(Jump to Arts, Academic Support, English, Math, Reading, Science, Service Learning, Social Studies, World Languages, Wellness)
English 7
How do traditional and young adult literature exhibit humanity and how is their humanity is expressed through literature? Through young adult novels such as Roll of Thunder, Hear my Cry; The Lightning Thief; and Flipped, students read engaging literature with universal themes. By studying Greek Mythology and Julius Caesar, students see interdisciplinary connections while also reading classical literature. A unit on poetry completes the genres studied. Students are given a chance to during Writers' Workshop to write in a genre they are comfortable with, and they also write open responses and five-paragraph essays about the literature they read. Key 3 strategies of two column notes and top-down webs help students organize their thoughts and their writing.
English 8
Students read a variety of traditional and young adult literature. One overriding essential question is "How have modern readers and writers reinterpreted traditional literature?" Using the six traits writing model, students focus on writing open response paragraphs as well as five-paragraph essays. Students also review grammatical and vocabulary concepts that are appropriate for eighth graders. Reading and performing reader's theater scripts and an abridged "A Midsummer Night's Dream" allow students to test/refine their drama skills and their understanding of dramatic literature. Portfolio projects include performances, literary maps and expository writing. The literature is differentiated so that students choose from a variety of works so each student is reading and comprehending at a success level.
American Literature I
What can we learn about a people’s history and culture from myths? How do groups make decisions differently than individuals? How do the opinions and words of others affect how we feel and act? This course is designed to guide students through an exploration of American literature that varies across genres, themes, and styles. Student work will include examining the cultural importance of Native American myths, discussing motivations behind the Salem Witch Trials in The Crucible, and digging to the roots of prejudice in The Secret Life of Bees. Students will also develop their personal, creative writing styles during poetry, short story, and song writing units. Students will develop skills primarily in the areas of critical reading, the 5-paragraph essay, persuasive writing, creative writing, use of the 6-trait writing model, small/large group discussion, and personal reflection.
American Literature II
What is the American Dream? Is it attainable for all? What role does education play in attaining the American Dream? This course explores twentieth century American literature by making connections between celebrated authors and modern-day issues. Major works of literature are read and analyzed and key themes are explored. All writing and vocabulary study are geared towards college preparation. Writing includes a strong emphasis on thesis work, accurate support for thesis statements, MLA citation, and clarity within writing.
World Literature I
Do we have the right to act? How do we reconcile what is right with what is just? This yearlong course is structured around the study of a sampling of World Literature. We begin the year with Latin American literature—examining the rich literary history of our neighbors to the south. Specifically, we will study what is often referred to as the “literary boom” in Latin America. We continue around the globe looking at how literature reflects and shapes culture. Students will read novels, short stories, poems, and essays chosen to enrich their examinations of the various cultures. Students will also sharpen their writing, reading, and speaking skills through projects, papers, and discussions assigned throughout the year. Required: Significant demonstration of mastery in the areas of critical reading, writing, and thinking.
World Literature II
What did the Victorians fear and why? How do we reconcile faith and reason? What responsibilities come with knowledge? This yearlong course is largely structured around questions of a philosophical nature embedded (with few exceptions) in British Literature of the Romantic and Victorian periods. Students will take an in-depth look at how critics analyze (and sometimes over-analyze) classic literature. We will read major works by Nathaniel Hawthorne, Mary Shelley, Samuel Taylor Coleridge, Robert Louis Stevenson, William Shakespeare, Oscar Wilde, Bram Stoker, Joseph Conrad, and other important writers. Toward the end of the year a brief period of time will be spent on “reading” classic movies.
Lives Through Literature and Lyrics
We will examine various genres of literature, film, and music to explore, discuss and self-assess the relationships in our lives including but not limited to parent/child, sibling, and friendship. This course will require reading, writing, and lots of discussion.
What is reading? What do good readers do? This class is designed to accelerate learning for students who are experiencing difficulty in reading at their grade level. Reading is not just the ability to read the words on the page, but also to understand and use what is read. This class will emphasize decoding, reading fluency, vocabulary acquisition and reading comprehension. Fluency is the ability to read smoothly, easily, quickly and accurately. A reader converts the printed word into spoken language. A reader decodes a word by sounding it out or recognizing the word by sight.
