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Rainshadow  Community  Charter   High  School  
Curriculum  Overview  
Joe  Ferguson  M.S.,  Marisa  Kendall  M.S.,  Sam  O’Brien  M.A.,  Rachael  Tullar  M.A.,  Victoria   Velazquez,  Steve  West  Ph.  D.,  Alissa  Wilmet  M.A.,  Toby  Wiedenmayer  M.A   Founders  and  Original  Authors:    Stephen  Tchudi  Ph.D.  and  Steven  Lafer  Ph.D.  

  Table  of  Contents  
Introduction.................................................................................................................4   The  Organization  of  This  Book......................................................................................5   Overall  Curriculum  Plan ...............................................................................................5   Core  Courses,  Project  Class  Focus,  and  Social  Emotional  Focus............................................................5   Quarterly  Themes  By  Year .....................................................................................................................................6   Year  One:    The  Quality  of  Life.......................................................................................7   Semester  One,  Quarter  One:    Exploring  Our  Town........................................................8   Week  One.......................................................................................................................................................................8   Week  Two......................................................................................................................................................................9   Week  Three................................................................................................................................................................10   Week  Four ..................................................................................................................................................................11   Week  Five ...................................................................................................................................................................12   Week  Six ......................................................................................................................................................................13   Week  Seven................................................................................................................................................................14   Week  Eight .................................................................................................................................................................15   Week  Nine ..................................................................................................................................................................16   Year  Two:    An  Expanding  Universe .............................................................................17   Semester  One,  Quarter  One:    Explorers,  From  Pre-­‐Columbian  to  Fremont..................18   Week  One....................................................................................................................................................................18   Week  Two...................................................................................................................................................................19   Week  Three................................................................................................................................................................20   Week  Four ..................................................................................................................................................................21   Week  Five ...................................................................................................................................................................22   Week  Six ......................................................................................................................................................................23   Week  Seven................................................................................................................................................................24   Week  Eight .................................................................................................................................................................25   Week  Nine ..................................................................................................................................................................26   Year  Three:    Microworlds  and  Models........................................................................27   Semester  1,  Quarter  1:    The  Truckee  Microcosm ........................................................28   Week  One....................................................................................................................................................................28   Week  Two...................................................................................................................................................................29   Week  Three................................................................................................................................................................30   Week  Four ..................................................................................................................................................................31   Week  Five ...................................................................................................................................................................32   Week  Six ......................................................................................................................................................................33   Week  Seven................................................................................................................................................................34   Week  Eight .................................................................................................................................................................35   Week  Nine ..................................................................................................................................................................36  

 

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Year  Four:    Mapping,  Documenting,  Remembering,  Dismembering............................37   Semester  One,  Quarter  One:    History  Far  and  Near,  Personal  and  Global ...................38   Week  One....................................................................................................................................................................38   Week  Two...................................................................................................................................................................39   Week  Three................................................................................................................................................................40   Week  Four ..................................................................................................................................................................41   Week  Five ...................................................................................................................................................................42   Week  Six ......................................................................................................................................................................44   Week  Seven................................................................................................................................................................46   Week  Eight .................................................................................................................................................................48   Week  Nine ..................................................................................................................................................................50    

 

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Introduction  
  Creating  empowered  community  members  through  real-­world  education.    What  does  this   mean?    It  means  that  learning  must  be  tied  to  something  that  is  authentic  for  it  to  be   meaningful.    Learning  should  not  occur  in  a  vacuum,  but  rather  should  be  attached  to   something  that  is  more  lasting.    With  that  understanding,  it  is  felt  that  students  will  begin  to   feel  more  empowered  about  the  world  around  them.         At  Rainshadow,  goals  for  student  success  extend  beyond  the  classroom  and  into  the  world   of  work.    Our  goals  for  students  with  regard  to  the  National  Core  Standards  and  assessment   include:   o Students  will  apply  knowledge  and  skills  across  all  subject  areas,  as  reflected  in  the   district,  state,  and  national  standards  for  education.   o Students  and  all  student  groups  will  make  continuous  measurable  gains  in   achievement  of  content  standards.   o Student  learning  activities  include  relevant  and  real-­‐world  projects  and  problems.   o Assessment  results  will  be  utilized  to  guide  instruction  and  to  report  on  individual   student  knowledge  and  progress.   o Assessment  will  allow  students  to  demonstrate  knowledge  in  diverse  ways.     In  addition  to  goals  for  standards  and  assessment,  Rainshadow  also  has  goals  for  career   preparation.    They  are  as  follows:   o Students  will  gain  an  awareness  of  their  own  interest,  values,  abilities,  and   aptitudes.   o Student  will  develop  an  awareness  of  the  role  and  value  of  work  for  themselves  and   for  society.   o Students  will  make  the  connection  between  what  is  learned  in  school  and  how  that   knowledge  and  those  skills  are  applied  in  the  workplace.       o Students  will  explore  careers  using  a  variety  of  resources  and  experiences  to  plan   and  prepare  a  career  pathway.     Rainshadow  administration  and  staff  promote  the  following  beliefs  about  all  students:   o Students  learn  personal  and  social  responsibility  by  being  empowered  through   democratic  ownership  of  their  school  community  and  their  individual  education.   o Students  participate  in  creating  a  stable  community  of  learners  to  ensure  academic,   personal,  social  and  career  growth.   o Student  use  community-­‐based  interdisciplinary  activities,  projects,  and  experiences   to  make  meaningful  connections  to  the  real  world.     All  of  these  goals  contribute  to,  and  indeed  describe,  the  schools  mission  statement:     Creating  empowered  community  members  through  real-­world  education.    This  mission   statement  is  the  foundation  of  everything  else  that  follows  in  this  curriculum  description.  

 

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  The  Organization  of  This  Book  
 
This  book  is  organized  thematically  based  upon  the  student’s  year  of  schooling.    The  themes   have  been  enhanced  from  the  original  charter,  and  begin  with  a  localized  framework,   moving  outward  to  examine  the  world  as  a  whole,  and  finally  moving  inward  again  to  allow   students  to  reflect  upon  their  place  within  the  world.        The  courses  have  been  developed  to   meet  National  Core  Standards,  while  still  incorporating  authentic  learning  experiences.       Each  chapter  will  include  a  basic  outline  of  the  theme,  including  suggested  weekly  themes,   as  linked  to  the  actual  grade  level  of  the  student.    In  addition  to  the  curricular  themes,  there   are  social/emotional  themes  that  are  addressed  at  each  level.    The  courses  that  are  offered   for  each  level  are  described,  as  well  as  the  suggested  Interdisciplinary/Project  course.     Finally,  portfolio  outcomes  are  described  for  each  grade  level.      

 

Overall  Curriculum  Plan  
Core  Courses,  Project  Class  Focus,  and  Social  Emotional  Focus  
 
Year One: The Quality of Life Year Two: An Expanding Universe Year Three: Microworlds and Models Year Four: Mapping, Documenting, Remembering, Dismembering Interdisciplinary English 4A-B

Interdisciplinary English 1A-B

Interdisciplinary English 2A-B

Interdisciplinary English 3A-B

Interdisciplinary Geography and Humanities 1 & 2 Interdisciplinary Math Essentials: Algebra 1A-B Interdisciplinary Natural Science 1 & 2

Interdisciplinary World History 1 & 2

Interdisciplinary United States History 1 & 2

Interdisciplinary U.S. Government and Economics 1 & 2 Interdisciplinary Senior Topics: Advanced Algebra 4A-B or Trigonometry and Pre-Calculus 5A-B Interdisciplinary Science, Technology, and Society 1 &2 Project Class Focus: Project Citizen, Documentary Film, Baking Social/Emotional Focus: Transition and Reflection

Interdisciplinary Math Problem Solving: Geometry 2A-B Interdisciplinary Earth Space Science 1 & 2

Interdisciplinary Math Advanced Problem Solving: Intermediate Algebra 3A-B or Advanced Algebra 4A-B Interdisciplinary Physical Science 1 & 2

Project Class Focus: Health, Project Problem Solving Social/Emotional Focus: How does one initiate into a community?

