16
Year
Two:
An
Expanding
Universe .............................................................................17
Semester
One,
Quarter
One:
Explorers,
From
Pre-Columbian
to
Fremont..................18
Week
One....................................................................................................................................................................18
Week
Two...................................................................................................................................................................19
Week
Three................................................................................................................................................................20
Week
Four ..................................................................................................................................................................21
Week
Five ...................................................................................................................................................................22
Week
Six ......................................................................................................................................................................23
Week
Seven................................................................................................................................................................24
Week
Eight .................................................................................................................................................................25
Week
Nine ..................................................................................................................................................................26
Year
Three:
Microworlds
and
Models........................................................................27
Semester
1,
Quarter
1:
The
Truckee
Microcosm ........................................................28
Week
One....................................................................................................................................................................28
Week
Two...................................................................................................................................................................29
Week
Three................................................................................................................................................................30
Week
Four ..................................................................................................................................................................31
Week
Five ...................................................................................................................................................................32
Week
Six ......................................................................................................................................................................33
Week
Seven................................................................................................................................................................34
Week
Eight .................................................................................................................................................................35
Week
Nine ..................................................................................................................................................................36
Year Four: Mapping, Documenting, Remembering, Dismembering............................37 Semester One, Quarter One: History Far and Near, Personal and Global ...................38 Week One....................................................................................................................................................................38 Week Two...................................................................................................................................................................39 Week Three................................................................................................................................................................40 Week Four ..................................................................................................................................................................41 Week Five ...................................................................................................................................................................42 Week Six ......................................................................................................................................................................44 Week Seven................................................................................................................................................................46 Week Eight .................................................................................................................................................................48 Week Nine ..................................................................................................................................................................50
Introduction
Creating
empowered
community
members
through
real-world
education.
What
does
this
mean?
It
means
that
learning
must
be
tied
to
something
that
is
authentic
for
it
to
be
meaningful.
Learning
should
not
occur
in
a
vacuum,
but
rather
should
be
attached
to
something
that
is
more
lasting.
With
that
understanding,
it
is
felt
that
students
will
begin
to
feel
more
empowered
about
the
world
around
them.
At
Rainshadow,
goals
for
student
success
extend
beyond
the
classroom
and
into
the
world
of
work.
Our
goals
for
students
with
regard
to
the
National
Core
Standards
and
assessment
include:
o Students
will
apply
knowledge
and
skills
across
all
subject
areas,
as
reflected
in
the
district,
state,
and
national
standards
for
education.
o Students
and
all
student
groups
will
make
continuous
measurable
gains
in
achievement
of
content
standards.
o Student
learning
activities
include
relevant
and
real-world
projects
and
problems.
o Assessment
results
will
be
utilized
to
guide
instruction
and
to
report
on
individual
student
knowledge
and
progress.
o Assessment
will
allow
students
to
demonstrate
knowledge
in
diverse
ways.
In
addition
to
goals
for
standards
and
assessment,
Rainshadow
also
has
goals
for
career
preparation.
They
are
as
follows:
o Students
will
gain
an
awareness
of
their
own
interest,
values,
abilities,
and
aptitudes.
o Student
will
develop
an
awareness
of
the
role
and
value
of
work
for
themselves
and
for
society.
o Students
will
make
the
connection
between
what
is
learned
in
school
and
how
that
knowledge
and
those
skills
are
applied
in
the
workplace.
o Students
will
explore
careers
using
a
variety
of
resources
and
experiences
to
plan
and
prepare
a
career
pathway.
Rainshadow
administration
and
staff
promote
the
following
beliefs
about
all
students:
o Students
learn
personal
and
social
responsibility
by
being
empowered
through
democratic
ownership
of
their
school
community
and
their
individual
education.
o Students
participate
in
creating
a
stable
community
of
learners
to
ensure
academic,
personal,
social
and
career
growth.
o Student
use
community-based
interdisciplinary
activities,
projects,
and
experiences
to
make
meaningful
connections
to
the
real
world.
All
of
these
goals
contribute
to,
and
indeed
describe,
the
schools
mission
statement:
Creating
empowered
community
members
through
real-world
education.
This
mission
statement
is
the
foundation
of
everything
else
that
follows
in
this
curriculum
description.
Interdisciplinary Geography and Humanities 1 & 2 Interdisciplinary Math Essentials: Algebra 1A-B Interdisciplinary Natural Science 1 & 2
Interdisciplinary U.S. Government and Economics 1 & 2 Interdisciplinary Senior Topics: Advanced Algebra 4A-B or Trigonometry and Pre-Calculus 5A-B Interdisciplinary Science, Technology, and Society 1 &2 Project Class Focus: Project Citizen, Documentary Film, Baking Social/Emotional Focus: Transition and Reflection
Interdisciplinary Math Problem Solving: Geometry 2A-B Interdisciplinary Earth Space Science 1 & 2
Interdisciplinary Math Advanced Problem Solving: Intermediate Algebra 3A-B or Advanced Algebra 4A-B Interdisciplinary Physical Science 1 & 2
Project Class Focus: Health, Project Problem Solving Social/Emotional Focus: How does one initiate into a community?
