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SALEM ACADEMY CURRICULUM GUIDE

MISSION STATEMENTNow in its third century of sustaining a community in which girls learn best, Salem Academy remains dedicated to fostering the intellectual, spiritual, social, and physical growth of young women. Founded in 1772 by the Moravian church, Salem Academy flourishes today as an independent, college-preparatory school that celebrates its diversity and affirms each student's uniqueness. As advocates for women in leadership roles, we recognize our place in a global society and persist in our commitment to a lifetime of learning. We pledge ourselves to retain and nurture those values which encourage each student to take risks, show integrity, and discover her passion as she sets out on her own journey.

PHILOSOPHY AND OBJECTIVES1. To prepare students for a lifetime of learning by:

a. admitting students who are of college-preparatory qualityb. providing for small classes and individual attentionc. fostering mature attitudes toward work and the development of effective study habitsd. requiring mastery of subject mattere. encouraging logical, independent, critical, and creative thinkingf. broadening intellectual, artistic, and cultural horizons of the studentsg. guiding students in the selection of colleges most suited to their needs

2. To foster an ethical and spiritual climate by:a. maintaining an honor system which promotes personal integrity in every girlb. offering a program which allows students to express and practice their own religious beliefsc. offering opportunities for, and encouraging participation in, service to the communityd. making a consistent effort to inspire each girl to practice consideration for all individualse. teaching a sense of individual responsibility necessary and desirable for good citizenship in

a school community and in a democratic society3. To foster mental and physical well-being by:

a. admitting students whose academic background and character indicate the potential for personal and intellectual achievement

b. providing a well kept physical plant, nutritious and appetizing meals, and a well staffed health service

c. offering a physical education and athletic program that promotes good health, develops physical skills, and promotes sportsmanship

d. sponsoring student organizations and activities which provide opportunities for service, leadership, and recreation

The course descriptions included in the Guide represent the full scope of the curriculum that Salem Academy may offer. Not all courses are offered in a given school year.

Salem Academy Curriculum

English I Ninth grade Year-long course

OverviewEnglish I is a comprehensive study of British literature from early Anglo-Saxon epics to contemporary British drama, poetry, and fiction. Texts include Beowulf, A Midsummer Night’s Dream, Sir Gawain and the Green Knight, Pygmalion, Jane Eyre, selections from The Canterbury Tales, and a survey of major British poets. Development of vocabulary is fostered through a study and application of context use, word building from Latin, Greek, and other languages as well as a comparison and contrast of words and their meanings. Grammar review of parts of speech, phrases, clauses, and sentence constructions leads to practice in careful editing but is aimed at understanding and practicing writing, reading, speaking, and listening with clarity. Research and writing skills are developed through a research paper, and MLA citation guidelines are introduced to provide responsible credit for use of borrowed information. Practice in writing for various audiences and purposes is provided as students focus on academic writing tasks. Writing strong expository paragraphs with focused topic sentences leads to practice in multi-paragraph essays.

ObjectivesStudents will:

A. Read, compare, and contrast major works of British literature including epic, drama, lyric poetry, and fiction.

B. Examine the development of common themes such as the journey, honor, marriage, love, family, community, and self and society from early Anglo-Saxon epics to contemporary works of fiction, drama, and poetry.

C. Develop skills and confidence in listening, note-taking, formal and informal oral presentations, seminar discussion, small group discussion, dramatic reading, and oral interpretation.

D. Practice critical thinking, evidence support for a position, and clarity in written communication.

E. Understand and practice research methods and the necessity for giving credit for borrowed ideas and information.

F. Expand vocabulary through understanding word parts, contextual understanding, and application of new vocabulary in writing and speaking.

G. Review and reinforce grammar concepts to increase reading comprehension and writing facility through an understanding of the basic structure of English.

ContentA. Literature

a. Old and Middle English poetry (in translation). Beowulf, Sir Gawain and the Green Knight, and The Canterbury Tales introduce students to early British culture and the stylistic convention of Old and Middle English. These works allow students to examine themes such as the journey, heroism, honor, kingship, love, religion and

morality, self and society, and family and community. Students memorize the first eighteen lines of the Prologue to The Canterbury Tales.

b. Lyric poetry. Students are introduced to the characteristics of Romantic, Victorian, Modern, and contemporary British poetry. Poetic devices are identified.

c. Fiction. Charlotte Brontë's Jane Eyre provides an examination of literary techniques and character development.

d. Drama. William Shakespeare’s A Midsummer Night’s Dream and George Bernard Shaw's Pygmalion offer characteristics of dramatic conventions, poetry and meter, an appreciation of the beauty of the language, and an examination of themes of love, language, and self and society. (Summer reading choices include drama.)

B. Compositiona. Students practice writing for varied audiences and purposes through vocabulary

writing assignments, journal responses, and academic essays. Reflective, narrative, descriptive, and expository modes of writing are practiced.

b. Students organize and compose paragraphs in discussion of literature on tests, in-class writing assignments, and essays written outsides of class.

c. Students practice writing introductions, supporting detail and examples, and conclusions for both in-class writing assignments and essays written outside of class.

d. Students write creative pieces modeled on works read in class.

C. Grammara. Review parts of speech and problem areas in speech and writing.b. Awareness of verbs, phrases, and clauses leads to sentence combining and

reinforcement of clarity in written and spoken communication.

D. Vocabularya. Greek and Latin roots and prefixes are studied for word-building, and emphasis on

contextual use and application of vocabulary aims to increase reading comprehension and strengthen writing ability.

MethodologyClass discussion including Socratic seminar and small group discussion allows students to gain confidence in speaking and supporting their interpretation of the works read. Use of film excerpts to compare and contrast character and theme presentation allows students to improve critical thinking and interpretation. Background information is often gained through a combination of readings, film, and short lecture. Oral presentations are both formal and informal sharing of reading or enrichment activities, and recitation of lines of poems gives students the opportunity to participate in oral interpretation. Students write often to show reflection and insight about a work read or about ideas discusses.

EvaluationEvaluation includes in-class writings to discuss, interpret, compare, and contrast themes in the works read; essays written outside of class for different audiences and purposes; reading quizzes for accountability and comprehension of reading; journal prompts relating to issues in reading or

refection; a research project to incorporate results of research and give credit to sources in a personal research paper; writing to understand grammar concepts; grammar quizzes and tests to apply knowledge of the language; and both tests and exams that are primarily essay format.

Resources

Armitage, Simon (trans). Sir Gawain and the Green Knight. New York: W. W. Norton & Company, 2007.

Brontë, Charlotte.Jane Eyre. New York: Penguin, 2006.

Chaucer, Geoffrey. The Canterbury Tales. trans. Neville Coghill. New York: Penguin Classics, 2003.

Heaney, Seamus (trans).Beowulf. New York: W. W. Norton & Company, 2001.

Levine, Norman. Vocabulary for the High School Student. Third Edition. New York: Amsco, 2004.

Sebranek, Patrick, et. al. Writers Inc: A Student Handbook for Writing and Learning. Write Source, 2000.

Sebranek, Patrick, et. al Writers INC Skillsbook (Level 9). Write Source, 2000.

Shakespeare, William. A Midsummer Night’s Dream. New York: Washington Square Press, 2004.

Shaw, George Bernard. Pygmalion. New York: Enriched Classics, 2005.

Williams, Oscar (ed). The Mentor Book of Major British Poets. New York: Signet, 1985.


English I Honors Ninth grade Year-long course

Overview

Honors English I is an accelerated survey of British literature from early Anglo-Saxon epics to contemporary British drama, poetry, and fiction. Placement in this course is determined by middle school English grades, scores on the reading comprehension and verbal sections of the SSAT, teacher recommendation, and departmental approval. Texts include Beowulf, A Midsummer Night’s Dream, Sir Gawain and the Green Knight, Pygmalion, Jane Eyre, selections from The Canterbury Tales, and a survey of major British poets. In addition to these texts, students will also read outside criticism. Development of vocabulary is fostered through a study and application of context use, word building from Latin, Greek, and other languages as well as a comparison and contrast of words and their meanings. Grammar review of parts of speech, phrases, clauses, and sentence constructions leads to practice in careful editing but is aimed at understanding and practicing writing, reading, speaking, and listening with clarity. Research and writing skills are developed through a research paper, and MLA citation guidelines are introduced to provide responsible credit for use of borrowed information. Practice in writing for various audiences and purposes is provided as students focus on academic writing tasks. Writing strong expository paragraphs with focused topic sentences leads to practice in multi-paragraph essays.


A. Read, compare, and contrast major works of British literature including epic, drama, lyric poetry, and fiction.

B Examine the development of common themes such as the journey, honor, marriage, love, family, community, and self and society from early Anglo-Saxon epics to contemporary works of fiction, drama, and poetry.

C. Develop skills and confidence in listening, note-taking, formal and informal oral presentations, seminar discussion, small group discussion, dramatic reading, and oral interpretation.

D. Practice critical thinking, evidence support for a position, and clarity in written communication.

E. Understand and practice research methods and the necessity for giving credit for borrowed ideas and information.

F. Expand vocabulary through understanding word parts, contextual understanding, and application of new vocabulary in writing and speaking.

G. Review and reinforce grammar concepts to increase reading comprehension and writing facility through an understanding of the basic structure of English.

ContentH. Literature

a. Old and Middle English poetry (in translation). Beowulf, Sir Gawain and the Green Knight, and The Canterbury Tales introduce students to early British culture and the stylistic convention of Old and Middle English. These works allow students to examine themes such as the journey, heroism, honor, kingship, love, religion and morality, self and society, and family and community. Students memorize the first eighteen lines of the Prologue to The Canterbury Tales.

b. Lyric poetry. Students are introduced to the characteristics of Romantic, Victorian, Modern, and contemporary British poetry. Poetic devices are identified.

c. Fiction. Charlotte Brontë's Jane Eyre provides an examination of literary techniques and character development.

d. Drama. William Shakespeare’s A Midsummer Night’s Dream and George Bernard Shaw's Pygmalion offer characteristics of dramatic conventions, poetry and meter, an appreciation of the beauty of the language, and an examination of themes of love, language, and self and society. (Summer reading choices include drama.)

I. Compositiona. Students practice writing for varied audiences and purposes through vocabulary

writing assignments, journal responses, and academic essays. Reflective, narrative, descriptive, and expository modes of writing are practiced.

b. Students organize and compose paragraphs in discussion of literature on tests, in-class writing assignments, and essays written outsides of class.

c. Students practice writing introductions, supporting detail and examples, and conclusions for both in-class writing assignments and essays written outside of class.

d. Students write creative pieces modeled on works read in class.J. Grammar

a. Review parts of speech and problem areas in speech and writing.b. Awareness of verbs, phrases, and clauses leads to sentence combining and

reinforcement of clarity in written and spoken communication.K. Vocabulary

a. Greek and Latin roots and prefixes are studied for word-building, and emphasis on contextual use and application of vocabulary aims to increase reading comprehension and strengthen writing ability.

MethodologyClass discussion including Socratic seminar and small group discussion allows students to gain confidence in speaking and supporting their interpretation of the works read. Use of film excerpts to compare and contrast character and theme presentation allows students to improve critical thinking and interpretation. Background information is often gained through a combination of readings, film, and short lecture. Oral presentations are both formal and informal sharing of reading or enrichment activities, and recitation of lines of poems gives students the opportunity to participate in oral interpretation. Students write often to show reflection and insight about a work read or about ideas discusses.

EvaluationEvaluation includes in-class writings to discuss, interpret, compare, and contrast themes in the works read; essays written outside of class for different audiences and purposes; reading quizzes for accountability and comprehension of reading; journal prompts relating to issues in reading or refection; a research project to incorporate results of research and give credit to sources in a personal research paper; writing to understand grammar concepts; grammar quizzes and tests to apply knowledge of the language; and both tests and exams that are primarily essay format.

Resources

Armitage, Simon (trans). Sir Gawain and the Green Knight. New York: W. W. Norton & Company, 2007.

Brontë, Charlotte.Jane Eyre. New York: Penguin, 2006.

Chaucer, Geoffrey. The Canterbury Tales. trans. Neville Coghill. New York: Penguin Classics, 2003.

Heaney, Seamus (trans).Beowulf. New York: W. W. Norton & Company, 2001.

Levine, Norman. Vocabulary for the High School Student. Third Edition. New York: Amsco, 2004.

Sebranek, Patrick, et. al. Writers Inc: A Student Handbook for Writing and Learning. Write Source, 2000.

Sebranek, Patrick, et. al Writers INC Skillsbook (Level 9). Write Source, 2000.

Shakespeare, William. A Midsummer Night’s Dream. New York: Washington Square Press, 2004.

Shaw, George Bernard. Pygmalion. New York: Enriched Classics, 2005.

Williams, Oscar (ed). The Mentor Book of Major British Poets. New York: Signet, 1985.

Salem Academy CurriculumEnglish II World Literature Tenth Grade Year-long course

OverviewIn this course, students will read a variety of texts from across cultures and time periods. We will begin our journey through world literature by examining Paulo Coelho’s The Alchemist. We will then delve into the poetry and drama of ancient Greece and Rome (The Three Theban Plays, The Aeneid). From Virgil’s Roman adventure we will jump forward in time to Shakespeare’s Italy in The Merchant of Venice. In the second semester we will take a literary journey through the modern world: Wiesel’s Night, Alvarez’s In the Time of the Butterflies, and Achebe’s Things Fall Apart. Interspersed throughout the primary texts we will read supplemental short stories (The World’s Greatest Short Stories), poetry, and essays. In our examination of the texts, students will explore the values, ideas, beliefs, and structure found in each culture’s literature; these will, in turn, illuminate both the differences and similarities inherent in human nature, regardless of culture or time period. We will examine the archetypes of literature as well as literary devices to provide a common language for discussion. Students will develop their writing skills by practicing a variety of writing forms and styles, with distinct importance placed on grammar and mechanics.


A. Encounter a variety of world literature from different time periods, cultures, and genresB. Demonstrate an understanding of the themes, ideas, and values found in various selections

of world literature, as well as the literary devices the authors use to covey these elementsC. Discuss the literary works in their original social, political, and cultural contexts, and

investigate the connections to those same realms of our societyD. Integrate vocabulary into both their formal and colloquial speech and writingE. Learn the fundamentals of writing formal essaysF. Gather research and edit a short research paperG. Demonstrate a mastery of proper grammar, punctuation, and mechanicsH. Prepare both formal and informal presentationsI. Foster a life-long interest in world literature

Content

A. LiteratureStudents will read and analyze various works of world literature from across time periods and cultures

B. CompositionStudents will review the five-paragraph essay format introduced in the ninth grade. They will learn how to compose and support a thesis using textual evidence. Proper MLA citation format and avoidance of plagiarism will be stressed.

C. VocabularyVocabulary will be drawn both from the assigned vocabulary text and from the literature itself.

D. GrammarStudents will review grammar concepts such as parts of speech, comma rules, subject/verb and pronoun/antecedent agreement, dangling and misplaced modifiers, fragments, run-ons, and comma splices.

Methodology

A variety of teaching methods will be employed to help students explore texts and master the necessary concepts. Classes will be comprised of a mix of teaching methods including discussion, multi-media presentation, lecture, and both teacher- and student-directed activities.

Evaluation

Students understanding will be monitored and assessed both formally (in the form of essays, tests, projects, activities, oral presentations, quizzes, homework, and semester examinations) and informally (via class participation, discussion, and one-on-one meetings).

Resources

Achebe, Chinua. Things Fall Apart. Harpswell, ME: Anchor, 1994. ISBN #978-0385474542.Alvarez, Julia. In the Time of the Butterflies. Chapel Hill, NC: Algonquin Books, 2010. ISBN #978-

1565129764.Coelho, Paulo. The Alchemist. 2nd ed. New York: HarperCollins, 2006. ISBN #978-0061122415.Daley, James, ed. The World’s Greatest Short Stories. Dover Thrift Edition. Mineola, NY: Dover

Publications, 2006. ISBN #978-0486447162.Levine, Norman, et al. Vocabulary for the High School Student. 4th ed. New York: Amsco, 2004.

ISBN #978-1567651157.Shakespeare, William. The Merchant of Venice. New York: W.W. Norton, 2005. ISBN #978-

0393925296.Sophocles. Three Theban Plays. Trans. Robert Fagles. New York: Penguin, 1984. ISBN #978-

0140444254.Virgil. The Aeneid. Trans. Allen Mandelbaum. New York: Bantam Classics, 1981. ISBN #978-

0553210415.Wiesel, Elie. Night. New York: Hill and Wang, 2006. ISBN #978-0374500016.

Salem Academy CurriculumEnglish II Honors World Literature 10th Grade Year-long course

OverviewEnglish II Honors is an accelerated survey of world literature and is open to students who meet the following criteria: an A- average in English I, 50+ verbal score on the PSAT, and departmental approval. In this course, students will read a variety of texts from across cultures and time periods. We will begin our journey through world literature by examining Paulo Coelho’s The Alchemist. We will then delve into the poetry and drama of ancient Greece and Rome (The Three Theban Plays, The Aeneid). From Virgil’s Roman adventure we will jump forward in time to Dante’s journey through The Inferno. We will conclude our exploration of early cultures in India with Hesse’s Siddhartha. In the second semester we will take a literary journey through the modern world: Wiesel’s Night, Alvarez’s In the Time of the Butterflies, and Achebe’s Things Fall Apart. Interspersed throughout the primary texts we will read supplemental short stories (The World’s Greatest Short Stories), poetry, and essays. In our examination of the texts, students will explore the values, ideas, beliefs, and structure found in each culture’s literature; these will, in turn, illuminate both the differences and similarities inherent in human nature, regardless of culture or time period. We will examine the archetypes of literature as well as literary devices to provide a common language for discussion. Students will develop their writing skills by practicing a variety of writing forms and styles, with distinct importance placed on grammar and mechanics.

Objectives:A. Encounter a variety of world literature from different time periods, cultures, and genresB. Demonstrate an understanding of the themes, ideas, and values found in various selections

of world literature, as well as the literary devices the authors use to covey these elementsC. Discuss the literary works in their original social, political, and cultural contexts, and

investigate the connections to those same realms of our societyE. Integrate vocabulary into both their formal and colloquial speech and writingF. Learn the fundamentals of writing formal essaysG. Gather research and edit a short research paperH. Demonstrate a mastery of proper grammar, punctuation, and mechanicsI. Prepare both formal and informal presentationsJ. Foster a life-long interest in world literature

Content:A. Literature

Students will read and analyze various works of world literature from across time periods and culture

B. CompositionStudents will review the five-paragraph essay format introduced in the ninth grade. They will learn how to compose and support a thesis using textual evidence. Proper MLA citation format and avoidance of plagiarism will be stressed.

C. VocabularyVocabulary will be drawn both from the assigned vocabulary text and from the literature itself.

D. GrammarStudents will review grammar concepts such as parts of speech, comma rules, subject/verb and pronoun/antecedent agreement, dangling and misplaced modifiers, fragments, run-ons, and comma splices.

MethodologyA variety of teaching methods will be employed to help students explore texts and master the necessary concepts. Classes will be comprised of a mix of teaching methods including discussion, multi-media presentation, lecture, and both teacher- and student-directed activities.

EvaluationsStudents understanding will be monitored and assessed both formally (in the form of essays, tests, projects, activities, oral presentations, quizzes, homework, and semester examinations) and informally (via class participation, discussion, and one-on-one meetings).

Resources

Achebe, Chinua. Things Fall Apart. Harpswell, ME: Anchor, 1994. ISBN #978-0385474542.Aligheri, Dante. The Inferno. Trans. John Ciardi. New York: Signet Press, 2009. ISBN #978-

0451531391.Alvarez, Julia. In the Time of the Butterflies. Chapel Hill, NC: Algonquin Books, 2010. ISBN #978-

1565129764.Coelho, Paulo. The Alchemist. 2nd ed. New York: HarperCollins, 2006. ISBN #978-0061122415.Daley, James, ed. The World’s Greatest Short Stories. Dover Thrift Edition. Mineola, NY: Dover

Publications, 2006. ISBN #978-0486447162.Hesse, Herman. Siddhartha. New York: Simon & Brown, 2011. ISBN #978-1613822029.Levine, Norman, et al. Vocabulary for the High School Student. 4th ed. New York: Amsco, 2004.

ISBN #978-1567651157.Sophocles. Three Theban Plays. Trans. Robert Fagles. New York: Penguin, 1984. ISBN #978-

0140444254.Virgil. The Aeneid. Trans. Allen Mandelbaum. New York: Bantam Classics, 1981. ISBN #978-

0553210415.Wiesel, Elie. Night. New York: Hill and Wang, 2006. ISBN #978-0374500016.

.

Salem Academy CurriculumEnglish III American Literature Eleventh Grade Year-long course

OverviewThis course consists of a broad survey of American literature, beginning with works published in the seventeenth century and continuing on through writing published within the last twenty years. Students read selected novels as well as short stories, poems, plays, and essays from the Norton Anthology of American Literature. Students closely analyze and discuss these literary works in order to attain an understanding of the content of the work, particularly its main themes. Students also further develop their writing about literature, moving beyond the five-paragraph essay to longer assessments of literary works.

In addition to reading, analyzing, and writing about literature, the course also focuses on the research paper process: developing a topic, writing a thesis, gathering resources, arranging outlines, writing drafts, and editing drafts. Finally, vocabulary is studied in order to prepare students for the SAT.


A. Demonstrate the ability to write for a clear, unified, and coherent analytical purposeB. Demonstrate an understanding of the writing process, which includes prewriting, drafting, revising, and editing, as well as the rules and regulations of the MLA style C. Summarize effectively and accurately ideas from other sourcesD. Demonstrate the ability to integrate ideas from other sources into their own analysis with proper MLA in-text citationsE. Demonstrate the ability to read, comprehend, and analyze literatureF. Demonstrate the ability to engage in critical discussions and debates about literature

ContentThe readings in this course span the history of major American literature. Authors studied over the course of the academic year include John Smith, Thomas Jefferson, Nathaniel Hawthorne, Edgar Allan Poe, Emily Dickinson, Robert Frost, F. Scott Fitzgerald, among others. The genres read include novels, short stories, poems, plays, and essays.

Coupled with the focus on reading, the course also focuses on writing. Students will build upon their previous experiences with writing five-paragraph essays and focus on creating longer, more in-depth analytical essays about literature and, also, about topics of their own choosing. Emphasis is equally placed between content and writing, between what is written in an essay and how it is written.

MethodologyThe primary mode of learning is teacher directed lectures and class discussions. Teacher input involves asking questions to students about the symbols, themes, and motifs of the literature under discussion and then responding to questions posed by students. Students are encouraged to share their thoughts through discussion, personal responses, in-class essays, creative assignments, and group activities.

EvaluationAssessment of student learning is based on in-class quizzes and tests as well as on essays, other class and homework assignments, and class participation. The primary mode of writing is the formal essay, but other informal in-class writing assignments are also assigned. For formal essay assignments during the fall semester, a variety of topics are posed to students about the literature we have discussed, and students then develop their own thesis statements on the topic of her choice. For the spring semester, students develop their own topic to research and then develop this topic over the course of a semester with a thesis, outline, rough draft, and final draft.

ResourcesBaym, Nina, ed. The Norton Anthology of American Literature- Shorter Seventh Edition. New

York: W. W. Norton & Company, 2008. ISBN: 978-0-393-93057-3

Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 2004. ISBN: 0-7432-7356-7

Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, Seventh Edition. New York: Modern Language Association of America, 2009. ISBN: 1603290257

Hawthorne, Nathaniel. The Scarlet Letter. New York: Dover Publications, Inc., 1994. ISBN: 0-486-28048-9

Levine, Harold, et. al. Vocabulary for the College Bound Student- Fourth Edition. New York: Amsco School Publications, Inc., 2003. ISBN: 978-1-56765-104-1

O’Brien, Tim. The Things They Carried. New York: Mariner Books, 2009. ISBN: 0618706410

Salem Academy CurriculumEnglish III Honors Eleventh Grade Semester course

OverviewThis course consists of a focused survey of American literature, concentrating primarily on works published during the nineteenth and twentieth centuries, from the Romantic to the Modern periods. The literature will connect to the main themes of independence and the American dream, and the literature studied includes novels, short stories, poems, plays, and essays. As an honors course, the class studies more advanced literature which involves a more in-depth analysis of the works. The expectation is that student learning and contributions in English III Honors will be made at a broader and deeper level than in English III.

In addition to reading and analyzing literature, the course also focuses on the writing process: developing essays beyond the standard five-paragraph format through lessons on thesis statements, organization, and support and analysis. Finally, vocabulary is studied in order to prepare students for the SAT.

This semester class is required for AP English Language. Together, the two semesters—English III Honors in the fall and AP English Language in the spring—comprise the advanced-level junior English curriculum.


A. Demonstrate the ability to write for a clear, unified, and coherent analytical purposeB. Demonstrate an understanding of the writing process, which includes prewriting, drafting, revising, and editing, as well as the rules and regulations of the MLA style C. Summarize effectively and accurately ideas from other sourcesD. Demonstrate the ability to integrate ideas from other sources into their own analysis with proper MLA in-text citationsE. Demonstrate the ability to read, comprehend, and analyze literatureF. Demonstrate the ability to engage in critical discussions and debates about literature

ContentThe readings in this course span the history of major American literature. Authors studied over the course of the academic year include Herman Melville, Nathaniel Hawthorne, Emily Dickinson, Walt Whitman, Ernest Hemingway, F. Scott Fitzgerald, T. S. Eliot, William Faulkner, among others. The genres read include novels, short stories, poems, and plays.

Coupled with the focus on reading, the course also focuses on writing. Students will build upon their previous writing experiences and focus on writing longer, more in-depth analytical essays about literature. Emphasis is equally placed between content and writing, between what is written in an essay and how it is written.

MethodologyThe primary mode of learning is teacher directed lectures and class discussions. Teacher input involves asking questions to students about the symbols, themes, and motifs of the literature under discussion and then responding to questions posed by students. Students are encouraged to share their thoughts through discussion, personal responses, in-class essays, creative assignments, and group activities.

EvaluationAssessment of student learning is based on in-class quizzes and tests as well as on essays, other class and homework assignments, and class participation. The primary mode of writing is the formal essay, but other informal in-class writing assignments are also assigned. For formal essay assignments during the fall semester, a variety of topics are posed to students about the literature we have discussed, and students then develop their own thesis statements about the topic of her choice. For the spring semester, students develop their own topic to research and then develop this topic over the course of a semester with a thesis, outline, rough draft, and final draft.



Chopin, Kate. The Awakening. New York: W. W. Norton & Company, 1994. ISBN: 0-393-96057-9

Faulkner, William. As I Lay Dying. New York: Vintage, 1990. ISBN: 0-679-73225-X

Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 2004. ISBN: 0-7432-7356-7

Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, Seventh Edition. New York: Modern Language Association of America, 2009. ISBN: 1603290257

Hawthorne, Nathaniel. The Scarlet Letter. New York: Dover Publications, Inc., 1994. ISBN:0-486-28048-9.

Levine, Harold, et. al. Vocabulary for the College Bound Student- Fourth Edition. New York: Amsco School Publications, Inc., 2003. ISBN: 978-1-56765-104-1

Salem Academy CurriculumAP English Language Eleventh Grade Semester course

OverviewThe goals of an AP English Language and Composition course are diverse becausethe college composition course is one of the most varied in the curriculum. Althoughthe college course provides students with opportunities to write about a variety ofsubjects from a variety of disciplines and to demonstrate an awareness of audienceand purpose, the overarching objective in most first-year writing courses is to enablestudents to write effectively and confidently in their college courses across thecurriculum and in their professional and personal lives. Most composition coursesemphasize the expository, analytical and argumentative writing that forms the basis ofacademic and professional communication, as well as the personal and reflectivewriting that fosters the development of writing facility in any context. In addition,most composition courses teach students that the expository, analytical andargumentative writing they must do in college is based on reading as well as onpersonal experience and observation. Composition courses, therefore, teach studentsto read primary and secondary sources carefully, to synthesize material from thesetexts in their own compositions, and to cite sources using conventions recommendedby professional organizations such as the Modern Language Association (MLA),the University of Chicago Press (The Chicago Manual of Style), the AmericanPsychological Association (APA) and the Council of Biology Editors (CBE).© 2010 The College Board. Visit the College Board on the Web: www.collegeboard.com.

Pre-requisite:English II Honors, PSAT scores, and Teacher recommendation.

This semester class is the required completion of English III Honors. Together, the two semesters—English III Honors in the fall and AP English Language in the spring—comprise the advanced-level junior English curriculum.

ObjectivesAs in the college course, the purpose of the AP English Language and Composition course is to enable students to read complex texts with understanding and to write prose of sufficient richness and complexity to communicate effectively with mature readers. An AP English Language and Composition course should help students move beyond such programmatic responses as the five-paragraph essay that provides an introduction with a thesis and three reasons, body paragraphs on each reason, and a conclusion that restates the thesis. Although such formulaic approaches may provide minimal organization, they often encourage unnecessary repetition and fail to engage the reader. Students should be encouraged to place their emphasis on content, purpose and audience and to allow this focus to guide the organization of their writing.

http://www.collegeboard.com/

© 2010 The College Board. Visit the College Board on the Web: www.collegeboard.com.

ContentUpon completing the AP English Language and Composition course, then,students should be able to:• analyze and interpret samples of good writing, identifying and explaining anauthor’s use of rhetorical strategies and techniques;• apply effective strategies and techniques in their own writing;• create and sustain arguments based on readings, research and/or personalexperience;• write for a variety of purposes;• produce expository, analytical and argumentative compositions that introducea complex central idea and develop it with appropriate evidence drawn fromprimary and/or secondary sources, cogent explanations and clear transitions;• demonstrate understanding and mastery of standard written English as wellas stylistic maturity in their own writings;• demonstrate understanding of the conventions of citing primary andsecondary sources;• move effectively through the stages of the writing process, with carefulattention to inquiry and research, drafting, revising, editing and review;• write thoughtfully about their own process of composition;• revise a work to make it suitable for a different audience;• analyze image as text; and• evaluate and incorporate reference documents into researched papers.© 2010 The College Board. Visit the College Board on the Web: www.collegeboard.com.

MethodologyThe primary mode of learning is teacher directed lectures and class discussions.

EvaluationAssessment of student learning is based on in-class and formal essays, other class and homework assignments, such as vocabulary, and class participation. In addition, students will write a research paper.



Class Packet of nonfiction material(s).



Salem Academy Curriculum GuideEnglish IV Twelfth Grade Semester-long course

OverviewThese semester-long classes are offered according to a particular theme which changes yearly. The following descriptions refer to courses which have been offered, but new topics are frequently introduced into the curriculum. Students take one course during the fall semester and one course in the spring semester to complete their year-long requirement of English IV.

Hot ButtonsLawlessness, adultery, genetic manipulation, our impact on the environment, cloning. All of these are issues that affect the social, political, and/or moral foundations of the modern world. This course is a survey of several classic and contemporary prose works that all contain these types of “hot button” issues. In addition to reading primary texts, students also will read selected criticism. Research and editing techniques will be taught as students prepare their term papers and assembly talks. Finally, students will complete vocabulary and timed writing assignments in preparation for the SAT. The reading list will include works such as The Lord of the Flies, Frankenstein, Never Let Me Go, The Crucible, The Last American Man, and The Fifth Child, among others.

