Curriculum Examples

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10. 1 ​​ The Lower Alloways Creek School District 856.935.2707 967 Main Street, Salem, NJ 08079 @LACschool ​Jason M. Eitner Chief School Administrator Shannon N. DuBois-Brody Business Administrator Transitioning from Digital Shop to STEAM (science / technology / engineering / arts / math) for the 2015-16 school year Summary: LAC School has had both an industrial arts program and computer labs for a number of years now. While each of the programs have lead their own pathways, this year (2014-15) we merged the two, calling it “Digital Shop”. The program was a hybrid and experimental; there were a series of trials and pitfalls in which some aspects of the program excelled and some stalled. As we begin to move forward for the following school year, we can’t help but to notice the explosion of STEAM (science / technology / engineering / the arts / math) programs throughout New Jersey and our country. We are cognizant that we are preparing our learners for careers that don’t exist and that technology is becoming more and more crucial to our lives, despite how we may personally feel about it. Hence, a realignment in elective offerings to our students is paramount for our learners to succeed. Proposed Changes: ● Abolishment of the Industrial Arts program (no RIF needed, as the IA teacher will be retiring effective 6-30-15). ● Selling of assets via www.govdeals.com and tool reallocation to the maintenance department. ​

11. 2 ● Creation of the STEAM program utilizing the curriculum listed below as a base and adding more as we move forward. The program will focus on five areas: ○ Science ○ Technology ○ Engineering ○ the Arts (visual and performing) ○ Math ​ The program would begin with the curriculum listed below, and will be breathing curriculum, allowing the instructor to add or take away as needed. ● For grades K-4, we propose to utilize the ​Engineering Is Elementary program, along with our own curriculum (listed at the end of this document. ​(Examples of the program working in action in another K-8 NJ school district ​ ​ can be found here .) ● For grades 5-8, we propose to utilize the curriculum listed at the end of this document. ​ ● Hire STEAM-oriented methods. The ideal candidate will utilize a new curriculum while creating a classroom and school environment that is conducive to learning and is appropriate to the maturity and interests of the students. The STEAM teacher will ideally teach students to work collaboratively to solve problems and to think logically and creatively. The ideal candidate will have a BA (MA preferred) in either science, computer science, engineering, math, or visual / performing arts ​(note - we are also looking to have the ideal candidate possess a Supervisors or Principal’s certificate to take on the Dean of Students / Supervisor of Instruction role) . a STEAM teacher. instruction The STEAM teacher will deliver Learning through Project-Based ​

12. 3 Technology Curriculum Guide Adopted: January 5, 2015 Jason M. Eitner, Chief School Administrator Allan Burch, Ed.D, Digital Shop Teacher

13. 4 Pre-Kindergarten and Kindergarten NJCCCS: 8.1 Unit #1 Stage 1 Enduring Understandings: Essential Questions: Students will understand that... Technology is always changing and we need to be life-long learners. We should use technology based on our personal and/or career needs. A tool is only as good as the person using it. Digital tools allow for communication and collaboration anytime/anyplace worldwide. What skills do I need to learn to be a 21st century student? How do I choose the right digital tools and when do I use them? How can I use my digital tools and skills in new situations?