Project Class Focus: Computer Literacy, Cultures Social/Emotional Focus: Connections in life through meaningful relationships
Project Class Focus: Media literacy, Environmental Field Experience Social/Emotional Focus: Patterns, Exploration, and Goal-setting
In
addition
to
these
courses,
students
will
be
required
to
take
an
assortment
of
elective
courses.
In
addition,
the
project
class
focuses
are
suggested,
as
students
have
the
ability
to
select
which
courses
they
would
most
like
to
take.
More
elaborate
course
descriptions
will
be
included
under
each
years
curriculum
outline.
In
addition
to
core
courses,
which
students
are
automatically
placed
into
cadres
for,
there
are
specific
social
emotional
goals
that
are
focused
on
for
each
grade
level.
Teachers
and
the
school
counselor
attend
to
these
goals
through
individual
meetings
as
well
as
classroom
experiences.
Outside
groups
are
utilized
to
support
these
goals
as
well.
Telescopes to Intergalactic: Aristotle to Galileo to ? Science Fact/ Science Fiction/ Science Future
Knowledge Systems
Ecosystems
Interdisciplinary English 1A-B Introduction to language as a tool for interdisciplinary inquiry. Develop students skills in reading, writing, listening, and speaking. Interdisciplinary Geography and Humanities 1 & 2 Introduction to world geography, emphasis on approaches to global issues and problems. Interdisciplinary Math Essentials: Algebra 1A-B Introduction to a wide variety of core math topics, connections to real-world mathematics, problem solving. Emphasis on math exploration to prepare for more advanced math topics. Interdisciplinary Natural Science 1 & 2 Introduction to scientific methodology and the role of science in interdisciplinary inquiry.
Reno/History of Town Local, state, and national geography Renos Demographics, Data Collection, Data Interpretation, Creating and Interpreting Charts and Graphs
Native American History. Native Populations in terms of geography. Renos City Infrastructure, Renos Plan and Urban Sprawl, Bridge Design, Bridge Construction
The Rainshadow Effect, Weather, Climate, Truckee River Watershed, Geology of Great Basin
Science, Technology, Society, Future Cities, Medical Technologies and Breakthroughs, Career, Disease, Nutrition, Future of Medicine and Health
Project Class Focus: Health, Project Problem Solving Social Emotional Focus: How does one initiate into a community?
What is quality of life, and what local resources are available to support a positive quality of life? Teambuilding: Ropes
Course/Mentoring
Standards
2.12.1 3.12.5 4.12.7 6.12.3 6.12.7 7.12.1 8.12.1
Activities/ Assessment
Goal setting and learning activities sheet.
Thematic Link(s)
Interdisciplinary English 1A
o o o
Introduction: Getting to know one another, our neighborhood, and the world
G6. (9-12).1 Determine how relationships between humans and the physical environment lead to the development of and connections among places and regions. 1.12.8
Rainshadow responsibilities activity. Name game, sketch out the neighborhood activity, Neighborhood question and scavenger hunt. Adding Positive and Negative Numbers, Math Assessment
Math Review and Assessment The Nature of Science: Where we find science in our world.
Goal setting activity and school rules, teambuilding. Research science using different representations of organized data; pick a branch of science and research using various sources. Construct an argument for the need for science by applying information for those various sources.
Team building: Understanding the norms of the Rainshadow Community, working with upperclassmen.
Project
Week
Two
Subject
Interdisciplinary English 1A
Unit
Poetry: Devices and Styles Vocabulary
Standards
Activities/ Assessment
Poetry Analysis
Thematic Link(s)
G5 (9-12).1 Use map elements including scale to identify and locate physical and human features in the US and the world. G5.(9-12).4 Analyze a variety of complex maps. G5(9-12).7 Analyze and interpret Earths physical and human features using appropriate tools. G6 (9-12).8 Use absolute and relative location to locate geographic features. 1.12.8
Map of the US and World Map Activity, Longitude and Latitude Activity, Five themes of geography activity.
Weather
E.12.A Students understand heat and energy transfer in and out of the atmosphere and influence weather and climate. E.12.A.4 Students know convection and radiation play important roles in moving heat energy in the Earth system.
Project
Week
Three
Subject
Interdisciplinary English 1A
Unit
Poetry: Figurative Language and Styles Vocabulary
Standards
Activities/ Assessment
Poetry Writing
Thematic Link(s)
G5(9-12).7 Analyze and interpret Earths physical and human features using appropriate tools. G8 (9-12).1 Analyze how changes in the physical environment can increase or diminish its capacity to support human activity. 1.12.8
Layers of the Earth activity. Ring of Fire Lesson. World Geographic Features Lesson.
Climate
E.12.A.2 Students know the composition of Earths atmosphere has changed in the past and is changing today. E.12.A.3 Students understand the role of the atmosphere in Earths greenhouse effect.
Project
10
Week
Four
Subject
Interdisciplinary English 1A
Unit
Poetry: Music and Lyrics Vocabulary
Standards
Activities/ Assessment
Music/Poetry Research
Thematic Link(s)
G5(9-12).7 Analyze and interpret Earths physical and human features using appropriate tools.
