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2003-2004 Curriculum Guide
Students at NCCES learn through a curriculum of
discipline-based courses and interdisciplinary projects. Each division
has its own developmental emphasis, Foundations in Division 1, Inquiry
in Division 2, and Independence in Division 3. By the end of students
learning at NCCES, we expect to graduate students who are knowledgeable,
skilled, and inclined to use their intelligence as thoughtful, active
citizens, prepared to live good lives and make the world a better place.
Division 1 - Foundations
Advisory 7 - The NCCES Advisory Program has
four purposes: personalization, academic advising, parent contact, and school
culture/community governance. The general learning goals of advisory are to:
- Increase the participant�s sense of personal confidence.
- Increase the participant�s inter- and intra-personal skills.
- Increase mutual support within a group.
- Develop an increase understanding of, and joy in, one�s physical,
emotional, intellectual, and social self. (This requires having fun!)
- Develop self-regulation.
- Develop empathy and perspective.
The seventh grade team will develop its own more specific objectives through
the year.
English Foundations 1: The World in Literature -
The purpose of this class is to study literature from a variety of
communities and cultures. While studying the ancient world in Social Studies,
students will also have the opportunity to connect with characters and stories
from the different ancient cultures through the literature that they read in
English class. Students will also read stories about individuals and their place
in communities, and one example is Bilbo Baggins in The Hobbit. Along with
reading, students will also be working to improve their writing skills, grammar
skills, and vocabulary skills on a weekly basis. The students� learning will be
demonstrated through a wide variety of activities and projects
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Main Units |
Main Topic |
Main Essential Questions |
Unit One:
Introduction to Writing
Introduction to Reading |
The Hobbit
Short Stories from World Literature |
How do I see myself as an
individual?
How do we as individuals become part of a community? |
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Unit Two: Egypt |
Tales of Ancient Egypt |
Why did communities create stories,
and why did they write them down? |
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Unit Three: China/India |
Dragon�s Gate
Short Stories and Poetry from World Literature Book and �The
Bhagavad Gita� |
How do we accept others who are
different from us into our community? |
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Mini Unit: Racism |
Exploring discrimination in Norman
Rockwell�s painting The Problem We All Live With |
How do established communities
react to those who are not members of the community? |
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Unit Four: Greece |
Ulysses (The Iliad and The
Odyssey), Theban Plays/Greek Tragedies, Myths |
Who are the heroes in a community
and what makes them heroes? |
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Unit Five: Rome |
Shakespeare�s Julius Caesar |
What are the consequences of
leadership in a community? |
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Unit Six: Middle Ages |
Medieval Literature: Arthurian
Legends and Canterbury Tales |
How can literature reflect a community? |
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Math Foundations 1 - This year we will
ensure that each student has a strong foundation in basic math skills.
We will begin basic Algebra studies, explore linear functions, and
become comfortable working with negative numbers. Lots of real world
problems will be included in this class.
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Main Textbook |
Core Subject |
In Depth Supplement |
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Connected Mathematics Program |
Pre Algebra, Pre Geometry, Intro to Problem Solving |
Algebra 1 Topics � linear equations, advanced concepts in fractions,
exponents |
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Main Units |
Main Topic |
In Depth
(Algebra topics) |
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1 � Maps, Compasses, Surveys and Scale |
Angles, Circles, Distance, Introduction to Scale, Mixed numbers,
Decimals and Percent |
Variables, solving for unknowns |
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2 � Accentuating The Negative |
Computing with negative numbers, Algebraic expressions, Order of
Operations |
Negative fractions, Negative Variables |
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3 � Intro to Algebra |
Equations, word problems, Exponents |
Exponents, Coefficients, Polynomials |
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4 � Moving Straight Ahead |
Linear Equations Graphing Data analysis, Functions |
Greater work with functions, linear equations and slopes |
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5 � Stretching and Shrinking |
Multiplication and Division with Fractions, Scale as a
representative fraction, Proportion, Similarity |
Multi- step problems |
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6 � Geometry |
Surfaces area, Volume |
Irregular polygons |
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Main Essential Questions |
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Where do I see math? |
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How can math help describe my community? |
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Is there a community of numbers? What is the Communicative
Property? |
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How can math make me a more responsible person? |
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How can we form a community of mathematicians? |
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Science Foundations 1 - The 7th grade science
program is an integrated science program. Material covered will be scientific
inquiry, methods of measurements, geology (with a focus on topography and wather),
physics (with an emphasis on force, motion, and machines) and basic chemistry.