14. 27 ​​ Grades 5-8 - STEAM Curriculum - The Lower Alloways Creek School District - PROPOSED Technology is a tool to build 21st century career readiness and higher education skills that encompass: • Critical Thinking • Problem Solving • Creative Expression • Empathy The goal of infusing appropriate technology resources is to promote concept understanding and to assist students in achieving higher levels. Technology is a tool to complement the curriculum so that it becomes intertwined to support instruction and student learning. It provides students with a variety of avenues to express their learning and understanding. When planning lessons, begin with the curriculum, and allow students to choose a medium to demonstrate that they have met the objective. For example, when students are given an assignment such as learning about different animals, the goal is for them to understand the animal’s place in its habitat, position in the food chain, and human impact on survival. Students should be given the freedom to choose a presentation platform to share their understanding. This could be a digital or non-digital format. There should not be an expectation that all students create a PowerPoint or be assigned a specific tool to express their learning. The knowledge, skill level and creative ability of the teacher will make this curriculum, a reflection of the standards come alive with up to date technologies infused into the English Language Arts and into the Science and Mathematics curricula (all of which can be found on our website). The resources, lessons, activities and assessments will be expanded by the knowledgeable and skilled teacher. Important to Note: The knowledge skill level of the teacher will enhance the options for instructional activities and lessons. In addition, the modifications and extensions as well as assessments and resources will expand as our teacher continues to revise this “living document”. Unit 1: Introduction to Web 2.0 Tools Timeline: ongoing Essential question(s): • How do I choose and appropriate digital tool to communicate my understanding? • How has technology changed and what is its impact on our communication, knowledge and everyday life? Enduring understanding(s): • We use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. • Technology is always changing and evolving and impacts all aspect of our lives: our learning, our communicating, our creativity, and our discoveries. • As a consumer/user of technology, we must be aware of our responsibility to be a safe, educated and thoughtful global digital citizens. • Teamwork and the ability to get along are essential for achieving success in school, life and in the workplace. • The designed world is the product of a design process that allows for resources to be converted to products and

15. 28 systems. • Science Technology Engineering and Math (STEM) is an imminent part of the future and will develop beyond current day applications. NJCCCS: ● Evaluation and application and use of an appropriate Web 2.0 digital and technology tools: ○ 8.1.8.A.1 8.1.8.A.2 8.1.8.A.3 8.1.8.A.4 8.1.8.A.5 8.1.8.B.1 8.1.8.C.1 8.1.8.D.1 8.1.8.D.2 8.1.8.E.1 8.1.8.F.1 LAL CCS: RST 6-8.1 6-8.3 6-8.7 6-8.8 6-8.9 ● ● ● ● Unit 2: Problem Solving, STEAM Timeline: ongoing Essential question(s): • Are all discoveries made on purpose? • Why does technology advance and change over time? • What is a robot and how are they used in our world? • How does a robot receive instructions to complete a programmed task? • How do sensors help robots solve problems? Enduring understanding(s): • The designed world is the product of a design process that allows for resources to be converted to products and systems. • Robots are an imminent part of the future and their use in the world will develop beyond current day applications. • Ethical issues arise as science and technology advance. • Teamwork and the ability to get along are essential for achieving success in school, life and in the workplace. • Ethical issues arise as science and technology advance. NJCCCS: ​​Problem Solving and Creativity ● ● ● ● ● ● ● ● ● 8.1.8.C.1 8.1.8.D.3 8.2.8.B.1 8.2.8.B.2 8.2.8.C.2 8.2.8.D.1 8.2.8.E.1 8.2.8.F.1,2 8.2.8.G.2 Sample Activities: ● Data Collection Resources: Google Maps differences between devices such as a first, second generation items. Possible data representation with digital tools help with local and global communication in the design process.

16. 29 •Technological products are created through the use of appropriate technological resources. ● Students investigate a major scientific discovery that was found by a mistake and choose a presentation medium. Possible Mediums: • Voki • Photo Story • Wiki • Prezi • PPT • Pod or Vodcasts Unit 3: Robotics/Engineering Timeline: ongoing (approximately 12 weeks) NJCCS: ● ● ● ● 8.2.8.A.1 8.2.8.B.1 8.2.8.B.2 8.2.8.B.3 Lessons and Activities: ● ● Into to Robots – Watch and discuss a Discovery Education video about cars/planes/robots. Recognize the functions of the NXT programmable unit throughout the project focused on the design process Software – Learn the functions of the software to control the cars/planes/robots. Measurements – Apply how knowing the measurements of different aspects of the cars/airplanes/ robots can affect the movements of the cars/planes/robot. Advanced Programming – Complete one of the open- ended design problems from the Design Challenge based site where students can ask questions and seek My Access Online PowerPoints Gears and movements Basic programming Forward/Reverse Turns Loops Show that a robot can be used to automate a task. Have students maintain a communication web Understand that robots are machines we build and program to perform predefined based site to post problems and possible resolutions tasks. Build a basic robot and identify major components. Understand that robots communicate with the computer through a set of instructions referred to as a computer language which instructs robots on input, process, and output. Demonstrate how gears affect movements. ● ● ● ● ● ● ● ● ● ● Use measurements and motions to enhance the robot’s program.