Project Class Focus: Computer Literacy, Cultures Social/Emotional Focus: Connections in life through meaningful relationships

Project Class Focus: Media literacy, Environmental Field Experience Social/Emotional Focus: Patterns, Exploration, and Goal-setting

 

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In  addition  to  these  courses,  students  will  be  required  to  take  an  assortment  of  elective   courses.    In  addition,  the  project  class  focuses  are  suggested,  as  students  have  the  ability  to   select  which  courses  they  would  most  like  to  take.    More  elaborate  course  descriptions  will   be  included  under  each  year’s  curriculum  outline.     In  addition  to  core  courses,  which  students  are  automatically  placed  into  cadres  for,  there   are  specific  social  emotional  goals  that  are  focused  on  for  each  grade  level.    Teachers  and   the  school  counselor  attend  to  these  goals  through  individual  meetings  as  well  as  classroom   experiences.    Outside  groups  are  utilized  to  support  these  goals  as  well.      
 

Quarterly  Themes  By  Year  
 
Each  of  the  overarching  themes  can  be  broken  down  into  quarterly  themes  that  are  then   linked  between  each  of  the  core  classes  as  described  in  the  weekly  pacing  guide.    These  are   suggested  concepts,  and  flexible  in  nature  based  upon  what  is  currently  happening  in  the   school,  in  the  community,  nation,  or  beyond.      
Year One: The Quality of Life Year Two: An Expanding Universe Year Three: Microworlds and Models Year Four: Mapping, Documenting, Remembering, Dismembering History Far and Near, Personal and Global

Exploring Our Town

From Pre-Columbians to Columbus and Fremont

The Truckee Microcosm

Science, Technology, Society

Telescopes to Intergalactic: Aristotle to Galileo to ? Science Fact/ Science Fiction/ Science Future

The Lives of a Cell

History of Language and Writing

Social and Human Resources

The Lives of an Atom

Knowledge Systems

Ecosystems

Your Expanding Universe

Utopias and Dystopias: One Individual’s Place

The Book of Myself: A Knowledgeable Autobiography

 

 

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Year  One:    The  Quality  of  Life  
  Freshman  at  Rainshadow  will  begin  to  investigate  the  theme  “The  Quality  of  Life.”    The  goal   of  this  theme  is  two-­‐fold:    the  theme  both  initiates  new  students  into  the  community  of   Rainshadow  and  allows  students  to  investigate  how  one’s  quality  of  life  is  established,   including  and  especially  the  quality  of  life  of  Rainshadow  students.    As  new  students  enter   the  Rainshadow  community,  they  will  have  the  opportunity  to  engage  in  a  mentorship   program  that  pairs  them  with  older  Rainshadow  students.      Students  will  begin  to  gather   information  about  how  the  Rainshadow  community  operates,  including  both  the   responsibilities  of  being  a  Rainshadow  student  as  well  as  how  interdisciplinary  project-­‐ based  learning  works.      
Year One: The Quality of Life Quarter 1 Theme: Exploring Our Town
Music/Lyrics/Local Artists

Quarter 2 Theme: Science, Technology, and Society
Myths/ Legends / Fables

Quarter 3 Theme: Social and Human Resources
Vietnam War “Things They Carried” Letter Writing

Quarter 4 Theme: Ecosystems
Persuasive Essay Drafts

Interdisciplinary English 1A-B Introduction to language as a tool for interdisciplinary inquiry. Develop students’ skills in reading, writing, listening, and speaking. Interdisciplinary Geography and Humanities 1 & 2 Introduction to world geography, emphasis on approaches to global issues and problems. Interdisciplinary Math Essentials: Algebra 1A-B Introduction to a wide variety of core math topics, connections to real-world mathematics, problem solving. Emphasis on math exploration to prepare for more advanced math topics. Interdisciplinary Natural Science 1 & 2 Introduction to scientific methodology and the role of science in interdisciplinary inquiry.

Reno/History of Town Local, state, and national geography Reno’s Demographics, Data Collection, Data Interpretation, Creating and Interpreting Charts and Graphs

Native American History. Native Populations in terms of geography. Reno’s City Infrastructure, Reno’s Plan and Urban Sprawl, Bridge Design, Bridge Construction

Geography of Asia Korean and Vietnam Wars.

The Rainshadow Effect, Weather, Climate, Truckee River Watershed, Geology of Great Basin

Science, Technology, Society, Future Cities, Medical Technologies and Breakthroughs, Career, Disease, Nutrition, Future of Medicine and Health

Project Class Focus: Health, Project Problem Solving Social Emotional Focus: How does one initiate into a community?

What is quality of life, and what local resources are available to support a positive quality of life? Teambuilding: Ropes

 

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Course/Mentoring

Semester  One,  Quarter  One:    Exploring  Our  Town  
Week  One  
Subject Unit
Introduction: Getting to Know One Another

Standards
2.12.1 3.12.5 4.12.7 6.12.3 6.12.7 7.12.1 8.12.1

Activities/ Assessment
Goal setting and learning activities sheet.

Thematic Link(s)

Interdisciplinary English 1A

o o o

Goal setting Learning styles Setting up portfolio

Interdisciplinary Geography and Humanities 1

Introduction: Getting to know one another, our neighborhood, and the world

G6. (9-12).1 Determine how relationships between humans and the physical environment lead to the development of and connections among places and regions. 1.12.8

Rainshadow responsibilities activity. Name game, sketch out the neighborhood activity, Neighborhood question and scavenger hunt. Adding Positive and Negative Numbers, Math Assessment

Interdisciplinary Math Essentials: Algebra 1

Math Review and Assessment The Nature of Science: Where we find science in our world.

The Rainshadow Effect

L.12.C.4 Students know the unique climatic characteristics of Nevada’s bioregions

Goal setting activity and school rules, teambuilding. Research science using different representations of organized data; pick a branch of science and research using various sources. Construct an argument for the need for science by applying information for those various sources.

Interdisciplinary Natural Science 1

Team building: Understanding the norms of the Rainshadow Community, working with upperclassmen.

Project

 

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  Week  Two  
Subject
Interdisciplinary English 1A

Unit
Poetry: Devices and Styles Vocabulary

Standards

Activities/ Assessment
Poetry Analysis

Thematic Link(s)

Map Unit: United States and the World

Interdisciplinary Math Essentials: Algebra 1

Adding and Subtracting Positive and Negative Numbers

G5 (9-12).1 Use map elements including scale to identify and locate physical and human features in the US and the world. G5.(9-12).4 Analyze a variety of complex maps. G5(9-12).7 Analyze and interpret Earth’s physical and human features using appropriate tools. G6 (9-12).8 Use absolute and relative location to locate geographic features. 1.12.8

Interdisciplinary Geography and Humanities 1

Map of the US and World Map Activity, Longitude and Latitude Activity, Five themes of geography activity.

Weather

E.12.A Students understand heat and energy transfer in and out of the atmosphere and influence weather and climate. E.12.A.4 Students know convection and radiation play important roles in moving heat energy in the Earth system.

