CURRICULUMHANDBOOK2018-19

HIGH SCHOOLGRADES 9-12

Table of Contents 

Standards-Based Curriculum 3

Development of Our Curriculum 3

Organization of Our Curriculum 4

Integrating Differentiated Instruction and Understanding by Design (UbD) 4

Advanced Placement (AP) 5

Credit System 5

College Guidance 8

Course Description, Standards, and Lesson Units 9

Course Description (in alphabetical order) 9

Standards and Benchmarks (in alphabetical order) 23

Calendar of Lesson Units (by grade level) 123

9th Grade Calendar of Lesson Units 123

10th Grade Calendar of Lesson Units 124

11th Grade Calendar of Lesson Units 125

12th Grade Calendar of Lesson Units 127

AP Courses Calendar of Lesson Units 128

Elective Courses Calendar of Lesson Units 129

Language & Learning Support 132

Language & Learning Support Program 132

ASK After School 133

Assessments and Evaluation Process 134

Assessments & Use of Data 134

Measure of Academic Process (MAP) 134

Common Writing Assessment, 6+1 Writing Traits 135

Appendix 136

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Curriculum Handbook 2018-19 Standards-Based Curriculum  The curriculum at ASK is based on U.S Common Core State Standards that define what students should know and be able to do for each subject area. These standards provide clear and coherent learning targets and progression. Standards are divided into benchmarks, which describe the increasingly complex content and skills that students address as they move from one grade level to another. Standards and benchmarks help us focus on the process, as well as the product, and break learning into manageable steps that guide teachers and can be shared with students.

Example of a Benchmark with Standards for grades 9-12:

Range of Reading and Level of Text Complexity By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently and proficiently. By the end of grade 10, read and comprehend history/social studies texts in the grades 9-10 text complexity band independently and proficiently. By the end of grade 12, read and comprehend history/social studies text in the grades 11-CCR text complexity band independently and proficiently.

Development of Our Curriculum  Curriculum development at ASK is a dynamic process involving collaboration, subject area standards, and data indicating student readiness for learning. This process is lead by an academic leadership team comprised of the head of school, principals and teacher leaders. Together they establish curriculum goals and action steps, including a calendar of professional development and activity for teachers.

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Our curriculum goals are . . .

Curriculum Articulation & Documentation: In each subject area using prescribed frameworks, processes and meeting time twice a month, teachers identify power standards, integrate/align MASHT standards and assure vertical alignment through collaboration among divisions, resulting in curriculum documentation for each subject area file (hard and digital) to provide foundational curricular consistency and coherence school-wide. Analysis & Response to Data: Teachers, curriculum leaders, learning support staff and administrators collaborate in gathering and analyzing data (MAP, Moby Max and common writing assessment) so that instructional choices may be selected to meet the needs of all learners, using guides and protocols to be archived (hard and digital) in the curriculum file, and, when appropriate, in unit plan reflections and individual learner files. Student Active Engagement & Access to Learning: Each teacher’s instructional plans will document a differentiation strategy and a collaborative language strategy, including a reflection on their impact on student learning, citing assessment data as evidence.

Organization of Our Curriculum 

The curriculum at ASK is organized around units or topics, lasting approximately 4 to 6 weeks.. For each unit, teachers develop Essential Questions from the core knowledge standards and benchmarks that help bring us into the heart of the learning and promote inquiry and intrigue.

An example of an essential question in social studies may be:

Throughout the unit, students are given opportunities to practice skills and show their knowledge in a variety of ways. An assessment task is not always a test, in the traditional sense. It can also be a project, a presentation, or a performance, depending on the standards we are working toward and assessing. Assessments are used at the beginning and throughout the unit to best inform instructional planning and resources.

Understanding by Design (UbD) and Differentiated Instruction 

Understanding by Design and Differentiated Instruction are currently the subject of many educational conversations, both in the United States and abroad. Certainly part of the reason for the high level of interest in the two approaches to curriculum and teaching is their logical and

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practical appeal. Beset by lists of content standards and accompanying “high-stakes” accountability tests, many educators sense that both teaching and learning have been redirected in ways that are potentially impoverishing for those who teach and those who learn. Educators need a model that acknowledges the centrality of standards but that also demonstrates how meaning and understanding can both emanate from and frame content standards so that young people develop powers of mind as well as accumulate an information base. For many educators, Understanding by Design addresses that need. Simultaneously, teachers find it increasingly difficult to ignore the diversity of learners who populate their classrooms. Culture, race, language, economics, gender, experience, motivation to achieve, disability, advanced ability, personal interests, learning preferences, and presence or absence of an adult support system are just some of the factors that students bring to school with them in almost stunning variety. Differentiated Instruction offers a framework for addressing learner variance as a critical component of instructional planning. That a convergence of the two models seems useful for addressing two of the greatest contemporary challenges for educators—crafting powerful curriculum in a standards-dominated era and ensuring academic success for the full spectrum of learners—is gratifying. (Carol Ann Tomlinson and Jay McTighe 2006).

Based on this we focus on intertwining these two models, in order to encourage a successful teaching and learning process, having in mind to include all the students in the basic learning process based on their needs and interests.

Advanced Placement (AP)  Advanced Placement (AP) is a program in the United States and Canada created by the College Board which offers college-level curricula and examinations to high school students. American colleges and universities may grant placement and course credit to students who obtain high scores on the examinations. The AP curriculum for each of the various subjects is created for the College Board by a panel of experts and college-level educators in that field of study. For a high school course to have the designation, the course must be audited by the College Board to ascertain that it satisfies the AP curriculum. If the course is approved, the school may use the AP designation and the course will be publicly listed on the AP Course Ledger. In order to give students more opportunities to apply to prestigious universities, this school year we as ASK have been approved 6 AP Courses from the College Board in different subject areas, those areas are : AP English Language and Composition, AP English Literature, AP Comparative Government and Politics, AP World History, AP Calculus AB and AP Physics. Some universities may require taking at least 3-5 AP courses during high school and scoring at least a “3” out of “5” on the final exam.

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American “Credit” System   The American School of Kosovo follows the system of ‘Carnigie Units’(Established by the Carnegie Foundation in 1906) that requires that one US high school credit is based upon 120 hours of classroom instruction over the course of an academic year of not less than 180 student contact days. Thus, in the situation where a student does not pass a core class, he or she will need to repeat that class in order to obtain the necessary “credit” required for graduation. High School Course Selection - Required for Graduation = 28 Credits

● Languages o English – up to 4 credits

Optional Courses: AP English Language (Gr. 11,12); AP English Literature (Gr. 12) o Albanian – 2 credits

● Natural Science – 4 credits-General Science, Biology, Chemistry, Physics Optional Courses: AP Biology (Gr. 10, 11,12); AP Chemistry (Gr. 11, 12); AP Physics (Gr. 12)

● Social Science – 4 credits-Albanian History, World History, American History, US Government - Psychology/Sociology Optional Courses: AP World History (Gr. 10,11); AP Comparative Gov/Politics (Gr. 10,11,12)

● Mathematics – 4 credits (Algebra I, Algebra II, Pre-Calculus, Calculus) Optional Courses: Advance Math (Gr. 11), AP Calculus (Gr. 12)

● Health – 1 credit ● Electives –

o Foreign Language – 2 credits (German or French) o Other – 3 or more credits

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Required Courses by Grade

9th Grade 10th Grade 11th Grade 12th Grade

1 English

English

English, AP English Language

English, AP English Language, AP English Literature

2 General Science

Biology, AP Biology

Chemistry, AP Chemistry, AP Biology

Physics, AP Physics, AP Chemistry, AP Biology

3 Math 9

Math 10

Math 11, Adv. Math

Math 12, AP Calculus

4 IT

World History, AP World History, AP Comp.Gov./Politics

US History, AP World History, AP Comp. Gov/Politics

US Gov., AP Comp.Gov/Politics

5 Geography

Albanian Language and Literature 1

Albanian Language and Literature 2

Physical Education

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Health

Albanian History

Foreign Language 1

Foreign Language 2 Or Foreign Language 1

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Elective (see list)

Elective (see list)

Elective (see list)

Elective (see list)

8 Elective (see list)

Elective (see list)

Elective (see list)

Elective (see list)

TOTAL Credit Possible: 32 TOTAL Credit to Graduate: 28

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Required Classes/Credits: English – 4 credits Natural Science – 4 credits Social Science – 4 credits (Geography, World History, American History, American Government) Math – 4 credits Albanian – 2 credits Foreign Language (German or French) – 2 credits Albanian History – 1 credit Health– 1 credit Physical Education-1 credit AP Courses: Require a prerequisite of a high MAP score in English and Math, high GPA, and teacher recommendation in the subject that is being requested. Elective Classes

● Global Perspectives ● Graphic Arts Design ● Photography/Yearbook ● Accounting & Finance ● Business Entrepreneurship ● Business Management ● Psychology/Sociology ● Art ● Drama ● Physical Education (Mixed Grades 9-11) ● Art History

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College Guidance   Students are encouraged to see the Guidance Counselor for assistance with personal, career development, or educational concerns. The Guidance Counselor is available for meetings each day. Students may schedule appointments with the Student Affairs Office. The College Guidance Counselor meets with students individually and/or in groups to help them understand this credit system and the process of applying to different universities worldwide. Once a month the counselor leads a “College Info night” that is designed for students and parents to learn about what is needed to prepare and apply for universities abroad and in Kosovo.

Course Descriptions, Standards, and Calendar of           Lesson Units 

Course Descriptions (in alphabetical order) 

Accounting and Finance (High School Mixed Grade Levels)

Accounting is the discipline of communication, analysis and interpretation of financial information for the making of appropriate and informed decisions. Accounting involves analyzing and interpreting financial information for decision-making purposes. Accounting course aims to develop learners’ knowledge, skills, values, attitudes and ability to make meaningful and informed personal and collaborative financial decisions in economic and social environments.

Accounting equips learners with the skills and basic knowledge to control and interpret personal, small and larger enterprises’ finances and resources to obtain desired returns on any investment. Learning in this subject enables learners to continue with their studies in further and/or higher education institutions and professional bodies, in the fields of financial, cost and managerial accounting and to develop skills, knowledge, values and attitudes to pursue different career paths.

Albanian History and Culture (Grade 10)

Këtë vit me lëndën e historisë shqiptare do të njohim mirë të parët tanë, mënyrën e jetesës së tyre, virtytet, gjendjen ekonomike e shoqërore, fiset, mbretëritë, zakonet, gjuhën, luftërat, fenë, marrëdhëniet me pushtuesit etj. Do të kuptojnë vazhdimësine iliro-shqiptare, do të njohim

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heronjtë shqiptarë si Skenderbeu, në kohë me te vjetra Pirro i Epirit, perandorë të mëdhenj ilirë, do të njohim rilindasit tanë, do të analizojmë shkaqet e luftës për zgjimin kombëtar, luftën për mbrojtjen territoriale etj. Krahas kësaj ne do të kemi mundësi t`i zhvillojme më shumë disa aftësi të cilat janë të dobishme edhe në të ardhmen si: të menduarit kritik, aftësitë hulumtuese, fokusim më i thellë në të shkruar, përdorim i drejtë i burimeve primare dhe sekondare.

Art (High School Mixed Grade Levels)

In this course, students will develop and expand visual literacy skills, organize ideas from the environment utilizing critical thought, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. In this course students will:

• Identify and understand the Elements of Art: line, shape, color, texture, form, space, and value as the fundamentals of art in personal artworks.

• Students will identify and understand the Principles of Design including emphasis, repetition/pattern, movement/rhythm, contrast/variety, balance, proportion, unity in personal artworks

• Record visual ideas about their environment and experiences in a sketchbook as evidence of planning for original works. • Make judgments about the expressive properties of artworks, using art vocabulary accurately.

Art History (High School Mixed Grade Levels) Art History course emphasizes a deep conceptual understanding of art historical concepts. Students will develop the essential skills of visual and contextual analysis. By examining works of art from diverse cultures and the relationships among these works, students develop an understanding of global artistic traditions. The teacher and students will expand upon this foundational information in their exploration of each work of art, referring to scholarly resources such as the textbooks, primary and secondary source documents, videos, documentaries, etc. Students will examine, analyze, research, record, discuss, interpret, and compare works in the required course content and works beyond the image set as they develop art historical skills.

Art History covers art from the Prehistoric Era through the Medieval Period. The spring term, Art History covers art from around the world from the Renaissance through art of the 20th Century.

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Biology (Grade 10)

This course introduces the principles and concepts of biology. Biology is devoted to the study of living things and their processes. Throughout the year this course provides an opportunity for students to develop scientific process skills, emphasis is on basic biological chemistry, cell structure and function, metabolism and energy transformation, genetics, evolution, classification, and other related topics. Upon completion, students should be able to demonstrate understanding of life at the molecular and cellular levels, and students should be able to demonstrate preparedness for college-level biology courses. Laboratory exercises focus on basic biological principles and microscope techniques. Students will explore:

● Principles of Cell Biology-Structure and function ● Genetics and heredity ● Principles of Ecology and Evolution-Interactions between living organisms and their ecological roles ● Exploring diversity-Introductions to the kingdoms of life

Business Entrepreneurship-(High School Mixed Grade Levels)

This course is designed to help students evaluate the business skills and commitment necessary to successfully operate an entrepreneurial venture and review the challenges and rewards of entrepreneurship. Students will learn about themselves, their decisions and goals to determine how entrepreneurship can play a role in their lives. Students will also be introduced to this subject from an economic perspective and the concepts of environmentally sustainable practices and social entrepreneurship. The students will: - identify the critical factors that are used to identify business startup ideas – including forms of ownership. - Identify and evaluate methods of entering an entrepreneurship venture – including but not limited to starting a new venture, buying an existing business, or becoming a franchisee. - identify the financial, marketing, legal, human resource, operations, and general management skills that are necessary to successfully launch and operate a successful new venture. - identify the critical concepts of business planning that are used to: - increase the chances for business success; - seek out financing sources; and - develop a “blueprint” for a new venture.

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Business Management - ( High School Mixed Grade Levels) The step up to a managerial role can be an exciting, but a difficult new challenge. Suddenly you are responsible for making sure your team is working together, achieving results, and in overall your department is running smoothly, forget about all these... you need to MANAGE YOUR BUSINESS. There is no single technique to become an excellent manager, but in this class we will provide indispensable advices and lessons on the key areas of management. Chemistry- (Grade 11)

The Chemistry curriculum helps students to become critical thinkers, problem solvers, and communicators. This course will provide you with a broad introduction to the field of Chemistry, one of the most excited sciences. Our journey in y Chemistry will be long but fun, will require hard work but will be beneficial first to you and than others around you.

Chemistry is the science of matter and its transformations. Within this sweeping concept are several big ideas which the science of chemistry routinely encompasses. Everything you see, hear, smell, taste and touch involves chemistry and chemicals. Understanding chemistry helps you understand the world around you. Chemistry is used by: people who make fireworks, scientists, artists, engineers, truck drivers, doctors, nurses, firefighters, physical therapists, plumbers, hairdressers, etc... Although the material is very engaging, it is more than necessary for you to show commitment in this class in order to succeed. Through lectures, active participants, discussions, tests, games, laughs we will have fun, while learning about the field of Chemistry.

Comparative Government and Politics (AP Grades 9-12)

The AP course in Comparative Government and Politics introduces students to fundamental concepts used by political scientists to study the processes and outcomes of politics in a variety of country settings. The course aims to illustrate the rich diversity of political life, to show available institutional alternatives, to explain differences in processes and policy outcomes, and to communicate to students the importance of global political and economic changes. Comparison assists both in identifying problems and in analyzing policymaking. For example, we only know that a country has a high population growth rate or serious corruption when we compare it to other countries. Careful comparison of political systems produces useful knowledge about the institutions and policies countries have employed to address problems, or, indeed, what they have done to make things worse. We can compare the effectiveness of policy approaches to poverty or overpopulation by examining how different countries solve similar

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problems. Furthermore, by comparing the political institutions and practices of wealthy and poor countries, we can begin to understand the political consequences of economic well-being. Finally, comparison assists explanation. Why are some countries stable democracies and not others? Why do many democracies have prime ministers instead of presidents?

In addition to covering the major concepts that are used to organize and interpret what we know about political phenomena and relationships, the course should cover specific countries and their governments. Six countries form the core of the AP Comparative Government and Politics course: China, Great Britain, Iran, Mexico, Nigeria, and Russia. By using these six countries, the course can move the discussion of concepts from abstract definition to concrete example, noting that not all concepts will be equally useful in all country settings.

Drama (High School Mixed Grade Levels)

Drama is an art form rooted deep in the history of humanity. It is an integral part of our global history and contemporary collective identity. Participation in the performing arts is a way for students to learn about themselves, value creativity, develop an understanding of the human condition, understand the contribution of the performing arts to societies, and develop commitment, responsibility, sensitivity, esteem, and pride through performance. This course will provide opportunities for students to explore theatre skills and techniques that they can apply to other areas of their life, such as public speaking, communication, collaboration, and reflection. Students will learn the fundamentals of theatre through projects, including the creation and performance of short scenes and ensemble acting. Additional studies will include improvisation, film, and theatre critique.

English (AP Language and Composition Grades 11 and 12)

This course offers a rigorous preparation for college level writing and emulates a first-year college composition class by preparing students to “write effectively and confidently in their college courses across the curriculum and in their professional and personal lives” (College Board). Students should expect to devote sufficient time and energy to complete rigorous coursework—reading and discussion assignments, extensive writing, AP test preparation, vocabulary, use of rhetoric, collaborative language arts assignments, and peer/group discussion activities. Students will read and analyze a wide range of non-fiction texts—from newspaper editorials, to travel writing, to literary nonfiction and biographies. Although most of the texts for the course are non-fiction, some works of fiction will be studied. In terms of reading, students will learn how to analyze and critique a wide range of nonfiction texts. Students will become familiar with the rhetorical strategies that make for effective, persuasive writing.

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Specific attention will be paid to the development and analysis of a written argument. Students will learn how to identify the elements of a strong argument and will grow to improve their own written arguments. Furthermore, in terms of writing, students will improve their mastery of standard written English and will grow in their ability to produce “analytic and argumentative compositions that introduce a complex idea and develop it” through the use of evidence. Students will continue to develop their ability to revise their own writing and are expected to read critically, think analytically, use internet source wisely, and communicate clearly in writing and speaking for academic and everyday life. This course is organized according to the requirements and guidelines set by current AP English Course Description and will teach skills needed to earn a qualifying score on the Advanced Placement test.

English (AP Literature Grade 12)

The AP English Literature and Composition course will engage you in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, you can deepen your understanding of the ways writers use language to create meaning. You’ll learn to consider a work's structure, style, and themes, as well as smaller-scale elements such as the use of figurative language, imagery, symbolism, and tone.

Reading

The AP English Literature and Composition course is intended to give you the experience of a typical introductory college literature course. It includes intensive study of representative works from various genres, periods, and cultures, concentrating on works of recognized literary merit. Reading in the course builds on the reading done in your previous English courses. You’ll learn to read deliberately and thoroughly, taking time to understand a work's complexity, to absorb its richness of meaning, and to analyze how that meaning is embodied in literary form. You’ll also learn to consider the social and historical values a work reflects and embodies. Careful attention to both textual detail and historical context provides a foundation for interpreting a text.

Writing Writing is also an integral part of the AP English Literature and Composition course and of the AP Exam. Writing assignments in the course will address the critical analysis of literature and will include expository, analytical, and argumentative essays. In addition, creative-writing assignments such as response and reaction papers, freewriting, or keeping a journal will help you see from the inside how literature is written. The goal of both types of writing assignments

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is to increase your ability to explain clearly and cogently what you understand about literary works and how you interpret them. English (Grade 11 & 12)

This course focuses on reading, writing and analysis of a wide range of texts, which include literary works such as novels, short stories, poems, and plays, nonfiction prose, historical documents, film and speeches.

Through both formal and informal writing assignments, students practice a variety of methods for reading and analyzing these texts. They consider how both personal experience and other contexts shape reader’s understanding of a text, and they examine how language reflects the values and structures of the culture which is produced. The writing process is emphasized in this course and students practice various strategies for generating and focusing ideas, as well as for drafting, revising, and for peer editing papers.

In the formal assignments of the course, students either employ analytical methods for critical reading or they combine close reading with contextual analysis grounded in research.

- Teaching/Learning strategies vary throughout an individual class and the course - Textbooks and materials include a diversity of style and length such as novels and short stories, non-fiction and essays.

English (Grade 9 and 10)

For language acquisition, learners should master reading, writing, speaking and listening, therefore we focus on reading, writing and analysis of a wide range of texts, which include literary works such as novels, short stories, poems, and plays, nonfiction prose, historical documents, watch film and speeches. In this class we use the communicative approach and involve learners in real communication fostering their natural strategies for language acquisition and helping them to learn to use the language. Our classroom activities are characterized by trying to produce meaningful and real communication, lessons are more learner-centered and we try to use authentic materials.

English as a Second Language (ESL) - Mixed Grade Levels)

ESL classes are designed to help students with problems in English. Students on this class learn based on the level they belong. Students that are learning English from the beginning, they will

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be introduced to basic structures and vocabulary of the English. On this group students learn strategies in order to advance their reading, listening, and pronunciation skills. They expand oral comprehensibility and write complete sentences, a standard paragraph, and short content-based essays. Students that already speak English but they need to improve, will have an extension of the skills learned previously as a Basic User. It focuses on syntax, continued vocabulary development, reading, listening comprehension, speaking and pronunciation skills, and writing multiple-paragraph compositions that demonstrate organization of ideas, use of a thesis statement, and supportive elements. Intensive grammar instruction that supports academic writing skills is emphasized. French Language 1&2 (High School & Middle School) The French language courses are designed to develop language proficiency through the use of the listening, speaking reading and writing skills. Additionally, student will examine the target cultures to develop a cross- cultural understanding and appreciation. Students will engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. At all stages, assessment is an integral part of planning and learning. In planning their programs, teachers will develop the language throughout : Listening, Speaking, Reading, Writing Develop: -Listening skills through continuous aural input. -Speaking skills by producing sounds to express meaning. -Reading skills by deriving meaning from the written symbols. -Writing skills by using symbols of the language to express meaning Geography (Grade 9)

The planet Earth is an amazing and beautiful place, full of both natural and human wonders. This year in Geography we will be exploring the fundamentals of physical and human geography. Geography is part science and part social science, and this year we will find where and why they meet.

German 1 and 2 (Grades 10,11, and 12)

This course is designed for the beginner student who has no previous knowledge of German. The aim of the course is to enable students to function at the basic everyday survival level (basic vocabulary, grammar, phonetics, syntax). The course features basic German language structures in order to enable the student to communicate in everyday settings. Our goal is not to list rules and words, but the students should be able to speak and understand German.

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Global Perspectives (Elective mixed class of grades 10-12)

This is a course that belongs to the area of social studies. Global Perspectives course is intended to provide general knowledge and to develop general intellectual capacities such as reason, judgment, problem solving, and leadership as opposed to professional or vocational skills in areas of global issues, social and ethical issues, and leadership. Through the Global Perspectives course students are introduced to the possibilities and benefits of interdisciplinary learning by investigating in-depth particular issues or topics from different angles and making decisions with a well developed moral conscience. Global perspectives course aims to:

· foster independence and interdependence · develop personal identity · develop global citizenship · promote unity and diversity · cultivate moral and intellectual virtue · address urgent social problems and human dilemmas · help students understand the world or motivate them to change it

Graphic Design (High School Mixed Grade Levels)

This course is designed to give students an understanding of and practical application of Adobe Photoshop CC techniques and the offset printing press. Adobe Photoshop CC is one of the most powerful layout programs for professional desktop publishers and graphic designers. This is the process of creating documents that look like a professionally designed and printed product, which includes inserting: photos, graphics and line drawings for the text copy. Students will produce and will be assessed on many projects that include creating an original layout for a newsletter, catalogue, logos and brochures as well as designing and crafting effective promotional pieces, publications and digital art. In addition, students gain foundational knowledge of the processes behind commercial printing operations and scanning techniques.

