All Subject Group Overview 2017 18.docx

Arts-Dance Subject Group Overview Year 1- Grade 6
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
Creating Choreography, Part 1 - Year 1	Aesthetics	Composition Expression	Identity and Relationships	Composition aesthetics are created through individual identity and relational expression.	Crit. A.i; Crit. B.i; Crit. C.i; Crit. C.ii; Crit. D.i; Crit. D.ii; Crit. D.iii	Thinking Skills: Creative Thinking and Transfer Self-Management Skills: Organization and Reflection	Individually create a short movement phrase of 16 counts using Elements of Dance. Students will work in group to extend their choreography and sequence their dance phrases into a dance paragraph.
Creating Choreography, Part 2 - Year 1	Aesthetics	Composition Expression	Personal and Cultural Expression	Composition aesthetics are created through personal and cultural expression.	Crit. A.ii; Crit. A.iii; Crit. B.ii; Crit. C.ii; Crit. C.iii; Crit. D.iii	Self-Management Skills: Organization and Reflection	Students will teach their groups choreography to the rest of the class. The class will sequenced all of the dance paragraphs into a classroom dance for the Winter Dance Show.

Arts-Dance Year 2- Grade 7 Subject Group Overview
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
Creating Choreography Part 1 - Year 2	Aesthetics	Composition Expression	Identity and Relationships	Composition aesthetics are created through individual identity and relational expression.	Crit. A.i; Crit. B.i; Crit. C.i; Crit. C.ii; Crit. D.i; Crit. D.ii; Crit. D.iii	Thinking Skills: Creative Thinking and Transfer Social Skills and Collaboration	Individually create a movement phrase of 24 counts using Elements of Dance. Students will work in group to extend their choreography and sequence their dance phrases into a dance paragraph.
Creating Choreography, Part 2 - Year 2	Aesthetics	Composition Expression	Personal and Cultural Expression	Composition aesthetics are created through personal and cultural expression.	Crit. A.ii; Crit. A.iii; Crit. B.ii; Crit. C.ii; Crit. C.iii; Crit. D.iii	Self-Management Skills: Organization and Reflection	Students will teach their groups choreography to the rest of the class. The class will sequenced all of the dance paragraphs into a classroom dance for the Winter Dance Show.

Arts-Dance Subject Group Overview Year 3- Grade 8
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
Creating Choreography, Part 1 - Year 3	Aesthetics	Composition Expression	Identity and Relationships	Composition aesthetics are created through individual identity and relational expression.	Crit. A.i; Crit. B.i; Crit. C.i; Crit. C.ii; Crit. D.i; Crit. D.ii; Crit. D.iii	Thinking Skills: Creative Thinking and Transfer Social Skills and Collaboration	Individually create a movement phrase of 32 or more counts using Elements of Dance. Students will work in group to extend their choreography and sequence their dance phrases into a dance paragraph.
Creating Choreography, Part 2 - Year 3	Aesthetics	Composition Expression	Personal and Cultural Expression	Composition aesthetics are created through personal and cultural expression.	Crit. A.ii; Crit. A.iii; Crit. B.ii; Crit. C.ii; Crit. C.iii; Crit. D.iii	Self-Management Skills: Organization and Reflection	Students will teach their groups choreography to the rest of the class. The class will sequenced all of the dance paragraphs into a classroom dance for the Winter Dance Show.

Arts-Drama

Subject Group Overview

Year 1- Grade 6

Unit Title

Key Concept

Related Concepts

Global Context

Statement of Inquiry

Subject Group Objectives

Approaches to Learning Skills

Content

Puppet Plays

Identity

Play

Presentation

Identities and

Relationships

Identity can be used to model relationships through play and presentation.

All Criteria, All strands

Social Skills: Collaboration

Communication Skills

Thinking Skills: Creative Thinking and Transfer

Students will work cooperatively to write their puppet plays, rehearse the plays and perform them for their peers.

Arts-Drama

Year 2- Grade 7

Subject Group Overview

Unit Title

Key Concept

Related Concepts

Global Context

Statement of Inquiry

Subject Group Objectives

Approaches to Learning Skills

Content

Greek Plays

Identity

Narrative

Roles

Personal and Cultural Expression

Identity of personal and cultural expression is created through narrative roles.

All Criteria, All Strands

Social Skills: Collaboration

Communication Skills

Thinking Skills: Creative Thinking and Transfer

Self-management Skills: Reflection

Students will work cooperatively to write or adapt Greek plays, rehearse the plays and perform them for their peers.

Arts-Music Subject Group Overview Year 1- Grade 6
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
What is Opera?	Aesthetics	Narrative Audience	Orientation in space and time	Audience perception of the aesthetics of a narrative form is influenced by time and space	A.i., iii. C.ii., iii.	-Social: Collaboration skills -Communication: Communication skills	-Reinterpreting an abridged version of a famous opera -Creating a sequel synopsis to a famous opera -Operatic voice types, elements of opera
20th Century American Music	Identity	Innovation Genre	Personal and cultural expression	Genre stems from a person’s sense of identity, use of innovation and expression.	B.i., ii. C.i., ii., iii.	-Self Management: Organization skills -Thinking: Creative-thinking skills	-Composing lyrics on the theme of America to a pre-set melody -Genres of music: ragtime, jazz, nationalist
Play vs. Musical	Change	Interpretation Presentation	Identities and relationships	Changes in the relationships between components of an art form affect its interpretation and presentation.	A.i., ii., iii. B.i., ii. C.i., ii., iii. D.i., ii., iii.	-Thinking: Creative-thinking skills	-Comparing thematic elements of plays and musicals using “Romeo and Juliet” and “West Side Story”