17.       HOPEWELL VALLEY REGIONAL SCHOOL DISTRICT  Pennington, NJ  08534                            Program of Studies  2012­2013                Hopewell Valley Central High School  Grades 9, 10, 11, 12                 

18.    Program of Studies: 2012­2013    District Belief Statements  We believe in the worth and dignity of each person.  We believe that all students are entitled to the opportunity to maximize their talents and abilities.   We believe that students thrive in a learning environment that facilitates self­discovery, exploration, and                 intellectual risk­taking.  We believe that a quality education is a lifelong process that fosters academic and cultural understanding.  We believe that an effective education is a shared responsibility by all persons, groups, and organizations within                   our community.  We believe that we have the obligation to nurture a culture of respect that honors the uniqueness of the individual                     and fosters responsibility toward the community and the environment.  We believe that an effective educational system anticipates plans and acts in response to a changing world.    District Mission Statement  The mission of the Hopewell Valley Regional School District, in partnership with the community, is to provide a                 comprehensive, caring educational experience which:  ● Nurtures the unique talents of each individual  ● Creates a fulfilled, socially responsible, lifelong learner  ● Develops confidence and capabilities to face the challenges of a rapidly changing world  ● Promotes a culture of respect which values diversity  ● As partners, we will provide sufficient resources and a talented, committed staff that creates a safe             environment where all individuals flourish.    Board of Education                                    Alyce Murray­ President                                          Lisa Wolff ­ Vice President                                   Peter DiDonato          Jenny Long                                   Michael Markulec       Leigh Ann Peterson                      Susan Pollara             Susan Pollara                      Adam Sawicki, Jr.       Sarah Tracy                    Caroline Phillips (Student Representative)  Dr. Thomas A. Smith Anthony Suozzo Rosetta Treece Robert W. Colavita, Jr. Michael Daher Lavell Ginnisl Dr. Ira Gardner Paulette DiNardo Dr. Christine Abrahams Mariangela Buono Rachel Curran Frank DeVone Nicole Getman Una Hong Douglas Brower Jason Eitner Kiki Gardner    Athletic Director and Wellness Supervisor 6­12  Ron Heller Nicole Gianfredi Peter James Jack Vanottica                                                                                          Superintendent of Schools  Assistant Superintendent  Director of Curriculum and Instruction  Business Administrator/Secretary to the Board  Principal  Vice Principal  Vice Principal  Director of Pupil Services  Supervisor of Counseling Services K­12  School Counselor  School Counselor  School Counselor  School Counselor  School Counselor  Business and Practical Arts Supervisor K­12  English & Social Studies Supervisor K­12  Visual and Performing Arts Supervisor K­12    Special Education Supervisor Pre K­12  Math & Science Supervisor K­12  World Language Supervisor K­12  2     