Gjuhë dhe Letërsi Shqipe I (Klasa e 10) - Albanian Literature and Language I (Grade 10)

Në këtë klasë nxënësi duhet të zhvillojë njohuritë kulturore, letrare dhe gramatikore të fituara në

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klasat e mëparshme, të mënjanojë dobësitë morfosintaksore dhe drejtshkrimore që pengojnë përdorimin korrekt të gjuhës, të detajeve dhe strukturave më të përgjithshme e komplekse, duke filluar nga fjalia e deri te teksti. Në të njëjtën kohë do të gjejë vend edhe aplikimi i dijeve të përvetësuara nga letërsia, kultura e gjuha, nëpërmjet formave të ndryshme të krijimtarisë; të eseve, punimeve të ndryshme shkollore, punës praktike etj. Synimet kryesore të kësaj lënde janë: përvetësimi i dijeve, formimi gjuhësor, formimi kulturor, zotërimi i gjuhës amtare dhe njohja e letërsisë kombëtare. Nxënësi do të pasurojë të shprehurit dhe të dëshmojë dije për gjuhën, letërsinë dhe kulturën. Ai do të lexojë, të dëgjojë dhe të flas, që të mund të zhvillojë shkathtësi për mendimin kritik, duke krijuar individualitet të pavarur dhe një botë të pasur shpirtërore.

Gjuhë dhe Letërsi Shqipe II (Klasat 11 dhe 12) - Albanian Literature and Language II (Grades 11 and 12)

Në këtë klasë nxënësi duhet të zotërojë njohuritë kulturore, letrare dhe gramatikore të fituara në klasat e mëparshme, të demonstrojë shkathtësi morfosintaksore, drejtshkrimore e silistike për përdorimin korrekt të gjuhës, të detajeve dhe strukturave të përgjithshme e komplekse, duke filluar nga fjalia e deri te teksti. Në këtë frymë, duhet të zotërohen njohuri kulturore e letrare nga letërsia kombëtare e fundshekullit XIX, shekullit XX, si dhe të Letërsisë Bashkëkohore. Përmes tyre do të zhvillohen edhe shkathtësitë e komunikimit në fushat profesionale. Në të njëjtën kohë do të gjejë vend edhe aplikimi i dijeve të përvetësuara nga letërsia, kultura e gjuha, nëpërmjet formave të ndryshme të krijimtarisë; të eseve, punimeve të ndryshme shkollore, punës praktike etj. Rritja e shkallës së zotrimit të gjuhës amtare dhe formimi letrar e kulturor i nxënësit janë ndër synimet themelore për këtë klasë. Kjo pritet të realizohet nëpërmjet shkathtësive të komunikimit, leximit, analizës e vlerësimit të llojeve të teksteve, letrare e jo letrare.

Health (Grade 9)

This course is an introduction to a healthy lifestyle through developing the appropriate decision making processes. Health will teach students to understand how their actions and decisions affect their health, fitness, personal wellbeing and development. Students will apply their learning to make positive, healthy decisions in all areas of life. This Health program will improve each student’s individual life and will also benefit our society by producing responsible young leaders for the future. The Health course aims to promote wellness, health literacy, and positive health behavior in young adults. At the end of the course students will be able to:

● understand concepts related to healthy living promotion and disease prevention

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● demonstrate the ability to access valid health information, products and services ● practice health-improving behaviors and reduce health risks ● analyze the influence of culture, media ,technology and other factors on health ● use communication skills to improve health ● use goal-setting and decision-making skills to improve health ● advocate for personal, family and community healthy living

Information Technology (Grade 9)

This course is designed to provide an introduction to information technology concepts and careers as well as the impact information technology has on the world, people, and industry and basic web design concepts. The content includes information technology career research; operating systems and software applications; electronic communications including e-mail and Internet services. This class will help students refine their reading, writing and proofreading skills, develop record keeping skills, learn about ethics, employability skills and how to use Microsoft Word, Excel, PowerPoint, the Internet, and other software.

Journalism (High School Mixed Grade Levels)

This will be the introductory class to Journalism and focuses on reading, writing and analysis of a wide range of texts. Students will learn how to conduct an interview, develop quality questioning techniques, and write in journalistic style. These skills are within specific topic writing areas of journalism: news, features, sports, culture and editorial. For purposes of this class students will work on news writing, including all methods and procedures required to write an authentic news story. Students’ work may be published on the school’s newspaper.

Math (Grade 9)

The ASK mathematics curriculum helps students to become critical thinkers, problem solvers, and communicators. Students learn to use a variety of tools, algorithms, and technologies to facilitate mathematical thinking, reasoning, and problem solving. Lessons include whole-group instruction, as well as small group, partner, and independent activities which provide opportunities for hands-on explorations, projects, games, and ongoing individual practice. Our young mathematicians make sense of the world through math. There is an emphasis on sharing strategies and their reasoning behind the methods they choose to use. Math is integrated into daily classroom routines and every subject area. This course will be a study of the language, concepts, and techniques of Algebra that will

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prepare students to approach and solve problems following a logical succession of steps. Skills taught in the course lay groundwork for upper level math and science courses and have practical uses.

Math (Grade 10)

This course is a study of the language, concepts, and techniques of Algebra that will prepare students to approach and solve problems following a logical succession of steps. Skills taught in the course lay groundwork for upper level math and science courses and have practical uses.

Math (Grade 11)

Algebra 2 is a course that extends the content of Algebra I and provides further development of the concept of a function. It emphasizes the importance of mathematics through the development and application of extended algebraic concepts and skills. An underlying theme throughout the curriculum is the concept of a mathematical function. Students will study several different kinds of algebraic functions including linear functions, quadratic functions, cubic functions etc. Students will also be introduced to the concepts of a complex number and imaginary number and how they fit into our mathematical system.

Math (Grade 12)

The primary aims of the course are to help students develop new problem solving and critical reasoning skills and to prepare them for further studies in mathematics, the physical sciences, economics or engineering. Students will increase awareness of the importance of mathematics in the modern world. They will become more confident of their ability of work with advanced mathematical concepts and relationships. They will learn how to think systematically and use the precise logic required for advanced mathematical problem solving. By the end of this course student will develop critical thinking and decision making skills by connecting concepts to practical applications needed to be productive members of society.

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Math (AP Calculus AB Grade 12)

AP Calculus AB is roughly equivalent to a first semester college calculus course devoted to topics in differential and integral calculus. The AP course covers topics in these areas, including concepts and skills of limits, derivatives, definite integrals, and the Fundamental Theorem of Calculus. Students will learn how to approach calculus concepts and problems when they are represented graphically, numerically, analytically, and verbally, and how to make connections amongst these representations. Students will learn how to use technology to help solve problems, experiment, interpret results, and support conclusions.

Physics (Grade 12)

This course develops students understanding of the basic concepts of physics. Students will explore kinematics, with an emphasis on linear motion, different kinds of forces, energy transformations; the properties of mechanical waves and sound; and electricity and magnetism. They will enhance their scientific investigation skills as they test laws of physics. In addition, they will analyze the interrelationships between physics and technology, and consider the impact of technological applications of physics on society and the environment.

Physics- (AP Grade 12)

AP PHYSICS is an algebra - based introductory college - level physics course. Students cultivate their understanding of physics through inquiry-based investigations as they explore these topics: kinematics; dynamics; circular motion and gravitation; energy; momentum; torque and rotational motion; electric charge and electric force; DC Circuits; mechanical waves and sound; and optics. This course requires that 25 percent of the instructional time be spent in hands-on laboratory work, with an emphasis on inquiry-based investigations that provide students with opportunities to demonstrate the foundational physics principles and apply all seven science practices defined in the course framework.

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Physical Education - High School (Grade 12)

The High School Physical Education curriculum will concentrate on all areas of physical development. Classes will stress the importance of student participation and sportsmanship while learning and performing various skills - along with encouraging students about nutritional needs. Throughout physical activity and sport students of this age will gain knowledge of new technical and tactical branches in the certain areas. They will be adapted to new situations and specifically gain new experiences, making efforts to find better choices in specific situations of physical activities. The knowledge gained through physical activities enable students to know how to behave within.

Physical Education (High School Mixed Grade Levels)

The High school Physical Education (Mixed grades 9-11) will provides students with an opportunity to incorporate physical activity and life-long leisure experiences into their lifestyle through game play and practice. Focus units include but are not limited to, basketball, soccer, volleyball, handball, ping pong, badminton, tennis, walking/jogging. Other team sports will be incorporated as non-competitive activities. Skills and common concepts of each lifelong activity will be presented and developed through practice and match play. Students of all skill and experience levels are encouraged to enroll in this course.

Photography/Yearbook (High School Mixed Grade Levels)

This course will help the students become well rounded in the fundamentals of digital photography. Four areas of instruction will be emphasized: How cameras work, how composition works, how lighting works, how to use photo editing software. Students will, generally, receive basic instruction, demonstration, and see samples of the desired outcomes, at the beginning of each period. They will be allowed to go outside and shoot assignments, based on what they are learning. Perhaps the most useful part of classroom instruction will be daily reviews of photos students have shot the previous day(s). They will see what makes a successful photo and what does not. Once they have completed the learning stage of photography, students will begin the compilation and organization for designing the Yearbook 2018/2019. Preparation of this book will be almost completely

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work and commitment of photography class students.

Psychology/Sociology (Grades 11 and 12)

This course will be composed of Psychology - 1st semester and Sociology - 2nd semester. Psychology course will be an introduction to the basic concepts in psychology with primary emphasis on the study of human behavior. Topics will include motivation, learning, emotion, perception, intelligence, memory, personality, child development, mental illness, and social interaction. Sociology introduces the scientific study of human society, culture, and social interactions. Topics include socialization, research methods, diversity and inequality, cooperation and conflict, social change, social institutions, and organizations.

Science (General-Grade 9)

Throughout the year this course provides an opportunity for students to develop scientific process skills, laboratory techniques, and an understanding of the fundamental principles of scientific inquiry across the disciplines of science. Students will explore biological science, basic chemistry and earth science. Throughout this course, students will be using the scientific method to organize and analyze information during scientific observation.

United States Government (Grade 12)

This year in United States Government, we will introduce you to ideas about institutional structures, political actors, and constitutional debates in American government and politics. We will explore the historical development and founding of the United States, connect the three branches of government to contemporary politics and elections, examine the role of race and gender in American politics, and critique the constitutional system. In addition to this, we will analyze other government systems in order to compare and better understand what makes a government strong.

United States History (Grade 11)

History is a series of choices made by people from all walks of life. Every event in human history occurred because there was a cause, a decision made, which resulted in an effect. In

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order to understand choices made in United States history, this course will cover United States history from its pre-colonial period beginning in 1492 to the present. It will cover political, diplomatic, intellectual, cultural, economic, social, and religious aspects of American history that have contributed to making the modern United States. In addition, this course focuses extensively on analyzing and interpreting primary and secondary sources in order to give students the necessary tools to sharpen their oral and written communication skills.

World History (Grade 10)

This year in World History, we will be exploring the origins of our modern world. We will be looking at the accidents, the contingencies, and the convergences that led to the geopolitical landscape we have today. We will study the relationships between societies and cultures Europe, Asia, Africa, the Americas, and the Middle East, and how those relationships shaped the global community we live in today.

World History AP (Grade 11)

AP World History is designed to be the equivalent of a two-semester introductory college or university world history course. In AP World History students investigate significant events, individuals, developments, and processes in six historical periods from approximately 8000 B.C.E. to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical comparisons; and utilizing reasoning about contextualization, causation, and continuity and change over time. The course provides five themes that students explore throughout the course in order to make connections among historical developments in different times and places: interaction between humans and the environment; development and interaction of cultures; state building, expansion, and conflict; creation, expansion, and interaction of economic systems; and development and transformation of social structures.

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 Standards and Benchmarks (in alphabetical order)   Accounting and Finance (High School Mixed Grade Levels) Standard 1: Accounting Carrier Concept

● ability to complete assigned tasks on time ● arrive to class on time ● adapts to environment/situation working as a team ● complete an account

Standard 2: Liabilities, Owners Equity

● Defines accounting assets, liabilities and owner's equity, revenues, expenses, inventory ● Will recognize how to classify the accounts. ● Classifying in DEBIT and CREDIT ● Understanding the equity of Assets + Liabilities = Owners Equity

Standard 3: Transactions

● Apply the transaction in Debit and Credit Accounts by the rules ● Will use Journal transactions for analyzing the business transaction ● Uses T accounts to analyze a business transaction. ● Identifies the normal balance of accounts. ● Effect of profit and lost in owners’ equity.

Standard 4: Journal

● Defines accounting terms related to journalizing. ● Creates a chart of accounts. ● Identifies significant source documents for journalizing various transactions ● Records transactions in a general journal, sales journal, cash payments

Standard 5: Expenditure

● Define capital expenditure ● Define revenue expenditure

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● Explain the treatment of revenue expenditure in the Profit and Loss Account ● Explain the treatment of capital expenditure in the Balance Sheet ● Discuss the effects on the final accounts due to incorrect treatment of capital and revenue

expenditure

Standard 6: Changing Asset Values ● Define depreciation explain why depreciation is provided for in the final accounts ● Explain the terms cost, useful life and residual value ● Discuss the causes of depreciation ● Explain why depreciation is provided for in the final accounts ● Apply and explain the accounting concepts of going concern, accruals, cost and

materiality to depreciation ● Selection of appropriate method for different types of fixed assets

Standard 7: Ledger Entries and Adjustments: Accruals and Prepayments ● Explanation of accruals and prepayments for expense accounts ● Preparation of ledger accounts including opening balances for expenses accrued and

prepaid ● Explanation of accruals and prepayments for revenue accounts ● Preparation of ledger accounts including opening and closing balances for revenues

accrued and prepaid

Standard 8: Financial Principles

● Identify the economic principles that guide geographic location of an industry's facilities (e.g., relative scarcity, price, quantity of products and services).

● Identify the difference between monetary and nonmonetary incentives and explain how changes in incentives cause changes in behavior.

● Use economic indicators to identify economic trends and conditions (e.g. Inflation, interest rate fluctuations, unemployment rates).

● Determine how the quality, quantity and pricing of goods and services are affected by domestic and international competition in a market economy.

● Explain how financial markets and government policies influence interest rates (credit ratings/debt ceiling), trade deficits and unemployment.

● Describe how economic performance and culture are interdependent. ● Identify the relationships between economy, society and environment that lead to

sustainability.

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Standard 9: Economic Principles

● Describe the concepts of economic goods and services, economics and economic activities (i.e., production, distribution, exchange, consumption and circular flow of income model)

● Determine the relationship between government and business, identify government agencies that facilitate trade, and describe the impact of government regulations on business activities.

● Describe the nature of taxes paid by businesses and their impact ● Explain reasons that labor unions form, analyze their impact on business, and describe

types of negotiation strategies used in the collective bargaining process.

Standard 10: Governance Structure ● Explain the need for and impact of governance on business management, performance

and regulatory oversight. ● Describe the relationship between governance structures, ownership structures (e.g.

Corporation, privately owned, nonprofit, limited- ● Liability companies) and organizational size and reach (e.g., microenterprise,

middle-market, large corporate, multinational, global). ● Explain the roles and responsibilities of governing committees (e.g., Board of Directors,

Audit and Finance Committees, Risk Committees) ● Identify the elements of a governance process (e.g., minutes, records, proxies), and

distinguish elements contained in public and private businesses. ● Identify the elements of a corporate governance structure that impact staff

decision-making authority. ● Determine situations in which escalation to a governance member is appropriate.

Albanian History and Culture (Grade 10)

Standard 1: Communication and Expression Competence

● Communicating in the mother-tongue ● Cultural expression through symbols, signs and other artistic codes ● Communicating through information technology ● Engaging in and contributing to productive dialogue ● Following the rules of communication; ● Providing and receiving feedback in a constructive way ● Expressing tolerance and sensitivity in communication ● Initiating constructive actions

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Standard 2: Thinking Competence

● Digital competences ● Understanding, analyzing, judging, synthesizing ● Developing abstract thinking ● Making information and evidence-based decisions ● Assessment and self-assessment ● Problem-solving

Standard 3: Learning Competence

● Learning to learn – self-organized learning ● Knowing, finding and making use of learning instruments and methods ● Mastering reading, writing, information and communication technology ● Identifying and processing information in an independent, effective and responsible way ● Learning in teams and exchanging positive experiences

Standard 4: Life, Work and Environment-Related Competence

● Presenting oneself in the best way by transmitting capabilities in possession ● Working independently and as a member of working teams ● Organizing and leading learning and social activities ● Demonstrating entrepreneurial skills, planning knowledge for work, and rational use of

time ● Mastering conflict management and risk assessment capabilities ● Undertaking independent and responsible actions ● Engaging in environmental protection and development

Standard 5: Personal Competence

● Demonstrating an understanding of oneself and of others ● Demonstrating self-confidence ● Managing one’s emotions and stress ● Expressing empathy for others ● Demonstrating one’s ability to conduct a healthy lifestyle ● Making general choices related to personal health

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Standard 6: Civic Competence

● Competences for interpersonal, inter-cultural and social relationships ● Understanding and respecting diversity among people ● Exercising tolerance and respect for others ● Assuming accountability for issues of general public interest, and responsibility and civic

participation ● Supporting and undertaking useful changes in one’s private life, for the entire society and

for the environment

Art (High School Mixed Grade Levels) Standard 1: Aesthetics and Art Criticism

● Recognize artistic elements in works of art. ● Describe an idea or feeling connected with viewing or hearing a work of art. ● Identify artistic elements and principles which can be used to analyze works of art. ● Identify personal preferences and their relationship to artistic elements. ● Recognize and describe how technical, organizational and aesthetic elements contribute

to the ideas, emotions and overall impact communicated by works of art. ● State preferences for works of art and reasons for preferences based on key artistic

elements and principles used in producing the art

Standard 2: Historical and Cultural Perspectives

● Identify an event or condition which inspired a work of art ● Identify distinguishing features of works of art and their historical and cultural contexts ● Describe how historical or contemporary events influenced or influence works of art. ● Describe and explain distinguishing features of works of art and their historical and

cultural contexts. ● Discuss and compare works of art from different time periods and cultures emphasizing

their historical context.

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Standard 3: Create, Present, and Perform

● Create, present and/or perform a single form of art, using experiences, imagination, artistic methods and composition to achieve desired effect.

● Communicate, using a simple vocabulary related to various art forms ● Create, present and/or perform a work of art, using experiences, imagination,

observations, artistic elements and technical skills to achieve desired effect. ● Communicate, using an extended vocabulary related to various art forms. ● Create, present and/or perform a work of art, selecting and applying artistic elements and

technical skills to achieve desired effect. ● Communicate verbally and in writing about one’s own artwork.

Art History (High School Mixed Grade Levels) Standard 1: Aesthetics and Art

● Recognize artistic elements in works of art. ● Describe an idea or feeling connected with viewing or hearing a work of art. ● Identify artistic elements and principles which can be used to analyze works of art. ● Identify personal preferences and their relationship to artistic elements. ● Recognize and describe how technical, organizational and aesthetic elements contribute

to the ideas, emotions and overall impact communicated by works of art. ● State preferences for works of art and reasons for preferences based on key artistic

elements and principles used in producing the art

Standard 2: Historical and Cultural Perspectives

● Identify an event or condition which inspired a work of art ● Identify distinguishing features of works of art and their historical and cultural contexts ● Describe how historical or contemporary events influenced or influence works of art. ● Describe and explain distinguishing features of works of art and their historical and

cultural contexts. ● Discuss and compare works of art from different time periods and cultures emphasizing

their historical context.

Standard 3: Create, Present, and Perform

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● Create, present and/or perform a single form of art, using experiences, imagination, artistic methods and composition to achieve desired effect.

● Communicate, using a simple vocabulary related to various art forms ● Create, present and/or perform a work of art, using experiences, imagination,

observations, artistic elements and technical skills to achieve desired effect. ● Communicate, using an extended vocabulary related to various art forms. ● Create, present and/or perform a work of art, selecting and applying artistic elements and

technical skills to achieve desired effect. ● Communicate verbally and in writing about one’s own artwork.

Biology (Grade 10)

Standard 1: From Molecules to Organisms: Structures and Processes

● Cells have a particular structure that underlie their functions ● Cell functions are regulated ● Construct an explanation based on evidence for how the structure of DNA determnes the

structure of proteins which carry out the essential functions of life through system of specialized cells

● Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multi cellular organisms.

● Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

● Use a model to illustrate the role of cellular division (mitosis/meiosis) and differentiation in producing and maintaining organisms.

● Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

● Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

● Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed resulting in a net transfer of energy.

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Standard 2: Heredity: Inheritance and Variation of Traits

● Cells store and use information to guide their functions ● Ask questions to clarify relationships about the role of DNA and chromosomes in coding

the instructions for characteristic traits passed from parents to offspring. ● Make and defend a claim based on evidence that inheritable genetic variations may result

from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

● Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population

Standard 3: Biological Evolution: Unity and Diversity

● Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

● Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment

● Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait

● Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

● Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

● Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

Standard 4: The Interdependence of Organisms LSInter

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● Energy flows through ecosystems in one direction, from photosynthetic organisms to herbivores to carnivores and decomposers

● Organisms both cooperate and compete in ecosystems Standard 5: Matter, Energy, and Organization in Living Systems LSMat

● The energy for life primarily derives from the sun ● The distribution and abundance of organisms and populations in ecosystems are limited

by the availability of matter and energy and the ability of ecosystems to recycle materials ● The complexity and organization of organisms accommodated the need for obtaining,

transforming, transporting, releasing, and eliminating the matter and energy used to sustain the organism

Standard 6: The Behavior of Organisms LSBeh

● Multi cellular animals have nervous system that generate behavior ● Organisms have behavioral responses to internal changes and to external stimuli

Business Entrepreneurship-(High School Mixed Grade Levels)

Standard 1: Business Operations/21st Century Skills

● Identify the knowledge, skills and abilities necessary to succeed in careers. ● Identify the scope of career opportunities and the requirements for education, training,

certification, licensure and experience. ● Develop a career plan that reflects career interests, pathways and secondary and

postsecondary options. ● Describe the role and function of professional organizations, industry associations and

organized labor and use networking techniques to develop and maintain professional relationships.

● Develop strategies for self-promotion in the hiring process (e.g., filling out job applications, résumé writing, interviewing skills, portfolio development).

● Explain the importance of work ethic, accountability and responsibility and demonstrate associated behaviors in fulfilling personal, community and workplace roles.

● Apply problem-solving and critical-thinking skills to work-related issues when making decisions and formulating solutions.

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● Identify the correlation between emotions, behavior and appearance and manage those to establish and maintain professionalism.

● Give and receive constructive feedback to improve work habits. ● Adapt personal coping skills to adjust to taxing workplace demands. ● Recognize different cultural beliefs and practices in the workplace and demonstrate

respect for them. ● Identify healthy lifestyles that reduce the risk of chronic disease, unsafe habits and

abusive behavior.

Standard 2: Knowledge Management and Information Technology

● Use office equipment to communicate (e.g., phone, radio equipment, fax machine,

scanner, public address systems). ● Select and use software applications to locate, record, analyze and present information

(e.g., word processing, e-mail, spreadsheet, databases, presentation, Internet search engines).

● Verify compliance with security rules, regulations and codes (e.g., property, privacy, access, accuracy issues, client and patient record confidentiality) pertaining to technology specific to the industry pathway.

● Use system hardware to support software applications. ● Use information technology tools to maintain, secure and monitor business records. ● Use an electronic database to access and create business and technical information. ● Use personal information management and productivity applications to optimize assigned

tasks (e.g., lists, calendars, address books). ● Use electronic media to communicate and follow network etiquette guidelines.

Standard 3: Entrepreneurship/Entrepreneurs

● Compare and contrast the four types of business ownership (i.e., individual

proprietorships, partnerships, corporations, cooperatives). ● Explain the role of profit as the incentive to entrepreneurs in a market economy. ● Identify the factors that contribute to the success and failure of entrepreneurial ventures. ● Assess the roles of nonprofit and for-profit businesses. ● Develop a business plan. ● Describe life cycles of an entrepreneurial business and an entrepreneur. ● Create a list of personal strengths, weaknesses, skills and abilities needed to be successful

as an entrepreneur. ● Explain pathways used to become an entrepreneur.

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● Conduct a self-assessment to determine entrepreneurial potential. ● Describe techniques for obtaining experience (e.g., apprenticeship, co-operative [co-op]

education, work placement, internship, job shadowing) related to an entrepreneurial objective.

● Identify initial steps in establishing a business (e.g., limited liability company [LLC], tax ID, permits, insurance, licensing).

