Master Syllabi for Grade 9-12 Courses

Master Syllabi for Grade 9-12 Courses
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Master Syllabi for Grade 9-12 Courses
Master COURSE SYLLABUS
Course Number: Course Name
Instructor Name:
Email Address:
Phone Number:
IM Name/Provider:
Office Hours Schedule:
Class Connect Time:
Office Hours Link:
Welcome!
Why you need to read the rest of this syllabus…
You should consider this syllabus as a contract between you (the student) and the teacher. It includes all of the policies
and procedures you need to know to successfully take this course, as well as the behavior that is expected of all
students. Students with documented IEPs or 504 plans will be given accommodations appropriate for their individual
plans. Contact the school’s Special Education department for more information.
Click the links below to jump to the section of the related section of the syllabus. Click the “<Back to top>” links to
return to this list.
Contacting the Teacher
A Little about the Course
Course Activities
Course Policies
Getting Help with Class Work
Communication with Teacher and Classmates
Due Dates
Late Policy
Academic Integrity (Cheating and Plagiarism)
Attendance
Teacher Availability and Communications
Submitting Assignments and File Types
Expectations of Difficulty, Participation and Time Commitment
Grading Policy
Grade Reporting
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Master Syllabi for Grade 9-12 Courses
Contacting the Teacher
It is your responsibility to contact the teacher with any questions you may have. Don’t wait until the last minute—when
a question arises, ask it early. When you have questions about course content or assignments, post them in the
Teacher’s Office area. If you have private questions for me—for example, regarding a grade you received on an
assignment—either submit those to me by kmail or through your Raise your Hand in your course. Alternately, you can
also visit me during Office Hours, or call my office phone—see the top of the syllabus for this information.
If technical difficulties prevent you from contacting me online, please call my office phone (listed above). If my number
is long distance for you, leave me a message and I will call you back as soon as possible so I can pay for the call.
A Little about the Course
<You can fill in this information for each course>
Course Number: Course Name
See course descriptions and Scope and Sequence above
Course length:
Materials:
Prerequisites:
Course Activities
Course activities may include:
 Reading online text and transcripts
 Viewing moving and static images and streaming video
 Listening to audio recordings and pronunciations
 Watching linear and interactive animations and simulations
 Completing hands-on and virtual activities
 Participating in threaded discussions with teachers and fellow students in a section, cohort, or group
 Teacher announcements
 Completing online self-check exercises
 Reading and completing teacher-created instructional materials
Graded assignments may include:
 Online or paper-based worksheets and practice sets
 Quizzes
 Exams (unit, semester and final)
 Threaded discussions
 Essays, research papers, and other writing assignments
 Presentation
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Master Syllabi for Grade 9-12 Courses
All graded assignments are either automatically scored by the K12 Learning Management System, or they are teacherscored.
Course Policies
Attendance and Activity
Students are expected to log into this course daily. While the length of time that students spend working on
assignments may vary, the expectation is that you will spend approximately 60 to 75 minutes on coursework each day.
Daily Student Responsibilities
Every time you enter the course and before completing any class work:
 Read any announcements I posted since the last time you entered the course.
 Review the Calendar and/or Weekly Announcement to see what lessons and assignments you are to
complete that day.
 Check out the What’s New list at the bottom of the Course Home screen to see what’s gone on in the
course since you last logged in.
 Look at the Course Checklist at the bottom of the Course Home page to review where you left off in
the course content since you last logged in.
 Complete all lessons and assignments (both graded and nongraded) as indicated on your course
calendar before the end of the day.
 Submit assignments to me through the Dropbox tool, unless they are scored by the computer.
Assignments sent by email will not be accepted unless you’ve made prior arrangements with me.
 Post any course questions you have in the the Raise Your Hand area found in each unit and return
later for the answer.
Before you log out of the course:
 Make sure you have completed all of the work for the day, including the nongraded lesson work.
 Go to the Course Checklist and check off the sections that you completed fully that day.
Getting Help with Class Work
This is going to be a challenging course. When you encounter difficulty with course content:
 First: Visit the Raise Your Hand area in the unit you’re working in. Check to see whether another
student has asked the same question and whether I’ve already answered it. If not, then post your
question and check back later. I will answer questions posted here at least twice daily throughout the
day.
 Next: Come to ClassConnect for LIVE instructions or Visit me in Office Hours, each held once a week
(See my schedule at the top of the syllabus).
 If it is urgent or private: Send me k-mail or contact me using the phone number or online screen name
at the top of this syllabus.
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Master Syllabi for Grade 9-12 Courses
Communication with Teacher and Classmates
Although you won’t be able to send k-mail to other students, you will be communicating with other students through
the community area outside of the course and through threaded discussions within the course. In addition, students
often form friendships while in the course together. When this happens, students often share email addresses or
instant message names.
Some things to keep in mind when communicating with other students:
 Respect the privacy and wishes of your fellow students.
 Flaming, spamming, bullying or other unwanted contact including inappropriate message content or
attachments will be considered a breach of this policy. Infractions may result in disciplinary action by
the school administration.
Due Dates
The course calendar and my weekly announcements will list which lessons and assignments you need to complete each
day. You’ll also find assignment due dates in the Course Details area of your student landing page and in the Course
Checklist at the bottom of the Course Home page. It is important that you stick to the course schedule indicated on the
calendar and in the announcements as well as the due dates for each assignment. Staying on schedule allows you to
learn along with your classmates. This is especially important as we all learn together through the threaded discussions
in the course.
Please note: Computer Graded Assignments are NOT subject to the late policy. Do not password protect computer
graded assignments after the assignment date. Under extreme circumstances, due date extensions can be granted on
assignments – not past the late date. It should never be assumed that these will automatically be granted. Due date
extensions must be requested before the due date of the assignment and on a school day. Requests received on or
past the due date, or on a non-school day will most likely not be granted.
Academic Integrity (Cheating and Plagiarism)
Students who submit work as their own, when it is not wholly and completely their own, are guilty of cheating and/or
plagiarism and will receive a grade of zero on the entire assignment.
Assisting other students in cheating or plagiarism is also considered academic dishonesty and students who do this will
receive a grade of zero on their assignment submission as well.
The first time a student fails to cite the source of information in an essay or research paper, he/she will be advised of
proper citation methods. Further infractions will result in the student receiving a grade of zero on the item or
assignment.
Students who are found guilty of cheating or plagiarism more than once will be referred to the school administration
for breach of the school’s Behavior Code.
I may use a technology that helps to prevent cheating for some tests. Before these tests, you will be prompted to install
a small piece of software on your computer. You will be required to install this piece of software before taking the
assessment. Once you access the test, you will be unable to copy, paste or open new browser windows or programs
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Master Syllabi for Grade 9-12 Courses
during the assessment. If you experience any difficulty, contact K12 Customer Care for assistance. Contact me
immediately if Customer Care cannot resolve your issue.
Attendance
Regular and daily attendance is required:
You must log into the course and complete the scheduled work every school day.
Unless otherwise specified, course log in is required even when assignments occur offline as you are expected
to review any updated announcements, What’s New items and threaded discussion responses daily.
You should expect to spend 60 to 75 minutes each day reading, responding, and completing other activities
both online and offline.
If you know you will not be able to log into the course on any given day, please contact me immediately by kmail. If you encounter technical difficulties, contact me by phone. If you do not contact me before missing an
activity, you can expect to hear directly from me.
Students who continually fail to enter the course and show progress will be referred to the school
administration.
Teacher Availability and Communications
After the first two weeks of school, you’ll have a lot more freedom in your daily schedule. This goes for teachers as
well! This means that, although we’re both working in the course every day, we may be working at very different times
of the day. When you and I happen to be online and working at the same time, I might not be immediately available.
Most of my day is spent responding to student questions in the Raise Your Hand area, grading and returning
assignments, and answering k-mails and phone messages. Feel free to contact me when needed, but please understand
that I might be in the middle of one of these tasks, or helping another student at the time. You may need to leave me a
message if you call, or wait for a short time to receive answers online. Of course, I am always available during my office
hours, which are listed at the top of this syllabus.
I will read and respond to questions in the Raise Your Hand areas of the course several times throughout the day. You
can expect an answer to a question posted in this area in less than one school day. Email questions and phone
messages will be returned no later than one school day.
If you would like to schedule time for a private conference, please request these at least three to five days before the
day you are available. The more notice you provide me, the more likely I can be available at a time that is best for you
and/or your parent/learning coach.
Submitting Assignments and File Types
Names of files you submit Files you submit to me through the Dropbox tool should have a filename that indicates
which assignment it is, followed by your first initial and last name. You may wish to use “U” and “L” to indicate which
unit and lesson it is, or simply shorten the actual title of the assignment. Some examples include “U4L3RSmith” (unit 4
lesson 3 for Robert Smith) or “PersuaEssyRSmith” for Robert Smith’s Persuasive Essay.
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Master Syllabi for Grade 9-12 Courses
Always use the Dropbox I will only accept teacher-graded assignments submitted through the Dropbox tool.
Assignments sent to me through k-mail or email will be returned to be submitted through the Dropbox. If for some
reason you are unable to submit assignments through the Dropbox, or assignments you submit are not being returned
to you, contact me immediately. We will make alternate arrangements for you to get the assignments to me for
grading.
File type and size At all times, attempt to keep the size of files you submit less than 3 MB.
Unless otherwise indicated in the assignment directions, the only file types you should submit to me are .doc, .txt, and
.tif. Assignments in other formats will be returned for resubmission.
Doc Sharing There is an area in our course called Doc Sharing. I will occasionally upload documents to this area for you
to download for use in class. Students can also upload files to this area. Please refrain from uploading files there unless
you have asked my permission first. Students who upload files without permission will be referred to the
administration for breaking the school’s Acceptable Use Policy.
Expectations of Difficulty, Participation and Time Commitment
Students often find that going to school online takes longer and is more difficult than going to school in a traditional
setting. Be prepared for this course and online schooling in general to be a little more difficult than you might expect. If
you are not spending at least 60 minutes on this course each day, you’re probably not doing enough to pass the class. If
this is happening, make an appointment to meet with me or visit me in Office Hours so we can review what you are
doing each day. If you need help in working out a personal schedule, staying motivated or creating an effective home
learning environment, contact your advisor. This person is an expert at helping students with these concerns!
Grading Policy
In the Course Home on the left-side of the course is an item titled Grading Information. In it you will find a summary of
the graded assignments and assessments for this course. You will notice that some types of assignments are worth
more points, overall, than others. For example, it is very possible to take only computer-scored quizzes in this course
and get an A on each one, but still fail the course. This would happen because computer-scored quizzes make up a
small percentage of the total points in the course.
When an assignment is to be submitted to me as an electronic file, I will only accept these through the course Dropbox.
If you have technical difficulties using the Dropbox, contact me immediately to make other arrangements.
I will grade and return all teacher-scored assignments within three school days and sooner whenever possible. When
these assignments are returned, you are expected to open them and read the feedback I provide directly in the files.
Use this feedback to improve your work on future assignments.
Threaded Discussions
Grades are based on quality and timeliness. Responses should be well-written (Use the spell check tool.) and clearly
address the issue being discussed. Stay on topic. Threaded discussions usually last about three days. You are expected
to respond to the original question or prompt on the first day, then read and respond to others’ postings on the second
day. On the third day, you should respond to others’ responses to your original post.
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Master Syllabi for Grade 9-12 Courses
Grade Reporting
Your gradebook will always display points earned vs. point’s possible as well as percentage grades. I will also provide
letter grades that correspond to the percentage grades.
Assignments will be graded and (in most cases) returned to you in three school days. Grades will appear in your online
gradebook, and feedback to your work will most often be included directly inside the files that I return to you.
<back to top>
CATEGORY
Initial Response to Responded to the Responded to the Responded to the Responded to the Did not respond
Prompt
instructor's topic instructor's topic instructor's topic instructor's topic to the instructor's
on time.
one day late.
two days late.
more than two
topic.
days late.
Reply to Peers –
1st Round
Responded to two Responded to two Responded to one Responded to one Did not respond
Master Syllabi for Grade 9-12 Courses
peer postings on peer postings one peer posting on peer posting one to any peer
time (within two day late (within time (within two day late (within postings.
days).
three days).
days).
three days).
Additional Reply Responded to at Responded to one Responded to one Responded to one Responded to
to Peers – 2nd
least one more
more peer one
more peer two
more peer more none of the peers
Round
peer on time.
day late.
days late.
than two days
who have posted
late.
comments to you.
Content
Acceptable
understanding of
content with
some minor
misconceptions
related to course
content.
Marginal
understanding of
content with
obvious
misconceptions
related to course
content.
Content does not
demonstrate
understanding of
course content
Student’s
Student’s
Student’s
comments add
comments add
comments add
Appropriate
significantly to the moderately to the minimally to the
Length =
discussion by
discussion by
discussion.
30–75 words of suggesting other suggesting
Student does not
well-written text solutions,
solutions,
substantiate any
pointing out
pointing out
comments made
problems, or even problems, or even with reasoning or
respectfully
respectfully
source citation.
disagreeing.
disagreeing.
Student also
Student does not
substantiates any substantiate any
comments made comments made
with reasoning or with reasoning or
source citation. source citation.
Student’s
comments do not
add to the
discussion.
Posting is simple:
"I agree" or "Yes"
or "No."
Student did not
participate at all
in the threaded
discussion.
Quality Post
High-quality
Coherent content
content that
that reflects basic
reflects good
understanding of
conceptual
most content
understanding
introduced in the
and completion of course.
assigned
coursework.
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Master Syllabi for Grade 9-12 Courses
Texas Course Content - HS
All Courses are approved by SAC and the Texas Virtual School Network.
English 1 103 Comprehensive
English 1 104 Honors
English 2 203 Comprehensive
English 2 204 Honors
English 3 303 Comprehensive
English 3 304 Honors
English 4 403 Comprehensive
English 4 404 Honors
AP English Language & Composition 500
AP English Literature & Composition 510
Algebra I
Geometry 202 Core
Geometry 203 Comprehensive
Geometry 204 Honors
Algebra II 302 - Core
Algebra II 303 - Comprehensive
Algebra II 304 - Honors
PreCalculus-Trig 403
Math Models
AP Calculus 500
AP Statistics 510
Integrated Physical and Chemistry
Biology 203 Comprehensive
Biology 204 Honors
AP Biology 500
Chemistry 302 Core
Chemistry 303 Comprehensive
Chemistry 304 Honors
AP Chemistry 510
Physics 403 Comprehensive
Physics 404 Honors
Environmental Science 010
Forensic Science 030
World Geography Studies
World History 103 Comprehensive
World History 104 Honors
AP World History
US History 313 Comprehensive
US History 314 Honors
Economics 413
AP Macroeconomics 520 (Spring only)
US Government 403
AP US Government 510 (Spring only)
Spanish I 100
Spanish II 200
Spanish III 300
AP Spanish 500
French I 110
French II 210
French III 310
AP French 510
Latin I 130
Latin II 230
German I 120
German II 220
AP Psychology 540 (Spring only)
Computer Science 1 (Computer Literacy Sem 1) 010
Computer Science 1 (Computer Science Sem 2) 036
AP Computer Science
Art Appreciation (Fine Art) 010
Money Matters 030
Journalism 010
Communication Applications (Speech) - 020
Music Appreciation
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Master Syllabi for Grade 9-12 Courses
Health 010
Nutrition and Wellness OTH080
Consumer Science OTH060
AP Art
Reading Application and Study Skills (Reaching your
Academic Potential) 040
Anthropology 010
Creative Writing 030
Physical Education
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Master Syllabi for Grade 9-12 Courses
ENGLISH COURSES
English I - Literary Analysis and Composition I
PEIMS Course Title/Number: English I/ 03220100
Course Code: ENG-103V1TX-K 8
Course Requirements/Prerequisite Requirements: Intermediate English A and B, or equivalent
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description: Comprehensive Literary Analysis and Composition (English I)
This course challenges students to improve their written and oral communication skills, while strengthening their ability
to understand and analyze literature in a variety of genres. They read a broad array of short stories, poetry, drama,
novels, autobiographies, essays, and famous speeches, sharpening the close reading and critical analysis of classic
works of literature and helping them appreciate the texts and the contexts in which the works were written. Students
broaden their composition skills by examining model essays in various genres by student and published writers. They
hone their writing skills through in-depth planning, organizing, drafting, revising, proofreading, and feedback. They
build on their grammar, usage, and mechanics skills with in-depth study of sentence analysis and structure, agreement,
and punctuation, reinforced by online activities. Student vocabularies are enhanced through the study of Greek and
Latin root words, improving students’ ability to decipher the meanings of new words.
Materials provided by K12 – Classics for Young Readers, Volume 8; Classics for Young Readers, Volume 8: An Audio
Companion; BK English Language Handbook, Level 1; Vocabulary from Classical Roots, Book C; The Narrative of the Life
of Frederick Douglass, An American Slave, by Frederick Douglass; Anne Frank: Diary of a Young Girl, by Anne Frank;
Romeo and Juliet, by William Shakespeare
Materials required by the student – none
Course description: Honors Literary Analysis and Composition (English I)
This course challenges students to improve their written and oral communication skills, while strengthening their ability
to understand and analyze literature in a variety of genres. They read a broad array of short stories, poetry, drama,
novels, autobiographies, essays, and famous speeches, sharpening the close reading and critical analysis of classic
works of literature and helping them appreciate the texts and the contexts in which the works were written. Students
broaden their composition skills by examining model essays in various genres by student and published writers. They
hone their writing skills through in-depth planning, organizing, drafting, revising, proofreading, and feedback. They
build on their grammar, usage, and mechanics skills with in-depth study of sentence analysis and structure, agreement,
and punctuation, reinforced by online activities. Student vocabularies are enhanced through the study of Greek and
Latin root words, improving students’ ability to decipher the meanings of new words.
Also added are the Honors projects. In Semester 1 it is Unit 9: Honors Project 2: Descriptive Essay -Students read three
literary models and then write their own descriptive essay, demonstrating their advanced composition skills. Students
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Master Syllabi for Grade 9-12 Courses
respond as both a reader and as a writer to model descriptive essays: Hamlin Garland's "A Night Ride in a Prairie
Schooner"; an excerpt from Walden by Henry David Thoreau; and Pilgrim at Tinker Creek by Annie Dillard. They look at
character; events; problem/conflict; resolution of conflict; theme; language; tone; voice; and purpose. Then students
choose a topic for their descriptive essay; determine purpose and audience; brainstorm and develop details; and
determine a pattern of organization. They write a descriptive essay about a place, using a tone, style, and voice that
communicate the meaning of that place. In Semester 2 it is Unit 10: Honors Project: Novel Choice - Students read an
additional novel of their choice from an approved list. Choices include Animal Farm by George Orwell, Jane Eyre by
Charlotte Bronte, Lord of the Flies by William Golding, A Separate Peace by John Knowles, A Tale of Two Cities by
Charles Dickens, To Kill a Mockingbird by Harper Lee, and The Yearling by Marjorie Kinnan Rawlings.
Course Scope and Sequence
Semester 1
Unit 1: Autobiographically Speaking
Students read four different memoirs and explore the kind of language those authors use to make the experiences
come alive for the reader.
 Semester 1 Introduction
 What is Autobiography?
 "A Cub Pilot"
 From "Barrio Boy"
 “No Gumption”
 From I Know Why the Caged Bird Sings
Unit 2: Memoir
Students get hands-on practice with the memoir form. They analyze Mark Twain's "A Cub Pilot" from the perspective of
a writer. Then students go on to plan and write a memoir based on a personal experience.
 Looking at "A Cub Pilot" with a Writer's Eye
 Planning a Memoir
 Memoir Techniques and Planning
 Writing a Memoir
 Revising a Memoir
 Proofreading and Publishing a Memoir
Unit 3: Short Stories
Students identify elements of a short story and analyze how authors use each element to create powerful and
profound effects on a reader with a limited amount of prose.
 "The Glass of Milk"
 "Gumption"
 "To Build a Fire"
 "The Secret Life of Walter Mitty"
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Master Syllabi for Grade 9-12 Courses





"The Piece of String"
Reflect and Review
"The Tell-Tale Heart"
"The Lottery"
"The Lady or the Tiger?"
Unit 4: Argument
Students read a model argument and analyze it. Then, they conceive, plan, draft, revise, proofread, and publish an
argument of their own.
 What Is an Argument?
 Choosing a Topic and Gathering Information
 Planning and Organizing the Argument
 Recognizing Logical Fallacies and Emotional Appeals
 Writing an Argument
 Revising an Argument
 Proofreading and Publishing an Argument
Unit 5: To Everything There Is a Season
Students read several poems that deal with the seasons. They focus on the issues these pieces address, the feelings
they convey, how the ideas relate to specific times of year, and imagery and symbolism that poets use.
 “Spring and Fall”
 "in Just-" and "July"
 “To Autumn”
 "It Sifts from Leaden Sieves" and "The Snow-Storm"
Unit 6: Novel Choice
Students read a novel of their choice from an approved list. Choices include Animal Farm by George Orwell, Jane Eyre
by Charlotte Bronte, Lord of the Flies by William Golding, A Separate Peace by John Knowles, A Tale of Two Cities by
Charles Dickens, To Kill a Mockingbird by Harper Lee, and The Yearling by Marjorie Kinnan Rawlings.
 Read Novel Choice
Unit 7: Literature Semester 1 Review and Test
Students take computer-scored and teacher-graded exams to demonstrate mastery of the objectives from this
semester.
Unit 8: Honors Project 1: Antigone
Students read the ancient Greek play Antigone. They explore the conflict between Creon and Haimon, examine themes
of loyalty and tyranny, analyze the importance of the play's setting in influencing the way characters think and behave,
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Master Syllabi for Grade 9-12 Courses
and identify choices and possible consequences of those choices. They communicate these ideas through a final written
project that shows original thought, critical analysis, and the ability to support their conclusions with examples from the
text.
 Read Antigone
Unit 9: Honors Project 2: Descriptive Essay
Students read three literary models and then write their own descriptive essay, demonstrating their advanced
composition skills. Students respond as both a reader and as a writer to model descriptive essays: Hamlin Garland's "A
Night Ride in a Prairie Schooner"; an excerpt from Walden by Henry David Thoreau; and Pilgrim at Tinker Creek by
Annie Dillard. They look at character; events; problem/conflict; resolution of conflict; theme; language; tone; voice; and
purpose. Then students choose a topic for their descriptive essay; determine purpose and audience; brainstorm and
develop details; and determine a pattern of organization. They write a descriptive essay about a place, using a tone,
style, and voice that communicate the meaning of that place.
 Seeing with the Mind's Eye: Beauty
 Seeing with the Mind's Eye: Nature
 Seeing with the Mind's Eye: Wonders
 Planning a Descriptive Essay
 Recognizing Descriptive Language
 Writing a Descriptive Essay
 Polishing a Descriptive Essay
Semester 2
Unit 1: Two Great Speeches
Students read and listen to Abraham Lincoln’s “Gettysburg Address” and Dr. Martin Luther King Jr.’s “I Have a Dream.”
Then they create a speech of their own, on a topic of importance to them. They plan, take notes, and write the speech,
then practice and deliver it to an audience.
 Analyzing a Speech: A President Speaks
 Analyzing a Speech: A Civil Rights Leader Speaks
 Planning a Speech
 Writing a Speech
 Practicing and Revising a Speech
 Delivering a Speech
Unit 2: Student Choice Autobiography
Students have their choice of the following autobiographies: Anne Frank: The Diary of a Young Girl or Narrative of the
Life of Frederick Douglass. They read the autobiography and check their comprehension by analyzing character, setting,
theme, point of view, tone, mood, and motif.
Unit 3: Research Paper
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Master Syllabi for Grade 9-12 Courses
In this unit, students learn about the process of writing a research paper. Students complete substantial research and
prepare their research paper through prewriting, drafting, and revising phases.
 What Is a Research Paper?
 Finding Information
 Taking Notes
 Organizing the Information
 Conference Day
 Writing a Research Paper
 Creating a Works Cited Page
 Revising a Research Paper
 Proofreading and Publishing a Research Paper
Unit 4: Voices and Viewpoints
Students explore how each of the poets espouses a particular view that conveys the theme of a poem. They also
examine the effects of sound qualities (including rhyme scheme and meter) in these poems.
 "The Rainy Day" and "Invictus"
 "We Real Cool" and "The Negro Speaks of Rivers"
 "Mending Wall"
 Shakespeare's Sonnets 18 and 29
Unit 5: Literary Essay About Theme
In this unit, they choose one poem they have read and will plan and write a short essay analyzing its theme.
 What Is a Literary Essay About Theme?
 Planning a Literary Essay About Theme
 Writing a Literary Essay About Theme
 Revising an Essay About Theme
 Proofreading and Publishing a Literary Essay
Unit 6: Romeo and Juliet
Students read William Shakespeare’s Romeo and Juliet. They explore the ways in which Shakespeare weaves a
heartbreaking story around the events of the title characters’ star-crossed love. Students focus on Shakespeare’s
language, the memorable characters he creates, and the themes that recur throughout the play.
 Read Romeo and Juliet
Unit 7: Poetry of Ideas
Students read poetry that explores some of life’s big ideas—greatness, war, honor, and courage.
 "Will There Really Be a Morning?" and "I Dwell in Possibility"
 "Ozymandias"
 "Do Not Go Gentle into That Good Night"
 "The Charge of the Light Brigade"
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Master Syllabi for Grade 9-12 Courses