19.   with another science, but it does not replace biological or physical science and does not meet the 3­ year science                     requirement.   Prerequisites: At least a 70% in Biology and Chemistry    Marine Science Grades 11,12  This semester   course is designed for students who would like to develop an understanding of marine science and                 oceanography. Concepts previously learned in physical and life science courses will be used to explore ocean             ecosystems and habitats, coastal environments, and oceanography.           understandings of the biological importance of sea life, diversity of habitats, the fundamentals of oceanography                 and the human impacts on the sea. Topics will include ocean acidification, biogeochemical cycle, the dead zone,                     ocean layers, currents, waves, tides, El Nino, technology, plate tectonics, sediments, coastal dynamics, plankton,               invertebrates, vertebrates, marine ecosystems, marine policy, and technology.         discussions and projects will be used to evaluate adaptations of marine organisms, ocean physics and chemistry.                 This course may be taken concurrently with another science, but it does not replace biological or physical science                 and does not meet the 3­ year science requirement.   Prerequisites: At least a 70% in Biology and Chemistry                        2.5 credits                                                                  Students will learn the scientific             Laboratory experiments,                                                                       SOCIAL STUDIES  Faculty: Jason Eitner (Supervisor), David Bello, Dana Heller, John McGinley, Jeffrey Neumann, JanaLeigh             Olszyk, Jeffrey Parkinson, Coleen Ross, Leslie Silverman, Robert Siris, Paul Tkacs    The Social Studies sequence of classes is as follows:  Grade 9: World History  Grade 10: United States History 1 in a Global Context  Grade 11: United States History 2 in a Global Context  Grade 12: No required course. Students may take other social studies courses as electives if they meet the             requirements.    World History Grade 9  This 9 thgrade history course meets the New Jersey Social Studies Core Requirements for World History and                   begins a student’s three year requirement in Social Studies. This course will examine world history from 1450 with                 a focus on five historical periods: The Age of Global Encounters (1400­1750), The Age of Revolutionary Change                     (1750­1914), The Era of the Great Wars (1914­1945), The Modern World (1945­1979), and Looking to the Future                 (1980­present). Emphasis is also placed on developing students’ social studies skills such as summarizing and               note taking, thesis statement development and research skills.    World History Honors Grade 9  This 9 thgrade history course meets the New Jersey Core Requirements in World History and begins a student’s                   three year requirement in Social Studies. This course is designed for students who desire a more intensive,                 in­depth study of world history in grade 9. The course examines world history chronologically from 1450­1945,                     focusing on the historical development of nationalism and globalization. The pace of an honors class is faster, with               higher expectations for students to work independently with less teacher guidance. Honors students are not only               required to read more, but also to respond to and write about history with increased depth of thought and analysis.                       Students who apply for entrance into this course will be evaluated against established criteria that include grade                     point average requirements and departmental recommendations. This course is recommended for students           wishing to build a strong foundation in the Social Studies, and who wish to continue with the honors program in                   the future. This course is also recommended for those students who may wish to take an Advanced Placement                   course in the Social Studies their 10th, 11 thor 12 thgrade years.   Prerequisite:   A student wishing to enroll in World                       History Honors must meet one of the following requirements in 8 th  grade:                                    5 credits                                                                                      5 credits                                                                                                                                                                                                  47     

20.   ● ● grade average of   90%   in Social Studies and   90%   in Language Arts  grade average of   90%   in Social Studies and an   85%   in Honors Language Arts.    The World History Honors course seeks to prepare students for the rigors of the honors program at Central High                 School by explicitly stressing development of historical critical thinking skills while learning about the past. In order               to facilitate the growth of these skills, students should expect the following.  ● A summer assignment, consisting of reading and analytical writing  ● On average,   three (3)   hours per week of homework, with the understanding that this figure is an estimate  that may be different for every student, depending on a variety of factors.  ● At least   one   major writing assignment per quarter.  ● On average, 15 pages of supplemental reading per week.  ● Participation in daily Harkness style discussions. Students will be graded on thorough preparation of  assigned materials, critical thinking ability, and understanding of the topics being discussed.    Students should also be aware that organizational skills and time management are both fundamental               requirements of this course. The majority of coursework to be completed at home will be long­term projects,               essays, and readings.    United States History 1 in a Global Context Grade 10  A chronological/topical approach to United States History from colonial beginnings through 1908 is studied. United               States History 1 in a Global Context is taught in a global framework with historical comparisons in different time                       periods receiving special attention. This course addresses appropriate NJ Core Content Standards and social             studies skill areas, preparing students for continued study in the social studies in grades ten through twelve.    United States History 1 in a Global Context Honors Grade 10  This 10 thgrade history course meets the New Jersey Core Requirements in US History and is the second                   component of a student’s three year requirement in Social Studies. This course is designed for students who                 desire a more intensive, in­depth study of US History 1 in grade 10. The course examines American history                     chronologically from colonial beginnings through 1908, focusing on the historical development of the American             nation in the context of global society. The pace of an honors class is faster, with higher expectations for students                       to work independently with less teacher guidance. Honors students are not only required to read more, but also to               respond to and write about history with increased depth of thought and analysis. Students who apply for entrance                     into this course will be evaluated against established criteria that include grade point average requirements and                 departmental recommendations. This course is recommended for students wishing to build a strong foundation in           the Social Studies, and who wish to continue with the honors program in the future. This course is also                   recommended for those students who may wish to take an Advanced Placement course in the Social Studies in                   11 thor 12 thgrade.   Prerequisite:   A student wishing to enroll in United States History 1 in a Global Context Honors                   must meet on the following requirements in 9 th  grade:  ● Grade average of   85%   in 9 th  grade World History.  ● Grade average of   80%   in 9 th  grade World History Honors.    The United States History 1 in a Global Context Honors course seeks to prepare students for the rigors of the                   honors program at Central High School by explicitly stressing development of historical critical thinking skills while                 learning about the past. In order to facilitate the growth of these skills, students should expect the following.  ● A summer assignment, consisting of reading and analytical writing  ● On average,   three (3)   hours per week of homework, with the understanding that this figure is an estimate  that may be different for every student, depending on a variety of factors.  ● At least   one   major writing assessment per quarter.  ● On average, 15 pages of supplemental reading per week.                                                                              5 credits                                                  5 credits                                                                                                                                                                                                                                                                      48     