1.12.8
Project
11
Week
Five
Subject
Interdisciplinary English 1A
Unit
Poetry: Music and Lyrics Vocabulary
Standards
Activities/ Assessment
Music/Lyrics Project Presentation
Thematic Link(s)
G5(9-12).7 Analyze and interpret Earths physical and human features using appropriate tools.
Unit 1 Assessment
Order of Operations
1.8.3, 1.8.7
Project
12
Week
Six
Subject
Interdisciplinary English 1A
Unit
Paragraph Writing: Nouns, Com. Plan Vocabulary
Standards
Activities/ Assessment
3 Paragraph Descriptive Essay
Thematic Link(s)
Globalization
Commutative Properties
Renos Demographics
N.12.A Students understand that a variety of communication methods can be used to share scientific information. N.12.A.2 Students know scientists maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations.
Project
13
Week
Seven
Subject
Interdisciplinary English 1A
Unit
Paragraph Writing: Nouns, Com., Plan Vocabulary
Standards
Activities/ Assessment
3 Paragraph Narrative Essay
Thematic Link(s)
Associative Properties
E11.(9-12).5 Explain how individual selfinterest, channeled through the marketplace, can increase the overall standard of living. E11(9-12).8 Illustrate the idea that real world economies tend to be mixed economies containing elements of: capitalism, socialism, command allocations of resources, market allocations of resources. E11(9-12).9 Compare the benefits and costs of allocating resources through markets or government. C15.(9-12).4 Analyze the role of media in the process of political persuasion. 1.8.3, 1.8.7, 2.12.3
Different stories and how they are viewed differently throughout the world. Open and closed markets.
Data Collection
N.12.A.3 Students know repeated experimentation allows for statistical analysis and unbiased conclusions. E/S N.12.A.4 Students know how to safely conduct an original scientific investigation using the appropriate tools and technology.
Project
14
Week
Eight
Subject
Interdisciplinary English 1A
Unit
Paragraph Writing: Nouns, Com. Plan Vocabulary
Standards
Activities/ Assessment
3 Paragraph Persuasive Essay
Thematic Link(s)
E10.(9-12).6 Explain how the circular flow can affect the nations income.
Distributive Properties
Data Interpretation
N.12.A.1 Students know tables, charts, illustrations and graphs can be used in making arguments and claims in oral and written presentations. N.12.A.6 Students know organizational schema can be used to represent and describe relationships of sets
Project
15
Week
Nine
Subject
Interdisciplinary English 1A
Unit
Paragraph Writing: Nouns, Com. Plan
Standards
Activities/ Assessment
3 Paragraph Expository Essay: City Plan
Thematic Link(s)
Fractions
E11.(9-12).7 Describe the rise of national economies, the emergence of free marks, and democratic capitalism. E11.(9-12).8 Illustrate the idea that real world economies tend to be mixed economies containing elements of: capitalism, socialism, command allocations of resources, market allocations of resources. 1.8.2, 1.8.8
Comparative and political terms reading and questions. History of capitalism and socialism viewing and questions.
Project
N.12.A.5 Students know models and modeling can be used to identify and predict cause-effect relationships.
16
Interdisciplinary English 2A-B The processes of reading, writing, listening, speaking in interdisciplinary inquiry. Texts will emphasize, but not, but not be limited to, American literature. Interdisciplinary World History 1 & 2 This course presents history as a tool for interdisciplinary inquiry with a focus on world history, from pre-history through the present. Students will focus on identifying key current global issues, concerns, problems, and debates, and tracing their historical roots through history. Interdisciplinary Math Essentials: Geometry 1A-B This course explores basic geometry as a tool for interdisciplinary inquiry. Interdisciplinary Earth Space Science 1 & 2 This course is an intensive look at the Earth and space as tool for interdisciplinary inquiry.
Industrialization and the rise of the Cities & War. Conformity/ Social and Cultural Revolution
Inventions, Exploration and Compasses, Geologic Process and Biogeochemistry, Weathering and Erosion, Plate Tectonics, Geologic Time Scales and the Fossil Record
Astronomy, Origin of the Universe, Stars, Nuclear Fusion, Planetary Motion, Seasons, Space Exploration, Life in Outer Space
Project Class Focus: Computer Literacy, Cultures Social Emotional Focus: Connections in Life Through Meaningful Relationships
17
Unit
Intro to course, goal setting, learning styles, portfolio set-up.
Standards
6.12.7, 8.12.3, 7.12.5
Activities/ Assessment
Journals, inventories, and portfolio, Alice Sebold intro and discussion of afterlife.
Thematic Link(s)
H1.K.1 Discuss the importance of working together to complete tasks H2.2.1 Identify ways in which people cooperate to achieve a common goal H2.3.1 Discuss how conflicts can be resolved through compromise.
Rainshadow rules and responsibilities review and quiz. The World As I See It activity, Bomb Shelter group activity, Human Treasure Hunt.