This course helps students stay on top of their academic game. Students access the NCCES Homework Site in a classroom equipped with ample computers. Students and instructor log in daily selected assignment(s), and students receive specialized instruction in areas that will benefit educational progress. Students work toward greater academic independence and responsibility in a supportive, small-group environment.
Band
This course is designed for self-disciplined students already proficient on their instrument. Technique and musical skills are further developed in an ensemble setting. Students are exposed to history and theory of modern music. Students take leadership roles in the selection and arrangement of musical pieces and in running sectional practice. Performance opportunities are available during and outside of the school day. Pre-requisite: permission of instructor.
Performing Arts – Grades 7, 8 and 9
Students explore Drama and Performing Arts for one semester each year. In 7th grade, students will learn Improvisation and Basic Acting Skills. In 8th grade, the units will focus on Scene Study and Playwriting. In 9th grade, the units will focus on Acting and Ensemble Work. Through group projects, oral presentations, class discussions, scene work, reading and writing plays, performances, and other projects, students will be able to make connections from the Performing Arts and apply these new skills to their own lives.
Theatre Arts Inquiry
Students explore Theatre Arts throughout this semester-long course, focusing primarily on the following units: Improvisation and Acting, Scene Study, Playwriting, Monologue work, and Play Production. Through group projects, oral presentations, class discussions, scene work, reading and writing plays, performances, and other projects, students will be able to make connections from the Performing Arts and apply these new skills to their own lives.
Advanced Theatre Arts
Students explore Theatre Arts for one semester or one year. Throughout this year, the class will focus on the following units: Improvisation, Scene Study, Voice Production and Speech, Movement and Physicality, Monologues, and Playwriting. Through group projects, scene work, writing and performing original monologues and plays, discussions, reading plays, performances, and other projects, students will be able to further their knowledge of the theatre arts and continue to develop their acting skills. Pre-requisite: Theatre Arts Inquiry or other Theatre Arts course or 1 year of Drama Club.
Visual Arts Exploration - Grades 7 and 8
Where do our artistic ideas come from? Grade 7 students focus on three elements of art: line, color and texture; and three principles of art: balance, harmony and proportion. A simple overview includes Methods and Materials; Process and Theory and Art History (as it applies to each lesson); Drawing and Painting and Sculpture.
What inspires people to make art? Grade 8 students focus on developing a deeper understanding of Composition, Color Theory, and Proportion. More sophisticated techniques and new materials continue to be explored. Preliminary Drawings become important blueprints for our paintings. Emulating respected artists and giving a personal interpretation of the artist’s style teaches art history as well as technique. Work is focused on Drawing and Painting, Clay Works, and Printmaking.
What nurtures our creativity? Grade 7 and 8 Enrichment students focus on Process and Product from a selection of projects such as Weaving, Clay Works, Drawing, Copper Tooling, Collage, Watercolor, Bookmaking, and Printmaking.
Visual Art Foundations (High School)
How precise must we be? What is composition? Art Foundations is a course where students will learn, use and talk about the Elements and Principles of Art. Students will learn about different artists, art styles and how artists are influenced by other art and their surrounding environments. Students will become familiar with the art process and how to work successfully in an art studio. Students will be expected to write and discuss their work. The primary focus is portraits in two and three dimensions.
Visual Art Inquiry
Is art important? Students will be learning, using and identifying the Elements and Principles of Art. Students will further develop their drawing, painting, printmaking and sculpture skills through various projects. Students will be exploring different techniques, medium and materials as well as working in a series. Students will be introduced to new artists, art styles and be able to reflect on their own artwork and the work of others. Pre-requisite course: Visual Art Foundations.
Printmaking (High School)
What is the importance of printmaking? Students will learn the processes, vocabulary and tools used to create block prints, lithograph, etching and monotype prints. Students will be exposed to different artists and will be asked to write about their work. Students will be using the Principles and Elements of art. Students will have visual critique, tests, a research paper and an art analysis. Pre-requisite courses: Visual Art Foundations, Visual Art Inquiry.