● Identify resources available to entrepreneurs (e.g., Small Business Administration, mentors, information resources, educational opportunities).

● Protect intellectual property and knowledge (e.g., copyright, patent, trademark, trade secrets, processes).

Standard 4: Sales and Marketing

● Identify how the roles of sales, advertising and public relations contribute to a company’s brand.

● Determine the customer's/client’s needs and identify solutions and potential community resources.

● Communicate features, benefits and warranties of a product or service to the customer/client.

● Identify the company policies and procedures for initiating product and service improvements.

● Monitor customer/client expectations and determine product/service satisfaction by using measurement tools.

● Discuss the importance of correct pricing to support a product’s or service’s positioning in the marketing mix.

● Describe the importance and diversity of distribution channels (i.e., direct, indirect) to sell a product.

● Use promotional techniques to maximize sales revenues (e.g., advertising, sales promotions, publicity, public relations).

● Describe how product mix (e.g., product line, product items) maximizes sales revenues, market, share and profit margin.

● Demonstrate sales techniques.

Standard 5: Marketing

● Identify marketing functions, their interrelatedness, their overall contributions to business strategy and the metrics used to measure success.

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● Identify legal and ethical issues associated with marketing activities or functions, describe the organizational values impacted, and identify the marketing-mix components (e.g., product, price, promotion, and place) affected.

● Explain the nature, scope, benefits and considerations in channel management (e.g., how channels perform or interact).

● Describe the marketing-information management function, its nature and considerations (e.g., types of relevant information, uses, legal and ethical concerns).

● Describe the function of pricing to understand its role in marketing. ● Explain factors affecting pricing decisions (e.g., customer value perception, brand,

negotiating power, corporate policies, competitive strategy, stage of customer life cycle). ● Describe foundational concepts associated with product and service management to

understand its nature and scope (e.g., product life cycles). ● Explain the drivers of brand and the impact, benefits and drawbacks of branding. ● Describe promotion’s nature, scope and role in meeting business objectives (e.g., types of

promotion, promotional mix, and promotional channels). ● Describe the impact of industry, environment and culture on the nature and scope of

selling and sales activities (e.g., customer service, relationship building). ● Describe sales processes and techniques that can be used to facilitate selling. ● Explain the impact of technology on marketing costs, marketing strategy and marketing

return on investment.

Business Management - ( High School Mixed Grade Levels) Standard 1: Organizational Skills

● Perform data analysis to make business decisions. ● Formulate questions effectively. ● Organize useful data. ● Answer questions appropriately. ● Develop and evaluate inferences and predictions.

Standard 2: Management

● Technical Skills: Employ systems, strategies, and techniques used to collect, organize, analyze, and share information in an organization.

● Explain the nature and scope of knowledge management practices within a business. ● Explain the nature of knowledge management. ● Discuss the role of ethics in knowledge management. ● Explain the use of technology in knowledge management.

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● Explain legal considerations for knowledge management. ● Use knowledge management strategies to improve the performance and competitive

advantage of an organization. Standard 3: Management in Entrepreneurship

● Systems: Identify new ideas, opportunities, and methods to create or start a new project or venture.

● Employ entrepreneurial discovery strategies to generate feasible ideas for business ventures.

● Explain the need for entrepreneurial discovery. ● Discuss entrepreneurial discovery processes. ● Assess global trends and opportunities. ● Determine opportunities for venture creation. ● Assess opportunities for venture creation. ● Describe idea-generation methods. ● Generate venture ideas. ● Determine feasibility of venture ideas. ● Develop a concept for a new business venture. ● Describe entrepreneurial planning considerations. ● Explain tools used by entrepreneurs for venture planning. ● Assess start-up requirements.

Standard 4: Management in Finance and Human Resources

● Systems: Understand tools, strategies, and systems used to maintain, monitor, control, and plan the use of financial resources.

● Acquire a foundational knowledge of finance to understand its nature and scope. ● Explain the role of finance in business. ● Discuss the role of ethics in finance. ● Explain legal considerations for finance. ● Systems: Understand the methods that businesses use to recruit, train and develop human

resources. ● Describe the role and function of human resources management. ● Discuss the nature of human resources management.

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● Explain the role of ethics in human resources management. ● Describe the use of technology in human resources management. ● Identify techniques that can be used to capture and transfer knowledge in an organization. ● Determine factors causing loss of organizational knowledge. ● Implement knowledge-management strategies.

Standard 5: Project Management

● Technical Skills: Plan, implement, monitor, and evaluate business projects. ● Utilize project management skills to start, run, and complete projects. ● Explain the nature of a project life cycle. ● Explain standard project-management processes. ● Coordinate schedules and activities. ● Track project progress and results.

Chemistry (Grade 11)

Standard 1: Matter and its Interactions

● Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

● Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties. Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

● Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

● Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

● Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium

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● Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

● Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

Standard 2: Motion and Stability: Forces and Interactions

● Analyze data to support the claim that Newton's second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

● Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

● Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.

● Use mathematical representations of Newton's Law of Gravitation and Coulomb's Law to describe and predict the gravitational and electrostatic forces between objects.

● Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

● Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.

Standard 3: Energy

● Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

● Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields.

● Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

● Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

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● Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

Standard 4: Waves and Their Applications in Technologies for Information Transfer

● Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

● Evaluate questions about the advantages of using a digital transmission and storage of information.

● Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

● Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

● Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

Comparative Government and Politics (AP Grades 9-12)

Standard 1: Intro to Comparative Politics

● Identify the reasoning behind using the comparative method

● Identify ways to compare countries and systems ● Identify issues to compare ● Recognize surface level cause and effect relationships

Standard 2: Consolidated Democracy – Great Britain and the European Union

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● Identify the different social, political, and economic systems/institutions that exist in Great Britain.

● Understand the constitutional underpinnings of British Society and what the Westminster model is.

● Identify current policy challenges that the British Government must address. ● Identify the structures of the European Union and how Great Britain is impacted by the

EU.

Standard 3: Transitional Democracies

● Identify the different social, political, and economic systems/institutions that exist in Mexico/Russia/Nigeria.

● Identify the challenges faced by each county and what direction it is headed. ● Identify sources of power and the levels of government that exist within the

country. ● Identify the various interest groups, media sources, political parties, and social

structures that exist. ● Identify the challenges each country faces that keeps it from moving forward

democratically. ● Identify the economic structure of the country and its unique contribution to the

world market.

Standard 4: Authoritarian Regimes

● Identify the different social, political, and economic systems/institutions that exist in China and Iran.

● Identify the challenges faced by each county and what direction it is headed. ● Identify sources of power and the levels of government that exist within the country. ● Identify the various interest groups, media sources, political parties, and social structures

that exist. ● Identify the challenges each country faces that keeps it authoritarian in structure. 6. I can

identify the economic structure of the country and its unique contribution to the world market.

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Standard 6: Final Comparison

● Identify the social, political, and economic structures of the six core countries I have studied. 2. I can identify additional political and economic indicators that will help me understand other countries.

● Identify similarities and differences among the six core countries. ● Apply what I have learned to more fully understand the economic and political system in

which I live.

Overall Standards for Course (Performance Objectives):

● Understand major comparative political concepts, themes, and generalizations ● Have knowledge of important facts pertaining to the governments and politics of China,

Great Britain, Iran, Mexico, Nigeria, and Russia ● Understand typical patterns of political processes and behavior and their consequences ● Compare and contrast political institutions and processes across countries and to derive

generalizations ● Analyze and interpret basic data relevant to comparative government and politics

Learning Targets:

● Identify the reasoning behind using the comparative method ● Identify issues to compare countries and systems ● Recognize surface level cause and effect relationships ● Demonstrate an understanding of basic government organizations ● Explain how political scientists study politics and why it’s important to be informed

about politics in other countries as well as our own

Drama

Standard 1: Create

● Character development in improvised and scripted works ● Technical design and application of technical elements ● Ideas and creative concepts in improvisation and play building

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● Creation, appreciation, and interpretation of scripted works ● Creative process in character development and script improvisation ● Technical elements of theatre in improvised and scripted works ● Expression, imagination, and appreciation in group dynamics ● Interpretation of drama using scripted material

Standard 2: Perform

● Drama and theatre techniques, dramatic forms, performance styles, and theatrical conventions that engage audiences

● Technology reinforces, enhances, and/or alters a theatrical performance ● Direction or design of a theatrical performance for an intended audience ● Communicate meaning to engage an audience ● Technology reinforces, enhances, and/or alters a theatrical performance ● Directing as an art form

Standard 3: Critically Respond

● Contemporary and historical context of drama ● Elements of drama, dramatic forms, performance styles, dramatic techniques, and

conventions ● Respect for theatre professions, cultural relationships, and legal responsibilities ● Analysis and evaluation of theatrical works ● Evaluation of elements of drama, dramatic techniques, and theatrical conventions ● Respect for theatre, its practitioners, and conventions

English (AP Language and Composition Grades 11 and 12)

● The course requires students to write in several forms (eg., narrative, expository,

analytical, and argumentative essays) about a variety of subjects (e.g., public policies, popular cultures, personal experiences).

● The course requires students to write essays that proceed through several stages or drafts with the revision incorporating, as appropriate, feedback from teachers and peers.

● The course requires students to write in informal contexts (e.g., imitation exercises, journal keeping, collaborative writing, and in-class responses) designed to help them become increasingly aware of themselves as writers and/or aware of the techniques employed by the writers they read

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● The course requires students to produce one or more expository writing assignments. Topics should be based on readings representing a wide variety of prose styles and genres and might include such topics as public policies, popular culture, and personal experiences.

● The course requires students to produce one or more analytical writing assignments. Topics should be based on readings representing a wide variety of prose styles and genres and might include such topics as public policies, popular culture, and personal experiences.

● The course requires students to produce one or more argumentative writing assignments. Topics should be based on readings representing a wide variety of prose styles and genres and might include such topics as public policies, popular culture, and personal experiences.

● The course requires nonfiction readings (e.g., essays, journalism, political writing, science writing, nature writing, autobiographies/biographies, diaries, history, criticism) that are selected to give students opportunities to explain an author’s use of rhetorical strategies or techniques. If fiction and poetry are also assigned, their main purpose should be to help students understand how various effects are achieved by writers’ linguistic and rhetorical choices.

● The course requires students to analyze how visual images relate to written texts and/or how visual images serve as alternative forms of texts.

● The course requires students to demonstrate research skills and, in particular, the ability to evaluate, use, and cite primary and secondary sources.

● The course requires students to produce one or more projects such as the researched argument paper, which goes beyond the parameters of a traditional research paper by asking students to present an argument of their own that includes the synthesis of ideas from an array of sources.

● Students will cite sources using a recognized editorial style (e.g., Modern Language Association (MLA), The Chicago Manual of Style, American Psychological Association (APA), etc.).

● The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work that help the students develop a wide-ranging vocabulary used appropriately.

● The AP teacher provides instruction and feedback on students’ writing assignments both before and after the students revise their work that help the students develop a variety of sentence structures.

● The AP teacher provides instruction and feedback on students’ writing assignments, both before and after the students revise their work that help the students develop logical organization, enhanced by specific techniques to increase coherence. Such techniques

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may include traditional rhetorical structures, graphic organizers, and work on repetition, transitions, and emphasis.

● The AP teacher provides instruction and feedback on students’ writing assignments both before and after they revise their work that help the students develop a balance of generalization and specific, illustrative detail.

● The AP teacher provides instruction and feedback on students’ writing assignments both before and after they revise their work that help the students establish an effective use of rhetoric including controlling tone and a voice appropriate to the writer’s audience.

English (AP Literature Grade 12)

Standard 1: Reading Goals

● The student reads works from several genres and periods—from the sixteenth to the twenty-first century.

● The student understands a work’s thematic meaning and recognizes its complexity. ● The student analyzes how meaning is embodied in literary form. ● The student engages in close reading involving a) the experience of literature (precritical impressions and emotional responses). b) the interpretation of literature (analysis to arrive at multiple meanings). c) the evaluation of literature (assessment of the quality and artistic achievement as

well as consideration of their social and cultural values). ● The student makes careful observations of textual detail, establishes connections

among observations, and draws from those connections a series of inferences leading to an interpretive conclusion about a piece of writing’s meaning and value.

● The student demonstrates an understanding of Biblical and Classical mythology and how the concepts and stories have influenced and informed Western literary creation.

● The student participates in thoughtful discussion of literature in the company of fellow students.

Standard 2: Writing Goals

● The student produces writing that focuses on the critical analysis of literature and

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includes expository, analytical, and argumentative essays. ● The student composes pieces in response to well-constructed creative writing

assignments that allow students to see from the inside how literature is written. ● The student develops and organizes ideas in clear, coherent, and persuasive language. ● The student attends to matters of precision and correctness in writing. ● The student produces writing with stylistic maturity, characterized by a) a wide-ranging vocabulary, using words with denotative accuracy and connotative

resourcefulness. b) a variety of sentence structures, including appropriate use of subordinate and

coordinate constructions. c) logical organization, enhanced by specific techniques of coherence such as repetition,

transitions, and Emphasis. d) a balance of generalization with specific illustrative detail. e) an effective use of rhetoric, including controlling tone, maintaining a consistent voice,

and achieving emphasis through parallelism and antithesis. ● The student engages in numerous opportunities to write and rewrite, producing

writing that a) is informal and exploratory, allowing students to discover what they think in the

process of writing about their reading. b) involves research, perhaps negotiating differing critical perspectives. c) entails extended discourse in which students develop an argument or present an

analysis at length. d) encourages students to write effectively under the time constraints they encounter on

essay exams in college courses in many disciplines. ● The student prepares for the essay questions of the AP English Literature exam

through exercises analyzing short prose passages and poems and through practicing with “open” analytical questions.

English (Grade 11 & 12) Standard 1: Reading Literature

● Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

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● Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

● Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

● Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

● Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

● Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

● Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

● Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

● By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 11–CCR text complexity.

Standard 2: Reading Informational Texts

● Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

● Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

● Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

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● Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

● Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

● Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

● Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

● Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).

● Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.

● By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.

Standard 3: Writing

● Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

● Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

● Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

● Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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● Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

● Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

● Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

● Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.

● Draw evidence from literary or informational texts to support analysis, reflection, and research.

● Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Standard 4: Speaking and Listening

● Initiate and participate effectively in a range of collaborative discussions (one- on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

● Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

● Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

● Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

● Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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● Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

Standard 5: Language

● Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

● Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

English (Grade 9&10)

Standard 1: Reading Standards for Literature

● Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

● Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

● Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

● Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

● Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

● Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

● Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

● Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

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● By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently

Standard 2: Reading Standards for Informational Text

● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

● Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

● Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

● Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

● Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

● Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

● Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

● Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

● Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

● By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Standard 3: Writing

● Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a) Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

b) Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

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c) Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e) Provide a concluding statement or section that follows from and supports the argument presented.

● Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a) Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c) Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d) Use precise language and domain-specific vocabulary to manage the complexity of the topic.

e) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f) Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

● Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a) Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b) Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c) Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

d) Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

e) Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

● Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

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● Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 55.)

● Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically

● Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

● Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

● Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.*

● Draw evidence from literary or informational texts to support analysis, reflection, and research. a) Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”

b) Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

● Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Standard 4: Speaking and Listening

● Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

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a) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b) Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c) Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d) Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

● Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

● Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

● Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

● Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

● Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on page 54 for specific expectations.)

Standard 5: Language

● Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a) Use parallel structure.* b) Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,

absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a) Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

b) Use a colon to introduce a list or quotation. c) Spell correctly.

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● Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a) Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

French Language 1&2 (Grade 11&12) Standard 1: Communication Communicate in Languages Other Than English

● Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

● Students understand and interpret written and spoken language on a variety of topics. ● Students present information, concepts, and ideas to an audience of listeners or readers on

a variety of topics.

Standard 2: Cultures

Gain Knowledge and Understanding of Other Cultures

● Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

● Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Standard 3: Connections

Connect with Other Disciplines and Acquire Information ● Students reinforce and further their knowledge of other disciplines through the foreign

language. ● Students acquire information and recognize the distinctive viewpoints that are only

available through the foreign language and its cultures.

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Standard 4: Comparisons Develop Insight into the Nature of Language and Culture

● Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

● Students demonstrate understanding of the concept of culture Standard 5: Communities Participate in Multilingual Communities at Home & Around the World

● Students use the language both within and beyond the school setting. ● Students show evidence of becoming lifelong learners by using the language for personal

enjoyment and enrichment. German 1 and 2 (Grade 11&12) Standard 1: Communication Communicate in Languages Other Than English

● Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

● Students understand and interpret written and spoken language on a variety of topics. ● Students present information, concepts, and ideas to an audience of listeners or readers on

a variety of topics.

Standard 2: Cultures

Gain Knowledge and Understanding of Other Cultures

● Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

● Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

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Standard 3: Connections

Connect with Other Disciplines and Acquire Information

● Students reinforce and further their knowledge of other disciplines through the foreign language.

● Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

Standard 4: Comparisons Develop Insight into the Nature of Language and Culture

● Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

● Students demonstrate understanding of the concept of culture Standard 5: Communities Participate in Multilingual Communities at Home & Around the World

● Students use the language both within and beyond the school setting. ● Students show evidence of becoming lifelong learners by using the ● Language for personal enjoyment and enrichment.

Global Perspectives (Elective mixed class of grades 10-12) Standard 1: Global Connections

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● Trade, alliances, treaties and international organizations contribute to the increasing interconnectedness of nations and peoples in the 21st century.

● Advances in communications technology have profound effects on the ability of governments, interest groups, individuals and the media to share information across national and cultural borders.

Standard 2: Civic participation and skills

● Individuals can evaluate media messages that are constructed using particular tools, characteristics and conventions for unique purposes.

● Different communication methods affect how people define and act on issues. ● Individuals can assess how effective communicators address diverse audiences. ● Individuals can identify, assess and evaluate world events, engage in deliberative civil

debate and influence public processes to address global issues. ● Effective civic participation involves identifying problems or dilemmas, proposing

appropriate solutions, formulating action plans, and assessing the positive and negative results of actions taken.

● Individuals can participate through non-governmental organizations to help address humanitarian needs.

Standard 3: Civil and human rights

● Beliefs about civil and human rights vary among social and governmental systems. ● Nations and international organizations pursue their own interests on issues related to

civil and human rights, resulting in both conflict and cooperation particularly as it relates to injustices against minority groups.

● Modern instances of genocide and ethnic cleansing present individual, organizational and national issues related to the responsibilities of participants and non-participants.

Standard 4: Sustainability

● Decisions about human activities made by individuals and societies have implications for both current and future generations, including intended and unintended consequences.

● Sustainability issues are interpreted and treated differently by people viewing them from various political, economic and cultural perspectives.

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● International associations and nongovernmental organizations offer means of collaboration to address sustainability issues on local, national and international levels.

Standard 5: National security and international diplomacy

● Nations seek to ensure the security of their geographic territories, political institutions, economic systems and ways of life. Maintaining security has political, social and economic costs.

● Economic, political and social differences between global entities can lead to conflict unless mitigated through diplomacy or cooperative efforts.

● Individuals and organizations work within, or outside of, established systems of power, authority and governance to influence their own security and the security of others.

Standard 6: The global economy

● The global economy creates advantages and disadvantages for different segments of the world’s population.

● Trade agreements, multinational organizations, embargoes and protectionism impact markets.

● The distribution of wealth and economic power among countries changes over time. ● The global economy creates interdependence so that economic circumstances in one

country impact events in other countries.

Standard 7: Technology

● The development and use of technology influences economic, political, ethical and social issues.

● Technologies inevitably involve trade-offs between costs and benefits. ● Decisions about the use of products and systems can result in intended and unintended

consequence

Graphic Design (High School Mixed Classes)

Standard 1:

● Generate and conceptualize artistic ideas and work

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● Organize and develop artistic ideas and work ● Refine and complete artistic work. ● Use multiple approaches to begin creative endeavors. ● Choose from a range of materials and methods of contemporary artistic practices to plan

works of art and design. Investigate design styles and designers, to plan works of design. ● Engage in making a work of art or design without having a preconceived plan ● Explain how traditional and nontraditional materials may impact human health and the

environment and demonstrate safe handling of materials, tools, and equipment.(Print Vs. Digital and using computers safely)

● Collaboratively develop a proposal for an installation, artwork, or space design that transforms the perception and experience of a particular place. (Collaboratively or individually, develop a brand identity for a company that communicates an intended perception and experience to the viewer).

● Apply relevant criteria from traditional and contemporary cultural contexts to examine, reflect on, and plan revisions for works of art and design in progress.

Standard 2: Presenting ● Select, analyze, and interpret artistic work for presentation ● Develop and refine artistic techniques and work for presentation ● Convey meaning through the presentation of artistic work ● Analyze and select design works or artworks for presentation. ● Analyze and evaluate the reasons and ways a work or brand is presented. ● Analyze and describe the impact that a brand identity or campaign has on personal

awareness of social, cultural, or political beliefs and understandings

Standard 3: Responding

● Perceive and analyze artistic work ● Interpret intent and meaning in artistic work ● Apply criteria to evaluate artistic work ● Hypothesize ways in which art/design influences perception and understanding of human

experiences. ● Analyze how one’s understanding of the world is affected by experiencing visual

imagery. ● Interpret an artwork or collection of works, supported by relevant and sufficient evidence

found in the work and its various contexts. ● Establish relevant criteria in order to evaluate a work of art or collection of works.

(Elements and Principles of Design etc.).

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Standard 4: Connecting ● Synthesize and relate knowledge and personal experiences to make design. ● Relate artistic ideas and works with societal, cultural, and historical context to deepen

understanding ● Document the process of developing ideas from early stages to fully elaborated ideas. ● Describe how knowledge of culture, traditions, and history may influence personal

responses to art. Gjuhë dhe Letërsi Shqipe I (Klasa e X) - Albanian Literature and Language I (Grade X)

Standard 1: Zhvillimi i njohurive kulturore, letrare dhe gramatikore

● Në këtë klasë nxënësi duhet të zhvillojë njohuritë kulturore, letrare dhe gramatikore të fituara në klasat e mëparshme, të mënjanojë dobësitë morfosintaksore dhe drejtshkrimore e përdorimin korrekt të gjuhës, të detajeve dhe të strukturave të përgjithshme e komplekse, duke filluar nga fjalia e deri te teksti.

● Duhet të zhvillohen njohuri kulturore e letrare përmes të cilave do të zhvillohen shkathtësitë e komunikimit në fushat profesionale.

● Duhet të njihen dukuritë që nuk janë njohur dhe të zgjerohen e të përforcohen njohuritë që nuk janë thelluar në shkollën e mesme të ulët dhe në klasat e mëparme.

● Duhet të njohen dhe të përforcohen lidhjet ndërmjet gramatikës, analizës së teksteve, praktikave gojore dhe punëve me shkrim të tipave të ndryshme.

● Të përforcohen njohuritë për njësitë themelore të gjuhës dhe lidhjet e tyre, nga fonema tek fjala, nga fjala tek fjalia, nga fjalia e thjeshtë tek fjalia e përbërë, ndryshe nga ç’janë zhvilluar në shkollën e mesme të ulët.

● Të zhvillohet dhe përforcohet drejtshkrimi. ● Të zhvillohet puna e pavarur e nxënësit dhe kultivimi i mendimit kritik

Standard 2: Të dëgjuarit dhe të folurit

● Zhvillimi i shkathtësive e të dëgjuarit, të folurit, të lexuarit dhe të shkruarit, me fokus të veçantë në fushat profesionale;

● Të zotërojë shkathtësi të veçanta individuale, njohëse dhe komunikatave, për punë individuale dhe në grupe.

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● Të bëjë dallimin mes diskurseve dhe mes formave të ndryshme letrare dhe joletrare. ● Të zhvillojë aftësitë argumentuese dhe vlerësuese për përmbajtjet e zhvilluara. ● Të njoh format dhe idetë themelore të letërsisë antike, të mesjetës dhe të letërsisë së

vjetër shqipe. ● Të njoh format dhe idetë të letërsisë së rilindjes dhe romantizmit shqiptar. ● Të pasuroj fjalorin në fusha të caktuara profesionale. ● Të zhvilloj kultyrën e komunikimit profesional.

Standard 3: Të lexuarit

● Nxënësi do të lexojë, do të analizojë e do të interpretoj krijime letrare të kohëve të ndryshme- të zgjedhura, brenda konteksteve kulturore të caktuara.