 

Project

Interdisciplinary Natural Science 1

 

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Week  Three  
Subject
Interdisciplinary English 1A

Unit
Poetry: Figurative Language and Styles Vocabulary

Standards

Activities/ Assessment
Poetry Writing

Thematic Link(s)

Interdisciplinary Geography and Humanities 1

Geographic layers of the earth, volcanoes, and other landmarks.

Interdisciplinary Math Essentials: Algebra 1

Multiplying/Dividing Positive and Negative Numbers

G5(9-12).7 Analyze and interpret Earth’s physical and human features using appropriate tools. G8 (9-12).1 Analyze how changes in the physical environment can increase or diminish its capacity to support human activity. 1.12.8

Layers of the Earth activity. Ring of Fire Lesson. World Geographic Features Lesson.

Climate

E.12.A.2 Students know the composition of Earth’s atmosphere has changed in the past and is changing today. E.12.A.3 Students understand the role of the atmosphere in Earth’s greenhouse effect.

 

Project

Interdisciplinary Natural Science 1

 

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Week  Four  
Subject
Interdisciplinary English 1A

Unit
Poetry: Music and Lyrics Vocabulary

Standards

Activities/ Assessment
Music/Poetry Research

Thematic Link(s)

Weather, Ocean Tides

Interdisciplinary Geography and Humanities 1

G5(9-12).7 Analyze and interpret Earth’s physical and human features using appropriate tools.

Weather activity, and ocean tide activity.

Interdisciplinary Math Essentials: Algebra 1

Multiplying/Dividing Positive and Negative Numbers

1.12.8

 

Project

Interdisciplinary Natural Science 1

The Truckee River Watershed

L.12.C.4 Students know the unique hydrologic characteristics of Nevada’s bioregions.

 

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Week  Five  
Subject
Interdisciplinary English 1A

Unit
Poetry: Music and Lyrics Vocabulary

Standards

Activities/ Assessment
Music/Lyrics Project Presentation

Thematic Link(s)

Interdisciplinary Geography and Humanities 1

Prevailing Winds and Water Cycle

G5(9-12).7 Analyze and interpret Earth’s physical and human features using appropriate tools.

Unit 1 Assessment

Order of Operations

1.8.3, 1.8.7

Interdisciplinary Math Essentials: Algebra 1

 

Project

Interdisciplinary Natural Science 1

Geology of the Great Basin

L.12.C.4 Students know the unique geologic characteristics of Nevada’s bioregions.

 

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Week  Six  
Subject
Interdisciplinary English 1A

Unit
Paragraph Writing: Nouns, Com. Plan Vocabulary

Standards

Activities/ Assessment
3 Paragraph Descriptive Essay

Thematic Link(s)

Globalization

Interdisciplinary Geography and Humanities 1

E.12.(9-12).3 Assess the impact of globalization on the US and world economies.

NAFTA Globalization Activity

Interdisciplinary Math Essentials: Algebra 1

Commutative Properties

1.8.3, 1.8.7, 2.12.3

Reno’s Demographics

N.12.A Students understand that a variety of communication methods can be used to share scientific information. N.12.A.2 Students know scientists maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations.

 

Project

Interdisciplinary Natural Science 1

 

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Week  Seven  
Subject
Interdisciplinary English 1A

Unit
Paragraph Writing: Nouns, Com., Plan Vocabulary

Standards

Activities/ Assessment
3 Paragraph Narrative Essay

Thematic Link(s)

Worldwide Media and the Open and Closed Markets

Interdisciplinary Math Essentials: Algebra 1

Associative Properties

E11.(9-12).5 Explain how individual selfinterest, channeled through the marketplace, can increase the overall standard of living. E11(9-12).8 Illustrate the idea that real world economies tend to be mixed economies containing elements of: capitalism, socialism, command allocations of resources, market allocations of resources. E11(9-12).9 Compare the benefits and costs of allocating resources through markets or government. C15.(9-12).4 Analyze the role of media in the process of political persuasion. 1.8.3, 1.8.7, 2.12.3

Interdisciplinary Geography and Humanities 1

Different stories and how they are viewed differently throughout the world. Open and closed markets.

Data Collection

N.12.A.3 Students know repeated experimentation allows for statistical analysis and unbiased conclusions. E/S N.12.A.4 Students know how to safely conduct an original scientific investigation using the appropriate tools and technology.  

 

Project

Interdisciplinary Natural Science 1

 

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Week  Eight  
Subject
Interdisciplinary English 1A

Unit
Paragraph Writing: Nouns, Com. Plan Vocabulary

Standards

Activities/ Assessment
3 Paragraph Persuasive Essay

Thematic Link(s)

Interdisciplinary Geography and Humanities 1

Money and Movement, introduction of natural environment

E10.(9-12).6 Explain how the circular flow can affect the nation’s income.

Circular flow of money, supply and demand

Distributive Properties

1.8.3, 1.8.7, 2.12.3

Interdisciplinary Math Essentials: Algebra 1

Data Interpretation

N.12.A.1 Students know tables, charts, illustrations and graphs can be used in making arguments and claims in oral and written presentations. N.12.A.6 Students know organizational schema can be used to represent and describe relationships of sets

 

Project

Interdisciplinary Natural Science 1

 

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Week  Nine  
Subject
Interdisciplinary English 1A

Unit
Paragraph Writing: Nouns, Com. Plan

Standards

Activities/ Assessment
3 Paragraph Expository Essay: City Plan

Thematic Link(s)

Interdisciplinary Geography and Humanities 1

Different Political and Economic Systems: Capitalism vs. Socialism

Fractions

E11.(9-12).7 Describe the rise of national economies, the emergence of free marks, and democratic capitalism. E11.(9-12).8 Illustrate the idea that real world economies tend to be mixed economies containing elements of: capitalism, socialism, command allocations of resources, market allocations of resources. 1.8.2, 1.8.8

Comparative and political terms reading and questions. History of capitalism and socialism viewing and questions.

Interdisciplinary Math Essentials: Algebra 1

 

Project

Interdisciplinary Natural Science 1

Creating and Interpreting Charts and Graphs

N.12.A.5 Students know models and modeling can be used to identify and predict cause-effect relationships.

 

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Year  Two:    An  Expanding  Universe  
 
A goal for sophomores at Rainshadow is that they build on the knowledge they absorbed as freshman, and begin to branch out even further into the community, the nation, and the world. In addition, as one thinks of expanding universes, another key component of expanding one’s world is relationship building. Sophomores at Rainshadow work to understand relationships and how to cultivate positive support systems within their lives.
Year Two: An Expanding Universe Quarter 1 Theme: Explorers: From Pre-Columbians to Fremont
Collectivism vs. Individualism

Quarter 2 Theme: Telescopes to Intergalactics: Aristotle to Galileo to ?
Raisin in the Sun Issues of Equality/ Plays

Quarter 3 Theme: Science Fact/Science Fiction/ Science Future
Realism vs. Naturalism Short storiesChopin and London

Quarter 4 Theme: Your Expanding Universe
Post War: Jackson, Salinger, Beat Writers

Interdisciplinary English 2A-B The processes of reading, writing, listening, speaking in interdisciplinary inquiry. Texts will emphasize, but not, but not be limited to, American literature. Interdisciplinary World History 1 & 2 This course presents history as a tool for interdisciplinary inquiry with a focus on world history, from pre-history through the present. Students will focus on identifying key current global issues, concerns, problems, and debates, and tracing their historical roots through history. Interdisciplinary Math Essentials: Geometry 1A-B This course explores basic geometry as a tool for interdisciplinary inquiry. Interdisciplinary Earth Space Science 1 & 2 This course is an intensive look at the Earth and space as tool for interdisciplinary inquiry.