Class time will be a variety of learning styles including lab work and projects.
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Main Units |
Main Essential Questions |
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Scientific Inquiry |
How does a scientist think? |
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Geology |
How do internal and external forces
shape our earth? |
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Physics |
How do things work? |
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Chemistry |
What are things made of? |
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Main Projects/Exhibitions |
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Mapping -- Interdisciplinary project with math and social studies involving
geology |
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Greece � interdisciplinary project all subjects |
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Topography maps, simple machine, written report, bibliography report |
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Social Studies Foundations 1 - Students will
study pre-historic man in Africa. Students will investigate the rise of early
civilizations in the Fertile Crescent and the Mediterranean through the fall of
the Roman Empire and arrive at an understanding of the context and influences
that created Medieval Europe. Each Semester will be divided into 6-week blocks.
For each unit an essential question will drive a student�s inquiry under the
umbrella of an overarching essential question for the year.
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Main Units |
Main Essential Questions |
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Unit One: Pre-Historic Man in Africa Phoenicia, Mesopotamia, Ancient
Israel |
Why do individuals form communities?
What kind of communities did early man form? |
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Unit Two: Egypt |
What did Egypt accomplish as a community? |
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Unit Three: China, India |
How did Eastern communities accomplishments differ from western
communities? |
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Unit Four: Greece |
What did our community inherit from Greece? |
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Unit Five: Rome |
What did our community inherit from Rome? |
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Unit Six: Middle Ages |
What happens when a community falls apart? |
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Spanish Introduction - This course meets just
one day a week to introduce students to Spanish language and culture. This
course will explore the basics of the Spanish language as well as the cultural
aspects of the Hispanic world. At the end of the course, the students will be
able to express simple basic feelings, emotions and everyday conversations. The
emphasis will be on speaking rather than on grammar concepts and writing, since
this is designed to be an exploratory, discovery class. Assessment will be the
same as for an elective, based mostly on effort, and participation, rather than
written assessment.
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Main Units |
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Greetings (How to say hello/goodbye, formal and informal forms of
greetings) |
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Latin American and South American geography (Hispanics of the world) |
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Telling time, counting, days of the week (Difference between day,
afternoon, and night) in Spanish |
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Colors, Month of the year, seasons |
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Verb ser, Adjectives of description |
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Question words, food |
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Main Essential Questions |
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How important is Spanish? |
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Who am I? |
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How is the Spanish language used in my community? |
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Main Projects/Exhibitions |
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�Yo soy� collage � students will illustrate their self-image and
explain their work to the community. |
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Famous Spanish people research project � possible in conjunction
with Hispanic American month. |
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Caf� scenes � demonstrating students� knowledge of commonly-used
expressions for food ordering, polite conversation, asking
questions, etc. |
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Wellness 7 - Wellness courses encompass
Fitness, Health, and Adventure, progressing from introductory skills through
more advanced knowledge and skills as student�s progress.
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Fitness |
Health |
Adventure |
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Students will do a variety of activities to introduce each of the
components of fitness including; Strength Training, Cardio Vascular
Endurance, Flexibility, and body composition in a non-competitive
and individually accommodating environment. Various types of
equipment, settings and motivation approaches will be utilized to
inspire life-long fitness enthusiasts. |
Students will discover the multi-dimensions of their bodies, minds,
and selves. Through progressive explorative, communicative, and
movement-based activities students will learn how to obtain and
maintain an optimal level of mental, physical, and emotional health
and well-being personally as well as in their interactions with
family, peers and community. |
Students will be introduced to the concept of Adventure as a means
for exploring themselves, interaction with others and how the spirit
of adventure fits into community. Activities will be presented in a
progressive manner in an atmosphere of safety, fun, open discussion
and team work. |
- What is Total Body Fitness?
- What is my current level of Fitness in each of the four
components?
- What areas would I like to improve and how will I accomplish
these goals?
- What specific fitness activities suit my personal fitness
formula, preferences, and lifestyle?