"The Battle of Blenheim"
Unit 8: Compare-and-Contrast Essay
In this unit, students read and analyze a model compare-and-contrast essay and then plan, organize, and write an essay
of their own.
 What Is a Compare-and-Contrast Essay?
 Planning a Compare-and-Contrast Essay
 Organizing a Compare-and-Contrast Essay
 Writing a Compare-and-Contrast Essay
 Polishing a Compare-and-Contrast Essay
 Revising and Publishing a Compare-and-Contrast Essay
Unit 9: Literature Semester 2 Review and Test
Students take computer-scored and teacher-graded exams to demonstrate mastery of the objectives from this
semester.
<Back to Course Content>
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Master Syllabi for Grade 9-12 Courses
English II - Literary Analysis and Composition II
PEIMS Course Title/Number: English II/ 03220200
Course Code: ENG-203V1TX-K
Course Requirements/Prerequisite Requirements: Literary Analysis and Composition I, or equivalent
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description: Comprehensive Literary Analysis and Composition II
In this course, students build on existing literature and composition skills and move on to higher levels of
sophistication. Students work on independent projects that enhance their skills and challenge them to consider
complex ideas and apply the knowledge they have learned. Students hone their skills of literary analysis by reading
short stories, poetry, drama, novels, and works of nonfiction, both classic and modern. Students analyze model essays,
focusing on ideas and content, structure and organization, style, word choice, and tone. They plan, organize, and revise
their essays in response to feedback. In addition to writing formal essays, résumés, and business letters, students write
and deliver a persuasive speech. Students expand their knowledge of grammar, usage, and mechanics through
sentence analysis and structure, syntax, agreement, and conventions. Students strengthen their vocabularies through
thematic units focused on word roots, suffixes and prefixes, context clues, and other important vocabulary-building
strategies.
Course length: Two Semesters
Materials provided by K12: Explorations: An Anthology of Literature, Volume B; Journeys in Literature: Classic and
Modern, Volume B: An Audio Companion; Vocabulary for Achievement, Fourth Course; Macbeth by William Shakespeare
Materials provided by the student: none
Course description: Honors Literary Analysis and Composition II
In this course, students build on existing literature and composition skills and move on to higher levels of
sophistication. Students work on independent projects that enhance their skills and challenge them to consider
complex ideas and apply the knowledge they have learned. Students hone their skills of literary analysis by reading
short stories, poetry, drama, novels, and works of nonfiction, both classic and modern. Students analyze model essays,
focusing on ideas and content, structure and organization, style, word choice, and tone. They plan, organize, and revise
their essays in response to feedback. In addition to writing formal essays, résumés, and business letters, students write
and deliver a persuasive speech. Students expand their knowledge of grammar, usage, and mechanics through
sentence analysis and structure, syntax, agreement, and conventions. Students strengthen their vocabularies through
thematic units focused on word roots, suffixes and prefixes, context clues, and other important vocabulary-building
strategies.
Also added to Honors is Semester 1 is Unit 14: Honors Project 2: Close Reading - When students analyze a work of
literature, the written product they create is called a “close reading.” This project presents a model close reading that a
student wrote to analyze Ezra Pound’s “The River-Merchant’s Wife: A Letter.” With the skills the students learn by
studying the model, they write a close reading of a poem of their choice. Semester 2 the addition is Unit 12: Honors
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Project: Novel Choice - Students read an additional novel of their choice from an approved list. Choices include Sense
and Sensibility by Jane Austen, The Scarlet Pimpernel by Baroness Orczy, Cry, the Beloved Country by Alan Paton, Night
by Elie Wiesel, The Way to Rainy Mountain by N. Scott Momaday, and Frankenstein by Mary Shelley.
Prerequisites: Success in ENG104: Honors Literary Analysis and Composition I, or equivalent, and teacher/school
counselor recommendation
Course Scope and Sequence
Semester 1
Unit 1: How a Story Unfolds
Students read four short stories by four of America’s best-known writers, developing both an understanding of and an
appreciation for the methods and tools that authors employ when telling a story. They focus on literary devices such as
foreshadowing, symbolism, irony, and imagery in these stories. They also study the ways in which authors use
unreliable narrators, flashbacks, and other means to deliver stories in the most original and memorable ways possible.
 Semester 1 Introduction
 The Elements of a Story
 "The Story of an Hour"
 “After Twenty Years”
 "An Occurrence at Owl Creek Bridge"
Unit 2: Narrative Essay: I Believe
Students write a narrative that includes elements of reflection suited to a personal essay by delving into an idea they
believe in, and the events that helped form the belief.
 Analyzing a Model Narrative Essay
 Planning a Narrative Essay
 Reviewing Narrative Techniques
 Writing a Narrative Essay
 Reviewing Essay Skills and Mentor Day
 Revising a Narrative Essay
 Proofreading and Publishing a Narrative Essay
Unit 3: Insights into Character
Students read poems and stories that help them to think about how authors create characters in their writing.
 Characters
 "Two Tramps in Mud Time"
 "Star Food"
 "Everything That Rises Must Converge"
 "The Bet"
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Unit 4: Narrative Prompts
Students often encounter writing prompts under the high-stakes conditions of a standardized test. The writing skills
called for are similar to those of writing any essay, but there is less time to prepare, revise, and proofread. Students
learn how to respond to specific kinds of writing prompts, with attention given to the concept of a writing prompt in
general before focusing on narrative prompts specifically.
 Introducing Narrative Prompts
 Using a Rubric
 Responding to a Narrative Prompt
Unit 5: Building Critical Reading Skills 1
Students learn to use reading skills to take standardized tests. They read a passage and then answer several multiplechoice questions.
Unit 6: Novel Choice
Students read a novel of their choice from an approved list. Choices include Sense and Sensibility by Jane Austen, The
Scarlet Pimpernel by Baroness Orczy, Cry, the Beloved Country by Alan Paton, Night by Elie Wiesel, The Way to Rainy
Mountain by N. Scott Momaday, and Frankenstein by Mary Shelley.
 Read Novel Choice
Unit 7: Parents and Children
Students explore literature that portrays the complex relationships between parents and children.
 Introduction
 "I Stand Here Ironing" and "Daystar"
 “My Father Sits in the Dark” and “My Father in the Navy”
 “The Egg”
 "Mother Tongue"
 “Hunger of Memory”
Unit 8: Persuasive Essay
Students study a persuasive essay written by a student, then choose a topic for their own persuasive essay and use the
techniques they learn in this unit to create a well-planned, effective essay that appeals to the reader’s logic and
emotions.
 Analyzing a Model Persuasive Essay
 Choosing a Topic and Gathering Information
 Gathering More Information
 Planning the Persuasive Essay
 Recognizing Effective Persuasive Techniques
 Writing the Persuasive Essay
 Revising the Persuasive Essay
 Proofreading and Publishing the Persuasive Essay
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Unit 9: Building Critical Reading Skills 2
Students learn to use reading skills to take standardized tests. They read a passage and then answer several multiplechoice questions.
Unit 10: Persuasive Prompts
Students often encounter persuasive prompts in their academic career and will practice responding to a persuasive
prompt.
 Introducing Persuasive Prompts
 Responding to a Persuasive Prompt
Unit 11: Poetry Recitation 1
Students recite one poem from this semester’s readings and are evaluated on their efforts. They deliver their speech to
the class and the teacher through an online Elluminate session.
Unit 12: Semester 1 Review and Assessment
Students review and test the skills and knowledge acquired this semester. They are responsible for all readings from
the semester.
Unit 13: Honors Project 1: Love Poetry
For this project, students explore several examples of love poetry from various eras, examining the techniques and
styles of the authors, as well as the similarities and differences in their treatments of love as a poetic subject.
 "Love is not all"
 "She Walks in Beauty"
 Reading Sonnets
 Three Shakespearean Sonnets
 "The River Merchant's Wife: A Letter"
 "Song of Solomon," Chapter 2
Unit 14: Honors Project 2: Close Reading
When students analyze a work of literature, the written product they create is called a “close reading.” This project
presents a model close reading that a student wrote to analyze Ezra Pound’s “The River-Merchant’s Wife: A Letter.”
With the skills the students learn by studying the model, they write a close reading of a poem of their choice.
 Analyzing a Model Close Reading
 Planning a Close Reading
 Gathering Evidence for a Close Reading
 Writing a Close Reading
 Revising a Close Reading
 Proofreading and Publishing a Close Reading
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Semester 2
Unit 1: Persuasive Speech
Students take a piece of persuasive writing they have previously written and repurpose it into a speech. They then
deliver their speech to the class and to the teacher through an online Elluminate session.
 Semester 2 Introduction
 Introduction to Persuasive Speech
 Repurposing a Persuasive Essay into a Speech
 Practicing a Persuasive Speech
 Delivering and Listening to Persuasive Speeches
Unit 2: Building Critical Reading Skills 3
Students learn to use reading skills to take standardized tests. They read a passage and then answer several multiplechoice questions.
Unit 3: Novel Choice
Students read a novel of their choice from an approved list. Choices include Sense and Sensibility by Jane Austen, The
Scarlet Pimpernel by Baroness Orczy, Cry, the Beloved Country by Alan Paton, Night by Elie Wiesel, The Way to Rainy
Mountain by N. Scott Momaday, and Frankenstein by Mary Shelley.
 Read Novel Choice
Unit 4: Research Paper
Students learn and practice research skills such as finding information, citing sources, creating a Works Cited page, and
making a formal outline.
 Analyzing a Model Research Paper
 Focusing on a Topic
 Finding Information Sources
 Taking Notes
 Organizing and Outlining a Research Paper
 Citing Sources
 Writing a Research Paper
 Revising a Research Paper
 Proofreading and Publishing a Research Paper
Unit 5: Macbeth
Students read William Shakespeare’s renowned tragedy, Macbeth. Students begin by learning background information
about the author and this work before exploring the important characters, events, language, and themes of
Shakespeare’s so-called “Scottish play.”
 William Shakespeare and the Scottish Play
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
Read Macbeth
Unit 6: Social Commentary
Students study four pieces of literature—two poems, one short story, and one letter—and analyze them as pieces of
literature and as social commentaries.
 "Theme for English B"
 "Harrison Bergeron"
 “Letter from Birmingham Jail”
 "Ballad of Birmingham"
Unit 7: Narrative Prompts
Students have already gained experience in writing responses to prompts under timed conditions. In this unit, they
write about a time when they helped others or others helped them.
Unit 8: Words About War
Students explore the genre of war poetry by examining the genre’s history and reading several poems written in the
last two centuries about war. They analyze the language and themes of these works, understanding them individually
and then comparing them to one another to better understand the various viewpoints that war poetry can encompass.
 Introductions to War Poetry and Recitations
 Civil War Poems
 “The Soldier” and “In Flanders Fields”
 “Dulce et Decorum Est”
 Lamentations
Unit 9: Poetry Recitation 2
Students recite one poem from this semester’s reading and will be evaluated on their efforts. They will then deliver
their speech to the class and to the teacher through an online Blackboard Collaborate session.
Unit 10: Critical Reading Skills Practice 4
Students learn to use reading skills to take standardized tests. They read a passage and then answer several multiplechoice questions.
Unit 11: Semester 2 Review and Assessment
Students review and test the skills and knowledge acquired this semester. They are responsible for all readings from
the semester.
Unit 12: Honors Project: Novel Choice
Students read an additional novel of their choice from an approved list. Choices include Sense and Sensibility by Jane
Austen, The Scarlet Pimpernel by Baroness Orczy, Cry, the Beloved Country by Alan Paton, Night by Elie Wiesel, The Way
to Rainy Mountain by N. Scott Momaday, and Frankenstein by Mary Shelley.
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
Read Novel Choice
<Back to Course Content>
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English III - American Literature
PEIMS Course Title/Number: English III/ 03220200
Course Code: ENG-303V1TX-K
Course Requirements/Prerequisite Requirements: Literary Analysis and Composition II, or equivalent
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description: Comprehensive English III – American Literature
In this course, students read and analyze works of American literature from Colonial to contemporary times, including
poetry, short stories, novels, drama, and nonfiction. The literary works provide opportunities for critical writing,
creative projects, and online discussions. Students develop vocabulary skills and refresh their knowledge of grammar,
usage, and mechanics in preparation for standardized tests. Students enrolled in this challenging course will also
complete independent projects that deepen their understanding of the themes and ideas presented in the curriculum.
Students read short stories, poetry, drama, and novels, sharpening their reading comprehension skills and analyzing
important themes in American literature. They continue to work on their oral and written expression skills, writing a
variety of essays including memoirs, persuasive and research essays, and workplace documentation. They plan,
organize, and revise their essays in response to feedback.
Course Length: Two semesters
Materials provided by K12 – : Journeys in Literature: American Traditions, Volume C; The Great Gatsby, by F. Scott
Fitzgerald; The Glass Menagerie by Tennessee Williams. Students will also read one selection of their choice from the
following: The Old Man and the Sea, by Ernest Hemingway; The House on Mango Street, by Sandra Cisneros; A Lesson
Before Dying, by Ernest Gaines; The Red Badge of Courage, by Stephen Crane
Materials required by the student – none
Course description: Honors English III – American Literature
In this course, students read and analyze works of American literature from Colonial to contemporary times, including
poetry, short stories, novels, drama, and nonfiction. The literary works provide opportunities for critical writing,
creative projects, and online discussions. Students develop vocabulary skills and refresh their knowledge of grammar,
usage, and mechanics in preparation for standardized tests. Students enrolled in this challenging course will also
complete independent projects that deepen their understanding of the themes and ideas presented in the curriculum.
Students read short stories, poetry, drama, and novels, sharpening their reading comprehension skills and analyzing
important themes in American literature. They continue to work on their oral and written expression skills, writing a
variety of essays including memoirs, persuasive and research essays, and workplace documentation. They plan,
organize, and revise their essays in response to feedback.
Also added is the Unit 11: Honors Project 1 in Semester 1 - Students apply the ideas about American mythology that
they learned about in the Creating an American Mythology unit. They read a poem and complete an assignment about
the selection. Added in Semester 2 is Unit 14: Honors Project 1 Novel Choice - Students read the novel of their choice,
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take notes and answer questions, and formulate a thesis statement about some element of the book. They then write
an essay that supports this thesis statement with both textual evidence and works of literary criticism. They choose
between Billy Budd by Herman Melville, A Connecticut Yankee in King Arthur's Court by Mark Twain, and The Catcher in
the Rye by J.D. Salinger. They analyze plot and characters, themes, symbolism, and major literary elements. They
answer literal, inferential, evaluative, and synthesizing questions to demonstrate comprehension.
Honors Materials: Journeys in Literature: American Traditions, Volume C; The Great Gatsby, by F. Scott Fitzgerald; The
Glass Menagerie by Tennessee Williams. Students will also read one selection of their choice from the following: The
Old Man and the Sea, by Ernest Hemingway; The House on Mango Street, by Sandra Cisneros; A Lesson Before Dying, by
Ernest Gaines; The Red Badge of Courage, by Stephen Crane; and two selections of their choice from the following: Billy
Budd, by Herman Melville, A Connecticut Yankee in King Arthur’s Court, by Mark Twain; Catcher in the Rye, by J.D.
Salinger; Song of Solomon, by Toni Morrison
Prerequisites: Success in Honors Literary Analysis and Composition II, or equivalent, and teacher/school counselor
recommendation
Course Scope and Sequence
Semester 1
Unit 1: Early American Writings
Students explore how American literature has been shaped by the ever-changing social, political, and cultural landscape
of the nation. They focus on the characteristics of various forms of literature; the ways in which the traditions, themes,
and issues of historical eras influenced writers; and tone, rhyme scheme, figurative language, point of view, and mood.
 American Literature - Semester Introduction
 Early American Writings - Introduction
 Analyze Of Plymouth Plantation Excerpt
 Analyze “A Model of Christian Charity”
 Analyze the Poetry of Anne Bradstreet
 Analyze “Sinners in the Hands of an Angry God”
Unit 2: Voices of an Emerging Nation
Students read a variety of texts from the Revolutionary period. Students analyze and evaluate the logic and use of
evidence in an author’s argument; analyze theme, style, and mood; and analyze the relationship between a literary
work and its historical period and cultural influences.
 Introduction
 Writings of Benjamin Franklin
 Writings of Thomas Paine
 The Declaration of Independence
 Writings of Olaudah Equiano and Phyllis Wheatley
 Discuss: How Have Voices Changed?
 "The Star-Spangled Banner"
Unit 3: Critical Skills Practice 1
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Students learn approaches and strategies for reading comprehension, vocabulary, writing, and revising abilities. Facility
with these skills is important for standardized test taking.
 Introduction
 Critical Reading Skills - Passage-Based Questions
 Critical Reading Skills - Sentence Completion Questions
 Writing Skills - Responding to Prompts
 Writing Skills - Identifying Errors and Improving Writing
Unit 4: Creating an American Mythology
Students read several works that are part of America’s national mythology and explore the ways in which the works
highlight American values and ideals, celebrate American heroes, and commemorate America’s defining events. They
also examine the works from a literary perspective and complete a writing assignment on Washington Irving’s “Rip Van
Winkle.”
 Creating an American Mythology Introduction
 Read and Analyze “Rip Van Winkle”
 “Old Ironsides”
 "The Village Blacksmith”
Unit 5: The American Renaissance
Students learn about the major literary figures and works from the period between 1830 and the Civil War. They
analyze characteristics of poetry, including poetic form and structure; interpret figurative language; and explore how
authors develop point of view, style, tone, and mood.
 Introduction to the American Renaissance
 Poetry of Ralph Waldo Emerson
 "Self-Reliance"
 Read and Analyze Walden
 "The Raven"
 Read and Analyze "The Birthmark"
 Moby-Dick
 Poetry of Walt Whitman
 Poetry of Emily Dickinson
Unit 6: Literature of Slavery and the Civil War
Students focus on several works related to slavery in America and the Civil War. They examine how the spirituals sung
by African American slaves contained coded language, symbolic imagery, and secret meanings; explore works of
nonfiction by Frederick Douglass and Abraham Lincoln; analyze the war poetry of Walt Whitman; and complete a unit
project in which they examine a figure or an issue and present their findings in one of several formats.
 Introduction to the Literature of Slavery and the Civil War
 Analyze Three Spirituals
 Analyze Narrative of the Life of Frederick Douglass
 Read and Analyze "The Gettysburg Address"
 Poetry of Walt Whitman
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Unit 7: Realism, Regionalism, and Naturalism
Student read several works of realism, regionalism, and naturalism. They explore works that highlight local customs,
traditions, dialects, and experiences of Americans across the country, from prospectors in California to Native
Americans in the Great Plains and Pacific Northwest to farmers in Wisconsin. Finally, they analyze the poetry of
Stephen Crane.
 Introduction to Realism, Regionalism, and Naturalism
 "The Return of a Private"
 Read and Analyze "The Notorious Jumping Frog of Calaveras County"
 Read and Analyze "I Will Fight No More Forever" and "The School Days of an Indian Girl"
 Poetry of Stephen Crane
Unit 8: The Great Gatsby
Students read and explore F. Scott Fitzgerald’s The Great Gatsby. They learn about the historical period during which
the work was created and analyze the novel’s major characters, important symbols, and recurring themes. Then they
write an essay that examines what Fitzgerald suggests about the American dream through his depiction of the life and
experiences of Jay Gatsby.
 Read The Great Gatsby
Unit 9: Critical Skills Practice 2
In this unit, students review approaches and strategies for effectively completing assignments that require reading
comprehension, vocabulary, writing, and revision.
 Reading Skills-Comprehension and Analysis
 Reading Skills-Vocabulary Analysis
 Writing Skills-Identifying Errors and Improving Writing
 Writing Skills-Responding to a Prompt
Unit 10: Semester Review and Test
Students review and test the skills and knowledge acquired this semester. They are responsible for the memoirs, short
stories, and the novel they read this semester. In addition, they review the critical skills in reading and writing that they
practiced before they take the semester test.
Unit 11: Honors Project 1
Students apply the ideas about American mythology that they learned about in the Creating an American Mythology
unit. They read a poem and complete an assignment about the selection.
 Paul Revere: An American Mythology
Unit 12: Honors Project 2
Students apply the ideas about Romanticism that they learned about in Unit 5: The American Renaissance. They read a
poem and complete an assignment about the selection.
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
“The Cask of Amontillado”
Unit 13: Honors Project 3
Students delve deeper into their study of realism, regionalism, and naturalism. They read Sarah Orne Jewett’s “A White
Heron” and Stephen Crane’s “The Open Boat.” They then explore these works as examples of either regionalist or
naturalist fiction.
 “A White Heron” and “The Open Boat”
Semester 2
Unit 1: Poetry of the Modern Period
Students learn about the changes and innovations that poets around the turn of the twentieth century made to their
art form. Over the course of this unit, they read, analyze, and explore examples of both types of modern poetry.
 Semester Introduction
 Introduction
 "Mr. Flood's Party"
 The Poetry of Carl Sandburg
 The Poetry of Robert Frost
 Introduction to Imagism
 The Poetry of William Carlos Williams
 "anyone lived in a pretty how town"
Unit 2: Planning a Research Paper
The research paper is divided into three units. In this unit, students study a model research paper and plan a paper.
 Plan the Paper
 Choose a Topic
 Research and Take Notes
 Develop an Outline
Unit 3: Poetry of the Harlem Renaissance
Students learn about the Harlem Renaissance and study and analyze works of poetry by some of the Harlem
Renaissance’s most prominent poets.




Introduction
Poetry of Paul Laurence Dunbar
Poetry of Langston Hughes
Other Influential Poets
Unit 4: Drafting a Research Paper
Students write the first draft of their research paper. They learn to write citations for sources; establish a coherent
thesis; maintain a consistent tone; use the writing process; and use language that is appropriate, powerful, and clear.
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



Begin Your Draft
Use Citations Properly
Continue to Draft
Complete Your Draft
Unit 5: Critical Skills Practice 3
Students learn approaches and strategies for effectively completing assignments that require reading comprehension,
vocabulary, writing, and revising abilities.
 Introduction
 Reading Skills - Comprehension and Analysis
 Reading Skills - Vocabulary Analysis
 Writing Skills - Identifying Errors and Improving Writing
 Writing Skills - Responding to a Prompt
Unit 6: Finalizing a Research Paper
Students revise and proofread the final draft of the research paper.
 Revise Your Paper
 Revise and Polish
Unit 7: The Glass Menagerie
Students read and analyze The Glass Menagerie.
 Read The Glass Menagerie
Unit 8: Modern Fiction and Nonfiction
Students learn how American literature diversified in the first half of the twentieth century to feature a broader range
of writers and stories than was previously found in the canon. They read, analyze, and explore several works of fiction
and nonfiction.
 Introduction
 "A Wagner Matinee"
 "In Another Country"
 "A Worn Path"
 From Black Boy
 "The Inside Search"
 Faulkner's Nobel Prize Acceptance Speech
Unit 9: Critical Skills Practice 4
Students learn approaches and strategies for effectively completing assignments that require reading comprehension,
vocabulary, writing, and revising abilities.
 Introduction
 Reading Skills - Comprehension and Analysis
 Reading Skills - Vocabulary Analysis
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

Writing Skills - Identifying Errors and Improving Writing
Writing Skills - Responding to a Prompt
Unit 10: Novel Choice
Students read a novel of their choice from an approved list. Choices include The Old Man and the Sea, by Ernest
Hemingway; The House on Mango Street, by Sandra Cisneros; A Lesson Before Dying, by Ernest Gaines; The Red Badge
of Courage, by Stephen Crane.
 Read Novel Choice
Unit 11: Contemporary Voices
Students read, analyze, and explore several works of American literature from the second half of the twentieth century
and examine how the events and themes of the readings comment on, add to, or reflect some of America’s core values.
They complete a writing assignment related to their own cultural heritage and identity.
 Introduction
 Kennedy's Inaugural Address
 Contemporary Poets
 Richard Rodriguez
 Amy Tan
 Julia Alvarez
 Suzan Shown Harjo
 Your Voice
Unit 12: Practical Writing (Optional)
Students read a model personal statement and then write a personal statement of their own that can be used as a
model for college application essays or job applications.
 Introduction to the Personal Statement
 Plan a Personal Statement
 Draft a Personal Statement
 Revise and Proofread
Unit 13: Semester Review and Test
Students review all the poetry, nonfiction, and drama they read this semester, including The Glass Menagerie. In
addition, they review and are tested on the critical skills in reading and writing that they practiced this semester.
Unit 14: Honors Project 1 Novel Choice
Students read the novel of their choice, take notes and answer questions, and formulate a thesis statement about
some element of the book. They then write an essay that supports this thesis statement with both textual evidence and
works of literary criticism. They choose between Billy Budd by Herman Melville, A Connecticut Yankee in King Arthur's
Court by Mark Twain, and The Catcher in the Rye by J.D. Salinger. They analyze plot and characters, themes, symbolism,
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and major literary elements. They answer literal, inferential, evaluative, and synthesizing questions to demonstrate
comprehension.
 Project Overview
 Analyze the Text
 Identify Literary Criticism
 Use Literary Criticism
 Write a Literary Essay
<Back to Course Content>
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Master Syllabi for Grade 9-12 Courses
English IV – British and World Literature
PEIMS Course Title/Number: English IV/ 03220400
Course Code: ENG-403V1TX-K
Course Requirements/Prerequisite Requirements: American Literature, or equivalent
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description: Comprehensive British and World Literature – English IV
Students read selections from British and world literature in a loosely organized chronological framework. They analyze
the themes, styles, and structures of these texts and make thematic connections among diverse authors, periods, and
settings. Students complete guided and independent writing assignments that refine their analytical skills. They have
opportunities for creative expression in projects of their choosing. Students also practice test-taking skills for
standardized assessments in critical reading and writing.
Course Length: Two semesters
Materials provided by K12 – Journeys in Literature British and World Classics; Hamlet by William Shakespeare
Materials required by the student – none
Course description: Honors British and World Literature – English IV
Students read selections from British and world literature in a loosely organized chronological framework. They analyze
the themes, styles, and structures of these texts and make thematic connections among diverse authors, periods, and
settings. Students work independently on many of their analyses and engage in creative collaboration with their peers.
Students also practice test-taking skills for standardized assessments in critical reading and writing.
In addition, in Semester one there is the Unit 11: Honors Project 1: The Canterbury Tales - This honors project requires
students to master and exemplify their skills to use a full range of strategies to comprehend fiction and nonfiction;
analyze British and world literature from a variety of authors for style, audience appeal, cultural significance, and plot
structure; and interpret a variety of texts by identifying and examining literary elements. Unit 12: Honors Project 2:
Sonnets - This honors project requires students to master and exemplify their skills to analyze distinctive elements of
sonnets and other types of poems; analyze the use of figurative language in poetry; interpret a variety of texts by
identifying and examining literary elements; identify and explain the use of poetic elements to enhance meaning and
effect; and write responses to literature. In Semester 2 there is Unit 10: Honors Project 1: The Poetry and Art of
William Blake - This honors project requires students to master and exemplify their skills to use a full range of
strategies to comprehend fiction and nonfiction; interpret a variety of texts by identifying and examining literary
elements; analyze how words, images, graphics, and sounds work together in various forms to impact meaning; and
write responses to literature. Unit 11: Honors Project 2: Rosencrantz and Guildenstern Are Dead - This honors project
requires students to master and exemplify their skills to use a full range of strategies to comprehend fiction and
nonfiction; analyze British and world literature from a variety of authors for style, audience appeal, cultural
significance, and plot structure; identify and analyze the conventions and techniques used in Theatre of the Absurd;
and interpret a variety of texts by identifying and examining literary elements. Unit 12: Honors Project 3: "The Lady in
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Master Syllabi for Grade 9-12 Courses
the Looking Glass" - This honors project requires students to master and exemplify their skills to analyze a selection by
Virginia Woolf for style, audience appeal, cultural significance, and plot structure; recognize and analyze author’s
strategies; use language that is appropriate, powerful, and clear; write a stream of consciousness narrative; identify the
author’s use of stylistic devices and discuss the effects created; identify, discuss, and interpret modernist themes;
identify the theme in a story by Virginia Woolf; and analyze the use of figurative language in a story by Virginia Woolf.
Prerequisites: American Literature, or equivalent, and teacher/school counselor recommendation
Course Scope and Sequence
Semester 1
Unit 1: Heroic Battles
Students learn how the British and World Literature course is designed and what they can expect to learn and do over
the next two semesters. They study stories of ancient heroes. Students learn reading and comprehension skills, poetic
elements, and how to answer literal, inferential, evaluative, and synthesizing questions.
 Course Introduction
 Introduction to Beowulf
 Read "Beowulf and Grendel"
 Characters in Beowulf
 Review "Beowulf and Grendel"
 Introduction to the Iliad
 Read "Hektor and Achilleus"
 Characters in "Hektor and Achilleus"
 Review Heroic Epics
Unit 2: The Canterbury Tales
Students investigate how Chaucer uses his characters in The Canterbury Tales to provide a cross-section of life during
the Middle Ages. They focus on the use of figurative language; style, cultural significance, and plot structure; distinctive
elements of a framed narrative; and point of view.
 Introduction to The Canterbury Tales
 Read and Examine "The Prologue"
 Read and Explore "The Wife of Bath's Tale"
 Characters and Their Tales
Unit 3: Critical Skills Practice 1
Students learn approaches and strategies for effectively completing assignments that require reading comprehension,
vocabulary, writing, and proofreading abilities.
 Introduction
 Reading Skills - Comprehension and Analysis
 Reading Skills - Vocabulary Analysis
 Writing Skills - Identifying Errors and Improving Writing
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Master Syllabi for Grade 9-12 Courses

