Required Student Product/Exams

Student products include:

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  History Interactive Notebook (preview activities, class notes, processing activities)
  
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  BPS Mid and End-of-Course Assessments
  
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  Completion of the city-wide Common Writing Assessment
  
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  BPS Historical Thinking/Writing Tasks
  

This course is required of all students and may be used as one of three history courses students must pass to graduate from high school.

The geography and history of the United States from1877 to the present with studies of the political, economic, social and cultural developments of the nation throughout the eras. This course includes a Humanities component, which includes a study of relevant literature and practice in writing. Major topics include

• The causes and consequences of immigration.

  
  
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  The causes, course and growth of America in world affairs 1861-1914
  
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  The origins, accomplishments and failures of Progressivism
  
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  Post-Civil War struggles of African Americans and women to gain civil rights
  
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  The causes and consequences of the Great Depression
  
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  American isolationism after World War I and impact on foreign policy
  
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  The Cold War and the policy of Containment
  
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  The causes, course and consequences of the Vietnam War
  
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  The Civil Rights Movement and the Women’s Rights Movement
  
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  The Kennedy, Johnson and Nixon Administrations
  
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  The North American Free Trade Agreement
  
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  The causes, course and consequences of recent American diplomatic initiatives
  

The following documents are required of all students. Documents will be included in the high school American history MCAS.

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  Declaration of Independence (1776)
  

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  The United States Constitution (1787)
  
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  The Bill of Rights (1791)
  
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  The Seneca Falls Declaration of Sentiments and Resolutions (1848)
  
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  President Franklin Roosevelt’s “Fourteen Freedoms” speech (1941)
  
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  Reverend Martin Luther King’s Letter from Birmingham City Jail” (1963) and “I have a Dream” speech (1963)
  

Student products include:

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  History Notebook (daily class notes, summaries, reading notes, reflections, personal responses, responses to open-response question, other assignments)
  
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  BPS Mid- and End-of-Course Assessments
  
• 
  BPS Historical Thinking/Writing Tasks
  
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  Completion of the city-wide Common Writing Assessment
  

McDougal Littell: The Americans: Reconstruction through the Present Holt, Rinehart and Winston: The American Nation: Civil War to Present Glencoe: The American

This course may be used as one of three history courses students must pass to graduate from high school.

The history of European growth and development, European interaction with Africa and Asia and American intervention in world affairs from 1800 to the present with studies of the political, economic, social, religious, cultural and technological developments within nations throughout the eras. Major topics include European nationalism and Western imperialism; The Era of the Great Wars; the Great Depression; the Cold War in Europe and Asia, the Collapse of the Soviet Union; and persistent nationalism, militarism and threats to world peace.

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  Student products include a history notebook or interactive notebook that contains summarizations, written responses to open-response, thematic essays and document based questions. BPS Mid-and End-of -Year Assessments are also required and completion of the city-wide Common Writing Assessment.
  

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  Prentice Hall: World History: Connections to Today – The Modern Era; McDougal Littell: Modern World History: Patterns of Interaction ; West Publishing (Now NTC Contemporary Publishing Group): Modern World History
  
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  Material resources: AMSCO: (Used as a resource book.) World History; Globe Fearon (Supplement for English Language Development students) La HistoriaMundail Para UnaEdad Universal – Tomo 2: De la edad del imperialismo a la actualidad
  

1. 
   Understand the purpose, structure and function of government in a civil society;
   
2. 
   Understand the philosophical and historical roots of the American political system and its ideals;
   
3. 
   Describe the American political party system, the major political party platforms and the function of the election system;
   
4. 
   Be conversant in the vocabulary and concepts necessary for effective civic engagement and action;
   
5. 
   Understand the function of the American judicial system as well as the rights and responsibilities of the individual in society;
   
6. 
   Describe historical case studies and contemporary situations focusing on controversial social issues and youth civic engagement;
   
7. 
   Identify core civic engagement strategies and habits; and
   
8. 
   Plan a participatory action research project for community-based change.
   

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  PAR Portfolio Pieces to be completed: Problem/Question/Hypothesis, Project proposal, strategy Map.
  
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  Formal test that covers court process and Key Supreme Court Cases.
  
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  Successful ‘pitch’ presentation of the PAR to community members and classmates.
  