Early civilization/ Nomadic People/ Agriculture

Slave Trade? Mercantilism? Feudal/ Tribal Power

Romantic/ Scientific Revolution

Industrialization and the rise of the Cities & War. Conformity/ Social and Cultural Revolution

Mapping, Orienteering and GPS

Nasa Space Math: How is math used in outer space?

Inventions, Exploration and Compasses, Geologic Process and Biogeochemistry, Weathering and Erosion, Plate Tectonics, Geologic Time Scales and the Fossil Record

Astronomy, Origin of the Universe, Stars, Nuclear Fusion, Planetary Motion, Seasons, Space Exploration, Life in Outer Space

Project Class Focus: Computer Literacy, Cultures Social Emotional Focus: Connections in Life Through Meaningful Relationships

 

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Semester  One,  Quarter  One:    Explorers,  From  Pre-­‐Columbian  to   Fremont  
Week  One  
Subject
Interdisciplinary English 2A

Unit
Intro to course, goal setting, learning styles, portfolio set-up.

Standards
6.12.7, 8.12.3, 7.12.5

Activities/ Assessment
Journals, inventories, and portfolio, Alice Sebold intro and discussion of afterlife.

Thematic Link(s)

Interdisciplinary World History 1

Intro: getting to know one another

H1.K.1 Discuss the importance of working together to complete tasks H2.2.1 Identify ways in which people cooperate to achieve a common goal H2.3.1 Discuss how conflicts can be resolved through compromise.

Rainshadow rules and responsibilities review and quiz. “The World As I See It” activity, Bomb Shelter group activity, Human Treasure Hunt.

Interdisciplinary Math Problem Solving: Geometry 1

Tessellations, symmetry, Transformations

Inventions

N.12.A.3 Students know repeated experimentation allows for statistical analysis and unbiased conclusions. N.12.A.4 Students know how to safely conduct an original scientific investigation using the appropriate tools and technology. N.12.B Students understand the impacts of science and technology in terms of costs and benefits to society.

 

Project

Interdisciplinary Earth Space Science 1

 

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Week  Two  
Subject
Interdisciplinary English 2A

Unit
Differences between theme and topic. “Bildungsroman.”

Standards
1.12.4,5.12.1, 3.12.8, 2.12.1

Activities/ Assessment
Personal bildungsroman, vocabulary words, Issue Paper brainstorm, Alice Sebold

Thematic Link(s)

Interdisciplinary World History 1

Discovering the World Around You and Revisiting the Past

Interdisciplinary Math Problem Solving: Geometry 1

Line and Angle Properties/Relationships

G5.(9-12).1 Use map elements including scale to identify and locate physical and human features in the US and the world. G6.(9-12).8 Use absolute and relative location to locate prominent features throughout the world. G7.(9-12).3 Analyze the development of civilizations and the impact it has on the changes and progress of human development. 3.12.5, 4.12.5, 6.8.9

Map of the US and World Map. Neanderthal reading and questions. Cave Art SAS Curriculum Pathways lesson and questions.

 

Project

Interdisciplinary Earth Space Science 1

Exploration and Compasses

N.12.A Students understand that a variety of communication methods can be used to share scientific information. N.12.B.4 Students know scientific knowledge builds on previous information.

 

19  

Week  Three  
Subject
Interdisciplinary English 2A

Unit
Bildungsroman: The Lovely Bones

Standards
6.12.4, 1.12.5, 2.12.2, 8.12.1, 8.12.2, 6.12.7

Activities/ Assessment
The Lovely Bones chapters 1-2, questions, vocabulary; Coming to America double entry notes, communication, listening and speaking activities SAS Egyptian notes. Pyramid building activity and Mesopotamian SAS lesson and notes.

Thematic Link(s)

Interdisciplinary World History 1

Egypt and the Fertile Crescent

Pythagorean Theorem

Interdisciplinary Math Problem Solving: Geometry 1

G7.(9-12).3 Analyze the development of civilizations and the impact it has on the changes and progress of human development. G7.(9-12).5 Evaluate why major cities develop in particular geographic locations and how this affects cultures. 2.12.2, 3, 3.12.5, 4.8.7, 4.12.2, 7

Mapping

N.12.A.1 Students know tables, charts, illustrations and graphs can be used in making arguments and claims in oral and written presentations. N.12.A.6 Students know organizational schema can be used to represent and describe relationships of sets.

 

Project

Interdisciplinary Earth Space Science 1

 

20  

Week  Four  
Subject
Interdisciplinary English 2A

Unit
The Lovely Bones First Person Omniscient

Standards
3.12.1, 3.12.9

Activities/ Assessment
The Lovely Bones chapters 3-6, questions, vocabulary; Quiz; Portfolio responses, map of underground tunnel

Thematic Link(s)

Mesopotamian Unit

Interdisciplinary World History 1

G7.(9-12).5 Evaluate why major cities develop in particular geographic locations and how this affects cultures.

Epic of Gilgamesh and Hammurabi’s Code Activity. Chart of Ancient Mesopotamian Civilizations.

Interdisciplinary Math Problem Solving: Geometry 1

Pythagorean Theorem: Solving for Angles and Sides

2.12.2, 3, 3.12.5, 4.8.7, 4.12.2, 7

Orienteering and GPS

 

Project

Interdisciplinary Earth Space Science 1

N.12.A Students understand that a variety of communication methods can be used to share scientific information.

 

21  

Week  Five  
Subject
Interdisciplinary English 2A

Unit
The Lovely Bones Suspense and genre, elements of plot

Standards
1.12.5, 3.12.1, 3.12.6, 3.12.9, 2.12.3, 1.12.4

Activities/ Assessment
The Lovely Bones chapters 7-10 questions, vocabulary; Vocabulary quiz

Thematic Link(s)

Indian Unit

Interdisciplinary Math Problem Solving: Geometry 1

Pythagorean Theorem: Real World Relationships

G7.(9-12).4 Compare characteristics and patterns of rural and urban migration and settlement in developing and developed countries. G7.(9-12).5 Evaluate why major cities develop in particular geographic locations and how this affects cultures. 2.12.2, 3, 3.12.5, 4.8.7, 4.12.2, 7

Interdisciplinary World History 1

Finish Cuneiform writing activity and complete Indian Map activity

 

Project

Interdisciplinary Earth Space Science 1

Geologic Processes and Biogeochemistry

E.12.C.3 Students know elements exist in fixed amounts and move through solid earth, oceans, atmosphere and living things as part of biogeochemical cycles.

 

22  

Week  Six  
Subject
Interdisciplinary English 2A

Unit
The Lovely Bones Issue paper project proposal

Standards
3.12.7, 5.12.1

Activities/ Assessment
The Lovely Bones chapters 11-12, questions, vocabulary; Issues within The Lovely Bones, current issues brainstorm, project proposal

Thematic Link(s)

World Religion Unit

Interdisciplinary World History 1

H3.(9-12).15 Explain the impact of the five major world religions on the world’s social and political fabric.

Complete India in 90 slides, geography and writing assignment, begin World Religion assignment.

Interdisciplinary Math Problem Solving: Geometry 1

Circles: Radius, Chord, Diameter, Circumference

4.12.1, 8

Weathering and Erosion

 

Project

Interdisciplinary Earth Space Science 1

E.12.C.5 Students know soil, derived from weathered rocks and decomposed organic material, is found in layers.

 

23  

Week  Seven  
Subject
Interdisciplinary English 2A

Unit
The Lovely Bones Book summaries and personal statements

Standards
6.12.4, 6.12.7, 1.12.4, 3.12.8, 3.12.9

Activities/ Assessment
The Lovely Bones chapters 13-15, questions, vocabulary; summaries with personal statements, 4fold vocabulary, new synonym vocabulary

Thematic Link(s)

Interdisciplinary World History 1

Finish World Religions Unit

H3.(9-12).15 Explain the impact of the five major world religions on the world’s social and political fabric.

