Reconciliation and Repair: Retributive vs. Restorative Justice

TEACHER: Jessica Quindel

RESTRICTIONS: Open to students who have successfully completed IMP 3 or Algebra II.

GENERAL COURSE DESCRIPTION:

What is mathematics? The fourth year of the Interactive Mathematics Program (IMP) continues to re-define mathematics for students, illustrating how math can be used to understand our world. Students will continue exploring ideas including algebra, geometry, probability, statistics, graphing, and trigonometry in an integrated curriculum that makes connections with their identity, society, media, social justice, and literature. Students will develop mathematical literacy while working collaboratively in groups to solve challenging yet accessible problems, and the teacher will serve as the students' coach, encouraging students to use each other as resources. We will start the year figuring out the mathematics of a circus act. We will continue by exploring the mathematics behind the computer programs in technology all around us such as cellular phones, computers, and stereos. Next we will study how to learn in a more traditional math class that many students will experience during college. Then we will explore the basic families of functions and how they can be used as effective models of real-life situations. We will do a mini-unit on preparing for college-entrance standardized mathematics tests and conclude the year's journey by analyzing the mathematics and statistics of polling by focusing on an election poll. California content standards in Geometry, Algebra II, Trigonometry, Mathematical Analysis and Advanced Placement Probability & Statistics are covered in the fourth year of the IMP curriculum. In addition, National Council of Teachers of Mathematics Standards including Numbers & Operations, Algebra, Geometry, Data Analysis & Probability, Problem-Solving, Connections, Representation, Communication and Reasoning & Proof are addressed in Year 4 of IMP. Throughout their year in IMP 4, students will be exploring math together to come to their own understanding of how to use math in their complex and evolving lives.

GOALS/OBJECTIVES:

In an IMP classroom, students are active learners. Students will experiment, investigate, ask questions, make and test conjectures, and reflect on their learning and mathematical understanding. Students will participate actively and effectively in groups and continue to build their confidence as mathematical learners. They will develop literacy skills by communicating their mathematical ideas and reflections through group discussions, oral presentations and written work. They will have access to the mathematics they will need in the changing world of the 21st century and will be prepared to use math in college and in the world of work. Ultimately, students will begin to use math as a tool to read their world. Upon the successful completion of IMP 4, students will prepared for a college-level Calculus or Statistics course.

UNITS OF STUDY:

I. High Dive (September/October)
When should the diver in a circus act be released from the Ferris wheel in order to land in the moving tub of water?
Trigonometry, circular trigonometry, algebra, physics of falling objects, polar coordinates, inverse trigonometric functions, and the Pythagorean identity
II. As the Cube Turns (November-January)
How can one write a program on a graphing calculator depicting the rotation of a cube in three-dimensional space?
Basic computer programming, geometric transformations (translations, rotations, and reflections) in 2 and 3 dimensions, matrices, and animation
III. Know How (January/February)
How can we learn independently about mathematical content we have never learned or have forgotten?
Reading traditional mathematics textbooks, radian measure, ellipses, proof of the quadratic formula, the laws of sine and cosine, and complex numbers
IV. The World of Functions (February/March)
How can functions be represented? How can we find the appropriate function to model a problem situation?
Functions represented as tables, graphs, algebraic expressions, and models for real-world situations; combining and transforming functions
V. SAT/ACT Preparation (April)
How can you use effective strategies to use on standardized math tests to maximize your personal score?
Review the structure, content, and scoring of the SAT/ACT; do practice tests; learn useful test-taking strategies
VI. The Pollster's Dilemma (April-June)
How does the size of the sample affect variation in poll results? How confident can a political candidate be about her/his lead based on poll results?
Central limit theorem, normal distribution, standard deviation, confidence intervals, margins of error

GRADES/CREDITS:

All students can achieve excellence in the IMP 4 course. Grades are determined using the following criteria:

Class Participation-25%
-Includes presentations and process quizzes
Assignment Completion-25%
-Includes class activities and homework
Mathematical Knowledge-50%
-Includes Problems of the Week (POWs), Individual Quizzes, Unit Portfolios, and Individual Unit Tests

LATE/MAKE-UP WORK POLICY:

Students who have excused absences can turn in assignments from the time of the absence(s) within three days after returning to school, unless otherwise arranged with the teacher. If a student has not completed a homework assignment the day it is due, the student will receive a lunch detention slip. The student can then get late credit for completing the assignment(s) once s/he has attended lunch detention. If an assignment is one day late, a student can get a maximum of 4 points (instead of the usual 5 points). If an assignment is more than one day late, a student can get at most 3 points for that assignment. Late homework will be checked at the teacher's discretion and may not be checked during class time, thus students may have to come in before school, after school, or during lunch to get credit for late assignments.

ATTENDANCE & TARDY POLICY:

In order to actively participate in class, students need to be in class, on time, and focused. As a result, I will be following the school attendance policy that states that for every 5 unexcused absences, a student's grade will be dropped one letter grade. Further, 3 tardies equal one unexcused absences, thus 15 tardies or any combination of unexcused absences and tardies that is the equivalent of 15 tardies lowers a student's grade as well. Attendance is taken at the beginning of each class, so unless a late student signs the "Tardy Book" and copies down the Statement of Punctuality, the student will be marked absent for the period.

INSTRUCTIONAL MATERIALS:

We will be using the Interactive Mathematics Program Year 4 textbooks. Students need a composition notebook for all in-class and homework assignments, pencils, colored pencils, graph paper (if not in the composition book), a ruler, and a scientific calculator that has trigonometric functions (sin, cos, tan). If possible, students are encouraged to purchase a graphing calculator, as they will need this in future math courses as well. Please talk to me before purchasing a graphing calculator so that you will have one that is compatible with the school calculators.

SUGGESTIONS FOR INDEPENDENT WORK:
There will be an Honors option for the course. Students are encouraged to sign up if they are interested in an added challenge to the course. To receive Honors credit, students must complete approximately two additional assignments per week as well as additional Honors-level problems on all individual quizzes and tests. Honors grades will comprise all assignments and problems, including those assigned for the Honors option (i.e., Honors assignments are not for extra credit).
Solve supplemental problems provided at the end of each unit.
Read a book related to math and present findings to the class (books are provided to students if desired).
Explore media such as newspapers, magazines, and journals to find articles about math or that use math to justify the author's claims; compile your findings and write a report.
Research a mathematician and write a report on what you found interesting about the person's life and interests.

TEACHER: Jessica Quindel

RESTRICTIONS: Open to all students. Students who have not successfully completed algebra must be enrolled concurrently in IMP 1.

GENERAL COURSE DESCRIPTION:

What is mathematics? The second year of the Interactive Mathematics Program (IMP) continues to re-define mathematics for students, illustrating how math can be used to understand our world. Students will explore ideas including algebra, geometry, probability, statistics, graphing, and trigonometry in an integrated curriculum that makes connections with their identity, society, media, social justice, and literature. Students will develop mathematical literacy while working collaboratively in groups to solve challenging yet accessible problems, and the teacher will serve as the students' coach, encouraging students to use each other as resources. Students begin this exciting mathematical journey by using statistics to understand society’s injustices. They will continue their adventure discovering the trigonometry of shadows, and move on to learn graphing and linear algebra to understand maximize or minimize something such as consumption, cost or profit. Next students study of the mathematics of Lewis Carroll in Alice in Wonderland as they learn about logarithms and exponents. The year's journey ends by exploring the geometry of bees. California content standards in Algebra I, Geometry, Algebra II, Trigonometry, and Probability & Statistics are covered in the second year of the IMP curriculum. In addition, National Council of Teachers of Mathematics Standards including Number & Operations, Algebra, Geometry, Data Analysis & Probability, Problem-Solving, Measurement, Connections, Representation, Communication and Reasoning & Proof are addressed in Year 2 of IMP. Throughout their year in IMP 2, students will be exploring math together to come to their own understanding of how to use math in their complex and evolving lives.

