COMMON CORE ALIGNMENT - Chicago Reporter
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Section 2.1a. Appendix 1—
SpringBoard-CCSS Alignment
COMMON CORE
ALIGNMENT
Delivering the Rigor of the Common Core
The SpringBoard Difference:
Our integrated model of literacy provides thematic units that integrate reading, writing, speaking and listening and
language skills. These units emphasize the strong connection between reading and writing while providing grammar
and vocabulary instruction in context. This unique design creates a balanced and vertically aligned system of literacy
development that engages students and prepares them for success with Common Core State Standards.
Common Core State Standards
SpringBoard provides…
for ELA include…
1. CCSS Reading: SpringBoard Reading:
Literature and Informational Texts Literary and Informational Texts selected to be both challenging and engaging
Key Ideas and Details for students
Craft and Structure Explicit instruction in close reading and the opportunity to annotate within
the student text
Integration of Knowledge and Ideas
A wide range of research-based reading strategies that empower students
Range and Level of Text Complexity
Scaffolded instruction that moves students toward independence
As the official pre-AP program of The College Board,
SpringBoard prepares students for the rigorous
textual analysis expected in AP English courses.
2. CCSS Writing: SpringBoard Writing:
Text Types and Purposes Guided instruction for writing arguments, informative texts, and narratives
(Argument, Informative, Narrative) Mode-specific Writing Workshops, open-ended prompts and Embedded
Production and Distribution of Writing Assessments with Scoring Guides
Research to Build and Present Knowledge An Emphasis on Purpose and Audience
Range of Writing Formal and Informal Writing Tasks
Strategies are embedded within the instructional Multiple opportunities for short and extended student research
activities to encourage best practices and sustain A wide range of research-based writing strategies
independent student learning.
3. CCSS Speaking and Listening: SpringBoard Speaking and Listening:
Comprehension and Collaboration A student-focused classroom where collaboration is fostered
Presentation of Knowledge and Ideas A variety of nonprint texts including films
SpringBoard develops students’ skills with focused Multiple opportunities for student presentations, including speeches
discussions such as Socratic Seminars and and performances
Literature Circles.
Specific strategies for collaboration and oral communication
4. CCSS Language: SpringBoard Language:
Conventions of Standard English Signal Boxes that provide grammar support and instruction in the context of actual
Knowledge of Language reading and writing
Vocabulary Acquisition and Use An emphasis on style analysis that transfers to students’ own use of language
SpringBoard includes the essential rules while An awareness of language as a flexible tool that can be adapted for specific contexts
also considering how craft enhances choices about A direct and integrated approach to vocabulary instruction that includes in-context
grammar, conventions, vocabulary, and style. and academic vocabulary, Greek and Latin roots, multiple-meaning words, and
literary terms defined at point of use
1
CCSS-Publisher’s Criteria for English Language Arts
SpringBoard 2014 © Common Core Edition
I. Key Criteria for Text Selection
1. CCSS Text Complexity: SpringBoard Text Complexity:
A. Texts per grade align with Evaluations of text complexity and an emphasis on access, engagement, and balance between reader
complexity requirements and task
B. All students have More direct and explicit scaffolding
extensive opportunities
Responsive to user feedback from users on age-appropriate materials
to encounter grade-level
complete texts Explicit reading pedagogy incorporated more explicitly into scaffolded lessons (before – during – after
reading )
Close reading strategies emphasized – marking/annotating and questioning the text
Example Texts:
• “Stranger in the Village” by James Baldwin
• “Everyday Use” by Alice Walker
• “Grant and Lee: A Study in Contrasts” by Bruce Catton
C. Shorter, challenging texts Encourage multiple readings of a text for comparison and deeper analysis
that elicit close reading
Emphasize style and literary analysis
and re-reading are provided
regularly at each grade Facilitate additional analysis of structure and its relation to effective argument and analysis
Text examples:
• “Eleven” by Sandra Cisneros
• “O Captain, My Captain” by Walt Whitman
• “Gift of the Magi” by O. Henry
• “The Story of an Hour” by Kate Chopin
• “Speech to the Virginia Convention” by Patrick Henry
D. Novels, plays, other Stronger connections to building skills through independent reading
extended full length
Multiple longer texts requiring sustained research
readings with opportunities
for close reading Emphasizes close reading of passages with connections and contextualizing
Literature Circles
Added independent reading support in materials
Students read a novel and/or a drama at every level. Example texts:
• Othello
• Romeo and Juliet
• The Giver
• Fahrenheit 451
E. Additional materials Includes lists of suggested independent readings (focused on a variety of complex texts) including high-
aim to increase regular interest young adult literature as well as canonical literature
independent reading of texts
Offers links to independent reading that are explicitly connected to lessons and skills taught in the unit
that appeal to students’
interests while developing
both their knowledge base &
joy in reading
2
CCSS-Publisher’s Criteria for English Language Arts
SpringBoard 2014 © Common Core Edition
2. CCSS Range and SpringBoard Range and Quality Texts:
Quality of Texts:
B. In grades 6–12, shift Increased number of literary non-fiction texts across all grade levels (essays, speeches, opinion pieces,
balance of texts/ historical documents)
instructional time to
Includes relevant multi-disciplinary non-fiction (seminal documents)
reading substantially more
literary nonfiction Example Texts:
• Declaration of Independence
• “Speech to the Virginia Convention” by Patrick Henry
• “Letter from Birmingham Jail” by Martin Luther King Jr.