Finish World Religion’s packet and group poster.

Interdisciplinary Math Problem Solving: Geometry 1

Circles: Relationship of Pi

3.12.3, 4.12.8

Plate Tectonics

E.12.C.2 Students understand the concept of plate tectonics including the evidence that supports it (structural, geophysical and paleontological evidence).

 

Project

Interdisciplinary Earth Space Science 1

 

24  

Week  Eight  
Subject
Interdisciplinary English 2A

Unit
The Lovely Bones Issue Paper project proposal share

Standards
3.12.1, 1.12.4, 6.12.9, 3.12.9

Activities/ Assessment
The Lovely Bones chapters 16-17 questions, vocabulary; Issue Paper Project proposal share, issue paper web, vocabulary board game and crossword Test and Interactive Great Wall of China Activity.

Thematic Link(s)

Interdisciplinary World History 1

Review, test and begin China Unit

H3.(9-12).25 Understand how border disputes reflected and influenced peoples’ conceptions of identity.

Area: Circles

3.12.5, 4.12.8

Interdisciplinary Math Problem Solving: Geometry 1
Geologic Time Scales

 

Project

Interdisciplinary Earth Space Science 1

E.12.C Students understand evidence for processes that take place on geologic time scale.

 

25  

Week  Nine  
Subject
Interdisciplinary English 2A

Unit
The Lovely Bones Validity of Sources

Standards
6.12.9, 3.12.9, 3.12.4, 3.12.9, 3.12.2

Activities/ Assessment
The Lovely Bones chapters 18-20, questions, vocabulary; Quiz, Through Their Eyes activity

Thematic Link(s)

China Unit

G6.(9-12).1 Determine how relationships between humans and the physical environment lead to the development of and connections among places and regions. 4.12.1, 8

Interdisciplinary World History 1

Correct tests and complete Silk Road Lesson.

Circles: Measurements

Interdisciplinary Math Problem Solving: Geometry 1
The Fossil Record

E.12.C.1 Students know how successive rock strata and fossils can be used to confirm the age, history, and changing life forms of the Earth, including how this evidence is affected by the folding, breaking, and uplifting of layers.

 

Project

Interdisciplinary Earth Space Science 1

 

26  

Year  Three:    Microworlds  and  Models  
 
Junior students at Rainshadow are becoming future leaders. They are beginning to research their own lives as well as the world around them with greater depth. Junior students begin to set personal goals for their long term well being. They also begin to see the world and their own behavior in a pattern that can be modeled. This pattern is investigated with the goal of greater understanding.
Year Three: Microworlds and Models Quarter 1 Theme: The Truckee Microcosm
A Long Way Gone/ Child Stories

Quarter 2 Theme: The Lives of a Cell
Night/ Inhumanity toward others

Quarter 3 Theme: The Lives of an Atom
Career Exploration and the American Dream

Quarter 4 Theme: Utopias and Dystopias: One Individual’s Place
Voices of Immigration: Amy Tan

Interdisciplinary English 3A-B Literary and nonliterary texts in exploring and understanding ideas, values, and concepts. Texts emphasizing, but not limited to, major texts in British Literature. Interdisciplinary United States History 1 & 2 History as a tool for interdisciplinary inquiry with a focus on American and Nevada history topics. (US History credit) Interdisciplinary Math Advanced Problem Solving 3A-B or 4A-B: Intermediate or Advanced Algebra Topics Explores advanced algebra as a tool for interdisciplinary inquiry. Prepares students for the HSPE. Interdisciplinary Life Science 1 & 2 An intensive look at Biology as a tool for interdisciplinary inquiry. Project Class Focus: Media literacy, Environmental Field Experience Social Emotional Focus: Patterns, Exploration, and Goalsetting

Native American Relationships/ Colonial Europe

Split between the North and South History up to the Civil War: Intolerance and Slavery Patterns and mutations: Math and stem cells and cancer

Rags to Riches/ Guilded Age/ Progressive Era/ World War II

Great Depression/ World War II and the Holocaust/ Japanese Internment, Present day border relations

Human Population Growth

Scientific Method, Scientific Knowledge, Ethics, Experimentation

Cells, Tissues, Human Embryo, DNA, Disease

 

 

27  

Semester  1,  Quarter  1:    The  Truckee  Microcosm  
Week  One  
Subject
Interdisciplinary English 3A

Unit
Introduction to course

Standards
8.12.3, 1.12.4, 2.12.1

Activities/ Assessment
Goal setting, Weebly set-up, name game.

Thematic Link(s)

Interdisciplinary United States History 1

Introduction to the course

Interdisciplinary Advanced Problem Solving: Intermediate Algebra 3A or Advanced Algebra Topics 4A

Class Introduction Introduction to Matrices Exponents: Properties

H1.12 Identify and describe the characteristics of preagricultural societies. H1.3 Describe the interactions among Native Americans, Europeans, and Africans. 1.12.6, 1.12.7, 2.12.3

Written explanation of “Gold, Glory, and God.” Completion of note guide regarding “Early Peoples.”

Pre-Assessment, Define it: Matrices

The Scientific Method

 

Project

Interdisciplinary Life Science 1

N.12.B.4 Students know scientific knowledge builds on previous information.

 

28  

Week  Two  
Subject
Interdisciplinary English 3A

Unit
Memoirs and A Long Way Gone

Standards
7.12.1, 1.12.4, 6.12.7, 5.12.2, 6.12.2

Activities/ Assessment
Goals Assignment, analyze A Long Way Gone cover, memoir lesson, background info fro ALWG, vocabulary.

Thematic Link(s)

Early Arrivals in the Americas

Interdisciplinary United States History 1

H1.14 Identify the characteristics of PreColumbian civilizations in South American the became part of American Culture H1.15 Evaluate factors that contributed to the fall of the preColumbian civilizations 1.12.6, 1.12.7, 2.12.3,4

Interdisciplinary Advanced Problem Solving: Intermediate Algebra 3A or Advanced Algebra Topics 4A

Real World Matrix Applications Exponents/Exponentials

Completion of letter writing of conditions in the colonies. Written list of facts about Squanto, Completion of questions regarding the “Migration of Diseases.” Comparison between Incan and Mayan Civilizations Internet Discovery

 

Project

Interdisciplinary Life Science 1

The Body Of Scientific Knowledge

N.12.A.2 Students know scientists maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations.

 

29  

Week  Three  
Subject
Interdisciplinary English 3A

Unit
Expository Writing and the Diamond Conflict

Standards
1.12.4, 4.12.4, 3.12.8, 6.12.5, 7.12.1, 6.12.1

Activities/ Assessment
Vocabulary, “War Wounds” film, expository essay about diamond conflict

Thematic Link(s)

Interdisciplinary United States History 1

Encountering the Natives

H1.3 Describe the interactions among Native Americans, Europeans, and Africans.

Completion of a written depiction of the Pequot War. List of ideas of the colonies and their ways of life. Video responses to “After the Mayflower.” Matrix Skill A

Interdisciplinary Advanced Problem Solving: Intermediate Algebra 3A or Advanced Algebra Topics 4A

Adding and subtracting matrices Exponential Graphs

1.12.6, 1.12.7, 2.12.3

Ethics

 

Project

Interdisciplinary Life Science 1

N.12.B.3 Students know the influence of ethics on scientific enterprise.