GOALS/OBJECTIVES:

In an IMP classroom, students are active learners. Students will experiment, investigate, ask questions, make and test conjectures, and reflect on their learning and mathematical understanding. Students will learn how to participate actively and effectively in groups and build their confidence as mathematical learners. They will develop literacy skills by communicating their mathematical ideas and reflections through group discussions, oral presentations and written work. They will have access to the mathematics they will need in the changing world of the 21st century and will be prepared to use math in college and in the world of work. Ultimately, students will begin to use math as a tool to read their world.

UNITS OF STUDY:

I. Is There Really a Difference? (September/October)
If a sample from one population differs in some way from a sample from a different population, how reliably can you infer that the overall populations differ in that respect?
Population, sample size, double bar graphs, null hypothesis, standard deviation, chi-square (c2) statistic
II. Shadows (November/December)
How can you predict the length of a shadow?
Using similarity and trigonometry to find heights and distances
III. Linear Programming (January/February)
Learning how to maximize or minimize consumption, profit, cost and other quantities
Manipulating equations, reasoning using graphs, solving systems of equations
IV. All About Alice (March)
How do exponents and logarithms help us understand the mathematics of Alice in Wonderland?
Logic, order of magnitude, scientific notation
V. Do Bees Build It Best? (April-June)
What is the best design for a honeycomb?
Area, Pythagorean Theorem, trigonometry, volume, and surface area

GRADES/CREDITS:

All students can achieve excellence in the IMP 2 course. Grades are determined using the following criteria:

Class Participation-25%
-Includes attendance, preparation, completing “do now” activities, group collaboration, asking questions, learning from mistakes, respectful behavior, presentations, and group/process quizzes
Assignment Completion-25%
-Includes class activities and homework
Mathematical Knowledge-50%
-Includes Problems of the Week (POWs), Individual Quizzes, Unit Portfolios, and Individual Unit Tests

LATE/MAKE-UP WORK POLICY:

Students who have excused absences can turn in assignments from the time of the absence(s) within three days after returning to school, unless otherwise arranged with the teacher. If a student has not completed a homework assignment the day it is due, the student will receive a lunch detention slip. The student can then get late credit for completing the assignment(s) once s/he has attended lunch detention. If an assignment is one day late, a student can get a maximum of 4 points (instead of the usual 5 points). If an assignment is more than one day late, a student can get at most 3 points for that assignment. Late homework will be checked at the teachers discretion and may not be checked during class time, thus students may have to come in before school, after school, or during lunch to get credit for late assignments.

ATTENDANCE & TARDY POLICY:

In order to actively participate in class, students need to be in class, on time, and focused. As a result, I will be following the school attendance policy that states that for every 5 unexcused absences, a student's grade will be dropped one letter grade. Further, every 3 tardies equals one unexcused absences, thus 15 tardies or any combination of unexcused absences and tardies that is the equivalent of 15 tardies lowers a student's grade as well. Attendance is taken at the beginning of each class, so unless a late student signs the "Tardy Book" and copies down the Statement of Punctuality, the student will be marked absent for the period.

INSTRUCTIONAL MATERIALS:

We will be using the Interactive Mathematics Program Year 2 curriculum as well one unit (Shadows) from Year 1, which will be distributed when needed. Students need a composition notebook for all in-class and homework assignments, pencils, colored pencils, graph paper (if not in the composition book), a ruler, protractor, and a scientific calculator that has trigonometric functions (sin, cos, tan). The first composition book will be provided to all students, and students are expected to buy any additional composition book(s) needed for the year. If possible, students are encouraged to purchase a graphing calculator, as they will need this in future courses as well. Please talk to me before purchasing a graphing calculator so that you will have one that is compatible with the school calculators.