C. The quality of the Emphasizes evaluating text complexity to assure users of text quality based on quantitative, qualitative,
suggested texts is high and reader task criteria
–they are worth reading
High-quality texts worthy of close and repeated reading prominently featured
closely, and exhibit
exceptional craft/thought
or useful information
D. Specific texts or text types Foundational documents used in each level with specific units focused on American and World literature,
named in standards are Shakespeare, and American drama
included
Example Texts:
• Declaration of Independence
• Preamble to the Constitution
• The Bill of Rights
• “Lincoln’s 2nd Inaugural Address” by Abraham Lincoln
E. Within sequence or Anchor texts used within thematic units of study
collection of texts, specific
Example Unit: Literary Theory study in 12th grade
anchor texts are selected
for especially careful • “Shooting an Elephant” by George Orwell
reading • Pygmalion by George Bernard Shaw
All units have central and ancillary texts.
3
CCSS-Publisher’s Criteria for English Language Arts
SpringBoard 2014 © Common Core Edition
II. Key Criteria for Questions and Tasks
CCSS: SpringBoard:
High-Quality Text- New “key ideas and details” focus on text-based questions (interpretive questions)
Dependent Questions and
Example Texts:
Tasks (A – F)
• “The Cask of Amontillado” by Edgar Allan Poe
• “Advice to Youth” by Mark Twain
Increase in the number of performance-based tasks (writing and performing)
Example tasks:
• Literary analysis essays
• Interpretive performance of text
• Informal and formal oral presentations that require citing textual support
• EA: “Presenting a Literary Work Through Multiple Critical Perspectives”
Many writing tasks are based on analysis of text and require citing textual evidence. For example:
• L5U1 Writing a Synthesis Essay
• L2U3 Writing a Literary Analysis
Before – During – After reading (instructional design) fosters deeper understanding and insight
Informational and argumentative texts have been revised to reflect current issues to increase student
interest and engagement.
Cultivating Students’ Ability Literature Circles assignments and activities for independent reading are closely tied to instruction in skills
to Read Complex Texts and concepts in each unit
Independently (A–F)
Reading strategies are embedded and in context of close reading and independent use by students. For
example:
• Socratic Seminar
• Literature Circles
Textual suggestions for outside reading increase in complexity and are tiered to support diverse learners
(e.g. ELL)
Graphics are positioned as text, not in support of text (e.g. close reading of graphic novels and art)
• The Arrival by Shaun Tan
Graphics included as means of supporting reading comprehension
• “Facts About Marketing to Children”
III. Key Criteria for Academic Vocabulary
CCSS: SpringBoard:
Materials focus on New emphasis on cross-disciplinary vocabulary as distinct from domain-specific terms
academic vocabulary
Identified Tier 2 words within each unit and provide focused instruction surrounding vocabulary
prevalent in complex texts
throughout reading, writing, Vocabulary Notebooks give students ownership of their increasing growth in understanding.
listening, and speaking
instruction
4CCSS-Publisher’s Criteria for English Language Arts
SpringBoard 2014 © Common Core Edition
IV. Key Criteria for Writing to Sources and Research
CCSS: SpringBoard:
1. Materials portray writing Extensive addition of writing prompts require students to write in response to sources
to sources as a key task
“Be sure to” for writing tasks explicitly set forth writing requirements
Scoring Guides include “relevant and appropriate textual evidence”
Embedded Assessments require students to analyze, reflect and research in response to texts.
On-line writing prompts ask students to write in response to sources:
Writing activities include Response to Literature;
Research and Argumentative Writing Workshops reinforce skills in writing literary nonfiction.
2. Materials focus on Focus less on personal writing and more on argumentative & informative/explanatory writing. For example:
forming arguments as • L5U2EA2: Creating an Argument
well as informative • L1U3 EA2: Writing an Expository Essay
writing
Genre-specific writing instruction moves toward blended writing and full academic writing. For example:
• Creating a News Outlet
• Narrative Interview
• Multi-Genre Research Project
3. Materials make it clear Increased emphasis on student choice in format and mode depending on audience and task (Writing
that student writing Workshop Series)
should be responsive to
Writer’s Craft activities focus on application of language and usage to achieve coherence and structure.
the needs of the audience
and the particulars of the More activities focus on the deliberate use of language to achieve a specific effect.
text in question Strategies such as SOAPSTone encourage students to analyze audience and purpose in reading and focus
on audience and purpose when writing.