- How will I continue to be a life-long fitness enthusiast?
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- What is Wellness and how does it differ from Fitness or
Health?
- How is my level of wellness?
- What can I improve?
- What are my greatest gifts and attributes that make me unique?
- How can I optimize my gifts and talents?
- What are my personal values and how will they guide my
decisions and actions?
- What qualities create a healthy environment for family,
community, and environment?
- How can I avoid harmful situations and toxins?
� What is an optimal nutrition plan for my lifestyle and needs?
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- What are the concepts of various motor skills and how can I
utilize these concepts in performing a particular task?
- Which specific behavior models accomplish the greatest sense
of personal and social responsibility?
- How can I effectively solve conflicts and create solutions in
a group setting?
- How can I implement positive and safe risk-taking
opportunities into my life?
- What is the importance of challenges, shared enjoyment,
creatively and self-expression?
- What are the benefits of respecting the differences that exist
between us and how can these differences be utilized to accomplish
a common goal?
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- Walk/Jog / Fitness Assessment
- Total Fitness Room Equipment Circuit
- Gymnastics
- Basket-Ball/ Soccer Techniques
- Team Sports Skills
- Field games and group activities
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- Personal Health, Goal Setting, Health Habits effects on growth
and development
- Healthy Eating Plans, Reading Labels, Essential Nutrients
- Physical Changes as related to the reproduction system and
puberty
- Emotional and Mental well-being
- Body Image, Healthy Support System, Decision Making
- Abstinence, disease prevention, safety
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- Creating Community
- Establishing Full Value Norms
- problem Solving
- Building trust
- Experiences using Low elements
- Creative Challenges
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Performing Arts Foundations 1 (First semester) -
In this course, students will be introduced to theater language and
techniques. Students will use original and scripted pieces to explore
improvisation, tableaus and scene work. Special emphasis will be placed on
character development, building the ensemble and conflict resolution. Units may
include terminology, storytelling, and Greek Theater. An informal, small group
performance piece will conclude the class.
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Visual Arts Foundations 1 (Second semester) -
The purpose of this semester-long course is to establish and solidify a
foundation of thinking, process and technical skills. The primary goals are for
students to become familiar with the 5 step universal creative process, (Idea,
Planning, Creation, Review/Revision and Finish), the foundation Elements of Art,
and Principles of Design. Learning experiences will be structured so students
discover they have a unique creative voice rooted in their own life experience
that supercedes what they can and can�t do, yet. The central theme of the course
is �Human beings are naturally creative; it is built into our DNA.� The
supporting philosophy is �All successful people are creative.'
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Main Units |
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2D covers what can be done with the flat surface to create
communication. |
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3D covers what can be done to manipulate and define �space.� |
4D covers what can be done to manipulate and define �Time.�
(See Subject Matter Definitions Sheets for details) |
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Main Essential Questions |
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What am I? This is a wide ranging exploration that covers sensory
stimuli, reception, conception, and the processes that lead to
perception, understanding and memory. |
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Main projects/Exhibitionss |
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2D covers what can be done with the flat surface to create
communication. |
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3D covers what can be done to manipulate and define �space.� |
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Each unit will have one �Finish and Display� major project with
technique development exercises. From the outset students will have
a piece of wall space (or �open space�) to keep filled. At the end
of the Semester there will be a �Gallery Opening� event to celebrate
the learning and create a collection of �museum quality� art that
will remain on display at the school for at least one more semester
before students choose to take their work home or let it remain in
the school�s permanent collection. |
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Really Awesome Texts Studies 7 (RATS) - RATS
(Really Awesome Text Study) will give students tools for strengthening their
reading comprehension and writing skills. Students will set and monitor their
own reading and writing goals. Through a variety of texts, students will learn
to read more actively, strategically and confidently. As a class, we will
explore how writing can best express one's ideas. Above all, the goal of the
course is for students to make deeper connections with text as a way to better
understand their world.
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Main Topics |
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Making personal connections with the text |
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Visualizing, |
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Interacting with characters and the author, |
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Interacting with characters and the author, |
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Noticing language and literary conventions, |
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Determining big ideas, |
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Summarizing, inferring, predicting, and |
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Self-monitoring/making adjustments to comprehension. |
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