21.   ● A minimum of   two (2)   Harkness discussions per quarter. Students will be graded on thorough  preparation of assigned materials, critical thinking ability, and understanding of the topics being  discussed.    Students should also be aware that organizational skills and time management are both fundamental               requirements of this course. The majority of coursework to be completed at home will be long­term projects,               essays, and readings.    United States History 2 in a Global Context Grade 11  The year begins with a selected review of United States History emphasizing certain themes. Students then                   examine major turning points in American history in the twentieth century as they reflect continuity and change                 from the nation's beginnings. Several themes are emphasized: the expanding role of the federal government and               federal courts, the continuing tension between the individual and the state and between minority rights and               majority power; the emergence of a modern corporate economy; the impact of technology on American society                 and culture; change in the ethnic composition of American society; the movement toward equal rights power for                 racial minorities and women, and the role of the United States as a major world power.    United States History 2 in a Global Context Honors Grade 11  This 11 thgrade history course meets the New Jersey Core Requirements in US History and is the third component                   of a student’s three year requirement in Social Studies. This course is designed for students who desire a more                   intensive, in­depth study of US History 2 in grade 11. The course examines American history chronologically from                     1890 to the present, focusing on the historical development of the American nation in the context of global society.                 The pace of an honors class is faster, with higher expectations for students to work independently with less                     teacher guidance. Honors students are not only required to read more, but also to respond to and write about               history with increased depth of thought and analysis. Students who apply for entrance into this course will be                 evaluated against established criteria that include grade point average requirements and departmental             recommendations. This course is recommended for students wishing to build a strong foundation in the Social             Studies, and who wish to continue with the honors program in the future. This course is also recommended for                   those students who may wish to take an Advanced Placement course in the Social Studies in 11 thor 12 thgrade.                   Prerequisite:   A student wishing to enroll in United States History 2 in a Global Context Honors must meet on the                 following requirements in 10 th  grade:  ● Grade average of   85%   in 10 th  grade United States History 1.  ● Grade average of   80%   in 10 th  grade United States History 1 Honors.    The United States History 2 in a Global Context Honors course seeks to prepare students for the rigors of the                   honors program at Central High School by explicitly stressing development of historical critical thinking skills while                 learning about the past. In order to facilitate the growth of these skills, students should expect the following.  ● A summer assignment, consisting of reading and analytical writing  ● On average,   three (3)   hours per week of homework, with the understanding that this figure is an estimate  that may be different for every student, depending on a variety of factors.  ● At least   one (1)   major writing assessment per quarter.  ● On average, 15 pages of supplemental reading per week.  ● A minimum of   two (2)   Harkness Discussions per quarter. Students will be graded on thorough  preparation of assigned materials, critical thinking ability, and understanding of the topics being  discussed.    Students should also be aware that organizational skills and time management are both fundamental               requirements of this course. The majority of coursework to be completed at home will be long­term projects,               essays, and readings.                                    5 credits                                                                                                        5 credits                                                                                                                                                                                                                                                                                                                    49     