4. Students are given More purposeful use of research with a greater degree of independence. For example:
extensive practice with • L1U3: Research and Debating a Controversy
short, focused research • L3U4: Presenting a Multi-Media Campaign
projects
Research emphasizes the need to find logical evidence to use in writing
Students reflect on how research informs their understanding and interpretation of what they are reading.
For example:
• L4U5: “Shakespeare’s Globe”
5CCSS-Publisher’s Criteria for English Language Arts
SpringBoard 2014 © Common Core Edition
V. Additional Key Criteria for Student Reading, Writing, Listening and Speaking
CCSS: SpringBoard:
1. Materials provide Includes more complex elements of oral reading (inflection, rehearsal, etc.) For example:
systematic opportunities • L4U5: Presenting a Dramatic Interpretation
for students to read • L6U2: Writing and Presenting a Speech
complex text with fluency
2. Materials help teachers Student-centered classroom and student-led discussions remain the focus of the instructional framework.
plan substantive
Text-based academic discussions are featured throughout materials:
academic discussions
• Socratic Seminars
• Literature Circles
• Structured Academic Controversy
• Debates
• Discussion Groups
3. Materials use multimedia New “technology connections” to encourage creative and independent use of technology
and technology to deepen
Online interactive text materials
attention to evidence and
texts Student presentations incorporate multimedia components.
Same text, different text:
• Romeo and Juliet
• Othello
• Midsummer Night’s Dream
4. Materials embrace the Writers Craft asks students to apply grammar and language conventions in their own writing with
most significant grammar precision.
and language conventions
Grammar and language instruction is integrated and taught in the context of authentic reading and writing.
Students study how published authors use grammar and language stylistically
Includes Editor’s Checklists
Scoring Guides indicate when formal conventions are expected
New explicit mini -lessons on grammar and language use added
Visit www.collegeboard.org/springboard for more information.
6Section 2.1a. Appendix 2—SpringBoard 4-Yr Scope and Sequence
SpringBoard® English Textual Power™
Level 4: Coming of Age
Academic Embedded Writing Workshop
Unit Essential Questions Vocabulary Assessments Unit Goals Connection
Unit 1 What does it mean to Voice EA 1: Presenting an To understand the concept of coming of age Writing Workshop 1:
Coming of “come of age”? Advertising Interview Narrative To identify diction, syntax, and tone and the way they The Writing Process
Age Techniques work together to convey an author or speaker’s voice
Independent How are rhetorical Rhetorical Appeals EA 2: Creating an Ad To incorporate voice effectively in your own writing Workshop 5: Script Writing
reading appeals used to Campaign for a Novel To analyze and use rhetorical appeals to influence an
novels influence an audience? audience
Unit 2 How do authors and Point of View EA 1: Creating a To identify important cinematic techniques and analyze Writing Workshop 9:
Defining Style directors use specific Commentary Storyboard their effects Response to Literary or
techniques to achieve a Cinematic To transform a text into a new genre Expository Text
Edward desired effect? Techniques EA 2: Writing a Style To identify specific elements of an author’s style
Scissorhands Style Analysis Essay To develop an awareness of reading strategies to
What are the essential Effect enhance comprehension
features of an effective To analyze the elements of fiction—setting, plot,
style analysis? character, theme—and the steps in plot development—
exposition, complications, climax, falling action,
resolution (denouement)
Unit 3 What is Poetry? Poetic Structure EA 1: Creating a Poetry To develop the skills and knowledge to analyze and craft Writing Workshop 3:
Exploring Diction Anthology poetry Poetry
Poetic Voices What can a writer learn Imagery To analyze the function and effects of figurative language
from studying an Figurative EA 2: Analyzing and To write original poems that reflect personal voice, style, Writing Workshop 9:
author’s craft and style? Language Presenting a Poet and an understanding of poetic elements Response to Literary or
Syntax To write a style analysis essay Expository Text
To present an oral interpretation of a poem
Unit 4 What are the essential Drama EA 1: Presenting a To engage in authentic research related to performing Writing Workshop 6:
Interpreting features of an effective Tragedy Shakespearean Scene Romeo and Juliet Expository Writing
Drama drama and/or dramatic Theatrical To explore multiple interpretations of Romeo and Juliet
Through performance? Elements EA 2: Writing a through performance and film
Performance Interpretation Metacognitive To examine the “coming of age” concept in context of the
How have the strategies Metacognition Reflection play
Romeo and I have learned this year To be intentional in the use of strategies and to evaluate
Juliet helped me to be a better how well they work
reader, writer, speaker, To reflect on one’s growth as a learner
listener, critical thinker?