African American LiteratureThis course will introduce the literature that writers of African American heritage have created from Colonial America to the present day through an examination of a number of writers, issues, genres, styles, and themes. We’ll analyze the historic, socio-political, and cultural forces that helped to shape the African American experience, emphasizing the interlocking issues of race, gender, and class in the works. In addition to reading primary texts, students also will read selected criticism. Research and editing techniques will be taught as students prepare their term papers and assembly talks. Finally, students will complete vocabulary and timed writing assignments in preparation for the SAT.

The Twentieth CenturyFrom the Edwardians to the Lost Generation to the modernists to the post-modernists, the twentieth century distinguishes itself as a remarkable period. Its prose fiction, drama, and poetry are characterized by passion, vocal criticism of established institutions, and daring experiments with language, content, and style. This course is a broad survey of some of the best known American and British works of the last century, and will include such titles as The House of Mirth, A Raisin in the Sun, Sula, Atonement, and a variety of short stories and poems. In addition to reading primary texts, students also will read selected criticism. Research and editing techniques will be taught as students prepare their term papers and assembly talks. Finally, students will complete vocabulary and timed writing assignments in preparation for the SAT.

Literary DisastersThis course is a broad survey of major works of British and American fiction, all of which culminate in death, disaster, and/or debauchery. The course will focus on classic and contemporary authors, dramatists, and poets. Some of works to be studied include Sula, Into Thin Air, Long Day’s Journey into Night, Atonement, A Prayer for Owen Meany and The House of Mirth. Short stories, poems, and critical essays will supplement the study of the major works. Research and editing techniques will be taught as students prepare their term papers and assembly talks. Finally, students will complete vocabulary and timed writing assignments in preparation for the SAT.

Banned BooksThis course will examine a variety of works that, throughout the years, have been labeled as taboo. Through an investigation of censorship laws in Great Britain, Ireland, and the United States, we shall discuss the reasons why novels are banned on moral, sexual, religious, cultural and political grounds. Some of the works to be read include Truman Capote’s In Cold Blood, John McGahern’s The Dark, Zora Neale Hurston’s Their Eyes Were Watching God, D.H. Lawrence’s Lady Chatterley’s Lover, James Baldwin’s Go Tell It on the Mountain, and J.D. Salinger’s The Catcher in the Rye. Students will think critically about and research the incendiary contents of these texts, in addition to reading selected literary criticism. Students also will complete vocabulary in preparation for the SAT.

Love and WarIn this course, students will explore a variety of wartime love stories across cultures and time periods. For the in-class novels, students will begin by delving into Ernest Hemingway’s A Farewell to Arms, a love story between a British nurse and an American man enlisted in the Italian army during World War I. We will continue to explore the themes of love and war in The Quiet American, a novel set in Saigon in 1952. The Quiet American is an interwoven tale of political strife and a love triangle. We will then read March, the Pulitzer Prize-winning Civil War story of Mr. March from Lousia May Alcott’s Little Women. We will conclude with an exploration of the modern-day Middle East conflict with Khaled Hosseini’s A Thousand Splendid Suns. Each of the novels selected for the course offers a revealing portrait of the dynamic relationship between the intensity of love and the travails of war. Students will explore what these works suggest about human interactions, emotions, and behavior, as well as what they collectively reveal about human nature itself. In the process, students will continue to improve their critical reading, writing, and verbal communication skills via a variety of assessments. . Students also will complete vocabulary in preparation for the SAT.

Brooks, Geraldine. March. New York: Penguin Group, 2005. ISBN # 978-0143036661.

Mystery and IntrigueIn this course, students will explore a variety of novels and short stories associated with detective fiction and the mystery genre. In English-language literature, detective fiction began to flourish in the late-nineteenth century with the works of Edgar Allan Poe and Sir Arthur Conan Doyle; since then, the genre has expanded to become one of the most popular in all of literature. For this course, students will read selected novels and short stories by a variety of authors from the past two centuries, and they will study the conventions of detective and mystery fiction as well as the

historical and social contexts of the literary works. Students will read short stories by Edgar Allan Poe, Sir Arthur Conan Doyle, and Charles Dickens, among others. Additionally, students will read novels by Agatha Christie (The Murder of Roger Ackroyd), Raymond Chandler (The Big Sleep), Graham Greene (Brighton Rock), Mark Haddon (The Curious Incident of the Dog in the Night-Time), and Michael Chabon (The Final Solution). Along with the study of literature, students will continue to learn about the writing process, including completing another research paper, and study vocabulary in preparation for the SAT.

Objectives

Students will:A. Read and understand the ideas, values, and themes raised in the highly controversial

literature that is presented.B. Develop strong skills in analytical and expository writing.C. Demonstrate mastery of the proper use of grammar, mechanics, and punctuation.D. Integrate vocabulary into their speaking, writing, and reading.E. Write personal responses to literature.F. Develop strong public speaking skills.G. Build skills in critical, independent thinking.H. Read scholarly criticism in preparation for doing college-level work.I. Complete a research paper on a topic of their own choosing or on a topic related to the

semester’s course of study.J. Understand and practice research methods including the responsible use of borrowed ideas

and information from print sources, online databases, and Internet sources. In accordance with MLA rules, students will report honestly on research used in writing assignments.

Content

A. Students will analyze literature through independent study and class discussion.B. Students will write both personal and formal responses, expository essays, and analytical

essays using outside resources.C. Students will complete vocabulary exercises.D. Students will do grammar exercises on an as-needed basis.

Methodology

Class meetings are student-centered, and encourage students to develop critical thinking skills by sharing observations and/or asking questions. Writing, both personal and formal, constitutes much of the course. Students are encouraged to find connections between their own lives and the literature they read and discuss, and to present their ideas often in oral presentations.

Evaluation

Evaluation primarily is based on writing assignments. Additional assessment is made by tests, quizzes, class discussion, outside reading assignments, and the semester exam.

ResourcesTexts are determined according to the particular courses elected by the students each year. These include novels, plays, short fiction and nonfiction, and poetry.

Salem Academy Curriculum Guide

AP English Literature and Composition Grade 12 Year-long course

OverviewThe AP English Literature and Composition course is meant for those students who have shown both a real talent and a sincere love for reading and writing about literature. Students who express an interest in the class must be recommended by their 11th grade English teacher, and placement is determined by their grades in previous English classes and their SAT critical reading and writing scores. This accelerated course is conducted as a college-level seminar, and students are prepared to take the AP English Literature exam in May. College credit may be granted to students who score above a 3 on this exam.


A. Appreciate the power and beauty of language,B. Enrich their knowledge of literature as both a product of its own time and universalC. Sharpen skills in critical reading and writingD. Develop their ability to speak confidently and listen carefullyE. Enhance their understanding of how closely literature mirrors lifeF. Nurture a lifelong love of readingG. Recognize literary techniques to understand not just what a text means but how such

meaning is achievedH. Write with a confident sense of their own voice, with clarity, depth of thought, and fluencyI. Manage organization, evaluate source material, and pose an argument toward a successful

research paperJ. Prepare for the Advanced Placement English Literature exam

ContentThe readings in this course include great literature—poetry, drama, fiction—ranging from 16th

century England to 20th century America and chosen with a global perspective. Selections include four novels, one epic poem, one full-length play and two shorter plays, nearly 50 poems, and 5 shorter prose pieces. The literature is grouped by semester according to two themes: (1) Isolation-Alienation-the Other and (2) Love-Memory-the Self. Emphasis will be on cultural and historical contextuality, narratorial bias, techniques of language, and relationships between literary texts. Through extensive class discussion and close textual analysis, students will expand their appreciation of the power and beauty of language, enrich their knowledge of literature as both a product of its own time and universal, sharpen their skills in critical reading and writing, develop their ability to speak confidently and listen carefully, and augment their understanding of how closely literature mirrors life.

MethodologyTeaching is conducted through class discussion, often generated and directed by the students themselves. Some information is offered on historical context, biography, literary terminology, but such instruction is germane to the discussion rather than presented in lecture format. The focus of the course is student writing, practicing with AP prompts, re-writing and reviewing peer essays, perfecting MLA format, workshops on portions of essays (such as introductory or concluding paragraphs, transitions, thesis statements, syntax). Written assignments will include the following: creative pieces, informal “chats” and journals on MOODLE (writing to understand), analytical essays based on AP-exam prompts (writing to explain), and argumentative essays in which students may consider the socio-cultural context of a text or to analyze the author’s method of achieving meaning (writing to evaluate). Oral presentations, readings, and a formal speech are also included in class work. Vocabulary study continues, and usage problems are addressed as they occur within essays. Films, music, newspaper editorials, and art works are incorporated into the class, and students are encouraged to attend community readings, dramatic performances, concerts, etc. Technology is centered within the class MOODLE site and includes links to websites, youtube, powerpoints, as well as DVDs, music CDs, and Google images.

EvaluationEvaluation in AP English is based primarily on student writing. Assignments range from analytical essays on literature, in class essays involving critical reading and argumentation, and the formal research paper. Topics for these essays derive from questions from the AP exam. Other forms of evaluation are consistent and insightful class participation in discussions, a speech before the student body, reading quizzes, vocabulary quizzes, and participation in discussions posted on the class website. A semester essay exam is given in the fall.

ResourcesAbrams, Greenblatt, et al., eds. The Norton Anthology of English Literature: The Major

Authors . 8th ed. New York: Norton, 2006. 0-393-92829-2Baym, Nina, ed. The Norton Anthology of American Literature. Shorter 7th Ed. New

York: Norton, 2003. 0-393-96150-8Beckett, Samuel. Waiting for Godot. New York: Grove Press, 1982. 978-0-8021-3030-1Dostoevsky, Fyodor. Crime and Punishment, Trans. Volokhonsky and Pevear. New York:

Vintage, 1993. 0-679-73450-3Frazier, Charles. Cold Mountain. New York: Vintage, 1997. 0-375-70075-7Gibaldi, Mark, ed. The MLA Handbook . 7th ed. Chicago: MLA, 0-87352-986-3Morrison, Toni. Beloved. New York: Plume, 1987. 0-452-26446-4 Roy, Arundhati. The God of Small Things . New York: HarperCollins, 1997.

0-06-097749-3Shakespeare, William. Hamlet. New York: Washington Square Press, 1992.

0-7432-8278-6Technology Resource: MOODLE, DVDs, CDs, powerpoints, etc.

Supplemental summer/winter reading requirements


ENGLISH I FOR INTERNATIONAL STUDENTS Year-long class

OverviewDesigned for International Students who have demonstrated the English competencies level designated as “High Intermediate” by the NC Standard Course of Study, this class teaches listening, speaking, reading, and writing skills. Students spend two periods each day in this intensive class that teaches the literary genres and writing skills covered in regular curriculum English I classes, while also providing additional support for pronunciation and vocabulary development. The course teaches students the academic conventions and expectations of a highly interactive, American academic community. All students in this class are simultaneously enrolled in American History for International Students, which emphasizes reading and speaking skills, this English class emphasizes the listening and writing skills.

OBJECTIVES (Selected from the NC Standard Course of Study for High Intermediate ESL) Develop vocabulary based on increasingly complex academic and nonacademic topics. Comprehend most conversational questions on familiar topics spoken at a normal speed. Understand and follow multiple-step directions on academic topics when spoken at a normal

speed with occasional difficulty. Comprehend academic questions spoken at normal speed with occasional difficulty. Demonstrate comprehension of various literary genres through verbal responses with

restatements, modeling, and prompting. Understand academic language conventions across the content areas when spoken at a

normal speed with occasional difficulties and restatements. Respond, with occasional difficulty, when participating in group discourse by adapting

language and communication behaviors to the situation to accomplish a specific purpose. Use new vocabulary in speech. Recognize and use appropriate stress and intonation patterns. Use transitional words and phrases to link ideas when speaking. Use a variety of complex sentence patterns to convey emotions and thoughts. Engage, with some guidance, in social conversations and discussions with peers and adults

on unfamiliar topics by asking and answering questions and soliciting information. Respond appropriately when participating in group discourse by adapting language and

communication behaviors to the situation to accomplish a specific purpose. Answer instructional questions with supporting details. Negotiate meaning by questioning, restating, soliciting information, and paraphrasing. Begin to understand elements of poetry. Recognize more complex English language sentence structures. Identify elements of fiction and non-fiction and support by using information from the text

(e.g., introduction, conclusion, elaboration).

Identify literary elements (e.g., plot, setting, theme, mood). Recognize and respond to characteristics of different literary genres with assistance. Use a variety of complex sentence styles and varied grammatical conventions (e.g., clauses,

variety of verb tenses). Demonstrate organization by supporting a central idea. Write an organized and focused composition with supporting details on familiar and

previously studied topics. Use a variety of complex language structures, clauses, varied verb tenses, and transitional

phrases. Edit and correct grammatical structures and writing conventions. Write multi-paragraph essays expressing reactions to print, non-print text, and personal

experiences. Interpret characteristics of cultural variations represented in texts (e.g., dialect).

CONTENT

Folk TalesShort StoriesDramaNovelsPoetryVocabulary DevelopmentGrammar

METHODOLOGY

EVALUATION

Students take a vocabulary/grammar quiz each week and two tests per quarter covering literature, vocabulary, and grammar. There are two or three essay assignments each quarter which require students to submit multiple drafts and to reflect on their own writing skills. Class participation is also critical.

RESOURCES:

Literature: Timeless Voices Timeless Themes. Bronze Level. Prentice-Hall.Azar, Betty Schrampfer. Fundamentals of English Gramma (3rd Edition) Wordly Wise 3000 Series Vocabulary


ADVANCED ENGLISH FOR INTERNATIONAL STUDENTS Year-long class

Overview

This course is designed to improve international students’ oral and written communication skills and supplement their English literature course of study. Students will read, analyze and discuss topics from the English II curriculum in addition to learning about colloquial language and current topics in world affairs. Students will focus on their English written expression with regular writing workshops and they will also practice citing texts, writing bibliographies and completing academic research. Students will increase their level of oral proficiency with debates, class discussion and exercises on public speaking.

Objectives Comprehending academic questions spoken at normal speed Following multi-step directions on academic topics Demonstrating comprehension of various literary genres Initiating and participating in group discourse Preparing and delivering presentations Effectively using description and comparison Developing reading fluency Analyzing text and evaluating literature Using reference materials Identifying literary elements of fiction and non-fiction Writing about complex themes Reflecting, evaluating, analyzing and responding to texts Examining cause-effect relationships

ContentLiterature Enrichment:

World LiteratureThe Bible in Literature

Grammar Enrichment Vocabulary Enrichment Writing Workshops Research Skills:

Avoiding PlagiarismUsing the Media CenterUsing the Internet

Study Skills:

Taking Notes Taking Tests Reading Strategies

Methodology

This course is taught primarily as a workshop. The teacher occasionally introduces texts and activities designed for the entire class, such as reading and discussing a brief literary text from mythology or the Bible, or discussing strategies for studying and researching. Because the course is designed to support students in a variety of English classes, however, students spend a significant amount of time working independently or in small groups on assignments designed to supplement their work in other courses. Each student completes a portfolio of writing assignments including reading journal entries, critical reflections on the student’s own writing, personal essays, and study logs. This allows students to select assignments most relevant to what they are learning in their other English class in any given week. The teacher works with individual students or small groups to facilitate completion of these assignments.

EvaluationStudents are evaluated on their portfolio work and their class participation. The teacher evaluates on assignments as they are placed in the portfolio; students are allowed to resubmit assignments after discussing them with the teacher in individual conferences.

Resources:The Bible and Its Influence, Bible Literacy Project, 2005.MLA Handbook. The Modern Language Association.Writer’s Inc. Writer’s Source Press.The Advanced Grammar Book. Heinle and Heinle.

Salem Academy Curriculum GuideCommunications 11th-12th grades Year-long course

OVERVIEW

This course combines a thorough overview of current events in American culture with an emphasis on written and oral expression. Students will read, analyze and discuss major American political and social topics by studying contemporary news sources, including blogs, newspapers and film/TV. Students will complete an oral project and written assignment on a topic of American life every week. Additionally, they will complete an in-depth research project every quarter that will result in a 7-10 minute oral presentation. These papers and presentations will delve into greater thematic topics relating to American history, literature and culture in the 21st century.

This course is required for international students entering in the 11th or 12th grades..

OBJECTIVESStudents will:

A. Master writing and researching academic topics using the MLA style.

B. Establish the ability to speak clearly and confidently in public.

C. Gain greater awareness of American political and social culture.

D. Debate contemporary topics in American society.

E. Increase their knowledge and usage of American colloquial language.

F. Explore modes of expression and communication including oral, written, and visual activities.

CONTENTA. Vocabulary

Students will increase their acquisition of academic and American colloquial terms.B. Composition

Students will compose in-class essays, research papers, annotated bibliographies and response papers.

C. ResearchStudents will complete a quarterly research project and master methodology for finding academic sources using materials available through the Salem Academy library.

D. Oral ExpressionStudents will participate in formal research presentations, informal class discussions, topical debates, and skits.

E. Critical ThinkingStudents will discuss an array of topics regarding American history, literature, and culture and analyze their findings in a global context.

METHODOLOGY

This course is student-centered, and students are expected to actively engage in class discussion by asking questions about course readings and class assignments. Students regularly complete assignments both within groups and individually. Weekly topics are presented using newspaper articles, blogs and magazines as reading sources. MLA writing practices and procedures are introduced and practiced, along with good writing practices. Students integrate these procedures into their weekly writing assignments. Students are instructed in formal debate procedures, expectations of academic presentations, and colloquial conversations. Students frequently give oral presentations using these different modes of communication.

EVALUATION

Evaluations are primarily based on writing and oral presentations. Additional course work includes quizzes, class discussion, daily assignments and the semester exams.

RESOURCES

Baym, Nina, ed. The Norton Anthology of American Literature. Shorter 7th Ed. New York: Norton, 2003. ISBN: 978-0-393-93057-3

Gibaldi, Joseph, ed. MLA Handbook for Writers of Research Papers. 7th ed. Chicago: MLA, 2009. ISBN: 1603290257

Technology Resource: MoodleOutside Readings

SALEM ACADEMY CURRICULUM GUIDE European History Grade 9 Year-long course

OverviewDesigned for freshmen and sophomore levels, this two-semester course traces the foundations of Western Civilization from its ancient roots through the eighteenth century. The text is World History, published by Prentice Hall (a division of Pearson) and edited by Ellis and Esler and is also used for Non-Western classes in sequential years. In addition, the teacher will assign various supplementary readings as pertinent. The course will trace major themes, beliefs, events, and values that shaped the history of Europe.

OBJECTIVES Students will identify, evaluate, and use the methods and tools valued by historians,

compare the views of historians, and trace the themes of history and the quest for ideals. Fall semester course content will begin with ancient Greece and Rome and continue through

the Middle Ages, all of which were lasting legacies of European civilization. Spring semester will focus on the Renaissance and Reformation and continue as time allows

until the early twentieth century. Students will investigate significant events, people, and conditions which contributed to the

rise of monarchies and imperial systems of government. Students will examine the actions and reactions to all movements seeking renaissance,

reformation, truth, beauty and reason. Students will analyze causes and effects of nationalism, imperialism, isolationism and

conflict, resulting in an ever-changing map. Students will investigate social and economic institutions and disasters that create both shifts

in power and status and disparity between “haves” and “have not’s.” Students will consider aspects of enlightenment, invention and technology. Students will assess the influence of ideals, values, beliefs, and traditions on current global

events and issues. Students as social historians will examine the art, music, and literature that shaped Western

Civilization. Students will be able to speak and write clearly about issues derived from course content. Students will learn countries and capitals of modern Europe.

CONTENTAncient Greece Ancient RomeRoman and Byzantine ChristianityDark Ages in EuropeMiddle AgesRenaissance in Fine and Decorative ArtsReligious Reformation

Age of Discovery and ColonialismAge of Reason, Enlightenment and AbsolutismLiterary, Political, and Industrial Revolutions of the 18th and 19th CenturiesThe Road to World War I

METHODOLOGYThis course is taught by lecture, narrative, power point, and class discussions as outlined on a syllabus. The teacher provides historical context to enhance textbook readings and asks questions to stimulate class participation. The teacher is available to provide additional assistance both in class and in the afternoons. Students have opportunities to initiate class discussions, to make presentations on specific topics, and to complete relevant projects. Students are expected to keep a well-organized notebook and participate in class discussions. The teacher uses available technology to enlighten studies through art, music, architecture, literature, etc. Supplemental hand-outs, reading and writing assignments may be made.

EVALUATIONGrades result from weekly short answer quizzes, comprehensive chapter tests, class participation, projects, homework and assessment of notebook. Weekly quizzes ensure that students keep up with reading and homework, while chapter tests, consisting of both objective questions and subjective essays, provide students the opportunity to be both analytical and conceptual.

RESOURCESElisabeth Gaynor Ellis and Anthony Esler. World History (Prentice Hall, 2009)

SALEM ACADEMY CURRICULUM GUIDE European History for International Students Grade 9-10 Year-long course

OVERVIEW

Designed for international freshmen and sophomores, this two-semester course traces the foundation of European history from Greece and Rome through the eighteenth century and beyond. The text is World History, published by Prentice Hall (a division of Pearson) and edited by Ellis and Esler, and was chosen to be used for both European and Non-Western classes in sequential years. In addition, the teacher will assign various supplementary readings as pertinent. The course will trace major themes, beliefs, events, and values that shaped the history of Europe.

OBJECTIVES Fall semester will focus on ancient Greece and Rome and continue through the Middle

Ages, all of which were lasting legacies on European civilization. Spring semester will focus on the Renaissance and Reformation through the French

Revolution and continue forward as time allows. Using reference materials, students will investigate significant events, people, and

conditions which contributed to the rise of monarchies and imperial systems of government. Students will analyze causes and effects of nationalism, imperialism, isolationism and

conflict, resulting in an ever-changing map. Students will investigate social and economic institutions that create both shifts in power

and status and disparity between “haves” and “have not’s.” Students will consider aspects of enlightenment, invention and technology. Students will assess the influence of ideals, values, beliefs, and traditions on current global

events and issues. Students as social historians will examine the art, music, and literature that shaped Western

Civilization. Students will learn the locations of European countries, geographical features, and names of

capital cities. Students will use oral and written forms of expression as they continue to improve language

skills. Students will improve note-taking skills as language limitations fade and understanding

increases.

CONTENTAncient Greece Ancient RomeRoman and Byzantine ChristianityDark Ages in EuropeMiddle AgesRenaissance in Fine and Decorative Arts

Religious ReformationAge of Discovery and ColonialismAge of Reason, Enlightenment and AbsolutismLiterary, Political, and Industrial Revolutions of the 18th and 19th Centuries: the Rise of Imperialism and NationalismThe Road to World War I

METHODOLOGYThis course is taught by lecture, narrative, power point, and class discussions as outlined on a class syllabus. The teacher provides historical context to enhance textbook readings and asks questions to stimulate class participation. The teacher is available to provide additional assistance both in class and in the afternoons. Students have opportunities to initiate class discussions, to make presentations on specific topics, and to complete relevant projects. Students are expected to keep a well-organized notebook and participate in class discussions. The teacher uses available technology to enlighten studies through art, music, architecture, literature, etc. Supplemental hand-outs, reading and writing assignments may be made.

EVALUATIONGrades result from short answer quizzes, comprehensive chapter tests, class participation, projects, homework and assessment of notebook. Weekly quizzes ensure that students keep up with reading and homework, while chapter tests, consisting of both objective questions and subjective essays, provide students the opportunity to be both analytical and conceptual.


SALEM ACADEMY CURRICULUM GUIDE Nonwestern Cultures Grade 10 Year-long course

OVERVIEWDesigned for freshmen and sophomore levels, this two-semester course surveys the development of non-Western cultures, including Africa, Asia, the Americas, Polynesia, and the Middle East. This course traces major themes in the history, religion, geography, economics, politics, society, and the arts of these regions. At the heart of study is the examination of the actions and reactions that created and constantly changed civilization. The text for 2008-2009 is World Civilizations: The Global Experience, Atlas Edition, by Peter Stearns (Pearson/Longman). Supplementary readings will be assigned by the instructor.

OBJECTIVES Students will identify, evaluate, and use the methods and tools valued by historians,

compare the views of historians, and trace the themes of history and the quest for ideals. Students will analyze the development of early civilizations in Africa, Asia, Europe, and the

Americas. Students will investigate significant events, people, and conditions in the growth of

monarchical and imperial systems of government. Students will assess the causes and effects of movements seeking change and will evaluate

the sources and consequences of nationalism. Students will analyze the causes and results of conflicts among nations. Students will investigate social and economic organization in various societies throughout

time in order to understand shifting power and status. Students will consider both short-term and long-term consequences of inventions and

technology. Students will assess the influence of philosophical ideas, values, beliefs, and traditions on

current global events and issues. Students will be social historians while examining the art, music, and literature of each

culture.

CONTENTPrehistoryCradles of CivilizationEmpires of India and ChinaCivilizations of the AmericasThe Muslim WorldKingdoms and Trading States of AfricaMongolian EmpirePolynesian Migration and CivilizationOttoman EmpireThe First Global Age: Europe and Asia

Imperialism and Global PatternsWorld War I and Its AftermathWorld War II and Its AftermathThe World Since 1945East Asia and Southeast AsiaMiddle East ConflictDemystifying AfricaLatin America

METHODOLOGYThis course is taught by lecture, narrative, power point, and class discussions as outlined on a class syllabus. The teacher provides historical context to enhance textbook readings and asks questions to stimulate class participation. The teacher is available to provide additional assistance both in class and in the afternoons. Students have opportunities to initiate class discussions, to make presentations on specific topics, and to complete relevant projects. Students keep a well-organized notebook, which is checked periodically, and learn to write well-developed, short essays. Class participation is important. The teacher uses available technology to enlighten studies through art, music, architecture, literature, etc. Supplemental hand-outs and reading assignments may be made.

EVALUATIONGrades result from objective, short weekly quizzes, comprehensive chapter tests, class participation, projects, homework and notebook. Weekly quizzes ensure that students keep up with reading and homework, while chapter tests, consisting of both short answer questions and essays, provide students the opportunity to be both analytical and conceptual.


SALEM ACADEMY CURRICULUM GUIDE Honors Nonwestern Cultures Grade 10 Year-long course

OverviewNon Western history is the study of civilizations with a primary focus not including the peoples of Europe, the United States and Canada or the indigenous peoples of North America. This course focuses on the non-western history of civilizations including: Africa, Latin America, India, Asia, Middle East, and the Pacific Realm. In each region studied, we will examine chronologically changes and continuity over time by understanding the development of each region in the following areas: political, economic, social, science/inventions, art/architecture, and religion. Additionally the course uses primary source analysis, as well as other high level reading and writing techniques for this exploration.

Objectives• Students will identify, evaluate, and use the methods and tools valued by

historians, compare the views of historians, and trace the themes of history andthe quest for ideals.

• Students will analyze the development of early civilizations in Africa, Asia,Europe, and the Americas.

• Students will investigate significant events, people, and conditions in the growthof monarchical and imperial systems of government.

• Students will assess the causes and effects of movements seeking change and willevaluate the sources and consequences of nationalism.

• Students will analyze the causes and results of conflicts among nations.• Students will investigate social and economic organization in various societies

throughout time in order to understand shifting power and status.• Students will consider both short-term and long-term consequences of inventions

and technology.• Students will assess the influence of philosophical ideas, values, beliefs, and

traditions on current global events and issues.• Students will be social historians while examining the art, music, and literature of

each culture.

Content

PrehistoryCradles of CivilizationEmpires of India and ChinaCivilizations of the AmericasThe Muslim WorldKingdoms and Trading States of AfricaMongolian Empire

Ottoman EmpireThe First Global Age: Europe and AsiaImperialism and Global PatternsWorld War I and Its AftermathWorld War II and Its AftermathThe World Since 1945East Asia and Southeast AsiaMiddle East ConflictDemystifying AfricaLatin America

MethodologyThis course is taught by lecture, narrative, power point, and class discussions as outlinedon a class syllabus. The teacher provides historical context to enhance textbookreadings and asks questions to stimulate class participation. The teacher is availableto provide additional assistance both in class and in the afternoons. Students haveopportunities to initiate class discussions, to make presentations on specific topics, and tocomplete relevant projects. Students keep a well-organized notebook, which is checkedperiodically, and learn to write well-developed, short essays. Class participation isimportant. The teacher uses available technology to enlighten studies through art, music,architecture, literature, etc. Supplemental hand-outs and reading assignments may bemade.

EvaluationGrades result from objective, short weekly quizzes, comprehensive chapter tests, class participation, projects, and homework. Periodic quizzes ensure that students keep up with reading and homework, while unit tests, consisting of both short answer questions and essays, provide students the opportunity to show their knowledge.

ResourcesEllis, Elisabeth. World History, Pearson. 2011.

Supplemental Texts (teacher use, available in classroom):

Bentley and Ziegler. Traditions and Encounters, 5th ed. McGraw-Hill. (CR1a) 2011.

Strayer, Robert. Ways of the World: A Global History with Sources. Bedford/St. Martins.(CR1a) 2011.

Stearns, Peter. World Civilizations: The Global Experience, 6th ed. Pearson.(CR1a) 2011.

SALEM ACADEMY CURRICULUM GUIDE Honors Renaissance and Reformation History Grades 10-12 Year-long course

Overview

This honors elective will use the text A Short History of Renaissance and Reformation Europe, Fourth Edition: Dances over Fire and Water, by Jonathan W. Zophy. Students will look at both the Renaissance and Reformation as a remarkable pas de deux dancing across the European map between 1300 and 1700. Through triumph to warfare to jealously to plague to festival, the dance spread out of Italy and Flanders, eventually arriving in England. Personalities from John Wycliffe to Michelangelo to Palestrina, buildings from Il Duomo to Villa Rotunda to St. Paul’s, events from defenestration to conflagration to celebration, and ideas from humanism to heliocentricism to antidisestablishmentarianism will be examined. Pivotal events, discoveries, and people, including the emerging voices of women, will be studied often through primary sources. This class will truly be immersed in the finer things of life, wrought on the backs of those less fortunate. Would there have been the artist da Vinci had there not been the patron de Medici? What if the “haves” had given all they had to the “have nots”--would there still have been a Renaissance or a Reformation? We will philosophize over the answers to these and other questions in our quest for beauty and truth.

Objectives

Students will identify and evaluate cultural, economic, religious, political, and social developments in Europe from 1350 until 1650.

Students will investigate significant events, people, and conditions which converged as the Renaissance and the Reformation.

Students will search for truth, beauty, faith and reason, and why people yearn for these. Students will examine causes and effects of and actions and reactions to plague, poverty,

wealth, power, jealousy, status, values, beliefs, discoveries, and inventions. Students will analyze art, music, and literature that shaped Western Civilization. Students will address through rhetoric and grammar many issues derived from course

content.

