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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 8 - 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 eighth grade team will develop its own more specific objectives through
the year.
English Foundations 2 - The focus of English
Foundations 2 is literature of the world. We will raise relevant, essential
questions to guide our reading, writing and examination of many genres of
literature (novels, plays, short fiction, poetry, narrative) and media. Students
will explore relevant historical periods, global themes and issues and their
significance to and relationship with contemporary life through literature and
media of the world. Through written exercises, performances, oral presentations,
individual and group projects, students will create connections, determine their
own conclusions, respect the conclusions/ opinions of others, and create greater
meaning as an individual and a member of a grander universe.
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Main Units |
Essential Question |
Projects |
Unit 1: Medieval Literature
-The Canterbury Tales (selections)
-Sir Gawain and the Green Knight (selections)
-Morte d�Arthur (selections) |
Does the past determine the future? |
Contemporary chivalrous code (written), Canterbury pilgrimage
(script writing/ performance) |
Unit 2: The Renaissance
-Sonnets (Shakespearian/ Spencerian)
-A Midsummer Night�s Dream |
How does scientific progress affect the arts? How does religion and
the role of the church effect the arts?
How does social status/ class effect how one is perceived socially? |
Love sonnet, Analytical essay on theme, Scene rewrite in modern
language, Performance of traditional scene interfaced with modern
interpretation |
Unit 3: Dystopia: the effects of change on the future
-Fahrenheit 451
-Anthem
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Is change progress? When does change create progress/
regression? How will the nature of the future be effected based on
present values and concepts? Should �progressivism� take precedence
over organic change? Is utopia possible? |
Create a future society in which a value is imposed that critically
alters the nature of the society (in a utopic/ dystopic way),
Analytical essay that addresses contemporary society�s flaws and
hypothesizes potential low-impact solutions. |
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Math Foundations 2 - This year we will focus on
building skills and math reasoning. We will explore patterns and probability,
explore the power of right triangles and continue some topics in Algebra and
Geometry.
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Main Textbook |
Core Subject |
In Depth Supplement |
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Connected Mathematics Program |
Probability and Statistics
Algebra 1 |
Intermediate Algebra topics |
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Science Foundations 2 - Students will
develop scientific inquiry skills (observation, measurement, data
interpretation and analysis) while exploring four main topics: Genetics,
Evolution, Geology and Ecology. During the genetics unit students will
study simple inheritance, sex-linked traits, co-dominance, and
incomplete dominance using Punnett squares and pedigree charts. While
studying evolution students will examine animal adaptation, natural
selection, evidence for evolution, and human evolution. The geology unit
will focus on the geological timeline, dating methods and rock and
mineral identification. In ecology, students will learn about renewable
and nonrenewable energy sources, causes of pollution and human impact on
the environment.
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Main Units |
Main Essential Questions |
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Unit 1: Scientific Inquiry |
How are we scientists?
What are the Variables? |
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Unit 2: Genetics |
What distinguishes us from non-living things?
What contributes to our characteristics?
Does the Past Predict the Future? |
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Unit 3: Intro to Evolution |
Is Change Progress? |
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Unit 4: Evidence for Evolution |
What is the evidence?
How do we reconcile conflicting evidence?
What are our origins? |
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Unit 5: Geology |
What are the patterns? |
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Unit 6: Ecology |
What are the connections?
How are individuals in a community related?
What is the effect of our actions? |
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Main Projects/Exhibitions |
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Gro-Dinos measurement project |
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Focus Group Presentation & paper |
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"A Bone from a Dry Sea� novel & dialogue journal |
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Environmental Detectives notebook/paper |
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Solar car project |
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Take a Stand Presentation |
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Social Studies Foundations 2 - This
course will examine six components of world history in great depth while
looking at each bygone era through lenses which draw connections to the
contemporary. We will travel through hundreds of years together, peering
into, among other things, the life of a commoner living under a feudal
lord in Europe; the inventions of the Renaissance; the complexities of
Incan civilizations; the impact of European exploration on these Latin
American empires; the French revolution and its service as a model for
future change; and we will conclude with an in-depth study of famous
revolutionaries such as Che Guevara and Ghandi. In addition to studying
the past, students will learn to analyze current events and will be
expected to keep up with domestic and international news on a weekly
basis.
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Main Units |
Main Essential Questions |
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Unit 1 -- The Middle Ages: Feudal Lords, the Church and the Plague |
- Does the past determine the future?