Writing Skills - Responding to a Prompt
Unit 4: Love Sonnets
Students read several sonnets that focus on love, examining not only their central images and themes, but also the
formats and the poetic elements that their writers employ. They analyze distinctive elements of sonnets, the use of
figurative language, diction, syntax, and delivery style, mood and tone. They answer literal, inferential, evaluative, and
synthesizing questions to demonstrate comprehension and interpret the overall effect or impact of literary elements in
poetry.
 Introduction
 Petrarchan Sonnets
 Shakespearean Sonnets
 From Sonnets from the Portuguese
 From 100 Love Sonnets
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Master Syllabi for Grade 9-12 Courses
Unit 5: Planning a Research Paper
Students learn about research papers and study a model research paper. They choose a topic for their own research
paper, learn research skills, formulate a thesis, take notes, and develop an organized plan for their paper by making a
formal outline. Students learn how to analyze expository texts; use the writing process; establish a clear, distinctive,
and coherent thesis; organize ideas to ensure coherence, logical progression, and support; and evaluate the evidence
used to support the author's perspective in expository texts.
 What Is a Research Paper?
 Focus on a Topic
 Plan a Research Paper
 Use Different Sources
 Use Literary Criticism
 Take Notes
 Organize Information
 Finish Your Plan
Unit 6: Critical Skills Practice 2
Students learn approaches and strategies for effectively completing assignments that require reading comprehension,
vocabulary, writing, and proofreading abilities.
 Reading Skills - Comprehension and Analysis
 Reading Skills - Vocabulary Analysis
 Writing Skills - Identifying Errors and Improving Writing
 Writing Skills - Responding to a Prompt
Unit 7: Drafting a Research Paper
Students write the first draft of their research paper. They learn to write citations for sources. They learn how to
establish a coherent thesis; maintain a consistent tone; use the writing process; and use language that is appropriate,
powerful, and clear. They also create a plan for turning their research paper into a multimedia presentation.
 Write a Research Paper
 Learn About Multimedia Presentations
 Plan a Multimedia Presentation
 Create a Multimedia Presentation
Unit 8: Finalizing a Research Paper
Students revise and proofread the draft of their research paper and submit a final copy to the teacher for a grade. They
also polish and rehearse their multimedia presentation and deliver it.
 Revise a Research Paper
 Proofreading Your Research Paper
 Polish and Rehearse Your Presentation
 Deliver a Multimedia Presentation
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Master Syllabi for Grade 9-12 Courses
Unit 9: Hamlet
Students read William Shakespeare’s Hamlet, examining its complex characters, gripping plot, images, symbols, and
themes. Students develop skills to identify and analyze the conventions and techniques used in different types of
dramatic literature; interpret a variety of texts by identifying and examining literary elements; analyze British and world
literature from a variety of authors for style, audience appeal, cultural significance, and plot structure; and use a full
range of strategies to comprehend fiction and nonfiction.
 Introduction
 Read Hamlet
Unit 10: Semester Review and Test
Students review the concepts and skills they have learned as well as the selections they have read in preparation for
the semester test.
Unit 11: Honors Project 1: The Canterbury Tales
This honors project requires students to master and exemplify their skills to use a full range of strategies to
comprehend fiction and nonfiction; analyze British and world literature from a variety of authors for style, audience
appeal, cultural significance, and plot structure; and interpret a variety of texts by identifying and examining literary
elements.
Unit 12: Honors Project 2: Sonnets
This honors project requires students to master and exemplify their skills to analyze distinctive elements of sonnets and
other types of poems; analyze the use of figurative language in poetry; interpret a variety of texts by identifying and
examining literary elements; identify and explain the use of poetic elements to enhance meaning and effect; and write
responses to literature.
Semester 2
Unit 1: Romantic Poetry
Students see concerns, values, and ideas that have shaped British and world literature. Students focus on developing
skills in reading and comprehension that include: strategies to comprehend fiction and nonfiction; distinctive elements
of Romantic poetry; the use of figurative language in Romantic poetry; the use of poetic elements to enhance meaning
and effect; literary elements; how literary works and authors relate to the major themes and issues of their eras;
distinctive elements of Romantic poetry; and major events and main ideas from reading.
 Course Introduction
 Introduction to Romanticism
 Read Two Poems by William Wordsworth
 Analyze "Lines Written in Early Spring" by William Wordsworth
 Read and Analyze "Kubla Khan"
 Read and Analyze Poems by Lord Byron
 Read and Analyze "Ode to the West Wind"
 Read and Analyze Two Poems by John Keats
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Master Syllabi for Grade 9-12 Courses
Unit 2: Critical Skills Practice 3
Students learn approaches and strategies for effectively completing assignments that require reading comprehension,
vocabulary, writing, and proofreading abilities.
 Introduction
 Reading Skills - Comprehension and Analysis
 Reading Skills - Vocabulary Analysis
 Writing Skills - Identifying Errors and Improving Writing
 Writing Skills - Responding to a Prompt
Unit 3: Novel Choice
Students read a novel of their choice from an approved list. Choices include Hard Times by Charles Dickens and Pride
and Prejudice by Jane Austen.
 Read Novel Choice
Unit 4: The Modern Age
Students read a number of modernist works and examine the ways in which modernist poets and authors use evocative
language, imagery, and allusions to convey their themes.
 Introduction to the Modern Age
 Read and Analyze Two Poems by W.B. Yeats
 Read and Analyze "The Love Song of J. Alfred Prufrock"
 Read and Analyze "Do Not Go Gentle into That Good Night"
 Read and Analyze "Eveline"
 Creative Project
Unit 5: Critical Skills Practice 4
Students learn approaches and strategies for effectively completing assignments that require reading comprehension,
vocabulary, writing, and proofreading abilities.
 Reading Skills - Comprehension and Analysis
 Reading Skills - Vocabulary Analysis
 Writing Skills - Identifying Errors and Improving Writing
 Writing Skills - Responding to a Prompt
Unit 6: Novel Choice
Students read a novel of their choice from an approved list. Choices include 1984 by George Orwell, Siddhartha by
Hermann Hesse, and Nectar in a Sieve by Kamala Markandaya.
 Read Novel Choice
Unit 7: Cultures in Conflict
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Master Syllabi for Grade 9-12 Courses
Students read several works that address the conflicts and consequences that cultures and individuals face as the result
of imperialism. They then explore the characters in each piece, the different problems that these figures face, and the
themes of each work.
 Introduction to Imperialism
 Analyze "Shooting an Elephant"
 Read and Analyze "No Witchcraft for Sale"
 Read and Analyze "Marriage Is a Private Affair"
 Read and Analyze from Nectar in a Sieve
Unit 8: Practical Writing (optional)
In this optional unit, students acquire a skill they are likely to need in real life: writing a resume and a cover letter. They
read samples and then write their own.
 Analyze a Resume and Cover Letter
 Gather Information
 Plan a Resume and Cover Letter
 Review Business Formatting
 Write a Resume and Cover Letter
 Mentor Feedback and Conferences
 Revise a Resume and Cover Letter
 Proofread and Publish a Resume and Cover Letter
Unit 9: Semester Review and Test
Students review the concepts and skills they have learned as well as the selections they have read in preparation for
the semester test.
Unit 10: Honors Project 1: The Poetry and Art of William Blake
This honors project requires students to master and exemplify their skills to use a full range of strategies to
comprehend fiction and nonfiction; interpret a variety of texts by identifying and examining literary elements; analyze
how words, images, graphics, and sounds work together in various forms to impact meaning; and write responses to
literature.
Unit 11: Honors Project 2: Rosencrantz and Guildenstern Are Dead
This honors project requires students to master and exemplify their skills to use a full range of strategies to
comprehend fiction and nonfiction; analyze British and world literature from a variety of authors for style, audience
appeal, cultural significance, and plot structure; identify and analyze the conventions and techniques used in Theatre of
the Absurd; and interpret a variety of texts by identifying and examining literary elements.
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Master Syllabi for Grade 9-12 Courses
Unit 12: Honors Project 3: "The Lady in the Looking Glass"
This honors project requires students to master and exemplify their skills to analyze a selection by Virginia Woolf for
style, audience appeal, cultural significance, and plot structure; recognize and analyze author’s strategies; use language
that is appropriate, powerful, and clear; write a stream of consciousness narrative; identify the author’s use of stylistic
devices and discuss the effects created; identify, discuss, and interpret modernist themes; identify the theme in a story
by Virginia Woolf; and analyze the use of figurative language in a story by Virginia Woolf.
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Master Syllabi for Grade 9-12 Courses
AP English Language and Composition – American
Literature
PEIMS Course Title/Number: AP English/ A3220100
Course Code: ENG-500AV1TX-A
Course Requirements/Prerequisite Requirements:
At least a B-grade in most recent English course
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description:
In AP English Language and Composition, students learn to understand and analyze complex styles of writing by reading
works from a variety of authors. Not only do they explore the richness of language, including syntax, imitation, word
choice, and tone in other writers, but they also learn to incorporate these skills into their own writing. Students learn the
basics of research writing, including the use of documentation and citations. They write in a variety of different modes:
expository, analytical, personal narrative, research, synthesis, and so on. They also learn about their own composition
style and process, starting with exploration, planning, and writing, and continuing through editing, peer review,
rewriting, polishing, and applying what they learn to a breadth of academic, personal, and professional contexts.
Students read and analyze a variety of different "texts" in this course, including advertising, editorials, images, charts,
graphs, maps, cartoons, and material from web sites.
The equivalent of an introductory college-level survey class, this course prepares students for the AP Exam and for
further study in communications, creative writing, journalism, literature, and composition.
The content aligns to the scope and sequence specified by the College Board and to widely used textbooks.
Course Length: Two semesters
Materials provided by K12 –
The majority of the required instructional material for this course is available to students online. These materials were
created and owned by our company. In addition, either the student or the school must purchase the following:
Brereton, John C., Joan E. Hartman, and Linda H. Peterson. The Norton Reader. 11th ed. New York: W.W. Norton &
Company, 2004. ISBN: 0393978877.
Alternate edition also acceptable: 10th ed., 1996, ISBN: 0393973832
Heffernan, James, John E. Lincoln, and Janet Atwill. Writing, A College Handbook. 5th ed. New York: W. W. Norton &
Company, 2000. ISBN: 039397426X
Materials required by the student
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41
Master Syllabi for Grade 9-12 Courses
AP English Literature and Composition – British and World
Literature
PEIMS Course Title/Number: AP English/ A3220200
Course Code: ENG-510AV1TX-A
Course Requirements/Prerequisite Requirements:
At least a B-grade in most recent English course
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description:
AP English Literature and Composition immerses students in novels, plays, poems, and short stories
from various periods. Students read and write daily, using a variety of multimedia and interactive
activities, interpretive writing assignments, and class discussions to assess and improve their skills
and knowledge. The course places special emphasis on reading comprehension, structural and critical
analysis of written works, literary vocabulary, and recognizing and understanding literary devices.
The key foci of this course are comprehension, interpretation, and analysis. More specifically, the
course focuses on close and thematic reading skills. The writing students undertake is
overwhelmingly of an analytical nature; students analyze meaning and how meaning is created.
The equivalent of an introductory college-level survey class, this course prepares students for the AP
Exam and for further study in creative writing, communications, journalism, literature, and
composition. The content aligns to the scope and sequence specified by the College Board and to
widely used textbooks.
Course Length: Two semesters
Materials provided by K12 –
The majority of the required instructional material for this course is available to students online. These materials
were created and are owned by our company. In addition, either the student or the school must purchase the
following:
Ferguson, Margaret, Mary Jo Salter, and Jon Stallworthy, Eds. The Norton Anthology of Poetry, 5th edition.
New York: W.W. Norton and Co., 2005.
Also acceptable: 4th edition, 1996.
Ann Charters, Ed. The Story and Its Writer: An Introduction to Short Fiction, compact 7th edition. Boston:
Bedford Books/St. Martin’s, 2007. Also acceptable: compact 6th edition, 2003, or compact 5th edition, 1999.
Brontë, Charlotte. Jane Eyre. Penguin Classics, 1996.
Conrad, Joseph. Heart of Darkness. The Story and Its The Story and Its Writer: An Introduction to Short
Fiction, compact 7th edition. Ann Charters, Ed. Boston: Bedford Books/St. Martin’s, 2007.
Fitzgerald, F. Scott. The Great Gatsby. Simon and Schuster, 1995.
Hurston, Zora Neale. Their Eyes Were Watching God. Harper Collins, 1998.
Ibsen, Henrik. Hedda Gabler. Dover Publications, 1991.
Kincaid, Jamaica. Annie John. Farrar, Straus and Giroux, 1997.
Shakespeare, William. Twelfth Night. Ed. Barbara Mowat and Paul Werstine (the New Folger text).
Washington Square Press, 1993. Williams, Tennessee. A Streetcar Named Desire. Signet Book, 1989.
Materials required by the student
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Master Syllabi for Grade 9-12 Courses
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Master Syllabi for Grade 9-12 Courses
MATH COURSES
Algebra I
PEIMS Course Title/Number: Algebra I/03100500
Course Code: AV-ALG1-HS-TX08
Course Requirements/Prerequisite Requirements: Successful completion of Pre-Algebra
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description: The purpose of this course is to allow the student to gain mastery in working with and evaluating
mathematical expressions, equations, graphs, and other topics in a yearlong algebra course. Topics included are real
numbers, simplifying real number expressions with and without variables, solving linear equations and inequalities,
solving quadratic equations, graphing linear and quadratic equations, polynomials, factoring, linear patterns, linear
systems of equality and inequality, simple matrices, sequences, and radicals. Assessments within the course include
multiple-choice, short-answer, or extended response questions. Also included in this course are self-check quizzes,
audio tutorials, and interactive games.
Course Length: Two semesters
Materials provided by K12 – text and online course
Materials required by the student – recommended for students to have a TI-83 or TI-84 Calculator
 A calculator with exponent capabilities. If you don’t have one check the accessories in your computer. To do
this click on Start, Programs, Accessories, Calculator, View, then click the Scientific calculator option.
 There are open responses and assignments which need to be submitted to your instructor. Check the course to
see if there are instructions for submitting them. If not, contact your instructor.
 There a few assignments where you need to complete a graph.
 If you find that certain parts are not working in your course, you may need to download one of these: Acrobat
Reader, Flash Player, Real Player, or some other technical component. If your course has a helpdesk, contact
them when this type of difficulty arrives. If not, contact your instructor. http://www.k12.com/faqs/Technical
Objectives
Students will
 Read, write, evaluate, and understand the properties of mathematical expressions including real numbers,
radicals, and polynomials
 Add, subtract, multiply, and divide radical expressions, polynomials, and polynomial expressions
 Read, write, solve, and graph linear and quadratic equations and inequalities.
 Students will solve absolute value equations and inequalities
 Work effectively with ratios and direct and inverse variation
 Solve systems of linear equations and inequalities
 Work with arithmetic sequences and linear patterns
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Master Syllabi for Grade 9-12 Courses


