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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 2 - Inquiry
Advisory 10 - 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.
Advisory in tenth grade will center on being a member of a community and
beginning to think about life after North Central. Advisors will start the week
by tending to the emotional and social needs of the students. Advisors will
support students in solving their own problems and encourage them in reaching
their potential. Advisory will include activities designed to foster a deeper
understanding of and commitment to the rights and responsibilities of community
membership. Competitive fun and testing of oneself as well as traditional social
recreation will fill Wednesdays. Student interests will be shared, increasing
understanding and perspective. Academic support will prepare students to be
successful in their courses and to help them use homework time effectively.
English/Social Studies Inquiry 2 - This course
will take a Humanities approach to the study of American society from the
American Revolution through the 20th Century. Students will study history and
literature together, as they also advance their reading, writing, and thinking
skills. Specific units, essential questions, and projects will be available from
the teacher.
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Main Units |
Essential Question |
Content |
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1. The Revolution in Retrospect |
How does time change man and his environment? |
English strands for this unit include descriptive writing,
technical writing, plot, genre, satire, narrative.
Social Studies examines early American society and political
culture including the Bill of Rights and factionalism.
Texts include �Rip Van Winkle,� �Midnight Ride of Paul
Revere,� and �Bartleby� |
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2. The Nature of Gothic |
Do ghouls frighten irrational communities or do we face genuine
threats? |
English strands include folklore, genre, suspense, fear,
poetry, characterization, imagery, and the theme of civilization
versus wilderness.
Social Studies explores the elements of fear in a society,
censorship, and factories and industrialization as apocalyptic
harbingers.
Texts include �The Raven,� �Tell-Tale Heart,� �The Legend of
Sleepy Hollow,� �The Body,� �Where are you going? Where have you
been?� |
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3. Perversions of Freedom and the Bloody Civil War |
For what or for whom are you willing to fight? |
English strands include concession/assertion statements, plot
summary, realism, expository essay.
Social Studies focuses attention on anti-slavery philosophy
and mobilization and on patriotism as a mobilizing force.
Texts include Red Badge of Courage, Henry V, �Civil
Disobedience� |
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4. Masculinity and Femininity at the Turn of the Century |
What does it take to be a man/woman? |
English strands include autobiographical narrative, fantasy
and adventure, plot summary and analysis, textual criticism.
Social Studies strands include late nineteenth-century U.S.
imperialism and turn-of-the-century efforts to control and protect
natural resources and the wild.
Texts include Tarzan of the Apes and �The Battle Royale� |
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5. The Deep South to the Second World War |
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English strands include American folklore, regional dialects,
feminist writing. Social Studies strands focus on the plight
of African Americans and the advances made by African Americans in
the pre-Civil Rights era.
Texts include Their Eyes Were Watching God |
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6. Absurdity and post-War malaise |
Now, what are you willing to fight for? |
English strands include the modern novel, using literature to
combat bigotry, literature with a social purpose, social critiques.
Texts include Catch-22 and How the Garcia Girls Lost Their
Accents. |
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Math Inquiry 2 - We will be studying geometry
through investigations. We will explore geometric art, properties of lines and
angles, properties of polygons, as well as mathematical reasoning and proofs. In
order to prepare for the MCAS we will also review algebra and some basic
statistics.
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Main Textbook |
Core Subject |
In Depth Supplement |
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Geometry (Key Press) |
Geometry (Probability and Statistics) |
Proofs, constructions, induction proofs, law of sines and cosines,
non � Euclidian geometry , non right triangles, end of Algebra II
(if 10th grade has a separate ability leveled class, this would work
very well here and the material would be covered thoroughly) |
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Science Inquiry 2 - Curiosity, creativity, logic and empirical evidence will all be employed as
students discover the nature of the world around them in this course. As
students progress through the school year, they will be supported in gradually
taking more and more responsibility for the work of inquiry in the science
classroom and laboratory. Students will make observations, ask their own
questions and design investigations to explore answers.
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Main Units |
Main Essential Questions |
Main Projects & Exhibitions |
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The Rock Cycle |
How has the local bedrock influenced the landscape of my
environment? |
Essay
Tourist Guide to Local Geology |
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Cellular and Molecular Biology |
What is life?
Are limitations on the power over life necessary? |
Debate on A Controversial Issue Dealing with Genetic Information |
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Motion in Sports |
What increases success in sport activities? |
Olympic Challenge |
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MCAS/SAT Prep and/or Independent Investigations |
What kind of learner am I?
What have I missed in my education so far?
What would I like to explore on my own? |
Comprehensive Conceptual Science Assessment Test
Independent Inquiry Research Project Report |
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The Psychology of Behavior |
How does the shirt get on my back? |
Fashion Show |
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Wellness 10 - 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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Intermediate Spanish - This is a full-time
class wherein students will refine their speaking and writing skills and where
additional emphasis will be placed on outside and independent reading in the
target language with students sharing their opinions and reactions with their
peers. Assessment will be on-going and will involve more peer- and
self-assessment. Independent completion of tasks will be a large part of
attaining learning levels, along with improved speaking and conversation skills.
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Main Units |
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Does the past shape the future? |
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Is this really the end of the story? |
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How�s your health? |
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How is status portrayed in art? |
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Main Projects/Exhibitions |
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Identification and research of current social/ political/economic
issues that affect Hispanic society. |
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Research and visual/oral presentation of Spanish (peninsular) art,
architecture, music, theater. |
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Presentation of research/review of specific Spanish authors of past
or current publication. |
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Visual Arts Inquiry 2 (First Semester) - The
purpose of this second Inquiry Semester is to explore with equal depth and
tenacity other areas of creative specialty, testing, stretching and expanding
further the student�s process, elemental and principle knowledge. The goals are
to employ them in �unfamiliar territory� so the student can determine for
themselves the �truth� about art, and what must be done to create works with
more than immediate fashionable appeal. The student is working their way toward
an employable creative philosophy with application in areas of activity not
traditionally thought of as �artistic.� Students will be required to write and
present a summary report on their experiences in the �different zone,� making
connections to themselves, their thoughts on career, and how their creativity
has evolved over their first four years of study.
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Main Units |
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2D � Masterpiece(s) |
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3D � Masterpiece(s) |
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4D � Masterpiece(s) |
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Main Essential Questions |
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What should I Say? In each of the four semesters described there are
many more specific questions that expand the scope of student
activity. The preparation leads the serious student to dig into
their own mind and heart to determine what they are made of, what
they are good at and what they are good for. |
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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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Performing Arts Inquiry 2 (Second Semester) - In this course, students will use improvisation and journaling to create
original pieces based on real-life experiences. Units may include scriptwriting,
audition techniques, and Commedia del Arte. An original performance piece will
conclude the class.
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