● Rritja e shkallës së zotërimit të gjuhës amtare. ● Rritja dhe formimi letrar e kulturor i nxënësit përmes të lexuarit. ● Ngritja e leximit analizues e vlerësues të llojeve të ndryshme të teksteve letrare e jo

letrare. ● Të kuptojë format dhe idetë themelore të kulturës dhe të letërsisë së fundit të Mesjetës, të

fillimit të Rilindjes, të letërsisë klasiciste e romantike, të huaj dhe shqiptare. ● Përmes të lexuarit të ngritet zhvillimi i shkathtësive të komunikimit dhe ngritjes së

vetëdijes. ● Ta zhvilloj gjuhën standarde dhe ta pasuroj fjalorin.

Standard 4: Të shkruarit

● Të zhvilloj aftësinë për analizë kritike të teksteve dhe fenomeneve kulturore. ● Të zhvillojë dijet gjuhësore, kryesisht në aspect të krijimit dhe të analizës së sentencës, të

stilistikës gjuhësore. ● Strukturimi i mendimeve, gjykimeve e imagjinatës së nxënesve përmes analizave letrare. ● Aplikimi i dijeve të përvetësuara nga letërsia, kultura e gjuhës, nëpërmjet formave të

ndryshme të krijimtarisë; të eseve, të punës së ndryshme profesionale etj. ● Të analizojë tekste të ndryshme për nga qëllimi, struktura, përmbajtja, detajet dhe efektet.

Gjuhë dhe Letërsi Shqipe II (Klasat 11 dhe 12) - Albanian Literature and Language II (Grades 11 and 12) Standard 1: Zhvillimi i njohurive kulturore, letrare e gramatikore

● Në këtë klasë nxënësi duhet të zotërojë njohuritë kulturore, letrare dhe gramatikore të fituara në klasat e mëparshme, të demonstrojë shkathtësi morfosintaksore, drejtshkrimore e stilistike për përdorimin korrekt të gjuhës, të detajeve dhe të strukturave të përgjithshme e komplekse, duke filluar nga fjalia e deri te teksti.

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● Në këtë frymë, duhet të zotërohen njohuri kulturore e letrare nga letërsia kombëtare dhe botërore e fundshekullit XIX dhe shekullit XX.

● Përmes tyre do të zhvillohen edhe shkathtësitë e komunikimit në fushat profesionale.Njëkohësisht, duhet të zotërohen njohuritë gjuhësore e gramatikore, të praktikohen shkathtësitë morfosintaksore dhe drejtshkrimore, që pengojnë përdorimin korrekt të gjuhës, të detajeve dhe të strukturave më të përgjithshme e komplekse, duke filluar nga fjalia e deri te teksti.

● Të njihen edhe dukuritë që nuk janë njohur dhe të zotërohen mirë njohuritë që nuk janë thelluar në shkollën e mesme të ulët dhe në klasën e mëparme.

● Të njihen dhe të përforcohen lidhjet ndërmjet njohjeve gjuhësore, gramatikës, analizës së teksteve, stilit, praktikave gojore dhe punëve me shkrim të tipave të ndryshëm; të përforcohen njohuritë për njësitë themelore të gjuhës dhe lidhjet e tyre, nga fonema te fjala, nga fjala te fjalia, nga fjalia e thjeshtë te fjalia e përbërë - ndryshe nga ç’ janë zhvilluar në shkollën e mesme të ulët.

● Të zhvillohet puna me drejtshkrimin. ● Rritja e shkallës së zotërimit të gjuhës amtare dhe formimi letrar e kulturor i nxënësit janë

ndër synimet themelore për këtë klasë.

Standard 2: Të dëgjuarit dhe të folurit

● Të njohë kulturën dhe autorët e letërsisë së realizmit, asaj moderne dhe bashkëkohore. ● Të njohë letërsinë kombëtare dhe atë të huaj, të fund shekullit XIX dhe shekullit XX. ● Të kuptojë rëndësinë e kulturave të ndryshme për zhvillimin e kulturës dhe të letërsisë

shqipe. ● Të kuptojë fenomenet kulturore, letrare e gjuhësore që ndikojnë në zhvillimin e mendimit

individual; ● Të kuptojë kulturën, letërsinë kombëtare dhe atë të huaj. ● Të rrisë kulturën e komunikimit në fushat profesionale. ● Të zotërojë shkathtësi të larta komunikimi nga gjuha, letërsia dhe kultura ● Të rrisë aftësinë e komunikimit me modele e kultura të ndryshme.

Standard 3: Të lexuarit

● Të kuptojë rëndësinë e kulturave të ndryshme për zhvillimin e kulturës dhe të letërsisë

shqipe. ● Të kuptojë fenomenet kulturore, letrare e gjuhësore që ndikojnë në zhvillimin e mendimit

individual; ● Të kuptojë kulturën, letërsinë kombëtare dhe atë të huaj.

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● Të kuptojë tekste letrare e jo letrare nga kultura dhe letërsia shqiptare dhe ajo e huaj, në funksion të dijeve kulturore e letrare, duke njohur edhe autorë të caktuar, forma të shkrimeve e të komunikimeve kulturore.

Standard 4: Të shkruarit

● Të zbatojë shkathtësitë e fituara gjuhësore e letrare në projekte të caktuara. ● Të zbatoj procedura për ndërtimin e projekteve dhe për planifikimin e realizimit të tyre. ● Të zbatoj dijet gjuhësore e letrare në fusha profesionale. ● Të analizojë tekste të ndryshme për nga qëllimi, struktura, përmbajtja. ● Të analizojë tekste letrare dhe jo letrare, nga autorë të letërsisë moderne shqipe. ● Të analizojë çështje nga fushat profesionale duke reflektuar kulturë gjuhësore dhe letrare. ● Të vlerësojë tekste e modele kulturore e letrare. ● Të vlerësojë krijime të autorëve të ndryshëm, shqiptarë dhe të huaj, kryesisht të letërsisë

moderne shqipe dhe asaj bashkëkohore. ● Të vlerësojë strukturën e projekteve dhe të shkrimit administrativ. ● Të vlerësojë situatat dhe të zbatojë dije e përvoja përkatëse. ● Bëjë krahasimin e autorëve shqiptarë me ata evropianë. Poetikat e tyre / afritë dhe

dallimet. a) Nëpërmjet të autorëve ilustrohen edhe të gjitha fushat e tjera tematike, idetë, heronjtë e

nocionet që dalin në përmbajtjen e tekstit të klasës së dymbëdhjetë. b) Për çështje të caktuara shihen edhe autorë të tjerë botërorë dhe shqiptarë - me zgjedhje.

Health (Grade 9)

Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health

● Predict how healthy behaviors can affect health status. ● Describe the interrelationships of emotional, intellectual, physical, and social health. ● Analyze how environment and personal health are interrelated. ● Analyze how genetics and family history can impact personal health. ● Propose ways to reduce or prevent injuries and health problems. ● Analyze the relationship between access to health care and health status. ● Compare and contrast the benefits of and barriers to practicing a variety of healthy

behaviors.

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● Analyze personal susceptibility to injury, illness, or death if engaging in unhealthy behaviors.

● Analyze the potential severity of injury or illness if engaging in unhealthy behaviors. Standard 2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors

● Analyze how the family influences the health of individuals. ● Analyze how the culture supports and challenges health beliefs, practices, and behaviors. ● Analyze how peers influence healthy and unhealthy behaviors. ● Evaluate how the school and community can affect personal health practice and

behaviors. ● Evaluate the effect of media on personal and family health. ● Evaluate the impact of technology on personal, family, and community health. ● Analyze how the perceptions of norms influence healthy and unhealthy behaviors. ● Analyze the influence of personal values and beliefs on individual health practices and

behaviors. ● Analyze how some health risk behaviors can influence the likelihood of engaging in

unhealthy behaviors. ● Analyze how public health policies and government regulations can influence health

promotion and disease prevention.

Standard 3: Students will demonstrate the ability to access valid information, products, and services to enhance health.

● Evaluate the validity of health information, products, and services. ● Use resources from home, school, and community that provide valid health information. ● Determine the accessibility of products and services that enhance health. ● Determine when professional health services may be required. ● Access valid and reliable health products and services

Standard 4: Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

● Use skills for communicating effectively with family, peers, and others to enhance health ● Demonstrate refusal, negotiation, and collaboration skills to enhance health and avoid or

reduce health risks.

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● Demonstrate strategies to prevent, manage, or resolve interpersonal conflicts without harming self or others.

● Demonstrate how to ask for and offer assistance to enhance the health of self and others. Standard 5: Students will demonstrate the ability to use decision-making skills to enhance health

● Examine barriers that can hinder healthy decision making. ● Determine the value of applying a thoughtful decision- making process in health-related

situations. ● Justify when individual or collaborative decision making is appropriate. ● Generate alternatives to health-related issues or problems. ● Predict the potential short-term and long-term impact of each alternative on self and

others. ● Defend the healthy choice when making decisions. ● Evaluate the effectiveness of health-related decisions.

Standard 6: Students will demonstrate the ability to use goal-setting skills to enhance health.

● Assess personal health practices and overall health status. ● Develop a plan to attain a personal health goal that addresses strengths, needs, and risks. ● Implement strategies and monitor progress in achieving a personal health goal. ● Formulate an effective long-term personal health plan.

Standard 7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks

● Analyze the role of individual responsibility for enhancing health. ● Demonstrate a variety of healthy practices and behaviors that will maintain or improve

the health of self and others. ● Demonstrate a variety of behaviors to avoid or reduce health risks to self and others.

Standard 8: Students will demonstrate the ability to advocate for personal, family, and community health

● Utilize accurate peer and societal norms to formulate a health-enhancing message.

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● Demonstrate how to influence and support others to make positive health choices. ● Work cooperatively as an advocate for improving personal, family, and community

health. ● Adapt health messages and communication techniques to a specific target audience.

Information Technology (Grade 9) Standard 1: Basic Operations

● Turn on a computer and login. ● Use pointing device such as a mouse to manipulate shapes, icons; click on urls, radio

buttons, check boxes; use scroll bar. ● Use desktop icons, windows and menus to open applications and documents. ● File management – saving documents. ● Explain and use age-appropriate online tools and resources (e.g. tutorial, assessment, web

browser). ● Keyboarding- Locate and use letter and numbers keys with left and right hand placement.

- Locate and use correct finger, hand for space bar, return/enter and shift key - Gain proficiency and speed in touch typing.

Standard 2: Word Processing

● Use a word processing application to write, edit, print and save simple assignments. ● Use menu/toolbar functions (e.g. font/size/style/, line spacing, margins) to format, edit

and print a document. ● Highlight text, copy and paste text. ● Copy and paste images within the document and from outside sources - Insert and size a

graphic in a document. ● Proofread and edit writing using appropriate resources (e.g. dictionary, spell checker,

grammar, and thesaurus).

Standard 3: Spreadsheet (Tables/ Charts and Graphs)

● Use spreadsheets to calculate, graph, organize, and present data in a variety of real-world settings and choose the most appropriate type to represent given data.

● Enter formulas and functions; use the auto-fill feature in a spreadsheet application. ● Use functions of a spreadsheet application (e.g., sort, filter, find). ● Use various number formats (e.g. scientific notations, percentages, exponents) as

appropriate.

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● Use advanced formatting features of a spreadsheet application (e.g., reposition columns and rows, add and name worksheets).

● Import and export data between spreadsheets and other applications. ● Draw two and three dimensional geometric shapes using a variety of technology tools.

Standard 4: Multimedia and Presentation Tools

● Create presentations for a variety of audiences and purposes with use of appropriate transitions and animations to add interest.

● Create a series of slides and organize them to present research or convey an idea. ● Copy and paste or import graphics; change their size and position on a slide. ● Use painting and drawing tools/ applications to create and edit work. ● Watch online videos and use play, pause, rewind and forward buttons while taking notes

Standard 5: Research (Gathering and Using Information)

● Perform basic searches on databases, (e.g. library, card catalog, encyclopedia) to locate

information. ● Evaluate teacher-selected or self-selected Internet resources in terms of their usefulness

for research. ● Use content specific technology tools (e.g. environmental probes, sensors, and measuring

devices, simulations) to gather and analyze data. ● Identify and analyze the purpose of a media message (to inform, persuade and entertain). ● Use age appropriate technologies to locate, collect, organize content from media

collection for specific purposes, citing sources.

Journalism (High School Mixed Grade Levels)

Standard 1: Reading Standards for Creative Writing and Journo ● Cite strong and thorough textual evidence to support analysis of what the text says

explicitly as well as inferences drawn from the text. ● Determine a theme or central idea of a text and analyze in detail its development over the

course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

● Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

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● Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

● Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

● Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

● Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus).

● Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

● By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently

Standard 2: Reading Standards for Informational Text

● Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

● Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

● Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

● Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

● Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

● Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

● Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

● Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

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● Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

● By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Standard 3: Writing

● Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a) Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b) Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c) Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e) Provide a concluding statement or section that follows from and supports the argument presented.

● Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. a) Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b) Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. c) Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d) Use precise language and domain-specific vocabulary to manage the complexity of the topic. e) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f) Provide a concluding statement or section that follows from and supports the

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information or explanation presented (e.g., articulating implications or the significance of the topic).

● Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a) Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b) Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c) Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d) Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e) Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

● Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

● Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 on page 55.)

● Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically

● Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

● Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

● Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.*

● Draw evidence from literary or informational texts to support analysis, reflection, and research. a) Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author

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draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”) b) Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

● Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Standard 4: Speaking and Listening

● Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a) Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b) Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed. c) Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d) Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

● Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

● Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

● Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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● Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 on page 54 for specific expectations.)

Standard 5: Language

● Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

a) Use parallel structure.* b) Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional,

absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

● Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a) Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.

b) Use a colon to introduce a list or quotation. c) Spell correctly. ● Apply knowledge of language to understand how language functions in different

contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening

a) Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.

Math (Grade 9) Standard 1: Seeing Structure in Expressions

● Interpret expressions that represent a quantity in terms of its context.* a) Interpret parts of an expression, such as terms, factors, and coefficients. b) Interpret complicated expressions by viewing one or more of their parts as a single entity.

For example, interpret P (1 + r) n as the product of P and a factor not depending on P. ● Use the structure of an expression to identify ways to rewrite it. For example, see x4 –

y4 as (x2)2 – (y2)2, thus recognizing it as a difference of squares that can be factored as (x2– y2)(x2 + y2). Write expressions in equivalent forms to solve problems

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● Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. *

a) Factor a quadratic expression to reveal the zeros of the function it defines. b) Complete the square in a quadratic expression to reveal the maximum or minimum value

of the function it defines. c) Use the properties of exponents to transform expressions for exponential functions. For

example the expression 1.15t can be rewritten as (1.151/12)12t ≈ 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.

● Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments. *

Standard 2: Arithmetic with Polynomials and Rational Expressions

● Understand that polynomials form a system analogous to the integers, namely, they are

closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. Understand the relationship between zeros and factors of polynomials

● Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).

● Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. Use polynomial identities to solve problems

● Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x 2 + y2)2 = (x2 - y 2)2 + (2xy)2 can be used to generate Pythagorean triples.

● (+) Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by

● Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.

● (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.

● (+) Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.

● Use and find recursive and explicit formula for the terms of sequences. ● (+) Rewrite rational expressions a) Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) +

r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than

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the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.

b) (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.

Standard 3: Creating Equations

● Create equations and inequalities in one variable and use them to solve problems. Include equations arising from linear and quadratic functions, and simple rational and exponential functions.

● Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

● Represent constraints by equations or inequalities, and by systems of equations and/or inequalities, and interpret solutions as viable or nonviable options in a modeling context. For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.

● Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. For example, rearrange Ohm’s law V = IR to highlight resistance R.

● Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

Standard 4: Reasoning with Equations and Inequalities

● Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

● Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

● Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

● Solve quadratic equations in one variable. a) Use the method of completing the square to transform any quadratic equation in x into an

equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form.

b) Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.

● Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

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● Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. *

● Graph the solutions to a linear inequality in two variables as a half plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.

Standard 5: Functions

● Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).

● Use function notation, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

● For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. *

● Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. *

● Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. *

● Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. *

a) Graph linear and quadratic functions and show intercepts, maxima, and minima. ● Compare properties of two functions each represented in a different way (algebraically,

graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum

● Write a function that describes a relationship between two quantities. * a) Determine an explicit expression, a recursive process, or steps for calculation from a

context.

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b) Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.

c) (+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.

Math (Grade 10) Standard 1: Functions

● Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range. If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y = f(x).

● Use function notations, evaluate functions for inputs in their domains, and interpret statements that use function notation in terms of a context.

● For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. *

● Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. For example, if the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function. *

● Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. *

● Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. *

a) Graph linear and quadratic functions and show intercepts, maxima, and minima. ● Compare properties of two functions each represented in a different way (algebraically,

graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum

● Write a function that describes a relationship between two quantities. * a) Determine an explicit expression, a recursive process, or steps for calculation from a

context.

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b) Combine standard function types using arithmetic operations. For example, build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.

c) (+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.

● Write the symbolic forms of linear functions (standard, point slope, and slope intercept) and convert between forms.

● Graph lines such as x = h and y = k given appropriate information. ● Find an equation of a line parallel and perpendicular to a given line

Standard 2: Reasoning with Equations and Inequalities

● Explain each step in solving a simple equation as following from the equality of numbers

asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method.

● Solve simple rational and radical equations in one variable, and give examples showing how extraneous solutions may arise.

● Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.

● Solve quadratic equations in one variable. a) Use the method of completing the square to transform any quadratic equation in x into an

equation of the form (x – p)2 = q that has the same solutions. Derive the quadratic formula from this form.

b) Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.

● Understand that the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).

● Explain why the x-coordinates of the points where the graphs of the equations y = f(x) and y = g(x) intersect are the solutions of the equation f(x) = g(x); find the solutions approximately, e.g., using technology to graph the functions, make tables of values, or find successive approximations. Include cases where f(x) and/or g(x) are linear, polynomial, rational, absolute value, exponential, and logarithmic functions. *

● Graph the solutions to a linear inequality in two variables as a half plane (excluding the boundary in the case of a strict inequality), and graph the solution set to a system of linear inequalities in two variables as the intersection of the corresponding half-planes.

● Prove that, given a system of two equations in two variables, replacing one equation by the sum of that equation and a multiple of the other produces a system with the same solutions.

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● Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two and three variables.

● Solve a simple system consisting of a linear equation and a quadratic equation in two variables algebraically and graphically. For example, find the points of intersection between the line y = –3x and the circle x2 + y2 = 3.

● (+) Represent a system of linear equations as a single matrix equation in a vector variable.

● (+) Find the inverse of a matrix if it exists and uses it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).

● (+)Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.

● (+) Compute unit rates associated with ratios of fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks ½ mile in each ¼ hour, compute the unit rate as the complex fraction ½/¼ miles per hour, equivalently 2 miles per hour.

● (+) Recognize and represent proportional relationships between quantities. a) Decide whether two quantities are in a proportional relationship, e.g., by testing for

equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

b) Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

c) Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. d. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.

● (+) Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

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Standard 3: Arithmetic with Polynomials and Rational Expressions

● Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials. Understand the relationship between zeros and factors of polynomials

● Know and apply the Remainder Theorem: For a polynomial p(x) and a number a, the remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x).

● Identify zeros of polynomials when suitable factorizations are available, and use the zeros to construct a rough graph of the function defined by the polynomial. Use polynomial identities to solve problems

● Prove polynomial identities and use them to describe numerical relationships. For example, the polynomial identity (x 2 + y2)2 = (x2 - y 2)2 + (2xy)2 can be used to generate Pythagorean triples.

● (+) Know and apply the Binomial Theorem for the expansion of (x + y)n in powers of x and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle.

● Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.

● (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.

Standard 4: The Complex Number System

● Know there is a complex number i such that i2 = –1, and every complex number has the form a + bi with a and b real.

● Use the relation i2 = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.

● (+) Find the conjugate of a complex number; use conjugates to find module and quotients of complex numbers.

● (+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number.

● (+) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for

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computation. For example, (–1 + √3 i)3 = 8 because (–1 + √3 i) has modulus 2 and argument 120°.

● (+) Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.

● Solve quadratic equations with real coefficients that have complex solutions. ● (+) Extend polynomial identities to the complex numbers. For example, rewrite x2 + 4 as

(x + 2i)(x – 2i). ● (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic

polynomials.

Standard 4: The Complex Number System

● (+) Use matrices to represent and manipulate data, e.g., to represent payoffs or incidence relationships in a network.

● (+) Multiply matrices by scalars to produce new matrices, e.g., as when all of the payoffs in a game are doubled.

● (+) Add, subtract, and multiply matrices of appropriate dimensions. ● (+) Understand that, unlike multiplication of numbers, matrix multiplication for square

matrices is not a commutative operation, but still satisfies the associative and distributive properties.

● (+) Understand that the zero and identity matrices play a role in matrix addition and multiplication similar to the role of 0 and 1 in the real numbers. The determinant of a square matrix is nonzero if and only if the matrix has a multiplicative inverse.

● (+) Multiply a vector (regarded as a matrix with one column) by a matrix of suitable dimensions to produce another vector. Work with matrices as transformations of vectors.

● (+) Work with 2 × 2 matrices as transformations of the plane, and interpret the absolute value of the determinant in terms of area.

● (+) Represent a system of linear equations as a single matrix equation in a vector variable.

● (+) Find the inverse of a matrix if it exists and use it to solve systems of linear equations (using technology for matrices of dimension 3 × 3 or greater).

Math/Geometry (Grade 10)

Standard 1: Congruence

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● Know precise definitions of angle, circle, perpendicular line, parallel line, and line segment, based on the undefined notions of point, line, distance along a line, and distance around a circular arc.

● Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch).

● Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself.

● Develop definitions of rotations, reflections, and translations in terms of angles, circles, perpendicular lines, parallel lines, and line segments.

● Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another.

● Use geometric descriptions of rigid motions to transform figures and to predict the effect of a given rigid motion on a given figure; given two figures, use the definition of congruence in terms of rigid motions to decide if they are congruent.

● Use the definition of congruence in terms of rigid motions to show that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent.

● Explain how the criteria for triangle congruence (ASA, SAS, and SSS) follow from the definition of congruence in terms of rigid motions.

● Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment’s endpoints.

● Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point.

● Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other, and conversely, rectangles are parallelograms with congruent diagonals.

● Make formal geometric constructions with a variety of tools and methods (compass and straightedge, string, reflective devices, paper folding, dynamic geometric software, etc.). Copying a segment; copying an angle; bisecting a segment; bisecting an angle; constructing perpendicular lines, including the perpendicular bisector of a line segment; and constructing a line parallel to a given line through a point not on the line.

● Construct an equilateral triangle, a square, and a regular hexagon inscribed in a circle.

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Standard 2: Similarity and Right Triangles

● Verify experimentally the properties of dilations given by a center and a scale factor: a) A dilation takes a line not passing through the center of the dilation to a parallel line, and

leaves a line passing through the center unchanged. b) The dilation of a line segment is longer or shorter in the ratio given by the scale factor. ● Given two figures use the definition of similarity in terms of similarity transformations

to decide if they are similar; explain using similarity transformations the meaning of similarity for triangles as the equality of all corresponding pairs of angles and the proportionality of all corresponding pairs of sides.

● Use the properties of similarity transformations to establish the AA criterion for two triangles to be similar.

● Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally, and conversely; the Pythagorean Theorem proved using triangle similarity.

● Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.

● Understand that by similarity, side ratios in right triangles are properties of the angles in the triangle, leading to definitions of trigonometric ratios for acute angles.

● Explain and use the relationship between the sine and cosine of complementary angles. ● Use trigonometric ratios and the Pythagorean Theorem to solve right triangles in applied

problems.∗ Standard 3: Circles

● Prove that all circles are similar. ● Identify and describe relationships among inscribed angles, radii, and chords. Include the

relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.

● Construct the inscribed and circumscribed circles of a triangle, and prove properties of angles for a quadrilateral inscribed in a circle.

● (+) Construct a tangent line from a point outside a given circle to the circle. ● Derive using similarity the fact that the length of the arc intercepted by an angle is

proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector.

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Standard 4: Expressing Geometric Properties with Equations

● Use coordinates to prove simple geometric theorems algebraically. For example, prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2).

● Prove the slope criteria for parallel and perpendicular lines and use them to solve geometric problems (e.g., find the equation of a line parallel or perpendicular to a given line that passes through a given point).

● Find the point on a directed line segment between two given points that partitions the segment in a given ratio.

● Use coordinates to compute perimeters of polygons and areas of triangles and rectangles, e.g., using the distance formula.∗

Standard 5: Geometric Measurement and Dimension

● Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri’s principle, and informal limit arguments.

● (+) Give an informal argument using Cavalieri’s principle for the formulas for the volume of a sphere and other solid figures.

● Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems.∗ ● Identify the shapes of two-dimensional cross-sections of three dimensional objects, and

identify three-dimensional objects generated by rotations of two-dimensional objects.

Standard 6: Modeling with Geometry

● Use geometric shapes, their measures, and their properties to describe objects (e.g., modeling a tree trunk or a human torso as a cylinder).∗

● Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot). ∗

● Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios). ∗

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Math (Grade 11)

Standard 1: Arithmetic with Polynomials and Rational Expressions

● (+) Interpret the structure of expressions. Interpret expressions that represent a quantity in terms of its context.

a) Interpret parts of an expression, such as terms, factors, and coefficients. b) Interpret complicated expressions by viewing one or more of their parts as a single

entity. For example, interpret as the product of P and a factor not depending on (1 )P + r n P.

c) Use the structure of an expression to identify ways to rewrite it. For example, see as , thus recognizing it as a difference of squares that can be factored x4 − y4 (x )2 2 − (y )2 2

as .x )(x )( 2 − y2 2 + y2 ● (+) Perform arithmetic operations on polynomials a) Understand that polynomials form a system analogous to the integers, namely, they are

closed under the operations of addition, subtraction, and multiplication; add, subtract, and multiply polynomials.

● (+)Understand the relationship between zeros and factors of polynomials a) Know and apply the Remainder Theorem: For a polynomialp(x) and a number a, the

remainder on division by x – a is p(a), so p(a) = 0 if and only if (x – a) is a factor of p(x). b) Identify zeros of polynomials when suitable factorizations are available, and use the zeros

to construct a rough graph of the function defined by the polynomial. ● (+) Use polynomial identities to solve problems a) Prove polynomial identities and use them to describe numerical relationships. For

example, the polynomial identity can be used to generate (x )2 + y2 2 = (x )2 − y2 2 + (2xy)2 Pythagorean triples.

b) (+) Know and apply the Binomial Theorem for the expansion of in powers of x (x )+ y n and y for a positive integer n, where x and y are any numbers, with coefficients determined for example by Pascal’s Triangle.

● (+) Rewrite rational expressions a) Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) +

r(x)/b(x), where a(x), b(x), q(x), and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.

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b) (+) Understand that rational expressions form a system analogous to the rational numbers, closed under addition, subtraction, multiplication, and division by a nonzero rational expression; add, subtract, multiply, and divide rational expressions.

Standard 2: Building Functions

● Write a function that describes a relationship between two quantities. a) Determine an explicit expression, a recursive process, or steps for calculation from a

context. b) Combine standard function types using arithmetic operations. For example, build a

function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model.

c) (+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.

● Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

● Find inverse functions. a) Solve an equation of the form f(x) = c for a simple function f that has an inverse and

write an expression for the inverse. For example, f(x) =2 x3or f(x) = (x+1)/(x–1) for x ≠ 1. b) (+) Verify by composition that one function is the inverse of another. c) (+) Read values of an inverse function from a graph or a table, given that the function

has an inverse. d) (+) Produce an invertible function from a non-invertible function by restricting the

domain. ● (+) Understand the inverse relationship between exponents and logarithms and use this

relationship to solve problems involving logarithms and exponents.

Standard 3: Linear, Quadratic, and Exponential Models

● Distinguish between situations that can be modeled with linear functions and with exponential functions.

a) Prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

b) Recognize situations in which one quantity changes at a constant rate per unit intervals relative to another.

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c) Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.

● Construct linear and exponential functions, including arithmetic and geometric sequences, given a graph, a description of a relationship, or two input-output pairs (include reading these from a table).

● Observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

● For exponential models, express as a logarithm the solution to abct = d where a, c, and d are numbers and the base b is 2, 10, or e; evaluate the logarithm using technology.

● Interpret the parameters in a linear or exponential function in terms of a context. ● Graph linear and quadratic functions and show intercepts, maxima, and minima. ● Compare properties of two functions each represented in a different way (algebraically,

graphically, numerically in tables, or by verbal descriptions). For example, given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum.

● Solve quadratic equations by inspection (e.g., for x2 = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a ± bi for real numbers a and b.

Standard 4: Trigonometric Functions

● Understand radian measure of an angle as the length of the arc on the unit circle subtended by the angle.

● Explain how the unit circle in the coordinate plane enables the extension of trigonometric functions to all real numbers, interpreted as radian measures of angles traversed counterclockwise around the unit circle.

● (+) Use special triangles to determine geometrically the values of sine, cosine, tangent for π/3, π/4 and π/6, and use the unit circle to express the values of sine, cosine, and tangent for π–x, π+x, and 2π–x in terms of their values for x, where x is any real number.

● (+) Use the unit circle to explain symmetry (odd and even) and periodicity of trigonometric functions.

● Choose trigonometric functions to model periodic phenomena with specified amplitude, frequency, and midline.

● (+) Understand that restricting a trigonometric function to a domain on which it is always increasing or always decreasing allows its inverse to be constructed.

● (+) Use inverse functions to solve trigonometric equations that arise in modeling contexts; evaluate the solutions using technology, and interpret them in terms of the context.

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● Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to find sin(θ), cos(θ), or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.

● (+) Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.

Standard 5: The Complex Number System

● Know there is a complex number i such that i2 = –1, and every complex number has the form a + bi with a and b real.

● Use the relation i2 = –1 and the commutative, associative, and distributive properties to add, subtract, and multiply complex numbers.

● (+) Find the conjugate of a complex number; use conjugates to find module and quotients of complex numbers.

● (+) Represent complex numbers on the complex plane in rectangular and polar form (including real and imaginary numbers), and explain why the rectangular and polar forms of a given complex number represent the same number.

● (+) Represent addition, subtraction, multiplication, and conjugation of complex numbers geometrically on the complex plane; use properties of this representation for computation. For example, (–1 + √3 i)3 = 8 because (–1 + √3 i) has modulus 2 and argument 120°.

● (+) Calculate the distance between numbers in the complex plane as the modulus of the difference, and the midpoint of a segment as the average of the numbers at its endpoints.

● Solve quadratic equations with real coefficients that have complex solutions. ● (+) Extend polynomial identities to the complex numbers. For example, rewrite x2 +

4 as (x + 2i)(x – 2i). ● (+) Know the Fundamental Theorem of Algebra; show that it is true for quadratic

polynomials.

Math (Grade 12)

Standard 1: Expressing Geometric Properties with Equations

● Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation.

a) Find equations of circles. b) Graph a circle given an equation in general form. c) Find the equation of a tangent line to a circle at a given point. d) Solve a system of equations involving a circle and a line.

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e) Solve a system of equations involving two circles. ● Derive the equation of a parabola given a focus and directrix. ● (+) Derive the equations of ellipses and hyperbolas given the foci, using the fact that the

sum or difference of distances from the foci is constant. ● Convert equations of conics by completing the square. ● Graph conic sections, identifying fundamental characteristics. ● Write equations of conic sections given appropriate information.

Standard 2: Building Functions

● Write a function that describes a relationship between two quantities.∗ a) Determine an explicit expression, a recursive process, or steps for calculation from a

context. b) Combine standard function types using arithmetic operations. For example, build a

function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model

c) (+) Compose functions. For example, if T(y) is the temperature in the atmosphere as a function of height, and h(t) is the height of a weather balloon as a function of time, then T(h(t)) is the temperature at the location of the weather balloon as a function of time.

● Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them.

● Find inverse functions. a) Solve an equation of the form f(x) = c for a simple function f that has an inverse and

write an expression for the inverse. For example, f(x) =2 x3 or f(x) = (x+1)/(x–1) for x ≠ 1.

b) (+) Verify by composition that one function is the inverse of another. c) (+) Read values of an inverse function from a graph or a table, given that the function has

an inverse. d) (+) Produce an invertible function from a non-invertible function by restricting the

domain. ● (+) Understand the inverse relationship between exponents and logarithms and use this

relationship to solve problems involving logarithms and exponents. ● Write arithmetic and geometric sequences both recursively and with an explicit formula,

use them to model situations, and translate between the two forms.∗ a) Use and find recursive and explicit formula for the terms of sequences. b) Recognize and use simple arithmetic and geometric sequences.

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c) Investigate limits of sequences. d) Use mathematical induction to find and prove formula for sums of finite series. e) Find and apply the sums of finite and, where appropriate, infinite arithmetic and

geometric series. f) Use summation notation to explore series. g) Determine geometric series and their limits.

Standard 3: Limits and Continuity

● Understand the concept of limit and estimate limits from graphs and tables of values. ● Decide if a function is continuous at a point. ● Find the types of discontinuities of a function. ● Understand and use the Intermediate Value Theorem on a function over a closed interval. ● Understand and apply the Extreme Value Theorem: If f(x) is continuous over a closed

interval, then f has a maximum and a minimum on the interval. ● Find limits by substitution. ● Find limits of sums, differences, products, and quotients. ● Find limits of rational functions that are undefined at a point. ● Find one-sided limits. ● Find limits at infinity. ● Decide when a limit is infinite and use limits involving infinity to describe asymptotic

behavior.

Standard 4: Derivatives

● Demonstrate an understanding of the derivative of a function as the slope of the tangent line to the graph of the function.

● Demonstrate an understanding of the interpretation of the derivative as instantaneous rate of change.

● Use derivatives to solve a variety of problems coming from physics, chemistry, economics, etc. that involve the rate of change of a function.

● Demonstrate an understanding of the relationship between differentiability and continuity.

● Use derivative formulas to find the derivatives of algebraic, trigonometric, inverse trigonometric, exponential, and logarithmic functions.

● Use the Chain Rule and applications to the calculation of the derivative of a variety of composite functions.

● Find the derivatives of relations and use implicit differentiation in a wide variety of problems from physics, chemistry, economics, etc.

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● Demonstrate an understanding of and apply Rolle's Theorem, the Mean Value Theorem.

Standard 5: Integration

● Apply the definition of the integral to model problems in physics, economics, etc, obtaining results in terms of integrals.

● Demonstrate knowledge of the Fundamental Theorem of Calculus, and use it to interpret integrals as anti-derivatives.

● Use definite integrals in problems involving area, velocity, acceleration, and the volume of a solid.

● Compute, by hand, the integrals of a wide variety of functions using substitution.

Standard 6: Vector and Matrix Quantities

● (+) Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes (e.g., v, |v|, ||v||, v).

● (+) Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.

● (+) Solve problems involving velocity and other quantities that can be represented by vectors.

● (+) Add and subtract vectors. a) Add vectors end-to-end, component-wise, and by the parallelogram rule. Understand that

the magnitude of a sum of two vectors is typically not the sum of the magnitudes. b) Given two vectors in magnitude and direction form, determine the magnitude and

direction of their sum. c) Understand vector subtraction v – w as v + (–w), where –w is the additive inverse of w,

with the same magnitude as w and pointing in the opposite direction. Represent vector subtraction graphically by connecting the tips in the appropriate order, and perform vector subtraction component-wise.

● (+) Multiply a vector by a scalar. a) Represent scalar multiplication graphically by scaling vectors and possibly reversing their

direction; perform scalar multiplication component-wise, e.g., as c(vx, vy) = (cvx, cvy). b) Compute the magnitude of a scalar multiple cv using ||cv|| = |c|v. Compute the direction

of cv knowing that when |c|v ≠ 0, the direction of cv is either along v (for c > 0) or against v (for c < 0).

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Math (AP Calculus AB Grade 12)

Standard 1: The student will define and apply the properties of elementary functions, including algebraic, trigonometric, exponential, and composite functions and their inverses, and graph these functions, using a graphing calculator. Properties of functions will include domains, ranges, combinations, odd, even, periodicity, symmetry, asymptotes, zeros, upper and lower bounds, and intervals where the function is increasing or decreasing.

Standard 2: The student will define and apply the properties of limits of functions. Limits will be evaluated graphically and algebraically. This will include a) limits of a constant; b) limits of a sum, product, and quotient; c) one-sided limits; and d) limits at infinity, infinite limits, and non-existent limits.

Standard 3: The student will use limits to define continuity and determine where a function is continuous or discontinuous. This will include a) continuity in terms of limits; b) continuity at a point and over a closed interval; c) application of the Intermediate Value Theorem and the Extreme Value Theorem; and d) geometric understanding and interpretation of continuity and discontinuity.

Standard 4: The student will investigate asymptotic and unbounded behavior in functions. This will include a) describing and understanding asymptotes in terms of graphical behavior and limits involving infinity; and b) comparing relative magnitudes of functions and their rates of change.

Standard 5: The student will investigate derivatives presented in graphic, numerical, and analytic contexts and the relationship between continuity and differentiability. The derivative will be defined as the limit of the difference quotient and interpreted as an instantaneous rate of change.

Standard 6: The student will investigate the derivative at a point on a curve. This will include a) finding the slope of a curve at a point, including points at which the tangent is vertical and points at which there are no tangents; b) using local linear approximation to find the slope of a tangent line to a curve at the point;

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c) defining instantaneous rate of change as the limit of average rate of change; and d) approximating rate of change from graphs and tables of values.

Standard 7: The student will analyze the derivative of a function as a function in itself. This will include a) comparing corresponding characteristics of the graphs of f, f ', and f "; b) defining the relationship between the increasing and decreasing behavior of f and the sign of f '; c) translating verbal descriptions into equations involving derivatives and vice versa; d) analyzing the geometric consequences of the Mean Value Theorem; e) defining the relationship between the concavity of f and the sign of f "; and f) identifying points of inflection as places where concavity changes and finding points of inflection.

Standard 8: The student will apply the derivative to solve problems. This will include a) analysis of curves and the ideas of concavity and monotonicity; b) optimization involving global and local extrema; c) modeling of rates of change and related rates; d) use of implicit differentiation to find the derivative of an inverse function; e) interpretation of the derivative as a rate of change in applied contexts, including velocity, speed, and acceleration; and f) differentiation of non logarithmic functions, using the technique of logarithmic differentiation. g) analysis of planar curves given in parametric form, polar form, and vector form, including velocity and acceleration vectors; h) numerical solution of differential equations, using Euler’s method; i) l’Hopital’s Rule to test the convergence of improper integrals and series; and j) geometric interpretation of differential equations via slope fields and the relationship between slope fields and the solution curves for the differential equations.

Standard 9: The student will apply formulas to find derivatives. This will include a) derivatives of algebraic, trigonometric, exponential, logarithmic, and inverse trigonometric functions; b) derivations of sums, products, quotients, inverses, and composites (chain rule) of elementary functions; c) derivatives of implicitly defined functions; and d) higher order derivatives of algebraic, trigonometric, exponential, and logarithmic, functions.

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Standard 10: The student will use Riemann sums and the Trapezoidal Rule to approximate definite integrals of functions represented algebraically, graphically, and by a table of values and will interpret the definite integral as the accumulated rate of change of a quantity over an interval interpreted as the change of the quantity over the interval

b ∫ f '(x ) dx = f(b ) – f(a ). a

Riemann sums will use left, right, and midpoint evaluation points over equal subdivisions.

Standard 11: The student will find anti derivatives directly from derivatives of basic functions and by substitution of variables (including change of limits for definite integrals).

Standard 12: The student will identify the properties of the definite integral. This will include additivity and linearity, the definite integral as an area, and the definite integral as a limit of a sum as well as the fundamental theorem:

x d/dx ∫ f (t) d (t) = f(x).

a

Standard 13: The student will use the Fundamental Theorem of Calculus to evaluate definite integrals, represent a particular antiderivative, and facilitate the analytical and graphical analysis of functions so defined.

Standard 14: The student will find specific antiderivatives, using initial conditions (including applications to motion along a line). Separable differential equations will be solved and used in modeling (in particular, the equation y' = ky and exponential growth).

Standard 15: The student will use integration techniques and appropriate integrals to model physical, biological, and economic situations. The emphasis will be on using the integral of a rate of change to give accumulated change or on using the method of setting up an approximating Riemann sum and representing its limit as a definite integral. Specific applications will include a) the area of a region; b) the volume of a solid with known cross-section; c) the average value of a function; and d) the distance traveled by a particle along a line

Standard 16: The student will define a series and test for convergence of a series in terms of the limit of the sequence of partial sums. This will include a) geometric series with applications;

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b) harmonic series; c) alternating series with error bound; d) terms of series as areas of rectangles and their relationship to improper integrals, including the integral test and its use in testing the convergence of p-series; and e) ratio test for convergence and divergence.

Standard 17: The student will define, restate, and apply Taylor series. This will include a) Taylor polynomial approximations with graphical demonstration of convergence; b) Maclaurin series and the general Taylor series centered at x = a; c) Maclaurin series for the functions ex, sin x, cos x, and 1/(1 – x); d) formal manipulation of Taylor series and shortcuts to computing Taylor series, including substitution, differentiation, antidifferentiation, and the formation of new series from known series; e) functions defined by power series; f) radius and interval of convergence of power series; and g) Lagrange error bound of a Taylor polynomial.

Physics - Grade 12 Standard 1: Matter and Its Interactions

● Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.

● Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

● Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk scale to infer the strength of electrical forces between particles.

● Develop a model to illustrate that the release or absorption of energy from a chemical reaction system depends upon the changes in total bond energy.

● Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs.

● Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.

● Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

● Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

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Standard 2: Motion and Stability: Forces and Interactions

● Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

● Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system.

● Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.*

● Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.

● Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current.

● Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.*

Standard 3: Energy

● Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known.

● Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as a combination of energy associated with the motions of particles (objects) and energy associated with the relative position of particles (objects).

● Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.*

● Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics).

● Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction.

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Standard 4: Waves and their Application in Technologies for Information Transfer

● Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

● Evaluate questions about the advantages of using a digital transmission and storage of information.

● Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.

● Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

● Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.*

Standard 5: Electricity and Magnetism

● Students know how to predict the voltage or current in simple direct current (DC) electric circuits constructed from batteries, wires, resistors, and capacitors.

● Students know how to solve problems involving Ohm’s law. * ● Students know any resistive element in a DC circuit dissipates energy, which heats the

resistor. Students can calculate the power (rate of energy dissipation) in any resistive circuit element by using the formula Power = IR (potential difference) x I (current) = I²R.*

● Students know the properties of transistors and the role of transistors in electric circuits. ● Students know charged particles are sources of electric fields and are subject to the forces

of the electric fields from other charges. * ● Students know magnetic materials and electric currents (moving electric charges) are

sources of magnetic fields and are subject to forces arising from the magnetic fields of other sources

● Students know how to determine the direction of a magnetic field produced by a current flowing in a straight wire or in a coil. *

● Students know changing magnetic fields produce electric fields, thereby inducing currents in nearby conductors.

● Students know electric and magnetic fields contain energy and act as vector force fields. ● Students know how to calculate the electric field resulting from a point charge.* ● Students know static electric fields have as their source some arrangement of electric

charges.

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● Students know how to apply the concepts of electrical and gravitational potential energy to solve problems involving conservation of energy.*

Physics- (AP Grade 12)

Standard 1: Interactions, Motion and Forces Changes in the natural and designed world are caused by interactions. Interactions of an object with other objects can be described by forces that can cause a change in motion of one or both interacting objects.

● Patterns of Constant and Changing Linear Motion a) Students understand that the constant and changing linear motion of an object is

characterized by the vector quantities of displacement, velocity and acceleration. ● Forces and Changes of Motion a) Students understand that the acceleration of an object is proportional to the vector sum of all

the forces (net force) on the object and inversely proportional to the object’s mass (a 5 F netm ). When two interacting objects push or pull on each other, the force on one object is equal in magnitude but opposite in direction to the force on the other object.

● Contact Interactions and Forces a) Students understand that some types of contact interactions have force laws that are empirical

approximations. Some contact interactions have no force laws because the value of the force depends on other forces from different simultaneous interactions. These interactions can cause a change in motion of one or both interacting objects.

● Gravitational Interactions and Forces a) Students understand that the gravitational force on an object is proportional to the product of

the two interacting masses and inversely proportional to the square of the distance between the centers of the masses (Newton’s law of universal gravitation). When an object’s distance from Earth’s surface is small compared to Earth’s radius, then all objects fall with approximately the same acceleration (ignoring the effect of air resistance).

● Electrical Interactions and Force a) Students understand that electrical interactions occur between mutually attracting or

repelling charged objects, which can cause a change in motion of one or both objects. The attraction between a charged object and a neutral object is caused by the separation of charges in neutral objects.

Standard 2: Interactions and Conservation Principles The interaction of an object with other objects is governed by conservation principles such as the conservation of mass, energy, mass–energy (nuclear interactions), electric charge and linear momentum.

● Conservation of Charge, Mass and Energy

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a) Students understand that charge is always conserved. Mass and energy are conserved separately for all types of interactions (except for interactions at the subatomic scale) and for all defined systems (open and closed). There is no measurable change in the mass of a system when energy is transferred across the boundary of the system.

● Conservation of Linear Momentum a) Students understand that the linear momentum of an object/system is the product of its

mass multiplied by its velocity, and that interactions across the boundary of the system can transfer momentum into or out of the system. Linear momentum is always conserved for all defined systems (open and closed) and types of interactions.

● Nuclear Interactions and the Conservation of Mass–Energy a) Students understand that much larger amounts of energy can be transferred out of a system

during nuclear interactions than during chemical interactions. Nuclear interactions can result in a change in the number of protons, thus changing the identity of the element.

Standard 3: Interactions and Energy Interactions of an object with other objects can be described and explained by using the concept of the transfer of energy from one object to another, both within a defined system and across the boundary of the system. Energy transfers across the boundary of a system can change the energy within the system.

● Contact Interactions and Energy a) Students understand that a mechanical energy transfer (work) across the boundary of a

system can change the kinetic energy, the stored elastic energy and other types of energy within the system.

● Electric Current Interactions and Energy a) Students understand that during electric circuit interactions, electrical energy is

transferred from the source of electric current to the electric device, or devices, in the circuit. In most electric circuit interactions, energy is also transferred to the surroundings.

● Mechanical Wave Interactions and Energy a) Students understand that during mechanical wave interactions, mechanical energy is

transferred through a material without a transfer of matter; different objects or materials can cause the path of the wave to change; and waves pass through each other, causing interference patterns.

● Radiant Energy Interactions a) Students understand that during radiant energy interactions, energy can be transferred over

a distance without a material (medium) and that there are two models that illustrate how this happens. There is a continuous range of radiant energies that includes visible light. Some objects produce their own visible light, while others reflect light from their surroundings.

● Heating and Cooling Interactions and Energy a) Students understand that during heating and cooling interactions, there is a thermal energy

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transfer (heat) across the boundary of a system, affecting the temperature or the state of matter of the system. These interactions depend on the properties of the materials and on how far the system is from equilibrium.

Standard 4: Interactions and Fields Attractive and repulsive interactions at a distance (e.g., gravitational, magnetic, electrical and electromagnetic) can be described by using the concept of fields.

● Forces and Fields a) Students understand that a field model is used to visualize at-a-distance interactions, and that

these fields are the agents of the interaction. ● Energy and Fields a) Students understand that the energy stored in a system of two mutually attracting or

repelling objects can be modeled as energy stored in the field of the two objects. ● Electromagnetic Interactions and Fields a) Students understand that an electromagnetic interaction occurs when a flow of charged

particles creates a magnetic field around the moving particles, or when a changing magnetic field creates an electric field.

Physical Education (Grade 12)

Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

● Lifetime activities- Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).

● Dance and rhythms- Demonstrates competency in dance forms used in cultural and social occasions (e.g., weddings, parties), or demonstrates competency in 1 form of dance (e.g., ballet, modern, hip hop, tap).

● Fitness activities- Demonstrates competency in 1 or more specialized skills in health-related fitness activities.

Standard 2: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

● Movement concepts, principles and knowledge- Applies the terminology associated with exercise and participation in selected individual-performance activities, dance, net and wall games, target games, aquatics and/or outdoor pursuits appropriately.

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● Movement concepts, principles and knowledge -Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.

● Movement concepts, principles and knowledge-Creates a practice plan to improve performance for a self-selected skill.

● Movement concepts, principles and knowledge-Identifies examples of social and technical dance forms.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve a health-enhancing level of physical activity and fitness.

● Physical activity knowledge-Discusses the benefits of a physically active lifestyle as it

relates to college or career productivity. ● Physical activity knowledge- Identifies issues associated with exercising in heat,

humidity and cold. ● Physical activity knowledge- Evaluates risks and safety factors that might affect

physical activity preferences throughout the life cycle. ● Engages in physical activity-Participates several times a week in a self-selected lifetime

activity, dance or fitness activity outside of the school day. ● Fitness knowledge- Relates physiological responses to individual levels of fitness and

nutritional balance.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

● Personal responsibility-Employs effective self-management skills to analyze barriers and modify physical activity patterns appropriately, as needed.