Understand basic statistics including measures of central tendencies and box plots
Understand different types of graphs, including histograms, line graphs, circle graphs, and stem-and-leaf plots
Semester 1
Unit 1: Variables and Expressions
Section 1: Evaluating Expressions
Section 2: Some Useful Properties
Section 3: Integers
Section 4: Exponents and Roots
Section 5: Logic and Graphs
Unit 2: Real Numbers
Section 1: Rational Numbers
Section 2: Addition and Subtraction of Rational Numbers
Section 3: Multiplication and Division of Rational Numbers
Section 4: Estimation and Problem Solving
Section 5: Closure and Properties of Equality
Unit 3: Equations
Section 1: Equations
Section 2: Multi-Step Equations
Section 3: Proportions and Percent
Section 4: Formulas and Absolute Value
Section 5: Problem Solving
Unit 4: Functions and Linear Equations
Section 1: The Coordinate Plane and Relations
Section 2: Graphing Linear Equations
Section 3: Patterns and Sequences
Section 4: Linear Equations
Section 5: Data
Unit 5: Inequalities
Section 1: Simple Inequalities
Section 2: Multi-Step Inequalities
Section 3: Absolute Value Inequalities
Section 4: Graphing Inequalities in Two Variables
Semester II
Unit 6: Solving Systems
Section 1: Systems of Equations
Section 2: Solving Systems
Section 3: Systems of Inequalities
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Master Syllabi for Grade 9-12 Courses
Section 4: The Matrix
Section 5: Statistics
Unit 7: Polynomials
Section 1: Scientific Notation
Section 2: Add and Subtract Polynomials
Section 3: Multiply Polynomials
Section 4: Factors and GCF
Section 5: Factoring Trinomials
Section 6: Special Factors
Unit 8: Quadratics and Radicals
Section 1: Quadratic Functions
Section 2: Solving Quadratic Equations
Section 3: Radicals
Section 4: Operations on Radicals
Section 5: Radical Equations
Unit 9: Rational Expressions
Section 1: Inverse Variation
Section 2: Multiplying and Dividing Rational Expressions
Section 3: Adding and Subtracting Rational Expressions
Section 4: Solving Rational Equations
Section 5: Probability
Unit 10: Exponentials
Section 1: Exponential Functions
Section 2: Growth and Decay
Section 3: Geometric Sequences
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Master Syllabi for Grade 9-12 Courses
Geometry
PEIMS Course Title/Number: Geometry/03040000
Course Code: MTH-202V1TX-K
Course Requirements/Prerequisite Requirements: Algebra I, or equivalent
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course description: Core Geometry
Students learn to recognize and work with geometric concepts in various contexts. They build on ideas of inductive and
deductive reasoning, logic, concepts, and techniques of Euclidean plane and solid geometry and develop an
understanding of mathematical structure, method, and applications of Euclidean plane and solid geometry. Students
use visualizations, spatial reasoning, and geometric modeling to solve problems. Topics of study include points, lines,
and angles; triangles; right triangles; quadrilaterals and other polygons; circles; coordinate geometry; threedimensional solids; geometric constructions; symmetry; the use of transformations; and non-Euclidean geometries.
Course length: Two Semesters
Materials: Geometry: A Reference Guide; a drawing compass, protractor, and ruler
Materials required by the student – recommended for students to have a TI-83 or TI-84 Calculator
Prerequisites: Algebra I, or equivalent
Course description: Comprehensive Geometry
Students learn to recognize and work with geometric concepts in various contexts. They build on ideas of inductive and
deductive reasoning, logic, concepts, and techniques of Euclidean plane and solid geometry and develop an
understanding of mathematical structure, method, and applications of Euclidean plane and solid geometry. Students
use visualizations, spatial reasoning, and geometric modeling to solve problems. Topics of study include points, lines,
and angles; triangles; right triangles; quadrilaterals and other polygons; circles; coordinate geometry; threedimensional solids; geometric constructions; symmetry; the use of transformations; and non-Euclidean geometries.
Compared to MTH202, this course has a more rigorous pace and more challenging assignments and assessments.
MTH203 also covers additional topics such biconditionals, rotations of points in a coordinate plane, creating and
interpreting truth tables, parametric equations for lines in three dimensions, finding the equation of a circle from three
points, input-output tables for logical gates, and several theorems including the Jordan Curve Theorem, Pappus'
Theorem, and Desargues' Theorem.
Course length: Two Semesters
Materials: Geometry: A Reference Guide; a drawing compass, protractor, and ruler
Materials required by the student – recommended for students to have a TI-83 or TI-84 Calculator
Course Requirements/Prerequisite Requirements: Algebra I, or equivalent
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Master Syllabi for Grade 9-12 Courses
Course Description: Honors Geometry
Students learn to recognize and work with geometric concepts in various contexts. They build on ideas of inductive and
deductive reasoning, logic, concepts, and techniques of Euclidean plane and solid geometry and develop an
understanding of mathematical structure, method, and applications of Euclidean plane and solid geometry. Students
use visualizations, spatial reasoning, and geometric modeling to solve problems. Topics of study include points, lines,
and angles; triangles; right triangles; quadrilaterals and other polygons; circles; coordinate geometry; threedimensional solids; geometric constructions; symmetry; the use of transformations; and non-Euclidean geometries.
This course includes all the topics in MTH203, but has more challenging assignments and includes more optional
challenge activities. Each semester also includes an independent honors project.
Course length: Two Semesters
Materials: Geometry: A Reference Guide; a drawing compass, protractor, and ruler
Materials required by the student – recommended for students to have a graphing calculator like a TI-83 or TI-84
Calculator
Prerequisites: Honors Algebra I, or equivalent
Course Scope and Sequence
Semester 1
Unit 1: An Introduction
Even the longest journey begins with a single step. Any journey into the world of geometry begins with the basics.
Points, lines, segments, and angles are the foundation of geometric reasoning. This unit provides you with basic footing
that will lead to an understanding of geometry.
•
Semester Introduction
•
Basic Geometric Terms and Concepts
•
Measuring Length
•
Measuring Angles
•
Bisectors and Line Relationships
•
Relationships between Triangles and Circles
•
Transformations
•
Using Algebra to Describe Geometry
Unit 2: Methods of Proof and Logic
Professionals use logical reasoning in a variety of ways. Just as lawyers use logical reasoning to formulate convincing
arguments, mathematicians use logical reasoning to formulate and prove theorems. With definitions, assumptions, and
previously proven theorems, mathematicians discover and prove new theorems. It’s like building a defense, one
argument at a time. In this unit, you will learn how to build a defense from postulates, theorems, and sound reasoning.
•
Reasoning, Arguments, and Proof
•
Conditional Statements
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Master Syllabi for Grade 9-12 Courses
•
•
•
•
Compound Statements and Indirect Proof
Definitions and Biconditionals
Algebraic Logic
Inductive and Deductive Reasoning
Unit 3: Polygon Basics
Students can find polygons in many places: artwork, sporting events, architecture, and even in roads. In this unit, you
will discover symmetry, work with special quadrilaterals, and work with parallel lines and slopes.
•
Polygons and Symmetry
•
Quadrilaterals and Their Properties
•
Parallel Lines and Transversals
•
Converses of Parallel Line Properties
•
The Triangle Sum Theorem
•
Angles in Polygons
•
Midsegments
•
Slope
Unit 4: Congruent Polygons and Special Quadrilaterals
If two algebraic expressions are equivalent, they represent the same value. What about geometric shapes? What does
it mean for two figures to be equivalent? A pair of figures can be congruent the same way that a pair of algebraic
expressions can be equivalent. You will learn, use, and prove theorems about congruent geometric figures.
•
Congruent Polygons and Their Corresponding Parts
•
Triangle Congruence: SSS, SAS, and ASA
•
Isosceles Triangles and Corresponding Parts
•
Triangle Congruence: AAS and HL
•
Using Triangles to Understand Quadrilaterals
•
Types of Quadrilaterals
•
Constructions with Polygons
•
The Triangle Inequality Theorem
Unit 5: Perimeter, Area, and Right Triangles
If you have a figure, you can take many measurements and calculations. You can measure or calculate the distance
around the figure (the perimeter or circumference), as well as the figure’s height and area. Even if you have just a set of
points, you can measure or calculate the distance between two points.
•
Perimeter and Area
•
Areas of Triangles and Quadrilaterals
•
Circumference and Area of Circles
•
The Pythagorean Theorem
•
Areas of Special Triangles and Regular Polygons
•
Using the Distance Formula
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Master Syllabi for Grade 9-12 Courses
•
Proofs and Coordinate Geometry
Unit 6: Semester Review and Test
Students prepare for and take the semester test.
Semester 2
Unit 1: Three-Dimensional Figures and Graphs
One-dimensional figures, such as line segments, have length. Two-dimensional figures, such as circles, have area.
Objects we touch and feel in the real world are three-dimensional; they have volume.
•
Semester Introduction
•
Solid Shapes and Three-Dimensional Drawing
•
Lines, Planes, and Polyhedra
•
Prisms
•
Coordinates in Three Dimensions
•
Equations of Lines and Planes in Space
Unit 2: Surface Area and Volume
Every three-dimensional figure has surface area and volume. Some figures are more common and useful than others.
Students probably see pyramids, prisms, cylinders, cones, and spheres every day. In this unit, students will learn how to
calculate the surface area and volume of several common and useful three-dimensional figures.
•
Surface Area and Volume
•
Surface Area and Volume of Prisms
•
Surface Area and Volume of Pyramids
•
Surface Area and Volume of Cylinders
•
Surface Area and Volume of Cones
•
Surface Area and Volume of Spheres
•
Three-Dimensional Symmetry
Unit 3: Similar Shapes
A map of a city has the same shape as the original city, but the map is much, much smaller. A mathematician would say
that the map and the city are similar. They have the same shape but are different sizes.
•
Dilations and Scale Factors
•
Similar Polygons
•
Triangle Similarity
•
Side-Splitting Theorem
•
Indirect Measurement and Additional Similarity Theorems
•
Area and Volume Ratios
Unit 4: Circles
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Master Syllabi for Grade 9-12 Courses
You probably know what a circle is and what the radius and diameter of a circle represent. However, a circle can have
many more figures associated with it. Arcs, chords, secants, and tangents all provide a rich set of figures to draw,
measure, and understand.
•
Chords and Arcs
•
Tangents to Circles
•
Inscribed Angles and Arcs
•
Angles Formed by Secants and Tangents
•
Segments of Tangents, Secants, and Chords
•
Circles in the Coordinate Plane
Unit 5: Trigonometry
Who uses trigonometry? Architects, engineers, surveyors, and many other professionals use trigonometric ratios such
as sine, cosine, and tangent to compute distances and understand relationships in the real world.
•
Tangents
•
Sines and Cosines
•
Special Right Triangles
•
The Laws of Sines and Cosines
Unit 6: Beyond Euclidian Geometry
Some people break rules, but mathematicians are usually very good at playing by them. Creative problem-solvers,
including mathematicians, create new rules, and then play by their new rules to solve many kinds of problems.
•
The Golden Rectangle
•
Taxicab Geometry
•
Graph Theory
•
Topology
•
Spherical Geometry
•
Fractal Geometry
•
Projective Geometry
•
Computer Logic
Unit 7: Semester Review and Test
Students prepare for and take the semester test.
<Back to Course Content>
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Master Syllabi for Grade 9-12 Courses
Algebra II
PEIMS Course Title/Number: Algebra II/ 03100600
Course Code: MTH-302V1TX-K
Course Requirements/Prerequisite Requirements: Successful completion of Algebra I and Geometry
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description: Core Algebra II
This course builds upon algebraic concepts covered in Algebra. Students extend their knowledge and understanding by
solving open-ended problems and thinking critically. Topics include functions and their graphs, quadratic functions,
inverse functions, advanced polynomial functions, and conic sections. Students are introduced to rational, radical,
exponential, and logarithmic functions; sequences and series; data analysis; and matrices.
Course length: Two Semesters
Materials provided by K12: Algebra II: A Reference Guide and Problem Sets
Materials required by the student – recommended for students to have a graphing calculator like TI-83 or TI-84
Calculator
Course description: Comprehensive Algebra II
This course builds upon algebraic concepts covered in Algebra I and prepares students for advanced-level courses.
Students extend their knowledge and understanding by solving open-ended problems and thinking critically. Topics
include functions and their graphs, quadratic functions, inverse functions, advanced polynomial functions, and conic
sections. Students are introduced to rational, radical, exponential, and logarithmic functions; sequences and series;
data analysis; and matrices.
Compared to MTH302, this course has a more rigorous pace as well as more challenging assignments and assessments.
This course requires the use of a graphing calculator equivalent to a TI-84 and includes tutorials and activities for using
a handheld graphing calculator. MTH303 also covers additional topics such as linear programming, advanced factoring
techniques, even and odd functions, graphing radical functions, quadratic inequalities, the binomial theorem, weighted
averages, advanced
Course length: Two Semesters
Materials provided by K12: Algebra II: A Reference Guide and Problem Sets
Materials required by the student – recommended for students to have a graphing calculator like TI-83 or TI-84
Calculator
Prerequisites: Successful completion of Algebra I and Geometry
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Master Syllabi for Grade 9-12 Courses
Course Description: Honors Algebra II
This course builds upon algebraic concepts covered in Algebra I and prepares students for advanced-level courses.
Students extend their knowledge and understanding by solving open-ended problems and thinking critically. Topics
include functions and their graphs, quadratic functions, inverse functions, advanced polynomial functions, and conic
sections. Students are introduced to rational, radical, exponential, and logarithmic functions; sequences and series;
data analysis; and matrices.
This course includes all the topics in MTH303, but has more challenging assignments and includes more optional
challenge activities. Each semester also includes an independent honors project. This course requires the use of a
graphing calculator equivalent to a TI-84 and includes tutorials and activities for using a handheld graphing calculator.
Course length: Two Semesters
Materials provided by K12: Algebra II: A Reference Guide and Problem Sets
Materials required by the student – recommended for students to have a graphing calculator like TI-83 or TI-84
Calculator
Prerequisites: Successful completion of Algebra I and Geometry
Course Scope and Sequence
Semester 1
Unit 1: Numbers, Expressions, and Equations
In this unit, students review the order of operations, set definitions, properties of the real number system, and other
symbols and terminology. Various strategies for solving linear and absolute value equations are introduced, as are
strategies for using formulas to solve real-world applications.
•
Semester Introduction
•
Foundations for Unit 1
•
Sets of Numbers
•
Number Lines and Absolute Value
•
Number Properties
•
Evaluating Expressions
•
Solving Equations
•
Solving Absolute Value Equations
•
Applications: Formulas
Unit 2: Linear Equations and Systems
Representations and applications of linear relationships are the focus of this unit. Students interpret and create graphs,
tables, and equations that represent linear relationships. In addition to simple linear equations, students also use
systems of linear equations to solve real-world problems.
•
Foundations for Unit 2
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Master Syllabi for Grade 9-12 Courses
•
•
•
•
•
•
Graphs of Lines
Forms of Linear Equations
Writing Equations of Lines
Applications: Linear Equations
Systems of Linear Equations
Applications: Linear Systems
Unit 3: Functions
Students explore real-world situations regarding input and output, learn how to graph equations, and differentiate
between functions and relations. Functions that are covered include some that are continuous, discontinuous, and
discrete-valued. Step functions such as the least and greatest integer functions are introduced. Students learn to
estimate and calculate domains and ranges of functions and to compose complicated functions from simpler ones.
Students learn to express situations in function notation, calculate domains and ranges, and write sums, differences,
products, quotients, and compositions of functions.
•
Foundations for Unit 3
•
Function Basics
•
Function Equations
•
Absolute Value Functions
•
Piecewise Functions
•
Step Functions
•
Function Operations
•
Function Inverses
Unit 4: Inequalities
In this unit, students solve and graph linear inequalities in one variable including conjunctions, disjunctions, and
absolute value inequalities. Students also solve and graph inequalities in two variables and systems of inequalities in
two variables.
•
Foundations for Unit 4
•
Inequalities in One Variable
•
Compound Inequalities
•
Absolute Value Inequalities
•
Inequalities in Two Variables
•
Systems of Linear Inequalities
Unit 5: Polynomials and Power Functions
Students learn to identify, evaluate, graph, and write polynomial functions. They review adding, subtracting, and
multiplying polynomials as well as algebraic factoring patterns. Students use these patterns and the zero product
property to solve polynomial equations. Additionally, students graph power functions and identify the end behavior of
various members of the power function graph family.
•
Foundations for Unit 5
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Master Syllabi for Grade 9-12 Courses
•
•
•
•
•
Working with Polynomials
Multiplying Polynomials
Factoring Patterns
Solving Polynomial Equations
Power Functions
Unit 6: Rational Equations
Students learn to add, subtract, multiply, and divide rational expressions. Students learn to simplify compound
fractions and solve rational equations. They also explore graphs and end behavior of rational functions including
asymptotes and zeros.
•
Foundations for Unit 6
•
Dividing Monomials and Polynomials
•
Operations with Rational Expressions
•
Compound Fractions
•
Solving Rational Equations
•
Reciprocal Power Functions
•
Graphing Rational Functions
Unit 7: Radicals and Complex Numbers
Students learn to identify, add, subtract, multiply, and divide radicals, and to factor out perfect squares. Students solve
real world problems involving applications of radical equations and convert between rational exponent and radical
form of an expression. They learn to identify, graph, find the modulus of, add, subtract, multiply, and divide imaginary
and complex numbers.
•
Foundations for Unit 7
•
Simplifying Radical Expressions
•
Fractional Exponents and Higher Roots
•
Solving Radical Equations
•
Imaginary Numbers
•
Complex Numbers
Unit 8: Quadratic Functions
Students learn how to graph quadratic functions and identify the equations of quadratic functions when given a graph.
Students also use the zero product property, completing the square, and the quadratic formula to solve quadratic
equations. They explore the Quadratic Formula and how factors of quadratic polynomials relate to x-intercepts of
graphs of quadratic functions. Applications include projectile motion, geometry, and other areas.
•
Foundations for Unit 8
•
Graphing Quadratic Functions
•
Properties of Quadratic Functions
•
Solving Quadratic Equations
•
Applications: Quadratic Functions
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Master Syllabi for Grade 9-12 Courses
Unit 9: Semester Review and Test
Students prepare for and take the semester test.
Semester 2
Unit 1: Solving and Graphing Polynomials
Students learn polynomial long division and the technique of synthetic division to divide polynomials. Additionally, they
learn to apply the remainder theorem and use the factor and rational roots theorems to factor polynomials over the
real and complex numbers. Uses of graphs and technology for factoring polynomials and solving polynomial equations
are also covered.
•
Semester Introduction
•
Foundations for Unit 1
•
Polynomial Long Division
•
Synthetic Division
•
The Polynomial Remainder Theorem
•
Factors and Rational Roots
•
Graphing Polynomials
•
Factoring Polynomials Completely
Unit 2: Exponents and Logarithms
Students discover how exponential functions can be used to describe situations in the real world, such as exponential
decay and growth. They define the logarithmic function in terms of its relationship with the exponential function and
graph both exponential and logarithmic functions. Students learn to apply multiplication and division laws of exponents
to exponential and logarithmic expressions and equations.
•
Foundations for Unit 2
•
Exponential Expressions and Equations
•
Graphing Exponential Functions
•
Applications: Growth and Decay
•
Logarithms
•
Using Logs to Solve Exponential Equations
•
Solving Logarithmic Equations
•
Graphing Logarithmic Functions
•
Applications: Logarithms
Unit 3: Sequences and Series
Students explore arithmetic and geometric sequences, learning the concept of series as a sum of terms in a sequence
and finding sums of finite arithmetic and geometric series. Students also use and interpret sigma notation to describe
sums. Throughout the unit, students use sequences and series to solve several types of real-world problems and use
spreadsheets to calculate terms of sequences and series.
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Master Syllabi for Grade 9-12 Courses
•
•
•
•
•
•
•
•
•
•
Foundations for Unit 3
Sequences and Patterns
Arithmetic Sequences
Geometric Sequences
Applications: Sequences
Series and Sigma Notation
Arithmetic Series
Geometric Series
Applications: Series
Technology: Sequences and Series
Unit 4: Counting and Probability
Students review counting principles including identifying and calculating permutations and combinations. They
calculate probabilities of simple, dependent, independent, and binomial events. They also use probability to make
predictions and relate the binomial theorem to Pascal's triangle.
•
Foundations for Unit 4
•
Counting Principles
•
Permutations and Factorials
•
Combinations
•
Basic Probability
•
Probability with and Without Replacement
•
Independent and Dependent Events
•
Mutually Exclusive Events
•
Binomial probability
•
Making Predictions
Unit 5: Statistics
Students learn about the measures of center—mode, median, and mean—and the measures of spread—range,
variance, and standard deviation. They learn how to produce and interpret bar, box-and-whisker, and scatter plots.
Students explore common sampling techniques and learn how to use the properties of normal distributions to compare
values.
•
Foundations for Unit 5
•
Measures of Center
•
Variability
•
Samples
•
Graphs of Univariate Data
•
Frequency Distributions
•
The Normal Distribution
•
Lines of Best Fit
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Master Syllabi for Grade 9-12 Courses
Unit 6: Vectors and Matrices
In this unit, students learn how to add, subtract, multiply, and determinants of matrices. Students also use matrices to
solve systems of equations, transform figures, and solve real-world problems.
•
Foundations for Unit 6
•
Matrices and Vectors
•
Operations with Matrices
•
Matrix Multiplication
•
Transforming Points and Figures
•
Determinants and Cramer's Rule
Unit 7: Conic Sections
Students learn about conic sections that are points or lines and curved conic sections, including circles, ellipses,
hyperbolas, and parabolas. They learn how to graph conic sections, how to use algebraic reasoning to create equations
of conics when given descriptions or graphs, and how to solve real-world problems.
•
Foundations for Unit 7
•
Introduction to Conic Sections
•
Circles
•
Ellipses
•
Hyperbolas
•
Parabolas
Unit 8: Semester Review and Test
Students prepare for and take the semester test.
<Back to Course Content>
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Master Syllabi for Grade 9-12 Courses
Pre-Calculus - Trigonometry
PEIMS Course Title/Number: Pre-Calculus/Trigonometry/03101100
Course Code: MTH-403V1TX-A
Course Requirements/Prerequisite Requirements: Geometry and Algebra II (or equivalents)
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description: Pre-Calculus/Trigonometry (Comprehensive)
Pre-calculus weaves together previous study of algebra, geometry, and functions into a preparatory course for calculus.
The course focuses on the mastery of critical skills and exposure to new skills necessary for success in subsequent math
courses. Topics include linear, quadratic, exponential, logarithmic, radical, polynomial, and rational functions; systems
of equations; and conic sections in the first semester. The second semester covers trigonometric ratios and functions;
inverse trigonometric functions; applications of trigonometry, including vectors and laws of cosine and sine; polar
functions and notation; and arithmetic of complex numbers. Cross-curricular connections are made throughout the
course to calculus, art, history, and a variety of other fields related to mathematics.
Course Length: Two semesters
Materials provided by K12: Pre-Cal/Trig online course
Materials provided by the student: Texas Instruments T1-84 Plus graphing calculator
Prerequisites: Geometry and Algebra II (or equivalents)
Course Outline
Semester 1
Semester 2
What is a Function
Graphing Functions
Linear Functions
Linear Equations
Linear Systems
Arithmetic of functions
Forms of Quadratic Functions
Transformations
Solving Quadratic Equations
Applications of Quadratic functions
Polynomial Expressions
Dividing Polynomials
Solving Polynomial Equations
Graphing Polynomial Equations
Rational Functions
Exponents and Radicals
Exponential Functions
Geometric Sequences
Right Triangles
Connection to Science: Sextant
Angles and Radians
Trig ratios and Unit Circle
Graphs of Sine and Cosine
Graphs of other functions
Sinusoidal Transformations
Periodic Graph Transformations
Inverse Trig Functions
Solving Trig equations
Modeling Harmonic Motion
Identities and Proof
Trig identifies
Identifies Applications
Laws of Cosines
Laws of Sine
Vectors
Polar Coordinates
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Master Syllabi for Grade 9-12 Courses
Logarithms
Graphing Logarithms
Applications of Logarithms
Conic Sections
Ellipses
Hyperbolas
Parabolas
Systems of Conic Sections
Graphs of Polar functions
Polar form of Complex #s
Complex number arithmetic
Complex number Exponents
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Master Syllabi for Grade 9-12 Courses
Math Models
PEIMS Course Title/Number: Math Models/3102400
Course Code: Third party
Course Requirements/Prerequisite Requirements: Algebra I and Geometry
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description: Math Models
Mathematics Models with Applications A is a one semester course that focuses on types of graphs, probability, and
statistics. Topics covered include construction and interpretation of graphs, measures of central tendency, measures of
variation, and data collection. Basics of probability and probability models are also covered. Students will participate in
hands-on projects that employ the skills they learn in real world settings. Math Models with Applications B, is an
extension of Math Models A and continues the focus on basic math skills used in everyday life with the goal of
developing intelligent consumers. Thepractical applications of math are studied using real world situations. Personal
finances are emphasized through the study of personal earnings, personal taxes, credit, budgeting, and banking
decisions. This course also examines the major purchases of homes and automobiles and the costs of insuring each.
Investments and life insurance are also discussed as are applications of mathematical concepts in the areas of science,
art, architecture and music.
Prerequisites: Algebra I and Geometry.
Course Length: Two semesters
Materials provided by TxVSN
Materials provided by the student - none
Syllabus
Mathematics Models with Applications A is a one-semester course that focuses on types of graphs, probability, and
statistics. Topics covered include construction and interpretation of graphs, measures of central tendency, measures of
variation, and data collection. Basics of probability and probability models are also covered. Students will participate in
hands-on projects that employ the skills they learn in real world settings. Prerequisite: Algebra I
Teacher Blog
Check out your teacher’s blog, which can be found in the classroom in ROADS. Be sure to check it out often throughout
your enrollment in this course and participate by reading and reflecting on the posts and leaving comments about your
reflections. Following your teacher’s blog may help you to fully understand the concepts in the course and therefore
help you perform better on your course assignments.
Required Chat
In addition to the assignments listed above, there are Required Chats in this course. Chat gives you an opportunity to
get guidance, help, and encouragement from your teacher before you begin your Unit Tests.
Suggested Course Schedule
The suggested time frame shown below is based on learning sessions. A learning session is a 45-minute period of time.
This course should take approximately 90 learning sessions to complete, but this schedule is just a suggestion. You may
work on each unit at your own pace, completing as many learning sessions as you’d like in one sitting. However, keep in
mind that you must finish the entire course within the time specified by your school district.
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Master Syllabi for Grade 9-12 Courses
Assignment Weights
Assignments 45 pts 23%
Papers 50 pts 26%
Unit Tests 60 pts 31%
Midterm Exam 15.3 pts 8%
Final Exam 22.95 pts 12%
COURSE TOTALS 193.25 pts 100%
Course Objectives Semester 1
When you finish this course, you will be able to:
 construct and interpret line graphs, bar graphs, pie charts, box and whisker plots, stem-and-leaf plots, and
pictographs
 calculate the mean, median, and mode of sets of data
 calculate the range, variance, and standard deviation of sets of data
 determine the validity of data
 determine whether data is qualitative or quantitative
 apply the process for collecting data using various methods
 use collected data to make conclusions
 use scatter plots and lines of best fit to make predictions
 recognize and control any potential biases in the collection of data
 determine the sample space of an event
 assess whether an event is dependent or independent
 construct tree diagrams to determine the probability of an event
 find the theoretical probability of an event
 calculate the empirical probability of an event
 recognize and use the relationship between mean and standard deviation in a normal distribution
 recognize when an event fits a binomial model
 recognize when an event is a geometric model
©2010 Advanced Academics, Inc. All Rights Reserved.
Course Objectives for Semester 2
• define the relationships between dollars, time, hourly and salary wages, and commission and for both hourly and
salary wages
• calculate before gross salary, tax and after tax deductions and net paycheck amount post-deductions
• calculate interest earnings, and checking account charges
• write and record checks and calculate checking balances and identify errors when necessary
• explain the importance of saving and compare different types of saving.
• calculate simple interest for loans and savings
• calculate simple and compound interest in various situations
• discuss the importance of goal planning and describe various methods of reaching those goals
• review linear equations and define slope
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Master Syllabi for Grade 9-12 Courses
• discuss the advantages and disadvantages of loans compared with paying cash
• calculate total interest, loan monthly payments, amount of loan reduction and loan balance
• create an amortization schedule for a loan
• describe how credit cards work and how they are used
• calculate interest, interest charges, credit card balances, length of time to pay off of a credit card
• understand minimum monthly payments and penalties
• compare various types of credit rates and interests
• suggest ways to use a budget to correct credit card abuse
• identify the uses of mathematical patterns in art and architecture
• identify the uses of ratios, proportions, periodic motion, and transformations in music
• understand the considerations involved in purchasing homes and automobiles and the importance and cost of
insuring them.
• understand why life insurance is needed and how the premium rates are determined
63
Master Syllabi for Grade 9-12 Courses
AP Calculus
PEIMS Course Title/Number: AP Calculus/ A3100101
Course Code: MTH-500V2-K
Course Requirements/Prerequisite Requirements:
Algebra II, Geometry, Pre-Calculus with Trigonometry
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description:
In AP Calculus AB, students study functions, limits, derivatives and integrals. This document details the topics and
subtopics that fall under each chapter/unit. Throughout the course students write and work with functions represented
by written descriptions, mathematical rules, graphs and tabular data. Throughout the course, students are develop and
exercise skills using the graphing calculator to solve problems, experiment, interpret their results, and support their
conclusions. Students learn the meaning of the derivative and apply it to a variety of problems, while developing a
deeper understanding of the meaning of the solutions to those problems. Students study integrals and learn the
relationship between the derivative and the definite integral, using written work and graphing technology to explore
and interpret this relationship. Students learn how calculus is used to model real-world phenomena by using functions,
differential equations, integrals, and graphing technology to solve problems, support their solutions, and interpret their
findings. Students communicate mathematics to their teacher through written work and to their peers through a
discussion forum monitored by the teacher.
AP Calculus AB is the equivalent of an introductory college-level calculus course and prepares students for the AP Exam
and further studies in science, engineering, and mathematics.
The content aligns to the scope and sequence specified by the College Board and to widely used textbooks.
Course Length: Two semesters
Materials provided by K12:
The majority of the required instructional material for this course is
available to students online and is equivalent to a college-level textbook.
These materials were created and are owned by our company.
Materials provided by the student:
In addition, the student must purchase a TI-84 Plus, TI-83, TI-83 Plus calculator or other calculator approved by the
College Board for the AP Calculus AB exam.
The following textbooks are optional purchases, used to supplement the material presented in the course:
Stewart, James. 2003. Single Variable Calculus. 5th Ed. Belmont, CA: Thomson-Brooks/Cole Publishing.
Alternate also acceptable: 4th Ed., 1999.
Swokowski, Earl W., Michael Olinick, and Dennis Pence. 1994. Calculus of a Single Variable. 2nd Ed. Boston: PWS.
The following book is included as an optional purchase for students to use in preparation for the AP Exam, but is not
used as a required text for the course: Kahn, David S. 2004. Cracking the AP Calculus AB & BC Exams: 2004-2005. New
York: Random House, Inc.
Alternate also acceptable: 2002-2003 edition.
References to these texts are given at the end of this document.
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Master Syllabi for Grade 9-12 Courses
AP Statistics
PEIMS Course Title/Number: AP Statistics/ A3100200
Course Code: MTH-510V1-A
Course Requirements/Prerequisite Requirements: Success in MTH304: Honors Algebra II (or equivalent) and
teacher/school counselor recommendation
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description: This course is the equivalent of an introductory college-level course. Statistics—the art of drawing
conclusions from imperfect data and the science of real-world uncertainties—plays an important role in many fields.
Students collect, analyze, graph, and interpret real-world data. They learn to design and analyze research studies by
reviewing and evaluating examples from real research. Students prepare for the AP exam and for further study in
science, sociology, medicine, engineering, political science, geography, and business.
Materials provided by K12:
The majority of the required instructional material for this course is available to students online and is equivalent to a
college-level textbook. These materials were created and are owned by our company.
Materials provided by the student:
In addition, the student must purchase a TI-84 Plus, TI-83, TI-83 Plus calculator or other calculator approved by the
College Board for the AP Statistics exam.
<Back to Course Content>
65
Master Syllabi for Grade 9-12 Courses
SCIENCE COURSES
Integrated Physical and Chemistry - IPC
PEIMS Course Title/Number: IPC/ 03060201
Course Code: AV-PHYSCIa-HS-TX09
Course Requirements/Prerequisite Requirements: none
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description: This course provides students with instruction in the nature of science, including scientific
processes, the scientific method, and scientific inquiry. It covers safety in the lab and the field, principles for conducting
experiments, and the need for scientific communication. The course then covers the atomic nature of matter,
classification of the elements, the periodic table, acids, and bases. Next, students are introduced to energy. They learn
what energy is and the various forms of energy. They explore energy transformations and specifically discuss the
production of electricity. The course discusses energy in motion, with emphasis on defining work, power, velocity,
acceleration, forces, and gravity. Students learn about Newton’s laws of motion and simple machines and have the
opportunity to design their own machine using the basic principles of physics. Finally, the course discusses the
composition and structure of the universe, the life cycles of stars, and space exploration.
Course Length: Two semesters
Materials provided by K12 – online course
Materials required by the student (household supplies):
Semester 1
Several sheets of plain paper--including various types/thickness
Ruler or meter stick
Stopwatch
Glow stick
Styrofoam cups
Thermometer
Ice cubes
Hot and cold water
Red Cabbage
Coffee Filter or Paper Towel
Container for water at least 250ml
Three transparent cups
Vinegar
Baking Soda
Goggles
Tongs or fork
Eyedropper or drinking straw
Craft sticks or drinking straws
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Master Syllabi for Grade 9-12 Courses
2 glass jars or beakers that holds at least 1/2 cup of water
2 sugar cubes
Measuring Cup
Lightweight plastic garbage can liners
Scissors
Sandwich Bags
240 inches of light string
3 uncooked eggs
one 3_inch by 7_inch rectangle and four 3_inch diameter circles cut from StyrofoamTM plates
Four Straight pins
Bendable straw
Balloon
Tape
Semester 2
Balloon
Wool sweater, scarf, or other piece of cloth or a piece of nylon stocking
Tissue Paper
Scissors
An empty 12-oz soda can
A full 12-oz soda can
A hard survace, such as a tile kitchen floor
Three inch iron nail
Three feet of thin coated copper wire of one thickness
Three feet of thin coated copper wire of a different thickness
Fresh D battery
A pile of metal paper clips
Plastic Ruler
Thermometer
Epsom Salts
Medium sized Glass Jars or Beakers (need to be glass)
Quick rising Dry Yeast
Spoon
3% hydrogen peroxide
Course Outline
Unit: Scientific Nature
Section A: Scientific Nature
Section B: Scientific Process
Section C: The Scientific Method
Section D: Characteristics of Science
Section E: Scientific Belief, Laws, and Theories
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Master Syllabi for Grade 9-12 Courses
Unit: Scientific Inquiry
Section A: Experimental Design
Section B: Technological Design
Section C: Organizing Data
Section D: Evaluating Experiments and Communicating Results
Unit: Matter, Energy, and Change
Section A: The Properties of Matter
Section B: Changes in Matter
Section C: What Is Energy?
Section D: Energy Transformations and Conservation
Unit: Elements, Compounds, and Mixtures
Section A: Atomic Theory
Section B: Classification of Elements
Section C: Compounds and Bonds
Section D: Acids and Bases
Section E: Solutions and Mixtures
Unit: Energy in Motion
Section A: Motion
Section B: Forces and the Force of Gravity
Section C: Newton's Laws of Motion
Section D: Fluids
VI. Machines
A. Simple Machines
B. Work and Power
C. The Human Body
D. Complex Machines and Toys
VII. Electricity and Magnetism
E. Electrical Safety
F. Circuits
G. Magnets
H. Electromagnet: Motors/Generators
VIII. Waves
I. Modeling waves
J. Interactions
K. Electromagnetic Spectrum
L. Sound
M. Light
IX. Chemical Reactions
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Master Syllabi for Grade 9-12 Courses
N. Types of Reactions
O. Conservation of Matter and Energy
P. Nuclear Reactions
X. The Universe
Q. Composition and Structure
R. Structures Within
S. Life Cycle of a Star
T. Measuring Distance
U. Space Exploration
<Back to Course Content>
69
Master Syllabi for Grade 9-12 Courses
Biology
PEIMS Course Title/Number: Biology/ 03010200
Course Code: SCI-203V1TX-K
Course Requirements/Prerequisite Requirements: Middle school Life Science, or equivalent
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description: Comprehensive Biology
This course, for students who have been introduced to biology topics in middle school, focuses on topics in cell
chemistry and biology, genetics, evolution, the biology of living things, and ecology. Students use a combination of
online instruction with animations, hands-on laboratory activities, reference book study, and collaborative activities
with virtual classmates. This course prepares students to take AP® Biology or any beginning-level college biology
course.
Course Length: Two semesters
Materials provided by K12: Biology: A Reference Guide; materials for laboratory experiments, including a compound
microscope
Materials required of student: occasional household items
Course Description: Honors Biology
This course provides students with a challenging honors-level biology curriculum, focusing on the chemistry of living
things: the cell, genetics, evolution, the structure and function of living things, and ecology. The program consists of
advanced online lessons including extensive animations, an associated reference book, collaborative explorations, and
hands-on laboratory experiments students can conduct at home. Honors activities include debates, research papers,
extended collaborative laboratories, and virtual laboratories. K¹² provides all lab materials that cannot easily be found
in the home.
There are additional projects in Semester 1: Unit 7: Honors Project 1: Research Paper - An independent research
paper gives honors students the opportunity to explore biology topics in depth. Students select one of five topics to
research and then develop a paper reporting on their topic. Unit 8: Honors Project 2: Extended Lab: Rate of
Photosynthesis- This honors project extends the Rate of Photosynthesis Lab so that students test the effects of an
additional variable—light—as well as heat. Students model communication and collaboration of the scientific
community by collecting and sharing data in an online shared spreadsheet. They benefit from multiple sets of data and
repeated trials rather than a single set of their own data. Students download and graph the data then discuss outliers,
experimental error, and other factors related to experimental design. In Semester 2, Unit 7: Honors Project 1: Virtual
Lab: Antibiotic Resistance-Antibiotic resistance describes how the effects of antibiotics on certain bacteria weaken or
become ineffective over time. Students investigate antibiotic resistance by conducting an experiment in the K12 Virtual
Science Lab. Unit 8: Honors Project 2: Issues in Science: Online Debate - Research and technology produce new
information and capabilities, as well as great responsibility. The scientific community wrestles with the question, “Just
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Master Syllabi for Grade 9-12 Courses
because we can, does that mean we should?” Examining all sides of an issue can sometimes bring together everyone’s
opinions. Other times, people just have to agree to disagree. Different sides of an issue can be examined with a debate.
This project is an opportunity for students to examine current scientific issues and express opposing viewpoints
through structured debate. Students work in collaborative teams to develop and present a case online. Teamwork and
sharing ideas are emphasized; students meet online or in person.
Course Scope and Sequence
Semester 1
Unit 1: The Science of Biology
Students explore biology as one of the sciences and confront the concepts of scientific methods. After exploring
scientific processes as they apply to biology, students examine what “life” means as they investigate the characteristics
that all living things share. Students then look at the importance of energy, what kinds of energy are significant when
considering living things, and the relationship of structures of living things to their functions.
•
Semester Introduction
•
Biology and Scientific Methods
•
Scientific Processes
•
Laboratory: Using a Microscope
•
The Characteristics of Life
•
Energy and Life
•
Structure and Function
Unit 2: The Chemistry of Life
Students explore the chemical basis for life by examining the most important groups of organic compounds:
carbohydrates, proteins, lipids, and nucleic acids. Students then examine water and how it is important for living things.
In each case, students focus on the relationship of the molecular structure of compounds to its function in living things.
•
Chemistry Review
•
Chemical Bonds
•
Carbon and Life
•
Organic Compounds and Trace Elements
•
Ions in Living Things
•
Useful Chemicals from Living Things
•
Water
•
Laboratory: Investigating Biological Compounds
•
Simple Carbohydrates
•
Complex Carbohydrates
•
Lipids
•
Amino Acids and Proteins
•
Levels of Protein Structure
•
Proteins as Enzymes
•
Nucleic Acids
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•
ATP
Unit 3: Cell Biology
Students now are able to begin looking at the structure and function of living things. They begin with an exploration of
the cell. They confront the structure of the cell, its membranes and organelles. In particular, they look at the processes
by which cells gather and make energy available, focusing on the activities of the mitochondrion and the chloroplast.
Students then proceed to look at cellular reproduction and study the processes of meiosis and mitosis.
•
The Cell and Life
•
Cell Structure
•
Cell Organelles
•
Two Types of Cells
•
Cell Membrane Structure
•
Movement Across Membranes
•
Passive Transport
•
Active Transport
•
Laboratory: Determining the Rate of Diffusion
•
Glycolysis and Fermentation
•
The Krebs Cycle
•
The Electron Transport System
•
Light and Photosynthesis
•
Photosynthesis and Glucose
•
Chemical Energy and Life
•
Respiration and Photosynthesis
•
Laboratory: The Rate of Photosynthesis
•
Reproduction and Development
•
Mitosis
•
Laboratory: Observing Mitosis
•
Cell Differentiation
•
Cell Specialization
•
Sexual Reproduction
•
Meiosis I
•
Meiosis II
Unit 4: Mendelian Genetics
Students learn about the work of Gregor Mendel as a way of studying modern genetics. They perform genetic crosses
and begin to see how traits are inherited. As they examine Mendelian genetics more closely, they see the relationship
between inheritance and chromosomes and between genes and alleles. This unit prepares students to go deeper into
genetics at the molecular level.
•
The Work of Gregor Mendel
•
Mendelian Inheritance
•
Laboratory: Genetic Crosses
•
Pedigrees
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•
•
•
•
Laboratory: Gene Mapping
Chromosomes and Genes
Genes and Alleles
Genetic Variation
Unit 5: Molecular Genetics
The chemical basis for genetics is one of the cornerstones of modern biology. In this unit, students explore the
relationship between DNA, RNA, and proteins—and what this has to do with genes and inheritance. After establishing a
firm basis in molecular genetics, students are able to understand modern applications of genetics, including
biotechnology and genetic engineering.
•
DNA, RNA, and Proteins
•
Structure of DNA
•
Structures of RNA
•
DNA Replication
•
Transcription
•
Laboratory: Modeling DNA
•
Laboratory: Modeling DNA Replication
•
DNA Makes RNA
•
RNA Makes Protein
•
The Genetic Code
Unit 6: Semester Review and Test
Students prepare for and take the semester test.
Semester 2
Unit 1: Gene Expression
In this unit, students explore the process by which the DNA–RNA relationship builds proteins. Then students learn how
the process of proteins synthesis is controlled, a process called gene expression. Students then are able to understand