Inventions
N.12.A.3 Students know repeated experimentation allows for statistical analysis and unbiased conclusions. N.12.A.4 Students know how to safely conduct an original scientific investigation using the appropriate tools and technology. N.12.B Students understand the impacts of science and technology in terms of costs and benefits to society.
Project
18
Week
Two
Subject
Interdisciplinary English 2A
Unit
Differences between theme and topic. Bildungsroman.
Standards
1.12.4,5.12.1, 3.12.8, 2.12.1
Activities/ Assessment
Personal bildungsroman, vocabulary words, Issue Paper brainstorm, Alice Sebold
Thematic Link(s)
G5.(9-12).1 Use map elements including scale to identify and locate physical and human features in the US and the world. G6.(9-12).8 Use absolute and relative location to locate prominent features throughout the world. G7.(9-12).3 Analyze the development of civilizations and the impact it has on the changes and progress of human development. 3.12.5, 4.12.5, 6.8.9
Map of the US and World Map. Neanderthal reading and questions. Cave Art SAS Curriculum Pathways lesson and questions.
Project
N.12.A Students understand that a variety of communication methods can be used to share scientific information. N.12.B.4 Students know scientific knowledge builds on previous information.
19
Week
Three
Subject
Interdisciplinary English 2A
Unit
Bildungsroman: The Lovely Bones
Standards
6.12.4, 1.12.5, 2.12.2, 8.12.1, 8.12.2, 6.12.7
Activities/ Assessment
The Lovely Bones chapters 1-2, questions, vocabulary; Coming to America double entry notes, communication, listening and speaking activities SAS Egyptian notes. Pyramid building activity and Mesopotamian SAS lesson and notes.
Thematic Link(s)
Pythagorean Theorem
G7.(9-12).3 Analyze the development of civilizations and the impact it has on the changes and progress of human development. G7.(9-12).5 Evaluate why major cities develop in particular geographic locations and how this affects cultures. 2.12.2, 3, 3.12.5, 4.8.7, 4.12.2, 7
Mapping
N.12.A.1 Students know tables, charts, illustrations and graphs can be used in making arguments and claims in oral and written presentations. N.12.A.6 Students know organizational schema can be used to represent and describe relationships of sets.
Project
20
Week
Four
Subject
Interdisciplinary English 2A
Unit
The Lovely Bones First Person Omniscient
Standards
3.12.1, 3.12.9
Activities/ Assessment
The Lovely Bones chapters 3-6, questions, vocabulary; Quiz; Portfolio responses, map of underground tunnel
Thematic Link(s)
Mesopotamian Unit
G7.(9-12).5 Evaluate why major cities develop in particular geographic locations and how this affects cultures.
Epic of Gilgamesh and Hammurabis Code Activity. Chart of Ancient Mesopotamian Civilizations.
Project
N.12.A Students understand that a variety of communication methods can be used to share scientific information.
21
Week
Five
Subject
Interdisciplinary English 2A
Unit
The Lovely Bones Suspense and genre, elements of plot
Standards
1.12.5, 3.12.1, 3.12.6, 3.12.9, 2.12.3, 1.12.4
Activities/ Assessment
The Lovely Bones chapters 7-10 questions, vocabulary; Vocabulary quiz
Thematic Link(s)
Indian Unit
G7.(9-12).4 Compare characteristics and patterns of rural and urban migration and settlement in developing and developed countries. G7.(9-12).5 Evaluate why major cities develop in particular geographic locations and how this affects cultures. 2.12.2, 3, 3.12.5, 4.8.7, 4.12.2, 7
Project
E.12.C.3 Students know elements exist in fixed amounts and move through solid earth, oceans, atmosphere and living things as part of biogeochemical cycles.
22
Week
Six
Subject
Interdisciplinary English 2A
Unit
The Lovely Bones Issue paper project proposal
Standards
3.12.7, 5.12.1
Activities/ Assessment
The Lovely Bones chapters 11-12, questions, vocabulary; Issues within The Lovely Bones, current issues brainstorm, project proposal
Thematic Link(s)
H3.(9-12).15 Explain the impact of the five major world religions on the worlds social and political fabric.
Complete India in 90 slides, geography and writing assignment, begin World Religion assignment.
4.12.1, 8
Project
E.12.C.5 Students know soil, derived from weathered rocks and decomposed organic material, is found in layers.
23
Week
Seven
Subject
Interdisciplinary English 2A
Unit
The Lovely Bones Book summaries and personal statements
Standards
6.12.4, 6.12.7, 1.12.4, 3.12.8, 3.12.9
Activities/ Assessment
The Lovely Bones chapters 13-15, questions, vocabulary; summaries with personal statements, 4fold vocabulary, new synonym vocabulary
Thematic Link(s)
H3.(9-12).15 Explain the impact of the five major world religions on the worlds social and political fabric.
Circles: Relationship of Pi
3.12.3, 4.12.8
Plate Tectonics
E.12.C.2 Students understand the concept of plate tectonics including the evidence that supports it (structural, geophysical and paleontological evidence).