● Rules and etiquette- Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance.

● Working with others- Uses communication skills and strategies that promote team or group dynamic.

● Working with others- Solves problems and thinks critically in physical activity and/or dance settings, both as an individual and in groups.

● Safety- Applies best practices for participating safely in physical activity, exercise and dance (e.g., injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun protection).

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction

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● Health-Analyzes the health benefits of a self-selected physical activity. ● Challenge - Challenge is a focus in Level 2. ● Self-expression & enjoyment -Selects and participates in physical activities or dance

that meet the need for self-expression and enjoyment. ● Social interaction -Identifies the opportunity for social support in a self-selected

physical activity or dance. Physical Education - High School (Mixed Grades 9-11) Standard 1: The physically literate individual demonstrates competency in a variety of motor skills and movement patterns.

● Lifetime activities- Demonstrates competency and/or refines activity-specific movement skills in 2 or more lifetime activities (outdoor pursuits, individual-performance activities, aquatics, net/wall games or target games).

● Fitness activities- Demonstrates competency in 1 or more specialized skills in ● Health - related fitness activities.

Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance.

● Movement concepts, principles and knowledge- Applies the terminology associated with exercise and participation in selected individual-performance activities, dance, net and wall games, target games, aquatics and/or outdoor pursuits appropriately.

● Movement concepts, principles and knowledge -Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill.

● Movement concepts, principles and knowledge-Creates a practice plan to improve performance for a self-selected skill.

Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve a health-enhancing level of physical activity and fitness.

● Physical activity knowledge-Discusses the benefits of a physically active lifestyle as it relates to college or career productivity.

● Physical activity knowledge- Evaluates the validity of claims made by commercial products and programs pertaining to fitness and a healthy, active lifestyle.

● Physical activity knowledge- Identifies issues associated with exercising in heat, humidity and cold.

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● Physical activity knowledge- Evaluates — according to their benefits, social support network and participation requirements — activities that can be pursued in the local environment.

● Physical activity knowledge- Evaluates risks and safety factors that might affect physical activity preferences throughout the life cycle.

● Engages in physical activity-Participates several times a week in a self-selected lifetime activity, dance or fitness activity outside of the school day.

● Fitness knowledge- Relates physiological responses to individual levels of fitness and nutritional balance.

Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

● Personal responsibility-Employs effective self-management skills to analyze barriers and modify physical activity patterns appropriately, as needed.

● Rules and etiquette- Exhibits proper etiquette, respect for others and teamwork while engaging in physical activity and/or social dance.

● Working with others- Uses communication skills and strategies that promote team or group dynamics.

● Safety- Applies best practices for participating safely in physical activity, exercise and dance (e.g., injury prevention, proper alignment, hydration, use of equipment, implementation of rules, sun protection).

Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

● Health-Analyzes the health benefits of a self-selected physical activity. ● Challenge - Challenge is a focus in Level 2. ● Self-expression & enjoyment - Selects and participates in physical activities or dance

that meet the need for self-expression and enjoyment. ● Social interaction -Identifies the opportunity for social support in a self-selected

physical activity or dance.

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Photography/Yearbook

Standard 1: Demonstrate understanding of the history of photography

● Demonstrate knowledge photography as an invention. ● Demonstrate knowledge of early uses of photography ● Describe the mechanics of early photographic systems. ● Identify photography as art. ● Show the concept of the “decisive moment” ● Demonstrate knowledge of pictorial photography ● Demonstrate knowledge of straight photography ● Demonstrate knowledge of documentary photography ● Define aspects of photojournalism.

Standard 2: Evaluate the production process

● Identify the job titles associated with digital photography. ● Identify various tools and equipment used in digital photography. ● Identify the different types of the photographic medium such as photojournalism, fine art,

event, family portrait, fashion, sports, magazine and product. ● Identify the interrelationships between artists. ● Use basic communication concepts such as verbal, memos, paperwork and purchase

orders ● Identify the stages of production. ● Examine photographic terms and jargon. ● Create and organize contact sheets or prepare for presentations online and in person.

Standard 3: Demonstrate understanding of intellectual property rights, copyright laws and plagiarism as it applies to creative assets

● Examine the limits and expectations of copyright protection. ● Analyze the rights of “fair use” and “fair dealing”. ● Demonstrate understanding of the transfer and licensing of creative works. ● Articulate the use of “exclusive rights” to intellectual creations. ● Demonstrate the use of digital watermarking and embedding file information.

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Standard 4: Identify and use different types of cameras and lenses

● Demonstrate competence in using various types of cameras ● Explain various kinds of cameras (e.g. pinhole, view camera, point-and-shoot, single-lens

reflex) ● Compare and contrast the advantages and disadvantages of various camera types ● Describe camera controls, lenses, accessories, and their function ● Demonstrate the proper handling of a digital camera ● Navigate menus of digital camera

Standard 5: Operate parts of a camera system

● Identify basic camera anatomy such as lens, battery, flash, shutter and display. ● Remove and attach standard lenses. ● Charge and connect batteries. ● Identify, insert and format recording media. ● Use basic camera functions such as power, date/ time and menu navigation. ● Set image format and size. ● Use camera auto, program and scene modes. ● Use camera viewfinder and LCD displays for image review ● Use basic lens control such as auto, manual focus and zoom. ● Use image International Standards Organization (ISO) and metering functions. ● Use white balance operations. ● Use shutter and aperture priority modes. ● Set proper f-stop and shutter speeds. ● Use camera drive modes such as delayed, multiple and remote. ● Operate a camera mounted flash and use fill and red-eye reduction.

Standard 6: Use of various lenses and their application

● Define focal length and its effect on image composition ● Compare and contrast the relationship between focal length and shutter speed for

handheld versus monopod/tripod photography ● Explain the disadvantages of using a digital zoom feature ● Demonstrate correct lens care ● Explain the need to consider the conversion factor when using a standard lens on a digital

body ● Demonstrate the uses of various types of lenses for different shooting situations

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Standard 7: Proper Exposure Setting

● Describe and utilize the basic elements of exposure (e.g. ISO, aperture and shutter speed) ● Utilize appropriate shutter speed to create panned, blurred and stop action photos ● Apply appropriate aperture setting for deep or shallow depth of field ● List the factor that effect the depth of field ● Explain how the environment can mislead the camera meter ● Experiment with aperture and shutter speed as creative controls to capture and image in a

variety of ways Standard 8: Guidelines for Composition

● Identify the application of simplicity, rule of thirds, point of view, focal point, proportion/scale and framing

● Analyze guidelines for composition (e.g. simplicity, rule of thirds, point of view, focal point, proportion/scale and framing)

● Incorporate guidelines for composition (e.g. simplicity, rule of thirds, point of view, focal point, proportion/scale and framing)

● Communicate a specific idea through the subject matter and the composition of a photograph

● Use critical thinking skills to describe, interpret, analyze and make judgments about composition

Standard 9: Understand Light Sources

● Understand properties of color and quality of light ● Describe the difference between the additive and subtractive color systems ● Explain the importance of the color temperature of light to the appearance of colors in an

image ● Explore various color spaces ● Set white balance to match light source ● Create photographs using direct, indirect, reflective and diffused ambient light ● Practice balancing ambient and artificial light sources. ● Demonstrate the proper use of on or off- camera flash ● Recognize and implement safety protocols ● Demonstrate proper use of electrical cords and equipment ● Discuss safety measure needed during a photo shoot.

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Standard 10: Implement Digital Workflow Processes

● Capture an image using the highest resolution ● Determine correct file format and resolution for intended output ● Utilize file management and naming conventions to organize images ● Classify various media storage types (e.g. memory cards, flash drives, external hard

drives, cloud) ● Describe file search procedures to locate files ● Explain the value of Raw Capture ● Demonstrate editing techniques ● Utilize selection tools and layer masks to manipulate specific parts of an image ● Demonstrate non-destructive editing techniques using digital imaging software ● Demonstrate use of layers in photo-editing software ● Practice image sizing, cropping, orientation, and resolution adjustment ● Apply image adjustments (e.g. levels, curves, contrast) ● Explore the importance of monitor and printer color management ● Save edited or modified digital images onto selected storage devices

Standard 11: Take basic photographs

● Apply camera care and maintenance principles. ● Define the subject of a photograph. ● Identify available light sources. ● Demonstrate understanding of photo composition (rule of thirds). ● Select an appropriate lens for subject (wide, tight, macro). ● Take still life photographs using available light. ● Take portrait photographs using available light. ● Take action photographs using available light. ● Create a series (picture study) of photographs around a defined subject.

Standard 12: Demonstrate proficiency in computer skills

● Identify all computer parts. ● Demonstrate understanding of computer performance specifications. ● Compare and contrast difference between business machines and workstations. ● Demonstrate best practices of computer safety and ergonomics. ● Demonstrate understanding of operating systems. ● Perform software installation and setup. ● Perform peripheral device installation and setup.

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● Perform computer upgrades (memory, hard disks and cards). ● Perform storage management operations (project/ file). ● Demonstrate knowledge of computer maintenance. ● Troubleshoot computer hardware and software issues.

Standard 13: Use photo editing software

● Identify the computer requirements for photographic software. ● Demonstrate understanding file formats and storage options. ● Compare and contrast available photographic software. ● Identify parts of the software interface (menus and palettes). ● Use each of the basic tool sets. ● Import, export and save images. ● Develop software and file backup plan. ● Demonstrate understanding of layers and channels. ● Demonstrate understanding of filters, effects and plugins. ● Demonstrate understanding of file presets. ● Select portions of an image for manipulation. ● Transform selections and images (crop, scale). ● Color correct images (brightness, hue and contrast). ● Use brushes for image creation and correction. ● Identify non-destructive and destructive operations. ● Import, edit and export raw files. ● Demonstrate the basic use of video. ● Implement the undo/redo history and cache system. ● Use keyboard shortcuts to improve efficiency. ● Locate and effectively use the help menu system.

Standard 14: Use photographic lights

● Demonstrate understanding of light (direction, intensity, color, contrast, hardness). ● Demonstrate understanding of natural, artificial, available and ambient light sources. ● Demonstrate understanding and use of sunlight (time of day, color temperature, color

correcting, blocking and shade). ● Use continuous lighting setups and equipment. ● Use flash and strobe light setups and systems. ● Use onboard flash systems. ● Demonstrate understanding of three-point lighting. ● Use a light meter.

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● Use light modifiers such as scrim, reflectors and flags. ● Use lights on location.

Standard 15: Use photography sets, backgrounds and stages

● Coordinate with creative director on set plan. ● Define the intended look and materials to be used ● Erect background stands and hang background material. ● Build hard and soft cyclorama product stages. ● Adjust available seating for studio portraits. ● Safely secure all grip equipment including reflector stands, c-stand, light stands and sand

bags.

Standard 16: Develop a professional portfolio of work

● Identify and demonstrate photographic presentation techniques ● Identify elements of a professional portfolio and resume. ● Select quality work and justify choice of specific images ● Explore the use of internet websites for portfolio distribution. ● Create a professional digital portfolio ● Organize, maintain and update portfolio for specific presentation ● Demonstrate proper use of materials and equipment necessary to create a presentation ● Produce resume for final review.

Psychology/Sociology (Grades 11 and 12) Standard 1: Philosophy, Approaches and History of Science

● Contemporary perspectives used by psychologists to understand behavior and mental processes in context

● Describe and compare the biological, behavioral, cognitive, sociocultural, humanistic, and psychodynamic perspectives.

● Major subfields and career opportunities that comprise psychology ● Research strategies used by psychologists to explore behavior and mental processes ● Purpose and basic concepts of statistics ● Ethical issues in research with human and other animals that are important to

psychologists ● Development of psychology as an empirical science

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Standard 2: Research Methods

● Describe the elements of an experiment. ● Explain the importance of sampling and random assignment in psychological research ● Describe and compare quantitative and qualitative research strategies. ● Identify ethical issues in psychological research.

Standard 3: Biological Bases of Behavior

● Structure and function of the neuron ● Organization of the nervous system ● Hierarchical organization of the structure and function of the brain ● Technologies and clinical methods for studying the brain ● Structure and function of the endocrine system ● Identify the neuron as the basis for neural communication ● How heredity interacts with the environment to influence behavior ● How psychological mechanisms are influenced by evolution

Standard 4: States of Consciousness

● Understand the nature of consciousness ● Characteristics of sleep and theories that explain why we sleep ● Theories used to explain and interpret dreams ● Basic phenomena and uses of hypnosis ● Categories of psychoactive drugs and their effects

Standard 5: Learning

● Characteristics of learning ● Principles of classical conditioning ● Principles of operant conditioning ● Components of cognitive learning ● Roles of biology and culture in determining learning ● Concepts related to measurement of individual differences ● Influence and interaction of heredity and environment on individual differences ● Nature of intelligence ● Nature of intelligence testing

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Standard 6: Motivation and Emotion

● Motivational concepts ● The role of biology and learning in motivation and emotion ● Major theories of motivation ● Interaction of biological and cultural factors in emotions and motivations ● Role of values and expectancies in determining choice and strength of motivation ● Physiological, affective, cognitive, and behavioral aspects of emotions and the

interactions among these aspects ● Effects of motivation and emotion on perception, cognition, and behavior ● Sources of stress ● Physiological reactions to stress ● Psychological reactions to stress ● Cognitive and behavioral strategies for dealing with stress and promoting health

Standard 7: Personality

● Distinguish between personality and personality constructs ● Personality approaches and theories ● Assessment tools used in personality

Standard 8: Abnormal Psychology

● Characterize the advantages and limitations of different research methods for studying abnormal behavior.

● Major categories of abnormal behavior ● Discuss major categories of abnormal behavior. ● Explore the challenges associated with accurate diagnosis. VA-4: Impact of mental

disorders ● Consider factors that influence vulnerability to abnormal behavior. ● Discuss the stigma associated with abnormal behavior and speculate about means for

promoting greater understanding of abnormal behavior. ● Prominent methods used to treat individuals with disorders ● Types of practitioners who implement treatment ● Legal and ethical challenges involved in delivery of treatment

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Science (General-Grade 9) Standard 1: Unifying Concepts and Processes Systems order, and organization

● The natural and designed world is complex; it is too large and complicated to investigate and comprehend all at once. Scientists and students learn to define small portions for the convenience of investigation.

● Students can develop an understanding of regularities in systems, and by extension, the universe; they then can develop understanding of basic laws, theories, and models that explain the world.

● Newton's laws of force and motion, Kepler's laws of planetary motion, conservation laws, Darwin's laws of natural selection, and chaos theory all exemplify the idea of order and regularity.

● Prediction is the use of knowledge to identify and explain observations, or changes, in advance. The use of mathematics, especially probability, allows for greater or lesser certainty of predictions.

● Order—the behavior of units of matter, objects, organisms, or events in the universe—can be described statistically. Probability is the relative certainty (or uncertainty) that individuals can assign to selected events happening (or not happening) in a specified space or time.

● Types and levels of organization provide useful ways of thinking about the world. Types of organization include the periodic table of elements and the classification of organisms. Physical systems can be described at different levels of organization—such as fundamental particles, atoms, and molecules

Evidence, models and explanation

● Evidence consists of observations and data on which to base scientific explanations. Using evidence to understand interactions allows individuals to predict changes in natural and designed systems.

● Models are tentative schemes or structures that correspond to real objects, events, or classes of events, and that have explanatory power. Models help scientists and engineers understand how things work.

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Change, constancy and measurement

● Most things are in the process of becoming different—changing—some properties of objects and processes are characterized by constancy, including the speed of light, the charge of an electron, and the total mass plus energy in the universe.

● Energy can be transferred and matter can be changed. Nevertheless, when measured, the sum of energy and matter in systems, and by extension in the universe, remains the same.

● Changes in systems can be quantified. Evidence for interactions and subsequent change and the formulation of scientific explanations are often clarified through quantitative distinctions—measurement.

Evolution and equilibrium

● Evolution is a series of changes, some gradual and some sporadic, that accounts for the present form and function of objects, organisms, and natural and designed systems.

● Evolution is most commonly associated with the biological theory explaining the process of descent with modification of organisms from common ancestors, evolution also describes changes in the universe.

● Equilibrium is a physical state in which forces and changes occur in opposite and off-setting directions

Form and function

● Form and function are complementary aspects of objects, organisms, and systems in the natural and designed world. The form or shape of an object or system is frequently related to use, operation, or function.

Standard 2: Science as Inquiry

Abilities necessary to do scientific inquiry ● Identify Questions and concepts that guide scientific investigations ● Design and conduct scientific investigations. ● Use technology and mathematics to improve investigations and communications. ● Formulate and revise scientific explanations and models using logic and evidence ● Recognize and analyze alternative explanations and models ● Communicate and defend a scientific argument

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Understandings about scientific inquiry

● Scientists usually inquire about how physical, living, or designed systems function. Conceptual principles and knowledge guide scientific inquiries.

● Scientists conduct investigations for a wide variety of reasons. ● Scientists rely on technology to enhance the gathering and manipulation of data. New

techniques and tools provide new evidence to guide inquiry and new methods to gather data, thereby contributing to the advance of science.

● Mathematics is essential in scientific inquiry. ● Scientific explanations must adhere to criteria such as: a proposed explanation must be

logically consistent; it must abide by the rules of evidence; it must be open to questions and possible modification; and it must be based on historical and current scientific knowledge.

● Results of scientific inquiry—new knowledge and methods—emerge from different types of investigations and public communication among scientists.

Standard 3: Science and Technology

Abilities of technological design

● Identify a problem or design an opportunity ● Propose designs and choose between alternative solutions ● Implement a proposed solution ● Evaluate the solution and its consequences ● Communicate the problem, process and solution

Understandings about science and technology

● Scientists in different disciplines ask different questions, use different methods of investigation, and accept different types of evidence to support their explanations. Science often advances with the introduction of new technologies.

● Creativity, imagination, and a good knowledge base are all required in the work of science and engineering.

● Science and technology are pursued for different purposes. Scientific inquiry is driven by the desire to understand the natural world, and technological design is driven by the need to meet human needs and solve human problems.

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● Technological knowledge is often not made public because of patents and the financial potential of the idea or invention. Scientific knowledge is made public through presentations at professional meetings and publications in scientific journals.

Standard 4: Science in Personal and Social Perspectives Personal Health

● Hazards and the potential for accidents exist. Regardless of the environment, the possibility of injury, illness, disability, or death may be present.

● The severity of disease symptoms is dependent on many factors, such as human resistance and the virulence of the disease-producing organism.

● Personal choice concerning fitness and health involves multiple factors. ● An individual's mood and behavior may be modified by substances. Students should

understand that drugs can result in physical dependence and can increase the risk of injury, accidents, and death.

● Selection of foods and eating patterns determine nutritional balance.

Populations, resources, and environments

● Populations grow or decline through the combined effects of births and deaths, and through emigration and immigration. Populations can increase through linear or exponential growth, with effects on resource use and environmental pollution.

● Various factors influence birth rates and fertility rates, such as average levels of affluence and education, importance of children in the labor force, education and employment of women, infant mortality rates, costs of raising children, availability and reliability of birth control methods, and religious beliefs and cultural norms that influence personal decisions about family size.

● Populations can reach limits to growth. Carrying capacity is the maximum number of individuals that can be supported in a given environment.

Natural hazards

● Normal adjustments of earth may be hazardous for humans.

● Human activities can enhance potential for hazards. Acquisition of resources, urban growth, and waste disposal can accelerate rates of natural change.

● Some hazards, such as earthquakes, volcanic eruptions, and severe weather, are rapid and spectacular.

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● Natural and human-induced hazards present the need for humans to assess potential danger and risk. Students should understand the costs and trade-offs of various hazards—ranging from those with minor risk to a few people to major catastrophes with major risk to many people.

Risks and benefits

● Risk analysis considers the type of hazard and estimates the number of people that might be exposed and the number likely to suffer consequences.

● Students should understand the risks associated with natural hazards , with biological hazards , social hazards and with personal hazards

● Individuals can use a systematic approach to thinking critically about risks and benefits. ● Important personal and social decisions are made based on perceptions of benefits and

risks.

Science and technology in society

● Science and technology are essential social enterprises, but alone they can only indicate what can happen, not what should happen. The latter involves human decisions about the use of knowledge.

● Understanding basic concepts and principles of science and technology should precede active debate about the economics, policies, politics, and ethics of various science- and technology-related challenges.

● Progress in science and technology can be affected by social issues and challenges. Funding priorities for specific health problems serve as examples of ways that social issues influence science and technology.

● Individuals and society must decide on proposals involving new research and the introduction of new technologies into society.

Standard 5: History and Nature of Science

Science as a human endeavor

● Individuals and teams have contributed and will continue to contribute to the scientific enterprise.

● Scientists have ethical traditions. Scientists value peer review, truthful reporting about the methods and outcomes of investigations, and making public the results of work.

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● Scientists are influenced by societal, cultural, and personal beliefs and ways of viewing the world. Science is not separate from society but rather science is a part of society.

Nature of science

● Scientific explanations must meet certain criteria. First and foremost, they must be consistent with experimental and observational evidence about nature, and must make accurate predictions, when appropriate, about systems being studied.

History of science

● In history, diverse cultures have contributed scientific knowledge and technological inventions. Modern science began to evolve rapidly in Europe several hundred years ago.

● Usually, changes in science occur as small modifications in extant knowledge. The daily work of science and engineering results in incremental advances in our understanding of the world and our

Standard 6: Properties and changes of properties in matter

● A substance has characteristic properties, such as density, a boiling point, and solubility, all of which are independent of the amount of the sample. A mixture of substances often can be separated into the original substances using one or more of the characteristic properties.

● Substances react chemically in characteristic ways with other substances to form new substances (compounds) with different characteristic properties. In chemical reactions, the total mass is conserved. Substances often are placed in categories or groups if they react in similar ways; metals is an example of such a group.

● Chemical elements do not break down during normal laboratory reactions involving such treatments as heating, exposure to electric current, or reaction with acids. There are more than 100 known elements that combine in a multitude of ways to produce compounds, which account for the living and nonliving substances that we encounter.

Standard 7: Motion and Forces

● The motion of an object can be described by its position, direction of motion, and speed. ● That motion can be measured and represented on a graph. ● An object that is not being subjected to a force will continue to move at a constant speed

and in a straight line.

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● If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude. Unbalanced forces will cause changes in the speed or direction of an object's motion.

Standard 8: Transfer of Energy

● Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways.

● Heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature.

● Light interacts with matter by transmission (including refraction), absorption, or scattering (including reflection). To see an object, light from that object—emitted by or scattered from it—must enter the eye.

● Electrical circuits provide a means of transferring electrical energy when heat, light, sound, and chemical changes are produced.

● In most chemical and nuclear reactions, energy is transferred into or out of a system. Heat, light, mechanical motion, or electricity might all be involved in such transfers.

● The sun is a major source of energy for changes on the earth's surface. The sun loses energy by emitting light. A tiny fraction of that light reaches the earth, transferring energy from the sun to the earth. The sun's energy arrives as light with a range of wavelengths, consisting of visible light, infrared, and ultraviolet radiation.

United States Government (Grade 12) Standard 1: Time, Continuity, and Change Students will understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships

● Evaluate historians' interpretations of the past using a variety of sources. ● Analyze the impact of revolution on politics, economies, and societies ● Analyze how ideals and institutions of freedom, equality, justice, and citizenship have

changed over time and from one society to another

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Standard 2: Society and Identity Students will understand social systems and structures and how these influence individuals.

● Examine the epistemological complexities of the postmodern age. ● Explain how sociological circumstances (race, ethnicity, gender, class, etc.) influence an

individual's perceptions of and reactions to the world. ● Analyze the socialization of individuals by groups, organizations, and institutions. ● Discuss the limits of socialization and the power of choice in personal identity.

Standard 3: Connections and Conflict Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy

● Analyze how cooperation and conflict influence political, economic, and social conditions.

● Evaluate efforts to resolve conflict within and among nations. ● Analyze effects of conflict on national unity. ● Analyze how trade has contributed to cooperation and conflict.

Standard 4: Government Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship.