Arts-Music Year 2- Grade 7 Subject Group Overview
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
Blues	Identity	Narrative Structure	Personal and cultural expression	The use of structure and narrative is a means to express identity.	B.i., ii. C.i., ii.	-Self Management: Organization skills -Thinking: Creative-thinking skills	-Composing lyrics and chord progression to a Blues song in the 12-bar Blues form
STOMP	Change	Innovation Boundaries	Orientation in space and time	Boundaries are changed through innovation and its relation with space and time.	A.i., ii., iii. B.i., ii. C.i., ii., iii. D.i., ii., iii.	-Social: Collaboration skills -Self Management: Organization skills	-Composing a performance piece using household objects as percussion instruments -Elements of music
History of Western Music	Aesthetics	Interpretation Genre	Orientation in space and time	Interpretation of aesthetics is influenced by time and space.	A.i., ii., iii. B.i., ii. C.i., ii., iii. D.i., ii., iii.	-Thinking: Critical-thinking skills -Communication: Communication skills	-Exploring composers and musical genres in relation to time periods in music.
Romeo & Juliet (Interdisciplinary) Language and Lit. Design	Development	Perception Intertextuality Audience Adaptation	Fairness and Development	Adolescent development is impacted by choices and their consequences in many contexts, both in art and in life.	A.i., ii., iii. B.i., ii. C.i., ii., iii. D.i., ii., iii.	-Social: Collaboration skills -Self Management: Organization skills -Thinking: Creative-thinking skills	Adapting a scene from Romeo and Juliet where characters make a different choice that results in a different consequence: -Composing a score for their scene in Music.
12-Tone Music	Communication	Composition Innovation	Personal and cultural expression	Innovative compositions are used as a means of communicating and expressing a person’s personal views.	A.i., ii., iii. B.i., ii. C.i., ii., iii. D.i., ii., iii.	-Self Management: Organization skills -Thinking: Creative-thinking skills	-Composing a 12-tone piano piece

Arts-Music Subject Group Overview Year 3- Grade 8
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
Film Scoring	Communication	Audience Composition	Personal & Cultural Expression	Compositions can communicate emotions to influence audience perception.	A.i., iii. C.i., ii., iii. D.iii.	-Social: Collaboration skills -Thinking: Creative-thinking skills	-Composing a film score using GarageBand -Elements of music
History of Western Music (Revisited)	Aesthetics	Interpretation Genre	Orientation in space and time	Interpretation of aesthetics in art is influenced by time and space.	A.i., ii., iii. B.i., ii. C.i., ii., iii. D.i., ii., iii.	-Thinking: Critical-thinking skills -Communication: Communication skills	-Exploring composers and musical genres in relation to time periods in music.
Don Quixote (Interdisciplinary) Language & Lit Design	Communication	Audience	Personal & Cultural Expression		A.i., iii. B.i., ii. C.i., ii., iii.		-Exploring the theme of courage by writing spoken word poems centered around social justice issues and composing music to accompany their spoken word poems.
We Didn’t Start the Fire	Identity	Narrative Structure	Personal and cultural expression	Composers express their identity through narrative in structured art forms.	A.i., ii., iii. B.i., ii. C.i., ii., iii. D.i., ii., iii.	-Self Management: Organization skills -Thinking: Critical-thinking skills	-Composing lyrics based on current world events to a pre-set melody
Pop Music	Change	Interpretation Structure	Personal and cultural expression	Changes in an art form’s structure and interpretation allow for further artistic expression.	A.i., ii., iii. B.i., ii. C.i., ii., iii. D.i., ii., iii.	-Communication: Communication skills -Research: Media literacy skills	-Researching examples of covers, samples, mashups and remixes found in popular music -Elements of music

Arts-Visual Arts Subject Group Overview Year 1- Grade 6
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
Basic Art Skills: Fundamentals of Drawing - Year 1	Aesthetics	Interpretation Composition	Personal and Cultural Expression	Aesthetics are created through interpretation of a composition of expression.	All Criteria	Social Skills: Collaboration Thinking Skills: Creative Thinking and Transfer Self-management Skills: Organization and Reflection	Beginning pencil drawing lessons: Gesture drawing, Contour Line drawing, Blind contour line drawing, Shapes Color Wheel
Puppetry	Change	Representation Interpretation	Personal and Cultural Expression	Interpretation of change can be represented through personal or cultural expression.	All Criteria	Social Skills: Collaboration Thinking Skills: Creative Thinking and Transfer Self-management Skills: Organization and Reflection	Basic paper puppet with three joints Final canvas puppet project of a character they will want to explore and write a play during drama.

Arts-Visual Arts Year 2- Grade 7 Subject Group Overview
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
Basic Art Skills: Fundamentals of Drawing - Year 2 Foot Zentangle with Social Statement	Aesthetics	Composition Interpretation	Personal and Cultural Expression	Aesthetics are created through interpretation of a composition of expression	All Criteria	Thinking Skills: Creative Thinking and Transfer Self-management Skills: Organization and Reflection	Beginning pencil drawing lessons: Review drawing skills Focus on basic skills of drawing including repeated patterns (Zentangle), lines, shape, and color. Drawing to include a original quote that reflects social change.
Mask Making	Identity	Expression Interpretation	Identities and Relationships	Identities and Relationships are created and interpreted through expression.	All Criteria	Thinking Skills: Creative Thinking and Transfer Self-management Skills: Organization and Reflection	Paper mask based on a mythological Greek character they will want to explore and write a play during drama.

Arts-Visual Arts Subject Group Overview Year 3- Grade 8
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
Basic Art Skills: Fundamentals of Drawing - Year 3	Aesthetics	Composition Style	Personal and Cultural Expression	Aesthetics are created in composition through personal style.	All Criteria	Social Skills: Collaboration Thinking Skills: Creative Thinking and Transfer Self-management Skills: Organization and Reflection	Beginning pencil drawing lessons: Review drawing skills Perspective, Line of Vision, Horizon Line
IB Legacy Project	Communication	Genre Composition	Personal and Cultural Expression	Composition in a variety of genres is a means to communicate personal and cultural expression.	All Criteria	Social Skills: Collaboration Thinking Skills: Creative Thinking and Transfer Self-management Skills: Organization and Reflection	Mock-up of mosaic in paper Legacy Project: IB Mosaic in glass or tile

Design Subject Group Overview Year 1- Grade 6
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning	Content
Chicago Neighborhoods: Designing Public Spaces			Scientific and Technical Innovation		All Criteria, All Strands	Critical Thinking Transfer	Students will collectively design a skyline by creating individual buildings using the 3-D printer.
Upcycling	Development	Innovation & Invention	Globalization & Sutainability	The development of resources into inventions can be sustainable.	All Criteria, All Strands	Creative Thinking Collaboration	Students will design an upcycled product using only waste materials.