© 2010 The College Board. College Board and SpringBoard® are registered trademarks of the College Board.Level 4: Coming of Age
Academic Embedded Writing Workshop
Unit Essential Questions Vocabulary Assessments Unit Goals Connection
Unit 5 What are the essential Context EA 1: Historical Gather and synthesize information for an oral Writing Workshop 10:
Coming of elements of an effective Annotated Investigation and presentation on the social, cultural, historical, and Research
Age Amidst informative oral Bibliography Presentation geographical context of the novel
Controversy presentation? Characterization Explore the significance of setting, conflict, and the Writing Workshop 9:
Thematic EA 2: Analyzing a growth of characters in relation to the theme of coming of Response to Literary or
To Kill a What impact does Statement Passage from To Kill a age Expository Text
Mockingbird historical, cultural, Audience Analysis Mockingbird Extrapolate from a short passage the larger themes and
geographical, and social literary elements of the novel
context have on a novel
and on the reaction of
readers to it?
© 2010 The College Board. College Board and SpringBoard® are registered trademarks of the College Board.SpringBoard® English Textual Power™
Level 5: Culture and Community
Academic Embedded Writing Workshop
Unit Essential Questions Vocabulary Assessments Unit Goals Connection
Unit 1 How can cultural experiences Culture EA 1: Creating and To examine a variety of voices writers and speakers use Writing Workshop 1:
Voices of shape, impact, or influence our Subculture Artistic and the reasons they use them (audience, purpose, The Writing Process
Modern perception of the world? Symbol Representation of My context, and genre)
Culture Perspective Culture To apply analytical, critical, creative, and reflective Writing Workshop 3:
How does voice function in and Stereotype strategies to published, personal, and peer-generated texts Poetry
Independent beyond the contexts of writing? EA 2: Presenting Two To develop speaking and listening skills that build capacity
Reading of My Voices for effective communication
Unit 2 How do external factors affect Persona To recognize how we define ourselves as individuals Writing Workshop 9:
Cultural one’s sense of identity? Juxtaposition EA 1: Writing About a through our interactions with external cultural forces Response to Literary or
Conversations Cultural Conflict Cultural Conflict To understand and apply the basic elements of argument Expository Text
How do we synthesize multiple Satire/Humor To recognize the role that culture plays in defining
Bend it Like sources of information into a Synthesis EA 2: Writing a ourselves as individuals
Writing Workshop 8:
Beckham cohesive argument? Argument Synthesis Paper To identify and understand significant cultural Persuasive/
conversations within a variety of media sources Argumentative Writing
To apply the appropriate conventions and elements of a
synthesis essay
Unit 3 How can an author use a work EA 1: Researching and To analyze character relationships and motives in a literary Writing Workshop 10:
Community of fiction to make a statement Validity Reflecting on work Research
about culture? Reliability Community To apply academic writing skills to a literary analysis Writing Workshop 9:
Things Fall Plagiarism To research and make connections between one’s culture Response to Literary or
How might the cultural fabric of
Apart Tragic Hero EA 2: Writing a and the culture of another time and place Expository Text
a community be stretched or
Literary Analysis Essay
altered when it encounters new
ideas and members?
Unit 4 What is the nature of justice? Justice EA 1: Composing a To examine perspectives of justice across cultures and over Writing Workshop 1:
Justice Chorus Persuasive Text time The Writing Process
How does one construct a To recognize effective elements of persuasion Writing Workshop 5:
Antigone persuasive argument? EA 2: Creating a Living To create a persuasive piece Script Writing
Tableau To rehearse and present a dramatic interpretation
Unit 5 How do cultural differences Documentary EA 1: Presenting a To examine how nonfiction texts (both print and nonprint) Writing Workshop 10:
Building contribute to conflicts over Film Solution to an construct our perceptions of what is true Research
Cultural environmental issues? Objectivity Environmental Conflict To analyze how writers and speakers use evidence to
Bridges Subjectivity impact the persuasiveness of a claim
Writing Workshop 6:
What is the value of self- EA 2: Presenting my To examine how perceptions of a writer’s or speaker’s
Expository Writing
reflection in preparing for one’s Portfolio ethics affect the credibility of a text or its author
th
The 11 Hour future? To explore a complex issue from multiple perspectives and
to work with peers to present a mediated solution
To reflect on academic strengths and identify areas for
further development
© 2010 The College Board. College Board and SpringBoard® are registered trademarks of the College Board.SpringBoard® English Textual Power™
Level 6: The American Dream
Academic Embedded Writing Workshop
Unit Essential Questions Vocabulary Assessments Unit Goals Connection
Unit 1 In what ways does the Survey EA 1: Presenting To understand and define the concept of the American Writing Workshop 6:
The American Dream manifest Primary Source Findings from a Survey Dream Expository Writing
American itself in American life? Secondary Source To identify and synthesize a variety of perspectives that
Dream EA 2: Synthesizing the exist about The American Dream
How does one create a American Dream To conduct a survey and use primary sources as a
personal definition of the functional text to prove or disprove an assumption
American Dream?