Content

Introduction: The Best and Worst of Times—Would One Live to See Another Day?European SocietyNatural and Man-made DisastersHumanismFlorence, Venice, and Rome—orbs of patronageItalian Renaissance PaintingItalian Renaissance Sculpture

Italian Renaissance ArchitectureItalian Renaissance MusicEconomics and Politics in Northern EuropeAge of DiscoveryThe Northern RenaissanceEnglish Architects, Writers, and MusiciansFlemish and German ArtistsMannerismThe Man for All Seasons, and Women, TooOrigins of Reformation, Wycliffe to Hus to LutherHenry’s Great DilemmaThe Elizabethan AgeRoman Catholic Counter-ReformationReligious WarfareGalileo and His FriendsAbsolutismRoad to Enlightenment

MethodologyThis course is taught by lecture, narrative, power point, and class discussions as outlined on a syllabus. The teacher provides historical context to enhance textbook readings and asks questions to stimulate class participation. The teacher is available to provide additional assistance both in class and in the afternoons. Students have opportunities to initiate class discussions, to make presentations on specific topics, and to complete relevant projects. Students are expected to keep a well-organized notebook and participate in class discussions. The teacher uses available technology to enlighten studies through art, music, architecture, literature, etc. Supplemental hand-outs, reading and writing assignments will be made.

EvaluationGrades result from weekly short answer quizzes, comprehensive chapter tests, writing assignments, class participation, projects, homework and assessment of notebook. Weekly quizzes ensure that students keep up with reading and homework, while chapter tests, consisting primarily of subjective essays, provide students the opportunity to be both analytical and conceptual.

ResourcesA Short History of Renaissance and Reformation Europe: Dances over Fire and Water, by Jonathan W. Zophy (fourth edition; Pearson/Prentice Hall, publisher)

SALEM ACADEMY CURRICULUM GUIDE Advanced Placement U.S. History 11-12th Grade Year-long course

OverviewThis course is the equivalent of an introductory survey course in university-level US History. As such, students will do more than just memorize facts. They will learn skills that will enable them to analyze, critique, and evaluate historical information. The content itself will stretch from pre-Columbian exploration up to the present era. With so much material to cover in so little time, the course will inevitably be fast-paced and will require a lot of time devoted to reading, writing, and studying. The AP course will be more rigorous than the regular US History course and will include more reading assignments, more difficult evaluations, and extra assignments. The end goal is for students to be prepared for the College Board AP Exam.

ObjectivesStudents will learn:

1. Important dates, events, and people throughout the history of America.2. To search beyond facts for causes and effects.3. Critical thinking skills crucial to university-level academics.4. To analyze and evaluate primary sources.5. To recognize bias within historical texts.6. To organize and develop well-written historical essays supported by facts.

Content1. Unit 1: “The Founding of a New World Nation” (986 C.E.-1787 C.E.)2. Unit 2: “The Young Republic” (1787-1848)3. Unit 3: “The Civil War and Reconstruction” (1848-1877)4. Unit 4: “The Gilded Age” (1868-1898)5. Unit 5: “American Imperialism and the Progressive Era” (1898-1919)6. Unit 6: “World War One and The Roaring Twenties” (1917-1929)7. Unit 7: “The Great Depression” (1929-1939)8. Unit 8: “The Second World War” (1939-1945)9. Unit 9: “The Cold War and The Vietnam War” (1945-1975)10. Unit 10: “The Civil Rights Movement and America’s Changing Culture” (1945-1969)11. Unit 11: “Modern America” (1969-Present)

Methodology:

The organization and pedagogical style of the class sessions will vary from lesson to lesson. However, they may generally consist of any of the following: lecture, discussion, small groups, PowerPoint slide shows, video clips, and primary source analysis. This course covers an enormous amount of material and so it will be impossible to cover everything during class sessions. This is

why students must keep up with their readings, assignments, and studying. The textbook will provide an appropriate foundation to delve deeper into specific topics and issues.

Evaluation:

Chapter reading quizzes, unit work packets, notebook checks, textbook assignments, group projects, essay-writing assignments, and class participation make up the class grade.

Resources:Brinkley, Alan. American History: A Survey, 12th ed. Boston: McGraw-Hill.

Newman, John J. and John M. Schmalbach. United States History: Preparing for the Advanced Placement Examination. New York: AMSCO:2010.

Cracking the AP U.S. History Exam, 2021 Edition. The Princeton Review. Random House: New York.

SALEM ACADEMY CURRICULUM GUIDE United States History 11-12th Grade Year-long course

OverviewThis course is an introductory, survey course in United States history, not directed toward the advanced placement exam. The content stretches from pre-Columbian exploration up to the present era. However, students will do more than just memorize dates and names. They will learn skills that will enable them to analyze, critique, and evaluate historical information. With so much material to cover in so little time, the course will inevitably be fast-paced and will require a good amount of time devoted to reading, writing, and studying.

ObjectivesStudents will learn…

1. Important dates, events, and people throughout the history of America2. To search beyond facts for causes and effects3. Critical thinking skills crucial to university-level academics4. To analyze and evaluate primary sources5. To recognize bias within historical texts6. To organize and develop well-written historical essays supported by facts

Content1. Unit 1: “The Founding of a New World Nation” (986 C.E. – 1789 C.E)2. Unit 2: “The Young Republic” (1789-1848)3. Unit 3: “The Civil War Era and Reconstruction” (1848-1877)4. Unit 4: “The Gilded Age” (1868-1898)5. Unit 5: “American Imperialism and The Progressive Era” (1898-1919)6. Unit 6: “World War One and The Roaring Twenties” (1917-1929)7. Unit 7: “The Great Depression” (1929-1939)8. Unit 8: “The Second World War” (1939-1945)9. Unit 9: “The Cold War and The Vietnam War” (1945-1975)10. Unit 10: “The Civil Rights Movement and America’s Changing Culture” (1945-1969)11. Unit 11: “Modern America” (1969-Present)

Methodology:

The organization and pedagogical style of the class sessions will vary from lesson to lesson. However, they may generally consist of any of the following: lecture, discussion, small groups, PowerPoint slide shows, video clips, and primary source analysis. This course covers an enormous amount of material and so it will be impossible to cover everything during class sessions. This is why students must keep up with their readings, assignments, and studying. The two textbooks for the course will provide an appropriate foundation to delve deeper into specific topics and issues.

Evaluation:

Chapter reading quizzes, unit work packets, notebook checks, textbook assignments, essay-writing assignments, group projects, and class participation make up the class grade.

Resources:Brinkley, Alan. American History: A Survey, 12th ed. Boston: McGraw-Hill.

Newman, John J. and Schmalbach, John M. United States History: Preparing for the AdvancedPlacement Examination; 2010 Edition. New York: AMSCO

Cracking the AP US History Exam: 2012.

SALEM ACADEMY CURRICULUM GUIDE AP World History Grade 12 Year-long course

OverviewAP World History is a challenging course that focuses on the interaction between diverse human societies primarily over the past one thousand years. The objective is for students to develop a greater comparative understanding of the causes and effects of such interactions upon different classes of peoples in different areas. The course will focus heavily on Asia, Africa, Latin America, and the Middle East; however Europe and North America will also be explored. The course will be presented chronologically over six time periods (units) that students will study thematically.

ObjectivesAP World History is a college level survey course in which students will master the ability to comparatively analyze historically significant events, trends, movements, and systems. Students will also master the ability to identify bias, perspective, point of view, in all primary source material and be able to make inferences and predictions by successfully recognizing reoccurring themes over time. As the course progresses, students will master the ability to recognize what elements and themes are missing from the sources under examination.

ContentTheme 1: Interaction Between Humans and the Environment

• Demography and disease• Migration• Patterns of settlement• Technology

Theme 2: Development and Interaction of Cultures• Religions• Belief systems, philosophies, and ideologies• Science and technology• The arts and architecture

Theme 3: State-Building, Expansion, and Conflict• Political structures and forms of governance• Empires• Nations and nationalism• Revolts and revolutions• Regional, transregional, and global structures and organizations

Theme 4: Creation, Expansion, and Interaction of Economic Systems• Agricultural and pastoral production• Trade and commerce

• Labor systems• Industrialization• Capitalism and socialism

Theme 5: Development and Transformation of Social Structures• Gender roles and relations• Family and kinship• Racial and ethnic constructions• Social and economic classes

The Four Historical Thinking Skills:Skill 1: Crafting Historical Arguments from Historical Evidence

Historical Argumentation • Appropriate Use of Historical Evidence

Skill 2: Chronological Reasoning Historical Causation • Patterns of Continuity and Change Over Time

Periodization

Skill 3: Comparison and ContextualizationSkill 4: Historical Interpretation and Synthesis

Period I - Technological and Environmental Transformations to 600 BCEThe global watersheds that generally frame this unit are the Neolithic revolution and the four “Old World” river societies.

Key Concept 1.1. Big Geography and the Peopling of the EarthKey Concept 1.2. The Neolithic Revolution and Early Agricultural SocietiesKey Concept 1.3. The Development and Interactions of Early

Agricultural, Pastoral and Urban SocietiesPeriod II - Organization and Reorganization of Human Societies, 600 BCE. to 600 CE The global watersheds that generally frame this unit are the rise of monotheistic religion, classical civilizations, and the rise and fall of the classical world. Key Concept 2.1. The Development and Codification of Religious and Cultural Traditions

Key Concept 2.2. The Development of States and EmpiresKey Concept 2.3. Emergence of Transregional Networks of

Communication and Exchange

Period III: Regional and Transregional Interactions, c. 600 C.E. to 1450 The global watersheds that generally frame this unit are the rise of Islam as an “Old World” global political and economic system, the rise, spread, and evolution of the world’s major religions and philosophies, challenges to Islamic trade dominance, the continued spread of Islamic systems south of the equator, the origin of European nation states and their influence, the global impact of the Mongol Empire, post-Mongol recovery in China, and permanent distant contact

Key Concept 3.1. Expansion and Intensification of Communication and Exchange

NetworksKey Concept 3.2. Continuity and Innovation of State Forms and Their

InteractionsKey Concept 3.3. Increased Econ. Productive Capacity and Its

Consequences

Period IV: Global Interactions 1450 to 1750

The global watersheds that generally frame this unit are the global consequences of the Columbian Exchange, the massive movement of peoples to different continents, the establishment of a global European presence, the rise of mercantile systems and coercive labor systems, the reemergence of enlightened political and social ideas, revolutionary challenges to monarchy, the origins of the middle class in the west, and the dawn of western industrialization

Key Concept 4.1. Globalizing Networks of Communication and ExchangeKey Concept 4.2. New Forms of Social Organization and Modes of ProductionKey Concept 4.3. State Consolidation and Imperial Expansion

Period V: Industrialization and Global Integration, 1750 to 1900

The global watersheds that generally frame this unit are industrialization, global interior colonization and settlement by Europe, continued compulsory and voluntary global migrations of large numbers of people, competition between European nations over global influence, colonial holdings, the rise of ethnic nationalism, the emergence of resistance to western hegemony, and the First World War

Key Concept 5.1. Industrialization and Global CapitalismKey Concept 5.2. Imperialism and Nation—State FormationKey Concept 5.3. Nationalism, Revolution and ReformKey Concept 5.4. Global Migration

Period VI: Accelerating Global Change and Realignments, 1900 – Present

The global watersheds that generally frame this unit are the decline of western dominance following the First World War, the rise of Marxist systems, the failure of global economic and trading systems, the rise of industrialized totalitarian states, World War Two, the various approaches and paths toward independence and their local and global consequences, the global impact of the Cold War and its conclusion.

Key Concept 6.1. Science and the EnvironmentKey Concept 6.2. Global Conflicts and Their ConsequencesKey Concept 6.3. New Conceptualizations of Global Economy, Society

and Culture

Methodology:

This course is taught by lecture, class discussions, narrative, and power point as outlined on a class syllabus. The course uses available technology to enlighten studies through art, maps, architecture, and literature.

Evaluation:Grades result from weekly quizzes, map quizzes, comprehensive unit tests, class participation, projects, and homework. The students will take the AP World History test in May which will serve as the final evaluation of this course.

Resources:Texts: Adas, Michael, Marc J. Gilbert, Peter Stearns, and Stuart B. Schwartz. World Civilizations:

The Global Experience: Advanced Placement Edition. 6th ed. New York, New York: Prentice Hall, 2011.

Wood, Ethel. AP World History: An Essential Course Book. 2nd ed. WoodYard Publications, Reading, Pennsylvania, 2011.

SALEM ACADEMY CURRICULUM GUIDE Political Science 11-12th Grade Semester class

OverviewThis course will examine the origins and development of the United States’ political system. The broad, and often controversial, concepts of democracy, liberty, equality, justice, and citizenship will form the major themes of this examination. Students will learn about and discuss these themes in order to better understand America’s political past, present, and future.

Objectives:The student will:

Understand the origins of America’s political philosophies. Analyze the historical development of America’s political philosophies and

institutions. Define and evaluate the major themes of America’s political philosophies:

democracy, liberty, equality, justice, and citizenship. Understand that civic ideals and practices of citizenship are critical to full

participation in society. Examine the purposes and characteristics of various governance systems. Understand and practice the importance of tolerance and respect when discussing

divergent political perspectives. Analyze major issues that face the United States’ government today.

Content

Representative Democracy vs. Pure DemocracyPhilosophical Origins of the US ConstitutionFederalism and American GovernmentCivil Liberties and Voting Rights and PracticesPolitical Participation and the Election ProcessMajor and Minor Political PartiesThe News Media and its role in our political systemThe Executive, Legislative, and Judicial Branches of American GovernmentSpecial Interest Groups and their role in American Politics

Methodology:Class sessions may include any of the following: PowerPoint Lectures, class discussions/debates, current events, guided computer lab research, verbal and/or visual presentations, and group work. Class discussions are extremely important in a Political Science course, and students will be expected to participate in class discussions and debates.

Evaluation:Quizzes, unit homework packets, textbook assignments, formal debates, class presentations, and tests will be used to evaluate students in this course.

Resources:Text: McClenaghan, William. Magruder’s American Government, New York: Pearson

Prentice Hall, 2010.

SALEM ACADEMY CURRICULUM GUIDE Economics 11-12 th Grade Semester course

OverviewPeople have unlimited needs and wants, but they live in a world which surrounds them with limits. To make the best use of scarce resources, both individuals and groups must choose wisely among the alternatives available to them. Economics can be thought of as the study of decision making: choosing among alternatives. This course will specifically focus on the American economic system and its global interactions, however it will also examine contrasting economic systems in other parts of the world.

Objectives:The student will:

Understand and apply the fundamental concepts of economic study: scarcity, tradeoffs, supply and demand, etc.

Understand unequal distribution of resources necessitates systems of exchange, including trade, to improve the well-being of the economy.

Recognize that the role of government in economic policy-making has varied over time and from place to place.

Evaluate different economic systems and compare them to the economic system of the United States.

Analyze the role and functions of various institutions in the American economic system.

Analyze current economic conditions in the United States and other parts of the world.

Content:The American EconomyVarious Economic SystemsThe Laws of Supply and DemandBusiness Organizations and Market StructuresMeasures of Economic ProsperityUnemploymentInflationFiscal PolicyMoney and BankingInternational Trade and FinanceThe Stock Market and the World of Financial Markets

Methodology:

Class sessions may include any of the following: PowerPoint lecture, class discussion, group work, current events, videos, and guided computer lab research.

Evaluation:Quizzes, tests, unit homework packets, class discussions, verbal and/or visual presentations, and group work.

Resources:Text: Smith, Allen W. Demystifying Economics: The Book That Makes Economics

Accessible to Everyone, Expanded Third Edition. Ironwood Publications, 2007.

SALEM ACADEMY CURRICULUM GUIDE Decorative Arts Grades 11-12 Semester course

OverviewDesigned for students who have completed US history and European history, this one-semester elective traces the history of American Decorative Arts and Material Culture from sources in Europe and other parts of the world to replication and production in America. The course will trace the diffusion of major styles in furniture, art, architecture, silver, needlework, and pottery.

OBJECTIVES Students will identify, evaluate, and use the methodology and tools valued by historians in

the decorative arts field. Students will be social historians of material culture in general, and the south in particular. Students will study furniture and design, especially the Jacobean (Mannerist), William and

Mary (Early Baroque), Queen Anne (Late Baroque), Chippendale (Rococo), Neoclassical (Regency and Empire), and Victorian periods.

Students will be able to recognize the various elements of style and discern what is good, what is better, and what is best.

Students will analyze how styles transitioned to and throughout America, most especially the eastern seaboard, during the period 1620-1860.

Students will learn the vocabulary associated with decorative arts and architecture. Students will examine closely objects both here at Salem Academy and at the Museum of

Early Southern Decorative Arts to apply analytically what they have learned from class discussions and readings.

Students will be much more aware of their surroundings as they refine their own tastes. Students will evaluate form (beauty) and function (utility). Students will investigate significant events, people, and conditions which contributed to the

development of styles. Students will examine the actions and reactions to all movements seeking renaissance,

reformation, truth, beauty and reason. Students will understand the social context, power, and status of decorative arts and be

mindful of the disparity between “haves” and “have not’s.”

CONTENTInterpreting Decorative Arts ObjectsUnderstanding StyleJacobean or ManneristWilliam and Mary or Early BaroqueQueen Anne or Late BaroqueChippendale or RococoFederal or Early Classical RevivalEmpire or Late Classical RevivalVictorianCeramicsSilverPaintingsNeedleworkInterior DesignArchitecture

METHODOLOGYThis course is taught by lecture, narrative, power point, class discussions and object analysis. The teacher integrates classroom work, museum study, and field research. The teacher provides historical context to enhance assigned readings and asks questions to stimulate class participation. The teacher is available to provide additional assistance both in class and in the afternoons. Students have vigorous class discussions and are assigned three substantial projects during the semester. These projects and exercises in furniture interpretation give students the opportunity to be both analytical and conceptual. Five or more two-hour study sessions at the Museum of Early Southern Decorative Arts are incorporated as time and individual student schedules allow. Supplemental hand-outs, reading and regular writing assignments are made.

EVALUATIONGrades result from tests, class participation, projects, and homework.

RESOURCESThe textbook is Early American Decorative Arts 1620-1860(revised edition) by Rosemary Krill. Supplemental copies of Elizabeth Stillinger’s Decorative Arts in America 1600-1875 are available in the classroom. The teacher will provide various handouts and access to assigned supplemental readings. The class will make regular trips to the Museum of Early Southern Decorative Arts (MESDA) in Old Salem and have full access to the research library there.


The South Grades 11-12 Semester course

OverviewDesigned for students who have completed US history and European history, this one-semester elective explores the history of the American South, from the American Indians to the European settlers through the Civil War and into modern times. Geographically the south will be explored in terms of the Chesapeake, the Low Country, and the Back Country regions; whereas, chronologically the history will be divided into the Old South, The Lost Cause (with shots at Fort Sumter on April 12, 1861 as the defining moment), and the New South.

OBJECTIVES Students will identify, evaluate, and use the methodology and tools valued by historians and

consult primary sources as much as possible. Students will study the geography, climate, economy, dialects, mannerisms, peculiarities,

and politics of the entire South, with special attention to the history of North Carolina, South Carolina, and Virginia.

Students will become more aware of what is unique to the South by examining some of the following cultural elements: 1) southern writers such as William Faulkner, Eudora Welty, Flannery O’Connor, the Fugitive Poets and also current writers like Fred Chappell and Lee Smith; 2) southern music including blue grass, jazz, gospel, and rock and roll, with respective icons Ralph Stanley, Louis Armstrong, and Elvis Presley; 3) southern cuisine ranging from grits to cajun, tex-mex to bar-be-que, country style to gourmet; 4) southern artists and outsider artists such as James Harold Jennings who lived and painted in a school bus near Winston-Salem; 5) beaches and beach music from Chincoteague to Virginia Beach, Ocracoke and Nags Head to Myrtle Beach, and Key West to Dauphin Island; 6 ) Southern material culture including decorative arts and architecture; 7) southern attire; 8) churches and religion, and much more.

Students will investigate significant events, movements, opinions, reactions, and conditions which contributed to southern history.

Students will learn about family genealogy. Students will examine the unique role of strong southern women in their heritage and in

their lives today. Students will develop an understanding of the issues that separate the South from the rest of

the country but also those things which unite us as Americans.

CONTENTGeographyCitiesStatesClimate

EconomyEthnicity and RaceRegionalismLiteratureMusicHistoryArtUrban and rural Rich and poorReligionMaterial CultureSustenanceSportsGenealogy

METHODOLOGYThis course is taught by lecture, narrative, power point, class discussions and occasional object analysis. The teacher offers historical context to enhance assigned readings and asks challenging questions to stimulate class participation. The teacher is available to provide additional assistance both in class and in the afternoons. Students have vigorous class discussions and are assigned three substantial projects, two essays, reflections, and two book reports during the semester. In addition there are field trips to the Museum of Early Southern Decorative Arts and one weekend trip to a location in the Chesapeake, the Low Country, or the Back Country.

EVALUATIONGrades result from tests, class participation, book reports, essays, reflections, projects, and homework.

RESOURCESThere are no official textbook for this course; however, there are numerous handouts, articles, and at least one short-story. Students will report on books chosen from a list including Incidents in the Life of a Slave Girl (Jacobs), Charleston in the Age of the Pinckneys (Rogers), To Kill a Mockingbird (Lee), Myths and Realities: Societies of the Colonial South (Bridenbaugh), and The Mind of the South (Cash). All of these books may be found in the classroom, and access to the library at the Museum of Early Decorative Arts (MESDA) in Old Salem is available for additional reading and research.


Algebra I Ninth Grade Year-long course

OverviewThe first course in algebra helps students develop an understanding of the properties of the real number system and basic algebraic concepts. Material is presented in a gradual spiral, offering new topics based on previously learned mathematics. Algebra One is a required course usually taken in the ninth grade. Algebra One is an introduction to algebraic concepts including directed numbers, simplifying expressions; factoring; solving linear, quadratic, radical, and fractional equations; and operations with exponents, radicals, and rational expressions; inequalities, linear systems, techniques of graphing, and factoring.

ObjectivesThe student will:

A. Write equivalent forms of algebraic expressions to solve problems.B. Use formulas and algebraic expressions to model and solve problems.C. Model and solve problems using direct variation.D. Find the lengths and midpoints of segments to solve problems.E. Use the parallelism or perpendicularity of lines and segments to solve problems.F. Use matrices to display and interpret data.G. Create linear models for sets of data to solve problems.H. Use linear functions or inequalities to model and solve problems.I. Graph, factor, and evaluate quadratic functions to solve problems.J. Use systems of linear equations or inequalities in two variables to model and solve

problems.K. Graph and evaluate exponential functions to solve problems.

ContentA. Introduction to Algebra

1. Simplify numerical expressions and evaluate algebraic expressions.2. Simplify expressions with and without grouping symbols.3. Translate phrases into variable expressions.4. Translate word sentences into equations.5. Translate simple word problems into equations.6. Use the five-step plan to solve word problems over a given domain.7. Graph real numbers on a number line and compare real numbers using the number line.8. Use opposites and absolute values.

B. Working with Real Numbers 1. Use the number properties to simplify expressions.2. Add, subtract, multiply, and divide real numbers.

3. Use the distributive property on expressions.4. Simplify expressions by combining like terms.5. Write equations to represent relationships among integers.

C. Solving Equations and Problems1. Solve equations using addition, subtraction, multiplication, division, and reciprocals.2. Solve multi-step equations.3. Solve equations with variables on both sides by collecting like terms.4. Use a problem-solving plan to solve linear models.5. Organize the facts of a problem in a chart.6. Solve problems involving cost, income, and value.7. Complete algebraic proofs using properties.

D. Introductions to Functions1. Solve equations in two variables over a given domain. 2. Graph ordered pairs and linear equations in two variables on a Cartesian coordinate system.3. Determine the slope (rate) of a line.4. Set-up and use slope-intercept form of a linear equation.5. Find the equation of a line given the slope and one point on the line, or given two points on

the line.6. Understand the definition of a function and define a function by using tables and graphs.7. Define a function by using equations.8. Use direct variation to solve problems.

E. Polynomials1. Set-up and simplify expressions involving exponents.2. Horizontally add and subtract polynomial expressions. 3. Multiply two monomials, or multiply a monomial by a polynomial, or multiply two

polynomials.4. Determine the power of a monomials.5. Solve a literal equation, particularly formulas, for a stated variable.6. Solve word problems involving uniform motion and area.7. Recognize problems that do not have solutions.

F. Factoring Polynomials1. Factor integers and find the greatest common factor (GCF) of several integers.2. Simplify quotients of monomials3. Find the GCF of several monomials.4. Divide polynomials by monomials and find monomial factors of polynomials.5. Find the product of two binomials mentally using FOIL.6. Simplify products of the form (a+b)(a-b) and factor the difference of two squares.7. Find squares of binomials and factor perfect square trinomials.8. Factor quadratic trinomials whose leading coefficient is 1 and whose constant term is

positive.9. Factor quadratic trinomials whose leading coefficient is 1 and whose constant term is

negative.

10. Factor general quadratic trinomials with integer coefficients.11. Factor polynomials by grouping terms.12. Use multiple strategies to completely factor a polynomial.

G. Fractions1. Simplify algebraic fractions using factoring.2. Add, subtract, multiply, and divide algebraic fractions, getting common denominators when

appropriate.3. Convert mixed expressions to fractions in simplest forms.4. Divide polynomials using long division.

H. Applying Fractions1. Set-up and solve problems involving ratios.2. Use proportions to solve problems.3. Solve equations that contain fractional coefficients or variables in the denominator.4. Solve problems involving fractions, percents, and decimals, including mixture problems,

percent of change problems, and work problems.5. Use negative exponents and scientific notation to solve problems.

I. Systems of Linear Equations1. Solve systems of linear equations using graphs, substitution, or elimination.2. Model word problems using systems of equations, including current and puzzle problems.

J. Inequalities1. Review concept of order and graph inequalities in one variable.2. Use properties of equality to transform and solve inequalities.3. Set-up and solve word problems that involve inequalities.4. Find solution sets of combined inequalities.5. Solve equations and inequalities that involve absolute value.6. Graph linear inequalities in two variables.7. Graph the solution set of a system of two linear inequalities in two variables.

K. Rational and Irrational Numbers1. Apply properties of rational numbers to solve problems.2. Express rational numbers as decimals or fractions.3. Find the square roots of numbers that have rational square roots.4. Simplify radicals and find decimal approximations of irrational square roots.5. Find square roots of variable expressions and use them to solve equations and problems.6. Use the Pythagorean theorem and its converse to solve geometric problems.7. Simplify products, quotients, sums, and differences of radicals.8. Multiply binomials containing square root radicals and to rationalize binomial denominators

that contain square root radicals.9. Solve simple radical equations

L. Quadratic Functions1. Solve quadratic equations by graphing.

2. Solve quadratic equations involving perfect squares.3. Solve quadratic equations by completing the square.4. Solve quadratic equations by using the quadratic formula.5. Solve quadratic equations by factoring.5. Use the discriminant to determine the number of roots of quadratic equations.6. Analyze a quadratic equation to determine the best method for solving.7. Solve word problems involving quadratic equations.8. Solve rational equations.

M. Introduction to Geometry1. Represent points, lines, and angles and measure angles.2. Learn the names and properties of special pairs of angles.3. Learn basic properties of triangles.4. Solve problems involving similar triangles.5. Determine the sine, cosine, and tangent ratios of an acute angle in a right triangle.6. Use basic trigonometric properties to solve problems involving right triangles.7. Find the lengths and midpoints of segments to solve problems.8. Use the parallelism or perpendicularity of lines and segments to solve problems.

N. Problem Based Learning1. Use matrices to display and interpret data.2. Operate with matrices to solve problems.3. Graph and evaluate exponential function to solve problems.4. Determine the type of function by analyzing its graph and correlation coefficients.

MethodologyAt the start of class students are given the opportunity to ask questions about the previous nights homework. The remaining class time is spent discussing new material. Students are assigned homework each night.

EvaluationMajor tests are given and notebooks are graded at the end of each chapter. The notebooks are graded on completeness of class notes and daily homework assignments. Announced quizzes and extra credit assignments are given periodically within each chapter. There are two comprehensive examinations occurring at mid-term and the end of the year.

ResourcesTeacher Materials:Bellman, Bragg, Charles, Hall, Handlin, & Kennedy. Algebra One: Teachers’s Edition. Pearson

Prentice Hall, 2007.Bellman, Bragg, Charles, Hall, Handlin, & Kennedy. Algebra One: Solutions Key. Pearson

Prentice Hall, 2007.Bellman, Bragg, Charles, Hall, Handlin, & Kennedy. Algebra One: All-in-One Student Workbook,

Adapted Version, Teacher's Guide. Pearson Prentice Hall, 2007.Bellman, Bragg, Charles, Hall, Handlin, & Kennedy. Algebra One.: Teacher’s Express. Pearson

Prentice Hall, 2007.Bellman, Bragg, Charles, Hall, Handlin, & Kennedy. Algebra One: Presentation Express. Pearson


Technology Resources - TeacherTI-83 or higher Calculator Graphing Calculator View ScreenCourse Management System: MOODLE

Student Materials:Bellman, Bragg, Charles, Hall, Handlin,& Kennedy. Algebra One: Student’s Edition. Pearson


Technology Resources - Student

TI-83 or TI-84 or higher CalculatorCourse Management System: MOODLE

Salem Academy Curriculum Guide Geometry Ninth & Tenth Grades Year-long course

OverviewA required course, which follows Algebra I, Geometry, is an introduction to geometric concepts and reasoning through formal proof and informal investigation and discovery. Students learn to visualize and analyze geometric relationships in two and three dimensions and to develop inductive and deductive reasoning skills. The geometry course strengthens basic skills in algebra; introduces and develops the use of deductive proofs, and increases the understanding of spatial relationships. The course also fosters an appreciation for the structure of mathematics; it also uses examples of various geometric designs, structures, and architecture from around the world. Topics covered include deductive reasoning, properties of angles, parallel lines and planes, congruent triangles, similar polygons, right triangle relationships, circles, areas and volumes, and coordinate geometry.

Prerequisite: Successful completion of Algebra I

In exceptional cases, a student may be approved to take Geometry and Algebra II simultaneously. A student must meet the following minimum guidelines to be considered:

High A in Algebra I PSAT minimum of 70% in Mathematics SSAT minimum of 75% in Mathematics

Additional factors such as course load, commitment to learning, and class attendance will also be considered.

ObjectivesThe student will:A. Apply trigonometric functions to solve triangles.B. Apply theorems and problems related to circles, spheres, arcs, tangents, radii, chords of a circle,

and central angles.C. Solve problems and prove statements involving angles formed by chords, secants, and tangents.D. Apply formulas for the areas of regular polygons including rectangles, parallelograms, triangles,

and rhombuses. E. Determine the ratios of the areas of two triangles and apply properties of similar figures.F. Apply the relationships for scale factors, perimeters and areas of similar figures.G. Apply formulas for 3-D solids including the lateral areas, total areas, and volumes of right

prisms, regular pyramids, right cylinders, right cones, and spheres. ContentA. Points, Lines, Planes, and Angles

1. Define and apply the terms equidistant, point, line, plane, collinear, coplanar, and intersection.

2. Draw representations of points, lines, and planes.3. Use notation for lines, segments, rays, and distances.4. Name angles and find their measures.5. State and use the Segment Addition Postulate and Angle Addition Postulate.6. Apply postulates and theorems relating points, line, and planes.

B. Deductive Reasoning 1. Identify the hypothesis and the conclusion of an if-then statement.2. State the converse of an if-then statement.3. Use a counterexample to disprove an if-then statement.4. Differentiate between if-then and if and only if statements. 5. Apply properties from algebra and properties of congruence in proofs.6. Apply the Midpoint Theorem and the Angle Bisector Theorem.7. Apply the definitions of complementary and supplementary angles.8. State and use the theorem about vertical angles.9. Apply the definitions and theorems about perpendicular lines.10. State and apply the theorems about angles supplementary to, or complementary to,

congruent angles.11. Plan proofs and then writes them in two-column form, paragraph form, or as a flow proof.