Design Year 2- Grade 7 Subject Group Overview
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
Personal Logo Design	Communication	Function, Form	Personal and Cultural Expression	Form and perspective can communicate personal and cultural identity.	All Criteria, All Strands	Media Literacy Communication	Students will enter into a client/designer relationship in order to design a personal logo for classmates.
Stop Motion Animation Inter-disciplinary	Development	Perception	Orientation in Space and Time	Adolescent development is impacted by choices and their consequences in many contexts, both in art and in life.	All Criteria, All Strands	Media Literacy	Students will adapt a scene from Romeo and Juliet where characters make a different choice that results in a different consequence. They will create storyboards in Language & Lit that will be used to facilitate their stop motion animation designs. They will compose a score for their scene in Music.

Design

Subject Group Overview

Year 3- Grade 8

Unit Title

Key Concept

Related Concepts

Global Context

Statement of Inquiry

Subject Group Objectives

Approaches to Learning Skills

Content

Protest T-Shirt Design

Communication

Form

Fairness and Development

Form can communicate to fight for fairness.

A: i, iv

B: ii, iii, iv

C: i, ii, iii, iv

D: ii, iii, iv

Creative Thinking

Information Literacy

Students will need to understand the elements of fashion design (color, line, shape, emphasis, texture), using them to design and create a T-shirt that raises awareness about a social/environmental cause.

Individuals & Societies Subject Group Overview Year 1- Grade 6
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
Identity and Community	Global Interactions	Community Perspective	Identities and Relationships	Thinking critically about issues of identity, relationships and community allows us to recognize diverse perspectives and foster positive, productive global interactions, especially through being an upstander.	Objective B: Investigating ii. iii. Objective C: Communicating i. ii.
Mapping for Change	Time, Place, and Space	Disparity and Equity	Fairness and Development	Understanding how the places and spaces within communities develop and change over time can help individuals and communities promote equity and eliminate disparities.	Objective A: Knowing and Understanding i. ii. Objective D: Thinking Critically i. ii.
The Problem We All Live With (Interdisciplinary)	Relationships	Patterns Identity Intertextuality	Fairness and Development EXPLORATION: Inequality, inclusion and civic responsibility in the public sphere	Relationships can be understood through an intertextual study of history, discussions of identity, and investigations of patterns.	Interdisciplinary criteria C. Communicating Individuals & Society A. Knowing and understanding B. Investigating: iii, iv D. Thinking critically: i, ii, iii, iv	Communication Self-management Research/Information Literacy Thinking/Critical Thinking Self-Management/ Reflection	Civil Rights in Education
Lasting Legacies: Ancient Greece and Ancient Rome
To The East: Ancient China and India

Individuals & Societies Year 2- Grade 7 Subject Group Overview
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
Starting Over	Global Interactions	Community Identity	Identities & Relationships --- personal efficacy and agency	Identity is internally and externally constructed and dependent on the community	Knowing and understanding I, ii C. Communicating i, ii, iii	Communication: Read critically and for comprehension	Colonial America, American Revolution
The Constitution	Systems	Citizenship Rights	Fairness and development--- democracy, politics, government and civil society	Individual rights and responsibilities are defined by the community	B. Investigating i-iv C. Communicating i, ii, iii	Self-management: Plan short- and long- term assignments; meet deadlines	Constitution, Bill of Rights, various primary sources
The Fragility of Democracy	Change	Interdependence, Power, Causality	Identities and relationships--- human nature and human dignity; moral reasoning and ethical judgment, consciousness and mind	Communities, like individuals, struggle with change and groups in power struggle to maintain power and the status quo	B. Investigating, i-iv D. Thinking Critically -ivi	Use appropriate forms of writing for different purposes and audiences	Facing History’s Reconstruction Unit
Choices in Little Rock	Time, place and space	Authority, Cooperation	fairness and development--- rights, law, civic responsibility and the public sphere	Laws define communities but can change based on particular needs and rights of individuals and groups	A. Knowing and understanding I, ii D. Thinking Critically i-iv	Interpret and use effectively modes of non-verbal communication	Facing History’s Choices in Little Rock Unit
A House Divided	Change	Causality	Fairness and Development	Events prior, during and after the US Civil War caused social, political and economic change for both the North and South as the country tried to avoid conflict and create fair solutions.	A. Knowing and Understanding-ii D Thinking Critically iv	Communication	Writing an article for the perspective of an individual affected by the Civil War

Individuals & Societies Subject Group Overview Year 3- Grade 8
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning	Content
Identity and Community	Global Interactions	Identity Community	Identities and relationships: Identity Formation, self-esteem, status, roles, & role models	Membership in certain communities impacts identity	C. Communicating D. Thinking Critically	Communication Research	Facing History and Ourselves Identity and Community Unit The Color of Water, Memoirs
Community and Challenges/ Life in America During the Depression	Exploration Belief systems	Context	Exploration-belief systems Personal and Cultural Explorations	The context in which we live, different events, and our perspectives impacts our belief systems.	C. Communicating Ii. D. Thinking Critically iv.	Interpret Write for different Purposes Communicate	The Great Depression- Facing History PRC2 Informational Text
Holocaust and Human Behavior	Change	Human Nature Ideology	Identities and relationships: human nature and human dignity; moral reasoning and ethical judgment, consciousness & mind	A systematic ideology that promotes assertions and misconceptions about a certain group in a community can negatively affect human behavior.	A. Knowing and Understanding-i B. Investigating-iii,iv C. Communicating-i, iii	Think Critically Communicate investigate	Facing History and Ourselves/ Decision Making in Times of Injustice
International Human Rights	Systems	Interdependence Values	Fairness and Development-- Imagining a hopeful future	Every human being is free and equal			UDHR
Genocide and Culture: Armenian Loss, Fear, and Inferiority	Culture	Governance, Disparity and Equity	Fairness and Development	Governance determines the distribution of power and privilege, impacting fairness and development within a culture.	A: Knowing and Understanding B: Investigating iii D: Thinking Critically iv	Self-Management Thinking	Create a memorial that connects to a genocide along with an accompanying artist statement and speech