22.     AP World History Grade 9  The Advanced Placement World History course meets the New Jersey Social Studies Core Requirements for               World History and begins a student’s three year requirement in Social Studies. The AP World History course                 content is structured around the investigation of five course themes and 19 key concepts in six different                 chronological periods, from approximately 8000 B.C.E. to the present. The themes and key concepts are intended               to provide foundational knowledge for future college­level coursework in history. These five themes of equal             importance – focusing on the environment, cultures, state­building, economic systems, and social structures –               provide areas of historical inquiry for investigation throughout the course. AP World History encompasses the               history of the five major geographical regions of the globe: Africa, the Americas, Asia, Europe, and Oceania, with                   special focus on historical developments and processes that cross multiple regions. Prerequisite: A student             wishing to enroll in AP World History must meet the following requirements:  ● AP World History in the freshman year must be preceded by ONE of the following:  o Grade average of   90%   in Social Studies and   90%   in Language Arts  o Grade average of   90%   in Social Studies and   an 85%   or higher in Honors Language Arts.  ● Students   must   take and pass an AP Readiness Assessment, to be given in February.  ● Students not meeting these prerequisites may appeal to the Social Studies Supervisor, upon which a  written assessment will determine the student’s readiness for Advanced Placement rigor.    The AP World History course seeks to apprentice students to the practice of history by explicitly stressing                 development of historical thinking skills while learning about the past. In order to facilitate the growth of these               skills, students should expect the following.  ● A summer assignment, consisting of reading and analytical writing.   ● On average,   four (4)   hours per week of homework.  ● At least   one (1)   Document Based Question style essays per quarter, to be completed in class.  ● At least   one (1)   Research Essay per quarter, to be completed at home.  ● On average, 50 pages of supplemental reading per week.  ● A minimum of   four (4)   Socratic seminars per quarter. Students will be graded on thorough preparation of  assigned materials, critical thinking ability, and understanding of the topics being discussed.     AP United States History 1  Grade 10  The Advanced Placement Program in United States History is designed to provide students with the analytical               skills and factual knowledge necessary to deal critically with the problems and materials in United States history.                 The Advanced Placement Program strives to develop the skills necessary to arrive at conclusions on the basis of               an informed judgment and to present reasons and evidence clearly and persuasively in essay format. This 10 th                 grade history course meets the New Jersey Core Requirements in US History and is the second component of a                 student’s three year requirement in Social Studies. This course is designed for students who desire an intensive,                 in­depth study of US History 1 in grade 10. The course examines American history chronologically from colonial                       beginnings through 1908.    Prerequisite:   A student wishing to enroll in AP US History 1 must meet one of the following:  ● AP US History in the sophomore year must be preceded by  o AP World History with a grade average of   70%   or higher  o World History Honors with a grade average of   85%   or higher  o World History with a grade average of   90%   or higher  ● Students not meeting the prerequisite may appeal to the Social Studies Supervisor, upon which a written  assessment will determine the student’s readiness for Advanced Placement rigor.       5 credits                                                                                                                                                                                                    5 credits                                                                                                                                  50     