Drawing, Painting, and Art History
What is art? Students will create artwork that is insightful and well developed, to be included in a final portfolio. Students will complete units in life drawing and still life drawing that show development of skills and techniques over time. Students will use various media, materials and work at large sizes. Students will have a brief overview of Art History from Ancient to Modern. All students will complete two research papers and an art analysis. Students will have an Art History text book with reading assignments, slide show discussions and weekly quizzes. Pre-requisite courses: Art Foundation and Art Inquiry.
Independent Art (High School)
What does it take to be independent? Students will create individual proposals and work towards meeting their own self imposed goals. Students will also keep a weekly sketchbook at home. Pre-requisite courses: Visual Art Inquiry and Drawing, Painting, and Art History.
Ceramics (High School)
Is form or function more important? Students will be hand-building in clay using the pinch, slab and coil methods. Students will also experiment with different decorative techniques. Pre-requisite courses: Either Art Foundation or Art Inquiry.
Health Education
Through health literacy, self-management skills, and health promotion, health education teaches fundamental health concepts, promotes habits and conduct that enhance health and wellness, and guides efforts to build healthy families, relationships, schools, and communities. Students work on core content as well as health education skills such as analyzing influences, accessing information, interpersonal communication, decision making, goal setting, self-management, and advocacy.
• In Grade 7, the focus is on two units: Violence Prevention, Tobacco Prevention
• In Grade 8, the focus is on two units: Drug Resistance Skills, Human Sexuality/Reproduction
• In Grade 9, the focus is on mini units: Nutrition, Cancer Awareness, and Tolerance & Diversity, Sexual Harassment/Dating Violence
Major topics include Human Sexuality/Reproduction (How ARE babies made, anyway?), Violence Prevention (What allows some individuals to take a stand against bullying while others choose to participate in it?), and Drug Education (Why do some people use drugs)
Peer Health Advocacy
Students with a personal interest in individual and community health issues learn to be peer health educators. In this course, students examine the ways in which alcohol and other drug use, sexual behavior, and stress can impact the lives of high school students and the school environment. Through group exercises, role-plays, presentations, textbook readings, guest speakers, and field trips, students will gain a deeper understanding of health issues such as sexually transmitted infections (including HIV/AIDS), pregnancy prevention, sexual assault, and the physical and social effects of alcohol and other drug use. In addition to this content, students learn practical skills in "conversational leadership," or how to talk with peers about their health behavior without sounding hypocritical or "preachy."
Peer Health Advocacy Practicum
Peer Health Practicum is for students trained in Peer Health Advocacy. Students will be peer advocates in a middle school health class, putting their training to practice. Students are responsible for teaching and developing lesson plans, facilitating group discussions, being role models, and supporting the work of the Health Education teacher. Pre-requisite courses: Peer Health Advocacy; one Health Education class.
Adventure, Fitness and Wellness
In this semester long, adventure-based course, students use the ropes course and other activities to learn problem-solving and team-building as they develop critical thinking skills to address community problems.
North Central is committed to offering challenging and well defined mathematics courses that will prepare students for college level work. In order to achieve this goal it is imperative that students are placed into courses for which they are adequately prepared and that students not working at grade level in mathematics be placed into supplementary math classes until they reach grade level.
It is not uncommon for our middle school students to have two supplementary periods of math per week in addition to their regular math class.
Math placement is not determined solely from a students’ prior coursework. North Central uses a combination of screening tests, MCAS scores and transcripts to assess students’ skill level. Screening tests occur multiple times throughout the year and are designed to asses for skill gaps in arithmetic, pre-algebra and algebra levels. More information on these tests can be found in the Mathematics Department Handbook.
Mathematics Foundations
This course is a study of numbers and operations, integer math, fractions, decimals, percents, properties of positive exponents, properties of algebra, properties of lines and angles, properties of: polygons, circles, surface area and volume of cylinders and the basic analysis of data through statistics and probability. Mastery of this material is required prior to a student enrolling in Pre-algebra.
