ENGLISH 

ENGLISH LANGUAGE ARTS I (GRADE 9) COURSE DESCRIPTION: The ninth grade English Language Arts I course engages students in activities that develop skills in reading, writing, speaking, and listening. Course curriculum is aligned to the Reading Literature, Reading Informational Text, Writing, Speaking and Listening, and Language domains of the Michigan Common Core State Standards for ninth grade. The course specifically builds content around core themes and essential questions that drive classroom instructional routines to facilitate critical thinking, college and career readiness. Students will engage in close reading, collaborative discussions, analysis of text details, analysis of craft and structure, style, tone, and word choice analysis through multiple entries into fiction, non-fiction and informational texts. The course focuses on reading of diverse texts through national and world perspectives, excerpts and full-texts of literature and novel studies. Students will engage in various modes of writing such as narrative, explanatory, informational, argumentative, and non-fiction narrative writing. Student knowledge in grammar, mechanics, and usage will also be reinforced through interaction with literature. 

ENGLISH LANGUAGE ARTS II (GRADE 10) COURSE DESCRIPTION: The tenth grade English Language Arts II course continues engagement of students in activities that develop skills in reading, writing, speaking, and listening. Course curriculum is aligned to the Reading Literature, Reading Informational Text, Writing, Speaking and Listening, and Language domains of the Michigan Common Core State Standards for tenth grade. The course specifically builds content around core themes and essential questions that drive classroom instructional routines to facilitate critical thinking, college and career readiness. Students will engage in close reading, collaborative discussions, analysis of text details, analysis of craft and structure, style, tone, and word choice analysis through multiple entries into fiction, non-fiction and informational texts. The course focuses on reading of diverse texts through national and world perspectives, excerpts and full-texts of literature and novel studies that foster the analysis of stories, characters, and informational text that allow for conclusions about human condition. Students will engage in writing in various modes such as narrative, explanatory, informational, argumentative, and non-fiction narrative writing. Student knowledge in grammar, mechanics, and usage will also be reinforced through interaction with literature. 

ENGLISH LANGUAGE ARTS III (GRADE 11) COURSE DESCRIPTION: The eleventh grade English Language Arts III course continues engagement of students in activities that develop skills in reading, writing, speaking, and listening. Course curriculum is aligned to the Reading Literature, Reading Informational Text, Writing, Speaking and Listening, and Language domains of the Michigan Common Core State Standards for eleventh grade. The course specifically builds content around core themes and essential questions that drive classroom instructional routines to facilitate critical thinking, college and career readiness. Students will engage in close reading, collaborative discussions, analysis of text details, analysis of craft and structure, style, tone, and word choice analysis through multiple entries into fiction, non-fiction and informational texts. The course deepens understanding of the impact of language on culture and language’s ability to drive initiatives within society. The course focuses on reading of diverse texts through analysis of seminal and other historical founding documents, and historical events and experiences through excerpts, poetry, short stories, and full-texts of literature and novel studies that foster critical analysis. Students will engage in writing in various modes such as narrative, explanatory, informational, argumentative, and non-fiction narrative writing. Student knowledge in grammar, mechanics, and usage will also be reinforced through interaction with literature 

SOCIAL STUDIES 

CIVICS COURSE DESCRIPTION: Through the use of inquiry under the C3 Framework, students explore political systems and structures in order to navigate those systems effectively. They will deepen their knowledge of the United States democratic system through an understanding of constitutional principles. Students will explore current political policy issues both domestic and foreign. Students learn about civic engagement to inspire them to become engaged in our political system. This course is aligned to the Michigan High School Content Expectations and is a semester long course.  

ECONOMICS COURSE DESCRIPTION: Through the use of inquiry under the C3 Framework, students explore economic principles and structures in order to navigate those systems effectively. They will deepen their knowledge of the United States economic system from a micro to macro level. Students will explore current economic policy issues both domestically and internationally. Students will also learn wise consumer habits. This course is aligned to the Michigan High School Content Expectations and is a semester long course.  