Project
24
Week
Eight
Subject
Interdisciplinary English 2A
Unit
The Lovely Bones Issue Paper project proposal share
Standards
3.12.1, 1.12.4, 6.12.9, 3.12.9
Activities/ Assessment
The Lovely Bones chapters 16-17 questions, vocabulary; Issue Paper Project proposal share, issue paper web, vocabulary board game and crossword Test and Interactive Great Wall of China Activity.
Thematic Link(s)
H3.(9-12).25 Understand how border disputes reflected and influenced peoples conceptions of identity.
Area: Circles
3.12.5, 4.12.8
Project
E.12.C Students understand evidence for processes that take place on geologic time scale.
25
Week
Nine
Subject
Interdisciplinary English 2A
Unit
The Lovely Bones Validity of Sources
Standards
6.12.9, 3.12.9, 3.12.4, 3.12.9, 3.12.2
Activities/ Assessment
The Lovely Bones chapters 18-20, questions, vocabulary; Quiz, Through Their Eyes activity
Thematic Link(s)
China Unit
G6.(9-12).1 Determine how relationships between humans and the physical environment lead to the development of and connections among places and regions. 4.12.1, 8
Circles: Measurements
E.12.C.1 Students know how successive rock strata and fossils can be used to confirm the age, history, and changing life forms of the Earth, including how this evidence is affected by the folding, breaking, and uplifting of layers.
Project
26
Interdisciplinary English 3A-B Literary and nonliterary texts in exploring and understanding ideas, values, and concepts. Texts emphasizing, but not limited to, major texts in British Literature. Interdisciplinary United States History 1 & 2 History as a tool for interdisciplinary inquiry with a focus on American and Nevada history topics. (US History credit) Interdisciplinary Math Advanced Problem Solving 3A-B or 4A-B: Intermediate or Advanced Algebra Topics Explores advanced algebra as a tool for interdisciplinary inquiry. Prepares students for the HSPE. Interdisciplinary Life Science 1 & 2 An intensive look at Biology as a tool for interdisciplinary inquiry. Project Class Focus: Media literacy, Environmental Field Experience Social Emotional Focus: Patterns, Exploration, and Goalsetting
Split between the North and South History up to the Civil War: Intolerance and Slavery Patterns and mutations: Math and stem cells and cancer
Great Depression/ World War II and the Holocaust/ Japanese Internment, Present day border relations
27
Unit
Introduction to course
Standards
8.12.3, 1.12.4, 2.12.1
Activities/ Assessment
Goal setting, Weebly set-up, name game.
Thematic Link(s)
H1.12 Identify and describe the characteristics of preagricultural societies. H1.3 Describe the interactions among Native Americans, Europeans, and Africans. 1.12.6, 1.12.7, 2.12.3
Written explanation of Gold, Glory, and God. Completion of note guide regarding Early Peoples.
Project
28
Week
Two
Subject
Interdisciplinary English 3A
Unit
Memoirs and A Long Way Gone
Standards
7.12.1, 1.12.4, 6.12.7, 5.12.2, 6.12.2
Activities/ Assessment
Goals Assignment, analyze A Long Way Gone cover, memoir lesson, background info fro ALWG, vocabulary.
Thematic Link(s)
H1.14 Identify the characteristics of PreColumbian civilizations in South American the became part of American Culture H1.15 Evaluate factors that contributed to the fall of the preColumbian civilizations 1.12.6, 1.12.7, 2.12.3,4
Completion of letter writing of conditions in the colonies. Written list of facts about Squanto, Completion of questions regarding the Migration of Diseases. Comparison between Incan and Mayan Civilizations Internet Discovery
Project
N.12.A.2 Students know scientists maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations.
29
Week
Three
Subject
Interdisciplinary English 3A
Unit
Expository Writing and the Diamond Conflict
Standards
1.12.4, 4.12.4, 3.12.8, 6.12.5, 7.12.1, 6.12.1
Activities/ Assessment
Vocabulary, War Wounds film, expository essay about diamond conflict
Thematic Link(s)
H1.3 Describe the interactions among Native Americans, Europeans, and Africans.
Completion of a written depiction of the Pequot War. List of ideas of the colonies and their ways of life. Video responses to After the Mayflower. Matrix Skill A
Ethics
Project
30
Week
Four
Subject
Interdisciplinary English 3A
Unit
Expository Essay and A Long Way Gone
Standards
6.12.1, 7.12.1, 2.12.3
Activities/ Assessment
Format for expository essay, Film: Blood Diamond, Ch. 1-2 A Long Way Gone, graphic organizer
Thematic Link(s)
H1.4 Compare lifestyles in New England, Middle, and Southern colonies as determined by race, gender, and class.
Analysis of trade agreements and assessment of validity. Analysis of colonial religious communities. Continuation of questions from After the Mayflower. Matrix Skill B
Experimentation
Project
N.12.A.3 Students know repeated experimentation allows for statistical analysis and unbiased conclusions.