Pre-Algebra 1 and Pre-Algebra 2
These courses include a review of numbers and operations, integer math, fractions, decimals, percents. It also covers the investigation of the properties of exponents to include negative exponents, the identification of functions from tables, graphs, and equations. The investigation of the properties of algebra, properties of lines and angles, the exploration of proofs of the Pythagorean theorem and radicals, and the investigation of the properties of: polygons, circles, surface area and volume of prisms, pyramids, cylinders and cones, and the basic analysis of data through statistics and probability. It is possible for a student to complete the pre-algebra course in one year. A second year is required for students who need additional practice before moving into Algebra.
Algebra 1
This course covers the basic concepts and applications of algebra. Tables, graphs, and equations are used to solve problems. Topics include: a review of numbers and operations, exponents, integer math; operations on algebraic expressions and polynomials; solving One-Step and Multi-step equations and inequalities, linear functions; calculation of slope from two points, from an equation, or from a graph; Pythagorean theorem and radicals; and ratio and similarity. Also investigated are properties of: polygons, circles, surface area; and volume of prisms, pyramids, cylinders and cones. Statistics and probability are integrated into the course where applicable. Pre-requisite: Pre-algebra, passing grade on the Prentice Hall Skills Post Test, strong work habits grades and teacher recommendation.
Beginning Algebra & Intermediate Algebra
This series of courses covers the topics as Algebra 1 but approaches them at a slower pace. The course is a two year sequence. Pre-requisite: Pre-algebra and passing grade on the Prentice Hall Skills Post Test.
Integrated Geometry
This course will use hands-on activities to develop and enhance fundamental geometrical concepts and logical reasoning skills. Topics include: congruent and similar figures, in depth understanding of triangles, parallel and perpendicular lines, properties of polygons, transformations, measuring in the plane, and measuring in space. As these skills are developed, students will be given multiple opportunities to refine their Algebra skills, through the incorporation of these skills through the development of conjectures while exploring geometrical patterns. This class closely aligns with the Massachusetts Mathematics Frameworks to prepare students for the 10th grade Math MCAS. Pre-requisites: Algebra I or Beginning Algebra and a passing grade on the Algebra Exit Exam.
Geometry
This course will use hands-on activities to develop and enhance fundamental geometrical concepts and logical reasoning skills. Topics include: congruent and similar figures, in depth understanding of triangles, parallel and perpendicular lines, properties of polygons, transformations, measuring in the plane, and measuring in space. This class aligns with the Massachusetts Mathematics Frameworks to prepare students for the 10th grade Math MCAS. Pre-requisite: Algebra 1 or Algebra 2 and passing score on all sections of the Algebra Exit Exam.
Geometry and MCAS Skills
This class is intended for students in 10th grade who have not mastered Algebra. Students enrolled in this class will be required to enroll simultaneously in Beginning Algebra. This class closely aligns with the Massachusetts Mathematics Frameworks to prepare students for the 10th grade Math MCAS.
Algebra 2
This course emphasizes the logical development of mathematics problem solving skills. Topics include: the real number system, the Cartesian coordinate system, operations on polynomials, rational and irrational expressions, and quadratic and higher order equations and inequalities. It follows closely to the American Diploma Project’s Algebra 2 common core frameworks and the Massachusetts state frameworks. This course will use graphing calculator technology. Pre-requisites: Algebra 1 or Intermediate Algebra and a passing grade on each section of the Algebra Exit Exam.
Pre-Calculus
This course is designed for students in grades 11 and 12 in preparation for the study of Calculus. Graphing calculator technology is used extensively to study algebraic, trigonometric, exponential and logarithmic functions and their applications. A graphing calculator is a student requirement.
Pre-requisite: Algebra 2, Geometry, and a passing grade on the Algebra 2 Exit Exam.
Advanced Topics
This half year course includes the exploration and application of the conic sections and reinforces basic Algebra 2 skills such as operations on polynomials, rational and irrational expressions. Graphing calculators or geometric software will be used extensively. Pre-requisite: Algebra 2.
Calculus
This rigorous level course will cover the Calculus Level AB syllabus, as designed by the College Board. Students will study differential and integral Calculus in preparation for college Calculus courses. The College Board requires that graphing calculator technology be used in this course.