23.   The A.P. US History 1 course seeks to apprentice students to the practice of history by explicitly stressing                   development of historical thinking skills while learning about the past. In order to facilitate the growth of these               skills, students should expect the following.  ● A summer assignment, consisting of reading and analytical writing.  ● On average,   four (4)   hours per week of homework.  ● At least   one (1)   Document Based Question style essay per quarter, to be completed in class.  ● On average, 50 pages of supplemental reading per week.  ● A minimum of   four (4)   Harkness discussions per quarter. Students will be graded on thorough preparation  of assigned materials, critical thinking ability, and understanding of the topics being discussed.  ● A 15­20 page research paper, to be completed in Quarter 4.    AP United States History 2 Grade 11  The Advanced Placement Program in United States History is designed to provide students with the analytical               skills and factual knowledge necessary to deal critically with the problems and materials in United States history.                 The Advanced Placement Program strives to develop the skills necessary to arrive at conclusions on the basis of               an informed judgment and to present reasons and evidence clearly and persuasively in essay format. The course                 will concentrate on selected topics throughout America history, teaching both factual knowledge and critical             analytic skills. This 11 thgrade history course meets the New Jersey Core Requirements in US History and is the                   third component of a student’s three year requirement in Social Studies. This course examines American history                   chronologically from 1890 to present day.    Prerequisite:   A student wishing to enroll in AP US History 2 must meet one of the following:  ● AP US History in the junior year must be preceded by   o AP US History 1 with a grade average of   70%   or higher  o US History 1 Honors with a grade average of   85%   or higher  o US History 1 with a grade average of   90%   or higher.  ● Students not meeting the prerequisite may appeal to the Social Studies Supervisor, upon which a written  assessment will determine the student’s readiness for Advanced Placement rigor.    The AP US History 2 course seeks to apprentice students to the practice of history by explicitly stressing                   development of historical thinking skills while learning about the past. In order to facilitate the growth of these               skills, students should expect the following.  ● A summer assignment, consisting of reading and analytical writing.  ● On average,   four (4)   hours per week of homework, with the understanding that more than this amount of  time will likely be spent on homework leading up to the AP exam in May.  ● At least   two (2)   Document Based Question style essays per quarter, to be completed either in class or at  home.  ● On average, 50 pages of supplemental reading per week.  ● A minimum of   four (4)   Socratic seminars per quarter. Students will be graded on thorough preparation of  assigned materials, critical thinking ability, and understanding of the topics being discussed.  ● A 15­20 page research paper, to be completed in the 6 weeks immediately following the administration of  the AP exam in mid­May.    This course also carries with it the expectation that all students enrolled in the course will be taking the AP                   examination, administered by the College Board in the month of May.    AP European History Grade 12  The goals of the Advanced Placement Program in European History are to develop an understanding of some of                 the principal themes in modern European history, to develop an ability to analyze historical evidence, and to                                                         5 credits                                                                                                                                                                                                5 credits                                        51     

24.   develop an ability to analyze and to express historical understanding in writing. Students will trace developments                   in European history through the examination of three central themes: Intellectual and Cultural History, Political and                 Diplomatic History and Social History.   Prerequisite:   A student wishing to enroll in AP European History must meet one of the following:  ● Grade average of   70%   from AP US History 2  ● Grade average of an   85%   or higher in Honors US History 2.  ● Grade average of   90%   or higher in US History 2  ● Students may take this course in their Junior year only with the written approval of the Social Studies  Supervisor.    AP United States Government and Politics Grade 12  The AP United States Government and Politics course will give students an analytical perspective on government                 and politics in the United States. This course includes both the study of general concepts used to interpret U.S.                   politics and an analysis of historic and current examples. The course will examine various institutions, groups,                 beliefs, and ideas that constitute U.S. politics. The following is a description of the topics that will be covered in                 the course.  ● Constitutional Underpinnings of United States Government  ● Political Beliefs and Behaviors  ● Political Parties, Interest Groups, and Mass Media  ● Institutions of National Government  ● Civil Rights and Liberties  ● Public Policy  Prerequisite  : A student wishing to enroll in AP US Government and Politics must meet one of the following:  o Grade average of   70%   from AP US History 2  o Grade average of an   85%   or higher in Honors US History 2.  o Grade average of   90%   or higher in US History 2.  o Students may take this course in their Junior year only with the written approval of the Social Studies  Supervisor.    American Economics Grades 10, 11, 12  This course is the study of the United States market­oriented economic system. Students will gain an                   understanding of economic principles, forces and programs. Units dealing with supply and demand, money and             banking, taxation and the role of government in the economic arena will be studied. Topics such as consumerism,                   the business cycle, international trade and other economic systems will be integrated within the units of study.               Beginning with the Class of 2014, the state of New Jersey has required students to receive 2.5 credits in financial                     literacy. This course is one way to fulfill this requirement. In addition to this course being offered during the                   regular school year, there will be on online/blended summer course offered for a fee. Interested students should                 see their school counselor for details. (This semester course fulfills the state of New Jersey’s requirement that all                 students will develop skills and strategies that promote financial responsibility – 21st Century Life and Careers                 Content Area; Standard 9.2.)    Anthropology Grades 11, 12  Anthropology is the study of the physical & cultural aspects of the human species. The course begins with an                   explanation of the role and methods of the anthropologist, as well as the various approaches to anthropological                 theory. Physical Anthropology examines human evolution, human diversity, primates, and early human origins.           Cultural Anthropology examines the human institutions of language, kinship, gender, ethnicity, economics, politics,               and religion in a broad comparative framework.                                    5 credits                                                                              2.5 credits                                                                                                                                                                      2.5 credits                                                                    52     