Language and Literature Subject Group Overview Year 1- Grade 6
Unit	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Writing Focus	Content
Personal Narratives: The Story of Us	Creativity	Audience imperatives, meaning, purpose	Personal and Cultural Expression	Writers create stories to teach the audience life lessons and share experiences.	C: Producing text i, ii D: Using language i, iii, iv	Communication Skills, Self-management and Reflection	Personal Narrative	Mentor texts from Lucy Calkins
The Individual in Society	Perspective	Theme / Point of View / Context	Fairness and Development	Development impacts communities in different ways depending on your perspective, and has a relationship to power and privilege based on individual interpretation.	Objective D: Using Language ii	Collaboration	Argumentative paper with a focus on counterclaim	Uprising (Whole class) Literature Circles Non-fiction articles Poetry
Challenges for the individual in society	Communication	Intertextuality, Purpose	Personal and cultural expression-- critical literacy, languages & linguistic systems, histories of ideas, fields, and disciplines; analysis and argument	Persuasive texts, specifically in politics use language intended to influence our behaviors and decisions	Objective A: Analyzing I. iii.	Consider ideas from multiple perspectives, Gather and organize relevant information to formulate an argument, Draw reasonable conclusions and generalizations	Persuasive	Red Scarf Girl-- Research Unit

Language and Literature Year 2- Grade 7 Subject Group Overview
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Writing	Content
New Beginnings	Connections	Setting Point of View Characters	Identities & Relationships --- personal efficacy and agency, attitudes, motivation, happiness and the good life	Individuals express their identity through a variety of mediums	A.Analysing i-iv D. Using Language i-v	Managing state of mind: emotional management and mindfulness Give and receive meaningful feedback.	Character Interview	Home of the Brave, Refugee, Outcasts United-Young Adult Version Uighurs Article, Nacirema
Choices and Consequences in Romeo and Juliet	Development	Intertextuality Audience Adaptation Point of View	Fairness and Development	Adolescent development is impacted by choices and their consequences in many contexts, both in art and in life.	B. Organizing i-iii C. Producing Text i- iii	Read critically and for comprehension	Storyboard/ Analysis of one key choice made in the play	Romeo and Juliet, The Outsiders, Bystander, Mockingbird, The Road Not Taken
A Year in the Life of a Seventh Grader	Creativity	Context, Style	Personal and Cultural Expression				Write a free verse poem to express a “first time.” Write a Haiku to document a 7th grade experience.	Oranges (poem), Seventh Grade (short story)
The Fragility of Democracy	Communication	Genres intertextuality self-expression	Orientation in space & time-- civilizations and social histories, heritage; pilgrimage, migration, displacement & exchange	Interpretation of a text by an individual is influenced by his or her affiliation with the greater community	A. Analysing i-iv B. Organizing i-iii	Take effective notes in class Use a variety of graphic organizers for academic writing tasks	Argumentative writing, answering Facing History’s Essay Prompt	Numbering all the Bones various primary sources from Facing History
Choices in LIttle Rock	Change	Purpose, self-expression structure	Personal & Cultural Expression-- social contexts of reality; philosophies and ways of life; belief systems, ritual and play	Individuals write to persuade change in their communities	C. Producing Text i-iii D. Using Language i-v	Encourage others to contribute Practice empathy	Postcards from the past	Warriors Don’t Cry, Little Rock 9 Graphic Novel
Creating Safe Spaces	Perspective	Self-expression	Identities and Relationships	Individuals’ perspectives of others directly affects their self-expression which either assists or impedes their ability to have successful relationships with others	C. Producing Text i-iii	Self-management Organization Thinking/Critically	Journaling

Language and Literature Subject Group Overview Year 3- Grade 8
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Writing	Content
Identity and Community	Connections	Point of View Setting	Identities and relationships: Identity Formation, self-esteem, status, roles, & role models	Membership in certain communities impacts identity.	C. Producing Text Iii D.Using language Ii iii	Communicate Research	Memoirs	Facing History and Ourselves Identity and Community Unit The Color of Water
Life in the Great Depression	Perspective	Context	Personal and Cultural expression	The context in which we live, different events and our perspective impacts our belief sysytem.	A. Analysing I C. Producing Text Iii D. Using Language ii	Interpret Write for different purposes Communicate	Argumentative	American Great Depression To Kill a Mocking Bird Of Mice and Men Grapes of Wrath Bud Not Buddy
Holocaust and Human Behavior- Decision Making	Communication Creativity	Intertextuality Audiences imperatives	Fairness and development	A systematic ideology that promotes assertions and misconceptions about a certain group in a community can negatively affect human behavior.	A. Analysing iii B. Organizing I,ii	Think critically Communicate Investigate	Informative Expository	Facing History and Ourselves/ Decision Making in Times of Injustice NIght Voices of the Holocaust Boy in the Striped Pajamas Yellow Star Four Perfect Pebbles
International Human Rights	Connections Global Interactions	Interdependence Values	Fairness and Development--- Imagining a hopeful future	Every human being is free and equal.			Research	UDHR
Experiences that Define Our Moral Universe: To Kill a Mockingbird and the Jim Crow South	Perspective	Setting Context	Fairness and Development – Power and Privilege	Characters in a book are influenced by setting and context, based on their experiences and perspectives.	A: Analyzing B: Organizing D: Using Lanuage	Thinking Communication		Identifying moments in your life that have developed your ‘moral universe’ and be able to speak to the moments in TKAM that developed those characters’ moral universe.