Pre-requisite: Pre-Calculus, or department head approval.
Statistics
In this one-semester course major Statistics topics covered will include descriptive statistics and selected topics in inferential statistics. We will cover measures of central tendency, measures of variation, survey design and hypothesis testing. This course will use graphing calculators and computer software as applicable. Pre-requisite: Algebra 1, or department head approval.
Strategic Math
Strategic Math is a math course that is intended to build students' foundational math skills and to reinforce grade-level concepts. In this course, students are assessed on their arithmetic and algebra skills and work on developing conceptual understanding and test-taking strategies in these areas. This class is generally taken as a supplement to a primary math class.
High School Prep Math (HSP Math)
This class operates as a supplement to the primary math course for students. It follows the Prentice Hall Skills Intervention Program and is designed to ensure students have ample practice working on basic skills. Successful completion of this program is required for all students prior to being enrolled in an Algebra 1 class. It is composed of mathematical concepts and skills that are required for success in Algebra 1. Students are assessed annually to determine placement.
The Science Team’s philosophy, in keeping with our mission to send students into the world who Think, Care and Act, is that all students should become literate and conversant with current issues arising from modern science regardless of their long term career or college plans. The Science Department also strives to give all students a solid foundation in science that will allow them to be successful in science and engineering courses at college.
The Science Department believes that the experiences and learning gained in a laboratory setting are vital to the mission of an Essential School. Therefore all of the core sciences offered at NCCES contain a significant laboratory component which includes student designed experimentation. The basic skills necessary to function in each scientific discipline are grouped into four key areas, Laboratory Skills, The Scientific Method, Technical Communication, and Mathematical & Symbolic Representations. Alignment across the course offerings ensures a logical progression in each of these key areas.
Science Foundations 1 (7th grade)
Students begin to develop a systematic approach to gathering data, analyzing and reporting in an interdisciplinary class. Students learn to ask testable questions and design experiments to answer them. Guided by essential questions, students complete projects related to scientific inquiry, construction and manufacturing technology, genetics and evolution and through the exploration of this content, develop measurement, observation, oral presentation and graphing skills. A laboratory practical exam will be given at the end of the school year.
Science Foundations 2 (8th grade)
Science Foundations II is a continuation of Science Foundations I. A combination of earth, physical, and life sciences are investigated. Topics include: mapping and the Earth’s interior, the solar system, chemistry, cell biology, rocketry and ecology. The scientific method is stressed throughout the course and students are encouraged to become independent, critical thinkers. Students also prepare for the Science and Technology/Engineering MCAS test at the end of the year. Laboratory practical exam will be given at the end of the school year. Pre-requisite: A passing grade on the Science Foundations 1 laboratory practical exam.
Integrated Physical Science
This project-based course follows closely to the Engineering the Future course, developed by the Museum of Science, Boston. It exposes students to how engineers work and think through the production of a locker organizer prototype and the design of a futuristic building. It also introduces students to the fundamentals of physical science including electricity, magnetism, gas laws, propulsion and energy transfer. A central goal of the course is to build technological literacy and critical reasoning skills that will lead to success in any subsequent science course for every student. Students develop a practical understanding of how we are influenced by science and technology and how our choices as workers, consumers, and citizens influence future technological development. Upon completion of the course students will be eligible to take the MCAS Science Engineering and Technology test which is a state requirement for graduation. Pre-requisite: A passing grade on the Science Foundations 2 laboratory practical exam.
Biology
What is life? How do we know something is living? How do living things interact? This lab-based course is a survey of the topics in life science. Students examine the question, “What is life?” The parts and functions of a cell are explored. Topics covered include: genetics (How is information inherited?); evolution (How does life change over time?); anatomy and physiology (How do organisms work?); and ecology (How do living things interact with each other and their environment?) Animal dissection is a part of the laboratory component. This class closely aligns with the Massachusetts Biology Frameworks to prepare students for the MCAS science test which is a state requirement for graduation. Pre-requisite course: Integrated Physical Science and a passing grade on the lab practical.