31
Week
Five
Subject
Interdisciplinary English 3A
Unit
A Long Way Gone
Standards
3.12.9, 2.12.3, 1.12.5, 5.12.2
Activities/ Assessment
Ch. 2-6, Weebly assignment, rough draft of expository essay, vocabulary quiz
Thematic Link(s)
H2.1 Summarize the concepts and results of the American Revolution and postrevolutionary outcomes as they apply to the th 20 century.
2.12.3, 1.12.7
Written discussion of ideas of trade, tariffs, and mercantilism. Definitions of trade vocabulary. Necessity of taxes and colonial response. Readings of primary source documents about Native/Colonist interactions. Exam
Science Fair
N.12.A.4 Students know how to safely conduct an original scientific investigation using the appropriate tools and technology. N.12.A.1 Students know tables, charts, illustrations and graphs can be used in making arguments and claims in oral and written presentations. N.12.A.5 Students know models and modeling can be used to identify and predict cause-effect relationships. N.12.A.6 Students know organizational schema can be used to represent and describe relationships of sets.
Project
32
Week
Six
Subject
Interdisciplinary English 3A
Unit
Citing Sources A Long Way Gone
Standards
3.12.9, 1.12.4, 6.12.1, 1.12.5, 5.12.2
Activities/ Assessment
Ch. 7-8, study guide, new vocabulary words, citing sources lesson, rough draft work
Thematic Link(s)
Colonial Communication
H1.4 Compare lifestyles in New England, Middle, and Southern colonies as determined by race, gender, and class. H1.3 Describe the interactions among Native Americans, Europeans, and Africans. 2.12.3, 1.12.7
Compare/Contrast colonies activity. Benefits of remaining sovereign vs. banding together. Drafting a paper addressing the various encounters between colonists and natives. Exam
Peer-Review Process
Project
N.12.A Students understand that a variety of communication methods can be used to share scientific information.
33
Week
Seven
Subject
Interdisciplinary English 3A
Unit
Peer editing Personal narrative
Standards
7.12.5, 5.12.1, 6.12.7
Activities/ Assessment
Peer edit for expository essay, sharing circle, personal narrative brainstorm
Thematic Link(s)
Rocky Relationships
H1.4 Compare lifestyles in New England, Middle, and Southern colonies as determined by race, gender, and class. H1.3 Describe the interactions among Native Americans, Europeans, and Africans. 2.12.3, 1.12.7
Drafting, compiling information, developing ideas for positive/ negative encounters between natives and colonists.
Portfolio
L.12.C.4 Students know the unique geological, hydrological, climatic and biological characteristics of Nevada's bioregions. L.12.C.2 Students know how changes in an ecosystem can effect biodiversity and biodiversity's contribution to an ecosystems stability.
Project
34
Week
Eight
Subject
Interdisciplinary English 3A
Unit
Personal Narrative A Long Way Gone
Standards
6.12.7, 3.12.9, 5.12.1, 1.12.4, 6.12.7, 5.12.1, 7.12.1
Activities/ Assessment
Ch. 9, vocabulary crossword, personal narrative timeline, structuring personal narratives lesson, writing the introduction, quiz on AWLG
Thematic Link(s)
Whose Revolution?
H3.3 Describe key political ideas that influenced the American Revolution and the formation of the USA.
2.12.3
Elements that make one a revolutionary. Founding Brothers video: questions regarding the American Founding Fathers. Developing questions for mock interview of revolutionary figure. Formula sheet review, test prep, test taking techniques
N.12.B.2 Students know consumption patterns, conservation efforts, and cultural or social practices in countries have varying environmental impacts. L.12.C.3 Students know the amount of living matter an environment can support is limited by the availability of matter, energy and the ability of the ecosystem to recycle materials.
Project
35
Week
Nine
Subject
Interdisciplinary English 3A
Unit
Root Words A Long Way Gone
Standards
1.12.3, 4.12.6, 6.12.4, 4.12.5
Activities/ Assessment
Ch. 10-11, vocabulary root words, compare/contrast characters life to ones own
Thematic Link(s)
H3.3 Describe key political ideas that influenced the American Revolution and the formation of the USA.
2.12.3
Designation of tasks as either state or federal to understand the issue of Federalism and States rights. Develop thoughtful questions for interviews and use information to frame appropriate responses to those questions. Formula sheet review, test prep, test taking techniques
L.12.C.4 Students know the unique geological, hydrological, climatic and biological characteristics of Nevada's bioregions. N.12.B Students understand the impacts of science and technology in terms of costs and benefits to society.
Project
36
37
Semester
One,
Quarter
One:
History
Far
and
Near,
Personal
and
Global
Week
One
Subject
Interdisciplinary English 4A
Unit
Intro to Course
Standards
8.12.3, 1.12.4, 2.12.1
Activities/ Assessment
Goal setting, Portfolio Set-Up, Get to Know You Games, Class Responsibilities
Thematic Link(s)
H3.5 Discuss the major news events on the local and state levels H3.24 Examine the ideals and the institutions of freedom, equality, justice, and citizenship and explain how they have changed.