Language Acquisition Subject Group Overview Year 1- Grade 6
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
Do Greetings Reflect Culture & Understanding School in a New Language	Communication	Audience & Message	Personal and Cultural Expression	How we communicate depends upon our personal relationship with our audience and cultural and linguistic norms.	A: Comprehending spoken and visual text. C: Communicating in response to spoken, written and visual text.	Communication & Social Skills	Greetings (oral and physical), Brief introductions, Alphabet, colors, school supplies, masculine and feminine articles Present tense verbs: llamarse, ser, estar, tener, necesitar
Relationships with Time	Culture	Purpose & Structure	Orientation in Time and Space	Our concept of time is influenced by the amount of emphasis our culture places on it.	A: Comprehending spoken and visual text. C: Communicating in response to spoken, written and visual text.	Thinking Skills & Self- Management Skills	Numbers 1-31, calendar, holidays in Spanish speaking countries, months, days, dates, numbers, telling time, what being on time means in other countries, school subjects, schedules Present tense verbs: ser, celebrar, gustar, adjectives
Cultural Impact of Weather	Connections	Purpose & Context	Personal and Cultural Expression	We can form personal connections to other places in the world through investigations.	B: Comprehending written and visual text. D: Using language in spoken and written form	Communication & Research Skills	Numbers 1-100, Seasons, weather, Spanish speaking countries geography, climates, landforms Present tense verbs: hacer, tener, ser
Perceptions of Ourselves and Others Around Us	Creativity	Message & Word Choice	Identities and Relationships	We describe ourselves based on our own perceptions of our identity.	B: Comprehending written and visual text. D: Using language in spoken and written form	Thinking Skills & Communication Skills	Adjectives (physical & emotional), family relationships, formal and informal subjects (tu, usted, ustedes) Present tense verbs: gustarse, querer

Language Acquisition Year 2- Grade 7 Subject Group Overview
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills			Content
Student Life Around the World	Connections	Purpose & Context	Personal and Cultural Expression	Student life depends upon the context, connections made with others and the degree to which students have the freedom of self expression.	B: Comprehending written and visual text. D: Using language in spoken and written form		Communication & Research Skills	Calendar, time, days, months, School subjects, school supplies, schedules with time, typical school days/important events for students in Spanish speaking countries, quincinera, adverbs of frequency Present tense verbs: querer, tener, gustarse, ser Reflexive verbs: ____se
Responsibilities to Ourselves and Others	Culture	Purpose & Structure	Orientation in Time and Space	How we orient ourselves in different spaces depends upon our culture and personal definition.	A: Comprehending spoken and visual text. C: Communicating in response to spoken, written and visual text.		Thinking Skills & Self- Management Skills	Relationships, family, formal and informal (tu, usted, ustedes), physical and emotional adjectives, weather in Spanish speaking countries, masculine and feminine articles Present tense verbs: hacer, ser, tener
Time Well Spent	Creativity	Message & Word Choice	Identities and Relationships	How you choose to spend your free time depends upon how you express your creativity.	B: Comprehending written and visual text. D: Using language in spoken and written form		Thinking Skills & Communication Skills	Sports, non-sport free time activities, preferences, advertisement to petition school for a new after school actvitity/sport. Persuasive language, adjectives, verbs: Deber, tener, hacer, jugar, preferir, practicar.
Access to Food	Communication	Audience & Message	Personal and Cultural Expression	The health and well being of others can be improved through bilingual communication to a broad audience.	A: Comprehending spoken and visual text. C: Communicating in response to spoken, written and visual text.		Communication & Social Skills	Food groups, typical food and drink according to meal, tastes of food, restaurant skit, FDA food plate meals, snacks, tastes of food, traditional foods from Spanish speaking countries Present tense verbs: comer, beber, probar, gustarse, preferir, decir

Language Acquisition Subject Group Overview Year 3- Grade 8
Unit Title	Key Concept	Related Concepts	Global Context		Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
The Art of Persuasion	Communication	Audience & Message	Personal and Cultural Expression		Personal expression communicated using multiple forms of media can persuade one to do what the speaker desires.	A:Comprehending spoken and visual text. C:Communicating in response to spoken, written and visual text.	Communication & Social Skills	Body parts, clothing, shopping skits, colors, sizes, patterns, needs vs. wants, consumerism, advertising, adjectives Present tense verbs: preferir, gustarse, querer, necesitar, tener, tocar, buscar
Environmental Impacts on Daily Life	Connections	Purpose & Context	Personal and Cultural Expression		Our communities influence how we connect to the world and express ourselves.	B:Comprehending written and visual text. D: Using language in spoken and written form	Communication & Research Skills	Rural, urban, types of homes, prepositions of place, businesses and places around our neighborhood, adjectives, pastimes, directions Present tense verbs: ir, ser, estar
Who am I in Spanish?	Creativity	Message & Word Choice	Identities and Relationships		Personal goals are impacted by our interests, creativity and the relationships we have with others.	B:Comprehending written and visual text. D: Using language in spoken and written form	Thinking Skills & Communication Skills	Adjectives (Physical and emotional), school subjects, occupations, sports, pastimes, family, vacation plans, favorite foods, likes/dislikes, values, video resume/profile creation Present tense verbs: ser, estar, tener, gustarse, sonar, querer, ir, jugar
The Power of Bilinguals	Culture	Purpose & Structure		Orientation in Time and Space	One’s interests in other cultures is impacted by their purpose in life and how they see themselves.	A:Comprehending spoken and visual text. C:Communicating in response to spoken, written and visual text.	Thinking Skills & Self- Management Skills	Famous bilinguals, Spanish speaking countries, country presentations on geographical features, cultural celebrations, traditional dress and foods, major industries, tourist hotspots, interpersonal relationships, home/school life, schedules, values, government, religion Present tense verbs: all