Chemistry
How do we know it is H2O and not H3O? Why is it so easy to smell coffee brewing and not coffee ice cream? In this college preparatory class students examine the laws and theories of chemistry that govern many things we see around us. Students come to understand the science behind how antacids work, why the Statue of Liberty is green, why rust forms, how chemical ice packs work, why putting salt on roads in winter melts ice, how batteries work, how urine tests can prove athletes took synthetic hormones and the changes that allow a refrigerator to keep food cold. The areas of chemistry these subjects cover are atomic and molecular structure, chemical bonding, properties of solutions, kinetic-molecular theory, thermodynamics, stoichiometry, acid/base chemistry and electrochemistry. Students who do well in the class may choose to take the SAT II Chemistry Subject Test in the spring. Pre-requisites: Biology and Algebra 1 or currently enrolled in Intermediate Algebra.
Physics (11th or 12th)
This course emphasizes mechanics, sound, optics, electricity and magnetism. It is a laboratory based course in which students gain understanding of physics and broaden their perspectives of everyday objects and phenomena by examining the physical processes that make them work. Some applications investigated are roller coasters, seesaws, ice skaters, elevators, toasters, musical instruments, photocopiers, atomic clocks, microwave ovens and magnetically elevated trains. Students will be engaged in the discovery of the rules by which nature plays. This class is algebra and trigonometry based and is recommended for students who are comfortable applying mathematics. Pre-requisites: Biology and either Trigonometry or permission of instructor.
Environmental Science I – Water Chemistry and Toxicology
How do I know water is safe to drink? How do I know my school isn’t built on a toxic waste dump? Can all water in the USA be swimmable and fishable? In this one-semester, laboratory based class students examine the chemistry, structure and regulation of freshwater systems. Students learn about water quality indicators, the genesis of environmental regulations, principals of toxicology and basic hydrology. This class covers scientific theories and the intersection between science and governmental policy. It includes discussions, debates, and laboratories Examples and projects focus on local environmental issues, such as the recent contamination of Tewksbury’s drinking water, combined sewer overflows into the Nashua River and bacteria levels in local swimming areas. Students learn to read and interpret the drinking water quality reports from local water departments and become familiar with the Mass GIS mapping system and the Department of Environmental Protection’s hazardous waste sites list. Pre-requisites: Four credits of Division II science and a passing score on a Massachusetts Science MCAS.
Environmental Science 2 – Ecology and Field Methods
This one-semester course introduces students to the concepts and tools used in an ecological assessment. Students are introduced to methodologies for studying ecosystems, communities, watersheds, water quality, invertebrate populations, soils, mapping, and plant identification. Students learn how results of these assessments are used to assess ecological health. Six field based classes are held at a local pond during the spring semester. In addition to collecting and analyzing field samples, students are expected to create a small herbarium and use computer mapping software. Pre-requisites: Four credits of Division II science and a passing score on a Massachusetts Science MCAS.
Environmental Science 3: Climate Change and Weather
How do we know Earth’s climate is changing? Can Earth ever have a climate like Mars or Venus?
Should we care if Earth’s climate changes? In this one-semester class students examine in detail the issue of climate change on Earth. Students begin the course by examining the difference between climate and weather and learning how scientists determine historical climates. The second part of the class contains an in-depth look at the systems controlling Earth’s climate and heat distribution. Topics include: paleoclimatiology, ocean currents, solar output, atmospheric gasses and planetary albedo. The course ends with students investigating issues attributed to climate change such as ocean acidification, spreading of tropical diseases and sea level rise to answer the Essential Question, should we care if Earth’s climate changes? Pre-requisites: 4 credits of Division II science and a passing score on a Massachusetts Science MCAS.
Environmental Science 4: Energy and the Environment
In this one-semester course students will look at the role that energy plays in our modern world. We will explore the physics of energy and electrical generation in a laboratory setting. We will learn about today’s dominant energy sources, fossil fuels, solar, waste to energy, nuclear and hydroelectric. We’ll also investigate global supplies of non-renewable energy sources. This course is intended to lay a scientific foundation for understanding the energy issues facing our country and world so that the student will be able to make informed decisions regarding the country’s future energy solutions. Pre-requisites: 4 credits of Division II science and a passing score on a Massachusetts Science MCAS.