 

30  

Week  Four  
Subject
Interdisciplinary English 3A

Unit
Expository Essay and A Long Way Gone

Standards
6.12.1, 7.12.1, 2.12.3

Activities/ Assessment
Format for expository essay, Film: “Blood Diamond”, Ch. 1-2 A Long Way Gone, graphic organizer

Thematic Link(s)

Interdisciplinary United States History 1

The Colonies Take Shape

H1.4 Compare lifestyles in New England, Middle, and Southern colonies as determined by race, gender, and class.

Analysis of trade agreements and assessment of validity. Analysis of colonial religious communities. Continuation of questions from “After the Mayflower.” Matrix Skill B

Interdisciplinary Advanced Problem Solving: Intermediate Algebra 3A or Advanced Algebra Topics 4A

Adding and Subtracting Matrices: Combination Polynomial: Naming/ Degrees

1.12.7, 2.8.3, 2.12.3

Experimentation

 

Project

Interdisciplinary Life Science 1

N.12.A.3 Students know repeated experimentation allows for statistical analysis and unbiased conclusions.

 

31  

Week  Five  
Subject
Interdisciplinary English 3A

Unit
A Long Way Gone

Standards
3.12.9, 2.12.3, 1.12.5, 5.12.2

Activities/ Assessment
Ch. 2-6, Weebly assignment, rough draft of expository essay, vocabulary quiz

Thematic Link(s)

Interdisciplinary United States History 1

Colonial Tensions Reach a Breaking Point

H2.1 Summarize the concepts and results of the American Revolution and postrevolutionary outcomes as they apply to the th 20 century.

Interdisciplinary Advanced Problem Solving: Intermediate Algebra 3A or Advanced Algebra Topics 4A

Polynomial: Factoring by Grouping Test 1

2.12.3, 1.12.7

Written discussion of ideas of trade, tariffs, and mercantilism. Definitions of trade vocabulary. Necessity of taxes and colonial response. Readings of primary source documents about Native/Colonist interactions. Exam

Science Fair

N.12.A.4 Students know how to safely conduct an original scientific investigation using the appropriate tools and technology. N.12.A.1 Students know tables, charts, illustrations and graphs can be used in making arguments and claims in oral and written presentations. N.12.A.5 Students know models and modeling can be used to identify and predict cause-effect relationships. N.12.A.6 Students know organizational schema can be used to represent and describe relationships of sets.

Project

Interdisciplinary Life Science 1

 

32  

 

Week  Six  
Subject
Interdisciplinary English 3A

Unit
Citing Sources A Long Way Gone

Standards
3.12.9, 1.12.4, 6.12.1, 1.12.5, 5.12.2

Activities/ Assessment
Ch. 7-8, study guide, new vocabulary words, citing sources lesson, rough draft work

Thematic Link(s)

Colonial Communication

Interdisciplinary Advanced Problem Solving: Intermediate Algebra 3A or Advanced Algebra Topics 4A

Polynomial: Factoring Trinomials Test Corrections

H1.4 Compare lifestyles in New England, Middle, and Southern colonies as determined by race, gender, and class. H1.3 Describe the interactions among Native Americans, Europeans, and Africans. 2.12.3, 1.12.7

Interdisciplinary United States History 1

Compare/Contrast colonies activity. Benefits of remaining sovereign vs. banding together. Drafting a paper addressing the various encounters between colonists and natives. Exam

Peer-Review Process

 

Project

Interdisciplinary Life Science 1

N.12.A Students understand that a variety of communication methods can be used to share scientific information.

 

33  

Week  Seven  
Subject
Interdisciplinary English 3A

Unit
Peer editing Personal narrative

Standards
7.12.5, 5.12.1, 6.12.7

Activities/ Assessment
Peer edit for expository essay, sharing circle, personal narrative brainstorm

Thematic Link(s)

Rocky Relationships

Interdisciplinary Advanced Problem Solving: Intermediate Algebra 3A or Advanced Algebra Topics 4A

Polynomial: Factoring Special Case Weebly Activity 1

H1.4 Compare lifestyles in New England, Middle, and Southern colonies as determined by race, gender, and class. H1.3 Describe the interactions among Native Americans, Europeans, and Africans. 2.12.3, 1.12.7

Interdisciplinary United States History 1

Drafting, compiling information, developing ideas for positive/ negative encounters between natives and colonists.

Portfolio

Truckee Meadows Microcosm

L.12.C.4 Students know the unique geological, hydrological, climatic and biological characteristics of Nevada's bioregions. L.12.C.2 Students know how changes in an ecosystem can effect biodiversity and biodiversity's contribution to an ecosystems stability.

 

Project

Interdisciplinary Life Science 1

 

34  

Week  Eight  
Subject
Interdisciplinary English 3A

Unit
Personal Narrative A Long Way Gone

Standards
6.12.7, 3.12.9, 5.12.1, 1.12.4, 6.12.7, 5.12.1, 7.12.1

Activities/ Assessment
Ch. 9, vocabulary crossword, personal narrative timeline, structuring personal narratives lesson, writing the introduction, quiz on AWLG

Thematic Link(s)

Interdisciplinary United States History 1

Whose Revolution?

H3.3 Describe key political ideas that influenced the American Revolution and the formation of the USA.

Interdisciplinary Advanced Problem Solving: Intermediate Algebra 1 or Advanced Algebra Topics

Polynomials: Factoring Quadratic Form HSPE Testing Week: Formula Review

2.12.3

Elements that make one a revolutionary. “Founding Brothers” video: questions regarding the American Founding Fathers. Developing questions for mock interview of revolutionary figure. Formula sheet review, test prep, test taking techniques

Human Population Growth

N.12.B.2 Students know consumption patterns, conservation efforts, and cultural or social practices in countries have varying environmental impacts. L.12.C.3 Students know the amount of living matter an environment can support is limited by the availability of matter, energy and the ability of the ecosystem to recycle materials.

 

Project

Interdisciplinary Life Science 1

 

35  

Week  Nine  
Subject
Interdisciplinary English 3A

Unit
Root Words A Long Way Gone

Standards
1.12.3, 4.12.6, 6.12.4, 4.12.5

Activities/ Assessment
Ch. 10-11, vocabulary root words, compare/contrast characters life to one’s own

Thematic Link(s)

Setting Policy and Precedents

Interdisciplinary United States History 1

H3.3 Describe key political ideas that influenced the American Revolution and the formation of the USA.

Interdisciplinary Advanced Problem Solving: Intermediate Algebra 3A or Advanced Algebra Topics 4A

Polynomials: Factors and Zeros HSPE Testing Week: Formula Reviews

2.12.3

Designation of tasks as either “state” or “federal” to understand the issue of Federalism and States rights. Develop thoughtful questions for interviews and use information to frame appropriate responses to those questions. Formula sheet review, test prep, test taking techniques

Our Community, Our School, Our Niche

L.12.C.4 Students know the unique geological, hydrological, climatic and biological characteristics of Nevada's bioregions. N.12.B Students understand the impacts of science and technology in terms of costs and benefits to society.