● Analyze how and why political institutions distribute benefits and burdens Describe major responsibilities of political institutions for domestic and foreign policy.

● Examine the wide range of influences on policy makers. ● Evaluate various means of achieving specific political objectives. ● Discuss the significance of shared political and civic beliefs and values, and of economic

prosperity, to the preservation of political organization. ● Examine the role of voluntary, community and non-governmental groups in society and t

heir relationship to the functions of political organization ● Evaluate functions and responsibilities of, and challenges to, leadership. ● Evaluate various ways different societies provide the judiciary function. ● Explain the roots of and historical development of contemporary political systems. ● Evaluate strengths and weaknesses of various kinds of political philosophies and

ideologies.

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● Evaluate issues regarding distribution of powers and responsibilities within political systems.

● Evaluate the role of law and order in political systems. ● Evaluate how groups and institutions work to meet individual needs and address

necessary social changes. ● Compare and contrast the role of citizens in various forms of governance

Standard 5: Production, Distribution, and Consumption Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factor

● Evaluate the major economic systems.

Standard 6: Science, Technology, and Society Students will understand how societies have influenced and been influenced by scientific developments and technological developments.

● Examine the meaning and ambiguity of the word "technology." ● Evaluate whether changing technologies create new ethical dilemmas or make existing et

hical dilemmas more acute. ● Discuss whether confidence in modern science is growing or decreasing. ● Analyze social, moral, ethical, religious, and legal issues arising from technological

developments and scientific developments. ● Describe how values, beliefs, and attitudes have influenced and been influenced by

scientific knowledge and technological knowledge.

United States History (Grade 11)

Standard 1: Understanding patterns of change and continuity, relationships between people and events through time

● Identify and evaluate long-term changes, enduring influences, and recurring patterns in world history.

● Compare models for organizing history into periods (periodization). ● Interpret graphic presentation of quantitative data. ● Analyze the impact of revolution on politics, economies, and societies.

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● Analyze how ideals and institutions of freedom, equality, justice, and citizenship have changed over time and from one society to another.

● Perform analyses of quantitative historical data. ● Evaluate historians' interpretations of the past using a variety of sources.

Standard 2: Connections and Conflict

● Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy.

● Analyze the causes and effects of alliances and multinational organizations. ● Analyze how cooperation and conflict influence political, economic, and social

conditions. ● Evaluate efforts to resolve conflict within and among nations. ● Analyze how trade has contributed to cooperation and conflict. ● Analyze the causes and effects of alliances and multinational organizations. ● Evaluate the effectiveness of international organizations. ● Analyze how cooperation and conflict influence political, economic, and social. ● Evaluate efforts to resolve conflict within and among nations. ● Analyze effects of differing national foreign policy positions on international competition

and cooperation. ● Analyze effects of conflict on national unity. ● Analyze how trade has contributed to cooperation and conflict. ● Explain how powerful entities, such as countries, corporations, and religious institutions,

have influenced conflicts and cooperation in the world.

Standard 3: Geography Students will understand the interactions and relationship between human societies and their physical environment.

● Discuss how the physical environment contributes to the development of distinct cultures. ● Use spatial models to investigate relationships between places and patterns of settlement

and human interaction. ● Explain how social, cultural, political and economic factors shape and are shaped by the

physical environment. ● Evaluate the impact of migration on the structure of societies.

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● Evaluate the relationship between human societies and the environment; e.g. agricultural productivity, improved water transport (river locks), electric power; global warming, pollution, natural disasters, etc.

● Analyze geographical factors (such as natural resources, environment) that contribute to cooperation or conflict between human societies.

● Assess the impact of cultural diffusion (globalization) on societies in different parts of the world.

Standard 4: Culture Students will understand cultural and intellectual developments and interactions among societies.

● Analyze sources and characteristics of cultural, religious, and social reform movements. ● Analyze how art, literature, and traditional customs both shape and are shaped by society. ● Compare the development of Greco-Roman philosophy and science to the development

of ethical monotheism, transcendental religion, and ancient eastern philosophies. ● Examine how certain texts came to be viewed as sacred. ● Examine syncretism, acculturation, and assimilation in the context of belief systems and

culture. ● Examine the historic tension between science and religion. ● Explain the origins and diffusion of modern science. ● Explain the developments that have weakened confidence in modern science (World War

I, nuclear weapons, environmental degradation, postmodern philosophy of science, etc.). ● Examine syncretism, acculturation, and assimilation in the context of belief systems and

culture. ● Evaluate religious characteristics (creed, code of behavior, rituals, community) of

non-religious belief systems (e.g.communalism, patriotism, activism, and consumerism). ● Examine the epistemological complexities of the postmodern age.

Standard 5: Society and Identity Students will understand social systems and structures and how these influence individuals.

● Explain how sociological circumstances (race, ethnicity, gender, class, etc.) influence an individual's perceptions of and reactions to the world.

● Analyze the socialization of individuals by groups, organizations, and institutions. ● Examine why cultural definitions of gender identity persist and are resistant to change. ● Examine how many cultures reflect and reinforce oppositional ideas of gender (e.g., hard

and soft, strong and weak, "sun" and "moon"). ● Evaluate circumstances and consequences that arise from differences between cultural

norms and personal gender identity and/or sexual orientation. ● Discuss the limits of socialization and the power of choice in personal identity.

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Standard 6: Government Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship.

● Explain the roots of and historical development of contemporary political systems. ● Evaluate strengths and weaknesses of various kinds of political philosophies and

ideologies. ● Evaluate issues regarding distribution of powers and responsibilities within political

systems. ● Evaluate the role of law and order in political systems. ● Evaluate how groups and institutions work to meet individual needs and address

necessary social changes. ● Analyze how and why political institutions distribute benefits and burdens. ● Describe major responsibilities of political institutions for domestic and foreign policy. ● Examine the wide range of influences on policy makers. ● Evaluate various means of achieving specific political objectives. ● Discuss the significance of shared political and civic beliefs and values, and of economic

prosperity, to the preservation of political organization. ● Examine the role of voluntary, community and non-governmental groups in society and

their relationship to the functions of political organizations. ● Evaluate functions and responsibilities of, and challenges to, leadership. ● Compare and contrast the role of citizens in various forms of governance. ● Evaluate various ways different societies provide the judiciary function.

Standard 7: Production, Distribution, and Consumption Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors.

● Explain examples of historical change by applying fundamental economic concepts (scarcity, opportunity cost, productivity, etc.).

● Explain patterns of trade from ancient times to the present. ● Analyze ways in which trade has contributed to change in selected societies or

civilizations. ● Explain the major economic systems ● Analyze and evaluate economic issues from a geographical point of view. ● Describe reciprocal influences of changes in transportation and communication and

changes in trade and economic activities. ● Evaluate the major economic systems.

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Standard 8: Science, Technology, and Society Students will understand how societies have influenced and been influenced by scientific developments and technological developments.

● Analyze effects of technology on the diffusion of culture and the preservation of cultural identity.

● Describe how values, beliefs, and attitudes have influenced and been influenced by scientific knowledge and technological knowledge.

● Analyze instances in which economic conditions have influenced and been influenced by scientific developments and technological developments.

● Explain how different socio-economic groups within a culture may react differently to technological innovation.

● Analyze effects of technology on the diffusion of culture and the preservation of cultural identity.

● Examine historical and current influences of modern science on technological innovation. ● Examine the principal contemporary contexts of technological innovation and scientific

research (commercial and military) and the implications of these contexts. ● Explain causes and consequences of the diffusion of the autocatalytic process of

technological innovation. ● Describe how values, beliefs, and attitudes have influenced and been influenced by

scientific knowledge and technological knowledge. ● Analyze instances in which economic conditions have influenced and been influenced by

scientific developments and technological developments. ● Examine the meaning and ambiguity of the word "technology." ● Evaluate whether changing technologies create new ethical dilemmas or make existing

ethical dilemmas more acute. ● Discuss whether confidence in modern science is growing or decreasing. ● Analyze social, moral, ethical, religious, and legal issues arising from technological

developments and scientific developments.

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World History (Grade 10) Standard 1: Understanding patterns of change and continuity, relationships between people and events through time

● Identify and evaluate long-term changes, enduring influences, and recurring patterns in world history.

● Compare models for organizing history into periods (periodization). ● Interpret graphic presentation of quantitative data. ● Analyze the impact of revolution on politics, economies, and societies. ● Analyze how ideals and institutions of freedom, equality, justice, and citizenship have

changed over time and from one society to another. ● Perform analyses of quantitative historical data. ● Evaluate historians' interpretations of the past using a variety of sources.

Standard 2: Connections and Conflict

● Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy.

● Analyze the causes and effects of alliances and multinational organizations. ● Analyze how cooperation and conflict influence political, economic, and social

conditions. ● Evaluate efforts to resolve conflict within and among nations. ● Analyze how trade has contributed to cooperation and conflict. ● Analyze the causes and effects of alliances and multinational organizations. ● Evaluate the effectiveness of international organizations. ● Analyze how cooperation and conflict influence political, economic, and social. ● Evaluate efforts to resolve conflict within and among nations. ● Analyze effects of differing national foreign policy positions on international competition

and cooperation. ● Analyze effects of conflict on national unity. ● Analyze how trade has contributed to cooperation and conflict. ● Explain how powerful entities, such as countries, corporations, and religious institutions,

have influenced conflicts and cooperation in the world.

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Standard 3: Geography Students will understand the interactions and relationship between human societies and their physical environment

● Discuss how the physical environment contributes to the development of distinct cultures. ● Use spatial models to investigate relationships between places and patterns of settlement

and human interaction. ● Explain how social, cultural, political and economic factors shape and are shaped by the

physical environment. ● Evaluate the impact of migration on the structure of societies. ● Evaluate the relationship between human societies and the environment; e.g. agricultural

productivity, improved water transport (river locks), electric power; global warming, pollution, natural disasters, etc.

● Analyze geographical factors (such as natural resources, environment) that contribute to cooperation or conflict between human societies.

● Assess the impact of cultural diffusion (globalization) on societies in different parts of the world.

Standard 4: Culture Students will understand cultural and intellectual developments and interactions among societies.

● Analyze sources and characteristics of cultural, religious, and social reform movements. ● Analyze how art, literature, and traditional customs both shape and are shaped by society. ● Compare the development of Greco-Roman philosophy and science to the development

of ethical monotheism, transcendental religion, and ancient eastern philosophies. ● Examine how certain texts came to be viewed as sacred. ● Examine syncretism, acculturation, and assimilation in the context of belief systems and

culture. ● Examine the historic tension between science and religion. ● Explain the origins and diffusion of modern science. ● Explain the developments that have weakened confidence in modern science (World War

I, nuclear weapons, environmental degradation, postmodern philosophy of science, etc.). ● Examine syncretism, acculturation, and assimilation in the context of belief systems and

culture. ● Evaluate religious characteristics (creed, code of behavior, rituals, community) of

non-religious belief systems (e.g.communalism, patriotism, activism, and consumerism). ● Examine the epistemological complexities of the postmodern age.

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Standard 5: Society and Identity Students will understand social systems and structures and how these influence individuals.

● Explain how sociological circumstances (race, ethnicity, gender, class, etc.) influence an individual's perceptions of and reactions to the world.

● Analyze the socialization of individuals by groups, organizations, and institutions. ● Examine why cultural definitions of gender identity persist and are resistant to change. ● Examine how many cultures reflect and reinforce oppositional ideas of gender (e.g., hard

and soft, strong and weak, "sun" and "moon"). ● Evaluate circumstances and consequences that arise from differences between cultural

norms and personal gender identity and/or sexual orientation. ● Discuss the limits of socialization and the power of choice in personal identity.

Standard 6: Government Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship.

● Explain the roots of and historical development of contemporary political systems.

● Evaluate strengths and weaknesses of various kinds of political philosophies and ideologies.

● Evaluate issues regarding distribution of powers and responsibilities within political systems.

● Evaluate the role of law and order in political systems. ● Evaluate how groups and institutions work to meet individual needs and address

necessary social changes. ● Analyze how and why political institutions distribute benefits and burdens. ● Describe major responsibilities of political institutions for domestic and foreign policy. ● Examine the wide range of influences on policy makers. ● Evaluate various means of achieving specific political objectives. ● Discuss the significance of shared political and civic beliefs and values, and of economic

prosperity, to the preservation of political organization. ● Examine the role of voluntary, community and non-governmental groups in society and

their relationship to the functions of political organizations. ● Evaluate functions and responsibilities of, and challenges to, leadership. ● Compare and contrast the role of citizens in various forms of governance. ● Evaluate various ways different societies provide the judiciary function.

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Standard 7: Production, Distribution, and Consumption Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors.

● Explain examples of historical change by applying fundamental economic concepts (scarcity, opportunity cost, productivity, etc.).

● Explain patterns of trade from ancient times to the present. ● Analyze ways in which trade has contributed to change in selected societies or

civilizations. ● Explain the major economic systems ● Analyze and evaluate economic issues from a geographical point of view. ● Describe reciprocal influences of changes in transportation and communication and

changes in trade and economic activities. ● Evaluate the major economic systems.

Standard 8: Science, Technology, and Society Students will understand how societies have influenced and been influenced by scientific developments and technological developments.

● Analyze effects of technology on the diffusion of culture and the preservation of cultural identity.

● Describe how values, beliefs, and attitudes have influenced and been influenced by scientific knowledge and technological knowledge.

● Analyze instances in which economic conditions have influenced and been influenced by scientific developments and technological developments.

● Explain how different socio-economic groups within a culture may react differently to technological innovation.

● Analyze effects of technology on the diffusion of culture and the preservation of cultural identity.

● Examine historical and current influences of modern science on technological innovation. ● Examine the principal contemporary contexts of technological innovation and scientific

research (commercial and military) and the implications of these contexts. ● Explain causes and consequences of the diffusion of the autocatalytic process of

technological innovation. ● Describe how values, beliefs, and attitudes have influenced and been influenced by

scientific knowledge and technological knowledge.

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● Analyze instances in which economic conditions have influenced and been influenced by scientific developments and technological developments.

● Examine the meaning and ambiguity of the word "technology." ● Evaluate whether changing technologies create new ethical dilemmas or make existing

ethical dilemmas more acute. ● Discuss whether confidence in modern science is growing or decreasing. ● Analyze social, moral, ethical, religious, and legal issues arising from technological

developments and scientific developments.

World History AP (Grade 11)

Standard 1: Interaction between Humans and the Environment (ENV)

● Explain how different types of societies have adapted to and affected their environments. ● Explain how environmental factors, disease, and technology affected patterns of human

migration and settlement over time. ● Evaluate the extent to which migration, population, and urbanization affected the

environment over time. ● Explain how environmental factors have shaped the development of diverse technologies,

industrialization, transportation methods, and exchange and communication networks. ● Evaluate the extent to which the development of diverse technologies, industrialization,

transportation methods, and exchange and communication networks have affected the environment over time.

Standard 2: Development and Interaction of Cultures (CUL)

● Explain how religions, belief systems, philosophies, and ideologies originated, developed, and spread as a result of expanding communication and exchange networks.

● Explain how religions, belief systems, philosophies, and ideologies affected political, economic, and social developments over time.

● Explain how cross-cultural interactions resulted in the diffusion of culture, technologies, and scientific knowledge.

● Explain how technological and scientific innovations affected religions, belief systems, philosophies, and ideologies over time.

● Explain how the arts are shaped by and reflect innovation, adaptation, and creativity of specific societies over time.

● Explain how expanding exchange networks shaped the emergence of various forms of trans regional culture, including music, literature, and visual art.

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Standard 3: State Building, Expansion, and Conflict (SB)

● Explain how different forms of governance have been constructed and maintained over time.

● Explain how and why different functions and institutions of governance have changed over time.

● Explain how and why economic, social, cultural, and geographical factors have influenced the processes of state building, expansion, and dissolution.

● Explain how and why internal and external political factors have influenced the process of state building, expansion, and dissolution.

● Explain how societies with states and state-less societies interacted over time. ● Explain the political and economic interactions between states and non-state actors over

time. Standard 4: Creation, Expansion, and Interaction of Economic Systems (ECON)

● Explain how technology shaped economic production and globalization over time. ● Explain the causes and effects of economic strategies of different types of communities,

states, and empires. ● Explain how different modes and locations of production and commerce have developed

and changed over time. ● Explain the causes and effects of labor reform movements. ● Explain how and why labor systems have developed and changed over time. ● Explain how economic systems and the development of ideologies, values, and

institutions have influenced each other. ● Explain how local, regional, and global economic systems and exchange network have

influenced and impacted each other over time.

Standard 5: Development and Transformation of Social Structures (SOC)

● Explain how distinctions based on kinship, ethnicity, class, gender, and race influenced the development and transformations of social hierarchies.

● Evaluate the extent to which different ideologies, philosophies, and religions affected social hierarchies.

● Evaluate the extent to which legal systems, colonialism, nationalism, and independence movements have sustained or challenged class, gender, and racial hierarchies over time.

● Explain how the development of specialized labor systems interacted with the ● development of social hierarchies. ● Explain how social categories, roles, and practices have been maintained or challenged

over time. ● Explain how political, economic, cultural, and demographic factors have affected social

structures over time.

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Calendar of Lesson Units (By Grade Level) 

9th Grade Calendar of Lesson Units

English

Unit 1: Diary of Anne Frank Unit 2: Review & Prep for Finals Unit 3: To Kill a Mockingbird Unit 4: The Giver Unit 5: Speeches and Debates

Math Unit 1: Foundations for Algebra Unit 2: Equations and Inequalities Unit 3: Proportions and Percents Unit 4: Function Concepts Unit 5: Exponents and Polynomials Unit 6: Factoring Polynomials Unit 7: Rational Functions and Equations

General Science Unit 1:Introduction to Matter Unit 2: Matter in Motion Unit 3:Motion and forces Unit 4:The Atom Unit 5:Interactions of Matter

Geography Unit 1: Introduction to Geography Unit 2: The Americas : US and Canada Unit 3 :Americas: Mexico, Central America, Caribbean Unit 4: The Americas: South America Unit 5: Africa Unit 6:Asia Unit 7: Europe

Health

Unit 1: Health and your wellness Unit 2: Health and your body Unit 3: Drugs Unit 4: Illegal Drugs/Diseases and Disorders Unit 5: Adolescence, Adulthood and Family life Unit 6: Reproductive health

IT

Unit 1:What is a Computer Unit 2: Internet Unit 3: Google Apps Unit 4: Microsoft Office Word Unit 5: MS PowerPoint 2016 Unit 6: Microsoft Excel 2016 Unit 7: Twinery Unit 8: Microsoft Access 2016

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10th Grade Calendar of Lesson Units

English

Unit 1: Great Gatsby Unit 2: Short Stories Unit 3: The Bell Jar + Poetry Unit 4:Essay Writing Guide Unit 5: The Time Machine Unit 6: Of Mice and Men Unit 7: Public Speeches

Math

Unit 1: Foundations of Functions Unit 2: Linear Functions and Systems Unit 3: Matrices Unit 4: Quadratic Functions and Equations Unit 6: Tools of Geometry Unit 7: Geometric Figures

Biology Unit 1: The processes of science Unit 2: Cell structure and function Unit 3: Genetics and heredity Unit 4: Evolution and classification Unit 5: Ecology Unit 6: Kingdoms of Life

World History

Unit 1:Intro To World History and Beginnings of Civilization Unit 2: Ancient Europe Unit 3: The Middle Ages Unit 4: The Renaissance and Protestant Reformation Unit 5: The Age of Reason Unit 6: The French Revolution & Napoleon Unit 7: Industrialism and Imperialism Unit 8: World at War Unit 9: The Darkest Hour Unit 10: WWII - Aftermath

Albanian History Unit 1: Pellazget dhe Iliret Unit 2: Shqiperia Mesjetare (shek.V-XIV) Unit 3: Shqiperia nen Per.Osmane dhe Rilindja Unit 4: Shteti i pavarur shqiptar (1912-1939) Unit 5: Shqiperia gjate L.I.Boterore (1939-1944) Unit 6:Shqiperia gjate regjimit komunist Unit 7: Shqiperia gjate viteve (1990-2008) Unit 8: Kosova në vitet 1990/2008

Albanian Lang and Literature

Unit 1: Letërsia antike greke Unit 2: Letërsia e mesjetës Unit 3: Letërsia e vjetër shqiptare Unit 4: Letërsia filobiblike Unit 5:Letërsia bejtexhinje

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11th Grade Calendar of Lesson Units

English

Unit 1: Animal Farm by George Orwell Unit 2: Short Stories by Edgar Allan Poe Unit 3: A Christmas Carol by Charles Dickens Unit 4: The Catcher in the Rye by J.D. Salinger Unit 5: Non-fiction/Essays Unit 6: Debate and Public Speaking Unit 7: Lord of the Flies by William Golding

Math

Unit 1: Polynomials Unit 2: Exponential functions Unit 3: Logarithmic functions Unit 4: Rational Expressions. Unit 5: Trigonometry. Unit 6: Trigonometric identities

Chemistry Unit 1: What is Chemistry Unit 2:Matter and Energy Unit 3:Atoms and Moles Unit 4:The Periodic Table Unit 5: Ions and Ionic Compounds Unit 6:Covalent compounds Unit 7: The mole and Chemical Compositions Unit 8: Chemica: Equations and Reactions Unit 9: States of Matter and Intermolecular forces Unit 10:Enthalpy , Entropy, Gibbs Energy Unit 11: Gases- Thermodynamic Unit 12: Solutions

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US History Unit 1: Indigenous People and Colonial America Unit 2: American Revolution and Constitutional Foundations Unit 3:Civil War & Reconstruction Unit 4: Women's Rights Movement and the Progressive Era Unit 5:American Imperialism & WW I Unit 6: Roaring 20’s. Great Depression and The New Deal & WW II Unit 7:World War II Unit 8: Cold War and Contemporary America

Foreign Language German 1 Unit 1: Guten Tag. Mein Name ist….. Unit 2: Meine Familie Unit 3: Essen und Trinken Unit 4: Meine Wohnung Unit 5: Mein Tag Unit 6: Freizeit Unit 7: Lernen- ein Leben lang French 1: Unit 1:Découvrir la langue française Unit 2: Faire connaissance Unit 3: Organiser son temps Unit 4: Decouvrir son environnement Unit 5: S'informer Unit 6: Se faire plaisir Unit 7: Entreprendre

Albanian Lang and Literature

Unit 1: Letërsia shqiptare në gjysmën e parë të shek. XX Unit 2: Letërsia botërore e shek. XIX –Realizmi dhe simbolizmi. Unit 3: Letërsia shqiptare bashkëkohore

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12th Grade Calendar of Lesson Units

English

Unit 1: 1984 by George Orwell Unit 2: Short Stories Unit 3: Outliers by Malcome Gladwell Unit 4:The Hobbit by J.R Token Unit 5: Maus 1 & 2 by Art spiegelman Unit 6: Essays/Short Stories Unit 7: Poetry Unit 8: Shakespeare

Math

Unit 1: Conic Sections Unit 2: Sequence and Series Unit 3: Functions Unit 4: Limits Unit 5: Application/Derivatives

Physics Unit 1: 1-D Kinematics Unit 2: Static and current electricity Unit 3: Waves Unit 4: Sound, Waves, Music Unit 5: Light waves and color Unit 6: Reflection/refraction and the ray model of light

U.S Government Unit 1:Origins of Government Unit 2: Constitution Unit 3: Branches of Gov. Unit 4: Forms of Gov. Unit 5: Citizenship/Participation Unit 6: Political Behavior

Foreign Lang German 2:

Unit 1: Beruf und Arbeit Unit 2: Unterwegs Unit 3: Gesundheit und Krankheit Unit 4: In der Stadt unterwegs Unit 5: Kundenservice Unit 6: Neue Kleider Unit 7: Feste French 2: Unit 1: Cultiver ses relations Unit 2: Découvrir le passé /chapitre 8 Unit 3: Découvrir le passé Unit 4: Entreprendre Unit 5: Prendre des décisions Unit 6: Faire face aux problémes Unit 7: S'Evader

P.E Unit 1: Athletics Unit 2:Football (Soccer) Unit 3: Basketball Unit 4: Volleyball Unit 5:Gymnastics Unit 6: Handball Unit 7: Tennis Unit 8 : Badminton

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AP Courses Calendar of Lesson Units