Media / Technology Assistant
This library-based course will provide students with the opportunity to increase their understanding of various processes related to media and technology that support NCCES educational programs. Students will perform a variety of tasks providing assistance to faculty in the library, technology and other departments. Students must apply and be interviewed for participation in this course. Pre-requisites: inquisitiveness/natural curiosity, ambition, trustworthiness, discretion, reliability and self-directedness. (Must have permission of instructor.)
Peer Health Advocacy Practicum
Peer Health Practicum is for students trained in Peer Health Advocacy. Students will be peer advocates in a middle school health class, putting their training to practice. Students are responsible for teaching and developing lesson plans, facilitating group discussions, being role models, and supporting the work of the Health Education teacher. Pre-requisite courses: Peer Health Advocacy; one Health Education class.
Peer Helping
Students learn important helping and leadership skills as they serve in one or more service-based roles that promote the achievement of other students. Examples of responsibilities include supporting others as a Peer Tutor; representing the school as a Student Ambassador; and/or serving as a Teacher Assistant to teachers and other school personnel. (Must have permission of instructor.)
Teaching Reading Apprenticeship
Through this course students learn a variety of teaching and learning skills, habits, and strategies that are then applied in helping younger, learning readers. (Must have permission of instructor.)
Ancient Civilizations (7th Grade)
Students learn the basic skills of the historian to explore the dawn of civilization in Mesopotamia, Egypt, Phoenicia, Israel, Greece, and Rome. Key skills include analyzing primary and secondary sources, identifying cause and effect, conducting research, and creating and interpreting timelines. Students will engage in projects which will allow them to answer such Essential Questions as "Who should lead?" and "Can civilizations last forever?"
World History (8th Grade)
World History devotes eight units covering the years 500 to 1500. The course begins with the European history unit from the fall of Rome to the late Middle Ages, followed by units covering the contemporaneous histories of West Africa, the Middle East, China, Japan, and the Americas.
The course concludes with the beginning of the Modern Age (from the Protestant Reformation and the Renaissance in Europe). The general topics studied in this course include politics, economics, religion, society, science, intellectual tradition, geography, and the arts.
Division I Humanities
Students gain understanding of social studies content while strengthening their reading ability and writing skills. Students will actively participate in a number of literacy-based activities, such as a vocabulary program, guided reading, read-alouds, choral reading, and other activities designed to promote achievement in reading and writing. Development of executive skills, such as those required to successfully complete long-term projects, is also emphasized.
American History I
Why History? What is an American identity? A central theme of this course is: All the countries and people of the globe are interconnected, and it is impossible to study American history while ignoring the rest of the world. As we move away from the old ideas that developed when people who wrote our history books saw America as the center of the world, we move towards the newer idea that we cannot isolate the United States from systems of thought and patterns of human interaction that happen worldwide. Therefore, as we study, we will seek to find connections among events that happened during the formation of the United States to events, ideas, and people around the world – and to understand how those things influenced the development of this country. Students will be encouraged and instructed in the process of becoming historians. While content is focused on American history from the time the indigenous peoples arrived (around 20,000 years ago) to the Civil War and Reconstruction, the process involves much more. Students will learn to use the historian’s tools of inquiry and analysis – examining primary sources; looking for bias; reading maps, diagrams, and timelines; and the specific disciplines of reading and writing in the content area. The skills developed over the course of the year will enable students to better understand the events that shaped our nation.
American History II
Was Reconstruction a success or failure? How does industrialization, urbanization, and immigration relate? Why expand? What is courage? This course provides an in-depth study of the scope of American History from the growth of big business and industry following the Civil War through to the present day. Students will examine how war can change a nation, the impact of immigration, and America’s role in the world. Major topics that will be covered include: the United States Coming of Age (1877-1920), America’s Involvement in World Affairs, from ‘Boom to Bust’ (1920-39), the major World Wars, Post WWII at home and the Cold War abroad, and America’s involvement in Vietnam. The development of reading, writing, research, and analysis skills are key elements of this course.