Unit 2 How do newspapers Bias EA 1: Creating an Op-Ed To identify the main components and role of a Writing Workshop 8:
American impact public opinion or Fallacy Page newspaper’s op-ed page Persuasive/
Forums: public perception? Editorial To analyze how writers use logic, evidence, and rhetoric Argumentative Writing
The Parody EA 2: Writing a Satirical to advance their opinions
Marketplace How does a writer use Piece To enable write persuasive pieces and refute the
of Ideas tone to advance an positions of others
opinion? To recognize the symbols and references that editorial
cartoonists use
To analyze and apply satirical techniques
Unit 3 How are the components Rhetoric EA 1: Creating and To define and apply the appeals and devices of rhetoric Writing Workshop 8:
The Power of rhetoric applied to the Rhetorical Devices Presenting a Persuasive To analyze, create, and present persuasive speeches Persuasive/
of creation and delivery of Social Speech To interpret and analyze texts and situate them in their Argumentative Writing
Persuasion persuasive speeches? Commentary communication contexts
Foil EA 2: Creating and To analyze, create, and present a dramatic scene about a Writing Workshop 5:
The Crucible How can artistic Performing a Dramatic societal issue Script Writing
expression advance social Scene
commentary?
Unit 4 How can an author’s style Motif EA 1: Writing an To explore an American classic that addresses the Writing Workshop 9:
An construct and reflect Résumé Analytical Essay concept of “journey” Response to Literary or
American identity? To analyze the writer’s rich and complex writing style as Expository Text
Journey EA 2: Using a model for making deliberate stylistic choices
How do communication Communication Skills to To investigate the communication demands of a career Writing Workshop 4:
Their Eyes skills enhance self- Present Myself and to prepare to meet those demands Reflective Writing
Were expression? To use media production elements and speaking and
Watching listening skills to construct a presentation of self that is Writing Workshop 7:
God appropriate for the audience Procedural:
College Application
© 2010 The College Board. College Board and SpringBoard® are registered trademarks of the College Board.Level 6: The American Dream
Academic Embedded Writing Workshop
Unit Essential Questions Vocabulary Assessments Unit Goals Connection
Unit 5 What does it mean to Coherence EA 1: Writing a Personal To analyze and evaluate the structural and stylistic Writing Workshop 4:
The Pursuit pursue happiness? Genre Conventions Essay features of texts Reflective Writing
of Discourse EA 2: Writing a Multi- To compose a personal essay that employs stylistic
Happiness How does a writer Genre Research Project techniques Writing Workshop 10:
represent research To synthesize research into a multi-genre research paper Research
Into the through multiple texts?
Wild
© 2010 The College Board. College Board and SpringBoard® are registered trademarks of the College Board.SpringBoard® English Textual Power™
Senior English: Multiple Perspectives
Academic Embedded Writing Workshop
Unit Essential Questions Vocabulary Assessments Unit Goals Connection
Unit 1 How do writers and artists Reader Response EA 1: Creating a To understand the relationship between perspective and Writing Workshop 4:
Perception organize or construct text to Criticism Photo Essay critical theory Reflective Writing
Is Everything convey meaning? To apply critical theories to various texts studied and created
Cultural Criticism EA 2: Writing a To control and manipulate textual elements in writing to
“Shooting an What does it mean to be a Reflective Essay clearly and effectively convey a controlling idea or thesis
Elephant” stranger in the village?
Unit 2 How does applying a critical Archetypal Criticism EA 1: Illuminating To enhance critical thinking by studying Feminist, Marxist, Writing Workshop 5:
The perspective affect an Pygmalion and Archetypal critical perspectives Script Writing
Collective understanding of text? Marxist Criticism To apply multiple critical perspectives to drama, nonfiction,
Perspective EA 2: Applying a and nonprint texts Writing Workshop 9:
How does a new Feminist Criticism Critical Perspective To engage in the writing process to generate a play script Response to Literary or
Pygmalion understanding of a text and an analytical response Expository Text
gained through
Rear
interpretation help or hinder
Window
your enjoyment of it?