 

Project

Interdisciplinary Life Science 1

 

36  

Year  Four:    Mapping,  Documenting,  Remembering,   Dismembering  
Senior students at Rainshadow spend their fourth year evaluating and reflecting on what they have learned, and planning for a transition into the real world. In this year, students complete a senior project on a personal choice topic. Many students begin looking for internships and job shadowing experiences. The goal for the senior student at Rainshadow is self sufficiency: that each student can leave Rainshadow with a diploma and feel confident that they can stand on their own two feet in any endeavor.      
Year Four: Mapping, Documenting, Remembering, Dismembering
Interdisciplinary English 4A-B The global role of language(s) and literature(s) in human affairs. Culminating senior project. Interdisciplinary Government and Economics 1 & 2 History as a tool for interdisciplinary inquiry with a focus the processes and responsibilities of citizenship. Interdisciplinary Math Advanced Math and Society 4A-B or 5A-B: Advanced Algebra Topics or Trigonometry and Precalculus Completes and reviews Rainshadow math education with a focus on problem solving and communication in the areas of advanced algebra or trigonometry and precalculus. Interdisciplinary Science, Technology, and Society Synthesis of the role of sciences in interdisciplinary inquiry with an emphasis on the relationships of science, technology, and society. Project Class Focus: Project Citizen, Documentary Film, Baking Social Emotional Focus: Transitions and Reflections

Quarter 1 Theme: History Far and Near, Personal and Global
Short Stories and World Literature

Quarter 2 Theme: History of Language and Writing
Senior project, narrowing drafts

Quarter 3 Theme: Knowledge Systems
Research drafts

Quarter 4 Theme: The Book of Myself: A Knowledgeable Autobiography
Senior Project and Reflection, Portfolios

Principles of government, checks and balances

Individual Rights/ Immigration and the Supreme Court

Financial literacy, IES and Globalization

Economics simulation and Globalization

 

 

37  

Semester  One,  Quarter  One:    History  Far  and  Near,  Personal  and   Global  
Week  One  
Subject
Interdisciplinary English 4A

Unit
Intro to Course

Standards
8.12.3, 1.12.4, 2.12.1

Activities/ Assessment
Goal setting, Portfolio Set-Up, Get to Know You Games, Class Responsibilities

Thematic Link(s)

Intro to the Course

H3.5 Discuss the major news events on the local and state levels H3.24 Examine the ideals and the institutions of freedom, equality, justice, and citizenship and explain how they have changed.

Interdisciplinary Government and Economics 1

Written analysis of the current major news in the nation, examination of unjust laws and how they have changed over time, reading and note guide on basic governmental structure. Pre-assessment

Interdisciplinary Advanced Problem Solving: Advanced Algebra Topics 4A or Trigonometry Precalculus 5A

Class Introduction and Pre-assessment

 

Project

Interdisciplinary Science, Technology, and Society 1

Introduction to Forensic Science Principles, Career Possibilities, and Scientific Crime Analysis

N.12.A.2 Students know scientists maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations N.12.B.4 Students know scientific knowledge builds on previous information

Daily Warm Up (DWU), Forensic science intro guided notes, career story assignment, crime scenario assignment

 

38  

Week  Two  
Subject
Interdisciplinary English 4A

Unit
Intro to Things Fall Apart, SAT Vocabulary, Senior Project: I-Search

Standards
3.12.9, 3.12.8, 3.12.7, 2.12.1, 1.12.3, 1.12.4, 4.12.7

Activities/ Assessment
Background info. Things Fall Apart, SAT Vocab., I-Search brainstorm

Thematic Link(s)

Government’s Major Institutions

Interdisciplinary Advanced Problem Solving: Advanced Algebra Topics 4A or Trigonometry Precalculus 5A

Trigonometry: Vocabulary and Introduction

H3.5.5 Discuss issues and events that have an impact on people at local, state, national, and global levels H2.(9-12).3 Analyze how different cultures, points of view, and self-interests influence compromise and conflict over territories, borders, and resources. 3.12.3

Interdisciplinary Government and Economics 1

Complete reading and note guide on basic governmental structure, response to issues about disparities in wealth due to exploitative practices and monopolies, analyze the issue of colonialism and determine intentions of the colonizers. Define It: Trig notes, graphs, and diagrams

 

Project

Interdisciplinary Science, Technology, and Society 1

Intro to Crime Scene Analysis and eyewitness vs. physical evidence, and their application to forensic investigations

N.12.A.2 Students know scientists maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations N.12.B.4 Students know scientific knowledge builds on previous information

DWU, Crime Scene Basics Guided Notes, Eyewitness Basics Guided Notes, Eyewitness Basics Webquest

 

39  

Week  Three  
Subject
Interdisciplinary English 4A

Unit
African Proverbs, SAT Vocabulary

Standards
5.12.1, 3.12.5, 2.12.1, 1.12.5

Activities/ Assessment
Presentation of background information, I-Search Brainstorm due, lesson and reading on African Proverbs

Thematic Link(s)

Foundations of Government

Interdisciplinary Government and Economics 1

H2.(9-12).16 Examine the roles of nationalism, imperialism, and religion in the building and development of nations.

Interdisciplinary Advanced Problem Solving: Advanced Algebra Topics 4A or Trigonometry Precalculus 5A

Trigonometry: Vocabulary

3.12.3

Written response to Teddy Roosevelt’s “Big Stick Policy,” completed note frame of obstacles, unification, distance from Britain, the Declaration of Independence, and state governments, response to child labor Define It: Trig. Notes, graphs, and diagrams

 

Project

Interdisciplinary Science, Technology, and Society 1

Introduction to Forensics Assessment

N.12.A.2 Students know scientists maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations N.12.B.4 Students know scientific knowledge builds on previous information

DWU, Unit 1 Assessment

 

40  

Week  Four  
Subject
Interdisciplinary English 4A

Unit
Things Fall Apart Writing a Proposal

Standards
1.12.5, 2.12.3, 5.12.1, 1.12.4

Activities/ Assessment
Ch. 1-2, Study Questions, Vocab. Quiz, I-Search Proposal

Thematic Link(s)

The Importance of Freedom of Speech

Interdisciplinary Government and Economics 1

H2.12 Identify the individual and states’ rights protected by the Bill of Rights and their continuing significance H3.11 Discuss the rise of Progressive Movements and how they influenced social change

Interdisciplinary Advanced Problem Solving: Advanced Algebra Topics 4A or Trigonometry Precalculus 5A

Law of Sine and Law of Cosine

Determine the effectiveness of photography as a Muckraker technique, analysis of political campaigns and the use of “mudslinging,” determine how far freedom of speech goes and when it can be prevented Notes and examples

 

Project

Interdisciplinary Science, Technology, and Society 1

Different Types of Physical Evidence, Use in Forensics, and Physical Properties

N.12.A.2 Students know scientists maintain a permanent record of procedures, data, analyses, decisions, and understandings of scientific investigations N.12.B.4 Students know scientific knowledge builds on previous information

DWU, Physical Evidence Guided Notes, Value of Evidence Video Questions

 

41  

Week  Five  
Subject
Interdisciplinary English 4A

Unit
Things Fall Apart I-Search Proposal

Standards
3.12.1, 3.12.2

Activities/ Assessment
Ch. 3-6, Study Guide Questions, I-Search Proposal due

Thematic Link(s)

America Evolves

H4.(9-12).1 Describe and interpret the causes and effects of WWI and WWII on the relationship between the United States and Europe. C16.(9-12).2 Analyze the conflict between US policies of isolationism vs. intervention in world affairs. C16.(9-12).4 Critique the role of international organizations like the United Nations, World Bank, Amnesty International, and Red Cross

Interdisciplinary Advanced Problem Solving: Advanced Algebra Topics 4A or Trigonometry Precalculus 5A

Law of Sine, Law of Cosine

Written opinion about prohibition, list of arguments that are supportive of both arguments about prohibition, development of arguments into a debate format using factual information, discussion of globalization, written excerpt from reading about globalization Skill A