Mathematics Year 1- Grade 6
Unit Title	Key Concept		Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	ATL Skills	Content
Food Deserts (Rational Numbers on the Coordinate Plane)	Relationships		Patterns Models	Fairness and Development	Models can be used to understand patterns and relationships.	Criterion B ii Criterion C ii Criterion D i	Research/ Information literacy Thinking/Critical Thinking	Apply and extend previous understandings of numbers to the system of rational numbers
Build a Public Park (Geometry)	Form		Measurement Space	Orientation in Space and Time	An architect uses measurement in order to orient forms within space.	Criterion C Criterion D	Communication - Communication Self-management - organization Research- information literacy	Solve real-world and mathematical problems involving area, surface area, and volume
Ordering off a Menu (Fractions, Decimals, and Percents)	Logic	Quantity System		Globalization and Sustainability	A person must use logic to understand quantities within a system.	Criterion A Criterion D	Research- information literacy	6.NS.B.2 6.NS.B.3
If The World Were 100 People (Probability/ Statistics)	Logic	Generalization Pattern		Identities and Relationships	By using logic and looking for patterns, we can make generalizations about human identities and relationships.	Criterion B Criterion C	Research - media literacy	6.SP.A.1 6.SP.A.2 6.SP.B.5
Prime Time	Relationships	Patterns Generalizations		Identities and Relationships	Mathematicians look for patterns in numbers’ relationships to one another. This allows mathematicians to come up with generalizations about these relationships.	Criterion A Strands i, ii, iii	Communication- communication skills

Mathematics Year 2- Grade 7
Unit Title	Key Concept		Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	ATL Skills	Content
Integers & Rational Numbers (CMP - Accentuate the Negative)	Relationships		Equivalence Quantity	Globalization & Sustainability: Consumption	Relationships between quantities and their equivalence can help to manage finances as consumers.	Criterion A Criterion C Criterion D	Communication Self-management	Adding, subtracting, multiplying, and dividing all rational numbers. Absolute value and the number line; introduction to graphs of inequalities.
Shapes and Design - Two Dimensional Geometry	Form		Patterns Model	Scientific and technical innovation: Adaptation	Certain polygons often form naturally in our world when architects design new structures	Criterion B Criterion C	Thinking/Critical Thinking Communicating	Identification and properties of polygons. Interior and exterior angle measures.
Ratios, Proportions Comparing and Scaling, Stretching and Shrinking	Logic, (Ratios, rates, percents and proportions)	Quantity Equivalence		Globalization and sustainability	A logical process helps us simplify quantities and make informed decisions regarding the opportunities of a connected world	Criterion C Criterion D	Self-management Thinking	Dividing a quantity in a given ratio Converting between different units of measurement and between different currencies
Moving Straight Ahead	Relationships	Model Change		Scientific and technical innovation	Relationships in our natural world can be represented using models which allow us to better understand changes within it	Criterion A Criterion D	Thinking	Understanding and using the Cartesian plane The components of the linear function y+mx+ c Solving linear equations algebraically and graphically Graphing linear functions and understanding their characteristics
What do you Expect?	Logic (Probability)	Model and Pattern		Scientific and technical innovation	Knowing odds of events happening helps people understand the world	Criterion A Criterion B	Communication Self Management Thinking	Determining independent and dependent probabilities. Determining the odds of different events happening.
Filling and Wrapping	Form	Space		Fairness and development: Sharing finite resources	Appropriate calculations can save natural resources	Criterion C Criterion D: Applying Mathematics in real life context	Thinking	Finding the perimeter (circumference) area and volume of regular and irregular two-dimensional (2D) and three-dimensional (3D) shapes
Samples and Populations	Relationships	Representations		Fairness and development	Different representations make it easier to understand and analyze global relationships and explore responsibilities with them	Criterion B Criterion D Applying Mathematics in real life context	Research Self- management	Constructing and interpreting graphs. Calculating the mean, median, mode. Choosing the best measure of central tendency

Mathematics Year 3- Grade 8
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	ATL Skills	Content
Thinking with Mathematical Models	Relationships	Model Generalizations	Globalization and Sustainability	Models can help us understand the impact of humankind on our world and allow us to explore our rights and responsibilities when sharing our resources with others.	Criterion B Criterion C	Thinking Self-management	Graphical analysis and representation of data in scatter plots Constructing and interpreting scatter plots
Say It with Symbols	Logic	Pattern Simplification Model	Scientific and technical innovation	Modeling using a logical process helps us understand the world around us	Criterion A Criterion B	Thinking Communication	Solving basic equations involving algebraic fractions Factoring linear and quadratic expressions
Looking for Pythagoras	Relationships	Change Model	Orientation in Space and Time: Discoveries	Using knowledge, it is possible to calculate what we cannot measure	Criterion B Criterion C	Thinking Communication Self-management	Solving problems involving triangles by using Pythagoras’ therum and its converse
Growing, growing, growing		Model Change	Scientific and technical innovation	The growth rate, initial value, and time impacts exponential growth	Criterion C Criterion D	Thinking Communication Self-management	Exponents, Algebraic expressions, and functions
It’s in the System	Form	Representation and system	Scientific and technical innovation	Representing a system of relationships can help us understand how to make better use of resources	Criterion A Criterion C Criterion D	Communication Self Management Thinking	Solving and graphing linear equalities, inequalities and system of equations.
Frogs, fleas and painted cubes	Relationships	Change Model	Identities and relationships	Modeling helps understand relationships between variables and can inform behaior.	Criterion C Criterion D	Thinking	Factoring quadratic expressions Solving quadratic equations algebraically and graphically Analyzing and using well-defined procedures for solving complex problems.