modern applications of genetics, including biotechnology and genetic engineering.
•
Semester Introduction
•
Proteins Express DNA
•
How Proteins Work
•
Gene Expression
•
Biotechnology
•
Genetic Engineering
Unit 2: Evolution
Evolution is the central organizing principle of biology. Students learn about the concept of evolution and the
underlying principles of natural selection. Once they have mastered the fundamental principles, they learn how
modern evolution is a science that includes gene changes over time as the underlying mechanism for evolution.
•
Evolution and Biology
•
Evolution of Populations
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•
•
•
•
•
•
•
•
•
•
Multiplying Variation in Populations
Types of Natural Selection
History of Evolutionary Thought
Evidence for Evolution
Evolution and Earth History
Laboratory: Process of Natural Selection
Genetic Basis of Evolution
The Hardy-Weinberg Equation
Geographic Isolation
Genetic Isolation
Unit 3: Survey of Living Things 1
Students learn about the structure and function of living things by examining three representative organisms: a
flatworm, a fern, and a human. In doing so, students examine processes such as digestion and respiration—comparing
and contrasting how living things obtain food, break down food, eliminate waste, and obtain and use oxygen.
•
Classification and Taxonomy
•
Modern Classification
•
Laboratory: Dichotomous Key
•
Viruses and Prokaryotes
•
Protists and Fungi
•
Animals
•
Plants
•
Three Representative Organisms
•
Getting Energy
•
Digestion
•
Digestion in Humans
•
Laboratory: Human Digestion Actions
•
Waste Removal
•
Waste Removal in Humans
•
Obtaining Oxygen
•
Oxygen and the Human Body
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Master Syllabi for Grade 9-12 Courses
Unit 4: Survey of Living Things 2
Students continue their examination of living things, focusing on three representative organisms. They explore the
nervous and muscular systems and see how these systems aid in responding to the organism’s environment. Students
then examine various aspects of reproduction among living things and finish with a study of defense.
•
How Organisms Monitor Their Environments
•
Human Nervous System
•
Feedback Mechanisms
•
How Living Things Respond to Their Environments
•
Muscular Systems
•
How Muscles Contract
•
Laboratory: Chicken Muscles
•
Fern Reproduction
•
Flatworm Reproduction
•
Human Reproduction
•
How Organisms Defend Themselves
•
Human Immune Response
•
Plant Defenses
Unit 5: Ecology and the Environment
As students have moved through this curriculum, they have learned about living things, their structure, and functions.
In this unit, they confront organisms in relationship to their environments. Students study living things and the
ecosystems in which they live, examining both the biotic and abiotic components of the world in which organisms exist.
•
Individuals and Populations
•
Communities
•
Ecosystems
•
Ecosystem Stability
•
Biomes
•
Biodiversity
•
Energy Flow in Ecosystems
•
Food Chains and Food Webs
•
Succession
•
Laboratory: Patterns of Succession
•
Changes in Ecosystems
•
Water and Nitrogen Cycles
•
Carbon and Oxygen Cycles
•
Laboratory: Fixation in Root Nodules
•
Laboratory: The Effects of Acidity on Seed Germination
•
Natural Resources
•
Environmental Challenges
•
Global Temperatures
•
Pollution
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Unit 6: Semester Review and Test
Students prepare for and take the semester test.
<Back to Course Content>
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Master Syllabi for Grade 9-12 Courses
AP Biology
PEIMS Course Title/Number: AP Biology/ A3010200
Course Code: SCI-500V2-K
Course Requirements/Prerequisite Requirements: B grade or better in SCI204: Honors Biology, Success in SCI304:
Honors Chemistry, Algebra I (or equivalents), and teacher/school counselor recommendation
required; success in SCI304: Honors Algebra II highly recommended
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description: AP Biology
This course guides students to a deeper understanding of biological concepts including
the diversity and unity of life, energy and the processes of life, homeostasis, and genetics.
Students learn about regulation, communication, and signaling in living organisms, as well
as interactions of biological systems. Students carry out a number of learning activities,
including readings, interactive exercises, extension activities, hands-on laboratory
experiments, and practice assessments. These activities are designed to help students
gain an understanding of the science process and critical-thinking skills necessary to
answer questions on the AP Biology Exam. The content aligns to the sequence of topics
recommended by the College Board.
Materials: Common household materials for labs
<Back to Course Content>
Chemistry
PEIMS Course Title/Number: Chemistry/ 03040000
Course Code: SCI-302V1TX-K
Course Requirements/Prerequisite Requirements: Middle school Physical Science or IPC
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description: Core Chemistry
This course includes direct online instruction and related assessments, used with a problem-solving book. Students
follow a program of online study days that alternate with review-and-assessment days. Instructions for hands-on labs
are included, for which K¹² provides all lab materials that cannot easily be found in the home. The course surveys all key
areas, including atomic structure, chemical bonding and reactions, solutions, stoichiometry, thermochemistry, organic
chemistry, and nuclear chemistry.
Course Length: Two semesters
Materials provided by K12: Chemistry: Problems and Solutions; Chemistry: A Laboratory Guide; K12-provided
laboratory materials
Materials required of student: common household materials for labs
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Master Syllabi for Grade 9-12 Courses
Course Description: Comprehensive Chemistry
This course gives students a solid basis to move on to more advanced courses. The course surveys all key areas,
including atomic structure, chemical bonding and reactions, solutions, stoichiometry, thermochemistry, organic
chemistry, and nuclear chemistry. Instructions for hands-on labs are included, for which K¹² provides all lab materials
that cannot easily be found in the home.
Course Description: Honors Chemistry
This course gives students a solid basis to move on to more advanced courses. The course surveys all key areas,
including atomic structure, chemical bonding and reactions, solutions, stoichiometry, thermochemistry, organic
chemistry, and nuclear chemistry. The course is expanded with more challenging model problems and assessments,
and students complete additional community-based written research projects, treat aspects of chemistry that require
individual research, reporting, and participate in online threaded discussions. Instructions for hands-on labs are
included; K¹² provides all lab materials that cannot easily be found in the home.
Prerequisites: Success in previous science course and a teacher/counselor recommendation
Course Scope and Sequence
Semester 1
Unit 1: States of Matter
The study of gases, liquids, and solids not only tells us of their properties, but gives us a strong basis for understanding
how matter is organized and how it behaves. Students closely examine how a volume of gas behaves under changing
conditions of pressure and temperature. Students also investigate some of the properties of liquids and solids, and
relate all three states of matter using phase diagrams.
•
Semester Introduction
•
The Behavior of Gases
•
Gas Laws
•
Review: Gases
•
Laboratory: Gas Laws
•
The Ideal Gas Law
•
Absolute Zero
•
Review: Ideal Gas Law
•
Some Properties of Liquids
•
Some Properties of Solids
•
Review: Liquids and Solids
Unit 2: Solutions
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Master Syllabi for Grade 9-12 Courses
Much of chemistry involves understanding solutions, in which a solute is placed in a solvent. The properties of the
resulting solution can be understood by examining the interactions between the parts of a solution. Students learn the
various ways to describe the concentration of solution and how to separate the component substances.
•
Solutions
•
The Dissolving Process
•
Review: Solutions and Dissolving
•
Laboratory: Factors Affecting Solution Formation
•
Molarity and Mole Fraction
•
Molality and Mass Percent
•
Review: Molarity and Molality
•
Colligative Properties
•
Separating Solutions
Unit 3: Acids and Bases
Most students entering chemistry have some experience with acids and bases from everyday life. In this unit, after
examining the properties of acids and bases, students analyze different definitions of acids and bases that have been
developed since the time of Arrhenius. They learn how to solve problems dealing with the strength of acids and bases.
Students gain practical experience working with acids and bases in a laboratory setting, including doing titrations.
•
Properties of Acids and Bases
•
Types of Acids and Bases
•
Review: Acids and Bases
•
Measuring Acids and Bases
•
Buffers and Titration
•
Review: Measuring pH
•
Laboratory: Titration: Testing Water Quality
Unit 4: Chemical Thermodynamics
A vital part of the study of matter is learning about the energy associated with both chemical and physical changes. The
study of energy in chemical systems is called chemical thermodynamics. It involves understanding that energy is
conserved during chemical reactions and also when substances change from gas to liquids to solids—and back again.
Overarching all this content is the law of conservation of energy.
•
The Conservation of Energy
•
Measuring the Flow of Heat
•
Review: Thermal Energy
•
Laboratory: Heat Transfer
•
Specific Heat
•
Writing Thermochemical Equations
•
Review: More Aspects of Heat
Unit 5: Reaction Rate and Equilibrium
In the previous unit, students developed a basic understanding of the role of energy in chemistry and how it applied to
certain processes. In this unit, students examine the role of energy in two important chemical phenomena: reaction
79
Master Syllabi for Grade 9-12 Courses
rates and system equilibria. Based on an understanding of collision theory, students develop a “big idea” understanding
of why chemical reactions do and do not occur.
•
Reaction Rates and Energy of Activation
•
Factors Affecting Reaction Rates
•
Review: Reaction Rates
•
Laboratory: Reaction-Rate Factors
•
Equilibrium
•
Le Chatelier’s Principle
•
Review: Equilibrium
Unit 6: Electrochemistry
In this unit, students conduct a systematic study of the electrochemical processes. They learn the basics of the
conversion of electrical energy to chemical energy and vice versa. They examine voltaic cells with a hands-on activity.
Students also study batteries and electrolytic cells.
•
Electrochemical Processes
•
Voltaic Cell
•
Review: Electrochemistry
•
Laboratory: Electroplating
•
Dry Cells
•
Electrolytic Cells
•
Review: Electrochemical Cells
Unit 7: Organic Chemistry
As students move through this curriculum, they learn about chemicals and their relationship to living things. In this unit,
they conduct a systematic study of carbon-based compounds as they study organic chemistry and biochemistry. First,
they confront some types of organic compounds and learn about schemes for naming them. Students then turn their
attention to biochemistry, including an examination of carbohydrates, fats, and proteins.
•
•
•
•
•
•
•
Hydrocarbons and Other Organic Chemicals
Laboratory: Modeling Organic Compounds
Polymers
Review: Hydrocarbons and Polymers
Carbohydrates and Fats
Proteins and Nucleic Acids
Review: Biochemistry
Unit 8: Nuclear Chemistry
The reactions that form the basis of the study of classical chemistry are those involving relationships between electrons
of reactants and products. Nuclear chemistry, however, is a branch of chemistry that deals with the atomic nucleus, its
particles, and forces. Students learn about radioactivity, transmutation of elements, and aspects of nuclear fission and
fusion. In addition, students become aware of the uses of nuclear chemistry in the modern world.
•
Forces within the Nucleus
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Master Syllabi for Grade 9-12 Courses
•
•
•
•
•
•
Radioactivity and Half-Life
Review: Nuclear Forces
Laboratory: Calculating Half-Life
Transmutation of Elements
Nuclear Fission and Fusion
Review: Nuclear Chemistry
Unit 9: Semester Review and Test
Students prepare for and take the semester test.
Semester 2
Unit 1: States of Matter
The study of gases, liquids, and solids not only tells us of their properties, but gives us a strong basis for understanding
how matter is organized and how it behaves. Students closely examine how a volume of gas behaves under changing
conditions of pressure and temperature. Students also investigate some of the properties of liquids and solids, and
relate all three states of matter using phase diagrams.
•
Semester Introduction
•
The Behavior of Gases
•
Gas Laws
•
Review: Gases
•
Laboratory: Gas Laws
•
The Ideal Gas Law
•
Absolute Zero
•
Review: Ideal Gas Law
•
Some Properties of Liquids
•
Some Properties of Solids
•
Review: Liquids and Solids
Unit 2: Solutions
Much of chemistry involves understanding solutions, in which a solute is placed in a solvent. The properties of the
resulting solution can be understood by examining the interactions between the parts of a solution. Students learn the
various ways to describe the concentration of solution and how to separate the component substances.
•
Solutions
•
The Dissolving Process
•
Review: Solutions and Dissolving
•
Laboratory: Factors Affecting Solution Formation
•
Molarity and Mole Fraction
•
Molality and Mass Percent
•
Review: Molarity and Molality
•
Colligative Properties
•
Separating Solutions
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Master Syllabi for Grade 9-12 Courses
Unit 3: Acids and Bases
Most students entering chemistry have some experience with acids and bases from everyday life. In this unit, after
examining the properties of acids and bases, students analyze different definitions of acids and bases that have been
developed since the time of Arrhenius. They learn how to solve problems dealing with the strength of acids and bases.
Students gain practical experience working with acids and bases in a laboratory setting, including doing titrations.
•
Properties of Acids and Bases
•
Types of Acids and Bases
•
Review: Acids and Bases
•
Measuring Acids and Bases
•
Buffers and Titration
•
Review: Measuring pH
•
Laboratory: Titration: Testing Water Quality
Unit 4: Chemical Thermodynamics
A vital part of the study of matter is learning about the energy associated with both chemical and physical changes. The
study of energy in chemical systems is called chemical thermodynamics. It involves understanding that energy is
conserved during chemical reactions and also when substances change from gas to liquids to solids—and back again.
Overarching all this content is the law of conservation of energy.
•
The Conservation of Energy
•
Measuring the Flow of Heat
•
Review: Thermal Energy
•
Laboratory: Heat Transfer
•
Specific Heat
•
Writing Thermochemical Equations
•
Review: More Aspects of Heat
Unit 5: Reaction Rate and Equilibrium
In the previous unit, students developed a basic understanding of the role of energy in chemistry and how it applied to
certain processes. In this unit, students examine the role of energy in two important chemical phenomena: reaction
rates and system equilibria. Based on an understanding of collision theory, students develop a “big idea” understanding
of why chemical reactions do and do not occur.
•
Reaction Rates and Energy of Activation
•
Factors Affecting Reaction Rates
•
Review: Reaction Rates
•
Laboratory: Reaction-Rate Factors
•
Equilibrium
•
Le Chatelier’s Principle
•
Review: Equilibrium
Unit 6: Electrochemistry
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Master Syllabi for Grade 9-12 Courses
In this unit, students conduct a systematic study of the electrochemical processes. They learn the basics of the
conversion of electrical energy to chemical energy and vice versa. They examine voltaic cells with a hands-on activity.
Students also study batteries and electrolytic cells.
•
Electrochemical Processes
•
Voltaic Cell
•
Review: Electrochemistry
•
Laboratory: Electroplating
•
Dry Cells
•
Electrolytic Cells
•
Review: Electrochemical Cells
Unit 7: Organic Chemistry
As students move through this curriculum, they learn about chemicals and their relationship to living things. In this unit,
they conduct a systematic study of carbon-based compounds as they study organic chemistry and biochemistry. First,
they confront some types of organic compounds and learn about schemes for naming them. Students then turn their
attention to biochemistry, including an examination of carbohydrates, fats, and proteins.
•
•
•
•
•
•
•
Hydrocarbons and Other Organic Chemicals
Laboratory: Modeling Organic Compounds
Polymers
Review: Hydrocarbons and Polymers
Carbohydrates and Fats
Proteins and Nucleic Acids
Review: Biochemistry
Unit 8: Nuclear Chemistry
The reactions that form the basis of the study of classical chemistry are those involving relationships between electrons
of reactants and products. Nuclear chemistry, however, is a branch of chemistry that deals with the atomic nucleus, its
particles, and forces. Students learn about radioactivity, transmutation of elements, and aspects of nuclear fission and
fusion. In addition, students become aware of the uses of nuclear chemistry in the modern world.
•
Forces within the Nucleus
•
Radioactivity and Half-Life
•
Review: Nuclear Forces
•
Laboratory: Calculating Half-Life
•
Transmutation of Elements
•
Nuclear Fission and Fusion
•
Review: Nuclear Chemistry
Unit 9: Semester Review and Test
Students prepare for and take the semester test.
<Back to Course Content>
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Master Syllabi for Grade 9-12 Courses
AP Chemistry
PEIMS Course Title/Number: AP Chemistry/ A3040000
Course Code: SCI-510V2-A
Course Requirements/Prerequisite Requirements: B grade or better in SCI304: Honors Chemistry and MTH304: Honors
Algebra II (or equivalents), and teacher/school counselor recommendation
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description: AP Chemistry
Students solve chemical problems by using mathematical formulation principles and
chemical calculations in addition to laboratory experiments. They build on their general
understanding of chemical principles and engage in a more in-depth study of the nature
and reactivity of matter. Students first focus on the structure of atoms, molecules,
and ions, and then go on to analyze the relationship between molecular structure and
chemical and physical properties. To investigate this relationship, students examine the
molecular composition of common substances and learn to transform them through
chemical reactions with increasingly predictable outcomes. Students prepare for the AP
exam. The course content aligns to the sequence of topics recommended by the College
Board and to widely used textbooks.
Course Length: Two semesters
Materials: Inquiries into Chemistry by Abraham and Pavelich, 3rd ed.; Texas Instruments
T1-84 Plus graphing calculator or one of similar capabilities and—if hands-on labs are
required—materials for lab experiments must be acquired by students
<Back to Course Content>
84
Master Syllabi for Grade 9-12 Courses
Physics
PEIMS Course Title/Number: Physics/ 03050000
Course Code: SCI-403V1TX-K
Course Requirements/Prerequisite Requirements: Algebra II and Pre-Calculus/Trigonometry
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description: Comprehensive Physics
This course provides a comprehensive survey of all key areas: physical systems, measurement, kinematics, dynamics,
momentum, energy, thermodynamics, waves, electricity, and magnetism, and introduces students to modern physics
topics such as quantum theory and the atomic nucleus. The course gives students a solid basis to move on to more
advanced courses later in their academic careers. The program consists of online instruction and related assessments,
plus an associated problem-solving book and instructions for conducting hands-on laboratory experiments at home. K¹²
provides all lab materials that cannot be found easily in a typical home.
Course Length: Two semesters
Materials provided by K12: Physics: Problems and Solutions; materials for laboratory experiments
Materials required of student: common household materials for labs
Course Description: Honors Physics
This advanced course surveys all key areas: physical systems, measurement, kinematics, dynamics, momentum, energy,
thermodynamics, waves, electricity, and magnetism, and introduces students to modern physics topics such as
quantum theory and the atomic nucleus. Additional honors assignments include debates, research papers, extended
collaborative laboratories, and virtual laboratories. The course gives a solid basis for moving on to more advanced
college physics courses. The program consists of online instruction and related assessments, plus an associated
problem-solving book and instructions for conducting hands-on laboratory experiments at home. K¹² provides all lab
materials that cannot be found easily in a typical home.
Prerequisites: MTH303: Algebra II or MTH304: Honors Algebra II and MTH403: Pre-Calculus/Trigonometry, and
teacher/school counselor recommendation
Course Scope and Sequence
Semester 1
Unit 1: Introduction to Physics
Students explore physics and its place among the sciences, and confront concepts of the role in society of physics now
and in the past. Students examine the relationships of energy and the physical systems scientists and model systems
use to study energy.
•
Semester Introduction
•
The History of Physics
•
Physics and Society
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Master Syllabi for Grade 9-12 Courses
•
•
Physics and Science
Physical Systems and Models
Unit 2: Physical Units and Measurement
To prepare for solving chemistry problems throughout the course, students learn about the metric system, significant
figures, and conversion techniques. They learn the use of both base and derived metric units. Students have a
laboratory in which they take measurements and understand them within the context of solving problems in physics.
•
The Metric System: History and Use
•
The Metric System: Base Units
•
The Metric System: Derived Units
•
Measurement and Scientific Notation
•
Conversion Techniques
•
Significant Figures
•
Laboratory: Measurement and Significant Figures
Unit 3: Graphing and Problem Solving
To prepare for solving physics problems throughout the course, students learn about the collection and graphing data
obtain from research. They create and interpret graphs and learn how to properly construct and label them. Students
are also given an overview of the strategies needed to solve physics problems, including experience in keeping units
straight and in the estimation of answers.
•
Graphing Physical Data
•
Graphs and Data Relationships
•
Laboratory: Creating and Interpreting Graphs
•
Problem Solving Strategies: Units
•
Problem Solving Strategies: Estimation
Unit 4: Kinematics
Students begin their direct study of physics with an examination of kinematic motion. They compare and contrast
speed and velocity, employing a frame of reference. They construct velocity-time graphs, then move to the concept of
acceleration. Students perform two laboratories during this fundamental examination of moving bodies.
•
Rotation and Translation
•
Frame of Reference
•
Speed and Velocity
•
Position-Time and Velocity-Time Graphs
•
Laboratory: Kinematics
•
Acceleration
•
Acceleration and Displacement
•
Laboratory: Acceleration
Unit 5: Forces
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Master Syllabi for Grade 9-12 Courses
Dynamics is the study of how forces affect the motion of a body. Students define and give examples of the various kinds
of force that act upon objects to change their motion. Students confront the physical realities of Newton’s three laws of
motion. A laboratory gives students first-hand experience at applying Newton’s laws.
•
Forces
•
Inertia and Newton's First Law
•
Newton's Second Law
•
Mass and Weight
•
Laboratory: Newton's Laws of Motion
•
Newton's Third Law
Unit 6: Net Forces and Vectors
Physicists are often confronted with determining the net force applied to a stationary or moving object. What will be
the effect of the force or forces applied? To solve problems like these, students learn how to calculate net forces both
graphically and through the use of trigonometry. This unit gives students a primer on the application of trigonometry to
solving net force problems. There are two laboratories in this lesson so students can determine net forces and apply
the proper mathematics to issues of the change in a body’s motion.
•
The Net Forces Problem
•
Resolving Vectors
•
Adding Vectors
•
Laboratory: Working with Vectors
•
Net Forces at Equilibrium
•
Free Fall and Equilibrium
•
Calculating Net Force
•
Friction
•
Laboratory: Net Force
Unit 7: Motion in Two Dimensions
All students are familiar with certain kinds of moving object—a cannonball shot through the air, a baseball thrown in
from center field, the swinging arm of a grandfather clock, a spring bouncing up and down. These are all examples of
motion in two directions—the subject of this unit. Students conduct experiments in spring motion and other forms of
harmonic motion. Students apply the knowledge gained in their studies of kinematics and dynamics to a new type of
motion of a physical body.
•
Projectile Motion
•
Uniform Circular Motion
•
Laboratory: Motion in Two Dimensions
•
Angular Displacement and Torque
•
Simple Harmonic Motion: Springs
•
Simple Harmonic Motion: Pendulum
•
Laboratory: Harmonic Motion
Unit 8: Gravitation
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Master Syllabi for Grade 9-12 Courses
This course in physics builds student knowledge step by step. Their understanding of motion gives them a basis for
understanding both Newton’s and Einstein’s views of gravity. They work with some of the data that Kepler worked
with. Students then work problems with the inverse square law as applied to the gravitational attraction between two
bodies. With a firm basis in acceleration, students then see how Einstein explained gravity to the world.
•
History of Gravitation
•
Laboratory: Keplar's Laws
•
Universal Gravitation
•
Einstein and the Gravitational Field
Unit 9: Physics and Scientific Inquiry
It is traditional in science classes to start a course with a discussion of the scientific methods. In this course, however,
students are engaged in the scientific method later in the semester, allowing them to work with scientific processes
after they have a solid basis in the physics of motion. Students spend detailed time on questioning, forming
hypotheses, and other science processes.
•
Physics Inquiry: Inductive Reasoning
•
Physics Inquiry: Questions and Hypotheses
•
Physics Inquiry: Experimentation
•
Physics Inquiry: Data Collection and Analysis
•
Physics Inquiry: Conclusions and Communicating
Unit 10: Semester Review and Test
Students prepare for and take the semester test.
Semester 2
Unit 1: Momentum
In his studies of motion Newton spoke of the “quality of motion.” All three of Newton’s laws were written from the
point of view of momentum—the subject of this unit. As a basis for understanding momentum, students first define it
and apply the mathematics of momentum to an object. They learn about the law of conservation of momentum and its
importance. The importance of the law of angular momentum is then discussed. Students do a laboratory that gives
them data to which they can apply their understanding of momentum.
•
Linear Momentum and Impulse
•
Law of Conservation of Momentum
•
Momentum in Collisions
•
Laboratory: Momentum
•
Conservation of Angular Momentum
Unit 2: Work
In this unit students take another step in understanding energy as it applies to physical systems by examining the
concept of work. Using their knowledge of free-body diagrams, students work though problems involving direction of
work problems, using simple and compound machines as a template for understanding work and power.
•
Work and Power
•
Direction of Force and Work
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•
•
•
Laboratory: Work and Power
Machines and Mechanical Advantage
Laboratory: Simple and Compound Machines
Unit 3: Energy
The conservation of energy is one of the fundamental laws of physics, and forms the basis for this unit. Students learn
about the forms of energy and how one form can be transformed into another—realizing that energy is always
conserved in the process. A laboratory allows students real experience with energy conservation in the sense of
physics.
•
Types of Energy and Their Conversions
•
Kinetic and Potential Energy
•
Conservations of Energy
•
Laboratory: Conservation of Energy
•
Energy During Collisions
Unit 4: Thermal Energy
Thermal energy is a form of energy with a unique basis in atomic theory. Heat and thermal energy are discussed as
resulting from the movement of particles and the motion in a many-particle system. Students come to know both the
first and second laws of thermodynamics and have first-hand experience with heat engines. In addition, students
calculate the heating of an object from solid to gas, including calculation of heat changes during change of state.
•
Kinetic-Molecular Theory
•
Specific Heat
•
Laboratory: Specific Heat
•
States of Matter
•
Heat During Change of State
•
First Law of Thermodynamics
•
Second Law of Thermodynamics and Entropy
Unit 5: Waves
Heat is one way that energy moves from one place to another, and now students examine another way—through
waves. Young physicists learn the characteristics of waves by examining them and by studying sound as an example of
one type of wave. This unit provides the fundamentals that students apply to the study of light.
•
Characteristics of Waves
•
Sound: Vibration and Waves
•
Qualities of Sound
•
Laboratory: Sound
Unit 6: Light
The electromagnetic spectrum contains radiation of various wavelengths, including X-rays, gamma rays, and visible
light. Students study the properties light by exploring diffraction and the resulting interference. Reflection and
refraction then form the basis for students’ understanding of the optics of mirrors and lenses. A laboratory on optics
gives students the opportunity to create and interpret ray diagrams based on hands-on learning.
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•
•
•
•
•
•
•
The Electromagnetic Spectrum
Diffraction and Interference
Reflection
Refraction
Mirrors
Lenses
Laboratory: Optics
Unit 7: Electric Forces
Students have explored the energy of motion and waves, as well as thermal energy. With this sound basis of what
energy is and how it is conserved, attention is turned to electricity, another form of energy. This unit explores the
electric charge and its behavior in electric fields. Students are introduced to the concept of an electrical field and apply
various equations that define the behavior of a test charge in electric fields.
•
Static Electricity
•
Electric Force
•
Electric Fields
•
Laboratory: Electrostatics
•
Electric Potential
Unit 8: Currents and Circuits
With a basis in understanding a force field and how to calculate and monitor electric potentials, students will diagram,
construct, and interpret electric circuits. They will understand how a current is generated and how it flows through
series and parallel circuits. In addition they will construct and interpret combined circuits, following the electric flow.
•
Current and Circuits
•
Current Electric Forces
•
Series Circuits
•
Parallel Circuits
•
Combined Circuits
•
Laboratory: Circuits
Unit 9: Magnetism
Electricity and magnetism are both phenomena that students have a lot of experience with. In this unit the goal is to
explore magnetism and then unite electricity and magnetisms, introducing the phenomenon of electromagnetism.
Students conduct experiments in electromagnetism to gain knowledge of energy relationships involved in the interplay
of electricity and magnetism.
•
Magnets and Magnetic Fields
•
Forces in Magnetic Fields
•
Electromagnetic Induction
•
Laboratory: Magnetic Fields
Unit 10: Modern Physics
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When you read news or see it over electronic media you can understand the importance of some of the area of physics
traditionally called modern physics. Solar panels, for example, work because light, striking certain surfaces, can
generate electricity. Why this happens was explained by Einstein. This and other modern physics topics connect
students to the importance of physics in the modern world.
•
Atomic Spectra and Quantum Theory
•
The Nature of Light and the Photoelectric Effect
•
Relativity
•
Structure of the Nucleus
•
Radioactivity
Unit 11: Semester Review and Test
Students prepare for and take the semester test.
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Environmental Science
PEIMS Course Title/Number: Environmental Science/ 03020000
Course Code: SCI-010V2TX-K
Course Requirements/Prerequisite Requirements: Success in previous high school science course and teacher/school
Counselor recommendation
Credits to be earned: 1 credit with grade of 70 or above
Course Description: This course surveys key topic areas including the application of scientific process to environmental
analysis; ecology; energy flow; ecological structures; earth systems; and atmospheric, land, and water science. Topics
also include the management of natural resources and analysis of private and governmental decisions involving the
environment. Students explore actual case studies and conduct five hands-on, unit-long research activities, learning
that political and private decisions about the environment and the use of resources require accurate application of
scientific processes, including proper data collection and responsible conclusions.
Course Length: One semester
Materials provided by K12: Online course
Materials required of student: common household materials for labs
Course Outline
1.01 Course Introduction
1.02 Case Study: Easter Island
1.03 Case Study: Water & Empires
1.04 Environment & Society
1.05 Science of Environmental Science
1.06 Earth as an Environmental System
1.08 Scientific Processes
1.09 Questioning & Hypothesizing
1.10 Collecting Environmental Data
1.11 Field Study: Remote Sensing 1
1.12 Field Study: Remote Sensing 2
1.13 Analyzing Data
1.14 Using the Metric System
1.15 Field Study: Remote Sensing 3
1.16 Communicating
2.01 Earth Systems & Lithosphere
2.02 Atmosphere
2.03 Hydrosphere & Biosphere
2.04 Case Study: Hurricane
2.06 Individuals & Populations
2.07 Ecosystems & Biomes
2.08 Field Study: Ecosystems 1
2.09 Energy Flow in Ecosystems 1
2.10 Energy Flow in Ecosystems 2
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2.11 Nutrient Cycling in Ecosystems
2.12 Case Study: Ecosystem Change
2.13 Case Study: Population Growth
2.14 Principles of Population Growth
2.15 Field Study: Ecosystems 2
2.16 Field Study: Ecosystems 3
2.17 Field Study: Ecosystems 4
2.18 Discuss: Ecosystems
3.01 Classification of Resources
3.02 Case Study: Soil
3.03 Soil as a Resource
3.04 Water as a Resource
3.05 Case Study: Water
3.06 Field Study: Water Resources 1
3.07 Case Study: Timber
3.08 Timber as a Resource
3.10 Field Study: Water Resources 2
3.11 Field Study: Water Resources 3
3.12 Case Study: Fish
3.13 Food as a Resource
3.14 Fossil Fuels: Types
3.15 Fossil Fuels: Current Issues
3.17 Discuss: Water Resources
4.01 Modern Environmental Concerns
4.02 Case Study: Air Pollution
4.03 Air Pollution: Science & Solutions
4.04 Case Study: Acid Rain
4.05 Acid Rain: Science & Solutions
4.06 Hazardous & Solid Waste
4.07 Field Study: Pollution 1
4.08 Field Study: Pollution 2
4.10 Case Study: Biodiversity
4.11 Biodiversity & Extinction
4.12 Global Climate Concerns
4.13 Field Study: Pollution 3
4.14 Field Study: Pollution 4
4.15 Discuss: Pollution
5.01 Field Study: Legislation 1
5.02 Government & the Environment
5.03 Case Study: Environmental Politics
5.04 Clean Air Legislation
5.05 Clean Water Legislation
5.06 Other Environmental Legislation
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5.07 Field Study: Legislation 2
5.08 Field Study: Legislation 3
5.09 Field Study: Legislation 4
Environmental Legislation
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Master Syllabi for Grade 9-12 Courses
Forensic Science
PEIMS Course Title/Number: Forensic Science/ 13029500
Prerequisite: Successful completion of at least two years of high school science
including SCI203: Biology (or equivalent); SCI303: Chemistry is highly recommended
Number of Credits: 1 credit per semester completion with grade of 70 or above
Materials: none
Course Overview
This course surveys key topics in forensic science, including the application of the scientific process to forensic analysis,
procedures and principles of crime scene investigation, physical and trace evidence, and the law and courtroom
procedures from the perspective of the forensic scientist.
Course Goals
Through online lessons, virtual and hands-on labs, and analysis of fictional crime scenarios, students learn about
forensic tools, technical resources, forming and testing hypotheses, proper data collection, and responsible conclusions.
Course Length
One Semester
Prerequisites
Successful completion of at least two years of high school science including SCI203: Biology; SCI303: Chemistry is
highly recommended (or equivalents)
Course Outline
Unit 1: Scientific Principles of Crime Investigation
The study of crime and crime scenes involves systematically obtaining data and applying scientific processes to
understand the details of a crime. Students learn the history and theory of forensics and relate science to forensic
science. They learn the importance—to investigation and the legal process—of accurately questioning, hypothesizing,
analyzing data, concluding, and communicating. They apply scientific processes in focused activities.
Forensic Science Theory
Crime Scene
Lab: Crime Scene Sketch
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Crime Scene Personnel
Lab: Measurement and Significant Figures
Crime Scene Photography
Unit 2: Evidence
Students learn that much of forensics involves collecting evidence and handling it properly. They review evidence from a
"Crime Story" and learn about the science of death, decomposition, and autopsies. They study aspects of anthropology,
odontology, and some facts about blunt force trauma and ballistics. Direct learning is augmented by hands-on and virtual
laboratories.
Types of Evidence
Death and Decomposition
Autopsy
Lab: Human Digestion Actions
Forensic Entomology
Forensic Anthropology
Forensic Odontology
Lab: Teeth
Blunt Force Trauma and Splatter
Ballistics
Lab: Ballistics and Splatter
Unit 3: Trace Evidence 1
Students are introduced to evidence left behind by hair, fibers, fluids, and footprints. They learn the special training and
equipment needed to locate and identify different kinds of evidence. Many identification techniques involve chemical or
biochemical procedures; for instance, forensic scientists rely on biology when dealing with some of the aspects of blood,
DNA, and other forms of trace evidence.
Hair and Fibers
Pollen and Spores
Lab: Investigating Biological Compounds
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Alcohol
Organic Analysis
DNA
Lab: DNA
Fingerprints
Lab: Fingerprints
Lab: Blood
Unit 4: Trace Evidence 2
Students continue their exploration of trace evidence, including the scientific methods used in the examination of tool
marks, glass, and other forms of trace evidence. They learn how evidence is collected and interpreted. They also learn
the basis for mineral identification in a virtual laboratory centered around presenting evidence to solve a crime.
Tool Marks
Glass
Soil Impressions
Footwear and Tire Marks
Lab: Rocks and Minerals
Poisons and Toxicology
Unit 5: Forensics of Certain Crimes
Students examine specific types of crimes and the peculiarities that challenge forensic investigator. Computer and
financial crimes, arson, robbery, fraud, and others present unique types of forensic evidence. Forensic investigators need
to know how and where to look for gross and trace evidence.
Personal Injury Crimes
Drug Crimes
Gun Crimes
Computer Crimes and Digital Evidence
Financial Crime and Forensic Auditing
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Arson and Explosion
Lab: Arson Evidence
Robbery and Theft
Fraud and Forgery
Document Analysis
Lab: Paper Chromatography
Handwriting Analysis
Lab: Handwriting
Unit 6: Forensics in the Legal System
Forensic evidence is also valuable to the legal personnel who must present it in a court of law. Forensic investigators
must be aware of the rules of evidence as they apply to the legal system. This unit includes procedures of a criminal
court hearing, the role of the investigator on the witness stand, and the effect of evidence presentation on jury decisions.
Law and Evidence
Courtroom Procedures
Presenting Evidence in the Courtroom
On the Witness Stand
On a Jury
Unit 7: Review and Exam
Students review what they have learned and take a final exam.
Review
Exam
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Master Syllabi for Grade 9-12 Courses
SOCIAL STUDIES COURSES
World Geography
PEIMS Course Title/Number: Geography/ 03320100
Course Code: Geography - AVT - TX
Course Requirements/Prerequisite Requirements: none
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description: This Geography course will examine a broad range of geographical perspectives covering all of the
major regions of the world. Each region will be reviewed in a similar structure in order for students to more clearly see
the similarities and differences between each region. Specifically, the course will explore where each region is located
along with its physical characteristics, including absolute and relative location, climate, and significant geographical
features. The exploration will then continue on to look at each region from a cultural, economic, and political
perspective, closely examining the human impact on each region from these perspectives as well as how human
activities impact the environments of the region.
Course Length: Two semesters
Materials provided by K12: Online course
Materials required of student: Please download Google Earth to complete a course activities
YouTube will be used throughout the course content. Please adjust user settings accordingly
Course Outline
Semester 1
Unit I: Introduction to Geography
 Section A - Welcome to Geography
 Section B - Locating Our Place in Space
 Section C - Physical Attributes of Earth’s Landscape
 Section D - Human Impact
 Section E - Careers in Geography
Unit II: North America
 Section A - Where Is North America?
 Section B - Physical Characteristics and Systems of North America
 Section C - Human Culture of North America
 Section D - Human Impact on the Environment
 Section E - Immigration in North America
Unit III: Central America
 Section A - Where Is Central America?
 Section B - Physical Characteristics and Processes of Central America
 Section C - People and Culture of Central America
 Section D - Human Impact on the Central American Environment
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 Section E - Focus on Poverty
Unit IV: South America
 Section A - Where Is South America?
 Section B - Physical Systems and Processes of South America
 Section C - People and Culture of South America
 Section D - Human Impact on the Environment of South America
 Section E - Focus On Deforestation
Unit V: Western Europe
 Section A - Where Is Western Europe?
 Section B - Physical Systems and Processes of Western Europe
 Section C - People and Culture of Western Europe
 Section D - Human Impact on the Environment of Western Europe
 Section E - Focus on Economic Systems
 Unit 6 – Describe and compare the landforms, climates, population, culture, and economic characteristics of
places and regions in Eastern Europe.
 Unit 7 – Describe and compare the landforms, climates, population, culture, and economic characteristics of
places and regions in Eastern Asia.
 Unit 8 – Describe and compare the landforms, climates, population, culture, and economic characteristics of
places and regions in Southeast Asia and the Pacific Cultures.
 Unit 9 – Describe and compare the landforms, climates, population, culture, and economic characteristics of
places and regions in Africa.
 Unit 10 – Describe and compare the landforms, climates, population, culture, and economic characteristics of
places and regions in India and the Middle East.
Course Outline
Semester 2
Unit VI: Eastern Europe
 Section A - Where Is Eastern Europe?
 Section B - Physical Systems and Processes of Eastern Europe
 Section C - People and Culture of Eastern Europe
 Section D - Human Impact on the Environment of Eastern Europe
 Section E - Focus on Nuclear Energy
Unit VII: Eastern Asia
 Section A - Where Is Eastern Asia?
 Section B - Physical Systems and Processes of Eastern Asia
 Section C - People and Culture of Eastern Asia
 Section D - Human Impact on the Environment of Eastern Asia
 Section E - Focus on Climate Change
Unit VIII: Southeast Asia and the Pacific
 Section A - Where Is Southeast Asia and The Pacific?
 Section B - Physical Systems and Processes of Southeast Asia and the Pacific
 Section C - People and Culture of Southeast Asia and the Pacific
 Section D - Human Impact on the Environment of Southeast Asia and the Pacific
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 Section E - Focus on Disaster Planning
Unit IX: Africa
 Section A - Where Is Africa?
 Section B - Physical Processes and Systems of Africa
 Section C - People and Culture of Africa
 Section D - Human Impact on the Environment of Africa
 Section E - Focus on Disease
Unit X: India and the Middle East
 Section A - Where is India and the Middle East?
 Section B - Physical Systems and Processes of India and the Middle East
 Section C - People and Culture of India and the Middle East
 Section D - Human Impact on the Environment of India and the Middle East
 Section E - Focus on Outsourcing
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Master Syllabi for Grade 9-12 Courses
World History
PEIMS Course Title/Number: World History/ 03340400
Course Code: HST-102AV1TX-A
Course Requirements/Prerequisite Requirements: none
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description: Comprehensive World History
In this comprehensive survey of world history from prehistoric to modern times, students focus in depth on the
developments and events that have shaped civilization across time. The course is organized chronologically and, within
broad eras, regionally.Lessons address developments in religion, philosophy, the arts, science and technology,
and political history. The course also introduces geography concepts and skills within the context of the historical
narrative. Online lessons and assessments complement World History: Our Human Story, a textbook written and
published by K12. Students are challenged to consider topics in depth as they analyze primary sources and maps, create
timelines, and complete other projects as cticing historical thinking and writing skills as they explore the broad themes
and big ideas of human history.
Course Length: Two semesters
Materials provided by K12: World History: Our Human Story
Materials required of student: none
Course Description: Honors World History
In this challenging survey of world history from prehistoric to modern times, students focus in-depth on the
developments and events that have shaped civilization across time. The course is organized chronologically and, within
broad eras, regionally. Lessons address developments in religion, philosophy, the arts, science and technology,
and political history. The course also introduces geography concepts and skills within the context of the historical
narrative. Online lessons and assessments complement World History: Our Human Story, a textbook written and
published by K¹². Students are challenged to consider topics in depth as they analyze primary sources and maps, create
timelines, and complete other projects—practicing advanced historical thinking and writing skills as they explore the
broad themes and big ideas of human history. Students complete an independent honors project each semester.
Course Length: Two semesters
Materials provided by K12: World History: Our Human Story
Materials required of student: none
<Back to Course Content>
Course Outline
Topic 7.1 The Age of Exploration
Topic 7.2 Columbus
Topic 7.3 Conquest of the Americas
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Topic 7.4 Europe Absolutism
Topic 7.5 North America
Topic 7.6 Effects on Africa
Topic 7.7 Effects of Trade on SE Asia
Topic 7.8 Contacts with East Asia
Topic 8.1 Age of Enlightenment
Topic 8.2 Britain's Empire
Topic 8.3 American Revolution
Topic 8.4 The French Revolution
Topic 8.5 French Radicalism to New Empire
Topic 8.6 Latin Revolutions
Topic 9.1 Britain's Industrial Rev
Topic 9.2 Britain's Industrialization
Topic 9.3 Thinking Revolutions
Topic 9.4 Political Unrest
Topic 9.5 The Revolution Spreads
Topic 9.6 Reform Movements
Topic 10.1 The Rise of Nationalism
Topic 10.2 Europe Democracy
Topic 10.3 Expansion of U.S.
Topic 10.4 Demand for Colonies
Topic 10.5 S Asia Imperialism
Topic 10.6 E Asia Imperialism
Topic 10.7 SE Asia Imperialism
Topic 10.8 Latin America
Topic 10.9 New Nations
Topic 11.1 World War I
Topic 11.2 Revolution in Russia
Topic 11.3 Turmoil Between the Wars
Topic 11.4 A Global Depression
Topic 11.5 Rise of Fascism
Topic 11.6 Road to War
Topic 11.7 WWII in Europe
Topic 11.8 The Holocaust
Topic 11.9 WWII in the Pacific
Topic 12.1 Rivalry and Recovery
Topic 12.2 Europe: 1945 to Present
Topic 12.3 Middle E & S Asia: 1945
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12.3 Study 1 Sec. 1 The Jewish Homeland and Conflict
12.3 Study 1 Sec. 2 Oil and the Economy of the Middle East
12.3 Study 1 Sec. 3 Revolutions and Reforms
Topic 12.4 Africa: 1945 to Present
Topic 12.5 Asia: 1945 to Present
Topic 12.6 Latin America: 1945
Topic 12.7 U.S. & Canada: 1945