AP United States Government and Politics is a one-semester, college level course offered

to students who wish to be academically challenged and plan to take the AP exam in the

spring. It is a survey course that provides an introduction into the operation of American national government. As such, we will examine:

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  The American system of government and its origins
  
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  Political opinions, interests, and behaviors
  
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  Political organizations, to include parties, interest groups and mass media
  
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  The institutions of government and their role in making and enforcing public
  

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  Civil liberties and civil rights
  
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  Primary source materials and contemporary news analyses
  

analytical perspectives for interpreting, understanding, and explaining the political

processes and events in this country.

SCIENCE
BIOLOGY 1

Prerequisites: None

Description:

Biology 1 is an introductory course exploring the concepts and interrelated laws of the biological world. The course may count towards a student’s three-year graduation requirement in science. Using a variety of instructional tools, including hands-on material and inquiry-based pedagogy, students will be prepared to devise controlled, multivariable experiments as well as appreciate and apply biology principles and procedures to real life situations.

The specific topics include chemistry of life, structure and function of cells, genetics, human anatomy and physiology, evolution and biodiversity, and ecology. The course examines the core topics listed in the Massachusetts Science and Technology/Engineering Curriculum Framework of October 2006.

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  Mid-Year and End-of-Year Assessments
  
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  Lab experiences appropriate to text
  
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  MCAS test in Biology at grade 10.
  
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  Science Notebook (i.e. class notes, observations, data, laboratory reports, student reflections)
  

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  Kendall-Hunt: BSCS Biology A Human Approach
  

Biology II is a continuation of the Biology I course exploring the concepts and interrelated laws of the biological world. This course focuses on ecology, environmental science, experimental design and preparation for the Biology MCAS Test. The course may count towards a student’s three-year graduation requirement in science. Using a variety of instructional tools, including hands-on material and inquiry-based pedagogy, students will be prepared to devise controlled, multivariable experiments as well as appreciate and apply biology principles and procedures to real life situations.

The specific topics include chemistry of life, structure and function of cells, genetics, human anatomy and physiology, evolution and biodiversity, and ecology. The course examines the core topics listed in the Massachusetts Science and Technology/Engineering Curriculum Framework of October 2006.

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  Mid-Year and End-of-Year Assessments
  
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  Lab experiences appropriate to text
  
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  MCAS test in Biology at grade 10.
  
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  Science Notebook (i.e. class notes, observations, data, laboratory reports, student reflections)
  

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  Kendall-Hunt: BSCS Biology A Human Approach
  
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  Pearson: Miller and Levine Biology 2014
  

Chemistry 1 is an introductory course about matter, defining the variety of materials of the physical world around us, and the concepts and interrelated laws of chemistry. The course may count toward a student’s three-year graduation requirement in science. Using a variety of instructional tools, including hands-on material and inquiry- based pedagogy, students will be prepared to devise controlled multivariable experiments as well as appreciate and apply chemistry principles and procedures to real life situations.

The specific topics include properties of matter, atomic structure, periodicity, chemical bonding, chemical reactions and stoichiometry, gases and kinetic molecular theory, solutions, acids and bases, and equilibrium and kinetics. The course examines the core topics listed in the Massachusetts Science and Technology/ Engineering Curriculum Framework of October 2006.

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  Mid-Year and End-of-Year Assessments
  
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  Lab experiences appropriate to text being used.
  
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  MCAS test in Chemistry at grades 10 or 11
  
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  Science Notebook (i.e. class notes, observations, data, laboratory reports, student reflections)
  

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  Key Curriculum, Living by Chemistry
  

AP Chemistry is a College Board approved advanced placement class. It is designed to be as difficult as a first year chemistry class at the college level and prepare students for the Advanced Placement exam in May. Course instruction ranges from direct lecture, guided practice, student presentations, weekly lab experiments, and hands-on demonstrations. Homework is assigned nightly and includes an online learning component.