SUGGESTIONS FOR INDEPENDENT WORK:

There will be an Honors option for the course. Students are encouraged to sign up if they are interested in an added challenge to the course. To receive Honors credit, students must complete approximately two additional assignments per week as well as additional Honors-level problems on all individual quizzes and tests. Students attempting to receive Honors credit for the course will be graded out of all assignments and problems, including those assigned for the Honors option.
Solve supplemental problems provided at the end of each unit.
Read a book related to math and present findings to the class (books are provided to students if desired).
Explore media such as newspapers, magazines, and journals to find articles about math or that use math to justify the author's claims; compile your findings and write a report.
Research a mathematician and write a report on what you found interesting about the person's life and interests.

In this course you will examine literature from around the world and write in a variety of genres to analyze these inter-related questions:
o What is a just society?
o How does the individual struggle to find meaning in life and personal relationships?
o What is the process of change?

Goals and objectives-Students in this class will:
o be part of a learning community in which peers work together to make meaning, provide useful feedback, and push and support each other to reach your potential.
o improve critical reading skills.
o improve writing skills by using the writing process.
o use writing to make meaning of texts and experiences.
o use questioning and discussion to deepen understanding of texts and experiences.
o develop and produce a reflective portfolio that illustrates your awareness of your growth, strengths and weaknesses as a thinker, reader, writer, and communicator.

In this writing-intensive course, literature from around the world and current events will serve as a launching pad for your thinking and writing. You will take every piece of formal writing through "The Writing Process," which includes pre-writing, writing, revision, and publication. As long as you engage in the writing process and meet the deadline for a formal writing assignment, you will have the opportunity to revise your work one more time for a better grade. By the end of the year you will each have produced one or two of each of the following kinds of writing:
1. Reflective essay
2. Persuasive essay
3. Response to literature essay

Additionally you will write a daily warm-up/journal, "mini-essays" responding to literature, timed essays (Writing on Demand, or WODs), poetry, and other informal writing pieces.

SAVE ALL YOUR WORK! You will have a folder that stays in the classroom and you can store all work from World Literature in it. You will need everything you have done for your first semester final exam and your end-of-the-year portfolio.

READING LIST (subject to change)

Fall class texts:
The Metamorphosis by Franz Kafka
The Kite Runner by Khaled Hosseini
It Begins with Tears by Opal Palmer Adisa
African Book Circles

Spring class texts:
Nip the Buds, Shoot the Kids by Kenzaburo Oe
The Bone People by Keri Hulme
Latin American Book Circles

Mythology, short stories, and poetry will be interspersed throughout the year.

Outside reading:
Additionally you will be reading books of your own choosing outside of class and during our Sustained Silent Reading time on Mondays. Our belief is that in order to truly support you becoming strong and enthusiastic readers, you need two things: time and choice. Therefore there are no limitations on your outside reading beyond that you complete at least one 200-page book each semester. We will have books in the classroom that are available to you, but we also encourage you to visit the library. Proof of a library card is required for this class.

Outside reading projects:
A few weeks before the end of each semester you will create a project based on one or more of your outside reading books. The assignment will be done entirely outside of class time. The goals for the projects are 1) to give you a creative format to document and reflect on your experience of reading the book, and 2) to create something that your classmates can use to decide what books they might want to read next.

Materials you need to bring to class every day:
1. a section in your binder (or a folder, but it must be organized with assignments kept in chronological order)
2. lots of loose-leaf, lined paper
3. a pen of dark ink (dark blue, black or purple)
4. highlighters
5. sticky notes
6. your self folder (we will provide, and it stays in the classroom at all times)

World Literature Class Agreements

These agreements were developed during our class discussion on Friday, September 2, 2005. Please review them, share them with your parents and guardians, sign them, and return them to us by Friday, 9/9.

Teacher agreements:

o We believe that every member of this class can achieve academic success.
o It is our job to provide you with the necessary tools to ensure your growth and success.
o We are committed to promoting a healthy, productive, and fun learning environment that offers structure and encouragement, and that promotes your individual sense of responsibility to the community and to your learning.
o We will keep you informed of your progress in this class.
o We are available to help you when you need it, by appointment or during office hours. (After school Tuesdays, most Thursdays & Fridays; at lunch every day except Thursday.)
o We will assign a reasonable homework load, and keep open communication with you about it throughout the year.