Physical Education and Health Year 1- Grade 6
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
Team building	Communication	Interaction	Fairness and Development	Communication is beneficial while interacting with peers in regards to cooperation and conflict management.	C. Applying and performing Strands: i, ii, iii	Interaction	Teamwork, sportsmanship, active listening, problem solving and communication.
Fitness Assessments	Change	Systems Refinement	Relationships	The human body systems will change as you refine your workouts to maintain a healthy and active lifestyle.	B, Planning for performance Strands: i, ii	Affective Skills	Curl ups, push ups, sit and reach, pacer test
Volleyball	Relationships	Perspectives	Fairness and Development	Relationships and perspectives change throughout gameplay.	D.Reflecting and Improving performance Strand, ii	Organizational skills	Basic Skills, bump pass, set pass, underhand serving.
Basketball	Relationships	Movement	Orientation in time and space	Relationships change through movement as you use your orientation in space & time	C. Applying and performing. Strands: i, ii, iii	Communication	Dribbling, passing, offense and defense strategies
Rugby	Change	Adaptation	Orientation in time and space	You must analyses and change your movement patterns while adapting new orientation in space and time.	A.Knowing and understanding Strands; iii D.Reflecting and improving performance Strands iii	Critical Thinking Skills	Basic skills and rules of the game. Lateral passing, one handed and two handed spin pass. Knowing how to explain each skill
Aesthetic Movement- Warmup	Communication	Interaction Systems	Identities and Relationship	Communication is the key to interaction identifying body systems.	A.Knowing and Understanding Strands: iii	Organizational skills	Students create a movement warm up using all major muscle groups
Food for Thought	Change	Balance and Function	Identities and Relationships	Identifying the relationship between a balanced diet and the function of your body can help you change your diet for the better.	A. Knowing and Understanding i, ii, iii	Self-Management	Students keep a food log for one week, then create a three-day meal plan based incorporating all essential nutrients
Sexual Health (Health)	Change	Choice Interactions	Identities and Relationships	Changes can impact our choices, identities, relationships and interactions.	A. Knowing and Understanding i, iii	Self-Management

Physical Education and Health Year 2- Grade 7
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
Throwing and catching	Change	Interaction and Choice	Orientation in Space and Time	Players must analyze and change their movement patterns to increase their accuracy and power when throwing	C. Applying and Performing Strands i,ii,iii	Critical Thinking Skills	Lateral passing, overhand and underhand throwing, two-hand catching
Volleyball	Relationships	Adaptation	Identities and Relationships	Relationships changes as we adapt to new identities	Criterion A. Knowing and Understanding. Strand iii	Transfer Skills	Rules of the game, underhand serve, bump and set pass
Basketball	Communication	Movement	Orientation in Time and Space	Communicating your next move helps others understand your orientation in space	Criterion B Planning for Performance. Strand ii	Collaboration	Offensive and Defensive Strategies
Floor Hockey	Communication	Interaction	Identities and Relationships	Your ability to communicate and interact with others strengthens your relationships	Criterion C. Applying and Performing Strands i, ii, iii	Critical Thinking	Offense and Defense Strategies. Game play
Soccer	Relationships	Refinement	Fairness and Development	Relationships between people need to be developed and refined as you gain fairness	Criterion D Reflecting and improving on Performance Strand i, ii, iii	Transfer Skills	Basic Rules and concepts. Game and Tournament play.
Fitness Assessments	Change	Systems Refinement	Identities and Relationships	The body systems will change as you refine your relationship to fitness	B, Planning for performance Strands: i, ii	Affective Skills	Curl ups, push ups, sit and reach, pacer test
Creating a Workout	Communication	Choice and Interactions	Identities and Relationships	Communicating our choices and interacting with others when creating an activity will help identify relationships to fitness	Criterion A. Knowing and Understanding. Strand ii, iii		Components of fitness (body composition, muscular strength, muscular endurance, flexibility and cardiovascular fitness)
Balance of Both Mind and Body (Health)	Relationships	Balance and Choice	Identities and Relationships	The use of technology can terms that the function of body systems that support physical and mental well-being.	Criterion A. Knowing and Understanding. Strand ii, iii

Physical Education and Health Subject Group Overview Year 3- Grade 8
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning	Content
Create a Game	Communication	Choice and Interaction	Identities and Relationships	Communicating our choices and interacting with others when creating an activity will help identify relationships to fitness.	A.Knowing and understanding Strands: i, ii, iii	Creative Thinking Skills	Students will work in groups of 3-4 to create a game that incorporates the components of fitness. Flexibility, Muscular strength and endurance, Body Mass index and Cardio Endurance.
Volleyball	Change	Perspectives	Orientation in space	Change in perspectives is crucial while learning how to use orientation in space for different activities	C. Applying and Performing. I. demonstrate and apply a range of skills and techniques	Thinking Skills	Students will apply all skills learned from previous years. Students will also officiate all games.
Fitness Assessments	Change	Systems Refinement	Relationships	The body systems will change as you refine your relationship to fitness	Criterion D Reflecting and improving performance Strands i, ii, iii	Affective Skills	Curl ups, push ups, sit and reach, pacer test
Tumbling Routine (aesthetic movement)	Form	Movement	Orientation in Time and Space	Form has various effects on movement as it pertains to orientation in space	B. Planning for Performance Strands i. ii	Creative Thinking	Creating a tumbling routing
Becoming a Soccer Star	Cmmunication	Adaptation and Refinement	Fairness and Development	Communicating our adaptation to drills will help beginning soccer players refine their skills at a developmentally fair level.		Communication	Creating a set of soccer drills for younger players to improve their skills. Students will also be looking to improve their communication skills and ability to work as a group.

Sciences Subject Group Overview Year 1- Grade 6
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
Groundwater Contamination	Logic	Models Change	Scientific and Technological Innovation	Scientific models can be used to understand the logic behind changes that occur when pollution becomes a widespread concern in a community.	Criterion A i, ii, iii Criterion D i, ii, iii, iv.	Giving and receiving appropriate feedback, Negotiate knowledge and ideas with peers and teachers, Organize information logically, Practice listening to others, Practice giving and receiving feedback, Practice observing carefully in order to recognize problems, Interpret data,Identify obstacles and challenges to the solutions of problems.	Next Generation Science Standards: MS-ESS2-1 MS-ESS2-4
Color and Spectrum	Relationships	Form Energy	Scientific and Technological Innovation	There is a relationship between the energy of light and its form in the world. This can have an impact on human life.	Criterion B I,ii,iii,iv Criterion C i,ii,iii	Structure information appropriately in written, oral and visual work. (Organization/Self-management) Utilize appropriate multimedia and multi-modal technology for effective presentation and representation. (Research/ information literacy) Communicate information and ideas effectively to multiple audiences using a variety of media and formats. (Research/ media literacy)	NGSS: MS.PS4.2
The Scientific Method	Relationships	Patterns Interaction	Orientation in Space and Time	Relationships in the physical world can be understood by testing to see how different variables interact, and looking for patterns in the results.	Criterion A i, ii, iii Criterion B Strands i, ii, iii, iv	Communication (Language) Thinking (Critical Thinking) Thinking (Creativity and Innovation)	NGSS: MS.ESS3-3
Climate Change: Human Impact on the Environment	Change	Consequences Environment	Scientific and technical innovations	Environmental change is a consequence of human activity.	Criterion B: Inquiring and Designing Strands i, ii, iii, iv Criterion C: Processing Strands i, ii, iii Criterion D: Reflecting on the Impacts of Science Strands i, ii, iii, iv	Thinking/Critical Thinking	Climate change vocabulary Land ice vs. sea ice Myths vs. facts and using data to support our claims
Contraception	Change	Choice Interactions	Identities and Relationships	Changes can impact our choices, identities, relationships, and interactions.	Criterion A: Knowing and Understanding Strand I Strand III	communication; communication through language self-management; reflection	CPS Sexual health guidelines/ requirements for 6th grade