C. Parallel Lines and Planes 1. Make a distinction between intersecting lines, parallel lines, and skew lines.2. State and apply theorems about the intersection of two parallel planes by a third plane.3. Classify the angles formed when two lines are cut by a transversal.4. State and apply postulates and theorems about parallel lines.5. State and apply theorems about a parallel and a perpendicular to a given line through a point

outside a line.6. Categorize triangles according to sides and to angles.7. State and apply theorems and corollaries about the sum of the measures of the angles of a

triangle.8. State and apply theorems about the measure of an exterior angle of a triangle.9. Identify and name convex polygons and regular polygons.10. Find the measures of interior angles and exterior angles of convex polygons.

D. Congruent Triangles 1. Recognize the corresponding parts of congruent figures.2. Prove congruency of triangles using the SSS Postulate, the SAS Postulate, the ASA

Postulate, AAS Theorem, and HL Theorem for right triangles.3. Gather information about segments and angles after proving that two triangles are

congruent.4. Apply theorems and corollaries about isosceles triangles.5. Prove that two overlapping triangles are congruent.6. Apply the definitions of the median and the altitude of a triangle and the perpendicular

bisector of a segment.

7. State and apply theorems about a point on the perpendicular bisector of a segment, and the converse.

8. State and apply theorems about a point on the bisector of an angle, and the converse.

E. Quadrilaterals 1. Apply the definition and theorems of a parallelogram and its properties. 2. Determine if and prove that certain quadrilaterals are parallelograms.3. Apply theorems about parallel lines.4. Apply the midpoint theorems for triangles.5. Apply the definitions and identify the special properties of a rectangle, a rhombus, and a

square.6. Determine if a parallelogram is a rectangle, rhombus, or square.7. Apply the definitions and identify the properties of a trapezoid and an isosceles trapezoid.

F. Inequalities in Geometry 1. Apply properties of inequality to lengths of segments and measures of angles.2. State and apply the Exterior Angle Inequality Theorem.3. State the contrapositive and inverse of an if-then statement.4. Understand the relationship between logically equivalent statements.5. State and apply the inequality theorems and corollaries for one triangle.6. State and apply the inequality theorems for two triangles.

G. Similar Polygons 1. Express ratios in simplest form and equivalent forms.2. Solve for an unknown term in a given proportion.3. State and apply the properties of similar polygons.5. Use the AA Similarity Postulate, SAS Similarity Theorem, SSS Similarity Theorem to prove

triangles similar.6. Use similar triangles to deduce information about segments or angles.7. Apply the Triangle Proportionality Theorem and its corollary.8. State and apply the Triangle Angle-Bisector Theorem.

H. Right Triangles 1. Determine the geometric mean between two numbers.2. State and apply the Pythagorean Theorem.3. State and apply the converse of the Pythagorean Theorem and related theorems about obtuse

and acute triangles.4. Determine the lengths of two sides of a 45o-45o-90o or a 30o-60o-90o triangles when the

length of the third side is known.5. Define the tangent, sine, and cosine ratios for an acute angle.6. Solve right triangle problems by using the tangent, sine, and cosine ratios.

I. Circles 1. Define a circle, a sphere, and terms related to them.2. Recognize inscribed polygons and circles and circumscribed polygons and circles.3. Apply theorems that relate tangents and radii.

4. Define and apply properties of arcs and central angles.5. Apply theorems about the chords of a circle.6. Solve problems and prove statements involving inscribed angles and angles formed by

chords, secants, and tangents.7. Solve problems involving lengths of chords, secant segments, and tangent segments.

J. Areas of Plane Figures 1. Understand the area postulates and what is meant by the area of a polygon.2. Know and apply the formula for the area of regular polygons including rectangles,

parallelograms, triangles, rhombuses, and trapezoids.3. Know and apply the formulas for the circumferences and areas of circles.4. Know and apply the formulas for arc lengths and the areas of sectors of a circle.5. Determine the ratio of the areas of two triangles.6. Understand and apply the relationship between scale factors, perimeters, and areas of similar

figures.

K. Areas and Volumes of Solids 1. Identify the parts of prisms and pyramid.2. Find the lateral areas, total areas, and volumes of right prisms and regular pyramids.3. Find the lateral areas, total areas, and volumes of right cylinders and right cones.4. Find the area and the volume of a sphere.5. State and apply the properties of similar solids.

L. Coordinate Geometry1. State and apply the distance formula.2. State and apply the general equation of a circle.3. State and apply the slope formula.4. Use slope to determine whether two lines are parallel, perpendicular, or neither.5. State and apply the midpoint formula.6. Identify the slope and y-intercept of the line specified by a given equation.7. Sketch the graph of the line specified by a given equation.8. Determine the intersection of two lines.9. Write the equation of a line when given either one point and the slope of the line, or two

points on the line. MethodologyAt the start of class students are given the opportunity to ask questions about the previous nights homework. The remaining class time is spent discussing new material. Students are assigned homework each night. EvaluationMajor tests are given and notebooks are graded at the end of each chapter. The notebooks are graded on completeness of class notes and daily homework assignments. Announced quizzes and extra credit assignments are given periodically within each chapter.

ResourcesTeacher Resources:Bass, Charles, Hall, Johnson, and Kennedy. Geometry: Teachers’s Edition.

Pearson Prentice Hall, 2007.

Bass, Charles, Hall, Johnson, and Kennedy. Geometry: Solutions Key. Pearson Prentice Hall, 2007.Bass, Charles, Hall, Johnson, and Kennedy. Geometry: All-in-One Student Workbook,

Adapted Version, Teacher's Guide. Pearson Prentice Hall, 2007.Bass, Charles, Hall, Johnson, and Kennedy. Geometry: Teacher’s Express. Pearson Prentice Hall,

2007.Bass, Charles, Hall, Johnson, and Kennedy. Geometry: Presentation Express. Pearson Prentice

Hall, 2007.

Technological Resources:TI-83/84 Graphing Calculator.TI-83/84 Graphing Calculator View Screen Panel.

Student Resources:Bass, Charles, Hall, Johnson, and Kennedy. Geometry: Student Edition. Pearson Prentice Hall,

2007.Graphing Calculator (TI-83+ or TI-84).

Salem Academy Curriculum Guide Algebra II Tenth & Eleventh Grades Year-long course

OverviewAlgebra Two is a required course. This course is a continuation of the study of algebraic concepts including a study of linear, quadratic, rational, and polynomial functions; systems of equations; complex numbers, conic sections, and right trigonometry.

In exceptional cases, a student may be approved to take Geometry and Algebra II simultaneously. A student must meet the following minimum guidelines to be considered:

High A in Algebra I PSAT minimum of 70% in Mathematics SSAT minimum of 75% in Mathematics

Additional factors such as course load, commitment to learning, and class attendance will also be considered.

ObjectivesThe student will:A. Review Algebra I topics, including real numbers and operations, properties of numbers,

exponential notation, evaluating algebraic expressions, and solving linear equations.B. Use equations and inequalities with absolute value to model and solve problems.C. Solve systems of equations and inequalities in two or more variables using tables, graphs,

matrices, or algebraic properties.D. Operate with algebraic expressions (polynomial, rational, complex fractions) to solve problems.E. Use rational equations to model and solve problems.F. Create and use best-fit mathematical models of linear and quadratic functions to solve problems

involving sets of data.G. Define and compute with complex numbers.H. Use equations with radical expressions to model and solve problems.I. Use cubic equations to model and solve problems.J. Use quadratic functions and inequalities to model and solve problems.K. Model and solve problems involving direct, inverse, and joint variation.L. Use the equations of parabolas, circles, ellipses, and hyperbolas to model and solve problems.M. Simplify and perform operations with rational exponents and logarithms in order to solve

problems.N. Use exponential functions to model and solve problems.O. Use the composition and inverse of functions to model and solve problems.P. Solve right triangles.Q. Solve problems involving discrete mathematics, including sequences, series, and counting

principles. (time permitting)

ContentA. Basic Concepts of Algebra

1. Graph real numbers on a number line, compare numbers using properties of a number line, and find absolute value of numbers.

2. Review methods used to simplify numerical expressions and evaluate algebraic expressions.3. Review properties of equality of real numbers and properties for adding and multiplying real

numbers.4. Review rules for adding, subtracting, multiplying, and dividing real numbers.5. To solve certain equations in one variable.6. Translate word phrases into algebraic expressions and word sentences into equations.7. To solve word problems by using an equation in one variable.

B. Inequalities and Proof 1. Solve simple inequalities in one variable.2. Solve conjunctions and disjunctions of combined inequalities.3. Solve word problems by using inequalities in one variable.4. Solve open sentences involving absolute value.

C. Linear Equations and Functions1. Graph linear equations in two variables.2. Find the slope of a line and graph a line given its slope and a point on the line.3. Write the equation of a line given its slope and a point on the line, two points, or its slope

and y-intercept.4. Solve systems of linear equations in two variables, and use systems to solve word problems.5. Graph linear inequalities in two variables and graph systems of linear inequalities.6. Use linear programming to maximize or minimize objective functions.7. Find values of functions and graph functions.8. Find equations for linear functions and apply properties of linear functions to solve

problems.9. Graph relations and determine if a relation is also a function.

D. Products and Factors of Polynomials 1. Simplify, add, and subtract polynomials.2. Use the law of exponents to multiply a polynomial by a monomial or polynomial by a

polynomial.3. Use a variety of strategies to factor polynomials, including GCF, difference of two squares,

sum of two cubes, difference of two cubes, perfect square trinomials, and grouping.4. Solve polynomial equations and inequalities by factoring.5. Solve word problems that include polynomial functions.

E. Rational Expressions 1. Simplify quotients using the law of exponents.2. Simplify expressions containing zero and negative exponents.3. Use scientific notation and significant digits to solve problems.4. Simplify rational algebraic expressions by factoring.5. Add, subtract, multiply and divide rational expressions.

6. Simplify complex fractions.7. Solve equations and inequalities with fractional coefficients or variables in the denominator.

F. Irrational and Complex Numbers1. Find roots of real numbers.2. Simplify expressions involving radicals or sum of radicals.3. Simplify products or quotients of binomials that contain radicals.4. Solve equations that contain radicals.5. Use the imaginary number i to simplify square roots of negative numbers.6. Perform combinations of complex numbers including addition, subtraction, multiplication,

and division.

G. Quadratic Equations and Functions 1. Solve quadratic equations by factoring, completing the square, and the quadratic formulas.2. Determine the nature of the roots of a quadratic equation by using the discriminant.3. Recognize and solve equations in quadratic form.4. Graph parabolas whose equations are in the vertex form, describing its vertex, minimum or

maximum value, and axis of symmetry.5. Write a quadratic equation or function given the roots.

H. Variation and Polynomial Equations 1. Solve problems using direct, inverse, or joint variation.2. Divide one polynomial by another polynomial use long or synthetic division.3. Use the remainder and factor theorems to find factors of polynomials and solve polynomial

equations.4. Use theorem regarding roots of polynomial equations to find or solve polynomial equations.5. Find rational roots of polynomial equations with integer coefficients.6. Approximate the real roots of a polynomial equation using a graphing calculator.

I. Quadratic Relations 1. Find the distance between two points.2. Find the midpoint of a segment.3. Determine the equation of a circle and sketch its graph.4. Determine the equation of an ellipse and sketch its graph.5. Determine the equation of a hyperbola and sketch its graph.6. Determine the equation of a parabola and sketch its graph.7. Identify a conic section from its equation.

J. Exponential and Logarithmic Functions1. Extend the meaning of exponents to include rational and irrational numbers.2. Find the composite of two given functions and to find the inverse of a given function.3. Define logarithmic functions and learn how they are related to exponential functions.4. Apply the properties of logarithms to solve problems.5. Use common logarithms to solve equations involving powers and evaluate logarithms with

any given base.6. Use exponential and logarithmic functions to solve growth and decay problems.

7. Use properties of natural logarithms to solve equations.

K. Triangle Trigonometry 1. Use degrees to measure angles.2. Define trigonometric functions of acute angles.3. Define trigonometric functions of general angles.4. Find values of trigonometric functions using a calculator.5. Use trigonometric functions to find sides and angles of right triangles.6. Solve triangles by any method.

L. Matrices and Determinants 1. Learn and apply matrix terminology.2. Find the sums and differences of matrices, as well as products of a scalar and a matrix.3. Find the products of two matrices.4. Find the determinant and inverse of a matrix by hand or calculator.5. Use matrices to display and interpret data, as well as solve systems of equations.

M. Discrete Mathematics (time permitting)1. Solve problems using the Fundamental Counting Principle.2. Solve problems involving linear and circular permutations.3. Solve problems involving combinations.4. Find the probability of an event.5. Find the probability of two or more independent or dependent events.6. Find the probability of mutually exclusive or inclusive events.7. Find joint probability or conditional probability.8. Make displays for univariate data.

9. Find statistical numerical summaries.

MethodologyClass begins with a review of the previous homework assignments. When all questions are answered, the next lesson begins. If time allows, the students may begin their homework. As often as possible, data created by students is used in class, giving the students a connection to the data, and providing interest.

EvaluationStudents are evaluated through a combination of warm-ups, homework questions, concept check packets and unit tests. Additionally, some chapters may have a project, journal, or glossary activity which must be completed online in the course management system Moodle.

Resources

Student Resources:Bellman, Bragg, Charles, Hall, Handlin, & Kennedy. Algebra Two: Student Edition. Pearson


Teacher ResourcesBellman, Bragg, Charles, Hall, Handlin, & Kennedy. Algebra Two: Teachers’ Edition. Pearson


Bellman, Bragg, Charles, Hall, Handlin, & Kennedy. Algebra Two: Solutions Key. Pearson Prentice Hall, 2007.

Bellman, Bragg, Charles, Hall, Handlin, & Kennedy. Algebra Two: All-in-One Student Workbook, Adapted Version, Teacher's Guide. Pearson Prentice Hall, 2007.

Bellman, Bragg, Charles, Hall, Handlin, & Kennedy. Algebra Two.: Teacher’s Express. Pearson Prentice Hall, 2007.

Bellman, Bragg, Charles, Hall, Handlin, & Kennedy. Algebra Two: Presentation Express.

Technological Resources:TI-84/TI-83 Plus Graphing CalculatorTI-84 Graphing Calculator View Screen Panel

Salem Academy Curriculum Guide Algebra II Honors Ninth - Eleventh Grades Year-long course

OverviewAlgebra Two Honors is an accelerated course designed for mature, independent, and mathematically talented students. This course continues the study of algebraic concepts with an emphasis on independent learning and problem solving. Topics include all of those listed in Algebra II as well as trigonometry (both right and circular trigonometry). Topics in Algebra II Honors are covered in more depth than Algebra II. Additionally, Algebra II Honors students will complete various projects throughout the course. ObjectivesThe student will:A. Review Algebra I topics, including real numbers and operations, properties of numbers,

exponential notation, and evaluating algebraic expressions. Note: this review is minimal. Students in Algebra Two Honors are expected to recall this information quickly.

B. Use equations and inequalities with absolute value to model and solve problems.C. Solve systems of equations and inequalities in two or more variables using tables, graphs,

matrices, or algebraic properties.D. Identify relations and functions and their graphs, especially linear and quadratic functions.E. Evaluate, factor, and perform the basic arithmetic operations on polynomials (add, subtract,

multiply and divide).F. Perform the basic arithmetic operations on rational expressions.G. Solve rational equations, including those involving variation.H. Simplify radical expressions.I. Solve exponential and logarithmic equation.J. Solve problems involving imaginary and complex numbers.K. Work with quadratic equations, including solving, graphing, and recognizing the

characteristics of such equations.L. Use the standard form equation of a parabola to quickly identify the vertex and the

maximum/minimum value of quadratic equations.M. Model real world problems with linear and quadratic functions.N. Apply the distance and midpoint formulas.O. Solve systems of equations both graphically and algebraically that are not linear.P. Find the solutions of polynomial functions, using the Remainder Theorem, the Factor Theorem,

the Rational Root Theorem, Descartes’ Rule of Signs, and a graphing calculator.Q. Use the graphing calculator to calculate linear and quadratic regression curves of best fit.R. Graph exponential & logarithmic functions; convert from exponential to logarithmic form and

vice versa; solve exponential and logarithmic equations; and use the exponential and logarithmic functions in problem solving. Use the graphing calculator to calculate exponential regression curves of best fit.

S Expand polynomials using the binomial theorem.

T. Use the equations of parabolas, circles, ellipses, and hyperbolas to model and solve problems.U. Solve problems involving discrete mathematics, including sequences, series, and counting

principles.V. Perform the three basic arithmetic operations on matrices.W. Solve systems of linear equations using matrices.X. Calculate right triangle trigonometric ratios.Y. Create and interpret the unit circle.Z. Sketch basic trigonometric function using periodicity. ContentA. Linear Equations and Inequalities

1. Solve linear equations.2. Solve formulas for a specific variable.3. Solve simple and compound linear inequalities.4. Solve absolute value equations and inequalities.5. Graph linear equations using a table of values, x- and y-intercepts, and a point and the slope

of the line.6. Find the slope of a line and identify parallel and perpendicular lines from their slopes.7. Write equations of lines using slope-intercept and point-slope forms.

8. Graph linear inequalities in two variables.B. Systems of Linear Equations and Inequalities

1. Solve systems of equations by graphing, substitution, and linear combination.2. Graph a system of linear inequalities to find the solution to the system.3. Solve linear programming problems.4. Solve a system of linear equations in three variables.5. Write all inequality answers using interval notation.

C. Polynomials 1. Add, subtract, multiply, and divide polynomials and determine the domain of the new

polynomial.2. Factor polynomial expressions and equations.3. Solve polynomial equations by factoring.4. Divide polynomials using long division and synthetic division and write the dividend and

remainder determined by the division.D. Quadratic Equations

1. Solve quadratic equations by factoring.2. Solve quadratic equations by completing the square.3. Solve quadratic equations by using the quadratic formula.4. Solve quadratic equations by graphing.5. Solve equations by writing them in quadratic form.6. Graph quadratic equations in standard form (vertex form) for a parabola. 7. Convert from standard quadratic form to vertex form.8. Graph a quadratic inequality using critical point process and write the answer using interval

notation.E. Powers, Roots, Radicals, and Complex Numbers

1. Use properties of exponents to evaluate and simplify exponential expressions.

2. Evaluate nth roots of real numbers using radical notation and rational exponent notation.3. Use properties of roots to evaluate and simplify expressions containing radicals and rational

exponents.4. Solve radical equations.5. Simplify radical expressions involving complex and imaginary roots.6. Add, subtract, multiply, and divide complex numbers.7. Graph complex numbers.

F. Functions 1. Identify relations and functions.2. Graph a relation, state its domain and range, and determine if it is a function.3. Find the composition of functions.4. Graph and use absolute value.5. Use translations, reflections, shrinks, and stretches to sketch the graph of a function.6. Identify inverse relations and inverse functions and verify that two functions are inverses of

each other.G. Polynomial Functions

1. Graph polynomial functions.2. Divide polynomials using synthetic division.3. Use the Remainder and Factor Theorems to identify zeros of polynomial equations.4. Find the rational roots of a polynomial functions.

H. Rational Functions 1. Multiply and divide rational expressions.2. Add and subtract rational expressions.3. Simplify a complex fraction.4. Solve rational equations and inequalities.5. State the domain and range of rational functions.6. Graph rational function by determine intercepts, asymptotes (vertical & horizontal), as well as

removable discontinuities.7. Solve inverse and joint variation problems.

I. Quadratic Relations 1. Find the distance between two points and find the midpoint of a segment.2. Write an equation of a circle and sketch its graph.3. Write an equation of an ellipse and sketch its graph.4. Write an equation of a hyperbola and sketch its graph.5. Write an equation of a parabola and sketch its graph.6. Classify a conic section from its equation.7. Solve systems of equations and inequalities involving quadratics.

J. Exponential and Logarithmic Functions1. Graph exponential functions and evaluate exponential expressions.2. Graph logarithmic functions and evaluate logarithmic expressions.3. Use properties of logarithms to simplify expressions.4. Use the number e as a base of an exponential function. 5. Graph natural logarithmic functions and evaluate natural logarithmic expressions.6. Solve exponential and logarithmic equations.7. Use graphing calculator to perform logarithmic or exponential regression.

K. Matrices

1. Add and subtract matrices.2. Multiply a matrix by a scalar.3. Multiply two matrices.4. Evaluate the determinant of a 2 x 2 or a 3 x 3 matrix.5. Find and use the inverse of a 2 x 2 matrix.6. Solve systems of linear equations using inverse matrices.7. Solve systems of linear equations using augmented matrices. 8. Solve systems of linear equations using Cramer’s rule.

L. Discrete Mathematics 1. Use arithmetic and geometric sequences.2. Find the sum of arithmetic and geometric series.3. Solve problems using the Fundamental Counting Principle.4. Solve problems involving linear and circular permutations.5. Solve problems involving combinations.6. Find the probability of an event.7. Find the probability of two or more independent or dependent events.8. Find the probability of mutually exclusive or inclusive events.

M. Triangle Trigonometry 1. Use degrees to measure angles.2. Define trigonometric functions of acute angles.3. Define trigonometric functions of general angles.4. Find values of trigonometric functions using a calculator.5. Use trigonometric functions to find sides and angles of right triangles.8. Solve right triangles by any method.

N. Trigonometric Graphs and Identities 1. Use radians to measure angles.2. Define circular functions using trigonometric properties.3. Use periodicity and symmetry in graphing functions.4. Using knowledge from the unit circle, graph the sine and cosine functions.

MethodologyAt the start of class students are given a 5-minute warm-up problem(s). The following portion of class is spent discussing new material via lectures and explorations. Students are encouraged to provide ideas relating to the new material and connections between new and old concepts. A major focus of the course is an understanding of concepts not just procedures. The last ten minutes of class are spent discussing homework problems. Lab application activities and/or concept check packets are given at the end of each chapter. Students spend a day or two before each test reviewing material. Students are encouraged to form study groups to enhance understanding of the material.

EvaluationStudents are evaluated through a combination of warm-ups, homework questions, portfolio packets, concept check packets and unit tests. Additionally, some chapters while have a project, journal, or glossary activity which must be completed online in the course management system Moodle.

ResourcesStudent Resources:Bellman, Bragg, Charles, Hall, Handlin, & Kennedy. Algebra Two: Student Edition. Pearson


Teacher ResourcesBellman, Bragg, Charles, Hall, Handlin, & Kennedy. Algebra Two: Teachers’ Edition. Pearson

Prentice Hall, 2007.Bellman, Bragg, Charles, Hall, Handlin, & Kennedy. Algebra Two: Solutions Key. Pearson

Prentice Hall, 2007.Bellman, Bragg, Charles, Hall, Handlin, & Kennedy. Algebra Two: All-in-One Student Workbook,

Adapted Version, Teacher's Guide. Pearson Prentice Hall, 2007.Bellman, Bragg, Charles, Hall, Handlin, & Kennedy. Algebra Two.: Teacher’s Express. Pearson

Prentice Hall, 2007.Bellman, Bragg, Charles, Hall, Handlin, & Kennedy. Algebra Two: Presentation Express.

Technological Resources:TI-84/TI-83 Plus Graphing CalculatorTI-84 Graphing Calculator View Screen Panel


Honors Advanced Functions Eleventh & Twelfth Grades Year-long courseAnd Modeling (AFM)

OverviewAdvanced Functions and Modeling is an elective course designed to reinforce algebra skills, problem solving skills, and use of technology. Concepts relating to mathematical modeling, data analysis, introductory probability & statistics, and "real-world" applications will be studied. Many comparisons of different problem-solving techniques across various cultures are integrated within the curriculum. This course is designed for students who need to strengthen their mathematical skills before proceeding to a faster paced and more advanced mathematics course. Students will complete projects for many of the units.

Prerequisite: Successful completion of Algebra II

ObjectivesThe student will:A. Determine properties of a function including: domain, range, and zeros.B. Translate functions using stretching and shrinking techniques.C. Find the inverse of a function when it exists.D. Set up and apply exponential and logarithmic functions.E. Define and use the sine, cosine, tangent, cotangent, secant, and cosecant functions.F. Find values of the inverse trigonometric functions and graph inverse functions.G. Verify and use trigonometric identities.H. Use the Law of Sines and Law of Cosines to solve triangles.I. Apply sum, difference, double-angle and half-angle formulas for sine, cosine, and tangent. K. Define and use finite, infinite, and recursive sequences.M. Identify and manipulate equations for conic sections.N. Apply concepts of probability.O. Apply concepts of elementary statistics.

ContentA. Properties of Functions

1. Identify a function analytically and graphically. 2. Determine the domain, range, and zeros of a function, and use to graph the function.3. Perform combination operations on functions and determine the domains of the resultant

function.4. Use symmetry to sketch graphs.5. Determine periodicity and amplitude from graphs and equations. 6. Translate graphs by stretching and shrinking a graph both vertically and horizontally.7. Find the inverse of a function when an inverse exists.8. Graph and interpret functions in two variables when sketched in a two-dimensional

coordinate system.

9. Form a function from a verbal description and determine the maximum or minimum value(s) of the function.

B. Exponents1. Identify and apply exponents properties.2. Identify and apply rational exponents.3. Identify and use exponential functions including natural exponential functions.

C. Logarithms1. Identify and apply logarithms.2. Understand and apply laws of logarithms.3. Solve exponential equations using properties and laws of logarithms. 4. Differentiate between common logarithms and natural logarithms.5. Apply translations, dilations, and shifts to exponential and logarithmic functions.6. Use growth/decay and compound interest models to interpret exponential functions.7. Use exponential/logarithmic functions to model and solve problems including a justification

of results.

D. Trigonometric Functions1. Determine angle measure in either degrees or radians and find co-terminal angles.2. Determine the arc length and area of a sector of a circle. 3. Use the definitions of sine, cosine, tangent, secant, cosecant, and cotangent to find values

and solve simple trigonometric equations involving sine, cosine, and tangent.4. Use reference angles and calculators to find values of the sine and cosine functions.5. Sketch the graphs of sine, cosine, and tangent functions. 6. Find values of the inverse trigonometric functions.

E. Trigonometric Equations1. Solve and apply simple trigonometric equations.2. Find equations of sine and cosine curves and use these equations to model periodic behavior

such as harmonic motion. 3. Simplify trigonometric expressions and verify trigonometric identities.

F. Triangle Trigonometry1. Use trigonometry to find unknown sides or angles of a right triangle.2. Find the area of a triangle given the lengths of two sides and the measure of the included

angle.3. Use the Law of Sines and/or Law of Cosines to find unknown parts of a triangle.

G. Trigonometric Addition and Subtraction Formulas1. Develop and apply addition and subtraction formulas for sine, cosine, and tangent. 2. Use identities to solve trigonometric equations.3. Use identities to verify simple trigonometric equations.

H. Conic Sections1. Identify equations for conic sections when given in standard and non-standard form.

2. Graph conic sections

I. Probability 1. Determine and describe the sample space associated with an experiment.2. Determine the union and intersection of two events.3. Determine the complement of an event.4. Decide when two events are mutually exclusive or independent.5. Determine the probability of an event.6. Apply counting techniques to determine probability.

J. Probability Distributions & Statistics 1. Determine the expected value of a random variable.2. Calculate the probability distribution, variance and standard deviation of a random variable.3. Identify the properties of a binomial experiment.4. Compute the probability for Bernoulli trials.5. Compute the probabilities associated with normal distributions.6. Use a normal distribution.

MethodologyAt the start of class students are given the opportunity to ask questions about the previous nights homework. The remaining class time is spent discussing new material. Students are encouraged to provide ideas relating to the new material and connection new and old concepts. Lab application activities are given at the end of each chapter. Students spend a day or two before each test review material. Students are encouraged to form study groups to enhance understanding of the material.

Evaluation Assessment is based on warm-up exercises, participation, quizzes, homework, notebook organization, activities and labs, projects, and tests.

Resources

Technological ResourcesTI-83+ Graphing CalculatorTI-83+ Graphing Calculator View Screen PanelCourse Management System: MOODLEInternet LCD Projector


Honors Pre-Calculus Eleventh & Twelfth Grades Year-long course

OverviewPre-calculus is an honors-level elective course which includes in-depth study of advanced functions, analytic geometry, trigonometry and data analysis. During the first semester students will review various algebra techniques and begin studying trigonometry. Second semester is spent studying trigonometric applications, polar coordinates, polar functions, and introductory Calculus concepts. Sequences, series and vector concepts are covered when time permits. Appropriate technology, from manipulatives to calculators and application software is used regularly for exploration, instruction and assessment. This course is designed for students who have a strong algebra background, since there is not an extensive review of Algebra II, and who plan to take advanced mathematics courses.Pre-Requisites:Successful completion (B or higher) of Algebra Two and recommendation of teacher

ObjectivesThe student will:A. Determine properties of a function including: domain, range, and zeros.B. Translate functions using stretching and shrinking techniques as well as horizontal and

vertical translations.C. Find the inverse of a function when it exists.D. Set up and apply exponential and logarithmic functions.E. Define and use the sine, cosine, tangent, cotangent, secant, and cosecant functions.F. Find values of the inverse trigonometric functions and graph inverse functions.G. Verify and use trigonometric identities.H. Use the Law of Sines and Law of Cosines to solve triangles.I. Apply sum, difference, double-angle and half-angle formulas for sine, cosine, and

tangent. J. Understand basic properties of vectors. K. Define and use finite, infinite, and recursive sequences.L. Convert rectangular coordinates to polar coordinates and vice versa.M. Graph basic polar function including rose curves, limacons, cardiods, circles and

spirals.N. Be introduced to parametric equations. O. Understand basic properties of the Calculus concepts of limits, derivatives, and

definite integrals.

ContentA. Properties of Functions

1. Identify a function analytically and graphically.

2. Determine the domain, range, and zeros of a function, and use to graph the function.

3. Perform combination operations on functions and determine the domains of the resultant function.

4. Use symmetry to sketch graphs.5. Determine periodicity and amplitude from graphs and equations. 6. Translate graphs by stretching and shrinking a graph both vertically and

horizontally.7. Find the inverse of a function when an inverse exists.8. Graph and interpret functions in two variables when sketched in a two-

dimensional coordinate system.9. Form a function from a verbal description and determine the maximum or

minimum value(s) of the function.

B. Exponents1. Identify and apply exponents properties.2. Identify and apply rational exponents.3. Identify and use exponential functions including natural exponential functions.

C. Logarithms1. Identify and apply logarithms.2. Understand and apply laws of logarithms.3. Solve exponential equations using properties and laws of logarithms. 4. Differentiate between common logarithms and natural logarithms.5. Apply translations, dilations, and shifts to exponential and logarithmic functions.6. Use growth/decay and compound interest models to interpret exponential

functions.7. Use exponential/logarithmic functions to model and solve problems including a

justification of results.

D. Trigonometric Functions1. Determine angle measure in either degrees or radians and find co-terminal angles.2. Determine the arc length and area of a sector of a circle. 3. Use the definitions of sine, cosine, tangent, secant, cosecant, and cotangent to find

values and solve simple trigonometric equations.4. Use reference angles and calculators to find values of the sine and cosine

functions.5. Sketch the graphs of sine, cosine, tangent, secant, cosecant, and cotangent

functions. 6. Find values of the inverse trigonometric functions.