Unit 3 How can a dramatic Historical Criticism EA 1: Writing an To interpret multiple representations of a Shakespearean Writing Workshop 6:
Evolving performance reflect a critical Analysis tragedy Expository Writing
Perspectives perspective? To examine critical perspectives as they apply to drama
EA 2: Staging an To plan and perform dramatic interpretations of selected
Othello What role does literature Interpretation scenes
play in the examination of To analyze the ways in which historical contexts have
recurring societal issues? influenced performances of the play
Unit 4 How can an examination of Archetypal Criticism EA: Presenting a To trace a reading through a critical perspective over the Writing Workshop 1:
Multiple texts through multiple Cultural Criticism Literary Work course of an extended text The Writing Process
Perspectives perspectives affect Feminist Criticism Through Multiple To analyze two literary works through multiple critical
The Arrival understanding? Historical Criticism Critical Perspectives perspectives
Novels or Marxist Criticism To analyze and then utilize text features of a graphic novel
plays for How do media production Reader Response To create a presentation using a performance-based or
independent elements shape a message? Criticism visual medium
reading
Unit 5 How do media sources Media Channel EA 1: Examining To identify ways in which media shape how and what we Writing Workshop 10:
Creating impact our understanding of How an Issue Is know about particular events Research
Perspectives the truth and significance of Presented in Media To investigate how different media channels communicate
an issue? Texts information about a particular event Writing Workshop 8:
To investigate a variety of perspectives on a single event Persuasive/
How can media texts be EA 2: Creating a To analyze how different critical perspectives shape the Argumentative Writing
constructed to support an Media Text reporting and interpreting of events
agenda or interpretation? To create a media text applying multiple lenses to the
investigation and representation of an event
© 2010 The College Board. College Board and SpringBoard® are registered trademarks of the College Board.Section 2.1b. Appendix 3—SpringBoard Track Record
Table 3: Change in AP Exam Test-takers and Success in Florida’s Collier County Public Schools, 2007-2010.
Section 2.1a Appendix 4—Interactive Mathematics Program 4-Yr Scope and Sequence
Text
Interactive Mathematics Program Year 1
Provides a broad introduction to algebra. Helps students develop strong mathematical
skills and habits of mind. Improves communication and writing skills.
• Students develop basic ideas about functions, integers, angles, and polygons.
They learn how to work on mathematical investigations and report on their ideas
both orally and in writing.
• Students develop a mathematical analysis for a complex game based on an area
model for probability.
• Students look at mid-19th-century Western migration in terms of the many linear
relationships involved.
• Exploring an excerpt from a Edgar Allan Poe classic story, students use data from
experiments and statistical ideas, such as standard deviation, to develop a formula
for the period of a pendulum.
• Students use principles about similar triangles and basic trigonometry to develop
formulas for finding the length of a shadow.
Interactive Mathematics Program Year 2
Covers quadratic functions and equations. Deepens students’ conceptual understanding
through new contexts. Includes embedded practice.
• Students study surface area, volume, and trigonometry to answer the question,
“What is the best shape for a honeycomb?”
• In their work to maximize profits for a bakery, students deepen their
understanding of the relationship between equations and inequalities and their
graphs.
• Students build on prior experience with statistical ideas from IMP Year 1,
expanding their understanding of statistical analysis.
• The central problem of this unit involves sending up a rocket to create a fireworks
display. This unit builds on the algebraic investigations of Year 1, with a special
focus on quadratic expressions, equations, and functions.
• The unit starts with a model based on Lewis Carroll’s Alice’s Adventures in
Wonderland, through which students develop the basic principles for working
with exponents.
Interactive Mathematics Program Year 3
Extends students’ understanding of material studied in preceding years of the curriculum
as they learn and apply new skills . Topics include combinatorics, derivatives, and the
algebra of matrices.
• Students study circles and coordinate geometry to determine how long it will take
before the trees in a circular orchard grow so large that someone standing at thecenter of the orchard cannot see out.
• This unit concerns making a decision about land use and builds on skills learned
in an IMP Year 2 unit about graphing systems of linear inequalities and solving
systems of linear equations.
• Beginning with a table of population data, students study situations involving
rates of growth, develop the concept of slope, and then generalize this to the idea
of the derivative.
• Students use combinatorics to develop the binomial distribution and the
probability that the team leading in the pennant race will ultimately win the
pennant.
• Using trigonometry, polar coordinates, and the physics of falling objects, students
model this problem: When should a diver on a Ferris wheel aiming for a moving
tub of water be released in order to create a splash instead of a splat?
Interactive Mathematics Program Year 4
Features widely varied topics, including computer graphics, statistical sampling, and an
introduction to accumulation and integrals. Builds on the strong knowledge base of IMP
students.
• This unit builds upon Year 3’s High Dive problem: "When should a diver on a
Ferris wheel aiming for a moving tub of water be released in order to create a
splash instead of a splat?" In Year 4, students use vectors modeling horizontal and
vertical components of the diver’s initial velocity.