25. Comparative World Religions Grade 11, 12   This course examines the five major religions of the world, Buddhism, Judaism, Hinduism, Islam, and Christianity,                   within the perspective of the comparative study of religion. The course will initially introduce students to basic                 themes within the worldview of each of these traditions. As the course progresses, we will integrate themes from                   the comparative study of religion to provide students with a diverse understanding of the religious worldview and                 its impact on society.  2.5 credits                                                                      Global Issues and Awareness Grade 12  This semester course seeks to develop student understanding of critical global issues so important for becoming               knowledgeable and productive citizens in our democracy. Topics such as international terrorism, nuclear             weapons, human rights violations, environmental issues, conflicts in the Middle East and globalization will serve           as a background for studying the role of the United States in world affairs and the growing need to analyze events                     in global terms.  2.5 credits                                                                            Holocaust and Genocide Studies Grades 11, 12  A college­level elective for Juniors and Seniors interested in the extensive exploration of the impact of genocide               on societies worldwide. The course is structured around a wide­range of challenging reading assignments, mature                   class discussion, extensive analytical and reflective writing, films and survivor testimonies. Students taking this             course will examine genocide in depth, building upon the introduction to the Holocaust in United States History 2                 in a Global Context. Students address essential questions of genocide’s influence on humankind.  2.5 credits                                                                      Sociology Grades 11, 12  Sociology is a college­level elective designed for juniors and seniors to help them better understand the social               system of the United States. The course is structured around a wide­range of challenging reading assignments                   done independently, mature films and class discussion, and extensive analytical and reflective writing. Topics             such as culture, education, class structure, crime and deviance, race relations, sex roles and demography are                 covered.    2.5 credits                                                                    SPECIAL EDUCATION  Faculty:   Dominique Talbot (Supervisor), Maryann Babice, Daniel Balog, MaryPat Berends, David Caldwell,           Selena Carrigan, Michelle Dailey, Tatiana Dodge, David Geronemo, Sara Golkov, Laura Gordon, Samantha             Maloney, Jorge Merino, George Needham, Andrew Romanelli, Allisyn Scarola, Kristy Sharp, Jillian Slizewski,             Ryan Tobin, Jennifer Wheeler                                            Resource Program English  English 9 Grade 9  In English 9 students will follow the general education English curriculum that is paced and modified to meet the                   individualized learning needs of each student. Class size is smaller to provide more direct instruction and support.                As their introduction to the high school English program, students in English I read novels, such as   To Kill a                 Mockingbird  ; plays, including   Romeo and Juliet  ; mythology, including   The Odyssey  ; and multicultural short stories             and poetry. Writing assignments encourage students to explore creative, expository, narrative, and personal forms               of writing as well as important research skills.  ● 1. Topics/Themes:  Maturation, Justice and Equality, The Impact of Literature on Culture, The Quest, Finding Commonalities Across Traditional Boundaries   5 credits                                                                                                53