World Citizenship/ Division 3 Humanities
How does identity influence perspective? The goal of this course is to enlighten and engage you to the diversity of cultures that exist in the contemporary world as well as to hone social studies skills associated with college level work. Modern day nation-states and regions will be examined with regard to both historical context and modern day conflict in an attempt to discover both the benefits and consequences of their choices. We will look at history and contemporary conflict through analysis of a variety of primary documents and secondary sources. Throughout this year-long endeavor we, as social scientists, will often be pairing up with the World Literature course in an attempt to deepen and broaden our understanding of history, culture, and the contemporary world. Pre-requisite courses: U.S. History I and II.
World History: Asia/Senior Elective
What is the “Orient”? This course is an exploration of Asian history and culture. Throughout this semester- long course, we will study India, Japan, and China with particular focus on cultural interaction. Other themes that are addressed are European/Western influence in Asia, Eastern religion and the impact of geography of a nation-state. We will look at history through analysis of a variety of primary documents and secondary sources. Pre-requisite course: World Citizenship.
World Religions
Why study Religion? What is the function of religion in society? What is similar and what is different about the different religious traditions we study? The purpose of this class is to explore the varieties of religious experience in different parts of the world as well as how these traditions are a part of America’s pluralistic society. We will engage some of the core issues of each tradition to try and understand how people have come to imagine god (s) in so many different forms (or not at all) and try to explain the nature of people’s relationship to it (them). We will read primary and secondary texts from each tradition in order to illustrate or describe the tradition’s essential characteristics. Units will include primarily a discussion of the following religious traditions: Hinduism, Buddhism, Judaism, Christianity, and Islam.
Students studying a world language are challenged to show fluency in speaking, writing, reading and understanding the language; as well as appreciating the value of living in a multicultural society.
Spanish 1
Why do I need to learn Spanish in an English-speaking country? What are the benefits of knowing a second language? Why it is important to understand Spanish in the real world? How does language unite us as humans? This course is the first step on a student’s journey to fluency in speaking, reading, writing and understanding a world language. Students are expected to communicate accurately within the parameters of the material covered, including thematic vocabulary focusing on the family, food, clothing, school and home. Grammar topics in the first year emphasize the conjugation of verbs in the present tense, the agreement of verbs and subject pronouns, and the agreement of nouns and adjectives. The cultural units provide an introduction to Hispanic culture, specifically as it relates to the family, celebrations and food. Within the many topics covered in this course we explore the contribution to society of Hispanic-American figures in sports, literature, entertainment, fashion, politics, art and science.
Spanish II
In which real-life situations would I need to know a second language? How can I communicate with Spanish-speaking people? What are the unique characteristics of Hispanic foods? How are the personal values of Hispanic people reflected in the United States? This intermediate Spanish course helps students develop grammar, pronunciation, listening comprehension and inter-personal communication skills. Spanish II affords students the opportunity to improve and increase their fluency in speaking, understanding, reading and writing Spanish. Students are expected to communicate accurately within the parameters of the material covered, including thematic vocabulary focusing on daily activities, transportation, travel arrangements, dining in a restaurant, expressing personal feelings and opinions, and making conjectures and jokes in Spanish. Grammar skills in the second year allow the students to express themselves in the past, present and future tenses and the imperative mood. Students also learn to use reflexive verbs and prepositions. The cultural units present a more in-depth view of the Hispanic culture in the many Spanish-speaking countries, comparing and contrasting it with their own and allowing students to do research in Spanish. Pre-requisite course: Spanish I.
Spanish III
What constitutes a hero? Who are the heroes of today? Can books be dangerous? How do we communicate? In this advanced intermediate course students work more independently in acquiring new vocabulary and new grammar skills in their journey to fluency in Spanish. Rather than specific thematic vocabulary units, most new vocabulary is acquired by reading an adapted version of Don Quijote de la Mancha by Miguel de Cervantes. This classic work of Spanish literature also provides the focus for various cultural units centering on the geographical, historical, societal and religious aspects of the novel. Grammar skills in the third year emphasize the compound tenses and the subjunctive mood. Students are expected to demonstrate fluency in speaking, writing, reading and understanding Spanish of increasing complexity. Pre-requisite courses: Spanish I and II.