E. Trigonometric Equations 1. Solve and apply simple trigonometric equations. 2. Find general and particular solutions to trigonometric equations

3. Find equations of sine and cosine curves and use these equations to model periodic behavior such as harmonic motion.

4. Simplify trigonometric expressions and verify trigonometric identities.5. Use trigonometric identities and/or technology to solve more complicated

trigonometric equations.

F. Triangle Trigonometry1. Use trigonometry to find unknown sides or angles of a right triangle.2. Find the area of a triangle given the lengths of two sides and the measure of the

included angle.3. Use the Law of Sines and/or Law of Cosines to find unknown parts of a triangle.4. Use trigonometry to solve application problems such as surveying or navigation.

G. Trigonometric Addition and Subtraction Formulas1. Develop and apply addition and subtraction formulas for sine, cosine, and tangent. 2. Develop and apply double-angle and half-angle formulas for sine, cosine, and

tangent.3. Use identities to solve trigonometric equations.4. Use identities to verify trigonometric equations.

H. Introduction to Calculus1. Find the limit of a function via a graph or equation. 2. Determine whether a function is continuous.3. Sketch the graph of a rational function.4. Find derivatives of functions using geometric concepts and the difference

quotient.5. Find the integral of functions using geometric properties

I. Vectors 1. Understand and perform vector addition2. Understand and perform scalar multiplication3. Understand and determine the dot product of vectors.4. Determine the angle between two vectors.

J. Polar Coordinates

1. Graph polar equations which form conics, limacons, cardiods, etc..2. Convert between rectangular and polar coordinates.

K. Parametric Equations 1. Determine parametric equations for graphs.2. Graph parametric equations on the calculator.

L. Sequences and Series 1. Identify an arithmetic or geometric sequence and find a formula for the nth term.2. Understand recursive sequences. 3. Determine the sum of the first n terms of arithmetic or geometric series.4. Determine the limit of an infinite sequence when it exists. 5. Determine the sum of an infinite geometric series.

6. Use sigma notation.

MethodologyAt the start of class students are given a 5-minute warm-up problem(s). The following portion of class is spent discussing new material. Students are expected to pre-read/explore concepts prior to class. Specific guidelines are given for the pre-read and exploration assignments. Students are encouraged to provide ideas relating to the new material and connections between new and old concepts. A major focus of the course is understanding concepts not just procedures. The last ten minutes of class are spent discussing homework problems. Lab application activities and/or concept check packets are given at the end of each chapter. Students spend a day or two before each test reviewing material. Students are encouraged to form study groups to enhance understanding of the material. One major project is given each semester.

EvaluationStudents are evaluated through a combination of warm-ups, homework questions, portfolio packets, concept check packets and unit tests. Additionally, some chapters may have a project, journal, or glossary activity which must be completed online in the course management system Moodle.

ResourcesTeaching Resources:

Demana, Waits, Foley, Kennedy, Precalculus: Graphical, Numerical, Algebraic: Annotated Instructor’s Edition, 7th Edition. Pearson Prentice Hall, 2007.

Demana, Waits, Foley, Kennedy, Precalculus: Graphical, Numerical, Algebraic: Solutions Key, 7th Edition. Pearson Prentice Hall, 2007.

Demana, Waits, Foley, Kennedy, Precalculus: Graphical, Numerical, Algebraic: Presentation Express, 7th Edition. Pearson Prentice Hall, 2007.

Demana, Waits, Foley, Kennedy, Precalculus: Graphical, Numerical, Algebraic: Teacher’s Express, 7th Edition. Pearson Prentice Hall, 2007.

Demana, Waits, Foley, Kennedy, Precalculus: Graphical, Numerical, Algebraic: Test Bank, 7th Edition. Pearson Prentice Hall, 2007.Foerster, Paul. Precalculus and

Trigonometry: Explorations. Key Curriculum Press, 2006.Foerster, Paul. Precalculus with Trigonometry: Concepts and Applications, 3rd Edition.

Key Curriculum Press, 2006.

Technological ResourcesGeogebraSmartview TI-EmulatorCourse Management System: MOODLEOnline Textbook website with tutorials and interactive practiceLCD Projector


Statistics Eleventh & Twelfth Grades Year-long course

OverviewStatistics is an elective course, and does not meet the requirement of an upper-level math course above Algebra II. The data analysis approach taken in this course moves students away from monotonous computation in order to focus on the statistical thinking behind data gathering and interpretation. This approach more accurately reflects the way working statisticians contribute to our understanding of the world. This course also helps students be more discerning consumers of statistics, teaching them to look closely at what the numbers from surveys, election polls, and medical studies are really saying.

Objectives: Students are expected to learn… To produce convincing oral and written statistical arguments, using appropriate

terminology, in a variety of applied settings. When and how to use technology to aid them in solving statistical problems Essential techniques for producing data (surveys, experiments, observational

studies, simulations), analyzing data (graphical & numerical summaries), modeling data (probability, sampling distributions), and drawing conclusions from data (inference procedures – confidence intervals and significance tests)

To become critical consumers of published statistical results by heightening their awareness of ways in which statistics can be improperly used to mislead, confuse, or distort the truth.

ContentA. Producing Data

1. Overview of methods of data collection2. Planning and conducting surveys3. Planning and conducting experiments

B. Organizing Data: Observing patterns and departures from patterns1. Interpreting graphical displays of distributions of univariate data (dotplot,

stemplot, histogram)2. Summarizing distributions of univariate data 3. Comparing distributions of univariate data (dotplots, back-to-back stemplots,

parallel boxplots)4. Exploring bivariate data5. Exploring categorical data: frequency tables

C. Chance: Producing models using probability and simulation1. Chance and probability2. Simulation and Expected Value

D. Inference1. Introduction to Inference

2. Inference for Tables and Means

MethodologyClass begins with a review of the previous homework assignments. When all questions are answered, the next lesson begins. If time allows, the students may begin their homework. As often as possible, data created by students is used in class, giving the students a connection to the data, and providing interest. Use of the graphing calculator, and on occasion, Fathom software teaches students to carry out analyses with statistical software and to write reports that are appropriate for a university level course.

EvaluationAssessment is based on warm-up exercises, participation, quizzes, homework, notebook organization, activities and labs, projects, and tests.

ResourcesStarnes, Daren S., Yates, Daniel S., Moore, David S. Statistics Through Applications, 2nd

Ed., New York, W. H. Freeman and Company, 2011.

Other Supplementary Materials Utilized for Instructional Purposes

• Articles in newspapers, magazines, and the world wide web are used to illustrate concepts currently being discussed in class. • Companion Textbook Website: Online quizzes and statistical applets. • Instructor developed activities to illustrate and develop an understanding of statistical concepts

• StatClips: Key Concepts in Introductory Statistics (lecture videos). • Statistically Speaking: Snapshots (application videos).

• Annenberg/CPB. Against All Odds: Inside Statistics. 26 30-min. Washington, D.C.: The Annenberg/CPB Collection, 1989. Videocassettes. (800) LEARNER. www.learner.org.

• TI-83+ or TI-84+ Graphing Calculator•Key Curriculum Press. Fathom 2 Dynamic Data Software.

http://www.learner.org/


Discrete Mathematics 11th and 12th Grades Year-long course

OverviewDiscrete Mathematics presents advanced topics, including finance, sets, combinatorics, probability, statistics, linear regression analysis, matrix algebra, linear programming, and sequences and series.

ObjectivesThe student will:A. Review, extend, and apply concepts and skills taught in previous algebra and

geometry courses.B. Develop concepts and skills of elementary set theory and notation.C. Develop concepts and skills of combinatorics.D. Develop concepts and skills of probability.E. Develop concepts and skills of elementary statistics.F. Develop concepts and skills of linear algebra.G. Develop concepts and skills of matrix algebra.H. Develop concepts and skills of mathematics of finance.I. Develop concepts and skills of simple mathematical modeling.J. Develop concepts and skills of sequences and series.

ContentA. Fairness in Voting

1. Use tools from Algebra to determine various “fair” methods of voting when three or more candidates exists.

2. Use tools from Algebra to analyze how much power people actually have when using a weighted voting system.

B. Fair Division and Apportionment1. Determine difference between continuous, discrete, and mixed division

problems.2. Use cake cutting algorithm to solve continuous problems.3. Use divider-chooser, lone-divider, lone chooser, last diminished, sealed

bids, and method of markers as means to work through various fair division problems.

4. Analyze various apportionment, methods: Jefferson, Adams, Webster, Hamilton, and Huntington-Hill

C. Logistics and Networking1. Study and understand the basics of graph theory.2. Determine whether Euler Circuits or Paths exist3. Eulerize or Semi-Eulerize graphs.

4. Use logic to find Hamilton Paths and Circuits5. Use various algorithms to solve Traveling Salesmen Problems6. Analyze networks in order to find minimum Spanning Trees7. Use Steiner Points to find shortest network between points.

D. Mathematics of Finance 1. Determine the interest and accumulated amount for a simple interest transaction.2. Solve problems using the compound interest formula.3. Determine effective rate of interest.4. Calculate the future value of an annuity.5. Use the amortization formula to determine the periodic payment for a loan.

E. Sets and Counting 1. Identify set terminology and notation.2. Solve counting problems using the Fundamental Principle of Counting.3. Determine the permutations of n distinct objects.4. Determine the combinations of n objects.

F. Probability 1. Describe the sample space associated with an experiment.2. Find the union and intersection of two events.3. Find the complement of an event.4. Determine when two events are mutually exclusive.

5. Find the probability of an event.6. Apply the properties of the probability function.7. Use counting techniques to determine probability.8. Find the conditional probability of an event.9. Determine when two events are independent.

G. Probability Distributions & Statistics 1. Find the probability distribution of random variables.2. Determine the expected value of a random variable.3. Calculate the variance and standard deviation of a random variable.4. Calculate the probabilities associated with normal distributions.5. Apply a normal distribution.

H. Sequences and Series 1. Determine whether a sequence is arithmetic, geometric, or neither and supply the missing terms of a sequence.2. Find a formula for the nth term of a sequence and find specified terms of sequences.3. Identify series, use sigma notation, and find sums of finite and infinite series.4. Use the binomial theorem to find a particular term of a binomial expansion.

MethodologyAt the start of class students are given the opportunity to ask questions about the previous night’s homework. The remaining class time is spent discussing new material. Students are assigned homework each night.

EvaluationTests are given at the end of each chapter. Graded homework assignments are given at the completion of each section and after reviewing the non-graded homework. Announced quizzes are given periodically within each chapter.

ResourcesCrisler, Nancy C, Gary. Discrete Mathematics Through Applications. WH. Freeman,

2006.Johnson/Mowry. Finite Mathematics: Practical Applications. Pacific Grove:

Brooks/Cole, 1999.Brown, Richard G. Algebra and Trigonometry: Structure and Method Book 2.

McDougal Littell Houghlin Mifflin, 1997.

TI-84 Plus Graphing Calculator.

Salem Academy Curriculum Guide Topics in Mathematics Twelfth Grade Semester-long course

OverviewTopics in Mathematics is a semester math elective designed to introduce math concepts not covered in other math offerings as well as review Algebra and Geometry concepts which may be seen on the SAT or ACT. Additional topics covered may relate to the History of Mathematics, Number Theory, Cryptography, Game Theory, or any other interesting areas of mathematics.

This course does not count as a mathematics course above Algebra Two.

Pre-Requisite: Completion of or concurrent enrollment in a math course above Algebra Two and approval of department.

Objectives: The student will:A. Review Material covered on the College Board SAT and/or ACT Exams

a. Number Properties b. Types of Equations (linear, quadratic, exponential)c. Solving Techniques (linear, quadratic)d. Geometry concepts (Triangles, Circles, Polygons)e. Functionsf. Sequences

B. Review of Introductory Statistics and Probability covered in Algebra One, Geometry & Algebra Two

C. Additional Mathematical topics

ContentA. SAT/ACT Portion

1. Arithmetic Readiness and Real Numbers

a. Whole Numbersb. Fractions, Decimals & Percentsc. Signed Numbers & Properties of Real Numbersd. Exponent Propertiese. Scientific Notation

2. Linear Equations, Inequalities, and Graphing

a. Linear Equations

b. Applications of Linear Equationsc. Linear Inequalities and Equationsd. Absolute Value Inequalities and Equationse. Graphing Linear Equations and Inequalities

3. Quadratics, Polynomials and Exponentials

a. Simplifying Expressionsb. Factoringc. Solving Quadratic Functionsd. Graphing Quadratic Functionse. Graphing Exponential Functions

4. Functions and Sequences

a. Relations versus Functionsb. Graph Transformations

5. Sequences

a. Arithmetic Sequencesb. Geometric Sequencesc. Finding sequence patternsd. Finding sequence terms

6. Rational and Radical Expressions

a. Rational Expressions & Equations & Equationsb. Radical Expressions & Equations & Equationsc. Applications

7. Perimeter, Area, and Volume

a. Perimeters and Areas of Polygonsb. Circumference and Areas of Circlesc. Volume of solids

8. Angles and Triangles

a. Segments and Parts of Triangles b. Angle and their properties

9. Circles and Polygons

a. Midpoint and Distance Formulasb. Types of Polygons

c. Classifications of Quadrilateralsd. Congruence versus Similaritye. Transformations

B. Statistics and Probability

1. Graphical Displays2. Descriptive Statistics (mean, mode, median)3. Counting Techniques4. Permutations5. Combinations6. Tree and Venn Diagrams7. Probability 8. Independence versus Dependence9. Area Probability

C. History of Mathematics

Specific Topics covered will be chosen based on teacher and student interest.Topics used may include some of the following:

1. Famous Women in Mathematics2. Famous Problems in Mathematics3. Mathematics Scandals4. Ancient Geometry5. Historical Aspect of Mathematics for a Specific Area (China, Egypt, Greece,

Europe, etc)6. Famous numbers (pi, phi – Golden Ratio, e)7. Famous Mathematicians8. Mathematics in Different Centuries (18th, 19th, 20th)9. Cryptography10. Origami11. Number Theory12. Game Theory

Methodology Class material will be presented in a variety of ways including class lectures, online videos, and group activities.

Evaluation Assessment is based on class participation, SAT Practices, tests, quarterly projects, and quarterly presentations.

Technological ResourcesCourse Management System: MOODLE

Internet LCD Projector

Student Textbook for SAT PortionThe Official SAT Study Guide, 2nd edition. Published by the College Board

Online Resources for SAT Portion

Khan Academy: SAT Prep http://www.khanacademy.org/Aventa Learning Curriculum

Online Resources for History PortionKhan Academy: http://www.khanacademy.org/

Math History Theme Page: http://www.cln.org/themes/math_history.html

University of Scotland in St. Andrews Math History: http://www-history.mcs.st-andrews.ac.uk/history/External/external_links.html

http://www-history.mcs.st-andrews.ac.uk/history/External/external_links.html

http://www-history.mcs.st-andrews.ac.uk/history/External/external_links.html

http://www.cln.org/themes/math_history.html

http://www.khanacademy.org/

http://www.khanacademy.org/

Salem Academy Curriculum Guide Personal Finance Twelfth Grade Semester-long course

OverviewThis course examines the mathematics behind money in everyday life. Students will be familiarized with basic consumer skills that will help them in “life after graduation” in both their post-secondary education and future career. Content includes information which will assist students in becoming rational, competent decision-makers, informed and effective consumers, prudent savers and investors, responsible and participating citizens, as well as effective participants in the global economy. Topics covered include: budgeting; responsible use of credit cards; short and long term savings choices; loan options; taxes, investment strategies (stocks/bonds); management of financial resources and more.

This course is a semester math elective and does not count as a mathematics course above Algebra Two.

Pre-Requisite: Completion of or concurrent enrollment in a math course above Algebra Two and approval of department.

Objectives: The student will:

A. Develop skills for managing Banking TransactionsB. Explore Savings OptionsC. Investigate Credit Card offersD. Prepare a Personal Finance PlanE. Examine TaxesF. Learn Budgeting SkillsG. Understand Loan Options for HousingH. Develop Consumer Skills I. Explore types of Insurance

ContentA. Banking Transactions

1. Identify services provided by financial institutions2. Learn how to properly fill out a check3. Learn how to balance a checking account4. Learn how to reconcile a banking statement5. Compare on-line versus traditional banking

B. Savings Options1. Compare various long term and short term savings options2. Identify short-term and long-term savings goals3. Identify investment options4. Identify costs and income sources for investments5. Explore alternative retirement plans6. Participate in a stock market simulation

C. Credit Cards1. Plan for Credit Card Usage2. Understand credit card interest rates and fees3. Examine a credit card fees4. Compare sample credit card applications5. Understand the elements of safe credit card use

D. Personal Finance Plan

1. Identify primary and supplemental income sources2. Identify expenses3. Prepare a personal property inventory4. Examine the components and purposes of a personal net worth statement5. Examine components and purposes of a will6. Develop a personal financial budget for short and long term planning. 7. Explore ways to protect personal financial identify (identity theft protection)

E. Tax Functions1. Identify types of taxes 2. Computes sales tax on products3. Investigate options for payroll tax deductions4. Explore tax deductions and credits5. Examine tax forms.

F. Budgeting1. Identify independent living expenses2. Plan a budget for a major expenses3. Identify weekly, monthly, and yearly expenditures4. Practice following a self-designed budget

G. Loans1. Identify qualifications needed to obtain2. Identify the purposes and procedures involved in credit checks and credit reports3. Compare terms and conditions of different loan types4. Plan for the purchase of a vehicle5. Discuss housing options6. Compare the costs and conditions involved with various types of loans.

H. Consumer Skills1. Develop comparison-shopping skills2. Explore online versus traditional shopping choices3. Discuss the importance of keeping records4. Examine the impact of advertising and marketing on consumer decision making5. Learn how to access financial information6. Learn how to read a credit score report7. Learn what elements are used to create a credit score8. Identify the concepts and effects of bankruptcy9. Examine the role of couponing

J. Insurance

1. Examine types of automobile insurance2. Examine types of property coverage3. Examine types of life insurance coverage4. Examine types of health insurance coverage5. Identify the roles of insurance in financial planning

Methodology Students will engage in a variety of online explorations, class lectures, and guest speakers.

EvaluationAssessment is based on class participation, tests, quarterly projects, and quarterly presentations.

ResourcesTechnological ResourcesCourse Management System: MOODLEInternet LCD Projector

Online Resources

High School Financial Planning Program of the National Endowment for Financial Education (NEFE): http://hsfpp.nefe.org/

Money Skill: http://www.moneyskill.org/

Council for Economic Education: http://www.councilforeconed.org/

North Dakota Department of Public Instructions: Personal Finance Curriculum Resource Guide http://www.dpi.state.nd.us/approve/PG_guide.pdf

Actuarial Foundation: Building your Financial Future Literacy Curriculum: http://www.actuarialfoundation.org/programs/youth/BuildingYourFuture.shtml

http://www.actuarialfoundation.org/programs/youth/BuildingYourFuture.shtml

http://www.dpi.state.nd.us/approve/PG_guide.pdf

http://www.councilforeconed.org/

http://www.moneyskill.org/

http://hsfpp.nefe.org/


AP Statistics Eleventh & Twelfth Grades Year-long course

OverviewAP Statistics is a yearlong course offering college credit through the advanced placement-testing program. This course is a rigorous first year of statistics, covering data analysis, experimental design, probability theory, and statistical inference. The focus is on understanding, building concepts as a foundation for the practice of statistics. We regularly incorporate real-life applications of actual data collected from current polls, studies, and experiments from around the world thus increasing students’ global awareness and motivation to learn. Students are asked to demonstrate this understanding in written tests, oral presentations, and written assignments. The purpose of the AP Statistics course is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data.

Prerequisites: Successful completion of Algebra II and recommendation of current Math teacher

Objectives: Students are expected to learn…

To produce convincing oral and written statistical arguments, using appropriate terminology, in a variety of applied settings.

When and how to use technology to aid them in solving statistical problems Essential techniques for producing data (surveys, experiments, observational

studies, simulations), analyzing data (graphical & numerical summaries), modeling data (probability, random variables, sampling distributions), and drawing conclusions from data (inference procedures – confidence intervals and significance tests)

To become critical consumers of published statistical results by heightening their awareness of ways in which statistics can be improperly used to mislead, confuse, or distort the truth.

ContentA. Exploring Data: Observing patterns and departures from patterns

1. Interpreting graphical displays of distributions of univariate data (dotplot, stemplot, histogram)

2. Summarizing distributions of univariate data 3. Comparing distributions of univariate data (dotplots, back-to-back stemplots,

parallel boxplots)4. Exploring bivariate data5. Exploring categorical data: frequency tables

B. Planning a Study: Deciding what and how to measure

1. Overview of methods of data collection2. Planning and conducting surveys3. Planning and conducting experiments

C. Anticipating Patterns: Producing models using probability and simulation1. Probability as relative frequency2. Combining independent random variables3. The normal distribution4. Simulating sampling distributions

D. Statistical Inference: Confirming models1. Confidence intervals2. Tests of significance3. Special case of normally distributed data

MethodologyClass begins with a review of the previous homework assignments. When all questions are answered, the next lesson begins. If time allows, the students may begin their homework. As often as possible, data created by students is used in class, giving the students a connection to the data, and providing interest. Use of the Fathom software teaches students to carry out analyses with statistical software and to write reports that are appropriate for a university level course.

EvaluationAssessment is based on warm-up exercises, participation, quizzes, homework, notebook organization, activities and labs, projects, and tests.

ResourcesStarnes, Daren S., Yates, Daniel S., Moore, David S. The Practice of Statistics for AP*:

4th Ed., New York, W. H. Freeman and Company, 2010.

Other Supplementary Materials Utilized for Instructional Purposes• Articles in newspapers, magazines, and the world wide web are used to illustrate concepts currently being discussed in class. • YMS3e Companion Website: Online quizzes and statistical applets. • StatClips: Key Concepts in Introductory Statistics (lecture videos).• Statistically Speaking: Snapshots (application videos).• Instructor developed activities to illustrate and develop an understanding of statistical concepts • Annenberg/CPB. Against All Odds: Inside Statistics. 26 30-min.

Washington, D.C.: The Annenberg/CPB Collection, 1989. Videocassettes. (800) LEARNER. www.learner.org.

• TI-83+ or TI-84+ Graphing Calculator•Key Curriculum Press. Fathom 2 Dynamic Data Software.

http://www.learner.org/


AP Calculus AB Eleventh & Twelfth Grades Year-long course

OverviewAP Calculus AB is an elective course which develops the student’s understanding of the concepts of calculus (functions, graphs, limits, derivatives and integrals) and provides experience with its methods and applications. The course encourages the geometric, numerical, analytical, and verbal expression of concepts, results, and problems. Appropriate technology, from manipulatives to calculators and application software is used regularly for instruction and assessment. Having successfully completed this course the student will be prepared to take the AP Calculus AB exam and ready to enter second semester college Calculus.

Pre-requiaite:Successful completion of Pre-Calculus Honors and teacher recommendation.

Objectives adapted from AP Calculus AB course description found at apcentral.collegeboard.comThe student will:

A. Functions, Graph, & Limits 1. Analyze graphs of functions with emphasis on the interplay between the

geometric and analytic information and on the use of calculus to explain the observed local and global behavior of a function.

2. Gather an intuitive understanding of the limiting process3. Calculate limits using algebra and estimate limits from graphs or tables of data.4. Understand asymptotes in terms of graphical behavior and describe asymptotic

behavior in terms of limits involving infinity.5. Compare relative magnitudes of functions and their rates of change.5. Understand continuity in terms of limits.6. Understand graphs of continuous functions geometrically (Intermediate Value

Theorem and Extreme Value Theorem).

B. Derivatives 1. Concept of the derivative.

a. Understand the concept of the derivative geometrically, numerically, and analytically.

b. Interpret the derivative as an instantaneous rate of change.c. Define the derivative as the limit of the difference quotient.d. Understand the relationship between differentiability and continuity.

2. Derivative at a point.a. Find the slope of a curve at a point.

b. Find the tangent line to a curve at a point.c. Find a linear approximation to a curve at a point.d. Find the instantaneous rate of change as the limit of average rate of change.e. Approximate rate of change from graphs and tables of values.

3. Derivative as a function.a. Identify corresponding characteristics of the graphs of f and f’. b. Understand the relationship between increasing and decreasing behavior of f

and the sign of f’.c. Understand and use the Mean Value Theorem and its geometric

consequences.d. Translate verbal descriptions into equations involving derivatives and vice

versa.4. Second derivatives.

a. Identify corresponding characteristics of the graphs of f, f’, and f”.b. Understand the relationship between the concavity of f and the sign of f”.c. Identify points of inflection as places where concavity changes.

5. Applications of derivatives.a. Analyze curves, including the notions of monotonicity and concavity.b. Set up and solve optimization problems.c. Model rates of change, including related rates problems.d. Use implicit differentiation to find the derivative of an inverse function.e. Interpret the derivative as a rate of change in varied applied contexts,

including velocity, speed, and acceleration.f. Interpret differential equations geometrically via slope fields and the

relationship between slope fields and derivatives of implicitly defined functions.

6. Computation of derivatives.a. Find derivatives of basic functions, including power, exponential,

trigonometric, and inverse trigonometric functions.b. Use basic rules for the derivative of sums, products, and quotients of

functions.c. Find derivatives using the Chain Rule and implicit differentiation.

C. Integrals 1. Interpretations and properties of definite integrals.

a. Define the definite integral as a limit of Riemann sums.b. Use the definite integral as the rate of change of a quantity over an interval

interpreted as the change of the quantity over the interval: c. Use basic properties of definite integrals.

2. Riemann sums.a. Understand the concept of a Riemann sum over equal subdivisions.b. Calculate Riemann sums using left, right, and midpoint evaluation points.

3. Applications of integrals.a. Use appropriate integrals to model physical, social, or economic situations.b. Use the integral as a rate of change to give accumulated change.

c. Use the method of setting up a Riemann sum and representing its limit as a definite integral.

d. Find the area of a region.e. Find the volume of a solid with known cross sections.f. Find the average value of a function.g. Find the distance traveled by a particle along a line.

4. Fundamental Theorem of Calculus.a. Use the Fundamental Theorem to evaluate integrals.b. Use the Fundamental Theorem to represent a particular antiderivative,

including the analytical and graphical analysis of functions so defined.5. Techniques of antidifferentiation.

a. Find anti-derivatives of basic functions.b. Find anti-derivatives by substitution of variables, including change of limits

for definite integrals.6. Applications of antidifferentiation.

a. Find specific anti-derivatives using initial conditions, including applications to motion along a line.

b. Solve separable differential equations and use them in modeling. In particular, the equation y’ = ky and exponent growth.

7. Numerical approximations to definite integrals.a. Use Riemann sums to approximate definite integrals of functions represented

algebraically, geometrically, and by tables of values.b. Use the Trapezoidal rule to approximate definite integrals of functions

represented algebraically, geometrically, and by tables of values.

MethodologyAt the start of class students are given a 5-minute warm-up problem(s). The following portion of class is spent discussing new material. Students are encouraged to provide ideas relating to the new material and connections between new and old concepts. A major focus of the course is an understanding of concepts not just procedures. The last ten minutes of class are spent discussing homework problems. AP problems sets are given each week. Students spend a day or two before each test reviewing material. Students are encouraged to form study groups to enhance understanding of the material.

EvaluationStudents are evaluated through a combination of warm-ups, homework questions, AP problem sets, pop quizzes and unit tests. Additionally, some chapters may have a project, journal, or glossary activity which must be completed online in the course management system Moodle.

ResourcesStudent Resources:Finney, Demana, Waits, Kennedy, Calculus: A Complete Course, 3rd Edition, Pearson

Prentice Hall 2007TI-84+ , TI-Nspire CAS or TI-Nspire CAS CX Graphing Calculator Graphing Calculator.Course Management SystemTextbook Companion Website

Teaching ResourcesFinney, Demana, Waits, Kennedy, Calculus: A Complete Course, Annotated Instructor’s

Edition. 3rd Edition Pearson Prentice Hall 2007Finney, Demana, Waits, Kennedy, Calculus: A Complete Course, Teacher Express 3rd

Edition Pearson Prentice Hall 2007Finney, Demana, Waits, Kennedy, Calculus: A Complete Course, Presentation Express.

3rd Edition Pearson Prentice Hall 2007Finney, Demana, Waits, Kennedy, Calculus: A Complete Course, Complete Solution Key.

3rd Edition Pearson Prentice Hall 2007Advanced Placement Program Course Description: Calculus. Princeton: College

Board, 1999.Anton, Howard. Calculus: A New Horizon. Brief Ed. New York: Wiley, 1999.Foerster, Paul A. Calculus Explorations. Berkeley: Key Curriculum, 1998.Hockett, Shirley O. Barron’s How to Prepare for the AP Calculus Advanced Placement

Examination. 6th ed. Hauppauge: Barron’s, 1998.Kelley, W. Michael. Arco’s Master the AP Calculus AB & BC Tests. Lawrenceville:

Peterson’s, 2002. Finney, Ross L., et al. Calculus: Graphical, Numerical, Algebraic. Menlo Park:

Addison, Wesley, Longman, 1999.Kennedy, Dan. Teacher’s Guide: AP Calculus. Princeton: College Board, 1997.Larson, Roland E., Robert P. Hostetler, and Bruce H. Edwards. Calculus with Analytical

Geometry. 5th ed. Lexington: Heath, 1994.Ostebee, Arnold, and Paul Zorn. Calculus: From Graphical, Numerical, and Symbolic

Points of View. Fort Worth: Harcourt Brace, 1997.Swokowski, Earl W., et al. Calculus. Boston: PWS, 1994.

Teaching Technological ResourcesGeogebra InternetTI-Nspire CAS CX Teacher Software LCD ProjectorSmartview TI-EmulatorCourse Management System: MOODLE


AP Calculus BC Eleventh & Twelfth Grades Year-long course

OverviewAP Calculus BC is a course intended for students who have a thorough knowledge of college preparatory math, including algebra, geometry, trigonometry, analytic geometry, and an in-depth understanding of elementary functions. Students are expected to have good retention in these areas since there is not an extensive review of previous course work. AP Calculus BC covers convergence tests for sequences and series, Taylor and/or Maclaurin series, parametric, vector, polar functions, and arclength. In addition, L'Hôpital's rule, improper integrals, inverse trigonometric derivatives, tabular parts integration and the use of partial fractions to integrate rational functions are studied. Technology, particularly computer algebra systems (CAS) are a key component of the BC course. The consistent use CAS to explore, interpret, and examine is one way in which the BC course differs from the AB course. The CAS programs used are the TI-Nspire-CAS calculator, TI-Nspire CAS CX Calculator, and the Geogebra program. Historical aspects of Calculus, such as biographies of contributing mathematicians, are discussed when appropriate. Having successfully completed this course the student will be prepared to take the AP Calculus BC exam and be prepared to enter the third semester of college Calculus.

Pre-Requisite:Successful completion of AP Calculus AB and recommendation of teacher.