Student agreements:

Act respectfully:
o Recognize each individual's unique attributes
o Speak one at a time in whole class discussions
o Listen to each other, teachers, and guests
o Laugh when it is appropriate
o Offer constructive feedback
o Be patient and tolerant
o Be honest (diplomatically)
o Be supportive and helpful
o Arrive in class with a positive attitude

Take responsibility:
o Arrive in class prepared & with your materials
o Participate
o Be attentive
o Ask for help when you need it

Grading Policy

Your grade for this class will be composed of these three aspects of your participation and performance:

33% PARTICIPATION
support the class by following our agreements
bring your materials every day
get involved

33% CLASSWORK & HOMEWORK
daily warm-up, homework, notebook assignments
in-class writing assignments (Writing on Demand or (WODs)
group activities

33% MAJOR PROJECTS
take all formal papers through the Writing Process
(You will have the opportunity to revise your work for a better grade-take advantage of it!!!)

1% JUST BEIN' YOU

RESTRICTIONS: Open to students who have completed IMP 2 or Geometry.

GENERAL COURSE DESCRIPTION:

The third year of the Interactive Mathematics Program (IMP) continues to re-define mathematics for students, illustrating how math can be used to understand our world. Students will explore ideas including algebra, geometry, probability, statistics, graphing, and trigonometry in an integrated curriculum that connects mathematics to society. Students will develop mathematical literacy while working collaboratively in groups to solve challenging yet accessible problems, and the teacher will serve as the students' coach, encouraging students to use each other as resources. Students begin the year by studying linear programming to help a city decide how much of its land to use for recreation and how much to use for development. They continue by studying the geometry of circles to help a couple find out how to make an "orchard hideout". We then move on to build on our understanding of exponential functions from the Alice unit in Year 2 in the context of population growth. Next students connect algebra and statistics to find the probability of a baseball team winning the pennant. Finally, we end the year using trigonometry to figure out how to do a circus act effectively. California content standards in Algebra I, Geometry, Algebra II, Trigonometry, Linear Algebra, Mathematical Analysis, and Probability & Statistics are covered in the first year of the IMP curriculum. In addition, National Council of Teachers of Mathematics Standards including Number & Operations, Algebra, Geometry, Data Analysis & Probability, Problem-Solving, Measurement, Connections, Representation, Communication and Reasoning & Proof are addressed in Year 3 of IMP. Throughout their year in IMP 3, students will build on the ideas from IMP 2 and come to their own understanding of how to use math in their complex and evolving lives.

GOALS/OBJECTIVES:

In an IMP classroom, students are active learners. Students will experiment, investigate, ask questions, make and test conjectures, and reflect on their learning and mathematical understanding. Students will learn how to participate actively and effectively in groups and build their confidence as mathematical learners. They will develop literacy skills by communicating their mathematical ideas and reflections through group discussions, oral presentations and written work. They will have access to the mathematics they will need in the changing world of the 21st century and will be prepared to use math in college and in the world of work. Ultimately, students will begin to use math as a tool to read their world.
UNITS OF STUDY:

Meadows or Malls? (September-November)
. How much of River City's land should go to development and how much should go to recreation?
. Linear programming, solving systems of linear equations, graphing equations in three variables, matrices
Orchard Hideout (November-December)
. How long will it take before trees in an orchard grow large enough to hide the center of the orchard from the outside world?
. Circles, coordinate geometry, circumference and area of a circle, distance and midpoint formulas, geometric proof, similar triangles, trigonometry, Pythagorean Theorem.
Small World, Isn't It? (January-February)
. If population growth continues to follow the current trends, how long will it be until people are squashed up against each other?
. Slope, derivative, exponential functions, natural logarithms
Pennant Fever (March-May)
. What is the probability that the team that is leading will win the pennant?
. Probability, combinatorial coefficients, tree diagrams, permutations and combinations, binomial theorem, Pascal's triangle, statistical reasoning
High Dive (May/June)
. When should the diver in a circus act be released to land in a moving tub of water?
. Trigonometry, circular functions, graphs of sine and cosine, physics of falling objects