U.S. HISTORY & GEOGRAPHY COURSE DESCRIPTION: Through the use of inquiry under the C3 Framework, students explore the post-Civil War Industrial Age through the present day. Students gain broader awareness of major political, philosophical, and historical underpinnings of our government, which they use to analyze how ideas of freedom and equality have shaped our collective past and explore implications for the future. Within this framework, major geographic themes are infused using historical context. This course is aligned to the Michigan High School Content Expectations and is a yearlong core curriculum course 

WORLD HISTORY AND GEOGRAPHY COURSE DESCRIPTION: Through the use of inquiry under the C3 Framework, students explore the growth and development of major religions, the rise and fall of civilizations and empires, the spread of ideas and technology, the impact of imperialism, nationalism, and independence movements, and global conflicts from about 1200 AD to the present. Students will expand their historical thinking skills by analyzing primary sources for context, corroboration, and sourcing. This course is aligned to the Michigan High School Content Expectations and is a yearlong core curriculum course.  

MATH 

INTEGRATED MATHEMATICS I COURSE DESCRIPTION: This course is designed to assist students understanding in recognizing and developing patterns using tables, graphs, and equations. Mathematical modeling will be emphasized as an appropriate approach for finding the solution to problems. Students will explore operations on algebraic expressions and apply mathematical properties to algebraic equations. Students will solve problems using equations, graphs and tables and investigate linear relationships, including comparing options and decision-making using algebraic models. Topics from two-dimensional Geometry and Statistics are integrated into this curriculum. This includes application of rigid transformations of shapes, calculation of area and perimeter, application of the Pythagorean Theorem, performing geometric constructions and proofs, and statistical analysis of two-variable data, including determining regression lines, correlation coefficients, creating residual plots, and calculation of mathematical probability. 

INTEGRATED MATHEMATICS II COURSE DESCRIPTION: Integrated Mathematics II, a second-year high school math course, focuses on extending the number systems to include irrational and complex numbers, as well as computation with quadratic polynomials. This course extends their geometric knowledge from other courses. The course also introduces probability as a way to make better decisions when given limited information. 

INTEGRATED MATHEMATICS III COURSE DESCRIPTION: Integrated Mathematics III, a second-year high school math course, focuses on extending the number systems to include irrational and complex numbers, as well as computation with quadratic polynomials. This course extends their geometric knowledge from other courses. The course also introduces probability as a way to make better decisions when given limited information. 

SCIENCE 

NEXT GEN PHYSICAL SCIENCE COURSE DESCRIPTION: This grade 9 year-long laboratory science course develops an understanding of the forces and energy involved in atomic and molecular interactions. Students will develop and use models of interactions at the atomic molecular scale to explain observed phenomena and develop a model of the flow of energy and cycles of matter for phenomena at macroscopic and submicroscopic scales. Scientific practices and engagement with phenomena help illustrate and involve students with disciplinary core ideas. Physical models and computer simulations to help students connect observable phenomena with sub-microscopic mechanisms. This course is based on the MDE state adopted standards.  

BIOLOGY COURSE DESCRIPTION: A year-long laboratory science course that investigates the processes of living things, biochemical cycles, and cellular mechanisms that maintain homeostasis. Inquiry standards are taught in the context of stable internal environments, photosynthesis, respiration, mitosis and meiosis, heredity, organization of living things, and evolution. This course is based on the MDE state adopted standards.   

NEXT GEN EARTH AND SPACE SCIENCE COURSE DESCRIPTION: A year-long laboratory science course that explores the processes that shape the Earth and explain the universe. This course will explore the four main branches of Earth Science, which includes the following: geology, oceanography, meteorology, and astronomy. Students will learn in detail about the Earth’s interior and the theory of plate tectonics and Earth’s systems and their interactions. Students will also explore the current theories that describe the formation of Earth, our Solar System, and the universe. This course is based on the MDE state-adopted standards. 

VISUAL & PERFORMING ARTS 

INTRODUCTION TO VISUAL CULTURE (ART HISTORY 1000) WAYNE STATE UNIVERSITY DUAL ENROLLMENT COURSE DESCRIPTION: An introductory survey of art and culture designed to equip students to look purposefully, critically, and contextually at images and events, mindful of the ways that meaning is produced and perceived. 