• In this unit, students explore families of functions in terms of various
representations—tables, graphs, algebraic representations, and situations they can
model; they also explore ways of combining functions using arithmetic operations
and composition.
• The central problem of this unit concerns an election poll, and students use
normal distributions and standard deviations to find confidence intervals and see
how concepts such as margin of error are used in polling results.
• This unit adds integrals to the derivative concepts explored in Year 3. Students
solve accumulation problems using a version of the Fundamental Theorem of
Calculus. They find that the derivative of the function that describes the amount
of accumulation up to a particular time is the rate of accumulation, and that the
function describing accumulation is an anti-derivative of the function describing
the rate of accumulation.
• Students study the fundamental geometric transformations—translations,
rotations, and reflections—in two and three dimensions, in order to create a
display of a cube rotating around an axis in three-dimensional space.Section 2.1a. Appendix 5—Social Science Additional Curriculum and Programs All four of the programs below address the right to individual expression and respect for diversity of ideas that validates students’ own life experiences and perspectives. Schools (and educational programs such as these) that respect students’ ideas support their participation. This, in turn, provides motivation for them to transcend their personal struggles and to engage with their social context in order to realize the Dyett mission. Students who acquire the skills embodied in the programs below will be better equipped to stay on track for college and to develop career readiness. Facing History And Ourselves Facing History And Ourselves describes itself on its website as “an international educational and professional development organization whose mission is to engage students of diverse backgrounds in an examination of racism, prejudice, and anti-semitism in order to promote the development of a more humane and informed citizenry.” Facing History And Ourselves gives students and teachers the tools to dissect and discuss historical events from a people-centric view, allowing for a more holistic understanding of how individual have shaped history. The goal of using Facing History And Ourselves in the classroom is to empower students to be change agents and shape the history of their own communities. Document Based Question (DBQ) DBQs are based on a question format from AP History exams. They emphasize close reading and questioning of interdisciplinary documents, giving a rich cross-section of cultures and time periods, and are closely aligned with the Common Core Standards. As stated by the DBQ Project website “DBQs offer students a sampling of non-fiction texts and documents. Students examine maps, letters, charts, graphs, cartoons, historians’ accounts, diaries, advertisements, photographs, flyers and more.” DBQ asks students to carefully analyze various primary sources, take positions, and create high-quality, evidence-based arguments that integrate social science content with literacy and critical analysis skills. Democracy in Action (Mikva Challenge, Chicago) The Democracy in Action civics curriculum was developed by Mikva Challenge in Chicago, specifically for CPS schools. This program offers skills and support to students who are learning to advocate for social change, which is relevant to the Dyett mission and to students completing their various school projects. Democracy in Action’s award-winning youth citizenship programs have generated enthusiastic participation and the emergence and development of young leaders with strong voices about education and other social issues. Socratic Seminars Socratic Seminars promote a similar skill set as DBQs and also provide a model of structured classroom discussion which promotes thoughtful verbal expression, close textual analysis, listening skills, collective reasoning, and metacognition. Socratic Seminars promote a social and democratic vision of learning, aligning with the work of educators such as Jean Piaget, John Dewey, and Howard Zinn. Through the use of open-ended questions about the text, students are required to consider multiple perspectives, creating a well rounded understanding of both the text and their fellow students’ thoughts and worldviews.
Section 2.1a. Appendix 6—Social Science Classes World Studies (grade 9) Students will examine various cultures from around the world through the lenses of geographical, historical, social, political, economical, environmental, and cultural forces. Inquiry-based investigations, based upon large themes, will help students gain a greater understanding of individual cultures as well as the relationships between different cultures. Students will examine the manner in which people, political movements, big ideas, technological innovations, and social forces have influenced world cultures. In keeping with the mission of the school, students will also focus on issues of global environmental sustainability and global leadership. US History (grade 10) This class will study the formation of the nation by examining the people and events that created the United States. Emphasis will be placed on understanding the conditions and interests of various competing and complementary social groups within the United States. What did they feel and think? Why did they behave the way they did? What choices did they have? Students will look at the role of leadership and how leaders shape and are shaped by social forces. Our orientation is that this class is about the past, but it is also about today. Students study history to learn about themselves and the world today. The course will trace the nation’s founding from the Colonial Period through the present. Students will examine how economic, geographic, political, social, cultural, and environmental factors shaped and were shaped by historical events. They will engage with the historical narrative as well as with the ethical debates that shaped the country. Students will develop research, literacy, analytical thinking, and communication skills through the close study and engagement with primary and secondary sources. The relationship between events, the credibility of sources, and the need to examine multiple points of view will be incorporated through the course. Also in this course, students will demonstrate understanding of the US and Illinois Constitutions and successfully pass the Public Law 195 test. African American History (grade 11) The study of African American history will provide an in-depth analysis of the often overlooked and reduced importance of the events and contributions of African Americans in the US. This course will allow students to engage with historical events and facts, question the missing voices in the literature, and analyze the contradictions of democracy and freedom in the nation’s foundation. Students will come to understand the multiple and complex aspects of African American life and the development of Black culture from historical, social, and political perspectives. This will help students to realize that, while African Americans’ collective experiences in the US constitute a particular shared identity, the variety within Black life is as rich and complex as that of any people.