GRADES/CREDITS:

All students can achieve excellence in the IMP 2 course. Students will be evaluated based on their mathematical understanding, assignment completion and active learning in class. Active learning includes participating in groups, whole class discussions and on individual assignments, presenting to the class, asking questions, learning from mistakes, attendance, and respectful behavior. Unit portfolios, presentations, Problems of the Week (POWs), individual and group quizzes, and tests will be used to assess each student's mathematical understanding.

LATE/MAKE-UP WORK POLICY:

Students who have excused absences can turn in assignments from the time of the absence(s) within three days after returning to school, unless otherwise arranged with the teacher. If a student has late homework for any other reason, s/he can turn in one old assignment on each day s/he turns in a new assignment for partial credit. Late homework will be checked at the teacher's discretion and may not be checked during class time, so students may have to come in before school, after school, or during lunch to get credit for late assignments.

ATTENDANCE & TARDY POLICY:

In order to actively participate in class, students need to be in class, on time, and focused. As a result, we will be following the school attendance policy that states that for every 5 unexcused absences, a student's grade will be dropped one letter grade. Further, every 3 tardies equals one unexcused absences, so 15 tardies lower a student's grade as well. Attendance is taken at the beginning of each class, so unless a late student signs the "Tardy Book", the student will be marked absent for the period.

INSTRUCTIONAL MATERIALS:

We will be using the Interactive Mathematics Program Year 3 curriculum, as well as one unit (High Dive) from Year 4, which will be distributed when needed. Students need a composition notebook for all in-class and homework assignments, pencils, colored pencils, graph paper (if not in the composition book), and a scientific calculator that has trigonometric functions (sin, cos, tan). Additional materials will be distributed for supplemental projects and activities.

SUGGESTIONS FOR INDEPENDENT WORK:

. There will be an Honors option for the course. Students are encouraged to sign up if they are interested in an added challenge to the course. Meetings are held on Fridays during lunch.
. Solve supplemental problems provided at the end of each unit.
. Read a book related to math and present findings to the class (books are provided to students if desired).
. Explore media such as newspapers, magazines, and journals to find articles about math or that use math to justify the author's claims; compile your findings and write a report.
. Research a mathematician and write a report on what you found interesting about the person's life and interests.

Course Title: CAS Leadership

Teacher: Minassian

General Course Description:
This class is designed to take a youth empowerment approach to leadership that is consistent with the social justice mission of CAS.

Goals/Objectives:
We will consider four levels of leadership through a youth empowerment and social justice lens:

• Personal Leadership
• Classroom Community
• CAS Program Building
• General BHS/Outside Community Opportunities

Levels of leadership development are not mutually exclusive and will be woven throughout the curriculum.