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Master Syllabi for Grade 9-12 Courses
AP World History
PEIMS Course Title/Number: World History Advanced Placement/A3370100
Course Code: HST-560V1-K
Prerequisite: B grade in previous history course and teacher/school counselor
recommendation
Number of Credits: .5 credit per semester completion with grade of 70 or above
Materials: Siddhartha by Herman Hesse, King Leopold’s Ghost: A Story of Greed, Terror,
and Heroism in Colonial Africa by Adam Hochschild
Description: This course, offered at the comprehensive and honors levels, traces the development of civilizations
around the world from prehistory to the present, with a special emphasis on key periods and primary sources. The
course covers major events in world history, including the development and influence of human-geographic
relationships, political and social structures, economics, science and technology, and the arts
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Master Syllabi for Grade 9-12 Courses
Modern U.S. History
PEIMS Course Title/Number: U.S. History/ 03340100
Course Code: HST-313V1TX-K
Course Requirements/Prerequisite Requirements: Middle school American History Before 1865
Credits to be earned: .5 credit per semester completion with grade of 70 or above
Course Description: Comprehensive U.S. History
This course is a full-year survey that provides students with a comprehensive view of American history from the
industrial revolution of the late nineteenth century to recent events. Readings are drawn from K¹²’s The American
Odyssey: A History of the United States. Online lessons help students organize study, explore topics in depth, review in
preparation for assessments, and practice skills of historical thinking and analysis. Activities include analyzing primary
sources and maps, creating timelines, completing projects and written assignments, and conducting independent
research.
Course Description: Honors U.S. History
This course is a challenging full-year survey that provides students with a comprehensive view of American history from
the industrial revolution of the late nineteenth century to recent events. Readings are drawn from K¹²’s The American
Odyssey: A History of the United States. Online lessons help students organize study, explore topics in depth, review in
preparation for assessments, and practice advanced skills of historical thinking and analysis. Activities include analyzing
primary sources and maps, creating timelines, completing projects and written assignments, and conducting
independent research. Students complete independent projects each semester.
Course length: Two Semesters
Materials: The American Odyssey: A History of the United States
Materials required by the student: None
Prerequisites: Middle school American History Before 1865, or equivalent, and teacher/school counselor
recommendation.
Course Scope and Sequence
Semester 1
Unit 1: Founding a Nation
Students review the origins of the United States from the founding of the English colonies through the increased
tensions and Enlightenment thought that led to the American Revolution. They explore the issues the new nation faced
in forming a government and reinforce their knowledge of how the American system of government works under the
United States Constitution.
•
Semester Introduction
•
The New England Colonies
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•
•
•
•
•
•
•
•
The Middle and Southern Colonies
New Ideas
The Road to Revolution
Toward Independence
Independence
Governing the New Nation
Creating a More Perfect Union
Our Constitution
Unit 2: Defining a Nation
Early presidents, George Washington in particular, set the nation on a sound course. The country grew in area,
population, diversity, and industry. But that growth, and questions about federalism and the institution of slavery not
answered by the Constitution, led eventually to the horror of civil war. The Civil War kept the nation whole—though at
a terrible cost—ended slavery, and pushed the United States into the modern era.
•
Setting a Course
•
Visions for a Nation
•
Growing in Area
•
Growing in Power
•
New Politics
•
Reforming
•
Expanding
•
Growing Apart
•
Debate and Division
•
Disunion
•
Terrible War
•
Reconstructing a Nation
Unit 3: Entering the Modern Era
During the late 1800s, the nation experienced tremendous growth in many areas. Students follow the enormous
migration across the Great Plains and its impact on Native Americans, and the rise of new ways of manufacturing and
doing business. They see the hardships factory and mine workers faced, and the demands for reform that came from
diverse segments of society.
•
Settling the Great American West
•
The Changing West
•
The End of a Way of Life
•
New Industries Emerge
•
Meeting Challenges
•
Inventors and Industrialists
•
How Big is Too Big?
•
The Price of Industrialization
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•
•
Seeking a Better Way
What to Do?
Unit 4: A New Century
The arrival of millions of immigrants and the rapid growth of cities in the late 1800s changed the face and landscape of
the United States. Students study the early years of the modern age, our modern political system, and a modern
approach to reform.
•
Beacon of Hope
•
The Immigrant Experience
•
A Different Experience
•
Cities Grow
•
Urban Issues
•
Cities Life
•
Populists
•
Progressives
•
Confronting Reality
•
Taking on Power
•
The Power of One
Unit 5: New Directions
During the last years of the nineteenth century and the first quarter of the twentieth century, the United States
stepped onto the world stage. In this unit, students trace the rise of the nation’s power from the emergence of
American imperialism just before 1900 through the end of the Great War and beyond. They examine as well, the hopes,
demands, and challenges African Americans and women faced as they sought equality at home.
•
Less Than Equal
•
Different Visions
•
Demanding a Voice
•
An American Empire
•
Presidents and Policies
•
American Giant
•
Shaping a Nation
•
The Great War
•
The War at Home
•
Assessing the Great War
Unit 6: Turning Points
The United Sates emerged from World War I a major world power. The horror of the war left many people around the
world disillusioned and bitter, while others reveled in the music, fads, and fashions of a new age. Students will
complete a research project in this unit and then continue their study of the inter-war era as the economic bubble of
the 1920s gave way to the Great Depression.
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
Embracing the Peace
A New Culture
Action and Reaction
The Harlem Renaissance
Choosing a Research Project
Choosing a Presentation Format
The Annotated Bibliography
The Process Paper
Conducting Research
Continuing Research
Completing the Project
The Bubble Bursts
Depression
Seeking Solutions
Unit 7: Semester Review and Test
Students prepare for and take the semester test.
Semester 2
Unit 1: Facing Crisis and War
Franklin Delano Roosevelt’s recovery plan, the New Deal, forever changed the way Americans thought about
government. But his programs didn't end the Great Depression. Only when World War II began in Europe and the
United States joined the Allies after the attack at Pearl Harbor did the economy fully recover. Students will trace FDR’s
presidency through the Great Depression and World War II. They will see the hardship of the 1930s and the heroic
efforts from men and women of all races and backgrounds that finally brought victory in Europe and Japan.
•
Semester Introduction
•
Confronting the Crisis
•
New Strategies
•
Reflections
•
Lasting Programs
•
War Clouds
•
Going to War
•
The War at Home
•
Fighting on Two Fronts
•
Horror Uncovered
•
War’s End
Unit 2: Postwar America
World War II transformed the United States into the world's wealthiest and most powerful nation. That position
brought new responsibilities. Students will witness the dangers of the atomic age and the tension between communist
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and democratic countries that threatened the very existence of humankind. They will explore life in the United States
during the 1950s as television and the automobile transformed American society. They will demonstrate their
understanding of the era by producing an online magazine reflecting the news and the new trends of the times.
•
A War of Words and Ideas
•
Confronting Communism
•
The Cold War Abroad
•
Eisenhower at the Helm
•
From War to Peace
•
New Places to Live
•
A New American Dream
•
A New Frontier
•
Your Magazine Project
Unit 3: Trauma at Home and Abroad
In 1961, John F. Kennedy told the world Americans would "assure the survival and the success of liberty." The 1960s
tested that resolve. Students will explore the complexity of U.S. engagement in Southeast Asia, the hopes and
hardships of the civil rights movement, the triumphs of greater liberty and democracy, and the thrill of seeing an
American walk on the moon.
•
The Beginning of Change
•
Demanding Change
•
How to Achieve Equality?
•
I Have a Dream
•
New Directions
•
Other Paths
•
Crisis
•
War in Vietnam
•
Escalation
•
A Different Kind of War
•
Those Who Served
•
Reflections on War
Unit 4: Turmoil
The Cold War nearly erupted in nuclear war in the early 1960s as the superpowers faced off in Cuba. Meanwhile, on the
other side of the globe, fears of communist expansion led the United States into its longest war, a war that would tear
the nation apart and take a terrible toll in lives and in the country's image abroad and at home. Students will meet the
people and groups who emerged during these tumultuous years, some demanding an end to war, some demanding
civil rights for every group in the American mosaic, and some demanding answers to White House secrecy, corruption,
and scandal.
•
Culture and Counterculture
•
Tragedies
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•
•
•
•
•
Women on the Move
Voices for Change
Complex Times
The Watergate Scandal
Transition
Unit 5: Modern Turning Points
Students will choose a topic from any period in American history between 1930 and about 1980 and produce a project
in one of four formats. The theme of the project, regardless of topic or format, will be "turning points in American
history, 1930 -1980." Then, they will study the end of the twentieth century as the United States rose to the position of
a superpower militarily and economically, and faced social, cultural, and political challenges.
•
The Research Project, Part 1
•
The Research Project, Part 2
•
The Research Project, Part 3
•
The Research Project, Part 4
•
A Changing Mood
•
Reaganomics
•
Cold War Warriors
•
Legacies
•
The Research Project, Part 5
•
The Post-Cold War World, Part 1
•
The Post-Cold War World, Part 2
•
The Post-Cold War World, Part 3
Unit 6: Toward a New Millennium
In this last unit of Modern U.S. History, students will study the events of the very recent past. As they do, they must
keep in mind that historians will continue to study and debate these events for decades before they can draw
conclusions. This is a "first rough draft" of our nation's most recent chapter.
•
A New Age
•
Demographics Close to Home
•
The Clinton Years
•
Divisions
•
Looking at North America, Part 1
•
Looking at North America, Part 2
•
Looking at North America, Part 3
•
Looking at North America, Part 4
•
The Research Project, Part 6
•
The Research Project, Part 7
•
Challenges at Century's End
•
Entering a New Millennium
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•
•
•
New Realities
War and Disaster
Looking Ahead
Unit 7: Semester Review and Test
Students prepare for and take the semester test.
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Master Syllabi for Grade 9-12 Courses
U.S. and Global Economics
PEIMS Course Title/Number: Economics/ 03310300
Course Code: HST-413V1TX-A
Course Requirements/Prerequisite Requirements: U.S. Government and Politics (or equivalent) is recommended, but
not required
Credits to be earned: .5 credit upon completion with grade of 70 or above
Course Description: In this course on economic principles, students explore choices they face as producers, consumers,
investors, and taxpayers. Students apply what they learn to real-world simulation problems. Topics of study include
markets from historic and contemporary perspectives; supply and demand; theories of early economic philosophers
such as Adam Smith and David Ricardo; theories of value; money (what it is, how it evolved, the role of banks,
investment houses, and the Federal Reserve); Keynesian economics; how capitalism functions, focusing on productivity,
wages, investment, and growth; issues of capitalism, such as unemployment, inflation, and the national debt; and a
survey of markets in such areas as China, Europe, and the Middle East.
Course length: One Semester
Materials: Online course
Materials required by the student: None
Course Outline
Topic 1.1 What Is Economics?
Topic 1.2 Different Ways to Play
Topic 1.3 Dollars and Sense
Topic 1.4 Econ & Technology
Topic 1.5 Econ Game Wrap-Up
Topic 2.1 Producers and Consumers
Topic 2.2 Consumer Choice
Topic 2.3 The Biz of Business
Topic 2.4 Models of Business
Topic 2.5 The Players Wrap-Up
Topic 3.1 Law of Supply & Demand
Topic 3.2 Get a Job
Topic 3.3 Find a Place to Live
Topic 3.4 Economy Ups & Downs
Topic 3.5 The Price Is Right Wrap-Up
Topic 4.1 Money In the Bank
Topic 4.2 The Stock Market
Topic 4.3 More Markets
Topic 4.4 Financing a Business
Topic 4.5 Money $ $ Wrap-Up
Topic 5.1 Taxes and Tariffs
Topic 5.2 The Govt. Is a Consumer
Topic 5.3 The Govt. Is a Referee
Topic 5.4 The Govt. Is a Police Officer
Topic 5.5 Involved Govt. Wrap-Up
Topic 6.1 It's a Small World
Topic 6.2 Intl. Organizations
Topic 6.3 Challenge of Globalization
Topic 6.4 Global Game
Topic 7.1 Making Choices
Topic 7.2 Planning Ahead
Topic 7.3 Give Me Some Credit
Topic 7.4 Consumer Responsibility
Topic 7.5 Personal Finance
Topic 8.1 Global Econ
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Master Syllabi for Grade 9-12 Courses
AP Macro Economics
PEIMS Course Title/Number: AP Macro Economics/ A3310100
Course Code: HST-520V1-A
Course Requirements/Prerequisite Requirements: Algebra II ; Recommended for qualified AP students
Credits to be earned: .5 credit upon completion with grade of 70 or above
Course Description:
AP Macroeconomics students learn why and how the world economy can change from month to month,
how to identify trends in our economy, and how to use those trends to develop performance measures and
predictors of economic growth or decline. They’ll also examine how individuals, institutions, and influences
affect people, and how those factors can impact everyone’s life through employment rates, government
spending, inflation, taxes, and production. The equivalent of a 100-level college-level class, this course
prepares students for the AP Exam and for further study in business, political science and history.
The content aligns to the scope and sequence specified by the College Board and to widely-used textbooks.
Course length: One Semester
Materials:
The majority of the required instructional material for this course is available to students online and is
equivalent to a college-level textbook. These materials were created and owned by our company. In addition,
the following is an optional purchase:
Tucker, I. B., ed. (2005) Macroeconomics for Today, 4th Edition. Mason, OH: Thomson/South-Western.
Alternate edition also acceptable: 3rd edition, 2003.
Materials required by the student: None
U.S. Government and Politics
PEIMS Course Title/Number: U.S. Government/ 03330100
Course Code: HST-403V1TX-A
Course Requirements/Prerequisite Requirements: U.S. History (or equivalent) is recommended, but not required
Credits to be earned: .5 credit upon completion with grade of 70 or above
Course Description: This course studies the history, organization, and functions of the United States government.
Beginning with the Declaration of Independence and continuing through to the present day, students explore the
relationship between individual Americans and our governing bodies. Students take a close look at the political culture
of our country and gain insight into the challenges faced by citizens, elected government officials, political activists, and
others. Students also learn about the roles of political parties, interest groups, the media, and the Supreme Court, and
discuss their own views on current political issues.
Course length: One Semester
Materials: Online course
Materials required by the student: None
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Master Syllabi for Grade 9-12 Courses
AP U.S. Government
PEIMS Course Title/Number: AP Government/ A3330100
Course Code: HST-510V1-A
Course Requirements/Prerequisite Requirements: U.S History and Recommended for qualified AP students
Credits to be earned: .5 credit upon completion with grade of 70 or above
Course Description:
United States government and the behavior of the electorate and politicians. Students will gain the analytic
perspective necessary to critically evaluate political data, hypotheses, concepts, opinions, and processes. Along
the way, they’ll learn how to gather data about political behavior and develop their own theoretical analysis of
American politics. They’ll also build the skills they need to examine general propositions about government and
politics, and to analyze the specific relationships between political, social, and economic institutions. Students
will regularly respond to free response essay questions to demonstrate their analytic and interpretive insights
into politics. Source materials they will draw upon throughout the semester include college level text and
supplemental readings, primary source documents, online survey and data sources, and current news and
analysis web-links The equivalent of an introductory college-level course, AP U.S. Government and Politics
prepares students for the AP Exam and for further study in political science, law, education, business, and
history. The content aligns to the scope and sequence specified by the College Board and to widely used
Advanced Placement U S Government textbooks.
Course length: One Semester
Materials:
The majority of the required instructional material for this course, outside of textual material, is available
to students online. These materials were created and owned by our company. Mandatory textual material:
Serow, Ann G. and Everett C. Ladd. The Lanahan Readings in the American Polity. 4th ed. Baltimore:
Lanahan Publishers, Inc., 2007.
Lowi, Theodore J., Benjamin Ginsberg, and Kenneth A. Shepsle. American Government. 9th edition. New
York: W. W. Norton & Co., 2006.
Alternate edition also acceptable: 8th Ed., 2004.
The course includes a variety of sites with current event links to strengthen student understanding of key
concepts and components of course curriculum.
Materials required by the student: None
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Master Syllabi for Grade 9-12 Courses
FOREIGN LANGUAGE
Spanish I
PEIMS Course Title/Number: Spanish I/ 03440100
Course Code: WLG-100V1-P
Course Requirements/Prerequisite Requirements: none
Credits to be earned: .5 credit per semester upon completion with grade of 70 or above
Course Description: Students begin their introduction to Spanish with fundamental building blocks in four
key areas of world language study: listening comprehension, speaking, reading, and writing. Students are initially
trained to recognize key sounds and basic vocabulary, not only in written form but also through ear training that leads
quickly to oral production. Vocabulary and grammar topics are introduced in an ongoing adventure story that prompts
students to use skills from all four language-learning areas. Students learn fundamental grammar as embedded in
authentic spoken language. Cultural information covers major Spanish-speaking areas in Europe and the Americas.
Engaging graphics, videos, and games keep students interested, and make learning languages exciting.
Course length: Two Semesters
Materials provided by K12: Vox Everyday Spanish and English Dictionary
Materials required by the student: speakers and microphone
Spanish II
PEIMS Course Title/Number: Spanish II/ 03440200
Course Code: WLG-200AV1-P
Course Requirements/Prerequisite Requirements: Spanish I, middle school Spanish 1 and 2 (or equivalents)
Credits to be earned: . .5 credit per semester upon completion with grade of 70 or above
Course Description:
In this continuing introduction to Spanish, students deepen their focus on four key skills in world language acquisition:
listening comprehension, speaking, reading, and writing. A continuing storyline introduces and reinforces new
vocabulary, while activities prompt students to analyze meaning from context, and then to reproduce new vocabulary
in real-life oral expression. Additional verb tenses and idiomatic expressions are also introduced. As in Spanish I,
students learn grammar through supplemental texts that supply traditional charts, tables, and explanations. Cultural
information addresses Spanish as it is used around the globe. Engaging graphics, videos, and games keep students
interested, and make learning languages exciting.
Course length: Two Semesters
Materials provided by K12: Vox Everyday Spanish and English Dictionary
Materials required by the student: speakers and microphone
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Master Syllabi for Grade 9-12 Courses
Spanish III
PEIMS Course Title/Number: Spanish III/ 03440300
Course Code: WLG-300V1-P
Course Requirements/Prerequisite Requirements: Spanish II (or equivalent)
Credits to be earned: .5 credit per semester upon completion with grade of 70 or above
Course Description: Intermediate Spanish students who have a strong base of vocabulary, speaking, and listening skills
reach a new level of mastery and fluency in this course. Through games and compelling stories, students learn
advanced grammar and vocabulary, with an emphasis on correct accents and comprehension of real-world native
speech. Error recognition technology helps students eliminate common mistakes from their speaking and writing.
Engaging graphics, videos, and games keep students interested, and make learning languages exciting.
Course length: Two Semesters
Materials: Vox Everyday Spanish and English Dictionary
Materials required by the student: speakers and microphone
AP Spanish
PEIMS Course Title/Number: AP Spanish/ A3440100
Course Code: WLG-500AV1-P
Course Requirements/Prerequisite Requirements: Strong success in Spanish III, or success in Spanish IV (or
equivalents), and teacher/school counselor recommendation
Credits to be earned: .5 credit per semester upon completion with grade of 70 or above
Course Description: In AP Spanish Language, students perfect their Spanish speaking, listening, reading, and writing
skills. They study vocabulary, grammar, and cultural aspects of the language, and apply what they’ve learned in
extensive written and spoken exercises. By the end of the course, students will have an expansive vocabulary and a
solid working knowledge of all Spanish verb forms and tenses. The equivalent of a college-level language course, AP
Spanish Language prepares students for the AP exam and for further study of Spanish language, culture, and literature.
Course length: Two Semesters
Materials: Vox Everyday Spanish and English Dictionary
Materials required by the student: Computer speakers and microphone
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Master Syllabi for Grade 9-12 Courses
French I
PEIMS Course Title/Number: French I/ 03410100
Course Code: WLG-110AV1-P
Course Requirements/Prerequisite Requirements: none
Credits to be earned: .5 credit per semester upon completion with grade of 70 or above
Course Description: Students begin their introduction to French with fundamental building blocks in four key areas of
world language study: listening comprehension, speaking, reading, and writing. Students are initially trained to
recognize key sounds and basic vocabulary, not only in written form but also through ear training that leads quickly to
oral production. An ongoing adventure story introduces vocabulary and grammar topics, and prompts students to use
skills from the four language-learning areas. Students learn fundamental grammar as embedded in authentic spoken
language. Engaging graphics, videos, and games keep students interested, and make learning languages exciting.
Course length: Two Semesters
Materials: Larousse Student French-English/English-French Dictionary
Materials required by the student: speakers and microphone
French II
PEIMS Course Title/Number: French II/ 03410200
Course Code: WLG-210V1-P
Course Requirements/Prerequisite Requirements: French I, or middle school French 1 and 2
Credits to be earned: .5 credit per semester upon completion with grade of 70 or above
Course Description: In this continuing introduction to French, students deepen their focus on four key skills in world
language acquisition: listening comprehension, speaking, reading, and writing. A continuing storyline introduces and
reinforces new vocabulary, while activities prompt students to analyze meaning from context, and then to reproduce
new vocabulary items in functional real-life oral expression. Additional verb tenses and idiomatic expressions are also
introduced. As in French I, students learn grammar through supplemental texts that supply traditional charts, tables,
and explanations. Engaging graphics, videos, and games keep students interested, and make learning languages
exciting.
Course length: Two Semesters
Materials: Larousse Student French-English/English-French Dictionary
Materials required by the student: speakers and microphone
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Master Syllabi for Grade 9-12 Courses
French III
PEIMS Course Title/Number: French III/ 03410300
Course Code: WLG-310V1-P
Course Requirements/Prerequisite Requirements: French II (or equivalent)
Credits to be earned: .5 credit per semester upon completion with grade of 70 or above
Course Description: Intermediate French students who have a strong base of vocabulary, speaking, and listening skills
reach a new level of mastery and fluency in this course. Through games and compelling stories, students learn
advanced grammar and vocabulary, with an emphasis on correct accents and comprehension of real-world native
speech. Error recognition technology helps students eliminate common mistakes from their speaking and writing.
Engaging graphics, videos, and games keep students interested, and make learning languages exciting.
Course length: Two Semesters
Materials: Larousse Student French-English/English-French Dictionary
Materials required by the student: speakers and microphone
AP French
PEIMS Course Title/Number: AP French/ A3410100
Course Code: WLG-510V1-P
Course Requirements/Prerequisite Requirements: Strong success in French III, or success French IV (or equivalents),
and teacher/school counselor recommendation
Credits to be earned: .5 credit per semester upon completion with grade of 70 or above
Course Description:
Course length: Two Semesters
Materials: Larousse Student French-English/English-French Dictionary
Materials required by the student: Speakers and microphone
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Master Syllabi for Grade 9-12 Courses
Latin I
PEIMS Course Title/Number: Latin I/ 03430100
Course Code: WLG-130AV1-P
Course Requirements/Prerequisite Requirements: none
Credits to be earned: .5 credit per semester upon completion with grade of 70 or above
Course Description: This introduction to Latin clarifies the traditionally difficult aspects of the language through
vocabulary that follows all standard Latin rules but allows students to tell modern stories connected to a contemporary
adventure. Students study familiar vocabulary so they can bring into focus the special characteristics of Latin, notably
noun cases and declensions. They receive ongoing practice in vocabulary and grammar, which leads to the study of
post-Classical Latin, both ecclesiastical and secular, as embodied in the Vulgate Bible and Medieval Latin texts. Engaging
graphics, videos, and games keep students interested, and make learning languages exciting.
Course length: Two Semesters
Materials: Bantam New College Latin & English Dictionary
Materials required by the student: speakers and microphone
Latin II
PEIMS Course Title/Number: Latin II/ 03430200
Course Code: WLG-230AV1-P
Course Requirements/Prerequisite Requirements: Latin I (or equivalent)
Credits to be earned: .5 credit per semester upon completion with grade of 70 or above
Course Description: Students with a foundation in Latin refine their skills through compelling language lessons, as well
as historical and cultural studies. They go from the basics of Latin to a higher level of sophistication through a learning
methodology that uses games and stories. Students concentrate on fostering their ability to read and understand
(without using a dictionary) classical Latin from a variety of authentic sources. Engaging graphics, videos, and games
keep students interested, and make learning languages exciting.
Course length: Two Semesters
Materials: Bantam New College Latin & English Dictionary
Materials required by the student: speakers and microphone
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Master Syllabi for Grade 9-12 Courses
German I
PEIMS Course Title/Number: German I/ 03420100
Course Code: WLG-120AV1-P
Course Requirements/Prerequisite Requirements: none
Credits to be earned: .5 credit per semester upon completion with grade of 70 or above
Students begin their introduction to German with fundamental building blocks in four key areas of world language
study: listening comprehension, speaking, reading, and writing. Students are initially trained to recognize key sounds
and basic vocabulary, not only in written form but also through ear training that leads quickly to oral production. An
ongoing adventure story introduces vocabulary and grammar topics, and prompts students to use skills from the four
language-learning areas. Students learn fundamental grammar as embedded in authentic spoken language. Engaging
graphics, videos, and games keep students interested, and make learning languages exciting.
Course length: Two Semesters
Materials: Larousse German Dictionary
Materials required by the student: speakers and microphone
German II
PEIMS Course Title/Number: German II/ 03420200
Course Code: WLG-220AV1-P
Course Requirements/Prerequisite Requirements: German I, middle school German 1 and 2 (or equivalents)
Credits to be earned: .5 credit per semester upon completion with grade of 70 or above
Course Description: In this continuing introduction to German, students deepen their focus on four key skills in world
language acquisition: listening comprehension, speaking, reading, and writing. A continuing storyline introduces and
reinforces new vocabulary, while activities prompt students to analyze meaning from context, and then to reproduce
new vocabulary in real-life oral expression. Additional verb tenses and idiomatic expressions are also introduced. As in
German I, students learn grammar through supplemental texts that supply traditional charts, tables, and explanations.
Cultural information addresses Spanish as it is used around the globe. Engaging graphics, videos, and games keep
students interested, and make learning languages exciting.
Course length: Two Semesters
Materials: Larousse German Dictionary
Materials required by the student: speakers and microphone
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ELECTIVES
AP Psychology
PEIMS Course Title/Number: AP Psychology/ A3350100
Course Code: HST-540V1TX-A
Course Requirements/Prerequisite Requirements: Success in Honors Biology (or equivalent)
Credits to be earned: .5 credit upon completion with grade of 70 or above
Course Description:
This course is the equivalent of an introductory college-level course. Students receive an overview of current psychological
research methods and theories. They explore the therapies used by professional counselors and clinical psychologists, and
examine the reasons for normal human reactions: how people learn and think, the process of human development and
human aggression, altruism, intimacy, and self-reflection. They study core psychological concepts, such as the brain and
sensory functions, and learn to gauge human reactions, gather information, and form meaningful syntheses. Students
prepare for the AP Exam and for further studies in psychology and life sciences.
Course length: One Semester
Materials provided by K12: Psychology by David G. Myers, 9th ed
Materials required by the student: None
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Master Syllabi for Grade 9-12 Courses
Computer Literacy/Computer Science
PEIMS Course Title/Number: Computer Science/ 03580200
Course Code: TCH-010V2TX-G; TCH-036V1TX-G
Course Requirements/Prerequisite Requirements: none
Credits to be earned: .5 credit upon completion with grade of 70 or above
Course Description: Computer Literacy - Today’s students must be able to effectively use technology to research,
organize, create, and evaluate information. This course provides a foundation in the skills and concepts that define
computer literacy in the twenty-first century. From the basics of keyboarding to Internet research techniques,
document creation, and digital citizenship, students practice essential skills through hands-on projects.
Computer Science - This course introduces students to computer science concepts such as computer architecture,
networks, and the Internet. Students use object-oriented programming, event-driven processes, modular computer
programming, and data manipulation algorithms to produce finished software programs. They use the design process
to create many programs by determining specifications, designing the software, and testing and improving the product
until it meets the specifications. By the end of this course, students will have a solid foundation for further study in this
subject.
Course length: Two Semesters
Materials provided by K12: Online course
Materials required by the student: Software: OpenOffice.org (free download provided in course); Mozilla Firefox
System Requirements: Microsoft Windows XP, Windows Vista, Windows 7, or Mac OS X 10.4 or higher operating
system; for Windows, 256 MB of memory (RAM), 650 MB available hard drive space, and a 1024 x 768 or higher
monitor resolution; for Mac OS X, an Intel processor, 512 MB of memory (RAM), 400 MB available disk space, and a
1024 x 768 or higher monitor resolution
Course Outline
Course Overview
Get Started: Computer Basics
Get Started: Health and Safety in the Workplace
Section 1: Career Connection
Section 2: Career Connection
Section 3: Career Connection
Section 4: Career Connection
Section 5: Career Connection
Section 6: Career Connection
Section 7: Teamwork and Leadership
Section 7: History of Technology
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AP Computer Science
PEIMS Course Title/Number: AP Computer Science/
Course Code: TCH-500
Course Requirements/Prerequisite Requirements: Success in Honors Algebra II (or equivalent); previous programming
experience, such as an introductory course in C++, Pascal, Visual Basic, or Java; basic understanding of networks; and
teacher/school counselor recommendation
Credits to be earned: .5 credit upon completion with grade of 70 or above
Course Description: This course—the equivalent of an introductory college-level course—emphasizes object-oriented
programming methodology with a concentration on problem solving and algorithm development. It also includes the
study of data structures, design, and abstraction. Students should be prepared to move quickly, and be already
comfortable with problem solving, functions, and the uses of functional notation. They are expected to know
responsible use of computer systems, including system reliability, privacy, legal issues, intellectual property, and social
and ethical ramifications of computer use. Students leave this course prepared for the AP exam and for further study in
computer science.
Course length: One Semester
Materials provided by K12: Online course
Materials required by the student: Java; at least 128 MB of memory
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Anthropology
PEIMS Course Title/Number: Special Topics in Social Studies - Anthropology/ 03380002
Prerequisite: World History (or equivalent) is recommended as a prerequisite or co-requisite, but not required
Number of Credits: .5 credit per semester completion with grade of 70 or above
Materials: none
Description: Anthropologists research the characteristics and origins of the cultural, social, and physical development
of humans and consider why some cultures change and others come to an end. In this course, students are introduced
to the five main branches of anthropology: physical, cultural, linguistic, social, and archeological. Through instruction
and their own investigation and analysis, students explore these topics, considering their relationship to other social
sciences such as history, geography, sociology, economics, political science, and psychology. Emulating professional
anthropologists, students apply their knowledge and observational skills to the real-life study of cultures in the United
States and around the world. The content in this course meets or exceeds the standards of the National Council for the
Social Studies (NCSS).
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Fine Art
PEIMS Course Title/Number: Art Appreciation/ 03500100
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Course Code: ART-010AV1TX-K
Course Requirements/Prerequisite Requirements: World History (or equivalent) is recommended as a prerequisite or
co-requisite, but not required
Credits to be earned: .5 credit upon completion with grade of 70 or above
Course Description: This course combines art history, appreciation, and analysis, while engaging students in hands-on
creative projects. Lessons introduce major periods and movements in art history while focusing on masterworks and
the intellectual, technical, and creative processes behind those works. Studio lessons provide opportunities for
drawing, painting, sculpting, and other creative endeavors.
Course length: Two Semesters
Materials provided by K12: One package of white clay; one set of acrylic paint; one set of round paintbrushes.
Materials required by the student: It is recommended, but not required, that students have some means of capturing
an image of their studio art projects with a digital camera, webcam, or other imaging device.
Course Scope and Sequence
Semester 1
Unit 1: Understanding Art
Students look closely at how artists use the building blocks or “elements” of art such as line, color, and texture. They
analyze how artists organize these elements of art using design principles, such as unity, pattern, and emphasis. Then
students explore works of art from various approaches, including historical, critical, and aesthetic. They learn that we
group works of art and architecture with similar characteristics into periods, civilizations, and styles. Students answer
questions like, “Does art have to be beautiful to be good?” and “Can functional objects be works of art?”
• Elements of Art
• Principles of Design
• Virtual Field Trip: Elements and Principles
• Sketchbook
• Approaches to Art: Art History
• Approaches to Art: Criticism and Aesthetics
• What are “Structure and Function?”
Unit 2: Studio: Understanding Art
Students apply what they learned in “Unit 1: Understanding Art” by creating their own artwork.
• Studio 1
• Studio 2
• Studio 3
• Studio 4
• Studio 5
Unit 3: Art of Ancient Times
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Students explore the works of art and architecture from the ancient civilizations of Mesopotamia, Egypt, Greece, and
Rome. They examine how these works reflect beliefs and attitude of the time and place in which they were created.
Students describe how artists of one civilization influenced artists of another, and compare and contrast works from
the four civilizations.
• Art of Ancient Mesopotamia
• Art of Ancient Egypt 1
• Art of Ancient Egypt 2
• Virtual Field Trip: Mesopotamian and Egyptian Art
• Art of Ancient Greece 1
• Art of Ancient Greece 2
• Sketchbook
• Art of Ancient Rome 1
• Art of Ancient Rome 2
• Virtual Field Trip: Greek and Roman Art
• Making Connections: Comparing and Contrasting Works of Ancient Art
Unit 4: Studio: Art of Ancient Times
Students apply what they learned in “Unit 3: Art of Ancient Times” by creating their own artwork.
• Studio 1
• Studio 2
• Studio 3
• Studio 4
• Studio 5
Unit 5: Perspectives in Design from Many Cultures
Students explore the works of art and architecture from China, Japan, India, the Americas, the Islamic world, and Africa.
They examine how these works reflect beliefs and attitude of the time and place in which they were created. Students
learn about various art processes, such as creating a Navajo weaving and Chinese porcelain vases, and they compare
and contrast works from the various cultures.
• Art of Asia: China
• Art of Asia: Japan
• Art of Asia: India
• Virtual Field Trip: Chinese, Japanese, and Indian Art
• Sketchbook
• Art of the Americas: Central and South American Indians
• Art of the Americas: North American Indians
• Virtual Field Trip: Art of the Americas
• Sketchbook
• Art of the Islamic World
• Art of Africa
• Virtual Field Trip: Islamic and African Art
• Making Connections: Comparing and Contrasting Art of Various Cultures
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Unit 6: Studio: Perspectives in Design from Many Cultures
Students apply what they learned in “Unit 5: Perspectives in Design from Many Cultures” by creating their own artwork.
• Studio 1
• Studio 2
• Studio 3
• Studio 4
• Studio 5
Unit 7: The Renaissance
Students explore the works of art and architecture from medieval times before diving into the Renaissance. They
examine how these works reflect beliefs and attitude of the time and place in which they were created. Students learn
about various art processes, such as creating Gothic stained glass and Renaissance engraving, and they compare and
contrast Renaissance works from Italy, Germany, the Netherlands, and Spain.
• Early Medieval Art: Byzantine and Romanesque
• Gothic Art
• The Early Renaissance
• Virtual Field Trip: Medieval and Early Renaissance Art
• Italian Renaissance: Painting 1
• Sketchbook
• Italian Renaissance: Painting 2
• Italian Renaissance: Sculpture
• Italian Renaissance: Architecture
• Virtual Field Trip: Italian Renaissance Art and Architecture
• Renaissance Beyond Italy 1: Germany
• Renaissance Beyond Italy 2: Netherlands and Spain
• Virtual Field Trip: Renaissance Art Outside Italy
• Making Connections: Comparing and Contrasting Works of Renaissance Art
Unit 8: Studio: The Renaissance
Students apply what they learned in “Unit 7: The Renaissance” by creating their own artwork.
• Studio 1
• Studio 2
• Studio 3
• Studio 4
• Studio 5
Unit 9: Semester Review and Test
Students review key concepts and content from the lessons in this semester, and then take the semester test.
• Semester Review
• Semester Test
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Semester 2
Unit 1: From Baroque to Romantic
Students explore the works of Baroque, Rococo, Neoclassical, and Romantic art and architecture. They examine how
these works reflect beliefs and attitude of the time and place in which they were created. Students learn how artists of
one period or civilization influence artists of another, and they compare and contrast works of art covered in this unit.
• Baroque in Italy: Sculpture
• Baroque in Italy: Painting
• Baroque in Spain and France
• Baroque in the Netherlands (Flanders and United Dutch Republic)
• Virtual Field Trip: Baroque Art
• Sketchbook
• Making Connections: Comparing and Contrasting Baroque Art
• The Enlightenment: Rococo and Naturalist Art
• The Enlightenment: Neoclassical Art
• Romantic Art
• Virtual Field Trip: Neoclassical and Romantic Art
• Sketchbook
• Making Connections: Comparing and Contrasting Works of Art from Rococo to Romantic
Unit 2: Studio: From Baroque to Romantic
Students apply what they learned in “Unit 1: From Baroque to Romantic” by creating their own artwork.
• Studio 1
• Studio 2
• Studio 3
• Studio 4
• Studio 5
Unit 3: From Realism to Post-Impressionism
Students explore the works of art and architecture from Realism, Impressionism, Post-Impressionism, and other late
19th century styles. They learn how new materials and technology influenced the way artists worked. And they
compare and contrast works of Realist, Impressionist, and Post-Impressionist art.
• New Materials and Technology
• Realism and Naturalism 1
• Realism and Naturalism 2
• Sketchbook
• Impressionism 1
• Impressionism 2
• Virtual Field Trip: Realism, Naturalism, and Impressionism
• Post-Impressionism 1
• Post-Impressionism 2
• Late Nineteenth Century Painting and Sculpture
• Art Nouveau
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•
•
•
Virtual Field Trip: Post-Impressionism and Late Nineteenth Century Art
Sketchbook
Making Connections: Comparing and Contrasting Realism, Naturalism, Impressionism, and Post-Impressionism
Unit 4: Studio: From Realism to Post-Impressionism
Students apply what they learned in “Unit 3: From Realism to Post-Impressionism” by creating their own artwork.
• Studio 1
• Studio 2
• Studio 3
• Studio 4
• Studio 5
Unit 5: Modern Times
Students explore the works of art and architecture from modern times with styles including Fauvism, Expressionism,
Cubism, and Surrealism. Students learn how artists of one style influence artists of another. They discuss various works
of representational, abstract, and nonrepresentational art. They also compare and contrast works of modern art.
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Fauvist Art
Expressionism: Der Blaue Reiter and Die Brucke
Cubism
Sketchbook
Art and Politics
Virtual Field Trip: Fauvism, Expressionism, Cubism, and Political Art
Surrealism
American Scene Painting and Regionalism
Modernism in Architecture
Virtual Field Trip: Surrealism, American Scene Painting, and Architecture
Modernism in Sculpture 1
Modernism in Sculpture 2
Abstract Expressionism
Postmodernism
Virtual Field Trip: Sculpture, Abstract Expressionism, and Postmodernism
Sketchbook
Making Connections: Comparing and Contrasting Modern Art
Unit 6: Studio: Modern Times
Students apply what they learned in “Unit 5: Modern Times” by creating their own artwork.
• Studio 1: Painting
• Studio 2: Painting
• Studio 3: Painting
• Studio 4: Painting
• Studio 5: Painting
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•
•
•
•
•
Studio 1: Mixed Media
Studio 2: Mixed Media
Studio 3: Mixed Media
Studio 4: Mixed Media
Studio 5: Mixed Media
Unit 7: Semester Review and Test
Students review key concepts and content from the lessons in this semester, and then take the semester test.
• Semester Review
• Semester Test
AP ART
PEIMS Course Title/Number: History of Art/ A3500100
Course Code: ART-500BV1-AVT
Number of Credits: .5 credit per semester completion with grade of 70 or above
th
Materials: Gardner's Art Through the Ages, 12 Edition (Fred S. Kleiner, Christin J. Mamiya)
Description: This course—the equivalent of an introductory college-level course—fosters in students an understanding
and knowledge of architecture, sculpture, painting, and other art forms within diverse historical and cultural contexts.
They examine and critically analyze major forms of artistic expression, past and present, from a variety of cultures. They
also learn to understand works in context, considering such issues as patronage, gender, and the functions and effects
of works of art. Students leave this course prepared for the AP exam and for further study in art history.
<Back to Course Content>
Personal Finance - Money Matters
PEIMS Course Title/Number: Money Matters/ 13016200
Course Code: BUS-030V2TX-G
Course Requirements/Prerequisite Requirements: none
Credits to be earned: .5 credit upon completion with grade of 70 or above
Course Description: In this introductory finance course, students learn basic principles of economics and
best practices for managing their own finances. Students learn core skills in creating
budgets, developing long-term financial plans to meet their goals, and making
responsible choices about income and expenses. They gain a deeper understanding of
capitalism and other systems so they can better understand their role in the economy
of society. Students are inspired by experiences of finance professionals and stories of
everyday people and the choices they make to manage their money.
Course length: One Semester
Materials provided by K12: Online course
Materials required by the student: None
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<Back to Course Content>
Creative Writing
PEIMS Course Title/Number: Creative Writing/ 03221200
Prerequisite: none
Number of Credits: .5 credit per semester completion with grade of 70 or above
Materials: none
Course Scope and Sequence
Creative Writing/Part A – High School
COURSE DESCRIPTION: In this course, students will explore a range of creative writing genres, including fiction, poetry,
creative nonfiction, drama, and multimedia writing. Students will study examples of writing through classic and
contemporary selections and will apply that knowledge and understanding to their writing. In addition, students will develop
an intimate understanding of the writing process and its application to various projects. As students move through the
course, they will understand and evaluate the writings of others, and be able to apply the evaluation criteria to their own
writing. By the end of the course, students will have created a well-developed portfolio of finished written works. Learning
activities include reading; listening; discussing; writing; multiple choice games; self-check activities; and reflective journals.
The unit structure includes the broader idea of the unit as defined by the main heading. Units will include a combination of
activities and will culminate in a submittal of the finished unit project. Unit projects will be developed in phases throughout
each section of the unit. Unit lessons and performance tasks have been scaffolded carefully to help students achieve deeper
levels of understanding.
COURSE OBJECTIVES:

Learn strategies for generating ideas and expanding imaginative possibilities.
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Show their understanding that some characteristics of quality writing apply in all genres.
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Read, analyze and interpret literature to explore and understand writing techniques and conventions.
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Apply and manipulate elements of creative nonfiction/memoir to create effective narrative text.
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Apply and manipulate elements of fiction to create effective narrative text.
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Apply and manipulate elements of poetry and poetic form and apply form to original writing.
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Apply rhetorical devices, figurative language, and other techniques to achieve the purposes of writing.
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Manipulate elements of drama to create effective dramatic presentations.
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Write for authentic audiences, practice revision, and explore publishing.

Create and deliver multimedia presentations.

Show their understanding that writers achieve a personal style and recognize their own style
tendencies.
COURSE OUTLINE:
Unit 1: Introduction to Creative Writing

Section A - Ideas and Imagination

Section B - The Writing Process, Part 1

Section C - The Writing Process, Part 2

Section D - The Writing Process, Part 3
Unit 2: Fiction Writing

Section A - Exploring Fiction
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Section B - Elements of Fiction, Part 1
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Section C - Elements of Fiction, Part 2

Section D - Writing Fiction
Unit 3: Poetry Writing

Section A - Exploring Poetry

Section B - Elements of Poetry
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Section C - Styles and Forms of Poetry
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Section D - Writing Poetry
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Section E - Poetry Project
Unit 4: Multimedia Writing
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
Section A - Exploring Multimedia

Section B - Creating a Multimedia Presentation

Section C - Sharing a Multimedia Presentation
Unit 5: Student Self-Publishing

Section A - Introduction to Student Publishing

Section B - Publishing a Class Anthology

Section C - Analyzing Personal Style And Growth
COURSE OBJECTIVES:

Learn strategies for generating ideas and expanding imaginative possibilities.