Written analysis of the current major news in the nation, examination of unjust laws and how they have changed over time, reading and note guide on basic governmental structure. Pre-assessment
Project
Introduction to Forensic Science Principles, Career Possibilities, and Scientific Crime Analysis
N.12.A.2 Students know scientists maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations N.12.B.4 Students know scientific knowledge builds on previous information
Daily Warm Up (DWU), Forensic science intro guided notes, career story assignment, crime scenario assignment
38
Week
Two
Subject
Interdisciplinary English 4A
Unit
Intro to Things Fall Apart, SAT Vocabulary, Senior Project: I-Search
Standards
3.12.9, 3.12.8, 3.12.7, 2.12.1, 1.12.3, 1.12.4, 4.12.7
Activities/ Assessment
Background info. Things Fall Apart, SAT Vocab., I-Search brainstorm
Thematic Link(s)
H3.5.5 Discuss issues and events that have an impact on people at local, state, national, and global levels H2.(9-12).3 Analyze how different cultures, points of view, and self-interests influence compromise and conflict over territories, borders, and resources. 3.12.3
Complete reading and note guide on basic governmental structure, response to issues about disparities in wealth due to exploitative practices and monopolies, analyze the issue of colonialism and determine intentions of the colonizers. Define It: Trig notes, graphs, and diagrams
Project
Intro to Crime Scene Analysis and eyewitness vs. physical evidence, and their application to forensic investigations
N.12.A.2 Students know scientists maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations N.12.B.4 Students know scientific knowledge builds on previous information
DWU, Crime Scene Basics Guided Notes, Eyewitness Basics Guided Notes, Eyewitness Basics Webquest
39
Week
Three
Subject
Interdisciplinary English 4A
Unit
African Proverbs, SAT Vocabulary
Standards
5.12.1, 3.12.5, 2.12.1, 1.12.5
Activities/ Assessment
Presentation of background information, I-Search Brainstorm due, lesson and reading on African Proverbs
Thematic Link(s)
Foundations of Government
H2.(9-12).16 Examine the roles of nationalism, imperialism, and religion in the building and development of nations.
Trigonometry: Vocabulary
3.12.3
Written response to Teddy Roosevelts Big Stick Policy, completed note frame of obstacles, unification, distance from Britain, the Declaration of Independence, and state governments, response to child labor Define It: Trig. Notes, graphs, and diagrams
Project
N.12.A.2 Students know scientists maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations N.12.B.4 Students know scientific knowledge builds on previous information
40
Week
Four
Subject
Interdisciplinary English 4A
Unit
Things Fall Apart Writing a Proposal
Standards
1.12.5, 2.12.3, 5.12.1, 1.12.4
Activities/ Assessment
Ch. 1-2, Study Questions, Vocab. Quiz, I-Search Proposal
Thematic Link(s)
H2.12 Identify the individual and states rights protected by the Bill of Rights and their continuing significance H3.11 Discuss the rise of Progressive Movements and how they influenced social change
Determine the effectiveness of photography as a Muckraker technique, analysis of political campaigns and the use of mudslinging, determine how far freedom of speech goes and when it can be prevented Notes and examples
Project
N.12.A.2 Students know scientists maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations N.12.B.4 Students know scientific knowledge builds on previous information
41
Week
Five
Subject
Interdisciplinary English 4A
Unit
Things Fall Apart I-Search Proposal
Standards
3.12.1, 3.12.2
Activities/ Assessment
Ch. 3-6, Study Guide Questions, I-Search Proposal due
Thematic Link(s)
America Evolves
H4.(9-12).1 Describe and interpret the causes and effects of WWI and WWII on the relationship between the United States and Europe. C16.(9-12).2 Analyze the conflict between US policies of isolationism vs. intervention in world affairs. C16.(9-12).4 Critique the role of international organizations like the United Nations, World Bank, Amnesty International, and Red Cross
Written opinion about prohibition, list of arguments that are supportive of both arguments about prohibition, development of arguments into a debate format using factual information, discussion of globalization, written excerpt from reading about globalization Skill A
N.12.A.1 Students know tables, charts, illustrations, and graphs can be used in making arguments and claims in oral and written presentations. N.12.A.3 Students know repeated experimentation allows for statistical analyses and unbiased conclusions. N.12.A.4 Students know how to safely conduct original scientific investigation using appropriate tools of technology. L.12.A.1 Students know genetic information passes from parents to offspring and is coded in the DNA molecule. L.12.B.2 Students know the human body has a specialized anatomy and physiology composed of an hierarchical arrangement of differentiated cells
42
Project
43
Week
Six
Subject
Interdisciplinary English 4A
Unit
Things Fall Apart I-Search and Senior Project
Standards
3.12.1, 3.12.7, 3.12.8, 5.12.1
Activities/ Assessment
Ch. 7, Study Guide and questions, PowerPoint on Igbo, 25 questions about your topic
Thematic Link(s)
C16.(9-12).2 Analyze the conflict between US policies of isolationism vs. intervention in world affairs. C16.(9-12).4 Critique the role of international organizations like the United Nations, World Bank, Amnesty International, and Red Cross 3.12.3