ObjectivesStudents will learn:

I. Techniques and Applications of Derivatives & Anti-derivatives A. Trapezoidal Rule

Trapezoidal Approximations Other algorithms Simpson’s Rule Error analysis

B. Slope Field & Euler’s Method Differential Equations Slope Fields Euler’s Method

C. Integration by Parts Product rule in Integral Form Solving for the Unknown Integral Tabular Integration Inverse Trigonometric Functions & Logarithmic Functions

D. Logistic Growth How Populations Grow Partial Fractions The Logistic Differential Equation Logistic Growth Models

E. Integral as Net change Linear Motion Revisited Change of limits of integration General Strategy Consumption Over Time Net change from Data Work

F. Areas in the Plane Area Between Curves Area Enclosed by Intersecting Curves Boundaries with Changing Functions Integrating with Respect to y

G. Volumes Volume as an Integral Square Cross Sections Circular Cross Sections Cylindrical shells Other Known Cross Sections

H. Lengths of Curves A Sine Wave Length of a Smooth Curve Vertical Tangents, Curves & Cusps

I. Applications from Science & Statistics Work Revisited Fluid force & fluid Pressure Normal probabilities

II. Planar Curves A. Review from Pre-Calculus

Parametric Functionso Converting between Cartesian and Parametric Formo Modeling Parametric Situations on Calculator.

Polar Functions o Translations (up, down, left right); Shrinking/Stretchingo Graphing Polar Functions using Reference Graph Techniques

Vectorso Converting between Cartesian or Parametric Form to Vector Formo Graphing Vectorso Projections

B. Parametric Functions Parametric Curves in the Plane

Parametric Derivatives

Slope and Concavity Arc Length Cycloids

C. Vectors in the Plane Two-Dimensional Vectors Vector Operations (add, subtract, scalar multiplication); Dot product; Cross

Product Modeling Planar Motion Orthogonality Derivatives of Vectors Velocity, Acceleration, and speed Displacement and Distance Traveled

D. Polar Functions Polar coordinates Polar Curves Derivatives of Polar functions Slopes of Polar Curves Areas Enclosed by Polar Curves Polar ArcLength

III. Polynomial Approximations and SeriesA. Sequences

Defining a Sequence Arithmetic & Geometric Sequences Graphing Sequence Limit of a Sequence Testing for Convergence or Divergence

B. L’Hopitals Rule

Indeterminate Form

Indeterminate Forms Indeterminate Forms

C. Relative Rates of Growth Comparing Rates of Growth Using L’Hopitals Rule to Compare Growth Rates

D. Improper Integrals Infinite Limits of Integration Integrands with Infinite Discontinuities Tests for Convergence and Divergence Using L’Hopitals Rule Applications

E. Power Series Geometric Series Representing Functions by Series

Differentiation and Integration Identifying a Series P-Series

F. Taylor Series Constructing a Series Series for sin x and cos x Maclaurin & Taylor Series Combining Taylor Series Table of Maclaurin Series

o ex , sin x, cos x, and

G. Taylor’s Theorem Taylor Polynomials The Remainder Error Bound Remainder Estimation Theorem Euler’s Formula Taylor Series manipulation (derivatives, integrals)

H. Radius of Convergence Convergence Nth term test Comparing Nonnegative Series Ratio Test Endpoint Convergence

I. Testing Convergence at Endpoints Partial Sums Integral Test Harmonic Series and p-series Comparison Tests

o P-Series, Alternating, Ratio, Telescoping; Integral, nth-term, Geometric, Direct Comparison, Limit Comparison

Testing for Convergence or Divergence Alternating Series Absolute & Conditional Convergence Intervals of Convergence

MethodologyAt the start of class students are given a 5-minute warm-up problem(s). The following portion of class is spent discussing new material. The last ten minutes of class are spent discussing homework problems. AP problems sets are given each week. Students are encouraged to provide ideas relating to the new material and connections between new and old concepts. Lab application activities are given at the end of each chapter. Students spend a day or two before each test reviewing material. Students are encouraged to form study groups to enhance understanding of the material. EvaluationStudents are evaluated through a combination of warm-ups, homework questions, AP problem sets, pop quizzes, peer problem presentations and unit tests. Additionally, some chapters may have a project, journal, or glossary activity which must be completed online in the course management system Moodle.

ResourcesStudent Resources:Finney, Demana, Waits, Kennedy, Calculus: A Complete Course, 3rd Edition, Pearson

Prentice Hall 2007TI-84+, TI-Nspire CAS, or TI-Nspire CAS CX Graphing CalculatorCourse Management SystemTextbook Companion Website

Teaching ResourcesFinney, Demana, Waits, Kennedy, Calculus: A Complete Course, Annotated Instructor’s

Edition. 3rd Edition Pearson Prentice Hall 2007Finney, Demana, Waits, Kennedy, Calculus: A Complete Course, Teacher Express 3rd

Edition Pearson Prentice Hall 2007Finney, Demana, Waits, Kennedy, Calculus: A Complete Course, Presentation Express.

3rd Edition Pearson Prentice Hall 2007Finney, Demana, Waits, Kennedy, Calculus: A Complete Course, Complete Solution Key.

3rd Edition Pearson Prentice Hall 2007Advanced Placement Program Course Description: Calculus. Princeton: College

Board, 1999.Anton, Howard. Calculus: A New Horizon. Brief Ed. New York: Wiley, 1999.Foerster, Paul A. Calculus Explorations. Berkeley: Key Curriculum, 1998.Hockett, Shirley O. Barron’s How to Prepare for the AP Calculus Advanced Placement

Examination. 6th ed. Hauppauge: Barron’s, 1998.

Kelley, W. Michael. Arco’s Master the AP Calculus AB & BC Tests. Lawrenceville: Peterson’s, 2002.

Finney, Ross L., et al. Calculus: Graphical, Numerical, Algebraic. Menlo Park: Addison, Wesley, Longman, 1999.

Kennedy, Dan. Teacher’s Guide: AP Calculus. Princeton: College Board, 1997.Larson, Roland E., Robert P. Hostetler, and Bruce H. Edwards. Calculus with Analytical Geometry. 5th ed. Lexington: Heath, 1994.Ostebee, Arnold, and Paul Zorn. Calculus: From Graphical, Numerical, and Symbolic

Points of View. Fort Worth: Harcourt Brace, 1997.Swokowski, Earl W., et al. Calculus. Boston: PWS, 1994.

Teaching Technological ResourcesSmartview TI-EmulatorGeogebraTI-Nspire CAS CX Teacher SoftwareCourse Management System: MOODLEInternet LCD Projector

SALEM ACADEMY CURRICULUM GUIDE CONCEPTUAL PHYSICS Grade 9+ Year-long course

OverviewThis qualitative study of the central concepts of physics puts special emphasis on phenomena and events that are familiar to students. The focus is on comprehension rather than computation. Laboratory activities enhance learning of mechanics, properties of matter, waves, and electromagnetism.

ObjectivesThe student will develop a conceptual understanding of:

Scientific inquiry Newtonian Mechanics Properties of Matter Heat Waves Electricity and Magnetism Atomic and Nuclear Physics

Content Scientific Inquiry

o Identify a problem or question related to a physical phenomenon.o Construct a testable hypothesis to address the problem or question.o Predict the outcome of the hypothesis.o Design and safely perform experiments to test the predictions.o Analyze and interpret data.o Refine the hypothesis and report the results of the experiments.

Mechanicso One- and Two-Dimensional Motion (Kinematics)o Newton’s three Laws of Motiono Momentum and Collisionso Work and Energyo Rotational Motiono Gravitation

Properties of Mattero Atoms, Molecules and Elementso Solidso Liquidso Gases and Plasmas

Heato Temperature and Heat

o Transmission of Heato Thermodynamics

Waveso Properties of Vibrations and Waveso Soundo Light

Electricity and Magnetismo Electrostaticso Electric Field and Potentialo Electric Currento Electric Circuitso Magnetismo Electromagnetic Induction

Atomic and Nuclear Physicso Quantum Mechanicso Radioactivityo Nuclear Fission and Fusion

MethodologyThe instructional process emphasizes experience-based activities which engage students in learning through laboratory activities. Through data collection and analysis, students are guided from their observations to an understanding of scientific concepts. Students also engage in cooperative learning that requires them to work together to accomplish their lab work. These investigations are excellent activities which foster collaboration and integration of tasks which help students develop higher order cognitive skills.

EvaluationStudents are evaluated in their understanding of physical concepts by their performance on tests, quizzes, semester exams, homework, laboratory activities, and a physics journal which is used to examine the application of concepts to society and daily life.

ResourcesHewitt, Paul G. Conceptual Physics. 2009 ed. Boston, Massachusetts: Pearson Education,

Inc., 2009.

SALEM ACADEMY CURRICULUM GUIDE HONORS BIOLOGY Grade 10 Year-long course

OverviewThis introductory course covers cellular biology, genetics, reproduction and development, evolution, the diversity of life, ecological interactions, and plant and animal biology with a focus on the human body. A one-period afternoon lab is held weekly. Biology is required for graduation.

ObjectivesThe student will develop an understanding of:

The abilities necessary to do and understand scientific inquiry The physical, chemical and cellular basis of life The continuity of life and the changes of organisms over time The unity and diversity of life The ecological relationships among organisms

Content Scientific Inquiry:

o identify biological questions and problemso design and conduct scientific investigationso apply safety procedureso create reports of scientific investigations

Physical, chemical and cellular basis of life:o compare and contrast the structure and function of organic moleculeso investigate and describe the structure and function of cellso investigate the cell as a living system (homeostasis, movement of

materials, energy use and release in biochemical reactions)o investigate and describe the structure and function of enzymeso investigate and analyze the bioenergetic reactions of aerobic cellular

respirations and photosynthesis Continuity of life and changes of organisms over time:

o analyze the molecular basis of heredityo compare and contrast asexual and sexual reproductiono interpret and predict patterns of inheritanceo assess the impact of advances in genomicso examine evolution by natural selection

Unity and diversity of life:o analyze the classification of organisms

o analyze the processes by which organisms accomplish essential life functions

o assess, describe and explain adaptations affecting survival and reproductive success

o analyze and explain the interactive role of internal and external factors in health and disease

Ecological relationships:o Analyze general patterns of animal behavioro investigate and analyze the interrelationships among organisms,

populations, communities and ecosystemso analyze the flow of energy and cycling of mattero assess human population and its impact on ecosystems and global

environments

MethodologyExperience-based instructional activities are emphasized which engage students in the learning process through laboratory activities. Through data collection and analysis, students are guided from their observations to an understanding of scientific concepts. Students are also engaged in cooperative learning that requires them to work together to accomplish their lab work. These investigations are excellent activities which foster collaboration and integration of tasks which help students develop higher order cognitive skills.

Evaluation

Students are evaluated by their performance on quizzes, tests, semester exams, homework, laboratory reports and class participation.

ResourcesBSCS Biology: An Ecological Approach. 10th edition. Dubuque, Iowa. Kendal/Hunt

Publishing Company, 2006.

SALEM ACADEMY CURRICULUM GUIDE Chemistry Grade 11 Year-long course

OverviewChemistry is a laboratory-based introductory course that emphasizes basic knowledge of rational thinking as it pertains to understanding and problem solving in the areas of stoichiometry, atomic theory, periodicity, gas laws, phases and phase diagrams, equilibrium, acid/base theory, electrochemistry, thermodynamics, and nuclear chemistry. The prerequisite is Algebra II; however, with teacher approval, it may be taken concurrently with Chemistry. This course is required for graduation and may be taken in the eleventh or twelfth grade. Tenth grade students can be recommended for this course by the chemistry instructor. ObjectivesThe student will:

Describe and delineate the historical background of the atomic model, and describe the atom in terms of protons, neutrons, and electronic structure.

Explain the fundamental organization of the periodic table in terms of atomic number.

Demonstrate ionic and covalent bonded compounds’ electronic structure. Define the mole and perform all calculations related to it: molarity, empirical

formula, percent composition, limiting reactant, and gas laws. Describe and define the five general chemical reactions and name and balance

specific equations using specific techniques. Define equilibrium theory and explain Le Chatelier’s principle. Define acids and bases as Arrhenius, Bronsted-Lowry, and explain

neutralizations. Explain the components of thermodynamics: Enthalpy and Entropy. Illustrate

electron exchange in oxidation/reduction reactions.

Content Structure of Matter

o Atomic Theory and atomic structure Evidence of the atomic theory Atomic masses Atomic number and mass number Electron energy levels: quantum numbers Periodic relationships: atomic radius, ionic radius, and ionization

potential Chemical Bonding

o Binding forces

Types: ionic, covalent, hydrogen, metallic, Van der Waals Relationships to states, structure, properties Polarities of bonds, electronegativity

Molecular modelso Lewis structureo Valence bond: hybridization, resonanceo VSEPR

Geometry of ions and molecules, dipole moments, relationship of structure and properties

Gaseso Ideal gas lawso Combined gas lawso Dalton’s law of partial pressures

Kinetic-molecular theoryo Interpretation of ideal gas laws on the basis of this theoryo Avogadro’s hypothesis and the mole concepto Temperature dependence of kinetic energyo Kinetic molecular interpretation of liquids and solids

Solutionso Types of solutions and factors affecting solubilityo Concentration unitso Colligative properties

Reaction typeso Acid-base reactions, Arrhenius, Bronsted-Lowry and Lewis conceptso Precipitation reactionso Oxidation-reduction reactions

Oxidation number The electron and oxidation-reduction Electrochemistry: electrolytic and galvanic cells

Stoichiometryo Ionic and molecular species present in chemical systems, net ionic

equations.o Balancing equationso Mass and volume relations, the mole concept, empirical formulas, limiting

reactants Equilibrium

o Dynamic equilibrium, physical and chemical, Le Chatelier’s Principle, Keq

o Quantitative treatment Equilibrium constants for gases Equilibrium constants for solutions

Thermodynamicso State functions

o First Law: change in enthalpy, heat of formation, heat of reaction, Hess’s law, heat of vaporization and fusion, calorimetry

o Second law: Entropy Descriptive Chemistry

o Chemical reactivity and products of reactionso Relationships of the periodic table, horizontal and vertical, with examples

from alkali, alkaline earth metals, halogens, and the first transition series Laboratory chemistry

o Laboratory experiences should cover, but not be limited to chemical and physical properties, the mole concept, gravimetric analysis, acid-base neutralization and titration, electrochemical cells, periodic trends, molecular structure and function, colligative properties, calorimetry, and qualitative analysis.

o Such laboratory experiences should include making observations of chemical reactions and substances, recording data, calculating and interpreting results based on the quantitative data obtained, communicating results effectively


Evaluation

Homework assignments are given regularly, and while not checked constantly, are checked frequently enough to ensure their completion on a regular basis. These assignments include rigorous mathematical techniques, which must be mastered by the students. Solutions are provided so the students may check their own progress and ask appropriate questions. Tests are given at the end of every chapter. Laboratory experiences consist of a graded laboratory report.

Resources

Zumdahl, Steven S. World of Chemistry. Boston, MA.: Houghton Mifflin Co. 2007.

SALEM ACADEMY CURRICULUM GUIDE AP BIOLOGY Grade 12 Year-long course

OverviewAdvanced Placement Biology is the equivalent of a two semester college-level introductory course for students with a strong interest in the sciences or a desire to pursue a career in the sciences. The course covers the material required by the College Board and is organized around four major concepts that provide a unified course structure: evolution, the use of energy and matter by organisms, response to stimuli, and interactions within biological systems. A two-period laboratory meets each week to allow for inquiry-based investigations that provide open-ended explorations. Biology and Chemistry are prerequisites with at least a B+ average in each course.

Objectives

The student will develop an understanding of: Scientific inquiry Cells as the structural and functional units of life Cellular processes based on physical and chemical changes The basis of heredity and the role of molecular genetics Biological evolution The unity and diversity of life Basic ecological principles

Content

Scientific inquiry:

Identify questions and problems for biological science Design and conduct investigations Apply safety procedures in the laboratory Create laboratory reports of scientific investigations

The process of evolution drives diversity and unity of life:

Evolution and natural selection Phylogentic trees and cladograms Speciation Origin of living systems

Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain dynamic homeostasis.

Free energy and matter for life processes

Cell maintenance of internal environment Role of feedback mechanisms in homeostasis Growth and homeostasis influenced by environmental changes Temporal regulation and coordination to maintain homeostasis

Living systems store, retrieve, transmit and respond to information essential to life processes.

Heritable information Cellular and molecular mechanisms of gene expression Genetic variation How cells transmit and receive signals How information transmission results in changes

Biological systems interact and these systems and their interactions possess complex properties.

Interactions within biological systems Competition and cooperation Diversity affects interactions within the environment

Methodology

Experience-based instructional activities are emphasized which engage students in the learning process through laboratory activities. Through data collection and analysis, students are guided from their observations to an understanding of scientific concepts. Students are also engaged in cooperative learning that requires them to work together to accomplish their lab work. These investigations are excellent activities which foster collaboration and integration of tasks which help students develop higher order cognitive skills.

Evaluation

Students are evaluated by their performance on quizzes, tests, semester exams, homework, laboratory work and reports, and class participation.

Resources

Raven, Peter and George Johnson. Biology. 9th edition. New York: McGraw Hill. 2011.

Advanced Placement Biology Investigative Labs: An Inquiry-Based Approach. The College Board. 2012.


AP Chemistry Grade 12 Year-long course

OverviewAP Chemistry is a college level course which includes an in-depth analysis of the basic topics covered in introductory chemistry. Advanced problem solving techniques in stoichiometry, kinetics, equilibrium, qualitative and quantitative analysis, acid/base and buffer chemistry, electrochemistry, thermodynamics, gas laws, nuclear chemistry, and oxidation/reduction reactions are a focus. Advanced laboratory experiments are included. Eleventh and twelfth grade students who have completed introductory chemistry (with a B+ or higher average) and Algebra II (with a B+ or higher average) may elect this course with the approval of the AP Chemistry instructor. ObjectivesThe student will:

Describe and delineate the historical background of the atomic model, and describe the atom in terms of protons, neutrons, and electronic structure.

Explain the organization of the periodic table in terms of atomic number, electronegativity, ionic and atomic radii, reactivity, ionization energy, and valance structure.

Demonstrate ionic and covalent bonded compounds’ electronic interactions, due to structure and electron distribution.

Define the mole and perform all calculations related to it: molarity, empirical formula, percent composition, limiting reactant and gas laws.

Describe and define the five general chemical reactions and to name and balance specific equations using specific techniques.

Define, explain and apply equilbrium theory, create a practical equilibrium system, and explain Le Chatelier”s principle.

Define acids and bases as Arrhenius, Bronsted-lowry or Lewis type, and explain and calculate neutralizations, equilibria, and complex ion solutions.

Explain and demonstrate the components of thermodynamics: Enthalpy, Entropy and Gibbs Free Energy, and illustrate them in practical terms.

Illustrate electron exchange, oxidation/reduction reactions, electrolysis and perform appropriate calculations.

Content

Structure of Mattero Atomic Theory and atomic structure

Evidence of the atomic theory

Atomic masses Atomic number and mass number Electron energy levels: quantum numbers, light spectra, atomic

orbitals Periodic relationships: atomic radius, ionic radius, and ionization

potential Chemical Bonding

o Binding forces Types: ionic, covalent, hydrogen, metallic, Van der Waals Relationships to states, structure, properties Polarities of bonds, electronegativity

o Molecular models Lewis structure Valence bond: hybridization, resonance, sigma and pi bonds VSEPR

o Geometry of ions and molecules, structural isomers, coordination complexes, dipole moments relationship of stucture and properties

Condensed States of Matter Gases

o Ideal gas lawso Equation of state for an ideal gaso Partial pressureso Gases

Kinetic-molecular theoryo Interpretation of ideal gas laws on the basis of this theoryo Avogadro’s hypothesis and the mole concepto Temperature dependence of kinetic energyo Deviations from ideal behavior

Liquids and solidso Kinetic molecular interpretation of liquids and solidso Phase diagrams of one-component systemso Changes of state, critical points and triple pointso Structure of solids, lattice energy

Solutionso Types of solutions and factors affecting solubilityo Concentration unitso Raoult’s Law and colligative propertieso Non-ideal behavior

Reaction typeso Acid-base reactions; Arrhenius, Bronsted-Lowry and Lewis concepts;

amphoterismo Precipation reactionso Oxidation-reduction reactions

Oxidation number The electron and oxidation-reduction Electrochemistry: electrolytic and galvanic cells, Faraday’s laws,

half-cell potentials, Nernst equations, and prediction of spontaneity Stoichiometry

o Ionic and molecular species present in chemical systems, net ionic equations.

o Balancing equationso Mass and volume relations, the mole concept, empirical formulas, limiting

reactants Equilibrium

o Dynamic equilibrium, physical and chemical, Le Chatelier, Keqo Quantitative treatment

Equilibrium constants for gases Equilibrium constants for solutions

o Acid-base constants, Ka, Kb, pK, pHo Solubility product constants, Ksp, precipitations and slight solubilitieso Common ions, buffers, hydrolysis

Kineticso Concept of reaction rateo Use of experimental data and graphical analysis to determine rate order,

rate constant and rate lawo Effect of temperature on rateo Activation energy and catalysiso Rate-determining steps and reaction mechanisms

Thermodynamicso State functionso First Law: change in enthalpy, heat of formation, heat of reaction, Hess’s

law, heat of vaporization and fusion, calorimetryo Second law: entropy, free energy of formation, free energy of reaction,

dependence of change in free energy on enthalpy and entropy changeso Relationship of change in free energy to equilibrium constants and

electrode potentials Descriptive Chemistry

o Chemical reactivity and products of reactionso Relationships of the periodic table, horizontal and vertical, with examples

from alkali, alkaline earth metals, halogens, and the first transition serieso Introduction to organic chemistry: alcohols, alkanes, -enes, -ynes, ketones,

aldehydes, ethers and esters Laboratory chemistry

o Laboratory experiences should cover, but not be limited to chemical and physical properties, the mole concept, gravimetric analysis, molar volume of a volatile liquid, acid-base neutralization and titration, electrochemical

cells, periodic trends, molecular structure and function, colligative properties, calorimetry, and qualitative analysis.

o Such laboratory experiences should include making observations of chemical reactions and substances, recording data, calculating and interpreting results based on the quantitative data obtained, communicating results effectively.

MethodologyExperience-based instructional activities are emphasized which engage students in the learning process through laboratory activities. Through data collection and analysis, students are guided from their observations to an understanding of scientific concepts. Students are also engaged in cooperative learning that requires them to work together to accomplish their lab work. These investigations are excellent activities which foster collaboration and integration of tasks which help students develop higher order cognitive skills. EvaluationHomework assignments are given regularly, and while not checked constantly, are checked frequently enough to ensure their completion on a regular basis. These assignments include rigorous mathematical techniques which must be mastered by the students. Solutions are provided so the students may check their own progress and ask appropriate questions. Tests, which employ material from previous AP exams, are given at the end of every major topic/chapter. Laboratory experiences consist of a graded laboratory report. The formal written laboratory notebook is graded quarterly. ResourcesZumdahl, Steven S. Chemistry. 6thEdition. New York: Houghton Mifflin Co. 2003.Hummel, Thomas J., et al. Chemistry Complete Solutions Guide. New York: Houghton

Mifflin Co. 2003.


AP PHYSICS C Grade 12 Year-long course

OverviewThis is a college-level mechanics physics course which is only offered when there is significant student interest. The student will complete laboratory exercises modeling each of the concepts of mechanics. Examples are: constant velocity, constant acceleration, Newton’s Laws of motion and gravitation, mechanical energy conservation, and linear and angular momentum conservation. Preparation for the Advanced Placement Physics C Mechanics examination is the primary focus of this course. Conceptual Physics or the equivalent and pre-calculus are pre-requisites with at least a B+ average in each


Scientific inquiry Kinematics Newton’s laws of motion Work, energy and power Systems of particles and linear momentum Circular motion and rotation Oscillations

Content Scientific Inquiry

o Identify questions and problems for physical scienceo Design and conduct investigationso Apply safety procedures in the laboratoryo Create laboratory reports of scientific investigations

Kinematicso motion in one dimensiono motion in two dimensions (including projectile motion)

Newton’s Laws of Motiono 1st law – static equilibriumo 2nd law – dynamics of a single particleo 3rd law – systems of two or more particles

Work, Energy and Powero work and work-energy theoremo conservative forces and potential energyo conservation of energyo power

Systems of Particles and Linear Momentumo center of masso impulse and momentumo conservation of linear momentum, collisions

Circular Motion and Rotationo uniform circular motiono angular momentum and its conservation

point particles extended bodies including rotational inertia

o torque and rotational staticso rotational kinematics and dynamics

Oscillationso simple harmonic motion (dynamics and energy relationships)o mass on a springo pendulum and other oscillationso Newton’s law of gravityo orbits of planets and satellites

circular general


EvaluationEvaluation of students’ progress and understanding is done through unit tests, quizzes, semester exams, laboratory reports and homework problems.

Resources

Halliday, Resnick and Walker. Fundamentals of Physics Vol. 1, 8th ed. John Wiley & Sons. 2006

SALEM ACADEMY CURRICULUM GUIDE ENVIRONMENTAL SCIENCE Grade 12 Year-long course

OverviewEnvironmental Science is the application of scientific knowledge from many disciplines to issues and questions relating to the rapidly increasing human population, the sustainability of resource use, problems caused by pollution, and the endangerment and extinction of species and natural systems. This course will provide students with in-depth understanding of the interrelationships of Earth’s ecological processes; allow analysis and evaluation of environmental issues and examination of potential solutions. Prerequisites for this 12th grade course are Physics, Biology, and Chemistry. Students other than seniors must receive approval by the Science Department Chair.


Scientific inquiry The interdependence of Earth’s systems Human population dynamics The distribution, ownership, use and degradation of renewable and nonrenewable

resources Air, water and soil quality Global changes and their consequences

Content Scientific inquiry:

o identify questions and problems in environmental scienceo design and conduct scientific investigationso apply safety procedureso create laboratory reports of scientific investigations

Interdependence of Earth’s systems:o the flow of energy and the cycling of mattero the solid Eartho the atmosphereo the biosphere

Human population dynamics:o human population history and global distributiono local, regional and global carrying capacitieso cultural and economic influences on population

Renewable and nonrenewable resourceso sources and uses of freshwater and oceans

o local, regional and global mineral resourceso local, regional and global soil aspectso biological resourceso conventional and alternative energy sourceso land types and uses

Air, water and soil qualityo sources of major pollutantso the effects of pollutantso pollution reduction, remediation and control measureso local, regional and global issues concerning solid wasteo impacts on human health

Global changeso effects and consequences on the atmosphereo effects and consequences on the oceanso effects and consequences on biota


EvaluationStudents are evaluated by their performance on quizzes, tests, semester exams, homework, laboratory reports and class participation.

Resources

Raven, Peter H., Linda R. Berg and David M. Hassenzahl. Environment. 6th edition. Hoboken, New Jersey. John Wiley and Sons, Inc. 2008.

SALEM ACADEMY CURRICULUM GUIDE Latin I Year-long course

Overview

Latin I introduces students to the study of Latin language and Greco-Roman culture. The primary goal is to prepare students to read Latin literature, an integral part of our cultural heritage. Thus, in Latin I, students learn basic functions of grammar and syntax, increase their understanding of English, and become familiar with some cultural elements. The emphasis of Latin I is to develop, acquire, and apply skills in reading and comprehension of adapted Latin passages.

Objectives

Students will: Read and demonstrate comprehension of words, phrases, and simple sentences in

context. Demonstrate knowledge of vocabulary, basic inflectional systems, and syntax

appropriate for level one. Recognize and reproduce the sounds of Latin. Interact orally and/or in writing using simple Latin phrases/sentences. Recognize major geographical features, cities, and regions of the Greco-Roman

world. Identify important customs, people, events, and achievements of the Greco-

Roman world. Ascertain perspectives and practices of daily life, traditions, and cultural mores of

the Greco-Roman world. Develop awareness of the importance of Latin in the specialized vocabulary of

other disciplines and of the impact of Latin and Greco-Roman civilization on subsequent cultures.

Distinguish and utilize Latin roots, prefixes, and suffixes and their role in the vocabulary of English and other languages.

Appreciate the influence of Latin and Greco-Roman culture within modern culture and other world cultures.

Content

Vocabulary Nouns and their usage:

Formation of 1st, 2nd, 3rd, and 4th declensions Cases, including syntax and special usage Agreement with adjectives and verbs

Verbs and their usage:

Formation of 1st, 2nd, 3rd, and 4th conjugations in five tenses Indicative and imperative moods Active and passive voice Infinitives Irregular verb “sum” and its compounds

Other Elements of Grammar:

Adjectives Adverbs Asking questions in Latin Conjunctions Indirect Speech Apposition Idioms Pronouns: personal, demonstrative, relative, interrogative

Geography, Civilization, Mythology:

Roman Provinces and important cities Aspects of Roman culture Texts adapted from Classical authors such as Plautus, Vergil,

Caesar and Catullus Gods, goddesses, and related stories

Methodology

Although there are several methodological approaches in this course, all approaches ensure that students can obtain proficiency in vocabulary acquisition, grammar, syntax, and Greco-Roman culture. All methodology used at Salem Academy recognizes that the purposes of studying Latin include: the ability to translate/read and comprehend Latin passages, appreciating the relevance of Latin and Greco-Roman culture on modern languages and cultures, the ability to understand how a language works, fostering vocabulary acquisition in Latin and English, and becoming life-long learners through the study of Latin. The benefits of Latin study have been extensively documented. The Latin program at Salem Academy encourages students to develop skills and strategies for acquiring new vocabulary, analyzing new syntactical structures, comprehending written passages, as well as fostering a high level of literacy in English. In addition, the Latin program integrates aspects of Greco-Roman culture into its curriculum in order to demonstrate the association between a language and its culture and to illustrate the influence of Greco-Roman civilization on other cultures, especially as students experience global connections and interact in an increasingly interdependent world. The Latin program further enhances its program through the use of teacher-developed ancillary materials, an online course management system, videos, and the internet.

Evaluation

The Latin program formally evaluates students by their performance on quizzes and tests, homework assignments, consistency of preparation, class participation, and mid-term and end of year exams.

Resources

Minkova, Milena and Terence Tunberg. Latin for the New Millennium Level 1 Student Textbook. Wauconda, IL: Bolchazy-Carducci Publishers, 2008. Minkova, Milena and Terence Tunberg. Latin for the New Millennium Level 1 Student Workbook. Wauconda, IL: Bolchazy-Carducci Publishers, 2008.


Latin II Year-long course

OverviewLatin II continues to connect students to the study of Latin language and Greco-Roman culture. The primary goal of Latin II is to prepare students to read Latin literature, an integral part of our cultural heritage. Thus, in Latin II, students learn complex functions of grammar and syntax, increase their understanding of English, become familiar with nuances of language, and develop an increasing awareness of Greco-Roman culture. The course emphasizes developing and solidifying reading skills and comprehension of adapted Latin passages.

Objectives

Students will: Read and demonstrate comprehension of a variety of adapted Latin passages that

increase in complexity and length. Demonstrate knowledge of vocabulary, inflectional systems, and syntax

appropriate for level two. Read Latin aloud with appropriate pronunciation. Write phrases or sentences of increasing length and grammatical complexity in

Latin. Demonstrate orally and/or in writing an understanding of words, phrases, idioms,

and concepts that do not directly transfer from Latin to English. Understand the relationship of important customs, people, events, and

achievements of the Greco-Roman world in its own context as well as in a modern global community.