Show their understanding that some characteristics of quality writing apply in all genres.

Read, analyze and interpret literature to explore and understand writing techniques and conventions.

Apply and manipulate elements of creative nonfiction/memoir to create effective narrative text.

Apply and manipulate elements of fiction to create effective narrative text.

Apply and manipulate elements of poetry and poetic form and apply form to original writing.

Apply rhetorical devices, figurative language, and other techniques to achieve the purposes of writing.

Manipulate elements of drama to create effective dramatic presentations.

Write for authentic audiences, practice revision, and explore publishing.

Create and deliver multimedia presentations.

Show their understanding that writers achieve a personal style and recognize their own style
tendencies.
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Unit 6: Creative Nonfiction Focus

Section A - Getting Started and Goals

Section B - Elements of Creative Nonfiction, Part 1C

Section C - Elements of Creative Nonfiction, Part 2

Section D - Creative Nonfiction Project
Unit 7: Fiction Focus

Section A - Fiction Practice and Development

Section B - Advanced Fiction Elements, Part 1

Section C - Advanced Fiction Elements, Part 2

Section D - Fiction Project
Unit 8: Poetry Focus

Section A - Poetry Practice and Development

Section B - Advanced Poetry Elements, Part 1

Section C - Advanced Poetry Elements, Part 2

Section D - Poetry Project
Unit 9: Writing for Stage And Screen

Section A - Introduction To Playwriting

Section B - Elements of Playwriting, Part 1

Section C - Elements of Playwriting, Part 2

Section D - Playwriting Project
Unit 10: Traditional Publishing
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
Section A - Exploring Traditional Publishing

Section B - Submitting For Publication
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Section C - Reflection And Self-Analysis
<Back to Course Content>
Journalism
PEIMS Course Title/Number: Journalism/ 03230100
Course Code: ENG-010V2TX-K
Course Requirements/Prerequisite Requirements: none
Credits to be earned: .5 credit upon completion with grade of 70 or above
Course Description: Students are introduced to the historical importance of journalism in America.
They study the basic principles of print and online journalism as they examine the
role of printed news media in our society. They learn investigative skills, responsible
reporting, and journalistic writing techniques as they read, respond to, and write their
own news and feature articles. Students conduct interviews, research, write, and
design their own publications.
Course length: One Semester
Materials provided by K12: Online course
Materials required by the student: None
Course Scope and Sequence
Unit 1: News Then and Now
Students learn about the function of an independent press in a free society; review important people and events in
journalistic history; and learn new technologies that affect how news is disseminated. They explore career
opportunities in journalism and the required training or education for those careers.
• Course Introduction
• The Value of News—Then and Now
• Medium and Message
Unit 2: Ethics and the Law
Students learn the essentials of journalistic ethics; the consequences of plagiarism; and the impact of ethical guidelines
on standards for professional and student organizations. They learn how to apply legal and ethical journalistic
standards to all journalism activities.
• The Media and the Law
• Truth or Consequences
• Freedom and Fairness
Unit 3: Interviewing and Research Skills
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Students learn to find story ideas; identify and evaluate sources of information; and use approved conventions to cite
sources. They learn interviewing techniques and procedures; and practice appropriate listening and speaking skills.
• Where Reporter’s Find Their Stories
• Follow the Money
• What Makes a Good Question?
• Journalism 2.0
Unit 4: Story Structure
Students learn to organize and structure a story.
• Organizing Parts of a Story
• Introduction to Structure
• On the Trail
• Correspondent's Column
• That's a Wrap
Unit 5: AP Style, Editing, and Proofreading
Students learn how a newsroom is organized; the flow of work in both print and broadcast newsrooms; and how
newsroom staffers work collaboratively to produce the news. They learn about the use of visual media to enhance
storytelling; common layout and design principles; and typical copyediting symbols. They review common errors in
punctuation and grammar and learn to proofread and edit their own work.
• Deadline Drama
• A Picture's Worth a Thousand Words
• Back To the Drawing Board
• Teamwork in the Newsroom
• Back To the Drawing Board
Unit 6: Multimedia and Web Essentials
Students look at the effects of technology on journalism. They learn and experiment with various delivery models of
news through new media; learn how appropriate styles of writing are determined by the medium; evaluate how
technology has changed both the editorial and business side of the media; and learn about various types of advertising.
• Cruising the Blogosphere
• The Adaptable Writer
Unit 7: Hard News
Students learn how reporters develop and maintain sources; how news is organized within a media outlet; how beats
are organized, assigned, and monitored; and the differences between local, national and international news.
• Covering the Globe
• And the Beat Goes On
• On the Trail
• Correspondent's Column
• A Picture's Worth a Thousand Words
• Back To the Drawing Board
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•
That's a Wrap
Unit 8: Soft News
Students learn the differences between hard and soft news; the characteristics of features, profiles, reviews, and sports
stories; and the appropriate styles of leads and story structures for each of these types of stories. They learn how to
express their creativity through appropriate writing flourishes with soft news genres and how to fairly critique an
artistic work such as a film or book.
• Genres of Journalism
Unit 9: Opinion News
Students learn when it is appropriate to include personal opinions and reactions in a piece of journalism. They explore
the use of satire and its relationship to the news; techniques of successful opinion columnists; and persuasive language
and rhetorical strategies. They learn to evaluate opinion writing for its effectiveness and sense of fairness.
• Tell Me What You Really Think
• Tricks of the Trade
Unit 10: Final Project
Students complete a final project.
• Making a Difference
• On the Trail
• Correspondent's Column
• A Picture's Worth a Thousand Words
• Back To the Drawing Board
• That's a Wrap
<Back to Course Content>
Public Speaking (Speech)
PEIMS Course Title/Number: Communication Applications/ 03241400
Course Code: ENG-020V1TX-K
Course Requirements/Prerequisite Requirements: none
Credits to be earned: .5 credit upon completion with grade of 70 or above
Course Description: Students are introduced to public speaking as an important component of their academic, work,
and social lives. They study public speaking occasions and develop skills as fair and critical listeners, or consumers, of
spoken information and persuasion. Students study types of speeches (informative, persuasive, dramatic, and special
occasion), read and listen to models of speeches, and prepare and present their own speeches to diverse audiences.
Students learn to choose speaking topics and adapt them for specific audiences, to research and support their ideas,
and to benefit from listener feedback. They study how to incorporate well-designed visual and multimedia aids in
presentations and how to maintain a credible presence in the digital world. Students also learn about the ethics of
public speaking and about techniques for managing communication anxiety.
Course length: One Semester
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Master Syllabi for Grade 9-12 Courses
Materials: Online course
Materials required by the student: Student must provide a webcam and recording software
Course Outline
Course Introduction
Public Speaking in Daily Life
Elements of Public Speaking
Effective Listening
The Function of Feedback
The Speaker-Listener Connection
Managing Nervousness
Make a Speech
View, Reflect, and Plan
What is a Narrative?
Public Speaking: Not Public Writing
Stories That Resonate
Know Your Audience
Narratives in Ads & Appeals
Managing Nerves
Make a Speech
View, Reflect, and Plan
The Impact of Personal Narratives
Effective Introductions
Developing Your Personal Narrative
Public Speaking & Self-Presentation
Set Aside Barriers to Listening
Managing Nerves: Helpful Distractions
Make a Speech
View, Reflect, and Plan
Stick to the Script
How to Read, When You Read
Research Your Scripted Reading
Acting & Speaking
One-Sided Conversation
Slow Down!
Make a Speech
View, Reflect, and Plan
Your Voice Represents You
Volume & Pacing in Voice-Only
Preparing for Voice-Only
Your Online Persona
Verbal Clutter
Make a Speech
View, Reflect, and Plan
Beyond the Basics
Guiding Listeners with Transitions
Effective Conclusions
Reliable Resources & Speaker's Credibility
It's Not All About You
Simple Visual Aids
Make a Speech
View, Reflect, and Plan
Organization: Why Bother?
Patterns: Spatial & Causal
Patterns: Narrative & Process
Your Audience Needs to Know
An Unspoken Contract
Using Props in a Speech
Make a Speech
View, Reflect, and Plan
Patterns: Topical, Problem-Solution
Patterns That Compare
Effective Slide Presentations 1
Effective Slide Presentations 2
Evaluate Problematic Slides
Live and in Person
Make a Speech
Read, Reflect, and Plan
Speaking to Persuade
Persuading Ethically
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Listening Critically
Researching a Persuasive Topic
Change Is a Process
Credibility as a Persuasive Speaker
Managing Nerves
Appeals to the Heart
<Back to Course Content>
Appeals to the Mind
Coordinating Content & Goals
Handling Audience Interruptions
Assessing a Speech
Managing Nerves in the Long Run
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Music Appreciation
PEIMS Course Title/Number: Music Theory/ 03152700
Course Code: AV-MUSICa-HS-TX08
Course Requirements/Prerequisite Requirements: none
Credits to be earned: .5 credit upon completion with grade of 70 or above
Course Description: This course introduces students to the history, theory, and genres of music. The course explores
the history of music, from the surviving examples of rudimentary musical forms through to contemporary pieces from
around the world. The first semester covers early musical forms, classical music, and American jazz. The second
semester presents modern traditions, including gospel, folk, soul, blues, Latin rhythms, rock and roll, and hip hop. The
course explores the relationship between music and social movements and reveals how the emergent global society
and the prominence of the Internet are making musical forms more accessible worldwide. To comply with certain state
standards for the arts, a student “performance practicum” is required for full credit each semester. The performance
practicum requirement can be met through participation in supervised instrumental or vocal lessons, church or
community choirs, community musical performances, or any other structured program that meets at regular intervals
and provides opportunities for students to build vocal and/or instrumental skills. Parents or guardians will be required
to present their proposed practicum to the students’ teachers for approval, and validate their children’s regular
participation in the chosen performance practicum.
Course length: Two Semesters
Materials: Finale Notepad music notation software
Materials required by the student: None
Topic 7.1 Music Logs
Topic 7.2 Jazz: 1860 - 1950
Topic 7.3 Jazz: 1950 - Present
Topic 7.4 Improvisation
Topic 7.5 Musical Theater Film and Television
Topic 8.1 The Blues
Topic 8.2 Gospel Music
Topic 8.3 Soul Music
Topic 8.4 Motown
Topic 9.1 Shared Heritage
Topic 9.2 Folk Music
Topic 9.3 Folk Music
Topic 9.4 Country Music
Topic 10.1 Rock and Roll
Topic 10.2 Important People In Music
Topic 10.3 Rock and Roll Evolution
Topic 10.4 Promoting Music
Topic 11.1 Hip-Hop Music and Culture
Topic 11.2 Important People In Music
Topic 11.3 Other Styles
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Topic 11.4 Careers In Music
Skills for Health
PEIMS Course Title/Number: Health/ 03810100
Course Code: OTH-010V1TX-A
Course Requirements/Prerequisite Requirements: none
Credits to be earned: .5 credit upon completion with grade of 70 or above
Course Description: This course focuses on important skills and knowledge in nutrition; physical activity; the dangers of
substance use and abuse; injury prevention and safety; growth and development; and personal health, environmental
conservation, and community health resources. The curriculum is designed around topics and situations that engage
student discussion and motivate students to analyze internal and external influences on their health-related decisions.
The course helps students build the skills they need to protect, enhance, and promote their own health and the health
of others.
Course length: One Semester
Materials: Online course
Materials required by the student: None
Topic 1.1 What Is Health?
Topic 1.2 Skills for Health
Topic 2.1 Mirror On the Wall
Topic 2.2 Effective Communication
Topic 2.3 Managing Stress
Topic 2.4 Support for Problems
Topic 3.1 Why Eat Healthfully?
Topic 3.2 Before You Swallow
Topic 3.3 Managing Weight
Topic 3.4 Food Safety
Topic 4.4 Injury Free
Topic 5.1 Alcohol
Topic 5.2 Tobacco
Topic 5.3 Other Drugs
Topic 6.1 Injuries and Risks
Topic 6.2 Be Safe Think Safe
Topic 6.3 Preventing Violence
Topic 6.4 Save a Life or Limb
Topic 7.1 Relationships
Topic 7.2 Marriage and Parenthood
Topic 7.3 Pregnancy and Birth
Topic 7.4 Decisions About Sex
Topic 7.5 Preventing Pregnancy
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Topic 8.1 Diseases and Disorders
Topic 8.2 Disease Prevention
Topic 8.4 The Environment
<Back to Course Content>
Nutrition and Wellness
PEIMS Course Title/Number: Lifetime Nutrition and Wellness/ 13024500
Prerequisite: none
Number of Credits: .5 credit per semester completion with grade of 70 or above
Materials: none
This 1/2 credit course will introduce the student to an overview of good nutrition principles that are needed for human
physical & mental wellness. Discussion of digestion, basic nutrients, weight management, sports & fitness, and life-span
nutrition is included. Application to today's food and eating trends, plus learning to assess for reliable nutrition
information is emphasized.
Course Objectives:
After completing this course, the student will be able to:










Describe the expanding role and need for good Nutrition in Human physical and mental wellness
Identify and be able to apply good Nutrition and food safety information sources available
Outline the processes of digestion, absorption and metabolism and how major nutrients are processed in the
body
Define basic components of Carbohydrates, Proteins, and Fats and what forms and functions that they have in
human metabolism
Describe general function of Vitamins, Minerals, and Fluids and relate these to body health needs
Complete body size measurements and explain influences on weight management in today's world
Use a wellness and critical thinking approach to evaluate current weight control programs and body image
influences
Identify the nutritional processes involved in physical fitness and stress
Discuss the relationship of nutrition to athletic performance and sports related dietary supplements
Identify and apply wellness and nutrition principles throughout the human life cycle
Course Outline
Unit 1: Course Introduction



Section 1 - Course Introduction: Nutrition & Wellness
Section 2 - Getting Started
Section 3 - Research Paper
Unit 2: Wellness & Food Choices in Today's World
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Section 1 - Wellness & Food Choices in Today's World: Introduction
Section 2 - Influences in Food Habits and Consumption Trends
Section 3 - Food Selection Guides & Evaluations
Section 4 - Reading Food Labels
Section 5 - Foodbourne Illness & Safety of Food Supply
Section 6 - Community Sources of Nutrition & Wellness
Section 7 - Exam Preparation & Exam
Unit 3: Digestion & Major Nutrients
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Section 1 - Digestion & Major Nutrients: Introduction
Section 2 - Digestion, Absorption, & Metabolism
Section 3 - Carbohydrates
Section 4 - Fats
Section 5 - Proteins
Section 6 - Vitamins
Section 7 - Minerals
Section 8 - Fluids & Hydration
Section 9 - Exam Preparation & Exam
Unit 4: Body Size & Weight Management
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Section 1 - Body Size & Weight Management: Introduction
Section 2 - Calculating & Interpeting Body Measurements
Section 3 - Function & Regulation of Body Fat Levels
Section 4 - Culture, Body Image, & Genetics
Section 5 - Evaluating Diet Programs & Products
Section 6 - Eating Disorders
Section 7 - Developing a Wellness Approach to Body Size
Section 8 - Exam Preparation & Exam
Unit 5: Physical Fitness, Sports Nutrition, & Stress
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Section 1 - Physical Fitness, Sports Nutrition, & Stress: Introduction
Section 2 - Nutrient & Energy Pathways
Section 3 - Fitness & Physical Activity in Wellness
Section 4 - Athletic Performance & Nutritional Needs
Section 5 - Use of Diet Supplements & Ergogenic Aids in Sports
Section 6 - Body Response and Nutrition Changes in Stress
Section 7 - Exam Preparation & Exam
Unit 6: Life Cycle Nutrition
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Section 1 - Life Cycle Nutrition
Section 2 - Pregnancy & Breastfeeding
Section 3 - Infants
Section 4 - Childhood
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
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Section 5 - Adolescent
Section 6 - Adulthood
Section 7 - Frail Elderly
Section 8 - Exam Preparation & Exam
Final Exam
<Back to Course Content>
Family and Consumer Science
PEIMS Course Title/Number: Principles of Human Services - Consumer Science/ 13024200
Prerequisite: none
Number of Credits: .5 credit per semester completion with grade of 70 or above
Materials: none
COURSE DESCRIPTION: The high school Family and Consumer Science course focuses on the development of skills and
knowledge that will help teenagers transition into the adult roles within the family. Students engage in activities to
develop their abilities to make wise consumer choices, to prepare nutritious meals, to contribute effectively as part of a
team, to manage a household budget, and to balance roles of work and family. Students gain an appreciation for the
responsibilities of family members throughout the life-span and how they as individuals contribute to the well-being of
not only their family but also their larger community.
COURSE OBJECTIVES:
•
Explore issues and challenges facing families both as a social unit and as members of the community.
•
Evaluate the contributions adults make to family life and analyze the effects on individuals and the community.
•
Examine the role of the individual in the family and how that role changes over time.
COURSE OUTLINE:
Unit I: Money and You
•
Section A – Supporting Yourself and Your Family
•
Section B – Managing Your Money
•
Section C – Establishing a Home
•
Section D – A Responsible Consumer
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Unit II: A Balanced Family and Work Life
•
Section A – Teamwork and Leadership
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Section B – Putting Plans into Action
•
Section C – Family Matters
•
Section D – A Home for Life
Unit III: Living a Healthy Life
•
Section A – The Science of Food
•
Section B – Food for Health
•
Section C – Healthy Eating
•
Section D – Healthy Cooking
Unit IV: Raising Children
•
Section A – Developmental Stages
•
Section B – A Healthy Environment
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Section C – Nurturing Children
Unit V: Supporting the Community
•
Section A – Conserving Resources
•
Section B – Assisting the Family
Semester Exam
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Reaching Your Academic Potential
PEIMS Course Title/Number: Reading Application and Study Skills/ 03270100
Course Code: OTH-040V1TX-K
Course Requirements/Prerequisite Requirements: none
Credits to be earned: .5 credit upon completion with grade of 70 or above
Course Description: Students learn essential academic skills within the context of their learning style,
individual learning environment, and long-term goals. This course helps students develop
habits for more successful reading, writing, studying, communication, collaboration, time
management, and concentration. It also provides insights into how the brain works when
they are learning, and ways to maximize its potential.
Course length: One Semester
Materials: Online course
Materials required by the student: None
Course Scope and Sequence
Unit 1: Reaching Your Academic Potential
Students learn how their academic potential is tied to self-awareness, and learn about the role of brain development in
improving academic potential during teen years.
•
Course Introduction: Reaching Your Academic Potential
•
Thinking About Thinking
•
You Have Strengths
Unit 2: Your Mind and Your Mindset
Students learn about multiple definitions of intelligence and how mindset and self-efficacy can affect behavior and
outcomes. They look at myths regarding learning, achievement, success, college, and career.
•
Defining Intelligence
•
Urban Legends of Intelligence and Identity
•
Choice and Consequence
Unit 3: Learning as Process and Preference
Students learn the fundamental processes of learning within the brain, identify their personal preferences in learning,
and learn how those preferences relate to personal preferences in careers.
•
How the Brain Learns
•
Your Own Learning Preferences
•
Learning Preferences Go To Work
Unit 4: Effective Work Habits
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Students look at brain functions related to concentration and distraction, look at their own current behavior, and
identify strategies to reduce distractions. They also identify characteristics of good work environments and design an
improvement plan for their own work environment.
•
Do Not Disturb! Avoiding Distractions
•
Work Habits for Life
•
Design Time: Your Space
Unit 5: Memory and Studying for Tests
Students look at how the brain processes information and commits it to memory. They look at the purpose of testing
and learn coping skills to reduce test anxiety, and then create a test study plan.
•
Memory
•
What Testing is For
•
Taking a Test? Take a Breath.
Unit 6: Taking Tests
Students develop strategies for coping with test anxiety, look at different test-taking techniques appropriate for
different kinds of questions and different kinds of tests, and learn about academic integrity.
•
Your Strategy for Tests
•
Academic Integrity on Tests
•
Your Own Test Case
Unit 7: Making Decisions and Setting Goals
Students learn how parts of the brain are involved in decision-making and explore the role of critical-thinking,
reasoning, and value systems in decision making. They learn the processes for making decisions and setting goals and
set a short-term goal identifying milestones and potential barriers. They learn that the choices they make in the short
term will set the right path for life beyond high school.
•
Making Decisions 101
•
Setting Goals 101
•
Making Goals Real
Unit 8: The Career Ahead
Students learn the specialized functions of the right and left hemispheres of the brain; how an individual's preferred
hemisphere may be a factor in career preference; and the psychological, financial, and personal rewards and sacrifices
associated with careers. They take the Career Interest Profiler assessment, and investigate some of the careers
identified.
•
Career Choices and the Brain
•
Career Choices and Rewards
•
Career Interest Profiler
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Master Syllabi for Grade 9-12 Courses
Unit 9: Focus on Reading
Students learn how the brain functions during reading and apply self-efficacy principles to reading. They identify habits
of good readers and develop reading strategies. They read career-oriented materials in order to gain an understanding
of the nature, preparation, commitment, and workload associated with specific careers.
•
Reading and the Brain
•
Reading and You
•
Remembering What You Read
•
Reading in Action
Unit 10: Focus on Writing
Students learn how the brain functions during writing and apply self-efficacy principles to writing. They review the
stages of the writing process, and write a mission statement and career goal.
•
Writing and the Brain
•
Getting Ready to Write
•
The Writing Process
•
Writing in Action
Unit 11: Focus on Math
Students learn how the brain understands and manipulates numbers and apply self-efficacy principles to math. They
learn the characteristics of successful math students and identify strategies and resources to improve math fluency.
Students look at real-world applications of math.
•
Math and the Brain
•
Succeeding at Math
•
Math and the Real World
Unit 12: Communication
Students look at how the brain functions during spoken communication and compare and contrast appropriate
communication styles used in different settings. They identify non-verbal factors in communication and strategies for
remembering the content of communication.
•
Communication and the Brain
•
Communication Styles
•
Listening and Body Language
•
Capturing What You Hear
•
You in Front of Others
Unit 13: Research
Students look at different forms and purposes of research and how to determine if resources are valid. They learn how
to organize and present their findings, and how to construct proper citations. They apply principles of good research to
determine colleges that fit their personal criteria.
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Master Syllabi for Grade 9-12 Courses
•
•
•
•
Research and Valid Resources
Orderly Research Means Usable Research
Research, Plagiarism, and Academic Integrity
Research for Your Future
Unit 14: Creativity and Collaboration
Students explore creativity and effective habits for collaborating with others. They learn what it means to be a good
“netizen” and analyze various scenarios of teamwork on the job.
•
Creativity 101
•
Collaboration and Criticism
•
Teams and Leaders
•
Collaboration and Careers
Unit 15: Academic Potential and You
Students apply fundamental concepts of this course to their life in high school and beyond. They identify short-term
and long-term goals, and the specific academic requirements to reach those goals. They also identify strengths they
already possess and areas in which they could use improvement. Finally, they identify sources of support that will help
them reach their goals and overcome challenges.
•
The Test Case Who Is You
<Back to Course Content>
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Master Syllabi for Grade 9-12 Courses
Physical Education
PEIMS Course Title/Number: Physical Education/ PES00052
Course Code: AV-PHYSEDa-HS-TX05
Course Requirements/Prerequisite Requirements: none
Credits to be earned: .5 credit upon completion with grade of 70 or above
Course Description: This course combines online instructional guidance with student participation in
weekly cardiovascular, aerobic, muscle-toning, and other activities. Students fulfill course
requirements by keeping weekly logs of their physical activity. The course promotes the
value of lifetime physical activity and includes instruction in injury prevention, nutrition
and diet, and stress management. Students may enroll in the course for either one or two
semesters, and repeat for further semesters as needed to fulfill state requirements.
Course length: One Semester (need 2 semester to graduate)
Materials: Online course
Materials required by the student: Webcam or some other type of video recording device
Course Outline
Week 1:Liability Waiver, Student Info, Mentor Info
 Getting To Know You Discussion
Week 2:Pre-Assessment
Week 3:Physical Fitness
 Assignment: Benefits of Fitness
Week 4:Fitness Analysis
 Assignment: Fitness Analysis
Week 5:Goal Setting
 Assignment: Fitness Goals
 Assignment: Begin 12 Week Fitness Log
Week 6: Getting Started
 Assignment: Starting Discussion
Week 7: FITT Principles
 Assignment: Exercise Brochure
Week 8: Fitness Components
 Assignment: 5 Components
Week 9: Target Zone
 Assignment: Heart Rate
 Assignment: Submit Unit 1 and 2 Journal Entries
 Assignment: Submit Fitness Check Up 1
 Assignment: Submit Fitness Log Weeks 1-4
Week 10: MIDTERM EXAM
Week 11: Posture and Technique
 Assignment: Posture Quiz
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Master Syllabi for Grade 9-12 Courses
Week 12: Warm Up and Cool Down
 Assignment: Warm Up Quiz
Week 13: Safety
 Assignment: Safety Discussion
 Assignment: Submit Fitness Check Up 2
 Assignment: Submit Fitness Log Weeks 5-8
Week 14: Diet and Exercise
 Assignment: Diet Analysis
Week 15: Caloric Needs
 Assignment: Caloric Needs Activity
Week 16: Weight Management
 Assignment: Assessing Food Intake
 Assignment: Submit Unit 3 and 4 Journal Entries
 Assignment: Submit Fitness Check Up 3
 Assignment: Submit Fitness Log Weeks 9-12
Week 17: FINAL EXAM
Week 18: Post Assessment
 Submit Fitness Experiment
<Back to Course Content>
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