I. Structure of Matter (20%)

II. States of Matter (20%)

III. Reactions (35–40%)

IV. Descriptive Chemistry (10–15%)

V. Laboratory (5–10%)

Required Assessments/Products:

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  Nightly homework
  
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  Frequent AP style test and quizzes
  
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  Frequent AP-style open response practice problems
  
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  Formal and Informal Lab Reports
  
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  Major Group presentation
  

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  Brown, Lemay, Bursten: Chemistry: The Central Science
  
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  Waterman: AP Chemistry Test Prep Series
  
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  Hague and Smith: The Ultimate Chemical Equations Handbook
  

All students will be required to take the AP Biology exam as administered by the College Board in May.

Physical Education is a combination of competitive and non-competitive sports offered through a variety of skills, drills and games to develop an opportunity to create body awareness, personal fitness, conditioning, and individual skills. Through exposure to a variety of game situations, students learn rules, regulations, techniques and strategies of the various sports. By experiencing a variety of activities students will learn lifetime activities which can be carried over to their personal lives.

This course offers a wide range of aquatic activities/skills for fitness and life skills purposes. This aquatic course covers all levels of swimming skills: beginner, advanced beginner, intermediate, and advanced level water skills. The students are introduced to and taught the basic strokes and, for the more advanced swimmers, technique work and endurance is taught. Life saving skills and water safety are taught and stressed to all levels.

The Marine Corps JROTC Program emphasizes the United States Marine Corps' devotion to leadership training at all levels, obedience to orders and self-discipline. The emphasis in the classroom is on the improvement of academic knowledge and study skills. Before- and after-school programs such as the drill team, rifle team, and the many weekend and school vacation trips are taken by the unit to develop leadership skills and the techniques of

Teacher and student goals

Evidence of student work (in narrative or list form)

Original samples of student work with rubrics or a narrative feedback

Original samples of student work with writing demonstrating the steps of writing process

District mid-term and final assessments

Peer and student self-assessment checklists

Student written reflection on body of work

Students are expected to meet minimally acceptable standards (level 2-4 using BPS ELD Task Descriptions) on the following products:

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  Language Acquisition Portfolio
  
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  Personal Narrative (Oral and written presentation)
  
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  Group Research Project (Oral and written presentation)
  

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  Language Acquisition Portfolio
  
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  Personal History (Oral and written presentation)
  
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  Research Project (Oral and written presentation)
  
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  Memorize and recite a piece of poetry
  

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  Transitional
  

Students will prepare and present orally a group research project by the fourth term. Suggested topics for an end of year research are: a holiday of another culture or tradition; one of the fifty states; an important invention; a community institution; an historical figure from another era; a country.

Students will prepare and present orally an individual research project by the fourth term. Suggested topics for an end of year research project: a content area topic in science or social studies.

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  Students are expected to read the equivalent of 20 books each year from multiple genres, including fiction and non-fiction. The source for the reading material includes readings from required core text and leveled reading libraries.
  
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  Beginning level students should begin to keep a read response log after receiving two marking periods of ELD instruction.
  
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  Teachers will select at least two books from suggested reading list that all students will read through shared reading, read-aloud, and guided reading.
  
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  By the fourth marking term students should create a written response to a traditional narrative (myth, folktale, fable) explaining the moral or theme expressed in the text
  

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  Students are expected to read the equivalent of 20 books each year from multiple genres, including fiction and non-fiction. The source for the reading material includes readings from required core text and leveled reading libraries.
  
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  Teachers will select at least four books from the suggested reading list that all students will read through shared reading, read-aloud, and guided reading.
  
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  By the end of the school year, students should have written at least one independent Response to Literature. The response should be included in the language acquisition portfolio.
  
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  Written response to a poetry identifying and explaining the use of figurative language or sound devices.
  
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  Early intermediate students should maintain a reading log throughout the year.
  

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  Students are expected to read and respond to a minimum equivalent of 20 books each year from multiple genres, including fiction and non-fiction. Students will select their books from the core literature list or from lists of books developed by teachers, in collaboration with their colleagues.
  
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  Teachers will select at least four books from the suggested reading list that all students will read through shared reading.
  
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  Students are expected to read an additional four books as independent reading.
  
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  Students will keep a reading response journal throughout the school year. AT least two of the responses will be included in the language acquisition portfolio in addition to the Response to Literature.
  
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  Written response to poetry analyzing and evaluating the effects of figure of speech/figurative language and form on the meaning of the selected text.
  
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  Written response to literary historical fiction identifying and analyzing the elements-character, setting, plot and theme.