1. Empowerment and Social Justice- personal level- developing the leadership abilities of each student:
   1. Students develop a vision of what leadership is, what it means to be a leader for equity and social justice, and what s/he wants to accomplish
   2. Each student develops specific leadership skills (communication, facilitation, organizational, social, and media)
2. Empowerment and Social Justice- classroom level- developing a classroom environment that is emotionally safe, trusting, collaborative, participatory, democratic, and student-centered; developing the skills to work as a team:
   1. Agreements
   2. Check-ins/ Check-outs
   3. Ice Breakers, warm-up, energizers
   4. Team builders and group challenges
   5. Ropes courses/ Adventure curriculum
   6. Rotating facilitation roles in class
   7. Space for students to generate own projects
   8. Unlearning oppression curriculum
   9. Appreciations
   10. Theater Games
3. Empowerment and Social Justice- CAS level- developing a cadre of trained student facilitators who take leadership in building the CAS community and program:
   1. Leading processes with all CAS students including:
      • orientation activities
      • grade level retreats
      • Days of Respect to build alliances across differences
      • Wednesday activities (school assembly and advisory)
      • student support program
      • vertical families structure
      • student newsletter
      • student focus groups, surveys, and on-going program evaluation
      • discussion of CAS Values and Agreements documents
      • developing student government structure (CAS student officers, student sub-committees, student court)
      • organizing other community building activities (murals, birthday recognitions, field trips, bulletin boards, awards, and talent shows)
   2. Leadership class representing students in CAS school-wide bodies, activities, and events
      • Leadership Council
      • Speakers at CAS parent/community events
      • Coordinating CAS documentation project on developing of CAS as a small school (through CAS video and a photo journal)
4. Empowerment and Social Justice- BHS/outside community level -developing student leaders involved in making positive change at BHS and in the broader community and society.
   1. Serving as reps on BHS committees
   2. Presentation to the broader school community sharing CAS documentation
   3. Liaisons to other BHS small schools
   4. Community mapping- needs and resources
   5. Examine how individuals, organizations, and movements have provided leadership for social justice and social change
   6. Service-learning, internships, and social action projects generated by the leadership class
   7. Structured reflection activities on these projects
   8. Networking with other youth leadership organizations, conferences, and events

Grades/Credits:

• CAS Leadership is an approved elective and counts for one year (2 semesters) of elective credit.
• Class meeting times may vary, but students will commit to 3 meetings a week, one and a half hours each, beginning at 7am.
• Prompt and consistent attendance are keys to success
• Points are awarded for participating in class discussions, completing writing assignments, and participating in class and school leadership projects.

Instructional Materials:

Students will need a Leadership journal (Mead or Alco Composition book) along with a Three-ring, 1-1/2 inch Leadership binder with six dividers. They are also expected to have an ample supply of pens, pencils, and highlighters.

Suggestions for Independent work:

It is important to note the DEEP level of commitment that a student on CAS leadership will be expected to maintain. These students will be responsible for the birth and development of a youth empowered, social justice program, and must be willing, able, and passionate!!

Course title: Freshmen Seminar (English)

Teacher: Rick Ayers

Contact: School number: 644-4586; email: rayers@berkeley.k12.ca.us

General Course Description:

Through extensive reading, writing, and discussion, we will pursue the essential question for the CAS freshman year, "Who am I and how do I fit into our diverse society?" We will begin the year with an "island activity" in which students work in groups to determine how they would govern themselves if stranded on an island. Through discussion, research, and evaluation, they will explore various philosophies and approaches to human society. The class will read extensive literature that proposes alternate points of view towards the question of our society and what is fair. What is human nature (are we naturally generous and collective; or naturally violent and competitive)? What is the role of government? How do we lead the most fulfilling lives? Second semester, we will do extensive reading, writing, and discussion that explore issues directly facing youth today. We will look at many different ways that people have represented teenage issues today and students will propose their own solutions. These solutions will be represented in class work but also in the CAS community through student government and the development of the culture of the small school. We will compare our own practice to the activism of young people all over the world.

Goals/Objectives:

Students will engage in critical thought as they explore multiple forms of text (oral, written, visual, etc.). They will learn to analyze, question, and react to multiple points of view. They will be expected to understand bias and its role in human thought and action. Students will strengthen communication skills in speaking, writing, photography, video and radio production, and magazine production. Students will read extensively and develop personal and analytical responses to reading. They will strengthen skills in group cooperative learning as well as individual academic pursuits. They will develop confidence in a rigorous and engaging academic environment. Students will learn to reflect and to be self-aware of their learning process. Students will develop a practice of community service and social responsibility. Students will become develop competence in appropriate state standards, including written and oral conventions, grammar, vocabulary, listening and reading comprehension, literary response, literary analysis, and creative writing. In addition, they will develop competence in CAS media literacy and media production standards and in CAS social justice standards.