Interdisciplinary Government and Economics 1

Interdisciplinary Science, Technology, and Society 1

Importance of Fingerprints to Forensic Science

N.12.A.1 Students know tables, charts, illustrations, and graphs can be used in making arguments and claims in oral and written presentations. N.12.A.3 Students know repeated experimentation allows for statistical analyses and unbiased conclusions. N.12.A.4 Students know how to safely conduct original scientific investigation using appropriate tools of technology. L.12.A.1 Students know genetic information passes from parents to offspring and is coded in the DNA molecule. L.12.B.2 Students know the human body has a specialized anatomy and physiology composed of an hierarchical arrangement of differentiated cells

DWU, Fingerprints Guided Notes, Fingerprints webquest

 

42  

 

Project

 

43  

Week  Six  
Subject
Interdisciplinary English 4A

Unit
Things Fall Apart I-Search and Senior Project

Standards
3.12.1, 3.12.7, 3.12.8, 5.12.1

Activities/ Assessment
Ch. 7, Study Guide and questions, PowerPoint on Igbo, “25 questions about your topic”

Thematic Link(s)

America Goes Global

Interdisciplinary Government and Economics 1

C16.(9-12).2 Analyze the conflict between US policies of isolationism vs. intervention in world affairs. C16.(9-12).4 Critique the role of international organizations like the United Nations, World Bank, Amnesty International, and Red Cross 3.12.3

Interdisciplinary Advanced Problem Solving: Advanced Algebra Topics 4A or Trigonometry Precalculus 5A

Review of Trigonometry Vocab., Law of Sine, and Law of Cosine

Written idea about developing a company that considers earth friendly practices while being for profit, prohibition debate research, shared ideas from globalization reading and note taking, globalization simulation to exemplify the world Exam

Interdisciplinary Science, Technology, and Society 1

Experimentation and Analyzing of Fingerprints to Understand the Role in Forensic Science

N.12.A.1 Students know tables, charts, illustrations, and graphs can be used in making arguments and claims in oral and written presentations. N.12.A.3 Students know repeated experimentation allows for statistical analyses and unbiased conclusions. N.12.A.4 Students know how to safely conduct original scientific investigation using appropriate tools of technology. L.12.A.1 Students know genetic information passes from parents to offspring and is coded in the DNA molecule. L.12.B.2 Students know the human body has a specialized anatomy and physiology composed of an hierarchical arrangement of differentiated cells

DWU, Classroom Fingerprint Analysis, Ridgeology Guided Notes, Fingerprint Challenge, Latent Print Guided Notes and Lab

 

44  

 

Project

 

45  

Week  Seven  
Subject
Interdisciplinary English 4A

Unit
Things Fall Apart Citing Sources

Standards
5.12.1, 2.12.2, 2.12.3, 8.12.3, 7.12.2, 6.12.9

Activities/ Assessment
Ch. 8, Study Guide Questions, Finish PowerPoint on Igbo, notecard format for resources- gather resources

Thematic Link(s)

Globalization: What is it Good For?

Interdisciplinary Government and Economics 1

C16.(9-12).2 Analyze the conflict between US policies of isolationism vs. intervention in world affairs. C16.(9-12).4 Critique the role of international organizations like the United Nations, World Bank, Amnesty International, and Red Cross

Interdisciplinary Advanced Problem Solving: Advanced Algebra Topics 4A or Trigonometry Precalculus 5A

Exam 1 corrections Portfolio Activity 1

3.12.3

Discussion regarding who is responsible for resource depletion/world degradation through photographs, Venn diagram comparing conflict and competition, World Trade Organization webquest to learn about the WTO’s environmental policies Portfolio

Interdisciplinary Science, Technology, and Society 1

Examination of Impression Evidence to Understand Role in Forensic Science. Assessment on Fingerprint Forensics

N.12.A.1 Students know tables, charts, illustrations, and graphs can be used in making arguments and claims in oral and written presentations. N.12.A.3 Students know repeated experimentation allows for statistical analyses and unbiased conclusions. N.12.A.4 Students know how to safely conduct original scientific investigation using appropriate tools of technology. L.12.A.1 Students know genetic information passes from parents to offspring and is coded in the DNA molecule. L.12.B.2 Students know the human body has a specialized anatomy and physiology composed of an hierarchical arrangement of differentiated cells

DWU, Impression Evidence Guided Notes, Tire Tracks Challenge, Assessment #2

 

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Week  Eight  
Subject
Interdisciplinary English 4A

Unit
Things Fall Apart Citations

Standards
5.12.1, 3.12.9, 6.12.7, 6.12.4, 8.12.4, 6.12.9

Activities/ Assessment
Ch. 9-10, Study Guide Questions, 5 notecards due with correct citations

Thematic Link(s)

Voting: Two Steps Forward, One Step Back

Interdisciplinary Government and Economics 1

C15.1 Describe the election process th H3.9 Identify the 15 Amendment and its impact upon human rights H3.10 Identify the Black Codes and Jim Crow Laws and explain how they reflected attitudes about race

Interdisciplinary Advanced Problem Solving: Advanced Algebra Topics 4A or Trigonometry Precalculus 5A

Radian vs. Degrees: Conversions

3.12.3

“What makes a citizen?” and “who is not/should not be a citizen?” written evaluation, questions from We The People about expansion of voting rights, barriers to voting questions, completed timeline about voting rights and their expansion, list of regulations/requirements for voting in Nevada Notes, in class examples

Interdisciplinary Science, Technology, and Society 1

Dental Records and Bite Marks to Understand Role in Forensic Science

N.12.A.1 Students know tables, charts, illustrations, and graphs can be used in making arguments and claims in oral and written presentations. N.12.A.3 Students know repeated experimentation allows for statistical analyses and unbiased conclusions. N.12.A.4 Students know how to safely conduct original scientific investigation using appropriate tools of technology. L.12.A.1 Students know genetic information passes from parents to offspring and is coded in the DNA molecule. L.12.B.2 Students know the human body has a specialized anatomy and physiology composed of an hierarchical arrangement of differentiated cells

DWU, Tool Marks Guided Notes, Tool Mark Lab Parts 1 & 2, Bite Mark Impression Lab Parts 1 & 2

 

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Week  Nine  
Subject
Interdisciplinary English 4A

Unit
Things Fall Apart Assessment Vocabulary

Standards
3.12.9, 9.12.9, 2.12.3, 1.12.5

Activities/ Assessment
Ch. 11-12, Study Guide Questions, vocabulary, Things Fall Apart assessment

Thematic Link(s)

Voting: Two Steps Forward, One Step Back

Interdisciplinary Government and Economics 1

C15.1 Describe the election process C13.(9-12).7 Analyze and evaluate the role of citizen participation in civic life C15.(9-12).2 Analyze the role and function of political parties in public policy and the electoral process

Interdisciplinary Advanced Problem Solving: Advanced Algebra Topics 4A or Trigonometry Precalculus 5A

Radian vs. Degrees: Conversions

3.12.3

Effectiveness of lobbyists and various constituent groups response, voter behavior questions addressing who votes and who doesn’t, poem to show the importance of voting using information about voting requirements and notes/information gathered Radians- Degrees and Degrees; Radians Skill A&B

Interdisciplinary Science, Technology, and Society 1

Examination of Trace Evidence, Such As Hairs and Fibers, to Understand Role in Forensic Science

N.12.A.4 Students know how to safely conduct original scientific investigation using appropriate tools of technology. L.12.A.1 Students know genetic information passes from parents to offspring and is coded in the DNA molecule. L.12.A.2 Students know DNA molecules provide instructions for assembling protein molecules L.12.A.3 Students know all body cells in an organism develop from a single cell and contain essentially identical instructions L.12.B.1 Students know cell structures and their functions. L.12.B.2 Students know the human body has a specialized anatomy and physiology composed of an hierarchical arrangement of differentiated cells

DWU, Hair and Fiber Evidence, Guided Notes

 

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