- What are the advantages and disadvantages of hierarchical
societal structures? Is the opportunity for advancement and upward
mobility necessary? Is it a value we cherish?
- If your religion tells you to do something you believe is
wrong, should you defy your religion or obey your religion? How
far should someone go to stand up for something she believes is
right? What if risking your life jeopardizes someone else�s life?
- How do people react to the threat of an unknown disease?
- If an epidemic threatens your community, is your first
obligation to save yourself, your family, your community? If you
are a medical person, is your obligation different?
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Unit 2 -- New Ways of Viewing Our World: The Renaissance,
Reformation and Scientific Revolution changed Europe |
- What drives discovery? This unit will expose students to
artists, scientists and inventors who explored their world. It
will transition into Unit IV, also focusing on discovery, but
through the lens of colonialism and imperialism.
- If your religion tells you to do something you believe is
wrong, should you defy your religion or obey your religion? How
far should someone go to stand up for something she believes is
right? What if risking your life jeopardizes someone else�s life?
This question will also be posed in Unit I. We will revisit it to
see if our answers have changed.
- Does science always produce the �right� answer, or are there
other ways to prove something is �right?
- Possible assessment: Study one artist, inventor, or scientist
from this period and write a Renaissance Encyclopedia entry for a
book we will make and donate to the NCCES library. Additionally,
students will present an oral report to their classmates so we
learn about many artists, inventors and scientists.
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Unit 3 -- Early Latin American Civilizations: Studying the complex
empires of the Mayans, Incans, and Aztecs |
Is Change Progress? |
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Unit 4 -- Strong European Monarchs Expand: Spanish exploration and
colonization in the Americas |
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Unit 5 -- Revolution! Enlightenment, the French Revolution and a new
model of revolt. |
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Spanish Foundations - This class is
designed as an introductory Spanish course, with continuing emphasis on
speaking and an additional responsibility to master basic concepts in
speaking and answering questions, as well as beginning composition work,
and reading for comprehension. This course will concentrate on basic
grammar, and everyday vocabulary, as well as cultural aspects of the
Hispanic people. At the end of this course the students will be able to
conjugate regular ar, er and ir verbs in the present tense and will be
able to compose simple sentences using correct vocabulary. Assessment
will rely heavily on the effort and participation of the student, with
some written assessment also being reflected in the determination of the
final learning level.
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Main Topics |
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Review of grammar and vocabulary. (Present tense verbs, adjectives
and food and school vocabulary�) |
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Cultural research on Inca, Aztec, Maya and Taino cultures |
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Food and shopping vocabulary (Eating at a caf�) |
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Reading and composition (Easy reader book) |
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Likes and dislikes (Gustar verb) |
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Past tense ar, er |
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Main Essential Questions |
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How does Spanish influence my life? |
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What happened to all the �native� Americans? |
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Can you read to me? |
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Main Projects/Exhibitions |
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Menu project and caf� scene |
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Research project with display on pre-Columbian cultures |
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Personal journal written to an imaginary pen pal |
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Wellness 8 - Wellness courses encompass
Fitness, Health, and Adventure, progressing from introductory skills
through more advanced knowledge and skills as students 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 2 (First Semester)
- This course will continue to build upon basic theater skills
and techniques. The class will maintain an emphasis on ensemble work as
well as monologue development. Units may include history and genres,
design, and Shakespeare. An informal, small group or individual
performance piece will conclude the class.
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Visual Arts Foundations 2 (Second Semester) -
The purpose of the semester is to expand on the fundamental
skills developed in the 7th grade semester. Students will continue to
work with the 5 Step Creative Process, the Elements of Art and
Principles of Design so employing these foundation elements in their
work becomes fluent. Learning experiences will be structured so students
discover the range of their personal creative voice, while being
introduced to a wider variety of materials, techniques, methods and
styles. Students will explore the work of other artists to get a better
sense of the purposes that art serves in every culture.
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Main Units |
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2D - Students will complete a large (or series of) image(s) suitable
for framing. |
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3D � Students will complete a useful structure. |
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4D � Students will complete an �artifact� for public presentation. |
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Main Essential Questions |
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What can I do? (See supplemental questions list.) This is also a
wide ranging exploration that leads to discovery of the depth of the
individual student�s creative capacity and the spectrum of their
personal interests. |
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Main Projects/Exhibitions |
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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 8 - 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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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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