Ascertain perspectives and practices of daily life, traditions, and cultural mores of the Greco-Roman world.

Apply knowledge of specialized Latin vocabulary to other disciplines and Latin roots, prefixes, and suffixes to other languages.

Demonstrate an appreciation of the influence of Latin and Greco-Roman culture within modern world cultures.

Content

More advanced vocabulary Nouns and their usage:

Formation of 5th declension Special uses of cases

Verbs and their usage:

Perfect Passive Verb System

Participles Infinitives Gerunds Formation and applications of the subjunctive mood Deponent and semi-deponent verbs Impersonal verbs Irregular verbs

Other Elements of Grammar:

Degrees of adjectives and adverbs Different kinds of clauses Idioms Sequence of tenses Conditionals

Geography, Civilization, Mythology:

Roman Provinces and important locations Aspects of Roman culture Gods, goddesses, heroes, and related stories Texts adapted from Post-Classical and Medieval authors, such as

Erasmus, Bede, Petrarch and Heloise

Methodology

Although there are several methodological approaches to this course, all approaches ensure that students can obtain some level of mastery in vocabulary acquisition, grammar, syntax, and Greco-Roman culture. All methodology used at Salem Academy recognizes that the purposes of studying Latin include: the ability to read/translate and comprehend Latin passages, appreciating the relevance of Latin and Greco-Roman culture on modern languages and cultures, the ability to understand how a language works, fostering vocabulary acquisition in Latin and English, and becoming life-long learners through the study of Latin. The benefits of Latin study have been extensively documented. The Latin program at Salem Academy encourages students to develop skills and strategies for acquiring new vocabulary, analyzing new syntactical structures, comprehending written passages, as well as fostering a high level of literacy in English. In addition, the Latin program integrates aspects of Greco-Roman culture into its curriculum in order to demonstrate the association between a language and its culture and to illustrate the influence of Greco-Roman civilization on other cultures, especially as students experience global connections and interact in an increasingly interdependent world. The Latin program also utilizes an online course management system, videos, and the internet.

Evaluation

The Latin program formally evaluates students by their performance on quizzes and tests, homework assignments, consistency of preparation, class participation, and mid-term and end of year exams.

Resources

Minkova, Milena and Terence Tunberg. Latin for the New Millennium Level 1 Student Textbook. Wauconda, IL: Bolchazy-Carducci Publishers, 2008. Minkova, Milena and Terence Tunberg. Latin for the New Millennium Level 1 Student Workbook. Wauconda, IL: Bolchazy-Carducci Publishers, 2008. Minkova, Milena and Terence Tunberg. Latin for the New Millennium Level 2 Student Textbook. Wauconda, IL: Bolchazy-Carducci Publishers, 2009. Minkova, Milena and Terence Tunberg. Latin for the New Millennium Level 2 Student Workbook. Wauconda, IL: Bolchazy-Carducci Publishers, 2009.


Latin III Year-long course

OverviewLatin III builds upon the grammar and vocabulary that students learn in their first two years while exploring the depth and breadth of Latin literature. The readings will include selections on Rome’s early history; poems by Roman writers such as Ovid and Catullus; excerpts of Cicero’s orations; and scenes from Roman plays. Students will read from a variety of Latin genres including both prose and poetry. In addition to reading Latin texts by Roman authors, students will carefully analyze the themes, figures of speech, and style of the works they are studying.

Objectives

Students will: Increase their facility in translating Latin at sight. Learn key elements of Greco-Roman culture such as Stoicism and Epicureanism,

the organization of the Roman Republican constitution, aspects of Roman theatre, and Roman religious practices.

Review and reinforce grammar concepts, including gerunds, indirect discourse and subjunctive clauses to increase reading comprehension.

Master new Latin vocabulary and learn English derivatives from these Latin words.

Demonstrate knowledge of vocabulary, inflectional systems, and syntax appropriate to the student’s reading level.

Recognize some figures of speech and stylistic features of Roman authors. Compare and contrast the cultural traditions and celebrations in the Greco-

Roman world to contemporary world cultures.

Content

More advanced vocabulary Nouns and their usage

Objective and subjective genitive Supine Diminutive

Verbs and their usage

Conditional clauses Further uses of the subjunctive Idioms Syncopated forms Poetic forms Meter and Scansion Poetic Devices

Rhetorical Figures

Geography, Civilization and Culture

General information and background on the life and work of Cicero, Ovid and Livy.

Notable cities, mountains and regions of Greco-Roman civilization. Prominent figures and events of the late Republic, Early Empire and

Neronian court.

Methodology

Although there are several methodological approaches to this course, all approaches ensure that students obtain proficiency in vocabulary acquisition, grammar, syntax, and Greco-Roman culture. All methodology used recognizes that the purposes of studying Latin include: the ability to read and comprehend Latin passages, appreciation of the relevance of Latin and Greco-Roman culture on modern culture, the ability to understand how a language works, fostering vocabulary acquisition in Latin and English through reading comprehension, and becoming a life-long learner through the study of Latin. Students are encouraged to develop skills and strategies for acquiring new vocabulary, analyzing new syntactical structures, comprehending written passages, as well as fostering a high level of literacy in English. The program is also enhanced by teacher-developed ancillary materials, videos, and the internet.

Evaluation

Evaluation includes quizzes, tests, research projects, homework assignments, consistency of preparation, class participation, along with mid-term and end of year exams. Each quarter includes a special project, featuring projects relating to history, art, and theatre.

Resources

Breuker, John and Mardah B. C. Weinfield. A Little Book of Latin Love Poetry: A Transitional Reader for Catullus, Horace and Ovid. Wauconda, IL: Bolchazy-Carducci Publishers, 2006.

Minkova, Milena and Terence Tunberg. Reading Livy’s Rome: Selections from Books I-VI of Ab Urbe Condita. Wauconda, IL: Bolchazy-Carducci Publishers, 2006.

Minkova, Milena and Terence Tunberg. Latin for the New Millennium Level 2 Student Textbook. Wauconda, IL: Bolchazy-Carducci Publishers, 2009.

Minkova, Milena and Terence Tunberg. Latin for the New Millennium Level 2 Student Workbook. Wauconda, IL: Bolchazy-Carducci Publishers, 2009.

SALEM ACADEMY CURRICULUM GUIDE AP Latin: Vergil Year-long course

4th year of language study

OverviewAP Latin is a literature course that focuses on the poetry of Vergil’s Aeneid and the prose of Caesar’s Gallic War. Students translate excerpts from Books I, II, IV, and VI of the Aeneid. Students trace Caesar’s triumphant procession through Gaul by reading excerpts from Books I, IV, V and VI of the Gallic War. In addition to reading Vergil and Caesar, students will practice sight reading selections from other writers from the Late Republic and Early Empire, including Cicero, Seneca, Martial, and Catullus. The goal is to improve students’ Latin fluency while reading two masterpieces of Classical literature. Students study Roman history, meter, and poetic devices while reading about the exploits of Aeneas and the conquest of Gaul.

Objectives

Students will: Improve her translation and comprehension skills. Learn vocabulary appropriate to the course reading. Become proficient in scansion of dactylic hexameter. Identify numerous figures of speech in poetry. Prepare for the AP exam.

Content

Literature: Excerpts from Books I, II, IV, VI, X,XII Books III, V, VIII, IX, XI in English Text appropriate vocabulary Figures of speech Dactylic Hexameter Famous lines

Grammar: Review of major grammar points Work with Greek forms used in the text Patronymic

History and Mythology

The Disintegration of the Late Republic and the Dawn of the Augustan Age Rome from the kingdom to the empire Discussion of all major and some minor Roman gods included in the Aeneid Gaul’s geography and culture Stories about the founding of Troy and the Judgement of Paris

Methodology

This is primarily a reading and translation class. Individual students will translate passages and analyze grammatical forms and structures. The class discusses ways in which grammar, meter and figures of speech enhance the poetry. Essays are assigned to allow the student to study aspects of the Aeneid and Gallic War in more depth. Students discuss the morals, history and mythology found in Caesar’s and Vergil’s work.

Evaluation

Student performance is evaluated on tests, quizzes, papers, oral translations, class discussion and meter recitation. Each student must lead class discussion on a short passage from both the Aeneid and the Gallic War.

Resources

Caesar, Julius. The Conquest of Gaul. Trans. Jane P. Gardner. New York: Penguin, 1983.

Pharr, Cylde. Vergil’s Aeneid: Books I-VI. Wauconda, IL: Bolchazy-Carducci Publishers, 1998.

Virgil. The Aeneid of Virgil. Trans. Allen Mandelbaum. Berkeley, CA: University of California Press, 2007.


Mythology 11th-12th grade Semester course

Overview

This course provides an introduction to the major myths of Greece and Rome—including the creation of the cosmos, Olympians and other deities, and human heroes and their exploits—both as they appear in Greek and Roman literature and in modern art, music and film. The course will also discuss the social role of myth and study them from a psychoanalytical and structural perspective. Myth is more than just a set of stories and fables; it can be seen as a complex and nuanced system of representation and symbolic meaning. Ultimately, the course will analyze the purpose and function of myth and look closely at the use and process of creating mythology.


A. Recognize ancient Greek and Roman gods and heroes, their attributes, their deeds, and their rituals.

B. Appreciate how later art and culture were influenced by classical myths and recognize visual depictions of major mythological figures and events.

C. Explain the possible functions of myth in society, with reference to ancient and modern theoretical approaches.

D. Discuss the contexts in which Greek and Romans retold their myths, and how this contributed to the distinctive multiform nature of Classical mythology.

E. Compare and contrast common elements of mythology, including mythology from non-Classical cultures.

F. Write their own myth to emulate a specific author or culture.

ContentA. Universality, Importance and Meaning of Mythology

a. Etiologyb. Allegoryc. Archetypesd. Structural analysise. Rituals in mythf. Hesiod and Ovidg. Freud and the psychology of mythh. Creation of the world

B. Major and Minor Deitiesa. Titans and their descendantsb. Prometheus

c. Zeus and the Olympiansd. Hades and the Afterlife

C. Heroesa. Jasonb. Perseusc. Odysseusd. Herculese. Orpheus

D. The Sagasa. House of Cadmusb. House of Atreus

MethodologyClass discussion allows students to articulate and further explore reading assignments and topics introduced in course lecture. Response papers and research projects encourage the development of independent research and theories. Writing assignments and oral presentations hone students’ written and verbal communication skills. Lectures and slideshows introduce new topics and reinforce independent readings. Use of teacher-developed ancillaries, internet, and film clips foster a greater understanding of the multi-faceted impact of myth on ancient and contemporary culture.

EvaluationEvaluation includes quizzes, tests, response papers, homework assignments, consistency of preparation, class participation, and an end of course exam. Each student will participate in a major group project analyzing the impact and usage of a particular myth on post-Classical culture.

Resources

Buxton, Richard. The Complete World of Greek Mythology. New York: Thames & Hudson, 2004.

Palaima, T. G., ed. Anthology of Classical Myth: Primary Sources in Translation. New York: Hackett Publishing, 2004.

SALEM ACADEMY CURRICULUM GUIDE Spanish I Year-long course

OverviewSpanish I introduces students to the four components of language acquisition: listening, speaking, reading and writing. The goal is to provide a solid foundation to enable students to communicate in Spanish. The curriculum has been designed to help create a contextual presentation of vocabulary and grammar as well as an integrated approach to Ibero-American cultures. One, 45-minute lab each week reinforces pronunciation and listening skills by means of CD-ROMs, computer programs, videos and cassette recordings.


Begin to participate in conversational situations that satisfy basic survival needs in the target culture and interaction on issues of everyday life.

Identify the sound patterns and cognates, and practice pronunciation, intonation and word stress.

Communicate and exchange information in present, past and future time. Compose samples which narrate, describe, compare and summarize familiar

topics, using culturally acceptable vocabulary and idiomatic expressions. Identify main ideas from oral and written passages, and make inferences from

simple oral and/or written passages (e.g., conversations, dialogues, narratives, advertisements, songs and poems).

Give short oral or written presentations, tell or retell a story orally or in writing, or dramatize songs, simple skits or poetry dealing with familiar topics.

Recognize manners, behaviors, greetings and idiomatic expressions of target cultures; participate in activities and celebrations and discuss their impact on the culture; identify important individuals from the past and present and their contributions to the target cultures; and explore practices and perspectives of contemporary life in the target cultures.

Content Verbs and their usage:

The present and preterit tenses of common –AR, -ER and –IR verbs The gerund and present progressive tense Reflexive verbs The immediate future

Nouns and their modifiers; Pronouns

Nouns and articles Adjectives Personal Pronouns (Subject, Object, Prepositional)

Other Elements of Structure

Adverbs Prepositions Interrogative words and question formation Negative and indefinite words Numbers, date and time

Idiomatic Usage Thematic Vocabulary Culture and Geography with a focus:

Hispanic names Hispanic families La quinceañera National holidays and religious celebrations Soccer and bullfighting Foods of Spain and Latin America Spain, Ecuador, Mexico, Puerto Rico, Cuba, Perú, Guatemala and Chile

MethodologyThere are several methodological approaches for this course. Affirming the principles derived from an understanding of the concept of “proficiency”, as described in the ACTFL (American Council on Teaching of Foreign Languages) Proficiency Guidelines and continually exploring theoretical and practical insights into what it means to be competent or proficient in a language, the MFL Department at Salem reflects a communicative and contextual approach to language acquisition. In addition, the MFL Department integrates the cultural dimension in its daily curriculum and places a high value on its importance as students learn to live in an increasingly interdependent world. To further enhance its program, the MFL Department integrates the use of technology through the use of text ancillaries, and a variety of communicative and interactive CD-ROM programs, videos, and Internet activities.

EvaluationStudents are evaluated by their performance on quizzes and tests, oral and written assignments, depth and consistency of preparation, participation and mid-term and end of year exams. There is an oral component on all quizzes, tests and exams.

ResourcesBlanco, José. VISTAS. Boston: Vistas Higher Learning, 2012. ISBN: 978-1-61767-066-4.

SALEM ACADEMY CURRICULUM GUIDE Spanish II Year-long course

OverviewBuilding on the foundation set in Spanish I, the goals of Spanish II are to build proficiency and competence so students can hear and read the language, understand it, and speak it so they can be understood. Grammatical structures and extensive vocabulary acquisition will always be presented within the context of various topics relating to everyday life. Paired conversation activities are one of the methods used consistently to help students perfect their oral skills. Writing assignments are given weekly. Hands-on realia from Ibero-American newspapers, magazines and films enhance an understanding of culture.


Communicate using original thoughts orally and in writing by employing increasingly complex structures and expanded vocabulary.

Demonstrate an understanding of a wide range of oral and written idiomatic expressions and phrases.

Understand and follow oral and written directions, commands, and requests originating from a variety of cultural settings.

Identify main ideas and significant details from longer authentic spoken and written passages.

Refine their knowledge and understanding of the target language cultures by examining the interrelationship of other cultures to their own.

Continue to develop oral skills through presentations that enrich their understanding and appreciation of target countries, their customs and traditions as well as important individuals from the past and present and their contributions.

ContentAside from a thorough review of Spanish I material, Spanish II also covers:

Verbs and their usage:o The imperfect and preterit tenses: two aspects of past timeo The future and conditional tenseso Passive constructionso The perfect tenseso The subjunctive moodo The imperative mood

Nouns and their modifiers; Pronouns:o Relative pronouns

Other Elements of the sentence:

o por vs. para Idiomatic Usage: Thematic Vocabulary

o The Body: body parts, symptoms and medical conditions, well-being, stress and stress relief, exercise and nutrition.

o Technology: computers, cars, electronic products.o Housing: Types of housing, parts of the house, furnishings and utensils,

household chores.o The Environment: Nature, natural disasters, products from nature,

pollution: problems and solutions, recycling, conservation.o Life in the City: running errands, money and banking, at a post office.o Work: Professions and occupations, the workplace, job interviews.o The Fine Arts: Art, dance, music, crafts, movies, television, celebritieso Current Events: Political and social issues, the media.o Culture and Geography with a focus on Latin American countries not

covered in Spanish I.

MethodologyThere are several methodological approaches for this course. Affirming the principles derived from an understanding of the concept of “proficiency”, as described in the ACTFL (American Council on Teaching of Foreign Languages) Proficiency Guidelines and continually exploring theoretical and practical insights into what it means to be competent or proficient in a language, the MFL Department at Salem reflects a communicative and contextual approach to language acquisition. In addition, the MFL Department integrates the cultural dimension in its daily curriculum and places a high value on its importance as students learn to live in an increasingly interdependent world. To further enhance its program, the MFL Department integrates the use of technology through the use of text ancillaries, and a variety of communicative and interactive CD-ROM programs, videos, and Internet activities.

Evaluation

Students are evaluated by their performance on quizzes and tests, oral and written assignments, depth and consistency of preparation, participation and mid-term and end of year exams. There is an oral component on all quizzes, tests and exams.

ResourcesBlanco, José. VISTAS. Boston: Vistas Higher Learning, 2012. ISBN: 978-1-61767-066-4.

SALEM ACADEMY CURRICULUM GUIDE Spanish II Honors Year-long course

Overview

Building on the foundation set in Spanish I, the goals of Honors Spanish II are to build proficiency and competence so highly motivated students with a strong language predilection can hear and read the language, understand it, and speak it so they can be understood. Grammatical structures and extensive vocabulary acquisition will always be presented within the context of various topics relating to everyday life. Paired conversation activities are one of the methods used consistently to help students perfect their oral skills. Writing assignments are given weekly. Hands-on realia from Ibero-American newspapers, magazines and films enhance an understanding of culture.

While the core content mirrors that of Spanish II, there is greater complexity in exercises and reading assignments. Students who are considering advanced Spanish levels either at the Academy or at the college level (i.e., Honors SP II seniors) will have the opportunity to more effectively assess their desire to continue the study of Spanish. In the particular case of a senior, the rigor of the Honors Spanish II program will both prepare her to place into a higher college course, and provide her with the confidence to excel.

Objectives

The student will:

Communicate using original thoughts orally and in writing by employing increasingly complex structures and expanded vocabulary.

Demonstrate an understanding of a wide range of oral and written idiomatic expressions and phrases.

Understand and follow oral and written directions, commands, and requests originating from a variety of cultural settings.

Identify main ideas and significant details from longer authentic spoken and written passages.

Refine their knowledge and understanding of the target language cultures by examining the interrelationship of other cultures to their own.

Continue to develop oral skills through presentations that enrich their understanding and appreciation of target countries, their customs and traditions as well as important individuals from the past and present and their contributions.

Content

Aside from a thorough review of Spanish I material, Spanish II also covers:

Verbs and their usage: The imperfect and preterit tenses: two aspects of past time The future and conditional tenses Passive constructions The perfect tenses The subjunctive mood The imperative mood

Nouns and their modifiers Relative pronouns Other Elements of the sentence:

por vs. para Other prepositions

Idiomatic Usage

Diminutives and augmentatives Uses of the infinitive

Thematic Vocabulary

The Body: body parts, symptoms and medical conditions, well-being, stress and stress relief, exercise and nutrition.

Technology: computers, cars, electronic products. Housing: Types of housing, parts of the house, furnishings and utensils,

household chores. The Environment: Nature, natural disasters, products from nature,

pollution: problems and solutions, recycling, conservation. Life in the City: running errands, money and banking, at a post office. Work: Professions and occupations, the workplace, job interviews. The Fine Arts: Art, dance, music, crafts, movies, television, celebrities Current Events: Political and social issues, the media. Culture and Geography with a focus on Latin American countries not

covered in Spanish I.

Methodology

There are several methodological approaches for this course. Affirming the principles derived from an understanding of the concept of “proficiency”, as described in the ACTFL (American Council on Teaching of Foreign Languages) Proficiency Guidelines and continually exploring theoretical and practical insights into what it means to be competent or proficient in a language, the MFL Department at Salem reflects a communicative and contextual approach to language acquisition. In addition, the MFL Department integrates the cultural dimension in its daily curriculum and places a high

value on its importance as students learn to live in an increasingly interdependent world. To further enhance its program, the MFL Department integrates the use of technology through the use of text ancillaries, and a variety of communicative and interactive CD-ROM programs, videos, and Internet activities.

Evaluation

Students are evaluated by their performance on quizzes and tests, oral and written assignments, depth and consistency of preparation, participation and mid-term and end of year exams. There is an oral component on all quizzes, tests and exams.

Resources

Blanco, José. VISTAS. Boston: Vistas Higher Learning, 2012. ISBN: 978-1-61767-066-4.

SALEM ACADEMY CURRICULUM GUIDE Spanish III Year-long course

OverviewStudents enrolled in Spanish III have successfully completed the two year foreign language requirement for graduation, have expressed their desire to continue a more in-depth study of Spanish, and have demonstrated the ability to handle the rigors of an advanced course of study. While most of the grammar needed for communication has been covered in Spanish I and II, the grammar text in Spanish III allows students to correct any deficiencies and to bring together everything they have learned to communicate effectively. A major focus of this course is to enable student to communicate in writing and in extended conversations on a variety of topics. The course also introduces students to literary works by prominent writers of Spain and Latin America. There is more in depth study of the target cultures and their influence throughout the world.


Review and fine tune all major grammatical points studied in Spanish II, reinforcing trouble spots and correcting any deficiencies.

Exchange points of view, express relevant experiences, and defend opinions. Create dialogues and engage in spoken interpersonal exchanges that reinforce

thematic vocabulary and grammatical structures. Read, discuss and analyze modern Hispanic literature, including Isabel Allende,

Jorge Luis Borges, Julio Cortázar, Gabriel García Márquez, Ana María Matute, and Pablo Neruda.

Continue to build thematic vocabulary. Students are required to research and create Web Portfolios, a simple web page on

several cultural topics throughout the year. Students research Internet texts in the target language and provide annotations and links on their selected topic. The goal of the Web Portfolio is to foster autonomous reading in Spanish and research on Hispanic cultures. The project also serves as the basis for interactions and presentations in class.

Content Verbs and their Usage:

Narrating and describing in present time Narrating and describing in past time Narrating and describing in future time The Imperative Mood The Subjunctive Mood

Uses of the subjunctive

The Sequence of Tenses

Conditional Sentences (si-clauses) Language Learning Strategies:

Building Listening Skills

Audio-cassettes Films

Building Reading Skills – an introduction to literature

Narratives Poetry Theatre Articles the press, magazines and the Internet

Building Speaking Skills “Tertulias” “Debates”

Building Writing Skills

Journal writing Creative writing Essays

Building Cross-Cultural Skills Oral Presentations Web Portfolios

Building Vocabulary

MethodologyThere are several methodological approaches for this course. Affirming the principles derived from an understanding of the concept of “proficiency”, as described in the ACTFL (American Council on Teaching of Foreign Languages) Proficiency Guidelines and continually exploring theoretical and practical insights into what it means to be competent or proficient in a language, the FL Department at Salem reflects a communicative and contextual approach to language acquisition. In addition, the FL Department integrates the cultural dimension in its daily curriculum and places a high value on its importance as students learn to live in an increasingly interdependent world. To further enhance its program, the FL Department integrates the use of technology through the use of text ancillaries, and a variety of communicative and interactive CD-ROM programs, videos and Internet activities.

EvaluationStudents are evaluated by the performance on quizzes, tests, oral and written assignments, depth and consistency of preparation, and performance on mid-term and end-of-year exams.

ResourcesBlanco, José. ENFOQUES. Boston: Vistas Higher Learning, 2012. ISBN: 978-1-61767-

021-3..

SALEM ACADEMY CURRICULUM GUIDE Spanish IV Year-long course

OverviewStudents enrolled in Spanish IV have completed three years of Spanish, and may or may not want to consider AP Spanish IV. The primary goal of the course is to bring students to an advanced level of proficiency in listening, speaking, reading and writing. Emphasis is on all three communicative modes: interpersonal, interpretative and presentational. The course is entirely taught in Spanish.

Objectives

The course will be an eclectic mix of traditional teaching methods, pop culture, and conversation. Students will read extensively, and discuss a variety of authentic texts, both literary and non-literary. These may include short stories, poems, magazine articles, and current events information from newspapers and the Internet. In addition, students will learn how to identify main ideas an supporting arguments, as well as inferences to be derived from what they read, and be able to make appropriate connections and comparisons. They will also view and discuss films and newscasts from the Hispanic world, with a focus on interpreting meaning and developing presentation and conversational skills. Vocabulary building and the use of common idiomatic expressions are important components of this course. There are comprehensive reviews of previously-learned grammar, but it is not the focus of the course.

Content

Listening skills

Students engage in structured listening activities in the classroom and at home. In the classroom students hear only Spanish spoken by the the teacher and their peers. In addition, students:

listen to short dialogs and narratives from several texts including Conversaciones creadoras and Abriendo puertas: Lenguaje.

Listen to authentic scripted and unscripted audio texts for which students take notes in order to produce written summaries. These texts include radio broadcasts and video segments from Internet sources.

At home, students listen to authentic sources (BBC Mundo, Radio Naciones Unidas) and produce written summaries for homework.

Speaking skills

Students engage in speaking Spanish on a daily basis, be if formal or informal in nature, for either practice or assessment. Some of these tasks include:

“Charlas” Students complete a two minute, once a week on a variety of topics that express relevant experiences, chosen by the teacher.

Create dialogues and engage in spoken interpersonal exchanges that develop students’ interpreting skills through problem-solving tasks, while reinforcing thematic vocabulary presented in the text, Conversaciones creadoras.

Engage in simulated telephone conversations and short and spontaneous debates.

Reading skills

Reading tasks include:

Literary selections. Selections correspond to the thematic unit we are covering in class, and explore several literary genres, such as fables, poetry, (short) novel selections, and short stories. Authors include Horacio Quiroga, Ana María Matute, Pablo Neruda, Julio Cortázar, Gabriel García Márquez. and Laura Esquivel.

Non-literary selections from magazines, texts, and authentic on-line sources.

Writing skills

Writing tasks include:

Journal writing. The focus is on written interpersonal communication through various types of practical and creative writing tasks, such as letters, e-mail messages, and brief anecdotes.

Summarizing information gleaned from authentic texts, usually about 150 words in length.

Paragraph writing, usually incorporated into assignments in which open-ended questions accompany readings (either literary or non-literary).

Short stories from a picture sequence Essays in which students may analyze, compare and contrast literary works (two

odes by Pablo Neruda), films viewed in class (Valentín y Bajo la misma luna), and thematic topics (Sistemas educativos en Latinoamérica).

Vocabulary Acquisition

Vocabulary acquisition is an integral part of any foreign language course. Vocabulary items are drawn from two sources: the text Conversaciones creadoras, and from designed lists related to literary readings. Translation is rarely used to assess vocabulary acquisition but instead students must define the words in Spanish or write the appropriate synonym / antonym.

Grammatical Review

In class we review only those exercises which address the most problematic points of grammar including:

Preterite vs. Imperfect Subjunctive Mood Ser and estar

Reflexive Verbs and Uses Direct and Indirect Object Pronouns Por and para Possession

MethodologyThere are several methodological approaches for this course. Affirming the principles derived from an understanding of the concept of “proficiency”, as described in the ACTFL (American Council on Teaching of Foreign Languages) Proficiency Guidelines and continually exploring theoretical and practical insights into what it means to be competent or proficient in a language, the FL Department at Salem reflects a communicative and contextual approach to language acquisition. In addition, the FL Department integrates the cultural dimension in its daily curriculum and places a high value on its importance as students learn to live in an increasingly interdependent world. To further enhance its program, the FL Department integrates the use of technology through the use of text ancillaries, and a variety of communicative and interactive CD-ROM programs, videos and Internet activities.

EvaluationAssessment is based on oral participation in class as well as homework, vocabulary quizzes, short in-class writings, papers and tests. Homework includes preparatory readings, Internet assignments and assigned short oral presentations and paired dialogues.

Resources

Armen, Judy. Abriendo Puertas: Lenguaje. Boston: Houghton Mifflin Co., 2007.

Brown, J., & Martín Gaite, C. Conversaciones creadoras, Mastering Spanish Conversation. Boston: Houghton Mifflin Co., 2006.

Kanter, Abby. Encuentros Maravillosos, Gramática a través de la literatura. 2007.

Kupferschmid, G. & Polansky, S. ¡Eso es! Breve gramática para la comunicación. Boston: Houghton Mifflin Co., 2001.

Sandstedt / Kite / Copeland. Civilización y Cultura. Boston: Thomson Heinle. 2004.

Web accesible sites posted on MOODLE.

SALEM ACADEMY CURRICULUM GUIDE AP Spanish Language Year-long course

Overview

The curriculum for AP Spanish Language provides students with a learning experience comparable to that of a fourth- and fifth-semester college/university course in Spanish language. In this course students develop a strong command of the Spanish language, with proficiency in integrating language skills and synthesizing written and aural materials, the formal writing process, extensive interpersonal and presentational speaking and writing practice, and aural comprehension skills through authentic, varied, and level-appropriate audio and video recordings. As rigorously as possible the classroom promotes “action learning” to facilitate learning Spanish in meaningful and memorable ways that otherwise could be achieved only through an extended stay in a Spanish-speaking country. Students broaden their appreciation and understanding of the cultures that comprise the Spanish-speaking world through history, literature, art, music, and current events. Instructional materials include authentic written texts, including newspaper and magazine articles, literary texts, and Internet sources. An additional weekly lab period allows an extra 45-minute period to sharpen auditory skills, enhance listening strategies, and improve the ability to discern regional dialects.

Objectives

The AP Spanish Language student can:

Identify and summarize the main points and significant details and make appropriate inferences and predictions from a spoken source, such as a broadcast news report or a lecture, on an academic or cultural topic related to the Spanish-speaking world.

Identify and summarize the main points and significant details and predict outcomes from an everyday conversation on a familiar topic, a dialogue from a film or other broadcast media, or an interview on a social or cultural topic related to the Spanish-speaking world.

Identify and summarize main points and important details and make appropriate inferences and predictions from a written text, such as newspaper or magazine article or a contemporary literary excerpt.

Write a cohesive and coherent analytical or persuasive essay in reaction to a text or on a personal, academic, cultural, or social issue with control of grammar and syntax.

Describe, narrate, and present information and/or persuasive arguments on general topics with grammatical control and good pronunciation in an oral presentation of two or three minutes.

Use information from sources provided to present a synthesis and express and opinion.

Recognize cultural elements implicit in oral and written texts. Interpret linguistic cues to infer social relationships. Communicate via formal and informal written correspondence. Initiate, maintain, and close a conversation on a familiar topic. Formulate questions to seek clarification or additional information. Use language that is semantically and grammatically accurate according to a

given context.

Content

Building Listening Skills

Short and long dialogues and narratives Online access to broadcasts, interviews and lectures Films

Building Reading Skills

A further exploration of literature

Narratives

Poetry Theatre

Articles from the press, magazines and the Internet

Building Speaking Skills

Charlas Debates Simulated conversations Informal and formal presentations

Building Writing Skills

Journal writing Creative writing Essays

Building Cross-Cultural Skills

Oral Presentations

Methodology

There are several methodological approaches for this course. Affirming the principles derived from an understanding of the concept of “proficiency”, as described in the ACTFL (American Council on Teaching of Foreign Languages) Proficiency Guidelines and continually exploring theoretical and practical insights into what it means to be competent or proficient in a language, the FL Department at Salem reflects a communicative and contextual approach to language acquisition. In addition, the FL Department integrates the cultural dimension in its daily curriculum and places a high value on its importance as students learn to live in an increasingly interdependent world. To further enhance its program, the FL Department integrates the use of technology through the use of text ancillaries, and a variety of communicative and interactive CD-ROM programs, videos and Internet activities.