Sciences Year 2- Grade 7 Subject Group Overview
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
Studying Materials Scientifically	Change	Evidence, Design, Method	Scientific and Technological innovation	Carefully analyzing the elements of an experimental design allows an individual to evaluate the effectiveness of clinical and experimental trials.	C. Processing and Evaluating (ii, iv, v)	III. Organization (In writing and Science Journals, Information Literacy, Collaboration	Experimental Design, Evidence, Control and Treatment Group, Placebo
Ecological Literacy	Change	Interaction, Environment, Energy	Globalization & Sustainability	Human actions may alter the way in which organisms interact with the natural environment.	D: Reflecting on the Impacts of Science (i, ii)	VI Research Skills, Creativity, Critical Thinking, Innovation	Population, Abiotic/Biotic Factors, Competition, Carrying Capacity, Habitat, Energy Pyramid, energy
Body Systems	Systems	Consequence, Interactions, Functions	Identities and Relationships	Understanding the functions of the body's organ systems helps humans to make day to day decisions to stay as healthy as possible.	A. Knowing and Understanding (i, ii, iii)	V. Reflection Skills, Communication Skills, Collaboration	Respiratory, Cardiovascular, Segments
Exploring Space	Systems	Models, Development	Scientific and Technical Innovation	Knowledge of the relationships between the earth, sun, and mars helps us understand our length of days and years, our seasons and futility.	D: Reflecting on the Impacts of Science (i, ii, iii, iv)	I. Collaboration, Creativity and Innovation, and Organization	Gravity, Net Force, Conditions, Atmospheres and Sustainability, Space Shuttles, Space Probes, ISS
Studying People Scientifically	Change	Model Evidence	Scientific and Technical Innovation	Humans create models based on evidence to understand processes and solutions and show change within society.	Criterion A Knowing and Understanding (i, ii, iii)	Thinking/Critical Thinking	Clinical Trials Scientific Method and Society Placebos/Placebo Effect Ethics Creating and Analyzing

Sciences Subject Group Overview Year 3- Grade 8
Unit Title	Key Concept	Related Concepts	Global Context	Statement of Inquiry	Subject Group Objectives	Approaches to Learning Skills	Content
Studying Materials Scientifically	Change	Influence, Culture, Conditions, Balance	Science and Technological innovation	There is a process to identify substances by their chemical & physical properties.	A: Knowing and understanding(i,ii,iii)	Organization Collaboration Research	Experimental Design; chemical & physical properties
Consumer Chemistry	The Chemical Makeup of Materials	Energy, Transformation, Development	Orientation in time and space	Knowledge and challenging discoveries evolve the periodic table's form to enhance its function of showing trends in the evolution of physical and chemical properties of consumer products.	Communication Critical Thinking	Creativity and Innovation and CommunicationTransfer	Structure of Atoms, matter, elements, organization of periodic table, atomic mass, atomic number, additives, preservatives, processed food
Comparative Anatomy	Systems	Function, Movement	Orientation in time and space	Knowledge of the way systems function can be applicable to the human body.	A. Knowing and Understanding	Media Literacy, Collaboration, and Transfer	Digestive Systems, Muscular System
Force and Motion	Systems	Function and Movement	Scientific and Technological Innovation	Knowledge of the relationships between mass, speed, and gravity can be applied to everyday life.	C: Processing and evaluating (i, ii, iii, iv, v)	Information Literacy, Innovation, and Collaboration	Newton’s laws of motion, net force, potential, kinetic energy, gravitational pull, centripetal force

Interdisciplinary

Subject Group Overview

Year 1- Grade 6

Unit Title

Key Concept

Related Concepts

Global Context

Statement of Inquiry

Subject Group Objectives

Approaches to Learning Skills

Content

The Problem We All Live With

Relationships

Patterns, Identity, Intertextuality

Fairness and Development

Relationships can be understood through an intertextual study of history, discussions of identity, and investigations of patterns.

A: Disciplinary Grounding

B: Synthesizing

C: Communicating

D: Reflecting

Communication, Self-management, Research/Informational Literacy, Critical Thinking, Reflection

Point of view.

Student will understand how racial relationships in modern-day Chicago can be understood through an intertexual study of Chicago history, discussions of identity and investigations of statistical patterns.

Global Interactions

Time, Place, and Space

Relationships

Apply and extend previous understandings of numbers to the system of rational numbers

Solve real-world and mathematical problems involving area, surface area, and volume

Adding, subtracting, multiplying, and dividing all rational numbers. Absolute value and the number line; introduction to graphs of inequalities.

Identification and properties of polygons. Interior and exterior angle measures.

Dividing a quantity in a given ratio

Understanding and using the Cartesian plane

Determining independent and dependent probabilities. Determining the odds of different events happening.

Finding the perimeter (circumference) area and volume of regular and irregular two-dimensional (2D) and three-dimensional (3D) shapes

Constructing and interpreting graphs. Calculating the mean, median, mode. Choosing the best measure of central tendency

Graphical analysis and representation of data in scatter plots

Solving basic equations involving algebraic fractions

Solving and graphing linear equalities, inequalities and system of equations.

Factoring quadratic expressions