Section 2.1a Appendix 7—Dyett High School 4 Yr Proposed Course Schedule
GRADES 9 -12
Bold Type = Required Coursework
Italic Type = Electives
Grad Recs 9th Grade 10th Grade 11th Grade 12th Grade
English—4 Yrs - World Literature I - World literature II - American - English IV
- Writing Workshop - Writing Workshop Literature - AP English
- Humanities (11 or - College English
12th grade) (CPS Dual
- AP English Lang & Enrollment Program)
Composition (11 or - AP English
12th grade) Literature &
- Writing Workshop Composition
- Writing Workshop
Science—3 Yrs - Biology - Chemistry - Environmental - Senior Project (with
(1 Bio and 2 Science colloquium)
more lab - AP Environmental - Physics
sciences) Science - AP Chemistry
- AP Biology
Mathematics— - Integrated Math I - Integrated Math II - Integrated Math - Integrated Math IV
3 yrs III - AP Calculus
Social - World Studies - US History - African American - Community
Science— History Internship
3 yrs (incl.
Constitution
Test and Consumer Ed
Test.)
Fine Arts—2 yrs - Beginning Band - Intermediate Band - Jazz Band I - Jazz Band II
(in two different - - - -
arts ie: Visual - Beginning Mixed - Beginning Mixed -
Chorus Chorus - Music Theory I -
Arts and
-
Music) - General Music -
- - Dance IV
- Dance III
- Dance II - Arts II
- Dance I - Arts I
-
World - Spanish I - Spanish II - Spanish III
Language— - - Honors/AP Spanish
2 yrs -
CTE—3 yrs - Culinary Arts I - Culinary Arts II - Culinary Arts III
Phys Ed—4yrs Phys Ed/Health Phys Ed/Health Phys Ed/Health Phys Ed/Health
(Career and/or Seminar Seminar Seminar Seminar
Elective
credit)
Colloquia/ Freshman Community 10th graders participate in Junior year has a national Senior year will have
Internships Internship based on required colloquium based on US focus. The colloquium International focus. Students
9th grade Science and World history and World Literature, projects will be based on will be encouraged to do a
Studies classes explores through which they work in junior year required Major project as a part of this
coursework in African year’s work with a global
civic, social, and groups to learn community
American History and organization. Studies might
environmental responsibility justice skills, explore
Environmental Science. include a look at the
at local and global levels. community issues, and - similarities, differences and
Freshmen year will focus on develop social action projects. practices as well as creative acquiring a solid solutions. They can study
understanding of local human rights practice, Fair
community institutions how Trade. Art and Music food
they operate and how they resources and much more.
-
affect their daily life.
Section 2.1d Appendix 8—Feeder School NWEA and Explore Data
Burke Dulles Mollison Fiske Reavis Woodson
South
NWEA 7th: 6 7th: 1 7th:6 7th: 8 7th: 9 7th: 24
Reading 8th: 5 8th: 3 8th: 9 8th: 18 8th: 15 8th: 22
NWEA 7th: 6 7th: 1 7th: 23 7th: 6 7th: 1 7th: 25
Math 8th: 5 8th: 2 8th: 13 8th: 13 8th: 4 8th: 42
Explore 13.3 11.8 13.6 13.4 14.7 12.2
Reading
Explore 14.6 14.6 14.8 16.5 15.4 14.8
Math
NWEA data refers to the percentile for the school based on grade level performance and compares the
school’s performance to the national average school.
Section 2.2d Appendix 9—Partner Organizations for Internships and Colloquia
Local
● Black Metropolis Convention and Tourism Council
● Kenwood Oakland Community Organization
● Chicago Teacher’s Union
● Action Now
● DuSable Museum
● DePaul University Egan Center
● The Plant Chicago
● Chicago Botanical Garden
● The Jazz Institute of Chicago
● The Chicago Defender
● Ain’t She Sweet Cafe
National
● Annenberg Institute for School Reform
● Advancement Project
● Alliance for Education Justice
● Center for Popular Democracy
● Rainbow Push Coalition
● Journey for Justice Alliance
International
● Amnesty International
● The Model UN
● Equal Education
● Human Rights Watch
● The Universal Zulu Nation
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