Course content:

Essential Question: Who am I and how do I fit into our diverse society?

Units

I. Culture, Community, and Human Nature

• How are we do get along, how should we organize ourselves?
• What are the theories of society that have shaped our society? Examining different points of view.
• What agreements are necessary for optimal social development?
• What is post-Modern criticism? Understanding point of view and perspective.

• How is race constructed in our society?
• How is power and social capital distributed in our society?
• What are our discourse communities? Examining how we communicate within communities and how to code switch depending on audience?
• How do media impact our social relations? What ways can we impact the media?

• How does gender and gender identity impact our lives?
• What can we celebrate about teen life? What challenges do we encounter?
• Growing up in social turmoil around the world.

• Creating a portfolio.
• Taking control: Making solutions for ourselves and our community.
• Thinking outside the box: Constructing our own course of study, book circles, educational plan for the future.

Journal: 20%
Projects: 20%
Essays/Writing Assignments: 40 %
Participation: 20%

• Journals are collected once every 4 1/2 to 5 weeks.
• Students can expect one major writing assignment per quarter
• Students can expect one major project per quarter
• Current events credit can be fulfilled in a number of ways. Students will be expected to do one per semester.
• Respectful participation is earned through on-time, daily attendance, and positive classroom conduct.

• A 2-inch binder with 6 dividers (note: the same 2-inch binder is good for all CAS 9th grade classes, however each class will need its own dividers)
• A Mead or Alco Composition book, with lined paper. This will serve as your journal.
• A collection of pencils, pens, and highlighters
• loose leaf paper in your binder

• Lord of the Flies, William Golding
• The Tempest, William Shakespeare
• A Tempest, Aimee Cesaire
• Caucasia, Danzy Senna
• Esperanza's Box of Saints, Maria Amparo Escandon
• Rule of the Bone, Russel Banks
• Funny Boy, Shyam Selvadurai
• Push, Sapphire

Teacher: Biko Eisen-Martin

General Course Description:

We will start out looking at your own personal identity and heritage. Who are you? Where do you come from? How do you fit into the world around us? We will then expand our lens to look at various structures of identity such as culture and race. In these units, we will look at case studies of different peoples and their experiences in the United States depending on their own personal or group identities (including youth identity and American identity).

Second semester, we will be focused on issues directly facing youth today: Healthy decision making, substance awareness, sexuality, and gender identity to name a few. This semester's work will also be grounded in academic case studies that look at the evolution of these issues over time. Second semester, we will also devote significant time and energy to a culminating project that explores various movements for social change in the world.

Goals/Objectives:

Students will engage in critical thought as they explore multiple forms of text (oral, written, visual, etc.). They will learn to analyze, question, and react to multiple points of view. They will be expected to understand bias and its role in human thought and action.

Students will interact with others in their learning community in a positive and cohesive manner. They will learn to give and take within a diverse environment. They will be expected to be self-reflective, thoughtful, and explorative. Most importantly, they will learn to respect themselves and those around them.

Course content:

Essential Question: Who am I and how do I fit into our diverse society?

Units

1. Culture, Community, and Human Nature
   How do we define culture?

   What are our sub-cultures?
   Focused look at ethnic and teenage culture
   
   What are our common cultures?
   Focused look at American, CAS, and classroom cultures
   
   What is Cultural Relativism?
   Focused look at point of view and perspective

2. Race, Power, Discourse
   What are the definitions and origins of Race? Does Race Matter?

   Privilege, Power, and racism

   Emphasis on stereotyping: case study of Arab-Americans

   What is Alliance?
   The classroom community as a live model

3. Adolescence - Social Issues
   What messages do teens receive from the media?

   Focus on music, film, and advertising industries

   How can we learn to make healthy decisions?

   Focus on Values, Sex-Education, Substance Use/Abuse, Nutritional Choices

   Theory in Practice

   Focus on the Global HIV/AIDS crisis and Eating Disorders

4. Identity - Teen Culture