Written idea about developing a company that considers earth friendly practices while being for profit, prohibition debate research, shared ideas from globalization reading and note taking, globalization simulation to exemplify the world Exam
N.12.A.1 Students know tables, charts, illustrations, and graphs can be used in making arguments and claims in oral and written presentations. N.12.A.3 Students know repeated experimentation allows for statistical analyses and unbiased conclusions. N.12.A.4 Students know how to safely conduct original scientific investigation using appropriate tools of technology. L.12.A.1 Students know genetic information passes from parents to offspring and is coded in the DNA molecule. L.12.B.2 Students know the human body has a specialized anatomy and physiology composed of an hierarchical arrangement of differentiated cells
DWU, Classroom Fingerprint Analysis, Ridgeology Guided Notes, Fingerprint Challenge, Latent Print Guided Notes and Lab
44
Project
45
Week
Seven
Subject
Interdisciplinary English 4A
Unit
Things Fall Apart Citing Sources
Standards
5.12.1, 2.12.2, 2.12.3, 8.12.3, 7.12.2, 6.12.9
Activities/ Assessment
Ch. 8, Study Guide Questions, Finish PowerPoint on Igbo, notecard format for resources- gather resources
Thematic Link(s)
C16.(9-12).2 Analyze the conflict between US policies of isolationism vs. intervention in world affairs. C16.(9-12).4 Critique the role of international organizations like the United Nations, World Bank, Amnesty International, and Red Cross
3.12.3
Discussion regarding who is responsible for resource depletion/world degradation through photographs, Venn diagram comparing conflict and competition, World Trade Organization webquest to learn about the WTOs environmental policies Portfolio
Examination of Impression Evidence to Understand Role in Forensic Science. Assessment on Fingerprint Forensics
N.12.A.1 Students know tables, charts, illustrations, and graphs can be used in making arguments and claims in oral and written presentations. N.12.A.3 Students know repeated experimentation allows for statistical analyses and unbiased conclusions. N.12.A.4 Students know how to safely conduct original scientific investigation using appropriate tools of technology. L.12.A.1 Students know genetic information passes from parents to offspring and is coded in the DNA molecule. L.12.B.2 Students know the human body has a specialized anatomy and physiology composed of an hierarchical arrangement of differentiated cells
46
Project
47
Week
Eight
Subject
Interdisciplinary English 4A
Unit
Things Fall Apart Citations
Standards
5.12.1, 3.12.9, 6.12.7, 6.12.4, 8.12.4, 6.12.9
Activities/ Assessment
Ch. 9-10, Study Guide Questions, 5 notecards due with correct citations
Thematic Link(s)
C15.1 Describe the election process th H3.9 Identify the 15 Amendment and its impact upon human rights H3.10 Identify the Black Codes and Jim Crow Laws and explain how they reflected attitudes about race
3.12.3
What makes a citizen? and who is not/should not be a citizen? written evaluation, questions from We The People about expansion of voting rights, barriers to voting questions, completed timeline about voting rights and their expansion, list of regulations/requirements for voting in Nevada Notes, in class examples
N.12.A.1 Students know tables, charts, illustrations, and graphs can be used in making arguments and claims in oral and written presentations. N.12.A.3 Students know repeated experimentation allows for statistical analyses and unbiased conclusions. N.12.A.4 Students know how to safely conduct original scientific investigation using appropriate tools of technology. L.12.A.1 Students know genetic information passes from parents to offspring and is coded in the DNA molecule. L.12.B.2 Students know the human body has a specialized anatomy and physiology composed of an hierarchical arrangement of differentiated cells
DWU, Tool Marks Guided Notes, Tool Mark Lab Parts 1 & 2, Bite Mark Impression Lab Parts 1 & 2
48
Project
49
Week
Nine
Subject
Interdisciplinary English 4A
Unit
Things Fall Apart Assessment Vocabulary
Standards
3.12.9, 9.12.9, 2.12.3, 1.12.5
Activities/ Assessment
Ch. 11-12, Study Guide Questions, vocabulary, Things Fall Apart assessment
Thematic Link(s)
C15.1 Describe the election process C13.(9-12).7 Analyze and evaluate the role of citizen participation in civic life C15.(9-12).2 Analyze the role and function of political parties in public policy and the electoral process
3.12.3
Effectiveness of lobbyists and various constituent groups response, voter behavior questions addressing who votes and who doesnt, poem to show the importance of voting using information about voting requirements and notes/information gathered Radians- Degrees and Degrees; Radians Skill A&B
Examination of Trace Evidence, Such As Hairs and Fibers, to Understand Role in Forensic Science
N.12.A.4 Students know how to safely conduct original scientific investigation using appropriate tools of technology. L.12.A.1 Students know genetic information passes from parents to offspring and is coded in the DNA molecule. L.12.A.2 Students know DNA molecules provide instructions for assembling protein molecules L.12.A.3 Students know all body cells in an organism develop from a single cell and contain essentially identical instructions L.12.B.1 Students know cell structures and their functions. L.12.B.2 Students know the human body has a specialized anatomy and physiology composed of an hierarchical arrangement of differentiated cells
50
Project
51