AP-Calculus AB

Unit 1: Limits Unit 2: Derivatives Unit 3: Apps of Derivatives Unit 4: Definite Integral Unit 5: Anti Differentiation Unit 6: Differential Equations Unit 7: Applications of Integrals

AP Comparative Government and Politics

Unit 1: Constitutional Foundations Unit 2: The Constitution Unit 3: Federalism Unit 4: The Bill of Rights and Civil Liberties Unit 5: Civil Rights: Equal Protection Unit 6: Congress Unit 7: The Presidency & Hudiciary Unit 8: Political Parties Unit 9: Political Beliefs & The Media Unit 10: Public Policy Issues

AP English Language and Composition

Unit 1: Introduction to the course Unit 2: Rhetorical Analysis Unit 3: Rhetorical Modes Unit 4: Argumentation and Persuasion Unit 5: Synthesis

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AP English Literature and Composition

Unit 1: Storytelling Basics Unit 2: My Antonia Unit 3: Tragic Figure in Shakespeare Unit 4: Tragic Figure in Theatre of Absurd Unit 5: Abstract & Figurative Techniques Unit 6: Poetry: Speaker and Situation Unit 7: Poetry: Tone, Language and Form Unit 8: Tragic Figure in Modern American Lit Unit 9: Tragic Figure in Modern American Drama

AP Physics

Unit 1: Kinematics Unit 2: Dynamics of Force and Motion Unit 3: Universal Law of Gravitation Unit 4: Simple Pendulum and Mass-Spring Systems Unit 5: Impulse, Linear Momentum, and Conservation of Linear Momentum Unit 6: Work, Energy, and Conservation of Energy Unit 7: Rotational Kinematics and Conservation of Angular Momentum Unit 8: Electrostatics and Simple DC Circuits Unit 9: Waves and Sound

AP World History

Unit 1: Technological and Environmental Transformations Unit 2: Organization and Reorganization of Human Societies Unit 3: Regional and Transregional Interactions Unit 4: Global Interactions Unit 5: Industrialization and Global Integration Unit 6: Accelerating Global Change and Realignment 1900 to Present

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Elective Courses Calendar of Lesson Units

Accounting and Finance

Unit 1: The purpose and types of business organisations Unit 2: Stakeholders, political and legal factors Unit 3: Macroeconomic factors Unit 4: Microeconomic Factors Unit 5: Financial Statements

Art Unit 1:Language of Art Unit 2: Shading techniques

Unit 3: Figure Drawing Unit 4:Introduction to color

Unit 5:Oil/Chalk pastel techniques

Unit 6:Linear Perspective Drawing

Unit 7: Anatomy Unit 8: Printmaking Unit 9: Mixed Media Unit 10: Abstract Art

Art History Unit 1: Thinking and talking about Art Unit 2: Prehistoric Art Unit 3: Ancient Far East Art Unit 4: Ancient Civilizations Unit 5: Italian Renaissance Unit 6: European and American Art in the 18th and 19th century Unit 7: Europe and America from 1900-1950 Unit 8: Global Contemporary

Business Entrepreneurship

Unit 1: Entrepreneurship Unit 2:What is a business Unit 3: Market Research Unit4: Sources of finance Unit 5: Communications Unit 6:Production Method Unit 7: Stakeholders Unit 8: CV Unit 9: Advertising and Guerilla Marketing Unit 10: Business Plan

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Business

Management Unit 1:Management Basics Unit 2:Management Principles Unit 3:Scientific Management Unit 4:Managing People Unit 5:Leadership Unit 6:Achieving High Performance Unit 7: Effective Communication

Drama

Unit 1:Introduction to Drama Unit 2:Monologue Unit 3: Dialogues Unit 4: Voice and Body language Unit 5: Character Development Unit 6: Script Writing Unit 7:Two-voice Poems Unit 8:Famous Speeches Unit 9:Plays Unit 10: Drama Performances

Global Perspectives

Unit 1: Globalization Unit 2: Global Governance Unit 3: Human Rights Unit 4: Peace and security Unit 5: Environmental, Social and ethical issues Unit 6: Leadership

Graphic Design

Unit 1: What is Design Intro Unit 2: Vector Design Intro Unit 3: Typography Intro. Unit 4:Intro to Photoshop Unit 5:David Carson Unit 6:Design Styles Unit 7:Space Design

Unit 8:Branding

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Journalism Unit 1:Biography Project Unit 2:Short Story Module Unit 3: Poetry Unit 4:Modernism Unit 5:Dubliners Unit 6: Documentary Unit 7:Harvard Referencing Unit 8:Preparation for final submissions Unit 9:Social Motifs Unit 10: Public Speeches

Physical Education

Unit 1: Athletics Unit 2:Soccer/ Football Unit 3: Basketball Unit 4:Volleyball Unit 5:Gymnastics Unit 6: Handball Unit 7:Tennis Unit 8:Badminton

Photography/ Yearbook

Unit 1: History of Photography Unit 2: Camera Operation Unit 3: Focusing options Unit 4: Types of lenses Unit 5: Photo composition Unit 6: Photo editing Unit 7: Adobe Photoshop

Psychology/ Sociology

Unit 1:The evolution of psychology as a science and as a discipline Unit 2:The research enterprise of psychology Unit 3: The biological basis of behavior Unit 4:States of Consciousness Unit 5:Learning Unit 6:Motivation and Emotion Unit 7:Personality Unit 8:Abnormal Psychology Unit 9: Intelligence and Psychological Unit 10: Human Development Unit 11: Stress,Coping and Health

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Language & Learning Support  The American School of Kosova’s (ASK) English as a Second Language and Learning Support programs aim to foster student well-being and success by creating holistic learning programs that help students reach their academic, social, emotional and intellectual goals. By identifying and understanding personal and academic difference in each of our students, we strive to meet individual needs and to ensure success in the core classroom environment.

The success of each student is a responsibility shared by the student, the school and the family, and each has a role in maintaining strategies and goals to contribute to that success. ESL and learning specialists support student success through collaborative planning and preparation, in-class differentiation and accommodations, push-in support, pull-out support, mentorship and guidance/counseling programs. We strive to keep students in the most inclusive setting possible at all times.

For students requiring ESL or learning support services, an individual record including history, interventions, accommodations, goals, and progress is maintained and regularly evaluated in order to ensure the best program for each student.

For students requiring ESL or learning support services, an individual record including history, interventions, accommodations, goals, and progress is maintained and regularly evaluated in order to ensure the best program for each student.

Language & Learning Support Program Description  The Language and Learning Support (LLS) Program serves students with a variety of educational needs. The professional team is comprised of teachers specialized in the following areas:

● Learning Support (for students with diagnosed needs) � ● Talented and Gifted (TAG) � ● Social, emotional or behavioral coaching ● English as a Second Language (ESL) �Services include pull out and push-in instruction,

mainstreaming, in-class support, and a student-centered professional coaching program for teachers.

Specific criteria for entrance and exit from the service areas are used and strictly adhered to. Student Success Team (SST) meets regularly to discuss students referred and to plan support interventions.

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ASK After School Support Program  

Objective: To give students the opportunity for additional learning time in a subject where it is needed or assist students in “Credit Retrieval” in Core Subject Areas: Math, English, Social Sciences, and Natural Sciences, including Foreign Language and Albanian Language. Responsibilities of the Homeroom Teacher: ● At the end of every semester, homeroom teachers will identify students who would benefit with extra learning time after school, or students who have failed a core class (English, Math, Social Studies, Science, or Foreign Language). ● Will draft a personalized contract (using a provided template) for each of the identified students, conduct an informational meeting with the student and parent, and give a signed copy of the contract to the Head of School/Principal. ● Will enroll the student in the assigned After School Support sessions by adding their name to the specific course list set up in the Google Docs Homeroom folder. Responsibility of the Student: ● Agree and sign the “Student Success” contract. ● Maintain a “C” or higher grade in the 2nd semester for the course(s) failed in the 1st semester ● Retake/pass the first semester exam to prove knowledge and skills ● Attend After School Support classes in each failed subject with 80% rate of attendance for the semester *If Students do not meet the above criteria, for English and Math after school courses, then they will need to attend summer school for English and Math[1] [2] [3] [4] to obtain .5 of a credit. If Students do not meet the above mentioned criteria for other courses (Science, Social Studies, Foreign Language, Albanian Language) they will need to retake them during the next school year. Responsibilities of the Teachers: ● Support classes will be available according to the weekly schedule below. Mondays- English Tuesdays-Math Thursdays-Science, Albanian Language Friday-Social Studies, Foreign Languages

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Assessments and Evaluation Process   The purpose of assessment is to gather relevant information about student performance or progress, or to determine student interests to make judgments about their learning process. After receiving this information, teachers can reflect on each student’s level of achievement, as well as on specific inclinations of the group, to customize their teaching plans.

Continuous assessment provides day-to-day feedback about the learning and teaching process. Assessment can reinforce the efficacy of teaching and learning. It also encourages the understanding of teaching as a formative process that evolves over time with feedback and input from students. This creates good classroom rapport.

During the teaching process teachers in ASK use different forms of assessments as:

● Pre assessments (before teaching process)- are the instruments or methods teachers use to determine students’ knowledge, skills, or dispositions before instruction. Theoretically, pre-assessments help teachers determine where to begin instruction and provide teachers with baseline data from which to plot students’ learning progress.

● Formative assessments ( during teaching process) - are methods teachers use to monitor students learning to provide ongoing feedback that help them recognize where students are struggling and address problems immediately.

● Summative assessments- are instruments to evaluate student learning at the end of an instructional unit by comparing it against some standards or benchmarks.

Students in ASK are evaluated on different categories such as: Participation and Attendance, Homework, Class work, Projects, Presentations, Quizzes, Tests and Final Exam. During the evaluation process teachers use different rubrics which are presented to the students beforehand. In the appendix of this handbook you may find some of the rubrics that the teachers use during the evaluation process.

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Assessments & Use of Data  

In addition to formative and summative assessments designed by the classroom teacher to inform instruction and measure academic growth, ASK also uses common writing assessment for students and an external Measure of Academic Progress in Grades 1-8.

Measure of Academic Progress (MAP)

The Northwest Evaluation Association (NWEA) provides products and services to measure and promote academic student growth and school improvement. One of these products is Measures of Academic Progress (MAP). MAP tests are standards-aligned computerized adaptive tests that accurately reflect the instructional level of each student and measure growth over time. MAP tests provide results that are used to:

• Identify the skills and concepts individual students have learned. • Diagnose instructional needs. � • Monitor academic growth over time. � • Make data-driven decisions at the classroom, school, and district levels. � • Place new students into appropriate instructional programs.

The assessment itself is unique in that it adapts to the student's ability, accurately measuring what a child knows and needs to learn. In addition, MAP tests measure academic growth over time, independent of grade level or age. Most importantly, the results educators receive have practical application to teaching and learning. (NWEA website: www.nwea.org) �All students in Gr 1-11 sit for MAP testing twice a year. At ASK, teachers as well as students analyze data to set goals and measure progress throughout the year. Students in Grades 9-11 take the MAP test in the Fall and in the Spring. (Testing Dates: Beginning November 1 and May 1)

Common Writing Assessment, 6+1 Writing Traits

Each year in the Fall and Spring, students in Grades 1-12 receive a visual image as a prompt for a writing task. Their writing is distributed among a team of teachers who rank the quality of writing in a variety of areas using the 6+1 Writing Traits rubrics. A grade is not assigned to the writing samples as our focus is on promoting and measuring growth.

The purpose of our common writing assessment is to assess writing skills at the start and end of the school year:

● to provide qualitative feedback to students about their writing without the pressure of grading

● to set teaching and learning goals for writing at the start of the school year to assure an appropriate level of challenge for each student throughout the school year

● to benchmark and measure the growth in writing for the academic year The rubrics used to assess the writing and give students feedback and instructional guidance are found in the appendix of this handbook.

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Appendix 

Grade 3-12, 6+1 Writing Traits (page 1)

Ideas: The main message of the piece, the theme, with supporting details that enrich and develop that theme.

Organization: The internal structure, thread of central meaning, logical and sometimes intriguing pattern or sequence of the ideas

Voice: The unique perspective of the writer evident in the piece through the use of compelling ideas, engaging language, and revealing details

This paper is clear and focused. It holds the reader's attention. Relevant anecdotes and details enrich the central theme.

a) The topic is narrow and manageable b) Relevant, telling, quality details go beyond the

obvious c) Ideas are crystal clear and supported with

details d) Writing from knowledge or experience; ideas

are fresh and original e) Reader's questions are anticipated and

answered. f) Insightful topic

The organizational structure of this paper enhances and showcases the central idea or theme of the paper; includes a catchy introduction and a satisfying conclusion.

a) An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense of closure and resolution.

b) Thoughtful transitions connect ideas.

c) Sequencing is logical and effective.

d) Pacing is well controlled. e) The title, if desired, is original. f) Organizational structure is

appropriate for purpose and audience; paragraphing is effective.

The writer of this paper speaks directly to the reader in a manner that is individual, compelling, engaging, and shows respect for the audience.

a) Uses topic, details, and language to strongly connect with the audience.

b) Purpose is reflected by content and arrangement of ideas.

c) The writer takes a risk with revealing details.

d) Expository or persuasive reflects understanding and commitment to topic.

e) Narrative writing is honest, personal, and engaging.

The writer is beginning to define the topic, even though development is still basic or general.

a) The topic is broad b) Support is attempted c) Ideas are reasonably clear d) Writer has difficulty going from general

observations about topic to specifics e) The reader is left with questions f) The writer generally stays on topic

The organizational structure is strong enough to move the reader through the text without too much confusion.

a) The paper has a recognizable introduction and conclusion.

b) Transitions sometimes work. c) Sequencing shows some logic,

yet structure takes attention away from the content.

d) Pacing is fairly well controlled. e) A title, if desired, is present. f) Organizational structure

sometimes supports the main point or story line, with an attempt at paragraphing.

The writer seems sincere, but not fully engaged or involved. The result is pleasant or even personable, but not compelling.

a) Attempt to connect with audience is earnest but impersonal.

b) Attempts to include content and arrangement of ideas to reflect purpose.

c) Occasionally reveals personal details, but avoids risk.

d) Expository or persuasive writing lacks consistent engagement with the topic.

e) Narrative writing reflects limited individual perspective.

The paper has no clear sense of purpose or central theme. The reader must make inferences based on sketchy or missing details.

The writing lacks a clear sense of direction.

a) No real lead or conclusion

The writer seems uninvolved with the topic and the audience.

a) Fails to connect with the audience.

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a) The writer is still in search of a topic b) Information is limited or unclear or the length

is not adequate for development c) The idea is a simple restatement or a simple

answer to the question d) The writer has not begun to define the topic e) Everything seems as important as everything

else f) The topic may be repetitious, disconnected,

and contains too many random thoughts

Key Question: Did the writer stay focused and share original and fresh information or perspective about the topic?

present. b) Connections between ideas, if

present, are confusing. c) Sequencing needs work. d) Pacing feels awkward. e) No title is present (if requested). f) Problems with organizational

structure make it hard for the reader to get a grip on the main point or story line.

Key Question: Does the organizational structure enhance the ideas and make it easier to understand?

b) Purpose is unclear. c) Writing is risk free, with no sense of the

writer. d) Expository or persuasive writing is

mechanical, showing no engagement with the topic.

e) Narrative writing lacks development of a point of view.

Key Question: Would you keep reading this piece if it were longer?

Grade 3-12, 6+1 Writing Traits (page 2)

Word Choice: The use of rich, colorful, and precise language that moves and enlightens the reader.

Sentence Fluency: The rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear, not just to the eye

*Conventions: The mechanical correctness of the piece; spelling, punctuation, capitalization, grammar usage, and paragraphing.

Words convey the intended message in a precise, interesting, and natural way.

a) Words are specific and accurate. b) Striking words and phrases create imagery. c) Natural, effective and appropriate language. d) Lively verbs, specific nouns and modifiers. e) Language enhances and clarifies meaning. f) Precision is obvious by choice of words and

phrases

The writing has an easy flow, rhythm and cadence. Sentences are well constructed.

a) Sentences enhance the meaning. b) Sentences vary in length as well

as structure. c) Purposeful and varied sentence

beginnings. d) Creative and appropriate

connectives. e) The writing has cadence.

The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar usage, paragraphing)

a) Spelling is generally correct. b) Punctuation is accurate. c) Capitalization skills are present d) Grammar and usage are correct. e) Paragraphing tends to be sound. f) The writer may manipulate and/or edit for

stylistic effect; and it works!

The language is functional, even if it lacks much energy.

a) Words are adequate and correct in a general sense.

b) Familiar words and phrases communicate. c) Attempts at colorful language. d) Passive verbs, everyday nouns, mundane

modifiers e) Language functions, with one or two fine

moments. f) Occasionally, the words and phrases show

refinement and precision

The text hums along with a steady beat, but tends to be more pleasant or businesslike than musical.

a) Sentences get the job done in a routine fashion.

b) Sentences are usually of similar length, yet constructed correctly.

c) Sentence beginnings are sometimes varied.

d) The reader sometimes has to hunt for connective clues.

e) Parts of the text invite expressive oral reading; other parts may be stiff, awkward, choppy, or gangly.

The writer shows reasonable control over a limited range of standard writing conventions

a) Spelling is usually correct or reasonably phonetic on common words.

b) End punctuation is usually correct. c) Most capitalized words are correct. d) Problems with grammar and usage are not

serious. e) Paragraphing is attempted. f) Moderate, inconsistent editing (a little of

this, a little of that).

The writer struggles with a limited vocabulary a) Words are nonspecific or distracting. b) Many of the words don’t work.

The reader has to practice quite a bit in order to give this paper a fair interpretive reading.

Errors in spelling, punctuation, capitalization, usage and grammar and/or paragraphing repeatedly distract the reader and make text

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c) Language is used incorrectly. d) Limited vocabulary, misuse of parts of speech. e) Language is unimaginative and lifeless. f) Jargon or clichés, persistent redundancy.

Key Question: Do the words and phrases create vivid pictures and linger in your mind?

a) Sentences are choppy, incomplete, rambling, or awkward. Phrasing does not sound natural.

b) No "sentence sense" present. c) Sentences begin the same way. d) Endless connectives, if any

present. e) Writing does not invite

expressive oral reading. Key Question: Can you FEEL the words and phrases flow together as you read it aloud?

difficult to read. a) Spelling errors are frequent. b) Punctuation missing or incorrect. c) Capitalization is random. d) Errors in grammar or usage are very

noticeable. e) Paragraphing is missing. f) Little, if any, editing; the reader must read

once to decode, then again for meaning. Key Question: How much editing would have to be done to be ready to share with an outside source?

● A whole lot? Score in the 1-2 range. ● A moderate amount? Score in the 3 range. ● Very little? Score in the 4-5

range.

Class Participation Rubric (General)

STRONG (A-B)

EFFECTIVE (B-C)

EMERGING (C-D)

NEEDS IMPROVEMENT (F)

ATTITUDE Maintains a positive and supportive

attitude even when it is difficult.

Actively supports the group and other

individuals.

Asks appropriate questions to

understand work and approaches task

with confidence, creativity and enthusiasm.

Participates most of the time but may

not be enthusiastic.

Student sabotages the work of others and isn’t willing

to try new things.

TIME MANAGEMENT

Stays on task and focused even

without external reminding.

Stays on task and focused with little

teacher intervention.

Is not able to focus or stay on task without direct

teacher attention.

Even with teacher interventions, the student does not complete tasks.

BEHAVIOR Self-directed, respectful to

everyone, asks questions to

improve understanding.

Works quietly or cooperatively with others in a focused

manner. Is not distracted by others.

Sometimes “side-talks” during lesson and distracts others during the lesson or activity.

Talks excessively when teacher is talking and can be too physical with other

students.

Participation Rubric (Art Department)

STRONG (4 points) EFFECTIVE (3 points)

EMERGING (2 points) NEEDS IMPROVEMENT (1 point)

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Level of Engagement in Class

Always stays on-task. Always completes “Do Nows” without having to be reminded. Offers opinions without dominating and builds off of the ideas of others. Always pays attention while others speak. Answers thoughtfully and bravely when called upon. Always engaged and moves conversations forward in pairs or groups

Almost always stays on-task. Almost always completes “Do Nows” without having to be reminded. Regularly offers opinions (without dominating) during discussions. Almost always listens while others speak. Does best to answer when called upon. Almost always engaged when working in pairs or groups.

Generally on task. Occasionally needs a reminder to stay focused on the “Do Now.” Sometimes offers valuable opinions and observations Usually pays attention while others speak. Usually makes a good effort to answer questions when called upon. Usually engaged when working in pairs or groups.

Needs to be reminded to stay on task. Needs regular reminders to focus on “Do Now.” Occasionally puts head down. Rarely offers opinions. Sometimes talks and/or occasionally interrupts while others speak. Sometimes evades questions (says “I don’t know” instead of trying). Sometimes withdrawn or off-task when working in pairs or groups.

Level of Behavior in class

Always courteous; helps others learn and is never disrespectful.

Never displays disruptive behavior during class. Never disrespectful.

Always shows respect to others. Almost never allows a negative attitude to affect participation.

Occasionally displays disruptive behavior (by calling out, etc.)and/or projects a negative attitude.

Preparation

Always prepared for class with assignments, binder, text, pen, and other required class materials.

Almost always prepared for class with assignments and/or required class materials.

Usually prepared for class with assignments and/or required class materials.

Often not prepared for class with assignments and/or required class materials.

Attendance

Student was present for every class.

Student was absent for 1 class but provided instructor with a reasonable excuse.

Student was absent for 2 classes but provided instructor with reasonable excuses.

Student was absent for more than 2 classes and/or did not provide instructor with reasonable excuses.

Punctuality

Student was always on time for class and often arrived early.

Student was usually on time or early for class (was tardy to class only 1 or 2 times).

Student was sometimes on time (was tardy to class 3 times), but rarely arrived early.

Student was rarely on time or early (was tardy to class 4 or more times).

Presentation Rubric

STRONG EFFECTIVE EMERGING NEEDS IMPROVEMENT

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VOICE-FLUENCY

Student projects voice at all times and is easy to be

heard and understood. Student uses varied

intensity to support a message.

Student projects voice much of the time and is

easy to understand. Student uses some

correctly placed inflection.

Student attempts to project during the presentation. Student attempts to use

correctly placed inflection and is articulate some of the

time.

Student does not use inflection nor does she/he project their

voice. She/he can also be difficult to understand.

BODY-GESTU RE

Student consistently uses expressive body movements which support a message or mode of a presentation which communicates effectively with the audience. She/he keeps an open posture with the audience.

Student moves in the performance space in an

expressive manner. Gestures support the

message.

Student sometimes uses a comfortable body posture

and there is little gesturing.

Student stands rigidly and does not move the body to express

the message.

VISUAL AIDS Student uses images which make a message “pop”. They can be original or carefully crafted. Words are carefully selected and not plagiarized. Student

does not “read” Powerpoint slides to the

audience.

A few images or visual aids are used to reflect the

points or topic of the presentation. Font size is

large enough to be read by the audience. The student

may occasionally read from the slide.

Some visual images are used but they are not the most effective or they are not

frequent enough, or not large enough/high quality etc. There is too much text

written or the point size is not large enough to read. The information could be better

visually organized.

The student does not use images or text in a way that is effective for the audience. While images, text or other visual aids may be used, it is presented in a way

which does not contribute to the audience’s understanding of the presentation. Poor organization,

sizing, incorrect information, irrelevant images, too little or

too much information etc.

IDEAS-CONTENT

Ideas are original, interesting, and well

explained.

Student references other authors and cites sources,

to make his/her points effectively. The content is well organized and easily

to follow.

Some content may be explained well and in an interesting manner. Some

points may be less developed. The student may present their own argument or point of view, with little or no source information for

reference.

Ideas lack structure and it is difficult for the audience to follow the train of thought.

Some ideas may be presented but may be unrelated to the

presentation topic or do little to contribute to the presentation as a whole. The student may focus too long on irrelevant points, or too little on key information.

ORGANIZATION

The structure of the presentation is clear, easy to follow or is unique and

makes an impact.

There is a clear beginning, middle and end to the

presentation.

The student may jump from one idea to the next with little connection between ideas. The student may

present information that is sometimes easy to follow, and other times unclear.

The aims of the presentation are unclear or missing, and the student may jump from one topic to the next with little

explanation or logical transition. The presentation is difficult to

follow and is unable to keep the attention of the audience.

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