Evaluation

Students are evaluated by their performance on quizzes, tests, oral and written assignments, depth and consistency of preparation, and performance on a mid-term examination and of course, the AP Spanish Language Examination.

Resources

Texts:

1. Abriendo Paso: Gramática. Díaz, José. 2006. ISBN: 0131661310

2. Abriendo Paso: Lectura. Díaz, José. 2006. ISBN: 0131660977

3. AP Spanish: Preparing for the Language Examination. 3rd ed. White Plains, New York: Prentice Hall, 2008.

4. A good Spanish-English dictionary in paperback. (Larousse)

5. Larousse Diccionario Educativo Estudiantil. (en español)

ISBN: 970-22-0366-X

Websites:

More than 30 website addresses are posted on MOODLE.

SALEM ACADEMY CURRICULUM GUIDE Biblical Narrative 11 & 12th grade Semester-long course

Overview

The Bible is a book which has been perhaps the most influential within the scope of Western history. It originated from a variety of cultures and time periods, consisting of a number of different authors, genres, and writing styles. This course is a broad survey of how the Biblical Narrative came to be in its present form, the key figures in the Narrative, the developmental story of the Jewish and Christian faith communities, and the various forms of literature found in the Bible. The class will also explore how the Biblical Narrative has influence Western society, culture, literature and art.

Objectives

Students will:

A. Read and comprehend the key aspects of the Biblical Narrative within their own cultural, historical framework.

B. Discuss the primary figures of the narrative, as well the formation and ongoing development of the faith communities represented in the narrative.

C. Discuss ways in which figures, key events, and stories can be found in modern day society.

D. Explore ways in which beliefs, norms and traditions of the narrative have impacted Western society.

E. Write personal reflections on the narrative.

F. Complete a research paper on a topic related to the New Testament Narrative.

G. Build skills in critical, independent thinking.

H. Develop a comprehension of the historical-critical approach towards the Biblical Narrative.

I. Provide modern day applications of elements found in the Biblical Narrative.

J. Understand and practice research methods including the responsible use of borrowedideas and information from print sources, online databases, and Internet sources. Inaccordance with MLA rules, students will report honestly on research used in writingassignments.

Content

A. Students will analyze the Biblical Narrative through independent study and class discussion.

B. Students will write reflection papers, utilizing information given during class lectures.

C. Students will complete a research paper.

Methodology

Class meetings are student-centered, and encourage students to develop critical thinking skills by sharing observations and/or asking questions. Students are encouraged to find connections between society, their own lives and the Biblical Narrative, as well as exploring these in class discussions. Writing formal papers, using critical thinking and self-engagement with the material, constitutes a large section of the class.

Evaluation

Evaluation is primarily is based on writing assignments and quizzes. Additional assessment is made by class discussion and participation.

Resources

Fant, Clyde. E., et al. An Introduction to the Bible. Revised ed. Nashville: Abingdon Press, 2001.

Gilbadi, Joseph, et al. MLA Handbook for Writers of Research Papers. 7th ed. NewYork: The Modern Language Association, 2003.

Harper Collins Study Bible. New Revised Standard Edition. Meeks, A., general ed. London: Harper Collins, 1993.

Gilgamesh Epic.

SALEM ACADEMY CURRICULUM GUIDE World Religions 11 & 12th grade Semester-long course

Overview

A citizen of today’s world is truly a global citizen and is impacted by the various cultures and religions of the globe. This course intends to provide a broad survey of the major world religions, as well as the different forms of faith and practice that have evolved within each one of the major religions of the world. The class will explore the concept of the religious impulse and how it has been impacted by different cultures and geographical locations. Sacred writings, important figures and religious practices will be explored. Throughout the exploration of each religion, the background of learning will focus on the possibility and formation of interfaith dialogue as a global citizen in a religiously rich and diverse context.

Objectives

Students will:

A. Read and comprehend the key aspects of the religious impulse, as well as how context impacts this impulse

B. Read and comprehend the key aspects of the major religions of the world, including origination, sacred writings, leaders, and ritual practices.

C. Discuss ways in which the major religions influence modern day society and global relations.

D. Explore ways in which beliefs, norms and traditions of the religions have impacted various cultures.

E. Provide a professional presentation about a topic relating to indigenous religions.

F. Complete a research paper on a topic related to Eastern Religions.

G. Build skills in critical, independent thinking.

H. Create an annotated bibliography relating to Interfaith Dialogue and the Abrahamic Faiths.

I. Provide modern day applications of Interfaith Dialogue in a global context.

J. Understand and practice research methods including the responsible use of borrowed

ideas and information from print sources, online databases, and Internet sources. Inaccordance with MLA rules, students will report honestly on research used in writingassignments.

Content

A. Students will explore the major world religions and the religious impulse through independent study and class discussion.

B. Students will create a professional presentation.

C. Students will complete a research paper.

D. Students will complete annotated bibliography.

Methodology

Class meetings are student-centered, and encourage students to develop critical thinking skills by sharing observations and/or asking questions. Students are encouraged to find connections between the development and practice of the world religions and modern society, as well as exploring these in class discussions. Creating a class presentation and writing formal papers, using critical thinking and self-engagement with the material, constitute a large section of the class.

Evaluation

Evaluation is primarily is based on the class presentation and writing assignments. Additional assessment is made by class participation, quizzes, and writing assignments.

Resources

Fisher, Mary Pat. Living Religions. 7th ed. New Jersey: Prentice Hall, 2008.

Gilbadi, Joseph, et al. MLA Handbook for Writers of Research Papers. 7th ed. NewYork: The Modern Language Association, 2003.


CHORUS Grades 9-12 Year-long course

OverviewChorus is a beginning to intermediate level choral class and performance ensemble. Students will learn vocal technique, music fundamentals, music literacy skills and choral performance techniques. Students are expected to participate fully in class sessions and maintain a binder of all songs, choral pieces and handouts. Concerts participation is mandatory and takes the place of an exam. Students must also attend one choral concert/opera/musical theatre show/voice recital per semester and submit a written critique.


- Learn the fundamentals of vocal and choral technique.- Learn to read musical notation. - Train the musical ear to sing intervals and identify pitch contours.- Become familiar with a variety of musical genres including classical choral,

spiritual, folk song, gospel and musical theatre; learn songs in other languages. - Gain confidence and independence as a singer, learning to sing an individual

voice-part and harmonize with other singers.- Develop an understanding for the teamwork and discipline required in a musical

ensemble. - Prepare performances for Parent’s weekend and Salem Academy Christmas and

spring concerts.

Content- Vocal technique

BreathingPosture Vocal anatomyVowel formationVocal registersVoice resonanceVocal articulation

- Music literacyNote values and counting, rhythms, restsSteps, skips and intervalsDynamic markingsExpressive markingsArticulation markings

Tempo

- Ear TrainingInterval recognitionMelody recognitionInner hearing, audiationHarmonizing

- Listening SkillsListening to recordings, critiquing choral performancesCritiquing the ensemble

- Choral LiteratureGenres of choral musicChoral singing style

- Performance techniquesMusic preparation and interpretationText communicationStage presentation

Methodology

This course is conducted as a musical rehearsal. Students participate as a group to learn vocal and musical concepts through warm-ups, singing exercises and choral repertoire. Individual vocal development is reinforced in the group setting, with occasional opportunities for solos. New musical concepts are introduced in connection with the music, and reinforced with visual and aural examples. Students are encouraged to participate in discussions concerning musical ideas, performance issues and musical interpretation. Students must attend one choral/vocal/opera/musical theatre performance per semester and submit a written critique.

Evaluation

Students are evaluated based on their level of participation in class rehearsals and discussions. Students are expected to be prepared for class with music and a pencil, and to contribute a positive attitude in class and in performances. Written concert critiques are graded based on content and depth of critical thought.

Resources

The choral selections studied in class are taken from the standard women’s voices repertoire, beginning with unison music, and progressing sequentially to two-part (SA) and three-part (SSA).Albrecht, Sally K. The Choral Warm-Up Collection. Alfred Publishing Co., 1993. Bunch, Meribeth. The Singing Book. Colorado State University, 2004.Christy, Van A. Foundations in Singing. Dubuque, IA: Wm. C. Brown Publishers, 1990.


Glee Club Grades 9-12 Year-long course

OverviewGlee Club is an advanced choral class and performance ensemble. Students will learn choral singing skills such as music reading, healthy vocal production, ear training, foreign language diction, and performance etiquette. Students are expected to participate fully in class sessions and maintain a binder of all songs, choral pieces and handouts. Glee Club performs a wide variety of women’s repertoire in several concerts each year on and off campus. Concert participation is mandatory and takes the place of an exam. Students must also attend one choral concert/opera/musical theatre show/voice recital per semester and submit a written critique.


- Improve vocal and choral technique.- Practice reading musical notation and gain proficiency with reading common note

and rest values. Learn to identify dynamic and expressive markings in the music. - Train the musical ear to sing intervals and identify pitch relationships.- Become familiar with a variety of musical genres including classical choral,

spiritual, folk song, gospel and musical theatre; learn songs in other languages. - Gain confidence and independence as a singer. Practice singing individual voice-

parts and harmonizing with other singers.- Learn about music history in relation to choral music studied in class.- Develop an understanding for the teamwork and discipline required in a musical

ensemble. - Prepare performances for High Point Chapel, Parent’s weekend, Salem Academy

Christmas and spring concerts, and additional performances throughout the year.

Content- Vocal technique

BreathingPosture Vocal anatomyVowel formationVocal registersVoice resonanceVocal articulation

- Music literacyNote values and counting, rhythms, restsSteps, skips and intervals

Dynamic markingsExpressive markingsArticulation markingsTempo

- Ear TrainingInterval recognitionMelody recognitionInner hearing, audiationHarmonizing

- Listening SkillsListening to recordings, critiquing choral performancesCritiquing the ensemble

- Choral LiteratureGenres of choral musicChoral singing styleMusic history concepts

- Performance techniquesMusic preparation and interpretationText communicationStage presentation

MethodologyThis course is conducted as a musical rehearsal. Students participate as a group to learn vocal and musical concepts through warm-ups, singing exercises and choral repertoire. Individual vocal development is reinforced in the group setting, with occasional opportunities for solos. New musical concepts are introduced in connection with the music, and reinforced with visual and aural examples. Students are encouraged to participate in discussions concerning musical ideas, performance issues and musical interpretation. Students must attend one choral/vocal/opera/musical theatre performance per semester and submit a written critique.

EvaluationStudents are evaluated based on their level of participation in class rehearsals and discussions. Students are expected to be prepared for class with music and a pencil, and to contribute a positive and enthusiastic attitude in rehearsal. Participation in concerts is required and takes the place of an exam. Written concert critiques are graded based on content and depth of critical thought.

ResourcesThe choral selections studied in class are taken from the standard women’s voices repertoire, including two-part (SA), three-part (SSA) and four-part (SSAA) literature.

Albrecht, Sally K. The Choral Warm-Up Collection. Alfred Publishing Co., 1993. Bunch, Meribeth. The Singing Book. Colorado State University, 2004.Christy, Van A. Foundations in Singing. Dubuque, IA: Wm. C. Brown Publishers, 1990.


Music Theory Year-long course

OverviewMusic Theory is an academic class designed to compliment the music performance curriculum at Salem Academy. This course prepares students for college music study. Topics include note reading, intervals, time signatures, key signatures, scales, chords, transpositions, score reading and composition.


Improve music literacy and ear training skills Learn skills that compliment private instrumental/vocal study or ensemble

participation Learn to express themselves through musical composition Gain confidence and independence as musicians Prepare for college music study (major or minor)

Content Music on the staff, the grand staff, writing notes, naming notes (both treble and

bass staff), ledger lines Introduction to the keyboard, sharps, flats and semitones, note durations Measures, time signatures, small intervals Major scales, key signatures, intervals, interval quality and inverting intervals Minor scales (three types) Simple and compound time signatures Tonic and dominant triads Key identification Triads and Roman numerals Octave transposition, triplets and other odd groupings Key transposition, triad inversions, cadences Modes, other clefs and score formats Ear training and sight singing will be incorporated in sections as it is pertinent

MethodologyMusic Theory will be conducted in a lecture and discussion format. New theoretical concepts will be introduced in sequence using visual and aural examples.

EvaluationStudents will complete worksheets and tests after each unit.

Resources“Easy Music Theory”- A complete music theory textbook, including lesson materials, worksheets, quizzes, cd-rom video lessons, and an on-line resource for students.Spring Day Music Publishers, www.easymusictheory.com

http://www.easymusictheory.com/


Studio Art Full-year course

OverviewThis elective is for students who have had little experience with visual arts. It gives the student an introduction to a variety of media, focusing on drawing and design. The course meets for 2 class periods a week. ½ course credit for the year.

ObjectivesAll projects will focus on either developing the ability to notice and work realistically from observation or increasing individual imagination. Both familiar and new media will be introduced.

Content Elements of Art

1. Line 2. Shape or Form3. Space/Perspective4. Value5. Color 6. Texture

Processes1. Drawing using various media

Ebony pencil Colored pencils Oil Pastels Pen

2. One Line Drawing3. Quilt Design using paper4. Study of color theory

Potential Themes1. Still Life2. Life Drawing 3. Non-Objective Design4. Self Portrait

MethodologyThe methodology for this class is to present technological information on the process plus information on the topic to the class as an introduction to a specific project, followed by extensive individual attention to each student as they work through the assigned problem.

EvaluationStudents will be evaluated on active participation in class as well as completed classroom projects. Classroom projects will be evaluated on 2/3rd process (effort expended and willing attitude) and 1/3rd product (results).

ResourcesEdwards, Betty. Drawing on the Right Side of the Brain. The Putnam Publishing Group.Edwards, Betty. Drawing on the Artist Within. Simon and Schuster, Inc.Edwards, Betty. Color: a course in mastering the art of mixing colors. The Putnam

Publishing Group.Getlein, Frank. Mary Cassatt: Paintings and Prints. Abbeville Press.


Advanced Studio Art Year-long course

OverviewThis class is for students who have had Studio Art or equivalent and who have permission from the instructor. It gives the student continuing exposure to a variety of 2-D media including painting, calligraphy, scratch art, and various forms of drawing. The class meets for 4 class periods a week on two separate afternoons. ½ course credit is given for the year.

ObjectivesAll projects will focus on either developing the ability to notice and work realistically from observation or increasing individual imagination. Both familiar and new media will be introduced.


1 .Line2. Shape or Form3. Space/Perspective4. Value5. Color 6. Texture

Processes1.Drawing using various media

Ebony pencil Charcoal Oil Pastels Pen Chalk Pastels Watercolor wash pencils Colored pencils

2. Painting with Acrylics 3. Calligraphy

4. Scratch art 5. Color Theory Review

Potential Themes1. Still Life2. Life Drawing

3. Landscape4. Non-Objective Design5. Self Portraiture

MethodologyThe methodology for this class is to present technological information on the process plus information on the topic to the class as an introduction to a specific project, followed by extensive individual attention to each student as they work through the assigned problem. Weekly homework drawings of one hour duration help strengthen noticing skills, as well as the student’s eye/hand coordination.

EvaluationStudents will be evaluated on active participation in class as well as completed classroom projects and homework. ½ their grade will be based on participation and ½ on artwork produced. Homework assignments count 20%; class work counts 80%. Classroom projects will be evaluated on a variety of criteria, depending on the assignment. The criteria for homework include accuracy, variety of values, strong composition, clear evidence that the required time was spent, and over all success.




Portfolio Art Year-long course

OverviewThis course is an elective for upper level art students who are planning on attending art school and who have demonstrated their ability to work independently. Students must have completed or be currently taking Advanced Studio Art and have the teacher’s recommendation. The students meet once a week to receive instruction, critiques, and assignments, and then all work in completed independently. As well as art, each semester students write a research paper, give an oral report, and complete three art criticisms on a specific artist.

ObjectivesStudents will continue to use all the skills learned from previous classes, as well as work to deepen and strengthen abilities as they complete assignments. They will also increase their knowledge of art by researching an artist’s life, influences, and art work.


1. Line 2. Shape or Form3. Space/Perspective4. Value5. Color 6. Texture

Processes1. Drawing using various media

Ebony pencil Charcoal Oil Pastels Conte Crayon Pen

2. Painting

Potential Themes1. Still Life2. Life Drawing 3. Landscape4 .Nature Objects5. Self Portrait

6. Bicycle (RISD’s application requirement)7 .Perspective of a room (RISD’s application requirement)

Art Criticisms Written and oral reports on Artists

MethodologyStudents meet individually with instructor once a week to receive assignments, critique work accomplished, turn in completed work, discuss various approaches to future assignments, and present observations from the research paper and art criticism.

EvaluationStudents will be evaluated by their performance on completed artwork, assignments related to their artwork, the research paper, and art criticism.




Crafts Year-long course

OverviewCrafts is an elective course with a prerequisite of Studio Art or equivalent. It gives the student an introduction to crafts media by completing a variety of techniques including basketry (coiling and twining), weaving, papier maché sculpture, polymer clay, and macramé. The class meets once a week for two periods. Students receive ½ course credit for the year.

ObjectivesThe objective is to learn a variety of crafts techniques while building on the previously learned Elements of Art. Projects begin with a “sampler” to learn the technique and then move on to an in-depth project using those techniques.

ContentThe Elements of Art

1 Line2. Shape3. Form4. Space/perspective5. Color6. Texture

The Process1. Macramé2. Coiling3. Twining4. Weaving5. Papier Maché6. Polymer Clay

MethodologyThe methodology for this course is to present technological information on the process as an introduction to a specific project, followed by extensive individual attention to each student as they work through the assigned problem.

Evaluation

Students will be evaluated on active participation in class as well as mastery of the techniques and originality and creativity in using those techniques for completion of the assignment. Each specific project will have its own criteria for grading.

Resources

Polymer Clay Central: http://www.polymerclaycentral.com/Bress, Helen: The Macramé bookLark Books: 500 Baskets, A Celebration of the Basketmaker’s ArtMeilach, Dona: Soft SculptureThe Art Jewelry MagazineBead and Button MagazineNewman, Thelma: Contemporary African Arts and CraftsBead and Button books: Creative Beading, volume 2Perrone, Lisbeth: The New World of NeedlepointParks, Carol: Making Handbags and PursesMeilach, Dona: A Modern Approach to BasketryBlackburn, Carol: Making Polymer Clay BeadsClarke, Amy C. and Atkins, Robin: Beaded EmbellishmentKimle, Patricia: Polymer Clay InspirationsMcCall, Sandra: Stamping Effects in Polymer ClayBelcher, Judy: Polymer Clay Creative TraditionsMeilach, Dona: Weaving Off-Loom400 Polymer Clay designs, Lark BooksHughes, Tory. Mastering the New Clay (13 DVDs)Harvey, Virginia. The Techniques of BasketryPivelka, Lisa. Polymer Clay Treasures (DVD)Roche, Nan. The New ClayKato, Donna. The Art of Polymer Clay Creative Surface EffectsKato, Donna. The Art of Polymer Clay Millefiori TechniquesShriver, Sarah. Innovations: a Polymer Clay series (DVD)Buchanan, Kris. The All New Micro MacraméBuchanan, Kris. The 2 nd All New Micro Macramé deGroot, Annika. Micro-macraméAimone, Katherine. The Art of Jewelry

http://www.polymerclaycentral.com/


Theatre I Full-year course

OverviewThis introduction class to theater gives students the opportunity to experience many different facets of theatre. Students work on beginning acting techniques, mime, improvisations, props, theatrical exercises and put on a Christmas one-act for the school during an assembly. Students are required to give ten hours of theatrical work to one of the main stage plays, and write a play performance theatre critique each semester. A film critique may be used in place of one of the play critiques, but not both.

Objectives

The student will: Participate in class activities. Critique one play or film each semester and turn in a typed report with program

attached. Work a minimum of ten hours a year on a main stage production in either a

technical or acting position. Develop scene performance techniques. Memorize lines for scenes and one-acts.

Content

Props- Learn techniques of prop construction- Develop and create one to two props- Discuss the technique and design of the project with the class

Mime- Mime- Pantomime- Commedia del Arte- Mime Blanche- Masks

Scene Work- memorization- scene set-up- costumes- movement- presentation- discussion

- Improvisation

- Technique- Exercises- Objective- Flexibility

One-Act play- read through- cast- block- costume- props- set- perform- discuss

Methodology

There are many approaches and methods that are used to obtain the class objectives. Students gain “hands-on” experience through in class productions and exercises. Class discussions help students to look at what is valuable in the work they have created and to get feedback from their classmates from an audience’s perspective. Students are required to memorize certain materials for performance. Students also write and create character sheets and monologues. The critiques for the class give students an opportunity to view more polished productions and to see what works and what doesn’t. Students develop a more critical eye to challenge their own work.

Evaluation

Students are evaluated through play performance critiques, class participation and work on theater plays. Work should be detailed and completed by specific dates. Students are also marked on preparation of class materials such as line memorization and props needed for class plays.

Resources

Brockett, Oscar G. History of the Theatre (Third Edition), Allyn and Bacon, Inc.Dodding, James. Mime One. Lithopress Ltd.Dodding, James. Mime Two. Lithopress Ltd.Dodding, James. Mime Three. Lithopress Ltd.Atkins, Greg. Improv! A Handbook for the Actor. Reed Elsevier Inc.Schulman, Michael and Mekler, Eva. The Actor’s Scenebook Volume II. Bantam BooksVarious full-length scripts


Advanced Theatre Full-year course

OverviewThe Advanced Theater classes give students a chance to act at a higher level, and to learn a variety of technical design aspects. This class offers a new curriculum each year involving two or three technical design projects as well as advanced acting techniques. The classes that are offered on a rotating basis are; costume design, lighting design, acting for film, set design, makeup techniques, mask making, radio drama, Shakespeare workshop, playwriting, directing techniques, and a monologue workshop. This class also performs a one-act play for the school, or students have the option to become student directors for scenes that are performed for the school. Students are required to turn in two play critiques per year, and to work ten hours on one or both of the main stage plays.


Gain knowledge in various technical aspects of theater Learn directing and blocking skills for one-act plays or scenes Discuss and communicate other student projects in class Analyze and review two play performances Gain hands-on learning through working on a main stage play Advance in acting abilities through class exercises

Content One-act play or Student Directed Scenes

- Read through play or scenes- Cast actors- Block play or scene- Rehearse- Pull costumes- Pull props- Construct set pieces- Perform play or scene

Costume Design- Read a scene- Choose two characters- Choose time period- Research clothing- Create sketches- Collect swatches

- Create finished color rendering Set Design

- Read one-act- Discuss set ideas- Draw floor plan- Draw Perspective drawing- Create finished color rendering- Collect materials- Build miniature set with complete furnishings

Lighting Design- Read one-act- Learn about instruments- Discuss gels and gobos- Work with lighting plots- Design lighting plot for play

Mask Making- Learn about masks- Design mask on paper- Partners attached plaster to faces- Cut and trim, paint base- Decorate and attach ribbons- Use masks in mask mime exercise

Makeup Techniques- Learn about makeup- Standard makeup- Fantasy- Horror- Animals- Clowns- Old age

Directing- Discuss blocking- Prompt books- View movement- Direct a scene- Discuss and analyze

Radio Drama- Listen to radio dramas- Learn radio techniques- Read play- Cast roles- Assign sound effects- Discover how to make sounds- Rehearse- Record on to a CD

Shakespeare Workshop

- Discuss Shakespeare techniques- Watch actors in Shakespeare plays on video- Read scenes- Develop characters- Put lines in modern language- Rehearse original language- Perform and discuss in class

Monologue Workshop- How to chose a monologue- Introducing yourself- Movement- Character- Rehearse- Memorize- Perform- Class discussion

Class Exercises- Warm-ups- Improvisations- Diction- Projection- Externals- Characters

Acting For Film- Warm-ups- Reactions- Behind the camera- Less is more

Playwriting- Gather ideas- Improvisation- Dialogue- Perform finished scenes

MethodologyClass exercises and techniques are approached through hands-on training and research resources. Students gain knowledge from books, and Internet facts along with the teacher, and incorporate this information into projects that they use. Students communicate with each other through class discussions, and by viewing themselves on video. Design projects are often accomplished as a team. Students learn by creating a design for the technical workshops, and then creating a finished project form these designs. Acting techniques are created in class with all students participating in physical exercises to develop skills.

EvaluationStudents are evaluated by their performance through class discussions and feedback from the teacher and the other students, written assignments, memorization and completed projects for display.

ResourcesCorson, Richard. Stage Makeup. Prentice-HallGrandstaff, Russell J. Acting & Directing. National Textbook Company.Morton, Grace Margaret. The Arts of Costume and Personal Appearance. Univ. of Neb.

Found.Kerr, and Lester. Historic Costume. Chas. A. Bennett Co., Inc.Carter, Paul. Backstage Forms. Broadway Press.Taylor, and Wells. The Complete Works of Shakespeare. Oxford Press.Aronson, Arnold. American Set Design. Theatre Communications Group, Inc.Dean, Alexander & Carra, Lawrence. Fundamentals of Play Directing. Carnegie-Mellon

Univ.Keller, Betty. Improvisations in Creative Drama. Meriwether Publishing Ltd.Various scenes and one-act scriptsHaring-Smith, Tori. Scenes for Women by Women. HeinemannPomerance, Susan. For Women Monologues They Haven’t Heard. Dramaline

Publications.Levy, Maya. Acting Scenes and Monologs for Young Women. Meriwether Publishing

Ltd.Eaton, Rebecca (Producer) Film in the Classroom. Masterpiece Theatre publication.


Theatrix Full-year course

OverviewTheatrix is an advanced theater class that introduces students to audition preparations that can be used with the specific desire to practice acting as a career. Theatrix gives the students a chance to study acting unions, work on resumes, prepare audition materials, and to work with a specific style of acting designed by David Mamet. The class meets on an individual basis once a week for a full class period


Read chapters from the textbook and be able to perform exercises, and to discuss the chapters with the instructor.

Keep a journal on text chapters and observations. Turn in two research papers, one due each semester, on topics given by the

instructor. Perform, analyze, and rehearse monologues and scenes or display technical

theatre designs. Complete a prepared typed acting resume. Audition for each main stage production. Work backstage or perform for each main stage production. Create visual and written materials for acting exercises.

Content Textbook Chapters

- Analyzing a Scene- The Truth of the Moment- Externals- Preparing for a Scene- Physical Action- Troubleshooting- The Tools of the Craft- The Emotional Trap- The Myth of Character- Keeping the Theatre Clean

Vocal Work- Tongue Twisters- Vocal Ladder- Breath Control- Projection- Inflection

Monologues- Introducing Yourself- Movement- Character- Presentation- Choosing a Monologue- Timing- Perform/Critique

Shakespeare- Contrasting Monologues- The Language- Characters- Diction- Perform in Competition

Object Exercises- Externals- Auditory Imagination- Character Collage- Improve Character Monologue- Emotions- Tricks of the Trade

Research Paper- Actor’s Unions and How They Work- Paper Presentation- An Actor’s Pathway to Success- Paper Presentation

Auditioning Techniques- Resume- Head Shots- Audition Styles- Tips

MethodologyThe class is approached with the intention of reaching a higher level of understanding and performance in theater. The class will work on theatrical performance, analyzing, rehearsing and performing monologues, research papers and discussions on theatrical agencies, unions and renowned actors, and completed resumes and audition pieces will be accomplished. Excerpts from theatrical texts will also be required as reading material for discussion and exercises. Students will view videos on acting performances and use the internet and nearby media centers to obtain monologues and other performance materials.

EvaluationStudents are evaluated by their performance on journal entries, research papers, class exercises, homework character assignments, memorization, and class participation.

ResourcesBruder, Melissa/Cohn, Lee Michael/Olnek, Madeleine/Pollack, Nathaniel/Previto, Robert/Zigler, Scott. A Practical Handbook For The Actor. Vintage Books A division of

Random House.Craig, David. On Performing. McGraw-Hill Book Company.Shurtliff, Michael. Audition. Bantam Books.Spolin, Viola. Improvisation for the Theater Third Edition. Northwestern University

Press.Dodding, Jim. Handouts and Exercises.Dramatics magazine. Educational Theatre Association for students and teachers of the

performing arts.Teaching Theatre magazine. Educational Theatre Association.


Freshman Health Full-year course

OverviewThe health program is designed to teach students the skills, knowledge and attitudes essential to live a healthy lifestyle and select healthy and safe behaviors. Through health literacy, self-management skills, and health promotion, health education teaches fundamental health concepts, promotes habits and conduct that enhance health and wellness, and guides efforts to building healthy families, relationships, individuals, and communities. This is a required course along with Freshman Physical Education.

Objectives:

Upon completion of this course, the student should be able to:· Define wellness. · List factors that influence health behavior change decisions. · Describe characteristics of an emotionally healthy person. · Recognize and assess the distress in his/her own life and identify strategies for managing stress. · Identify the behaviors and beliefs of sexually mature individuals. · Define addiction and identify the stages of addiction. · Identify the components of a healthful diet and evaluate his/her own diet. · List the risk factors for cardiovascular disease and multiple types of cancer. · Name, describe, and give examples of factors that contribute to the disease process.

Content:

alcohol, tobacco, and other drug prevention education mental health education social health education nutrition education exercise and lifelong fitness personal and community health and safety lifetime survival skills health and lifestyle first aid disease and the human body human development

Methodology:

Through reading, observation, discussion, and actions students learn to locate information and assess its reliability, make reasoned decisions based on accurate information, and apply their knowledge to their own health and safety.

Evaluation:

Class objectives will be obtained through multiple methods; group work, journal writing, class discussions, notebooks, class participation, and other performance indicators.

Resources:

Pruitt, Allegrante, Prothrow-Stith. Health. Prentice Hall.


Physical Education Grades 9-11 Full-year course

OverviewThe mission of Salem Academy is to foster the intellectual, spiritual, social and physical growth of young woman. The purpose of physical education is to expose the students to a basic understanding of fitness and exercise through participation in lifetime and team sports. Freshmen are required to take physical education 2 days per week. Sophomores, juniors and seniors are required to complete 1 1/2 credits to meet graduation standards.

Objectives The student will be able

To expose students to a variety of sports and physical activities. To learn and improve a variety sports and physical skills. To have the opportunity to learn a variety of games, strategies and

rules. To improve overall performance and promote a healthy lifestyle. To demonstrate good sportsmanship and cooperation in all activities.

ContentIndividual Sports Team Sportsself-defense water polotennis volleyballgolf field hockeyarchery speedballaerobics team handballbadminton floor hockeyweight lifting lacrosseswimming footballtumbling indoor soccerfencing basketballpilates cricketyoga

Evaluation Expectations:

The students will be prompt to class. The students will dress appropriately in clothes that are comfortable and

allow movement. Proper shoes are required for participation. Participation - Students will be graded on their participation in the class. Teamwork – Students will be expected to participate in team activities Cooperation – Students are expected to cooperate with teacher and

classmates. Hard work and effort – Students will be graded on the ability to put forth a

maximal effort and demonstrate a strong work ethic. Skills test Written test on rules and strategies

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