WORLD LANGUAGE 

SPANISH I COURSE DESCRIPTION: Learners communicate minimally on very familiar topics by using simple, highly contextualized words, sentences, and questions related to themselves, home, family, friends, neighborhood, school, community, professions and environment that have been practiced and memorized. They recognize some familiar words and phrases when they hear or read them. They communicate some basic information about their everyday life using two or three words or memorized expressions. They can reproduce a modest number of words and phrases in context when writing about well-practiced, familiar topics and supply limited information on simple forms and documents. They may be understood with difficulty by sympathetic native speakers who are very accustomed to interacting with language learners. Learners show awareness of the most obvious cultural differences or culturally unacceptable practices. 

SPANISH II COURSE DESCRIPTION: Spanish II Learners communicate and exchange basic information about familiar topics related to self, home, family, friends, neighborhood, school, community, professions, and environment using phrases and simple sentences. They recombine and reformulate memorized language in the present and in the future, and report series of isolated events in the past. They interact in short, social, everyday situations by asking and answering simple questions. They write short messages, postcards, and simple notes within the context in which the language was learned. They are understood primarily by native speakers who are sympathetic and accustomed to interacting with language learners. They recognize pieces of information (familiar words, phrases, and sentences) within short and simple messages related to everyday life and understand the main topics of what is being said or read. They show awareness of the most obvious cultural differences or culturally unacceptable practices. 

SPANISH III COURSE DESCRIPTION: Learners participate in conversations on a number of familiar topics beyond self, school, and home in simple sentences. They participate in short social interactions in everyday social and survival situations that may present some complications by asking and answering simple questions. They are consistently understood by native speakers accustomed to interacting with language learners. Learners write briefly about most familiar topics and present information using a series of simple sentences. They can understand the main idea in short, simple messages about familiar topics. They recognize and use some culturally appropriate vocabulary, expressions, and gestures when participating in everyday interactions and recognize that differences exist in cultural behaviors and perspectives and can conform in familiar situations 

PHYSICAL EDUCATION & HEALTH 

HEALTH EDUCATION COURSE DESCRIPTION: Topics covered within Health Education courses may vary widely, but typically include infectious diseases (STIs - HIV/AIDS, etc.), personal health (nutrition, mental health, physical health, abuse prevention, social/emotional health, body systems, and first aid) and consumer health issues. The courses may also include brief studies of environmental health, personal development, and/ or community resources. 

PHYSICAL EDUCATION COURSE DESCRIPTION: Physical Education—General courses involves content that is not grade differentiated and may apply to a range of consecutive grades. These courses provide broad content that is not organized as described elsewhere. 

ENGINEERING 

ENGINEERING & DESIGN COURSE DESCRIPTION: In this course, students will continue to participate in the Next Generation Science Standards design cycle, guided by the principles of human-centered design and engineering (HCED). Using big data collection techniques, sensing and 3D-printing, along with HCED design thinking tools, students will develop data-driven designs themselves, for their school and their community. This course will support and deepen the HCED habits of mind and communication tools to explore problems, develop and iterate on solutions and present their designs to stakeholders to their community. 

SCIENTIFIC RESEARCH AND DESIGN - STEM LAB COURSE DESCRIPTION: Using inquiry, reflection, and social implications of essential and core standards, students develop inquiry, exploration, reflection, social implications and develop basic research techniques. This course is designed for students with an interest in science and STEM for the purpose of developing their knowledge and skills in independent scientific study and research. Students will learn to develop a research plan based on a specific problem, develop, and implement an investigation, collect and analyze information and data, and formulate conclusion(s) based on collected data. Students will write research and present their project(s). 

ROBOTICS (9-12) COURSE DESCRIPTION: This is a lab-based course that uses a hands-on approach to introduce the basic concepts of robotics, focusing on the construction and programming of autonomous mobile robots. Course information will be tied to lab experiments; students will work in groups to build and test increasingly more complex mobile robots, culminating in an end-of-semester robotics competition. Students will be divided into groups and complete a variety of construction and programming activities within the confines of these groups